I'm all for survey courses, not least because that's pretty much most of what I teach. ("Our students don't go for single author courses," advised a former chair during my first year of teaching. "They're pragmatic.") However, there are times when survey courses meet, not the road, but the program requirements. In days of yore, students could use multiple 200-level courses to meet distribution reqs. In days more recent, students are limited to using two 200-level courses toward the major. And when it comes to British vs. American literature, the cries of USA! USA! USA! are louder than they are at the World Cup. (That is, I assume that they're loud at the World Cup. My television pulls in exactly one channel.) Once the program change-over happened, suddenly--as in fall-off-a-cliff, wait-there's-a-hole-in-front-of-me suddenly--enrollments in British Literature II plummeted from the 40s to the single digits. In the space of one year. It would appear that whatever we may feel about the survey, our undergraduates would prefer to hone their literary skills in other courses. And yet, surveys are essential, not just because they ought to enroll in the 40s (many students, so FTE, much wow), but also because...they're introductory surveys. They're intended to give students a grasp of basic material that they can build on over the course of the program. Victorian Gothic, which students like a lot, is not so helpful for introducing British Romantic poetry.