Spanish classes in such cases are not given to one teacher, and whatever else he is teaching turned over to the teachers thus relieved of the Spanish. Obviously, where this condition exists the teachers are not limited to one language. This same thing is true in a few cases in the high schools reporting, but not at all generally. A second teacher is, in most cases, used only after the regular teacher has the limit of five or six classes.

Four state universities report that the Spanish enrollment does not represent the demand because it is limited by the lack of teachers. The report from a large university in one of the central states, which shows the lowest percentage of Spanish students (2 per cent), says that they will have a large Spanish enrollment when they open the classes to all students. Heretofore Spanish has been closely restricted, and they have waited in the development of it "in order not to become a victim of any tendency to have students 'landslide' into this study." This condition may be compared (or contrasted) with that of a nearby state university where one teacher handles 276 students (one-third of the total enrollment) in seven classes. Aside from this case, only one school in the college class shows teachers averaging as much as five classes. Only one high school (in New York) makes complaint of any shortage of teachers, but in one large school the teachers have an average of seven classes, and in several others they teach six classes. The maximum amount of work reported for any one high school teacher was 115 pupils in six classes. A western university reports forty students majoring in Spanish this year, but does not say whether all intend to teach Spanish.

Figures relative to size of classes show that beginning classes average considerably larger in the colleges than in the high schools, and also that the range is much wider there. Of course, both averages are above the ideal twenty, and the percentage of schools having classes above the average seems large in both kinds of schools. The average size of upper classes is about the same for both and moreover much lower than that of beginning classes. It is to be regretted that conditions can not be reversed, since it is perhaps generally conceded that large classes can be handled with less harm to advanced students than to beginners.

Considering by themselves sixteen schools which are not coeducational, we find that the average percentage of Spanish students in men's schools is well above the average, 28.6 per

cent, while in women's schools it is only 13 per cent (average 18.2 per cent). For French the men's average is 32.9 per cent and that of the women's schools is 48 per cent. The increase in Spanish in men's schools was 86 per cent; in women's schools, 13 per cent. The increase in French in men's schools was 50.8 per cent; in schools for women there was a decrease of 8.5 per cent. Evidently Spanish is making a way into "practical" company, but why the decrease in the women's schools? The reports from two girls' high schools in a large city in one of the Middle Atlantic states were very interesting. In one, French and Spanish are about equally popular, 22 per cent and 16 per cent, respectively; in the other nearly half of the girls study French and practically none take Spanish. Another strange thing to be noticed is that the two high schools showing respectively the highest percentage of French enrollment and the highest increase this year are technical schools enrolling only boys. Neither of these enrolls as much as 10 per cent of students in Spanish classes. Also, the high school showing the highest percentage of Spanish enrollment is a commercial school with boys only in attendance. In this school about 6 per cent take French.

One question in the list, viz., "Highest number any year before the war?.. ..... Year?.. was asked with the idea of finding out how much the popularity of Spanish has increased since the country's attention was attracted toward Europe by the beginning of war in 1914. The question was evidently not clear, since only a half dozen replies out of the seventy-odd gave figures as old as 1914, and more than that number gave figures for 1917-18! Every year from 1912 on was mentioned. These figures do not show just exactly what was expected, but they do show that more than 16 per cent of the schools had a larger beginning class some time prior to 1918 than they had this fall. They also show that 60 per cent of the institutions had less beginners in 1918 than they had had in some previous year; that is, that the increase has not been steady. Most of these latter were among the colleges, while two-thirds of the high schools seemed to have their first large enrollment in 1918. Half of the colleges had a large enrollment in 1916, a fourth had it in 1917, both of which years were peak years with a large percentage of high schools also. In the six reports that go back "before the war," 1913 was mentioned three times.

There has been no intention on the part of the writer to manipu

late the information to the seeming advantage of. either language. He has merely attempted to make available some information (not to be obtained without considerable effort, he has learned) that might be of interest to others as it is to him. Because it does not appear that any particular purpose would be served thereby, no schools have been mentioned by name, although the letter accompanying the questionnaire intimated that the material would be published, and presumably those replying were willing that it should be. If it happens that there are anywhere conditions in the teaching of French and Spanish that are to be regretted, they are certainly so because unavoidable, and a study of this sort would surely not in any way aggravate them. Indeed, some teachers might be comforted to learn that there are departments in other institutions as badly overcrowded as their own.

*Figures in parentheses show the number of schools whose reports