Supper followed on the sands, all gathered in a large circle about the glowing bonfire, which you may rightly guess was not kindled for any atmospheric reason but to ward off the attacks of the hostile mosquito.

The young ladies of the club had very cleverly prepared a large box of bonbons-inserting a tiny Spanish message in each with a corresponding answer-for example, as sentimental as "¿Me darás calabazas?" with the reassuring reply, "En los momentos de locura, si." However, no youth was flattered by this unusual attention, for he felt sure that only an academic end was being secured. Then we climbed to the rocks of the Butte and there by the light of the moon we listened to our guest of honor, an officer of high rank in the American army, who had seen distinguished service in the Spanish-American War, and one who had spoken Spanish from childhood. We gathered about the smouldering embers as the hour for the return to the campus came, when once more "El Himno Nacional" was sung and under the stars we made our way homeward, calling at the old flour mill along the way. I feel sure that night will live long in the memory of us all.

One of our class programs was a department store-or rather, two consecutive programs, for the first week was barely sufficient for organization of the store management. Lists of articles were brought of the goods on sale usually in the different departments of the store by the various departmental managers, the remaining students being assigned special lists as customers. Some of the dependientes showed great salesmanship and the cajero was ever aware of counterfeit checks. As a vocabulary maker the typical department store is most successful. Such material is easily accessible in the advertisements of weekly editions of Spanish newspapers. The study of history and geography of Spanish countries finds a valuable adjunct in the use of picture post cards.

In many class rooms large maps of the countries studied are lacking, but are none the less necessary for establishing correct ideas regarding the relative location and distance from important points of the places in consideration. This lack may be supplied in part by railroad folders and steamship company maps. This sort of material will bring the Spanish Club nearer to actual talk in Spanish than the most charming story imaginable.

As a variation from the regular outside program the committee assigned ten lines for memorization to a single student, thus assigning the entire selection, the student who succeeded in reproducing this assignment without a single omission being rewarded by the slip "sobresaliente." In this way the element of competition. stimulates interest and effort.

Another device is the use of the calendar. Some member of the club is held responsible for announcing a week in advance, holidays. religious or civil, anniversaries, and historical events; for example, el 6 de enero, el dia de los reyes—el 24 de junio-el primero de noviembre, el dia dar acción de gracias.

In my classes in the Southwest I found it possible to secure much valuable program material. In Southern California the traditions of Spanish life richly exist. One afternoon we visited the mission. of San Gabriel near Los Angeles and witnessed a performance of the Mission Play of California, the dramatic portrayal of the early history of California by the poet McGroarty. Between acts the audience promenades in an enclosed circular walk outside the theater. At different points are miniature representations of the various misssions of California in the setting of blooming flowers and singing birds. The theater was constructed solely for the Mission Play and has the distinction of being the only one of its kind built in the shadow of mission walls. The chapel bell brings the audience back to the next act.

During the elementary year in high school, the work in clubs. may be reasonably expected to accomplish the following ends:

1. The acquirement of a vocabulary of practical, everyday subjects in a classified, associated form, hence usable knowledge.

2. Training in consecutive thinking and in clear, definite and ready expression of thought.

3. The formation of habits of independent investigation invaluable in after life.

4. The awakening of a genuine interest in the literature and institutions of the peoples of Spain and Spanish America with whom destiny has linked the United States for future cooperation.

GRACIA L. FERNÁNDEZ

NEW UTRECHT HIGH SCHOOL

BROOKLYN, N. Y.

CREATING A SPANISH ATMOSPHERE IN THE

CLASSROOM

(A paper delivered at the meeting of the Spanish Section of the Modern Language Division of the National Education Association, Pittsburgh, July, 1918.)

May I give you a little of the geography of the Seward Park School and its environment? It is in the midst of the lower East Side in a district where English is a foreign modern language, but where the rising generation is intensely American, and acts as a leaven among the parents of foreign birth. I have been amazed at the amount of Americanizing that has been done in the last few months through the medium of these future citizens, under the guidance of Mr. Brodie, principal of the school. The champion "Four Minute" man of the city was one of our boys in the Jewish quarter. The pupils more than doubled the quota of the Third Liberty Loan, collecting $350,000. A very large, flourishing Red Cross Club exists in our school, where much opposition had to be overcome due to prejudice against the cross. Our school is situate-l east of the Bowery, and on the other side of the "Mason and Dixon" line is the Italian district. For seven years I taught in that Italian section and often spent many unhappy hours over the fact that these two districts were always up in arms-one against the other. The lack of brotherhood was appalling. One was sorry for a little "Kike" who got over on the Italian side, and the Lord help a little "Ginnie" who got into the Hebrew ground. The Bowery was a "No Man's Land."

