Solution Manual for Child Development 7th Edition by Feldman

ISBN 0133852032 9780133852035

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LEARNING OBJECTIVES
After reading Chapter 2, students will be able to answer the following questions:

PERSPECTIVES ON CHILDREN
LO1 What are the basic concepts of the psychodynamic perspective?
LO2 What are the basic concepts of the behavioral perspective?
LO3 What are the basic concepts of the cognitive perspective?
LO4 What are the basic concepts of the contextual perspective?
LO5 What are the basic concepts of the evolutionary perspective?
LO6 What is the value of multiple perspectives on child development?

THE SCIENTIFIC METHOD AND RESEARCH

LO7 What is the scientific method, and how does it help answer questions about child development?
LO8 What are the major characteristics of correlational studies and experiments, and how do they differ?
LO9 What are the major characteristics of experiments, and how do they differ from correlational
studies?

RESEARCH STRATEGIES AND CHALLENGES

LO10 How would you compare theoretical and applied research?
LO11 What are the major research strategies?
LO12 What are the primary ethical principles used to guide research?
 KEY TERMS AND CONCEPTS
theories (p. 19) experimental research (p 34)
psychodynamic perspective (p. 19) naturalistic observation (p. 35)
psychoanalytic theory (p. 20) case studies (p. 36)
psychosexual development (p. 20) survey research (p. 36)
psychosocial development (p. 20) psychophysiological methods (p. 37)
behavioral perspective (p. 22) experiment (p. 37)
classical conditioning (p. 22) treatment (p. 37)
operant conditioning (p. 23) treatment group (p. 37)
behavior modification (p. 23) control group (p. 37)
social-cognitive learning theory (p. 23) independent variable (p. 38)
cognitive perspective (p. 24) dependent variable (p. 38)
information-processing approaches (p. 26) sample (p. 39)
cognitive neuroscience approaches (p. 26) field study (p. 39)
contextual perspective (p. 27) laboratory study (p. 40)
bioecological approach (p. 27) theoretical research (p. 41)
sociocultural theory (p. 29) applied research (p. 41)
evolutionary perspective (p. 29) longitudinal research (p. 43)
scientific method (p. 32) cross-sectional research (p. 43)
hypothesis (p. 33) sequential studies (p. 44)
correlational research (p. 33)

