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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 of courses in the literatures ofThe same procedure should be followed Spain and Spanish America,withoc- when the student is reading in the fields A PROGRAM OP HISPANIC STUDIES 387

of art, music, etc.,so that he comes toand much has been made of thesepos- realize how broadare the interrelationshipssibilities.2 This aspect of theprogram is which existamong the realms of culture.especially notable whena knowledge of Only through diligent, exacting inquirylanguage and literature has been intention- ar d searching criticism can he advanceally combined with another field of study hisknowledge.Certainextra-curricularsuch as political science, economics, foreign activities, too, can contribute something toservice, business administration, engineer- the improvement of the Spanish student.ing, law, journalism, library science, social If there isa museum in his neighborhoodwork, or art history, to suggest onlya he may find therea chance to broaden hisfew. In many other areas, too,a candidate knowledge of Hispanic culture, and ifwith a knowledge of Spanishmaybe there are other schoolsor large librariespreferred over one without sucha know- nearby he may discover similar possibilities. ledge. Since notevery Spanish major will Such opportunities, obviously, willvary know where to find information about jobs from time to time and placeto place, butin which Spanish will 1e valuable,a few the enterprising student should be alivesuggestions to guide hi sin his search: to their worth. 1. Consultation with a vocationalcoun- There are values to the individualstu-selor or an official of the placement bureau dent at all stages in his Spanishprogram. in the student's college or university who Even though a student never puts his un-will have information about business firms dergraduate training toany direct use in making a livingand where he can apply. It should be under- many do notit stillstood that job-opportunities will also in- remains an important part of his liberalclude positions in such fieldsas journalism, cducation. It will have widened his in- bookpublishing,librarianship, travel tellectual horizon and he will havesome agencies, airlines, etc. understanding of the Hispanic contribu- tions to world culture and especiallyto 2. Writing to the Civil Service Com- the development ofmany nations in ourmission, Washington 25, D.C., to request own hemisphere. He should come to un-information about the many types ofgov- derstand better the viewpoints of the His-ernment jobs for which the student is panic nations, especially when these differqualified. Application forms may also be from our own, andso often become moreobtained from first and second-class post- sympathetic as wellas less provincial oroffices and regional offices of the Civil nationalistic. If he is interested in liter-Service Commission. The student should ature and thearts, he can widen hisask the Commission to keep him notified aesthetic appreciation and critical know-of all examinations in the field(s) of his ledge by using Spanishas wellas Eng-qualification. lish-language sources. In short, thereare 3. Direct application to Firms withcon- countless ways in whichan enterterpris-nections in Spain or Latin America,or ing Spanish studentcan employ his train-to those with a large export business. This ing. None of them may show results direct-is a growing field, and the names of such ly in dollars and cents, but almost all offirms may often be found in the reference them will contribute toa deeper under-room of a college or public library.3 standing of the universal elements of the 4. Registration in the placement bureau human mind and spirit and the realizationof a college or commercial school where of the fundamental affinities of mankind.further studies are taken in commercial There are, of course,many "practical"Spanish, stenography, foreign trade, etc.' ways of turning a specialization in Span- 5.Registration with an employment ish into a clear advantage in jobhunting, bureau in a large city specializing inopen- 388 HISPANIA ings for those with a knowledge of foreign Study in Latin America. languages. Many students majoring in Span:share Some Spanish majors contemplate grad-preparing to teach the language, frequently uate work toward an M.A. or Ph.D. de-in combination with one or more other gree, and for them many institutions offer-subjects, in our schools. Languages have ing graduate work in Spanish, have avail-long been a part of the secondary school able scholarships, fellowships, or teachingcurriculum and at present there is also a assistantships. Most of these carry exemp-rapidly growing movement to increase the tion from tuition and a certain stipend.teaching of languages in primary schools. The student is usually required to teachA number of factors may make these fields elementary classes or perform other dutiesof teaching more attractive, for salary levels for a specified number of hours per week,in many states are rising and a very large and he carries a proportionately reducedexpansion in pupil enrolment is anticipated program of work. Those who hope to teachwithin the next few years. It should be re- Spanish at the college level should remem-membered, however, that requirements for ber that today the Ph.D. is required ofteaching certificates vary considerably from entering instructors by an increasing num-state to state, and call for completion of a ber of institutions, and it certainly is es-certain number of courses in education. sential to anyone who desires scholarly ad-The student who plans to teach Spanish vancement. Information about these op-in the elementary or high schools, then, portunities is usually available from theshould learn the requirements of his par- institutionsthemselves,andinterestedticular state, and at an early stage in his students should consult their own instruc-college career should consult an adviser tors as well as communicate with the headsin the school of education in regard to of language departments of a .aumber ofthe planning of his program. colleges and universities. A list of depart- Inthelastdecade, and particularly ment heads is published annudly by thesince 1957, when Russia launched the first Modern Language Associatialinthesatellite or sputnik, there has been a not- directoryissueofitsjournal, PMLAable increase in the teaching and use of (Publications of the Alodern Languageforeign languages in the U.S. Enrolment in Association), which is available in mostlanguages at all levels has expanded at a college libraries. rate faster than that of the over-all school Undertheprovisionsofthe1958 population, and the federal government, National Defense Education Act, a num-in an effort to upgrade the quality and ber of threeyear fellowships forstudyaugment the supply of language teachers, toward the PhD. in modern languages hasin 1959 financed the establishment (under been made available to certain universitiesthe NDEA) at certain colleges and uni- throughoutthecountry. The Spanishversities of summer (and a few year-long) major should watch his college bulletininstitutes for secondary school teachers of board for announcements of these NDEAmodern foreign languages. These insti- fellowships. There are also other sourcestutes reached a total of more than 60 ofinformationaboutfellowshipsandin 1961, and in them almost 4000 instruc- grants available to qualified graduate andtors will be trained in the latest methods undergraduate students. UNESCO pub-in teaching languages (including the most lishes an annual compilation called Studyeffective use of electronic equipment). Ex- Abroad, usually available in the collegeperimentation in new approaches to and library's reference room, and the Panbetter teaching in the field of languages American Union (Washington 6, D.C.)has now attained a level far in excess of issues yearly a pamphlet called Grants forany reached in previous years. A PROGRAM OP HISPANIC STUDIES 389

