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It may just be, then, that the New Abolitionism will come to have a real effect. It may be that after a century we will begin to see some actual abolition of the required freshman course in favor of other methods of writing instruction. But as Eliot's Gerontion says, "Think now/History has many cunning passages, contrived corridors/And issues, deceives with whispering ambitions,/Guides us with vanities." None of our historical knowledge can really predict the outcome of the New Abolitionism movement. What we can learn, however, is what may promote or block such changes in entrenched curricular practices. My own position, if I have not already tipped my hand, is one of sympathy for the New Abolitionism. I still believe that we have more of a chance today than everbefore to rethink in a serious and thoroughgoing way the best methods for working on student literacy issues, and that we can do so without harming the best interests of either our students or our colleagues. I look forward to a continuation of the debate and even-eould it be?-to real changes in our world of teaching and thinking about writing.