When the English teacher understands his "place" as being an "office" that he holds in relation to his students and the lives they live with their language, he will abandon the abstract and often irrelevant "domains" of English and avoid repeating in the classroom what culture has already done for the students. As he intervenes in their education, the English teacher should avoid attempting to protect language purity or to hammer out an academic understanding of the disciplines of language, literature, and composition. Instead, he ought to give students an understanding and control of those linguistic structures they cannot absorb elsewhere. Because students cannot master logic and writing simply by existing, the English teacher's office is to teach the written language. He should understand and appropriate the recent discoveries in the differences between oral and written language and in the systems and psychology of logic. He should encourage his students to be judged by their peers, and he should provide written lessons in inductive logic for elementary children and in deductive logic for adolescents. (JB)