Augusta Stevenson - Children\'s Classics in Dramatic Form
A >>
Augusta Stevenson >> Children\'s Classics in Dramatic Form
CHILDREN'S CLASSICS IN DRAMATIC FORM
BOOK TWO
BY AUGUSTA STEVENSON
Formerly a Teacher in the Indianapolis Public Schools
1908
[Illustration]
FOREWORD
This series of books aims to serve three distinct purposes: first, to
arouse a greater interest in oral reading; second, to develop an
expressive voice--sadly lacking in the case of most Americans; and
third, to give freedom and grace in the bodily attitudes and movements
which are involved in reading and speaking. The stories given are for
the most part adaptations of favorite tales from folklore,--Andersen,
Grimm, AEsop, and the Arabian Nights having been freely drawn upon.
Children are dramatic by nature. They _are_ for the time the kings, the
fairies, and the heroes that they picture in their imaginations. They
_are_ these characters with such abandon and with such intense pleasure
that the on-looker must believe that nature intended that they should
give play to this dramatic instinct, not so much formally, with all the
trappings of the man-made stage, but spontaneously and naturally, as
they talk and read. If this expressive instinct can be utilized in the
teaching of reading, we shall be able both to add greatly to the child's
enjoyment and to improve the quality of his oral reading. In these days
when so many books are hastily read in school, there is a tendency to
sacrifice expression to the mechanics and interpretation of reading.
Those acquainted with school work know too well the resulting
monotonous, indistinct speech and the self-conscious, listless attitude
which characterize so much of the reading of pupils in grades above the
third. It is believed that these readers will aid in overcoming these
serious faults in reading, which all teachers and parents deplore. The
dramatic appeal of the stories will cause the child to lose himself in
the character he is impersonating and read with a naturalness and
expressiveness unknown to him before, and this improvement will be
evident in all his oral reading, and even in his speech.
The use of the books permits the whole range of expression, from merely
reading the stories effectively, to "acting them out" with as little, or
as much, stage-setting or costuming as a parent or teacher may desire.
The stories are especially designed to be read as a part of the regular
reading work. Many different plans for using the books will suggest
themselves to the teacher. After a preliminary reading of a story during
the study period, the teacher may assign different parts to various
children, she herself reading the stage directions and the other brief
descriptions unclosed in brackets. The italicized explanations in
parentheses are not intended to be read aloud; they will aid in giving
the child the cue as to the way the part should be rendered. After the
story has been read in this way, if thought advisable it can be played
informally and simply, with no attempt at costuming or theatric effects.
It will often add to the interest of the play to have some of the
children represent certain of the inanimate objects of the scene, as the
forest, the town gate, a door, etc. Occasionally, for the "open day," or
as a special exercise, a favorite play may be given by the children with
the simplest kind of costuming and stage-setting. These can well be made
in the school as a part of the manual training and sewing work. In
giving the play, it will generally be better not to have pupils memorize
the exact words of the book, but to depend upon the impromptu rendering
of their parts. This method will contribute more largely to the training
in English.
The best results will usually be obtained by using this book in the
third grade. In some schools, however, it may profitably be used in the
second grade.
A.S.
