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Show English Prof.. 'Analog Teacher as Middlemaf Professor and Chairman of the Department of English, Kenneth E. Eble, delivered a paper on "The College Teacher Anguished An-guished Middleman" last Saturday Satur-day at the University of Chicago Public Affairs Conference Center. Cen-ter. DR. EBLE, invited to re-argue his critique of college teaching, "The Profane Comedy," was one of four author-educators who participated in the Center's eighth annual Conference on Higher Education. The papers delivered at the conference are scheduled to be published by Rand McNally. Dr. Eble sees college teachers as anguished middlemen for several sev-eral reasons. First of all, "the total size of the college and university enterprise makes almost al-most everyone in it seem to be in the middle." ADDED TO the effects of the teacher's environment, Dr. Eble diagnoses, are those stemming stem-ming from the nature of his job. The middleman teacher "stands between the men who have created his discipline and those who may contribute to it in the future." un Yet the teacher's position school fended by Dr. Eble as "anfc eipec orable one," does not haven? tear tige of the other "creative Christ productive achievements" & tired encourage what a recent (bis a st gie Foundation Report oTior a "the flight from teaching." jjjades AMONG THE inducements MR. avoid undergraduate tag ft or, at least, bargain for 1$m class loads, Dr. Eble meife! y, i "lectureships abroad, reser re grants and fellowships, is; ments in government and fcRy try, positions as coordie 'M of projects and leaders of c readinj tutes, blandishments for i imts.' lishers, and offers from lr, bureaus." As dedicated as a part: teacher may be, as Dr. Eble; it, 'Svhat does one do if Ei; needs the services of a sor, not just to teach Ei. tional Administration which might do at home, but to L establish an entire Seta! Education for all Ethiopia?' TO STOP "the flight j teaching," Dr. Eble recoiE, ed that educators "look at te ing not from the profs' view, but from the stifc Most of his suggestions 1 aimed at getting urrdergrat closer to teachers, and fa experience for teachers could be transferred to It; dergraduate in this close tional relationship. Until these problems solved, and perhaps even-Dr. even-Dr. Eble concludes, the H is "very much the midt and is afflicted by thi sft of wanting to be, or strN be, or thinking he i. more." J |