CHAPTER OUTLINE/LECTURE NOTES

I. Perspectives on Children
A. The Psychodynamic Perspective: Focusing on Internal Forces
1. Theories are explanations and predictions concerning phenomena of interest,
providing a framework for understanding the relationships among an organized set of
facts or principles.
2. The psychodynamic perspective is the approach that states behavior is motivated by
inner forces, memories, and conflicts of which a person has little awareness or
control.
3. Freud’s Psychodynamic Theory
a) Freud’s psychoanalytic theory suggests that unconscious forces act to
determine personality and behavior. According to Freud, one’s personality
has three aspects:
(1) Id, the raw, unorganized, inborn part of personality that is present at
birth.
(a) Operates according to the pleasure principle, in which the
goal is immediate reduction of tension and maximization of
satisfaction.
(2) Ego, the part of personality that is rational and reasonable.
(a) Operates on the reality principle, in which instinctual energy
is restrained in order to maintain the safety of the individual and
help integrate the person into society.
(3) Superego, the aspect of personality that represents a person’s
conscience, incorporating distinctions between right and wrong.
 (a) Develops around age 5 or 6 and is acquired through
interactions from those people who are significant figures in
an individual’s life (parents, teachers, etc.).
b) Freud suggested that psychosexual development is a series of stages that
children pass through in which gratification is obtained through a particular
biological function and body part.
(1) Oral (birth to 12–18 months)
(2) Anal (12–18 months to 3 years)
(3) Phallic (3 to 5–6 years)
(4) Latency (5–6 years to adolescence)
(5) Genital (adolescence to adulthood)
c) If a child does not receive appropriate gratification of their needs (either too
little or too much), then fixation, behaviors reflecting an earlier stage of
development, may occur.
4. Erikson’s Psychosocial Theory
a) Psychosocial development is the approach that encompasses changes in the
understanding individuals have of their interactions with others, others’
behavior, and of themselves as members of society.
b) Erikson suggested that developmental change occurs throughout our lives in
eight distinct stages.
(1) Trust versus mistrust (birth to 12–18 months)
(2) Autonomy versus shame and doubt (12–18 months to 3 years)
(3) Initiative versus guilt (3 to 5–6 years)
(4) Industry versus inferiority (5–6 years to adolescence)
(5) Identity versus role diffusion (adolescence to adulthood)
(6) Intimacy versus isolation (early adulthood)
(7) Generativity versus stagnation (middle adulthood)
(8) Ego integrity versus despair (late adulthood)
c) According to Erikson, each stage emerges in a fixed pattern and is similar for
all people; this does not take into consideration cultural influences.
d) Each stage presents a crisis or conflict that each individual must address
sufficiently at a particular age.
e) No crisis is ever fully resolved, which makes life increasingly complicated.
f) Unlike Freud, Erikson believed that development continued throughout the
life span.
5. Assessing the Psychodynamic Perspective
a) Critique of Freud’s Theory
(1) Contemporary psychological research supports the idea that
unconscious memories have an influence on our behavior.
(2) The notion that people pass through stages in childhood that
determine their adult personalities has little research support.
(3) Because Freud based his theory on a small sample of upper-middle-
class Austrians living during a strict, puritanical era, it is
questionable how applicable the theory is to multicultural
populations.
(4) Freud’s psychoanalytic theory is considered sexist because it
devalues women.
b) Critique of Erikson’s Theory
(1) Erikson’s view that development continues throughout the life span
has received considerable research support.
(2) Erikson focused more on men than women.
 (3) Much of Erikson’s theory is too vague to test rigorously.
c) In sum, the psychodynamic perspective provides a good description of past
behavior, but imprecise predictions of future behavior.
B. The Behavioral Perspective
1. The behavioral perspective suggests that the keys to understanding development are
observable behavior and outside stimuli in the environment.
a) Behaviorists reject the notion that people universally pass through a series of
stages.
b) Development occurs as the result of continuing exposure to specific factors
in the environment. That is, development is quantitative in nature.
2. Classical Conditioning: Stimulus Substitution
a) Classical conditioning is a type of learning in which an organism responds in
a particular way to a neutral stimulus that normally does not bring about that
type of response. It explains how we learn emotional responses.
b) John B. Watson (1878–1958) argued that by effectively controlling a
person’s environment, it was possible to produce virtually any behavior.
3. Operant Conditioning
a) Operant conditioning is a form of learning in which a response is
strengthened or weakened, depending on whether the environmental
consequences that follow the behavior are pleasant or aversive.
b) B. F. Skinner (1904–1990) claimed that people operate on their environments
to bring about a desired state of affairs.
c) Reinforcement is the process by which a stimulus is provided that increases
the probability that a preceding behavior will be repeated.
d) When behavior receives no reinforcement, it is likely to be discontinued or
extinguished.
e) Principles of operant conditioning are used in behavior modification, which
is a formal technique for increasing the frequency of desirable behaviors and
decreasing the frequency of unwanted ones.
f) Behavior modification has been used in a variety of situations, ranging from
teaching severely retarded people the rudiments of language to helping
people stick to diets.
4. Social-Cognitive Learning Theory: Learning Through Imitation
a) Albert Bandura, known for his experiments with children mimicking
aggression, suggests that a certain amount of learning is in the form of social-
cognitive learning. The social-cognitive learning theory focuses on
learning that occurs through observation of a model.
b) Learning proceeds in four steps:
(1) First, the observer must pay attention to model’s behavior.
(2) Second, the behavior in question must be remembered.
(3) Third, the observer must accurately reproduce the behavior.
(4) Fourth, the observer must be motivated to learn and carry out the
behavior.
5. Assessing the Behavioral Perspective
a) Both classical and operant conditioning consider learning only in terms of
external stimuli and responses. People are viewed as “black boxes.”
b) Social-cognitive learning theory, with its emphasis on mental activity,
dominates this perspective now.
C. The Cognitive Perspective: Examining the Roots of Understanding
1. The cognitive perspective focuses on the processes that allow people to know,
understand, and think about the world.
2. Piaget’s Theory of Cognitive Development
a) Jean Piaget (1896–1980) proposed that all people pass in a fixed sequence
through a series of universal stages of cognitive development.
b) In each stage, the quantity of information increases; the quality of knowledge
and understanding changes as well.
c) Piaget suggested that human thinking is arranged into schemes, organized
mental patterns that represent behaviors and actions.
d) Piaget suggested that the growth of children’s understanding of the world can
be explained by two principles:
(1) Assimilation is the process in which people understand new stimuli
or events in terms of their current way of thinking.
(2) Accommodation is the process that changes existing ways of
thinking in response to encounters with new stimuli or events.
3. Assessing Piaget’s Theory
a) The theory has stood the test of literally thousands of investigations.
b) Some cognitive skills emerge earlier than Piaget suggested.
c) Piaget’s work, primarily based upon observations of his own children, did
not consider cultural influences on cognitive development. This is important
to consider because some cognitive skills emerge according to a different
timetable in non-Western countries.
d) Some adults never reach Piaget’s highest level of cognitive thought—formal,
logical thought.
e) Some developmentalists (especially information-processing approaches)
believe cognitive thought does not develop discontinuously, but slowly, and
steadily and continuously.
4. Information-Processing Approaches
a) Information-processing approaches to cognitive development seekto
identify the ways individuals take in, use, and store information. Neo-
Piagetian theory considers cognition as made up of different types of
individual skills.
b) Assume that even complex behaviors such as learning, remembering, and
thinking can be broken down into a series of individual processing stages.
c) Assume that cognitive development is, for the most part, a function of
quantitative changes.
d) As people age, they are better able to control the nature of processing and
they modify the strategies they use.
5. Assessing Information-Processing Approaches
a) Information processing approaches are central to our understanding of human
development, but they do not offer a complete explanation for behavior.
b) They do not pay much attention to behaviors like creativity, which are
nonlinear in nature.
c) They do not take into account the social context of development.
6. Cognitive Neuroscience Approaches
a) Cognitive neuroscience approaches are a recent addition to child
development research.
b) Cognitive neuroscientists look at cognitive development through the lens of
brain processes.
c) Cognitive neuroscientists seek to identify actual locations of functions within
the brain that are related to different types of cognitive activity.
7. Assessing Cognitive Neuroscience Approaches
Another document from Scribd.com that is
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The Project Gutenberg eBook of Nazareth: a morality in one
act
 This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
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Title: Nazareth: a morality in one act

