The times. [volume] (Washington [D.C.]) 1897-1901, 1901-05-11

history and literature than they would
have been likely to get out of books.
besides being able to develop whatever
dramatic ability they possessed, which
is not bad education in-itself.
Amorg the plays given were Sir
Philip Sidney's "Ladie of the Male, :"
the masque from the Winters Tale"
| 'Pyramus and Thisbe," "The Plates OF
| St George" and THE Arrangement of
| Paris" 1t Is said that the costumes
and details were as nearly perfect as
| possible, and the setting for the mimic
| scenes was certainly perfect. There is.
perhaps, no amateur acting which is
so easily done and so good in its re-
| suits as that done by students of schools
| and colleges, The costumes and prop
critics can easily be made. or collected
from the rooms of the students; the
| plays, if carefully selected, give a
chance for the requirement of a con-
siderable amount of historical knowl-
edge of one sort or another, and the
ability to act, when it is latent in man
or woman, is a capability which Is
worth some attention.
The prejudice against the drama
which prevailed in Puritan times has
possibly prevented, especially in this
country, the use of amateur dramatic
work as a method of education, and it
| is only lately, since the kindergartens
have taken it up, that its value has
been perceived. Most children are
more delight than to make believe"
If their quick imagination can get no
better good they will make believe"
at housekeeping or business; but as a
rule they much prefer something with
romantic or adventurous interest, as
the children's plays of all nations
show The witch. surviving to catch run
away children. the game of prisoners
base" the boys SNOWFALL fort, all show
the delight of the child in acting out
some story of adventure or heroism,
even in the most rudimentary way. If,
instead of making their own plays, they
are encouraged to act out some of the
stories of romance and heroism which
can be found in the worlds history and
literature they will enjoy the fun, and
be getting some valuable education as
well. But such things cannot be made
part of the ~cut and dried curriculum
of {. school, and that is where some
enthusiastic kindergartners make a
mistake. There is no fun in playing
one is a chicken, or a wolf, or crow,
when ii is part of school work, but
there is n great deal in entering into
such make-believe on the playground.
1t is so with these mosques acted by
older students In the nature of things
only those who have a talent for such
things can participate as actors. The
others must be lookers-on. If two-th thirds
of the students in a school have some
dramatic ability, aad the others none
at all, there is no sense in trying to
develop that ability where it does not
exist. That would be wasting time
There is also error in leaving it wholly
undeveloped where it does exist, for,
aside from the mere acting, there is
much benefit in the drill which must
accompany the production of even the
simplest amateur drama. The ability
TO speak from 4 platform so that a
large audience can hear is-in itself
valuable to at least one person out of
ten. and ii is safe to assume that not
more than one-tenth of the students of
any college make practical use of their
knowledge of Greek. If it is worth while
to teach Greek to all the students, it is
certainly worth while to teach elocution
to those who can learn IL