ARL Rogers, a psychologist known for his nondirective, client-centered method, has, since 1967, been involved in a project designed to effect self-directed change in the Immaculate Heart schools, a West coast system of fifty elementary schools, nine high schools, and a college. coordinator of the project feels that learning is greatest when the school provides a supportive atmosphere conducive to personal growth. He writes, The problem of a school, of its inhabitants, can be viewed like a marriage, into which people go, saying, 'Maybe it will be safe here. Maybe I can There is an intuitive sense, early in a marriage, that one needs others, one needs one's spouse, one needs to come around to talking with someone about the things that are difficult to say, in order to grow.' This concern with personal growth has become a new and challenging topic for English teachers, resulting partly from the notable Anglo-American Conference on the Teaching of English (held in 1966 at Dartmouth, now referred to as the Dartmouth Seminar). Although I did not attend, I was a participant in a summer institute directed by Wallace Douglas and Geoffrey Summerfield, two participants in the Dartmouth Seminar. Funded by the Carnegie Corporation, the Dartmouth Seminar hosted fifty British and American scholars and teachers