In history work there is change from the story and biography form, from discussion of questions that arise, to the formulation of questions. Points about which difference of opinion is possible, matters upon which experience, reflection, etc., can be brought to bear, are always coming up in history. But to use the discussion to develop this matter of doubt and difference into a definite problem, to bring the child to feel just what the difficulty is, and then throw him upon his own resources in looking up material bearing upon the point, and upon his judgment in bringing it to bear, or getting a solution, is a marked intellectual advance. So in the science there is a change from the practical attitude of making and using cameras to the consideration of the problems intellectually involved in this—to principles of light, angular measurements, etc., which give the theory or explanation of the practice. In general, this growth is a natural process. But the proper recognition and use of it is perhaps the most serious problem in instruction upon the intellectual side. A person who has gained the power of reflective attention, the power to hold problems, questions, before the mind, _is_ in so far, intellectually speaking, educated. He has mental discipline—power _of_ the mind and _for_ the mind. Without this the mind remains at the mercy of custom and external suggestions. Some of the difficulties may be barely indicated by referring to an error that almost dominates instruction of the usual type. Too often it is assumed that attention can be given directly to any subject-matter, if only the proper will or disposition be at hand, failure being regarded as a sign of unwillingness or indocility. Lessons in arithmetic, geography, and grammar are put before the child, and he is told to attend in order to learn. But excepting as there is some question, some doubt, present in the mind as a _basis_ for this attention, _reflective_ attention is impossible. If there is sufficient _intrinsic_ interest in the material, there will be direct or spontaneous attention, which is excellent so far as it goes, but which merely of itself does not give power of thought or internal mental control. If there is not an inherent attracting power in the material, then (according to his temperament and training, and the precedents and expectations of the school) the teacher will either attempt to surround the material with foreign attractiveness, making a bid or offering a bribe for attention by “making the lesson interesting”; or else will resort to counterirritants (low marks, threats of non-promotion, staying after school, personal disapprobation, expressed in a great variety of ways, naggings, continuous calling upon the child to “pay attention,” etc.); or, probably, will use some of both means.