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ByKaufmann. R.J. Metaphorical Thinking and the Scope of Literature. National Council of Teachers of English. Champaign, Ill. Pub Date Oct 68 NoteI 7p Journal CitCollege English; v30 n1 p31-47 Oct 1968 EDRS Price MF-S0.25 HC-S0.95 Descriptors-*College Students. English, English Instruction, Figurative Language, *Literary Conventions. *Literary Criticism. Literary History. *Literature. Symbolic Language. Symbols (Literary) Both the method of the New Critics and the modern student's interest in °macro -clues i on s are briefly discussed by way of introduction. The primary concern of the essay. however, is for an ampler conception of metaphor. Instances of 'advanced metaphorical thinking. among them More's *Utopia. Kant's Critique of Pure Reason. and Pascal's Pensees. are examined to show different clualities of metaphor as these bear upon evaluation of the texts in which they occur. Other topics discussed are the similarities of various forms of metaphorical thinking and the nature of metaphor as revealed in a *dominant metaphor of Western culture--God is an eye MN)

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PROBABLY SOMEWHERE IN OUR FIFTY STATES, possibly in several of them, there is a course taught in American Literature of the Westward Movement. Though I have sifted scores of college catalogs, I have found no such course but my own; and since I am convinced that it yields a set of valuable literary experiences giving bottom and imaginative immediacy to possibly the most pervasive and far-reaching phase of the American heritage, I feel warranted in offering an account of it. The course was suggested to me some five years ago by my department head, John T. Frederick, now retired. Once it was suggested, the potentialities became quickly evident. The literature would, of necessity, be primarily historical and it would be predominantly fiction, even though there was some relevant poetry and a fair amount of non-fiction prose. American writers may not have produced a Henry Esmond, but there were the Leatherstocking Tales, The Great Meadow, Roughing It, My Antonia, A Son of the Middle Border, Northwest Passage, and Giants in the Earth as nuclei. And there was mighty good company in considerable numbers for that cluster.

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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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