Page 24 - 1916 February - To Dragma

TO DRAGMA OF ALPHA OMICRON PI 103

s "Yes," I replied, "that's one of their values."
, But she had put a thought in my head. The next Friday I sug-

gested we play The Little Red Hen counting on the talent from the
e Chart A Class. Then to my astonishment, before Chart A could re-

spond, the biggest boys waved their hands so frantically that their
e seats shook. I noted the amazed look on the face of the teacher.
- So up they came. One boy was pointed out as best for the Little

Red Hen. "He can do it better than the rest of us," they said. (Ah,
I knew they had been practicing, and great was my joy!) Finally all
the characters were agreed upon, but before the Story Play was in
full swing, I suggested that each one prove to us that he could play
the part.
e The Little Red Hen called out "Cut-a cut, cut-a-cut, a-rocket-it."
e He did his best and didn't seem even fussed when the school laughed
uproariously. Even the mothers and fathers, for they come now,
were worse than the children. I t is always so.

• The duck did not know how to walk. "Waddle" didn't mean a
thing to him. He tried every conceivable way, even to walking on
his hands with his feet high in the air. I let him think it out; he
sat with his chin in his hand, and suddenly jumped a foot in the air—
the second proof of a future athlete. Then down he got and waddled
like a duck. The school sighed with relief, and not a laugh was now
heard.

To walk like a turkey was another problem to puzzle over. The
cat and dog walked around on two feet, until a word from the duck
put them wise. The introduction of the characters now being com-
plete, they all sat on the bench waiting to begin. When I asked i f
they enjoyed sitting on the back fence, with most apologetic looks,
they assumed their proper positions on the floor. A little boy from
the audience volunteered to scatter some wheat, and the play was on.

Some forgot their parts, or took too long in thinking about them,
and then the audience prompted, and at times the other actors. Thus,
every one was in it—but the Story Teller, who sat and listened—
so every one had a good time. The responsibility was met and shared
by all and the first Story Play was a success.

Wasn't it worth while? What did they learn from Nature Study
to Gymnastics, from self-expression to self-control? Then there
was the real good time they had doing it, and the satisfaction of
giving others pleasure. This last point I always like to dwell upon
with children, and they understand.

My last six months of teaching was in a so-called Play School,
a new experiment that was being tried out. The subjects taught were
stories, nature study, dancing and games, nor should I forget the