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CHAPTER 7 CAPTURING SOLAR ENERGY:
PHOTOSYNTHESIS

LECTURE OUTLINE

Case Study: Did the Dinosaurs Die from Lack of Sunlight?

7.1 What Is Photosynthesis?

A. Photosynthesis Is the Process by Which Solar Energy Is Captured and Stored as Chemical Energy in the
Bonds of Organic Molecules (Figure 7-1)
1. Photosynthesis occurs in algae, certain types of bacteria, and land plants
B. Leaves and Chloroplasts Are Adaptations for Photosynthesis
1. The structure and shape of a leaf are adapted for photosynthesis
a. Leaves are flat and only a few cells thick and expose a large surface area to the sun
b. The upper and lower surfaces of the leaf are composed of transparent epidermal cells
c. The epidermis is covered by the waxy, waterproof cuticle that reduces evaporation
d. CO2 from the air enters the leaf via adjustable pores, stomata, in the epidermis (Figure 7-2)
e. The mesophyll (“middle of the leaf”) contains cells where most chloroplasts are located
(Figure 7-3)
f. Vascular bundles supply water and minerals to mesophyll cells (Figure 7-3b)
i. These contain bundle sheath cells that lack chloroplasts
2. Photosynthesis in plants takes place in chloroplasts
a. A single mesophyll cell contains numerous chloroplasts (Figure 7-3c)
3. Chloroplasts are organelles surrounded by a double membrane
a. They contain membranous thylakoids (Figure 7-3d)
C. Photosynthesis Consists of the Light Reactions and the Calvin Cycle (Figure 7-4)
1. During the light reactions, chlorophyll in thylakoids captures light energy and converts it into the
energy-carrier molecules ATP and NADPH
a. Oxygen is released as a by-product
2. In the Calvin cycle, enzymes in the stroma synthesize sugars
a. This process uses CO2 from the air and ATP and NADPH from the light reactions as an energy
source
 Case Study Continued: Did the Dinosaurs Die from Lack of Sunlight?

7.2 The Light Reactions: How Is Light Energy Converted to Chemical Energy?
A. Light Is Captured by Pigments in Chloroplasts
1. The sun emits energy in a broad spectrum of electromagnetic radiation (Figure 7-5)
a. This energy ranges from short-wavelength gamma rays to very-long-wavelength radio waves
b. Light is composed of individual packets of energy called photons
c. Short-wavelength photons have high energy; long-wavelength photons have low energy
d. Visible light is composed of wavelengths of light that are energetic enough to power reactions but
not damage cells
2. When light strikes an object, it is either absorbed, reflected, or transmitted
a. Absorbed light produces heat or drives reactions
b. Reflected or transmitted light that reaches our eyes produces color
3. Chloroplasts contain pigment molecules that absorb different wavelengths of light
a. There are several pigments in chloroplasts
b. The primary pigment is chlorophyll a, which absorbs violet, blue, and red light and reflects green
light
c. Accessory pigments include chlorophyll b and carotenoids, which absorb additional wavelengths of
light energy

Copyright © 2017 Pearson Education, Inc. 67

68 Instructor Guide Biology: Life on Earth

d. Carotenoids are usually masked by chlorophyll and become apparent as chlorophyll breaks down
in the fall (Figure 7-6)
 Lecture Activity 7.1: Fluorescence of Chlorophyll
 Lecture Activity 7.2: Chromatography of Pigments from Spinach Leaves
 Have You Ever Wondered: What Color Might Plants Be on Other Planets?
B. The Light Reactions Occur in Association with the Thylakoid Membranes
1. Thylakoids contain many copies of two photosystems, photosystem I (PS I) and photosystem II (PS II)
a. Each photosystem consists of a cluster of chlorophyll and accessory pigment molecules
b. Each photosystem has a unique electron transport chain located adjacent to it
i. Energized electrons pass through these chains, which ultimately produce ATP and NADPH
2. Photosystem II and its electron transport chain capture light energy, create a hydrogen ion gradient,
and split water (Figure 7-7)
a. Light-dependent reactions are initiated when photons of light are absorbed by PS II, energizing
electrons
i. Pigments absorb light and pass energy to a reaction center, a specialized region of the
photosystem
ii. These electrons are then passed to an electron transport chain (ETC)
iii. Splitting water maintains the flow of electrons through photosystems
b. As electrons are passed down the ETC, energy is used to pump H+ ions across the thylakoid
membrane
c. Energy stored in the H+ ion concentration gradient is harnessed to make ATP by chemiosmosis
3. Photosystem I and its electron transport chain generate NADPH
a. Light also energizes electrons in photosystem I
i. These electrons are passed to another ETC that produces NADPH
4. The hydrogen ion gradient generates ATP by chemiosmosis (Figure 7-8)
a. The gradient produced by the ETC associated with photosystem II is used to drive the synthesis of
ATP
i. The movement of H+ ions through ATP synthase is similar to a turbine (Figure 7-8)
ii. The movement of H+ generates energy for ATP synthase to use to produce ATP
5. Summing up: Light reactions
 Case Study Continued: Did the Dinosaurs Die from Lack of Sunlight?

