DURING THE RECENT YEARS OF FERMENT IN AMERICAN EDUCATION, PUBLIC SCHOOLS HAVE COME UNDER EXAMINATION. ENGLISH, AS THE COURSE DEALING WITH THE FUNDAMENTAL COMMUNICATIVE PROCESSES OF READING, WRITING, SPEAKING, AND LISTENING, HAS BEEN UNDER PARTICULARLY CLOSE SCRUTINY. THIS CHECK LIST WAS PREPARED BY A CURRICULUM COMMITTEE THAT HAS BEEN STUDYING THE ENGLISH PROGRAM AT ALL SCHOOL LEVELS SINCE 1945. IT HAS ALSO BEEN AWARE OF THE NUMEROUS RECOMMENDATIONS AND PROPOSALS MADE BY BOTH LAY AND PROFESSIONAL ORGANIZATIONS AT THE LOCAL, STATE, REGIONAL, AND NATIONAL LEVELS. THE PURPOSE IS TO AID INDIVIDUAL SCHOOL FACULTIES IN THE WEIGHTY RESPONSIBILITY OF EVALUATING NEW PROPOSALS AND CRITICISM AND IN PLANNING PROGRAMS GEARED TO SCHOLARSHIP AND TO LOCAL NEEDS AND CONDITIONS. THE LIST IS PRESENTED AS A SERIES OF QUESTIONS WHICH REFLECT MODERN RESEARCH AND THE TESTED PRACTICE OF THE MOST SUCCESSFUL SECONDARY SCHOOLS. THE QUESTIONS FALL UNDER THE GENERAL HEADINGS OF PLANNING, CURRICULUM, TEACHING CONDITIONS, LITERATURE, READING, WRITING, SPEAKING AND LISTENING, LANGUAGE, NATURE OF CLASSROOM INSTRUCTION, AND PROGRAM EVALUATION. IT IS HOPED THAT THESE QUESTIONS WILL LEAD SCHOOL FACULTIES TO A THOROUGH PROGRAM EXAMINATION, FROM WHICH ALL IMPROVEMENT MUST ULTIMATELY STEM. THIS ARTICLE IS A REPRINT FROM THE "ENGLISH JOURNAL," APRIL 1962.