to South America is advocated by a majority of the responding administrators.

(5) The introduction of noncollege preparatory courses in Spanish on a functional nontechnical basis is being planned in a large number of schools.

Other changes contemplated are:

(6) A more extended use of radio, recordings, films, contacts with Spanish-speaking people in the community, newspapers and magazines, excursions, and correspondence with children of Latin America. (7) The organization and promotion of Spanish clubs, pan-American forums, assembly programs, and other activities emphasizing interAmerican friendship.

(8) Greater correlation of the work of the Spanish classes studying Latin-American culture with that of geography, art, dance, music, history, literature, and other classes.

Examples of Changes in Emphasis.

It is evident, of course, that the changes contemplated in some schools are well under way in others. In some schools certain of these emphases are already accomplished facts and curriculum committees. are exerting every effort to translate others of these goals into practice. A few examples taken from Spanish courses will illustrate some of the changed emphases.

The following examples illustrate the increased cultural emphasis:

There is an adage which runs "To know a person is to like him." Upon this thesis the Spanish course of San Jose (California) is based. An intellectual awareness of our geographical neighbors seems more pertinent and necessary than ever before. However, there must be more than just an There must be a real basis of understanding. It is recognized that these understandings grow from the knowledge and the appreciation of a people and their culture, their lives, and as far as possible, their hopes and aspirations as evaluated in the light of their environmental needs, past and present.

awareness.

Detroit offers a survey course in Spanish culture to students who are taking a commercial or general course and wish some knowledge of Spanish and the Spanish-speaking countries and their contributions. to civilization. "Through an understanding of the customs, temperament, and environment of these peoples, the students will become better neighbors of the Spanish-speaking countries south of the United State."

Even in college preparatory Spanish classes, such as those in the Palo Alto (California) High School, time is allotted to the study of our America neighbors. A 15-week period is devoted to Central and South America, and an 11-week period to Mexico. The following material is covered for each country as thoroughly as time will allow:

McDonnel, Eleanor. The Contribution of Foreign Language Instruction to Social Understanding.

(ms.)

Geography-races; general history; economic conditions-products, industries, needs, etc.; legends, life and customs of the people; religious and secular holidays. Magazines, newspapers, stereographs, films, flags, maps, posters, radio, victrola, piano, games, dancing, and lectures are used in this study. The classes recently have made recordings of their own singing of Spanish songs.

In the Spanish classes of Rockville, N. Y., a continuous emphasis is placed on cultural information throughout the 3 years of Spanish. In Spanish I familiarity with the geography, products, and holidays. of South and Central American countries is stressed. In Spanish II there is a more intensive study of the products, history, and geography. In addition, the life of the people, their outstanding artists, musicians, and the dance forms typical of various countries are studied. In Spanish III more of the reading is done in Spanish, and pupils make individual studies and report on outstanding leaders, such as O'Higgins, Morelos, Hidalgo, and Sarmiento; famous authors, Blanco-Tombona, Darió, Rodó; and noted artists, Quiros, Orozco, Covarrubias, Salas, Rivera. In each of the 3 years there is stressed an alertness in finding current newspaper refrences to these countries and to inter-American relations.

The study of Latin American countries is a part of the regular course of study for the Spanish classes in the New Castle Senior High School in Pennsylvania.

We try to become acquainted with these people, their history, their geography, and their customs, in order that we may better understand and appreciate them. To promote friendship, some of our students write letters to boys and girls in these countries. They ask each other about their country, families, movies, banks, schools, sports, and they exchange pictures and sometimes small gifts. A former teacher of the school who is now teaching in South America spent an entire day with our Spanish classes telling them about the countries and answering their numerous questions. We have sent three yearly subscriptions to the Spanish Reader's Digest, one to Panama, one to Argentina, and one to Ecuador. In addition we are placing the magazine in our own school library. We are recommending to our Spanish students, books in English about South America, and we are furnishing material to be used in classes other than Spanish. And finally, and probably most important of all, we are learning to speak their language, Spanish. The following are descriptions of noncollege-preparatory courses in Spanish:

Philadelphia has introduced informal courses in Spanish in the seventh grade of the junior high school. These are 3-hour-a-week courses, affording an easy and informal approach entirely by the direct method and giving the pupil enjoyable and profitable contact with the language before beginning the more formal study in the ninth grade.

In East Aurora High School in Aurora, Ill., the largest enrollments in Spanish classes are in the noncollege classes in which the culture of

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the South American countries is studied thoroughly. Pupils make beautiful notebooks on various aspects of the culture and read many books and magazines in English. Films, radio, and recordings also are used extensively.

