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 Dramatization 
 
 IN THE 
 
 Grammar Grades 
 
 BY 
 
 SARAH E. WOODBURY 
 
 NORMAL TRAINING SCHOOL 
 LOS ANGLLLS. CAL 
 
 2- I ■2>^S 
 
 1909 
 
 Baumeardi Puhliflilng Co. 
 Los Anj^eles. CaL
 
 Copyn'Blited 
 
 B> S»rih E Woodbury 
 
 1909
 
 W 'SS 
 
 PREFACE 
 
 Jn this booklet no claim i> made to originality citlier 
 of snhicct (ir of mrthod. Tlic aim has l)cen to liring 
 to.i^ctliLT material w hicli has alrcaJ}- Ijclmi tried and found 
 valuable, with the ho])e of stinnilating' an interest in 
 dramatization as a heli)ful f<irm of school work in the 
 i^ramniar L;rades. Its worth in llie ])rimary classes has 
 alreadx- been proxed by man_\- skillful teachers, and 
 there seems to be no loL;ieal reason \\\iy dramatizing 
 .-hould not be continued through all the g'rades. The 
 fourth, hfth, and sixth years are somewhat barren of 
 interesting subject matter: it is especially dii^cult to 
 lind fresh and insi)iring methods for the teaching' of 
 language, literature, and historv, and in dramatization 
 lie large opjjortunities. 
 
 Thanks are especially due to Air. M . C. Uettinger. 
 assistant suiterintendent of schools, Los Angeles, for 
 his advice and encouragement; t(i Aliss Kate \\ ( )sgood, 
 city i)rincipal of [he Normal 1'raining School, under 
 whose enthusiastic guidance the first work in formal 
 dramatizing was done in this school; and to Mr. Everett 
 She])ar(lson, su])ervisor of the Normal Training School, 
 for his kind |)ermission to use the illustrations and 
 references on dramatization iiublished in C/iildrcn's Lit- 
 erature.
 
 WHY SHALL WE DRAMATIZE 
 
 All children 1( ive to make believe, "'[.et us plav (Jueen 
 Elizabeth and W alter Raleigh. I will be (jueen. and y(Xi 
 must ])ut vour coat u])on the ground fur me to walk 
 over. Then xnu must come before m}- throne upon 
 vour knees and I will put my swortl on \dur shotildev 
 and saw "1 dul) thee knight"." 
 
 Such pla\s as this are acted over and o\er aga.in in 
 everv home and ui)on every pla}-groun(l. W h_\- not 
 in ever\- sclioolrocMii .^ It is the most natural thing in 
 the v>drl(l tor a little child to take the ])lace of another. 
 to think his thoughts, to s])eak his words, to act as he 
 (iocs, for dramatic instinct is the ha]i]i\ ] " is session of / 
 every normal child. There is no child so jxiorly endowed 
 but he has ^ome gleam of imagination, some portion of 
 the l)lessed heritage b\' which he become> in his own 
 ])erson great, heroic, and beautiful. It is true that some 
 children seem so earth-bound, so restricted, so cramped, 
 that few signs of dramatic instinct can be detected. It 
 is tor such as these that dramatization ;is a form of 
 school work oilers its greatest ai)])eal. .J.l iiL_^Of the 
 backward, the indifferent, for tho-^e who '"bavinu- eves 
 
 see not. antlTTaving ears hear not." for those who need 
 to_be..CiKou raged, stimul ated, vivitied , that this woi-k is 
 of i)rimar\- importrmce. 
 
 In the kindergaiien the di"amalic in--tiiuM li;is long 
 l)een recognized and sysleni;ilic;dl\ culli\ated. but it is 
 only recentl)' that graile teachers h;i\e bi-gun to realize 
 the great possibilities it offers for de\elopinenl along
 
 1)R.\.\I A riZAIIO.X IN I III, CKA.MMAK CRADI'.S 
 
 nuLiiy lines. 'J'eachcrs arr learning- that llio school is 
 life, and tliat all that (.'nlcTs into th.' t'nlhio-, ami richness 
 ol ihc cliiM's world nia_\ properly have an educative 
 value. (_ hildren need an i ipjioiiunilw too, for carrying' 
 out some ot their ])roiects, and die ordinarv routine (_)f 
 the school t;i\-es small space I'or this. h^ducation tends 
 to be lueclianical, and an_\ thin!.^_uhicli brings more spou- 
 taJieit^' into the woi-k is welcome. Dranjaliza^tion helps 
 to.break up iIk' deadl\ formality of the sclioolroom by 
 introducing^ something' of interest to the child, some- 
 thini;' \vluch satisties his imaL^inatiou. and exhausts hi:-; 
 exccuti\"e resources. 
 
 Without dotil)i the .greatest value of this work lies in 
 the cultix'ation ot the creative imagination, in power to 
 \'isualize, and in the encouragement of self-expression, 
 but there are other important results. ( )ne of the most I 
 signiticant is the cultivation of the social instinct. Girls, 
 especiall}', need experience in "team wor1</" To vield 
 to whatever condition is for the common good, to con- 
 sider the whole of more im])ortance than any of its parts, 
 is the i)est possible training for children as social being's. 
 ■ When teacher and ])ui)ils work together in making and 
 l)resenting a i)la\ the\- come to know each other Ix'tter 
 tluui in mau\' months of ordiuar\- association. There is 
 no more fortunate occasion ever afforded a teacher for 
 stud\ing her children. Traits of which she had no pre- 
 vious knowledge a])i)ear, showing to her watidiful eye 
 opportunities for serx'ice in their behalf, ddie awkward, 
 indiliereut lad will olten api)ear in a new cliaracter — 
 eager, alert, dignified. The child who has shown no 
 initiative devises wonderful stage properties. Llere self- 
 
 -^5^^
 
 6 DKA.MATIZATIOX IX Till-: GKA.M.MAK CRAUliS 
 
 ishness sometimes shows itself, but far more frequentl}' 
 real admiration and praise for what another can do. 
 _^ l^,raniatization also furnishes an excellent_^means for 
 the correlation of sul)iects. Reading', literature, lan- 
 guage, history, and geography otifer nnich material, wliile 
 sewing, slo\(l. music, and drawing ma)- be ettectively 
 combined with them. In this way a motive for con-, 
 struction work is given, without the forced union 
 to which teachers sometimes feel t)hligetl to resort. 
 Everyone acknowledges the importance of giving rest- 
 less inii)ils an op])ortunit\- to ex])rcss themselves b_v 
 doing, and abundant opi)ortunit\- for culti\ation of the 
 motor acti\-ities is ati'orded both in the hand work and 
 in the action of the ]>lay. 
 
 The effect of the introduction of the dramatic spirit 
 into the teaching of reading, literature, history, and 
 gcographv is to vitalize and illumine nmch that has been 
 dull and spirilless. Characters are made to live, events 
 become i)art of a child's own experience, and places 
 become real which ])et'ore were as vague and indefinite 
 as "Xo .Man's Land." I'lUl in no subject is the value of 
 this W(irk more ajipareul than in the leaching of language. 
 If it is true llial there is ".\'o expression without im-i)res- 
 sion." then the lirst aim in language teaching should be the 
 making of impressions. When the^e lia\e been strongly 
 made the expression lollows as a mailer of i"ourse, and. 
 the teacher needs onl\- to guidi' the child to correct form. 
 There is no kind of composition work so delighlful to 
 the average child as making a play, whether it be the 
 informal oral dialii^ut', cn" tlie m< ire lormal w I'itten i lue.
 
 DRAMA II/.AIIO.X 1 X Till-; CKAMMAK CRADliS 7 
 
 and llic fact that ibc children cnjoN- the work is not the 
 least thing" to be said in its fa\-or. 
 
 Many possibilities of liome enjoNinent. also. api)ear, 
 for the children are eager t<» i)ri)duce again at home 
 what they ha\e dramatized at school. An activ'e, 
 restless boy spent his s])ring vacation in teaching to 
 the children of his neighborhood a i)la\' which had 
 been written and i)resented by his class at school. 
 It was given in a barn, the traditional entrance fee 
 of a certain nnmber of pins was charged, and 
 the vacation was spent in profitable fnn instead of 
 idle pleasure. The wise Mrs. Alcott encouraged her 
 four "Little \\'omen" to write and act their simple plays, 
 and many other wise mothers since have shared their 
 cliildren's joy in this deligiitful form of home amuse- 
 ment.
 
 HOW SHALL WE DRAMATIZE 
 
 In order that draniatiziiig' niav be carried on with 
 the greatest i)ossihle benefit to ehiUh'en, certain of its 
 important pliases shoidd Ivj carefullv considered. j-irst 
 of all, the teacher must realize that the finished produc- 
 tion of a i;)lav is not the chief end in view. Awakened 
 interest, impro\ed oral and written language, and greater 
 freedom from self-consciousness constitute the valuable 
 "bv-i')roduct"' of this work. In interpreting and ])re- 
 senting a play already written some ^A these results are 
 obtained, Init the value of dramatization is greatl)' 
 increased when children write their own ])lavs. .Much 
 of the composition work in school is done with na 
 ap])arent vu(] in \iew. Ilere is a motive ade(|uate for 
 the most aml)itious and stimulating to the most slothful. 
 To wri te a play oLlli eii' very o wn, to be given l)y them- 
 selves, satisfies the sense of owiiershi]i so strong in 
 chiidri'U, and at the same time offers to the teacher a 
 large ojjijortunity for the cnlti\ation of correct torm and 
 expression. By the time children reach the sewnth or 
 eighth grade thev are read}' to begin the study and 
 inter])retation of the great dramas and the writing ot 
 ])lavs will gi\e place to other lorm> ot composition work 
 in line with llieii- new interests. 
 
 In the selection of materials for dramatization great 
 care .-hiiuld be used. The su])i>l\ of suilahlr matlt'r is So 
 abundant that \\\vyv i> no excuse for trsing an\ thing 
 of inferior (|nalit\. Tlu' im])ression madv b\ a stor\' 
 when read is consifk'rable. but this imi)i"ession is increased
 
 DRAMA riZA'l' ION IN 
 
 CKA.M M \K i;K ADI'.S 
 
 9 
 
 i^Tcatlx- when the story is acted. I'"<)r tliis reason it is 
 unwise to dramatize even _L;-ood i)ieces of literatnre if 
 tfiey'contain incorrect En^-lish/ A dialect story may bo 
 a bit of real literatnre. and charminL; in it> way, Init it 
 is entirel\- nnsniled for dramatization in the i^radesji 
 Lani^uai^e forms are soon forgotten when merely read, 
 bnt tiieybeconie -firmly hxed in the memory by freqnent 
 repetitio;i^_jeulorced_b}^the living power of the play. 
 (Tntv"^ien correct English has liccomc the habit th'rmigh 
 years of carefnl exercise can one safely indnlge in^ 
 ..imgTanimatieal uses. All the l)est literatnre is by no 
 means snitable for dramatization. Mnch of it contains 
 no element of drama. ( )ften the choice and beautifnl 
 imagery wonld le injnred by giving it a dramatic 
 .setting. Sometimes the thread of the story is too deli- 
 cate, too snbtle ; sometimes the incidents cannot be linked 
 together exCe])t 1)_\- over-mnch explanation. A simiile 
 i:ilot. ])lent\- of life and action, a worthy conclnsion — these 
 are tlie ])rime re(|nisites. and they may all be fonnd iiT| 
 the iixjod old nnths, legends, and adventnres of the 
 world's classics. 
 
