ns_

Distractions of any nature result in a double waste. First, a waste of
power through preventing concentration and continuity of thought. Try
as hard as one may, he cannot secure the best results from his mental
effort, if his stream of thought is being broken in upon. The loss by
this process is comparable to that involved in running a train of
cars, stopping it every ten rods instead of every ten or every one
hundred miles. But this form of waste is not all. There is also a
serious waste of interest and enthusiasm resulting from interrupted
recitations. Every teacher has at times felt the sudden drop in
attention and interest on the part of the class after some
interruption which took the minds of the class off the subject. Try as
hard as the teacher may, it is impossible to go back to the same level
of efficiency after such a break. The following show some of the chief
sources of distractions:--

_a. Distractions by the teacher._--Strange as it may seem, many
teachers are to be criticised on this point. Any striking feature or
peculiarity of manner, dress, or carriage which attracts the attention
of the class is a distraction. A loud or ill-modulated voice, tones
too low or indistinct to be heard well, the habit of walking up and
down the aisles or back and forth before the class, assuming awkward
positions standing or sitting before the class--these are all
personal factors which the teacher needs to keep constantly under
surveillance.

The teacher may also distract the class by answering questions asked
by the pupils at their seats, or by rebuking misdemeanors seen among
those not in the recitation. Most of such interruptions are wholly
unnecessary, and could be avoided by a little foresight and
management. The lesson should be so clearly assigned that the pupils
can have no excuse to ask later about the assignment, and then there
should be a penalty for forgetting it. The drinks of water should be
had and the errands attended to between classes. The pencils should be
supplied and sharpened before the session begins. The mischievous
culprits should be taught that it is a serious offense to interrupt a
recitation. The teacher who permits these distractions by the school
has not yet learned the secret of good management, and could hardly
advertise his inefficiency in this regard any more effectively than by
permitting such interruptions to continue.

It is also possible for the teacher to distract the person