In 1952 the Modern Language Associa-well as engaging in other activities related tion of America established its Foreignto the interests of teaching Spanish and Language Program in an effort to gainPortuguese. Yearly membership dues are wide public recognition of the increased$5 for regular members and $3 for stu- need for language competence in the U.S.,dents, and include a subscription to His- and to improve instructional methods, lay-pania. Further information may be secured ingparticularstresssupondeveloping from the Association's Secretary-Treasurer, audio-lingual abilities in our students. ThisDr. L. H. Turk, DePauw Univ., Green- FL Program has expanded considerablycastle, Indiana. and now, ably directed by Professor Donald D. Walsh and known as the FL Program NOTES Research Center (70 Fifth Avenue, New1 The followinglistincludesa number of York 11, N.Y.), it has become a sort of sources in which can be found comprehensive national clearing house or, information cen- or incidental information relating to many as- pects of the Hispanic world which will help the ter for the language profession, amassing studentacquiretheintegratedbackground strategic data, performing research in many knowledge mentioned above. These sources are areas, issuing numerous publications on by no means exhaustive, and no claim is made to their superiority. They do represent, however, language topics, and sponsoringconfer- a selection of books which is broad, authorative, ences of leaders in the field. and likely to be available in many of the insti- tutions offering advanced work in the Hispanic The U.S. Office of Education (Wash-field. In numerous instances these books have ington 25, D.C.), too, has greatly expand- gone through several editions, and it is advisable ed its activities in the language field and to consult the latest one available. its Language Development Section, under GEOGRAPHY: Joaquin Pedro de Oliveira Martins, Historic de la civilizacion iberica; Pres- the competent direction of Dr. Kenneth W. ton E. James, Latin America; Ray H. Whitbeck Mildenberger, is performing many val- and Frank E. Williams, Economic Geography of able services in the area of foreign lan- South America. guage teaching. HISTORY (including political and cultural history): Americo Castro,Espanaen sac historia; Last but not least, and whether he in-Martin A. S. Hume, Modern Spain; John B. tends to teach or not, the Spanish major Trend, The Origins of Modern Spain; Charles E. Chapman, A History of Spain; Bailey W. should realize the benefits of becoming a Diffie,Latin American Civilization,Colonial member of the American Association of Period; John A. Crow, The Epic of Latin Ameri- Teachers of Spanish and Portuguese. His- ca; Percy M. Ashburn, The Ranks of Death (a medical history of the conquest of the Americas); panics, the official quarterly journal of theWilliam H. Prescott, The Conquest of Mexico, AATSP, contains some 200 pages per The Conquest of Peril, The Reign of Ferdinand issue, has many departments, and pub- and Isabella. ECONOMICS: A. Ramos Oliveira, Politics, lishes material of interest in many fields. Economics and Men of Modern Svain; George There are articles on literature, language, Soule, David Efron, and Norman T. Ness, Latin the history of ideas, teaching methods and America in the Future World. equipment, films, book reviews, etc., and CONTEMPORARY SCENE: Salvador de Madariaga, Spain; Gerald Brenan, The Face of an extensive section called "The Hispanic Spain; Charles Foltz, Jr., Masquerade in Spain; World," which prints key information on Lewis Hanke, ed., Modern Latin America, Con- tinent in Ferment (issued in 1959, this is an political, social, economic and general cul- excellent two-volume paperback set, Anvil Book tural developments in the Spanish andNos. 45, 46, published by D. Van Nostrand, Portuguese-speaking countries, and in thePrinceton, N. J.); GermanArciniegas,The State of Latin America; Hispanic American Re- field of U.S, -Latin Americanrelations. port, the only monthly periodical in this country The AATSP also maintains a Placement which surveys and interprets current events in Bureau, an Oficina de Correspondencia Spain, Portugal, and Latin America. Published at Stanford University under the editorship of Escolar, and sponsors National Spanish Ronald Hilton. Examinations throughout the country, as GENERAL:TheEncielopedirtUniversal 390 HISPANIA

Ilustrada, published by Espasa-Calpe of Madrid, Lacking such experience, however, do,:s is the most comprehensive reference work in the Spanish language and an extmmely valuablenot mean that it is impossible to become source of information for the Spanish student. skilled in handling the languagefar from There is one volume entirely devoted to Spain.it. Proficiency can be gained by making Other encyclopedias, such as the Britannica and the Americana, also contain much informationfull use of all means at one's disposal: about the Hispanic world. conversing with native speakers, practicing 2 Information about such opportunities is to beamong fellow students, reading and writing found in Sources of Employment for Foreign Language Majors and Minors (published inin the languageateveryopportunity, 1959 by the Univ. of Michigan's Bureau of Ap-listening to records and tapes. pointments and Occupational. Information) and The Linguaphone Institute (3512 RCA available from the FL Program Research Center, 70 Fifth Ave., New York 11, N.Y. for $L ABuilding, New York 20, N.Y.), Wilmac similar, somewhat earlier, publication is Theo-Recorders (921 E. Green at Mentor, Pasa- dore Huebener's Opportunities in Foreign Lan- guages (New York: Vocational Guidance Man-dena, Calif.), the publishers, Holt, and uals, 1955. $1.) Also valuable in this connection RCA Victor, among others, issue records is Chapter 4, "Vocational Opportunities for Stu-and tapes for language learning which of- dents of Spanish and Portuguese," of A Hand- book on the Teaching of Spanish and Portuguese, fer good practice in understanding and edited by Henry Grattan Doyle and published in imitating. Recordings