Following her return to the classroom after a two-year administrative absence, Kathleen Thornton--the Director of Undergraduate English Advisement and a lecturer at the University of Albany, New York--was struck by the language her undergraduate students used to discuss the stories of authors such as Edgar Allan Poe or Nathaniel Hawthorne. While students were able to discuss literary theory, they did not have the vocabulary to discuss the beauty of the language and superb craftsmanship of images and sentences each writer had used to create the effect. The aesthetic response had been bred out of them. In this article, the author discusses the importance of revisiting and incorporating literary history as well as new historicism into classrooms. She claims that it is time to revisit the following: (1) rhetorical strategies and how they are used; (2) basic philosophy and logic so students can recognize specious reasoning and logical fallacies; and (3) the glory of language and its effects on the emotions and on behavior rather than to be lost in the labyrinth of the mind that postmodern literary theory has become. Enjoyment of literature, celebrating the beauty of creation, and appreciating the artist's efforts in creating the work of art are the lessons the author wants students to take with them into the world.