Teaching Great Books on the Web
 It would be useful if we faculty members tried to recall what it was like to read some difficult texts for the first time. I try to keep an image of sitting in the old reading room at Wesleyan’s Olin Library going over and over two pages of Marx and Engel’s The German Ideology in mind before I teach their texts.
 It is also to be ungrateful to our teachers and self-deceptive to boot. For most of the ideas of all but the most original thinkers among us are, by and large, minor variations on what we have learned from our own teachers and the books they taught us carefully to read.
 In looking at these numbers, one should keep in mind that large numbers of Temple students live off-campus and either do not own computers or do not have web access. This raises a serious issue of providing an equal education to all students. I am deeply aware of this issue but do not have space to discuss it further here.
 I hope to develop evaluation tools to document these conclusions in the coming year.
 My notes are difficult but not impossible to understand if a student has first read the text. I do not want to force my students to turn with relief from the interpretation to the text—as was once said about a particularly Hegelian interpretation of Hegel. Students who do read the texts carefully have found my notes useful to them. Every semester I hear from students taking the second semester of Intellectual Heritage with other instructors who find my notes and overviews useful. They are typically among my most motivated students. I have also heard from students from a number of different states and six foreign countries who have thanked me for my notes. I am, of course, concerned that some of these students are plagiarizing my notes for their papers. I do not see an obvious solution, except to put my course material on a restricted server. Aside from the technical difficulties, this solution would conflict with my non-teaching reasons for including this material on a public server.
 That I provide so much aid for students in writing papers and examinations has one other benefit: Students have little incentive to plagiarize from other secondary sources. Cheating of this sort has not been a serious problem in most of my courses. When it does arise, it is usually easy to ferret out.