Teaching - The Importance of Attention
Education is what remains
after one has forgotten everything he learned in school. ~Albert
of the mind's energy on
object of thought is attention.
In a state of attention the mind
may be likened to the rays of the sun which have been passed through a
window. You may let all the rays which can pass through your
window fall hour after hour upon the paper lying on your desk, and
no marked effects follow. But let the same amount of sunlight be passed
through a lens and converged to a point the size of your pencil point,
and the paper will at once burst into flame. What the diffused rays
could not do in hours or in ages is now accomplished in seconds.
Likewise the mind, allowed to scatter over many objects, can accomplish
just little, but when withdrawing
our thoughts from everything else and
concentrating mind on one thing, more can be accomplished in minutes
than before in hours. Things which could not be accomplished at
all before now become possible.
While attention is no doubt partly a natural gift, yet there is
no power of the mind more susceptible to training than is attention.
with attention, as with every other power of body and mind, the secret
of its development lies in its use. Stated briefly, the only way to
train attention is by attending. No amount of theorizing or resolving
can take the place of practice in the actual process of attending.
which you learn something
is a complete loss. ~David Eddings.
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is one of nature's methods of
economizing time and effort, while
at the same time securing greater skill and efficiency.
Every training is pathological when stress is laid upon correcting
wrong-doing instead of upon forming positive habits.
The ability to see may be improved by
education as much as the ability to read, remember, or converse. With
many people, not seeing is a habit.
The regular education increases the effectiveness
of the conscious reactions of the child. It modifies his instincts, his
habits and also improves his social efficiency.
Physical life is only a balance of forces, as
spiritual life is a series of choices, and the question is
not simply how much intellectual or brain work we are
doing. This question cannot justly be considered apart
from the other inquiry, of how much appropriate material
we are supplying for the use of the brain. We
cannot judge whether the amount of force expended be
healthful or unhealthful till we know how much force
has been and can be generated. There is undoubtedly
a limit to this last factor in our problem, but if we do
not exceed this limit in our expenditure, it seems unquestionable,
that the more brain work we do, the better
will it be for the entire system, and the stronger will be
our health, this being only our power actively to resist
the destructive forces of nature.
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