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College and university professors tend to be highly professional in regard to their academic discipline but not to their teaching role. This failure is due in part to the academic reward structure and in part to a general disdain for the pedagogical concerns of the schools of education. The impression held by graduate schools that there is nothing to learn about college-level teaching needs to be replaced by an apprentice teaching program. A credit course on teaching methods requisite to the completion of any Ph.D. should be made a part of the graduate curriculum. This would be coordinated with the appointment of graduate teaching assistants and fellows, so that the theoretical phase is encountered prior to assuming teaching duties and the applied phase is concurrent with those duties. Systematic evaluation of the applied phase should be provided. The success of such a proposal, however, depends primarily on the faculty's commitment to it. (Author/CCM)

The introduction to this working paper notes that its purpose is to provoke creative and critical discussion and thought about the business of remaking the teaching profession. The major section analyzes some aspects of our culture which point up the need for a new education, listing and challenging assumptions about schools, learners, and society upon which educators have habitually operated and which still dominate educational thought and action. Other sections ("A New Education" and "New Kinds of Teachers and New Concepts of Teaching as a Career") predict and describe developments which are implied by the reinterpretation of assumptions which are no longer valid. The final section poses 10 questions designed to elicit discussion and action in remaking education and the teaching profession. Included is a six-item list of references on differentiated staffing models. (JS)

The basic assumptions underlying this curriculum design are: (1) teachers and librarians in elementary and secondary schools are both concerned with the total cycle of student learning and (2) teachers and librarians guide student learning more effectively when they work together as a teaching team. The teacher's contribution is on the overall planning and coordinating of the learning engagements, and on the subject matter and concepts to be learned. The librarian's contribution concentrates on building the use of library materials into the instructional program. The curriculum design is presented under the following main headings: (1) Introduction, (2) Rationale of the Curriculum Design, (3) Curriculum Program (Chart), (4) Core Curriculum Program - Part One, (5) Core Curriculum Program - Part Two, (6) Body of the Curriculum - Joint Program with Future Teachers, (7) Internship, (8) Master's Seminar and (9) Other Aspects and Interpretation of the Curriculum Program. (Author/NH)

In the controversy over the inclusion of the teaching-learning process (curriculum development and instruction) as a subject of collective bargaining, discussion should focus on the changes which it might produce in the teaching-learning process. Curriculum development is unlikely to be greatly affected by collective bargaining, and any changes in classroom behavior which result from teacher control over curriculum development will be minor. At the elementary and secondary level the main forces for charge, exogenous to whatever structure has formal curriculum control, will be the major curriculum development project and statewide committees which establish framework and guides. Both are dominated by university professors. In contrast, instruction will be profoundly influenced by collective bargaining with most changes for the good of students and teachers. Faculty curriculum committees which actually function as improvement of instruction committees need the strength which collective bargaining can offer. Administrators need not fear loss of power, which they never had, since positive classroom behavioral changes can only be induced through positive motivation. In a recent paper presenting the administration position on this subject, Dean Robert J. Alfonso of Kent State University presented seven predictions which, in my opinion, will not come true and ten suggestions which I must reject. (Collective bargaining agreements which include curriculum and instruction provisions are appended.) (Author/JS)

Utilization of the systems approach to design of teacher education programs should result in greater program effectiveness through provision of frequent opportunity to practice application of knowledge in realistic situations. Development of an instructional system might include (1) development of a human factors systems analysis model, (2) development of job models, (3) specification of knowledges and skills required, (4) determination of instructional objectives, (5) construction of the training program, (6) development of a proficiency test, and (7) evaluation of the training program. Application of the approach to teacher education design would require analysis of the teacher's job in terms of such systems. Research literature on teacher effectiveness and the use of new observational systems for studying teacher-pupil interactions can provide a base for the development of system-job models. The trend anticipated is toward greater involvement of the teacher in dealing with motivational and social influence processes in more complex interpersonal interactions with pupils. Curriculum development for teacher education must include the creation of instructional objectives relevant to these new roles, and curriculum design must provide practice integrated with theory from behavioral science and subject matter content. Such developments as minicourses, microteaching, interaction analysis, and situation simulation can facilitate the integration process. (JS)