7.3 The Calvin Cycle: How Is Chemical Energy Stored in Sugar Molecules?
A. The Calvin Cycle Captures Carbon Dioxide
1. The Calvin cycle uses the energy in the ATP and NADPH from the light-dependent reactions to make
glucose from CO2
2. This cycle occurs in three stages (Figure 7-9)
a. Carbon fixation
i. Carbon from CO2 is “fixed” into a larger organic molecule
a. RuBP is combined with the CO2 to form an unstable 6-C molecule
ii. This unstable molecule quickly splits to form molecules of 3-C PGA (phosphoglyceric acid)
b. Synthesis of G3P
i. ATP and NADPH energy is used to convert 6 PGA to 6 G3P
c. Regeneration of RuBP
i. 5 of the 6 G3P are used to regenerate RuBP
ii. The remaining G3P exits the cycle
3. The Calvin cycle can be disrupted
a. Photorespiration occurs when O2 rather than CO2 is combined with RuBP
b. No useful energy is generated
4. Some plants living in hot, dry environments have evolved the C4 pathway or the CAM pathway of
carbon fixation
 In Greater Depth: Alternate Pathways Increase Carbon Fixation (Figures E7-1 and E7-2)
 Lecture Activity 7.5: Global Warming and Photosynthesis
B. Carbon Fixed During the Calvin Cycle Is Used to Synthesize Glucose
1. Two G3P molecules can be used to produce glucose (Figure 7-9)
2. Glucose can then be used to produce other types of sugars
3. Summing up: The Calvin cycle

Copyright © 2017 Pearson Education, Inc.

 Chapter 7 Capturing Solar Energy: Photosynthesis 69

 Earth Watch: Biofuels—Are Their Benefits Bogus? (Figures E7-3 and E7-4)
 Lecture Activity 7.3: The Role of Carbon Dioxide in Photosynthesis
 Lecture Activity 7.4: Modeling Photosynthesis

Case Study Revisited: Did the Dinosaurs Die from Lack of Sunlight?

KEY TERMS
accessory pigment crassulacean acid metabolism photorespiration
ATP synthase (CAM) photosynthesis
bundle sheath cells cuticle photosystem
C3 pathway electromagnetic spectrum reaction center
C4 pathway electron transport chain (ETC) rubisco
Calvin cycle epidermis stoma (plural, stomata)
carbon fixation grana stroma
carotenoid light reactions thylakoid
chemiosmosis mesophyll
chlorophyll NADPH (NADP+; nicotinamide
chlorophyll a dinucleotide phosphate)
chloroplast photon

Copyright © 2017 Pearson Education, Inc.

70 Instructor Guide Biology: Life on Earth

LECTURE ACTIVITIES

Lecture Activity 7.1: Fluorescence of Chlorophyll

Estimated Time to Complete

The chlorophyll extract should be prepared ahead of time and will take about 30 minutes.
The in-class demonstration of chlorophyll fluorescence and related discussion will take about 10 minutes.

Section Reference
7.2 Light Reactions: How Is Light Energy Converted to Chemical Energy?

Introduction
This is a good activity for introducing the properties of light and chlorophyll as a light-capturing molecule. In this
activity, chlorophyll that has been extracted from green leaves is exposed to UV light. Photons of light will cause
electrons in the chlorophyll molecules to be boosted to higher energy levels. If an electron acceptor molecule is not
present, the excited electrons will immediately drop back to ground state, giving off energy as light (fluorescence) and
heat.
For student and/or instructor background, perform an Internet search using the terms “chlorophyll fluorescence.”

Materials Needed
 Mortar and pestle  Pasteur pipettes
 Centrifuge  3–5 spinach leaves
 Test tubes  Ethyl acetate (or ethanol)
 Laboratory balance  UV light

Procedures
You may begin with dry spinach leaves and extract chlorophyll with ethanol (Procedure A) or use fresh spinach leaves
and extract the chlorophyll with ethyl acetate (Procedure B).
Procedure A for dry spinach leaves:
1. Dry 3–5 spinach leaves until brittle, overnight in a dry location at room temperature or in an oven at 45–
50°C for 2–3 hours.
2. Grind leaves with mortar and pestle in approximately 5–10 ml of solvent (enough to cover the leaves).
Either ethyl acetate or ethanol can be used as a solvent.
3. Add the leaf mixture to a centrifuge tube. Rinse the contents from the mortar and pestle into the tube.
4. Centrifuge for about 5 minutes or until there is a solid pellet at the bottom and a green liquid fraction.
5. Using a Pasteur pipette, extract the green liquid fraction containing chlorophyll dissolved in ethyl acetate
and transfer to a clean, dry test tube. Cap the test tube to prevent evaporation.
Procedure B for fresh spinach leaves:
1. Use 3–5 fresh spinach leaves. (Do not dry.)
2. Grind the leaves with a mortar and pestle in 5–10 ml of ethyl acetate. (Ethanol is not an appropriate solvent
for the extraction of pure chlorophyll because water is soluble in ethanol.)
3. Add the leaf mixture to a centrifuge tube. Use additional solvent to rinse the contents from the mortar and
pestle into the tube.
4. Centrifuge for about 5 minutes.
5. Using a pipette, remove the green liquid fraction containing the ethyl acetate and chlorophyll and transfer to
a clean, dry centrifuge tube. Discard any solids and the aqueous layer.
6. Add 2–3 ml of water to the tube containing the chlorophyll solution, shake, and re-centrifuge.
7. Remove the lower aqueous layer by pipette and discard.
8. Cap the remaining green liquid that contains the chlorophyll.
Fluorescence under ultraviolet light:
To observe fluorescence in the UV range, use a black light that emits in the 365-nm range. Bring the test tube
containing chlorophyll to within a few centimeters of the black light and note the color of the chlorophyll extract.

