The visit of the Queen of Sheba to Solomon furnishes a unit of work for a short one-act dramatization. There is no plot or complicated situation involved and there is very little activity suggested. The attention of the children may well be directed, however, to the description of Solomon's court and of the rich gifts which were exchanged. This is an excellent opportunity to have the children do construction work. They should make many things which will help to give the impression of richness to the court. They may also make their own costumes richer by adding jewels and bright-colored sashes and headdresses.

This little dramatization will include many children. A number will be needed to come in with the Queen of Sheba, and there should be many attendants upon King Solomon. The conversation will be for the most part between Solomon and the Queen, heralds and servants making announcements.

The play opens with the Queen of Sheba's arrival at the court of Solomon. Messengers announce her to the King. Solomon talks with the Queen and she tells him that she admires his great wisdom and his wealth. Then Solomon commands that the feast be served, and while they eat the Queen presents her gifts to Solomon. When the Queen takes her leave Solomon gives her wonderful presents. The play will end with the exit of the Queen and her attendants.

Unless the children put much thought upon the stage setting and the conversation, this incident may prove uninteresting. It has, however, great possibilities for the working out of a beautiful picture.

3. JOSHUA AND THE GIBEONITES

JOSHUA, CHAPTER 9

The story of Joshua and the Gibeonites is so simply told in the Bible that children of nine or ten years of age can read it as it is given and dramatize it directly from that version.

The dramatization of this narrative calls for many characters. The older children may take the parts of Joshua and the leaders of the Gibeonites, while the younger ones are needed for Israelite soldiers and citizens of Gibeon. All the characters in the play will need to do much acting even though they do not enter into the conversation.

Although the dramatization should be a product of the children's work, yet the leader should have well in mind the three main divisions of the story that she may guide the children by her questions. This story may be worked into one of the more elaborate productions. The Bible language should Be used and the result should be full of dignity and spirit. For detail in the method of presentation compare that employed in the story of Joseph (chapter iii).

The story may be given so that the following divisions or scenes are emphasized:

SCENE I

PLACE: At Gibeon. Street scene.

The inhabitants are discussing the victories of the Israelites. They are afraid of Joshua, the leader.

Messengers report that he is advancing toward Gibeon. The Gibeonites plan to make a league with him so that he will not destroy their city. They decide to deceive Joshua by dressing as strangers from a far country, wearing old garments and taking moldy bread and wine.

SCENE II

PLACE: Joshua's tent at the camp of Gilgal.

The men from Gibeon come to Joshua and tell him that they are from a far country. They say that they have heard of his great victories and wish to make a league with him. The conversation between Joshua and these strangers is interestingly given in the Bible and may be quoted almost exactly. Joshua makes the treaty with them.

SCENE III

PLACE: At Gibeon.

The Israelite soldiers rush into Gibeon to take it, but find that the inhabitants are the same ragged strangers with whom they made the league. The Israelites reproach them, but cannot go back on their word, so spare their lives. In order to punish the Gibeonites for their deception, Joshua makes them slaves of the Israelites.

There is much opportunity for construction work in the dramatizing of this story. Costumes, pieces of armor, and weapons may be made in a simple manner by the children.

4. ISAAC AND REBEKAH

GENESIS, CHAPTER 24

The story of Isaac and Rebekah is unusually valuable for dramatization.

It involves a well-worked-out plot which is beautifully and simply told in the Bible, and which brings the children in contact with many interesting customs among the shepherd people. The story needs little changing; it may be given almost as it is written.

The following outline for the divisions of the story is merely suggestive:

ACT I

SCENE I

PLACE: Abraham's tent in Canaan.

Abraham is lying down in his tent. He is talking to Isaac, his son, about the wife he wishes him to have. He calls a servant and bids him go to Mesopotamia, his old home, and bring a wife for Isaac from his own kinsfolk. Abraham makes the servant swear that he will do as he has been told.

Perhaps Abraham has his hand on Isaac while he is talking, and Isaac will take some small part in the conversation.

ACT II

SCENE I

PLACE: Mesopotamia.

The messenger, with his servants, comes to the well just outside of the city walls, where the women draw water. There should be no attempt to represent the camels. These may be indicated by the conversation and left to the imagination.

The messenger, through praying to G.o.d, decides how he shall know which young woman to choose for Isaac. When Rebekah comes with her pitcher she offers to give water to him and to his camels also. The man is sure then that Rebekah is sent by G.o.d, and therefore he arranges to go to her father's house for the night.

This scene should be made very picturesque as well as interesting. The children may look up pictures of the wells of those times and then construct something that will serve the purpose. Pieces of pottery may be brought in on the shoulders of the women to represent water jugs.

(Compare with the street scene described in the story of Ruth, chapter vi.)

SCENE II

PLACE: Rebekah's home.

In this scene comes the discussion of Rebekah's leaving home to become the wife of Isaac. The messenger makes known to the family that it is Abraham, their kinsman, who is sending for Rebekah. He gives Rebekah the gifts which his master has sent--earrings, bracelets, and the like. The family finally decide that Rebekah may go back to Canaan, but they ask the servant to let her stay with them for ten days longer. He is unwilling to wait, and the question is therefore put to Rebekah. She answers that she will go with him now.

ACT III

SCENE I

PLACE: Canaan. A field near Isaac's home.

Isaac walks alone in the field at sunset. He is constantly looking into the distance, and he is wondering when the messenger will return with a wife for him. At length he sees the camels approaching and hastens to meet them. This is all indicated by his soliloquy--no camels must be shown. The servant and Rebekah have dismounted and come to meet Isaac.

The servant gives Rebekah to Isaac who embraces her and shows his joy at receiving such a beautiful wife. The play should end where Isaac turns toward his father's tent with Rebekah.

While the children are playing this story there should be much detailed discussion which will give them an adequate background for understanding the customs upon which the story is based; and there should be shown many ill.u.s.trations which will insure correct mental pictures.

5. ELIJAH AND THE WIDOW'S MEAL

I KINGS, CHAPTER 17

This may be used as a very simple incident of two scenes, or it may be elaborated into a longer play.