dressed in clothes
suggestive of a successful follower of horse races. He carries a white
pot hat and tasselled cane. His gloves are large and bright. He is
smoking an enormous cigar.

10. She is young, slender, graceful; her yellow hair is in disorder,
her face the color of ruddy gold, her teeth white as the bones of the
cuttle-fish, her eyes humid and sea-green, her neck long and thin,
with a necklace of shells about it; in her whole person something
inexpressibly fresh and glancing, which makes one think of a creature
impregnated with sea-salt dipped in the moving waters, coming out of
the hiding-places of the rocks. Her petticoat of striped white and
blue, torn and discolored, falls only just below the knees, leaving
her legs bare; her bluish apron drips and smells of the brine like a
filter; and her bare feet in contrast with the brown color that the
sun has given her flesh, are singularly pallid, like the roots of
aquatic plants. And her voice is limpid and childish; and some of the
words that she speaks seem to light up her ingenuous face with a
mysterious happiness.

Studying Plays. In nearly every grade of school and college, plays are
either read or studied. The usual method of study is to read the lines
of the play in rotation about the class, stopping at times for
explanations, definitions, impressions, general discussions. Such
minute analysis may extend to the preparation of outlines and
diagrams. The methods used to get pupils to know plays are almost as
varied as teachers. After such analytical study has been pursued it is
always a stimulating exercise to get another impression of the
play--not as mere poetry or literature, but as acted drama.

This may be accomplished in a short time by very simple means. Pupils
should memorize certain portions and then recite them before the
class. Neither costumes nor scenery will be required. All the members
of the class have in their minds the appearances of the surroundings
and the persons. What they need is to _hear_ the speeches the
dramatist put into the hearts and mouths of his characters.

The best presentation would be the delivery of the entire play running
through some four or five class periods. If so much time cannot be
allotted to this, only certain scenes need be delivered. The teacher
might assign the most significant ones to groups of pupils, allowing
each group to arrange for rehearsals before appearing before the
class. In some classes the pup