'-^0^ «. \>^ ^"^' '',4^\M$^^^'' '*^ ^ 'bV ,> o " ° ' .^ .V -^^0^ ^-^9^' v^ VA '^0^ •0-'' O ^-"UAT'^'* ^ ' .^ ^^-V V V \>» 4"^ VS." ■^vv O , ° ' " t r^ **A* *' o ^0^ :^r"^^' •''". ^ov^ /'k^ Vy' .0' .'•-: y* ^ .'b' ;^ ' o » ^ -CV' O^ * » , 1 • ^ ,0 ^^-V 7 > ,r^' o ^ :MM;, • — ^ • _ ^^o O * = " o ' . V > .V 1. ' » ^>- ,^ .0' ^0 •^^q\ o. ^^,^^ v--^^ A <^ ,v -^^0^ • • ' 4 > •" vO-^_, .0 ^t-, * . y O IBM': %-i* •^^,' '^■s-',^ "^^ * ' " ° ' -i" .0^ y o r\ ^^ •/• 0" '^. ?§s-"-" .*'°- <^ * o . o ' ^ > o .^ '• ^^. ..^ /,A^£?A,*o t^ .<% HISTORICAL STORIES IN DRAMATIC FORM Christopher Columbus Ferdinand Magellan -- •" COMPLETE LIST OF HISTORICAL STORIES WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 { J Christopher Columbus. ( Ferdinand Magellan. ( Francis Drake. ( John Smith. I The French in Canada. 1 Henry Hudson in the New World. ( Miles Standish. 1 Roger Williams. r Peter Stuyvesant in New Amsterdam. I Exploration of the Mississippi. William Penn and the Quakers. LaSalle and his journey down the Mississippi. f The Charter Oak. ( Patrick Henry. George Washington. Washington, the Commander, at Valley Forge. 5 The Boston Tea Party. ( Paul Revere and Battle of Lexington. f Israel Putnam. ( Nathan Hale. Daniel Boone. I John Paul Jones. 1 George Rogers Clark. ( The Swamp Fox. ( Thomas Jefferson. I Daniel Webster. ( Abraham Lincoln. Ulysses Simpson Grant. CONTENTS oreworc Christopher Columbus at the Court of Spain Ferdinand Magellan WRITTEN BY Z' MISS GERTRUDE HAND DANBURY. CONN. THE PALMER COMPANY 120 Boylston Street Boston, Mass. £7rf ■ 3 Copyright 1914 By The Palmer Company DEC 23 1314 ©C!.A3899t)4 /Co / FOREWORD. TN publishing these plays, I have in mind three general purposes by which I hope to show their value in the teaching of history in the primary grades of our schools. In the first place, by the use of the plays, the children become familiar with the important events of history without realizing that they are performing a difficult task. They find a pleas- ure in representing the different characters and enter into the important happenings of the life of a character in such a man- ner that the events are permanently fixed in their minds. Col- umbus or any other character is, for the time being, a person living among them. They hear his voice and in their imagi- nations follow his career step by step, feeling his disappoint- ments and enjoying the success with him. They are brought to see the past and to act out its life in such a manner that its characters become their heroes rather than persons about whom pages have been written to be learned. As they dvance through the grades, the characters seem to draw them toward a book so that they may know more about their lives. Instead of giving the pupils page after page for a lesson, we will then find them eager to learn all they can about a charac- :er and the events which brought his career to worthy notice n history. Secondly — A teacher is required to teach certain important historical facts in the grades. She aims to make her lesson as vivid as possible. She wishes the children to know the facts, so avails herself of the splendid opportunity of telling them an interesting story. The aim is to interest the children to remember facts. They do remember them for the time being, but as story after story comes to their ears, character after character takes its place in their minds, until I have found in my own personal experience, that no character is easily distin- guished from another who traversed nearly the same path. If, on the contrary, they talk as their hero talked when per- forming his deeds, all receive the benefit. No particular hero is confused with another because they see each one acting in his own place, giving his services in some way or another to form his country's history. Thirdly — The book can be placed in the hands of the children. The words are simple enough to be read by them and all can easily interpret the meanings of the con- versations. Here then they have their chance for historical knowledge. They can reach out for themselves and grasp consciously the facts that make the historical foundation which they need for all their later work. In class reading lessons there can be no better way to encourage good expression than to have the children speak as the characters spoke. Christopher Columbus at the Court of Spain. Scene I. — ^The Court of Spain. Queen Isabella seated on the throne. Characters. — Queen Isabella, Court Guard, Page, Christopher Columbus. Court Guard. — [As Christopher Columbus en- ters.] Who are you ? Columbus. — I am Christopher Columbus. Court Guard. — Whom do you wish to see? Columbus. — I wish to speak to Queen Isabella. Court Guard. — Follow me to Her Majesty's presence. [Enter presence of queen]. Both kneel in front of queen. Court Guard. — Your Majesty, this man wishes to speak to you. [Exit], Queen Isabella. — What is your errand ? Columbus [rising] — Your Majesty, I have come to ask a favor. I believe that the earth is round. If you will give me the money and vessels, I will go out across the Sea of Darkness and by sailing westward find a new^ route to the East Indies. I will do this for Spain. Queen Isabella. — I am very sorry, but we are in a war with the Moors and have no money to spare. Columbus [turning aside, speaks sadly]. No one seems to listen to my plans and I would do so much if some one would only give me help. [Exit.] Queen Isabella [thinks for a few minutes]. [Aloud] His plan was a good one! What a fine thing it would be for Spain. I have many fine jewels and perhaps if I pawned them I could get money enough to send him on the voyage. I will do it. Run, Diego, and tell Christopher Columbus that I have good news for him. [Diego, the page, hurries off to overtake Columbus]. Scene II — Columbus standing outside the pal- ace gate. Diego — Her Majesty commands you to return. She has good news for you. [Both hurry back to the throne room] . Scene III — Same as Scene I. Queen Isabella — I have decided to pawn my jewels and fit out some vessels for you to go on your journey. When the vessels are ready you may start. Columbus [joyfully] — Your Majesty, you will never regret it. I will do all I can for Spain. Ferdinand Magellan. Act I. — Magellan at Court of Spain. Throne Room. Characters — Ferdinand Magellan, King of Spain. [Enter Magellan.] Magellan — Your Majesty, I have come to you to ask your help in a plan which I know will bring great wealth to you. I have been a faithful sailor for many years for the King of Portugal and have been in the Indies for seven years. I know^ what wealth one can get by buy- ing spices from the natives. I have a friend over in the Moluccas and he writes to me and tells me of the great wealth of the Islands. King — What can I do for you ? Magellan — If you will give me ships and brave sailors, I will go across the Atlantic Ocean, follow^ the land to the southward, and I am sure I can find some opening into the China Sea. If I am successful I will bring back from the Moluccas such w^ealth as you have never had brought to you. King — My good man, you talk as one who w^ould carry out his plan no matter how great the danger. Your words tell of courage. 1 w^ill risk ships and provisions at your request and trust you will bring back the w^ealth you promise. I will give you pro- visions enough to last tw^o years. Is there anything you would sug- gest? Magellan — Your Majesty, I know how fond the natives are of glass beads and trinkets. Give me plenty of them so that I may get great supplies of spices. King — In two months everything will be ready. Until then tell no one of our plans. Act II. — Magellan's Fleet on the Atlantic Ocean. Characters — Magellan — Captains — Sailors. Magellan — [Watching out for any sign of an opening.] Captain — How much longer are we to be kept here by your folly ? It is w^eeks since w^e have left home and still there is no sign of an opening. It grows colder and colder. You have shortened our rations. We are tired of your service. What are you going to do? Magellan — Over there is a sheltered bay. We will w^ait there till spring and then proceed on our way. Captain — I will tell the sailors, but I am sure it w^ill have little effect on their resolutions. They are determined to go back. Act III. — Ships at anchor in a small sheltered bay. Characters — Magellan — Captains — Sailors. Sailors grumbling. Captain [to Magellan] — 1 bring you word from your sailors. They wish to start for home. Magellan — I will go down and speak to them. You cowards seem to enjoy mak- ing them rebellious. [To sailors]. What is your trouble, my good men ? Sailor — We have trouble enough. Where is the strait about which you are rav- ing? There is no strait. This land stretches from pole to pole. Our lives are worth more to us than all the wealth you may gain for our King. Let us turn toward home. Magellan — You left home as brave sailors. Almost before the last nail was in place, you were eager to start. Do cold and ice smother the courage of Spaniards^ Will you go back and say to your King, '* We were cold, and so we came home.*' I thought Spaniards were brave. I am a Portuguese and would rath- er die than turn back. Come, my men, do not listen to these cow- ardly Captains, but act your parts as brave Spaniards of whom your King may be proud. Sailors— We will be brave. Spaniards are brave, as we will show you. Act IV — An opening found. Men on Magellan's vessel are disheartened because no sign of vessels sent to explore opening has been seen for several days. 1 St Sailor [Gazing out over water]— The ships are surely wrecked. No vessels could survive that fierce storm. 2nd Sailor— Look ! Look ! What is that com- ing around the point? That is surely a ship. Both watch anxiously. Sailors— Hurrah ! Let us hope they have good news. Let us salute them. Magellan — Fire the guns ! As ships came nearer]. Shouting] What have you found? Is it a bay? Captains [on other boats.] — It is no bay, but a deep channel. Magellan — I knew there mnst be some way to get through. I hope this is surely a passageway. Shall we go on, my men ? 1 St Captain — No, let us turn back. We shall starve if we go on. Perhaps there might be a storm, and then we would all be killed. Now that we have found the strait, let us go home and then come some other time and go through the strait. Magellan [to sailors] — .What do you say to that plan, my men? Sailors — Hurrah ! Let us go on, now that we know the way. We are anxious to trade with the natives of the Moluccas and get some spices and then we will sell them and be wealthy. Magellan — I am glad to hear you talk as brave Spaniards should talk. We will go on and find the Moluccas. We will bring back to the King the wealth we promised him even if we have to eat the leather on the ships* yards. May God help us on our w^ay ! Act V. — The Throne Room of Spain. Characters — King, Court Messenger, Captains from Vessels, Sailors. Messenger — Outside the castle gates are some men who say they bring good news to you. Some say they came from some ships anchored in the harbor of Palos. They refuse to talk, but ask to speak to you. King — Bring them hither. Perhaps they bring news of Magellan's fleet. [Enter Captains, etc]. King — What good news have you for me, my men? Captain — Alas, some is good and some is bad. We come from Magellan's fleet. King — What tidings have you from the great Admiral ? Captain — That is the sad part of the news. After we found our way into the great ocean, we had many hard- ships, because we had almost nothing to eat. Had it not been for some kind savages we found on an island we might have starved. They gave us oranges, cocoanuts and figs a foot long. They call these bananas. 2nd Capt. — While we were at one of these islands, Magellan tried to help one savage tribe against another, and despite all our entreaties, he land- ed on the island and tried to fight them. They proved too much for him and he was killed. We tried our best to get his body, but they w^ould not give it up. 3rd Capt. — Then we went on to the islands of the Moluccas. We found very tall men on these islands. They w^ere very friendly and w^e had no trouble in trading with them. Our vessels are loaded with rich spices and perfumes, and w^e await your Majesty's pleasure to accept the riches the brave Magellan prom- ised you. I ' II i l i m il I r II ■ illr I rlf ii l ii i t n l J lil 1 1 i l r l 1 ^t^.tltidtttiitiimUmmm]i ' U i iiliJ f II 1 1 ^ Outline Studies in History ANCIENT HISTORY GRECIAN HISTORY ROMAN HISTORY ENGLISH HISTORY UNITED STATES HISTORY By MAUD E. KINGSLEY, A. M. A ftuccessful teacher says: — THE PALMER CO., Boston, Mass. Gentlemen: During the passing term I have used the Kingsley Outline of United States History with my teachers, who were preparing to take the examination for licenses to teach in New York City. I am glad to say that we are satisfied with that book. It is more than a mere outline; it is in itself sufficient for review, without the aid of a large text book. Every teacher of history sbonld examine this series of Outlines. They are particularly valuable for class work, in reviewing and for ready ref- erence. Teachers will And them helpful in the preparation of examina- tion papers. Substantially bonnd in boards, clotb back, 35 cents each, postpaid, except the English History which is 4ft cents. THE PALMER COMPANY 120 BOYLSTON STREET, BOSTON, MASS. -nil If 1 Great Stories for Children THE importance of good literature for children can hardly be overstated. There is an unlimited demand from teachers and parents for really good material of this kind. Much is put forth that has no claim other than that its sale will benefit the publisher. Those who control the reading of ■ the young should see that the best, most helpful, most inter- esting stories are provided. The expense need, not be great. The quality of the stories must be approved by the judgment of the best judges. We have just brought out ten books containing Ten of the Best of the World's Famous Stories, retold by the late Mr. William T, Stead, the former editor qi the English Review of Reviews. Each volume is fully illustrated with charming line drawings, a picture for almost every page. The illustrations speak to the child. They tell the story pictorially, that is related in the text. The drawings allure the child to draw. They are simple and easy to imitate. Each story is a "Classic," approved by the judgment of generations of critical readers. The titles of the volumes are as follows : Aladdin and His Lamp Aesop's Fables Pilgrim's Progress Hawthorne's Wonder Tales Stories from Chaucer King Arthur and His Knights The Lady of the Lake Little Snow- White and other Travels of Baron Munchausen Grimm's Fairy Tales Gulliver's Travels in Lilliput Attractively bound in decorated covers, 14 cents, postpaid. For supplementary reading in the grades, and home use, these stories cannot be surpassed. THE PALMER COMPANY, Publishers 120 Boylston Street, - - Boston, Mass. HISTORICAL STORIES IN DRAMATIC FORM Francis Drake John Smith I COMPLETE LIST OF HISTORICAL STORIES WRITTEN BY MISS GERTRUDE HAND, DANBURY, CONN. 1 2 3 4 7 11 .1? j Christopher Columbus. ( Ferdinand Magellan. I Francis Drake. ( John Smith. f The French in Canada. 1 Henry Hudson in the New World. f Miles Standish. 1 Roger Williams. e f Peter Stuyvesant in New Amsterdam. ( Exploration of the Mississippi. Q ( William Penn and the Quakers. ( LaSalle and his journey down the Mississippi. I The Charter Oak. 1 Patrick Henry. 8 George Washington. 9 Washington, the Commander, at Valley Forge. jQ j The Boston Tea Party. ( Paul Revere and Battle of Lexington. Israel Putnam. Nathan Hale. Daniel Boone. 13 I '^^'^^ ^^"^ Jones. ( George Rogers Clark. J . f The Swamp Fox. ( Thomas Jefferson. jc f Daniel Webster. ( Abraham Lincoln. 16 Ulysses Simpson Grant. CONTENTS Foreword Francis Drake John Smith in Virginia WRITTEN BY MISS GERTRUDE HAND DANBURY. CONN. THE PALMER COMPANY 120 Boylston Street Boston, Mass. .3 Copyright 1914 By The Palmer Company fo.fO DEC 23 1314 FOREWORD. TN publishing these plays, I have in mind three general purposes by which I hope to show their value in the teaching of history in the primary grades of our schools. In the first place, by the use of the plays, the children become familiar with the important events of history without realizing that they are performing a difficult task. They find a pleas- ure in representing the different characters and enter into the important happenings of the life of a character in such a man- ner that the events are permanently fixed in their minds. Col- umbus or any other character is, for the time being, a person living among them. They hear his voice and in their imagi- nations follow his career step by step, feeling his disappoint- ments and enjoying the successes with him. They are brought to see the past and to act out its life in such a manner that its characters become their heroes rather than persons about whom pages have been written to be learned. As they advance through the grades, the characters seem to draw them toward a book so that they may know more about their lives. Instead of giving the pupils page after page for a lesson, we will then find them eager to learn all they can about a charac- ter and the events which brought his career to worthy notice in history. Secondly — A teacher is required to teach certain important historical facts in the grades. She aims to make her lesson as vivid as possible. She wishes the children to know the facts, so avails herself of the splendid opportunity of telling them an interesting story. The aim is to interest the children to remember facts. They do remember them for the time being, but as story after story comes to their ears, character after character takes its place in their minds, until I have found in my own personal experience, that no character is easily distin- guished from another who traversed nearly the same path. If, on the contrary, they talk as their hero talked when per- forming his deeds, all receive the benefit. No particular hero s confused v^th another because they see each one acting in his own place, giving his services in some way or another to form his country's history. Thirdly — The book can be placed in the hands of the children. The words are simple enough to be read by them and all can easily interpret the meanings of the con- versations. Here then they have their chance for historical knowledge. They can reach out for themselves and grasp consciously the facts that make the historical foundation which they need for all their later work. In class reading lessons there can be no better way to encourage good expression than to have the children speak as the characters spoke. Francis Drake. Characters — Queen Elizabeth, Francis Drake, Court Guard, Page, Attendants, Messenger, Sailors. Act I — Francis Drake at home — Telling sailors of his journeys. Sailor — It seems a pleasure to meet you and hear you tell of your adventures. Where have you been since v^e j had our last chat? Drake — As usual, I have been doing my best to plunder Spanish vessels. You remember how they served me once. It v\ras when I first went to sea. I was returning from Africa, having captured some slaves which w^e sold at some Spanish settle- ments in Mexico. After we sold the slaves we started off our ves- sels loaded with pearls and gold. It was not many days before a great storm came up and w^e were obliged to put into the Spanish port of Vera Cruz for safety. Just as we had to repair our vessels and had been promised safety, the Spanish vessels in the harbor at- tacked us and w^e barely escaped w^ith our lives. Our gold and pearls w^ent to the bottom of the Gulf of Mexico. I made up my mind that I would cause Spain to regret that cow^ardly act some day. Sailor — Perhaps you may have the chance. Drake — If Queen Elizabeth would only give me help, I might go on some ex- ploring expeditions. I long to sail an English vessel on the Great South Sea which the Indians show^ed me. But, alas! I have no chance to carry out my plans. [Enter Queen's Messenger]. Gives message to Drake. Messenger — Her Majesty, the Queen, com mands your presence at court. [Exit Messenger]. Drake — A command from the Queen ! What can it mean ? Does it mean good luck or misfortune for me ? FU have to go at once, no matter what it means. Sailor — Good luck to you, Captain. Act II. — English Court — Queen Elizabeth seat- ed on the throne. Scene I — In the Corridor. Court Guard — [As Francis Drake enters]. Who are you? Drake — I am Francis Drake. Her Majesty sent for me. Guard — Follow, and enter the presence of Her Majesty. Scene II — The Throne Room. Queen [as Drake kneels at foot of throne]. — Are you Francis Drake? Drake — Yes, Your Majesty, I am Francis Drake. Queen — Arise, my good man ! Now tell me what you have been doing in my kingdom. Drake — I have been sailing far out over the ocean capturing Spanish vessels and getting all the treasure I could for England. Queen — Would you like to go on a voyage for me? Drake — Yes, Your Majesty, I would be very glad to go. If you will give me the money and vessels, I think I can do what Ferdinand Magellan did. I would sail across the At- lantic Ocean and down the coast of South America. Then 1 would sail through the strait named after Magellan and out into the Pacific Ocean. There are Spanish vessels loaded with treasure out in the ocean. They go from Peru to Mexico carrying treasure. I would like to capture those vessels and get the treasure for you. Queen — You may carry out your plan. I will fit out five vessels for you, and you may start on your voyage. Act III — On board the " Golden Hind.** Drake — At last I have done what I longed to do. 1 have sailed into the great South Sea. I am the first English- man to go so far south. Sailor — Look ! Look ! Do you see those sails in the distance? Drake — ^What can they be? Perhaps they belong to a Spanish vessel. I hope it is a Spanish vessel. I long to meet one loaded w^ith treasure. Sailor — Look ! It floats a Spanish flag. Drake — Sail on quickly and we will see what treasure it contains. Act IV — On board Golden Hind — Returning to England. Drake — We will soon reach our native shores and claim the honor of sailing around the world. The Queen will be proud of us and of the ^ treasure we have brought. Sailor — We will have many adventures to re- late and perhaps the Spaniards will find out that England too can claim some rights upon the sea. Drake — Spanish vessels plundered our vessels for many years, but now we have our turn. Sailor — Hurrah ! At last we have reached our native land. Three cheers for England, the Queen and Francis Drake ! Act V — On board Golden Hind — England. Sailors — Three cheers for Queen Elizabeth and England. Drake — Welcome to our vessel, Your Majesty. Queen — I have come to show honor to one who has worked for England and England*s Queen. What have you done for me since I saw^ you? Drake — I have been around the world. I went through the strait of Magellan out into the Pacific Ocean. My vessel is loaded with treasure captured from Spanish vessels which were out in the Pacific Ocean. May it please your Majesty to accept these treasures. 1 have also laid claim to the Pacific coast of the new world. Queen — Kneel, brave captain, and accept this honor from your Queen. [Drake kneels.] You are hereby pro- claimed a knight of my kingdom, and may you always strive to in- crease the glory of England. Rise, brave knight — Sir Francis Drake. ■V John Smith in Virginia. Act I — Among the Indians. Characters — John Smith — Powhatan — Poca- hontas — Indians. Powhatan — Where is our prisoner, the great white chief ? He has tricked us long enough. Our lands are going from us. Our fathers' hunting grounds are taken by them. This cannot be any longer. We will kill him. His followers in the colony are weak. After he is dead it w^ill be easy to kill them. Then we will be rid of them and once more there will be peace in our land. [To Indian.] Bring him hither and we will kill him. Indian — Here is the prisoner. Powhatan — Place his head upon the block, and you, my brave, may strike the blow. [Just as the Indian is about to strike the blow, and the tomahaw^k is raised above Smith's head, Pocahontas, a young daughter of Powhatan's, rushes in and places her head on the block beside the prisoner]. Powhatan [in alarm] — Oh ! my daughter, come to me! Come quickly, be- fore the tomahawk falls. Pocahontas — No, father, I w^ill not come until you promise to spare this man's life. Powhatan — What shall I do ? I cannot kill my daughter. Very well, set the prisoner free. John Smith [after being released] — Thank you, kind Indian maiden. Some day John Smith may be able to reward you. Act II — Colony at Jamestown. Characters — Lazy settlers — ^John Smith. John Smith — This has gone on long enough. You must work. Last winter, I got corn from the Indians for you, but this winter you must look out for yourself. Settler — ^We cannot work any harder. England has put us here in this wilderness, so let England feed us. Smith — England cannot help you unless you help yourself. Go to work at once. If you do not work, you cannot eat. Something New in Geography Teaching Pupils' Outlines in Geography By District Superintendent B. NORMAN STRONG Arsenal School District, Hartford, Conn. These Outlines aim to standardize the teaching of Geography. They are in the loose-leaf form and are to be put into the hands of the pupil leaf by leaf as the study progresses. i; The OUTFIT furnished for each pupil will be ; I. The Outlines; 2. A Hap of the Continent Studied; 3. Drawing Paper; 4. Writing Paper; 5. Loose-Leaf Cover. t Bach pupil's Geography when completed by himself will consist of the following: I. The Outlines; 2. flap (colored); 3. The Pupil's Own Dap; 4. Answers to the Questions in Outline; 5. Interesting Pacts About the Outline Topics; 6 Compositions on Special Topics; 7. Pictures Collected or Drawn by the Pupil. t The different School Geoj^raphies do not give a common body of fact and the great mass of unorganized geographic material given by most of them is confusing to both teacher and pupil. An earnest effort has been made In these Outlines to select the really important facts that are ac- cepted by all, and that can be taught reasonably and delightfully in the time alloted to the study of geography. The method is in accor- dance with the latest pedagogy. T These Outlines do not aim to supersede but to supplement and vital- ize the regular Geographies now in use. They contain numerous cross- references to the latter ; also to many supplementary sources of information. Pupils' Outlines in Geography for Europe, Asia, Africa, North America, South America, and United States are now ready. PRICES The Outlines, with Colored Hap 20 cents Drawing Paper, proper size and Punched ...Package 36 sheets, 1 5 cents Writing Paper, " " " " .... " " " 1 5 cents Loose.Leaf Covers, especially designed for these Outlines, each 20 cents The above items can be purchased separately if desired. Specify whether ruled or plain writing paper is desired. Special prices on large quantities. THE PALMER COMPANY, Educational Publishers 120 BOYLSTON STREET, BOSTON, MASS. Ill .■ |„iM>»_Ml,M»««»lfa Outline Studies in History ANCIENT HISTORY GRECIAN HISTORY ROMAN HISTORY ENGLISH HISTORY UNITED STATES HISTORY By MAUD E. KINGSLEY, A. M. A successful teacher says: — THE PALMER CO., Boston, Mass. Gentlemen: During the passing term I have used the Kingsley Outline of United States History with my teachers, who were preparing to take the examination for licenses to teach in New York City. I am glad to say that we are satisfied with that book. It is more than a mere outline; it is in itself sufficient for review, without the aid of a large text book. Every teacher of history should examine this series of Outlines. They are particularly valuable for class work, in reviewing and for ready ref- erence. Teachers will find them helpful in the preparation of examina- tion papers. Substantially bonnd in boards, cloth back, 36 cents each, postpaid, except the English History which is 46 cents. THE PALMER COMPANY 120 BOYLSTON STREET, - BOSTON, MASS. Great Stones for Children THE importance of good literature for children can hardly be overstated. There is an unlimited demand from teachers and parents for really good material of this kind. Much is put forth that has no claim other than that its sale will benefit the publisher. Those who control the reading of the young should see that the best, most helpful, most inter- esting stories are provided. The expense need not be great. The quality of the stories must be approved by the judgment of the best judges. We have just brought out ten books containing Ten of the Best of the World's Famous Stories, retold by the late Mr. William T. Stead, the former editor of the English Review of Reviews. Each volume is fully illustrated with charming line drawings, a picture for almost every page. The illustrations speak to the child. They tell the story pictorially, that is related in the text. The drawings allure the child to draw. They are simple and easy to imitate. Each story is a "Classic," approved by the judgment of generations of critical readers. The titles of the volumes are as follows : Aladdin and His Lamp Pilgrim's Progress Stories from Chaucer Ttie Lady of the Lake Travels of Baron Munchausen Aesop's Fables Hawthorne's Wonder Tales King Arthur and His Knights Little Snow-White and other Grimm's Fairy Tales Gulliver's Travels in Lilliput Attractively bound in decorated covers^ 14 cents, postpaid. For supplementary reading in the grades^ and home use, these stories cannot be surpassed. THE PALMER COMPANY, Publishers 120 Boylston Street, - - Boston, Mass. HISTORICAL STORIES IN DRAMATIC FORM The French in Canada Henry Hudson in the New World COMPLETE LIST OF HISTORICAL STORIES 1 ,'RITTEN BY MISS GERTRUDE HAND, DANBURY, CONN. j Christopher Columbus. ( Ferdinand Magellan. 2 j Francis Drake. (John Smith. 3 f The French in Canada. 1 Henry Hudson in the New World. 4 ( Miles Standish. 1 Roger Williams. 5 f Peter Stuyvesant in New Amsterdam. ( Exploration of the Mississippi. 6 j William Penn and the Quakers. ( LaSalle and his journey down the Mississippi. 7 J The Charter Oak. ( Patrick Henry. 8 George Washington. 9 Washington, the Commander, at Valley Forge. 10 j The Boston Tea Party. ( Paul Revere and Battle of Lexington. 11 ( Israel Putnam. 1 Nathan Hale. >' ^ .5 'HI I' Copyright 1914 By The Palmer Company •.."