of poems, plays, and 1945 by D. C. Heath and Co., and Maximsongs provide similar aural exercise: these Newmark's Twentieth Century Modern Lan- guage Teaching, published in1947 bythe are available from the Spanish Music Cen- Philosophical Library. ter (1291 Sixth Avenue, New York 19, 3 Tile student should realize that most foreign N.Y.) and the Loiraine Music Company countries, like the United States, have regula- tionsgoverning the minimum percentage of(Long Island City 4, N.Y.). See the ad- nationals who must be employed in certain in-vertising pages of Hispania for further dustries and pursuits. For instance, these figures sources of records, tapes, etc. as of 1945 were 90 per cent in Mexico, 66 2/3 per cent in Brazil, and 60 per cent in Argentina. Whatever the methods employed to gain More recent figures for these and other countries fluency, they should be supplemented by can be obtained by requesting such data from a fnw basic books for reference. The most the corresponding embassy in Washington, D.C. 4 Two institutions, for example, which specializeimportant are a good grammar and dic- in the preparation ofstudentsforbusiness tionary. A treatise on pronunciation, while careers related to Spain and Latin America arenot indispensable, is very useful. There is, theAmericanInstituteforForeignTrade (Thunderbird Field, Phoenix, Arizona) and the unfortunately, no single grammar book Latin American Institute (2 West 45th Street,which will solve satisfactorily all the prob- New York 19, N.Y.). lems that arise in learning Spanish, but any of the following standard texts will II. LEARNING THE LANGUAGE serve as a valuable reference; Marathon The best way to acquire proficiency inM. Ramsey, A Textbook of Modern Span- understanding and speaking Spanish is,ish, revised by R. K. Spaulding; Dwight obviously, to live among those to whomL. Bolinger, Intensive Spanish; F. Court the language is native, seriously and con-ney Tarr and Augusto Centeno, A Graded scientiously pursuing improvement. Op-Spanish Review Grammar; RobertK. portunities for this are considerable nowa-Spaulding and Irving A. Leonard, Spanish days what withspecial student tours,Review Grammar. The following texts offer junior-year abroad programs, and grants forhelpful distinctions inword meanings: study in foreign countries. Addresses andBernard Levy, Present-Day Spanish; James information may be hadinthelatestMosel, Embarrassing Moments in Span- volumes of Study Abroad, published byish; A. B. Gerrard and J. de Heras Heras, the UNESCO, through the advertisingBeyond the Dictionary in Spanish. pages of Hispania, or by making inquiries Other excellent grammars, though not at your college or university. so readily obtainable, are: Andres Bello A PROGRAM OF HISPANIC STUDIES 391 and Jose Rufino Cuervo, Gramaticacaste-properly.If,for example, the Spanish liana(difficulttoconsult for lack ofequivalent of "bay" is sought, several words thorough indexing, but valuable); and thewill be listed in the English-Spanishsec- grammar of the Real Academia Espanola.tion under that entry. To arriveat the For articles on specific points ofgrammarcorrect word, two steps should be taken: see "A Bibliography of Articles Treatingfirst,itshould be clear which of the of Certain Lexical and Grammatical As-various English meanings is intendedthe pects of Spanish," by Henry W. Hoge and geographical "bay," thereddish brown Walter Poesse, Hispania,xxxxxx (1950), "bay" horse, the "bay" of hounds in the 342. chase, the laurelor "bay" tree, for instance; The many English-Spanish and Spanish- then the various words givenas equivalents English dictionaries availablerange in price of "bay" should be lookedup, either in the from 35 cents to several dollars, but theSpanish-English part ofa bi-lingual dic- cheaper ones, even thoughsome are welltionary or in an all-Spanishone, until the prepared, are inadequate. A reliableone isdesired meaning is found. This takesa Appleton's New Spanish Dictionary, bylittleextratime, but by applying this Arturo Cuyas. method manya gross error can be avoided. A desirable companion to the bi-lingualIf,as an example, the intentionisto lexicon is one entirely in Spanish. A workrender "the bay of the hounds,"proper of this type has the advantage of offeringcaution in using the dictionary willpre- more words and of giving definitions rathercludemistranslatingandinadvertently than near-equivalents. Among those ob-"inventing" a strange geographical place tainable in this countryare the Pequenoby writing la bahia de losp.srros when the Larousse ilustrado and Vox: Diccionariocorrect rendition is el aullido de los Verros. general de la lengua espcifiola; bothare ofIt should be noted that the listing of moderate cost, illustrated, and the Larousse Spanish equivalents in the dictionary in- has anencyclopedicsupplementwithcludes some aids to shorten the search for much information relevant to Spain andthe intended word: returning to theex- Latin America. ample of "bay", bayo is given with the There are, of course, other dictionaries, qualifying caballo;laurel islisted as a some of a specialized or technical nature, botanicalterm;othersareenteredas and usually there are several in the refer-architectural, hydraulic, and engineering ence collection of libraries. The large dic-expressions. Thus the number of possi- tionary of the Real Academia Espanola isbilities for the correct word to translate valuable for consultation. For Latin Ameri-"bay" of hounds is narrowed and onlytwo can vocabulary two of the most usefulor three remain to be checked. works are Augusto Malaret's Diccionario The choice of a book on the pronuncia- de americanismos and Francisco Santa-tion of Spanish is not difficult to make: maria's Diccionario general de americanis-although there are a few others, the best ntos. It should also be noted that some without question is the Manual depro- editions of Latin American novels includenunciacion esparmla by Tomis Navarro. a glossary of the regional vocabulary en-This work also exists ina condensed form countered in them. A lexicon of specializedtranslated into English by Aurelio M. termsisLewisSell'sEnglish-SpanishEspinosa, with the title A Primer of Span- Comprehensive Technical Dictionary. ish Promo/ dation. In connection with dictionaries,a word of caution about their use must be given, HI. HISTORY AND STRUCTURE for, valuable and necessary as they are, OF THE LANGUAGE errors may result if they are not consulted The study of the structure and develop-

Miata.a,zin,M .11.,itutt-Lai-iarnati.),,, WarlLAO 392 HISPANIA

