attention types. The big accomplishments of human lives have been
brought to pass through this kind of attention. It is the kind the
little child gives to his play--the activity itself is worth while. So
with the artist, the inventor, the poet, the teacher, the physician, the
architect, the banker--to be engaged in that particular activity
satisfies. But this is not true of all artists, bankers, etc., nor with
the others all the time. Even for the child at play, sometimes
conditions arise when the particular part of the activity does not seem
worth while in itself; then if it is to be continued, another kind of
attention must be brought in--derived attention. This illustration shows
the place of derived attention as a means to an end--the same part
played by forced attention in its relation to free. Derived attention
must needs be characteristic of much of the activity of human beings.
People have few well-developed capacities, and there are many kinds of
things they are required to do. If these are to be done with free
attention, heartily, it will only be because of some value that is worth
while that is attached to the necessary activity. As activities grow
complex and as the results of activities grow remote, the need for
something to carry over the attention to the parts of the activity that
are seen to be worth while in the first place, or to the results in the
second, grows imperative. This need is filled by derived attention, and
here it shows its value as means to an end, but it is only when the need
for this carrier disappears, and the activity as a whole for itself
seems worth while, that the best results are obtained.

There is a very great difference between the kinds of motives or values
chosen for derived attention, and their value varies in accordance with
the following principles. Incentives should be closely connected
naturally with the subject to which they are attached. They should be
suited to the development of the child and be natural rather than