racted by looking well to the social aspect of the play,
by introducing features such as the song, dance, or game, where all
have a part, or by adding attractive touches to less important parts,
so that while a character may still be leading it will have no reason
to feel over-important. This danger is not prominent until after the
first grade.

(3) _Dramatization may spoil some selections_. Beautiful descriptions
which make a tale poetic are not to be represented, and without them a
tale is cheapened. Such is the case with _The King of the Golden
River_ and _The Ugly Duckling_. Care should be exercised to choose for
dramatization only what is essentially dramatic and what is of a grade
suited to the child. Tales suited to the little child are largely
suited for dramatization.

(4) _Dramatization has omitted to preserve a sequence in the
selections used from year to year_. A sequence in dramatization will
follow naturally as the tales offered from year to year show a
sequence in the variety of interests they present and the
opportunities for growth and activity they offer. Plays most suited to
the kindergarten are those which do not require a complete re-telling
of the story in the acting, so that the child need not say so much.
Such are stories like _The Old Woman and Her Pig, Henny Penny, The
Foolish Timid Rabbit, Little Tuppen, Three Billy-Goats_, _Johnny
Cake_, and _Billy Bobtail_. When the course of literature in the
elementary school gets its content organized, the sequence of
dramatization will take care of itself.

Dramatization has one rather unusual virtue:--

(1) _Dramatization may be used to establish a good habit_. An indolent
child may be given the part of the industrious child in the play. At
first the incongruity will amuse him, then it will support his
self-respect or please his vanity, then it will prove to him the
pleasure of being industrious, and finally stimulate the desire to be
that which before he was not. It may build a habit and, if repeated,
fortify one. This is the true "Direct Moral Method." The so-called
"Direct Moral Method," advocated by Dr. Gould, an English educator,
which in telling a story separates the moral from the tale to
emphasize it and talk about it, leaves the child a passive listener
with only a chance to say "Yes" or "No" or a single word in answer to
the moral questions. It is unnatural because it directs the child's
attention away from the situation, action, and peop