Copyright © 2017 Pearson Education, Inc.

 Chapter 7 Capturing Solar Energy: Photosynthesis 71

For discussion purposes, you may want to try to shine other types of light (e.g., blue, green, or red light) on the
chlorophyll and note whether any fluorescence occurs.

Assessment Suggestions
Use the questions on the following page for individual assessment or group discussion.

Handout Answer Key

1. Red
2. The electron that was boosted to a higher energy level by the incoming light has fallen back to its ground state,
releasing energy that corresponds to the red region of the visible spectrum.
3. The energy represented by the red fluorescence is normally passed on to other molecules in the photosynthetic
pathway before it can be emitted as red light.
4. light chlorophyll reaction center in PSII ETC reaction center in PSI ETC NADPH
5. NADP+ picks up two energized electrons and one hydrogen ion to become NADPH.
6. The splitting of water provides replacement electrons for chlorophyll molecules.

Copyright © 2017 Pearson Education, Inc.

Name: ________________________ Date: _________________________

Instructor: _____________________ Course Section: _________________

Lecture Activity 7.1 Handout—Fluorescence of Chlorophyll

Questions

1. What color is produced during the fluorescence of chlorophyll?

2. What has happened to the excited electrons in the chlorophyll molecule when fluorescence occurs?

3. Why don’t we see fluorescent red leaves?

4. Trace the pathway of the light energy from the excitation of chlorophyll to the completion of the light-
dependent reactions.

5. During the light-dependent reactions of photosynthesis, what molecule is the final electron acceptor?

6. Where do electrons come from to replace the energized electrons that are constantly leaving chlorophyll
molecules?

Copyright © 2017 Pearson Education, Inc.

 Chapter 7 Capturing Solar Energy: Photosynthesis 73

Lecture Activity 7.2: Chromatography of Pigments from Spinach Leaves

Estimated Time to Complete

This should be done as a demonstration. The preparation of the chromatogram takes about 5 minutes at the start of
the period. The finished chromatogram can be viewed after about 20 to 30 minutes. If you have a document camera
available, the finished chromatogram can be displayed directly on the document camera.

Section Reference
7.2 Light Reactions: How Is Light Energy Converted to Chemical Energy?

Introduction
Paper chromatography is a method of separating substances in a mixture based on their physical properties. Leaves
appear green but actually contain a combination of several different pigments that have different solubility
characteristics. As the solvent moves up the paper, the pigment components of the leaf will be separated.

Materials Needed
 Chromatography paper
 Chromatography chamber (2-qt canning jar)
 Petroleum ether acetone solvent: about 20 ml of a 90% (v/v) petroleum ether: 10% acetone solvent; keep in
covered chromatography chamber. (Note that this solvent should be prepared fresh; if too much evaporation
of petroleum ether occurs, separation will not be good.)
 One large spinach leaf
 Penny

Procedures
1. On a piece of chromatography paper, make a pencil (not ink!) line 2 cm from the bottom of the paper.
2. Place a large spinach leaf over the pencil line. Using a penny, rub the spinach leaf in one long straight line to
cover the pencil mark.
3. Place it in a chamber with acetone–petroleum ether solvent. Note: petroleum ether and acetone are
extremely flammable! The spot should NOT be immersed in the solvent.
4. Allow the solvent to move to within 2 cm of the top of the strip and then remove and air-dry the paper.
5. When the chromatogram is dry, record the results as a sketch, showing the position of the spots on the
paper. Four spots should be visible: from the bottom, working upward, the pigments are chlorophyll b,
chlorophyll a, xanthophyll (this may be one or two spots), and carotene. Xanthophyll and carotene are
yellow-orange pigments that belong to the class of pigments called carotenoids.

Assessment Suggestions
Use the questions on the following page for individual assessment or group discussion.

Handout Answer Key

1. chlorophyll a, chlorophyll b, xanthophylls, and carotenes
2. Pigment molecules capture light energy from the sun.
3. If yellow-orange leaves were used, no chlorophyll would be visible. Only the xanthophylls and carotenes would
be present on the chromatogram.
4. carrot, sweet potato

Copyright © 2017 Pearson Education, Inc.

Name: ________________________ Date: _________________________

Instructor: _____________________ Course Section: _________________

Lecture Activity 7.2 Handout—Chromatography of Pigments from

Spinach Leaves
Questions

1. What pigments are present in spinach leaves?

2. What role do pigments play in photosynthesis?

3. If the experiment were repeated with colorful fall leaves (yellows and oranges), how would the results
differ?

4. What common vegetable is particularly high in carotenes?

Copyright © 2017 Pearson Education, Inc.

