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A Program of Hispanic Studies for the College Student

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A Program of Hispanic Studies for the College Student DOCUMENT RESUME ED 040 639 FL 001 866 AUTHOR London, Gardiner H.; Mead, Robert G., Jr. TITLE A Program of Hispanic Studies for the College Student. INSTITUTION American Association of Teachers of Spanish and Portugese.; Modern Language Association of America, New York, N.Y. PUB DATE May 61 NOTE 23p. JOURNAL CIT Hispania; v44 n2 p383-406 May 1961 EDRS PRICE EDRS Price MF-$0.25 HC Not Available from EDRS. DESCRIPTORS *College Students, *Curriculum Design, Curriculum Guides, Educational Counseling, *Language Instruction, Literary Criticism, Literary Genres, Literary History, Literary Influences, Literature, Literature Programs, Modern Languages, Portuguese, Romance Languages, Second Language Learning, *Spanish, Spanish Culture, Spanish Literature, *Teacher Education, Teacher Qualifications ABSTRACT In this paper on Hispanic studies, seven major areas of thought are developed. The classification ofmaterial includes: (1) the Spanish major in today's world, (2) learning the language, (3) history and the structures of the language,(4) literature and literary scholarship, (5) Spanish peninsular literature,(6) Spanish American literature, and(7) Portuguese and Brazilian studies. Frequent reference is made to specific literary texts. Anappendix contains the 1959 guidelines of the Modern LanguageAssociation of America on qualifications of teachers of modern foreignlanguages. (EL) U.S. DEPARTMENT OF HEALTH, EDUCATION 8 WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. A PROGRAM F HISPANIC STUDIES FOR THE COLLEGE STUDENT GumiNull. LONDON AND Plonpn-r C. Alr.An, JR. University Of C01111eCilell From: Hispania; Vol. 44, No. 2, May 1961. Prepared under the auspices of the Amrntc.AN ASSOCIA1 10:.'s or TLACIIIT$S 01' SPANISH AND POIIILIGLIESE AND MonrnN LANCJIAGI ASSOCIATION OF AIMPIIICA Second and Revised Edition 1961 "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED 383 BY 11.1iIglat? TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICEOF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSIONOF THE COPYRIGHT OWNER." A PROGRAM OF HISPANIC STUDIES 385 PREFACE TO 1961 EDITION of leadership, and we have no choice but In May 1955 Hispania published "Ato assume the responsibility which goes Guide for the Spanish Major" by Robertwith this role. Our success as a champion G. Mead, Jr. and Gardiner H. and Kathrynof the free nations in the struggle for London of the University of Connecticut.men's minds will depend on how well Severalthousandoffprints were madewe discharge this responsibility. And in and sold before the "Guide" went out ofthe last analysis our success will depend to print. In a discussion of the need for aa very large extent on how our enlighten- revision of the "Guide," it occurred to used citizens react as individuals to our new that the other AATs might like to pro-place in the world. The sciences, the pro- duce corresponding guides. In thefallfessions, and the humanities all have their of 1959 I wrote to the officers of each ofparts to play, for it is through education the five .AATs and got enthusiastic re-especiallyhighereducationthatthe sponses to the suggestion. Before or dur-younger generation must be made aware ing the 1959 annual meetings each AATof the grave problems confronting our had selected two editors and on 19 andcountry and the world today, and taught 20 February 1960 they met in New Yorkhow to analyze them rationally as free- with Professors Mead and Londonto thinking individuals. establish criteria and agree on a working It is the purpose of this Program to help schedule for the production of programsthe student progress toward this ideal by for college students of French, German,offering a variety of suggestions, the ac- Italian, Russian, and Spanish. ceptance of which will naturally and right- I have seen drafts of these programsly depend on the facilities of his school, and know how ably they have been assem-the quality of itsinstruction, the time bled. My thanks and congratulations goavailable, and the maturity and ability of the to the authors for the skill and devotionstudent. These suggestions obviously can- with which they have worked. I am par-not be fowwed all at once; the essential ticularly happy to see a joint MLA-AATpoint is that they be considered thoughtful- enterprise brought through to such a fruit-ly and acted on conscientiously. ful conclusion. It isclear that a narrow, "academic" Copies of this Program may be purchas-knowledge of the language and literature ed for $1 each from Prof. L. H. Turk,of Spain and Spanish America, limited DePauw Univ., Greencastle, Indiana. in