Elves and Goblins might surround the Beast when dying. The change of scene from the simple home of Beauty to the rich castle of the Beast, and the change of costume, would furnish ample opportunity for original artistic work from older students. For the little child it is good to see the familiar dignified with art and beauty; and for the older student the imagination works more freely when dealing with rather simple and familiar elements such as the folk-tale offers. _Cinderella_, like _Beauty and the Beast_, offers abundant opportunity to the high school student for a play or pantomime which it would be good for the little people to see. The stately minuet and folk-dances of different peoples may be worked into the ball-scene. And here, too, the beautiful picture-books will suggest features of costume and scenery. (2) _Dramatization may develop boldness in a child_. The tendency is to use children with good dramatic ability continually for leading parts, even when the children choose the parts. This fault may be counteracted by distinguishing between work for growth and one or two rather carefully prepared plays to be given on special occasions. It is also counteracted by looking well to the social aspect of the play, by introducing features such as the song, dance, or game, where all have a part, or by adding attractive touches to less important parts, so that while a character may still be leading it will have no reason to feel over-important. This danger is not prominent until after the first grade. (3) _Dramatization may spoil some selections_. Beautiful descriptions which make a tale poetic are not to be represented, and without them a tale is cheapened. Such is the case with _The King of the Golden River_ and _The Ugly Duckling_. Care should be exercised to choose for dramatization only what is essentially dramatic and what is of a grade suited to the child. Tales suited to the little child are largely suited for dramatization. (4) _Dramatization has omitted to preserve a sequence in the selections used from year to year_. A sequence in dramatization will follow naturally as the tales offered from year to year show a sequence in the variety of interests they present and the opportunities for growth and activity they offer. Plays most suited to the kindergarten are those which do not require a complete re-telling of the story in the acting, so that the child need not say so much. Such are stories like _The Old Woman and Her Pig, Henny Penny, The Foolish Timid Rabbit, Little Tuppen, Three Billy-Goats_, _Johnny Cake_, and _Billy Bobtail_. When the course of literature in the elementary school gets its content organized, the sequence of dramatization will take care of itself. Dramatization has one rather unusual virtue:--