The man or woman who is genuinely in earnest and who wishes to repair defects of early training will go further with poor tools and limited opportunities than the indolent or careless student who has within reach the best equipment of a great university. All that is necessary to understand and appreciate the great books which have been noticed in this series of articles is an ordinary grammar school education and the desire to gain knowledge and culture. Given this strong desire to know and to appreciate good books and one will go far, even though he may be handicapped by a very imperfect education. My correspondent declares that he does not think Shakespeare and other great books mentioned may be appreciated without the benefit of a high school education. This seems to me an overstatement of the case. Of course, blank verse is more difficult to follow than prose, but much of Shakespeare's work, though he uses a far richer vocabulary than the King James' translators of the Bible, is nearly as simple, because the dramatist appeals to the fundamental passions and emotions of men, which have not changed materially since the days of Elizabeth. That this is true is shown whenever a play of Shakespeare's is given by a dramatic company which includes one or two fine actors. The people in the audience who are accustomed to cheap melodrama will be as profoundly affected by Othello or Shylock, or even by Hamlet, as those who are intimately familiar with the text and have seen all the great actors in these roles from the time of the elder Booth. Actors and dramatic critics have often commented on the power that resides in Shakespeare's words to move an uncultured audience far more strongly than it can be moved by turgid melodrama. And even in a play like _Hamlet_, which is introspective and demands some thought on the part of the audience, there is never any listlessness in front of the footlights when a really great actor depicts the woes and the indecision of the melancholy Dane. The same thing holds good in reading, if one will only bring to the work the same keen interest that moves the audience in the theater. Here are the same words, the same unfolding of the plot, the same skillful development of character, the same fatality which follows weakness or indecision that may be seen on the stage; only the reader, whether he works alone or in company with others, must bring to his labor a keen desire to understand the dramatist, and he must be willing to accept the aid of the commentators who have made Shakespearean study so simple and attractive a task.