October, 1928] THE TEACHER 245 background. But just consider, if you In the early days of my teaching at Hol- please, what the time and energy consumed lins I had a student whom I inherited from in these hollow performances would do for my predecessor, who had failed to pass our the average student if properly utilized in required freshman course the year before I reading Latin itself. I do not say bore your came, and it fell to my lot to carry her students—for there is a wealth of interest through it for a second time. It was no for the youthful mind even in Csesar and agreeable task. She knew no Latin, but Cicero and Vergil, and if it is properly got- finally when June came, out of the kindness ten across to the students it cannot fail to of my heart, T put her through, thinking please. But I do say make them .know that she had suffered long enough. Two thoroughly first hand at least a limited num- years later she graduated with a major in ber of the classics, and don't make a mere science—a mediocre student throughout her farce out of the language in which they course. The following year she came back are written. It is the elements of a classi- to college as an alumna on a visit, and meet- cal background that you ought to be instill- ing me on the campus, she danced gaily up ing, together with a good working under- to me with the greeting: "Dr. Smith, I am standing of the Latin language. sure you can never guess what I am teach- I admit that there are two things which ing." I assured her that I could not. She make the task more difficult than it might informed me that it was Latin. In stunned otherwise be. The first is the vast number surprise I exclaimed, "My dear girl, how of young people whom we are at present can you? You don't know any." "But," trying to educate. Our high schools are she replied, "it was the only vacancy in our much overcrowded, and a great many of high school and I wanted to do something." the teachers (especially in the smaller I am still wondering what her students schools) are handling a far greater number learn, for she is still after several years of students than they should. This no teaching Latin. Fortunately none of her doubt—in a measure, at least—accounts for products have as yet come my way. the seeming lack of discrimination in the T have also the converse of this. The students whom they are sending on for col- best major I have ever turned out is teach- lege work. But it is a condition which ing in a small high school in Virginia and must be remedied and remedied soon if the is teaching every subject in the high school high schools are to succeed in training curriculum, I verily believe, except Latin ! students for college work. E. Marion Smith Secondly, as I am well aware, some of you—perhaps many of you—are decidedly A HISTORICAL PAGEANT out of your chosen field. That, of course, is in no way your fault, but the fault of our THE fourth grade wanted to give system. It is sad, but true that our school some type of dramatization. After boards do not make a more definite effort to reading a number of stories about fill Latin positions with Latin majors. It is early Virginia history, they decided to give hard, I admit, if you have specialized in a historical pageant. chemistry to find that you must teach I. What the Children Did Latin, or vice versa, but I have known all A. They read widely for information too many cases where such is the truth. If and background material. you will permit me in closing I will give the 1. They read history books and two most striking instances of this which stories relating to the settlement have come to my attention. of Virginia. 246 THE VIRGINIA TEACHER [Vol. 9, No. 8

2. They made an outline of their 3, To help Christianize the Indians. history material. 4. To secure land. 3. They located on their maps B. The people who came to Virginia , Cape Charles, 1. The number of people who came , . were one hundred and two. 4. They traced the route of the col- 2. The people came to Virginia in onists from the entrance of the three ships, "," Chesapeake Bay to Jamestown "Godspeed," and "Discovery." Island. 3. The people were blacksmiths, 5. They studied a pageant for form. laborers, carpenters, mechanics, B. They wrote the pageant. and noblemen. 1. They selected the episodes from 4. The leaders were Captain John Virginia history that they wanted Smith, Bartholomew Gosnold, to present, taking into considera- and Rev. Robert Hunt. tion the dramatic effects of the C. The hardships of the voyage stories read. 1. The stormy weather made the 2. They made a draft of the pa- voyage long and dangerous. geant. 2. The supply of food became limit- a. They decided upon a name for ed and many people died from the pageant. hunger. b. They wrote the lines for the 3. The dangers of the voyage caused reader. many of the men to become c. They wrote a description of homesick, each of the pantomime epi- D. The landing of the settlers sodes. 1. The settlers landed on Jamestown C. They planned to present the pageant. Island May 13, 1607. 1. They chose the characters. 