This paper presents a commentary on the Report of the Commission on English published in 1965, "Freedom and Discipline in English." In particular, inconsistencies between the Commission's Recommendation 13, calling for a clearly defined sequence of study from grade to grade, and other statements apparently contradicting this sequential structure are indicated. Further, difficulties in the Commission's interpretation of Alfred North Whitehead's concept of three stages of growth (freedom, discipline, freedom) and the attainment of freedom through discipline are discussed. Finally, the author suggests that the teacher's main tasks and functions are best defined when the student is in the second or discipline stage described by Whitehead, that is, the mastering of the tools and skills appropriate to the realization of the higher level of freedom. (TO)