Author: Laurence Housman

Release date: December 26, 2022 [eBook #69644]

Language: English

Original publication: United States: Samuel French, Ltd, 1916

Credits: Charlene Taylor, Carla Foust and the Online Distributed

Proofreading Team at https://www.pgdp.net (This file was
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Internet Archive/American Libraries.)

*** START OF THE PROJECT GUTENBERG EBOOK NAZARETH:

A MORALITY IN ONE ACT ***
Nazareth: a Morality in One Act:
by Laurence Housman
Samuel French: Publisher
28-30 West Thirty-eighth Street: New York

LONDON

Samuel French, Ltd.

26 S S ,S

Copyright, 1916
By LAURENCE HOUSMAN

CAUTION.—Amateurs and Professionals are hereby warned

that “NAZARETH,” being fully protected under the
copyright laws of the United States, is subject to royalty,
and any one presenting the play without the consent of
the author or his authorized agent, will be liable to the
penalties by law provided. Application for the right to
produce “NAZARETH” must be made to Samuel French,
28-30 West 38th Street, New York City.

ALL RIGHTS RESERVED.

NAZARETH.
 PROLOGUE.
Since Love first looked on life with human eyes,
Twixt him and us time like a curtain lies.
Of all the years while He made life His own
With dear familiar touch—how little’s known!
The gospels of His Birth, the tale make plain
Then two years till He died and rose again,
Naught else remains to us of all, save when
He, at Jerusalem, with learned men
Was by His parents found, and taken thence
Back to far Nazareth. And by no sense
Of mortal mind from where they now lie hid
Can we recover the fair things He did,
Growing to man’s estate, that He might die
For man’s salvation; hidden there they lie,
The days which mounted up to Calvary.

Yet here on earth that lovely deed was done;

Love in man’s form took life from wind and sun,
Waked, slept, ate bread, and toiled, and without speed,
Patient, made test of each frail weak human need;
Found means on small frail feet men’s ways to go;
From mother tongue was taught man’s speech to know;
So, for man’s making, childhood, boyhood, youth,
Each he endowed in turn with deathless truth,
Himself the type and pattern for each stage
Of human growth. Oh! in what future age
Shall we who, seeking that lost Pattern, roam,
Find it again, and to that form come home?

Ah, friends! this simple showing that ye see

Of Love at Nazareth, this is not He!
’Tis but a thought, a fathering wish, a prayer
That with hearts knit we may come closelier there,
Where He lived lowly. Lo, He by your side
Lies hidden, a waiting guest, still multiplied
By man’s still growing needs,—with such intent
He made humanity His Sacrament;
The flesh and blood, which here we beat and bruise,
Is Christ’s. Ah, put it to some better use!
Be members all with all! Hear what Love saith,
And make your home with Him at Nazareth!
 NAZARETH
S :—The Carpenter’s shop is a low, broad chamber built of wood. At
the back to the left-center a wide open doorway reveals a level
stretch of landscape. It is late afternoon, but the air is still pale with
the heat of day. To the right of the door is a small square window
with wooden shutters thrown wide; before it stands a carpenter’s
bench upon which lies a wooden door frame nearly finished. The
carpenter and his assistant are quietly at work planing, and boring
holes for the fitting in of the rivets; beneath them the floor is strewn
with shavings, saw-dust, and odds and ends of wood. Away to the
left, near a spinning wheel, sits an aged woman combing flax.
Against the wall to the same side of the doorway sits M , the
carpenter’s wife, with a book upon her knees; on the other side her
son stands against the door-post, with his back to the interior,
looking out into the sunshine.
After the scene has opened the carpenter raises himself from a
stooping position, and hands over to R , his assistant, a beam
of wood, which the latter lays aside.
C . ’Twill soon be done. Nay, we’ll not need that now. Yes,
speak on. If you read slowly enough, I can give heed.
M . (Reading). “Because his visage was so marred, many did marvel
at him then, for more than most his form was scarred, yea, more than all
the sons of men. Yet him shall all the nations hear, and kings shall shut
their mouths for fear.”
C . (To R ) Be careful, now the cross-beam’s laid.
O A . What cause have kings to be afraid?
M . (Reading) “Who hath believed our report? To whom is the Lord’s
arm revealed? He shall grow up in tender sort, and as a root from a dry
field, having no form nor comeliness, that men who see should scorn him
less.”
C . Hold it fast, now! Nay, don’t let go.
M .—

