or screaming after some sudden noise. I told them how, when a
boy, my imagination had been very much impressed by one of Thackeray's
characters, the last remnant of aristocratic traditions, almost a
pauper, but possessing one attribute of nobility,--absolute
self-control. When his house burned he stood with his ankles crossed,
leaning on his cane, the only onlooker who was not excited. For months
I imitated that pose, using sticks and rakes and fork handles. The
result was that when I taught school, a scream, a broken desk, or
unusual noise outside reminded me of my old aristocrat in time to
prevent my muscles from jumping. In a very short time several fidgety
and nervous girls and boys had learned to think twice and to relax
before jumping.

One test of thorough relaxation in a dentist's chair proves the folly
of tightening one's muscles. When in school or out the remedy for
nervousness is relaxation. The discipline that prohibits a pupil from
stretching or changing his posture or seat is as much to be condemned
as that which flourishes the rod. It has been said of our schools that
children are not worked to death but bored to death. Wherever a room
must be stripped of all beauty and interest to induce concentration,
wherever the greater part of the teacher's time must be spent in
keeping order, there is confession either of inappropriateness of the
present curriculum or of the failure of teacher and text-book to
present subjects attractive to the pupils. Nervous habits will be
inevitable until the pupil's attention is obtained through interest.
Sustained interest will be impossible until teacher and pupil alike
practice relaxation, not once a morning or twice a day, not during
recess or lunch hour, but whenever relaxation is needed.

In overcoming nervousness of teacher and pupil, both must be interested
in home causes as well as school causes of that nervousness. Time must
be found to ask questions about those causes and to discuss means for
removing them. Naturally it will be embarrassing for a very nervous
teacher to discuss nervousness with children,--until after she has
overcome her own lack of nerve stability. To help her or to compel her
to learn the art of relaxation of bodily and of mental control is the
duty and the privilege of the school physician, of her doctor, and of
superintendent and trustees. The outside point of view is necessary,
because of the peculiar fact that almost every nervous person belie