Duque, Doctor Matthias. Flores de dichos y hechos sacados de varios y diversos autores. Lo publica por primera vez Francisco de P. Amat. Antonio Lopez y Comp. Valencia, 1917. Fernández-Flórez, Wenceslao. Volvoreta. (Novela premiada en el concurso del Circulo de bellas artes.) (Segunda Edición.) Viuda de Pueyó. Madrid, 1917. 3.50 ptas. Francés, José. La peregrina enamorada. Novela en quince episodios. V. H. de Sanz Calleja. Madrid. 2 ptas. Guimerá, Angel. Jesús que vuelve. Drama en tres actos, traducido al Castellano por Eduardo Marquina. Biblioteca Hispania. Madrid. 3.50 ptas. Hoyos, Julio. El solar de Arias Gonzalo. Establecimiento Tipográfico de Antonio Marzo. Madrid, 1917. 5 ptas. Hoyos Vinent, Antonio de. Los Cascabeles de Madama Locura. Biblioteca Hispania. Madrid. Novelas Aristocráticas. Sanz Calleja. Madrid. 3.50 ptas. Huarte, Juan de Dios. Examen de Ingenios. Obra Escrita en 1575. Refundida y prologada por Federico Climent Terrer. Biblioteca de cultura y civismo. Librería Parera. Barcelona, 1917. Icaza, Francisco A. de. Supercherías y errores cervantinos puestos en claro. Renacimiento. Madrid, 1917. Laiglesia, Eduardo de. La mujer en los libros de Caballerías. Madrid, 1917. León, Ricardo. Europa Trágica. Renacimiento. Madrid, 1917. Linares Rivas, Manuel. Como hormigas . . . Comedia en dos actos. Biblioteca Hispania. Madrid. 3 ptas. López Barbadillo, Joaquin. Cancionero de amor y de risa; En que van juntas las mas alegres, libres y curiosas poesias eróticas del parnaso español: muchas jamás impresas hasta ahora y las restantes publicadas en rarísimos libros. Biblioteca de López Barbadillo y sus amigos. Madrid, 1917. 5 ptas. López de Haro, Rafael. Los Nietos de los celtas. Novela. Renacimiento. Madrid, 1917. López Pinillos, J. (Parmeno). Hombres, hombrecillos y animales. Biblioteca Nueva. Madrid. 3 ptas. Manucco Villalobos, Manuel.-Zurita Nieto, José. Documentos de la Iglesia Colegial de Santa María la Mayor (hoy Metropolitana) de Valladolid, siglos XI y XII. Sociedad de estudios históricos castellanos. Valladolid, 1917. 10 ptas. Martinez Sierra, G. Para hacerse amar locamente. Renacimiento, San Marcos. Madrid, 1917. Mata, Pedro, La Catorce; Ni amor ni arte; la condenacion del P. Martin; Cuesta abajo. Novelas. Imprenta de Alrededor del Mundo. Madrid, 1913. 3.50 ptas. Mendes Bejarano, Mario. Bio-bibliografía Hispálica de Ultramar. Madrid, 1916. 6 ptas. Menéndez Pidal, Ramón. Antologia de prosistas castellanos. 2a edición. Junta para ampliación de estudios, Centro de estudios históricos. Madrid, 1917. 4.50 ptas. Mesa, Enrique de. Cancionero Castellano. Con un ensayo de Ramón Pérez de Ayala. Renacimiento. Madrid, 1917. 3 ptas. Montalvo, Juan. Geometría Moral con una carta-prólogo de Juan Valera. Madrid, 1917. 3.50 ptas. Noel, Eugenio. Vidas de Santos, Diablos, Mártires, Frailes, Clérigos y Almas en Pena. Renacimiento. Madrid, 1916. 3.50 ptas. Ormaza, Fernando de. Elena Osorio y Lope de Vega. Relación de lo sucedido a un Fantasma de la Corte de Felipe II. Viuda de A. Álvarez. Madrid, 1916. Palacio Valdés, Armando. Años de juventud del Doctor Angélico. (Nuevos Papeles del Doctor Ángel Jiménez.) Victoriano Suarez. Madrid, 1918. 4 ptas. Pérez de Ayala, Ramón. Las Máscaras. men I. Ensayos de crítica teatral. Volu- Ramón y Cajal, S. Recuerdos de mi vida. 2a edición. (Obra Ilustrada con numerosos fotograbados.) Tomo I, Mi Infancia y Juventud. Tomo II, Mi labor científica. Nicolás Moya. Madrid, 1917. 17 ptas. Rey Soto, Antonio. Amor que vence al amor. Poema dramático en tres actos y un prólogo. Viuda de Pueyo. Madrid, 1917. 3.50 ptas. Rincón Lazcano, José,―Montesinos, Eduardo. La Alcaldesa de Hontanares. Comedia en tres actos, escrita en prosa, con ilustraciones musicales compuestas por el maestro Antonio Rincón. Prólogo de Linares Rivas. Librería de Pueyo. Madrid, 1917. 