Publications of the University of Texas 

Publications Committee: 
w. 
J. BA.TTLB E. C. BABKEB 

J. 
C. ToWNF.S A. CA.SWELL ELLIS 


w. s. CARTER R.A.LAW KnLis CAMPBELL J. A. LOMAX IP. w. SIMONDS A. 0. JUDSON 
The University publishes bulletins six times a month. These comprise the official publications 0£ the University, publica­tions on humanistic and scientific subjects, bulletins prepared by the Department of Extension and by the Bureau of Munic­ipal Research and other bulletins of general educational in­terest .. With the exception of special numbers, any bulletin will be sent to -a citizen of Texas free on request. All communica­tions about University publications should be addressed to the Editor of University Publications, University of Texas, Austin. 
B72-415-7776-500 
The Forei2n Language Teachers' Bulletin 

Vol. II, No. 1, April 1, 1915) 
The Foreign Language Teachers' Bulletin, edited by the Foreign 
Language Schools of The University of Texas 

Editors: L1L14 M. CAs1s, 
E. J. VILLAVASO, 
D. A. PENICK. 
Managing Editor: E. PROKOSCH. 

The foreign language teachers of Texas are urged to consider the Foreign Language Teachers' Bulletin as their o~n, and to help make it as practical and useful as possible by contributing articles, suggestions, criticisms, questions, personal items and local news concerning educa­tional matters in general. 
Address The Foreign Language Teachers' Bulletin, The University of Texas, Austin, Texas. 
PUBLISHED BY 

THE UNIVERSITY OF TEXAS 

AUSTIN, TEXAS 

Entered as second-class mall matter at the postomce at 
Austin, Texas 

NOTES ON THE MODERN LANGUAGE SECTION DET­
ING OF THE TEXAS STATE TEACHERS' 
ASSOCIATION. 

The Thanksgiving meetings in 1913 in Dallas, and in 1914 in San Antonio, were contrasts in everything except the heau­tiful spirit of enthusiasm and good fellowship which is so sur­prisingly characteristic of Texas Modern Language meetings, when compared with similar assemblages in other states. Tha fundamental difference between the two consisted in the prin­ciples that had directed the arrangement of the program. The Dallas meeting offered four well considered, and ably con­structed papers, containing a wealth of information both for the speakers and the audience. It was unavoidable, under the circumstances, that comparatively little time remained for dis­cussion. The San Antonio meeting, while foregoing the un­doubted advantages of specially pr.epared papers, centered in a lively discussion of three terse questions of vital interest which had been submitted to the meeting by its energetic Chairman, Professor Anderson, of Denton. 
The writer is at a loss to say which of the two plans he prefers on the whole. He enjoyed hoth meetings with all his heart, and without the remotest attempt at diplomacy, merely as a sincere expression of his appreciation of both meetings, he would be in favor of such an arrangement which would combine the advantages and eliminate the disadvantages of both meetings. This could be done most effectively by de­voting to modern language work two successive half days ; but as long as the practical difficulties of such an arrangement would be too great, an annual interchange between programs with prepared papers and programs for spontaneous discus­sion might seem the most advisable. 
We wonder how many years ahead of most other states the State of Texas might be said to be from the point of view of modern ideas in foreign language teaching. At least, our San Antonio meeting gave the impression that the reform method (direct method) is considered a plain matter of course by most of our Texas colleagues, while elsewhere it is bitterly opposed on 
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frequent occasions. Xo doubt, some misunderstandings as to its real character appeared in our discussions now and then, but, on the whole, those taking part in the discussions showed a surprising insight into its spirit. 
Unfortunately, the Managing Editor happens to be in a posi­tion to know that this meeting was not a representation of the conditions of modern language teaching in our high schools, but only of its best exponents. Those who attended this meet­ing will remember that he submitted a preliminary report of the Committee for the Investigation of l\fodern Language In­struction in our High Schools, which was given the unanimous endorsement of the Modern Language Section. The picture revealed by these statistics (which will appear in print within a very short time) certainly does not come up to the expecta­tions that the San Antonio discnssions would seem to justify. T..Jet us hope that the publication of this report will lend enough weight to the example of the best teachers of the state to in­fluence the teaching of "the majority towards the spirit of a sane reform. 
ORGANIZATION OF THE MODERN LANGUAGE COURSE IN THE HIGH SCHOOL. 
To become fluent in the use of a modern language, especially 
the spoken language, with the minimum of effort, the child 
cannot begin too early. When proficiency in the use of a 
language is the aim, the pupil should begin it in the grades 
and continue the study of it through the high school. While 
it is highly desirable in theory that the study of a modern 
language be begun early, conditions in our Texas schools often 
make it impossible to carry a modern language for a long pe­
riod of time. A large per cent of the schools offering a mod­
ern language gives it for only two or three years in the high 
school. 
In case only two years of a modern language are offered, 
it is suggested that the language be introduced in the tenth 
grade. When three years are offered, the language should 
begin with the ninth grade. It does not seem best that the 
The Foreign Language Tea,c;hers' Bulletin 
pupil should finish the language course a year or two before graduation. There are two advantages tha.t arise from having the pupil carry the langua.ge from the ooint of introduction to graduation: 
1. 
The pupil leaves the school fresh in his knowledge of the language, and hence, prepared to continue it successfully in college, should he attend college. 

