much as he must to pass muster, and no more. Inaccuracy and
superficiality will characterize such work. Just as training in giving
concentrated attention results in power along that line, so frequent
necessity for forced attention develops habits of divided attention
which in time will hinder the development of any concentration.

From a psychological viewpoint there can be no question but what free
attention is the end to be sought by workers of all kinds. It is an
absolutely false notion that things are easy when free attention is
present. It is only when free attention is present that results worth
mentioning are accomplished. It is only under such conditions that the
worker is willing to try and try again, and put up with disappointment
and failure, to use his ingenuity and skill to the utmost, to go out of
his way for material or suggestions; in other words, to put himself into
his work in such a way that it is truly educational. On the other hand,
forced attention has its own value and could not be dispensed with in
the development of a human being. Its value is that of means to end--not
that of an end in itself. It is only as it leads into free attention
that forced attention is truly valuable. In that place the part it plays
is tremendous because things are as they are. There will always be
materials which will not appeal to a need in some individual because of
lack of capacity or experience; there will always be parts of various
activities and processes which seem unnecessary and a waste of time to
some worker; there will always be choices to be made between instinctive
desires and ideal needs, and in each case forced attention is the only
means, perhaps, by which the necessary conditions can be acquired that
make possible free attention. It is evident, therefore, that forced
attention should be called into play only when needed. When needed, it
should be demanded rigorously, but the sooner the individual in question
can pass from it to the other type, the better. This is true in all