The duality of artist/art teacher calls for heightened self-awareness, so that the artist should not overwhelm the art teacher. The artist's identification with avant-garde concepts might inappropriately influence the art teacher's educational approach. As long as he is aware when—at which level of students' development—he is introducing which concepts, students will benefit from his approach. Not so, if originality of approach becomes a purpose unto itself. “I certainly do not want to claim that in education … originality is a vice. But on the other hand, it is not a cure for ignorance. Some of these projects involved the substitution of the comics for the classics, of the Beatles for Dr. Johnson …. I should think that this replacement is designed to imply that the campus has a good hold on the tail of the Zeitgeist … We face a real educational loss; to rely on method is to capitulate to fashion.”1