The aim of this paper is to explore the process by which the high school teacher lost his position of power and privilege and to consider the implications of this process for a fuller understanding of the history of schooling during the period of decline. This change is analyzed by looking in both the earlier and later periods at three different elements that defined the position of these teachers--the status of high school teachers in relation to the rest of the teaching force, the method used in recruiting these teachers, and the degree of autonomy that they exercised in governing the high school. The discussion is based on a case study of a prominent early high school for boys, the Central High School of Philadelphia (1841-1907), and draws on a variety of archival sources--including faculty meeting minutes, faculty biographies (compiled by an early historian of the school), and annual reports. Several tables and a list of references are included. (JD)