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The Project Gutenberg eBook, Children's Classics In Dramatic Form, by Augusta Stevenson This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Title: Children's Classics In Dramatic Form Author: Augusta Stevenson Release Date: December 29, 2003 [eBook #10541] Language: English Character set encoding: US-ASCII ***START OF THE PROJECT GUTENBERG EBOOK CHILDREN'S CLASSICS IN DRAMATIC FORM*** E-text prepared by Juliet Sutherland, Lee Chew-Hung, and the Project Gutenberg Online Distributed Proofreading Team CHILDREN'S CLASSICS IN DRAMATIC FORM A READER FOR THE FOURTH GRADE BY AUGUSTA STEVENSON Formerly a Teacher in the Indianapolis Public Schools 1908 TO MISS N. CROPSEY Assistant Superintendent Indianapolis Public Schools [Illustration: "The moon changes into the red beard of the old soldier"] FOREWORD This book is intended to accomplish three distinct purposes: first, to arouse a greater interest in oral reading; second, to develop an expressive voice--sadly lacking in the case of most Americans; and third, to give freedom and grace in the bodily attitudes and movements which are involved in reading and speaking. The stories given are for the most part adaptations of favorite tales from folklore,--Andersen, Grimm, Aesop, and the Arabian Nights having been freely drawn upon. Children are dramatic by nature. They _are_ for the time the kings, the fairies, and the heroes that they picture in their imaginations. They _are_ these characters with such abandon and with such intense pleasure that the on-looker must believe that nature intended that they should give play to this dramatic instinct, not so much formally, with all the trappings of the man-made stage, but spontaneously and naturally, as they talk and read. If this expressive instinct can be utilized in the teaching of reading, we shall be able both to add greatly to the child's enjoyment and to improve the quality of his oral reading. In these days when so many books are hastily read in school, there is a tendency to sacrifice expression to the mechanics and interpretation of reading. Those acquainted with school work know too well the resulting monotonous, indistinct speech and the sel
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