“He is rejected and despised,

A man of sorrows, grief his lot,
He came to us unrecognized,
Despising, we esteemed him not.
Surely our sorrows he hath borne,
And for our sins hath felt the rod,
Wherefore he seemed a shape for scorn——
One smitten by the hand of God.
But he was wounded for our sins,
For our iniquities was scourged,
By chastisement our peace he wins,
And with his stripes mankind is purged.
All we like sheep have gone astray,
Turned everyone to his own way.
And upon him the Lord doth lay
The iniquity of all.”

(O A touches her daughter, and points toward the

child.)
M . (After a pause, watching him)

My son, what yonder dost thou see,

That holds thy gaze so steadfastly?
Come hither, child, and tell it me.

C .—

I see the land all parched and dry,

And sheep, without a shepherd nigh,
And surely some look like to die.

A . I see no sheep.
M .—

Nay, dearest one.

Thine eyes are dazzled by the sun;
See, in the field thy playmates run,
Wilt thou not join them?

C .—
Mother, nay!
I will not go with them to-day.

A . He never was a child for play.

C . Mother, what were you reading then?
M .—

Isaiah’s prophecy how men

Shall still be blind when God again
Comes to save Zion and redeem
His chosen ones.

C . Was it a dream?
Or did he see? How did he know?
M . He heard God’s word, and told men so.
C . And was that many years ago?
M . Seven hundred years.
C .—

But having here

His word to guide them, do men fear
They will not see Salvation near?

A . Aye! many fear it. I for one.

C . There, that’s right! Now, ’tis almost done.
(The child turns towards the carpenter’s bench.)
M . Thou will not miss that sight, my son.
C .—

Come, little son, and hold the wood!

Brace hard the end, while I make good
The upright. See how crooked it stood!

C . What art thou making, father?

C .—
Nay,
See for thyself, my child, what way
One grows to wisdom day by day.
It is a door.

(R goes and takes a cup, dips it in a bowl of water near

the door and drinks.)
C . Whose door?
C .

Why, mine,
Till I’m paid for it!

C . How came it thine?

C . I made it.
C . How?
C .—

Well, first I bought

The timber; after that I wrought,
Rough hewed and shaped it, leaving nought
To chance—so that all parts agree
When joined together. Dost thou see?
Art satisfied?

C . (After a pause) Who made the tree?

C . (After a pause) God made the tree, my son.
C .—

And through
Long years it put forth leaf, and grew
In beauty till man came and slew.

(He caresses the wood, laying his face upon it)

C . Strange fancies still!
C .—
And so the tree
Died, and gave up its life to be
A door through which man passes free,
To work God’s will.

C .—

Come, come, you waste

Your father’s time, my son! Make haste,
Reuben—we’ve got the lintel placed;
Bring me the nails.

R . (As he brings the nails and drives them in. Sings)

Oh, what is yon tree that stands so high

And stretches its arms in sorrow?
“Oh, that is the gallows where I must die,
Where I must die to-morrow.”

Oh, what hast thou done, my only son,

That thou shouldst die to-morrow?
“My life I lend to a well-loved friend
Who health of me would borrow.”

If so thou lend to a well-loved friend,

How heavy must be his sorrow!
“Ah, say not so, for well I know
I hang by his hand to-morrow.”

(The child has taken the bag of nails from R , and hands
them to him, one by one, as he drives them in. One of the
nails pierces the child’s palm. He bows his head over it.)
C .—

Why, there, there, there! You’ve done it now!

Reuben, ’twas your fault to allow
A little child like him to play
With anything so sharp as they!

(M comes forward and kneels by the child’s side. She

takes his hand and tries to staunch the blood)
Has it gone far?

M .—

The wound is deep.

Stay, I will bind it! See you keep
Your hand up, child. Quick, mother, bring
Yon water fresh-drawn from the spring
To wash it clean, for there was rust.

(A brings the water bowl, while R draws forward a

low bench at one end of which she sets it down)

Maybe, upon the iron, or dust

To cause a festering in the wound.

(M bathes his hand and binds it. The child closes his eyes
and sinks against her breast.)
A .—

Oh! See, he has already swooned

For loss of blood.