THE CONCEPT OF COMMUNITY SERVICE AFFECTS THE CHARACTER OF THE WHOLE UNIVERSITY--THE NUMBER AND KIND OF STUDENTS, VARIETY OF FACULTIES, FOCUS OF RESEARCH PROGRAMS, AND THE PACE AND NATURE OF THE UNIVERSITY'S GROWTH. TRADITIONAL GERMAN EMPHASIS ON RESEARCH AND GRADUATE WORK AND BRITISH EMPHASIS ON THE STUDENT AND TEACHING, WHILE STILL EVIDENT IN THE MODERN UNIVERSITY, HAVE BEEN DOMINATED BY A THIRD EMPHASIS, THE AMERICAN CONCERN WITH SERVING THE NEEDS OF A RAPIDLY DEVELOPING DEMOCRATIC SOCIETY, WHICH HAS CULMINATED IN THE MULTIVERSITY. THE PREVAILING ATTITUDE WHICH PUTS COMMUNITY SERVICE AT THE HEAD OF THE UNIVERSITY'S OBJECTIVES IMPLIES THE PARTIAL SURRENDER OF THE COMMITMENT TO DISPASSIONATE OBJECTIVITY, SCHOLARSHIP, AND INTELLECTUAL GROWTH WHICH HAS MADE THE UNIVERSITY A TRULY CREATIVE AGENT IN SOCIETY. ILLUSTRATIVE OF THE KINDS OF SERVICES WHICH THE UNIVERSITY IS UNIQUELY EQUIPPED TO RENDER ARE THEORETICAL STUDIES AND PURE RESEARCH, THE RECRUITMENT OF ABLE STUDENTS, THE EDUCATION OF ADULTS, IMPROVEMENT OF THE EDUCATIONAL SYSTEM, AND EXPANSION OF GRADUATE AND PROFESSIONAL STUDIES. THESE ACTIVITIES ARE INDIGENOUS TO THE UNIVERSITY AND ARE LIKELY TO PROVE OF IMMENSE VALUE TO THE COMMUNITY. (AJ)

THE FIRST SECTION OF THIS BOOK COVERS THE HISTORICAL AND CULTURAL BACKGROUND OF THE SAN CARLOS APACHE INDIANS, AS WELL AS AN HISTORICAL SKETCH OF THE DEVELOPMENT OF THEIR FORMAL EDUCATIONAL SYSTEM. THE SECOND SECTION IS DEVOTED TO THE PROBLEMS OF TEACHERS OF THE INDIAN CHILDREN IN GLOBE AND SAN CARLOS, ARIZONA. IT IS DIVIDED INTO THREE PARTS--(1) PHONICS AND LANGUAGE ARTS, (2) METHODS AND ACTIVITIES USED IN TEACHING NUMBERS IN KINDERGARTEN, AND (3) PROBLEMS IN COMMUNICATION AT THE HIGH SCHOOL LEVEL. THE THIRD AND FOURTH SECTIONS ARE CONCERNED WITH THE HEALTH CONDITIONS OF THE SAN CARLOS APACHES, COUPLED WITH A PRELIMINARY OUTLINE OF SAN CARLOS SCHOOL PROBLEMS AND PROPOSALS TO SOLVE THOSE PROBLEMS. (ES)

IN "OBSCENITY--SOME PROBLEMS OF VALUES AND THE USE OF EXPERTS," JOHN P. FRAN, OUTLINES THE LEGAL BASIS FOR DETERMINING OBSCENITY AND ANALYZES THE FUNCTION OF EXPERTS IN SUCH A DETERMINATION. AN EXPERIMENT IS DESCRIBED IN WHICH FOUR PROFESSORS OF LITERATURE AND TWO PSYCHOLOGISTS WERE ASKED TO READ SELECTED WORKS AND TO ANSWER QUESTIONS ABOUT THE OBSCENITY OF THE MATERIAL. THE CONCLUSION REACHED ON THE BASIS OF THEIR RESPONSES IS THAT, WHILE EXPERTS CAN DETERMINE THE LITERARY MERIT OF A WORK AND POSSIBLY THE INTENTION OF AN AUTHOR, THESE POINTS ARE OF LITTLE RELEVANCE IN DECIDING WHETHER OR NOT A WORK IS STRICTLY PORNOGRAPHIC. FRANK CONCLUDES BY DISCUSSING AN AREA WHERE EXPERT OPINION CAN BE OF VALUE--THE EFFECTS OF PORNOGRAPHY ON SOCIETY. ROBERT F. HOGAN, IN "OBSCENITY AND THE TEACHER--ANOTHER VIEW," TAKES UP THE UNIQUE PROBLEMS FACED BY TEACHERS OF ENGLISH AND PRESENTS THE VIEW THAT, SINCE PRNOGRAPHY CAN NEVER BE COMPLETELY ELIMINATED, ITS EFFECTS SHOULD BE MINIMIZED BY DEVELOPING MATURE RESPONSES IN PEOPLE THROUGH EDUCATION. (THIS DOCUMENT IS ALSO AVAILABLE FOR $1.00, ORDER NO. 20104, FROM THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH, 508 SOUTH SIXTH ST., CHAMPAIGN, ILL. 61820.) (LH)