 Chapter 7 Capturing Solar Energy: Photosynthesis 75

Lecture Activity 7.3: The Role of Carbon Dioxide in Photosynthesis

Estimated Time to Complete

This activity will take about 10 minutes to set up at the beginning of class. The flasks need to stand in the light for
about 20 to 30 minutes until observations can be made.

Section Reference
7.3 The Calvin Cycle: How Is Chemical Energy Stored in Sugar Molecules?

Introduction
The activity assumes that students know that CO2 is exhaled during breathing.

Materials Needed
 Two 125-ml flasks with airtight stoppers
 Fresh Elodea
 Bright light source (this can be a shop light)
 Bromothymol blue (1% solution)

Procedures
1. Have all solutions at room temperature.
2. Fill two 125-ml flasks (Flask A and Flask B) with water and a few drops of bromothymol blue.
3. Using a straw, blow gently into the water in both flasks until the solution turns a pale green.
4. Place a 6- to 8-cm sprig of Elodea into Flask B. Make a fresh, angled cut in the stem of the Elodea. It should be
placed with the stem side up, immersed in the water.
5. Place an airtight stopper on each flask. This activity works best when there is not a lot of air left in the flask.
6. Place the flasks about 1.5 to 2 feet from a bright source of light.
7. At the end of the class period, note any color changes in the flask.

Assessment Suggestions
Use the questions on the following page for individual assessment or group discussion.

Handout Answer Key

1. Exhalation produces carbon dioxide, which causes the solution to become slightly acidic. The carbon dioxide
will become carbonic acid, H2CO3, when it combines with water. Carbonic acid will quickly dissociate into the
bicarbonate ion, HCO3–, and H+. Bromothymol blue will change from blue to greenish-yellow as a result.
2. The beaker with the Elodea in it should return more quickly to the blue color, as the Elodea uses the carbon
dioxide for photosynthesis. This should be visible within the class period. The beaker without the Elodea will not
be blue.
3. After the carbon dioxide is taken into the Elodea plant, it will pass into the stroma of the chloroplast, where it
will be fixed (attached to an organic molecule, RuBP) and go through the reactions of the Calvin–Benson cycle.
The carbon dioxide will ultimately be used to make glucose.
4. The reactions of the Calvin–Benson cycle are dependent on ATP and NADPH from the light-dependent
reactions. Because the flasks are in the dark, photosynthesis and carbon dioxide utilization will not occur. Both
flasks will remain a greenish color. In fact, as the cells of the Elodea plant continue to undergo cell respiration,
more carbon dioxide may build up in flask B, causing the solution to become more yellow-green.

Copyright © 2017 Pearson Education, Inc.

Name: ________________________ Date: _________________________

Instructor: _____________________ Course Section: _________________

Lecture Activity 7.3 Handout—The Role of Carbon Dioxide in

Photosynthesis
Table 1
Color After Addition Color After Blowing Through Color After Exposure
of Bromothymol Blue Straw (addition of CO2) to Light
Flask A (Elodea) (– Elodea)
Flask B (+ Elodea) (+ Elodea)

Questions

1. Why did the solutions change color after your instructor exhaled into them?

2. At the end of the class period, was there any change in the color of the beakers? Explain.

3. Trace the path of the carbon dioxide after it is taken up by the Elodea plant.

4. If the experiment were repeated with both flasks in the dark, what would you expect to happen?

Copyright © 2017 Pearson Education, Inc.

 Chapter 7 Capturing Solar Energy: Photosynthesis 77

Lecture Activity 7.4: Modeling Photosynthesis

Estimated Time to Complete

This activity is best suited for small classes and requires about 15 minutes to complete.

Section References
7.2 Light Reactions: How Is Light Energy Converted to Chemical Energy?
7.3 The Calvin Cycle: How Is Chemical Energy Stored in Sugar Molecules?

Introduction
In this activity, students will build the reactants of photosynthesis and trace a “radioactive” atom in the formation of
products.

Materials Needed
 Molecular modeling kits
 Tape

Procedures
1. Provide the students with molecular modeling kits. Instruct them to build a molecule of carbon dioxide and
a molecule of water.
2. Mark either the O in the water molecule or the C in carbon dioxide with a piece of tape to represent a
radioactive atom.
3. Now build the products (glucose and oxygen), making the appropriate product “radioactive.”
4. If you would like to “balance” the equation, have a group of students work together to provide six molecules
of carbon dioxide and six molecules of water.

Assessment Suggestions
Use the questions on the following page for individual assessment or group discussion.

Handout Answer Key

1. 6CO2 + 6H2O + light energy  C6H12O6 + 6O2
2. oxygen
3. glucose
4. sunlight and chlorophyll

Copyright © 2017 Pearson Education, Inc.

Name: ________________________ Date: _________________________

Instructor: _____________________ Course Section: _________________

Lecture Activity 7.4 Handout—Modeling Photosynthesis

Questions

1. Write out the balanced equation for photosynthesis.

2. Which product would be radioactive if you began the reaction with radioactive oxygen in the water?

3. Which product would be radioactive if you began the reaction with radioactive carbon in the carbon
dioxide?

4. What else is required for photosynthesis, other than oxygen and carbon dioxide?

Copyright © 2017 Pearson Education, Inc.