CONTENTS
THE CLEVER KID
_Suggested by AEsop's The Wolf and the Goat._
THE WOLF AND THE HORSE
_Suggested by AEsop's The Wolf and the Horse._
THE WISE CROW
_Suggested by AEsop's The Crow and the Pitcher._
THE WOLF AND THE LAMB
_Suggested by AEsop's The Wolf and the Lamb._
THE SELFISH WOMAN
_Suggested by the folk-story, The Red-Headed
Woodpecker._
THE BLIND MEN AND THE ELEPHANT
_From the folk-story, The Blind Men._
THE STAG AND THE FAWN
_Suggested by AEsop's The Stag at the Pool._
THE SHEPHERD-BOY WHO CALLED WOLF
_Suggested by AEsop's The Shepherd-Boy
and the Wolf._
THE WISH-BIRD
_Suggested by a German folk-story._
LAZY KATE
_Suggested by the German folk-story, Lazy Lizette._
THE PROUD RING-FINGER
_Suggested by the German folk-story, The Proud
Ringfinger._
THE TWO MILLERS
_Suggested by the German folk-story, The Two Millers._
THE VAIN JACKDAW
_Suggested by AEsop's The Vain Jackdaw._
THE LITTLE JACKAL AND THE CAMEL
_Suggested by the Oriental legend. The
Jackal and the Camel._
THE ENDLESS TALE
_Suggested by the folk-story, The Endless Tale._
THE HOLE IN THE DIKE
_Suggested by the legend, The Hole in the Dike._
THE POT OF GOLD
_Suggested by AEsop's The Farmer and his Sons._
THE HARE AND THE HEDGEHOG
_Suggested by Grimm's The Hare and the
Hedgehog._
FISHING ON DRY LAND
_Suggested by Grimm's The Peasant's Clever
Daughter._
THE WISE MEN OF GOTHAM
_Suggested by the folk-story, The Wise Men of
Gotham._
THE TWO QUESTIONS
_Suggested by the folk-story, The Two Questions._
POCAHONTAS AND CAPTAIN SMITH
POCAHONTAS SAVES JAMESTOWN
KING ALFRED AND THE CAKES
ILLUSTRATIONS
THE ENDLESS TALE
THE CLEVER KID
"AS I LIVE, YOU SPEAK THE TRUTH!"
THE WISE CROW
THE WOLF AND THE LAMB
"WILL YOU GIVE ME A CAKE?"
THE BLIND MEN AND THE ELEPHANT
THE STAG AND THE FAWN
THE SHEPHERD BOY WHO CALLED WOLF
"I AM TIRED OF MY RABBITS"
"GOOD-MORNING, TEACHER. HERE IS LAZY KATE"
THE PROUD RING-FINGER
THE TWO MILLERS
THE VAIN JACKDAW
THE LITTLE JACKAL AND THE CAMEL
"THERE IS WATER ON THE SAND HERE"
THE POT OF GOLD
THE HARE AND THE HEDGEHOG
FISHING ON DRY LAND
"QUICK, NOW--BEFORE THE KING COMES"
THE TWO QUESTIONS
"I WILL NOT SHOOT AT DEER"
POCAHONTAS SAVES JAMESTOWN
"NOT ONE OF THEM FIT TO EAT!"
THE CLEVER KID
TIME: _this morning._
PLACE: _a pasture._
* * * * *
GRAY WOLF.
WHITE WOLF.
KID.
* * * * *
[_The_ GRAY WOLF _and the_ WHITE WOLF _are standing at the foot of a
hill; at the top of the hill is a_ KID.][Footnote: The explanations in
brackets may be read aloud by the teacher.]
GRAY WOLF. Look, brother, there is a kid!
WHITE WOLF. Where? Where?
GRAY WOLF. On that hill to the south.
WHITE WOLF. I do not see her.
GRAY WOLF. She is on the very top.
WHITE WOLF. Ah, now I see her!
GRAY WOLF. I wish we could get at her.
[Illustration:]
WHITE WOLF. She would make a fine dinner.
GRAY WOLF. She would, my brother.
WHITE WOLF. She is so young!
GRAY WOLF. She is so tender!
WHITE WOLF. Well, we cannot get her. The hill is too steep.
GRAY WOLF. We must make her come to us.
WHITE WOLF. Yes, yes! That will be fine!
GRAY WOLF. O little Kid! Dear little Kid!
WHITE WOLF. O little Kid! Sweet little Kid!
KID. What is it, sirs?
GRAY WOLF. The grass down here is sweeter!
WHITE WOLF. And greener!
GRAY WOLF. And fresher!
WHITE WOLF. And younger!
GRAY WOLF. Come down and eat your dinner here!
KID. Do you speak of my dinner, sirs?
