The teaching of English as a developing concept extending from kindergarten through graduate study is discussed in this book. The goal is to define the fundamental structure of English as a discipline and to develop a theory of structured integration for the curriculum which is sufficiently standard for all English planning but flexible enough to satisfy the philosophy of the individual teacher and the needs of his students. The English program is regarded as containing two components: the science component which consists of subject matter established by scholarly research (e.g., language history, literary history, communication theory) and the art component which consists of materials and activities requiring an aesthetic response (e.g., the act of composition, critical reading). Subjects relevant to the total K-Ph.D. education of the native speaker are discussed: composition, creativity, and language arts instruction; literature and literary criticism; public communications; linguistics and multicomponent English curriculums; rhetoric in a self-integrated discipline; and English supervision. Specific suggestions are given for multicomponent approaches and diagrams help clarify concepts. (LH)