This study attempts to clarify and exploit Joseph Schwab's recent and current work on "practical" and "eclectic" curriculums in a simulated deliberation about a concrete curricular question, How might "Hamlet" be taught to one group of high school juniors? By exemplifying curricular deliberation, it aims to clarify Schwab's doctrine and to make it accessible to a wider audience. Schwab argues that four commonplaces--subject matter, student, teacher, milieu--ought to be examined and exploited in curriculum construction. Finally, the dissertation moves to produce four defensible "Hamlet" curriculums. (Author/RB)