This report presents three papers that were prepared for the 6th annual conference of the Society for Research into Higher Education, a London based organization. The 1st paper is "Factors Influencing Choice of Higher Education," by Margaret D. McCreath. She discusses part of an intensive study of the transition between school and higher education made in 1967, including: (1) the extent to which the students were aware of higher education entry requirements; (2) from whom they got most guidance at times of subject choice; (3) with whom they discussed their intended applications to higher education institutions; and (4) what they would do after school. Their responses are analyzed in terms of ability, higher education aim, and family knowledge of higher education. The 2nd paper:"Educational Objectives and Student Performance within the Binary System," by N.J. Entwistle and K.A. Percy deals with a research project underway at the Department of Educational Research at Lancaster that aims to: (1) identify the characteristics of successful students in the 3 sectors of British higher education; and (2) reexamine the objectives of the various institutions that comprise the system of higher education. The 3rd paper: "Cooperative Research in Teacher Education: Progress and Prospects," by E. Stones reviews some research projects on teaching in higher education. (AF)

THIS POSITION PAPER EXAMINES THE NATURE AND PROBLEMS OF GUIDANCE IN THE ELEMENTARY SCHOOL AND ENDS WITH THE STATEMENT OF A RATIONALE. LEARNING IS VIEWED AS THE CORE OF EDUCATION. ACCORDINGLY, THE LEARNING PROCESS INVOLVES THE BEHAVIOR TO BE LEARNED, THE LEARNER HIMSELF, AND THE CONDITIONS OF LEARNING. ELEMENTARY SCHOOL GUIDANCE CAN ENHANCE THE LEARNING ENVIRONMENT SO EACH PUPIL LEARNS TO THE BEST OF HIS ABILITY. HUMAN LEARNING, EDUCATIONAL OBJECTIVES, INSTRUCTION, AND THE PSYCHOLOGY OF THE CHILD ARE DISCUSSED IN THEORETICAL TERMS, AND THE IMPLICATIONS FOR THE ELEMENTARY GUIDANCE SPECIALIST ARE EXAMINED. THE SCHOOL'S MAJOR CONCERN IS WITH NORMAL VARIANTS OF LEARNING AND THEIR BEHAVIORAL MANIFESTATIONS. THEREFORE, THE GUIDANCE SPECIALIST FUNCTIONS IN A PREVENTATIVE, RATHER THAN A REMEDIAL, MANNER. THE THREE MAJOR FUNCTIONS OF ELEMENTARY SCHOOL GUIDANCE ARE CONSULTATION, COORDINATION, AND COUNSELING. (SK)

A review is presented of the role of algorithms in learning and instruction. The paper first describes an algorithm as a procedure guaranteed to produce a correct result and lists its features as: 1) having a reasonably finite number of unambiguously defined operations; 2) having zero or more inputs from a specified domain; 3) having outputs with a relationship to the inputs; and 4) having operations sufficiently simple to be completed in a finite period. The second section reviews the use of algorithms to describe cognitive processes in learning and problem-solving; and the third, their use in developing instructional strategies. The fourth part of the paper examines the use of algorithms in task analysis; and the following section, their application to instructional materials. The concluding segment discusses research issues related to the use of algorithms in learning and instruction, including the order in which the operations of and paths through algorithms are best taught, the demonstration of the interrelationships among an algorithm's components, and methods of teaching students to synthesize the steps of an algorithm, including the retrogression approach. (Author/PB)

