T HE Guidelines developed in English Teacher Preparation Study are but latest in a long line of documents related to preparation of teachers of English for schools. The parallels and significant differences in procedures by which these Guidelines were developed, in nature and scope of recommendations, in sanctions they represent, and in prospects of their influence may be more apparent, however, when placed in context of a century of concern with caliber and preparation of teachers of English. Efforts in this direction a century ago were addressed, first, to establishing status of English as a school subject; second, to improving quality and preparation of all teachers; and, third, as English gradually became accepted as a subject, to becoming more concerned with special training for teachers of English. As early as 1642 and 1647, laws were passed in Massachusetts to establish schools for teaching of English, largely reading and writing. And in 1749, Franklin justified importance of English as a part of program for academy in Philadelphia. Yet as late as 1860's and 1870's, English was generally of little importance in American schools and colleges. But, in 1869, Charles W. Eliot announced his concern with quality of education offered in our schools and colleges. Upon occasion of his inauguration as President of Harvard College, he devoted his address to discussing a range of educational problems. Regarding failure of talks taking place at that time to add much to staple of education, he. said, A striking illustration may be found in prevailing neglect of systematic study of English language.' He went on to argue for enlargement of American educational program extending from elementary school through college. He stressed that the needed reformation in methods of