• OEC 23 13i4 o. r o ©CI.A389971 FOREWORD. IN publishing these plays, I have in mind three general purposes by which I hope to show their value in the teaching of history in the primary grades of our schools. In the first place, by the use of the plays, the children become familiar with the important events of history without realizing that they are performing a difficult task. They find a pleas- ure in representing the different characters and enter into the important happenings of the life of a character in such a man- ner that the events are permanently fixed in their minds. Col- umbus or any other character is, for the time being, a person living among them. They hear his voice and in their imagi- nations follow his career step by step, feeling his disappoint- ments and enjoying the successes with him. They are brought to see the past and to act out its life in such a manner that its characters become their heroes rather than persons about whom pages have been written to be learned. As they advance through the grades, the characters seem to draw them toward a book so that they may know more about their lives. Instead of giving the pupils page after page for a lesson, we will then find them eager to learn all they can about a charac- ter and the events which brought his career to worthy notice in history. Secondly — A teacher is required to teach certain important historical facts in the grades. She aims to make her lesson as vivid as possible. She wishes the children to know the facts, so avails herself of the splendid opportunity of telling them an interesting story. The aim is to interest the children to remember facts. They do remember them for the time being, but as story after story comes to their ears, character after character takes its place in their minds, until I have found in my own personal experience, that no character is easily distin- guished from another who traversed nearly the same path. If, on the contrary, they talk as their hero talked when per- forming his deeds, all receive the benefit. No particular hero is confused with another because they see each one acting in his own place, giving his services in some way or another to form his country's history. Thirdly — The book can be placed in the hands of the children. The words are simple enough to be read by them and all can easily interpret the meanings of the con- versations. Here then they have their chance for historical knowledge. They can reach out for themselves and grasp consciously the facts that make the historical foundation which they need for all their later work. In class reading lessons there can be no better way to encourage good expression than to have the children speak as the characters spoke. The French in Canada. Characters — Samuel Champlain, Indians, Jesuits. Act I — Settlement of Quebec. Characters as- sembled in Champlain's home. Time — Winter Evening. Champlain — How strange everything seems over here in the new^ vsrorld. One would never think after being accustomed to a life of luxury in France, that w^e could bear the sufferings we now endure. Jesuit — One does not think of suffering. As we go around among the Indians, their suffering seems so much greater than ours that we long only to help them. I can hardly wait for Spring to come that 1 may go once more and teach them the true faith. Champlain — Your associates are brave. Noth- ing turns them from their purpose. Some day France may speak with pride of what they have done. [Enter some Algonquin Indians.] Champlain — This is a cold night for you to be wandering around. What brings you here? Indian Chief — Oh! Great White Chief, help us. We are almost starving. Our w^omen and children beg for food and our braves have none to give them. The streams are frozen. We can get no fish. There is hardly an animal in the forest. There is nothing left for us but to die. But you are kind, Great White Chief. Help us now, and in the spring we w^ill plant corn and work for you. We were kind to you when first you came here to live. We were the ones who showed you this high rock upon which to build. Champlain — Sit down by the fire, and I will have my men get ready for you as much as we can spare. We have many sick people, too, but you shall not starve if I can help you. Indians [after being supplied with food] — In the spring we will return. We must fight with our enemy, the Iroquois. They have always de- feated us, but perhaps you will help us this time. Come with us and bring your fire-sticks and we will surely defeat the enemy. Champlain — If you promise to show me the country to the southward, I will help you in your battle. Indians — We will be ready as soon as the streams are thawed enough to float a canoe. Act II — Settlement at Quebec — Spring. Characters — Champlain — Algonquin Indians. Indian — We have come to keep our promise. We are ready to show you the land to the southward if you will help us against our enemy, the Iroquois. Champlain — We are ready. The morning will find us on our way. The Iroquois will soon be defeated when we use our fire-sticks. Indian — We will show you many strange things if you follow us. The woods are full of wild animals and we will have plenty to eat. Act III — Discovery of Lake Champlain. Champlain — How much further must we travel before we find your enemy ? Indian — I saw signs of camp fires in the dis- tance last night. They seemed to come nearer. Perhaps they have found out that we are coming. Champlain [an hour later] — How much wider this stream grows. I wonder what the end of it will be. Look through the bushes there ! It seems to me that I can see a large body of water in the distance. Paddle ^1. . I . - g TBir^^e^p^^y faster. I am anxious to find out what it is that I see. Indian — It is a body of water. Champlain — What can this large body of water be ? We will claim it for France. What shall we name it? Frenchmen — You are our leader, and as you were the first one to see it, we should call it after you. Champlain — I now proclaim this grand body of w^ater " Lake Champlain,'* and claim it for France. Sail on, my men, and we will soon meet the Iroquois Indians. Act IV — Settlement of Quebec. Time — Sixty-five years later. Characters — Several Frenchmen in Governor's home. Governor — It is just sixty-five years since the brave Champlain founded our strong fortification at Quebec. Had it not been for the mistake he made, France might be still more powerful in the New^ World. Frenchman — What mistake did he make? Governor — He helped the Algonquin Indians against their enemy, the Iroquois. The Iroquois were defeated be- cause Champlain used his firearms. Ever since then the Iroquois and their friends of the " Five Na- tions '* have hated the French and tried their best to hinder them in exploring. Frenchman — In spite of this difficulty, Father Marquette, Joliet and five other Frenchmen reached the waters of the Mississippi River and sailed as far as another large river flowing into it. Governor — The brave missionaries suffered much so that they might bring faith to the poor savages. 2nd Frenchman — It seems as if France might some day claim this mighty river. Perhaps there will be some brave Frenchman who will try to reach its mouth and claim all the land that it drains. Then France would indeed be powerful in the new world. 3rd Frenchman — There is a daring French- man living among us. His name is La Salle. I have talked with him many times. Governor — He is a brave and daring young man and I hope he w^ill do some- thing for the glory of France. 4th Frenchman — He is getting a ship ready to sail on Lake Erie. He is building it the other side of the great falls so that he can go on without delay. Governor — We shall soon see whether he is successful or not. Henry Hudson in the New World. Act I — Holland. Characters — Members of Dutch East India Company — Henry Hudson. 1 st Member — I have invited this man to meet us to-day. He has some plans that I am sure w^ill prove of inter- est to us. You may speak to the other members of the company. Hudson — Kind gentlemen, I hope my ideas will be of some use to you. Not long ago I heard a friend speaking about the new w^orld. He had received a letter from John Smith telling of the search for a passage through the continent. As yet no one has been able to find a pas- sage way. I have looked at dif- ferent maps made by explorers and I am confident I could find an opening if a vessel were given to me. I had no opportunity while in England, so I have come to offer my services to you. Give me the necessary help and I will establish a foothold in America for the Dutch. 2nd Member — I, too, have often longed to see the Dutch holding territory in the New World. We will consider your plans, and if nothing inter- feres, you may soon be sailing over the seas for Holland. Hudson — I will be ready to start at a moment's notice, and trust your plans will be in my favor. Act 11 — Sailing up the Hudson River. Characters — HenryHudson — Sailors — Indians. Hudson — We are no longer in the vast ocean. This water is fresh. I am sure this is an opening. Sailor — This must be a river. Look over there among the trees ! Are those peo- ple moving about? Hudson — Perhaps they are Indians. Let us land and talk to them. [On land. Indians ran at first, but were per- suaded to return.] Indian — See! What is that coming up the river? We have never seen any- thing like it before. Surely the Great Spirit has come to visit us. Chief — Perhaps they are wicked white men come to kill us. We had better go away into the woods. 2nd Chief — We will not run away. The Great Spirit would be angry. Look ! He is coming now in a small boat and is beckoning to us to come. [Hudson and men go on shore.] Indians [bowing to ground] . Welcome to our land, Great Spirit. Hudson — They imagine I am some spirit that they w^orship. [To comrades]. I will ask them w^here the opening is. [To Indians.] The Great Spirit is looking for a way to go through the land. Can you lead him to the opening ? Indians — There is no opening here. This river ends up there among the hills. We cannot help you to find an opening, but we will be glad to have you live among us. Hudson — We will return soon and live among you. [To comrades.] I hereby lay claim to this land as territory belonging to Holland. Since this can be no opening, we will sail out into the ocean again and begin a search for the opening. Sailor — We will call this river the Hudson River in your honor. Act III — Hudson Bay Discovered. Hudson — Because I am ill, do you cowards begin to think of turning back? I will try to find that opening if it takes the last bit of strength I have. Go to your places, you cowards, and sail on. Captain — You will force us no longer. We are not going to die here among the icebergs. You may search for the opening, but we are going back. Turn back now, or we will place you in a boat by yourself. Hudson — I will never turn back. Do what you will, but I w^ill remain here. Sailors [after setting Hudson adrift in a row- boat with a few sick companions], — Now we are rid of that tyrant. When we reach Holland we will say that he died. No one can blame us. He w^ill probably be dead before morning. Our lives are valuable to us, and perhaps w^hen it is better w^eather w^e can come back and find the opening. wrmmmmmmmm KIi I iifiu'i If itmmmpany Jr DEC 23 1914 CI.A389963 2u) / m FOREWORD. TN publishing these plays, I have in mind three general purposes by which I hope to show their value in the teaching of history in the primary grades of our schools. In the first place, by the use of the plays, the children become familiar wdth the important events of history without realizing that they are performing a difficult task. They find a pleas- ure in representing the different characters and enter into the important happenings of the life of a character in such a man- ner that the events are permanently fixed in their minds. Col- umbus or any other character is, for the time being, a person living among them. They hear his voice and in their imagi- nations follow his career step by step, feeling his disappoint- ments and enjoying the successes with him. They are brought to see the past and to act out its life in such a manner that its characters become their heroes rather than persons about whom pages have been written to be learned. As they advance through the grades, the characters seem to draw them toward a book so that they may know more about their lives. Instead of giving the pupils page after page for a lesson, we will then find them eager to learn all they can about a charac- ter and the events which brought his career to worthy notice in history. Secondly — A teacher is required to teach certain important historical facts in the grades. She aims to make her lesson as vivid as possible. She v^shes the children to know the facts, so avails herself of the splendid opportunity of telling them an interesting story. The aim is to interest the children to remember facts. They do remember them for the time being, but as story after story comes to their ears, character after character takes its place in their minds, until I have found in my ovv^n personal experience, that no character is easily distin- guished from another who traversed nearly the same path. If, on the contrary, they talk as their hero talked when per- forming his deeds, all receive the benefit. No particular hero is confused with another because they see each one acting in his own place, giving his services in some way or another to form his country's history. Thirdly — The book can be placed in the hands of the children. The words are simple enough to be read by them and all can easily interpret the meanings of the con- versations. Here then they have their chance for historical knowledge. They can reach out for themselves and grasp consciously the facts that make the historical foundation which they need for all their later work. In class reading lessons there can be no better way to encourage good expression thcin to have the children speak as the characters spoke. Miles Standish. Act I — Miles Standish*s Home. Characters — Miles Standish, William Bradford, Elder Brewster. William Bradford — Captain Standish, we have come to ask you to give us some help. Seven more people have been taken sick. We need your help in many ways. Capt. Standish — It shall never be said that Miles Standish could not help his friends in a time of need. Any- thing 1 can do will be done wil- lingly. It seems that our lot has been hard indeed. When will our sickness end? Just before you came I was thinking of my poor wife. Rose. Things looked so dis- couraging as I thought of her un- marked grave. More than half of our number rest near her. But — here I am complaining and plen- ty of work to be done. While there is work to be done, I can forget my troubles. Elder Brewster — Sooner or later all our trou- bles will end. We came here to have homes, and we w^ill never stop until we have homes. Bradford — The Indians do not trouble us. For that we will have to be thankful. Standish — Our cannon has frightened them, and if my army of twelve remains w^ell and strong, all will be vs^ell with us. Act II — Visit of Samoset in the Spring. Characters — Miles Standish, Samoset, Squanto, Massasoit, Pilgrims. Miles Standish — Here comes an Indian. He is not armed and seems to come on a peaceable errand. [To In- dian] What brings you here? Sanioset — Welcome, Englishmen, to our land. Another Indian is coming. His name is Squanto. At one time he lived here in your place, but all his tribe have died. He would like to live here among you. See ! here he comes nov^. Squanto — Here is Squanto, the poor Indian, alone, without any home. All our braves and squaws have gone to the Great Spirit. A terrible sick- ness came upon us. Let me live with you in peace, and I will help you. Pilgrim [to Miles Standish]. Why not let him remain. Our men are weak. He can help w^ith the work. Standish — What will you do for us, Squanto? Squanto — I will hunt, fish, and plant corn for you. Then you may live and be happy, as my fathers were when they dwelt near these shores. Standish — You may live with us as long as you are faithful and true to your w^hite friends. Squanto — Squanto will work for you and be true to you. He will be a brother to you. Act III — One week later. Scene same as Act 11. Squanto — Oh ! White Chief, Samoset is on his w^ay to your home. He brings with him our noble chief Massa- soit, who is anxious to make friends with you. Standish — Tell my men to get ready and we will march out to meet them. [Af- ter meeting them, Miles Standish and company escort them to one of the houses.] Standish [to Indian Chief] — Welcome to our homes. Here is our governor. Governor [kissing Massasoit*s hand] — I am glad to greet you in our settlement and hope that w^e will all become friends and live in peace and hap- piness. Massasoit — Massasoit brings you greetings of peace from his braves. He prom- ises in their names that they will live in peace with the white men and be their friends for all time. Governor — Here are two skins and a copper necklace which you may bring back with you as gifts from your new w^hite friends. Act IV — A Pilgrim fireside — Several years later. Characters — ^John Alden — some Pilgrim chil- dren. Pilgrim Child — Won't you tell us a story? We like to hear about the Indians and Miles Standish. John Alden — I will tell you a story of the Pil- grims and Canonicus, an Indian chief, King of the Narragansetts. When Canonicus heard that we had made friends with Massasoit and his tribe, he was very angry. He sent one of his Indians into our village with a rattlesnake skin. This skin w^as filled with arrows. Pilgrim Child — Why did he do that? John Alden — That meant war. The Indians were ready to fight. When the Governor received the arrows, he said, "If he will have war, let him.*' He filled the skin with pow- der and bullets and sent it back to Canonicus. He told the messenger to say, *' We do not wish to fight, but if he does, we are ready for him.'* Pilgrim Child — Did the Indians fight? John Alden — They were very much frightened when they received the snakeskin full of powder. They feared us more than ever and let us live in peace. They were always afraid of our *' Little Captain,** as they called Capt. Miles Standish. Roger Williams. Act I — Trial of Roger Williams. Characters — Roger Williams, Puritan Judge, Several Puritan Leaders. Judge — We have heard several remarks made by you which seem to indicate that you do not agree w^ith our way of thinking. We are now giving you the opportunity to speak for yourself. What have you been saying ? Roger Williams — Since coming to your settle- ment I have made friends with the Indians and learned many of their customs. I do not believe they have been treated fairly by the sovereigns of Europe. No King has the right to give Eiway by charter any land that never be- longed to him. This land be- longed to the Indians, and they should be paid for it. Judge — Do you realize that your ideas are against the well being of this col- ony ? Will you promise to remain silent hereafter? Roger Williams — I still insist that the Indians have been treated unjustly. I will do all I can for them. Judge — Then you must leave this colony. We w^ill give you a few days to pre- pare. A man of your strong ideas would cause ruin in our colony. Roger Williams — You came here from Eng- land that you might have liberty. Now you refuse liberty to me. Very well, I shall go. Somewhere I will have a home, and there every one shall be w^elcome. Act II — Massasoit's home, Mt. Hope, on a winter's day. Characters — Massasoit, Roger Williams, In- dians. Indian — We found this man almost dead. He asked us to bring him to food and shelter. Massasoit — You are my old friend Roger Williams. What brings you here in this terrible weather? You look nearly starved. Roger Williams — I have been driven from the Puritan settlement because I dif- fered in opinion with them. The only way left for me was to start out and find a new home for my- self and family. If I succeed, I will go back and get my wife and children to come with me. Massasoit — You can do nothing during such weather as this, but wait until spring and we will give you some land for a settlement. Here in my wigwam you may remain for the winter. Then we will help you travel on. Roger Williams — Thank you, kind friend. Some time I may be able to re- ward you. Act III — Settlement of Providence — Spring time. Characters — Roger Williams, five friends, In- dian guides. Indian Guide — Here is a good spring of w^ater. No better place could be found for your settlement. Here you can live in peace. Roger Williams — This seems to be a suitable place for a settlement. We will begin erecting homes as soon as possible. But first, let us remem- ber the one who has guided us by his watchful care. We will call our settlement Providence, in honor of God's care for us. May he continue to watch over and guide us to prosperity and happiness in our new home. Companion — Are you going to allow Puritans from Massachusetts to come here ? Roger Williams — ^This colony shall be a home for all. Every one w^ill be w^el- come, no matter w^hat his religious beliefs may be. Something New in Geography Teaching Pupils^ Outlines in Geography By District Superintendent B. NORMAN STRONG Arsenal School District, Hartford, Conn. These Outlines aim to standardize the teaching of Geography. They are in the loose-leaf form and are to be put into the hands of the pupil leaf by leaf as the study progresses. TI The OUTFIT furnished for each pupil will be : I. The Outlines; 2. A Hap of the Continent Studied; 3. Drawing Paper; 4. Writing Paper; 5. Loose-Leaf Cover. I Each pupil's Geography when completed by himself will consist of the following: ). The Outlines; 2. Hap (colored); 3. The Pupil's Own flap; 4. Answers to the Questions in Outline; 5. Interesting Facts About the Outline Topics; 6. Compositions on Special Topics; 7. Pictures Collected or Drawn by the Pupil. II The different School Geoj^raphies do not give a common body of fact and the great mass of unorganized geographic material given by most of them is confusing to both teacher and pupil. Aa earnest effort has been made in these Outlines to select the really important facts that are ac- cepted by all, and that can be taught reasonably and delightfully in the time alloted to the study of geography. The method is in accor- dance with the latest pedagogy. H These Outlines do not aim to supersede but to supplement and vital- ize the regular Geographies now in i;se. They contain numerous cross- references to the latter ; also to many supplementary sources of information. Pupils' Outlines in Geography for Europe, Asia, Africa, North America, South America, and United States are now ready. PRICES The Outlines, with Colored riap 20 cents Drawing Paper, proper size and Punched ...Package 36 sheets, 1 5 cents Writing Paper, " "• *' " .... " " " 1 5 cents Loose-Leaf Covers, especially designed for these Outlines, each 20 cents The above items can be purchased separately if desired. Specify whether ruled or plain writing paper is desired. Special prices on large quantities. THE PALMER COMPANY, Educational Publishers 120 BOYLSTON STREET, BOSTON, MASS. Two Excellent Books for the Grades Right -at- Hand Stories FOR DICTATION AND REPRODUCTION By ROSA L. SAWIN and FRANK H. PALMER A choice collection of short stories and interesting anec- dotes for teachers to read or tell to the class. Adapted to children of grammar school age. Excellent for pa- rents to use as "bed-time stories." Great care has been taken to select stories with a good, healthful, moral tone. The English, the paragraphing and the punctuation have been made as nearly perfect as possible. The book will meet a want often felt in the sohoolroom and in the home. Cloth, 210 pages, $0.50, postage 10.08. Nature Study in the Poets A Choice Collection of Memory Verses Arranged for School Use by Mary Roenah Thomas, Teacher in the Hancock School, Boston. TO store up in the memory choice passages of literature, whence they may be drawn for one's own satisfaction and the good of one's friends, is an important part of a true culture. The teacher who sees to it that her classes of boys or girls commit to memory, first and last, a good many short, pithy, pertinent sentences, stanzas, lines or passages from the world's best literature will be doing them a service for which they will be grateful all their lives. Stifi paper covers, 142 pages, 50 cents, postpaid. " It would be well if a copy of this artistically arranged and printed volume could be put into the hands of every pupil in the public schools." — From the School Journal, N. T. THE PALMER COMPANY 120 BOYLSTON STREET, - - BOSTON, MASS. ■•^ ' '" '■'■ ■■-■■■' '■' - - ' ■ '' ■ -■-■■■ ■''-■-■ ■ -■ -■..■-■-/■ . ■■ ^ . ■^- ■:...<.,■■ -J ., .. I . . Outline Studies in History ANCIENT HISTORY GRECIAN HISTORY ROMAN HISTORY ENGLISH HISTORY UNITED STATES HISTORY By MAUD E. KINGSLEY, A. M. A successful teacher says: — THE PALMER CO., Boston, Mass. Gentlemen: During the passing term I have used the Kingsley Outline of United States History with my teachers, who were preparing to take the examination for licenses to teach in New York City. I am glad to say that we are satisfied with that book. It is more than a mere outline; it is in itself sufficient for review, without the aid of a large text book. Every teacber of history shonld examine this series of Oatlines. They are particularly valaat)le for class work, in reviewing and for ready ref- erence. Teachers will find them helpful in the preparation of examina- tion papers. Substantially bound in boards, cloth hack, 35 cents each, postpaid, except the English History which is 46 cents. THE PALMER COMPANY 120 BOYLSTON STREET, - BOSTON, MASS. Great Stories for Gl^ildren THE importance of good literature for children can hardly be overstated. There is an unlimited demand from teachers and parents for really good material of this kind. Much is put forth that has no claim other than that its sale will beneP.. the publisher. Those who control the reading of the young should see that the best, most helpful, most inter- esting stories are provided. The expense need not be great. The quality of the stories must be approved by the judgment of the best judges. We have just brought out ten books containing Ten of the Best of the World's Famous Stories, fetold by the late Mr. William T. Stead, the former editor of the English Review of Reviews. Each volume is fully illustrated with charming line drawings, a picture for almost every page. The illustrations speak to the child. They tell the story pictorially, that is related in the text. The drawings allure the child to draw. They are simple and easy to imitate. Each story is a ''Classic," approved by the judgment of generations of Critical readers. The titles of the volumes are as follows : Aladdin and His Lamp Pilgrim's Progress Stories from Cdaucer The Lady of the Lake Travels of Baron Munchausen Aesop's Fables Hawthorne's Wonder Tales King Arthur and His Knights Little Snow-White and other Grimm's Fairy Tales Gulliver's Travels in LiUiput Atlractwely bo7ind in decorated covers, 14 cents, postpaid. For supplementary reading in the grades, and home use, thesi stories cannot be surpassed. THE PALMER COMPANY, Publishers 120 Boylston Street, - - Boston, Mass. m\ -- - -^ ^— T-*- I ■,- ,.,,-.p , ,-^, ..^^-^-^^.^^p^ -■ ay. HISTORICAL STORIES IN DRAMATIC FORM Peter Stuyvesant in New Amster- dam Exploration of the Mississippi COMPLETE LIST OF HISTORICAL STORIES 1 V 1 WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. 1 \ Christopher Columbus. ( Ferdinand Magellan. 1 2 ( Francis Drake. ■ ( John Smith. fl 3 1 The French in Canada. fl ( Henry Hudson in the New World. fl 4 Miles Standish. ■ . Roger Williams. B 5 f Peter Stuyvesant in New Amsterdam. 1 ( Exploration of the Mississippi. H 6 j William Penn and the Quakers. ■ ( LaSalle and his journey down the Mississippi, m 7 1 The Charter Oak. 1 { Patrick Henry. fl 8 George Washington. m 9 Washington, the Commander, at Valley Forge. 1 10 1 The Boston Tea Party. flH 1 Paul Revere and Battle of Lexington. "^^ n^^ i ( Israel Putnam. W '{ Nathan Hale. k 12 Daniel Boone. 1 13 1 John Paul Jones. ■ 1 George Rogers Clark. ^^M 14 j The Swamp Fox. |^H ( Thomas Jefferson. s^m 15 f Daniel Webster. ^H 1 Abraham Lincoln. j^M 16 Ulysses Simpson Grant. ^ CONTENTS Foreword Peter Stuyvesant in New Amsterdam, 1664. Exploration of the Mississippi. WRITTEN BY MISS GERTRUDE HAND DANBURY. CONN. THE PALMER COMPANY 120 Eoyltton SUeel Bcston, Maa. • • t • 3 Copyright 1914 By The Palmer Company / o./o DEC 23 1914 CI.A3899.2 FOREWORD. TN publishing these plays, I have in mind three general purposes by which I hope to show their value in the teaching of history in the primary grades of our schools. In the first place, by the use of the plays, the children become familiar with the important events of history without realizing that they are performing a difficult task. They find a pleas- ure in representing the different characters and enter into the important happenings of the life of a character in such a man- ner that the events are permanently fixed in their minds. Col- umbus or ciny other character is, for the time being, a person living among them. They hear his voice and in their imagi- nations follow his career step by step, feeling his disappoint- ments and enjoying the successes with him. They are brought to see the past and to act out its life in such a manner that its characters become their heroes rather than persons about whom pages have been written to be learned. As they advance through the grades, the characters seem to draw them toward a book so that they may know more about their lives. Instead of giving the pupils page after page for a lesson, we will then find them eager to learn all they can about a charac- ter and the events which brought his career to worthy notice in history. Secondly — A teacher is required to teach certain important historical (acts in the grades. She aims to make her lesson as vivid as possible. She wishes the children to know the facts, so avails herself of the splendid opportunity of telling them an interesting story. The aim is to interest the children to remember facts. They do remember them for the time being, but as story after story comes to their ears, character after character takes its place in their minds, until I have found in my own personal experience, that no character is easily distin- guished from another who traversed nearly the same path. If, on the contrary, they talk as their hero talked when per- forming his deeds, all receive the benefit. No particular hero is confused with another because they see each one acting in his own place, giving his services in some way or another to form his country's history. Thirdly — The book can be placed in the hands of the children. The words are simple enough to be read by them and all can easily interpret the meanings of the con- versations. Here then they have their chance for historical knowledge. They can reach out for themselves and grasp consciously the facts that make the historical foundation which they need for all their later work. In class reading lessons there can be no better way to encourage good expression than to have the children speak as the characters spoke. Peter Stuyvesant in New Amsterdam, 1664. Act I — Governor Stuyvesant's Council Cham- ber. Characters — Governor Stuyvesant, Members of Council, Englishman from Bos- ton. Member of Council — A young man arrived in our city yesterday. He came from Boston and brings strange rumors vv^ith him. Governor — What has he to say? Member — He is outside now, and if he could come in, you might hear him speak for himself. Governor — Bring him to me. [Enter young man.] Governor — What news do you bring that may be of interest to the Dutch? EngHshman — I have come from Boston. Just before I left there I heard a rumor from England. It was said that the King of England had given New^ Amsterdam to his brother James, the Duke of York. A fleet of armed vessels is supposed to be on its w^ay over to take possession of your city. Governor — It shall never be ! What right has the King of England to give aw^ay our settlement ? We own this land. The Dutch discovered it, and after- ward bought it from the Indians. What claim can this English King have ? Let him come ! I w^ill be ready for him. Act II — Same as Act I [some days later]. Messenger — The English fleet has landed and taken possession of a blockhouse on Staten Island. What is there to be done? Governor — I have powder and supplies ready. The fortifications are being made as strong as possible, and we w^ill fight to the end. No English King shall have this city as long as I can prevent it. Take this message to the commander of the fleet. Tell him that I demand an explanation of their actions. Act III — Outside Fort Amsterdam. Characters — Governor Stuyvesant leading one hundred soldiers, — principal citi- zens. Send word to the gunners to fire upon the ships. Here is a petition from the people begging you not to fight. They would rather go under English rule than have their homes destroyed. Your own son has signed this petition. -As long as I live 1 shall never sur- render. I would rather give up and be carried to my grave than Governor Citizen lovemor surrender this city of ours to the English. Citizen — The people will listen to you no longer. See ! the white flag of surrender has been run up at the fort. Governor — I still refuse to surrender. As long as I live here, this city will always be, " New Amsterdam, the home of the Dutch.'