File:The dramatic method of teaching (1912) (14786561973).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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ne tremendously. They quite understood the spiritof the thing and introduced a bit of swordplay and a quar-rel, to which young Prince Hal put an end by strikingup the swords of the combatants. After this they followed the plan of Shakespeares Henry V, made the second scene of that play their firstscene, and abridged the Archbishop of Canterburysspeeches sufficiently to allow an explanation of Henrysclaim to the French throne and his views on the Salic law.It was certainly interesting to watch how cleverly they gotover the difficulty of knowing nothing of the French lan-guage. They made the messenger from the dauphin speakbroken English ! The incident of the present of tennisballs was included, and Henry was quite fine in hisdenunciation of the insult and in his determination tosend the tennis balls back as cannon balls, The chorus in this play next recited from memory thepassage from the play beginning Now all the youth of England are on fire,And silken dalliance in the wardrobe lies,
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70 THE SHAKESPEAREAN PLAY 8l while the king and others donned all the gorgeous armorthey could muster. This in most cases consisted of stringchain mail and silver tea paper. Henry V himselfwore a shirt of fine mail consisting of a ladys silk vest!Over the headpieces of chain mail they wore helmets, andthe principals rode steeds. They were generally dressedbefore the chorus had finished reciting, and would thenride past the school window, shaking their lances toshow they were off to Southampton ! Next they fitted ina little scene showing Southampton, the guilty LordsScroop, Cambridge, and Grey, and their punishment byHenry. Mere writing cannot make my readers realizehow well these little rural boys lived the parts. Thedignity and restraint of Henry as he led up to thecharge and sentence ; the guilty starts and shamed de-meanor of the culprits ; the correct bearing of Exeter as he said, I arrest thee, etc.; the way in which thelast-arrested conspirator broke his sword before deliveringi

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