The Place of English Grammar in the Modern Curriculum

dc.contributor.advisorKelly, William A.en_US
dc.contributor.authorGoite, Mary Francis O.S.U.
dc.contributor.cuauthorGoite, Mary Francis O.S.U.en_US
dc.date.accessioned2016-05-09T21:13:36Z
dc.date.available2016-05-09T21:13:36Z
dc.date.issued1932
dc.degree.disciplineEducation (graduate program)en_US
dc.degree.grantorGraduate Schoolen_US
dc.degree.levelMA (Master of Arts)en_US
dc.degree.nameM.A. in Educationen_US
dc.description.abstractEducators are more in doubt concerning the scope, necessity, and use of formal grammar in the schools than of any subject that makes up the present day curriculum. Views are as contradictory as the antipodes, while methods are legion. Some have stressed the theory; others entirely disregarding this, have concentrated their efforts on application and practice; and others still see no reason why a subject so foreign should further burden the curriculum.en_US
dc.description.noteProQuest Traditional Publishing Optionen_US
dc.identifier.urihttp://hdl.handle.net/10504/87254
dc.language.isoen_USen_US
dc.publisherCreighton Universityen_US
dc.publisher.locationOmaha, Nebraskaen_US
dc.rightsA non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.en_US
dc.titleThe Place of English Grammar in the Modern Curriculumen_US
dc.typeThesis
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