Where attention has to be secured out of disorder we are justified in making use of stimuli that shock pupils into attention.  One of the best illustrations of this sort of procedure was the method used in the David Belasco theatre in New York to get audiences quiet for the opening of the performances.  Mr. Belasco was convinced that the orchestra had become a mere accompaniment to the clatter and noise of the audience and so he did not trust to that means to secure order.  In fact, he discarded the orchestra idea.  At the appointed hour for the curtain to rise, his theatre became suddenly dark.  So dark that the blackness was startling.  Immediately upon the silence that attended the shock the soft chiming of bells became audible which led the audience to strain in an attempt to catch fully the effect of the chime.  At that point the curtains were drawn and the first lines of the play fell upon the ears of a perfectly quiet audience.

It is safer and better, of course, to anticipate disorder by getting the lesson under way in an interesting manner.  These artificial devices are serviceable as emergency measures as well as helpful as restful variations in a class hour.  Change in posture, group exercises, periods of relaxation, all help to make attention the more easily possible.

The key to sustained attention, when all is said and done, is interest.  There is no substitute for the fascination of interest.  As Magnusson says:  “Monotony is the great enemy of attention.  Interest is the attention-compelling element of instincts and desires.”  The teacher can feel assured of success only when he is so fully prepared that his material wins attention because of its richness and appropriateness.  Special thought should be given in the preparation of a lesson to the attack to be made during the first two minutes of a recitation.  A pointed, vital question, a challenging statement, a striking incident, a fascinating, appropriate story, a significant quotation—­these are a few of the legitimate challenges to attention.

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QUESTIONS AND SUGGESTIONS—­CHAPTER XI

1.  Discuss the statement:  “There is no such thing as inattention; when pupils appear inattentive, they are singly attentive to something more interesting than the lesson.”

2.  Explain the force of attention in the learning process.

3.  What is attention?

4.  Discuss and illustrate the different types of attention.

5.  Give some practical suggestions on the securing of attention.

6.  Point out the distinction between attention and interest.

7.  Discuss the effect of monotony on attention.

8.  How do children and adults differ in their powers of attention?

HELPFUL REFERENCES

Pillsburg, Attention; Norsworthy and Whitley, Psychology of Childhood; Strayer and Norsworthy, How to Teach; Betts, How to Teach Religion; Weigle, Talks to Sunday School Teachers; Fitch, The Art of Securing Attention; Thorndike, Principles of Teaching; Dewey, Interest and Effort in Education; Brumbaugh, The Making of a Teacher.