ment of language occupies very little timeEnglish composition, and although ques- in the average undergraduate Spanish pro-tions may arise as to the satisfactoriness of gram, yet a certain amount of this is im-the definitions, the terms are still in suf- portant in the understanding of literatureficiently general use as to be indispensable. written in Spanish and in helping orientAny specialized linguistic vocabulary en- the student who intends to continue intocountered inarticles and books can be graduate school, where a major concentra-soughtinanup-to-dateencyclopedia. tion in the field of linguistics and philolo-There are numerous books available on gy is not uncommon. general phonetics; the study of Spanish Usually anyone interested in majoringpronunciation by Tomiis Navarro, men- in Spanish already possesses, after his in-tioned above, may also serve as an intro- troduction to the language, a certain mis-duction to the broader field. There are cellany of linguistic information. He willmany excellent treatments of the general have learned something about how soundssubject of language, several of them avail- are formed in Spanish (phonetics), andable in paper-bound books: Simeon Pot- should know, for instance, that one of theter, Language inthe Modern World; sounds represented in Spanish by b andJoshua Whatmough, Language;H. A. v is produced with the lips almost closedGleason, Introduction to Descriptive Lin- but not completely. It will also have comeguistics, Leonard Bloomfield, Language, to his attention that the forms of wordsand John Carroll, The Study of Language. carry distinctions of meaning (morpholo- In b oad terms there are two points of gy): that the endings -6 and -awn, forview from which to study language as a example, indicate respectively the singularspecialized subject: the historical and the and plural of the third person of -ar verbs,descriptive. As these words suggest, the as well as the preterit tense. Further, themethods of the first lead to a tracing of order of the elements of a sentence anda language from an early to a later form, their relation to one another (syntax) willwhereas the second is concerned with the probably have been noted; as an example,structure of a given language at a given the object pronouns precede the verb inmoment. some instances but follow it in others: The basis of the historical approach is se lo doy as compared with voy a darselo.found in the important fact of linguistic Perhaps, especially if he has already studiedchange; that is, the changes of form, sound, Latin, the parent tongue of Spanish, hemeaning, and arrangement of the elements willalsobeawareofwordhistoryof discourse which languages constantly (etymology) and he may know that 1/enoundergo. Change of form is evident, for and Llano, for instance, had their originexample, in the erosion of the distinctive in the Latin plenum and vianum. endings of the Latin word /wino in its de- A very considerable knowledge of thesevelopment to the Spanish hombre. Of the aspects of language is necessary if Span-ten forms in the Latin declension ish is to be studied solely as language. But even though no course in linguistics is Case Singular Plural ever taken during the undergraduate years, nominative homo homines at least some curiosity should be awaken-genitive hominis hominum ed about the above-mentioned phases ofdative homini hominibus language inasmuch as a basic knowledge ofaccusative hominem homines them will facilitate the understanding of homine lominibus both language and literature. ablative The conventional terminology of gram-only two forms remain inSpanish: hom- mar can be found in most handbooks ofbre from hominess andhombres from A PROGRAM OF HISPANIC STUDIES 393

hoinines, and the grammatical distinctionsSome of the results of this approach are expressed by the other Latin endings mustgrammars based on real usageand not be shown in Spanish through prepositions;on what isassumed to be "proper"; lists e.g., del hombre, at hombre, porel hombre,of the words most frequently used; lin- etc. The sounds of the word hominemandguistic atlasesmaps which chartlinguistic homines also underwent change in theusage by geographicalareas; andfresh passage to hombre and hombres. materials for the teaching of foreign lan- In some instances the vocabulary ofguages. Latin was changed as it went into Span- An excellent exposition ofthese ap- ish; for instance, habere was abandoned inproaches to language is found in the arti- favor of tenere to express possession, with cle, "The Aims, Methods, and Materialsof a consequent shift of meaningin bothResearch in the Modern Languagesand words. Another sort of change is the oneLiteratures," PMLA, Lxvii, 1952; thisarticle found in the arrangement of words. Foris also available as apamphlet from the example, the possible Latin pattern alumMLA, 6 Washington SquareNorth, New videre habeo "I shall see him," passed toYork 3, N.Y. More detailedinformation, the type, ver to he in medieval Spanish, with an explanation of thephilosophies that and into the modern pattern, to verg. guide scholarship in these fields, isgiven in Closely related to the purely historicalLiteraryScholarship: itsAimsand approach is the comparative. As a matterMethods, by Norman Foerster etal. To see of fact, the tracing of forms and soundswhat has been and is beingdone in the isreally a comparison of those of onefield of Spanish linguisticsthe student period with those of another. This mayshould examine such journals asRomance then be extended to a comparison, for in-Philology, Revista de FilologiaEspanola, stance, of the various RomancelanguagesNueva Revista de FilologiaHispanica, and (those descended from Latin) with eachWord. A useful book for anhistorical other. In the development from the spokentreatment of Spanish isRobert K. Spauld- Latin plovere "to rain," for example, toing's How Spanish Grew;this also con- Spanish llover, Frenchpleuvoir,Italiantains a good bibliography.On the vast piovere, Portuguese chover, itis evidentfield of the Spanish ofLatin America that a variety of changes has taken place.there is, unfortunately, not yet any com- The results of research based on the his-prehensive study; useful information can torical approach are many: dictionaries ofbe obtained, however, fromCharles E. word origins (etymological vocabularies);Kany's American SpanishSyntax, which studies tracing words or types of words;has also a bibliography of booksand arti- the organization of facts concerning de-cles on the language of theindividual velopmentofsounds,forms,syntax,countries of Spanish America.For further changes in the meaning of words (seman-bibliographyconsult A Bibliographical tics), and changes in vocabulary. Guide to Materials on AmericanSpanish, The descriptive approach, on the otheredited for the Committee on LatinAmeri- hand, is not so much concerned withcan Studiesof the American Council of language change as in examining what theLearned Societies by Madaline W.Nichols. language of a given period actually is and The study of language, of course,is of with recording it. The same elements ofvalue not only foritself, but also for language (sound, form, vocabulary, etc.)what it may contribute to otherfields of are stillstudied, but rather than tracedlearning such as history, archeology,and from an earlier to a later period they are,literature. Something of its relation tothis so to speak, "frozen," tobe examined as alatter field is taken up in thefollowing specimen is examined under a microscope.section on approaches to literature.

