Praise for Our Work

The members of this audience for the new historical drama [by Theatre Espresso] understand right away they will not be passive spectators behind an invisible fourth wall. They will hold serious responsibilities to debate law and morality, to question public officials and to make decisions vital to the future of their society.

"Habeas Theatre," Jonathan Shandell
American Theatre Magazine, May 2004

They haven't even graduated high school yet, but for a time Thursday, juniors and seniors from Revere, Massachusetts joined the legislature--of 1858, that is! These students took part in the first presentation of The Trial of Anthony Burns at the Concord School of Philosophy at the Orchard House. The play was put on by members of Theatre Espresso and funded by a grant from the Esther B. Kahn Charitable Foundation. "It's rare that students get to live history, and that happened here today," said Revere English teacher Mary Ellen Durkin. "It is almost as if two centuries collided—1854 and 2004. In 18 years of teaching, and in all the field trips I have led, this one tops them all."

"Their own version of history," Maureen O'Connell
The Concord Journal, September 2004

Thanks again for the wonderful performance. Using your study guide, I had my students become some of the characters and act out a little skit regarding the Boston Massacre the day before we were to attend the play. At the performance I noticed my students really related to whichever character they had played. It gave them a deeper connection to the theater experience. They also became involved in a very lively discussion back at school as to whether or not there had been enough evidence to convict Captain Preston. I was amazed at how seriously they took to heart the responsibility of being a juror, and they were very interested in the perspective of not declaring someone guilty due to lack of sufficient evidence.

Anne Patrick, 5th Grade Teacher, Dennis C. Haley Elementary School, Roslindale

The show and the actors' interactions engaged the kids. Having the kids witness the art of debate was fascinating to watch! We very much appreciate the opportunity to see a great performance. One student of mine who is autistic felt comfortable enough to raise his hand twice and ask questions---something he rarely does at school. A huge step!

Jill Potsaid, 5th Grade Teacher, The Elihu Greenwood Elementary School, Hyde Park

Our diverse audience for Uprising on King Street consisted of fifth-grade classes from two Boston elementary schools, the Perkins School in South Boston and the Dever School in Dorchester. The ninety students who attended were rapt with attention throughout the play. They laughed at the thick British accents and stilted manners that the actors used to bring some levity to their rapid-fire rendering of the historical events leading up to the "Massacre". They watched and listened closely as the various witnesses for the prosecution and defense gave their opposing accounts of what they had seen and heard on the night of March 5, 1770. They were eager to participate in the ensuing discussions with the actors and with me. Every time there was a pause, a dozen hands shot into the air to ask another question. It was clear from the students' questions and comments that they understood not only the historical events and the mechanics of the trial, but the strengths and weaknesses in the case presented by each side and the roles of the prosecution and defense attorneys in trying to get at the truth.

"Another Kind of Continuing Legal Education," A.W. "Chip" Phinney
Boston Bar Journal, September/October 2007