The teacher who is able in beginning reading to discover to children the tool which will enable them to get the familiar story or rhyme from the book may hope to get a quality of attention which could never be brought about by forcing them to attend to formal phonetic drill. The teacher of biology who has been able to awaken enthusiasm for the investigation of plant and animal life, and who has allowed children to conduct their own investigations and to carry out their own experiments, may hope for a type of attention which is never present in the carrying out of the directions of the laboratory manual or in naming or classifying plants or animals merely as a matter of memory. Children who are at work producing a school play will accomplish more in the study of the history in which they seek to discover a dramatic situation, by virtue of the concentration of attention given, than they would in reciting many lessons in which they seek to remember the paragraphs or pages which they have read. The boy who gives his attention to the production of a story for his school paper will work harder than one who is asked to write a composition covering two pages. Children who are allowed to prepare for the entertainment of the members of their class a story with which they alone are familiar will give a quality of attention to the work in hand which is never secured when all of the members of the class are asked to reproduce a story which the teacher has read. It is necessary at times to have children give forced attention. There are some things to be accomplished that must be done, regardless of our success in securing free attention. It is entirely conceivable that some boy or girl may not want to learn his multiplication tables, or his words in spelling, or his conjugation or declension in French, and that all that the teacher has done may fail to arouse any great amount of interest or enthusiasm for the work in question. In these cases, and in many others which might be cited, the necessity for the particular habit may be so great as to demand that every pupil do the work or form the habit in question. In these cases we may not infrequently hope that after having given forced attention to the work of the school, children may in time come to understand the importance of the experiences which they are having, or even become interested in the work for its own sake. It is not infrequently true that after a period of forced attention there follows a time during which, on account of the value which children are able to understand as attached to or belonging to the particular exercise, they give free derived attention. Many boys and girls have worked through their courses in science or in modern languages because they believed that these subjects would prove valuable not only in preparing them for college, but in giving them a wider outlook on life. Their attention was of the free derived type. Later on