 "'"TgnTn. the teacher shonld bear in mind that dramati- 
 zation, like all good things, may easil}- be overdone. To 
 dramatize indiscriminately, or to dramatize ' too fre- 
 qnentlw ma}' rednce a ])iece of distinctive work tr> the 
 level of everv day drndgery. The wise teacher will keep 
 jnst enongh of this work on hand to spnr her ])n])ils to 
 riotable effort. Informal dramatizing may fre(|nentl\- l)e 
 incorporated in the reading, geogra])]iy. history, or lan- 
 gttage lesson, bnt the more formal work of writing .i 
 ])lav shonld not be allowed to mono]iolize more than its
 
 lO UK AMAIlZATKlX 1\ llil-: CKA.M.MAK ( .RADES 
 
 proper sliarc of time. (Jne play a tcnn, written and 
 presented, with the accompanying- preparation of cos- 
 tumes and scenery, is sufficient, but not more than any 
 teaclier can carry on advantageously, 'idle length of 
 the ])la_\- ma_\- he limited hy the amount of time a teacher 
 feels that she can give to it. .\ play of one act and one 
 scene is best for a first attempt. This will show the 
 nature of tlie work, and will indicate to the teacher 
 the lines of future dexelopment. 
 
 ."^cenery and costume ai^e wduahle aids in creating the 
 correct atmosphere of a i)lay, hut the imagination can 
 form the ilesired images with slight assistance. ( )nly 
 such simple costumes are uecessarv as will teach the 
 dress of the time, or will ser\e to ])ortrav a character. 
 A tur rug thrown over the shoulder of I lercules becomes 
 as effective as the original lion's skin, and a cap and a 
 ^erchief make I'riscilla a member of the rilgrim band, 
 die only wa}' to avoid ihc danger of di>])la\- is to keep 
 he costumes extremel_\- simple, but some slight change 
 hylps to nialx-e a child less self-conscious, and enables 
 h ui to take the iiersonaht\- of another. It would not be 
 a(5\-isal)le to allow a child to hire a costume, or to spend 
 niLre than a few cents for that which is used in con- 
 structing one. Mis ingenuity can devise wa\s and means 
 (jf Using materials already in his pos.session. and of suit- 
 ing them to his needs. .Siiuphcilx' shoidd be the key- 
 note in Costume and scenerw 
 
 There is great temptation to give the princii)al parts 
 
 ^to the children who would do the work most creditably. 
 
 It imist always. howe\er. hi' boi-ne in mind that dramati- 
 
 faliou has a disciplinary vahu' for I'ach child, in curbing
 
 DKA.MAI IZA rioX I X T I I I'. CKAMMAK CKADICS 11 
 
 tlie forward, in cnci )uraL;iiiL; llu' limid, in slren^llu-niiiy 
 the weak, and in binding all into one social whole. If it 
 is carricil on in this spirit of service, it fnll\- ju.stifies 
 itself, hut it dellected Iroin its lii.^h use, hecoinin;^ merely 
 a method for entertaining- visitors 1)\- the display of 
 d.ramatic talent, it woidd better haw never been under- 
 taken. 
 
 The. teachei- tinds many hai)p\- surprises when once 
 she be,!^'ins to study her uniM-epossessinj^' material. She 
 finils that she has many who can successfully undertake 
 the i)art which she at tirst felt could be assigned to one 
 only. A happy division of labor ma\- often be made bv 
 haxin^' one s^'roup write the i)lay, another act it, another 
 write invitations, while others attend to costumes and 
 scenery. This arrani^ement l)\- j^roups is especially suc- 
 cessful in a school com])osed of several g'rades. The 
 older childi-en enjoy writing' a pla\- for the \<iunt.;'er ones 
 to act. while others supply the accessories. 
 
 teacher should neither expect nor re(|tiire hii^hly 
 finished work. If it bears the mark of childish eiiort it 
 \vill necessarily contain manv errors. — errors of proi)or- 
 tion. of strticture. and of exjiression — just as do all 
 Wither forms of children's coni])ositions. 'I'he teacher 
 Jshould be a ^uide, leading the ])npils from "better up 
 to best," rather than a gardener, pruninj^- until little of 
 the original stalk remains, in acting the plav no eitort 
 should be spared to lead each child to understand and 
 ap]:)reciate the character he represents, but on no account 
 should the teacher's interpretation be forced upon him. 
 nf)r should he be over-criticised, hreedom and natural- 
 ness should characterize this jiart ^^i the work. Imita-
 
 12 
 
 DRA-MATIZATIOX IX THE GRAMMAR CRADES 
 
 tion and affectation are to be avoided b\- every possible 
 ^means. 
 
 I he s])ontaneous ch-amatization of stories from the 
 reading books and from -eneral Hterature. so admirabh 
 carried on in many primary classes, is an excellent foun- 
 dation for more formal work in the intermediate and 
 u]i})er tirades, l-'or the first written work it is well to 
 recast in dramatic shape some piece of literature full 
 of incident and conversation. This mav be followed by 
 other selections containini;- more narration and less dia- 
 loi^ue. the latter to be supj^lied Ijy the children. A more 
 difficult undertakinij;- is to su]-)])ly the entire conversation, 
 Jiiavin- only the skeleton of the story given, or to create 
 an emire play founded upon some historical event. Im- 
 portant occurrences, or those ])ortions of historv needine- 
 fepecial inter] )retation should l)e .'^elected for this ])urpose. 
 pin the sixth grade of the Xormal Training School the 
 following method was used in writing "The Pilgrims." 
 ^^-lay's by this name liad already been written in several 
 schools, but this was founded upon dilTereiU incidents 
 from those which had been jireviously used. 
 
 In i)rei)aration for writing, a careful studv of the 
 Pilgrims was made. It was simple and gra])hic enough 
 to suit the undersumding of ihe children of ibis grade. 
 Among tlie books sup])lying \uaterial w ere these : The 
 Pili^riiiis in I'/icir Three Homes, ri,[^rims and /'iirilans. 
 Old 7'iiiics In I he Colonies, h'onianee of C'o/ouicatioii. 
 fhicnnienfs llhistraliie of .Inierienn History, and Staiid- 
 ish of Stdiidish. 
 
 The children w cri' interested in the language of the 
 early times, and brought into the cla-s man\- expressions
 
 DkAMA'lI/^A'i'lOX IX TIM. CKA.MMAk (.KAI)I".S I J 
 
 cullc<l fnnu llie 1)ihi1;-. tlit-y read. Some i)f these were 
 used in llie i)la\-. hiil il was necessary to restrict sonie- 
 wIkU the unhridleil use i>f Til^rini sjjeech. 'Idle cloth- 
 ini?". food, shelter, method of ii-a\-eh and i)ecuhar customs 
 l)ecame suhjects of thou^litful in(|uir}-. Many ])ictures 
 were found wliicli a<lded -reatly to tlie conception of 
 these matters of detail. 
 
 When the class had hecome sufficientl_\- familiar with 
 the I'iigrim stor\- and lliorou^hl) imhned with its si)irit, 
 tliev heiLi-an to write the phi},. At the start a search was 
 made for dramatic incidents, and many o])inions i)re- 
 vailed as to the most interesting- ones. Idnall)' it was 
 decided that the first act >hould j^ive the story of tlie 
 Pili^rims in 1 lolland at the time when they made tlieir 
 decision to go to .\merica. h'or the second act the 
 siijnine of the compact in the cal)in of the Maxlhwvcr 
 was selected. This incident was particularl_\- dramatic, 
 and in all the rehearsals it never lost its imjjressive- 
 ness. The last act ivas not determined until after the 
 first and second had I een finished. The historical char- 
 acters to 1)0 introduced into the ])lay and. in general, 
 what each should sa\- and do. were then agreed upon. 
 
 Much of the dialogue wa- written hy children and 
 teaclier together, one child giving a ])art, the others 
 ofi'ering criticisms and >uggestions. It was afterward.s 
 ))laced upon the hlackhoard and its merits still further 
 di.scussed 1)\- the class. Some i)ortions were acted first 
 and then written, as the words came warm and glowing 
 from the sjjeaker's lips. ( )ther portions, written hy the 
 children at home, were read and criticised h\ the i)upil.s
 
 14 ORA.MATIZAIIOX IN THK 1,UA.M.\1AK CKAUES 
 
 and approved or rejected. The best ])arts of several 
 pupils" work were often combined. 
 
 The children were so desirous of writinu" somethin<r 
 worth presenting- that all individual preferences were 
 laid aside, and their thought was wholly of the common 
 good. When questions arose, the teacher left the deci- 
 sion, as far as practicable, to the children, guiding them 
 skillfull}- to logical thinking. kee])ing them within the 
 realm of probability, but letting the work be theirs, audi 
 not her own. To have the acts and words of tliL- charac- 
 ters true to historic concei)tion was a ])rimar\- considera- 
 tion. \\ hate\-er could be rei)resente(l ])\- action — by ges- 
 tures, looks, smiles, or frowns — was shown in this w.av. 
 
 Before a scene was finally acce])ted it was acted, the 
 parts being assigned to ditferent groujxs of children. 
 A healthy ri\-alry was eslalilished. one group seeking to 
 outdo another group in interpreting ;i character. lU- 
 this means many different children were given an op])or- 
 tunity t(i take part. This trial of a scene tested its 
 value, and many of their mistakes were here corrected. 
 the children ])eing very quick to see what should be 
 substituted or omitted. 
 