* Exploration of the Mississippi. Act I — Gov. Frontenac's home — Canada. Characters — Governor — Louis Joliet [fur trader] — Father Marquette — French- men — Indians. Governor — Where is the mighty stream about which the Indians speak ? No one has been able to find it in spite of all that they have tried. Frenchman — Perhaps the Indians are fooling us. There may not be any great stream. Indian — There is a great body of water over to the southward. If you are brave, perhaps you may find it. Governor — There must be some among us who would be anxious to explore for France. Marquette — I will gladly go if only to have the opportunity to bring Chris- tianity to the poor savages. Joliet — I, too, will gladly go. Many times have I desired to visit the strange land to the west and south of us. Governor — I appoint both of you to go in search of this great body of water. Marquette — We will need two canoes and some provisions. Joliet — We will also take five men w^ith us. No doubt we will find friendly Indians, and there will be no trouble in finding the w^ay. They will gladly be our guides. Governor — You may have whatever supplies you w^ish, and I hope your expe- dition will be a successful one. Act II — Lake Michigan. Marquette — Over there among the trees I can see some Indians moving. Let us make some signs to them. If they are friendly, they may be able to tell us the way to the great body of water. Joliet — We will paddle our canoes to shore and speak to them. [Reach shore — Indians start to run.] Mar- quette calls them back. Marquette [as Indians return] — They seem friendly enough. We will ask them to guide us. Joliet — My braves, we have heard of a great body of w^ater and are anxious to sail upon it. Can you guide us to the stream ? Indian — Where do you wish to go ? Marquette — We are going to find the great river, the Mississippi. Indians — You will never be able to reach it. There are fierce tribes of Indians along its banks, and they will surely kill you. Stay with us for a time and then you can start for home. Joliet — We are not afraid of the fierce Indians. We will go on and find the Missis- sippi River. Marquette — We are Christians, and I will teach them how to pray. If you will listen to me I will show you how to pray. Act III — In the wilderness, near the junction of the Mississippi and Missouri rivers. Explorers getting into canoes. Marquette — The river grows wider and wider. Perhaps we have indeed found the mighty stream. Joliet — See how^ our canoes are tossed about. Do you suppose w^e are nearing some rapids ? Indian — We are in the den of an evil spirit. He will kill us if we don't turn back. Marquette — We do not fear this Monster. [To Joliet.] I think we are nearing an opening of some sort. Joliet — Perhaps there is another large body of water flowing into it. Marquette [reaching mouth of Missouri]. This is indeed the mighty river about which the Spaniards told. Somewhere among its waters rests the body of De Soto. We will sail on and find the opening and lay claim to the land for France. Act IV — Governor Frontenac's home. Characters — Governor Frontenac — ^Joliet — La Salle. Governor — I am glad to see you among us once more. Tell us your experi- ence since you left us. La Salle — Where is Father Marquette ? Joliet — He was taken ill while we were on our way back. We left him at an Indian village. They were kind to us on our voyage down the lake. Marquette is anxious to re- main among the Indians for a time, and he thinks he will soon have them fervent Christians. Governor — Were you successful in reaching the mighty river ? Joliet — We were successful in reaching the Mississippi. We also found another large stream flowing into it. It comes with a tremendous force, and it w^as with great difficulty that w^e succeeded in paddling our canoes. On and on w^e went, un- til we heard from some Indians that Spanish settlements w^ere near. Then we did not wish to risk being captured, so w^e started for home, after claiming the land for France. Something New in Geography Teaching Pupils' Outlines in Geograpiiy By District Superintendent B. NORMAN STRONG Arsenal School District, Hartford, Conn. These Outlines aim to standardize the teaching of Geography. They are in the loose-leeif form and are to be put into the hands of the pupil leaf by leaif as the study progresses. H The OUTFIT furnished for each pupil will be : I. The Outlines; 2. A flap of the Continent Studied; 3. Drawing Paper; 4. Writing Paper; 5. Loose-Leaf Cover. t Each pupil's Geography when completed by himself will consist of the following: I. The Outlines; 2. flap (colored); 3. The Pupil's Own riap; 4. Answers' to the Questions in Outline; 5. Interesting Pacts About the Outline Topics; 6. Compositions on Special Topics; 7. Pictures Collected or Drawn by the Pupil. t The different School Geographies do not give a common body of fact and the great mass of unorganized geographic material given by most of them is confusing to both teacher and pupil. An earnest effort has been made in these Outlines to select the really important facts that are ac- cepted by all, and that can be taught reasonably and delightfully in the time alloted to the study of geography. The method is in accor- dance with the latest pedagogy. 1 These Outlines do not aim to supersede but to supplement and vital- ize the regular Geographies now in use. They contain numerous cross- references to the latter ; also to many supplementary sources of information. Pupils' Outlines in Geography for Europe, Asia, Africa, North America, South America, and United States are now ready. PRICES The Outlines, with Colored Hap 20 cents Drawing Paper, proper size and Punched ...Package 36 sheets, I5 cents WritingPaper, " " " " .... " " " Is cents Loose-Leaf Covers, especially designed for these Outlines, each 20 cents The above items can be purchased separately if desired. Specify whether ruled or plain writing paper is desired. Special prices on large quantities. THE PALMER COMPANY, Educational Publishers 120 BOYLSTON STREET, BOSTON, MASS. Two Excellent Books for the Grades Right -at -Hand Stories FOR DICTATION AND REPRODUCTION By ROSA L. SAWIN and FRANK H. PALMER A choice collection of short stories and interesting anec- dotes for teachers to read or tell to the class. Adapted to children of grammar school age. Excellent for pa- rents to use as "bed-time stories," Great care has been taken to select stories with a good, healthful, moral tone. The English, the paragraphing and the punctuation have been made as nearly perfect as possible. The book will meet a want often felt in the schoolroom and in the home. Cloth, 210 pages, $0.50, postage 10.08. Nature Study in the Poets A Choice Collection of Memory Verses Arranged for School Use by Mary Roenah Thomas, Teacher in the Public Schools of Boston. TO store up in the memory choice passages of literature, whence they may be drawn for one's own satisfaction and the good of one's friends, is an important part of a true culture. The teacher who sees to it that her classes of boys or girls commit to memory, first and last, a good many short, pithy, pertinent sentences, stanzas, lines or passages from the world's best literature will be doing them a service for which they will be grateful all their lives. Stiff paper covers, 142 pages, 50 cents, postpaid. " It would be well if a copy of this artistically arranged and printed volume could be put into the hands of every pupil in the public schools." — From the School Journal, N. T. THE PALMER COMPANY 120 BOYLSTON STREET, - - BOSTON, MASS. Outline Studies in History ANCIENT HISTORY GRECIAN HISTORY ^lOMAN HISTORY ENGLISH HISTORY UNITED STATES HISTORY By MAUD E. KINGSLEY, A. M. A successful teacher says: — THE PALMER CO., Boston, Mass. Gentlemen: During the passing term I have used the Kingsley Outline of Unite/d States History with my teachers, who were preparing to take the examiaation for licenses to teach in New York City. I am glad to say that we are satisfied with that book. It is more than a mere outline; it is in itself sufficient for review, without the aid of a large text book. Every teacher of history should ezamiue this series of Outlines. They are particularly valuable for class work, in reviewing and for ready ref- erence. Teachers will find them helpful in the preparation of examina- tion papers. Substantially bound in boards, cloth back, 35 cents each, postpaid, except the English History which Is 46 cents. THE PALMER COMPANY 120 BOYLSTON STREET, ■ BOSTON, MASS. I K I > liii (ila Great Stories for Gliildreii THE importance of good literature for children can hardly be overstated. There is an unlimited demand from teachers and parents for really good material of this kind. Much is put forth that has no claim other than that its sale will benefit the publisher. Those who control the reading of the young should see that the best, most helpful, most inter- esting stories are provided. The expense need not be great. The quality of the stories must be approved by the judgment o^ the best judges. vVe have just brought out ten books containing Ten of the B :t of the World's Famous Stories, retold by the late Mr. W LiAM T. Stead, the former editor of the English Review of Keviews. Each volume is fully illustrated with charming line drawings, a picture for almost every page. The illustrations speak to the child. They tell the story pictorially, that is related in the text. The drawings allure the child to draw. They are simple and easy to imitate. Each story is a "Classic," approved by the judgment of generations of critical readers, The titles of the volumes are as follows : Aladdin and His Lamp Pilgrim's Progress Stories from CKaucer The Lady of the Lake Travels of Baron IVIunchausen Aesop's Fables Hawthorne's Wonder Tales King Arthur and His Knights Little Snow-White and other Grimm's Fairy Tales Gulliver's Travels in Lilliput Attractively bound in decorated covers, 14 cents, postpaid. For suppleme7itary reading in the grades, and home use, these stories cannot be surpassed. THE PALMER COMPANY, Publishers 120 Boylston Street, Boston, Mass. M '^t HISTORICAL STORIES IN DRAMATIC FORM William Penn and the Quakers. LaSalle and his journey down the Mississippi. ij COMPLETE LIST OF HISTORICAL STORIES WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. J J Christopher Columbus. ( Ferdinand Magellan. 2 I Francis Drake. (John Smith. 2 f The French in Canada. ( Henry Hudson in the New. World. s I Miles Standish. 1 Roger Williams. e f Peter Stuyvesant in New Amsterdam. 1 Exploration of the Mississippi. g ( William Penn and the Quakers. ( LaSalle and his journey down the Mississippi. ^ I The Charter Oak. 1 Patrick Henry. 8 George Washington. 9 Washington, the Commander, at Valley Forge. 10 i The Boston Tea Party. ( Paul Revere and Battle of Lexington. ./\ 5 Israel Putnam. ^^»'''l Nathan Hale. 12 Daniel Boone. I John Paul Jones. ( George Rogers Clark. 13 J . ( The Swamp Fox. ( Thomas Jefferson. jc f Daniel Webster. 1 Abraham Lincoln. 16 Ulysses Simpson Grant. CONTENTS Foreword William Penn and the Quakers. La Salle and His Journey Down the Mississippi. WRITTEN BY MISS GERTRUDE HAND DANBURY, CONN. THE PALMER COMPANY 120 Boylston Street Boston, Mass. Copyright 1914 By The Palmer G>mpaiiy DEC 23 1314 FOREWORD. TN publishing these plays, I have in mind three general purposes by which I hope to show their value in the teaching of history in the primary grades of our schools. In the first place, by the use of the plays, the children become familiar with the important events of history without realizing that they are performing a difficult task. They find a pleas- ure in representing the different characters and enter into the important happenings of the life of a character in such a msui- ner that the events are permanently fixed in their minds. Col- umbus or any other character is, for the time being, a person living among them. They hear his voice and in their imagi- nations follow his career step by step, feeling his disappoint- ments and enjoying the successes with him. They are brought to see the past and to act out its life in such a manner that its characters become their heroes rather than persons about whom pages have been written to be learned. As they advance through the grades, the characters seem to draw them toward a book so that they may know more about their lives. Instead of giving the pupils page after page for a lesson, we will then find them eager to learn all they can about a charac- ter and the events which brought his career to worthy notice in history. Secondly — A teacher is required to teach certain important historical facts in the grades. She aims to make her lesson as vivid as possible. She wishes the children to know the facts, so avails herself of the splendid opportunity of telling them an interesting story. The aim is to interest the children to remember facts. They do remember them for the time being, but as story after story comes to their ears, character after character takes its place in their minds, until I have found in my own personal experience, that no character is easily distin- guished from another who traversed nearly the same path. If, on the contrary, they talk as their hero talked when per- forming his deeds, all receive the benefit. No particular hero is confused with another because they see each one acting in his own place, giving his services in some way or another to form his country's history. Thirdly — The book can be placed in the hands of the children. The words are simple enough to be read by them and all can easily interpret the meanings of the con- versations. Here then they have their chance for historical knowledge. They can reach out for themselves and grasp consciously the facts that make the historical foundation which they need for all their later work. In class reading lessons there can be no better way to encourage good expression than to have the children speak as the characters spoke. William Penn and the Quakers. Act I — England — Home of some Quakers. Characters — William Penn — Quakers [three or four]. Quaker — We have come here to-night to learn whatever news you have from King Charles. Penn — After we spoke of our plans of having a settlement in the new world, I thought of a splendid scheme. I felt that the Quakers should have a home w^here they could have peace. Other religious sects were in new homes in America, so I thought, *' Why can't w^e, too, go there?" King Charles owed my father a large sum of money. He never paid it to him. The other day I went to him and said, "Will you give me land in the New World, instead of money?'* Quaker — That was a splendid idea. What did he say to it ? Penn — He smiled as if he were pleased and immediately gave me a grant of land in America. Then I had him help me select a name for the new land. Quaker — What did you name the land ? Penn — After great thinking, we decided upon *' Pennsylvania," in honor of my father, the Admiral. Quaker — What does that name mean? Penn — " Sylvania *' means "woods,'* so Penn- sylvania means " Penn's Woods.'* Quaker — That is indeed a splendid name. Now let us lose no time in starting for our new home. Many thanks to you, William Penn, for the good deed you have done for us. Act II — Settlement at Philadelphia. Characters — William Penn — Quakers — In- dians. Penn — It is with great delight that I find my- self at last in the settlement I love. It seemed as if the time would never come when I could set foot upon this beautiful country. Now I find many friends to meet me. The ones I am most interested in to-day are the Indians. I have sent for them that we might make terms with them. Indian Chief — We are glad to meet you. Your kind words reached us through your cousin as the messenger. To- day we are willing to listen to whatever you have to say. Penn — ^The first thing I wish to settle with you is the buying of the land. We do not wish to claim your land until we have paid for it. Here are bells, guns, kettles, axes, scissors, knives, mirrors, shoes, beads, combs, shirts, and some cloth. Is there enough here to pay you for the land we are to occupy ? 1. Chief — These things are just what we want. Oh! how happy we are to get such pretty things. I will divide them among my people. Our braves and squaws will like them. Penn — 1 am glad you like them. Now let us pledge friendship for all times. 1 will be kind to you. I will treat you as I would my own best friends. My people will always be kind to you. Let us always live in peace. I. Chief — As long as the sun gives light we will love you and your people. Penn — 1 am happy to hear you speak in that way. Now let us have a feast to prove that we are friends. La Salle and His Journey Down the Mississippi. Act I — Leaving the foot of Niagara Falls in the Griffing. Characters — La Salle — Company of French- men. La Salle — ^We will launch our vessel now and sail on until we meet our fifteen comrades w^ho have gone to trade for furs. We will send them back to Canada with this ship, loaded with furs. We will wait for them to return w^ith the money. Frenchman — ^We will try to have the other ship built to sail down the Illinois River about which the explorers have told us. La Salle — We can carry what provisions we need across country until we come to the Illinois River. Our journey will then be easy until we go farther down the Mississippi River. Marquette and Joliet suc- ceeded in going down this river. If we try, perhaps we can reach its mouth. Act II — The Mouth of the Mississippi River [two and a half years later]. La Salle — Behold ! Before us stretches the Gulf of Mexico, and into its waters flows the mighty Mississippi. Frenchman — Let us claim the land for France. La Salle — We will erect a cross, and beneath it the arms of France. I now claim for France all the land drained by the Mississippi River and the waters flowing into it. If the King of France will give his help, w^e will soon have a colony planted here at its mouth. Something New in Geography Teaching Pupils' Outlines in Geography By District Superintendent B. NORMAN STRONG Arsenal School District, Hartford, Conn. These Outlines aim to standardize the teaching of Geography. They are in the loose-leaf form and are to be put into the hands of the pupil leaf by leaf as the study progresses. 1! The OL/T^/ 7" furnished for each pupil will be : I. The Outlines; 2. A Hap of the Continent Studied; 3. Drawing Paper; 4. Writing Paper; 5. Loose-Leaf Cover. I Each pupil's Geography when completed by himself will consist of the following: 1. The Outlines; 2. Hap (colored); 3. The Pupil's Own riap; 4. Answers to the Questions in Outline; 5. Interesting Pacts Aljout the Outline Topics; 6. Compositions on Special Topics; 7. Pictures Collected or Drawn by the Pupil. II The different School Geographies do not give a common body of fact and the great mass of unorganized geographic material given by most of them is confusing to both teacher and pupil. An earnest effort has been made in these Outlines to select the really important facts that are ac- cepted by all, and that can be taught reasonably and delightfully in the time alloted to the study of geography. The method is in accor- dance with the latest pedagogy. H These Outlines do not aim to supersede but to supplement and vital- ize the regular Geographies now in use. They contain numerous cross- references to the latter ; also to many supplementary sources of Information. Pupils' Outlines in Geography for Europe, Asia, Africa, North America, South America, and United States are now ready. PRICES The Outlines, with Colored Hap 20 cents Drawing Paper, proper size and Punched .. .Package 36 sheets, 1 5 cents Writing Paper, " " " " .... " " " 1 5 cents LoosC'Leaf Covers, especially designed for these Outlines, each 20 cents The above items can be purchased separately if desired. Specify whether ruled or plain writing paper is desired. Special prices on large quantities. THE PALMER COMPANY, Educational Publishers 120 BOYLSTON STREET, BOSTON, MASS. Two Excellent Books for the Grades Right -at- Hand Stories FOR DICTATION AND REPRODUCTION By ROSA L. SAWIN and FRANK H. PALMER A choice collection of short stories and interesting anec- dotes for teachers to read or tell to the class. Adapted to children of grammar school age. Excellent for pa- rents to use as " bed-time stories." Great care has been taken to select stories with a good, healthful, moral tone. The English, the paragraphing and the punctuation have been made as nearly perfect as possible. The book will meet a want often felt in the schoolroom and in the home. Cloth, 210 pages, 10.50, postage f0.08. Nature Study in the Poets A Choice Collection of Memory Verses Arranged for School Use by Mary Roenah Thomas, Teacher in the Public Schools of Boston. TO store up in the memory choice passages of literature, whence they may be drawn for one's own satisfaction and the good of one's friends, is an important part of a true culture. The teacher who sees to it that her classes of boys or girls commit to memory, first and last, a good many short, pithy, pertinent sentences, stanzas, lines or passages from the world's best literature will be doing them a service for which they will be grateful all their lives. Stiff paper covers, 142 pages, 50 cents, postpaid. " It would be well if a copy of this artistically arranged and printed volume could be put into the hands of every pupil in the public schools." — From the School Journal, N. Y. THE PALMER COMPANY 120 BOYLSTON STREET, - - BOSTON, MASS. T I lit-*— «J— J— Outline Studies in History ANCIENT HISTORY GRECIAN HISTORY ROMAN HISTORY ENGLISH HISTORY UNITED STATES HISTORY By MAUD E. KINGSLEY, A. M. A successful teacher says: — THE PALMER CO., Boston, Mass. Gentlemen: During the passing term I have used the Kingsley Outline of United States History with my teachers, who were preparing to take the examination for licenses to teach in New York City. I am glad to say that we are satisfied with that book. It is more than a mere outline; It is in itself sufficient for review, without the aid of a large text book. Every teacher of history should examine this aeries of Outlines. They are particalarly valuable for class work, in reviewing and for ready rer- erenoe. Teachers will find them helpful in the preparation of examina- tion papers. Snbstantially bound in boards, cloth back, 36 cents each, postpaid, except the English History which is 4d cents. THE PALMER COMPANY 120 BOYLSTON STREET, - BOSTON, MASS. Great Stories for GKildren THE importancfe of good literature for children can hardly be overstated. There is an unlimited demand from teachers and parents for really good material of this kind. Much is put forth that has no claim other than that its sale will benefit the publisher. Those who control the reading of the young should see that the best, most helpful, most inter- esting stories are provided. The expense need not be great. The quality of the stories must be approved by the judgment of the best judges. We have just brought out ten books containing Ten of the Best of the World's Famous Stories, retold by the late Mr. William T. Stead, the former editor of the English Review of Reviews. Each volume is fully illustrated with charming line drawings, a picture for almost every page. The illustrations speak to the child. They tell the story pictorially, that is related in the text. The drawings allure the child to draw. They are simple and easy to imitate. Each story is a "Classic," approved by the judgment of generations of critical readers. The titles of the volumes are as follows : Aladdliii and His Lamp Pilgrim's Progress Stories from Ghaocer The Lady of the Lake Travels of Baron Munchausen Aesop's Fables Hawthorne's Wonder Tales King Arthur and His Knights Little Snow-White and other Grimm's Fairy Tales Gulliver's Travels In Lilliput Attractively bound in decorated covers, 14 cents, postpaid. For supplementary reading in the grades, and home use, these stones cannot be surpassed. THE PALMER COMPANY, Publishers 120 Boylston Street, - - Boston, Mass. HISTORICAL STORIES IN DRAMATIC FORM The Charter Oak. Patrick Henry COMPLETE LIST OF HISTORICAL STORIES WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. 15 j Christopher Columbus. ( Ferdinand Magellan. ( Francis Drake. ( John Smith. f The French in Canada. 1 Henry Hudson in the New World. I Miles Standish. i Roger Williams. Peter Stuyvesant in New Amsterdam. Exploration of the Mississippi. '1 I Q ( William Penn and the Quakers. ( LaSalle and his journey down the Mississippi. « f The Charter Oak. 1 Patrick Henry. 8 George Washington. 9 Washington, the Commander, at Valley Forge. jQ ( The Boston Tea Party. ( Paul Revere and Battle of Lexington. . , < j Israel Putnam. ^^ • (Nathan "Hale. c t ^ i2 Daniel Boone. j^ I John Paul Jones. ( George Rogers Clark. J . ( The Swamp Fox. \ Thomas Jefferson. I Daniel Webster. ( Abraham Lincoln. 16 Ulysses Simpson Grant. CONTENTS Foreword The Charter Oak. Patrick Henry. WRITTEN BY MISS GERTRUDE HAND DANBURY. CONN. THE PALMER COMPANY 120 Boylston Street Boelon, Mast. vy z 3 Copyright 1914 By TTie Palmer Company fc./O DEC 23 1914 CI.A;J89»,4 FOREWORD. TN publishing these plays, I have in mind three general purposes by which I hope to show their value in the teaching of history in the primary grades of our schools. In the first place, by the use of the plays, the children become familiar with the important events of history without realizing that they are performing a difficult task. They find a pleas- ure in representing the different characters and enter into the important happenings of the life of a character in such a man- ner that the events are permanently fixed in their minds. Col- umbus or any other character is, for the time being, a person living among them. They hear his voice and in their imagi- nations follow his career step by step, feeling his disappoint- ments and enjoying the successes with him. They are brought to see the past and to act out its life in such a manner that its characters become their heroes rather than persons about whom pages have been written to be learned. As they advance through the grades, the characters seem to draw them toward a book so that they may know more about their lives. Instead of giving the pupils page after page for a lesson, we will then find them eager to learn all they can about a charac- ter and the events which brought his career to worthy notice in history. Secondly — A teacher is required to teach certain important historical facts in the grades. She aims to make her lesson as vivid as possible. She wishes the children to know the facts, so avciils herself of the splendid opportunity of telling them an interesting story. The aim is to interest the children to remember facts. They do remember them for the time being, but as story after story comes to their ears, character after character takes its place in their minds, until I have found in my own personal experience, that no character is easily distin- guished from another who traversed nearly the same path. If, on the contrary, they talk as their hero talked when per- forming his deeds, all receive the benefit. No particular hero is confused with another because they see each one acting in his own place, giving his services in some way or another to form his country's history. Thirdly — The book can be placed in the hands of the children. The words are simple enough to be read by them and all can easily interpret the meanings of the con- versations. Here then they have their chance for historical knowledge. They can reach out for themselves and grasp • consciously the facts that make the historical foundation which jhey need for all their later work. In class reading lessons 4here can be no better way to encourage good expression than to have the children speak as the characters spoke. The Charter Oak. Act I — Meeting place in Hartford. Characters — Prominent people of Hartford. 1st Speaker — King Charles the second, has sent over a new governor for his colonies here in America. This governor, named Andros, is very desirous to show his authority. He has been around to all the colonies and demanded their char- ters. Now he has come to Hart- ford and demanded the Connecti- cut charter. What shall be done about his demand ? 2nd Speaker — He has demanded our charter which we cherish so fondly. Surely after all these years we will not have to give it up. It was given to us for all time. What right has this royal governor to demand it? 3d Speaker — The only thing to be done is to visit Sir Edmund Andros and try to show him that we want our charter. It w^ill not be wise to re- fuse him outright, because then he might cause trouble for us with the King of England by saying we openly defied him. 4th Speaker — Your plan seems the wisest one to follow. We will visit him and see what arguments will do toward saving our charter. Act II — Same meeting place. A few days later. Characters — Governor Andros, Captain Wads- worth, several prominent men of Connecticut government. Gov. Andros — You have trifled with me long enough. Many times I have de- manded your charter. You have given me arguments in return. I have been here all day now listen- ing to your foolish arguments. I shall not leave until I get the char- ter. 1 St Speaker — Light the candles and we will see what can be done. [To Capt. Wadsworth and others in a soft voice.] All argument now seems useless. There is nothing left but to deliver up the charter. He has us now at a point where we can go no further without openly de- fying the king. Andros — For the last time I say, "Bring me the Charter.'* 2nd Speaker [placing Charter before Andros], — Here is the Charter. [Captain Wadsworth, who has been standing in background, suddenly rushes to the table, and before any one real- izes what he is doing, throws his cloak over candles, extinguishing them. He then grabs the charter and disappears, leaving the aston- ished Andros and others in the dark. Some time is taken in light- ing the candles and everything set- tles down again.] Gov. Andros — Who extinguished those lights? What has happened? Light them immediately, I say. 3rd Speaker — I am lighting them. It takes some time to get a light. Gov. Andros [after candles have been lit for the second time]. Now we will proceed to business. I am glad you have finally handed over your charter. Where is the charter? It lay before me but a few min- utes ago. 2nd Speaker — I gave it to you. Andros — Some villain has stolen it. There was some scheme in blowing out the lights. [To attendants.] The charter has been stolen, no doubt. I cannot tell the King such a story. He would laugh at me for being the victim of such a trick. I can do nothing now but keep silence upon the matter and perhaps I can get it later. [To Connecticut men.] You shall suffer for this. My rule over you will pay you for your trick. Act III — Among the oak trees. Captain Wadsworth — Here in this hollow oak tree I will hide it. The unjust Governor Andros will never sus- pect that its lofty trunk shelters our treasured charter. No doubt he is enjoying the confusion of the dark by this time. He w^ill find that our brave State is not to be outwitted when liberty is at stake. Patrick Henry. Act I — At Virginia House of Burgesses. Characters — Patrick Henry, People from Wil- liamsburg, Virginia, and surround- ing towns, Planters, Common peo- ple. 1 St Speaker — This is indeed a serious time for all of us. England is about to try to enforce the Stamp Act. This is the time for us to decide. Shall we submit and say nothing ? Planter (loyal to England) — There is nothing that can be done. We might as well submit peaceably. As faith- ful colonies we could not declare war against our Mother Country. Patrict Henry [writing for a few minutes.] [Rising and reading] — Something must be done quickly. There is no time to be lost. The General Assembly of a colony has the sole right and power of laying taxes up- on a colony. England has no right to pass this Stamp Act. The only course to be taken is to resist any- thing against our liberty. 2nd Planter — ^That cannot be done. What right have we to resist the will of our Mother Country ? Our very support comes from her. We, who represent the very wealth of this colony, will never give our support against the passing of any law. Patrick Henry [full of indignation] — We will never submit. Caesar had his Brutus, Charles the First his Crom- well, and George the Third — Voices from Assembly — Treason ! Treason ! ! Patrick Henry [after waiting for silence] — may profit from their example. If this be treason, make the most of it. Speaker [after Patrick Henry's Resolutions have been voted upon] — The Res- olutions have been passed. We are decided to resist the passing of this Stamp Act. Let us strive to hold together. One of Common People as Patrick Henry leaves the hall] — Stick to us, old fellow, or we are gone ! Act II — Meeting of Virginia people — St. John's Church, Richmond, Va. Characters — Patrick Henry, some doubtful people. People of Virginia who think as Patrick Henry thinks. Patrick Henry — We are now at a crisis. The time has come for us to give our aid. Massachusetts has taken her stand. Are we going to submit to what our sister colony will not en- dure } Doubtful Colonists — Is there nothing that can be done ? We should not be too hasty. Perhaps there will be some relief soon. Patrick Henry [in a very excited manner] — We must fight ! I repeat it, sir» we must fight ! An appeal to arms and to the God of Hosts is all that is left us ! They tell us, sir, that we are weak. Sir, we are not weak, if we make a proper use of the means which the God of nature hath placed in our power. There is no retreat, but in submis- sion and slavery ! Our chains are forged. Their clanking may be heard on the plains of Boston. The war is inevitable, and let it come ! I repeat it, sir, let it come \ It is in vain, sir, to extenuate the matter. Gentlemen may cry peace, peace, but there is no peace. The war is actually begun I The next gale that sweeps from the North will bring to our ears the clash of resounding arms ! Our brethren are already in the field ! Why stand we here idle ? What is it that gentlemen wish ? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery ? Forbid it. Almighty God ! I know not what course others may take; but as for me, give me liberty, or give me death ! Something New in Geography Teaching Pupils' Outlines in Geography By District Superintendent B. NORMAN STRONG Arsenal School District, Hartford, Conn. These Outlines aim to standardize the teaching of Geography. They are in the loose-leaf form and are to be put into the hands of the pupil leaf by leaf as the study progresses. I The OUTFIT furnished for each pupH will be : I. The Outlines; 2. A flap of the Continent Studied; 3. DrawSng Paper; 4. Writing Paper; 5. Loose-Leaf Cover. t Each pupil's Geography when completed by himself will consist of the following: 1. The Outlines; 2. Hap (colored); 3. The Pupil's Own Hap; 4. Answers to the Questions in Outline; 5. Interesting Pacts About the Outline Topics; 6. Compositions on Special Topics; 7. Pictures Collected or Drawn by the Pupil. T The different School Geographies do not give a common body of fact and the great mass of unorganized geographic material given Dy most of them is confusing to both teacher and pupil. An earnest effort has been made in these Outlines to select the really important facts that are ac- cepted by all, and that can be taught reasonably and delightfully in the time alloted to the study of geography. The method is in accor- dance with the latest pedagogy. II These Outlines do not aim to supersede but to supplement and vital- ize the regular Geographies now in use. They contain numerous cross- references to the latter ; also to many supplementary sources of information. Pupils' Outlines in Geography for Europe, Asia, Africa, North America, South America, and United States are now ready. PRICES The Outlines, with Colored Hap 20 cents Drawing Paper, proper size and Punched ...Package 36 sheets, I5 cents WritlngPaper, " " " " .... " " " 1 5 cents Loose-Leaf Covers, especially designed for these Outlines, each 20 cents The above items can be purchased separately if desired. Specify whether ruled or plain writing paper is desired. Special prices on large quantities. THE PALMER COMPANY, Educational Publishers 120 BOYLSTON STREET, BOSTON, MASS. Outline Studies in History ANCIENT HISTORY GRECIAN HISTORY ROMAN HISTORY ENGUSH HISTORY UNITED STATES HISTORY By MAUD E. KINGSLEY, A. M. A tucceatfui teacher says: — THE PALMER CO,, Boston, M«a«. Geotlemea : During the pnteinl term I have used the Kinltlcy Outline of United State* Hictory with my teacher*, who were preparing to take the examination for licente* to teach in New York City. I am glad to aay that we are tatisfied with that book. It ia more than a mere outline; it ia in itaeif auffioient for review, without the aid of a large text book. Svary teaobar of hiitory ebould examloe this leriea of Outllnea. Tbey are partioal«rly valuable for olaas work, In rarlewing and for r«ady ref- •i«no«. Teaobera will find tbem balpful In tb* preparation of examina- tion papers. Sabauotlally bound in boarda, clotb back, 8S cents eaob, poatpaid, except tbe Bnglub History wblob Is M cents. THE PALMER COMPANY 120 BOYLSTON STREET, BOSTON, MASS. Great Stories for Children THE importance of good literature for children can hardly be overstated. There is an unlimited demand from teachers and parents for really good material of this kind. Much is put forth that has no claim other than that its sale will benefit the publisher. Those who control the reading of the young should see that the best, most helpful, most inter- esting stories are provided. The expense need not be great. The quality of the stories must be approved by , the judgment of the best judges. We have just brought out ten books containing Ten of the Best of the World's Famous Stories, retold by the late Mr. William T. Stead, the former editor of the English Review of Reviews. Each volume is fully illustrated with charming line drawings, a picture for almost every page. The illustrations speak to the child. They tell the story pictorially, that is related in the text. The drawings allure the child to draw. They are simple and easy to imitate. Each story is a "Classic," approved by the judgment of generations of critical readers. The titles of the volumes are as follows : Aladdin and His Lamp Aesop's Fables Pilgrim's Progress Hawtliome's Wonder Tales Stories from Chaucer King Arthur and His Knights The Lady of the Lake Little Snow White and other Travels of Baron Munchausen Grimm's Fairy Tales Gulliver's Travels in LiUiput Attractively bound in decorated covers, 14 cents y postpaid. For supplementary reading in the grades^ and home use, these stories cannot be surpassed. THE PALMER COMPANY, Publishers 120 Boylaton Street, - - Boston, Mass. y HISTORICAL STORIES IN DRAMATIC FORM George Washington COMPLETE LIST OF HISTORICAL STORIES WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. 7 j Christopher Columbus. I Ferdinand Median. i Francis Drake. ( John Smith. I The French in Canada. 1 Henry Hudson in the New World. I Miles Standish. ( Roger Williams. I Peter Stuyvesant in New Amsterdam. ( Exploration of the Mississippi. ( William Penn and the Quakers. 1 LaSalle and his journey down the Mississippi. The Charter Oak. Patrick Henry. 8 George Washington. 9 Washington, the Commander, at Valley Forge. jQ 5 The Boston Tea Party. ( Paul Revere arid Battle of Lexington. Israel Putnam. Nathan Hale. i2'" Daniel Boone. I John Paul Jones. 1 George Rogers Clark. J . ( The Swamp Fox. ( Thomas Jefferson. jt I Daniel Webster. ( Abraham Lincoln. 16 Ulysses Simpson Grant. '.^.. :{ 13 CONTENTS Foreword George Washington WRITTEN BY MISS GERTRUDE HAND DANBURY. CONN. THE PALMER COMPANY 120 BoylKon Street Botton, Mm*. 1 '> /:/7<5 Copyright 1914 By The Palmer Company DEC 23 1914 ©CI.A389y «5 FOREWORD. IN publishing these plays, I have in mind three general purposes by which I hope to show their value in the teaching of history in the primary grades of our schools. In the first place, by the use of the plays, the children become familiar with the important events of history without realizing that they are performing a difficult task. They find a pleas- ure in representing the different characters and enter into the important happenings of the life of a character in such a man- ner that the events are permanently fixed in their minds. Col- umbus or any other character is, for the time being, a person living among them. They hear his voice and in their imagi- nations follow his career step by step, feeling his disappoint- ments and enjoying the successes with him. They are brought to see the past and to act out its life in such a manner that its characters become their heroes rather than persons about whom pages have been written to be learned. As they advance through the grades, the characters seem to draw them toward a book so that they may know more about their lives. Instead of giving the pupils page after page for a lesson, we will then find them eager to learn all they can about a charac- ter and the events which brought his career to worthy noticQ in history, Secondly — A teacher is required to teach certain important historical (acts in the grades. She aims to make her lesson as vivid as possible. She wishes the children to know the facts, so avails herself of the splendid opportunity of telling them an interesting story. The aim is to interest the children to remember facts. They do remember them for the time being, but as story after story comes to their ears, character after character takes its place in their minds, until I have found in my own personal experience, that no character is easily distin- guished from another who traversed nearly the same path. If, on the contrary, they talk as their hero talked when per- forming his deeds, all receive the benefit. No particular hero is confused with another because they see each one acting in his own place, giving his services in some way or 2Uiother to form his country's history. Thirdly — The book can be placed in the hands of the children. The words are simple enough to be read by them and all can easily interpret the meanings of the con- versations. Here then they have their chance for historical knowledge. They can reach out for themselves and grasp consciously the facts that make the historical foundation which they need for all their later work. In class reading lessons there can be no better way to encourage good expression than to have the children speak as the characters spoke. 1 George Washington — The Boy. Act 1 — Play time at school — A Virginia School. Characters — Several schoolmates — George Washington. George Washington — Come, boys, 1 heard a splendid story of a battle last night. My brother Lawrence told it to me. It was a story of a battle be- tween the English and Spanish in the West Indies. First Boy (calling aloud to some boys at other end of play ground) — Come ! Come ! George Washington has a new game for us. We are to be English and Spanish to-day. George Washington (as all crowd around him) Now is the time for you to show how well you are trained. I will be the English General drilling you for the battle. If you show good work we will have a battle. Chorus of Boys — I want to be your soldier. Let me be an English soldier. George Washington — Get your swords quick- ly and form in line at the right of the school house. We will soon defeat the Spanish. Act 11 — George Washington — The Surveyor. Characters — Lawrence Washington (owner of plantation), Lord Fairfax, friend, George Washington, returning from ride on horseback. Lawrence W. — Well, have you enjoyed your morning ride? Lord Fairfax — We enjoy all our rides, but this one has proved of especial inter- est to me. I have found that your young brother has quite a knowl- edge of surveying. We have done some surveying together, and I wish his services in an important undertaking, provided you see fit to allow me to make the offer. Lawrence — I shall be only too pleased to have George be of any service to you. He will be faithful in whatever he \ attempts. I can speak for that. What is the errand ? Lord Fairfax — 1 own an immense tract of land in the Shenandoah Valley. 1 know very little about its extent. George is careful and accurate in his sur- veying, and I wish him to gain as much knowledge of the extent of the land as possible. This means a trip into the very wilderness and a dangerous journey through the mountains. I trust in his courage and perseverance, and with your permission would like to have him go very soon. Lawrence W. — Is he to have any companions? Lord Fairfax — My nephew, George Fairfax, will be delighted to accompany him. Do you agree to go, George ? George Washington — Nothing would be more enjoyable for me than this journey into the wilderness. Your nephew and I w^ill prepare to go as soon as possible. Act 111 — Alone in the Forest. Characters — George Washington, George Fair- fax, Indians in camp having war dance. George Washington — We have ridden long enough for one day. Let us dis- mount and build our camp fire. This is a good, clear spot, and the night promises to be a pleasant one. George Fairfax — The land shows signs of hav- ing been occupied lately. Hark ! do you hear that war-whoop ? Perhaps there are Indians near. George W. — 1 was just about to call your at- tention to some smoke I see com- ing from among those bushes to the left of us. George F. — Let us move along farther. I do not desire spending the night among Indians. George W. (as Indian is seen looking toward them) — It is too late now. We have been seen. To run would show fright. Indians admire bravery. Let us advance and claim that we are friendly. We may receive a welcome from them. George F. (as more Indians in war attire ap- proach) — You are right. It is too late. They look rather fierce com- panions for a quiet night in the forest. Can you make them un- derstand you ? George W. (making signs to approaching In- dians) — White men are your friends. They wish to spend the night at your camp fire. Indian Chief — Motions Washington and his companions to follow to camp fire. George W. (some time later, as all are gath- ered about the camp fire) — They are not disagreeable companions after all. George F. — No, indeed ; they are doing everything possible to make us comfortable. 1 am rather tired. Try and make them understand that we wish to sleep. George W. (as both men are resting near camp fire) — This has been the most enjoyable night that I have spent in the wilderness. To-mor- morrow we must be up early and on our way. We are near the end of our journey to Lord Fairfax's land, and 1 am anxious to begin the surveying. Act IV — George Washington — The Soldier. Characters — Governor Dinwiddie, Major Washington. Governor — I have sent for you to-day to dis- cuss an errand of great importance. No doubt you are well acquainted with the facts of the attempts of the French to settle in the Ohio Valley. It has been decided that the only thing to be done to put a stop to this is to send a trusty mes- senger from here telling the French commander to move away from English territory. You are con- sidered the best messenger to send. You are fearless and possess a knowledge of the wilderness. Will you be willing to start at once? Major Washington — I greatly appreciate the honor shown me in choosing me for this important message. I w^ill do all in my power to fulfil the errand faithfully. Governor (handing George Washington the order) — Here is the order that you are to deliver to the French com- mander. I trust your message will be received and obeyed. Your companions on this expedition may be chosen by you. Act V — Return from journey — Governor Dinwiddle's headquarters — Wil- liamsburg. Major Washington — Here is the letter from the French Commander. I have succeeded in bringing it back to you. Governor (taking letter and reading to his council) — The French Commander defies us to send them away from this land. They claim the land ^ because of La Salle's explorations and also because of the numerous explorations of the Jesuits. The only thing left for the people of Virginia is to attempt to build a fort and claim this territory for England. (To Washington) — How did you fare on your journey? Major Washington — There was not as much danger in going as in returning. The message I carried to the French Commander made me ap- pear a dangerous person, and I have barely reached here with my life. A treacherous Indian who of- ered to guide me turned and at- tempted to shoot me after we had gone only a short distance. At another time my companion and I narrowly escaped drowning in the Alleghany River. We succeeded in reaching an island, but nearly froze waiting for morning to come. We dared not kindle a fire for fear of drawing hostile Indians upon us. Governor—All Virginia will greatly appreci- ate your heroic efforts. Can you suggest a good point for the estab- lishment of a fort? Major Washington— The junction of the Alle- ghany and Monongahela Rivers commands the best position. Governor— Let us proceed at once to make plans for the building of the fort. Act VI~General Braddock's tent. Characters — General Braddock — Colonel Washington. General Braddock — When I reached Virginia I heard of your wonderful skill in the rough and simple warfare of this country. I felt as if you might prove of some value in the com- ing events, simple as they may be. Colonel Washington — I do not wish to appear disrespectful, but your ideas of the warfare in this coun- try are very vague. In the first place, this is no simple conflict. It is no matter of a simple nature. To us it means as much as the conquering of a nation to England, our Mother Country. General Braddock — I fail to see the impor- tance of so trifling a matter. Why, the taking of a small fort from a few inexperienced colonists is no great task. Young man, I have fought on famous battlefields with some of the greatest armies of Europe. This small and unnote- worthy affair is almost annoying to me. I am anxious to settle it quickly to-morrow and get back to England. Colonel Washington (smiling) — I realize the wonderful field of experience you have had. However, I venture to suggest a few changes for to-mor- row's events. You will find every- thing different, but nevertheless noteworthy. I suggest a few changes in your experienced plans. General Braddock— I can hardly understand what changes would be necessary. What are your suggestions ? Colonel Washington — Have you ever had any dealings with Indians ? General Braddock— No, I have never had the pleasure of making their acquaint- ance except through pictures. Colonel Washington — To-morrow, then, you will have many dealings with them. They form an important and large part of the French army. They fight by hiding behind stones and bushes and trees. They do not know the manly way of fighting in the open. They take an ani- mal's right of as much shelter as possible from Nature. You will certainly avail yourself and sol- diers of the same shelter. That is my suggestion. General Braddock — Do you realize that you are talking to an English General, to one whom the King trusts in the most dangerous situations. I shall never order my soldiers behind trees and bushes. They shall fol- low my leadership in noble rank and file, as they have done so many times before. 1 have over- estimated your skill. But to-mor- row^ you w^ill have the chance to see a fine English battle fought in the brave English w^ay. Let us leave the Indian way to the Indian. Colonel Washington — As you are leader, I follow. But remember my warn- ing — Fight in the open, and all is lost. Fight as your opponents fight, and you will no doubt win. Act VII. Governor Dinwiddie's Headquar- ters. Characters— Colonel George Washington, Governor Dinwiddie. Governor Dinwiddie— How is it that England suffered such a terrible defeat at the hands of the French ? Colonel George Washington— It was a fight between a skilled general of open warfare and a treacherous Indian of the wilderness. No words of mine could induce Gen. Brad- dock to fight as the French and Indians always fight. As a result he was soon killed while riding before his solid mass of men and they were mowed down by Indian arrows and French bullets from every sheltered spot. I directed my men of Virginia to find shelter and they fought as well as they could. We all narrowly escaped death. I had two horses killed under me, and four bullets whizzed through my clothes. Governor Dinwiddie — ^We cannot rest even vv^ith that defeat. I appoint you to command our Virginia troops and to march again to capture the French fort. Outline Studies in History ANCIENT HISTORY GRECIAN HISTORY ROMAN HISTORY ENGUSH HISTORY UNITED STATES HISTORY By MAUD E. KINGSLEY, A. M. A successful teacher says: — THE PALMER CO., Boston, Mass. Gentlemen: During the passing term I have used the Kingsley Outline of United States History with my teachers, who were preparing to take the examination for licenses to teach in New York City. I am glad to say that we are satisfied with that book. It is more than a mere outline; it is in itself sufficient for review, without the aid of a large text book. Every teacber of bistory should examine this series of Outlines. Tbey are particularly valuable for class work, in reviewing and for ready ref- erence. Teachers will find them helpful in the preparation of examina- tion papers. Substantially bound in boards, cloth back, 30 cents each, postpaid^ except the English History which is 46 cents. THE PALMER COMPANY 120 BOYLSTON STREET, - BOSTON, MASS. Great Stories for Cfiildren THE importance of good literature for children can hardly be overstated. There is an unlimited demand from teachers and parents for really good material of this kind. Much is put forth that has no claim other than that its sale will benefit the publisher. Those who control the reading of the young should see that the best, most helpful, most inter- esting stories are provided. The expense need not be great. The quality of the stories must be approved by the judgment of the best judges. We have just brought out ten books containing Ten of the Best of the World's Famous Stories, retold by the late Mr. William T. Stead, the former editor of the English Review of Reviews. Each volume is fully illustrated with charming line drawings, a picture for almost every page. The illustrations speak to the child. They tell the story pictorially, that is related in the text. The drawings allure the child to draw. They are simple and easy to imitate. Each story is a "Classic," approved by the judgment of generations of critical readers. The titles of the volumes are as follows : Aladdin and His Lamp Aesop's Fables Pil(2rim's Progress HawtKorne's Wonder Tales Stories from Cdaucer King Arthur and His Knights The Lady of the Lake Little Snow- White and other Travels of Baron Manchausen Grimm's Fairy Tales Gulliver's Travels in Lilliput Atiractivefy bound in decorated covers, 14 cents, postpaid. For supplementary reading in the grades, and home use, these stories cannot be surpassed. THE PALMER COMPANY, Publishers 120 Boylston Street, - • Boston, Mass. HISTORICAL STORIES IN DRAMATIC FORM Washington, the Commander, at Valley Forge. i e COMPLETE LIST OF HISTORICAL STORIES V 1 t^RITTEN BY MISS GERTRUDE HAND, DANBURY. CONN, j Christopher Columbus. ( Ferdinand Magellan. 2 ( Francis Drake. ( John Smith. 3 The French in Canada. Henry Hudson in the New World. 4 f Miles Standish. 1 Roger Williams. 5 (■ Peter Stuyvesant in New Amsterdam. ( Exploration of the Mississippi. m 6 j William Pcnn and the Quakers. ■ ( LaSalle and his journey down the Mississippi, m 7 f The Charter Oak. 1 ( Patrick Henry. V. 8 George Washington. 9 Washington, the Commander, at Valley Forge. 10 < j The Boston Tea Party. } , X Paul Revere and Batde of Lexington. ] 11 • A 'Israel Putnam. ; ^ 1 Nathan Hale. 12 Daniel Boone. 13 f John Paul Jones. ] I George Rogers Clark. ' 14 ( The Swamp Fox. ( Thomas Jefferson. 15 1 Daniel Webster. 1 Abraham Lincoln. 16 Ulysses Simpson Grant. CONTENTS Foreword Washington, the Commander, at Valley Forge WRITTEN BY MISS GERTRUDE HAND DANBURY. CONN. THE PALMER COMPANY 120 Boylston Street Boston, Mass. 'Hid Copyright 1914 By The Palmer Gnnpany DEC 23 1914 ©CI.A389969 FOREWORD. IN publishing these plays, I have in mind three genera! purposes by which I hope to show their value in the teaching of history in the primary grades of our schools. In the first place, by the use of the plays, the children become fsuniliar with the important events of history without realizing that they are performing a difficult task. They find a pleas- ure in representing the different characters and enter into the important happenings of the life of a character in such a man- ner that the events are permanently fixed in their minds. Col- umbus or any other character is, for the time being, a person living among them. They hear his voice and in their imagi- nations follow his career step by step, feeling his disappoint- ments and enjoying the successes with him. They are brought to see the past and to act out its life in such a manner that its characters become their heroes rather than persons about whom pages have been written to be learned. As they advance through the grades, the characters seem to draw them toward a book so that they may know more about their lives. Instead of giving the pupils page after page for a lesson, we will then find them eager to learn all they can about a charac- ter and the events which brought his career to worthy notice in history. Secondly — A teacher is required to teach certain important historical facts in the grades. She aims to make her lesson as vivid as possible. She wishes the children to know the facts, so avails herself of the splendid opportunity of telling them an interesting story. The aim is to interest the children to remember facts. They do remember them for the time being, but as story after story comes to their ears, character after character takes its place in their minds, until I have found in my own personal experience, that no character is easily distin- guished from another who traversed nearly the same path. If, on the contrary, they talk as their hero talked when per- forming his deeds, all receive the benefit. No particular hero is confused with another because they see each one acting in his own place, giving his services in some way or another to form his country's history. Thirdly — The book can be placed in the hands of the children. The words are simple enough to be read by them and all can easily interpret the meanings of the con- versations. Here then they have their chance for historical knowledge. They can reach out for themselves and grasp consciously the facts that make the historical foundation which they need for all their later work. In class reading lessons there can be no better way to encourage good expression than to have the children speak as the characters spoke. Washington, the Commander, at Valley Forge. Act I — Washington's Headquarters. Characters — General Washington — General Lafayette — Soldiers. Washington — To-day as I walked around the camp, my heart ached for my men. Their feet are without shoes of any warmth, and some cases I saw^ men without any. Around their feet some had rags wound, and blood- stains marked them in many places. Congress complains that I am not doing enough fighting. The other day the word came that I should have my men camp out in the open field and fight with the British. Little they realize the hardship and suffering around me to-night. I must send word around to-night that the rations are short- ened and that there will be no meat. The men may groan, but they will never complain. Lafayette — Every man in your army here to- night is a hero. I, too, realize the terrible sufferings. If my country would only act quickly, something might be done. I am doing all in my power to gain the help of France for you. Soldier (entering) — Over in one of the houses a soldier is dying. They have no fire. I have come to ask for some fuel. Washington — I will go to see him myself. (To soldier) Show me where the dying man is. (To servant) Get a good warm fire in readiness for my re- turn. Have some warm food ready. 