WITH THE SLOW but steady growth of Chinese language programs in the United States,1 courses in Chinese literature are now being gradually introduced into the curricula of American institutions of higher learning and even of high schools.2 As far as is known, many literature courses, unfortunately, have been taught purely as language courses, as little attention is focused on analysis, criticism, and interpretation in these courses.3 There is no doubt that literature contributes to the appreciation and enjoyment of language and culture; the study of literature reinforces the study of language itself. Emphasis should be placed on the essential relationship between language teaching and the humanities and on the need to introduce