Discusses gender issues that arose in a college-level children's literature course. Discusses the use of myth criticism to look at children's stories. Suggests that the growing consensus is that educators owe it to children to teach them to argue with what they hear and see, as well as read. (RS)

Examines three previously published articles which call for compromise in the debate over reading instruction. Argues that the articles are misleading and have the potential to create fear of whole language and anti-whole language sentiment. Shows how the writers portray themselves as concerned educators grounded in "true science," and…