Some time elapsed. The noise, the whispering, the occasional sobbing increased. I became conscious of a relaxation of discipline, a sort of growing disorder, as if my girls felt that vigilance was withdrawn, and that surveillance had virtually left the classe . Habit and the sense of duty enabled me to rally quickly, to rise in my usual way, to speak in my usual tone, to enjoin, and finally to establish quiet. I made the English reading long and close. I kept them at it the whole morning. I remember feeling a sentiment of impatience towards the pupils who sobbed. Indeed, their emotion was not of much value: it was only an hysteric agitation. I told them so unsparingly. I half ridiculed them. I was severe. The truth was, I could not do with their tears, or that gasping sound; I could not bear it. A rather weak-minded, low-spirited pupil kept it up when the others had done; relentless necessity obliged and assisted me so to accost her, that she dared not carry on the demonstration, that she was forced to conquer the convulsion.