In

on the active coöperation not only of a few as in the past, but on the active coöperation of a large number of our members. November 1917 the editor of HISPANIA said in part:

"The betterment of the teaching of Spanish in our schools and colleges is our chief aim. The pedagogical side of our work, however, is to be viewed from a broad standpoint. Real, sympathetic teaching involves more than mere class drill or reciting lessons from textbooks. The American teacher of Spanish of tomorrow must be well prepared not only in the ordinary school and college disciplines which involve a good knowledge of the language and literature of Spain and the ability and enthusiasm necessary for successful teaching. Equally necessary is a complete and sympathetic understanding of the history and culture of Spain and Spanish America. For these reasons, HISPANIA, aside from giving to problems of pure pedagogical interest the great attention which they deserve, will also attempt to interpret sympathetically to our pupils and teachers of Spanish the history and culture of the great Spain of the past and present."

Today, our plan and policy are the same. Our pedagogical problems, however, must be more fully discussed in the future.

I believe I voice the opinion of most Spanish scholars and teachers when I say that in order to teach a language a teacher must first be sure that he knows the language to be taught. It is unnecessary to waste words about a matter that is so clear. The knowledge of a language is, then, the first requisite in language teaching. To know a language and to know it well is the fundamental requisite, and in itself implies some chances of being able to teach it successfully. The best language teachers are men and women who have a perfect knowledge of the language they teach, have enthusiasm for teaching, understand human character and have real personality. A course in pedagogy will not furnish any of these fundamentals. Those who lack all these fundamentals should never attempt to torture young people in the classroom. But there is another side to the medal. Most of us do not belong to either of the above classes of mortals. We have struggled hard to acquire a little. knowledge of the language we wish to teach, we have some enthusiasm, we have an imperfect understanding of human character and a mediocre personality. We need, then, the stimulus, the teachings, the advice of those that do possess the fundamentals in ques

tion to a high degree. And here is where pedagogy comes in. Some of my associates do not like the word pedagogy. I myself should prefer the term the science of teaching. The name, however, is the least of our troubles. HISPANIA in the future should give more attention to pedagogy, especially with relation to the problems of the secondary schools. The editors hope that in the future the teachers. who are able and willing to coöperate as contributors to HISPANIA will send in material for publication along these important lines. The young teacher who begins to teach Spanish will certainly learn. much from the discussions which I hope will appear in the future in HISPANIA Concerning the manners and ways of teaching the language. There are as many methods of teaching a language, we are told, as there are teachers of the language. So much the better. The young and inexperienced teachers can select what seems best from all, and the result should be fortunate. There are some teachers who do not know how to teach because they have never been in contact with real teachers, or because teachers have not been eager to cooperate in mutual expression of opinions and ideas relative to teaching. HISPANIA will welcome always articles on the pedagogy of language, in fact begs for such articles. The editors, I hope, will not be taken to task for not publishing material which they do not get. But let us have somehow and at some time a correct interpretation of what we mean by pedagogy in the teaching of Spanish. If by pedagogy is meant reciting Spanish poetry backwards, and other stunts of the nature, I do not believe in it and shall merely tolerate it. If by pedagogy is meant teaching young teachers the value and necessity of stressing the essentials in language and teaching them well, following such directions, for example, as are given in Mr. Wilkins' Spanish in The High Schools, then I am a strong advocate of pedagogy and wish to see more and more of it.

Editors should be brief for the reason that they are judged by their past work rather than by future promises, and rightly so. I have already said that we have no apologies, excuses or explanations to make. I shall be even more bold, and frankly declare that we have no promises for the future. The members of the American Association of Teachers of Spanish should consider HISPANIA their own work. The editor is only their servant. Todos a una is the emblem of our Association, and HISPANIA claims a share in this

idea. We need the active coöperation of each and every member of this Association. We are developing slowly but confidently. Las cosas de palacio van despacio.

There is one American ideal that has been crystallized definitely in the great war which we have just won, and to which I beg to call special attention here. We have here in our great democracy certain problems which we must solve by common counsel and common work. We ourselves must solve them. Truth is eternal and here in America we have the ability and the opportunity to seek it. The ideal of work, of service, is now crystallized as an American ideal. The legend of service has in it infinite possibilities. We can,. solve our problems in our Association if we are willing to work, to be of service. Let each and every member of our Association consider HISPANIA a personal matter. All of us should "do our bit." should contribute to make it what it should be, not only the official but the representative organ of The American Association of Teachers of Spanish.