 .\tter tlu- tinal assignment of parts liad l)een made, it 
 was often necessary to change. .\s each child knew not 
 only one ])art. but often several, it was alwavs eas\- to 
 find some one to rt-present whate\er character the exi- 
 gencies o| the moment re(|uired. Thus, when i'ddei" 
 I'rewster was absent. John I lowland Ntepped in and 
 took his place, and ("a])t. Jones became a Dutch bo\- ui>on 
 a moment's notit-e. W In'U lAery pai-t can be taken by at 
 least two pu]»ils. no child has an undue sense of his own
 
 DKA.MA I IZ.\ I IO.\ l.\ nil-: (,I<.\.\1 MAU CKAIJliS I5 
 
 importaiKW li;i\ii)i; iki reason lor tliinkiiii:;' that the l)lay 
 can n( il pn h,\t(1 without liini. The scene in the cahin 
 of the Alayllower ,L;a\e an (i|)])(irlnnit\ to l)rinL;' in al! 
 tlic ])n])ils — a niosl desirable ccMuhtion in anv ])hi\'. 
 
 When the last act was under discussion there was much 
 difficult}' e.\])erienc(.'(l in hndin^- a , salisfactor\' endin;^'. 
 One day the teacher read fi-oni Sttntdlsh of Slaiulisli the 
 story of the refusal of the ril^riins to return to England 
 with L'a])t. Jones. This a])|)eale(l to tlie children as a 
 strong ending tor the pla}\ and the last scene is an 
 ada]:)tation of this chai)ier. 
 
 The children wished, as far as ])ossil)le. to wear the 
 (h'ess of the I'ilgrims. Accordinglv the hoys wore broad 
 collars and sashes, with high gray hats — the latter made 
 in their manual training and drawing classes. The girls 
 in the sewing class made collars and caps for themselves. 
 and by the addition of long skirts they Ijecame \'erital)le 
 Pilgrim women. Xo scenery was used, and the imag- 
 ination pictin'cd in turn the kitchen of John Carver's 
 house, the cal)in of the Mayllower, or the common house 
 in Plymouth.
 
 THE PILGRIMS 
 
 [Written and presented by pupils of the sixth grade, 
 under tlie direction of ATiss Jessie I'axton.J 
 
 ACT I. 
 
 Scene I. — Lcydcii. [Kitchen of John Carver's house.] 
 
 Characters — joiix C.\k\i:u, Joiix Roiuxso.x, Mrs. 
 White, Mrs. Carxer. 
 
 Mrs. Carver: T like not the way our children are 
 growing- up and learning a language not our own. 
 
 :\Irs. White: .So think I. Listen to their rude talk 
 and boisterous i>lav. 
 
 Mrs. Carver: I tliink the girls are becoming as rude 
 as the boys. Mrs. llrew.ster says her daughter will not 
 si)in any more, but wants to play with the Dutch children. 
 
 .Mrs. Will it:: \es. and our young peojjle care not 
 for the church as they should. Some of them even wish 
 to spend the .Sabbatli in ])la\'. 
 
 -Mrs. Carxiir: During the sermon their thoughts are 
 often elsewhere. 1 was made ashamed yesterdav when 
 my little niece l^lizribeth laughed outright in' meeting. 
 
 Mrs. White: Mrs. Carver, hast thou lu-ard how 
 JJrother K'oger's .son is to join the Dutch armv? And 
 my sister's eldest boy would ])ecome a .sailor. 
 
 Mrs. (..'akxi-.r : ( )h ! there are so manv troubles here. 
 Sometimes 1 think we should have b^-en better oft in 
 Kngland. 
 
 (The men ha\-e been listening.) 
 
 John Koi;ixso.\: .\ay. .Mrs. Carver, lliink not so.
 
 DRAMA J 1Z.\ 1 Ul.\ I X I 111-: (IKAMMAX CKADES I7 
 
 Tn l^ii^laiid \\c sill )nl(l ik'\ (.t have liad ])cacc()r ha])|)iiiess. 
 Tnic, llioii^h, it is a simmiuis iiiaUt-r llial our cliilflrcn 
 arc fasl hccominL; hiitcli. Jolm Carxcr. hcardst thou 
 aui^ht of tile niiiioi- that we nia\- have trouble with 
 Spain ? 
 
 John (' \k\ I'.u : N'es. I was hiil \ester(la\ tnld that the 
 truce with that nation iiears its end, and the Hutch 
 armies are ^ettiii^' together. 
 
 joiix l\oi'.ixsox: Will they not then force us to fit^ht 
 also? That will se])arate our little hand. Sonicthini;' 
 must he done. We cannot remain here. 
 
 foiix ('.\k\i;k: Thou speakest wiseK. John Robin 
 son. What thinkest thou that in ( iuiiiea we mi^lit wor- 
 ship (jod and hax'c peace.'' 
 
 Joiix koi'.ix.sox: ^'es, but it would be too warm. 
 Thinkest thou that .Vmerica would be better? 
 
 Joiix ("\k\i:k: In America we should be free and 
 ruled b\' l'Ji|L;land, and our children could be taught the 
 English ways. 
 
 Joiix Kor.ix.sox: 1 have spoken oft with the elders 
 of this, and their hearts are turned toward that new 
 country. 
 
 joii.x C'aI'JNI'.r : William IJrewster has said that the 
 king' will not L;i\e a charter, but L;'i\-es his t^ood consent 
 that wc nia\ 140 to the new continent if we disturb not 
 tlie ])eace of Eno'land. 
 
 Joiix Roi'.i X.SOX : These are ini])(.>rtaiit subjects. John 
 Carver. C'ome with me and we will consult with the 
 elders. 
 
 (Exeunt b'hn ("ar\er and John Robinson.)
 
 l8 DRAMATIZATION IX Tllli GRAMMAR GRADES 
 
 Scene 2. — Lcydcii. \ Kitclien of John Carver's house. 
 Several hours later. | 
 
 '^ Characters — Wiij.iam ^^'llI'rE, John Carver, John 
 RoniNsox, Mrs. W'lirn:. Mrs. Car\'kr, Priscilla Mo- 
 i.iNES, Desiri:, Mrs. Carxer's maid; Johnny, a ueigh- 
 hor's boA'. 
 
 ( Mr^. White and Airs. Carver talking". Enter L'ris- 
 cilla and Desire. ) 
 
 I'risgieea : ,, 1 lew j^ocs the day with thee, dear Mrs. 
 Carver ? 
 
 A I us. Car\i;r: Well, Triseilla. 
 
 Tkisc ii.i. \ : And thnu'rt as well as usual, Mrs. White? 
 
 aI rs. Wii III-: : .\\ , ehild. 
 
 l)i:siRi>: : It is Inn^. Mrs. W hite, since thou did"st visit 
 m\- cousin. , 
 
 .Mrs. Wii rn:: And I should Ix- leaving now.* Desire, 
 hut I fain would learn the results of the meeting before 
 1 go. ( )ur men tarr\- long, do the\- not, AFvs. CarverPy 
 
 Mrs. C.\r\er: .V_v. .Mrs. White, it is an imj-jortant 
 (|uesti<Mi which they are deciding. 
 
 I'kisi, ii..i..\ ; And. i)ray. is it a (|uestion of Dutch cus- 
 toms < ir of I )nlch holidays.^ 
 
 .Mrs. ( .\r\i:u (smiling) : \a\'. m\- child, it is neither, 
 hul ihou dost know. I'l'iscilla, that our children are grow- 
 ing uj) as Dulch cliildren. I'A'en now llu're is nuich talk 
 of trouble with ."^^iJaiu. We are minded to leaw this 
 couutrv ami sail for AiiuTu'a, so our men have gathered 
 at tlu' mretiiig house, lo lalk o\rr the matter, and ti'< 
 (k'ciile what to do. 
 
 Di-:sii<i-: (a Httle scorufnll}): Methinks it a (|neer
 
 DKA.MAI IZAI IO.\ IN T 1 1 1-: (.RAM MAR CRAUKS 
 
 19 
 
 notion to i^o to America. I su])i)osc it is sonic dreary 
 place. 
 
 PRiS(irj..\ : ll may l)c a hcantiful country. 
 
 Drsiri-:: Well, for nt\>clt", I should prefer to live 
 here in a coiuilr\ we know. 
 
 1 'risc'ii,i..\ : Xaw Desire, lal]< not so. If we go to 
 America we can he free and worshij) in our way, and the 
 children will not he like the Dutch. 
 
 Mrs. W iirii;: Do 1 not hear some one crx-ing? 
 
 Mrs. Carxkr (listening) : It is one of the neighbor's 
 children playing in our yard. 
 
 (Desire ojjcus door, hjiter small l)o_\', cr_\ing.) 
 
 Johnny: Dat old Dutch hoy hit me. 
 . Mrs. C'ar\'i:k : Thou hadst better run home, Johnny. 
 
 JonNN^ : Xo. 1 vont. 
 
 Priscili. A : Sto]) tin- crxing, johnnv, and let me tell 
 thee where thou'rt going. i'erha])s thy father and 
 mother will take thee to America, and then the Dutch, 
 boys will not l)othcr thee. 
 
 JoiiNNN': Js that where the Indians live]^ 
 
 I'Riscp i.A : ^'e'^, Johnn\'. 
 
 JonNN^• i rushing out doors) : iiey, Kabby. I'm going 
 to .-\merica. Let's play Indian. 
 
 Mrs. (."ar\ i:r : I believe the men are returning. 
 
 (Enter John Robinson, John Carver, W'm. Wdiite. ) 
 
 ?y[RS. Whiti: : We have waited long for you to re- 
 
 tlU'U. 
 
 ^\\'.\i. W'lini:: A_\', it was a long meeting. 
 ( All sit down. ) 
 joiix Car\!-.r: We have decided to go to America.
 
 20 DRAMA riZAIKJ.X l.\ ilili CRA.M.MAU (.RAOES 
 
 where we can make our own laws and live as we think 
 best. William liradford has gone to see a Dutch captain, 
 and perhaps we ma\' be able to sail within a few weeks. 
 
 Mrs. W'nni:: 1 like not to go so far from our native 
 home, f(jr 1 lia\A' in mind that life in America will be 
 hard^ \ 
 
 Joiix Roin.xso.x : l-ear not, for hard times will come, 
 herever we are. 
 
 Mrs. Cak\i:r: MeUiinks it will be a good da\- when 
 we leave this countrx. for .^o long as we stay here we 
 shall be troubled. If we ])ass the rest of our days in 
 America it ma\- be in peace. 
 
 W'li.iJAM W'lini;: 1 think the decision a wise one, 
 and |)rav that we ma\ succeed. 
 
 joiix Uoi'.ixsox: W'f must succeed. 
 ^ William W iini: : I'.ut 1 have heard tint the Dutch 
 people tio Udt fa\'nr our going. 
 
 Mrs. Wiini: : And wc ma} liaw some troul)le in 
 getting away. 
 
 joiix l\oi'.ixsox: Surel\- the Lord will lieli) us an.l 
 bring us safel\- to the shores of tlii^ new count rw 
 
 MT 11. 
 