WOLVES. O yes, yes, yes!
KID. You _speak_ of my dinner, but you _think_ of your own. I will stay
where I am, sirs.
THE WOLF AND THE HORSE
TIME: _last summer._
PLACE: _a field of oats._
* * * * *
WOLF.
HORSE.
MASTER.
MAID.
BOY.
NEIGHBORS.
* * * * *
[_The_ WOLF _enters from the forest._]
WOLF. Ah, if I could only eat oats! What a dinner I should have! I would
tell no one! No one would know, and the whole field would be mine.
(_Enter the_ HORSE _from the forest._)
Ah, good friend, such news as I can tell you!
HORSE. I will not promise to believe you.
WOLF. Well, then, believe your own eyes. There lies a field of ripe
oats!
HORSE. As I live, you speak the truth!
WOLF. I have not tasted one! I have kept them all for you.
[Illustration: "AS I LIVE, YOU SPEAK THE TRUTH!"]
HORSE (_calling_) Master! Master!
[Note: The words in parentheses are not intended to be read aloud;
they will give the child the cue as to how the part should be rendered
and thus stimulate better expression.]
WOLF. Your master knows the oats are there. You do not need to tell him.
HORSE. Maid! Maid!
WOLF. The maid knows the oats are there. You do not need to call her.
HORSE. Boy! Boy!
WOLF. Stop your calling! You will have them all at me with clubs.
HORSE. Neighbors! Neighbors!
[_Enter the_ MASTER, MAID, BOY, _and_ NEIGHBORS _with clubs. They
surround the Wolf._]
MASTER. Aha! I have caught you at last!
WOLF (_to horse_). This is the thanks I get for showing you--
HORSE. Something you did not want yourself. I owe you nothing, sir.
THE WISE CROW
TIME: _last summer._
PLACE: _a meadow._
* * * * *
THE CROW.
THE SPARROW.
* * * * *
[_The_ CROW _and the_ SPARROW _meet at a spring._]
SPARROW. Ah me, the spring is dry!
CROW. All the springs are dry!
SPARROW. There may be water in the brook.
CROW. No, the brook is dry.
SPARROW. What shall we do?
CROW. There may be water in this pitcher. I will see. Aha! Here is
water! Come and drink.
SPARROW. I cannot reach it. It is too low.
CROW. Stretch your neck!
SPARROW. I stretch and stretch--I cannot reach it.
CROW. Why, neither can I! Stretch as I will, I cannot reach it.
SPARROW. What shall we do?
CROW. We will break the pitcher. Come, now!
SPARROW. I strike and strike.
CROW. I strike and strike.
SPARROW. We cannot break it.
CROW. No, we cannot break it.
SPARROW. What shall we do?
CROW. Let us try to overturn it. Come, now!
SPARROW. I push and push.
CROW. I push and push.
SPARROW. We cannot overturn it.
CROW. No, we cannot overturn it.
SPARROW. We must have water! What shall we do?
CROW. Ah, I know the way to get the water!
(_He drops pebbles in the pitcher._)
SPARROW. Why do you drop pebbles in the pitcher?
(_He drops in more pebbles; the water rises._)
Please tell me why you do that.
[Illustration]
CROW. Now come and drink, Miss Sparrow!
SPARROW. Why, I can reach the water How queer! How very queer!
THE WOLF AND THE LAMB
TIME: _last spring._
PLACE: _a pasture._
* * * * *
THE LAMB.
THE WOLF.
* * * * *
[_The_ LAMB _is drinking from the brook. The_ WOLF _enters._]
WOLF. Aha! There is my dinner. Now I'll make it seem that I ought to eat
her. Lamb, Lamb, how dare you? How dare you?
LAMB. What do you mean, sir?
WOLF. How dare you muddle the water?
LAMB. The water is clear where you stand, sir.
WOLF. The water is muddled where I stand, miss.
LAMB. How can that be, sir?
WOLF. I say the water here is muddled.
LAMB. But, sir, the water runs from you to me.