 Chapter 7 Capturing Solar Energy: Photosynthesis 79

Lecture Activity 7.5: Global Warming and Photosynthesis

Estimated Time to Complete: 10 minutes for discussion

Section Reference
This activity may be used to open the chapter or used as an extension at the end of the chapter.

Introduction
There are many broad-reaching consequences of global warming. This class discussion helps apply the information in
this chapter to a relevant environmental concern.

Materials Needed
Computers with Internet access

Procedures
1. Introduce the topic:
Most likely, students are already familiar with the problem of global warming. You may want to open the
discussion by determining what the class already knows about global warming. Additionally, you could have the
students perform an Internet search using “global warming” as the search term and have them take notes on
what global warming is, what causes it, and what some of the environmental impacts might be. After students
have gained some background knowledge, the discussion may proceed.
2. Questions for discussion:
a. What is global warming?
(Global warming is an increase in the average global temperature as a result of the buildup of greenhouse gases.
One of the primary greenhouse gases is carbon dioxide.)
b. What is the relationship between photosynthesis and global warming?
(Plants are carbon dioxide “sinks.” They utilize carbon dioxide from the atmosphere for photosynthesis, thereby
decreasing the amount of atmospheric carbon dioxide.)
c. As carbon dioxide levels rise, what will happen to the rate of photosynthesis?
(Some studies have demonstrated an increased rate of photosynthesis as a result of increased carbon dioxide
levels.)
d. What are the potential benefits of an increased rate of photosynthesis? What are the concerns?
(If rates of photosynthesis increase, the amount of carbon dioxide utilization will also increase. A concern is that
an increased growth rate may lead to a decreased nutrient value per pound of vegetation.)
e. Will photosynthesis occur at a rapid rate indefinitely? Why or why not?
(No, most likely some other nutrient will become limiting.)

Assessment Suggestions
None

Copyright © 2017 Pearson Education, Inc.

Another random document with
no related content on Scribd:
 Professor
Receptions are always brilliant.

Mrs. Ray
But this one really was. I had André Gidet and Arsène Tailleur
there. They are those clever new writers all Paris is talking about.

Professor
You didn’t enjoy their witticisms more than I did a pesky little
bluejay that made fun of me as I fished in my emerald lake.

Mrs. Ray
But surely even you would have envied me my dinner when the
celebrated Mary Mevin explained her new symphony.

Professor
Nonsense, dear. Think of grilled trout caught by my own hand! And
then the long lazy silent hours afterwards with Aristotle. Nice chap,
Aristotle: knew a heap about men and things, though he lived in an
age when there wasn’t so much to remember as there is now. Then
afterwards I confess I yawned with the comfort of it all; good, deep-
reaching yawns, as Nature intended. I went out to see my friends the
stars. Best friends a man ever had: a bit cold and distant, perhaps;
but always there behind the clouds. (She has risen and gone to the
candles. There is a pause. Then she snuffs them out.) And I
suppose at the same time you were trying in vain to find them out
your city window? (Sees she is sobbing very quietly: the candles are
out.) Why, dear! What’s the trouble?

Mrs. Ray
Oh, I can’t pretend any more. Our log fire isn’t real. Here we are all
alone in a hotel apartment—before an old steam radiator and electric
light. (Presses the switch again.)
 Professor
(Tenderly and seriously)
I know. You left all that which might have been yours ... if ... if you
hadn’t married me.

Mrs. Ray
And you—without me and the children—you might have had your
dream now.

Professor
(Very seriously)
No, dear. One never can realize them: that’s why they are called
dreams.

Mrs. Ray
(Goes to him looking up into his face)
You know, I wouldn’t have given up one hour of my life with you.

Professor
(Stroking her hair tenderly)
We have been very happy.

Mrs. Ray
Yet why is there something we both feel we have missed?

Professor
Because even the happy must be incomplete or else they would
cease to be happy. Isn’t happiness hope as much as realization? We
have realized—not ourselves completely—yet through each other.
We have been what the other sought. But only the very wise know
that there is an inner life no one can be part of: a lonely place where
even the dearest can not enter, because it is a lonely place.

Mrs. Ray
Yes. I think that is the way it is with me, dear.

Professor
And the way it is with our house we shall never build. We can’t
enter it together.

Mrs. Ray
(Looking before her)
Yet I can still see my house.

Professor
As clearly as I do mine. (Looking whimsically over at the smoking
candles.) Even though our own log fire is burned out.

Mrs. Ray
(Smiling)
It’s changed somewhat these forty years.

Professor
Yes. That’s the way dream-houses have. (Taking her hand.) And,
dear one, when we each think of our houses we can never build,
let’s—let’s always go on holding each other’s hand, eh?

Mrs. Ray
Dearest....

Professor
So many people lose each other when they dream.
(He kisses her tenderly.)