, at.1.11,412,3talni,E.16 394 HISPANIA

IV. LITERATURE AND LITERARY about literature is also essential. A starting SCHOLARSHIP point for orienting one's literary sense can Since the study of literature makes up abe found in the following booklets, each relatively large portion of work in a special-of which has suggestions for further read- ization in Spanish, it should be said fromings: the Rinehart English Pamphlet Series the outset that there are two fundamentalhas A Guide to Literary Study, by Leon requirements for the profitable pursuit ofDickinson; An Introduction to Poetry, by the subject: first, a liking for reading, forJacob Korg; M. H. Abrams' A Glossary of without this genuine interest there canLiterary Terms; and the Heath Discus- be no approach to literature on any terms;sions of Litrature offers Discussions of the and second, the willingness and desire toNovel, by rogerSale.Understanding read a good deal of the time with regardPoetry, by Cleanth Brooks, Jr., and Robert not merely for "interesting" plots but forPenn Warren, can be of particular help to why the story is intriguing, and what, ex-the student seeking practiceinreading actly, makes it a literary piece. literature; an anthology, it offers a fine If these two requisites are met the stu-collection of verse with analyses of many dent can be well on his way to being apoems and guided exercises for the study literary scholar, learning to analyse a work,of the remaining ones. Enrique Anderson to draw from it all the inferences possible.Imbert's, La critica literaria contemportinea For literature is not created from nothingis excellent for its discussions of criteria for with a magician's wandone has but tocritical judgment. With these, as with all try his own hand at creative writing tosuch books, however, their value depends discover thisbut it is composition, struc-inlarge part on the interest and en- ture built according to varying patterns,thusiasm with which they are consulted. and with varying materials intended to The student who wishes to develop his create specific impressions and ideas. Anabilities in the field of literary scholarship easily appreciated example of this is poetry,should know what fields of inquiry lie which is cast into divers moldsthe sonnet,open to him. The formal study of litera- ode, epic, etc.and makes use of rhyme,ture is undertaken through three general meter, imagery, patterns of sound, perhapsapproaches: language, literary history, and colors, numerous devices all woven together criticism. Although none of theseis or to make up the poem. By seeking the re-should be exclusive of the others, it is more lationships of the elements of the poemconvenient to discuss them separately, re- to one another and tothe work as aserving a final word for their interrelation- 1. whole, the reader will not only have a ships. clearer understanding of what a particular Language, as was pointed out in the poem really is, what it is about, but alsoforegoing section, may be considered a a more informed appreciation of the poet'sfieldofspecializationinitself.Or a skill. The results, which comes from prac-knowledge of the nature and history of the tice, will be a vital experience of increasedlanguage whose literature is being studied knowledge and refined pleasure. Thoughmay implement the understanding and in- this may seem to be expecting a great dealterpretation of that literature. There are of a poem or other piece of good literature,a number of ways in which such know it is precisely what it can offer in varyingledge may serve this approach. It may, for degrees and ways. example, be used in preparing faithful Although the ability to read, in the full-editions of texts, in their interpretation, in est sense of the word, comes with time andstudying matters of style, or in an effort effort, and though nothing can taLe theto discover the essential spirit of a people place of reading the work itself, readingin the past. A PROGRAM OF HISPANIC STUDIES 395

In every case an alert language sensereflection of the evolution of the English must come into play. In studying works ofpeople towards practicality, and evidence the Spanish Middle Ages, for instance, theof a dislike for fanciness not needed in reader would have to know or discover thatan effective, business-like language. such a verb form as ayudara, which looks Literary history, the second approach, like the modern imperfect subjunctive, was,considers the written word from two dif- in Medieval Spanish, a pluperfect indica-ferent points of view: as documentor as tive, or that al was not only a contractionliterary monument. of a el but also a pronoun meaning "other The literary historian who looks upon things," "somethingelse."Similarlyinliterature as a documentarysource for re- other periods of Spanish Literature, thesearchis less concerned with literature more thorough a knowledge of the lan-per se than with the information it fur- guage, the more meaningful the readingnishes him for arriving at a picture of a will be. period in history. He might, for example, Not only does language give an under-investigate the notion of "honor" in the standing of the text of a piece of literature,Golden Age and study the drama of that but also a clue to the devices of style em-time, not from the aesthetic point of view, ployed by the author. We find, for ex-but with an eye to the evidence he finds ample, that Don Ouijote used such formson the concept of pundonor. Further, he as sentiades (second person plural, imper-will not make exclusive use of imaginative fect tense of sentir) rather than the modernliterature but will have recourse to such sentiais. The first, while regular in thesources as legal proceedings, or perhaps Middle Ages, was in the time of Cervanteswritten reports of duels. If he should turn somewhat our of style, old-fashioned, andhis attention to the biography of an author, we can judge that it was purposely usedhis interest in the author's writings will by the author to give an archaic flavor tobe not in whether they are works of art, Don Quijote's speech. With this know-but rather in whether they are demon- ledge we can better understand the char-strably autobiographical; and in when they acter of the hero, seeing in such a devicewere written, not how well. a measure of the degree to which he was On the other hand, the literary historian steeped in thespiritof the novels ofwho considers literatureasaliterary chivalry.Or again, we may take themonument works principally with imag- example of the