This chronological survey, extending from the laws passed in 1642 in Massachusetts to establish schools for the teaching of reading and writing to the 1968 Guidelines for the Preparation of Teachers of English, presents a discussion of varying attitudes toward English teaching and English teacher education. Divergent opinions on many topics are included: teacher certification, college entrance requirements, high school and college English programs, teacher specialization, the importance of literary criticism in teacher education, the establishment of teacher societies, and the exercise of guidance by the societies. Incorporated in the discussion are references to the major contributors to and the significant documents concerning English educational theory and practice. (LH)