October, 1928] THE VIRGINIA 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 Chesapeake Bay, Cape Charles, 1. The number of people who came Cape Henry, James River. 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, "Susan Constant," 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 John Smith 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 United States. 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.