twentieth-century poet,inative writing, with literature as litera- Antonio Machado, who, in a poem ofture. For him it is a manifestation of the praise of the thirteenth-century Gonzalohistory of art. Whereas the first point of de Berceo, consciously imitated the styleview emphasizes, for instance, the need and language of Berceo, thereby recaptur-to study a work for what it reveals about ing the "feeling" of both the poet and histhe author's life and times, the second will period. study the author's life and times for clues Languageisalsostudiedby someto a better understanding of his literary scholars in an efforttoarriveattheproduction, his artistic growth, his creative character of a people at a given time in theprocesses, perhaps his artistic connections past. The assumption is madethough itwith the past and the future. Or he may does not go unchallengedthat changesinvestigate the many facets of a literary in a language reflect something in themovementthe characteristics of the Gen- spirit of a people which would produceeration of1898, for example; make a such a development. For example, the losschronological study of the literary genius of many endings and grammatical distinc-of a whole nationa history of literature tions in English has been considered ain the best sense of the word; move into 396 HISPANIA the realm of comparative literature byinterest and analyse its elements only with seekinginterrelationshipsamong worldreference to its own unique whole? This literatures. method would be almost impossible with- The first of these points of view, then,out very great literary experience to supply makes use of literature for historical pur-a frame of reference. Or willhe appeal to poses;the second, though"history"is some authority outside the worka system necessarily involved because what is writ-of criticism such as that set down by Aris- ten ispast, makes use of literature fortotle in his Poetics, for example? More literary purposes. than likely the critic will combine all three Literary criticism, the third approach,of these methods in his literary judgments. has, however, a single, central concern The contribution of all three approaches, the work of art itself; this is always thethenthe linguistic, with the establishment point from which and toward which theand explanation of the text; the historical, critic works whether he attempts to ana-with its clarification of the cultural en- lyse and evaluate a particular piece or dis-vironment and literary tradition; the critic- cover the principles that form the veryal, with its aesthetic judgements and search bases of literature. Naturally, criticism doesfor the principles of literary creationare not flourish in a vacuum and the criticso vitally interdependentthat,although must have in his intellectual backgroundthere are specialists in each field, it goes a full cognizance of literary tradition. Forwithout saying that each must have an him there are three questions of vital con-understanding of the other points of view cern: what is literature; what is its func-and what they have to offer. For the seri- tion; and what standards of judgment areous student of literature, awarenessof all to be applied to it? His studied answer tothree avenues of research and the prepar- each of these problems will determine theation they imply can only lead to a more line of his research. He must have in mindfruitful appreciation of literary studies. an exact idea of what the novel is,or Whatever approach or approaches the should be, for example, before he can be-student takes in his own scholarly activi- gin to evaluate the one he is reading; hetiesterm papers, the M.A. and Ph.D. might have to conclude that it is reallythesescertainmechanicsareinvolved a series of sketches, which is not a novelwhich are not difficult to master. Indeed, and cannot be judged as such. He mustthey should become second nature so that have come to some conclusions on thesoon the mechanicalsideproper prepar- function of literature:is it written onlyation and presentationof literary scholar- to give pleasure, to communicate truth, orship will present no problem, leaving in- both? Possibly his judgment of a particulartellectual energies free to concentrate on poem is that it attempts to communicate athe study itself. truth to such an extent that it has lost its There are a number of books and pam- poetry, become sheer propaganda, andphlets on the subject which can be of would have been better written as an essay.great help. Two satisfactory sources for The problem of criticalstandards,too, questionsofstyleand procedureare must be resolved: will the critic be com-William Giles Campbell's A Form Book pletely subjective and impressionistic, trust-for Thesis Writing and A Manual of Style ing his individual taste and responsivenesspublished by the Univ. of Chicago Press. in evaluating a work? Such personal criteriaFor those interested in the form required would be subject to change since indi-by seventy-three scholarly journals in the viduals constantly modify their outlooksfields of history, language, and literature, and reactions. Or will he judge a piece inthe Modern Language Association offers terms of itself, make it alone the center ofthe "MLA Style Sheet."This may be A PROGRAM OP HISPANIC STUDIES 397 found in Publications of the Modern Lan-cise, for no period begins or ends abruptly. guage Association, LXVI, 1951, and is alsoSuch dates are an attempt to establish the available as a reprint from the MLA, atapproximate time when a complex of 25 cents. Cr if the college attended has itstraits has become obvious enough quantita- own style form, it is wise to follow thistively and qualitatively to be called "char- from the first. acteristic" and the dates when these "char- And if the student devotes a portion ofacteristics" have given way toa new set of his time to creative writing, whether ontraits which mark the inception ofa dif- his own initiative or in a formal class, heferent period. cannot but profit further: he will gain in- Within these periods, too, further di- sight into the problems and techniques ofvisions become discernible; whenever atti- the literary artist as well as improve histudes and ideas are held incommon and own self-expression. Finally, frequent read-acted upon by a significant number of ing in scholarly journalsPMLA, Hispania,literary artists, the resultant production is Revista Hispanica Moderna, Hispanic Re- saidtorepresent a "movement." Thus view, Language, Kenyon Review, to men-romanticism, naturalism, and