 Scciir I. I The ( 'abin of the .Mayllowcr. | 
 r//(/r(h'/(T.v— |oiix ('\K\i.K. William I'.kia\ sii-'.k. John 
 
 J]o\\i,\xii. (.Ai'iMX .SiAXDisii (writing). 
 (('ai)taiu Stauili-^b tlirow'- down (|uill. ) 
 ("ai'Imx Siaxihsii: llu're. tliat is ^mi^hed. 
 buix MoWLNXn: l\ea<l it. ( ai)taiu. 
 biiix ( \kai;k: .\a\-. jolm, lirst c:[]\ ilir rc^t of om' 
 
 people that tlu\ may hear tliis com])acl.
 
 J)K.\MA I !/.AIl( i.\ l.\ I 111-; (;kAMMAk (.RADES 21 
 
 I I'^xil John I l( »\\ land ; rc-ciitn- jdlni llnwland with 
 the rest of the C()ni])an\. ) 
 
 |( III N ( ak\i:r : I ,et us hear. 
 
 i.M\les Standish reach C()m])act. 1 
 
 I Tile MavHower Compact iiia\- he found in Pocitnicnts 
 lUusiraik'C of . hiicricaii Jlislary. \)\). 1,0, ,^ 1 . | 
 
 |oii.\ C'ak\i:k : Well done, Al\les Standish. 
 ^Al\i,i".s Staxiiisii : I'm thy name rtrsi, John Carver, 
 as our ^'ox-ernor ; the rest of us will follow one h)' one. 
 (Carver sii^ns and hands the i|uill U) Standisli. I 
 
 hiiix Car\i-:k: Thou next, our cai)tain. (Standish 
 signs. I 
 
 \^]\hi.i;s S'i'AXDisii (handin:^ the (|uill to Win. llrews- 
 ter ) : < )ur pastor ne.xt. 
 
 ( (Juill is handed from one to another until each has 
 signed. ) 
 
 (Enter Captain Jone> near the end of the signing. 
 He talks in an undertone to Carver and Standish.) 
 
 Cai'iaix |oxi-:s: 1 must land \'our peo])le soon, for I 
 cannot tarr\- here much longer. "Pis time I was started 
 for home. 
 
 Caft. Siaxdisii : A\-, Cai)tain Jones, sail off to-mor- 
 row. It matters not that thou didst promise tlu' help in 
 
 'S 1.1 
 
 tinding us a i)lace to land. 
 
 Joii.x CAk\i-:K (with dignity): To-morrow, Captain 
 Jones, we send ashore our first exi>e(lition to explore this 
 new ci iuntr\-. 
 
 (ai'imx h>xi--'^: A\-, well. (Lie walks away in an 
 angrv mood.) 
 
 h)!ix C .\K\ I'.k : Mas each [)erson signed.'' 
 
 Chorus: Av, each.
 
 22 DRA.MATIZAI'IOX IX THE (ikAMMAR GRADES 
 
 ( \\ ni. I>re\vster motions the peo]ile to stand. ) 
 
 W'm. 15re\vsti-:k (with his rij^iit hand raised): We. 
 the I'ilgrinis of the Mayliower. in the sight of God and 
 of each other, do solemnly swear tliat we will obey and 
 protect the laws authorized by this compact. 
 
 Chores (each ])erson has his right liand raised) : 
 Amen. 
 
 Scene 2. [Cabin of the Mayflower, several hours 
 later.] 
 
 Characters — WM. r>Ri:wsii-:u, Mvi,es S i axdi.-;:. Johx 
 C.\i-:\'i:k, John Now land. Sti'.imiex IIoi-kixs, 1{dw.\rd 
 \\'ixsEow. \\.\E ^)l^\DFokD, joHxx\', a little bov , ATrs. 
 A\'niii:. Mrs. CAk\i:R, I'Kiscn.r.A .Moi.ixiis. ?\1\k\ Chh-- 
 
 Tf)X. 
 
 ( The women arc sitting in the cabin, knitting, fohnnv 
 riislies in cxcitcdlx'. i 
 
 jonxx^•: ( )h. Mrs. Car\er. the men ha\e come back! 
 The men have come back! We have been watchinij the 
 boat for a long time, and now it is almost here. (Rushes 
 out. ) 
 
 Mrs. C\k\'i;k: TIh: men jire relnrning friMU land. 
 Oh. how I hojie lluA ha\-e found n^ a home at last. 
 
 Mrs. W'iiiii;: A home at lasE ll sounds almost t(x-) 
 good to I'.e hoi)ed for. lUu "lis almosl lime. If this 
 third ex])edition returns without ha\ing made some deci- 
 sion 1 shall gi\'e uj) ho|)e iif e\er touching Laud ag'ain. 
 ( b 'linuN rushes in again. ) 
 
 jonxx^ : ( )h. they're here. The\ 're all abM;.i-(l now. 
 Merc are tlu' < !o\ernor ami the ( a])tain. 
 
 ( buter Staudisb. ( ar\ei'. I lowland. Mopkiii-. P.raib 
 t'ord. W'inslow. All ' Ireetings.)
 
 i)KA.\l.\l IZAI I().\ l.\ THE t;KA.\l.\lAK (iRAUliS 2^ 
 
 Mrs. Wiuii:: Tell us what nou have found. W e 
 arc almost unable to wait for llu' news. 
 
 [oiix C"\K\i;k- r>i(l the rest of the people come hither, 
 |ohn. that we mav tell them what we have found. 
 
 ( E\\{ John I lowland. Re-enter John with rest of the 
 charaeters. ) 
 
 |oii.\ ('\k\i-;r: The storm kejjt us hack at hrst. so we 
 did A'er\- little e.\])lorini;' for several days. .Monday 
 
 mornini; hroke with clear skies and i)leasant sea. so, 
 refreshed l)\' a j^ood .Sahhalh rest, we started oti a^'ain. 
 We had decided to i;ive u)) the search for L'oppin's har- 
 bor and to explore the landlocked harbor lyin^' before 
 us. !^o we landed upon a great rock. 
 
 SrAXDisii: Where anv l^it a fool would choose to 
 land, since it is the onl_\- dr_\- ])lace on the beach. 
 
 IIowi.axd: A\. and a good landing it is, too. .\ 
 great gra}' rock set ready for a stepping stone. 
 
 ("ar\i:r: ]t seems to us that the very place was 
 marked out on .Smith's maj). 
 
 Wixsi.ow : Ay, the ])lace he named I'lyinouth. And 
 a far l)etter harbor it is than old ri\nionth. 
 
 l'>RAi)i'oRi) : ( )n landiuL; we found cleared fields. 
 
 IIowi.axd: .Xnd si)rings of fresh, cool water. 
 
 Ifoi'Kixs: lUit fuel must needs be carried furthei' 
 than I should fancy. 
 
 Wixsi.ow ( drvh- ) : We can hardly ask for tillal)le 
 land and forests in one i)lot ot ground.' 
 
 IIkadI'-ori) : And fuller's clay, Master l^ rac ^-tTTTTl. which 
 served us in place of soa]). 
 
 C-\r\'I-:r : We saw no Indians, not e\en their houses. 
 They seem to have abandoned the place to us.
 
 24 DKA.MATIZATIOX IX THE (iRAM.MAK GRADES 
 
 l')RAi)F()K!) : And just the place for a town. too. 
 
 Standish : With a stronghold just above it. whence 
 we could easily protect ourselves from any t\)es. W hy, 
 men, from a Ijreastwork thrown u])on }on hill, a man 
 could sweep away an arm}-. 
 
 ("\r\kr: We have shown vou our feelings, friends, 
 and it is perhaps needless to tell you what \\e have 
 decided. It seems wise to us that l'l\ni()uth. as .Smith 
 has called this place, should become our permanent home. 
 
 Mrs. Carxf.r: A home at last. 
 
 JoitxxN' (rushing out): ( )h. we"re going- to land! 
 \Ve"re going to land ! 
 
 Scene 3. [The Common Ibjuse.p'' 
 
 L'haractcrs — Cap'I'. Staxdisu, joiix C'aumik, Mr. Al- 
 
 LERTOX, SlEPlIEX HoPKIXS, W M . IlkliW S 1 I:K. W'M. 
 r>KADEORl). CaPT. joXI-.S. joilX Al.Dl'.X. W'iNSl.OW, 
 
 SoTAXTo, a strange Indian, rRiscii.LA .Moi.ixi:s, Mary 
 
 CllILIOX. 
 
 ( lajit Standish sitting at a table at one side of the 
 room. I'Jiter I'riscilla and Mar}.) 
 
 l'ki>ciLLA: W h\- lookest thou so sa<l. Marv? 
 
 .\l\m : Hut thou k-nowest I am sad. I'riscilla. 
 
 I'kiscii.ea : Xa}-. .Mar}, bul think n\ me with all my 
 ])eople gone. We nuist le ])ra\e and tr} to helj) those 
 who are less fortunate than wf. ( ome. .Mar}-, let ns 
 find dear .Mother Hreuster and tr\ to cheer her. 
 
 "The greater part oi .Scene ,^ is ada])ted li-oin Slandish 
 of Standish. and i^ used b\- permission of the puliIisliL-rs, 
 I lonuhton-.\l iitlin Co.
 
 DKA.MATIZAIIO.X 1 X Till-: tiKA.MMAK elRAlJlilS 2'^ 
 
 A1\R^■: Thou art ri^lil, ui)- wise I'riscilla. and I will 
 come. 
 
 (Exit Mary and I'riscilla.) 
 
 Cai'T. Standisii I looking;- u])): rnsclfish I'riscilla. 
 Thou dost e\'cr forget tliin^' own troubles in heliMut^- 
 others. 
 
 (Enter .\llerton, llojjkins, (^'arver, W'inslow, llrewster, 
 and S(|uant(j. Standish, looking;- up, greets the new- 
 comers.) 
 
 Capt. St.vndisii: How is thy good wife. W'iiiiam 
 Urewster ? 
 
 W'.M. l')RiA\s'n-:K : She is always cheerful, and that, 
 my people, must we all be. At this time when famine 
 and plag'tie liave stricken us so sorely, if we woi-k to- 
 gether and stand firm in our faith, the Lord will send us 
 better times soon. 
 
 lloi'Kixs: And, in sooth, if lie does ncjt, we will all 
 starve. 
 
 John C.\u\i-:i< : The crops are all in and growing. If 
 the weather so continues, another winter should hud us 
 with plenty of food. 
 
