But after all there can be no infallible recipes for dramatic writing. With the successful professional playwright, apprenticeship is often an unconscious stage. Plays succeed that break all the rules laid down by critics and professors of dramatic literature, but after all those rules were, to begin with, based on practices productive of success under other conditions. In any case some insight into the mechanics of dramatic art does make the reading of plays more interesting and does give an added zest to theatre going.

THE THEATRE IN THE SCHOOL

The giving of plays in schools is no new thing. One of the earliest English comedies, Ralph Roister Doister, was written in the middle of the sixteenth century by Nicholas Udall, a schoolmaster, probably to be performed at Westminister School at Christmas time. Many generations of boys in the English public schools have presented the plays of the Greek and Latin dramatists; and schools and colleges in this country have also at times given performances of the classic drama. But until recently Shakespeare and the comedies of Sheridan and Goldsmith have been the chief dramatic fare both in the classroom and on the stage in American schools.

Modern plays are coming, however, to be more generally introduced into the course of study. The following significant list, prepared by Miss Anna H. Spaulding, is in use in the senior classes in English in the Brookline High School, at Brookline, Massachusetts:

Thirty-five of these plays are distinctly modern. Another list, in use as part of a course in contemporary literature given in the last half of the third year at the Washington Irving High School and including only modern plays, is reprinted below:

These plays are read and studied; that is to say, such topics as dramatic workmanship, theme, setting, characterization, dialogue, and diction are taken up in connection with each one and each one is made the starting point for a new interest in the drama of to-day.[20]

In another high school in New York, the Evander Childs, there is a four years' course of two periods a week in classroom study of the drama, old and new. All composition work is connected with this special interest.

Another kind of work based on contemporary drama was carried on by a group of first-year students in a certain high school who were much interested in a program of one-act plays to be presented in the school theatre. The teacher of English who had charge of this young class discussed the subject of the theatre audience with them both before and after the performance. The outcome of this analysis of the interests of the audience was an outline. These fourteen-year old girls said that the next time that they went to the theatre they would keep in mind the following considerations: