Benjamin Bloom's "Taxonomy of Educational Objectives" can be used effectively to develop and evaluate a sequential secondary-school curriculum in literature, regardless of the school's content emphasis or curricular philosophy. The two available volumes of the "Taxonomy"--dealing with the cognitive domain of knowledge, skills, and abilities and with the affective domain of attitudes and values--can provide curriculum designers with a framework for developing (1) a "blueprint" for the total school program, (2) general goals and specific objectives for the various areas of English, (3) various approaches to content favored by individual teachers or departments, and (4) criteria for the evaluation of the completed curriculum. (Charts are included from the "Taxonomy" to illustrate children's sequential patterns of behavior as those patterns apply to learning various cognitive or affective skills.) (JB)