realismare tion but a fewwill show how others haveliterary movements within the Modern gone about the business of literary scholar-Period, and the Generation of 1898a ship. movement of the Contemporary Period. The notion, dating back to the 1920's, of V. SPANISH PENINSULAR looking upon a movement as a generation LITERATURE a group, in brief, close in age, whose When we speak of Spanish peninsularascendantliterarylifeenduresabout literature, we mean that which is writtenthirty years and whose cohesion stems from in Castilian, the official language of Spaincommon outlook,problems,ideals, and the tongue which, along with the king-motivationsis an example of the scholar's dom of Castile, became dominant whenefforts to evolve new concepts for the in- the nation was forming. Castilian is notterpretation of literary history. These move- the only language spoken or used in writ-ments, then, do not just appear from no- ing in Spain, for each region has its ownwhere. They are related to conceptions of linguistic peculiarities, and Catalan, forreality,political and philosophical ideas, example, the language of a part of easternand also to previous movements in that Spain, is still widely spoken and hasa longthey are a development of or a reaction literary tradition. However, we areconcern-against antecedent points of view. Thus ed here strictly with what is written inthe divisions into movement andgener- Castilian. ation are less a question of chronology than As any other national literature, Spanishattitude. literature is generally conceived as falling Another common divisioninliterary into periods which are marked, to a greaterhistory is by genrenovel, poetry, theater, or lesser degree, by certain characteristics.for example. The particular genre may be These periods are, for Spain: the Middleconsidered as a whole, or it may be studied Ages, the Renaissance, the Golden Age,in part, by type, period, or movement. the Eighteenth Century, and the ModernThus one might consider the Spanish Period, which extends from the nineteenthnovel, the picaresque novel, the novel of century to the present day; the twentieththe Modern Period, or the realistic novel. century, when considered by itself, is com- All of these classifications are convenient monly referred to as the Contemporaryfor literary study, but periods and move- Period. Any dates assigned to these divi-ments in particular should not be treated sions are, of course, arbitrary and impre-too rigidly. The characteristics that mark 398 HISPANIA

a period or thetendencies that develop in-The manual serves as a guide, points out to a movement are not confined to asinglewhat to look for, and offers criticism of time or place, They are and have beenspecific works and authors. But in no wise present in other times andplaces, but notshould it be taken to be exhaustive or the in quantitatively significant form. The at-final authority. One may, if he can justify titudes of the Spanish romantic movement,it, disagree with the critical notions of the for instance, are not limited to the earlyhistories of literature, or again, be may nineteenth century. There are evidencesofcorroborate them. As the students feels one or anotherof its tendencies in differ-more confident in literary matters,he may ent periods. In otherwords, the traits andprefer from time to time, rather than read characteristics which are signalled as mark-about the differences between, let us say, ing a particular literary period or move-naturalism and realism, to study first some ment arc not new tomankind at that mo-examples of each of these movements, de ment. But now and again,for political,rive his own set of distinctions and relation- social,or philosophicalreasons,certainships, and then compare his findings with ones assume animportance that makes usthose of established literary scholarship. consider them as dominant. These atti-Such a procedure will not only help de- tudes, then, are never completely lost,andvelop a good literary sense, but this first- it is this continuum whichshould be kepthand experience will produce a more mean- in mind lest the divisions into"period" andingful and longer-lived impression than "movement" make literature appear tobethat which could be attained bysimply fragmented. reading the manuals. Nor should the terms used todescribe Further, the more reading one does, the literary periods and movements simplybegreater the likelihood ofdeveloping and re- accepted and repeated withoutunderstand-vising one's own opinions. Perhaps what is ing their full significance.Indeed, muchnot seen in one work willbecome evident literary scholarship has been focused onin another of the same type; orpossibly, the terminology of literary history,defin-what seemedarelatively unimportant ing, redefining, challenging,and revaluat-factor in a work will, after further reading, ing it. A great deal has been writtenabouttake on a new perspective of significance. the nature of the Renaissance,for instance,Thus, a person is less liable tolet his and as a concept it is undergoing constantopinions stagnate and willfind that his revision and amplification. ideas evolve as his knowledge deepensand Survey courses, which serve as orienta-broadens. tion in the totality of Spanishliterature, The manuals, then, can be valuable and are generally toolimited to allow attain-many have been written overthe years; ment of a full understandingof the variousEdna Lee Furness' "A Tentative Chro- periods and their movements. Since it isnology of Spanish Literary History,"pub- likely that the undergraduate student willlished in the Modern Language Journal, have the time and opportunity to take onlyxxxm, 1949, has 101 entriesfor the period a few specialized"period" courses, he will1780 to 1940. The serious studentshould have to rely on his own serious interest toacquaint himself with as many histories as fill in any /acunae. The best starting pointpossible with an eye to choosing severalfor for this is reading in the various manualshis own personal library. Since most man- of literary history. It must be stressedthatuals have their advantages as well as their this is only a point of departure, however,drawbacks, it is difficult to recommend any for no amount of reading about a move-particular one. In the following selective ment can take the place ofactually readinglist, however, there should be enough to works representative of that movement.suit individual tastes and needs:Angel del

,s,ALes.aLLYAikii....a A PROGRAM OP HISPANIC STUDIES 399

