This comprehensive study examines foreign languages in the elementary school (FLES) in the history of education in America, described as a continual struggle between quality and mediocrity. The main chapters treat: (1) a view of current practices, (2) a rationale for foreign language teaching and FLES, (3) the history of FLES teaching: 1840-1967, (4) curriculum development, (5) the teacher, and (6) future prospects. Eight appendixes cover values, policy statements, teacher qualifications, standards and guidelines for teacher education programs, bilingual children, and report excerpts. Several tables include sample, annual, FLES enrollments; the Mildenberger FLES surveys (1953, 1954, 1955); and track levels in the Beverly Hills FLES program. A bibliography and index are included. (RL)