The aim of this paper is to illustrate developments in the teaching of mathematics of its day; emphasising, when reasonable, lines of succession. The concentration is on English teaching over the past 350 years although this is developed from its European context. The paper concerns itself with teachers rather than teaching and is intended as a modest reminder of our lineage. Much is owed to Professor Taylor’s two books on the Mathematical Practitioners, and not a little to my own Gazettes.