Educators have worked long and strenuously, but a unified English curriculum has not yet been attained. The language arts-skills approach, the communications approach, and the tripod approach haven't worked. Recently, modern linguists have argued that language study belongs to the liberal arts, not to the behavioral sciences; behaviorists have moved into literature study with programmed texts of literary works; and some psychologists and students have expressed the belief that an emotional experience is a necessary instrument for learning. Complicating the English curriculum dilemma are the present insistence upon measurable behavioral objectives and the ascendancy of film study, film making, and visual literacy. Apparently, a new goal for English is needed--to keep alive and to foster and educate the imagination. Present social conditions imply a failure to educate people to emphasize with others or to reorder imaginatively the every day world. A reformed English curriculum would de-emphasis structure and would focus on educating the living imagination. [Not available in hard copy due to marginal legibility of original document.] (JM)