In this article the influence of linguistic science on language teaching is traced from the mid-nineteenth century through the present. The earlier concepts of universal logical grammar, formal discipline, and transfer of training are explained. Linguistic development is charted through behaviorism and formal analysis to the combination of mimicry-memorization and pattern practice now in vogue. Cited as recent trends are programed instruction and transformational grammar. Also stressed is the role played by contemporary educational theory and national attitudes in language teaching styles. (AF)