M .—

Nay, nay, ’tis sleep!

Aye! saw you not how at the leap
Of first sharp pain his face lit up,
And how he bowed as to a cup
His lips, and drained it to the lees?
So to this spirit now comes ease
And rest; for surely here he tastes
Of that dark vintage of the wastes
Whereto, for mortal need, he hastes.

C . Strange words!
M .—

But stranger than all words

The peace which holds him now and herds
My lamb’s life with the blessed dead.

(She moves to lay him along the bench. A spreads a cloak

across it)

Lift off the bowl, and let his head

Rest so, even so.

C .—

There! Let him lie

Quiet awhile. Ah! he won’t die
Of that!

(He lays his hand kindly upon his wife, then turns away.
Evening has begun to close in)

Now, Reuben, you and I

Must stir while daylight yet allows!
This door is for the High-Priest’s house,
And should already be in its place
For now Passover comes apace;
And last night they sent word to say
’Twas to be up before the day,
So that the lintel beam might bear
The blood-marks for the coming year.

M . Look! There are stains already there!

C . I’ll wash them off!
M .—

Nay, let them stay!

This blood, I trow, was shed to-day
To take some mortal’s guilt away.

(The two men have lifted the door and set it to stand against
the middle post of the doorway where it makes the form
of three crosses standing together.)
C .—
Soon through this door the holy feet
Of Caiaphas in service met
Shall pass each day to do God’s will.

M .—

And, what he hath ordained, fulfill.

And some day they shall bring a Lamb
And slay, and lo, upon the jamb
And lintel of this self-same door,
Where blessed blood has been before,
More blessed blood shall then be spilt
To take from Caiaphas his guilt.

(The men having put away their tools lift the door and carry it
away.)
A . (Reading) “He was taken from prison and from judgment, and
who shall declare his generation? For he was cut off out of the land of
the living, for the transgression of my people was he smitten. And he
made his grave with the wicked, and with the rich in his death; because
he had done no violence, neither was any deceit in his mouth.”
(Voices of water-carriers heard without.)
1 A . The bows of the mighty men are broken.
2 A . And they that stumbled are girded with strength.
1 A . They that were full have hired themselves for bread.
2 A . And they that were hungry have ceased.
(The women pass by.)
1 A . So that the barren hath born seven.
2 A . And she that hath many children is waxed feeble.
1 A .—

The Lord killeth, and maketh alive.

He bringeth down to the grave and bringeth up.

2 A . The Lord maketh poor and maketh rich. He bringeth low

and lifteth up.
M . It is the women going to the well.
A . What are they singing?
M .—

Of the joy that fell,

To Anna for her first-born, Samuel.

A . And thy joy also!

M . And the pain as well!
1 A . He raiseth the poor out of the dust.
2 A . And lifteth up the beggar from the dunghill.
1 A . To set them among the princes.
2 A . And to make them inherit the throne of glory.
1 A . He will keep the feet of his saints.
2 A . And the wicked shall be silent in darkness.
1 A . For by strength shall no man prevail.
2 A . The adversaries of the Lord shall be broken in pieces.
(The voices pass away. It begins to grow dark.)
A . (Sings as she winds her flax)

Little child, lo, I spin

Flax to clothe thy body in;
Little child, do not grieve
Out of this a cloth I’ll weave,
Make of it a little shirt,——
What man shall do thee hurt?
So while it lasts, wear it still,
What man shall wish thee ill?
Do not from thy body strip
This; ’tis human fellowship.

(She lays the cloth over the child)

M .—
When thou to death art bowed
This web shall be thy shroud.
So in fellowship with all
Thy soul shall meet God’s call,
Oh, then, may my soul, too,
Wake and see the darkness through
And my ears, no longer bound,
List, to the heavenly sound!

(A pause. A lights a small lamp. As she goes to place it in

the window she stops. Its light falls on the sleeping child)
M .—

See, from his face has passed the pain.

And every sense of heart and brain
Is gathered unto rest again.
O son, O child, while round thy sleep
The peace of God lies folded deep,
Thou can’st not hear thy mother weep.
Oh, me, the anguish and the dread
Of that dark hour which lies ahead
When I shall see thee lying dead.
Clay, cold, and all my cares undone!
O perfect, pure, and stainless one,
My son, my own, my little son.

(A sound of sheep passing is heard. A shepherd stops at the

door, and looks in. He draws off his hat.)
S . God’s peace be in this house. (He goes on his way)
A . Again!
M . Who spoke?
A .—

The shepherd from the plain,

The stranger, so last night he came
And stayed to greet us in God’s name,
Then went.
M .—

And there were others, too,

Who also stayed.

(A stranger passes the door.)