1 will have the soldiers bring the dying man to my headquarters. I Whatever comforts I may have to- night I am willing to share with this poor soldier. Act II— Washington's Camp in Woods. Characters — General Washington — Friend Potts, a Quaker Farmer. Scene I— Washington (kneeling at prayer)— The time has come when every- thing seems to be against us. My men are dying day by day. Those that live are slowly starving. Do not allow this to endure longer if thy mighty will can change the awful struggle. As the God of righteousness, help us. Above all else, help and guide me to do the noblest and bravest deeds for my country's honor and thy servants, these poor, helpless, despairing soldiers. Help me to keep kin- dled within them the sparks of patriotism that will lead them to victory when this terrible winter is over. Friend Potts (to himself) — George Washington will succeed. Scene II — Friend Pott*s Home — later in the day. Characters — Friend Potts — His wife. Friend Potts (entering at door of his home) — George Washington will succeed ! George Washington will succeed ! The Americans will win their in- dependence ! Hannah (his wife) — What makes thee think so, Isaac? Friend Potts — I have heard him pray, Han- nah, out in the woods to-day, and the Lord will surely hear his prayer. He will, Hannah ; thee may be sure he will. Scene III — Valley Forge — Troops drawn up in review. Characters — Washington — Lafayette — Sol- diers. Washington — ^To-day I have good news for you. Gen. Lafayette and Benjamin Franklin have finally persuaded the King of France to give his help. Soldiers — Hurrah ! Hurrah ! Long live the King of France. Lafayette — Now your hardships will surely be over, and may victory soon be your reward. Act 111 — Surrender of Cornwallis at Yorktown. Scene I — Camp of Cornwallis. Characters — General Cornwallis — Several oth- er men and army officers. Gen. Cornwallis — I have here a letter from Gen. Clinton. He advises me to remain near the coast so as to be in quick communication with him. He has reason to believe that Washington may suddenly attack New York. If we were only sure of some part of Washington's plans, we might do something, but he is very cautious, and has so far evaded every effort on our part to catch him. First Officer — Gen. Clinton has letters in his possession written by Washington. These letters tell of plans made to capture New York. What better proof do you need of Washing- ton's next move ? Gen. Cornwallis — The letters seem proof enough. We have nothing to fear here at any rate. That " boy *' Lafayette is here with some men, but I can soon capture him. We will rest until further news from Gen. Clinton. (Enter messenger in haste.) Messenger — I bring you news of great impor- tance. A French fleet has been seen approaching. Others tell that Washington's army has sud- denly and mysteriously arrived. Gen. Cornwallis — Can all this be true ? If so we are indeed surprised. I thought Washington safe under Gen. Clin- ton's eyes. We have no time to lose. We must try to get help from Gen. Clinton. Now we will collect our forces. Act III — Scene II — Surrender of Cornwallis. Part I — Among Washington's Army. Characters — Gen. Washington — Some of his aides — Gen. Knox. First Aide — We are in great danger upon this height. The British have a splen- did opportunity to fire upon us. We may be killed. Gen. Washington — If you think so, you are at liberty to step back. Second Aide — We are not afraid, but will stand our ground with you. Gen. Knox (a moment later, as cannon ball falls a few feet off — My dear gen- eral, we can't spare you yet. Come away from here. Gen. Washington — It's a spent ball. Look ! Look ! The redoubt is taken. The work is done, and well done! Part II — Among Comwallis' Army — The Surrender. Characters — Gen. Cornwallis — Gen. Washing- ton — Gen. Lincoln — British Officer — Soldiers (American, British). Gen. Cornwallis (in camp) — The fight is over for us. There is nothing left now but to surrender. I little thought when I first came to America that this untrained army would ever make me prisoner. I cannot go back to England and say that I delivered up my sword to Gen. Washington. That is too great a humiliation. (To one of his offi- cers) — Here, deliver my sword to Gen. Washington and say that I am ill. British Officer (a short time later to Gen. Wash- ington — My commander sends his sword and regrets that he is ill. Gen. Washington (to Lafayette arid others of his officers — The British tried to be as unkind as possible to Gen. Lin- coln when he surrendered at Charleston. They humiliated him. Now it seems only fair that they should have the humiliation of delivering up the sword to him. (To British Officer) — Deliver up the sword to General Lincoln. Tell Cornwallis to be prepared to march out of Yorktown to-morrow. Outline Studies in History ANCIENT HISTORY GRECIAN HISTORY ROMAN HISTORY ENGUSH HISTORY UNITED STATES HISTORY By MAUD E. KINGSLEY, A. M. A successful teacher says: — THE PALMER CO., Boston, Mass. Gentlemen : During the passing term I have used the Kingsley Outline of United States History with my teachers, who were preparing to take the examination for licenses to teach in New York City. I am glad to say that we are satisfied with that book. It is more than a mere outline; it is in itself sufficient for review, without the aid of a large text book. Every teacher of history should examine this series of Outlines. Thev are particularly valuable for class work, iu reviewing and for ready ref- erenoe. Teachers will find them helpful iu the preparation of examina- tion papers. Substantially bouiid in boards, cloth back, 35 cents each, postpaid, except the Bnglish History which is 46 cents. THE PALMER COMPANY 120 BOYLSTON STREET, - BOSTON, MASS. Great Stories for Children THE importance of good literature for children can hardly be overstated. There is an unlimited demand from teachers and parents for really good material of this kind. Much is put forth that has no claim other than that its sale will benefit the publisher. Those who control the reading of the young should see that the best, most helpful, most inter- esting stories are provided. The expense need not be great. The quality of the stories must be approved by the judgment of the best judges. We have just brought out ten books containing Ten of the Best of the World's Famous Stories, retold by the late Mr. William T. Stead, the former editor of the English Review of Reviews. Each volume is fully illustrated with charming line drawings, a picture for almost every page. The illustrations speak to the child. They tell the story pictorially, that is related in the text. The drawings allure the child to draw. They are simple and easy to imitate. Each story is a ''Classic," approved by the judgment of generations of critical readers. The titles of the volumes are as follows : Aladdin and His Lamp Aesop's Fables Pilgrim's Progress Hawthorne's Wonder Tales Stories from Chaucer King Arthur and His Knights The Lady oi the Lake Little Snow- White and other Travels of Baron Munchausen Grimm's Fairy Tales Gulliver's Travels In Lilliput Attractively bound in decorated covers, 1 4 cents, postpaid. For supplementary reading in the grades, and home use, these stories cannot be surpassed. THE PALMER COMPANY, PubUshers 120 Boylston Street, • • Boston, Mass. HISTORICAL STORIES IN DRAMATIC FORM The Boston Tea Party Paul Revere and Battle of Lexington COMPLETE LIST OF HISTORICAL STORIES WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. M 13 J j Christopher Columbus. ( Ferdinand Magellan. 2 i Francis Drake. ( John Smith. 2 I The French in Canada. 1 Henry Hudson in the New World. . f Miles Standish. ^ 1 Roger Williams. c I Peter Stuyvesant in New Amsterdam. ( Exploration of the Mississippi. g ( William Penn and the Quakers. ( LaSalle and his journey down the Mississippi. The Charter Oak. Patrick Henry. 8 George Washington. 9 Washington, the Commander, at Valley Forge. jQ ( The Boston Tea Party. ( Paul Revere and Battle of Lexington. { Israel Putnam. Nathan Hale. r c < 12 Daniel Boone. I John Paul Jones. ( George Rogers Clark. J . j The Swamp Fox. ( Thomas Jefferson. je f Daniel Webster. 1 Abraham Lincoln. 16 Ulysses Simpson Grant. CONTENTS Foreword The Boston Tea Party Paul Revere and the Battle of Lexington WRITTEN BY MISS GERTRUDE HAND DANBURY, CONN. THE PALMER COMPANY 120 BoyUton Street Boiton. Ma». > > .3 Copyri«ht 1914 By The Paimer Company DEC 23 1914 ©GLA3S99G8 FOREWORD. IN publishing these plays, I have in mind three general purposes by which I hope to show their value in the teaching of history in the primary grades of our schools. In the first place, by the use of the plays, the children become familiar with the important events of history without realizing that they are performing a difficult task. They find a pleas- ure in representing the different characters and enter into the important happenings of the life of a character in such a man- ner that the events are permanently fixed in their minds. Col- umbus or any other character is, for the time being, a person living among them. They hear his voice and in their imagi- nations follow his career step by step, feeling his disappoint- ments and enjoying the successes with him. They are brought to see the past and to act out its life in such a manner that its characters become their heroes rather than persons about whom pages have been written to be learned. As they advance through the grades, the characters seem to draw them toward a book so that they may know more about their lives. Instead of giving the pupils page after page for a lesson, we will then find them eager to learn all they can about a charac- ter and the events which brought his career to worthy notice in history, Secondly — A teacher is required to teach certain important historical facts in the grades. She aims to make her lesson as vivid as possible. She v^shes the children to know the facts, so avails herself of the splendid opportunity of telling them an interesting story. The aim is to interest the children to remember facts. They do remember them for the time being, but as story after story comes to their ears, character after character takes its place in their minds, until I have found in my own personal experience, that no character is easily distin- guished from another who traversed nearly the same path. If, on the contrary, they talk as their hero talked when per- forming his deeds, all receive the benefit. No particular hero is confused with another because they see each one acting in his own place, giving his services in some way or another to form his country's history. Thirdly — The book can be placed in the hands of the children. The words are simple enough to be read by them and all can easily interpret the meanings of the con- versations. Here then they have their chance for historical knowledge. They can reach out for themselves and grasp consciously the facts that make the historical foundation which they need for all their later work. In class reading lessons there can be no better way to encourage good expression than to have the children speak as the characters spoke. The Boston Tea Party. Act I — A Town Meeting in Boston. Characters — Samuel Adams; Boston people opposed to taxation by the king. Samuel Adams — This meeting has been called to act upon the tyranny of King George III in opposing our right to go against his taxation. We will now go over the different ways in which he tried to tax us. As I call for the different examples of taxation perhaps some of the peo- ple present will be able to name them. 1 st Member — In 1651, England passed the Navigation Laws forbidding us to trade with any other country but England, and in ways that she alone might dictate. Then she tried to stop our trade with the West Indies, until finally we were driven to smuggling. 2nd Member — Her next attempt was to pass the Stamp Act. This required us to use stamped paper for all news- papers, legal documents and ad- vertisements. These stamps cost from six cents to thirty dollars. Finally England repealed the act. 3rd Member — Still watching for a chance to get money from us. Lord Town- send induced King George III to levy some new taxes. Suddenly we find ourselves taxed for glass, lead, paper and tea. Here again we are firm and refuse to be taxed. Samuel Adams — Now we have come to the great question before us. Shall we submit to the tax on tea which has been forced upon us as a last re- sort ? Speaker for people — In the name of the peo- ple assembled here, I say " No ! We will submit to no taxation un- less we have the right as English- men to use our voice in the laying of the tax. We unite with Patrick Henry in saying, ' Give me liber- ty, or give me death ! * '* Adams — Down in the harbor are the tea ships. To-day is the nineteenth day they have lain in the harbor. To-morrow, the twentieth day, the law permits it to be landed. Something must be done soon. Speaker — New York and Philadelphia sent the ships back. Charleston al- lowed the landing of the tea, but stored it in damp cellars until it spoiled. We must do something. Samuel Adams — This meeting can do nothing more to save the country. Listen ! what is that I hear ? It sounds like an Indian warhoop. Let us depart quietly. Perhaps some move is already begun to save our liberty. Act II — On board tea ships in Boston Harbor Citizens disguised as Indians — Time, a dark night. Leader — Move along quietly, my men. The success of this deed depends upon our being quiet. Let each man work quickly. Empty every chest into the harbor. I St Citizen — Everything shall be done as you say. We will hold this tea-party in honor of our coming liberty. The King of England drinks to our health by this great tea-party. Leader [after all the tea has been emptied into the harbor] — Now let us go quietly back to land. When morning dawns, the King of England will find that he has been an unwilling guest and host at our famous tea- party. May he profit by this les- son ! Paul Revere and the Battle of Lexington Characters — Narrator — Paul Revere — Samuel Adams — ^John Hancock, Paul Re- vere's friend — British general and soldiers — American leader and minute men. Narrator — Once there lived a man whose name was Paul Revere. He heard that the British soldiers in Boston were coming over to Concord to capture the supplies that the Americans had stored there. He had a friend and he said to him : — Paul Revere — I hear that the British soldiers are coming over to Concord to capture the supplies we have there. You go up in that tower of the Old North Church. Watch the British very closely. If they go by land put up one light, and if they go by water put up two lights. I w^ill be on the opposite shore of the river with my horse ready to ride through the country and warn every farmer to be ready. Narrator — So the two friends parted. Paul Revere w^ent over to the opposite side of the river to prepare for his journey. His friend went up in the tower of the Old North Church. He watched and listened. It was very quiet and lonesome in the tower. All that could be heard vsras the hooting of owls as they flew around the tower. The rats scurried past his feet. All at once he heard a sound as if oars w^ere splashing in the water. He looked down and there were the British getting into their boats. He put up one light and then another. Paul Revere saw^ the first light and he jumped onto his horse. But as he turned to go he saw the other light. This told him that the Brit- ish were coming by water. Away he went, past farm-houses, and shouted as he rode by : — Paul Revere — The British are coming ! The British are coming ! Get up quick- ly and be ready to fight. Narrator — On he went toward Concord, warn- ing the farmers as he passed by. He w^as hurrying on to Concord to help the farmers there get the pow- der and supplies to a safe place. In the meantime all the farmers w^ho had been alarmed w^ere up and ready with the best weapons they had. They collected on Lex- ington Green, and by the time the British reached there what a sur- prise they had ! The Minute men were all ready to receive them. The British General shout- ed : — British General — Disperse, ye rebels! Ye rebels, disperse ! Narrator — But not a minute man moved from his place. Then the British Gen- eral became very angry and shout- ed: — British General — If you do not disperse my men will fire ! Narrator — But the American leader replied : American General — If there is to be war, let it begin here! British General — [turning to men.] Fire! American General — [turning to men.] Fire ! Narrator — The Minute Men saw more British soldiers coming up the road, so their leader dispersed his men un- til he could get more of their num- ber together. Then the British marched on to Concord for their second surprise. Outline Studies in History ANCIENT HISTORY GRECIAN HISTORY ROMAN HISTORY ENGLISH HISTORY UNITED STATES HISTORY By MAUD E. KINGSLEY, A. M. A successful teacher says: — THE PALMER CO., Boston, Mass.^ Gentlemen: During the passing term I have used the Kingsley Outline of United States History with my teachers, who were preparing to take the examination for licenses to teach in New York City. I am glad to say that we are satisfied with that book. It is more than a mere outline; it is in itself sufficient for review, without the aid of a large textbook. Every teacher of history should examine this series of Outlines. Thev are particularly valuable for class work, In reviewing and for ready ref- erence. Teachers will find them helpful in the preparation of examina- tion papers. Substantially bound in boards, cloth back, 36 cents each, postpaid, except the English History which is 48 cents. THE PALMER COMPANY 120 BOYLSTON STREET, - BOSTON, MASS. Great Stories for Children THE importance of good literature for children can hardly be overstated. There is an unlimited demand from teachers and parents for really good material of this kind. Much is put forth that has no claim other than that its sale will benefit the publisher. Those who control the reading of the young should see that the best, most helpful, most inter- esting stories are provided. l"he expense need not be great. The quality of the stories must be approved by the judgment of the best judges. We have just brought out ten books containing Ten of the Best of the World's Famous Stories, retold by the late Mr. William T. Stead, the former editor of the English Review of Reviews. Each volume is fully illustrated with charming line drawings, a picture for almost every page. The illustrations speak to the child. They tell the story pictorially, that is related in the text. The drawings allure the child to draw. They are simple and easy to imitate. Each story is a "Classic," approved by the judgment of generations of critical readers. The titles of the volumes are as follows : Aladdin and His Lamp Aesop's Fables Pilgrim's Progress Havfthome's Wonder Tales Stories from Chaucer King Arthur and His Knights The Lady of the Lake Little Snow-White and other Travels of Baron Munchausen Grimm's Fairy Tales Gulliver's Travels in Lilliput Attractively bound in decorated covers, 14 cents, postpaid. For supplementary reading in the grades, and home use, these stories cannot be surpassed. THE PALMER COMPANY, Publishers 120 Boylston Street, - - Boston, Mass. HISTORICAL STORIES IN DRAMATIC FORM Israel Putnam Nathan Hale COMPLETE LIST OF HISTORICAL STORIES Ml WRITTEN BY MISS GERTRUDE HAND, DANBURY, CONN. 7 { J J Christopher Columbus. ( Ferdinand Magellan. 2 I Francis Drake. I John Smith. 2 f The French in Canada. 1 Henry Hudson in the New World. . I Miles Standish. 1 Roger Williams. e I Peter Stuyvesant in New Amsterdam. ( Exploration of the Mississippi. g ( William Penn and the Quakers. ( LaSalle and his journey down the Mississippi. The Charter Oak. Patrick Henry. 8 George Washington. 9 Washington, the Commander, at Valley Forge. j The Boston Tea Party. ( Paul Revere and Battle of Lexington. Israel Putnam. Nathan Hale. 12 "' Daniel Boone. j^ / John Paul Jones. ( George Rogers Clark. j^ j The Swamp Fox. ( Thomas Jefferson. jc I Daniel Webster. 1 Abraham Lincoln. 16 Ulysses Simpson Grant. 10 ^^B i CONTENTS Foreword Israel Putnam Nathan Hale WRITTEN BY MISS GERTRUDE HAND DANBURY. CONN. THE PALMER COMPANY 120 BoyUton Street BottoD. Mom. Ei7^ .3 Copyright 1914 By The Pabnet Company OEC 23 1314 CI,A389{);6 FOREWORD. TN publishing these plays, I have in mind three general purposes by which I hope to show their value in the teaching of history in the primary grades of our schools. In the first place, by the use of the plays, the children become familiar with the important events of history without realizing that they are performing a difficult task. They find a pleas- ure in representing the different characters and enter into the important happenings of the life of a character in such a man- ner that the events are permanently fixed in their minds. Col- umbus or any other character is, for the time being, a person living among them. They hear his voice and in their imagi- nations follow his career step by step, feeling his disappoint- ments and enjoying the successes with him. They are brought to see the past and to act out its life in such a manner that its characters become their heroes rather than persons about whom pages have been written to be learned. As they advance through the grades, the characters seem to draw them toward a book so that they may know more about their lives. Instead of giving the pupils page after page for a lesson, we v^ll then find them eager to learn all they can about a charac- ter and the events which brought his career to worthy notice in history. Secondly — A teacher is required to teach certain important historical facts in the grades. She aims to make her lesson as vivid as possible. She v^ishes the children to know the facts, so avails herself of the splendid opportunity of telling them an interesting story. The aim is to interest the children to remember facts. They do remember them for the time being, but as story after story comes to their ears, character after character takes its place in their minds, until I have found in my own personal experience, that no character is easily distin- guished from another who traversed nearly the same path. If, on the contrary, they talk as their hero talked when per- forming his deeds, all receive the benefit. No particular hero is confused with another because they see each one acting in his own place, giving his services in some way or another to form his country's history. Thirdly — The book can be placed in the hands of the children. The words are simple enough to be read by them and all can easily interpret the meanings of the con- versations. Here then they have their chance for historical knowledge. They can reach out for themselves and grasp consciously the facts that make the historical foundation which they need for all their later work. In class reading lessons there can be no better way to encourage good expression than ito have the children speak as the characters spoke. Israel Putnam. Act I — At work in the field. Characters — Israel Putnam — Messenger — [plowing field.] Israel Putnam — There has been no news from Boston for two days. I wonder how things are coming out up there. There is sure to be some sign of a struggle soon. Messenger [in great haste] — The news has come from Boston that the British attempted to capture some sup- plies at Concord. They were foiled and forced to retreat in great haste to Boston. They are now being surrounded by the Americans. Israel Putnam — That is the news I have been waiting for. I shall lose no time in reaching Boston. Tell one of my men to take this horse from the plow. I shall have just about time enough to gather some forces and be on the march. Act II— At Battle of Bunker Hill. Scene I — Throwing up the breastworks. Characters — Israel Putnam, American Sol- diers, Dr. Joseph Warren, British Soldiers, Colonel Prescott. Colonel Prescott (to his squad of men) — There is no time to be lost. The fortifications must be ready before daybreak. Dr. Joseph Warren [to his men] — Good work, my brave fellows. General Gage will hear more from the "Rebels" in the morning. Israel Putnam [who has just arrived] — At last! We have been marching night and day to lend our aid. I heard some news on my way up. Colonel Prescott — What did you hear? Israel Putnam — I heard that the British intend fortifying this same hill to-morrow. Dr. Warren [laughing] — It doesn't always pay to wait until morning. We will give them quite a surprise. Act II— Scene II— The Battle. Soldier [on guard] — The British soldiers are now at the foot of the hill. Colonel Prescott — Get ready, my men. See that you are well hidden by the breastworks. Now for our sur- prise for the British. Remember our order, "Don't fire until you see the whites of their eyes ! " Israel Putnam — That is wise. We have no powder to spare. But powder or no powder, I say, " Fight ! Fight as you never fought before. Hush, they are almost to the top of the hill. Colonel Prescott [in clear voice] — Now is your chance. Give them the worth of your powder and bullets. Israel Putnam — [After soldiers have fired and British in great haste retreat down the hill]. See them run ! See them run ! A big surprise for the British that time. Lose no time loading your guns. They may change their minds and come back again. Dr. Warren — You are right. Here they come again. The Commander is order- ing them on. Colonel Prescott — Keep under shelter and give them the same greeting as before. Colonel Prescott [as British reach top of hill] — Ready — Fire. Make every bul- let tell. Israel Putnam [after British have retreated the second time] — They act as if they never expected to reach the foot of the hill alive. Soldier [from Dr. Warren's squad] — Dr. War- ren has been wounded. Come to him quickly. I think he is dying. Israel Putnam — Carry him off as quickly as possible. Go to a place of safety. [To Colonel Prescott] — They made a better fight that time. Look ! Look ! They are coming again. Colonel Prescott — There is nothing left for us but to retreat. All our ammuni- tion is gone. Israel Putnam [excitedly] — Retreat ! Never, after driving them back twice ! Use the butts of your muskets, stones, anything; but let us stand our ground to the finish. Colonel Prescott [after British gain more and more of an advantage] — Retreat carefully. There is nothing more we can do now. Israel Putnam — [some time later, after forces retreated in safety] — If we had only had more powder w^e would have shown them what rebels could do. We at least showed them that we intended to fight. Nathan Hale. Act I — Washington's Headquarters — New York. Characters — Gen. Washington; several cap- tains and lieutenants, Nathan Hale. Washington — Now that we have succeeded in escaping from Long Island, we must try still harder to evade an im- mediate attack from Lord Howe. Lieutenant — No doubt he is wondering yet how we ever managed to do it. No one but a brave and resource- ful general like you could have done it. Washington — My part in the retreat was played solely for the good of my country and her soldiers. Howe would have surrounded us in no time, and our small force would have been of no avail against his well trained army. But even now we have not a moment to spare. He realizes by this time that we are in New York. I wish I knew w^hat his plans are. So much de- pends on my moving in the right direction. What a terrible weight is on my mind to-night. You are all doing your best, but if there w^ere only some one w^ho could go over among Howe's army and find out some of his plans ! Captain — That would mean death to the one who tried. What if he should be captured ! We are in trouble enough already. Nathan Hale — Brave commander, may your mind be at ease! There is one who is not afraid. I will gladly go i as a spy, and if necessary give my life for my country. I will start in the morning. I will disguise myself as a school teacher and find out what 1 can. Washington — Your brave offer will never be forgotten. Go as soon as possible and work for the freedom of your country. May your life be spared for the deed you attempt. Act II — General Howe*s camp. Characters — Soldiers — Nathan Hale — General Howe. Soldier [bringing Hale before Howe] — We have here a person who has been around our camp. We have talked to him and believed him a friend of the British. To-day w^e have reason to believe he is a spy. We have found these papers and plans upon him. Gen. Howe [after examining prisoner] — I con- demn you to be hanged as a spy. Next Sunday morning is the day I name. [To soldiers] Place him under guard. Act III. Nathan Hale under guard — [That night.] Characters — Nathan Hale — Jailer. Nathan Hale — To-morrow morning, you say, I am to be hanged. Will you grant a wish by asking for a bible for me. If possible, ask that a clergyman be allowed to call upon me. Jailer — No, indeed, I will ask no favors for you. Why did you ask me ? You are a spy. A spy should ask for no favors. Nathan Hale [after writing letters to his mother and betrothed] — Surely you will not refuse this last request I make. Give these letters to some one to deliver to my mother. I shall never look on her face again. I beg of you to grant my wish. Jailer [tearing letters into pieces] — Here is the way I will deliver your letters. Now you see how many wishes I will grant for you. Nathan Hale — Here I spend the night without even a dying beggar's consolation. Not a friendly word can reach me. The thought of my mother at home waiting to receive me brings a bitter pang to my heart. But all is lost for me now. I resign myself to whatever comes to pass. Act IV — Nathan Hale about to be hanged as a spy. Characters — Nathan Hale — Gen. Howe — Jailer — Soldiers. Jailer — The scaffold is ready. Pass out to your reward for your act as a spy. Gen. Howe — Have you anything to say for yourself before you die ? Nathan Hale — I only regret that I have but one life to lose for my country. Something New in Geography Teaching Pupils^ Outlines in Geography By District Superintendent B. NORMAN STRONG Arsenal School District, Hartford, Conn. These Outlines aim to standardize the teaching of Geography. They are in the loose-lecif form eind are to be put into the hands of the pupil leaf by leaf as the study progresses. t The OL/ TF/r furnished for each pupil will be : 1. The Outlines: 2. A riap of the Continent Studied; 3. Drawing Paper; 4. Writing Paper; 5. Loose-Leaf Cover. IF Each pupil's Geography when completed by himself will consist of the following: I. The Outlines; 2. Flap (colored); 3. The Pupil's Own Hap; 4. Answers to the Questions in Outline; 5. Interesting Pacts About the Outline Topics; 6. Compositions on Special Topics; 7. Pictures Collected or Drawn by the Pupil. II The different School Geographies do not give a common body of fact and the great mass of unorganized geographic material given by most of them IS confusing to both teacher and pupil. An earnest effort has been made in these Outlines to select the reaUy important facts that are ac- cepted by all, and that can be taught reasonably and delightfully in the time alloted to the study of geography. The method is in accor- dance with the latest pedagogy. II These Outlines do not aim to supersede but to supplement and vital- ize the regular Geographies now in use. They contain numerous cross- references to the latter; also to many supplementary sources of information. Pupils' Outlines in Geography for Europe, Asia, Africa, North America, South America, and United States are now ready. PRICES The Outlines, with Colored Hap 20 cents Drawing Paper, proper size and Punched ...Package 36 sheets, I5 cents Writing Paper, " " " " .... " " " 1 5 cents Loose-Leaf Covers, especially designed for these Outlines, each 20 cents The above items can be purchased separately if desired. Specify whether ruled or plain writing paper Is desired. Special prices on large quantities. THE PALMER COMPANY, Educational Publishers 120 BOYLSTON STREET, BOSTON, MASS. Outline Studies in History ANCIENT HISTORY GRECIAN HISTORY ROMAN HISTORY ENGLISH HISTORY UNITED STATES HISTORY By MAUD E. KINGSLEY, A. M. A successful teacher says: — THE PALMER CO., Boston, Mass. Gentlemen : During the passing term I have used the Kingsley Outline of United States History with my teachers, who were preparing to take the examination for licenses to teach in New York City. I am glad to say that we are satisfied with that book. It is more than a mere outline; it is in itself sufficient for review, without the aid of a large text book. Every teacher of history should examine this aeries of Outlines. They are particularly valuable for class work, in reviewing and for ready ref- erence. Teachers will find them helpful in the preparation of examina- tion papers. Substantially bound in boards, cloth back, 35 cents each, postpaid, except the English History which is 46 cents. THE PALMER COMPANY 120 BOYLSTON STREET, - BOSTON, MASS. Great Stories for Gliildreii THE importance of good literature for children can hardly be overstated. There is an unlimited demand from teachers and parents for really good material of this kind. Much is put forth that has no claim other than that its sale will benefit the publisher. Those who control the reading of the young should see that the best, most helpful, most inter- esting stories are provided. The expense need not be great. The quality of the stories must be approved by the judgment of the best judges. We have just brought out t'en books containing Ten of the Best of the World's Famous Stories, retold by the late Mr. William T. Stead, the former editor of the English Review of Reviews. Each volume is fully illustrated with charming line drawings, a picture for almost every page. The illustrations speak to the child. They tell the story pictorially, that is related in the text. The drawings allure the child to draw. They are simple and easy to imitate. Each story is a "Classic," approved by the judgment of generations of critical readers. The titles of the volumes are as follows : Aladdin and His Lamp Aesop's Fables Pilgrim's Progress HawtFiorne's Wonder Tales Stories from Chaucer King Arthur and His Knights The Lady of the Lake Little Snow- White and other Trarels of Baron Munchausen Grimm's Fairy Tales Gulliver's Travels in Lilliput Attractively bound in decorated covers, 14 cents, postpaid. For supplementary reading in the grades, and home use, these stories cannot be surpassed. THE PALMER COMPANY, Publishers 120 Boylston Street, - - Boston, Mass. h HISTORICAL STORIES IN DRAMATIC FORM Daniel Boone COMPLETE LIST OF HISTORICAL STORIES WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. . 