In this study, an analysis of the various theories of creativity was made to formulate guiding principles for teaching "creative rhetoric" in the secondary schools. The following basic assumptions were made: (1) Rhetoric is concerned with man's problems. (2) Rhetoric is a synthesis of the imaginative and rational processes. (3) Acts of rhetoric are cumulative. (4) Creative rhetoric is a questioning and a challenging. (5) The process of creative rhetoric is disruptive. (6) Creative rhetoric involves internal and external language and the perception of relationships. (7) A creative rhetoric is based on preconscious processes and is in harmony with democratic ideals. The steps in the rhetorical process appeared to be preparation, genesis of an idea, exploration, incubation, illumination, slanting, argument, reincubation, and revision. To educate for a creative rhetoric, the teacher must understand how man develops his ability to think, to arrive at insights, to acquire facility with signs and symbols, and to synthesize all these into a coherent prose. The teacher must also understand such principles as the need for repose before the final revision of the composition, the necessity of class discussion to enhance the writing-thinking process, and the need to aid students in opening themselves to a world of events and ideas. (Author/JB)