S . Peace be with you!
M . God give you peace. (She rises and turns)
A . Nay, he is gone.
M .—

Oh, strange! And more will come anon,

And each one turning from his way,
Wilt halt here at the door to say
Some word, or show by look or sign
That here peace dwells!

(Enter an old man.)

O M .—

Yes, peace is thine!

I would, I would to God, such peace were mine.

(Enter a little child, led by its mother. The little one kneels
beside the bench where the other child is laid.)
L C .—

Gentle Jesus, meek and mild,

Look upon a little child,
Pity my simplicity,
And suffer me to come to thee!

(The mother lifts the little one from its knees and carries it
away.)
O M . (Weeping, he stands in the child’s place)

I’m an old sinner, oft have I gone the road

Of mine own will, so now I bear the load;
And in my body grief has come to pass!
Surely, the preacher saith, all flesh is grass,
And goodliness the flower of the field.
Lo, the wind passeth, and its day is o’er,
And in his place man’s name is known no more.
God give us peace.

(He kneels. While he speaks others have entered. The scene

has grown dark. One of the men carries a lantern)
1 M . The grass withereth, the flower fadeth, but the word of our
God shall stand forever.
2 M . Son of God, shine on us!
(All kneel.)
3 M . Lamb of God, look on us!
4 M . Shepherd of men, set thy sign on us!
5 M . And lay thy yoke on us!
1 M . And we will be thankful.
(The moon rises. Outside the door, others are seen kneeling:
men, women and children.)
A . Hail, Mary, full of Grace, the Lord is with thee! Blessed art thou
among women, and blessed is the fruit of thy womb: Jesus. Holy Mary,
Mother of God, pray for us sinners now, and at the hour of our death.
Amen.
(One by one the men rise and go out. The crowd outside also
disappears. A goes and closes the doors, and the
shutter of the window. The house is flooded with
moonlight. M kneels at the head of the sleeping child.
Voices are heard singing.)
V .—

Ave Maria, gratia plena, Dominus tecum!

Benedicta tu in mulieribus, et Benedictus
Fructus ventris tui, Jesus!

CURTAIN.
 THE WORLD’S BEST PLAYS
By Celebrated European Authors
A NEW SERIES OF AMATEUR PLAYS BY THE BEST
AUTHORS, ANCIENT AND MODERN, ESPECIALLY
TRANSLATED WITH HISTORICAL NOTES,
SUGGESTIONS FOR STAGING, Etc., FOR THE USE OF
SCHOOLS, COLLEGES, AND DRAMATIC CLUBS

B H. C
General Editor
ith the immensely increased demand for new plays for
purposes of production by amateurs comes a correspondingly
great demand for a careful selection of those plays which can
be easily and well presented by clubs and colleges. The plays
in the present series have been chosen with regard to their intrinsic value
as drama and literature, and at the same time to their adaptability to the
needs and limitations of such organizations.
The Series, under the personal supervision of Mr. Barrett H. Clark,
instructor in the department of Dramatic Literature at Chautauqua, New
York, assistant stage manager and actor with Mrs. Fiske (season 1912-
1913), now comprises 44 titles, more will make their appearance during
the year. Eventually there will be plays from ancient Greece and Rome,
Italy, Spain, France, Russia, Germany, and the Scandinavian countries,
representative of some of the best drama of all ages and lands.
Each Play is prefaced by a concise historical note by Mr. Clark and with
a few suggestions for staging.

