names and customs alluded to in the text.

Suitable for the second or third

semester in college, the third year in high school. 1917-Sanborn & Co. 90c.

Teatro de Ensueño

by G. Martinez Sierra.

The

Edited by Aurelio M. Espinosa of Leland Stanford Junior University. XVII + 108 pages (65 text and notes, 12 exercises, 26 vocabulary). three short dramatic tales which make up the text furnish simple and easy prose from one of the most distinguished Castilian writers of the day. In the introduction the editor gives a lucid critique of Martínez Sierra's literary work. The texts are well edited and abundant notes aid the interpretation of difficult passages. Composition exercises based on the text and a complete vocabulary enhance the value of the book. 1917-World Book Co. 48c.

Correspondencia Commercial con Ejercicios

by Max A. Luria of the DeWitt Clinton High School, New York City. XII + 305 pages (208 text, 5 lists of abbreviations, 22 appendix on verbs, 69 vocabularies). The first nineteen pages form an introduction, in which the pupil is given “a systematic analysis of the main parts of a Spanish letter." This analysis is accompanied by various exercises. The exercises are varied somewhat from lesson to lesson, but they are always thorough and abundant. The letters have been so chosen as to afford not only a full vocabulary of ordinary business terms and forms, but also a great deal of information about business conditions in Spanish-speaking countries. 1917-Silver, Burdett & Co. $1.00.

Spanish, Commercial and Professional

by Teodoro S. Romero.

129 pages. This book is intended to follow the same author's "Spanish in a Week." The book is suggestive and would be useful for private study and as a basis for work in special classes.

1916 David McKay. 75c.

Sanz's Don Francisco de Quevedo

Edited by R. Seldon Rose of the University of California. XXXIV +249 pages. The introduction gives a biographical sketch of the author (pages VII-XV), and an historical outline of the period of Quevedo (XVII-XXXII), which furnishes the reader with the information needed for understanding the play. The brief notes are for the most part limited to the explanation of historical allusion, customs, etc. Explanation of idioms and linguistic material generally has been placed where it belongs,-in the vocabulary.

1917-Ginn & Co. 80c.

HIGH SCHOOL OF COMMERCE

BOSTON, MASS.

JOEL HATHEWAY

II. PERIODICAL LITERATURE

It is the intention of the editors of HISPANIA to print bibliographical synopses of the contents of the leading journals, pedagogical, scientific, and popular, whenever these reviews touch our field. Especial attention will be devoted to the pedagogical journals. In reviewing the latter not merely those articles dealing with Spanish subjects will be noticed, but all which have to do with problems of modern language teaching will be indicated. We cannot hope to rival in completeness the admirable bibliography of literary, philological, and historical writings, published quarterly in La Revista de Filologia Española, nor is it necessary that we do so. But we hope to be able to indicate many interesting articles of American origin, not usually noticed by European bibliographers. This first instalment begins with January, 1917, and is unavoidably incomplete. Greater completeness can be promised as soon as our exchange list has been organized. Editors of journals desiring to exchange with HISPANIA should communicate with Professor G. T. Northup, University of Chicago.

PEDAGOGICAL JOURNALS

The Modern Language Journal, I, 4, Jan.-Decker, Results of the Examinations for Approval for Oral Credit, the Licensing of Teachers of Modern Languages. Patterson, Language Fact and Language Habit. Crawford reviews Nelson's Spanish American Reader and Ballard and Stewart's Short Stories for Oral Spanish.

5, Feb.-Burchinal, What Should an Examination Disciose as to the Ability of a Student at the End of His High School Course? Imbert reviews Waxman's A Trip to South America.

6. March-Skidmore, The Direct Method. (A witty presentation of the case for this method of teaching.) Potter reviews Wilkins and Luria's Lecturas Fáciles con Ejercicios.

7, April-Morgan, In Defense of Translation. (A timely article. Some teachers who do not know what the direct method really is think that translation should be slighted.)

8, May-Luquiens, The Teaching of Spanish from the Latin American Point of View. (Professor Luquiens makes generalizations which do not ! apply to all courses. Important as the claims of Spanish America are, we cannot disagree too strongly with such extreme statements as these: "The young American is not curious about Spain, and cannot be made so." "Let us consider, however, just what our students would lose if they lost the Castilian point of view. It would not be love of Castilian literature, for they do not acquire that now." This is the reverse of the truth.) Cool reviews Whittem and Andrade's Spanish Commercial Correspondence.

