A group of junior high school teachers devised a literature program to meet the needs of the individual learner. They selected themes of interest to students in grades 6-8 and then prepared a list of books of varying degrees of reading difficulty which related to these themes. The student could, therefore, read a book commensurate with his ability and at his own rate of speed. One successful technique for individualizing instruction and encouraging intellectual inquiry was the preparation of a set of questions about a book to which the student could respond on his own. He was encouraged to experience the work itself, relating it to his own experiences and to other literary works. Questions and discussion on E. B. White's "Charlotte's Web," for example, first concentrated on the student's personal reactions; then emphasized plot, character, and theme; and finally tried to guide the student to relate his discoveries about animals in this book to other animal stories he had read. Such a literature program places the burden of learning upon the student and should develop to the fullest possible degree his reading power. (LH)