some of these same pupils have become tremendously enthusiastic in their work in the fields in question, and have found such great satisfaction in the work itself, that their attention might properly be characterized as free immediate attention. The importance of making children conscious of their power of concentrating their attention needs to be kept constantly in mind. Exercises in which children are asked to do as much as they can in a period of five or ten minutes may be used to teach children what concentration of attention is and of the economy involved in work done under these conditions. The trouble with a great many adults, as well as with children, is that they have never learned what it is to work up to the maximum of their capacity. All too frequently in our attempts to teach children in classes we neglect to provide even a sufficient amount of work to demand of the more able members of the group any considerable amount of continued, concentrated attention. We seek in our work as teachers not only to secure a maximum of attention to the fields of work in which children are engaged, but also to arouse interests and enthusiasms which will last after school days are over. We think of interest often, and properly too, as the means employed to secure a maximum of attention, and, in consequence, a maximum of accomplishment. It is worth while to think often in our work in terms of interest as the end to be secured. Children should become sufficiently interested in some of the subjects that we teach to care to be students in these fields, or to find enjoyment in further work or activity along these lines, either as a matter of recreation or, not infrequently, as a means of discovering their true vocation in life. That teacher who has aroused sufficient interest in music to enable the student of musical ability to venture all of the hard work which may be necessary in order to become a skillful musician, has made possibly his greatest contribution by arousing interest or creating enthusiasm. The teacher whose enthusiasm in science has led a boy to desire to continue in this field, even to the extent of influencing him to undertake work in an engineering school, may be satisfied, not so much in the accomplishment of his pupil in the field of science, as in the enthusiasm which has carried him forward to more significant work. Even for children who go no farther than the elementary school, interest in history, or geography, in nature study, or in literature, may mean throughout the life of the individuals taught a better use of leisure time and an enjoyment of the nobler pleasures.