THE RHYTHMS OF ATTENTION

THE RHYTHMS OF ATTENTION.--Attention works in rhythms. This is to say
that it never maintains a constant level of concentration for any
considerable length of time, but regularly ebbs and flows. The
explanation of this rhythmic action would take us too far afield at this
point. When we remember, however, that our entire organism works within
a great system of rhythms--hunger, thirst, sleep, fatigue, and many
others--it is easy to see that the same law may apply to attention. The
rhythms of attention vary greatly, the fluctuations often being only a
few seconds apart for certain simple sensations, and probably a much
greater distance apart for the more complex process of thinking. The
seeming variation in the sound of a distant waterfall, now loud and now
faint, is caused by the rhythm of attention and easily allows us to
measure the rhythm for this particular sensation.


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As a general rule, a married woman in Germany, even after she

has had many children, is as strong and healthy, if not more
so, than when she was a girl
As a general rule, a married woman in Germany, even after she
has had many children, is as strong and healthy, if not more
so, than when she was a girl. In America, with a few
exceptions, it appears to be the reverse; and, I have no
doubt, it is owing to the want of care on the part of girls at
this particular time, and to the neglect of their mothers to
enforce proper rules in this most important matter.


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At present only a portion of this necessary professional training can be

given in the normal schools
At present only a portion of this necessary professional training can be
given in the normal schools. If, however, as I trust may sometimes be
the case, none should be admitted but those who are already qualified in
the branches to be taught, the time of attendance might be diminished,
and the number of graduates proportionately increased. There are about
one hundred high schools in the state, and, within the sphere of their
labors, they are not equalled by any institutions that the world has
seen. Young men are fitted for the colleges, for mechanical,
manufacturing, commercial, agricultural, and scientific labors, and
young men and young women are prepared for the general duties of life.
They are also furnishing a large number of well-qualified teachers. Some
may say that with these results we ought to be content. Regarding only
the past, they are entirely satisfactory; but, animated with reasonable
hopes concerning the future, we claim something more and better. It is
not disguised that the members of normal schools, when admitted, do not
sustain an average rank in scholarship with graduates of high schools.
This is a misfortune from which relief is sought. It is a suggestion,
diffidently made, yet with considerable confidence in its practicability
and value, that graduates of high schools will often obtain additional
and necessary preparation by attending a normal school, if for the term
of six months only. And I am satisfied, beyond all reasonable doubt,
that, when the normal schools receive only those whose education is
equivalent to that now given in the high schools, a body of teachers
will be sent out who will surpass the graduates of any other
institution, and whose average professional attainments and practical
excellence will meet the highest reasonable public expectation. Nor is
it claimed that this result will be due to anything known or practised
in normal schools that may not be known and practised elsewhere; but it
is rather attributable to the fact that in these institutions the
attention of teachers and pupils is directed almost exclusively to the
work of teaching, and the means of preparation. The studies, thoughts,
and discussions, are devoted to this end. If, with such opportunities,
there should be no progress, we should be led to doubt all our previous
knowledge of human character, and of the development of the youthful
mind.


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SCHOOL TRAINING IN PERCEPTION

SCHOOL TRAINING IN PERCEPTION.--The school can do much in training the
perception. But to accomplish this, the child must constantly be brought
into immediate contact with the physical world about him and taught to
observe. Books must not be substituted for things. Definitions must not
take the place of experiment or discovery. Geography and nature study
should be taught largely out of doors, and the lessons assigned should
take the child into the open for observation and investigation. All
things that live and grow, the sky and clouds, the sunset colors, the
brown of upturned soil, the smell of the clover field, or the new mown
hay, the sounds of a summer night, the distinguishing marks by which to
identify each family of common birds or breed of cattle--these and a
thousand other things that appeal to us from the simplest environment
afford a rich opportunity for training the perception. And he who has
learned to observe, and who is alert to the appeal of nature, has no
small part of his education already assured.


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