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o por último de viva voz. La votación nominal puede ser secreta, si las papeletas no se firman.

23. Tellers will report the count of ballots-"La comisión de escrutinio tenga la bondad de informar el resultado de la votación" Debe ser: La comisión de escrutinio tendrá la bondad de informar del resultado de la votación.

29.

24. Teller-“El escrutador" En España es generalmente el secretario. Membership dues-"Cuota o cotización" Preferible cuota. "Cotización" se aplica generalmente a los precios de los documentos que se compran y venden en la Bolsa.

32. To install new officers-"Instalar a nuevos funcionarios" Debe ser: Dar posesión de sus cargos a la nueva Junta Directiva o Tomar posesión de sus cargos los nuevos miembros de la Junta Directiva.

33. The meeting is adjourned-"La sesión está levantada" Debe ser : Se levanta la sesión.

43. To call for nomination of officers-"Proceder al nombramiento de funcionarios" Debe ser: Proceder al nombramiento (a la elección) de los (nuevos) miembros de la Junta Directiva.

44. To keep a record of the proceedings-“Levantar las actas de la sesión" Mejor, en singular: Levantar (el) acta de la sesión, frase consagrada por el uso. Dic. Zerolo.

46.

Sufici-entemente" Palabra mal dividida.

47. To move to adjourn-"Proponer que se cierre la sesión" Debe ser: Proponer que se levante la sesión.

48. To lay on the table—“Poner el asunto en carpeta" Debe ser: Dejar el asunto sobre la mesa.

51. To amend the constitution-"Corregir la constitución" Debe ser: Enmendar los estatutos o Presentar enmiendas al reglamento.

52. To adopt a resolution—"Aceptar una resolución" Debe ser: Adoptar una resolución o Aceptar una proposición.

58. To rise to a point of order-"Pedir la palabra para una moción de orden" Debe ser: Pedir la palabra para una cuestión de orden, expresión consagrada.

61. To reconsider the vote-"Reconsiderar el voto" Debe ser: Practicar (hacer) el recuento de (los) votos. "Reconsiderar" no es castellano.

62. A quorum—“Un quorum” Debe ser: Un quórum. Conviene acentuar la sílaba aguda de las voces latinas usadas en castellano. Gram. Academia, Ortografía, Cap. III.

63. By order of "Por acuerdo de" Decimos: Por acuerdo de la Junta Directiva, pero, Por orden del Presidente.

VOCABULARY

Además de los errores que hemos señalado al analizar el texto y que casi todos se reproducen en el Vocabulario, como “alguién”, “homogenio", "reflección”, “en sumo", etc., aun podríamos apuntar algunos otros:

"Aficionar, to be devoted to, or fond of" Debe decir: Aficionarse.

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"Amanecer, to threaten" Debe ser: Amenazar.

"Asusto, m., fright" Debe ser: Susto. Esta palabra nos parece que no se usa en el texto.

"Cartera, f., notebook" Mejor traducción: pocket-book. Una "cartera” de piel puede estar provista de una libretita para notas. Véase uso, pág. 20, T4.

"Colocacion, f., position" Debe ser: Colocación.

"Chasco, m., joke" Mejor traducción: disappointment. Véase uso, pág. 26, E2, y consúltense Dics. Zerolo y Velázquez (2a. acepción).

"Delgado, delicate" Mejor traducción: slender, thin. Véase uso pág. 1. C3. También tenemos el adjetivo “delicado", que pudo haber usado la autora. "Enamorar(se), to be in love" Debe ser: Enamorarse, sin el paréntesis de opción. "Enamorar" es "to make love".

"Entretenir, to entertain" Debe ser: Entretener. "Entristecer, to become sad" Debe ser: es "to make sad".

Entristecerse.

"Entristecer"

"Estilo, n., style" Mejor traducción: way with. Véase uso, pág. 37, D5. "Fresco, cool" Debe añadirse la traducción fresh. Véase uso pág. 35, M3. "Jocoso, lively, jolly" Mejor traducción: jocose. "Jocoso" es lo chocarrero, lo exageradamente chistoso. "Jolly" es alegre, festivo, agradable. El error está en que la autora ha escrito "jocosa" donde debió escribir alegre. Véase pág. 24, M1.

