he students have
clearly obtained the habitual attitude of direct association between
thought and sentence.

It is little short of a misfortune that there exists no adequate
German-German dictionary (such as La Rousse's French dictionary). It
would not be very difficult to write such a book, but until we
possess it the irritating use of German-English dictionaries and
vocabularies will be a necessary evil.

The hardest problem of the second year--and this is progressively true
of more advanced work--is the uneven preparation of the students. In
large colleges it will often be feasible to have as many sections as
possible at the same hour, distributing the students in accordance
with their preparation. Where this is not possible, special help for
poorly prepared students is generally indispensable.

=The literature group=

The literature group is as distinctly of college character as the
elementary group is admittedly high school work. It is here, in fact,
that the best ideals of the American college find the fullest
opportunity. This is true both for the teacher and for the student. In
the elementary group, pedagogical skill and a fair mastery of the
language are the chief prerequisites of a successful teacher. In the
second group, other qualities are of greater importance. While a
certain degree of pedagogical skill is just as necessary here as
there, it is now no longer a question of the systematic development of
habits, but of the ability to create sympathetic understanding,
idealism, depth of knowledge, and literary taste--in short, to strive
for humanistic education in the fullest sense of the word. This is
true not only for colleges with a professedly humanistic tendency; the
broadening and deepening influence of foreign language study is
nowhere needed more urgently than in technical and other professional
colleges.

Speaking and writing must no longer stand in the center of instruction
in the courses of the second group, but their importance should not be
underrated, as is done so frequently (it is a fact that students often
know less German at the end of the third year in college than at the
end of the second year). At least during the first year of this group,
a practice course in advanced grammar, connected with composition, is
absolutely necessary. The grammatical work should consist in review
and observation, supported by the study of a larger reference grammar
(e.g., chapters from Curme's grammar, t