WOLF. Oh, well, we will say no more about the water. Now just one year
ago you called me names.
[Illustration]
LAMB. How could that be, sir?
WOLF. I say you called me names, miss.
LAMB. But, sir, one year ago I was not born.
WOLF. Well, then, it was your father. It is all the same to me. I mean
to eat you anyway.
THE SELFISH WOMAN
TIME: _yesterday._
PLACE: _the village._
* * * * *
WOMAN.
BEGGAR.
* * * * *
[_The_ SELFISH WOMAN _is taking cakes from her oven. There is a knock at
the door._]
WOMAN. Enter!
[_The_ BEGGAR _enters. She wears a long cloak._]
BEGGAR. I am hungry, good woman. Will you give me a cake?
WOMAN. The cakes are too large to give away. I will make a cake for you.
[_She makes a very small cake and puts it in the oven._]
BEGGAR. I thank you, good woman.
[_The woman takes the cake from the oven._]
WOMAN. This cake is too large to give away. I will make another cake for
you.
[_She makes a very, very small cake and puts it in the oven._]
BEGGAR. I thank you, good woman.
[_The woman takes the cake from the oven._]
WOMAN. This cake is too large to give away. I will give you a slice of
bread.
[_She cuts a slice from a loaf of bread._]
BEGGAR. I thank you--
WOMAN. A slice is too much to give away. Here is a crust for you.
[_The beggar shakes her head._]
BEGGAR. May you never taste cake again! May the very cake in your mouth
seem to be crust! If you will not give, you shall not have!
WOMAN. Go, go!
[_The beggar throws off her cloak; a_ FAIRY _is seen._]
WOMAN. A Fairy! You are a Fairy?
FAIRY. I am the Fairy of Good Deeds. You would not give--you shall not
have!
[_The Fairy goes._]
WOMAN. As if cake could ever taste like bread! 'Tis
impossible--impossible!
(_She eats a cake._)
What is this? I seem to be eating crust, dry crust. I'll try another
cake.
[Illustration: "WILL YOU GIVE ME A CAKE?"]
(_She eats another cake._)
Why, this too changes to crust! Ah me! The Fairy's words were true. I
would not give, I cannot have. Ah me! Ah me!
THE BLIND MEN AND THE ELEPHANT
TIME: _a year ago._
PLACE: _India._
* * * * *
THE DRIVER.
THE SIX BLIND MEN.
* * * * *
[_The_ SIX BLIND MEN _stand by the roadside, begging. The_ DRIVER _comes
with his elephant._]
BLIND MEN. A penny, sir! A penny!
DRIVER (_throwing pennies_). There, and there, and there! Now out of the
way with you! I must take my elephant by.
FIRST BLIND MAN. I have never seen an elephant, sir.
OTHER BLIND MEN. Nor I! Nor I!
DRIVER. Do you know what he is like?
BLIND MEN. No, sir! No, sir!
DRIVER. Would you like to touch him?
BLIND MEN. Yes! Yes!
DRIVER. Come, then, and stand by him.
FIRST BLIND MAN (_placing hand on elephant's side_). Well, well! Now I
know all about him! He is exactly like a wall!
SECOND BLIND MAN (_feeling the tusk_). He is not like a wall! He is
round and smooth and sharp. He is like a spear.
THIRD BLIND MAN (_feeling the trunk_). Both of you are wrong. He is like
a snake.
FOURTH BLIND MAN (_feeling a leg_). Oh, how blind you are! He is round
and tall like a tree!
FIFTH BLIND MAN (_feeling an ear_). Why, he is exactly like a great fan!
SIXTH BLIND MAN (_feeling the tail_). This elephant is not like a wall,
or a spear, or a snake, or a tree, or a fan. He is exactly like a rope.
DRIVER. Ha, ha, ha!
[_He goes, driving elephant and laughing._]
FIRST BLIND MAN. Ha, ha, ha! Hear how he laughs at you!
