ater there should be no
interruptions. Comments should be made at the end of a scene and
embodied in an immediate repetition to fix the change in the actors'
minds. Other modifications should be announced before rehearsal, and
embodied in the acting that day.

The acting should be ready for an audience a week before the date set
for the performance. During the last rehearsals, early acts should be
recalled and repeated in connection with later ones, so that time and
endurance may be counted and estimated. During these days rehearsals
must go forward without any attention from the director. He must be
giving all his attention to setting, lighting, costumes, properties,
furniture, and the thousand and one other details which make play
producing the discouraging yet fascinating occupation it is. Such
repetition without constant direction will develop a sense of
independence and cooeperation in the actors and assistants which will
show in the enthusiasm and ease of the performance. Stage hands and
all other assistants must be trained to the same degree of reliability
as the hero and heroine. Nothing can be left to chance. Nothing can be
unprovided until the last minute. The dress rehearsal must be exactly
like a performance, except that the audience is not present, or if
present, is a different one. In schools, an audience at the dress
rehearsal is usually a help to the amateur performers.

Results. A performance based on such principles and training as here
suggested should be successful from every point of view.

The benefits to the participants are many. They include strengthening
of the power to memorize, widening of the imagination through
interpretation of character, familiarity with a work of art, training
in poise, utilization of speaking ability, awakening of
self-confidence, and participation in a worthy cooeperative effort.

In a broader sense such interest in good, acted plays is an
intellectual stimulus. As better plays are more and more effectively
presented the quality of play production in schools will be improved,
and both pupils and communities will know more and more of the world's
great dramatic literature.

APPENDICES

APPENDIX A

_Additional Exercises in Exposition_

1. The value of public speaking.

2. How Lincoln became a great speaker.

3. Studies in a good school course.

4. Purposes of studying geometry.

5. Explain the reasons for studying some subject.

6. An ideal scho