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Tuesday morning in mid-January. American English teachers, thousands of them, are teaching Shakespeare. This Tuesday morning, close to 50 million children and adolescents attend one of better than 100,000 American public, private, or churchrelated schools. Nearly four million teachers work in them. In the public schools, close to three-fourths of students and three of five teachers take their places in the elementary through middle grades, a majority of them responsible for helping children learn native-language skills. In secondary schools, perhaps one in six teachers—more than 150,000—teach English. That’s a lot of English teachers, more than 35,000 each for the four high school years (U.S. Department of Education, 1993–94). Overwhelmingly, visitors to an American school this morning would see young people studying reading, language arts, or English. Many elementary schools break things down further into separate topics, time slots, and lines to be filled on report cards labeled spelling, reading, and language arts. Millions of elementary children have basal readers and workbooks open on their desks; other millions read, write about, and share with classmates books they have selected from picture books, stories, chapter books, and nonfiction titles their teacher provides. In the high schools, almost everyone takes English, which, with the exception in some states of an interlude in the 1960s and 1970s, has been numbered I, II, III, and IV as long as anyone can remember. There are observable traditions, rituals almost, in this practice. Few suffer from the illusion that I, II, III, and IV are sequential. They just are. Mention grade 11 to English teachers in Idaho, Orlando, or Chicago, and visions of American literature from really old to notso-recent begin to dance. Mention grade 10, and English teachers’ minds turn en mass toward genre study (the novel, the short story, the drama) and, along with it, Julius Caesar.

On Tuesday Morning: The Case for "Standards for the English Language Arts"