SECOND BLIND MAN. He laughs at you and the others.
THIRD BLIND MAN. He does not laugh at me!
FOURTH BLIND MAN. I say he laughs at you and the others.
[Illustration: THE BLIND MEN AND THE ELEPHANT]
FIFTH BLIND MAN. You cannot say he laughs at me!
SIXTH BLIND MAN. He laughs at all of you! He knows I spoke the truth.
[_He goes._]
OTHER BLIND MEN. Hear him! Hear him!
[_They go their different ways, shaking their fingers angrily at each
other._]
THE STAG AND THE FAWN
SCENE I
TIME: _last autumn._
PLACE: _the forest._
* * * * *
THE STAG.
THE FAWN.
* * * * *
[_The_ STAG _and_ FAWN _enter the forest._]
FAWN. Here is a pool!
STAG. We will stop and drink.
FAWN. I see your horns in the water, father.
STAG. Ah, yes!
FAWN. They look like a strong tree down there.
STAG. They are strong! And are they not beautiful, child?
FAWN. They make you very grand, dear father!
STAG. No king with his crown looks grander!
FAWN. I see your feet in the water, father.
STAG. Do not speak of my feet, child!
FAWN. Why not? They are small and slender.
[Illustration]
STAG. But they look so weak. I do not like my feet at all. I wish they
were different.
(_A Hunter's horn is heard._)
Come, child, come!
SCENE II
TIME: _an hour later._
PLACE: _another part of the forest._
* * * * *
THE STAG.
THE FAWN.
THE HUNTER.
* * * * *
[_The_ STAG _is caught in a thicket by his horns. The_ FAWN _looks at
him pityingly._]
FAWN. A man is near! I hear him running!
STAG. I cannot free myself!
FAWN. Ah, if you only had no horns!
STAG. Or if they were only not so strong and not so grand!
FAWN. Your feet could save you then, dear father.
STAG. Go, child, and let your feet save you.
FAWN. I cannot bear to leave you, father!
STAG. Go save yourself! Go, go!
[_The faun goes. The_ HUNTER _enters._]
HUNTER. Aha! I have you now!
THE SHEPHERD BOY WHO CALLED WOLF
SCENE I
TIME: _middle of the afternoon._
PLACE: _a hillside near the village._
* * * * *
SHEPHERD BOY.
MASTER.
PASTOR.
MERCHANT.
BAKER.
BUTCHER.
* * * * *
[_The_ SHEPHERD BOY _watches a flock of sheep._]
BOY. I am tired of watching sheep! I will play a joke on some one! I
will play a joke on every one!
(_He calls in a loud voice._)
Wolf! Wolf! Wolf! Wolf!
[_Enter the_ VILLAGERS _with clubs._]
MASTER. Where is the Wolf?
BOY. Ha, ha, ha! There is no wolf!
PASTOR. I do not like to leave my church!
[Illustration]
MERCHANT. I do not like to leave my store!
BAKER. I do not like to leave my dough!
BUTCHER. I do not like to leave my ox!
BOY. Ha, ha, ha! There is no wolf! Ha, ha, ha!
MASTER. You must not play that joke again! Do you hear? You must never
play that joke again!
SCENE II
TIME: _a week later._
PLACE: _same as in Scene I._
* * * * *
BOY.
VILLAGERS.
* * * * *
[_The_ BOY _watches his sheep._]
BOY. I will play that joke again. I like to see them come running.
(_He calls in a loud voice._)
Wolf! Wolf! Wolf! Wolf!
[_The_ VILLAGERS _come with clubs._]
MASTER. Where is the wolf?
BOY. Ha, ha, ha! There is no wolf!
PASTOR. I do not like to leave my church!
MERCHANT. I do not like to leave my store!
BAKER. I do not like to leave my dough!
BUTCHER. I do not like to leave my ox!
BOY. Ha, ha, ha! There is no wolf! Ha, ha, ha!
MASTER. Boy, boy, you must not joke about a wolf! Do you hear? You must
never joke about a wolf!
