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.
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