 \Vm. l')kAi)i'oRi) : The Mavllower will carrv l)ack let 
 ters and accounts of our terrii)le need ; and, perchance, 
 before very long we may have help from our friends. 
 
 (An Indian glides in, carrying a rattlesnake skin filled 
 with arrows. He hands it to Al\les .Standisii. The men 
 look at their muskets and measure the distance l)etween 
 themselves and the Indian. ) 
 
 Squanto: Big Indian chief sends war. 
 
 Car\'1-:r : ^'es, m_\- friends, this is an ofier of war. 
 How shall we answer it?
 
 26 DRAMATIZATION IX TIIR GRAM^FAR (.RADES 
 
 HoPKixs: Let us accept it. 
 
 Allerton : Can we defeat them, with half t)ur arm) 
 sleeping" under yon patch of corn ? 
 
 W'm. Hkiax ^'i kr : W'e must remember, mv people, 
 that we came not to kill, but to convert these red men. 
 ^ STAxnisii: Leave this to me, for war is my field. 
 
 ( He emjities out the arrows and fills the skin with 
 powder and bullets. ) 
 V Staxdisii : And thus do I answer their challenge. 
 
 (The men discuss the matter in an undertcMie. Enter 
 John Alden and C"a])t. Jones at one side of the stage. 
 John .Mden is hurraing along when he meets Capt. 
 Jones.) 
 
 Capt. Joxiis: Tfo Jack! W'liere's thy master? 
 
 /Vlden : In heaven, ALister Jones, or mayhap thou 
 meanest King James who by last accounts was in London. 
 
 J()Xi:s (bows) : I crave thy ]:)ardon, worslripful ALis- 
 ter Alden. 1 wouUl fain know where th_\- servant. Carver, 
 and thine other retainers, W'inslow, Standish, .\llerton, 
 and the dominie may be. 
 
 Alden: 'Tis a large question. Master Jones, for I do 
 not keep them in m\- pocket as a, general ihing. 
 
 JoxES : Come now, jack. l)c a good lad. and bring 
 me to tlie governor, the cai)lain. and the elder, for time 
 and tide are pressing, and I wnuld fain be gone. 
 
 .\i.Di':\ : .\n(l so would I. Captain Jones, for I was 
 on mv way to the Common liou^e when thou didst stop 
 me. lUit conu' with me ;md we will lind the I'atlu'rs. 
 
 (Exit Alden and Jones. Lntei- Alden and Jones at 
 other side of the stage. Aldni is ahead and speaks in 
 an undertone' to ( 'ar\er. )
 
 DRAMATIZATION I\ TIIl^ GRAMMAR GRADES 2" 
 
 C.\k\i:r: (lood day. Captain Jones. John Aldcn tells 
 nie lliDu \\( midst ha\-c si)cecli with nie. 
 
 j().\i;s: ^'cs. Master ( iowrnor, and i^lad am I to find 
 so many oi your men here, for wliat I have to say con- 
 cerns ever}- man, a_\', and woman and cliild in yotir settle- 
 ment. 
 
 ('ak\i:r : In trnth. .\nd what may it he. Master 
 Jones ? 
 
 J')\i':s: Tomorrow I am off for home, wind and 
 weather i)ermittini;'. 
 
 W'.Ni. Uriavster (sternly): And (lod willini;-. 
 
 Jones (his eyes twinkling) : If, as you say, God 
 i.;uides the wind and the weather, reverend sir, fair 
 weather shows that He is willing', does it not? 
 v/ Staxdisii : Since thy time is so short, Jones, perhaps 
 thou 'It save it and tell thine errand at once. 
 
 Jones (turning upon Standish ) : Ho, my little Cap- 
 tain ! Hard woid< and starving do not cool thy temper, 
 do they? P>ut, hoUl ! 'Tis true I am scant for time, and 
 mine errand is just this: )e have heen good friends and 
 true to me when I was in need, with my men half sick 
 and readv to mutiny, and your women have made me 
 believe in saints and angels. So I am ccmuc to offer such 
 of vou as will take it. a free jiassage home, if the men 
 will he]]) handle the ship, and the women cook, and nurse 
 such as may he ailing. Or if you choose to load in your 
 stuff for passage money I will trust Master Carver's 
 word for the rest. 
 
 (]\Ien look at each other.) 
 
 C.\R\'F.R : Rrethren, ve have heard ^Faster Jones' offer 
 and 1 doubt not ve agree with me that it is kindlv and
 
 28 DRAMATIZATION IX THE GRAMMAR GRADES 
 
 generously spoken and meant. What say ye to it, man 
 by man? Elder Ilrewster? 
 
 Elder J5re\vstkr: I sav, "Cursed ])e he who havintr 
 put his hand to the plow turneth back." 
 
 Carxkr: And Master Allerton? 
 
 Allertox : 1 will abide by the decision of the rest. 
 
 Carver: And Master Alden? 
 
 Aldi-:x : I have no desire but to stav. 
 
 Carver: Master Hopkins? 
 
 Hopkins: J am here with all belonging to me. and 
 here I abide. 
 
 Carn'er: And .Master Winslow? 
 
 WixsLow: 1 and mine remain here. 
 
 Carver: And thou. Captain Standish? 
 
 SiAXDisii : ( )ur trumpeter has not been tauglit to 
 sound the retreat. 
 
 Cakner: And Hradford? 
 
 r>R,\i)i'oKi) : I fain wotdd stav here. 
 
 Car\1':k : And thou. Doctor? 
 
 Dr. r"rLi.i:R: E faith I see better hope of practice 
 here than in the old country. Til stav. 
 
 (.\r\i-:r: .\nd I have conic here to live and to die. 
 So you see, Ca])tain joncs, that while grateful lo you 
 for your offer, we cannot acce])t. We thank \(»u. friend, 
 tor yom- k'ind invitation to t;ike passage with \(iu for 
 onr old home, but not one of us will give U]) thi' liopc of 
 our new home. Xot one among us lia\ing put his hand 
 to the ])!o\v will turn back. 
 
 Jones (looking around slowK): Xot one? 
 
 W.M. 15kewsti;k i i)roudly i : Xot i)ne. 
 
 C'lionis ( all ) : .Xot one !
 
 HANSEL AND GRETHEL 
 
 I dramatized l)y ])U])ils of llic sixth L^radc, uikKt iIk' 
 ilii'cctioii of .Miss .MarL;ai'et Little. | 
 
 ;\C1' I. 
 
 Scene 1. — Intcridi" (^i W Dndcuttcr's 1 lonie. 
 
 I To the rit^ht, two straw leds; in the eeiitcr, table and 
 stools, (jrethel sits knittin^^- and liuniinin^'. | 
 
 M.\.\si-:l (entering;- with an arnifnl of wood whicli lie 
 tlirows down in a corner): My, bnt I'm j^lad that's 
 done. 
 
 riRKTiTKi. (impatiently tlirowin*.;' down her knitting;): 
 () dear. I'm tired of working', too. 
 
 11.\xs1':l: COme, let's have some fun. I'm liun^ry. 
 
 GRi^yrtJiiL: 1 know \vliei"e there's some milk, and yoti 
 don't. 
 
 Hansel: Milk. ( )h, where is it? 
 
 GRiiTilEL: Yon never eoidd fmd it. 
 
 lT.\NSF.r- (at once beginning' to hunt): ^'ou can at 
 least tell me when 1 am warm. 
 
 Grethee: ^'ou're cold now, and colder yet. Xow 
 you're getting warm. Lood out. \'on"ll spill it. 
 
 (Hansel ]nits his linger in to get a taste, then sets 
 jug on the table. ) 
 
 Gretiiel: Oh, you naughty boy. .Mother will give 
 us both an awful whii)ping. ( She snatches the jug. ) 
 
 Ha.nske ( rumiing after liei"): It's my turn now. 
 
 ( Thev are running about the room boisterousl}- when 
 the mother enters. )
 
 30 DRAMATIZATION IX THE GRA:m:MAR GRADES 
 
 Mother (angry and surjirised i : What do you mean 
 by racing' about tlic room in tliis \va\? (She sees the jug 
 wliicli (irethel is trying to hide, and snatches it.) How- 
 dare \()U touch that milk! And \ox\ have spihed half of 
 it, and x'our poor father will have r.o supper. 
 
 Grethkl: ( )h, was it for father? 
 
 AIother ( angril)- ) : \\'hy, of course. Do you sup- 
 pose I would have begged it from neighbor ]\Iiller for 
 
 }OU ? 
 
 Hansel ( picking up stools) : We didn't mean to do 
 it; really and trulv we didn't. 
 
 ^Mother ( still angry) : Go to bed. you little wretches, 
 ^'ou have done (|uite enough mischief for one day. 
 
 (They go to bed behind curtains and the mother sets 
 tlie table with the renmant of l)read and milk.) 
 
 (Enter father, tired and discouraged.) 
 
 1-"atiier: Xo — work to be had — \\'here arc the chil- 
 dren ? 
 
 .Mo'iiii:r : Thev were tired and went off to bed early. 
 
 i'".\ riii:R : My — Wife, where did xou get this good 
 milk? 
 
 -Moi II i-.i: : Those ik'w i)eopU' who iu>t moved into 
 the brown house across the wa\' have a cow. 1 begged 
 the milk from tlieni. 
 
 !■' \'I'iii:k : Did the children have some, too? 
 
 Motiii:r: \t<u ma\- l)c sure thc\- had their share — 
 That is the last bit of bread in the house. 
 
 Father (going over to look at the children) : Poor 
 little chaps I The\- must be hmigr\- all the time. What 
 is to become of them ?
 
 DRAMA I IZ \l ION IX 'l' 1 1 !•: CRAM MAR CKADKS 3I 
 
 M(»iiii;i^: Well, I'm .^lad xou've hcj^un lo realize how 
 l)a(l tilings reall}- are. 
 
 l'\\riii:K (sits dnwii liea\ily): We can't let them 
 starve. 
 
 Mo'I'iiI'Ik: The}- mi^lit beg- — 
 
 h\\Tiii:k: \W'^ from ])e()|)le who are as pour as wc 
 arc ! Never. 
 
 M()Iiii:r: Well, then, listen to me. Many people are 
 passint;" throui^h the woods on their way to the connty 
 fair. We might leave them in the de])ths of the forest. 
 
 Fatiiicr: Wife — how can yon! 
 
 AIcrrriKu: The children will think they are lost and 
 will cry out. Then the travelers will take them to the 
 village and care for them. 
 
 Fatiirr (tries to sto]) her): Wife, I — 
 
 Mother: Now you just wait till 1 have linished. 
 When the hard winter is over we can go to the village 
 and get them again. 
 