SCENE III
TIME: _a week later._
PLACE: _same as Scene II._
* * * * *
BOY.
* * * * *
[_The_ BOY _watches the sheep. A wolf comes and begins to kill the
sheep._]
BOY. Wolf! Wolf! Wolf!
(_No one comes or answers._)
Master! Pastor! Merchant! Baker! Butcher! Come! Come! Wolf! Wolf! Wolf!
Wolf!
(_No one comes or answers._)
What shall I do? They think I am playing a joke again. What shall I do?
I cannot save my sheep! I must run to save myself!
THE WISH-BIRD
TIME: _a few years ago._
PLACE: _the palace gardens._
* * * * *
BIRD.
PRINCE.
NURSE.
* * * * *
[_The_ PRINCE _and his_ NURSE _walk in the palace gardens. The_
WISH-BIRD _is flying among the trees._]
PRINCE. I am tired of the gardens, Nurse.
NURSE. Look at your pretty flowers, dear Prince.
PRINCE. I am tired of the flowers.
NURSE. Look at your pretty doves, dear Prince.
PRINCE. I am tired of my doves.
NURSE. Then look at your white, white rabbits, Prince.
PRINCE. I am tired of my rabbits.
NURSE. Dear me! Dear me!
PRINCE. What shall I look at, Nurse?
[Illustration: 'I AM TIRED OF MY RABBITS']
NURSE. I do not know, dear Prince.
PRINCE. You must tell me what to look at.
NURSE. Dear me! Dear me!
PRINCE. I will send you to the king.
NURSE. Do not send me to the king, dear Prince!
PRINCE. Then tell me what to look at.
BIRD. Look at me, Prince! Look at me!
PRINCE. Where are you?
BIRD. I am in the cedar tree.
NURSE. It is the Wish-Bird, Prince!
BIRD. Make a wish, Prince. I will give you what you ask for. But do not
ask too much!
PRINCE. I wish these flowers were feathers!
BIRD. Flowers, flowers, to feathers change!
PRINCE. Look, Nurse, look! The flowers have changed to feathers! Let me
wish again, Wish-Bird!
BIRD. Make a wish. I will give you what you ask for. But do not ask too
much!
PRINCE. I wish my rabbits with wings could fly!
BIRD. Rabbits, rabbits, fly with wings!
PRINCE. Ha, ha! My rabbits now have wings! Let me wish again, Wish-Bird!
BIRD. Make a wish. I will give you what you ask for. But do not ask too
much!
PRINCE. I wish to have the moon, I do!
BIRD. Do not ask too much, Prince!
PRINCE. I wish to have the moon, I say! Do you hear, Wish-Bird? I wish
to have the moon!
BIRD. You ask too much! Feathers, feathers, fly away!
NURSE. Prince, Prince, your feather flowers are flying away!
BIRD. Rabbits, rabbits, fly away!
NURSE. Prince, Prince, your pretty rabbits are flying away!
PRINCE. I want my pretty flowers, I do! I want my pretty rabbits, too!
BIRD. You asked too much, Prince! You asked too much!
PRINCE. What will the king say?
NURSE. Dear me! Dear me! The king loved the flowers and white, white
rabbits.
PRINCE. What shall I do, Wish-Bird?
BIRD. Go plant flower seeds and care for them until they grow to
flowers. Go feed your doves and care for them. Go work and work and
work and never ask too much. Then some day I will come to you and you
may wish again.
[_The Wish-Bird flies away._]
LAZY KATE
SCENE I
TIME: _early in the morning._
PLACE: _Kate's bedroom._
* * * * *
KATE.
MOTHER.
BED.
* * * * *
[KATE _is in bed. Her_ MOTHER _comes._]
MOTHER. Kate, Kate, get up!
KATE. By and by, mother.
MOTHER. It is time to go to school. Get up!
KATE. By and by, mother, by and by.
MOTHER. You will be late to school, I fear.
