BECAUSE THERE HAVE NOT BEEN ANY SWEEPING SHIFTS IN EMPHASES IN THE PAST DECADE IN THE PREPARATION OF SECONDARY ENGLISH TEACHERS BY COLLEGES AND UNIVERSITIES, GENERALIZATIONS ABOUT IMPROVEMENTS ARE DIFFICULT TO CONSTRUCT. ALTHOUGH TRENDS ARE EVIDENT AND ARE BEGINNING TO BE MANIFESTED IN THE KINDS OF TRAINING GIVEN PROSPECTIVE TEACHERS, PROBLEMS REMAIN. EDUCATIONAL PSYCHOLOGY COURSES, ALMOST INEVITABLY REQUIRED, VARY IMMENSELY AND ARE ONLY INFREQUENTLY OF DIRECT VALUE IN TEACHING. FEW ENGLISH TEACHERS ARE REQUIRED TO TAKE COURSES WHICH PREPARE THEM TO TEACH MODERN ENGLISH GRAMMAR, COMPOSITION, OR THE HISTORY OF THE ENGLISH LANGUAGE, AND FEWER STILL ARE AWARE OF THE ENORMOUS AMOUNT OF RESEARCH BEING CONDUCTED IN THESE AREAS. TOO FEW COLLEGES AND UNIVERSITIES OFFER A COURSE IN PRACTICAL LITERARY CRITICISM FOR PROSPECTIVE ENGLISH TEACHERS, WHEREAS THE GENERAL COURSES IN EDUCATION REQUIRED OF MOST EDUCATION STUDENTS HAVE BEEN JUDGED TO BE OF PRACTICALLY NO VALUE BY A LARGE PROPORTION OF GRADUATES. GUIDELINES HAVE BEEN ESTABLISHED BY PROFESSIONAL ORGANIZATIONS, HOWEVER, AND IMPROVEMENT CAN BE EXPECTED. INSERVICE TRAINING IS HELPING TO RECTIFY THE FACT THAT HALF OF THE NATION'S TEACHERS OF ENGLISH DID NOT MAJOR IN THAT AREA. OVERALL, STEADY PROGRESS IS BEING MADE TO PROVIDE BETTER QUALIFIED ENGLISH TEACHERS FOR JUNIOR AND SENIOR HIGH SCHOOLS. THIS ADDRESS WAS DELIVERED AT THE CONFERENCE ON ENGLISH EDUCATION (5TH, UNIV. OF GEORGIA, MARCH 20-APRIL 1, 1967). (DL)