2. The settlers were very tired from a. They selected those that could best take the major parts. their long voyage. b. They saw that every child had 3. The settlers held a religious ser- a part. vice to thank God for guiding 2. They planned and made their them safely to land. own costumes. 4. The settlers began to build crude 3. They planned and made the homes and churches. scenery for the pageant. E. The early life of Captain 4. They selected a committee to ex- 1. He was born in Lincolnshire, tend invitations to other grades. England. 5. They invited their parents. 2. He liked adventure. 6. They chose a committee to 3. He ran away from home and be- make posters for advertisement. came a brave soldier. 7. They made programs for the 4. He came to Jamestown with the pageant. settlers in 1607. II. What the Children Learned about the F. The story of Captain John Smith's Settlement of the Jamestown Colony. voyage up the Chickahominy River A. Settlers came to Virginia 1. He set out to explore the river 1. To seek their fortunes. and get food for the colony. 2. For adventure. ^ 2. He was captured by the Indians. October, 1928] THE VIRGINIA TEACHER 247

3. He was taken before Powhatan V. Bibliography and his council for trial. A. Books for the children 4. He was given a death sentence by Blaisdell and Ball—American His- Powhatan. tory For Little Folks. Little, 5. He was saved by Pocahontas. Brown and Company, Boston. G. The coming of the first women to Burger, A. L.—School History of Virginia Virginia. Dulaney - Boatwright 1. They came to be wives for the Company, Lynchburg, Virginia. men. *Cooke, John E.—Stories of the Old 2. They were chosen by the men at Dominion. American Book Com- the ship. pany, New York. 3. They were bought for $80.00 or Magill, Mary T.—First Book in Vir- 120 lbs. of tobacco. ginia History. J. P. Bell Com- HI. Skills and Abilities Strengthened pany, Lynchburg, Virginia. A. They developed the art principles of Maury, Dabney H.—A. History of lettering, spacing, and the use of Virginia and Virginians. B. F. color Johnson Publishing Company, 1. By making posters Richmond. 2. By making programs fOtis, James—Richard of lames- B. They improved their English habits town. American Book Company, 1. By making oral reports New York. 2. By writing well constructed sen- *Perry, Arthur C.—American His- tences for the description of the tory. American Book Company, pageant New York. 3. By making an outline of the sub- Smithey, Royall B.—History of Vir- ject matter. ginia.. American Book Company, C. They gained skill in the manipulation New York. of materials Tappan, Eva March — American 1. By cutting and making costumes Hero Stories. Houghton Mifflin 2. By cutting figures for the posters. Company, Boston. D. They strengthened their oral and sil- Tappan, Eva March—Our Country's ent reading habits History. Houghton Mifflin Com- 1. By reading history stories pany, Boston. 2. By telling history stories. Wayland, John W.—History Stories IV. Attitudes and Appreciations Strength- For Primary Grades. The Mac- ened millan Company, New York. A. They gained a respect for Virginia Welsh, Lucie J).—Colonial Days. and its founders. Educational Publishing Company, B. They developed co-operation through Chicago. working in committees. C. They acquired growth in leadership White, Henry A.—Beginner's His- through being chairmen and giving tory of the . Ameri- reports. can Book Company, New York. D. They developed initiative in planning * Williams, Sherman—C/ioicc Litera- episodes and in acting. ture. American Book Company, E. They acquired growth in citizenship New York. by respecting the rights of others in ♦These books were read by the fastest readers. discussion lessons. i'This book was used as a text. 248 THE VIRGINIA TEACHER [Vol. 9, No. 8

B. Books for the teacher for themselves. The Indians gave them a Taft, Linwood—The Technique of friendly greeting. Pageantry. A. S. Barnes, and Pantomime—Enter settlers very tired Co., New York. from their long voyage. They gaze over Virginia Journal of Education. Vol. the strange land. 18, pages 127-135. Richmond, Mr. Hunt, the preacher, signals for pray- Virginia. er. They fall upon their knees. All rise and sing the hymn 'Praise God From Whom VI. The Pageant All Blessings Flow." The settlers then pitch their tents. As a suggestion and help to other During the landing, the Indians may be teachers, the pageant is included in this seen in the distance talking and making unit of work. This pageant is most signs among themselves about the settlers. effective when given out-of-doors. The Indians advance and give a dance. The Settlement of the Jamestown Colony The settlers sit quietly and watch them. EPISODE II CHARACTERS The Story of Captain John Smith and Capt. John Smith Captain of the Ship Pocahontas Pocahontas Indian Guide Herald—Captain John Smith went up Powhatan Settlers the Chickahominy River to discover the Pacific Ocean and was attacked by a band Rev. Robert Hunt Indians of Indians. Like the quick-witted man that Dancers he was, he took out his pocket compass and showed them how to