DAVID HORNBROOK'S intelligent and lucid account of the problems which have beset the drama in education community during the last thirty years has a compelling look to it. In Part One of ‘Drama, Education and the Politics of Change’ (NTQ 4), the historical analysis is astute and the questions posed at the end are important and pressing ones. I should lik, however, to confine my own obsrevations to the issues raised in Part Two of the paper (NTQ 5), where of offers specific proposals for future developments, because it is here that the argument falters.