Plays Now Ready

INDIAN SUMMER, a comedy in one act by M and H .
This little play, by two of the most famous writers of comedy of the last
century, has been played at the Comédie Francaise at Paris for upwards
of forty years, and remains one of the brightest and most popular works
of the period. P 25 C .
ROSALIE, by M M . A “Grand Guignol” comedy in one act,
full of verve and clever dialogue. Rosalie, the stubborn maid, leads her
none too amiable master and mistress into uncomfortable complications
by refusing to open the front door to a supposed guest of wealth and
influence. P 25 C .
MODESTY, by P H . A delightful trifle by one of the most
celebrated of living dramatists. P 25 C .
THE ART OF BEING BORED, (Le Monde où l’on s’Ennuie), a
comedy in three acts by E P . Probably the best-known
and most frequently acted comedy of manners in the realm of nineteenth
century French drama. It is replete with wit and comic situations. For
nearly forty years it has held the stage, while countless imitators have
endeavored to reproduce its freshness and charm. P 25 C .
A MARRIAGE PROPOSAL, by A T , a comedy in one
act, by one of the greatest of modern Russian writers. This little farce is
very popular in Russia, and satirizes the peasants of that country in an
amusing manner. P 25 C .
THE GREEN COAT, by A D M and E A .A
slight and comic character sketch of the life of Bohemian artists In Paris,
written by one of France’s greatest poets and one of her best-known
dramatists. P 25 C .
THE WAGER, by G G . This one act poetic comedy,
written by the most celebrated dramatist of modern Italy, was the
author’s first work. It treats of a wager made by a proud young page,
who risks his life on the outcome of a game of chess. P 25 C .
THE LITTLE SHEPHERDESS, a poetic comedy in one act, by
A R . A charming pastoral sketch by a well-known French
poet and dramatist. Played with success at the Comédie Francaise. P
25 C .
PHORMIO, a Latin comedy by T . An up-to-date version of the
famous comedy. One of the masterpieces of Latin drama: the story of a
father who returns to find that his son has married a slave girl. Phormio,
the parasite-villain who causes the numerous comic complications,
succeeds in unraveling the difficulties, and all ends happily. P 25
C .
THE TWINS, a Latin farce by P , upon which Shakespeare
founded his Comedy of Errors. P 25 C .
THE BOOR, by A T . A well-known farce by the
celebrated Russian master; it is concerned with Russian peasants, and
portrays with masterly skill the comic side of country life. P 25
C .
THE BLACK PEARL, by V S . One of Sardou’s most
famous comedies of intrigue. A house has, it is thought, been robbed.
But through skilful investigation it is found that the havoc wrought has
been done by lightning. P 25 C .
CHARMING LEANDRE, by T B . The author of
“Gringoire” is here seen in a poetic vein, yet the Frenchman’s innate
sense of humor recalls, in this satirical little play, the genius of Moliere.
P 25 C .
THE POST-SCRIPTUM, by E A . Of this one-act comedy
Professor Brander Matthews writes: “... one of the brightest and most
brilliant little one-act comedies in any language, and to be warmly
recommended to American readers.” P 25 C .
THE HOUSE OF FOURCHAMBAULT, by E A . One of the
greatest of recent French family dramas. Although the play is serious in
tone, it contains touches which entitle it to a position among the best
comedies of manners of the times. P 50 C .
MASTER PATELIN, SOLICITOR, a comedy in three acts. Special
version by B . One of the most famous of early French farces. The
setting and character belong to the late Middle Ages. The play is
concerned with the crooked dealings of a clever lawyer. 7 men, 2
women. P 25 C .
CRISPIN, HIS MASTER’S RIVAL, a comedy in one act by L S .
A famous comedy by the author of “Gil Blas,” concerned with the
pranks of two clever valets. 18th century costumes and settings. 4 men, 3
women. P 25 C .
THE LEGACY, a comedy in one act by M . A delicate high
comedy of intrigue. Marivaux one of the masters of old French comedy,
and this play is full of deft touches of characterization. 2 women, 4 men.
P 25 C .
AFTER THE HONEYMOON, a farce in one act by W
G . A Hungarian farce full of brilliant dialogue and movement. 1
man, 1 woman. P 25 C .
A CHRISTMAS TALE, a poetic play by M B . A
beautiful little miracle play of love and devotion, laid in 15th century
Paris. 2 men, 2 women. P 25 C .
CRAINQUEBILLE, a play in three scenes by A F . A
delightful series of pictures of Parisian street life, by the author of “The
Man Who Married a Dumb Wife.” 12 men, 6 women. P 25 C .
JEAN-MARIE, a poetic play in one act by A T . A pathetic
play of Norman peasant life. 2 men, 1 woman. P 25 C .
THE REBOUND, a comedy in one act by L. B. P . A clever
comedy of intrigue, and a satire of social position. 2 women, 5 men.
P 25 C .
THE DOCTOR IN SPITE OF HIMSELF, by M . A famous
farce by the greatest of French dramatists. Sganarelle has to be beaten
before he will acknowledge that he is a doctor, which he is not. He then
works apparently miraculous cures. The play is a sharp satire on the
medical profession in the 17th Century. P 25 C .
BRIGNOL AND HIS DAUGHTER, by C . The first comedy in
English of the most sprightly and satirical of present-day French
dramatists. P 50 C .
CHOOSING A CAREER, by G. A. C . Written by one of
the authors of “Love Watches.” A farce of mistaken identity, full of
humorous situations and bright lines. P 25 C .