When, four years ago, I crossed the Rubicon and entered the Hebrew land I took with me many pleasant memories of "Little Italy," and a following of boys who had been in my band and orchestra from time to time, many of them professional musicians. I carried also the regret at the lack of harmony between the two districts.

I had come into a district as unlatin as one could picture. Fancy a big school of over 4,000 pupils-all Jewish, Russian Jews for the most part-with a sprinkling of Jews from Egypt, Turkey, Austria or Rumania, and nothing of Latin traditions-classes

unlike those of most high schools where we get a composition of different nations-a spot where some appeal might be made and felt. And I was to begin Spanish there. The student body wanted Spanish-business demanded it-and as we are a Junior High School and Commercial High School all in one-the clamor was for Spanish. You see, my first job was to start something to create a Spanish atmosphere to counteract that unlatin attitude. I think I have succeeded in making the air in my room talk Spanish, and indirectly but very evidently helped to break down the "barbed wires" and destroy "No Man's Land," to create a feeling of tolerance, of democracy; have given a knowledge of Spain, of what she has been, and is, in art, literature, business and politics-all of which has caused an intelligent respect for Spain-after two years' work-and it meant hours and nights and a sacrifice of Saturday and Sunday often.

I encouraged pupils to get and read magazines such as The South American. I supplied them with copies of several Spanish magazines and papers or calendars. They cut out pictures and paragraphs that held interest for them. In the sign-painting room were charts with such headings as Spain, Cuba, Ecuador, Chile, Argentina, Mexico, etc., and the flag of each painted in colors. As the pupils and I found clippings and pictures of political, commercial, or geographical interest we pasted them on the charts hanging about the room. I am fortunate in having friends in several Spanish speaking countries, and I have thus gotten many articles of interest

as a water bottle from Cuba, a shawl from Mexico, a jipi japa hat from Ecuador, castanets from Madrid, and such like. I know a ship master, who has been successful in bringing me plants, and I have been fortunate in keeping them in good growing condition-orchids, six kinds from Guayaquil; mariposa, emblissa, and diamela from Cuba. He has brought me post cards showing life, habits and industries as well as scenery; money of several places, postage stamps, newspapers, posters announcing various events; fruits, as mamey, anone, mangos, guava, aquacate. I brought down my almohada and bolillos and taught the girls some simple Spanish laces. The bolillos, by the way, I could not get in the city and I had some 300 made in our wood turning shop, using some I got from Madrid as a pattern. I took boys and girls to visit some bodegas and cigar and fruit importing houses. We had several Spanish meals. I made

typical soups, cooked garbanzos, frijoles, malangas and the delicious "plátanos indios," those bananas that are so puckery and horrible raw, and so delicious cooked. We got pastas and dulces in the bodegas also. I gave illustrated talks. We made trips to the Hispanic Museum. I invited several people to sing or play Spanish songs or to talk to the pupils in Spanish or of things in Spanish. A day or two after one of my talks on Spanish literature, a pupil reported to me having seen a play by Pérez Galdós at the movies. One of the boys in the class, whose father owns the theater, had noticed the name of the play and author, and selected it. We all went, and it paid to put Galdós in Grand street. A number of us went to see "The Land of Joy" and enjoyed the Spanish songs and dances. A friend of mine who played in the orchestra got us $1.50 seats for 25 cents.

When my captain, who had become greatly interested in my classes, came into port with an interesting cargo of ivory nuts, cocoa beans, rare hides, sisal, etc., he let us know, so that we might go down to the pier and see them.

The boys got busy at all the steamship offices and collected much interesting, up-to-date illustrated information regarding Spanish speaking countries and how to get there.

They were fast becoming admirers of all things Spanish and they were completely vanquished when I took them to visit the old Spanish-Jewish Cemetery on West Eleventh street.

By chance I had an Italian pupil in the class who had not had the easiest kind of sailing in the eighth year because of prejudices. She turned out to be a very clever Spanish student and pupils respected and liked her for her “Latinness." Occasionally I carried on a conversation with her in Italian, especially when any similarity to Spanish in words or idioms was evident-number, days of the week, and so on. She was very popular with the boys and the girls. My boys from the Italian schools have come over to play for me when I have had plays or entertainments and some good friendships have sprung up.

I hope I have given a few "idealets" which may serve you or be an inspiration or help.

CATHERINE C. KELLEY

SEWARD PARK INTERMEDIATE SCHOOL

NEW YORK CITY