This reflective article explores a tension between private and public expression of deep aesthetic response to reading, with specific reference to the play of this tension in the public space of the classroom. Implications for teaching are included, most specifically the need to understand the sensitivities and emotional vulnerability of students, the teacher's challenge of modeling open and deep responses to texts, and the creation of a supportive environment in which it is safe to take the risks needed for including deep aesthetic response in the classroom. (Contains 1 note.)