2. 
The pupil who does not go to college on graduating from the high school, will be able, if he has kept up his language, to proceed to a mastery of it for business and practical pur­poses. 


In addition to these advantages, the suggested organization of the short language course will provide a more flexible pro­gram of studies. The pupil who starts out in the eighth grade along the Latin or the science route is not forced ·to continue in the same line or drop out of school. He has a chance to switch to the modern languag.e route at the end of the eighth or ninth grade. Since it is conceded that the high school should afford the youth the opportunity for trying his powers, the flexibility of the program of studies is of more than minor importance. THOMAS B. FLETCHER, 
Visitor of Schools. 


SOME ABC SUGGESTIONS TO LATIN TEACHERS. 
1. Don't teach Latin unless you believe in it and love it. This advice may be too late for some who are already teaching Latin. If so, bear in mind this suggestion for another year. The man who is elected to a place in some High School and :finds that the subject which falls to his lot is Latin, even tho he knows very little Latin and doesn't especially care fol' it, is an object of pity. He loses his own respect when he takes the position, and soon loses the respect of his pupils, the patrons, and the officials of the school, and his last estate is worse than his first. 
There are others, however, who have a fair knowledge of the subject, but who do not especially believe in it or care for it, except as a means to an end, a stepping stone to something 
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bad in both. There is as much chance at this point for your personality to display itself as in teaching. 
A very serious difficulty in the matter of text books is a lack of intelligence on the part of school officials. It is not unusual to find the hands of teachers tied in the matter of books because some official thinks that the book he used is the best one on the market. Other considerations also sometimes interfere with the freedom of the teacher. Assert your inde­pendence before you entPr into an agreement. If you are a good scholar and a good teacher, don't hesitate to decline a position when you will not be allowed to exercise your own judgment. 
7. 
School authorities never think of laboratory work or equipment in the study of Latin, but the Latin teacher must he alive to this suggestion. Of course, good texts contain maps and mythological and historical explanations, but they are necessarily limited and inadequate. You should insist on hav­ing a large lexicon, several grammars, wall maps, a good atlas, a standard work on mythology, either Seyffert's or Smith's Dictionary of Classical Antiquities, or both. A collection of slides is not outside the realm of possibility, if your school has a lantern and a suitable room for its use. In this connec­tion you will find helpful suggestions in the journals about the organization of Latin Clubs, the studying of light Latin plays, etc. 

8. 
Have definite standards for your pupils and insist upon them. If you are to judge by results, there is a decided fail­ure here, unless the teachers in the preparatory schools are very poorly prepared. If you have adopted suggestion No. 8 above, set the same standards of accuracy and thoroughness for your pupils, and having set the standard, make them come up to it. It will he a ease of " Jin(• unDn line." "rrec<'pt upon precept.'' It seems to be natural to mispronounce and to ac­cent the ultima of inflections. It is much easier to have one meaning for a word and make that meaning fit every passage than to tax the mental faculties enough to have two or three meanings for a word or select a meaning that will fit. It is 


the line of least resistance which we are all prone to follow: how easy to make magnitndo mean magnitude, veritas verac­
ity, etc.! It is much less trouble to tell the case. or the mood and tense without telling why, nor to have to give a re~son; pupils will not do more than they have to. Their standards will not be above yours and they will not meet your require­ments unless you make them. The same thing is true as to the amount of work required and obtained. 
9. 
Take a pride in your department and in your school. Try to make your school the best in the state and your de­partment the best in the school. This cannot be done in one year. The greatest curse in our schools today is the migratory tendency of the teachers. The one aim seems to be to make a little more money regardless of all other considerations. This is human nature, but, granted that such an attitude can be justified, is the migratory tendency the solution of the diffi­culty? The man who makes the best of a situation, even though it is a bad one, and succeeds in improving that situa­tion, is the man who succeeds himself and finds himself going up with the improved. situation for which he is r.esponsihle. By being patriotic, by putting the school first, by some self­denial he creates a school sentiment, a pride in the community for the school, a high valuation for himself, which becomes tall and higher because of his self-denying efforts in behalf of others. He will reap the reward in a year or two of such esteem that advance salary must follow and that his educa­tional career there or later elsewhere is assured. The man who does things at home or abroad will be found out and when he has put the local school where it ought to be, another may he able to carry it on, while he will be no longer required to resist the promotion which he has rightfully earned. Such a course of action is preeminently the Latinist 's because it is in keeping with the spirit of his subject, a firm foundation, com­pleteneBS and thoroughness, logical and well-roUJ1ded develop­ment. 