1 2 3 4 5 6 7 8 9 10 11 12 • 13 14 15 16 J Christopher Columbus. ( Ferdinand Magellan. ^ ( Francis Drake. 1 John Smith. f The French in Canada. I Henry Hudson in the New World. I Miles Standish. 1 Roger Williams. I Peter Stuyvesant in New Amsterdam. ( Exploration of the Mississippi. ( William Penn and the Quakers. ( LaSalle and his journey down the Mississippi. I The Charter Oak. 1 Patrick Henry. George Washington. Washington, the Commander, at Valley Forger 5 The Boston Tea Party. ( Paul Revere and Battle of Lexington. ( Israel Putnam. |. Nathan Hale. c'ci Daniel Boone. f John Paul Jones. 1 George Rogers Clark. ( The Swamp Fox. \ Thomas Jefferson. Daniel Webster. Abraham Lincoln. Ulysses Simpson Grant. Foreword Daniel Boone CONTENTS WRITTEN BY MISS GERTRUDE HAND DANBURY. CONN. THE PALMER COMPANY 120 Boylston Street Boston, Mass. • 3 'M Z3 Copyright 1914 By The Palmer Company ^ o./o BEG 23 i914 ©Gl, A3 899 17 FOREWORD. IN publishing these plays, I have in mind three general purposes by which I hope to show their value in the teaching of history in the primary grades of our schools. In the first place, by the use of the plays, the children become familiar with the important events of history without realizing that they are performing a difficult task. They find a pleas- ure in representing the different characters and enter into the important happenings of the life of a character in such a man- ner that the events are permanently fixed in their minds. Col- umbus or any other character is, for the time being, a person living among them. They hear his voice and in their imagi- nations follow his career step by step, feeling his disappoint- ments and enjoying the successes with him. They are brought to see the past and to act out its life in such a manner that its characters become their heroes rather than persons about whom pages have been written to be learned. As they advance through the grades, the characters seem to draw them toward a book so that they may know more about their lives. Instead of giving the pupils page after page for a lesson, we will then find them eager to learn all they can about a charac- ter and the events which brought his career to worthy notice in history. Secondly — A teacher is required to teach certain Important historical facts in the grades. She aims to make her lesson as vivid as possible. She wishes the children to knov^ the facts, so avails herself of the splendid opportunity of telling them an interesting story. The aim is to interest the children to remember facts. They do remember them for the time being, but as story after story comes to their ears, character after character takes its place in their minds, until I have found in my own personal experience, that no character Is easily distin- guished from another who traversed nearly the same path. If, on the contrary, they talk as their hero talked when per- forming his deeds, all receive the benefit. No particular hero is confused with another because they see each one acting in his own place, giving his services In some way or another to form his country's history. Thirdly — The book can be placed in the hands of the children. The words are simple enough to be read by them and all can easily interpret the meanings of the con- versations. Here then they have their chance for historical knowledge. They can reach out for themselves and grasp consciously the facts that make the historical foundation which they need for all their later work. In class reading lessons there can be no better way to encourage good expression than to have the children speak as the characters spoke. Daniel Boone. Act I — Daniel Boone's home in wilderness — North Carolina. Characters — Daniel Boone — His Wife — Squire Boone, his brother. Daniel Boone — For nine years I have lived in this one spot. I long day by day to move farther into the wilder- ness. I know there must be good land and plenty of game to the west of the Alleghany Mountains. I cannot endure this life of quiet any longer. [To his brother] — What do you say to a trip over the mountains ? Squire Boone — The journey w^ould be a dan- gerous one. No doubt the woods are full of wild animals. The In- dians are probably the only inhab- itants, and they might not care for our company. D. Boone — The wilder the country, the better I will like it. Since my boyhood days 1 have loved the wilderness. I propose starting in two days toward the west. Will you ac- company me ? S. Boone — Yes, I will go, and there are others in this settlement who would be willing to risk something to own new land. Let us make our plans to-night. Mrs. D. Boone — Why, Daniel ! what will be- come of me and the children ? D. Boone — If the country proves as rich as I think, I will build a home for you and return for you to move there. Mrs. D. Boone — 1 fear this trip into the wil- derness may mean your death. Daniel Boone — Have no fear, I will use every means I can to save my life. I have been in w^ild places before. [To brother] — Come over to-night and bring Neighbor Stewart and four or five others with you, and we will make some plans for our trip. Act H — In the wilderness at Kentucky. Scene I — In an Indian Camp — Midnight. Characters — Indians (asleep) — Daniel Boone — Stewart [who had been captured by Indians seven days before.] Daniel Boone [to Stewart] — It seems as if they would never give us any chance to escape. Every moment we are under their watchful eyes. Can you not think of some plan ? Stewart — My only hopes are for to-night. They have eaten so heartily to-day and feasted so much that they seem to be sleeping more soundly than ever. If only this dusky sav- age sitting at my feet would go to sleep, there might be some chance of escape. No use trying to kill him. It would only arouse the others. Indian gets up and goes between Boone and Stewart, preventing them from talking any longer. Soon, how- ever, he, too, falls asleep. D. Boone [creeping stealthily over to Stewart, who has fallen asleep] — Wake up ! All are now sleeping. Follow me quietly. Go on your hands and knees until we are far out of their sight. Then we'll make for camp. Stewart [some moments later] — Sh ! Sh ! I thought I heard a sound. Go as quickly as possible. Make for the shelter of those trees. This is our last chance for life. Act II — Scene II — At Boone's deserted camp — Next morning. Characters — D. Boone — Stewart. D. Boone — At last we have reached here in safety. Our friends will be pleased to see us. Stewart [who has been in log hut] — It looks as if we would have to search for them. Everything is deserted. D. Boone — Where can my brother and the others be ? Perhaps they are out searching for us. I hope they don't fall into the hands of our Indian enemies. Stewart — It seems good to be back to the camp again. I'm mighty glad to have my scalp. D. Boone — Let us prepare dinner for our- selves. Perhaps the others will come back before night. Act II — Scene III — D. Boone's Camp — Some weeks later. Characters — D. Boone — Stewart — Squire Boone — Companion . Daniel Boone — It worries me what could have happened to my brother and the others. Stewart — Perhaps they tired of wilderness life, and have returned home. I'm getting a little tired myself, but I won't leave you here alone. Squire Boone [outside log hut] — Some one must be in our hut. See ! Smoke is coming from the comer of the hut. Who can be there ? Companion — Perhaps your brother and Stew- art have come back during our absence. Squire Boone — More likely Indians are within. We'll creep up slowly and quietly and see. Is your gun loaded ? Squire Boone [as Daniel Boone and Stewart come from other side of log hut] — My brother ! I never expected to see you alive again. What hap- pened to you? [All return to hut and seat themselves around campflre.] Companion — Tell us what happened to you. We had given you up for dead. D. Boone — We were having fairly good hunt- ing luck when we were suddenly surprised by a band of warlike Indians. They must have heard the crack of our rifles and followed our trail. We were taken to their camp and closely watched night and day. We finally escaped one night after they had all fallen asleep after a day and night of feasting. We stole away and lost no time reaching here. We thought you must have gone home. S. Boone — The others left for home, frightened at your fate. I could not go back without first searching for you. Act II — Scene IV — Some days later. Same place — ^Same characters. Companion [hurriedly entering camp where D. Boone and S. Boone are cook- ing venison] — Oh ! Oh ! Stewart is dead ! Stewart is dead ! I heard a shot over beyond this clearing. I called to Stewart and asked him what game he had captured. There was no answer, so I went to look. He lay dead among the bushes. A bullet entered his heart. D. Boone — That is the work of those Indians who captured us. Get the rifles ready and we will go and bury Stewart. Poor Stewart. They found you at last. Til try to give them a harder fight. Companion — I've seen enough of this wild life. I'm going home. You may stay and risk your lives, but I'll start now. D. Boone — I intend to make my home here if I have to live in the trees by night and hide in the bushes by day. Act III — Kentucky Wilderness — Six months later. Characters — Daniel Boone — Squire Boone. Daniel Boone [after shooting a wild duck] — I am afraid my rifle was heard that time. I think I hear sounds of some one approaching. I'll climb this tree and look around. [Up in tree proach. [sees his brother ap- D. Boone [climbing down again, he quickly runs and greets his brother, who has been away for three months, returning with horses, ammunition and food]— Well ! Well ! I thought you would never return. What news do you bring from home ? Squire Boone — All are well and anxious for your safety. They all think we are foolish to remain in the wilder- ness much longer, thinking it will surely be our death. How have you fared since 1 left ? D. Boone — 1 have been so busy dodging In- dians and wild beasts that I haven't had much time to think of anything except to wonder when you would return. I haven't slept in the hut since you left. I haven't even dared kindle a fire lest they should trace me by its smoke. I have lived in the most concealed places, and have often had very little to eat. I'm mighty glad you brought some good food. S. Boone — Have you seen many Indians lurk- ing around ? D. Boone — I have been up in that tall tree and have seen them come day after day, search the hut for me, and then go off disappointed looking for my tracks. S. Boone — Now that I have returned with the provisions, we will lose no time searching for a good spot for set- tlement. Then we'll return home for our families and see if we can't persuade some of our neighbors to come and make their homes here. D. Boone — In my wanderings, lately, I found a good spot for a settlement. It lies upon the banks of the Ken- tucky River. After we have eaten a good meal, we will take a look around. Act IV — Settlement of Boonesborough — Ken- tucky River — Kentucky Wilder- ness. Characters — D. Boone — His family — S. Boone — Several men of settlement — Frances and Betsey Calloway — Jemima Boone. Scene 1 — D. Boone's daughter and two girl friends captured by Indians. Jemima — It's great sport out here in Kentucky. I love to live by a river. I'd never tire of paddling a canoe. Do you like it out here, Frances ? Frances — I'd like it better if it wasn't for the Indians. Father says they will never be very friendly. They seem to want to kill us all. Jemima — They have captured my father many times. He says they are angry because this is their best fighting ground. They call it the " Dark Ground," because so many bat- tles were fought here between the tribes. Betsey — Oh ! let's not talk about Indians. It makes me shiver. I think I hear them in the bushes every time I hear them talked about. Jemima — I thought I saw something moving back of those bushes. Betsey — Come ! let's go back to the other side of the river. Vm afraid, out of sight of the fort. Indian [jumping from behind bushes, grabs rope hanging from canoe and quickly pulls it to shore] — No go back novvr. Redmen will take you home. [Other Indians come up and make girls pris- oners, marching them off through forest.] Indian [who has noticed Jemima Boone break- ing twigs and dropping them to mark the trail] — If you drop twigs, w^e will tomahawk you. See! Raising tomahawk above her lead.] — Walk faster. Jemima [after some time begins to tear bits of of her dress and drop them unob- served] — If father can only find us. I wish I had stayed near the fort. Act IV — Scene II — Boonesborough — At night. Man from fort [rushing out to D. Boone and Calloway, who have been hunting all day] — Jemima, Frances and Betsey have been captured by the Indians. They paddled over to the other side of the river. The Indians were hiding in the bushes and captured them. We couldn't get near enough to help them, be- cause they had the only canoe. Daniel Boone — Get the guns ready. Get plenty of ammunition. We must follow them as soon as daybreak. Oh ! If I had only known this sooner. They may be killed before we reach them. Calloway — Why did the girls go out of sight of the fort? I have told them many times that the Indians were very unfriendly and that they must keep inside the fort. Daniel Boone — Probably they saw us go away this morning and felt braver. Til settle with them if any harm comes to the girls. I can hardly wait until morning comes. Act IV — Scene III — Finding the Indian Trail — Rescuing the girls — The next day. D. Boone — At last ! Here are their tracks. They have gone this w^ay. The '* Buffalo Road*' looked easier to travel. If we only find them soon I will be happy. They must tire soon. Calloway — Here is a piece of a girl's dress. Maybe they have been killed already. D. Boone [finding more pieces] — No, here is some more. One of the girls must have dropped them for a clew^. Companion — Look ! Look ! There is some smoke rising ! We must be near their camp. D. Boone — Sh ! Sh ! There they are behind those bushes. Go up carefully. They might kill the girls if they saw us. Indians [looking back, see Boone and his com- panions] — White men ! White men ! Run ! Run ! fD. Boone and his followers fire, killing four Indians. Others run away in great haste, leaving girls and weapons behind them.] Girls [rushing toward their father] — Oh ! father, we are so glad you found us. We never thought we'd be alive when you got here. They said they'd tomahawk us. D. Boone — We were afraid you would be dead. I hope this will teach you a lesson to keep near the fort. Calloway — Come back home now, and re- member what I have told you about the Indians. Act V — Fort at Boonesborough — Time, 1 778 — June 20. Scene I — [At night.] Characters — Daniel Boone — Several people within the fort — Indians outside the fort. Daniel Boone [pounding on gate and shout- ing] — I am Daniel Boone. Come, get up and let me in. There is no time to be lost. Man in fort [awakened from sleep] — Can it really be Boone who has come back after all these months. [Opens gate.] — Is it really you, Boone ? We gave you up for dead. How did you finally manage to escape ? [Both go into one of log houses. Companion procures a light.] Companion [looking at Boone in surprise.] — You have Boone's voice, but you look like an Indian. Daniel Boone — I have been an Indian for sev- eral months. But I can't stop to tell you much now. The Indians are probably close on my trail this moment. Call up all the men and get the women and children into places of safety. We must hur- riedly prepare to defend our homes. D. Boone sinks exhausted on a log stool. Companion goes to alarm men of Boonesborough. All soon assem- ble outside. Daniel Boone goes out to tell them. All [shouting] — Hurrah ! Hurrah ! Three cheers for the Indian, Daniel Boone. D. Boone — Stop cheering now. Get to work quickly to see if the fortifications are strong. Get in all the cattle from outside. Load your muskets. 1 St Man — Why ! what is the matter ? D. Boone — I heard the Indians planning an attack upon you. They tried their best to guard me, but I finally es- caped about four days ago. I have travelled about one hundred and sixty miles and have had only one meal. I didn*t dare stop for anything. I fear they may be here any moment now. Let us begin w^ork right away. Act V — Scene II — Indians outside fort de- manding its surrender — Boone and companions within making last attempts at safe fortification. D. Boone [mounting to top of high gate] — Many thanks to you for waiting for us for two days. We intend to defend our fort to the finish. Indian Chief — Send out twelve of your men and we will make peace. Red men don't want to fight now. They want to make peace. Boone [to twelve strongest men] — Go out and see what they mean. They may intend treachery. We will defend you. If they show any signs of fight, make for the shelter of the fort quickly. D. Boone [sometime later] — Look ! Aim quickly. The Indians are trying to seize the men. Good, they have broken loose. Fire again. Keep them back until the men reach the gate. Men [shouting to Boone as they get inside the fort] — I guess it's fight they want. We had to make a lively run to escape them. D. Boone — Get to your places at the loop- holes. They mean to fight, and we'll give them all they want. Act V — Scene III — After Indians have gone aw^ay. D. Boone — Well! There they go. I guess they have given it up. It's well they did, because we would have fought to the finish. 1st Man — They tried everything. We dis- covered some of them trying to dig a tunnel under the fort. We fired upon them and drove them away. D. Boone — They may come back again, but we'll be on our guard. They will find out that we intend to remain on these grounds. Something New in Geography Teaching Pupils^ Outlines in Geography By District Superintendent B. NORMAN STRONG Arsenal School District, Hartford, Conn. These Outlines aim to standardize the teaching of Geography. They are in the loose-leaf form and are to be put into the hands of the pupil leaf by leaf as the study progresses. H The OUTFIT furnished for each pupil will be : I. The Outlines; 2. A Hap of the Continent Studied; 3. Drawing Paper; 4. Writing Paper; 5. Loose-Leaf Cover. H Each pupil's Geography when completed by himself will consist of the following: I. The Outlines; 2. flap (colored); 3. The Pupil's Own Hap; 4. Answers to the Questions in Outline; 5. Interesting Pacts AI)out the Outline Topics; 6. Compositions on Special Topics; 7. Pictures Collected or Drawn by the Pupil. 1 The different School Geographies do not give a common body of fact and the great mass of unorganized geographic material given by most of them is confusing to both teacher and pupil. An earnest effort has been made in these Outlines to select the really important facts that are ac- cepted by all, and that can be taught reasonably and delightfully in the time alloted to the study of geography. The method is in accor- dance with the latest pedagogy. 1 These Outlines do not aim to supersede but to supplement and vital- ize the regular Geographies now in use. They contain numerous cross- references to the latter ; also to many supplementary sources of information. Pupils' Outlines in Geography for Europe, Asia, Africa, North America, South America, and United States are now ready. PRICES The Outlines, with Colored Hap 20 cents Drawing Paper, proper size and Punched . . .Package 36 sheets, I5 cents Writing Paper, " " " " .... " " " 1 5 cents Loose-Leaf Covers, especially designed for these Outlines, each 20 cents The above items can be purchased separately if desired. Specify whether ruled or plain writing paper is desired. Special prices on large quantities. THE PALMER COMPANY, Educational Publishers 120 BOYLSTON STREET, BOSTON, MASS. Outline Studies in History ANCIENT HISTORY GRECIAN HISTORY ROMAN HISTORY ENGLISH HISTORY UNITED STATES HISTORY By MAUD E. KINGSLEY, A. M. A successful teacher says: — THE PALMER CO., Boston, Mass. Gentlemen: During the passing term I have used the Kingsley Outline of United States History with my teachers, who were preparing to take the examination for licenses to teach in New York City. I am glad to say that we are satisfied with that book. It is more than a mere outline; it is in itself sufficient for review, without the aid of a large text book. \ Eyery teacher of history should examine this series of Outlines. They are particularly valuable for class work, In reviewing and for ready ref - ercnee. Teachers will find them helpful in the preparation of examina- tion papers. SubstantUUv bound in boards, cloth back, 35 cents each, postpaid, except the English History which is 46 cents. THE PALMER COMPANY 120 BOYLSTON STREET, - BOSTON, MASS. Great Stories for diildren THE importance of good literature for children can hardly be overstated. There is an unlimited demand from teachers and parents for really good material of this kind. Much is put forth that has no claim other than that its sale will benefit the publisher. Those who control the reading of the young should see that the best, most helpful, most inter- esting stories are provided. The expense need not be great. The quality of the stories must be approved by the judgment of the best judges. We have just brought out ten bgoks containing Ten of the Best of the World's Famous Stories, retold by the late Mr. William T. Stead, the former editor of the English Review of Reviews. Each volume is fully illustrated with charming line drawings, a picture for almost every page. The illustrations speak to the child. They tell the story pictorially, that is related in the text. The drawings allure the child to draw. They are simple and easy to imitate. Each story is a "Classic," approved by the judgment of generations of critical readers. The titles of the volumes are as follows : Aladdin and His Lamp Aesop's Fables Pilgrim's Progress Hawthorne's Wonder Tales Stories from GKaacer King Arthur and His Knights The Lady of the Lafce Little Snow- White and other Travels of Baron Munchausen Grimm's Fairy Tales Gulliver's Travels In Lilliput Attractively bound in decorated covers, 14 cents, postpaid. For supplementary reading in the grades, and home use, these stories cannot be surpassed. THE PALMER COMPANY, Publishers 120 Boylston Street, - • Boston, Mass. HISTORICAL STORIES IN DRAMATIC FORM John Paul Jones George Rogers Clark COMPLETE LIST OF HISTORICAL STORIES 1 WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. j Christopher Columbus. VFerdinand Magellan. 2 ( Francis Drake. (John Smith. 3 1 The French in Canada. 1 Henry Hudson in the New World. 4 f Miles Standisli. 1 Roger Williams. 5 1 Peter Stuyvesant in New Amsterdam. ( Exploration of the Mississippi. 6 5 William Penn and the Quakers. ( LaSalle and his journey down the Mississippi. 7 1 The Charter Oak. I Patrick Henry. 8 George Washington. 9 Washington, the Commander, at Valley Forge. 10 ( The Boston Tea Party. \ Paul Revere and Battle of Lexington. 11 J Israel Putnam. ( Nathan Hale. 12 . Daniel Boone. 13. }cf John Paul Jones. ( George Rogers Clark. 14 ( The Swamp Fox. ( Thomas Jefferson. 15 J Daniel Webster. ( Abraham Lincoln. 16 Ulysses Simpson Grant. CONTENTS Foreword John Paul Jones George Rogers Clarke WRITTEN BY MISS GERTRUDE HAND DANBURY, CONN. THE PALMER COMPANY 120 Boylston Street Boston, Mass. 3 'Hz 5 Copyright 1914 By The Palmer Company f 0»( 9 DEC 23 1314 C1,A389967 FOREWORD. IN publishing these plays, I have in mind three general purposes by which I hope to show their value in the teaching of history in the primary grades of our schools. In the first place, by the use of the plays, the children become familiar with the important events of history without realizing that they are performing a difficult task. They find a pleas- ure in representing the different characters and enter into the important happenings of the life of a character in such a man- ner that the events are permanently fixed in their minds. Col- umbus or any other character is, for the time being, a person living among them. They hear his voice and in their imagi- nations follow his career step by step, feeling his disappoint- ments and enjoying the successes with him. They are brought to see the past and to act out its life in such a manner that its characters become their heroes rather than persons about whom pages have been written to be learned. As they advance through the grades, the characters seem to draw them toward a book so that they may know more about their lives. Instead of giving the pupils page after page for a lesson, we will then find them eager to learn all they can about a charac- ter and the events which brought his career to worthy notice in history. Secondly — A teacher is required to teach certain important historical facts in the grades. She aims to make her lesson as vivid as possible. She wishes the children to know the facts, so avails herself of the splendid opportunity of telling them an interesting story. The aim is to interest the children to remember facts. They do remember them for the time being, but as story after story comes to their ears, character after character takes its place in their minds, until I have found in my own personal experience, that no character is easily distin- guished from another who traversed nearly the same path. If, on the contrary, they talk as their hero talked when per- forming his deeds, all receive the benefit. No particular hero is confused with another because they see each one acting in his own place, giving his services in some way or another to form his country's history. Thirdly — The book can be placed in the hands of the children. The words are simple enough to be read by them and all can easily interpret the meanings of the con- versations. Here then they have their chance for historical knowledge. They can reach out for themselves and grasp consciously the facts that make the historical foundation which they need for all their later work. In class reading lessons there can be no better way to encourage good expression than to have the children speak as the characters spoke. John Paul Jones. Act I — On board Bonhomme Richard. Characters — John Paul Jones — Sailors on American vessel — Sailors on Brit- ish Vessel, Serapis — Commander. John Paul Jones [after fighting for some time] — Load the guns, but do not fire them. [To pilot] — Come as close as possible to the enemy's ship. British Commander [shouting to Jones] — Have you struck? J. P. Jones — I have not begun to fight. [As vessels come in touch, Jones lashes them together with his ow^n hands.] J. P. Jones [to his men] — Don't lose any time in firing. Climb the masts and fire down upon them. Sailor [a few moments later] — One of our hand grenades fell upon the ene- my*s deck. A powder chest was exploded by it. John P. Jones [about two hours later] — The enemy cannot hold out much long- er. — See! the commander has al- ready struck his colors. Sailor [in great excitement] — We are slowly sinking ! What is to be done ? J. P. Jones — The day is won for us. The British Commander has surren- dered. Let us move as quickly as possible to one of the sound ves- sels. Give the signal to one of our vessels for relief. George Rogers Clark. Act I — Meeting with Patrick Henry. Characters — Patrick Henry — George Rogers Clark. George R. Clark — I have come to receive your permission and help in what I consider a good plan. Patrick Henry — What is this plan? George R. Clark — The people of Kentucky are constantly in danger of attacks from the Indians of Canada, Illi- nois and Indiana regions. They are encouraged to make attacks upon us by the English in the forts of that region. The English Com- manders give them ammunition and provisions to attack us. They come upon us and capture some of our people. The English give a high ransom for all the captives they get. Those they do not want are scalped by the Indians. We have lost too many of our people. I have come to ask your permission to go and attack these English forts and hold them against Indian invasion. Patrick Henry — The plan seems almost im- possible of success. However, I will give you what help I can. Kentucky belongs to Virginia, so I have the power to help my own people to protect their lives. I will give you six thousand dollars ($6,000) in paper money. You may raise an army of seven com- panies of fifty men each. Every man who joins your company will be promised three hundred acres of the land conquered if you are successful in capturing the region. G. R. Clark — I will never stop until I have captured the whole Northwest Territory. Act II— At fort established on Ohio River just above the Falls. Characters— George Rogers Clark— Settlers- Men and women. Geo. R. Clark— Now I will tell you why I have asked you to follow me. I have re- ceived permission from the Council of Virginia to attack the British forts of Kaskaskia and Vincennes. These forts keep the Indians of the Northwest Region supplied with powder to attack the people in the wilderness. We will seize these forts and claim the North- west Territory for the United Colonies. Every man who helps to capture this territory will be given three hundred acres of land for his own use. Dissatisfied Man— We do not want to go on such a dangerous undertaking. We would rather have our present homes than risk the danger of be- ing captured and killed. Geo. R. Clark — I intend to surprise them and capture the forts before they know anything about it. We will col- lect supplies for a few weeks and then prepare for a long march through the wilderness. Dissatisfied men gather in group and talk of going home. Geo. R. Clark (to faithful followers) — Station a guard outside the fort and see that none escape. We will begin drilling them to-morrow. We cannot afford to lose any of our force. Act III — Capture of Kaskaskia. Scene I — Outside the town. Characters — Gen. Clark — His soldiers. Gen. Clark (to one part of his army) — Sur- round the town as quickly and quietly as possible. Capture any one who attempts to escape. The people w^e captured upon that farm over there say that the town is made up mostly of French. The Indians left the town a few days ago. [To another part of army] — Go quietly from house to house and tell the people they are under guard and will have to surrender. [To another part] — Come with me and we will quickly surround the fort and force its surrender. Move as quietly as possible, in order to make the surprise as complete as possible. Scene 11 — Capture of fort. Characters — Gen. Clark and soldiers — Com- pany in fort. G. R. Clark — Hark ! Do you hear the music of violins ? They must be having a fine time within. They little dream that they will have to sur- render soon. 1 will steal in quiet- ly, and if there is any need of firing I will give the signal. Act III— Scene III— Within the fort. G. R. Clark — Leaning against door watches festivities within. Indian [who has just discovered Clark's pres- ence, giving war-whoop] — White Man — Stranger. G. R. Clark [as dancers turn and seek protec- tion] — Keep on dancing, but re- member, you are dancing under the British Flag no longer. Act IV — Subduing the Indians who are not in favor of American control. Characters — Indians — Gen. Clark — Soldiers. Gen. Clark [to Indians] — I now release the captives who were treacherous to us. They may now^ listen to what I have to say. Here is the wam- pum belt [handing it to captive chiefs]. I do not care for your treachery or enmity. I have a right to put these captives to death, but instead I will escort you outside the tow^n, and in three days w^e will begin war upon you. We will see which one can make the war belt more bloody. Now you may depart, The Council is over. Indian Chief — We want peace. Redmen do not want war. We only wanted to see if the Frenchmen were your friends. We are sorry. Make peace with us, Great White Chief. Gen. Clark — 1 came to you as a warrior. I do not beg for peace. I carry peace in my right hand, war in my left hand. If you are friendly, I will be your friend, but if you wish war, I will call upon the people from the thirteen council fires and assemble warriors so numerous that the land will be darkened. Offering them war belt and peace Delt] — Take your choice now of these belts. Indian Chief — We want peace. We will be true to the American warriors. Act V — Capture of Vincennes. Scene I — In the woods near Vincennes. Characters — Gen. Clark — Soldiers. Gen. Clark — At last we have reached dry ground. Kindle some fires as quickly as possible, so that those who are weak may be revived. We must lose no time in advancing upon the fort before any alarm is given. I st Soldier — It seems so good to reach dry land. I thought that we certainly w^ould never reach here alive. 