Libraries at University of Nebraska-Lincoln


Document Type


Date of this Version



Thesis (M.A.)—University of Nebraska—Lincoln, 1933. Department of Secondary Education.


Copyright 1933, the author. Used by permission.


This thesis discusses English as a course and part of the secondary education curriculum, detailing a history of its criticism. It was found that the committees in charge of the secondary education curriculum at that time, were to blame for a lag in English education. There are three ways in which the committees are responsible for the lag: first, the course was made formal because the only early purpose was preparation for college; second, the efforts to overcome the formal aspects of the course were not effective because there were no detailed suggestions made by the committee to assist teachers in their classroom work; and third, because English in its infancy was treated as a tool subject for foreign language, many technical features were given as much consideration as items which are now considered functional. Therefore, there is much disagreement among authorities on English even today as to what is really functional and what is not functional. In an endeavor to cover the entire field, no time was left for emphasis on any part.

Advisor: Harlan C. Koch