From the report made by our efficient Secretary-Treasurer you will observe that we are financially prosperous. It has been decided to publish henceforth six numbers of HISPANIA per year instead of four, a feature which I believe will be welcomed by all. The numbers will appear in the months of February, March, May, October. November, and December. Each number will be approximately of 64 pages. This will give us more space and will enable the editors to give more attention to various problems which thus far have not taken definite shape. The bibliographies will appear quarterly in March, May, October, and December.

AURELIO M. ESPINOSA

LIBRARY

OF THE UNIVERSIT

LELAND STANFORD JUNIOR UNIVERSITY

WAR-TIME CONFERENCE RESOLUTION

Resolution of the War-Time Conference of Modern Language Teachers, adopted at the meeting of the National Education Association, July 3, 1918:

WHEREAS, we recognize the teaching of the American National ideals of Liberty, Democracy, and Humanity to be a first and paramount duty of every instructor in foreign languages; and,

WHEREAS, the part played by textbooks is of the greatest importance in its influence on school and college youth; therefore, be it

Resolved: (1) That as teachers of the foreign modern languages we pledge ourselves to refrain from the use of any book, whether of grammatical method, literary content or critical character, which in its subject matter or critical or illustrative apparatus tends to weaken in the minds of our youth the American ideals of Liberty, Democracy, and Humanity;

(2) That in the preparation for publication of critical or illustrative works, of whatever character, and in the editing of foreign language texts, we pledge ourselves to emphasize in every way possible these national ideals;

(3) That the examination of foreign language texts from this standpoint be referred to the joint committee on texts of the Federation of Modern Language Teachers' Associations and the Association of Modern Language Teachers of the Central West and South in order that they may recommend only such lists of texts as contain nothing out of keeping, with the national ideals above mentioned;

(4) That copies of this resolution be sent to the various associations bearing responsibility in this matter, viz: The Modern Language Association of America, the Association of Modern Language Teachers of the Central West and South, and the constituent associations of the Federation of Modern Language Teachers' Associations and the American Association of Teachers of Spanish, as well as to the Emergency Council on Education of the National Council of Defense, and that they be published in the Modern Language Journa HISPANIA, and as many other journals of modern language teach as poss. e.

NOTES AND NEWS

[University and college notes and news for publication in HISPANIA should be sent to Professor Charles P. Wagner of the University of Michigan, Ann Arbor, Mich., and high school notes and news should be sent to Mr. Percy B. Burnet of Manual Training High School, Kansas City, Mo., or Mr. Max A. Luria of De Witt Clinton High School, New York.]

Professor Northup of the University of Chicago is editing for school use, El Estudiante de Salamanca of José Espronceda.

Mrs. Charles Brewster Jordan, the English translator of Blasco Ibáñez, Los Cuatro Jinetes del Apocalipsis, has joined our association as a life member.

Mr. Romera-Navarro, assistant professor of Spanish in the University of Pennsylvania, has been lecturing in Spain during the last few months, on American-Spanish relations.

The renowned Mexican poet, Amado Nervo, has recently visited New York and other American cities, giving various addresses to select audiences of enthusiastic admirers.

The enrollment in the various languages studied in New York City was as follows on October 23, 1919: Spanish, total 22,161; French, total 19,065; Latin, total 13,686; German, total 6,216; Italian, total 63.

The students of the French Department of Morris High School, New York, presented on December 7 the play, “L'anglais tel qu'on le parle,” under the able direction of Miss Emma Armand, head of the department.

Mr. M. A. Luria of the De Witt Clinton High School, New York, recently addressed the New Jersey State Convention of Modern Language Teachers on "Pertinent Problems That Must Be Met in the Teaching of Modern Languages".

Miss Harriet V. Wishnieff of 414 West 118th Street, New York, has been given the agency for the United States of the principal Spanish publishing houses. She is especially anxious to serve the needs of the members of THE AMERICAN ASSOCIATION OF TEACHERS OF SPANISH.

Miss Gracia L. Fernández of the New Utrecht High School, Brooklyn, N. Y., delivered an interesting address on "The Scope of Modern Languages in American Education Following the War," before the recent meeting of the Modern Language Association of the Middle States and Maryland.

The New York Chapter of the American Association of Teachers of Spanish met at Columbia University, Saturday morning, November 9. An able address was made by Sr. Miguel de Zárraga, editor of the Revista del Mundo, on "España y los Estados Unidos". Prof. A. M. Espinosa f Leland Stanford Jr. University, and editor of HISPANIA, gave an interesti talk on

the aims and plans for this journal.