Two problems which the language arts teacher encounters are the effect of science on language teaching and the nation's commitment to "excellence for all" as measured by objective examination. Scientists, who value exactness, objectivity, and control, have imposed their values on language and have attempted to construct machines that will use and create language in a human fashion. Although the language teacher values precision and economy, he must emphasize that language is also subjective, emotional, inspirational, and aesthetic. The second problem, the present fetish with "excellence," has three parts: the questionable value of demanding excellence in the many rather than the few, the difficulty of forming a workable definition of excellence and standards for measuring it, and the fact that, in a changing world, today's excellence may be tommorrow's ignorance. The language teacher must emphasize the value of language as a humanizing instrument with the capability to transcent time; and because of his effect on children, he must be aware that he is teaching students how to live. (LH)