10. 
Be an optimist. Have faith in the society of mankind. If educational tendencies seem to be away from Latin, if you are told that you are out of date and that there is no bread or meat in Latin, answer that man liveth not by bread alone, but by what he developeth out of himself, and that man should see in life more than bread and meat and the almighty dollar, 


The University of Texas Bnlletin 
he should see man himself as he has been deYeloped in the past in ability to create literature and language, not to mention systems of law and canons of art. Have faith that mankind will come to realize that there is something educationally worth while besides the taskmasters of practical bread grind­ers, that it is something to know history, to know language, to know people, especially people who have made history, people who have made language. 
Being an optimist, let your light shine. Live and let live. Show your faith in Latin, but do not lose your faith in every­thing else, especially in people. 
AN EXPERIMENT WITH PHONETIC SCRIPT IN ELE­MENTARY GERMAN INSTRUCTION. 
(A continuation of the article, ''Standards in the School of German of the University of Texas,' ' contained in our last number. ) 
Correct and fluent pronunciation is the primary require­ment of success in the teaching of a modern language, accord­ing to the principles of the direct method. In most European countries the use of phonetic transcription has been widely ac­cepted as one of the most valuable means towards that end. In the United States, however, especially among the teachers of German, opposition against phonetic script is almost gen­eral. The chief arguments against it are these: 
It takes more time than we can afford to devote to a rather subordinate means of attaining a good pronunciation ; our students are not sufficiently trained in those careful habits that are necessary for an efficient use of phonetic script; the difference between spelling and pronunciation, at least in Ger­man, is not sufficiently great to warrant the additional effort of learning a phonetic transcription; the transition from phonetic spelling to ordinary spelling causes too much con­fusion. 
At first glance, some of these arguments seem to possess some weight, but it must not be forgotten that in our country the touchstone of experience is still lacking. It can be said, without the slightest exaggeration, that, until very recently, there was. no teacher of modern languages in the United States who had been in a position to make a fair trial with phonetic script under reasonably favorable circumstances. "Reason­ably favorable circumstances" require, among other things, that the teacher be enabled to use phonetic script for a pe­riod of not less than two or three months exclusively, and that a printed text must be at his disposal for that purpose. The School of German of The University of Texas made an ef­fort last fall to create such conditions that would make a fair test of phonetic script possible. 
The counter arguments against the reasons stated above were the following: 
In compiling an introductory text in phonetic script, the Chairman of the School of German found, to his own sur­prise, that the teaching of pronunciation, in connection with phonetic script, occupied practically no time at all. The book­let which he edited for the purpose contained twenty-four les­sons for the first twenty-four hours of college instruction (or nearly twice that time in a secondary school) and devoted only the first four lessons to pronunciation per se. The first lesson contains the "vowel triangle,". and those consonants that are identical in German and English. The second lesson is de­voted to one phonetic principle, viz. : to the fronting of Ger­man dentals, but combines an object lesson with this simple principle. This object lesson, of course, contains only such sounds as appear in the phonetic parts of this first and second lesson. The third lesson teaches the pronunciation of the Ger­man ch-sounds, and the f.ourth lesson the rounded front yowels, offering appropriate ohject lessons at the same time. This means that, from the second recitation of the year on, German is taught by means of object lessons; hardly a word of English is needed after the first recitation. A glance at the booklet, which will gladly be sent upon request, will clearly demon­strate this process. It may seem strange, but it is ·a fact, never­theless, that, up to the time of transition to common spelling, the use of phonetic transcription, far from causing any loss of time, meant an actual gain of nearly two weeks. The time 
lost during the transition, however, was by no means more than two recitations at the utmost. 
The truth of the fact underlying the second argument can, unfortunately, not be disputed. "Carelessness" is not a word sufficiently descriptive of the habits that very many of our students display in writing. There are University students who might almost he termed ana·lphabets. Should that deter us from requiring them to do work which cannot be done otherwise than carefully1 The writer remembers well a reply that he received from the late Colonel Francis W. Parker 
(Chicago Institute) ; when he complained of his pupils' ir.mor­ance of English grammar, the famous educator answered. ''What a splendid chance you have to teach them some gram­mar!'' It is but too true; many of our students are outrage­ously careless. Well, then, let us make use of all means to train them in careful habits, and phonetic script is, undoubt­edly, such a means. 
The argument concerning the great resemblance between 
spelling and pronunciation in German is something like an 
optical delusion. Anybody who will take the trouble to count 
mispronunciations in some elementary or intermediate Ger­
man classes cannot fail to notice the fact that the number of 
mispronounciations due to discrepancy between English and 
German spelling is many times greater than the number of 
mispronunciations due to actual difficulties of new German 
sounds. The mispronunciation of German z, w, v, final b, d, 
and g, ie, ei, initial st and sp, j, etc., is not at all due to any 
inherent difficulty of the sounds involved, but exclusively to 
an interpretation of German spelling from the English point 
of view. Still, these mispronunciations occur more frequently 
than any others, and are much harder to fight than those of 
ch, ii, and o, although theRe sounds present certain difficul­
ties of articulation. 
The last argument concerning the difficulties attending the 
transition from phonetic to common spelling can neither be 
proven nor refuted on theoretical grounds. It is a fact, how­
ever, that practically all modern language teachers who ever 
made use of phonetic script are unanimous in declaring that 
such a difficulty does not exist if the transition takes place in a clear and systematic way. As a matter of fact, many of them maintain that students who have been trained in phonetic script show a greater mastery of common spelling than those who use common spelling from the very start. 
The booklets prepared for this purpose were used with eight sections of elementary German, while a ninth section used common spelling in order to serve as a ''control class.'' The result was interesting, though perhaps not conclusive. There cannot be any doubt that the pronunciation of all nine sections can be called decidedly good. Perhaps we should be careful in deciding just how much of this good pronunciation is due to the use of phonetic script and how much to the general emphasis laid on pronunciation. It cannot be said that the control section is inferior in its pronunciation to the other eight sections. It happens to be composed of students who are rather above the average, and is in the hands of a very ener­getic teacher, who exerted every effort to improve the pro­nunciation of his class as much as possible. It might be fair to say that it takes about third-possibly, second-rank among the nine sections, which certainly is an exceedingly creditable result. However, an actual count of the proportion of the two kinds of mispronunciations throws an interesting light upon this question: While in this one section the proportion of mistakes due to difficulties of articulation, to those caused by a misinterpretation of German spellings was approximately one to five, it varied in four of the other sections from a ratio of four to three to a ratio of one to one; in the remaining four sections no actual count was taken, but apparently their condition was similar. 
There can be no doubt as to the meaning of this result. It is perfectly clear that the use of phonetic transcription has next to nothing to do with the acquisition of difficult sounds, like eh or ii. Its value is to be sought in eliminating mistakes due to spelling. With or without phonetic seript, the teacher's special effort, or lack of effort, will naturally result in a bet­ter or poorer pronunciation. Therefore, it is not the actual number of mistakes in pronunciation, but the ratio hetween the two types, that must guide us, and the figures given above seem to furnish as conclusive an evidence in this direction as a 
The University of Texas Bulletin 
trial of one single year can possibly give it. They show as clearly as can be desired that phonetic script has proven to be of the greatest value in diminishing the number of those mistakes that are more troublesome and harder to eradicate than any others, i. e., those that arise from associations with the sound values of letters in English. 
It has not been decided as yet whether the test class with­out phonetic spelling will be continued as such during the next year or whethe~· the proof gained thus far will be con­sidered sufficiently certain to introduce phonetic spelling in all elementary sections of the School of German. At all events, those instructors who have used it this year were unanimous in declaring themselves in its favor. 