This paper argues that reading courses ought to be a required part of the college curriculum for students preparing to teach English in secondary schools. At present, the author points out, only seven states require such training for secondary school certification. The author regrets that relatively few English teachers have had reading education, since quite a few of them are asked to teach reading. It is suggested that teachers elect to train themselves in reading or to enroll in reading courses and that they design reading lessons for their students and use English curriculum content as the basis of these lessons. Two texts are recommended for self-preparation, "The Psychology and Pedagogy of Reading (Huey, 1918) and "Understanding Reading" (Smith, 1971). The author also suggests strategies for developing lessons in reading for the English class and recommends some books which can provide assistance in that development. (Author/DI)

This paper, which searched studies of the teaching behavior of elementary school writing teachers, found few studies with documented evidence of actual teaching behaviors. Most studies were concerned more with examining teaching approaches than with examining actual teaching behavior involved in the approaches. The writer argues that the "approach" studies are relatively easier to conduct than studies assessing teaching behavior. There is a need for criteria for analyzing what the teacher does when he teaches writing. Better measuring instruments are also needed so that researchers will know when a specific teaching behavior has been successful. The writer also argues that research in teaching behavior of composition teachers ought to be better coordinated so that this research will have wider scope and broader implications for the elementary school program. (DI)

This publication is a collection of papers and reports presented at the Fifth Curriculum Research Institute. The articles included reflect the Institute's position which recognizes that a teacher must know the child whom he is to teach; knowing the children's experiential background enables the teacher to alter the sequence of curriculum content and the pace of presentation. In addition, being aware of aspirations and self-conceptions of children suggests appropriate, effective methods of evaluation. Papers on anxiety and motivation by Seymour Sarason and Richard Alpert indicate ways in which certain psychological variables influence learning. Group relationships and individual uniqueness are explored in papers by Herbert Thelen and Ronald Lippitt. Calvin Taylor, a consultant to the Institute, discusses how creativity is apparent in the behavior of individuals. The publication not only identifies selected aspects of human variability but it also explores their relationship to learning. (Author/SES)

This paper is primarily based upon an analysis of faculty workload at several midwestern universities. A faculty member's total workload consists of three different assignments: teaching, research, and public service. The average faculty member spends from 50 to 55 hours each week in these pursuits. The time spent in teaching is usually expressed in terms of contact hours and credit hours which, in turn, are controlled by three factors: (1) the class level of the student; (2) the accustomed or accepted methods of teaching; and (3) the nature of the subject matter. In addition, in assessing teaching loads it is also necessary to have information on: (1) the number of contact hours per week taught in each school according to the academic trade of the faculty member; and (2) the teaching load based on the full-time equivalent faculty position. The teaching load of the research professor should be assessed on an individual basis. Other measures used in consideration of faculty workload discussed in this paper are: teacher-student ratio, class size, and student credit hours per full-time equivalent faculty. (AF)

Papers presented at the Conference were: (1) "The Development of Health Care Areas: Development and Implementation of the Concept" by O.H. Duggins, M.O. Drage, and S.S. Katz, (2) "Measuring Our Progress Toward Our Goals" by E. L. Brown, (3) "The Program and the Direction of the National Student Nurses' Association" by M.A. Tuft, (4) "The Utilization of the Registered Nurse Graduate of an Associate Degree Program in Nursing in the United States Army Medical Department" by A.M. Hays, (5) "Status of the ADN Graduate in the United States Navy Nurse Corps" by A.B. Duerk, (6) "Accreditation: What About the Public" by F.G. Dickey, (7) "The ADN Program and its Present Contribution to the Community" by M.L. Montag, (8) "Developing the Disadvantaged Student in the Community College" by J.A. Colston, (9) "Educating the Disadvantaged Student" by C.L. Dennard, (10) "Teaching the Disadvantaged" by J.K. Griffin, and (11) "What's 'Different' About 2-Year College Teaching?" by R.G. Garrison. Three presentations describe programs for the Disadvantaged in Washington, D.C., Baltimore, Maryland, and Bronx, New York. (SB)

