In the usual English course a full measure of achievement is not gained because the literature offered is not a well-organized unit. No one would question the value of most of the individual masterpieces studied-he must question, however, the failure to gain working power in any one year over a significant body of literature. Such procedure has the same weakening effect in mental command over large correlated fields that the nibbling habit has over physical nourishment. There is zest for future achievement in the feeling which a pupil gains when he knows a subject well enough to be able to talk about it freely and intelligently; he has the pride and selfconfidence of ownership, a good basis for further acquisition. Attempts to give such unity are occasionally found in courses devoted through whole terms to the literature and thought of a comparatively brief period in its relation to contemporary art and social aspects, and in courses devoted to a particular form of literature. Of these the short story and the drama give greatest opportunity for complete development in the high school. The drama in its many facets offers the greater scope for the all-round training the pupil must get aside from his knowledge of the form studied. Fortunately for such a course, the modern drama is one of the most successful and significant forms of the literature of today. In no other form can one find the social thought, the ethical standards, the better class of popular reactions to life more clearly mirrored. This phase alone makes drama especially suitable to stimulating class discussion. More than that, the diversity of modern drama gives room for a vital introduction of poetry and of the classic, romantic, and realistic points of view; in fact, of all the general principles of literature and art which a high-school graduate must know in the large if he is to have power over his further reading, or