With twenty-nine leading characters the dramatization can be well staged. But if fifty-five characters are available--the number who signed the Declaration, and if there is room for so many, so much the better, except as the number of performers is increased there will be an additional expense for costumes.[1] It may be given as a reading lesson without costumes; it may be given so as a drama; but it is a greater success given in costumes.
Those who take part in this dramatization should be costumed as nearly like the characters they represent as possible. As a rule, wigs can be rented for this purpose at a reasonable cost, and it will not be difficult to dress in the style of the Revolutionary period--buckle shoes, silk stockings, knee pants, ruffled shirt, and the conventional coat of the time.
The same freedom must be permitted and exercised in carrying out this dramatization, that marked the actors in the Continental Congress itself in its stormy debates and noisy sessions. Immediately following the close of each speech there should be a clamor for recognition on the part of the delegates, but the president will be careful to recognize the proper person so as to make the play move without any hitch. As each speaker proceeds there should be a reasonable number of interruptions by applause or dissenting voices so as to play both sides as strongly as possible.
The parliamentary procedure must not be followed too strictly or it will kill the interest in the play on the part of the public. It must be given with dispatch and dramatic effect to make a happy hit.
These debates may be considered as an oratorical contest with prizes awarded accordingly if so desired. It adds interest to the work.
It is hard to tell in which years of school work it is best to give this dramatization--whether in the grammar grades, in the high school, or in the college, for it is within the understanding of grammar grade boys; it is not too elementary for young men in the high school; and it is profound enough for the best thought and the best efforts of college students. If given by grammar school boys and high school young men, it will have a wholesome influence in training for a better citizenship at an opportune time. If presented by college, university, and normal school students it will give those who are fitting themselves for teaching a valuable lesson in methods. If it were given by every grammar school, high school, college, university and normal school, on every Chautauqua platform, and by every patriotic society in the United States on Washington's Birthday and other patriotic occasions, and then repeated on the Fourth of July every year for the next decade it would do much towards combating that dangerous "aggressive hyphenated Americanism," that has sprung up in our country and whose baneful effects it will take much earnest teaching to obliterate. When all native-born children of foreign parentage, and when all citizens of foreign birth know the story of the struggle and sacrifice by which our country rose to her proud station it will make them feel "that they are Americans among Americans; that they are part of America and have a share and a duty toward American institutions." May it also cause those native-born Americans who have become luke-warm in their love of country, careless of its honor, and negligent in its defense to awake to their duty with a spirit to do their duty before it is too late. May it make of every one of us a truer American "by being wholly and without reserve, and without divided allegiance, and with emphatic repudiation of the entire principle of 'dual nationality,' an American citizen and nothing else."