OPPORTUNITIES THAT HAVANA OFFERS TO THE TEACHER OF SPANISH. 
Since it is not practicable for every teacher of Spanish to study and travel in Spain, it is desirable to find substitutes for that privilege. Cuba-particularly Havana-offers, not a second-rate, but a third or fourth-rate substitute1 which, never­theless, is exceedingly valuable. However, the teacher must discover or make his own opportunities, for the most part; for he will find very little ready to his hand. 
As for instruction, he is dependent upon private teaching, for the National University has no summer session-summer work being incompatible with the average Cuban tempera­ment-and the private schools that have summer sessions do work of a very elementary character. However, one can get good instruction from some of the University professors. The teacher will also doubtless be interested in attending some of the University examinations, which are public, lasting from four to six weeks in June and July. Each student must pub­licly defend a thesis in each subject that he has been studying. 
Since opportunities for instruction are limited and artificial, one must depend largely upon intercourse with the people for acquisition of the language. Of course, the ideal method is through natural, friendly mingling with congenial people; but in a foreign country and in a limited time this is not always easy. If one has friends, either Cuban or American, the proh­lem is simplified. But, supposing that a teacher goes to Havana as an absolute stranger, how will he locate himself to the best advantage t There are plenty of good boarding houses in Havana:, at an average price of forty dollars per month, and there is a reliable employment agency (Beers}, managed by a Texan,. that directs one, free of charge, to good boarding houses. Of course, the cardinal point in choosing is that it shall be a house where nothing but Spanish is spoken. If the teacher lets it be known that he is there for the purpose of learning to speak Spanish, his fellow boarders will be inter­ested in talking with him and enlightening him . in rega:r:d to the country and its customs. 
If one wishes to board in a private home-which is certainly much more desirable-he should, before leaving home, provid~ himself with credentials from two or three persons whose titles sound impressive. These are apt to be useful in any case. 
It will be found helpful, in becoming acquainted, to attend some of the protestant churches and make it a point to meet people. One meets here a good class of people, who are cor­dial and invite one to visit them, and thus pleasant, as well as helpful, friendships may be formed. The Guide Book gives ad­dresses of the churches, also of the agency referred to above, and other useful information. Valuable suggestions may also be gotten from Foster's Information office, situated at Prado and Parque Central. 
For the teacher who is interested in making expenses there are occasional opportunities,-in the way of tutoring students who wish to come to the.United States to school, or of serving as governess. These are also best discovered through the agency. mentioned. Nine times out of ten this method is highly undesirable, as it forces one to use English part of the time, but that tenth case may prove to be a rare opportunity of gaining a close and intimate insight into the life of·the bet­ter people. In most cases, however, a sojourn even under these non-ideal circumstances is preferable to none at all. 
Contrary to the general impression, Cuba is a very pleasant 
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summering place. To be sure, the sun is intense, but the:re is always a sea breeze, and the nights are cool and delightful. The architecture of the country is designed to meet the needs of the climate, the ceilings being very high, the doors and windows immense, the floors made of marble or tiles, uncar­peted, and the furniture of wicker or bamboo. Finally, in the way of recreation and amusement, one will find Havana quite interesting even in the summer months. He will find plenty of fairly good zarbuelas, an abundance of characteristic moving pictures, band concerts, occasional lectures and recitals, bathing, boat trips, trips to points of interest in and around Havana, trips to sugar, tobacco and pine apple plantations. If he can do all these things in the company of some congenial Cul;>an friend, he will indeed be fortunate and will assuredly 
add immensely to his store of Spanish. 
THE HOLIDAY COURSE IN MADRID FOR FOREIGNERS. 
The three thousand miles of water which Uncle Sam now regards as one of our valuable assets, because it separates us from the war zone, places a great obstacle in the way of am­hitious teachers of Spanish in the United States. If Spain were only nearer, hundreds of teachers could avail themselves of the great advantage offered by the summer course for for­eigners given in Madrid. Last summer excellent work was done there. The course began July 13th and continued for six weeks. Every day of the work was so valuable that the small attendance seemed particularly deplorable. Only about forty were present, all of them except four being from the United States. l\Iount Holyoke, Boston, West Point, Cincinnati, St. Louis, Los Angeles, and many other American cities and col­leges were represented. The four EU:ropeans present included -0ne teacher from Scotland, one from England, and two f:rom France, who knew no English. Men and women were about .equal in numbers. High school teachers and university in­structors sat side by side, sympathizing with one another in their ignorance. On the whole, however, it was an intelligent group, and a spirit of earnestness prevailed. 
