The college English department is praised for its genuinely human concerns for student and faculty needs, participatory administration, and curriculum planning approaches. Contrasted variously with this model is the traditional, hierarchical department of English criticized for its unrelinquished emphasis on literature per se and a dearth of forward-looking pedagogical thinking. Also criticized is the California movement toward educational strategies based exclusively on behavioral objectives, as the Planning/Programming/Budgeting System (PPBS) law will require in 1970 on a statewide basis in all subject areas. Extensive discussion of junior college English department philosophies and practices ranges from "community", interpersonal relations, symbolic behavior and self-esteem, intellectual encounters, literature, communication problems, teacher preparation, and the training-education dichotomy to finance, program evaluation, model programs, negative national educational patterns, teacher autonomy, dialogue, communication, and responsible militancy. The author offers a seven-point program to help build a milieu of teaching and learning based on mutual trust and eleven topics for further investigation by English departments. (RL)