In the programme for the sixth year an alternative is suggested. Many teachers will find enough in the _Arthur_ stories to form the core of the literature for the year. Others will find material for the whole year's stories in the Norwegian and Icelandic sagas. Many will not like the suggestion of giving the antidote of the chivalric romances--_Don Quixote_. Many will prefer to drop hero-tales and romances in favor of more modern stories. Such a group of stories is suggested introducing the stories that call for interpretation, and the apprehending of a secondary meaning. This paves the way for the stories of the seventh year which call for some genuine literary interpretation. In the seventh year programme the two dramatic bits of Yeats's are suggested, not only because they are charming in themselves, and are in charming artistic contrast, but because they can easily be staged and acted, and are full of suggestion of the kind of thing the children can do themselves. _The Pot of Broth_ is the dramatization of a well-known folk-droll, and _The Hour-Glass_ is a morality calling for no complexity of dialogue, of staging, or of dramatic motive--the kind of play the children can most easily produce both as literature and as acting. As suggested in a previous chapter, during this and the following year each child should be encouraged or required to learn a poem or a story of his own choosing, which he presents to the class. This will greatly enrich the class programme. Only one fable is suggested--one of Fontaine's, the interpretation or moral of which should now be given by the class; many other fables may be used in the same way, if this exercise seems to be profitable.