The many Prophets with their various messages suggest the possibility of their use in a pageant. This form of dramatization may be given to advantage by a group of children as a climax to their detailed study of the Prophets. * * * * * From each of the following subjects several dramatizations may be taken. They suggest many short one-act plays, and also some excellent long ones. Saul Chosen and Anointed King of Israel. I Sam., chaps. 9 and 10. Samuel Anoints David. I Sam., chap. 16. David and Jonathan. I Sam., chaps. 18-20. David Spares Saul's Life. I Sam., chap. 24. Moses Begs Pharaoh to Allow the Children of Israel to Leave Egypt. Exod., chaps. 5-13. It may be well to state, in connection with the selection of stories from the Bible for dramatization, that other stories outside of the Bible may be dramatized by these same methods and will accomplish the same results. It is not best to allow children to dramatize in succession too many of the heavier type of stories, such as the Bible stories represent. They may become tired if they work too long at the same kind of dramatization. Children need stories which will lighten and relieve the extreme seriousness and dignity which they necessarily have to express in playing the Bible stories. There is a host of fairy tales, folk-tales, and historical incidents that may well be adapted for this purpose. _The Children's Educational Theatre_, by Alice Minnie Herts, describes dramatic work with children older than those who made the plays in this book. It is an interesting experiment in education which uses dramatization as a means for accomplishing certain aims. CHAPTER XIII STAGE SETTING AND PROPERTIES The point has been emphasized in the preceding chapters that very little stage setting and only a few properties are used in connection with these dramatizations. It is always best that as much as possible should be left to the imagination, and that only such setting and properties be used as the children themselves can construct and as are needed to produce the atmosphere of the play. This point of view influences any consideration of these matters. It is frequently true that, after the children have made the articles they find a need for, the results are very crude, and there is yet much opportunity for free play of the imagination. Great benefit is derived, however, through the construction of these objects. The children gain a clearer understanding and a keener appreciation of them after they have had the experience of trying to express the shape or form through some medium, such as clay-modeling, paper-cutting, drawing.