Abstract
ANCE Of both principal and supervisor, I am trying something new this year. I'm organizing my ninth-grade remedial English students into a multi-media, industrialized arrangement call it a Winnetka-Planwith-Trimmings. The project stems from the conviction, shared by thousands of other teachers, that writing and developmental reading can be taught adequately only in an individualized setting of some sort. Just what that sort should be, I don't know; that's one of the things I propose to find out. My approach to this project, for a number of reasons which I shall touch on later, has been considerably more gung ho than usual-a state of affairs which has baffled
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