The course opened with a get-together meeting on Monday night. After an outline of the proposed work had been given, and the certificates to be awarded had been described there was mU8ic, during which everybody talked in true American fashion, and began to feel at home. Promptly si.t nine next morning Don Federico de Onis, a-professor in the University ilWt Oviedo, took his seat ·before the class, and, with no intro­duction other than ''Senoras y Senores, '' plunged into his well prepared lecture o~ the Spanish epic. Prof. Onis vies with Menendez Pidal as an authority on the epic. Since he is a scholar and an able speaker, his series of lectures were a treat to those who had any interest in the subject. Later in the course we enjoyed him again in lectures on Cervantes. 
Our daily work was divided into two sessions of two hours each, one hour being devoted to a lecture and the other to practice, or conversation. The morning hours were from nine to eleven, the afternoon session from five to seven. Nothing ever seems to be allowed to interfere with the early afternoon, which is sacred to the siesta. However that may be, we found the hours convenient and sufficiently long for mid-summer days. 
For the most part, the lectures were on the topics announced in the program sent out last spring. Spanish literature, his­tory, education, government, and society were discussed hy different speakers. In the field of art there were several lec­tures on Spanish architecture, sculpiure, and painting, all illus­trated by lantern slides. In addition to the profit derived from the lectures, it was a pleasure to see live members of the Royal Academy, and to hear the voic:e of those whose authority decides how the language shall be spoken and written. As might be supposed, not all the lecturers were orators; and one timid fell ow swallowed a good ma,ny of his words along with the water, of which he frequently partook. But we con­soled ourselves in his case by looking at the pictures on the screen, and imagining what he pr-0bably meant to say. Lec­tures on the history of Spanish music were given by a care­fully dressed Andalusian, whose southern accent was very no­ticeable. Among the varied selections that he gave us were a composition by the Spanish Bach, Cabezon, and the prelude 
The University of Texas Bulletin 
to the fourth act of Carmen. At this distance I cannot recall the distinction between the villancicos and seguidillas that he played; but I have a vivid recollection of the picture that my right-hand neighbor, a West Point officer, drew in his note­book of the musician's shapely hands, adorned with a ring and a bracelet. 
The lectures of Don Tomas Natarro Tomas on phonetics were simple and practical lessons on pronunciation. He went through the alphabet, describing and illustrating the correct sound of each letter. When it was his turn to be in charge of the practice class he gave particular attention to our reading and pronun"ciation, insisting on the purest Castilian. In addi­tion to his general lectures to the whole school, he gave special lessons, more technical in nature, for those who wished to cul­tivate the acquaintance of such scientific termg as alveolar, etc. But, in spite of the apparatus and the terms used, these lessons were also practical and helpful. 
And in the ease of the lectures, the work of the practice hour was varied. Different teachers had charge of it. For the sake of convenience, as well as because the students possessed varying degrees of proficiency in the use of Spanish, we were divided into two sections for oral practice. Sometimes we had general conversation on current events, sometimes on a topic suggested by the teacher or a member of the class; at other times certain ones were appointed beforehand to come prepared to speak on an assigned subject, or at least to practice work consisting of reading and discussing selections taken from various standard authors. All difficult words and expressions had to be ex­plained by the class. Sometimes questions were asked on grammatical forms and constructions. All of this, of course, was done in Spanish. As one of the professors had a reading knowledge of English, our task on one occasion was to translate into Spanish Washington Irving's chapter on the balcony. After­ward we ourselves, inspired by Irving's visions, brought in compositions on what we had seen from our balconies, and these were read aloud and corrected by the professor. Bv using the imagination a little, some of the more clever ones pro­duced interesting accounts. With another teacher the exercise was to translate into Spanish a chapter of the French version of Gil Blas. Towards the end of the term nearly all the timid ones had acquired sufficient confidence in ''speaking out in meeting" to offer criticisms or defend thE'ir productions. 
As I was a member of the class siiperior I know of the work of the beginners' section only by hearsay. During the first half of the course this division was in charge of Senorita Maria de Maeztu, a brilliant young normal teacher known throughout Spain. Later the class was taken by Professor Onis. A young high school teacher in the section told me that she had learnto ''such lots of Spanish'' that, after going home, she would teach with great authority. 
The last day of the term was devoted to final examinations for those who wished the Diploma Superior. The test was in four parts: (1) Writing an unfamiliar passage at dictation and translating it into English; (2) translating into Spanish a chapter of Bacon's Essays ; (3) writing an original essay on a topic assigned by the examining committee; ( 4) reading the essay before the committee in the presenc of .the class, and fol­lowing it by an oral discussion or resume of some lec­ture delivered during the course. As the committee was rather severe in its standard of grading, scarcely more than fifty per cent of the applicants passed the examinations successfully. Several received either the Diplo-ma Elemental or merely the cer­tificate of attendance given to all who were present at least sixty hours of the term. 
I have spoken at length on the work of the summer school, but the foreigner in Madrid hes other opportunities to see and learn. Under the guidance of the professors we made visits to the Muses des Prado, the National Library, the royal palace, etc., and excursions to Toledo and Avila. We also went to the Escorial, Segovia, LaGranja and other historical places, filling up any of our remaining spare moments by repeating our visits to the museums. 
