We reason much concerning the educative value of carpentry, of the various forms of manual skill in wood and iron, of weaving, gardening, and cooking, of the work of shoemaker, basket-maker, and potter, and of the educative value of these constructive activities; for the purposes of universal education, is it not of equal importance that children become skilled in the histrionic art, in the apt interpretation and expression of good manners, in that deeper social insight and versatile tact which are the constructive elements in conduct? Or, putting it in a more obvious form, is it any more important for a person to know how to construct a bookcase or even a steam-engine, than to shape his speech or conduct skilfully in meeting a board of education or a business manager. It is not the purpose of the school to educate players or public readers, any more than to train carpenters or machinists. But the reading exercises in school should culminate in the ability to sympathetically interpret a considerable variety of human life and character as presented in our best literature. Modern educators, however, are not satisfied, in any important study, with theoretical knowledge derived from books. They demand that knowledge shall pass over into some sort of practice and use. Reading passes naturally and without a break from the interpretation of life to its embodiment in conduct. In this important respect it is the most practical of all studies. Its subject matter, derived from literature, consists largely of an interesting variety of typical and artistically beautiful character delineations from the hands of the supreme master of this art. Dramatic representation is the last and indispensable step in the art of reading; and the interest that naturally attaches to it, from early childhood up through all the stages of growth, removes one chief obstacle to its introduction. Keeping in mind that wisdom, skill, and versatility in conduct are the natural and appropriate outcome of successful dramatic representation, it is not at all extravagant to say that the average child will have far more use for this result, both now and in all the vicissitudes of later life, than for skill in carpentry, or ironwork, or weaving, etc. Nor have we any disposition to detract from the value usually attributed to manual training in its various forms by its advocates. It is not uncommon for teachers generally to employ the dialogue form when the selection admits of it, and to assign the parts to different children. Our purpose, however, in the fuller discussion and emphasis of the dramatic element is to suggest a more liberal employment of dramatic selections, and to provide for a much fuller dramatic representation, using simple, inexpensive costumes and stage surroundings where possible.