"Meter, to put in, to intrude" Debe omitirse la segunda traducción. "To intrude" es en español meterse.

“Niña, f., girl." Es abuso usar "siempre” “niña” por muchacha. Los alumnos de los Institutos de Segunda Enseñanza (High Schools), para quienes estas comedias se han escrito, no son "niños" y "niñas", sino muchachos y muchachas (jóvenes).

"Papel, m., paper" Debe añadirse la traducción rôle, part, Véase uso pág. 9, L4 y 39, J3.

Por lo demás, en el Vocabulario falta un buen número de palabras como "corbata", "cordero”, “donde”, “plata”, “tonta", etc., y sobra también alguna que otra.

Para terminar. No se nos alcanza cómo un libro semejante haya podido ver la luz pública. Pero no hay que indignarse demasiado, puesto que ni es éste el único libro malo en el mercado, ni probablemente será el último.

UNIVERSITY OF WISCONSIN

JOAQUÍN ORTEGA

Juan de las Viñas, por Juan Eugenio Harzenbusch. Edited with introduction, notes, and vocabulary by James Geddes, Jr., Professor of Romance Languages in Boston University, and direct-method exercises by. Grace E., and Bertha A. Merrill, of the Boston University Graduate School. Ginn & Company, Boston, 1919. 12mo., xv+136 pp.

The editor has chosen for preparation for class use a very delightful little farce, which seems admirably adapted for just such use. There is

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nothing in it which could call forth the slightest objection to putting it into the hands of young students, and on the other hand, as the editor says, it is "thoroughly interesting and amusing to read,” not needing the assistance of a set of actors to make it entertaining. Teachers who have had the discouragement of discovering that some stories or plays very pleasing to themselves have failed to prove popular with students will appreciate the appearance of Juan de las Viñas, for the amusing situations are such as can be appreciated by high school students of Spanish, who usually care nothing at all for literary excellence or dramatic perfection.

Though there is much to recommend the text, there is more to recommend this edition. The text presents few difficulties, and all matters that might be considered to offer some difficulty have been satisfactorily treated in either notes or vocabulary. Nothing is said in the preface about the book being intended for use early in the Spanish course, nevertheless the vocabulary and notes seem not to assume much acquaintance with idiomatic expressions. The book can therefore be used satisfactorily comparatively early in the course.

Excellent as the notes and particularly the vocabulary are, the exercises will probably make the strongest appeal to us younger and less experienced teachers, of whom there are many just now. Older teachers probably prefer to be free to use such exercises as they may wish to arrange for themselves, but even under such conditions, the pupils will very likely be better prepared for having these printed exercises in the book to serve as a guide in the preparation of the lesson. They are called "direct-method exercises," but this need not frighten the young teacher who fears the mystic and awesome words, “direct method,” for these exercises can be used to advantage with any method.

One feature of these exercises is the systematic review of elementary grammar. Another is the grouping of idiomatic expressions. These can be pointed out by the teacher without this device, but more satisfactory results may be obtained if they are grouped where the student may have them before him at any time. Even if the cuestionarios are not used in class, they serve a purpose that nothing else does equally as well, viz., calling the pupil's attention, during preparation of the lesson, to words and phrases instead of merely to sequence of sentences.

A few typographical errors are noticeable. The vocabulary, page 105, has "a ciegos." On page 59, line 2, "que se" is written without a space. Page 23, line 9, has "t . . . " where a dash would better indicate an unfinished word. Finally, the numbering of lines is not consistent, as for instance on page 84. Sometimes the lines containing name of character and stage directions are counted, at other times, not.

This little book, one of the very attractive International Series, seems to the writer to be one of the very best edited texts available to young teachers, and he is sure that others will be as favorably impressed with it as he is. THOS. A. FITZ-GERALD

THE TERRILL SCHOOL

DALLAS, TEXAS

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by William Hanssler of the Yeatman High School, St. Louis, and Clarence Parmenter of the University of Chicago.

XXV+294 pp. The symbols of the International Phonetic Association are used in connection with the explanations of pronunciation. These symbols are also used in the vocabulary to indicate pronunciation.

