Abstract
W HAT the new English is or will be in the future is of great concern to me. The more I read about the preparation of teachers of English, about majors and minors, about the differences in merit between a background in English versus American literature, about the need for understandings from educational psychology and skills in empirical research, the less certain I am about how an English teacher should be prepared. Although such official statements as the 1965 CEEB's Commission on English's Freedom and Discipline in English, the reports from the Anglo-American Conference at Dartmouth in 1966, the 1967 Viall English Teacher Preparation Study, and the 1968 Squire and Applebee report on High School English Instruction Today have revised considerably my notion of what the preparation of an English teacher should involve, they still seem unable to suggest solutions to the major problems produced by the in-
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