In this response to Peter Medway's paper, "English and Enlightenment' (Changing English 17:1, 2010), I take issue with little of what he so lucidly writes, except his implicit and occasionally explicit denunciation of Romanticism as the proper basis of English pedagogy. I am concerned in this paper to emphasise the positive aspects of Romanticism in giving a vivid flavour to experience--surely the foundation of any humane values--whilst simultaneously attempting to reposition Romanticism in the direction of Critical Pedagogy. In this venture, I draw especially on William Blake, the subject of a previous exploration in this journal (Stevens, "Changing English" 7:1, 2000), and Paulo Freire.