It was a matter of regret and disappointment to many of us that we did not see Mendendez Pidal, who is possibly the great­est of Spain's living scholars. He was away from Madrid during the entire summer. But as we heard that his learned lectures are apt to be dry, we tried to convince ourselves that we were not very eager to hear him, after all. 
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Contrary to all that I had heard concerning the summer cli­mate of Madrid, I found it very pleasant and not at all ener­vating. Perhaps it was an unusual summer, or it may be that a native of Texas is not hard to please in climate. I found board fairly reasonable. At the Residencia de Estudiantes, which was open to both men and women, prices ranged from five to eight pesetas a day, according to the room. Several persons found locations in good private families at the same rates. Those who were seeking more of the American com. forts of life boarded at the International Institute for Girls, which was only two blocks from the Residencia, where all the courses were given. Besides an admission fee of fifty pesetas there was no expense attached to the course. 
Already the Board for the Promotion of Higher Studies amd Scientific Res6arck is planning the program for next summer. The necessarily heavy expenses of the long ocean voyage will deprive many of our ambitious Spanish teachers of the benefit of the holiday course. And again I must voice my regret that there is apparently no remedy for this condition. 
NINA WEISINGER. 
Beginners' French, by Max Walter, Ph.D., and Anna Woods Ba.Uard, M.A. XIV. 249 pages. Charles Scribner's Sons, 1914. It has been evident for many years that, generally speaking, 
the results of modern language instruction in the United States are extremely unsatisfactory. It must have been evident, in­deed, since the modern languages began to be taught in this country. To none can the fact have been more clearly revealed than to the teachers. Yet a great many teachers, probably the majority, have continued to employ the traditional methods with considerable equanimity, if not indifference. They were not greatly disturbed by the announcement that better methods had been devised, and, if they were moved at all by the news, their reaction frequently took the form of a defense of the old methods based upon their disciplinary value, rather than their effectiveness for the immediate goal. As in the case of Latin and Greek, this disciplinary value has sometimes been doubted, but, as in the case of Latin and Greek again, it could hardly be doubted that the method failed to yield a satisfactory knowl­edge of the language. 
Possibly 'because of the pressure of necessity, in certain countries of Europe, notably Germany, where a real knowkdge of the foreign language was important, other methods were tested, and as a result of many experiments and endless dis­cussion, new or modified methods were evolved, which have come into general use. Our failure to keep abreast of Europe may be ascribed chiefly, perhaps, to the lack of trained teach­ers-in the pedagogical sense-and to the fact that in this country the knowledge chiefly worth while seemed to be a reading knowledge, and that it was natural to suppose that the quickest and easiest approach to this goal lay through the grammar and dictionary. Our reluctance to leave the beaten path may be explained also, and partly justified, by the fact that, on being te-sted, some of the innovations led to unfor­tunate and even disastrous results. Nor can it yet be claimed, of course, that a method has been constituted which is perfect 
in its details. This fact does not excuse those who fail to acquaint themselves with the real 11nd undou'bted progress which has been made. 
The book before us illustrates the principles of the direct method, but at the same time it is written in view of conditions existing in American schools. One of the authors ranks among the most successful ·exponents of the method, and we may ex­pect to find here the latest word on the subject. It will be o~ interest, therefore, to describe the book briefly, and to com­pare it with introductory books written rather in the spirit of the old grammatical method, such as are still largely used in this country. 
The direct method is a grammatical method. It may be said to differ from the traditional grammatical method chiefly in three respects. 
In the first place, it is graded and selective. No effort is made to deal with only one topic at a time and to exhaust this topic, personal pronouns, for example, before going on to an­other subject. That is, we do not fmd the arrangement to which Latin grammars have accustomed us, and which is re­peated in many modem language text-books. Rather the 
rules of grammar, that is, the inflections and syntax, are pre­sented in the order of their importance, and with due regard to their difficulty and complexity. This applies also to the order in which the vocabulary and idioms are introduced. The prob­lem of determining the relativ-e importance and difficulty of the facts of language is, of course, an extremely complicated one. Toward its solution a great deal can be ttccomplished ex­perimentally; a great deal also depends on our knowledge of the laws of memory, association, etc. 
In the second place, the direct method is indu.ctive. The rules come after the examples. They are based upon the ex­amples and derived from them by the pupil himself. It is characteristic of the method also that the examples should be as numerous as possible, and that they should be repeated sys­tematically. 
