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6. As the mind can absorb only as much as the seat can endure and the attention span encompass, vary teaching procedures. Don't lead them to water; make them thirsty. Use repetition, drill, and review for habit formation. However, avoid grinding away at grammar or teaching them what they already know. Test before teaching. (Do not use class time to teach a handful what the rest of the class has mastered. Instead, assign make-up work for the bewildered. Use programmed materials or coach them individually during conferences.)

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By-Rein, David M. The Posthumous Reputation of Professor Crump. National Council of Teachers of English, Champaign, III. Pub Date Dec 64 Note-Sp. Journal Cit -College English; v26 n3 p218 -222 December 1964 EDRS Price MF1025 HC-$0.35 Descriptors -*Academic Rank (Professional), College Faculty, *College Teachers. Degrees (Titles). Effective Teaching, *English, Failure Factors, Performance Factors, Professional Recognition, ProfessOrs, Research Reviews (Publications), Scholarly Journals, *Success Factors, *Teacher Promotion, Teacher Qualifications. Teacher Stereotypes, Teaching Quality The publishing requirements, honorary degrees, and the assessment of literary merit are mocked in this brief piece of fiction concerning the professional advancement of college English teachers. (AF)

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emphasis upon scholarly rather than pedagogical training for Ph.D. candidates, but a few enlightened souls have lately begun to sound clear and public warnings of the problem that exists. Henry WV. Sams, for example, has argued that we must awaken our fledgling colleagues to the fact that their responsibilities go somewhat further than establishing themselves as scholars, critics, and overpowering young polymaths (The Audiences of English, CE, Feb. 1964). Recognizing the problem, however, is only the first step; an analysis of its conditions must follow, from which criticism and suggestions for change may proceed.

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THOUGH MOST TEACHERS of English literature have not had the experience of a class under the volatile Kitty of Harvard, or the austere Rice of Michigan, most of us have had at least one teacher whose originality, or spontaneity, or wit, or sarcasm deepened our understanding of literature. There is probably no plot to prevent such teachers from getting classes in the future, but the forces tending against such teaching are manifold and increasing: Project English, national organizations of teachers, courses in educational psychology, books and articles on how to teach, newsletters, research reports, round-table discussions, summer institutes, television, programmed learning, personality tests, CEEB tests, IBM machines. All of these take time and money, but it is time and money devoted to things that can be analyzed, methodized, controlled. All of them can contribute to more efficient and effec-

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