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The body of the book is divided into 73 lessons. It is intended that grammar be taught by the Direct Method and inductively. First comes a connected Spanish text with those words in bold type which are examples of the rule dwelt upon in the chapter. The grammatical principles are brought out usually by questions. Instead of composition exercises to be translated into Spanish, there are exercises in Spanish to be worked over by the pupil. The grammar explanations at the beginning of the book are in English. Towards the end they are in Spanish. Irregularities of verbs are summarized at the end of the book. There is a Spanish-English vocabulary. The volume contains twelve illustrations.

1919. Charles Scribner's Sons. $1.20.

First Book in Spanish

by J. P. Wickersham Crawford, of the University of Pennsylvania. IX+399 pp. The first three pages of the text contain useful class-room expressions. The Introduction deals with pronunciation, accentuation and punctuation. The body of the book is divided into 55 lessons. Headings of chapters are given in both languages. At the end of each chapter, after the grammatical explanations, rules and paradigms, are reading and oral exercises, a cuestionario and a composition exercise. The cuestionario is prepared for the purpose of driving home the grammar rules of the lesson. There are also exercises with blank spaces to be filled in by the pupil. The reading exercises are in the form of connected discourse. At the end are the verbs regular and irregular, and the vocabularies. The book contains maps of Spain and South America.

1919. The Macmillan Co. $1.20.

First Spanish Book

by Lawrence A. Wilkins, of the DeWitt Clinton High School, New York.

XV+259 pp. The book is a combination of reader and grammar for beginners. The Preface of six pages is devoted to an explanation of the purpose of the book with hints as to how most profitably to use it. After an introduction of twelve pages on pronunciation and accentuation, there are thirty-eight lessons. Each lesson begins with a piece of prose. Next comes a section devoted to grammatical forms and explanations. Next a cuestio

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nario based on the text of the chapter. There are exercises with blank spaces to be filled in by the pupil. At the end of each chapter is a Trabajo Individual which is sometimes a poem to be memorized, sometimes a dictation exercise to be given by the teacher.

After the regular lessons there are thirty-eight composition exercises, a list of proverbs, a list of names of men and women, a table of verbs, and a Spanish-English vocabulary. A half-dozen poems and many drawings and maps are scattered throughout the volume.

1919. Henry Holt & Co. $1.24.

Por Tierras Mejicanas

by Manuel Uribe-Troncoso, sometime Professor in the University of Mexico.

XIV+179 pp. (127 text, 50 vocabulary). The book is an elementary reader dealing with the geography, history, and resources of Mexico. At the beginning of the book is an extended list of works on Mexico with a brief description of each. The text is divided into four parts and sixteen chapters. There are fifty-seven illustrations.

1919. World Book Co. 88c.

La Muela del Rey Farfán

por Serafín y Joaquín Álvarez Quintero.

Edited with notes, exercises for conversation and vocabulary, by Dr. Aurelio M. Espinosa of Leland Stanford Junior University. XII+93 pp. (51 text, 9 cuestionarios, 28 vocabulary). The play is a zarzuela infantil, in five quadros. The notes, explaining grammatical difficulties are at the foot of the pages.

1919. World Book Co. 60c.

Juan de las Viñas

por Juan Eugenio Harzenbusch.

This is a

Edited by Dr. James Geddes, Jr., of Boston University. XV+136 pp. (91 text and exercises, 5 notes, 38 vocabulary). comedy in two acts, in prose. At various places in the text are groups of questions, followed by exercises for practice on the various parts of speech, by Grace E. Merrill and Bertha A. Merrill of the Boston University Graduate School. There is an introduction by the editor on the life and works of Harzenbusch.

1919. Ginn & Co. 60c.

Primer Libro de Lectura

by Gertrude M. Walsh of the North High School, Columbus, O. XII+119 pp. (86 text, 1 proverbs, 9 ejercicios, 22 vocabulary). There is a short introduction on how to study words. The reader itself consists of twenty chapters, carefully graded. The text of the chapters deals with the activities of La Familia Rivera. At the end of each chapter there are conversation exercises, idioms and expressions to be memorized, proverbs, exercises in which the pupils are directed to reread the text, changing the

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