Identifier: dramaticmethodof00finl (find matches)
Title: The dramatic method of teaching
Year: 1912 (1910s)
Authors: Finlay-Johnson, Harriet Cyr, Ellen M., d. 1920, ed
Subjects: Drama in education Teaching Schools
Publisher: Boston, New York (etc.) Ginn and company
Contributing Library: The Library of Congress
Digitizing Sponsor: The Library of Congress

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ofthe chapters by heart. A kind friend presented us withcopies of Wood Magic and Bevis, both by RichardJefferies. These three books were, I feel sure, stories ofthe authors own childhood. They were tales of humanchildren, and they appealed, therefore, to human children.The objection is often made by teachers of girls, when dis-cussing ways and means of using the dramatic method inschool, that the difficulty is that there are only girls andno boys for male parts. Meg, Jo, Beth, and Amy easilysolved the difficulty, and in the story of their girlhoodone can find ample material for a start. After that, youmay trust the girls to be resourceful enough to find theirown ways and means. In the story of Bevis we have an account of howtwo schoolboys played school; how they played aRoman battle ; how they manufactured a gun, a raft, aboat, and went on a voyage of discovery round a smalllake, finding a real island and living on it; which may allsound commonplace enough as I have described it, but
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LITERATURE I29 which is very far from commonplace as written by the penof Jefferies in real boy language. Our boys, on read-ing it, were instantly fired with the desire to play it. Imust confess, that I was also ! Beviss first craft was anold wooden packing case, and his scene of operations abrook near his house. Very good packing cases we hadin plenty in the school shed, and a brook within ten min-utes of the schoolhouse. The packing cases were heavy,and July days are often hot, but down to the brook wehied us on the hottest day I have ever experienced. Theair quivered with heat, and not the slightest particle ofshade could we find — not even a hawthorn bush. Butthe spirit of adventure was upon us and would not bequenched. A network of brooks and drains separatesour town from the seashore. These are spanned at inter-vals by rough wooden bridges for cattle to cross from onepasture to the other. Bridges have always a fascinationfor children, and we speedily chose the neighborhood ofo

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