The list of titles in literature given below must be taken as free suggestion, not at all as dogmatic requirement; least of all should it be regarded as an exhaustive and definitive programme. Throughout this little book there has been a deliberate effort to mention no more examples and specimens than would serve to support and illustrate the principles stated or the theories advanced, so as to keep out of it the wearing atmosphere of interminable lists, and to leave those who might accept the doctrines quite free to apply them in the selection of their own specimens. So now in the plan appended the titles have been carefully sifted and resolutely limited. It should not be necessary to say that it is not intended that all the specimens mentioned in any one year should be given within that year in every school--perhaps in any school; or that they should necessarily be given in the year to which they are here assigned. They are rather designed to indicate the kind of thing one would choose for the average classes in the average school, and to suggest things that go well together. I have even ventured to hope that those who read the book will also take the pains to read all the specimens mentioned in the programme, so as to catch their spirit and atmosphere, and after that choose quite freely for themselves these or other titles. The field of choice is especially wide among the folk-tales; all those mentioned are good, and suitable for the places in which they are put. But there are others good and suitable, which may, indeed, better satisfy the needs of some special teacher or class. In some schools, no doubt, it will be well to give a third year of folk-tales and simple lyrics before beginning the hero-tales. In that case the whole course would be pushed along a year, making for the last or eighth year a combination of bits taken from the seventh and eighth years suggested here. The course is planned for a school whose children go on into high school; though one can see little reason for a different course in literature for those children who stop with a grammar-school education. What we covet for such children is not knowledge of much literature, nor knowledge of any literature in particular, but a taste for wholesome books and some trustworthy habits of reading. These results are best secured when a few suitable and beautiful things have been lovingly taught and joyfully apprehended. Children thus provided will keep on reading; if they have been really fed on _Julius Caesar_ or _The Tempest_ they will hunger for more Shakespeare; if they have taken delight in _Treasure Island_ they will pursue Stevenson and find Scott and Cooper. The chances for implanting in them some living and abiding love of books are much better if we teach them in school the things they may easily master and completely contain, than if we try to supply them with what only an adult reader can expect to appropriate, which