II, 1, Oct.-Cooper, The Ideals of the Profession. Anon., Quick Correction of Quiz Papers. (How to make the class correct their own Spanish exercise.) Krause, Literature of Modern Language. Methodology in America for 1916 (A useful bibliography.) McKenzie, The Question of Spanish Pronunciation. (As a result of a wide vote the advocates of Castilian pro

nunciation seem to be in a large majority. The case for both sides in the controversy is fairly stated. Professor McKenzie's investigation abundantly justifies the views previously expressed by his colleague, Professor FitzGerald.)

2, Nov.-Hatch, The Downward Extension of the Modern Language Curriculum. Churchman, The Study of French Literature. (The teacher of Spanish literature may also derive useful hints from this admirable article.)

Modern Language Bulletin. III, 1, March.-W. A. Cooper, An Appeal to the Modern Language Teachers of the West. (An appeal for the organization of a California Association of Modern Language Teachers.) R. E. Schulz, Quo Usque Tandem. (Mr Schulz laments the little attention given to Spanish phonetics by teachers. The writer states that it is absurd to say that American Spanish is essentially the same as that of Castile. The opposite is the truth. Practically all the dialectic characteristics found in Guervo's Apuntaciones are to be found in the popular Spanish of various parts of Spain, including Castile. American Spanish is essentially Castilian Spanish.) Clifford D. Chamberlain, Hints on elementary Spanish teaching.

2, June.-F. W. Meisnest, German in the High Schools of the State of Washington. (During the last two years German has decreased 40 per cent, French has decreased 10 per cent, Spanish has increased 170 per cent.) H. K. Schilling, The Value of Translation. L. M. Riddle, The Modern Language Teacher during the War.

3, Sept.-W. A. Cooper, Association of Modern Language Teachers of the Pacific Coast. (A Pacific Coast association is being formed.) P. E. Schwabe, The use of wall pictures for conversation and composition in German. (A very interesting article.) Rosalie Gerig Edwards, Bringing the club into the Modern Language classroom.

Bulletin of High Points.-(This excellent leaflet, published monthly through the academic year by Mr. L. A. Wilkins and his staff of 425 modern language teachers of the New York high schools, contains more practical hints to the teacher than any similar journal that we know. As a rule we can notice only the longer articles; but not the least valuable are the numerous short items contained in each issue.)

No. 1, April-Wilkins, Editorial Letter. The Questionnaire Sent to Heads of Departments. (Trivial reading matter should be avoided in the first two years. "Discourage the use of foreign language in teaching grammar." "Shifting of emphasis from grammar and translation to the accentuated oral methods of these days has resulted in a definite loss of reading ability, which is perhaps of greatest permanent value to American students, hence emphasis should be restored to reading ability while yet retaining gains that have been made in oral work." These are good suggestions.)

No. 2, May-Wilkins, Anent the Study of Spanish. (Its practical and cultural claims.) Wilkins, The Aim in Teaching Spanish. ("The aim in the teaching of Spanish is to effect that thorough mental discipline imparted by a study of grammar, idiom and syntax and to so develop that ready and accurate facility of ear, tongue and eye that, all combined, will make the

present and future use of the language, and progress therein, both possible and certain. We cannot in two, three or even four years assure a student a complete mastery of the language. But we can and should so train him that he may apply his knowledge of Spanish to any one or to several ends with the self-confidence, conscious or unconscious, that he can easily grow up to any demands that may be made upon his knowledge of the language." The sane conservatism of this statement stands in refreshing contrast to the exaggerated claims of some enthusiasts.)

No. 3, June-Wilkins, The Modern Language Teacher of Superior Merit.

No. 4, Oct.-Denbigh, Requirements of an Up-to-Date Modern Language Teacher; from the Standpoint of the Principal. Wilkins, Ditto; from the Standpoint of the Inspector. (The former gentleman thinks that the teaching of modern languages and drawing has been improved more than that of any other secondary school subjects. He takes an unsympathetic attitude to phonetics. But is not the increased attention paid to phonetics one of the main causes of the betterment of modern language teaching? Mr. Wilkins believes in phonetics, but would have the teaching of it as untechnical as possible in the schools. Though not unsympathetic to German, he believes that we should face facts, and the tendency is now without a doubt away from German and toward more Spanish and French. He is working for a course of six consecutive years of language instruction in the New York schools. We shall never equal European standards until this is generally effected.)

