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 artificial.  Their appeal should be permanent, i.e., should persist in the same situation outside of school.  They should really stimulate those to whom they are offered.  They should not be too attractive in themselves.  Applying these principles it would seem that derived interests that have their source in instincts, in special capacities, or in correlation of subjects are of the best type, while such extremely artificial incentives as prizes, half holidays, etc., are among the poorest.

The value of derived attention is that it gets the work done or the habit formed.  Of course the hope is always there that it will pass over into the immediate type, but if it does not, at least results are obtained.  It has already been shown that results may also be obtained by the use of forced attention, which is also derived.  Both derived free attention and forced attention are means to an end.  The question as to the comparative value of the two must be answered in favor of the derived free attention.  The chief reasons for this conclusion are as follows.  First, derived free attention is likely to be more unified than forced attention.  Second, it arouses greater self-activity on the part of the worker.  Third, the emotional tone is that of being satisfied instead of strain.  Fourth, it is more likely to lead to the immediate attention which is its end.  Despite these advantages of derived free attention over forced attention, it still has some of the same disadvantages that forced attention has.  The chief of these is that it also may result in division of energy.  If the means for gaining the attention is nothing but sugar coating, if it results in the mere entertainment of the worker, there is every likelihood that the attention will be divided between the two.  The other disadvantage is that because of the attractiveness of the means used to gain attention it may be given just so long as the incentive remains, and no longer.  These difficulties may be largely overcome, however, by the application of the principles governing good incentives.  This must mean that the choice of types of attention and therefore the provision of situations calling them out should be in this order:  immediate free attention, derived free attention, forced attention.  All three are necessary in the education of any child, but each should be used in its proper place.