Evening star., 1931-06-21
|PAN-AMERICANISM GAINS
THROUGH STUDENT TOURS
Summer Visits of University Members
to Latin Countries Create
Understanding.

OF course, the Summer excursions Of
American teachers and students through
Latin America will not suf1ce to secure
such comprehensive knowledge, but
they are contribution, q step forward,
IN the attainment Of that goal.
Development to Be Seen.
The visitors will have an opportunity
to observe at first hand social and eco-.
nomic conditions in the Southern coun-
tries. They will witness the tremendous
, material development which Is taking
place in them and the efforts displayed
by their inhabitants to spread modern
civilization and higher standards Of nv-
ing In spite Of the critical economic
situation.
They win get at least q glimpse Of
their political institutions and their
systems Of education. And, above all,
they will come in contact with the In
tellectual people Of Latin America, be-
come acquainted with their modern
trends, and learn of their ideals, and
(why not say sop their "side Of the
story" in this Pan-American issue which
is becoming day by day the paramount
problem of international relations.
Not long ago the Pan-Amer1can Union
gave out a press release describing the
increasing interest Of American univer-
stiles and colleges in the study of Latin
America. The life, customs, history,
literature, trade conditions, political life,
geography, climatology, geology and
archaeology of Latin America at present
constitute the subjects of 434 courses
dealing with the neighboring countries
which are being offered at 209 American
colleges and universities.
History Ignored.
To emphasize this growing culture
interest In Latin America the "cony
munique" observed that IS years ago
there was no institution of higher learn
ing In the United States where the study
Of the history and present-day condi-
tons in the American republics of
Latin origin was considered sufficiently
important to devote single course to
their discussion.
In 1895 the University Of California
ventured into the field with course
entitled Spanish American history and
institutions" AS late as 1904 only two
other universities, Columbia and Texas
had followed the example Of California,
seeing the need Of scholarly interpre-
tation of Latin America. Harvard and
Illinois followed in 1909 and 1915, re-
spectively. BY 1915, therefore, only i've
universities were making an effort to
acquaint their students with the 20
nations that share the American CONT
nent with the United States and
Canada.
In 1925, and mainly as a conse-
quence Of the fact that the Latin
American countries were brought into
the limelight as result of the World
War. a great change had taken place.
In that year there were ITS colleges
ing from elementary matters to semi
mars In subjects of special interest to
advanced students.
Courses Instituted.
In the brief period of the last four
years, according to the Pan-American
Union, "a colleges and universities have
been added to the list. Today 434
courses on Latin America are being
taught in the United States. ranging
from history, literature and diplomatic
relations to trade conditions. govern
ment and institutions.
Nevertheless, praiSeworthy as It Is,
this increasing interest Of American
universities in the nations on the other
side of the Rio Grande does not afford
complete solution to the problem Of
cultural interchange and mutual knowl-
| edge in the Western Hemisphere. Much
more important than the theoretical or
academic knowledge acquired in the
class rooms Is the practical knowledge
resulting from personal contacts and
personal first-hand information. And
this can be secured only by encouraging
| students and educated people In this
country to visit Latin America and,
| II possible. to live there for q reason
able length Of time.
Secondhand knowledge, like any
| thing secondhand, has only q rela-
tive value: a superficial one, In this
IcopyriEht, 1919