Power and Responsibility: English Departments and the Preparation of Teachers

Abstract

I have had to spend quite a little time deciding which of various items I ought to use to begin this discussion. A rhetorical problem, no doubt. And so I hope I shall not be criticized, if, somewhat like Cicero, I mention to you a few of those that I finally decided not to use. For example, I might have begun with Willis Umberger's perhaps wistful comment about the purpose of the Guidelines: Their purpose is to motivate, to stimulate, and to give a sense of direction to those who plan, and a source of encouragement to those who would improve, practices in the colleges.' Or perhaps I could have asked you to reflect upon James Squire's observation on the putting together of the Guidelines: The very fact that so many individuals, representing different-scholarly and professional interests and many points of view, could and did arrive at a national consensus is in itself a considerable achievement.2