Viewing the myth of Sisyphus as a metaphor for the vast numbers of high school students and teachers who go through daily school rituals unable to discover personal meaning in their work, this report applies the existential philosophy of Albert Camus and other existentialists to the methodology of Teaching and learning English in high schools. The report builds an argument toward the conclusion that the assembly line model of secondary education is failing many students in basic ways, and that "authenticity"--one of Camus' philosophical watchwords--in the teaching of composition can enable teachers to engage the subjectivity of students who would otherwise become disaffected with learning. Sections of the report discuss a rationale for subjective research by high school teachers, why high schools are environments conducive to existential questions, the theoretical background of existentialism and its relationship to education, high school existentialists, the existentialist as teacher, the existentialist as student, and existential English lesson plans. (RL)