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I was especially taken with Ritter s account of postwar current-traditionalism in U.S. composition pedagogy, that includes (for the first time, to my knowledge) instructional films in the educational effort to inculcate and discipline student behavior, including literate behavior, and the longer view of the role of technology in modern schooling, an ever-ready (but problematic) solution to mass proportions, teacher fatigue, and diverse student populations. David Fleming, University of Massachusetts, Amherst

I was especially taken with Ritter s account of postwar current-traditionalism in U.S. composition pedagogy, that includes (for the first time, to my knowledge) instructional films in the educational effort to inculcate and discipline student behavior, including literate behavior, and the longer view of the role of technology in modern schooling, an ever-ready (but problematic) solution to mass proportions, teacher fatigue, and diverse student populations. David Fleming, University of Massachusetts, Amherst Kelly Ritter s incisive and fascinating analysis of these films is an argument about how ideology and institutional power work on both the corporate level and the level of individual teachers to shape education. What s more, she makes a persuasive case for the ways in which new technologies and debates about literacy are, in many ways, reproducing ideologies and practices that are little changed from those of sixty years ago. Bronwyn T. Williams, University of Louisville

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Kelly Ritter is professor of English and director of undergraduate rhetoric at the University of Illinois at Urbana-Champaign. She is the author of To Know Her Own History: Writing at the Woman's College, 1943Ð1963; Before Shaughnessy: Basic Writing at Ya

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