Abstract
WHEN BEGAN teaching Methods of Teaching High School English, realized that yearly would also be meeting at least 150 freshmen who could help me more than anyone else in determining the content of a Methods course. They were last year's high school seniors, the incredibly poor spellers, the illogical, the inarticulate, the unread, the writers of comma splices and fragments. They frequently made creditable grades in college except for the D's and F's in English, grades which they could not understand because, I got all A's and B's in high school. They were willing to help me; and now, some 1500 students later, feel that have at least
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