3.50 ptas. Rojas Zorrilla, Francisco de. Cada qual lo que le toca y La viña de Nabot. Publicadas por Américo Castro. Teatro antiguo español, textos y estudios, II. Madrid, 1917. 5 ptas. Salazar, Luis de. Origen de 300 Apellidos castellanos y vascongados. Año 1917, Bilbao. Tip. E. Verdes, Correo. Savj-Lopez, Paolo. Cervantes. Traducción del italiano por Antonio G. Solalinde. Calleja. Madrid, 1917. 3.50 ptas. Teresa de Jesús, Santa. Castillo Interior. Edición cotejada con el MS. original por Luis Carlos Viada y Lluch, y precedida del Elogio de La Santa por Miguel S. Oliver. Barcelona, 1917. E. Domenech. Thomas, H. Dos romances anónimos del siglo XVI. El sueño de Feliciano de Silva, La muerte de Hector. Publícalos con una introducción y con sus fuentes. Junta para ampliación de estudios e investigaciones científicas, Centro de estudios históricos. Madrid, 1917. 2 ptas. Tormo, D. Elias. Las viejas series icónicas de los reyes de España. Junta de iconografía nacional. Madrid, 1917. 10 ptas. Turina, Joaquín. Enciclopedia abreviada de música. Prólogo de Manuel de Falla. Tomo I and II. Renacimiento. Madrid, 1917. 4 ptas. Vélez de Guevara, Luis. La Serrana de la Vera. Publicada por R. Menéndez Pidal y Ma. Goyri de Menéndez Pidal. Teatro Antiguo español, textos y estudios, I. Junta para ampliación de estudios e investigaciones científicas, Centro de estudios históricos. Madrid, 1916. 4 ptas. HISPANIA VOLUME I December, 1918 NUMBER 4 SPANISH AS A SUBSTITUTE FOR GERMAN FOR TRAINING AND CULTURE (A paper read before the Modern Language Section of the National Education Association at its meeting in Pittsburgh, July, 1918.) Mr. Chairman, Ladies and Gentlemen: It is high time that we, as the recognized representatives of the American educational system, took full cognizance of the need of a reorientation of the modern language work in the schools of our country. Let us hope that our meetings today and tomorrow may be indeed a national conference on the modern language situation, a conference characterized by frank discussion and really constructive suggestions. When I accepted the invitation of Professor Fife to speak on the topic, "Spanish as a Substitute for German for Training and Culture," it seemed to me unfortunate that two of the words in the topic bore a certain flavor of ill-repute. I refer to "substitute" and "culture." Then I reflected that if such be the case, it is not the fault of us American teachers. "Substitute" in the form of "Ersatz," and "culture" in the guise of "Kultur," had not their origin in our land or language. Substitutes and substitutes for substitutes are offered today in Germany. These substitutes, be they chopped straw for wheat flour, mendacity for truth, paper for cloth, militarism for national freedom, composition for leather, piracy and murder for international law, the "good old German god" for the true God, are all the substitutes of an inferior for a vastly superior article, quality or principle. It is in no such sense, I assure you, that I offer Spanish as a substitute for German in our educational scheme. I offer a superior for an inferior article to provide training and culture for American youth. We in this country spell culture with a c. We have rejected unmistakably the k, despite the claims made for the k-form of the word by such persons as Dr. Hexamer, president of the GermanAmerican Alliance, who said in November, 1915: "We will not permit our Kultur of two thousand years to be trodden down in this land (the United States). Many were born here and are giving our German Kultur to the land of their children. . . . Let everyone be strong who steps forward and battles for German Kul Let him be strong and German. Consider, you German pioneers, that we are giving this people here the best thing that there is on earth-German Kultur." We have declined without even tendering thanks in return for the offer. So I say, it is of culture spelled with a c, in the United States, in France, in England and in South and