2nd Soldier — At this time of the year it was a terrible march. Gen. Clark — Cheer up, my men. The worst is over. 1 have just received word that no one suspects our approach. We will have a good warm meal and a short rest and start on. Be as brave to the end as you have been so far. Act V — Scene II — Capture of fort. Characters — American soldiers — British sol- diers — Gen. Clark — Gen. Hamil- ton. Gen. Clark — Take this message to Gen. Ham- ilton. I have told him that an im- mediate surrender will be bet- ter. If I have to storm the fort I have told him that all captured will be treated as murderers. Messenger [returning some time later] — Gen. Hamilton sends word that British soldiers will do nothing dishonor- able. Gen. Clark — Then renew the attack at once. We will show him that surrender will be the best thing for all. Soldier [some time later] — Look ! Look ! see the flag of truce! The fort has surrendered. Something New in Geography Teaching Pupils^ Outlines in Geograpiiy By District Superintendent B. NORMAN STRONG Arsenal School District, Hartford, Conn. These Outlines aim to standardize the teaching of Geography. They are in the loose-leeif form and are to be put into the hands of the pupil leaf by leaf as the study progresses. 1! The OUTFIT furnished for each pupil will be : 1. The Outlines; 2. A Hap of the Continent Studied; 3. Drawing Paper; 4. Writing Paper; 5. Loose-Leaf Cover. H Bach pupil's Geography when completed by himself will consist of the following: i. The Outlines; 2. /lap (colored); 3. The Pupil's Own Hap; 4. Answers to the Questions in Outline; S. Interesting Pacts About the Outline Topics; 6. Compositions on Special Topics; 7. Pictures Collected or Drawn by the Pupil. H The different School Geographies do not give a common body of fact and the great mass of unorganized geograpliic material given by most of them is confusing to both teacher and pupil. An earnest elfort has been made in these Outlines to select the really important facts that are ac- cepted by all, and that can be taught reasonably and delightfully In the time alloted to the study of geography. Tlie method is in accor- dance with the latest pedagogy. 11 These Outlines do not aim to supersede but to supplement and vital- ize the regular Geographies nov? in use. They contain numerous cross- references to the latter ; also to many supplementary sources of information. Pupils' Outlines in Geography for Europe, Asia, Africa, North America, South America, and United States are now ready. PRICES The Outlines, with Colored Hap 20 cents Drawing Paper, proper size and Punched ...Package 36 sheets, I5 cents Writing Paper, " " " " ... " " " 1 5 cents Loose.Leaf Covers, especially designed for these Outlines, each 20 cents The above items can be purchased separately if desired. Specify whether ruled or plain writing paper is desired. Special prices on large quantities. THE PALMER COMPANY, Educational Publishers 120 BOYLSTON STREET, BOSTON, MASS. Outline Studies in History ANCIENT HISTORY GRECIAN HISTORY ROMAN HISTORY ENGLISH HISTORY UNITED STATES HISTORY By MAUD E. KINGSLEY, A. M. A successful teacher says: — THE PALMER CO., Boston, Mass. Gentlemen: During the passing terra I have used the Kingsley Outline of United States History with my teachers, who were preparing to take the examination for licenses to teach in New York City. I am glad to say that we are satisfied with that book. It is more than a mere outline; it is ki itself sufficient for review, without the aid of a large text book. Every teacher of history should examine this series of Outlines. They are particularly valuable for class work, in reviewing and for ready ref- erence. Teachers will find them helpful In the preparation of 'examina- tion papers. Substantially bound in boards, cloth back, 35 cents each, postpaid, except the English History which is 46 cents. THE PALMER COMPANY 120 BOYLSTON STREET, - BOSTON, MASS. Great Stories for Gdildreii THE importance of good literature for children can hardly be overstated. There is an unlimited demand from teachers and parents for really good material of this kind. Much is put forth that has no claim other than that its sale will benefit the publisher. Those who controlthe reading of the young should see that the best, most helpful, most inter- esting stories are provided. The expense need not be great. The quality of the stories must be approved by the judgment of the best judges. We have just brought out ten books containing Ten of the Best of the World's Famous Stories, retold by the late Mr. William T. Stead, the former editor of the English Review of Reviews. ' Each volume is fully illustrated with charming line drawings, a picture for almost every page. The illustrations speak to the child. They tell the story pictorially, that is related in the text. The drawings allure the child to draw. They are simple and easy to imitate. Each story is a ''Classic," approved by the judgment of generations of critical readers. The titles of the volumes are as follows : Aladdin and His Lamp Aesop's Fables Pilgrim's Progress Hawthorne's Wonder Tales Stories from Chaucer K.ing Arthur and His Knights The Lady of the Lake Little Snow- White and other Travels of Baron Munchausen Grimm's Fairy Tales Gulliver's Travels in Lilliput Attractively bound in decorated covers, 14 cents, postpaid.. For supplementary reading in the grades, and home use, these stories cannot be surpassed. THE PALMER COMPANY, Publishers 120 Boylston Street, •> - \Boston, Mass. HISTORICAL STORIES IN DRAMATIC FORM The Swamp Fox Thomas Jefferson COMPLETE LIST OF HISTORICAL STORIES WRITTEN BY MISS GERTRUDE HAND, DANBURY, CONN. 1 2 3 4 5 6 7 8 9 10 11 12c 13' 14 IS 16 { i Christopher Columbus. Ferdinand Magellan. Francis Drake. John Smith. The French in Canada. Henry Hudson in the New World. Miles Standish. Roger Williams. Peter Stuyvesant in New Amsterdam. Exploration of the Mississippi. WillTam Penn and the Quakers. LaSalle and his journey down the Mississippi. The Charter Oak. Patrick Henry. George Washington. Washington, the Commander, at Valley Forge. The Boston Tea Party. Paul Revere and Battle of Lexington. Israel Putnam. Nathan Hale. Daniel Boone. John Paul Jones. George Rogers Clark. The Swamp Fox. Thomas Jefferson. Daniel Webster. Abraham Lincoln. Ulysses Simpson Grant. CONTENTS Foreword Gen. Marion — The Swamp Fox Thomas Jefferson. WRITTEN BY MISS GERTRUDE HAND DANBURY. CONN. THE PALMER COMPANY 120 Boylston Street Boston, Mass. • 3 'HIS Copyright 1914 By The Palmer' Company DEC 23 1314 ©CLA38996G FOREWORD. TN publishing these plays, I have in mind three general purposes by which I hope to show their value in the teaching of history in the primary grades of our schools. In the first place, by the use of the plays, the children become familiar with the important events of history without realizing that they are performing a difficult task. They find a pleas- ure in representing the different characters and enter into the important happenings of the life of a character in such a man- ner that the events are permanently fixed in their minds. Col- umbus or any other character is, for the time being, a person living among them. They hear his voice and in their imagi- nations follow his career step by step, feeling his disappoint- ments and enjoying the successes with him. They are brought to see the past and to act out its life in such a manner that its characters become their heroes rather than persons about whom pages have been written to be learned. As they advance through the grades, the characters seem to draw them toward a book so that they may know more about their lives. Instead of giving the pupils page after page for a lesson, we will then find them eager to learn all they can about a charac- ter and the events which brought his career to worthy notice in history. Secondly — A teacher is required to teach certain important historical facts in the grades. She aims to make her lesson as vivid as possible. She wishes the children to knovvr the facts, so avails herself of the splendid opportunity of telling them an interesting story. The aim is to interest the children to remember facts. They do remember them for the time being, but as story after story comes to their ears, character after character takes its place in their minds, until I have found in my own personal experience, that no character is easily distin- guished from another v^ho traversed nearly the same path. If, on the contrary, they talk as their hero talked when per- forming his deeds, all receive the benefit. No particular hero is confused v^th another because they see each one acting in his own place, giving his services in some way or another to form his country's history. Thirdly — The book can be placed in the hands of the children. The words are simple enough to be read by them and all can easily interpret the meanings of the con- versations. Here then they have their chance for historical knowledge. They can reach out for themselves and grasp consciously the facts that make the historical foundation which they need for all their later work. In class reading lessons there can be no better way to encourage good expression than to have the children speak as the characters spoke. Gen. Marion— The Swamp Fox. Act I— In the Wilderness — At Midnight. Characters — Gen. Marion — His soldiers. Gen. Marion — Well, my brave men, we have been chosen to defend South Car- olina to the best of our ability. The American Army has been beaten so far. Let us strive to do all in our power to drive the Brit- ish from our land. 1 St Soldier — We will all help, but what are we to do for weapons. Where can we get swords? We have some old guns that may serve us very well for a while. Gen. Marion — I, too, have been thinking of hovsr to procure swords. There are many unused sawmills around this region. Go and get the long saws from them. Take them to the blacksmiths and see what kind of sw^ords they w^ill make. 2nd Soldier — We will do as you say and per- haps we may have the good fortune to capture better weapons soon. Gen. Marion — We are not strong in number, so our attacks w^ill have to be made in as secret a manner as possible. We must not appear in the open, as the British would soon capture us. We will hide ourselves in the forest by day and swoop down upon them whenever possible by night. 3rd Soldier — We may be able to capture some of their supplies that pass near us. Gen. Marion — It is nearing another day. Let us disband until to-morrow^ night at 9 P. M. Meet me again near this same tree. The British will then begin to see what some brave men can do. 4th Soldier — We may have some swords ready. I for one am anxious to begin the fight. Act II — In the Wilderness — Some weeks later. Characters — Gen. Marion — Body of soldiers. Gen. Marion — Let us keep as quiet as possi- ble. There is a British fort not far from here. They have some scouts around these woods. They would soon spread the alarm that we w^ere in the wilderness. [To one soldier] — What have you to tell me about the position of the British in the fort ? 1 St Soldier [who had been sent on an explor- ing expedition] — The fort is built upon a high mound, one of those mounds which the Indians had built. The fort can be surrounded easily. As soon as the moon went down I crept as near as possible to the fort. There seemed to be sev- eral soldiers within. Toward mid- night another small band of British came to the fort, bearing supplies. Gen. Marion — Let us move forward as quick- ly as possible. When the moon has gone down and all is sufficient- ly dark, we will quietly surround this fort. We will have to do our work pretty lively, as the main British army is searching for me in another part of this vast forest. We must capture the fort and be in hiding again before their return. 2nd Soldier — The British are very anxious to capture you. They have begun to call you the Swamp Fox — too sly for them to catch. Gen. Marion — Hark! I heard the crack of a rifle. Perhaps a British scout has already warned the soldiers in the fort. Let us go in hiding now and meet again w^hen the moon has gone. Get as near the fort as pos- sible, and then w^e w^ill surround it. 3rd Soldier — We will appear at the signal from you. Act III — Taking the fort — Next night. Characters — Same as other scenes. Gen. Marion — Our attempt to surround the fort has been of no use. I thought to deprive them of getting water, but James tells me they are digging a well within the fort. I appointed him to climb a tree and see what he could. 1 st Soldier — Is there no way in w^hich we can capture it 7 There are some Tories receiving shelter there that I would like to capture. Gen. Marion — My plan is to build a fort of logs higher than theirs and shoot down into their fort. What do you say to that plan ? 2nd Soldier — That is just the thing. Let us begin at once. Gen. Marion — We will first divide ourselves into four parts. You [pointing to some soldiers] may be the first band to cut the logs. Work lively and in an hour we will relieve you. You [pointing to more of his band] may help in carrying and placing the logs. [To a third part] — Keep a close watch upon the fort and shoot the first head that appears. [To a fourth] — I will station you as guards. Keep a close watch through the trees for any approach of the British army. Give the alarm signal, so all will go well. Be brave, my men. Your coun- try's liberty rests w^ith you to-night. [All bands disperse to their various posts.] Act IV — Within the fort — Next morning. Characters — British soldiers — Some Tories. British Soldier [who has been on guard all night] — Wake up ! Wake up ! There is no time to be lost. Look and see what is rising among the trees. I thought the besieging force had moved away, but they have been more than busy. 2nd Soldier [after all have seen Marion's log fort] — Indeed this is a surprise. Last night I awoke several times and heard a sound of chopping. I wondered at the time w^hat it could mean. I little realized what was going on. 3rd Soldier — There is no time to be lost in wondering. The log mystery is fast filling with men. Some of them are aiming their guns now. Hurry and get sheltered, or your lives may be lost. Act V — Some days later — After the capture of the fort. Characters — Gen. Marion — Soldiers. Gen. Marion — Gen. Nathaniel Greene has been placed in command of the Southern Army. Let us hope for more victories soon. Soldier — We gave the soldiers and Tories we captured the other night over into his army. On our way back we met a force of British soldiers re- turning to Cornwallis's army with tw^o hundred American soldier prisoners. They did not see us and camped for the night near our hiding place. They felt so safe that the sentry did not bother about keeping awake. At a little after midnight, when all was still, we fell upon them and so startled them that they started to run, for- getting to secure their prisoners. The prisoners soon marched away in safety. They intended joining Gen. Morgan's forces at the Ca- taw^ba Valley. Here are some guns and swords the British forgot to take with them. Gen. Marion — Brave men you were. We, too, have been tormenting the British at every opportunity. Look under those bushes and see some of the supplies we have captured. Soldier [entering the hiding place] — There is a band of about fifty British and as many Tories about one mile farther back in the forest. I have hurried to warn you of their approach. They are carrying provisions. Gen. Marion — Make haste, my men. Place yourselves in safe positions and be ready for them. There shall be no end to our labors until the Brit- ish leave the land. Thomas Jefferson. Act I — Meeting of ** Continental Congress/* Characters — Thomas Jefferson, John Adams, Benjamin Franklin, Roger Sher- man, Robert Livingstone, Repre- sentatives from thirteen colonies. Speaker — After long deliberation, w^e have decided that there is nothing left but to declare our rights. The members of this meeting have ap- pointed Thomas Jefferson, John Adams, Benjamin Franklin, Roger Sherman, Robert Livingstone, to prepare a set of writings setting forth our rights. This meeting is now declared adjourned until July 4, 1776. The committee is then requested to have the resolutions drawn up. Act II — Adoption of *' Declaration of Inde- pendence.'* Characters — Same as Act I. Speaker [calling meeting to order] — This meet- ing is now in readiness to hear the report of the Committee on Reso- lutions. Thomas Jefferson [reads from Declaration of Independence. Different representatives then vote upon Declaration]. Meeting may be carried on in regular form. John Hancock [as meeting is nearing a close] — We must be unanimous, we must hang together. Patrick Henry — Yes, we must all hang to- gether, or else we shall all hang separately. Speaker — This meeting is now adjourned. All the colonies whose representatives have voted are by this meeting de- clared free and independent. Act III — Thomas Jefferson — Louisiana Pur- chase. Characters — ^James Monroe — Thomas Jeffer- son — Others at meeting. Thomas Jefferson — Napoleon has forced Spain to give back the land between the Mississippi and the Rocky Moun- tains. It seems to me that it is time for the United States to take some part in transferring this land. Here we have land bordering on ours. Just think of what might happen if some colony 'should be planted there. This land should belong to us. Suppose England should win the land aw^ay from France. We w^ould then have England for a neighbor. Then there would be no end of trouble. James Monroe — What would you suggest as a good policy for the United States ? Thomas Jefferson — I would suggest that the United States attempt to buy the land from France. James Monroe — Do you think Napoleon would ever hear to such a sale } Thomas Jefferson — I am not sure, but feel that he might be glad to have more money to carry on his war with England. If the motion is ap- proved, I will send you to make the necessary negotiations with Napoleon. Act IV — Louisiana becomes part of the United States. Characters — Thomas Jefferson — Representa- tives from various states. Pres. Jefferson — The report of the negotia- tions has been received. Mr. Monroe states that Emperor Napo- leon will gladly sell the land lying between the Mississippi River and the Rocky Mountains, known as Louisiana. The price asked is $ 1 5,000,000. This purchase will extend the territory of the United States from the Atlantic Coast to the Rocky Mountains. This will not only enlarge our territory, but will secure for us the undisputed traffic of the Mississippi and stop all interference with our trade at the mouth of the river. Let us lose no time in making this purchase. Outline Studies in History ANCIENT HISTORY GRECIAN HISTORY ROMAN HISTORY ENGLISH HISTORY UNITED STATES HISTORY By MAUD E. KINGSLEY, A. M. A successful teacher says: — THE PALMER CO., Boston, Mass. Gentlemen : During the passing terra I have used the Kingsley Outline of United States History with my teachers, who were preparing to take the examination for licenses to teach in New York City. I am glad to say that we are satisfied with that book. It is more than a mere outline; it is in itself sufficient for review, without the aid of a large text book. Every teacher of history should examine this series of Outlines. Th w are particularly valuable for class ■work, in reviewing and for ready ret- «rence. Teachers will And them helpful In the preparation of examina- tion papers. SubstantiftUy bound in boards, cloth back, 36 cents each, postpaid, except the English History which is 46 cents. THE PALMER COMPANY 120 BOYLSTON STREET, - BOSTON, MASS. Great Stories for GRildren THE importance of good literature for children can hardly be overstated. There is an unlimited demand from teachers and parents for really good material of this kind. Much is put forth that has no claim other than that its sale will benefit the publisher. Those who control the reading of the young should see that the best, most helpful, most inter- esting stories are provided. The expense need not be great. The quality of the stories must be approved by the judgment of the best judges. We have just brought out ten books containing Ten of the Best of the World's Famous Stories, reto^ by the late Mr. William T. Stead, the former editor- of the English Review of Reviews. Each volume is fully illustrated with charming line drawings, a picture for almost every page. The illustrations speak to the child. They tell the story pictorially, tiiat is related in the text. The drawings allure the child to draw. They are simple and easy to imitate. Each story is a ''Classic," approved by the judgment of generations of critical readers. The titles of the volumes are as follows : Aladdin and His Lamp Aesop'3 Fables Pilgrim's Progress Hawthorne's Wonder Tales Stories from Chaucer King Arthur and His Knigl^ts The Lady of the Lake Little Snow- White and other Travels of Baron Munchausen Grimm's Fairy Tales Gulliver's Travels in Lilliput Attractively bound in decorated covers, 14 cents^ postpaid. For supplementary reading in the grades, and home use, these stories cannot be surpassed. ^ THE PALMER COMPANY, Publishers 120 Boylston Street, - • Boston, Mass. HISTORICAL STORIES IN DRAMATIC FORM Daniel Webster Abraham Lincoln COMPLETE LIST OF HISTORICAL STORIES WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 { Christopher Columbus. Ferdinand Magellan. Francis Drake. John Smith. The French in Canada. Henry Hudson in the New World. Miles Standish. Roger Williams. Peter Stuyvesant in New Amsterdam. Exploration of the Mississippi. William Penn and the Quakers. LaSalle and his journey down the Mississippi. The Charter Oak. Patrick Henry. George Washington. Washington, the Commander, at Valley Forge. The Boston Tea Party. Paul Revere and Battle of Lexington. Israel Putnam. Nathan Hale. Daniel Boone. • John Paul Jones. George Rogers Clark. The Swamp Fox. Thomas Jefferson. Daniel Webster. Abrahaip Lincoln. Ulysses Simpson Grant. CONTENTS Foreword Daniel Webster. Abraham Lincoln. WRITTEN BY MISS GERTRUDE HAND DANBURY. CONN. THE PALMER COMPANY 120 Boylston Street Boilon, Mas*. ..3 Copyright 1914 By TTie Palmer Company DEC 23 1914 FOREWORD. IN publishing these plays, I have in mind three general purposes by which I hope to show their value in the teaching of history in the primary grades of our schools. In the first place, by the use of the plays, the children become familiar with the important events of history without realizing that they are performing a difficult task. They find a pleas- ure in representing the different characters and enter into the important happenings of the life of a character in such a man- ner that the events are permanently fixed in their minds. Col- umbus or any other character is, for the time being, a person living among them. They hear his voice and in their imagi- nations follow his career step by step, feeling his disappoint- ments and enjoying the successes wath him. They are brought to see the past and to act out its life in such a manner that its characters become their heroes rather than persons about whom pages have been written to be learned. As they advance through the grades, the characters seem to draw them toward a book so that they may know more about their lives. Instead of giving the pupils page after page for a lesson, we will then find them eager to learn all they can about a charac- ter and the events which brought his career to worthy notice in history. Secondly — A teacher is required to teach certain important historical facts in the grades. She aims to make her lesson as vivid as possible. She wishes the children to know the facts, so avails herself of the splendid opportunity of telling them an interesting story. The aim is to interest the children to remember facts. They do remember them for the time being, but as story after story comes to their ears, character after character takes its place in their minds, until I have found in my own personal experience, that no character is easily distin- guished from another who traversed nearly the same path. If, on the contrary, they talk as their hero talked when per- forming his deeds, all receive the benefit. No particular hero is confused vsdth another because they see each one acting in his own place, giving his services in some way or another to form his country's history. Thirdly — The book can be placed in the hands of the children. The words are simple enough to be read by them and all can easily interpret the meanings of the con- versations. Here then they have their chance for historical M^ knowledge. They can reach out for themselves and grasp consciously the facts that make the historical foundation which they need for all their later work. In class reading lessons there can be no better way to encourage good expression than to have the children speak as the characters spoke. I Daniel Webster. Act I — ^Purchase of the Constitution. Characters — Daniel Webster (eight years old) — Storekeeper — Old Soldier (Dan- iel's companion). Daniel Webster — Wait for me until I come out of this store. There is some- thing in here that I have wanted for a long time. Old Soldier [after Daniel has returned] — ^What have you in your hand ? Daniel Webster — This is a handkerchief that I bought for twenty-five cents. It took me a long time to save it, but 1 was bound 1 would own it some time. Soldier — What is so wonderful about this handkerchief ? Daniel Webster — Look ! See what is printed upon it ! It is a copy of the Con- stitution of the United States. Soldier — Well ! Well ! and what can a young- ster like you do with that ? Daniel Webster — I am going to read it and learn all I can of it. Soldier — It will be good reading for you. I hope you will be true to it when you grow to be a man. Act II — In the hay-field at Daniel Webster's home. Characters — Daniel Webster — His father. Mr. Webster — My boy ! I often wish I had had the chance to get a good edu- cation. My life would have been so different. Day after day I labor and get only small reward for my work. Daniel — Dear father, you will not have to work forever. My brother and I will work for you and will wear our hands out, and then you shall have a chance to rest. Mr. Webster — I don't mind now, Daniel. I am living now for you and the other children. I haven't been able to give the older boys the chance for an education, but you are not strong and able to w^ork like them. I am going to try to do something for you. Exert your- self and improve all your time. Learn everything that is good for you, and then when I am gone, you will not have to undergo the hardships I have undergone, which have made me an old man before my time. Daniel — I will, father. Indeed I will. Til do the best 1 can, and some day you will be proud of me. Act III — Webster's Reply to Senator Hayne*s Speech. Scene I — The Night After Senator Hayne's Speech. Characters — Daniel Webster [Massachusetts Senator] — Another Senator. Senator — Are you prepared to answer Sena- tor Hayne's speech ? Every one is anxiously awaiting your ideas. It means the supremacy of State or Union. Daniel Webster — To-morrow I shall be able to answer Senator Hayne. The New England people will be satis- fied if 1 have the opportunity of defending the Union. Senator — I wish you success. Much depends upon your speech to-morrow. Act III— Scene II — At the Meeting — Senate Chamber — Boston. Characters — Daniel Webster — Several Sena- tors — Eager men and women. Friend [as Daniel Webster enters] — ^This is a critical moment, and it is time, it is high time, that the people of this country should know what this constitution is. Webster — Then, by the blessing of Heaven, they shall learn, this day, before the sun goes down, w^hat I under- stand it to be. Sen. Webster [taking his place, rises and makes his famous speech]. Mr. President There yet remains to be performed by far the most grave and important duty which I feel to be devolved upon me by this occasion. It is to state and to defend w^hat I conceive to be the true principles of the Con- stitution under vv^hich we are here assembled This leads us to inquire into the origin of this gov- ernment and the source of its power. — It is, Sir, the peopIe*s Constitution, the people's govern- ment, made for the people, made by the people, and answerable to the people. The people of the United States have declared that this Constitution shall be the su- preme law. We must either ad- mit the proposition or dispute their authority We are all agents of the same supreme power, the people The people, then. Sir, erected this government. They gave it a Constitution, and in that Constitution they have enumerated the powers which they bestow upon it Let it be remem- bered that the Constitution of the United States is not unalterable. It is to continue in its present form no longer than the people w^ho es- tablished it shall choose to con- tinue it If anything be found in the national Constitution .... which ought not to be in it, the people know how to get rid of it But while the people choose to maintain it as it is, while they are satisfied w^ith it and refuse to change it, who has given or who can give to the State legislatures a right to alter it, either by interfer- ence, construction, or otherwise ? .... It is to the Union we owe our safety at home, and our con- sideration and dignity abroad. It is to that Union that we are chiefly indebted for whatever makes us most proud of our country I have not allowed myself, Sir, to look beyond the Union to see what might lie hidden in the dark recess behind While the Union lasts we have high exciting, gratifying prospects spread out before us, for us and our children. Beyond that I seek not to pene- trate the veil. God grant, that in my day at least, that curtain may not rise ! God grant that on my vision never may be opened what lies beyond ! When my eyes shall be turned to behold for the last time the sun in heaven, may I not see him shining on the broken and dishonored fragments of a once glorious Union ; on States dissev- ered . . . . ; on a land rent with civil feuds, or drenched, it may be, in fraternal blood ! Let their last feeble and lingering glance rather behold the gorgeous ensign of the republic, now known and honored throughout the earth, still full high advanced, its arms and trophies streaming in their original lustre, not a stripe erased or polluted, nor a single star obscured, bearing for its motto, no such miserable inter- rogatory as, '* What is all this worth?" nor those words of delu- sion and folly, *' Liberty first and Union afterw^ards ** ; but every- where spread all over in charac- ters of living w^hite, blazing on all its ample folds as they float over the sea and over the land, and in every wind under the whole heav- ens, that other sentiment dear to every true American heart — '* Lib- erty and Union, now and forever, one and inseparable.