The third point of difference is to be found in the insistence by the direct method on the exclusive use of the foreign lan­guage in the classroom. The time given to the mother tongue is so much less precious time given to the foreign tongue. It is claimed also, and this is a consideration of much ~eater weight, that the use of the mother tongue diverts attention from the one to be learned, and interferes with the formation of new habits, and that the direct association of the 6bject, ac­tivity or condition, with the word or phrase which describes it in the foreign language, is stronger and more lasting than the association through the intermediation of the native language. Naturally, since the direct method insists on the use of the for­eign language, it must attach the greatest importance to a cor­rect pronunciation. 
We may examine the book to see how it conforms to these 
principles. 
The introduction, which contains an account of French spell­
ing and sounds, is to be commended for selecting the most im­
portant facts and for their effective presentation. Vietor 's 
table of vowels and consonants is given. It will probably not 
be necessary or even desirable to insist in the class on this clas­
sification as such. Very important, on the other hand, are the 
accompanying directions for the formation of these sounds. 
They will prove of great assistance even to the teacher who has 
no phonetic training if only he has a good pronunciation, and if he meditates on the mistakes and difficulties of his pupils. Perhaps it might have been well to call attention to certain differences between nearly equivalent French and English sounds, and to insist, for example; on the dental pronunciation 
o:li the French t, d, 1 and n; on the sharper sound of the s, on the more pronounced voicing of the z, etc. ; and especially to insist on certain general differences, such as the greater en­ergy, tension and distinctness, and the more advanced basis of French articulation. 
The alphabet of the International Phonetic Association is used in the account given of French sounds. Along with each symbol, when it represents a difficult sound or one which has a variety of spelling, is given a list of illustrative words. The best method of teaching rules of French pronunciation will be to let the pupil formulate them for himself on the basis. of this material. 
The phonetic alphabet, thus introduced in the first chapter of the book, is used but sparingly thereafter, and only in the case of difficult words. Under the circumstances, it may be asked whether it was worth while to use it at 1111, since to some it may appear to have been introduced only to confuse the pupil, who is required at the same time to wrestle with the difficulties of French orthography. By those who believe in the value of phonetic transcriptions, and those who would like to have an opportunity to come to some conclusion on the sub­j-ect it will be regretted that the authors did not use it exclu­sively through a number of lessons or even through the book. 
The vocabulary contains from fifteen hundred to two thou­sand words. This number will be found rather large if the book is to be covered in a year. They are always grouped into sentences, and the sentence is considered as the unit of spee:h. The sentences are used by the students in asking and answering questions, and in connectetl narrative passages, that is, pri­marily for the expression of some meaning. The work in the classroom is, of course, entirely oral. It is necessary to begin with the question and answer method, but it is advisable to combine this as early as possible with work based on connected passages. The sentences are short, and diffi0ult and unusual 
words and idioms are avoided. This exclusion applies to many idioms which are frequent occurrences in colloquial style; for example, to certain uses of aussi, bien, par exemple, va, etc. The aim is rather to supply a vocabulary which will be service­able for reading, and at the same time useful as a medium of conversation in the ordinary circumstances of everyday life. There is great danger that in undertaking to furnish a vocab­ulary equal to all emergencies, the necessary practice and repe­tition will become impossible, and the attempt should not be made at this stage, and is not made in this book. The size of the vocabulary will depend in the last analysis on the amount of ·work done by the pupils. If translations are entirely omitted-and the method in its purity requires this-the prob­lem of obtaining careful preparation outside of the classroom becomes more difficult. However, the problew can be solved, llnd is s-0lved by successful teachers. The advantage is that greater demands are made upon the resourcefulness and in­g-enuity of the teacher-if he has any. 
As far as possible the dialogue is to be acco111panied by ges­tnres and action on the part of teacher and pnpil. For in­stance, the pupil says: Je m 'assieds, J 'ouvre la fenetre, Je leve mon bras, etc., and suits the action to the word. The au­thors -0f our book arc firm believers in the efficacy of this method of re-enforcing the memory, and its use is indicated throughout the book. 'rhe advantages are obvious, the dangers no less so, and the method is only as good as the teacher. It has been said, indeed, that this is true of the direct method as a whole, and that it is dangerous in the hands of a poor teacher. The statement is perhaps truer than it seems to be to the suc­cessful and enthusiastic advocates of the method. 
To the potential teacher our book offers many ingenious devices for stimulating interest and attention. Not the least effective is the systematic endeavor to induce the pupil to dis­
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cover for himself the rules of inflections, word-order, agreement, etc., by placing before him the material from which he may derive them. The value of this procedure is so obvious that doubtless no teacher ever failed to make use of some of it imtinct­ively. It is clear that a rigorous application of the method will involve a great expenditure of time, and also that the pupil 
