This manuscript on instruction in English shows the changes that have come over this subject during the past 40 years particularly, describes the condition in which it now is, and makes suggestions for further study. It finds a good deal of uncertainty in the matter of formal study of grammar. Emphasis varies. Some courses of study enumerate 45 principles which should receive attention; others name as many as 149. There appears to be no agreement as to what grammar is functional. A modern attitude is shown toward literature. In the West more freedom is allowed in choice of readings than in the East. Courses in free reading are being offered in many schools and are enjoyed especially by the gifted pupils. Only 57 of 156 courses examined agree upon any one classic which should be studied by all the children. Where teachers are still insisting upon some classic, they are offering as an excuse that the colleges require it; however, studies of college-entrance requirements fail to show any individual college insisting upon any one classic; nor does the College-Entrance Examination Board place such a requirement. This bulletin discusses the following topic areas as they relate to instruction in English: (1) Administrative set-up for curriculum making in English; (2) Relation to the general objectives of education; (3) Time allotments in secondary-school English; (4) The teaching of composition; (5) The teaching of grammar; (6) The teaching of reading and literature; (7) Cooperation and correlation; (8) College-entrance requirements in English; and (9) Provision for individual differences. (Contains 37 footnotes, 8 tables, and 7 figures.) [Best copy available has been provided.]