Abstract
Candor characterizes the manner in which Mr. Murphy analyzes a conven tional program of preparation to teach English in high school. He castigates the system which produces a young college graduate who enters his first high-school teaching position with a complacent readi ness to "do unto others" as he was treated in his concluding college experiences. The author, who is Associate Professor of Edu cation, The Pennsylvania State College, State College, now on detached assignment with the Citizenship Education Project, Teachers College, Columbia University, concentrates his attention upon one field. Might there be a basis for equally valid criticism of beginning high-school teach ers of other subjects? Is the teacher-edu cation process in our institutions suscepti ble of improvement here?
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