national Scholastic Aptitude Tests isn't going to help matters much.' But in all the hullabaloo, I hope we won't lose sight of the advances we have made. In particular, I hope the journey to whatever we go back to will be carefully mapped out with reason aforethought. In short, I do not wish to see us go back to what I choose to call the pedagogenic basics, those counterproductive proscriptions, prescriptions, and pet peeves that bear little resemblance to the students' observations of the real