Perspectives on how college teachers learn to teach and ways to re-invigorate learning and teaching are offered by the president of Pomona College. The importance of stimulating college students and sharing the faculty member's intellectual interests is addressed. It is suggested that learning thrives in an atmosphere of "intellectual collegiality." Based on the view that good scholars make the best teachers, it is suggested that individuals are often attracted into the professoriate by the excitement of learning on the frontiers of learning. Learning needs to be revitalized in such a way that teaching is natural, vital, and honored. The nature of inquiry should be examined to determine why it has become routinized, subordinated to guild and institutional interests, embattled in the public arena, and seen by the young as inflicted upon them. It is important to question whether reward systems at both graduate and undergraduate levels send messages to students that technical skill in conducting studies is more valued than insight and wise judgment about the issues involved. The view by many young faculty that they were not taught how to teach is addressed, along with the view of many parents and alumni that more job-related instruction is needed at the undergraduate level. (SW)