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ONE OF THE VEXING QUESTIONS that confronts the college English teacher who teaches children's literature is that of what ought to be stressed in the classroom. We are, after all, teachers of literature, and it seems reasonable that we ought to stress the literary aspects of the texts we teach. This is easier said than done, however. Two problems confront the college professor about to launch into a semester of teaching children's literature: audience-both the audience in the classroom and the audience of children's literature itself-and content. What do our students want