evident that there is in the study of the drama unusual necessity
for a plan, flexible enough for the varying needs of classes, but
definite enough to keep classes from discouraging confusion of details.
Just what the plan shall be for any particular class the teacher must
decide from the condition and acquirements of the class, the limitations
of time, and the object in view.

Few will deny that _Julius Caesar_ can be read with profit in the first
year. It will be read, however, at that time, chiefly for the interest
of the plot, the dramatic situations, and the contrasts of character.
The study of meter will be slight, and of language and grammar only
enough for an understanding of the thought; while the study of
structure, textual changes, development of Shakespeare's art, date of
publication, etc., will be left out entirely. On the other hand, the
needs of a fourth year class would require a considerably different
treatment of this same play. It may seem trite to say that the wisest
plan is that which keeps the pupil interested in reading and re-reading
the text. The more he reads the more he understands, and the more he
understands the more he delights to read. This lies at the bottom of all
the plans for Shakespeare reading.

Almost any student will read through a play with interest and
enthusiasm, if he understands enough to keep the thread of the story. If
much textual study is required with the first reading, the interest is
weakened; but if the delight of a first reading leads to a second, a
study of the text brings new delight, especially if the study is
directed to the interpretation of the thought.

After the second reading, the study of the play as a whole, of the
development of characters, of the structure and style, and of the
various problems of human interest, should send the pupil to the play
again and again to find evidence to support his opinions. This study,
together with memory work, will help to give that familiarity with the
play which is one of the tests of satisfactory Shakespeare study.

The following is suggested merely as one plan suitable for high school
classes:

I. Preparation

The presentation of a few matters to arouse interest and to anticipate
some of the difficulties of a first reading.

II. First Reading

The aim of the first reading is to familiarize the pupil with the main
facts of the play. General questions may be asked to guide the student,
or directions given to