may be called on to make so many discoveries that he will lose his zest for exploration. Perhaps, too, it is not safe to assume that the interest which t)l.e pupil takes in the induction is a measure of the depth of the impression. All teachers know the gulf between the knowledge of a rule and the ability to apply it. In this book the method is not carried to excess. Indeed, the total amount of grammatical information, including the part which is taught in this way and the part which is taught directly, is kept within moderate bounds, as it should be in an introductory book. At the end of the book is given a resmne of the grammatical information which is Scattered through the various lessons. 
The book contains a number of attractive illustrations, so:ne of which are intended to supply material for conversation and description. 
It is recommended to the attention of teachers who arE' not familiar with the direct method, and it is recommended for use to those who feel equipped for the task. 
Kullmer, Oha.rles J., Ph.D., A Sketch Ma.p of Germa.ny, Kra. mer Publishing Co., Syracuse, N. Y., 1912, pp. 32. Dr. Kullrner is already known to many modern language 
teachers, and especially students of Goethe, for his rich finds in the little town of Pobneck and its archives of new data re­lating to the history of Hermann and Dorothea. These he pub­lished a few years ago in a book entitled "Pobneck und Her­mann und Dorothea" (Heidelberg, 1910). They have added greatly to our interest in the scenes, the characters and their prototypes. Perhaps his acquaintance i11 equally large among professional and amateur astronomers since his invention of the "Star Finder," a simple little instrument that shows his mechani~al ingenuity and his skill in making complicated things seem delightfully simple. To his interest in science and its methods is largely due his success in making the classroom work in modern languages more interesting and efficient. 
Efficiency is the well-worn watchword of the hour, and we modern language teachers are fully aw.are of it. We must and 
The University of Texa,s Bulletin 
will meet squarely the challenge to produce results, tangible re­sults worthy of the efforts we demand of our students. The touchstone of efficiency in modern language teaching is today the student's ability to use the foreign idiom in a practical way. It is not a bad sign that as a class we modern language teachers welcome whatever bids fair to bring us nearer our goal. At the same time it is well to remember that, as language itself is only a means to an end, a practical command of it can never be anything more than a stepping stone to something else. We must strive for something higher than what is usually implied by a practical command. The study of a foreign lan­guage, it seems, should among other things furnish the stu­dent's mind with new stimuli, should bring him into sympa­thetic contact with the environment, life and culture of a nation different from his own. It will thus help him overcome any propensity to national provincialism, it will broaden and quicken his human sympathies and just so far increase his value to society. To attain that end a practical command in its widest sense is an invalua.ble means. 
In teaching a modern foreign language live teachers have long felt the need of offering a wide variety of facts concern­ing the land and people in question-what the Germans so :fittingly call the "Realien," the realities, the real facts about a nation. The new way has amply justified itself. In recenL years our text-book makers have been trying to meet the de­mand for a proper selection and an effective method of presen­tation. In the latter class Dr. Kullmer's "Sketch Map of Ger" many" forms a class by itself. It has struck a new path. Its outstanding features are the free hand outline map of Germany and "The 2x3 Diagonal Method" of drawing it. The method is simplicity itself, and the text gives full directions for mak­ing it. Personally, I never before ventured to draw a map of Germany before my class. This method has given me the sense of mastery that drives away all fear, a feature that adds much to its pedagogical value. 
'rhe booklet contains twenty-four outline maps with explan­atory text-each map devoted to one topic presented in such graphic fashion as to impress itself forcibly and in clear out­line upon the mind. Together with habits of close observation and accu.rate reproduction the student acquires a stock of in­teresting information about Germany, its rivers and mountain systems, its geological character, the distribution of racial types within its borders, its dialects) the relative size and lo­cality of its political divisions, the number, character and loca­tion of its most populous-cities, its universities and technical "Hochschulen," its principal railway routes, outstanding fea­tures of the Germany in Roman times. Besides, the booklet contains a map showing that both Texas and Germany are big­ger than those perhaps think who glibly state that Texas i11 larger than all Germany, and finally, a map suggesting a sum­mer's trip off the beaten track-to introduce the foreigner to the Germany of the fairy tales and Christmas delights. 
The success of the book in the classroom is, as the author himself states, undoubtedly due to the fact that it combines two modern ideas : (1) The teaching of the ·"Realien" in lan­guage work, and (2) the graphic representation of fact. It certainly puts the student in possession of just the facts we ourselves would be glad to have at our fingers' ends and cer­tainly expect our students to know. The resourceful teacher will find many uses for it in the classroom ; it has proven itself of special value in developing the power to write original com­positions in the foreign language-beginning with simple ques­tions and answers about things of interest to the student. Its mechanical makeup is a deliglit to the eye. 
Encouraged by its success, Dr. Kulhner, this time in collabo­
ration with Professor Cabeen, head of the Department of Ro­
mance Languages at Syracuse University, has just issued from 
the same press a book applying the same general principles to 
France and its people, but with the addition of questions in 
French. 
J. LASSEN BOYSEN. 
University of Texas.