Information about the status of speech education in New York State secondary schools was secured by surveying speech teachers throughout the state. Speech did not appear to be an integral part of the academic program in most high schools, and the teachers of speech did not appear to be wellqualified. However, the nature and quantity of speech education in New York State is similar to that in those states where comparable information is available.During the past decade, emphasis in speech education at the college level has shifted from public discourse and rhetorical criticism to a concern for the interpersonal aspects of speech communication, behaviorally based communication theory, and experimental methodologies. 1
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