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subject, etc., also sentences partly in Spanish, partly in English, in which the pupils are to translate the English into Spanish. Finally there are word groups, or families of words, based on Latin stems, etc. At the end of the book the proverbs are found in English. There are also composition exercises based on the text, and a Spanish-English vocabulary. 1919. D. C. Heath & Co. 52c.

Easy Spanish Reader

by Joel Hatheway and Eduardo Bergé-Soler, both of the High School of Commerce, Boston, Mass.

XI+386 pp. (302 text, 84 vocabulary). The text is a continued story, carefully graded, about a group of young folks at home and in school, in city and country. Without subordinating the text to the extent of becoming stilted thereby, each chapter emphasizes some phase of Spanish Grammar, such as the present of tener, possessives, etc. The words exemplifying these topics are printed in bold type. At the end of each chapter is a cuestionario and a brief composition exercise. Sixteen drawings illustrate

the text.

1919. The Macmillan Co. $1.10.

Spanish Taught in Spanish

by C. F. McHale, of the National City Bank of New York. VIII+136 pp. The book is intended as a brief introduction to Spanish, giving the student, in a relatively short time, a good foundation in the fundamentals of Spanish. There are brief remarks on pronunciation and accent. The body of the book consists of thirty easy, practical lessons, where there is an abundanec of exercises and little formal grammar. It is a book that may be used without the aid of a teacher.

1919. Houghton Mifflin Company.

HIGH SCHOOL OF COMMERCE

BOSTON, MASS.

MICHAEL S. DONLAN

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School and Society, IX, 210—C. W. Eliot, Defects in American Education Revealed by the War. (An alarming amount of illiteracy and physical ill health.) J. McK. Cattell, The “Policies" of the Carnegie Company.

211. C. R. Maxwell, The Selection of Text-Books.

215. David Snedden, Proposed Revision of Secondary-School Subjects Looking to More Effective Education in Personal Culture and Good Citizenship. (The writer has a definition of culture that is all his own. This "culture" is to be gained by abolishing all study of language and literature, including the English classics.)

216. E. L. Thorndike, Tests of Intelligence.

217. A. Livingston, Modern Languages and the New World Order. (More waving of the red flag. "Language study ought to be liberated from the incubus of philology and from the incubus of liberal literary culture." The remedy proposed is the founding of special schools of language, commerce, and diplomacy.)

223. J. Warshaw, Why Spanish? (“Before the war, the question 'Why Spanish?' came up rather frequently. It was then asked in an indulgent and patronizing tone. More recently, that tone has grown acidulous, not to say acrimonious, and the question is propounded with insistence. Teachers of Spanish appear to be in for a period of guerrilla warfare, and it may be that the skirmishes will develop into something larger. Let no teacher of Spanish lull himself in the persuasion that his subject is founded upon a rock and that it will, out of sheer righteousness, endure. The study of Spanish in our high schools and colleges will have to give an account of itself. 'There are Moors on the coast.'" We are attacked, he says, not only by teachers of the Classics and German, but also by some of our Romance colleagues. In fact Mr. Warshaw might have gone farther and pointed out that the study of Spanish is sometimes attacked, ungratefully, by those who are engaged in the teaching of it, notably by former teachers of German. But French and German were likewise under heavy fire a generation ago. In conclusion the author deals with the two fallacies that Spanish literature is unimportant and the language easy.)

229. A Code of Ethics for the Teaching Profession.

231. Lane Cooper, Patterns. (An excellent Phi Beta Kappa oration, delivered at Philadelphia, March 21.)

Modern Language Teaching, XV, 1, Feb.-E. A. Woolf, Catalan. D. F. Kerr, Modern Teaching. Anon., Ancient or Modern?

Education, XXXIV, 4, Dec.-W. H. Young, The Relation of Instruction to Discipline. (The four essentials are interest, discipline, enthusiasm. knowledge of the subject. "If he (the teacher) merely keeps ahead of the class during the year, he cannot expect to arouse much interest." Interest and attention. How to secure interest. Motivation.)