No. 6, Nov.-Wilkins, On Teaching How to Study Modern Languages. (The ideal is a forty-minute study period supervised by the instructor, followed by a recitation period of equal length. There follow some Hints on How to Study Spanish. Vocabulary, grammar, reading, drill.) Summary of an address by Mr. E. C. Hills, What the Study of Spanish Literature Offers.

The School Review, 3, March-Starch, Further Experimental Data on the Value of Studying Foreign Languages. (By experimental tests the author seeks to show that the marked ability of modern language students is due to their original ability and "only to a slight or no extent to the training in modern languages." But "training in foreign languages seems to have produced a distinct effect in greater fluency of words in writing and in more rapid perception of words in reading."

7, Sept.-Brownell, A Criticism of Recent Attempts to Measure Language Ability. (We believe the author is sound in rejecting the contentions of those who would measure language ability by mathematical test.)

Education, XXXIII, 1, Sept.-Cunningham, Grammar as a School Subject. (A plea for a simple grammatical terminology and the greatest amount of possible vitalization of the subject. But the ultra-modern belief that grammar is useless and should not be taught is attacked. "Sugar-coat the pill as much as you please, by concrete methods and by constant effort to make the issue seem practical, but be sure the pill is not all sugar.") Super, Foreign

Languages in Our Public Schools. (Considers German the tongue of least practical importance. Spanish, Portuguese and Russian, in the order named, are of greatest importance practically. If the choice of a tongue is to be determined by its literary value there are at least six possibilities besides English in the modern field: Spanish, French, Italian, Russian, German, Scandinavian. While Super thinks that Latin combines the greatest practical and literary utility, Spanish is the modern tongue which best satisfies these two requirements.)

2, Oct.-Walk, Practice Teaching and Observation in Normal Schools. Ward, Fluency First. (Accuracy can be realized only after fluency has been gained.)

Modern Language Teaching, XIII, 1, March-Pebrum, Atmosphere in a Foreign Language Lesson. Specially equipped and furnished classrooms are a desideratum.) Jogarao, Induction and Deduction in Teaching Foreign Languages.

3-4, June-Woolf, The Place of Spanish in School Curricula. (The study of Spanish for the Englishman is a matter not merely of importance, but of imperious necessity." The United States is capturing British trade in South America. The greatness of Spain's literature, and the value of the subject as a mental discipline. England must wake up to the importance of Spanish.)

5, July-Memorandum on the Preparation of the Future Teacher in Modern Languages.

The English Journal, VI, 1, Jan.-Stith Thompson, The Notebook System of Theme Correcting.

2, Feb.-McComb, Separation of the Teaching of Composition from the Teaching of Literature: What It Is and How It Works. Neilson, The Curse of Memory. Hinchman, Reading Clubs Instead of Literature Classes. 4, April-Aikin, Types in the Study of Literature.

School and the Library.

Johnson, The

5, May-E. J. Wilson, Shall We Abolish Grammar? (The author thinks we should. He is speaking, of course, for teachers of English.) 6, June-Barbe, Literature, the Teacher, and the Teens.

(Eng

7, July-Sturdevant, Can We Teach Appreciation of Poetry? 8, Aug.-Tressler, High-School Grammar I. Historical Survey. lish grammar is, he thinks, useful only as an aid in the understanding of involved sentences.) Lodor, Shall We Teach the History of Literature in High School?

Revue de l'Enseignement des Langues Vivantes, XXXIV, 1, Jan.E. Mérimée, Quelques notes à propos des langues méridionales. (A plea that justice be rendered to Spanish and Italian, that greater time be assigned to them in the curriculum. At present English is profiting at the expense of German in France, but Spanish and Italian are still treated as minor subjects.)

2, Feb.-Pinloche, Encore la question de l'allemand et de "quelques autres langues." Pitollet, Une nouvelle histoire de la littérature espagnole.