The dissent expressed in past years against the language requirements and the methods provided for meeting them reflected itself last fall in the modification of French 2. The change was an attempt to eliminate some of the mechanical details ordinarily associated with elementary courses, and to develop more literary interpretation and appreciation. By exchanging the old composition book for a new and more satisfactory volume, and by altering the outside reading system. It was hoped to remove from French 2 much of the taint which all required courses seem to possess.

However, it still remains among the undesirables, and progress within the course is held at a minimum due to the failure to produce student interest. The greatest weakness seems to be its hasty survey of French authors. Joliet, the book provided for the purpose, is so condensed that for most writers it is a more encyclopedia of facts, which the student promptly forgets upon completion of the final, test. The class and examination time spent in covering a stipulated amount of Joliet each half year is almost completely wanted. The value of the work is negligible beyond its discussion of the authors read during the course. Considering that most of these texts have introductions by the editor which are equally as good and often better than Joliet, the book seems entirely unnecessary.

It must be admitted that the instructor is handicapped in his attempts to revivify French 2 by the inability of students to translate with any degree of ease. While the difficulties of translation are being cleared up, the literary merit of the work is often lost or must be passed without consideration. Thus it is well on into the second term before mere line for line interpretation is cast aside, and the more beneficial and interesting topics are discussed. The time now expended in vain efforts to conquer Joliet could be more suitably used for the earlier development of ease in translation. This would permit rapid translation from preparatory school methods of conducting the course to the more spirited and individual manner which characterizes the true college curriculum.