Central America that I would speak today. And in the development of that culture, the study of Spanish is to play an increasingly large part. What did I use the past tense-what did the study of German provide in the way of training and culture (with a c) for Americans? To offer fittingly a substitute we must know the worth of the original. The advocates of German told us (and still tell us, some of them) that the study of the German language produces more brain loops than does the study of any other modern language; that the intricacies of noun and adjective declensions and of word order develop in some way mental power that can not be developed in French, or Spanish, or Italian. But if such points make for superiority in an instrument of training or discipline, Latin and Greek are far superior to German. I note, however, no strong claims were made that the study of German developed, as a reflex, precision and clearness in expression in English. No; we must turn to French for those qualities. The study of German, because of the cumbersome and awkward word order of the language, made for indirectness rather than directness in English expression. As Oliver Wendell Holmes said: "German is a language that goes stern foremost except under the most expert direction." Nor has the study of German contributed to an insight into English word formation and derivation. A knowledge of Anglo-Saxon provides, it is true, that insight into the origin and history of English words. The languages of the high school curriculum that afford most insight into the derivation of English words are Latin and French and Spanish. This much for the value of the mental training offered the American student by a study of German. What of the cultural value, spelling culture with a c? The cultural value of any language lies very largely in the literature written in that language. I am the first to admire the writings of Germany's Golden Age of literature, the works of Goethe, Lessing and Schiller. I shall never forget the genuine enjoyment I experienced in my college days in reading Goetz von Berlichingen, Faust, Hermann und Dorothea, etc. The sheer beauty of Goethe's lines, hampered though it is by the awkward medium of expression, is a pleasant memory. But Germany has so sadly changed since Goethe's day. And I like to believe, and do believe, that did he but live today, his invective against present-day Germany would bring terror to those who have worshipped at the shrine of Hauptmann, Sudermann, Nietzche, Treitschke, Bernhardi and all their inglorious ilk, whose preachments in various forms have so foully poisoned their fellow-countrymen. But since neither Goethe, nor any other has risen from the dead or from among the living to cleanse Germany of her dread disease (which, of course, has penetrated deep to the roots of the whole German nation), it is folly to urge the further study of German in the United States for the sake of culture. The American people of today and of many generations. to come will be in no mood to listen to pleas that German be taught so that young Americans may read at first hand Goethe, Schiller. or Lessing. As the person in charge of modern languages in the high schools of New York City since February, 1917, I have had to face this problem of what to do about the study of German more directly, possibly, than some of you. Until the middle of the past school year, I felt it would be unwise to have German removed from our schools, chiefly for the value inherent in the older and worthier German literature. I realized that my stand was not a very tenable one, and as time passed, I saw more clearly the weakness of that view. Finally I appeared with others before the Board of Superintendents and asked that they discontinue the teaching of German in the high schools (it with other foreign languages had already been removed from the elementary schools), by allowing |