Through all the earlier years of the elementary school with some classes, and in some communities throughout the period, the literary experience of the children may best be made up from specimens of these three species. It may be, however, that certain seventh or eighth grades (merely to name the older children) will be found mature enough to profit by the study of certain of the more heroic literary dramas. The same tests of objectivity and simplicity must be applied in selecting these. We should choose, for example, the obvious, and boisterous fun of _The Comedy of Errors_, rather than the half-hidden satire of _A Midsummer-Night's Dream_; _Julius Caesar_, since it may fitly be taught as a heroic tragedy; _Macbeth_, which, however violent in motive and method, is still direct and simple enough to be within the child's imaginative realization. In most schools also, we may count upon finding in these oldest children in the elementary grades some power of meditation, some interest in abstract questions, some appreciation of humor and wit, much love of eloquence; so that in this last year they may profitably read in class some essays. To be sure, we will choose, not Montaigne, but Bacon; not Pater, but John Burroughs; not _Dream Children_, but _A Dissertation on Roast Pig_. In short, we will avoid the critical and the mystical in essays, and give them objective out-of-door essays like _Wake-Robin_, humorous anecdotal essays like _Old China_, eloquent oratorical essays like Gladstone's _Kin Beyond Sea_. Indeed, during this seventh and eighth grade period begins the child's hour of ripeness for eloquence and oratory. And it is wise and easy to meet and supply his interest with essays of the address variety, which do for him the characteristic services performed by the literary essay, at the same time that they satisfy his awakening hunger for the rolling music of the oratorical form, answer to his dawning interest in the big world and great questions, and help to build a bridge for him into the public speaking and dramatic aspects of his literary work that he will find, or ought to find, in the secondary school.