its scope to the literary language and the worksofarelatively few outstanding DONALD D. WALSH writers, will not suffice a student who Director, aspiresto the ideal just expressed. For MLA FL Program Research Centerlanguage and literature,since they are related to all the facets of man's life, re- I. THE SPANISH MAJOR quire for their proper interpretation some IN TODAY'S WORLD understanding ofthe geography,racial The present international position oforigins, social structure, economic develop- the United States presents a clear chal-ment, politics, national history, and in- lenge and a great opportunity to our in-ternational relations of the countries con- stitutions of higher education as well ascerned. This does not mean that a student to their faculties and students, for theymust think that a work of literature is all can contribute in different ways towarddetermined solely by the author's race, the a favorable outcome of the grave issuestimes in which he wrote, and his environ- now facing us. Inthis crucial period hisment, as did the French critic Hippolyte tory has thrust upon our country a positionTaine, but it does mean that he ought 386 HISPANIA not to believe that literature is producedcasional courses in conversation,compo- magically and in asort ofartisticor sition, and cultural history. aesthetic vacuum. In other words, he should A few colleges or universities offera be aware that there isa relationship be- programofstudies,frequentlycalled tween a writer's work and his times, and HispanicStudiesinwhichthelan- be capable of seeing such relationshipsguage has a secondary role. It is a pro- when they exist.1 gram made up of courses in the history, What courses should a student major-geography, economics, etc. of the Spanish- ing in Spanish take? The idealanswer, ofspeaking countries of the world, and is course, is to try to cover the field of Span-useful for those who plan to entersome ish offerings. Some collegesmay have afield having more or less directconnec- limit to the number of courses allowed intions with the Spanish-speaking world, .he major field of study, but the studentwhether in commerceor in a govern- should include as many differentcoursesmentaloffice.This typeof program, as he can. Consultation with the majorthough it may appearmore "practical" than adviser is valuable and should result inthe purely liberal arts major in Spanish the planning of a variedprogram whichliterature, nevertheless often hasa liberal would include selectedcourses in relatedarts orientation, rather than a purely pro- fields. An excellent subject for allstu-fessional or commercialone. dents is elementary logic, and students in b) Commercial orientation. There the humanities will also do wellto take are survey courses in philosophy and psy-some schools, seldom those offering a col- chology. In a well-integrated liberal lege degree, which specialize in business artscourses and in which one may also study program a study of the history and litera-Spanish, of a type which has ture of other nations is worthwhile and, for a more direct bearing on the world ofcommerce than language students, indispensable. Thosethat taught in the liberal arts school. In who contemplate graduate work in Span-such ish are well advised to study Latin for schoolstheforeignlanguageis atsecondary to otherconcerns such as ac- least two years in high schoolor a year in college. counting, typing and shorthand, market- ing etc. a) The liberal arts orientation. Inmost As the student advances in his college colleges and universities foreign languagescareer he should learn to synthesize, to are taught as part of the liberal arts pro-see his increasing knowledge in "whole gram; that is,part of a program whichpictures." This may be accomplished by has as its traditional ideal,not a trainingdeveloping certain habits of study and for making a living, but rather providingthought: first he must learn the discipline the student with a wider view,an under-of acquiring the facts relatingto a given standing of the physical and intellectualproblem; and then he must relate these universe in which we live. As partakingfacts to each other to comprehend the of thisorientation the specialization insignificance of the whole. He must de- Spanish is aimed at offering another viewvelop and sustain his intellectual curiosity, of the universe, in this instance, throughlearning to ask himself questions bearing a new language, a different culture, theupon his reading. When he comes across history of different peoples. In general,a new term or an unknown figure or event and this should be kept in mind, thepro-in history, he should consult an encyclo- gram of specialization in Spanish consistspedia or other appropriate reference work. largely
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