Salem State University - Clipper Yearbook

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The Leak in the Dike SCENE I. Scene: Dutch interior. At one side of the room is a table covered with a white cloth. At the opposite side is a large old-fashioned fireplace with shining andirons. A box with a few logs in it stands near the fireplace. Mother, dressed in simple Dutch costume, is scrubbing a pan which already shines like silver. Children's voices heard playing outside. Mother fputting the pan into the cupboardj: There! that's the last of those pans scrubbed and put away. It's getting late, and I want Peter to take those cakes to Blind William before dark. fGoing to the doorj: Peter! Peter! Peter Canswering outsidej: Yes, Mother, I'm coming. it QEnter Peter, breathlesslyj. Peter: Oh, mother, We've been having such a good time! I just- Mother: Yes, yes, Peterkin! But I want you to go now to the old blind rnan's hut, and take these cakes. He must be very lonely down there all alone. Peter: He never sees the storks flying overhead, and he never sees the flowers. I think he must be very lonely. Mother fgiving him the cakesj: Here they are. You must hurry, for I want you to get back before dark. Peter: Why, Mother, I'm not afraid no matter how dark it is. But I'll hurry. Good-bye. Exit Peter. Mother Qwatching him from the windowj : He is a good boy, and I know he will do as I wish. QCurtainj. SCENE II. Scene: The interior of the hut of the blind man. Furniture, a table and a chair. The old man sitting at the table, leaning heavily upon his cane in front of him. A violin lies on the table. Blind Man: It is so lonely here! No one has passed the hut today. I'xn glad I have my violin to keep ine from being lonely all the time. tHe touches the instrument lovingly as he speaksj CA whistle is heard outside.j Blind Man: llark! Some one is coming. I wonder who it can be! flinter Peter joyouslyj l'ttter: llullo, Uncle. Guess what l've brought for you. lilinfl Man Cgentlyj: Oh! it's Peterkin, is it? I d0n't know, 1,111 51116. I think it's n flower. l'eter ftlaneiug joyously about the roomj: No, better than that. Try again. lilind Klan: I guess it's a glass of jelly from your mother. l'eter: Wrong again. lt's better even than that. lilinfl Man tatleetionatelyj: l guess it is just yourself you've brought. l't-ter: Ulu, no! it's a great fleal better than that. lt's some little cakes m0tl10r made. lilinfl Klan: lleaven bless your mother! She is an angel. flie takes the cakes and tonehea them gently with his llIlgt!l'H.J Peter: Let, me put them away for yon. tlle puts thc cakes into the cupboardj. Oh, 16

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ff, , . Exit! 1 fir ,..S'-' fi , ---L. - . 5 Q fn fi f X f fl f' lf, -v fs' .Pc C . f f TVw fm V' I Wk 'f , ' 74 in NN 1 ' ln- . 1 X ,N -f f lb frft tv rL?N ff? Z -- V pkg fig- gg , gi -ll! ,i f , X .N S-f - fl ll I Z ,f 'qi ZQJQ grfff- A I al 2i. E'--ff?-3, -fm LEAlQIN'THE'DlltE . Dramatization forms a very important part of the language Work, especially in the lower grades. In the first grade, the children dramatize orally rhymes in reading, fables, and other graphic stories. The story is read to them, and then the children are chosen to represent the characters. Children very readily enter into the spirit of the story, and act out the parts with considerable originality, with only a little guidance on the part of the teacher. The work continues throughout the year with longer stories and more characters. In the second and third grades, pictures are introduced as a basis for original com- position. Before allowing the children to make up a conversation suggested by a picture, the teacher must interest them in the picture by asking questions which will suggest a story. The conversation may be cooperative work written on the board by the teacher. Thus with oral training in dramatizing stories, and making up stories in form of conversations from pictures as a basis, a class in the fourth or fifth grade may put a story into simple dramatic form. In a simple selection like t'The Leak in the Dikev, it is necessary iirst to get the setting of the story. For instance, the children need to know what dikes are, why they are necessary, and the responsibility each person feels in pro- tecting the country from destruction by the ocean. After getting the setting, the teacher should read the story to the children. When the main thought is familiar, it is necessary to discuss the characters, the divisions of the story into parts to represent the scenes, and the setting of each scene. The children are then ready to make up the conversation together. The following might be what the children would produce. H. E. S. 15

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Uncle! while I Was out playing on the dikes the other day, I saw a stork with a broken wing. Will he ever be able to Hy again? Blind Man: It might heal after a while, but he would probably be killed before then. Peter: Oh, no! I carried him home, and we are going to keep him until he gets well. But I must be going now, uncle. Mother wants me to get home before dark. Blind Man: I donlt like to have you go because you will take the sunshine with you, but be a good boy, Peter, and mind your mother always. Tell her that the cakes will taste very good. Peter: Good-bye, Uncle. I shall come again in a day or two. Blind Man: Good-bye, Peter. Run straight home, so that mother won't worry. COurtain.j SCENE III. Scene: Same as Scene I. Father sits at the table eating his breakfast. Mother is bust- ling about, trying to work, but keeps going to the window. Mother: Peter never stayed away from home before without asking if he might. .QShe goes to the Window again.j Father: Oh! helll be here soon. Probably he found the old uncle lonely, and stayed all night with him. , Mother: But he told me he would come back before clark, and he has always kept his Word. Q, Father: He is a brave boy, and I dare say he is safe. Mother fagain going to windowjz I Wonder who is coming down the road. There are two men, and they are carrying something between them. Father: Probably taking something to market. QEnter Hans and Gretchen. Hans is about six, and Gretchen eight. They are dressed in the ordinary Dutch costume.j Hans: Mother, have you seen our Peterkin? Gretchen: Where is our Peterkin? Mother: He has not come home. Oh, Father! it's a boy they're carrying. It can't be Peter! It is! It is! CI.oud burst of cheering is heard, growing louder and louder. Father rushes out to meet them.j Mother: They are singing and cheering. Gretchen Cdancing about joyouslyj : Mother, he is safe. QEnter men, laughing, still bearing Peter on their shoulders. Peter looks rather sheepislnj Mother: Oh, Peter! Where have you been all night? First Nvorkmanz He has been trying to keep the Whole ocean out of Holland. It was too hard work, and he fell asleep doing it. Second WVorkman: He has saved the land by keeping the Water out, and he only fell asleep after We found him, and began to repair the damage. Mother: He has saved us all. Peter: I haven't done anything. I only held my hand in the hole, hoping some one Would come. I wouldn't have cared if I hadn't been so sleepy. I think it's a good thing the men came when they did, for I was almost asleep. It was such a long time. fOurtain.j M. F. R. H. E. S. 17