 Fatii1':r (shaking his head): How can I ])art from 
 my little ones ! 
 
 ATotiikr: \\ell, keep them here to starve if }'ou want 
 to. Perhaps \'ou don't know that _\'ou are the onI\- one 
 who lias had anvthing to eat for davs. 
 
 I'\\tiii-:r: O, wife, is that reall\- true?' Then we must 
 do as vou say. 
 
 (She starts to put things away.) 
 
 MoTHKk: I will give them this bit of bread for their 
 Innch. (Exit the mother.) 
 
 (leather goes and looks at children and is greatly 
 moved; he throws his coat over them for a cover.) 
 
 (Exit the father.^
 
 ^2 DRAMATIZATIOX IX THE GRAMMAR GRADES 
 
 ((?hilclren are not asleep and have heard all that was 
 said. They sit up frightened.) 
 
 GretiU'LL (beginning to whimper) : Oh, I don't want 
 to go into the woods and leave father. 
 
 Hansel: Hush, sister, hush. I will find a way out 
 of it. 
 
 Grethee: .\ bear might catch us. 
 
 H.\xsel: 1 tell you, 1 11 go out and get some pebbles. 
 
 We can drop them along the way and tind our way 
 home ])}■ them. 
 
 Grethel : Oh, yes. that is a good plan. 
 
 H.\xsE[. (tiptoes away and comes nmning hack): 
 The door is latched. It's too bad. 
 
 Grethel: I tell you what we might do. W'e might 
 dro]) our piece of bread along the way. 
 
 1Iax.^i-:l: ^'es, that is a good plan. 
 
 (The children go to sleep.) 
 
 Scene 2. — Shady Spot in the \\ dods. 
 
 I I'.nter Nansel and (iiethel, carrying a basket of 
 berries. | 
 
 Gretiii:l: ( )h, what a nice shady place. Let's rest a 
 little while. (They sit down.) 
 
 H.\xsel: ( )h, I'm so hungry. 
 
 Gri".tiii:l : .So am I. 1 wish we had the ]iiece of 
 bread we broke to tind our wa_\ home with. 
 
 1I.\\si:l: WC might eat just a few berries. 
 
 Gui-iriii'iL: ( )h. no. IIka are foi- father. 
 
 IIa.vsrl: Then lei's i)Ut themdut of sight, (lie 
 hides berries b\ a bush.) ."^istei^, I kuiiw lather would 
 like thru) better if we ju,>l taste them.
 
 i)k.\.\i \i iZAi ION i.\ iiii'; (;l^\.\l MAR ckadks 33 
 
 (;ri:tiii:i, : Well — let us take just five each. (They 
 count out h\-e berries each with i^reat deliberation.) 
 
 I I \\si:i.: Won't father be glad to see us back ai^ain? 
 
 (ikiaiiKi.: l'o(jr father. lie felt pretty bad to have 
 us ^"O. 
 
 IIa.\.s1';i.; When i ti,et bii;' I shall do soniethiuy splen- 
 did for father. 
 
 ( iRi:riii:L (timidly): Don't you think it's about time 
 to — hunt our path ? 
 
 I1a.\si:[,: Oh. no, it's much too earlv yet. 
 
 ( JKhriiiiCL : It must be nearh' sundown. 
 
 ll\xsi':i,: Come, sister, let's play a !j;'ame. I'll i)lay 
 au}- one you like. 
 
 ( lRi-;riii-:L ( eai^erlx' 1 : All rii.^ht. Let us dance as we 
 used to at (Grandma's. 
 
 /^((irethel begins to dance, singing" from the '■'( )pera, 
 pp. 24-25.) 
 
 ( iKi-.'i'Hi'.i. : ■"llrother dear, come dance with me", etc. 
 
 ( 1 lansel follows awkwardlw ) 
 
 ( iKi:riii:r, : That's good, now let us tr\- it again. 
 \( As ^he l)egins to sing again :i cuckoo is heard.) 
 
 IIansi-.l: 1 think we had better be hunting our i)ath. 
 
 ( iRi'.Tiii-:!. : Xo, no. we came from this direction. 
 (She runs from the other way.) < )h, dear. 1 lielieve we 
 really are lost. 
 
 ll\\si;i : 1 lush, don't cry. Fact's call out. 1 Talloo ! 
 leather! .Mother! (Echo answers.) 
 
 ( .^an<lman ajijiears and the\' are frightened.) 
 
 '■d Ian.si:i, a.\I) ( lRi:riii:r,, a hairy t )pera. published by 
 Schott & Co.. London.,
 
 34 UKA-MATlZA'llOX IX THE (iKAMMAR C.RADES 
 
 Grethel: Look. Who is that? 
 
 ITaxsel: Ouick. k't us "et behind that bush. 
 
 (They i;ra(Uiall\- fall asleep.) 
 
 (Sandman sin^s from the ( )pera. p. <;i.i 
 
 "I shut the children's peepers and guard the little 
 sleepers'", etc. 
 
 ( Sandman disappears and angels ap])ear and group 
 themselves ardund the sleeping children. Angels sing 
 from the L)])era, ]). 91. ) 
 
 "Angels "round thee watch do kee])", etc. 
 
 Scene 3. — idle Woods. 
 
 [Hansel and ( Irethel are aslee]) in the woods a- l)efore 
 ']"() the right the witch's house is visible; acros> from it. 
 tlie liake oven can just l)arelv be seen. | 
 
 (1ketiii:i. ( waking u])) : ( )h. where am 1 ? How fresh 
 and Cool it i> here. ( She sees Hansel still asleep and 
 wakes him u]) with a bit of grass.) Wake U])I Wake 
 u]). lazy bones I 
 
 11ax.si-:i.: ibiw did we happen to slecj) in the woods? 
 Oh ves. I know now. 
 
 ( 1ki:i iii-.i : I had the i)reltiest dream la>t night. 
 There were angels all around us — 
 
 I1ax.si-:i. ( interru'its ) : \\h\-. so did I. 
 
 < lRi:riii:i. : (> I hmsel. I feel •-, i hai)])yl I belie\;' they 
 must ha\'e bt'en real angels. 
 
 liAX>i-;i. (seeing the witch's house, sits U]) suddenlw 
 exclaiming): .""^ee I Us made ol chocolate and ginger- 
 bread. 
 
 JiAX.sh;!.: And the windows are of barlev sugar. 
 
 ( They creep nearer. "> 
 
 ( iKi'.Tli I'.l. : 1 am afraid to •■" an\ nearer.
 
 URA.MAI'IZA'IION 1 X Till-: ilKA.M.MAU (;KA1)I-:S 35 
 
 ] i A.\si:i. : Co;iK' on, sister, nothiiii;- will liurt you. 
 ( iKi''.iiii:i. I |L;r()\\iiiL; bolder) : We nii^^ht break off just 
 a tiny ])iece. 
 
 llANSia. (breaks off' a iiiece anil lasies il I : Al-ni-, just 
 have a taste. 
 
 Gki-:i"1Ii:i. ( takin,^- some of bis ])iece ) : Is it i^ood .■' 
 W'nc'u (inside the house) : 
 Nibble, nibble, t^naw, 
 \\'ho"s nibbliuL; at in\ little bouse? 
 ( '11 ii.i)Ki:.\ (.starting back l'riLi;htened ) : 
 The wind, the wind, 
 rile \\in(l from heaven, 
 ((b'elhel i)ieks up ])iece sht' dro])i)ed and starts to eat.) 
 ]I\.\si:i.: Look. Aline is full oi raisins and plums. 
 W'l re 11 : .Nibble, nibble, ^naw. 
 
 Who's nil)l)lini.i at )^^\ little house.'' 
 ("11 ii.iiKi:.\ ( lauL^hinL;iy ) : 
 The wind, the wind. 
 The wind from heaven. 
 (Witch ci"ei-ps around corner of hmise. She throws a 
 rope around llansel's neck.) 
 
 Gki': riii-'.i. (snatches his i)iece of cake): (iive me a 
 piece of \()urs. \ou L;reed\ .Mister Wind, and there s 
 a sam])le of mine. ( ."^he throws it at his feet.) 
 
 1Ia\si:i.: 1 Io. \-ou little mouse. I'll catch xou. ( )uch I 
 I iKi-.riii'.i. ( terrihed ) : Run. run. there's a — witch. 
 l!\\si-:i, ( tu^L^'ini;" at the rope): Let me ,^o I Wdio 
 are you ? 
 
 riKi:'nii:i. ( comiuL^- to help him): Vou ui;ly witch, let 
 nn' brother l;'o. 
 
 Wri'tii : t/ome, 1 am not .^oint;- to hurt _\ou. 1 love 
 little children better th:in anxthiuL"- else in the world.
 
 ^(^ l)K,\A[ATIZA'ri().\ IX Till-: (;ka.\[.m.\k ckades 
 
 Hansel: Say, if you don't let me go I'll — pull, 
 Grethel. pull, we can get away. 
 
 W'ncii (enchants them, repeating rapidlv several 
 
 times ) : 
 
 lluml)le. rumhle, tuml)le, grumhle, 
 l'"umhle. humble, jumble, mumble. 
 
 ( She puts 1 lansel into a cage, leaving Grethel stand- 
 ing stiff. \\'itch goes around the house.) 
 
 Hansel (whispering): Sister! Sister! Take care! 
 Pretend to do everything she wants you to. 
 
 W'nc'ii (comes back with a plate of food): There, 
 dear little boy, eat I say, or woe be unto you. 
 
 ( She disenchants Grethel. saving ) : 
 
 Humble, rumble, tumble, grumble. 
 
 A\iicii (continuing): Now. little girlie, go into the 
 house and set m\' lal)le. \\'hen xou conic back 1 have a 
 surprise for \( >u. 
 
 (iRicniia. : I don't know w licre \"our tabic is. 
 
 Wiic'ii: N'ou >tupid thing! Right l)ack there by the 
 cupboard. 
 
 ( ( irethel leaves, and the witch goes over to look at 
 Hansel.) 
 
 W'ncii: Look at the la/Abones ! lie's sound asleep. 
 A fine little tidbit be will be. I hit first I will bake the 
 little maid inlii a nice brown cake. I'll tell ber to look 
 at the cake in ibe ovcil and in she'll go. I la, I la! 
 
 (.She dances ar(>nnd i m ber broomstick, singing): 
 I lop, h( ip. gall( ip. gall( ip. 
 .\l\ broomstick's belter than an\- old hat. 
 
 ( ( in-lbel comes |-tuniing in. ) 
 
 \\M( ii: .^bo\\ me voui' llunnb. Ilab, bow k';m.
 
