first production In repetitions, less capable children should have full opportunity. It is not wise, however, to make up the whole cast of second or third rate little players; there should always be at least one strong actor who will unconsciously set a standard for the others.

It is always to be remembered that dramatizing is not an end in itself. A finished, smooth production, which has been achieved by endless repetition and drill of the selected few, while the remainder of the class have sat passively by, is to be condemned from every point of view. The passive onlookers get no benefit from it; the participants get scarcely more. Dramatizing must always be treated as a means to an end. As a means, rightly used, it is quite likely to be quite as efficient with those of least as with those of most histrionic talent.

Make the atmosphere such as to dispel all timidity. Make every child feel like throwing himself freely into his part. This will aid, rather than hinder, good "discipline."

V (9). Oral Reproduction of the Story, “Grand Tusk and Nimble"

it

The oral reproduction of a story may be easy, or may be difficult; it may have much or little educational value. The mere verbal reproduction of a story, exactly or approximately as it was heard or read, is easy for any one with a good verbal memory;

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17

out it is an exercise of little value. The reproduction of a story in the reproducer's own words, or in words that he has made his own, after every thought and act and event of the original has been assimilated, is difficult and valuable. The children should now be well prepared for this difficult and profitable kind of reproduction. The expressive reading, the study, and the dramatizing of the story, if these exercises were effective in themselves, must have contributed strongly to this end. The teacher must see to it that the cumulative effect of all these exercises tells in every child's reproduction.

Be sure that the children understand the directions

given them in their book for the immediate preparation for the story, and that they have time to carry them out. The story may be reproduced in five parts, by as many children, one following the other in quick succession, or entire by a single child. The reproduction, entire or in part, should not be repeated by several children, just for the sake of testing them on it, or of giving them an opportunity; every repetition should be for a definite purpose which every one understands, such as a more appropriate rendering of the conversation of one of the actors, greater fluency, or the omission of unnecessary words.

To make this exercise as valuable as it should be, the teacher must have prepared herself to reproduce the story as the children are expected to reproduce

it; that is, not through verbal memory, but on the basis of assimilation. She will then be more capable of appreciating the children's efforts and of giving them helpful, constructive criticism. At the opportune occasion, she should give her reproduction of the story, entire or in part, not as a form to copy, but as an inspiration.

VI (10). Finishing a Story

This lesson in the pupils' book is presented as though each pupil were expected to finish the incomplete story for himself. This each one should be shown how and helped to do. In subsequent lessons of this kind, less and less help will be required, until finally the pupils will be able to complete stories entirely by themselves—and stories in which much more invention is necessary than in this. As this is perhaps their initial attempt, the exercise should first be studied with the pupils something as follows.

First, read the story, as far as given, with the pupils. Let it be so read that they get fully into the spirit of it. Make sure that they recognize and feel the similarity to the fable of Grand Tusk and Nimble. Then finish the story under the guidance of the questions and suggestions given in their book. Give as little direct aid as will suffice. By skillful questioning, selecting, rejecting, and combining the contributions of one and another, what

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may be finally accepted as a satisfactory ending may well contain only the thoughts of the children.

The ending, beyond that suggested in the pupils' book, may be something like this:

George knew he could not run very fast, so he said to Tom, "You go."

Never before had Tom run so fast as he did that day. Still, in all his haste, he had time to think: "I was right. It is better to be quick than to be strong."

He found the doctor at home, and they hurried back to the old man's bedside. The doctor knew just what to give the sufferer, who soon became better.

Then the doctor said to the old lady: "It is a good thing for you, my friend, that George was strong enough to carry your husband into the house and that Tom could run so fast to bring me to your aid. Had it not been for these boys, I am afraid your husband would have died."

The boys looked at each other and thought, "Sometimes it is better to be strong, and sometimes it is better to be quick."

At the conclusion of this study and invention together, one or two of the most capable of the children may try to reproduce the complete story, with the ending as worked out in class, or with their After further study, for which time should be given, each pupil should be prepared to reproduce the story with the ending which he has thought out.

own.

Encourage the pupils, in preparing themselves for this next exercise, to think out, each one for himself, the ending to the story, rather than to try to recall the ending worked out in class. While there is, obviously, no great opportunity for origi.

nality, consistent with the general harmony of the completed story, every child's ending of the story should be individual in some of its details, as evidence that he has not simply memorized what others have thought out. For the child who only so memorizes, the exercise has fallen short of its purpose; the child has invented nothing for the completion of the story, but merely reproduced the completed story, the first part from the book, the last from the invention. of other children.

VII (12).

Oral Reproduction and Completion of the Uncompleted Story, "Strong and Quick"

Some children should tell the story from the beginning; others need only give the ending supplied by the pupils. To avoid monotonous uniformity of these endings, insist that every child shall make his ending vary from others in some noticeable respect. Have the children who are listening watch for this variation and comment upon it. It may well be expected that some one's completion of the story perhaps modified by the suggestions of others will be more satisfactory than that worked out together at the last exercise.

VIII (13). Telling Original Stories

The children should be able, and should be allowed, to prepare their stories to tell without direct help from the teacher. Encourage them to