5, Jan.-John Bovington, Ignorance and Experiment in Education. Lilian L. Stroebe, Organization and Management of Summer Schools for Modern Languages. (A plea for the "Middlebury idea," with its three principles of isolation, concentration, and coördination. Students must start with a knowledge of the subject. Students must not be allowed to work in another department or language.

The author thinks prose composition of little

value in a curriculum like that of Middlebury.)

6, Feb.-Lilian L. Stroebe, Ditto, ctd.

7, March-A. C. Barrows, Shifting Ideals of Education. J. T. Williams. The Teacher as a Social Worker.

8, April-Kathryn H. Chalmers, The Doctrine of Discipline.

9, May-W. D. Armenhout, The Theory of the Junior High School. Lilian L. Stroebe, The Background of the Modern Language Teacher. (Contains useful hints on reading suitable for a teacher of Spanish.)

10, June-Mabel Carney, Significant Movements in the Middle West. (State aid to education. What Minnesota is doing along these lines.)

The History Teacher's Magazine, IX, 2, Feb., 1918-C. E. Chapman, A Producing Class in Hispanic-American History.

6, June-M. W. Williams, Latin-American History for Secondary Schools. (A scheme of study is outlined. The excellent bibliography here given is recommended to those eager to get a list of titles of books concerning South America.)

The Classical Journal, XIV, 5, Feb.-B. L. Ullman, The Latin of the Future. (According to the figures of the U. S. Commissioner of Education, the study of Latin is gaining consistently in the secondary schools. contrary to the general belief. In 1890 there were 100,144 Latin students in the schools; in 1915, 503,985. "Latin is still being studied by more pupils than German, French, and Spanish put together." Yet in the past 5 years there has been a drop from 50% to 39%. This is due to increased registration in the business and vocational training courses. Next year Latin teachers expect to see a drop in the east to be counterbalanced by an increase in the middle west, particularly in Iowa, Kansas, and Wisconsin.)

The English Journal, April-Flora E. Parker and S. A. Courtes, The Value of Measurements. Margaret Merrill, Charting Errors.

June-Katherine Morse, Supervised Study.

Revue Universitaire, XXVIII, 1, Jan.-Anon., Le président Wilson à la Sorbonne.

Feb.-Henri Yvan, Version et gymnastique intellectuelle. P. J. CrouzetBen-Aben, La vie des étudiantes françaises aux États-Unis.

March-P. Crouzet, La vie pédagogique.

April-A. Crémieux, Le lycée et la réforme de l'enseignement.

May-Gustave Lanson, La renaissance de l'université française de Strasbourg. Georges Weill, Notes historiques sur l'enseignement des langues vivantes.

The Bulletin of the New England Modern Language Association, IX, May-Ernest H. Wilkins, Italian and Spanish in American Education. (This paper is so fearless and frank that it deserves an equally frank reply. Mr. Wilkins begins by estimating that the number of students in our schools and universities taking French is 275,000, those taking Spanish number 200,000, those taking Italian, 2,000. Mr. Wilkins would like to see even greater numbers electing French, but would rejoice to see the disparity between the other two languages reduced. "I deplore the increasing tumefaction of the study of Spanish in this country," he says, and proceeds to suggest the proper surgical treatment for an aggravated case. He would deprive students of some of their rights of free election. Deans charged with the duty of enrolling students should constantly favor anaemic Italian courses and bleed the all-too-plethoric classes in Spanish. It is well to study Spanish for commercial reasons, he thinks, but only in avowedly commercial courses. The reviewer shares Mr. Wilkins' lukewarmness with regard to commercial Spanish, but disagrees with his colleague's low estimate of Spanish culture. It is true that Italy's contribution to civilization has been greater than that of Spain; but the genius of Italy has found its best expression in music and art rather than in literature. It may even be true that "no sane critic who knows the several European literatures would rank Spanish literature with Italian or with French in universal value," though the sanest critics are chary of attempting to determine absolute superiority when treating of things unlike in kind. No two literatures are more unlike than those of Italy and Spain. No two better supplement one another. Each is strong where the other is weak. Italian literature is relatively weak in balladry and the popular epic, the novel, and the drama, the three genres which appeal most to our students. Spanish literature is relatively weak in lyric poetry, criticism and philosophy. Dante and Cervantes offset one another. Both would be included in a list of the world's twelve greatest authors. Italian has a longer list of great poets; Spanish, more distinguished novelists. One seeks artistry in Italian literature; one turns to the Spanish for homely realism, humor and romance. Spanish is naïve, Italian sophisticated. When dealing with literatures so opposite, it is futile to argue that the one is better than the other. De gustibus non disputandum. Nor is any useful purpose served by an attempt to exalt one subject by belittling another. Both languages should be studied, and by large numbers.

