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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