 DKAMAIIZA'IIOX 1 X 'I" III-: CUAM.MAK UKADI-S 3/ 
 
 (Haiisvl clicks a small Ixjiic ihroui^li the cag'c.) 
 
 WiKii (continuing): ( ircllK-l. <|uickly l)rini;' a cake 
 for \MH)\- tliin I lan>el. 
 
 ((iretlicl (\i)v< as she is told, and the witch g'oes to 
 fee<l hini. ( Ircllu-l, sccin;^' her wand, hides it. ) 
 
 Wrrcii: C'onie. child, we must look at the cake in 
 the oven. 
 
 ( ( jrethel ])asses near the ca,L;e containing" Hansel.) 
 
 IIax.skl: r>e carefid. She is i^oint;- to push you into 
 the oven. 
 
 ^\'^|•(•|l : C'onie here, child. Xow just put your head 
 into the oven and see if the cake is done. 
 
 (iKi-rriii-:!. : I'm so stu])i(l. hni afraid \ shall hurn 
 myself. 
 
 Wrrcii : ( ), \-ou foolish little one. Jtist try. 
 
 Gri-:iiii:!. : I'lease show nie how. 
 
 (Witch stc^ojis down and (irethel jnishes her in.) 
 
 JIaxsi:i.: llurrah. (Irethel! Good for you. 
 
 (Cirethel .^'oes over and lets him out. They take hold 
 of hands and dance around.) 
 
 GRi-rnii-:!.: Let's see what she had in her house. 
 
 ll.\xsi-:r. : ( )h. \es, come on. Let's see. 
 
 ( Thev start, and < m the other side of the hotrse they 
 find a num1)er of children standing- stitt and straight.) 
 
 Haxsi-:i.: Hello 1 A\'here did you ci^me from? 
 
 GRi':'ini-:r. : AMiy don't _\-ou talk? 
 
 H.XNSKt. : }dayl)e the old witch enchanted them. 
 
 (iRirnii-.i. : 1 have her wand. Tret's try to set them 
 
 free. 
 
 (They set them free, and while all the children are 
 danciniL;-, Hansel and Gretliel's father and mother api)ear.
 
 38 DRAMATIZATION" IX THE GRAMMAR GRADES 
 
 Hansel and Grethel, seeing their parents, run to meet 
 themj 
 
 ^Mother ( running to children ) : Thank heaven, we 
 have found you. 
 
 1-"atii]:r : We have hunted for you all da}- long. 
 
 Mother: And now we have found you, we shall 
 never let you go again. 
 
 (All children take hands and dance about the f::ther 
 and mother.)
 
 THE ADVENTURES OF ROBIN HOOD 
 
 I .\(la])tc(l ti-(»ni the text of I'yle's Robin Hood, by 
 l)iil)ils of tlic >i\tli i;i"a(lc, under the (hrection of Miss 
 Josephine Alice Seaman. | 
 
 In writinm' the |)la_\- of Rohiii Hood the same gvneral 
 ])lan was follow ed a.^ that outlined for the Pilgrim Play. 
 After readini^ I'yle's version i^f tlie story, the characters 
 were studied as thev a])|)ear in legend and histor\'. Tic- 
 tures adde<l their i)art. and illustrated editions of the 
 l)()ok ser\'ed to reveal more fidlv the fascinating- ])er- 
 sonalities of Kohin and his hand. W lien the conversa- 
 tion could he adai)ted from the hook this was done, hut 
 often it had to he sui)i)lied h\- the |)U])ils. .\ few screen 
 branches were all tlie stai^e settin^ really required, but 
 two of the 130}'S devised an electrical contrivance wherebv 
 a canip-tire g'leame(l and faded at the ])ro])er time. V>y 
 their ing"enuity and skill the}- added much not onlv to 
 the effect of this scene, but also to the pleasure of the 
 children. 
 
 SVXUPSIS Oh" ddlh: PLAY. 
 
 ACT I. 
 
 Tn wliich l\ol)in Kood turns butcher, enters Xotting'- 
 ham Town, .and sells the King's own deer to tlie Lord 
 Slieriff. 
 
 Scciir 1. l\oad from Lockslex' 'i^nvn early in the 
 morning. Robin meets the butcher and conceives iii.s 
 ])]an to enter Xottingham. 
 
 Characters— \\oh\n Mood, the lUitcher.
 
 40 DKA.MATlZATiON l.\ llli; cRA.MMAR C.KADES 
 
 Scene 2. The ^Market Place in Xottingham. Robin 
 ont-sells the town butcher, and is invited to the Sheriti"s 
 feast at the Guild Hall. 
 
 Characters — Robin Hood, first and second butchers. 
 Other ])utchers and people of the Market Place. 
 
 Scene 3. The feast in the Guild Hall. R(^l)in sells 
 his horned beasts to the Lord Sheriff. 
 
 Characters — Rol)in Hood, butchers, Sheritl of Xot- 
 tingham. 
 
 Scene 4. The road through Sherwood Tnirest. The 
 Sheriff discovers his i)liglu and Robin 1 lood retains the 
 price of the King's deer. 
 
 Characters — Robin HdoiI, Sheriff, Little John, mem- 
 bers of ]\obin Hood's band. 
 
 ACT Jl. 
 
 In which Robin 1 lood shoots before Queen l^leanor. 
 
 Scene 1. l-"orest of ."^hei-wood. Late afternoon. The 
 ])age. bearing" Otieen l-'.U-anoi-'s summons, arrixe^ with 
 Little John. 
 
 Characters — Ro])in Mood, 1 'age to (Jueen, Little John. 
 Will Stutely, .\llan a I )ale, members of Robin Hood's 
 band. 
 
 Scene 2. The Sliooliug match in |-'insbury lields. 
 Rol)in flefeals the King's archers. 
 
 Characters- '\\\u'^ I k'nr\ II >>i l-'.ngland. (Juecn I'^lea- 
 nor. !^ir llugh, ."^^ir Richai'il I'arlingtou, Sberifl of Xot- 
 tingliam. Chosen Arclu'rs of King's guard, llerald an<l 
 Page, Robin IImo<| .-md nirmbi'rs of his band.
 
 DKAM \l IZ A'lld.X I.\ llll-; (iKA.XiMAk GKADlib 4I 
 
 ACT J J 1. 
 
 [AflL-r death of llcnrv II. Kicliard llic I.ion Hearted 
 Kin<4" of l'",nL;iand. I In which Kin^■ Kichard visits Sher- 
 wood I '(J rest. 
 
 Scene ]. Thv kind's l)aii(|iK't. Kiii.i^' Ivicliard hears 
 how Rohiii outwiUed the Sherill and plans to visit Sher- 
 wood i-orest in the guise of a monk. 
 
 Clunacters — King' Kicliard. .Sir ilenry of Lea, Sir 
 Hubert, and other Lor(l> of the Land, SheritT of Xot- 
 tingham. 
 
 Scene 2. The road through Sherwood h'orest. Jxobiu 
 Hood meets the King in his (hsguise, and invites liim 
 to feast beneath the (ireenwood Tree. 
 
 Characters — Robin Hood, W iU Scarlet and members 
 of the band. King Richarch Disguised Nobles. 
 
 Scene 3. Lnder the (Ireenwood Tree, Sherwood For- 
 est. King kichard throws aside his disguise. 
 
 Characters — king kichard and Xo])les, Robin Hood. 
 Sir Henrv of Lea, .Sir kichard of Lea. briar Tuck. Will 
 Scarlet, Little |ohn, all Robin Hood's band.
 
 WHAT SHALL WE DRAMATIZE 
 
 The following" list is sutigestive only and slionM be 
 varied to suit the needs of ditTterent classes. MateHal 
 which may ])roi)erl\- l)e used in the fourth ^rade of one 
 school may just as prcjperlv be used in the sixth grade 
 of another. \\ hen children are unimaginative and slow 
 to comprehend the significance of history, the time is ripe 
 for a history ])la\-. whether it be in the fourth or in the 
 seventh grade. .Many of the.se selections have been 
 tested, and it is belie\ed that all will be found to contain 
 dramatic interest. 
 
 FOURTH GRADE. 
 
 The ( iolden Touch 
 
 The Three Golden Apples 
 
 Th(.* Chimaera 
 
 from 'The Wonder IJook Ha:cfhonic 
 
 Alices .\dventnres in WOmlerland, 
 
 Selections Carrol! 
 
 Old Greek .^lories Baldl^'iii 
 
 'idle Leak in the Dike C"(//'\' 
 
 Old J'ipes and the 1 )ryad Stock foil 
 
 TIT'Tll GK \1)E. 
 
 King of the ( Iolden l\i\er Ruskiii 
 
 The I'ied I'iix'r of I lamelin Broii'iiine' 
 
 Story of Siegfried Bahi^i'in 
 
 1 leidi, .^elections S/^vri 
 
 Story <jf the Khinegold C'/uif'iii
 
 J)K.\.M.\ 1 1Z.\ I l<i.\ I .\ I 111-: CKA.M.MAU (.KAlJJiS 43 
 
 Fifty l^'anioiis Stories, Selections Baldii'iii 
 
 Tile Miniilani". from 1\-ingle\V()(»(I Talcs Hawtlwriic 
 
 I'aul Ixc'vere's Kide LongfcUoiv 
 
 The liee Man of ( )rne Stockton 
 
 Colnnibns. Scenes in Life of 
 
 Balboa, Scenes in Life of 
 
 SIXTH (iKADE. 
 
 Horalins al the Bri(lt;e Macaulay 
 
 Christmas Carol Dickens 
 
 Ivanhoe. Scenes from Scott 
 
 Tanglewdod Tales, Selections Ha:^iliornc 
 
 Greek Heroes, Selections Kiii^i^slcy 
 
 The Iliad. Selectit)ns 
 
 The < )(l\sse\-, Selecti<ins 
 
 Robin Hood : Pyle 
 
 Three ( Ireek Children CJuircJi 
 
 Story of Ulysses Ai^ncs Cooke 
 
 SEVENTH GRADE. 
 
 Ri]) \ an Winkle Irrinii 
 
 Little Xell Pickens 
 
 Little 1 )a\id Pickens 
 
 Legend of Slee])\' I lolldw Inini^ 
 
 The Spy Cooper 
 
 Courtshi]) of Miles Standish Loiii:;fello7'^' 
 
 Historical Tales. .Selections ]/ orris 
 
 Dramatization and presentation ui historical and imag- 
 inary .scenes in I'nritan life. 
 
 Condnct of a town meeting on the Puritan mtxlel. 
 
 Continental Congress in session.
 
 44 DRA-MAIIZATIOX I X THE GRA.MMAR c;RADES 
 
 Incidents of Colonial Life. 
 Stories of the Revolution. 
 
