File:The dramatic method of teaching (1912) (14763508291).jpg

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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of ourselves thrown in. Here, then, are twoof the three R bogies tackled without tears — readingand riting: reading for information and immediate profit(not to sp^eak of longer deferred and more lasting results,of which more anon), which is reading with intelligence,and this no one can deny; and writing, not a mere exer-cise for the sake of writing and correction, with visionsof the waste-paper basket looming large in the background,but writing for a purpose and for preservation for presentand future use. The sources from which the pupils drew their adaptedplays were always placed within their reach. In one cornerof the schoolroom the boys themselves have erected fourlong shelves, made out of disused desks. On these shelveswe formed a collection of books, including as many goodhistorical novels as we could, and endeavoring to obtain atleast one good novel on each reign or period of Englishhistory. Such books as Lyttons Harold and The Lastof the Barons, Kingsleys Heroes and Hereward
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29 THE TEACHING OF HISTORY BY PLAYS 31 the Wake, Scotts Kenilworth, The Talisman, andThe Abbot, Blackmores Lorna Doone ; several goodtales of sea adventures of the times of Raleigh, Drake, andFrobisher; as many good histories as we could collect,really good manuals, — a Green and a Fletcher, —all found a place on our shelves. Particularly useful bookswere collections of stories from the original authorities ofhistory. We had various books which contained storiesbearing on every reign, and since these stories were trans-lated or adapted from the best-known authority on eachsubject, we regarded them as authentic. These books were left in an easily accessible place withno locked doors, or elaborate cupboards where they mightbe stored and neglected. Every pupil knew that, as soonas he or she could read, the books might be freely con-sulted and used for reading, reference, or making notesat any time, either before, after, or during school hours.Our free system of discipline allowed pup

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