FRENCH WITHOUT A MASTER, by T B . A clever
farce by one of the most successful of French dramatists. It is concerned
with the difficulties of a bogus-interpreter who does not know a word of
French. P 25 C .
PATER NOSTER, a poetic play in one act, by F C . A
pathetic incident of the time of the Paris Commune, in 1871. P 25
C .
THE ROMANCERS, a comedy in three acts, by E R .
New translation of this celebrated and charming little romantic play by
the famous author of “Cyrano de Bergerac” and “Chantecler.” P 25
C .
THE MERCHANT GENTLEMAN (Le Bourgeois Gentil-homme), by
M . New translation of one of Moliere’s comic masterpieces, a
play which is peculiarly well adapted to amateur production. P 50
C .
THE HOUSE OF FOURCHAMBAULT, by E A . One of the
greatest of recent French family dramas. Although the play is serious in
tone, it contains touches which entitle it to a position among the best
comedies of manners of the times. P 50 C .
PANURGE’S SHEEP, a comedy in one Act by M and H .
A famous and often-acted little play based upon the obstinacy of a
charming woman, who is finally induced to marry. 1 man, 2 women.
P 25 C .
THE LAW-SUIT, (Der Prozess), a comedy in one act by R
B . A famous comedy by the well-known German-dramatist—
author of “The Obstinate Family,” and “The Third Man.” The play is full
of amusing situations and bright lines. 5 men. P 25 C .
THE THIRD MAN (Der Dritte), a comedy in one act by R
B . A highly amusing little comedy based upon the obstinacy of
human beings, and proves the truth of the saying that “love finds a way.”
3 women, 1 man. P 25 C .
THE GENTLEMAN TRADESMAN (Le Bourgeois Gentil-homme), a
comedy in four acts by M . One of the best-known comedies of the
celebrated master of comedy. “The Gentleman Tradesman” ridicules the
affectations of M. Jourdain, a rich parvenu. 9 men, 5 women. P 50
C .
THE SICILIAN (Le Sicilien), a farce in two scenes by M . One of
the lighter comedies of intrigue. This play is laid in Sicily, and has to do
with the capture of a beautiful Greek slave from her selfish and
tyrannical master. 4 men, 3 women. P 25 C .
DOCTOR LOVE (L’Amour Medecin), a farce in three acts by
M . An uproarious farce, satirizing the medical profession.
Through it runs the story of a young girl who pretends to be ill in order
that she may marry the man she loves. 5 men, 4 women. P 25 C .
THE AFFECTED YOUNG LADIES (Les Precieuses Ridicules), a
comedy in one act by M . The famous satire on intellectual and
social affectation. Like most of Moliere’s plays, the theme in this is ever
modern. 3 women, 6 men. P 25 C .
I’M GOING! A comedy in one act by T B . A delightful
bit of comedy of obstinacy and reconciliation. 1 man, 1 woman. P
25 C .
THE FAIRY (La Fee), a romantic comedy in one act by O
F . Laid in a hut in Normandy, this little comedy is full of poetic
charm and quiet humor. The element of the supernatural is introduced in
order to drive home a strong lesson. 1 woman, 3 men. P 25 C .
THE VILLAGE (Le Village), a comedy in one act by O F .
The author here paints the picture of an elderly couple, and shows that
they have not realized their happiness until it is on the point of being
taken from them. 2 women, 2 men. P 25 C .
THE BENEFICENT BEAR, a comedy in three acts, by G . One
of the best-known comedies of the Father of Italian Comedy. A costume
piece laid in 18th century France, the principal character in which is a
good-hearted, though gruff, old uncle. 4 men, 3 women. P 25 C .
GRAMMAR (La Grammaire), a farce in one act by L . An
amusing and charming comedy by one of the greatest of 19th century
French dramatists. 4 men, 1 woman. P 25 C .
THE TWO COWARDS (Les Deux Timides), a comedy in one act by
L . A very amusing and human little comedy, in which a strong-
willed girl helps her father choose for her the man she wishes to marry. 2
women, 3 men. P 25 C .
THE DOCTOR IN SPITE OF HIMSELF, by M . A famous
farce by the greatest of French dramatists. Sganarelle has to be beaten
before he will acknowledge that he is a doctor, which he is not. He then
works apparently miraculous cures. The play is a sharp satire on the
medical profession in the 17th Century. P 25 C .
BRIGNOL AND HIS DAUGHTER, by C . The first comedy in
English of the most sprightly and satirical of present-day French
dramatists. P 50 C .
CHOOSING A CAREER, by G. A. C . Written by one of
the authors of “Love Watches.” A farce of mistaken identity, full of
humorous situations and bright lines. P 25 C .
FRENCH WITHOUT A MASTER, by T B . A clever
farce by one of the most successful of French dramatists. It is concerned
with the difficulties of a bogus-interpreter who does not know a word of
French. P 25 C .
PATER NOSTER, a poetic play in one act, by F C . A
pathetic incident of the time of the Paris Commune, in 1871. P 25
C .
THE ROMANCERS, a comedy in three acts, by E R .
New translation of this celebrated and charming little romantic play by
the famous author of “Cyrano de Bergerac” and “Chantecler.” P 25
C .
THE MERCHANT GENTLEMAN, (Le Bourgeois Gentil-homme), by
M . New translation of one of Moliere’s comic masterpieces, a
play which is peculiarly well adapted to amateur production. P 50
C .
 Transcriber’s note
Obvious typographical errors have been corrected. All other inconsistencies are as in
the original.
*** END OF THE PROJECT GUTENBERG EBOOK NAZARETH: A
MORALITY IN ONE ACT ***

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