[_The Mother goes._]
BED. Dear me! Dear me! Kate will not get up. Well, she shall not be late
to school. I will see to that.
[_The Bed walks from the room into the street. Kate is frightened._]
KATE. Bed, Bed, where are you going?
BED. To school, you lazy child.
SCENE II
TIME: _five minutes later._
PLACE: _the schoolroom._
* * * * *
KATE.
TEACHER.
BED.
BOYS AND GIRLS.
* * * * *
[_The_ BED _enters the schoolroom. Kate tries to hide under the
covers._]
BED. Good-morning, teacher. Here is lazy Kate.
TEACHER. Ha, ha, ha!
BED. Good-morning, boys. Here is lazy Kate.
BOYS. Ha, ha, ha!
BED. Good-morning, girls. Here is lazy Kate.
GIRLS. Ha, ha, ha!
KATE. Take me home, Bed! Please take me home!
BED. Will you get up early?
KATE. O yes, yes, yes!
BED. Every morning?
KATE. Every morning, Bed! Every morning!
[Illustration: "GOOD-MORNING, TEACHER. HERE IS LAZY KATE"]
BED. Then I will take you home. Good-by, teacher!
TEACHER. Ha, ha, ha!
BED. Good-by, children!
CHILDREN. Ha, ha, ha!
[_The Bed goes with Kate, who still tries to hide under the covers._]
SCENE III
TIME: _two minutes later._
PLACE: _Kate's bedroom._
* * * * *
KATE.
MOTHER.
* * * * *
[KATE _is asleep. Her_ MOTHER _comes._]
MOTHER. Kate, Kate! You are asleep again! Get up and go to school!
KATE. I have been to school.
MOTHER. What is this?
KATE. I have been to school. The Bed took me.
MOTHER. You have been dreaming, child.
KATE. No, no! The Bed took me to school. The children laughed at me.
MOTHER. It was a dream, my dear.
KATE. Well, I promised the Bed to get up early. I know that was not a
dream.
[_She jumps out of bed._]
MOTHER. Oh, that is fine!
KATE. I must not be late to school. I promised the Bed.
THE PROUD RING-FINGER
TIME: _this morning._
PLACE: _Mary's bedroom._
* * * * *
MARY.
MOTHER.
FATHER.
BROTHER.
SISTER.
POINTING-FINGER.
MIDDLE-FINGER.
RING-FINGER.
LITTLE-FINGER.
THUMB.
* * * * *
[MARY _lies in bed asleep. Her_ FATHER, MOTHER, BROTHER, _and_ SISTER
_enter softly. They carry birthday presents for Mary._]
MOTHER. Sh! We must not wake her!
FATHER. I will put the gold pen on the table.
BROTHER. I will lay the apple by the pen.
SISTER. I will place the rose by the apple.
FATHER. How pretty they look!
MOTHER. What shall I do with the ring?
FATHER. Why not put it on her finger?
MOTHER. I will do that. I will put it on her ring-finger. There! See how
pretty it looks!
SISTER. How pretty it makes her finger look!
MOTHER. Now come. We must not wake her. Sh! Sh!
[_They go._]
RING-FINGER. I have a gold ring. I am pretty. I am better than the other
fingers. I will not work with them.
THUMB. Do you hear that, fingers?
[Illustration:]
POINTING-FINGER. You are too proud, Ring-finger.
RING-FINGER. Have I not a ring?
MIDDLE-FINGER. That makes you no better, miss.
RING-FINGER. I will not work with any of you.
LITTLE-FINGER. Then I will not work with you.
POINTING-FINGER. Nor I!
THUMB. Nor I!
MIDDLE-FINGER. Nor I!
[_The Ring-finger sees the rose._]
RING-FINGER. I wish to hold the rose.
MIDDLE-FINGER. I will not help you.
RING-FINGER. I cannot get it alone.
MIDDLE-FINGER. I will not help you. Let the ring help you.
RING-FINGER. Dear me! Dear me! I cannot get the rose!