[Curtain]
 FOOTNOTES:
[F] Copyright by George Middleton. See back of title
page.
 ON THE HIRING LINE
Comedy in 3 acts, by Harvey O’Higgins and Harriet Ford. 5 males,
4 females. Interior throughout. Costumes, modern. Plays 2½ hours.
Sherman Fessenden, unable to induce servants to
remain for any reasonable length of time at his home, hits
upon the novel expedient of engaging detectives to serve
as domestics.
His second wife, an actress, weary of the country and
longing for Broadway, has succeeded in discouraging
every other cook and butler against remaining long at the
house, believing that by so doing she will win her husband
to her theory that country life is dead. So she is deeply
disappointed when she finds she cannot discourage the
new servants.
The sleuths, believing they had been called to report on
the actions of those living with the Fessendens,
proceeded to warn Mr. Fessenden that his wife has been
receiving love-notes from Steve Mark, an actor friend, and
that his daughter has been planning to elope with a thief.
One sleuth causes an uproar in the house, making a
mess of the situations he has witnessed. Mr. Fessenden,
however, has learned a lesson and is quite willing to leave
the servant problem to his wife thereafter. (Royalty,
twenty-five dollars.)
Price, 75 Cents.
 A FULL HOUSE
A farcical comedy in 3 acts. By Fred Jackson. 7 males, 7 females.
One interior scene. Modern costumes. Time, 2½ hours.
Imagine a reckless and wealthy youth who writes ardent
love letters to a designing chorus girl, an attorney brother-
in-law who steals the letters and then gets his hand-bag
mixed up with the grip of a burglar who has just stolen a
valuable necklace from the mother of the indiscreet youth,
and the efforts of the crook to recover his plunder, as
incidents in the story of a play in which the swiftness of the
action never halts for an instant. Not only are the
situations screamingly funny but the lines themselves hold
a fund of humor at all times. This newest and cleverest of
all farces was written by Fred Jackson, the well-known
short-story writer, and if backed up by the prestige of an
impressive New York success and the promise of
unlimited fun presented in the most attractive form. A
cleaner, cleverer farce has not been seen for many a long
day. “A Full House” is a house full of laughs. (Royalty,
twenty-five dollars.)
Price, 75 Cents.

NOT SO LONG AGO

Comedy in a Prologue, 3 acts, and Epilogue. By Arthur Richman.
5 males, 7 females. 2 interiors, 1 exterior. Costumes, 1876. Plays a
full evening.
Arthur Richman has constructed his play around the
Cinderella legend. The playwright has shown great
wisdom in his choice of material, for he has cleverly
crossed the Cinderella theme with a strain of Romeo and
Juliet. Mr. Richman places his young lovers in the
 picturesque New York of forty years ago. This time
Cinderella is a seamstress in the home of a social climber,
who may have been the first of her kind, though we doubt
it. She is interested sentimentally in the son of this house.
Her father, learning of her infatuation for the young man
without learning also that it is imaginary on the young girl’s
part, starts out to discover his intentions. He is a poor
inventor. The mother of the youth, ambitious chiefly for her
children, shudders at the thought of marriage for her son
with a sewing-girl. But the Prince contrives to put the
slipper on the right foot, and the end is happiness. The
play is quaint and agreeable and the three acts are rich in
the charm of love and youth. (Royalty, twenty-five dollars.)
Price, 75 Cents.

THE LOTTERY MAN

Comedy in 3 acts, by Rida Johnson Young. 4 males, 5 females. 3
easy interiors. Costumes, modern. Plays 2¼ hours.
In “The Lottery Man” Rida Johnson Young has seized
upon a custom of some newspapers to increase their
circulation by clever schemes. Mrs. Young has made the
central figure in her famous comedy a newspaper reporter,
Jack Wright. Wright owes his employer money, and he
agrees to turn in one of the most sensational scoops the
paper has ever known. His idea is to conduct a lottery,
with himself as the prize. The lottery is announced.
Thousands of old maids buy coupons. Meantime Wright
falls in love with a charming girl. Naturally he fears that he
may be won by someone else and starts to get as many
tickets as his limited means will permit. Finally the last day
is announced. The winning number is 1323, and is held by
Lizzie, an old maid, in the household of the newspaper
owner. Lizzie refuses to give up. It is discovered, however,
 that she has stolen the ticket. With this clue, the reporter
threatens her with arrest. Of course the coupon is
surrendered and Wright gets the girl of his choice.
Produced at the Bijou Theater, New York, with great
success. (Royalty, twenty-five dollars.)
Price, 75 Cents.

POLLYANNA
“The glad play,” in 3 acts. By Catherine Chisholm Cushing. Based
on the novel by Eleanor H. Porter. 5 males, 6 females. 2 interiors.
Costumes, modern. Plays 2¼ hours.
The story has to do with the experiences of an orphan
girl who is thrust, unwelcome, into the home of a maiden
aunt. In spite of the tribulations that beset her life she
manages to find something to be glad about, and brings
light into sunless lives. Finally, Pollyanna straightens out
the love affairs of her elders, and last, but not least, finds
happiness for herself in the heart of Jimmy. “Pollyanna” is
a glad play and one which is bound to give one a better
appreciation of people and the world. It reflects the humor,
tenderness and humanity that gave the story such
wonderful popularity among young and old.
Produced at the Hudson Theatre, New York, and for two
seasons on tour, by George C. Tyler, with Helen Hayes in
the part of “Pollyanna.” (Royalty, twenty-five dollars.)
Price, 75 Cents.

