In the small town branch office he was the sole occupant of a little room looking out upon an uncleared field. Shortly after the engineer’s arrival the owner of the adjacent land began to clear it. He used dynamite to blast out the stumps. The explosions of the blasts would have been lost in the din to which this man had been accustomed in the city, but breaking in upon a dead silence as they did, they annoyed the engineer so much that he lost much time trying to pick up the broken threads of his work every day. Then, these noisy explosions began to get on his nerves, for he was a high-strung man. At the end of two weeks he had a nervous breakdown which was caused by nothing but these periodic disturbances that set his nerves on edge and shattered his self-control. Fortunately, by the time he had recovered from his illness, the blasting was finished and he went on with his work undisturbed. CASE 114 (HIGH SCHOOL) When Miss Barton had charge of the high school assembly room in Geneva, Illinois, it was always a time for unlimited privilege on the part of the pupils. “Miss Barton, may I speak to Elsie?” Susan Emmons asked, without raising her hand. Two blonde heads were soon together talking over what they were going to wear to Jeannette’s party. Two minutes later: “Please, may I speak?” This was from a demure-looking girl who was never known to ask this privilege from any other teacher. Several minutes passed without a reply from Miss Barton. She was enjoying some peace in reading her home newspaper when again, “Miss Barton, may I speak to Susan?” “Yes” (said without thinking). Then, when Elsie was on her way to speak to Susan, she recalled, “Didn’t I just give you permission?” “No, you gave Susan permission to speak to me.” [Sidenote: Too Frequent Speaking] “All right.” Miss Barton sighed as she turned her attention to another part of the room, where two boys were amusing themselves looking out of the window. CONSTRUCTIVE TREATMENT Refuse, without discussion, a request to speak, when you know it is not necessary. It is often wise to ask, when such a request is made, “Is it necessary?” Look into the child’s eyes as you say this, letting him see by your attitude that you do not intend to give the permission unless it is necessary. One cautious teacher asks, “Is it something about your lessons?” Refuse all requests that have nothing to do with the pupil’s work. Limit the time for speaking. Do not allow more than one person to speak at a time. Much speaking can be avoided frequently by quietly stepping forward to the person who asks the permission and saying, “Can I help you? We won’t disturb Susan if we can help it.” The implied suggestion is itself a reminder to be more careful about asking such favors. If you make it clear when you first take charge of a study room that you expect little or no whispering, the pupils will soon find out that such “speaking” is quite unnecessary. COMMENTS