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.

=The professional group=

The work of this group may overlap that of the second group to a
considerable extent, in the sense that courses in both groups may be
taken at the same time. The professional 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 college 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.

=Conclusion=

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, pro