(4) Dramatization has omitted to preserve a sequence in the selections used from year to year.  A sequence in dramatization will follow naturally as the tales offered from year to year show a sequence in the variety of interests they present and the opportunities for growth and activity they offer.  Plays most suited to the kindergarten are those which do not require a complete re-telling of the story in the acting, so that the child need not say so much.  Such are stories like The Old Woman and Her Pig, Henny Penny, The Foolish Timid Rabbit, Little Tuppen, Three Billy-Goats, Johnny Cake, and Billy Bobtail.  When the course of literature in the elementary school gets its content organized, the sequence of dramatization will take care of itself.

Dramatization has one rather unusual virtue:—­

(1) Dramatization may be used to establish a good habit.  An indolent child may be given the part of the industrious child in the play.  At first the incongruity will amuse him, then it will support his self-respect or please his vanity, then it will prove to him the pleasure of being industrious, and finally stimulate the desire to be that which before he was not.  It may build a habit and, if repeated, fortify one.  This is the true “Direct Moral Method.”  The so-called “Direct Moral Method,” advocated by Dr. Gould, an English educator, which in telling a story separates the moral from the tale to emphasize it and talk about it, leaves the child a passive listener with only a chance to say “Yes” or “No” or a single word in answer to the moral questions.  It is unnatural because it directs the child’s attention away from the situation, action, and people which interest him.  It does not parallel life in which morals are tied up with conduct.  One must ask, “According to this method what will the child recall if his mind reverts to the story—­courage, or the variety of images from the number of short-stories told to impress the abstract moral idea of courage?” Dramatization like life represents character in the making and therefore helps to make character.

Illustrations of creative return.  Let us look now at a few tales illustrating the creative return possible to the child. The Country Mouse and the City Mouse is an animal tale that offers to the kindergarten child a chance to prove how intensely he enters into the situation by the number of details he will improvise and put into his dramatization in representing life in the country and life in the city.  The good feast atmosphere in this tale pleases little children and suits it to their powers.  It is a fine tale to unite the language expression and dramatization.  It is especially suited to call forth reaction from the child also in the form of drawing or crayon sketching.  Here it is best for the child to attempt typical bits.  Complete representation tires him and it is not the method of art, which is selective.  The field