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English professors humanized the world with thrice-weekly doses of literary instruction, exchanged witty conversation and recondite literary allusions at the Friday afternoon sherry hour, and generally agreed with each other about which books to teach, how to teach them, and the importance of teaching them. This golden age must have ended right before I entered the field. My whole history within the discipline suggests that getting English professionals to agree in large numbers about almost anything is nearly as difficult as herding cats or training king cobras to hiss the "Hallelujah Chorus" in four-part harmony. I do not intend to rehearse the causes of our winter's discontent-Gerald Graff and others have amply analyzed our disciplinary doings and undoings-but it is useful to observe that even when we are merely describing "the condition of our discipline" (rather than analyzing it), our constant themes are loss and gain, change and resistance to change, and the nature of the professional and intellectual anxieties produced by all of the above. John Bassett in a College English essay thoughtfully identifies what he takes to be the "major changes [that] have redirected the discipline," the most significant of which is surely our "redirection" toward becoming another kind of discipline altogether: "the explosion of interest in theory.., .has been the key to the movement of literary study toward the social sciences" (321; emphasis added). Bassett shows steelier nerves than most of us in his willingness to understate our disciplinary disunity. He sees us as being merely "redirected"

The Many-Headed Hydra of Theory vs. the Unifying Mission of Teaching