ave something to express which he really
knows about. Moreover, as children gain greater skill in expression in
construction, in the game, in song, in dance, and in speech, the parts
these contribute to the play will show a more perfected form. Each
expression by the child grows new impressions, gives him new sensory
experiences. Perhaps if the high school would realize the
possibilities in a fairy tale such as _Beauty and the Beast_, work it
up into really good artistic form, and play it for the little
children, much would be gained not only towards good form in
dramatics, in both the elementary school and the high school, but
towards unifying the entire course of literature from the kindergarten
to the university. Using Crane's picture-book as a help, they might
bring into the play the beauty of costume and scenery, the
court-jester, and Beauty's pages. Into the Rose-Garden they might
bring a dance of Moon Fairies, Dawn Fairies, Noon, and Night who, in
their symbolic gauzy attire, dance to persuade Beauty to remain in the
Beast's castle. There might be singing fairies who decorate the bushes
with fairy roses, and others who set the table with fairy dishes,
singing as they work:--

See the trees with roses gay.
Fairy roses, fairy roses, etc.

Elves and Goblins might surround the Beast when dying. The change of
scene from the simple home of Beauty to the rich castle of the Beast,
and the change of costume, would furnish ample opportunity for
original artistic work from older students. For the little child it is
good to see the familiar dignified with art and beauty; and for the
older student the imagination works more freely when dealing with
rather simple and familiar elements such as the folk-tale offers.
_Cinderella_, like _Beauty and the Beast_, offers abundant opportunity
to the high school student for a play or pantomime which it would be
good for the little people to see. The stately minuet and folk-dances
of different peoples may be worked into the ball-scene. And here, too,
the beautiful picture-books will suggest features of costume and
scenery.

(2) _Dramatization may develop boldness in a child_. The tendency is to
use children with good dramatic ability continually for leading parts,
even when the children choose the parts. This fault may be
counteracted by distinguishing between work for growth and one or two
rather carefully prepared plays to be given on special occasions. It
is also counte