Houston, Tex., has developed a series of general courses in Spanish.' The following quotation indicates some of the more important purposes aimed at in these courses:

The main purpose of these courses is to stimulate an interest in Spain and Spanish-America in order to give the student a broader outlook, a greater appreciation, and sympathy for his own country and civilization. It is hoped that this background will project itself into the larger field of panAmericanism, with an appreciation of the value of the latter in the Western World today. It is hoped that the student will acquire some knowledge of the history and geography of Spain and Spanish America; something of their cultural contribution to the world, as represented by their painting, literature, music, dances, architecture, science and invention; something of their people, their aspirations, their social, political, and economic conditions.

It is hoped that the student will have sufficient knowledge at the conclusion of the course to recognize examples of Spanish music when heard on the phonograph or radio, pictures of world-famous Spanish or SpanishAmerican monuments, and to identify a reasonable number of personages outstanding in the historical or cultural development of Spain or SpanishAmerica.

It is hoped that the student will develop the ability to speak Spanish understandably, to understand short sentences in spoken Spanish, and to read simple Spanish.

7 Curriculum Bulletins. General Courses in Spanish I, II, III, and IV, Houston Public Schools, Hous ton, Tex.

Chapter II: Studying the Culture of Our Southern Neighbors

M

Through English

OST OF the 671 school systems in which Spanish is taught also are offering opportunities for students to study the culture of our Spanish and Portuguese-speaking friends in courses other than Spanish. In addition, 1,250 administrators reported that, though Spanish is not being taught in their school systems, opportunities are provided for the study of other American republics through the medium of English. These opportunities are provided in special courses and in units of work of other regularly organized courses in the curriculum.

Special Courses.

Of the courses specifically designed to acquaint pupils with our southern neighbors,' Latin American Relations was mentioned most. frequently. Pan Pacific Relations courses were referred to by approximately half as many administrators and by those chiefly from the Pacific and Southwestern States.

Though not so specifically named, the course most frequently referred to as dealing with the other American republics was International Relations. Courses so named are offered in a considerable number of schools, and increasingly larger proportions of time are given to inter-American relations. Courses in Latin American History, South American History, and Spanish Civilization are being offered in a small number of schools. Units under the same names as these courses are to be found in the various social science courses of other schools.

Examples of Special Courses.

The course in Latin America in the high school of Tulsa, Okla., begins with the geography, the physical features of the countries, and the characteristics of the people. The history of the explorers and the conquistadors, of colonization, and of independence movements are then considered. Following this general introduction, each of the countries is studied in detail. The course concludes with a study of inter-American relations.

1 Question 5 of the inquiry form was: "How many schools under your supervision offer courses in International Relations, Pan American Relations, Pan Pacific Relations, and others of similar nature?" Question 6 asked for a report of titles of units or courses in which instruction is offered on the history, geography, etc., of the republics to the South.

It is believed that units on Pan American Relations included in other courses as well as complete separate courses on the subject were frequently checked in question 5; for the responses from 653 elementary and 288 secondary schools that were offering courses in Pan American Relations seemed unusually high.

Altoona, Pa., has developed a senior high-school course in Latin American History, around the problems of hemispheric solidarity: geographic environment and racial components and the problem of unity; nationalism and democracy since the World War; economic problems of hemispheric solidarity in establishing an economic regionalism of the States of the Western Hemisphere that will be mutally helpful; the pan-American movement; cultural ties in the Western World and how they can be developed.

The District of Columbia has an elective course for high-school juniors or seniors in Latin American History which aims: (1) To give pupils a knowledge and appreciation of the history, culture, and civilization of Latin America as a background for an understanding of current American relationships. (2) To develop a feeling of copartnership and of common responsibility in the solution of the problems of the Western Hemisphere. (3) To create a realization of the growing significance of Latin America in the economic and political affairs of the world. (4) To awaken a sympathetic interest in the problems faced by Latin-American peoples in working out their political, economic, and social well-being. Main topics considered are:

I. How the Development of Latin America Has Been Affected by the Basic
Factors of Geography, Native Inhabitants, and European Background.
II. How Latin America Was Explored and Colonized.

III. How the Latin-American Nations Gained their Independence. Heroes
and Reforms.

IV. How Latin America has Developed Since Independence The People, Social Life, Cultural Development, Economic Life, Political Institu tions, International Relations.