to many experiments with sensitivity and awareness games in literature and writing classes, especially in elementary and high schools. Maybe the feeling is that we can afford such experimentation there, because certainly the kids will be taught the same stuff over and over as they progress sluggishly through the educational system, so what they miss in rigor and memorization at one level they can pick up at the next. Maybe, too, since college is regarded as the last chance, little such experimentation has gone on there. When William Bridges scheduled a summer workshop at Mills College in June of 1970 for college teachers interested in humanistic education, in adding an affective dimension to their teaching, some 35 people showed up, from various disciplines, but few of them had had much experience with or even exposure to these techniques. But as a result of that summer workshop at Mills at least a few drops are falling into the experimental classroom bucket; this report describes how something as conservative as an undergraduate course in eighteenth-century English literature can be changed by the application of new teaching techniques. For shock value, I'll describe what we did first, and then pursue the qualifications and caveats; for brevity, I'll describe only one small portion of the semester course-that dealing with Jonathan Swift.

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