ern German novel, the drama, and the lyrics, and to individual authors like those mentioned. In these detached literature courses the principal endeavor must be to help the students to understand and feel, not so much the linguistic side of the texts read, as the soul of the author, and through him the soul of the German nation. Reading must become more and more independent, the major part of the time in class being devoted to the cultural and æsthetic interpretation of what has been read at home. It is evident that in this, the most important part of the German college work, all depends upon the personality of the instructor: literary and human understanding cannot be instilled into the student's mind by one who does not possess them himself, together with a love for teaching and the power to create enthusiasm.

All other requirements must be subordinate to this even the instructor's mastery of the language. No doubt, in theory it would be most desirable that German be the exclusive language of instruction throughout; but in literary courses practical considerations will so often speak against this, that no sweeping answer to this question seems possible. For the chief aim must not be overshadowed by any other. If poor preparation on the part of the students or a deficient command of the language on the part of the instructor makes it doubtful whether the cultural aim can be attained, if German is the language of instruction, English should be used unhesitatingly. This implies that for this part of the work an instructor with a strong personality and an artistic understanding, although lacking in speaking knowledge, is far preferable to one who speaks German fluently but cannot introduce his students to the greatness of German literature and the spirit of the German people.

On the other hand, written reports in literary courses should always be required to be in German; it is also a good plan to devote a few minutes of each period to prepared oral reports, in German, on the part of the individual students. Where systematic practice in the colloquial use of

the language is desirable for special reasons, a conversation course may be established in addition to the main work, but literary courses are not the place for starting conversational practice with classes that have been neglected in this respect during their preparatory work.

The second year of the literary group should offer a choice between two directions of further literary development: about three hours of each week should be devoted either to a course on the general history of German literature, or to the intensive study of one of the greatest factors in German literature - such as Goethe's Faust. In large institutions both courses can probably be given side by side, the students taking their choice according to their preference, but in most colleges an alternation of two courses of this kind will be preferable.

The method of instruction is determined by the students' preparation and the teacher's personality, in literature courses more than anything else. Obviously, lectures (in German, where circumstances permit), extensive, systematic reading, written reports, and class discussion are the dominating features of such courses.

Some knowledge of German history and institutions is an indispensable adjunct of any serious work in German literature. Probably in all colleges such instruction will be incumbent upon the German departments, and it is rarely possible to combine it with the course on the general history of German literature. Therefore, a special course in German history and institutions should be offered during the second year of the literature group.

courses The pro

sional group

The work of this group may overlap that of the second The profesgroup to a considerable extent, in the sense that in both groups may be taken at the same time. fessional preparation of a teacher of German should include: a thorough knowledge of the structure of the German language, an appreciative familiarity with German literature, and a fair amount of specialized pedagogical training. The study of literature cannot be different for prospective teachers from that for all other types of col

Conclusion

lege students, and, therefore, belongs to the second group. But their knowledge of language structure, though not necessarily of a specialistic philological character, must include a more detailed knowledge of German grammar, a familiarity with technical German phonetics, and at least an elementary insight into the historical development of the language. In addition to suitable courses in these three subjects, a pedagogical course, dealing with the methods of modern language teaching, and connected with observation and practice teaching, must be provided for. Where the previous training has been neglected, a course in German conversation may be added; but, generally speaking, this should no longer be necessary with students in their fifth or sixth year of German instruction. Wherever this need exists, the system of instruction is at fault.

Incomplete though this brief outline must necessarily be, the writer has attempted to touch upon the most important phases of the students' development of linguistic, cultural, and, where demanded, professional command of German. Little has so far been said concerning the college teacher. The strong emphasis placed upon the direct method in this article should not be misinterpreted as meaning that a fluent command of the spoken language is a conditio sine qua non. Nothing could be farther from the truth. First of all, the necessity of the exclusive use of the direct method exists obviously only in the elementary group. In this group, however, "conversation" in the generally accepted sense of the word should not be attempted it will do more harm than good. The constant practice in speaking and hearing should be so rigidly subservient to the interpretation and practice of the texts being read and to grammatical drill, that only a minimum of “speaking knowledge" on the part of the teacher is unavoidably necessary; his pronunciation, of course, must be perfect. However desirable it may be that a teacher should know intimately well the language he is teaching in college, there are other requirements even higher than this; they are, in the first group, energy, thoroughness, and pedagogical skill, coupled with an in

telligent understanding of the basic principles of the direct method; in the second group, literary appreciation and a sympathetic understanding of German thought, history, and civilization; and, for the third group, elementary philological training, theoretical as well as practical acquaintance with the needs of the classroom, and a long and varied experience in teaching. Rarely will all three qualifications be combined in one person, nor are such fortunate combinations necessary in most colleges. A wise distribution of

courses among the members of the department can in most cases be effected in such a way that each teacher's talents are utilized in their proper places.

E. PROKOSCH