** I Abraham Lincoln. Act I — Abraham Lincoln, the boy. Part I — By the fireside studying. Lincoln — My father often said that I should have a good education. He wished me to cipher clear through the Arithmetic. I have tried my best to learn, but books are hard to get out here in this lonely country. To-day I have succeeded in bor- rowing "The Statutes of Indiana." Step-mother — How many books have you read now, Abraham ? Abraham — I have borrowed and read Robin- son Crusoe, Pilgrim's Progress, Aesop's Fables, The Bible, Life of Washington, and a history of the United States. I have read them all to you. Step-mother — I enjoyed listening to them. 1 hope you will read the new one aloud. What are you going to do this evening ? Abraham — I have made some ink from roots. Here I have a turkey quill for a pen and shingles for paper. To-mor- row when I go out into the field to work, I will have something written upon them to learn. Step-mother — You are a good boy, Abraham, and I hope you will some day have the chance to receive more education. Act II— Out in the field. Abraham Lincoln — I will rest here by the tree and read aloud what I have writ- ten upon these shingles. [ 1 St, reads from Declaration of Independence.] " When in the course of human events, it be- comes necessary for one people to dissolve the political bonds which have connected them with another, and to assume, among the powers of the earth, the separate and equal I station to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. We hold these truths to be self evident — that all men are created equal ; that they are endowed by their Creator with certain inalien- able rights ; that among these are life, liberty, and the pursuit of happiness. [After he had finished reading.] Lincoln — I would like to be a lawyer. Perhaps if I work hard enough 1 may have the opportunity to be one. Act III— Lincoln — The Storekeeper. Characters — Lincoln — His Partner. Lincoln — I am rather tired this morning. I had a long walk of three miles and back again last night. Partner — What were you taking such a long w^alk for ? Lincoln — When I closed last night 1 discovered I had charged a customer six- pence too much. I knew where he lived, so I could not rest easy until I had returned the money. Partner — ^What is the sense of being so careful ? Lincoln — " Honesty is the best policy/* and I always hope to live up to it. I w^onder what is in that barrel I bought some time ago ? I thought of it last night. A man moving westward sold it to me for fifty I cents to lighten the load on his wagon. [After opening barrel] — Why ! it is full of books. Black- stone's Commentaries is the name of them. Partner — Well, you will have plenty to read now if you read all of those. I suppose you will spend all your spare time with them. Lincoln [who has been reading] — The more I read the more interesting they be- come. 1 will not be a blacksmith or a storekeeper. I am determined to become a lawyer. Act IV — Addressing the Republican State Convention. I Chairman of Meeting — We have unanimously elected you to represent us. We are ready to listen to you. Lincoln [responding] — A house divided against itself cannot stand. I believe this government cannot endure half slave and half free. I do not ex- pect the Union to be dissolved. I do not expect the house to fall — but I do expect it will cease to be divided. It will become all one thing or all the other. Either the opponents of slavery will arrest the further spread of it and place it where the public mind shall rest in the belief that it is in course of ultimate extinction ; or its advo- cates will push it forward, till it shall become alike lawful in all the states, old as well as new, — North as well as South. Act V — Issue of Emancipation Proclamation. [People reading bulletin setting forth Emanci- pation.] One person reads — Listen to what President Lincoln has to say. He has kept his threat. He said that if south- ern states did not return to the Union before Jan. 1, 1863, he would free all the slaves. They did not return, and he has kept his promise. [Reads] — ** I do order and declare that all persons held as slaves within said designated States and parts of States are and henceforward shall be free." [Turning to negro in crowd] — That says that you are free. Act VI — Dedication of soldiers' cemetery at Gettysburg.] Lincoln [dedicating] — Fourscore and seven years ago our fathers brought forth on this continent a new nation con- ceived in liberty and dedicated to the proposition that all men are created equal. Now we are en- gaged in a great civil war testing whether that nation or any nation so conceived and so dedicated can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live. It is alto- gether fitting and proper that we should do this. But, in a larger sense, we cannot dedicate, we can- not consecrate, w^e cannot hallow this ground. The brave men, liv- ing and dead, who struggled here, have consecrated it far above our poor power to add or detract. The world will little note nor long re- member what we say here, but it can never forget what they did here. It is for us the living rather to be dedicated here to the unfin- ished work which they who fought here have thus far so nobly ad- vanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take in- creased devotion to that cause for which they gave the last full meas- ure of devotion — that we here highly resolve that these dead shall not have died in vain, that this na- tion under God shall have a new^ birth of freedom, and that govern- ment of the people, by the peo- ple, for the people, shall not perish from the earth. [Note : — This may be divided into several parts. Several different children may take the parts or class as a wrhole may take the parts.] ANCIENT HISTORY GRECIAN HISTORY ROMAN HISTORY ENGLISH HISTORY UNITED STATES HISTORY By MAUD E. KINGSLEY, A. M. ( A successful teacher says: — THE PALMER CO., Boston, Mass. Gentlemen: During the passing term I have used the Kingsley Outline of United States History with my teachers, who were preparing to take the examination for licenses to teach in New York City. I am glad to say that we are satisfied with that book. It is more than a mere outline; it is in itself sufficient for review, without the aid of a large text book. Every teacher of bistory shonld examine this series of Outlines. They are particularly valuable for class work, in reviewing and tor ready ref- erence. Teachers will find them helpful in the preparation of examina- tion papers. Substantially bound in boards, cloth back, 35 cents each, postpaid, except the English History which is 46 cents. THE PALMER COMPANY 120 BOYLSTON STREET, - BOSTON, MASS. ■a 1 Great Stories for Gtiildren THE importance of good literature for children can hardly be overstated. There is an unlimited demand from teachers and parents for really good material of this kind. Much is put forth that has no claim other than that its sale will benefit the publisher. Those who control the reading of the young should see that the bast, most helpful, most inter- esting stories are provided. The expense need not be great. The quality of the stories must be approved by the judgment of the best judges. We have just brought out ten books containing Ten of the Best of the World's Famous Stories, retold by the late Mr. William T, Stead, the former editor of the English Review of Reviews. Each volume is fully illustrated with charming line drawings, a picture for almost every page. The illustrations speak to the child. They tell the story pictorially, that is related in the text. The drawings allure the child to draw. , They are simple and easy to imitate. Each story is a ''Classic," approved by the judgment of generations of critical readers. The titles of the volumes are as follows : Aladdin and His Lamp Aesop's Fables Pilgrim's Progress Hawtliome's Wonder Tales Stories from Chancer King Arthur and His Knights The Lady of the Lake Little Snow- White and other Travels of Baron Munchausen Grimm's Fairy Tales Gulliver's Travels in Lilliput Attractively bound in decorated covers, 14 cents, postpaid. For supplementary reading in the grades, and home use, these stories cannot be surpassed. THE PALMER COMPANY, Publishers 120 Boylston Street, - - Boston, Mass. ■I* - ■ ' ■» .r-- i HISTORICAL STORIES IN DRAMATIC FORM Ulysses Simpson Grant ■^ 4.. I. . .. ■ - ■ ^ I COMPLETE LIST OF HISTORICAL STORIES WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. 1 2 3 4 5' 6 7 8 9 10 11 12 13 14 IS 16 { Christopher Columbus. Ferdinand Magellan. Francis Drake. John Smith. The French in Canada. Henry Hudson in the New World. Miles Standish. Roger Williams. Peter Stuyvesant in New Amsterdam. Exploration of the Mississippi. William Penn and the Quakers. LaSalle and his journey down the Mississippi. The Charter Oak. Patrick Henry. George Washington. Washington, the Commander, at Valley Forge. The Boston Tea Party. Paul Revere and Battle of Lexington. Israel Putnam. Nathan Hale. .IJaniel Boone. <- c John Paul Jones. George Rogers Clark. The Swamp Fox. Thomas Jefferson. Daniel Webster. Abraham Lincoln. Ulysses Simpson Grant. CONTENTS Foreword Ulysses Simpson Grant. I WRITTEN BY MISS GERTRUDE HAND DANBURY, CONN. THE PALMER COMPANY 120 Boylslon Street Boston, Mass. £'17 i ■ 5 ■Hz 5 Copyright 1914 By The PaLnet Company DHC 22 1914 C!.A3S99o2 FOREWORD. TN publishing these plays, I have in mind three general purposes by which I hope to show their value in the teaching of history in the primary grades of our schools. In the first place, by the use of the plays, the children become familiar with the important events of history without realizing that they are performing a difficult task. They find a pleas- ure in representing the different characters and enter into the important happenings of the life of a character in such a man- ner that the events are permanently fixed in their minds. Col- umbus or any other character is, for the time being, a person living among them. They hear his voice and in their imagi- nations follow his career step by step, feeling his disappoint- ments and enjoying the successes with him. They are brought to see the past and to act out its life in such a manner that its characters become their heroes rather than persons about whom pages have been written to be learned. As they advance through the grades, the characters seem to draw them toward a book so that they may know more about their lives. Instead of giving the pupils page after page for a lesson, we will then find them eager to learn all they can about a charac- ter and the events which brought his career to worthy notice in history. Secondly ^ — A teacher is required to teach certain important historical facts in the grades. She aims to make her lesson as vivid as possible. She v^ishes the children to know the facts, so avails herself of the splendid opportunity of telling them an interesting story. The aim is to interest the children to remember facts. They do remember them for the time being, but as story after story comes to their ears, character after character takes its place in their minds, until I have found in my ovy^n personal experience, that no character is easily distin- guished from another who traversed nearly the same path. If, on the contrary, they talk as their hero talked when per- forming his deeds, all receive the benefit. No particular hero is confused with another because they see each one acting in his own place, giving his services in some way or another to form his country's history. Thirdly — The book can be placed in the hands of the children. The words are simple enough to be read by them and all can easily interpret the meanings of the con- versations. Here then they have their chance for historical knowledge. They can reach out for themselves and grasp consciously the facts that make the historical foundation which they need for all their later work. In class reading lessons there can be no better way to encourage good expression than to have the children speak as the characters spoke. Ulysses Simpson Grant. Act I — U. S. Grant in Mexican War. Time — After delivering message. Characters — U. S. Grant — Several soldiers, officers, Commander. U. S. Grant [coming into tent] — Here is the answer to the message. Commander (after reading) — You did well to bring the message across the line in safety. How did you manage to succeed ? U. S. Grant — " Before starting I adjusted my- self on the side of my horse far- thest from the enemy and with only one foot holding to the cantle of the saddle and an arm over the neck of the horse exposed, I started at full run. It was only at the street crossings that my horse was under fire, but there I crossed at such a flying rate that generally I was past and under cover of the next block of houses before the enemy fired. I got out safely with- out a scratch.'* Commander — You did well to think of such a plan. Your country will be proud of your bravery. Act 11 — At the capture of Fort Donelson. Characters — Gen. Grant — Soldiers of Union Gen. John McClernand — Gen. Charles F. Smith^ — Gen. Lew Wal- lace — Soldiers of Confederacy — Gen. Floyd — Gen. Pillow — Gen. Buckner. Scene I — In the Union Camp. Time — After- noon. Gen. Grant (returning from consultation with Admiral Foote, down the river) — What news is there this afternoon ? Gen. Wallace — The Union line is broken at the right. Gen. Smith's division became short of ammunition and had^to retreat to safety. Gen. Grant [crushing some papers in his hand, he waits for a moment as if greatly moved]. [To Gen. Wallace and Gen. McClernand] — Gentle- men, the position on the right must be retaken. [Goes off to aid of Gen. Smith.] Act II — Scene II — In the fort among Confed- erate Soldiers — Generals. Gen. Floyd, Gen. Pillow, Gen. Buckner, hold- ing council. Time — Evening. Gen. Buckner — All hope of retreat toward Nashville is gone. We must do our best here. I do not think I can hold out for more than a half hour in the morning. Gen. Floyd — I am under indictment at Wash- ington for trouble in the Buchanan Cabinet. I cannot afford to re- main here and be captured by the Union. I intend to escape on a boat arriving from Nashville in the morning. I resign my command to Gen. Pillow. Gen. Pillow — I, too, do not wish to remain here and be captured by the Union forces. 1 resign all command in favor of Gen. Buckner. Gen. Buckner — There is nothing left for me but to offer to surrender in the morning. The situation is hope- less. We are at the end of our stay in Fort Donelson. Act II — Scene III — In the Confederate Camp. Time — Morning. Gen. Buckner (to messenger) — Take the flag of truce and enter the Union lines w^ith this offer of surrender. I have asked Gen. Grant upon what terms he will accept our surrender. Act II — Scene IV — In Gen. Grant's headquar- ters — Sometime later. Gen. Smith (who took message from the mes- senger) — Here is a message from Gen. Buckner of the Confederate Army. Gen. Grant (reading). Headquarters, Fort Donelson, Feb. 16, 1862. Sir : — In consideration of all the circum- stances governing the present situation of affairs at this station, I propose to the Com- manding Officer of the Federal forces the appointment of Commissioners to agree upon terms of capitulation of the forces and fort under my command, and in that view sug- gest an armistice until 1 2 o'clock to-day. I am, sir, respectfully, Your ob't seV't, S. B. Buckner, Brig.-Gen. C. S. A. To Brig.-Gen. U. S. Grant, Com'ding U. S. Forces Near Fort Donelson. Gen. Grant [writing for a while]. To Gen. Smith] — Deliver this re- ply to Gen. Buckner. Act II — Scene V — In Confederate Camp — Sometime later. Messenger [entering Gen. Buckner's head- quarters] — I delivered your com- munication and here is the reply. Gen. Buckner [reading]. Headquarters Army In The Field. Camp near Donelson, Feb. 16, 1862. Gen. S. B. Buckner, Confederate Army. Sir : — Yours of this date, proposing armis- tice and appointment of Commissioners to set- tle terms of capitulation is just received. No terms except an unconditional and immediate surrender can be accepted. I propose to move immediately upon your v^orks. I am, sir, very respectfully, Your ob't seV't, U. S. Grant, Brig. Gen. Gen. Buckner — Those are certainly ungener- ous and unchivalrous terms. But I cannot sacrifice my men to need- less slaughter. [After writing for awhile] — Deliver my reply to U. S. Grant. Act II — Scene VI — Headquarters of Gen. U. S. Grant. J Gen. Smith [entering] — I have just been given another message from Gen. Buck- ner. Gen. Grant [reading message]. Headquarters, Dover, Tennessee. Feb. 16, 1862. To Brig. Gen. U. S. Grant. U. S. Army. Sir : — The distribution of the forces under my command, incident to an unexpected change of commanders, and the overwhelming force under your command, compel me, not- withstanding the brilliant success of the Con- federate arms yesterday, to accept the ungener- ous and unchivalrous terms which you propose. I am, sir. Your very ob't seVt, S. B. Buckner, Brig. Gen. C. S. A. Gen. Grant — I shall prepare at once to ride to Dover and dispose of all business at once. Act 11 — Scene VI — At Gen. Buckner's head- quarters. Gen. Buckner — If I had been in command you would not have got up to Donel- son as easily as you did. Gen. Grant — If you had been in command I should not have tried in the way I did. I relied very much upon the Commander allowing me to come up safely to the outside of the works. About how much of a force have you to surrender ? Gen. Buckner — I cannot tell with any degree of accuracy. All the sick and weak have been sent to Nashville. Gen. Floyd and Gen. Pillow left during the night, taking many men with them. Some others also es- caped during the night. You will not find less than 1 2,000 nor more than 15,000. I would like permission to send parties outside of the lines to bury the dead who fell on the 1 5 th while trying to get out. Gen. Grant — I will give directions that your permit to pass our lines shall be recognized. Act III — Surrender of Vicksburg. Characters — Union soldiers without, under Grant — Confederate soldiers with- in Vicksburg, under Pemberton. Scene I — Within Vicksburg. Gen. Pemberton — It is almost impossible to hold out any longer. We have fought for six weeks, and still there is no relief. 1 thought Gen. John- ston would come to my aid, but perhaps he has been captured. Soldier [entering] — The last of the supplies were given out yesterday. There is nothing for the people who clamor for food. Gen. Pemberton — We will hold out as long as possible for to-day. If no relief comes before the day is over, it will be necessary to surrender or try to evacuate the city. Take this message to each of the com- manders of my four divisions. Act III — Scene II — In Gen. Johnston's head- quarters. Gen. Johnston [reading despatch from Gen. Pemberton] — Unless the siege of Vicksburg is raised or supplies are thrown in, it will become neces- sary very shortly to evacuate the place. I see no prospect of the former, and there are many great, if not insuperable obstacles in the way of the latter. You are there- fore requested to inform me, with as little delay as possible, as to the condition of your troops and their ability to make the marches and undergo the fatigues necessary to accomplish a successful evacuation. [Letter from Gen. Pemberton]. I have issued this order to each of my four division commanders. All seem to think an evacuation would be a failure. I would suggest that you try to make negotiations w^ith Gen. Grant for a release of the garrison with their arms. Gen. Johnston [writing] — Take this reply to Gen. Pemberton. Act HI — Scene III — At General Grant's Head- quarters. Picket Soldier [entering] — We took this des- patch from a Confederate soldier on his way from Gen. Johnston to Gen. Pemberton. Gen. Grant (to other officers after reading despatch) — Gen. Johnston intends to make an attack upon us in order to relieve the garrison and help in an evacuation plan. I also under- stand that Gen. Pemberton intends to escape by water. He is building boats for that purpose. We must keep a closer guard, although I think there is no danger of his try- ing to escape. Act 111 — Scene IV — Gen. Pemberton's head- quarters. Gen. Pemberton [to Gen. Bowen and Col. Montgomery] — There is nothing to be done. Order the white flags hoisted and see that all firing is ceased. Take this letter to Gen. Grant. Act III — Scene V — Among Grant's Army. Soldier — Look ! Look ! See the white flags floating over the city. What is the meaning of that ? Gen. Grant — It means that the fighting has ceased. See the two figures ap- proaching from the fort carrying a white flag. Soldier [bringing message from Gen. Bowen and Colonel Montgomery]. Gen. Grant [reading]. I have the honor to propose an armistice for 1 2 hours, with the view to arranging terms for the capitulation of Vicksburg. To this end, if agreeable to you, I will ap- point three commissioners to meet a like number to be named by yourself, at such place and hour to-day as you may find convenient. 1 make this proposition to save the J further effusion of blood, which must otherwise be shed to a fright- ful extent, feeling myself fully able to maintain my position for a yet indefinite period. This communi- cation will be handed you under a flag of truce by Major-General John S. Bowen. Gen. Smith — Gen. Bowen wishes you to meet Gen. Pemberton. Gen. Grant — Say that if Gen. Pemberton wish- es it, I will meet him in front of McPherson's corps at three o'clock this afternoon. [After writing] — Deliver this reply to Gen. Bowen for Gen. Pemberton. Act III — Scene VI — Gen. Pemberton's Head- quarters. Gen. Bowen [entering] — Here is the reply from Gen. Grant. He will meet you in front of McPherson's corps at three o'clock this afternoon. Gen. Pemberton [reading] — Your note of this date is just re- celved, proposing an armistice for twelve hours for the purpose of arranging terms of capitulation through commissioners to be ap- pointed, etc. The useless effusion of blood you propose stopping by this course can be ended at any time you may choose by the un- conditional surrender of the city and garrison. Men who have shown so much endurance and courage as those now^ in Vicks- burg, will always challenge the respect of an adversary, and I can assure you will be treated with all the respect due to prisoners of war. I do not favor the proposi- tion of appointing commissioners to arrange the terms of capitula- tion, because I have no terms other than those indicated above." Act IV — President Lincoln's Cabinet Room. President [reading] — Here is a dispatch of great importance from Gen. Grant. " The enemy surrendered this morning. The only terms allowed is their parole as prisoners of war. This I regard as a great advantage to us at this moment. It saves, probably, several days in the cap- ture, and leaves troops and trans- ports ready for immediate service. Sherman, w^ith a large force, moves immediately on Johnston to drive him from the State. I will send troops to the relief of Banks and return the 9th Army Corps to Burnside.** Member of Cabinet — That means much for the Union cause. Let us hope for still more success. Act V — Surrender of Lee at Appomattox. Characters — Gen. Grant — His staff. Gen. Lee — Some of his staff. Gen. Lee [shaking hands with Gen. Grant] — I remember seeing you in the Mex- ican War. Gen. Grant — I remember you very well, but I hardly expected you would re- member me. Gen. Lee — We might as well proceed to the object of our meeting. I have asked for this interview for the purpose of getting from you the terms you propose to give my army. Gen. Grant — I mean that your army shall lay down their arms, not to take them up again during the continuance of the war, unless duly and properly exchanged. Gen. Lee — I so understood your letter. I suggest that you write out the terms that you propose giving my army. Gen. Grant [calling to Gen. Parker] — General, kindly get me some writing mate- rials. Gen. Grant, after writing for awhile, hands this note to Gen. Lee. Appomatox C. H., Va., Apr. 9th, 1865. Gen. R. E. Lee, Comd'g C. S. A. Gen. — In accordance with the substance of my letter to you of the 8th inst., I propose to receive the surrender of the Army of N. Va. on the following terms, to wit : Rolls of all the officers and men to be made in duplicate. One copy to be given to an officer designated by me, the other to be retained by such officer or officers as you' designate. The officers to give their individual paroles not to take up arms against the Government of the United States until properly exchanged, and each company or regimental commander to sign a like parole for the men of his command. The arms, artillery and public property to be packed and stacked and turned over to the officer appointed by me to receive them. This will not embrace the side arms of the officers, nor their private horses or baggage. This done, each officer and man will be allowed to return to his home, not to be disturbed by United States authority so long as they observe their paroles and the laws in force where they may reside. Very respectfully, U. S. Grant, Lt. Gen. Gen. Lee [after reading] — That part of the terms about side arms, horses and private property of the officers will no doubt have a happy effect upon my army. Gen. Grant — I sincerely hope that this is about the last battle of the war. Most of the men I take it are farmers. They will no doubt need their own horses for the next plowing. The United States does not want them, and I will instruct all my officers in charge of the paroles to let every man of the Confederate Army who claims a horse or a mule take it home with him. Gen. Lee — That, too, will have a happy effect on my men. Gen. Lee, writing the following, gives it to Gen. Grant : Headquarters Army of Northern Virginia, April 9, 1865. General : — I received your letter of this date containing the terms of the surrender of the Army of Northern Virginia as proposed by you. As they are substantially the same as those expressed in your letter of the 8th inst., they are accepted. I will proceed to carry the stipulations into effect. R. E. Lee, General. Lieut.-General U. S. Grant. Gen. Lee — My army is in a very bad condition for want of food. The men have been living for some days on parched corn. I am afraid I will have to ask you for rations and forage. Gen. Grant — Certainly. How^ many men want rations? Gen. Lee — About twenty-five thousand. Gen. Grant — Send a commissary and quarter- master to Appomattox Station and get all the provisions wanted from one of the trains we stopped. Generals Gibbon, Griffin and Merritt will carry the parole into effect. Gen. Lee — I will leave Generals Longstreet, Gordon and Pendleton with whom to confer. [Ebcit.] Gen. Grant [writing]. Headquarters Appomattox C. H. Va. April 9th, 1865,4.30 P.M. Hon. E. M. Stanton, Sec. of War, Washington. General Lee surrendered the Army of Northern Virginia this afternoon on terms proposed by myself. The accompanying ad- ditional correspondence will show the condi- tions fully. U. S. Grant, Lieut.-General. Gen. Grant [to aide] — Send this dispatch at once. Gen. Grant — I shall start at once for Washing- ton to put a stop to the purchase of supplies and any other now useless outlay of money. I sin- cerely hope this surrender will mean the end of this terrible struggle. LB4p'15 Outline Studies in History ANCIENT HISTORY . GRECIAN HISTORY ROMAN HISTORY ENGLISH HISTORY UNITED STATES HISTORY By MAUD E. KINGSLEY, A. M. A successful teacher says: — THE PALMER CO., Boston, Mass. Gentlemen: During the passing term I have used the Kingsley Outline of United States History with my teachers, who were preparing to take the examination for licenses to teach in New York City. I am glad to say that we are satisfied with thaK book. It is more than a mere outline; it is in itself sufficient for review, without the aid of a large text book. Every teacher of history should examine this series of Outlines. They are particularly valuable for class work, la reviewing and for ready ref- erence. Teachers will find them helpful In the preparation of examina- tion papers. Substantially bound in boards, cloth back, 36 cents each, postpaid, except the English History which is 46 cents. THE PALMER COMPANY 120 BOYLSTONv STREET, - BOSTON, MASS. Great Stories for Children THE importance of good literature for children can hardly be overstated. There is an unlimited demand from teachers and parents for really good material of this kin Much is put forth that has no claim other than that 'ts sa. will benefit the publisher. Those who control the reading < the young should see that the best, most helpful, most inter- esting stories are provided. The expense need not be great-'- The quality of the stories must be approved by the judgment of the best judges. We have just brought out ten books containing Ten of th5 Best of the World's Famous Stories, retold by the late Mr William T. Stead, the former editor of the English Review of Reviews. Each volume is fully illustrated with charming line drawings, a picture for almost every pa^e. The illustrations speak to the child. They tell the story pictorially, that is related in the text. The drawings allure the child to draw. They are simple and easy to imitate. Each story is a <*Classic," approved by the judgment of generations of critical readers. The titles of the volumes are as follows : Aladdin and His Lamp Aesop's Fables PilgrAn's Progress Hawttiorne's Wonder Talee Stories from Cdaucer King Arthur and His Knigtits The Lady of the Lake Little Snow- White and other Travels of Baron IVIunchaoseh Grimm's Fairy Tales Gulliver's Travels in Lilliput Attractively bound in decorated covers^ 14 cents, postpaid. For supplementary reading in the grades, and home use, these stories cannot be surpassed. THE PALMER COMPANY, Publishers 120 Boylslon Street. - - Boston, Mass. — $H^- — JH4 — ■^ ^■^ c ° " ° - .V "< o ^ ^°-n^. ■ r. DOBBS BROS. ■- ^^ cP LISRAIIV aiNOINQ ~ ^ V A ST. AUGUSTINE .\ „ ^•'^ S> r. o * » « <*> ^^2084 ,4\im\ %.^^ LIBRARY OF CONGRESS 011 526 827 2