The tension between Bildung and more utility-oriented dimensions of education is nothing new. For instance, Friedrich Nietzsche addressed the issue in a series of lectures despising nineteenth-century tendencies to let education be controlled by external forces. The contemporary literature teacher may feel inclined to endorse some of Nietzsche’s sentiments. What will remain of the subject of literature in the age of massification, learnification, and criterion-referenced teaching in secondary and tertiary education? Through an analysis of certain aspects of John Williams’s Stoner , the article considers a few central questions: why is the devoted literature teacher forced into a hypocritical position, pretending to do a set of stated things (learning outcomes), while actually doing (or wanting to do) something completely different? Is it not precisely what cannot be put into words that is the actual driving force of the study of literature? The article suggests that this Gordian knot cannot be untied and should not be cut, but also that the attempts to untie it are in themselves vitalizing forces that ought not to be neglected within literary studies and teaching. (JW)