The strange, almost incomprehensible fact is that many professors, just as they feel obliged to write dully, believe that they should lecture dully. To show enthusiasm is to risk appearing unscientific, unobjective; it is to appeal to the students emotions rather than their intellect. Thus the ideal lecture is one filled with facts and read in an unchanged monotone.

　　The cult of lecturing dully, like the cult of writing dully, goes back, of course, some years. Edward Shils, professor of sociology, recalls the professors he encountered at the University of Pennsylvania in his youth. They seemed a priesthood, rather uneven in their merits but uniform in their bearing; they never referred to anything personal. Some read from old lecture notes and then haltingly explained the thumb-worn last lines. Others lectured from cards that had served for years, to judge by the worn edges ....The teachers began on time, ended on time, and left the room without saying a word more to their students, very seldom being detained by questioners .... The classes were not large, yet there was no discussion. No questions were raised in class, and there were no office hours.

　　26. The author believes that a successful teacher should be able to ______.

　　A) make dramatization an important aspect of students learning

　　B) make inspired play an integral part of the learning process

　　C) improve students learning performance

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