As Sharon Crowley claims, first question asked of any research is 'What use is it in the classroom?' (Politics 7). Knowledge of the history of rhetoric should enable us to lecture persuasively, to convince our students of the significance of the rhetorical texts which we and our colleagues research. This essay will address the challenges in teaching the Latin rhetoric of the Middle Ages compellingly. Despite the astounding productivity of scholars in medieval rhetoric-despite the discoveries of new manuscripts, editions of pedagogical glosses and theorization of medieval precepts for communication-unfortunately, in many American survey courses, medieval Latin rhetoric is still presented with Elizabethan disgust.' It is typically introduced as wrongheaded excursion away from classical principles toward the slavish study of rhetorical formulae. While evaluating trends in scholarship on rhetoric's history, Kathleen Welch implies one reason for the dismissal of medieval rhetors: a nostalgia for the perceived golden past in the classical world. . (85). Here, I am proposing that, in order to cultivate greater understanding and respect, we must find other lectern generalizations than those current about medieval Latin rhetoric in history of rhetoric surveys. I suggest one alternative: that many of the accomplishments of medieval rhetoric correspond to the Burkean theory of identification. The Generals of History

Tullio Maranhao, Therapeutic Discourse and Socratic Dialogue. University of Wisconsin Series in Rhetoric of the Human Sciences. Madison, WI: University of Wisconsin Press, 1986. J. Max Patrick and Robert O. Evans, eds. with John W. Wallace and R. J. Schoeck. Style, Rhetoric, and Rhythm: Essays by Morris W. Croll. Woodbridge, Connecticut: Ox Bow Press, 1989. Rpt. Princeton University Press, 1966. 450 pp. Stephen M. North. The Making of Knowledge in Composition: Portrait of an Emerging Field. Upper Montclair, NJ: Boynton/Cook Publishers, 1987. 403.