THE CHARM SCHOOL

 A comedy in 3 acts. By Alice Duer Miller and Robert Milton. 6
males, 10 females (may be played by 5 males and 8 females). Any
number of school girls may be used in the ensembles. Scenes, 2
interiors. Modern costumes. Plays 2½ hours.
The story of “The Charm School” is familiar to Mrs.
Miller’s readers. It relates the adventures of a handsome
young automobile salesman, scarcely out of his ’teens,
who, upon inheriting a girls’ boarding-school from a
maiden aunt, insists on running it himself, according to his
own ideas, chief of which is, by the way, that the dominant
feature in the education of the young girls of to-day should
be CHARM. The situations that arise are teeming with
humor—clean, wholesome humor. In the end the young
man gives up the school, and promises to wait until the
most precocious of his pupils reaches a marriageable age.
The play has the freshness of youth, the inspiration of an
extravagant but novel idea, the charm of originality, and
the promise of wholesome, sanely amusing, pleasant
entertainment. We strongly recommend it for high school
production. It was first produced at the Bijou Theatre, New
York, then toured the country. Two companies are now
playing it in England. (Royalty, twenty-five dollars.)
Price, 75 Cents.

KICK IN
Play in 4 acts. By Willard Mack. 7 males, 5 females. 2 interiors.
Modern costumes. Plays 2½ hours.
“Kick In” is the latest of the very few available mystery
plays. Like “Within the Law,” “Seven Keys to Baldpate,”
“The Thirteenth Chair,” and “In the Next Room,” it is one of
those thrillers which are accurately described as “not
having a dull moment in it from beginning to end.” It is a
 play with all the ingredients of popularity, not at all difficult
to set or to act; the plot carries it along, and the situations
are built with that skill and knowledge of the theatre for
which Willard Mack is known. An ideal mystery
melodrama, for high schools and colleges. (Royalty,
twenty-five dollars.)
Price, 75 Cents.

TILLY OF BLOOMSBURY
(“Happy-Go-Lucky.”) A comedy in 3 acts. By Ian Hay. 9 males, 7
females. 2 interior scenes. Modern dress. Plays a full evening.
Into an aristocratic family comes Tilly, lovable and
youthful, with ideas and manners which greatly upset the
circle. Tilly is so frankly honest that she makes no secret
of her tremendous affection for the young son of the
family; this brings her into many difficulties. But her
troubles have a joyous end in charmingly blended scenes
of sentiment and humor. This comedy presents an
opportunity for fine acting, handsome stage settings, and
beautiful costuming. (Royalty, twenty-five dollars.)
Price, 75 cents.

BILLY
Farce-comedy in 3 acts. By George Cameron. 10 males, 5
females. (A few minor male parts can be doubled, making the cast 7
males, 5 females.) 1 exterior. Costumes, modern. Plays 2¼ hours.
The action of the play takes place on the S. S. “Florida,”
bound for Havana. The story has to do with the
 disappearance of a set of false teeth, which creates
endless complications among passengers and crew, and
furnishes two and a quarter hours of the heartiest laughter.
One of the funniest comedies produced in the last dozen
years on the American stage is “Billy” (sometimes called
“Billy’s Tombstones”), in which the late Sidney Drew
achieved a hit in New York and later toured the country
several times. (Royalty, twenty-five dollars.)
Price, 75 Cents.

TWEEDLES
Comedy in 3 acts, by Booth Tarkington and Harry Leon Wilson. 5
males, 4 females. 1 interior. Costumes, modern. Plays 2½ hours.
Julian, scion of the blue-blooded Castleburys, falls in
love with Winsora Tweedle, daughter of the oldest family
in a Maine village. The Tweedles esteem the name
because it has been rooted in the community for 200
years, and they look down on “summer people” with the
vigor that only “summer boarder” communities know.
The Castleburys are aghast at the possibility of a match,
and call on the Tweedles to urge how impossible such an
alliance would be. Mr. Castlebury laboriously explains the
barrier of social caste, and the elder Tweedle takes it that
these unimportant summer folk are terrified at the social
eminence of the Tweedles.
Tweedle generously agrees to co-operate with the
Castleburys to prevent the match. But Winsora brings her
father to realize that in reality the Castleburys look upon
them as inferiors. The old man is infuriated, and threatens
vengeance, but is checkmated when Julian unearths a
number of family skeletons and argues that father isn’t a
Tweedle, since the blood has been so diluted that little
 remains. Also, Winsora takes the matter into her own
hands and outfaces the old man. So the youngsters go
forth triumphant. “Tweedles” is Booth Tarkington at his
best. (Royalty, twenty-five dollars.)
Price, 75 Cents.

JUST SUPPOSE
A whimsical comedy in 3 acts, by A. E. Thomas, author of “Her
Husband’s Wife,” “Come Out of the Kitchen,” etc. 6 males, 2
females. 1 interior, 1 exterior. Costumes, modern. Plays 2¼ hours.
It was rumored that during his last visit the Prince of
Wales appeared for a brief spell under an assumed name
somewhere in Virginia. It is on this story that A. E. Thomas
based “Just Suppose.” The theme is handled in an original
manner. Linda Lee Stafford meets one George Shipley (in
reality is the Prince of Wales). It is a case of love at first
sight, but, alas, princes cannot select their mates and
thereby hangs a tale which Mr. Thomas has woven with
infinite charm. The atmosphere of the South with its
chivalry dominates the story, touching in its sentiment and
lightened here and there with delightful comedy. “Just
Suppose” scored a big hit at the Henry Miller Theatre,
New York, with Patricia Collinge. (Royalty, twenty-five
dollars.)
Price, 75 Cents.