 Discussion of "Taxation without Representation" by 
 famous men of Revolutionary times. 
 
 EIGHTH GRADE. 
 
 Lady of the Lake Scott 
 
 Kin^- Arthur Stories. l-'or material read: 
 
 Kin^ Arthur and His Knights Radford 
 
 Story of King Arthur Pylc 
 
 Age of Chivalrx' Biiltiiicli 
 
 Idvlls of the King Tcini ysoii 
 
 La -Morte D" Arthur Malory 
 
 Knights of the Round table ['ros' 
 
 Julius Caesar ■)/!akcs{^carc 
 
 Merchant of \ enice Shakespeare 
 
 The Tempest Sliakcsf^carc
 
 PREFERENCES ON DRAMATIZATION 
 
 ELE.Ml':X'r.\k\' SCIIOOI. 'ri£AClll<:k nnclndin"- 
 \ ol. 1, Course of Study.) 
 
 Ashleman, Lorky A.: Tlic Teaching- of a Language in 
 tlu' l''.lcincntar\- School, XOl. 5, ])]). 285-291. 
 
 Atwood, I larrict l>radley : In i'irst Grade (Curriculum), 
 Course of Study, \'ol. 1, ])]). 157-158. 
 
 IJass, \\'illard Streeter : In !'"ifth Grade (Curriculum), 
 Course of Study, \"ol. 1, p]). i()5-ir)8. 
 , iUaine. Anita -AfcCormick : The Dramatic in Education, 
 
 \ ol. 4. pp. 554-558. 
 
 Chul)h, Percival: h'unction of the Festival in School Life, 
 \ ol. 4, pp. 559-565. 
 
 Colviu, .Stei)hen .s. : The Child"s \Vorld- of Imagination, 
 \ol. (k P]). 3^7-34-2. 
 
 Dryer, ]\lal)el Eli?al)eth : The ^Making of a Play (Sev- 
 enth (irade), \'ol. 8, i)]). 423-436. 
 
 Fleming, Martha : The Making of a Flay ( Sixth ( h-ade), 
 \ol. 8. i)j). 15-23. 
 ^ kdenning. Martha: Must it lie a Lost Art? \'ol. 4, p]). 
 
 541-553- 
 Fleming, Martha: In Speech, (_)ral Reading and Dra- 
 matic .Art, Course of Study, A'ol. 1. pp. 211-214, 
 873-871; ; \()1. 2, i^p. 59-6:5 (including Old Pipes 
 and the Dryad, ."^ixth (irade), 635-652 (including 
 A Pla\- of Galahad, Third (irade). 
 
 *From Children's Litcrafiirc, Training Department, 
 State Normal .Schocjl, Los Angeles.
 
 40 DRAMATIZATION IN Tlijj: GRAMAIAK CKAUliS 
 
 Pleming, Martha: llie Woodman and the GobUns (story 
 
 by John Duncan), \'ol. 4. \)\). 51)4-' >oo. 
 Foster, Edith B. : In sixth Grade ( Gurricuhim ), Course 
 
 f)f Study, A'ol. 1, pp. 168-171. 
 Hall, Jennie: Lionel of ( )rkne\-. a C )iie-act I'lay ( Eii^hth 
 
 (irade). \'ol. 5. pp. 29-35. 
 Hall. Jennie: Some Plans of Dramatic Rei)resentation 
 
 in Primary Grades. \'ol. 4. pp. 5O6-578. 
 Hollister, Antoinette: In Second Grade (Curriculum), 
 
 Course of Stud_\', \'ol. 1, pp. i59-i()0. 
 MacClintock, Porter Lander: Concerning Drama and 
 
 (Jratory in the School. \'ol. 4, p]\ ^)Oi-6o4. 
 ]\IacClintock. Porter Lander: Literature in the Elemen- 
 
 tar^■ School, \'ol. 3, ]ip. 87-95. 
 ^litchell, Clara Jsabcl: In iMiurth Grade (Curriculum), 
 
 Course of ."^tucK', \ ol. 1, pp. I'vV'S- 
 Norton, Edward L. and .\shlemau, Lorlc}' Ada: Dra- 
 matics in the Teaching of a I'oreigu Language, 
 
 Vol. 6. ])]). 33-39. 
 Payne, Hertha: Di'amatic l'la\' in the Kindergarten, 
 
 \'ol. 4. i)p. :-.x^-s^j^- 
 
 I'urcell. Neleii l'"lizabeth : Children's Di-am;itic interest 
 
 and Mow This .Ma}- lie Ltilized in education, 
 
 A'ol. 7, 1)]). 510-518. 
 Sherz, .\nna Talea : The I )ram;itic .Sense, an .\id in 
 
 Learning ;i horcigu LanL;uage, \ ol. 4. i)p. 579"5^7- 
 ndiornc-Thomsou, (iuih'eu: 'I'he TrolTs ('hrislmas, 
 
 \'ol. S. ])p. jio-_'i5. 
 A'an Noesen. (iertrudi': In Third ( Irade I ( m-riculum), 
 
 Course of Sludy. \ ol. 1. pp. i()()-i')2. 
 : The ('onr>e of Stnd\ of the l'"lenienlary .School 
 
 in j'jiglish. \ 01. 8, pp. 5_'4-533, passim.
 
 |)K AM A riZA I liiN l\ llll'-. CRAMMAK (iKAI)l-:.S 47 
 
 'ri':.\nii-:i<s ( ( )LLi':(ii-: ki':('( )ki). 
 
 UaniLA. Mabel 1.: Tlic hramalic liislincl in the l^lc- 
 iiKMilarv School, including; Uic i'ilgrini Play (Sixth 
 (Jrade). \'ol. 8. ])\). i 18-126. 
 
 Banu^^. I'".(lith C: in Lilcralurc. NOl. 7, \)\>. ()f) et seq. 
 iwatlia. l''irst ( iradc. ) 
 
 JjatclT^rlcM-. Mildml I.: In Kcadin^- and Literature, Vol. 
 
 7, ]). 31J8. (.Mice in Wonderland, Idiird (irade.) 
 Kirchwax'. Alar\- F. : In Literature, XOl. 8. p. 172, 
 
 ( kohin I lood. Sixth ( irade. ) 
 Peal)()d\-. .Mar\- ('•.: In Literature and keadin-.;-. \'ol. 8, 
 
 8. |). 58. (.Minotaur, h'ifth (irade.) 
 
 Robhin.s, Ida E. : In Reading,- and Literature, \ ol. 8, 
 p. 3. (Lady of the Lake, Fourth (jrade. ) 
 
 Welles, Latherine : In reading' and Literature. \'ol. 7, 
 \). 370. (Robinson Crusoe, Second (irade.) 
 
 I'.OOKS AXl) ()rilFR Ak'riCLLS. 
 
 Addanis, jane: Work and Flay <as factors in F^duca- 
 tion. The Chautaucjuan, \ Ml. 42, ])]). 2^ et sec]. 
 
 Llaisdell: Potent F'actors in Teaching ( )i-al Reading 
 and ( )ral Language Dramatizing, journal of Edu- 
 cation (July, i<;07), ])p. 125 et se(|. 
 
 Buckbee, .\nna: I'se of 13ramatization in Teaching TTis- 
 
 tor\'. New "b'or'k Teachers" Wonograiihs, \'ol. 5 
 
 (March, i<;03), pp. ioC)-ii7. 
 
 ^ Chubb, Fercixal: A\-enues of Fanguage-l*'xi)ression in 
 
 the Fdenientary School, X. E. A. keport, i<;04, ])p. 
 
 45--43''- 
 ■^ Craig". Anne Throop : The T)eve]i^])nient of a Dramatic 
 Element in Education, Pedagogical Seminary, \^ol. 
 
 15. vv- 75-81.
 
 48 DRAMAI IZAilOX IX THE CKA.M.MAR CKADES 
 
 Curtis, Elnora Whitman: Tlie Dramatic Instinct in 
 Education. IV'dagogical Seminary. XOl. 15. pp. 
 299-346. 
 
 Doyle, Rhoads : Teaching Hiawatha to a 3 A class. 
 Xew \'()rk Teachers' Monographs, \'ol. 7 (March, 
 1905), pp. 41-45. 
 
 Doyle, Rhoads: Reailing the i'ied i'iper of Hamelin to 
 a 4A class. Do. pp. 48-51. 
 
 Freytag, Gustav : Techniciue of the Drama, chapters i 
 and 2. 
 
 Herts, Alice Minnie: Children's h^ducational Theater, 
 Atlantic Monthly, X'ol. 100. pp. 798-806. 
 
 : Dramatic Instinct — Its Cse and Misuse,, 
 
 Pedagogical .Seminar\-. X'ol. 15, ])p. 550-562. 
 'Keith, John A. II.: In ."^nh-Stages of Image Idiinking- 
 l*'lementar\- l^ducalinn, ])p. 204-201;. 
 ' MacClintock, I'drler Lander: Drama. Literature in 
 the Elementar\- .^chonl, ('hai)ter 13. 
 
 McCrady. Louise Lane: The Child and ihe Imaginative 
 Life, Allantic .Miinlhly, \(T 100. p]). 480-488. 
 
 Mc(juire: The Dramatic Instinct as Related to Oral 
 •^ Reading, .\e\v \(irk Teachers' Monograph- ( |une, 
 
 1 902 ) . 
 
 Nicholson, Anne M.: In Language in the ( irades. Cal- 
 ifornia l-".ducation 1 .^an jose). \()1. 1, (Dec. l()05'), 
 pp. 14 and 15 ( I'ir^^t Crade 1 : 22 (.Second (irade); 
 24, 2(^-2^^ ( Thii-d ( Irade ). 
 
 ( ).sgood, Kate I', and others: Di-amalization ol" I'anl 
 Revere's Ride (Sixth (Irade), Children's Liter- 
 ature. iVainini; Department. Los Angeles State 
 Normal .School, pp. yy-^^.
 
 DkA.MAI IZA riOX IN I 1 1 1'. (.KAMMAK CRADKS 
 
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 — : Till.' I )i-amali/ati( 111 of Srlnxil Work. The 
 
 Outlook, \ oL 8i) ( .May,.i9oS), p]). 93-<U- 
 
 : A l\iii(ler^artcn for i'tilun,' I May-gucrs (con- 
 cerning' a children's theater — chililrcn as actors in 
 training', etc.. in coniict'tioii with I'jhication Alliance, 
 East Side, Xew \'ork ('it\i. The 'i'heater ()inie, 
 
 190; 
 
 )]). 154-15'., X. XII, XIIJ.
 
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