children choose the parts. This fault may be counteracted by distinguishing between work for growth and one or two rather carefully prepared plays to be given on special occasions. It is also counteracted by looking well to the social aspect of the play, by introducing features such as the song, dance, or game, where all have a part, or by adding attractive touches to less important parts, so that while a character may still be leading it will have no reason to feel over-important. This danger is not prominent until after the first grade.
(3) Dramatization may spoil some selections. Beautiful descriptions which make a tale poetic are not to be represented, and without them a tale is cheapened. Such is the case with The King of the Golden River and The Ugly Duckling. Care should be exercised to choose for dramatization only what is essentially dramatic and what is of a grade suited to the child. Tales suited to the little child are largely suited for dramatization.
(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,