ARE YOU A MASON?

Farce in 3 acts. By Leo Ditrichstein. 7 males, 7 females. Modern
costumes. Plays 2¼ hours. 1 interior.
 “Are You a Mason?” is one of those delightful farces like
“Charley’s Aunt” that are always fresh. “A mother and a
daughter,” says the critic of the New York Herald, “had
husbands who account for absences from the joint
household on frequent evenings, falsely pretending to be
Masons. The men do not know each other’s duplicity, and
each tells his wife of having advanced to leadership in his
lodge. The older woman was so well pleased with her
husband’s supposed distinction in the order that she made
him promise to put up the name of a visiting friend for
membership. Further perplexity over the principal liar
arose when a suitor for his second daughter’s hand
proved to be a real Mason.... To tell the story of the play
would require volumes, its complications are so numerous.
It is a house of cards. One card wrongly placed and the
whole thing would collapse. But it stands, an example of
remarkable ingenuity. You wonder at the end of the first
act how the fun can be kept up on such a slender
foundation. But it continues and grows to the last curtain.”
One of the most hilariously amusing farces ever written,
especially suited to schools and Masonic Lodges.
(Royalty, twenty-five dollars.)
Price, 75 Cents.

KEMPY
A delightful comedy in 3 acts. By J. C. Nugent and Elliott Nugent.
4 males, 4 females. 1 interior throughout. Costumes, modern. Plays
2½ hours.
No wonder “Kempy” has been such a tremendous hit in
New York, Chicago—wherever it has played. It snaps with
wit and humor of the most delightful kind. It’s electric. It’s
small-town folk perfectly pictured. Full of types of varied
sorts, each one done to a turn and served with zestful
 sauce. An ideal entertainment for amusement purposes.
The story is about a high-falutin’ daughter who in a fit of
pique marries the young plumber-architect, who comes to
fix the water pipes, just because he “understands” her,
having read her book and having sworn to marry the
authoress. But in that story lies all the humor that kept the
audience laughing every second of every act. Of course
there are lots of ramifications, each of which bears its own
brand of laughter-making potentials. But the plot and the
story are not the main things. There is, for instance, the
work of the company. The fun growing out of this family
mixup is lively and clean. (Royalty, twenty-five dollars.)
Price, 75 Cents.
SAMUEL FRENCH, 25 West 45th Street, New York City
New and Explicit Descriptive Catalogue Mailed Free on Request
 FRENCH’S
Standard Library Edition
Includes Plays by

Clyde Fitch Booth Tarkington

William Gillette J. Hartley Manners
Augustus Thomas James Forbes
George Broadhurst James Montgomery
Edward E. Kidder Wm. C. de Mille
Percy MacKaye Roi Cooper Megrue
Sir Arthur Conan Doyle Edward E. Rose
Louis N. Parker Israel Zangwill
R. C. Carton Henry Bernstein
Alfred Sutro Harold Brighouse
Richard Harding Davis Channing Pollock
Sir Arthur W. Pinero Harry Durant
Anthony Hope Winchell Smith
Oscar Wilde Margaret Mayo
Haddon Chambers Edward Peple
Jerome K. Jerome A. E. W. Mason
Cosmo Gordon Lennox Charles Klein
H. V. Esmond Henry Arthur Jones
Mark Swan A. E. Thomas
Grace L. Furniss Fred. Ballard
Marguerite Merrington Cyril Harcourt
Hermann Sudermann Carlisle Moore
Rida Johnson Young Ernest Denny
Arthur Law Laurence Housman
Rachel Crothers Harry James Smith
Martha Morton Edgar Selwyn
H. A. Du Souchet Augustin McHugh
W. W. Jacobs Robert Housum
Madeleine Lucette Ryley Charles Kenyon
C. M. S. McLellan

French’s International Copyrighted Edition contains

plays, comedies and farces of international reputation;
also recent professional successes by famous
American and English Authors.

Send a four-cent stamp for our new catalogue

describing thousands of plays.

SAMUEL FRENCH
Oldest Play Publisher in the World
25 West 45th Street, NEW YORK CITY
 TRANSCRIBER’S NOTE
Obvious typographical errors and punctuation errors have been corrected after careful
comparison with other occurrences within the text and consultation of external sources.
Except for those changes noted below, all misspellings in the text, and inconsistent or
archaic usage, have been retained.
Some hyphens in words have been silently removed, some added, when a
predominant preference was found in the original book.
Pg 206: ‘—for the glove’ replaced by ‘—For the glove’.
*** END OF THE PROJECT GUTENBERG EBOOK MASKS, WITH
JIM'S BEAST, TIDES, AMONG THE LIONS, THE REASON, THE
HOUSE ***

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