The purpose of this study was to apply a schema to adolescent novels, to determine what lessons the authors teach and what techniques they employ in their teaching. A historical review of literary criticism established a background for interpreting the educational function of literature. A schema of questions based on the historical background was constructed to examine subject matter, plot, character, and dialogue in adolescent novels, and was applied to four recent novels. A rating scale was constructed to rate the books on items related to their educational content. Findings indicated that the authors incorporated teaching in their fiction by creating situations in which exemplary young protagonists act out solutions to problems, with the assistance of adults, and exhibit virtue which is rewarded. Lessons are conveyed by the characteristics and actions of the protagonists, reinforced by the philosophizing of protagonists. Lessons primarily involve humanistic values and the development of personal life styles. Through use of the schema and scale, it should be possible to discern an author's lesson, the techniques that are used to convey and reinforce the lesson, and how obviously or subtly the lesson is taught. (Author/GW)