This paper argues that to be appropriate the evaluation of teaching must occur under circumstances entirely free of the limitations which inferential statistics necessarily impose on teaching. Regardless of whether the statistical, design, and treatment assumptions required for the valid use of inferential statistics in education are met, inferential statistical analysis is still functionally inappropriate. Descriptive statistical analysis, often recommended as an alternative, is also insufficient for evaluating teaching effectiveness. Interpretations or predictions based on descriptive or inferential statistical findings are based on presumed relationships between phenomenal variables which the statistical findings apparently--but only apparently--reflect. It is suggested that a viable replacement consists of functional analysis of behavior strategy based on operant conditioning. This method is precisely tailored for the moment-to-moment manipulation required by educational practice. (RT)

The concept of structure has become a central concern in the study of human perception, learning, memory, and recall. The purpose of this paper is to present a method for analyzing structure--the theory of directed graphs--and to review research on teaching that has employed this method to investigate input structure, memory structure, or both. To this end, the paper is divided into two parts. The first part presents fundamental concepts of the theory of directed graphs--digraphs: the axiom system, types of digraphs, adjacency, reachability, connectedness, distance, and vulnerability. In the second part, research is reviewed in which content structure, cognitive structure, and the correspondence between these structures are examined with implications for the teaching-learning process. Throughout this review, implications for further research on teaching using digraphs are set forth. (Author/RT)

In this paper, the SIGGS Theory is set forth and shown to be a model for educational research. The paper treats of the SIGGS Theory, educational research, and of the SIGGS Theory as a model for educational research. The SIGGS Theory provides characterizations of a general system beyond those developed prior to SIGGS' introduction. "SIGGS" indicates that these additional characterizations arise from the incorporation of set theory (S), information theory (I), and graph theory (G) into general systems theory (GS). Educational research is analyzed to be theoretical, qualitative, and performative. Moreover, theoretical research is found to be nonempirical (philosophical) as well as empirical (scientific and praxiological), and to operate by the rules of retroduction and deduction to produce theory about the teaching-learning process as well as by the rules of induction to relate such theory to teaching-learning states of affairs. SIGGS is shown to be a model for educational research, for through it the kinds of elements in the teaching-learning process and their relations could be set forth. Information theoretic notions provide a framework for categorizing the elements, and, along with graph theory, their interactive aspects. (Author)

The Innovative Teaching Group (ITG) at Cleveland State University, committed to novel and untried teaching methods, has organized papers from the faculty and other resource people into an anthology on teaching. After the general introduction, the contents are divided into three parts: Insights and Issues at Large; Strategies and Tactics in Practice; and Evaluating Instructional Effectiveness. The first section on teaching addresses itself to the broad-gauged consideration of teaching, including such topics as innovation, the modern student, and learning theories. The fifteen papers in section two speak in specifics about curricular and course design and instructional techniques. The third section contains papers presented at a conference titled "Faculty Development: Evaluating Teaching" sponsored by the ITG. The major goal of these papers was to consider and define the parameters of evaluating classroom instruction for the improvement of learning and for the professional advancement of the faculty. Papers in this section include: the feasibility of evaluation; analysis of roles of faculty by students, administrators, and faculty; and correlation between administrator, colleague and student ratings. (Author/PG)

Microteaching as developed at Stanford University has received much attention from educators, but the model has not been adapted in many institutions due to the cost and time involved. To help professionals evaluatemicroteaching at their institutions, this paper looks at the rationale and effectiveness of the full model as developed at Stanford and at its adaptions. An attempt is made to determine optimal models for specific instructional needs. (Author)

The subject of both papers is microteaching. The purpose of the first study was to assess the effects of focusing on general technical skills versus interpersonal relationship skills in conjunction with microteaching. A total of three training procedures were used: (1) directive lecture (DL), (2) non-directive lecture (NDL), and (3) microteaching treatment (MT). At the end of the experiment, all students participated in one microteaching session to have their teaching skills assessed. Results showed greater teaching skills but less favorable attitudes toward it than students who did not participate. The second study examined the effects on teacher performance and attitudes of several manipulations of the conditions under which the microteaching supervisor provides feedback. Each student was placed in a group. Each taught a short lesson, was critiqued by his supervisor, and taught the lesson again. Various methods of supervision were used, depending on the group. The treatment resulting in the greatest amount of change was the audiotape treatment. (author/KJ)

