The purpose of this dissertation is to present a study of a specific television course, American literature for the 11th grade, which was created in 1957 and was taught, revised, and received from that date to 1963 in high schools in Detroit, Michigan. The areas studied as they relate directly to this course and the medium of teaching were: (1) the history of the course as taught through ETV in Detroit, (2) the methods of presentation by the three on-camera teachers who taught the course via television, (3) the role played by the viewing teachers in the classrooms, (4) the evaluation by students who were in the television classes over a period of years in various high schools, (5) the results of three different tests used to compare retention, compare learning, and evaluate the influence of visuals in recall during tests, and (6) observations and conclusions made after the study. The data assembled and reviewed lead to the conclusion that, through the aid of visuals, sound effects, and his own background and knowledge and his abilities in the performing arts, the television on-camera teacher is able, through the help of a competent viewing teacher, to bring to the television student a course as effective as the best of conventional English courses. (Author/DB)