Mr. Wilkins finds Italian literature pervaded by a "mellowness in human sympathy that we have not yet attained." If I am not mistaken, this quality is even more characteristic of the Spanish than of the Italian. Start Dante on the topic of Florence, and what becomes of his "mellowness"? Whereas Cervantes was never so good-tempered as when recalling his misfortunes. One of the chief reasons why Spanish is so popular with our students is that they appreciate this same "mellowness of human sympathy," (though they might prefer to call it humor), a quality which few great works of Spanish literature lack. One finds it in full measure in the three great masterpieces of Spanish literature: El libro de buen amor, the Celestina, and Don Quijote; and few are the recent works which do not strike a similar note.

Mr. Wilkins strives to prove that Italian is a more favored subject in England than Spanish. He quotes figures provided by the Universities of Oxford and Cambridge, showing that in the years 1913 and 1914 there were four graduates in Italian and two in Spanish and 126 in French. Italian is therefore 200% more popular than Spanish in England! One is surprised that the Italian tradition so ably maintained at Oxford by Moore and Toynbee has produced so little fruit. But these figures are not very illuminating. Few students go to Oxford and Cambridge for work in "moderns." And is it adequate to produce figures to show that only slight interest is taken in Spanish by Englishmen, when no mention is made of the work being accomplished at London by Fitzmaurice-Kelly? The University of London is the center of Spanish studies in England, and next to London stand Liverpool, Leeds, and the other great municipal universities. Furthermore Mr. Wilkins says nothing of the trend toward Spanish which has developed in England since the war began. There is no mention made of the founding of many new chairs of Spanish, nor of the fact that far more instruction is provided in the subject than was the case during the years mentioned. One would like fresher and more inclusive statistics. These would probably show that if we were to emulate English methods, as Mr. Wilkins seems to suggest, we should study more Spanish, rather than less. In Canada, too, where Italian was so long preferred to Spanish, the trend is all away from the former to the latter. In conclusion it should be said that few romance scholars will disagree with Mr. Wilkins' main contention that Italian is all too little appreciated in this country. Let us do everything legitimate to encourage its development. But Spanish teachers can hardly agree that an artificial restriction of their subject will result in an enthusiasm for things Italian. Mr. Wilkins insists that he loves Spanish literature, that he is not attacking a subject but an excess. The distinction is somewhat too subtle to be easily apprehended.) S. M. Waxman, The Cultural Value of Spanish. (A very able paper. A protest against the utilitarian trend. "The direct method is an excellent one on paper, but an utter, dismal failure in this country from a practical point of view." Teachers' agencies guide the destinies of our teachers to too great an extent, and school and college officials seem to think that anybody with a general linguistic training is capable of giving instruction in Spanish, hence an economic loss to the community and the discrediting of our subject. Spanish is not easy. It requires years to master the language. Too much is made of the commercial argument.) R. K. Hack, The Position of Cultural Studies in Schools and Colleges. R. H. Fife, The New National Federation.

The Modern Language Journal, III, 3, Dec.-O. W. Johnston, University Training of the High School Teacher of Modern Foreign Languages. C. C. Clarke, The Phonograph in Modern Language Teaching. ("The true success of the speech record is in teaching pronunciation, and nothing else should be asked of it.")

4, Jan.-J. Van Horne, Reading Material Used in College During the Past Five Years in First and Second Year French Classes. (The relative

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