The proceedings of this workshop contain 18 papers on various aspects of graduate education. Some discuss its general features while others are concerned with more specific issues in this area: administration, teaching, training college teachers, degree programs, federal support, admissions, student financial assistance, student role, disadvantaged students, and graduate work in the natural sciences, social sciences, humanities, and practitioner-oriented fields. A summary of the workshop discussions, a bibliography of 185 items, tables, and listings of contributors and participants are also included. The authors of the papers were: Gustave Arlt, Robert Henle, S.J., John Folger, John Morse, Robert Kinsman, Frank Koen, Charles Falk, Preston Valien, Sanford Elberg, Milton Muelder, Robert McDermott, J. Boyd Page, John Landgraf, J. Peterson Elder, Joseph L. McCarthy, Philip Altbach, and David Sanchez, Jr. The document is available from The Council of Graduate Schools in the U.S., One Dupont Circle, Washington, D.C. 20036 ($2.00) (DS)

This paper furnishes preliminary reports on four film research projects to determine: the relationship of length and fact frequency to the effectiveness of instructional motion pictures, the contributions of film introductions and film summaries to learning from instructional films, the effects o f repetitive film presentations on learning, and the relative contributions to learning of video and audio elements in films. About 6300 people were used for the testing of experimental film versions between July and November, 1949, and the data collected was processed by IBM machines. Two-thirds of this paper describes in detail the procedures of the tests. Tentative conclusions are stated at the end of the report on each test, and the paper includes a bibliography of reports. (GO)

This paper describes a curriculum in human relations, written from a behavioral frame of reference, the primary objective of which is the development of teachers who can act freely and spontaneously, i.e. with intentionality. Intentionality defines a central objective of teacher training, namely the teacher who can respond and act appropriately in the constantly changing and not always predictable classroom situation. The curriculum is designed to give teacher trainees a set of behaviors and a method useful not only in teaching human relations, but teaching in other areas as well. Specific skills in an area of human relations behavior (eg. relaxation, attending behavior, etc.) are arranged in a hierarchical fashion which must be performed progressively and successfully. An example of such a hierarchy is presented giving both performance criteria and performance-oriented instructional tasks. The paper concludes with a description of the intentional teacher: a person who can act in a multitude of contexts and situations. (TL)

Because of the need to explore the dimensions of the teaching-learning process, this paper presents a systems' conceptualization of this process, describes an instrument for measuring the major classes of teacher-pupil influence behavior, and discusses data collected with the instrument. Teaching is viewed as human interaction within a series of inter-relationships (or system) among persons. A model using only those significantly relevant relationships is selected as the focus of any particular investigation. The foci of the present study are: (1) subject matter instruction, (2) control, (3) routine-administration, and (4) organization. Behaviors observed in teaching interaction fall into one of those categories as well as one of four functions: (1) exposure to information, (2) precipitation of a response or action, (3) evaluation of a subject matter response or a classroom management move (feedback), or (4) recognition of an idea or affective feeling. Interactions are coded in a three-stage sequence: (1) stimulus demand upon the teacher, (2) response, or lack of it, by the teacher, and (3) pupil response to the teacher's move. (BP)

THE PAPERS THAT WERE PRESENTED AT A CONFERENCE HELD IN APRIL 1966 ARE REPRODUCED, AND AN EDITED TRANSCRIPT OF THE DISCUSSION THAT AROSE FROM THE PAPERS IS INCLUDED. THE PAPERS PRESENTED IN THE THREE SESSIONS WERE--(1) AFRICAN STUDIES IN THE UNITED STATES, (2) AFRICAN LANGUAGES AND LITERATURE AS A DEGREE SUBJECT IN GREAT BRITAIN, (3) AFRICAN FOLKLORE STUDIES AT BERKELEY, (4) TALE, TELLER, AND AUDIENCE IN AFRICAN SPOKEN NARRATIVE, (5) AFRICAN TRADITIONAL NON-PROSE FORMS--RECITING, DECLAIMING, SINGING, AND STROPHIC STRUCTURE, (6) VERNACULAR LITERATURE IN AFRICAN LANGUAGE TEACHING, (7) CANONS OF CRITICISM FOR NEO-AFRICAN LITERATURE, (8) THE TEACHING OF MODERN AFRICAN LITERATURE WRITTEN IN A WESTERN LANGUAGE, (9) MODERN AFRICAN WRITING IN ENGLISH, AND (10) THE CHARACTERISTICS AND COMPREHENSION OF A NATIONAL LITERATURE--NIGERIA. (AL)