Albuquerque morning journal., 1915-11-25

tion speak The language. one Of great
national need and of great potcntia
vuiHe Go the rising generations ir
their future business intercourse with
those rich and undcveloped countrie;
of which we have already spoken
owing 10 the nationwide interest. the
day IS not far distant when Spanish
will be one Of the required high
school subjects and I hope, obligatory
iu the state Of New Mexico.
What Language to Teach.
i In very Interesting brochure en-
titled The National Need OF span
ish prepared by Professor Luguiens
| OF Yale university, he states that
/ teachers must teach the Spanish of
/ South America, not. as now, the
Spanish Of Spain only South
American spanish can give us what
we want Director Peter II. Gold
| smith of the American Association
/ for International Cancellation. Pam
I American division dissents strongly
| from the above conclusions Of Pro-
/ fessor Luguiens. l am in harmony
/ with Mr.. Goldsmith's dissentlon. In
I pointing out the difference between
/ the Spanish of Spain and that of
/ South America the professor says
! that "the most evident. that Of pre-
nunciation. is of no Importance at all
/ for the question in hand No doubt
| he will agree with what | have 10 say
/ as TO this. But. now comes Prof. G.
/ f. Aviles for fifteen years a profess
sOr in the City OF Mexico. director for
/ several high schools in said city and
at Herm0sillo, state of Sonora, etc.,
( etc and says. with reference TO his
I visit TO the Spanish classes in Kansas
( CITY, Mo, that the teachers pretend
TO pronounce the language with the
spanish accent He seems to dissent
I very strongly from the pronunciation
! which Professor Luguiens deems of
no Importance II may be that Pro-
I fessor Avilps has in mind the accent
or enunCiaton as used in some prov
nces Of Spain having different dia-
/ lccts; certainly he does not refer to
the cultured language.
Professor Luguiens adds; But
there is a vital difference IN what the
Z two languages connote. so TO speak
Of the people who use them Such
abstractedness from the proper con-
sideratiOn Of the main subject, per
/ tains more to the realm of the study
Of the sociology, economics, history
and geography of those countries
than 10 the study of the language in
IT'S relation to the proper form and
use, as sanctioned by grammatical
and literary authorities of both Spain
and South America and mere am
biguities are not conducive to the
proper eiucidation of sound reason
, ing. Connutation is dangerous
freak which should not be permitted
10 grow II is wise 20 learn the Span
Z fol, 1aV 90 NNrh 3
according to the grammar Of Bello
or that of the Spanish academy and
the select modern literature of both
countries: and, when this has been
accomplished the use Of provincial
isms, or local idiomatic expressions,
may be used "ad libtum,' according
TO the environments-wh when in Rome,
do as the Romans do. Considering
the great affinity Of the Spanish Ian
guage with euphony. the pronuneia-
ton Of the &c" before sc" and '4,
the double 'r' and - can easily be
reduced TO such minute proportions
that II viii not offend. though il may
still be agreeably noticed, the ears Of
the most fastdious, Such reduced
pronunciation is used by many in
Spain, and. also, by cultured scholars
in Mexico. Central and South Amer
lea.
1t is not superfluous to mention
that in speaking. with reference to
the interest of preserving the unity
OF the language renowned COlum-
bian academician has said: In
order that the work may be harmon
iOus ana conducive to good results,
all those corporations Creferring to
academies-T) must be. with reason
able fidelity, subordinate to the prin-
ciple literary center of Spain as the
most qualified depository of the ira
ditions OF the language"
There is only one kind Of Spanish,
and that is the correct Spanish.
Teachers.
The success to be achieved from
the study of Spanish depends prin
cipally on the teachers. who must be
chosen, solely, for their qualification.
The following excerpt from report
Of the United states bureau of edu-
cation contains all that is necessary
to he said on the subject.
aside from the ability to teach,
and the general culture necessary for
every instructor, the modern lam
guage teacher should have thorough
practical command Of the language,
a solid knowledge of its literature,
both ancient and modern, ana an ac-
qualntance. first-hand If possible,
with the life of the people whose
language he assumes to teach. He
should know thoroughly the gram
mar of the language, and if he has
some knowledge OF its historical de-
velopment, it will prove of great ben
cfit to him in his work. He should
be able TO read the language about
as easily as he would read similar
matter in his native tongue: he
should be able to write a letter or.
other composition without gross mis-
takes in grammar on idiom he should
pronounce the language with accur
acy and above all he should
he able to carry on an ordinary con-
versation with comprehension and
without undue hesitanCy This de-
gree OF attainment win usually re-
quire period of residence and study
abroad unless unusual opportunities
have been enjoyed at home; in any
case, residence abroad, even for a
short time, is greatly to be desired
and should be the aim Of every seri-
GUS teacher. In the meantime, deol
fccts OF equipment can be remedied
ia part by the reading of foreign
books and periodicals, by attendance
az American summer schools, and by