As every observer of schools knows, it is the eighth-year children who need most accommodation and understanding. The programme offered is designed for the normal class in the average school--when the children are really passing into the secondary stage and should be preparing to go into high school without crossing a chasm. But it may need much modification for those eighth-year classes in which there are belated children and unevenly developed children. It is quite possible that _Julius Caesar_, _The Tempest_, and _Sohrab and Rustum_ may prove impracticable for such a class, and that something easier would have to be substituted. In no case can we hope to teach the two plays exhaustively, either as regards their form or their content. But both these plays are of that kind of great art that has many levels to which one may climb in turn, with his growing maturity. And the beauty of both these plays is that in case the class is precocious and does inquire deeply into them, there is nothing in the political philosophy of _Julius Caesar_ or in the spiritual and social philosophy of _The Tempest_ that may not be safely explained to them. This programme makes no mention, as may be seen, of the many minor lyrics and bits of drama and story that will be added from many sources and in many connections: from their home reading; from the teacher's reserve stock; from their reading lessons; from their work in other languages; from their preparation for festivals and celebrations; from suggestions of weather and season; from occasional current periodicals, and possibly from other sources. And when all is said, one must say again that there cannot be a strictly normalized and fixed curriculum in literature since in this subject more than in any other the personnel of the class must be considered; their typical inheritance, their tradition, their social grade, their community, their other interests, their passing preoccupation and almost their daily mood, are factors in the problem. The teacher who is sensitive to these matters in his class will soon emancipate himself from the fixed curriculum. Let him at the same time be sensitive to the emphasis and appeal of each bit of art he chooses for them, and he cannot fail. Whatever his results they will be good. After so long a preamble follows the list of specimens: FIRST YEAR Sagas: "How Arthur Drew the Sword from the Stone." "How Arthur Got the Sword Excalibur." Märchen: _Briar-Rose_, Grimm. _Snow-white and Rose-red_, Grimm. _The Elves and the Shoemaker_, Grimm. _The Musicians of Bremen_, Grimm. Drolls: _Simple Simon._ _The Johnny-cake._ Accumulative Tales: "The Old Woman Who Found the Sixpence." _Henny-Penny_. _The Little Red Hen_. Fables: "The Crow and the Pitcher." "The Hare and the Tortoise."