Coleman’s harsh remark was justified, and it had to be offered bluntly because of the stubborn and misguided commitment many educators have to self-oriented, personal-response assignments. When they encourage 15-year-olds to explore their own feelings and memories and identities, they turn the text into a pretext for self-discovery—precisely the opposite of what they will have to do in college and the workplace. Instead of summarizing and arguing over what it says, they examine how it relates to them. Does this produce more reflective, thoughtful, informed graduates, the pedagogy of subjective response cultivating solid skills of critical thinking? Or does it encourage narcissism, the belief that “YOU are the measure of all things,” suppressing that all-important adult capacity of suspending personal feelings in order to assess and debate objectively?