read it. This kept INTRODUCTION the Indians from killing him just then. They Herald—In England there were people bound his hands behind him and took him who were in debt, who wanted adventure, to Powhatan, the Indian chief. Powhatan who wished to get away from work, to and his counsel talked the matter over quiet- seek a fortune. Then, too, the population ly and decided to put Captain John Smith of the country was getting too large. So to death. Two warriors brought stones and the Company was organized to get his head was laid on them. Just as the people to come to the New World and set- clubs were raised to strike him, Pocahontas tle. On December 19, 1606, three vessels, rushed forward and pleaded for his life. Susan Constant, Godspeed, and Discovery, Thus Captain John Smith was saved. set sail for the New World. This voyage Pantomime—Enter Captain John Smith lasted five months and was full of hardships. and an Indian guide. They walk boldly The sea was stormy and food was scarce. through the woods with bows and arrows. They sailed into the Chesapeake Bay and A band of Indians jump out from behind up a river which they named James after trees. They shoot Captain John Smith's their king. On May 13, 1607, they landed friend, and bind Smith's hands. on what is now . This The prisoner is taken before Powhatan was the first permanent English settlement and his council for trial. The Indians talk in Virginia. together in secrecy about their prisoner. EPISODE I Powhatan orders the prisoner killed. They The Landing of the English at Jamestown lay Smith's head upon two rocks. Several Herald—As soon as the settlers were on warriors raise their tomahawks to cut off shore they gave thanks to God for a safe his head. The Indians dance madly around trip. Then they set to work to make shelter the prisoner. October, 1928] THE VIRGINIA TEACHER 249

Pocahontas runs forward and drops upon PAGEANT OF THE SHENAN- her knees before Captain John Smith, and DOAH VALLEY pleads for his life. Powhatan gives the signal for the prisoner THIS colorful portrayal of the history to be set free. The Indians unbind the of the Shenandoah Valley inhabi- prisoner's hands. Pocahontas and Captain tants was given by the Choral Club John Smith walk off together. of the Harrisonburg State Teachers College on April 8, 1927. There were approximate- EPISODE III ly two hundred and forty participants. The First White Women Brought to As each epoch was mentioned in the Virginia libretto, which was read by a student in Herald—The governor of the colony and academic gown, the characters, dressed in the thought the men period costumes, ascended the stage for would work better and be happier if they their scene. All of the players entered from had wives. So twelve years after the set- the rear of the auditorium and came for- tlers came, a shipload of women were sent ward as did the actors in the Grecian amphi- to be wives for the settlers. The men went theatre. down to the shore to greet the women. Each scene i. fairies man chose a woman for his wife, and paid The elves dance up the aisle and pose for the Captain of the ship 120 lbs. of tobacco a tableau while soft music is played. The or $80.00 for bringing her across. They leading fairy dances "To a Wild Rose," by had a great feast in honor of their wives and MacDowell and then is joined by the others invited the Indians as their guests. in Grieg's "Morning." Pantomime—Enter white women just off They all scamper off when the Indians the ship. They feel very lonely in a strange enter for the next scene. land. SCENE II. INDIANS The settlers walk down to the shore to As these dark creatures come forward the greet the women. Each settler looks over chorus sings "Whirl-A-Yah!" On the stage the group of women and selects a wife. the braves form a semi-circle and sing a war He calls her aside and she consents to he song. As they retire into the background, his wife. After each man has selected his the maidens join in an Indian com dance. wife he pays the captain of the ship $80.00 The Indians vanish while two members or 120 lbs. of tobacco for her. All the set- of the chorus sing the "Canoe Song," from tlers walk proudly away from the shore the "Feast of the Red Corn" by Bliss. with their wives. SCENE III. KNIGHTS OF THE GOLDEN A feast is given by the settlers in honor HORSESHOE of their wives. The Indians are invited. Spotswood enters with his trusty men. Dances are given during the feast. Linnie Sipe As they stand looking out over the beautiful Valley, he presents the golden horseshoes to them as tokens of their journey. They Thirty-four countries were represented sing "God Save the King." among the places of birth of the 390 grad- SCENE IV. GERMAN PEASANTS uates of eighth-grade evening schools in Representatives of the early German col- Detroit this year. Nineteen countries of onists, dressed in peasant costume, dance Europe were included, Germany coming the "Dutch Couples." first with 65, Poland was next with 36, then SCENE V. SCOTCH-IRISH Russia with 30, and Italy with 12. The Scotch-Irish reveal the pious side of