Rio's Historia de la literatura espafiola, intura espafiola. A recent one from Spain is two volumes, is a good introduction to theJose Simon Diaz' Bibliografia de la litera- history of Spanish literature, and it hastura lzispanica, in several volumes. Especial- the advantage of including the Contem-ly useful for current articles is the biblio- porary Period in some detail as well as agraphy published eachyear in a supple- glossary; containing muchmore criticismmentary number of the Publications of the and highly selective in the works and au-ModernLanguageAssociation;biblio- thors discussed, is Cesar Barja's three-vol-graphies are also published regularly in the ume set, Libros y autores cldsicos, Libros yRcvista Hispcinzica Moderna and the Nueva autores modernos, and Libros y autoresRevista de Filologia Hispanica. contemporcineos; more extensive than Bar- In general, the booksone may want to ja's and equally commendable for its criti-buy for his personal library are available in cal judgmentis Angel Valbuena-Prat'sthis country from several dealers; twoare: Historia de la literatura espafiola, also inFranz Feger, 17 East 22nd St., New York three volumes (two volumes inearlier 10, N. Y., and Stechert-Hafner, 31 East editions);the Historia delaliteratura10th St., New York 3, N. Y. Bookscan espanola, by Juan Hurtado and Angelbe bought more cheaply if ordered direct Gonzalez Palencia, while having scantfrom Spain, but about six weeks should be critical merit, is worth consulting wheneverallowed for delivery. Of themany reliable factualmaterialbiography,summaries,dealers in that country, twomay be men- sources, bibliographyis sought. Of man-tioned:Julian Barabazan, Calle de los uals in English the bestarc A History ofLibreros 4, Madrid, and Leon Sanchez Spanish Literature, by Ernest Merimee,Cuesta, Serrano 29, Madrid. For further translated by S. Griswold Morley, andnames and addresses consult Clegg's Inter- The Literature of the r' panish People bynational Directory of the World's Book Gerald Brenan. The first of these two hasTrade. a marked French bias and is limited in its There are four chief collections readily literary criticisms, but it contains a greatavailable to the student in America, which deal of data; the second, on the other hand,contain many of the texts desired for study. is richer in critical materials. Of the out-One is the Biblioteca de Autores Esparto les line paperback type is A Brief Introduction(often abbreviated BAE); its volumes in- to Spanish Literature by Nicholson B.clude many medieval writings as well as Adams and John E. Keller. those of later periods, but it has the dis- When passing from the more generaladvantage of being set up in very small information of the histories of Spanishprint. A much better edition, though more literature to individual studieson an au-limitedinselections,istheClasicos thor, a work, or a period, it is profitableto Castellanos. The price ofthe Clasicos consult one or more of the bibliographiesCastellanos books is reasonable, and the of Hispanic studies. These lists of titlestexts are reliable and well prepared. The are usually indexed to make it easy to findother two collections, though not so scholar- the subject or author wanted. Therearely, offer a wide variety of texts at a very numerous bibliographies of this sort andmoderate price:they are the Biblioteca they are customarily available in the refer-Contemporanea and the Coleccidn Austral. ence collection of the library. Two whichThese sets are not very sturdily bound, and have been printed in this country, althoughwill not take a great deal of handling. neitheriscomplete, are Raymond and For the Middle Ages the BAE, the Mildred Grismer's A New Bibliography ofCldsicos Castellanos, and the Australare Spain and Spanish America and Homerothe most valuable. For the Golden Age, be- Serfs' Manual de bibliografia de la litera-sides these three same collections, there are

M. .40 eet v V,/t.1.11,sa, 400 HISPANIA a good many editions of plays printed inture and thought, stemming from the Revo- this country, which are usually carefullylution, gave rise to a desire for autonomy done, clearly printed, and well bound. Forin many of the new countries which was the more modern periods, the Austral andinevitably reflected in their literature. The the Biblioteca Contemportinea are the onlymajority of intellectual leaders in all fields ones that contain much of interest. Some sought a common goal: the development of of the materials of these periods are alsoa genuine Spanish American character, a to be found in the textbook editions print-character based on the liberal ideals of the ed in this country, but they are sometimesEnlightenment and the American and abridged; the originals must be orderedFrench Revolutions rather than on what from Spain or through dealers here. these men conceived to be the narrow, fanatical, absolutist principles of the tra- VI. SPANISH AMERICAN ditionalist madre patria. And so, gradually, LITERATURE as the century progressed the possibility of Spanish American literature was borna national literature received wider and with the Conquest of the New World, forwider acceptance. As communications be- commencing with the works of the earliesttween the Spanish American countries im- writers in the Spanish colonieschroniclers,proved, their outstanding writers became natural scientists, poetsthereare to bemore widely known. By the end of the found differences in vocabulary, themes,century literary historians and critics in and psychology which distinguish themmany countries, including Spain, were be- from their literary contemporaries in theginning to cast an appraising glance at the Iberian peninsula. There can, ofcourse, be total literary production of Spanish Ameri- no comparison in quantity between theca, and with the advent of the twentieth meager literary production of the coloniescentury Spanish American literature may and the flourishing literature ofa Spainbe fairly said to have established itself. which was just entering her magnificent The serious study of Spanish American Golden Age at the beginning of the Con-literature in our own colleges and univer- quest. But Spanish peninsular literature,sities is an even more recent phenomenon, strictly:.;peaking, had no equivalents ofbeing a development of the last thirty Fray Bartolom6 de las Casas, the Spanishyears or so. In the 1920's our Spanish pro- priest who denounced the mistreatment ofgrams, undergraduate and graduate, with the Indians, or of the Inca Garcilaso de lafew exceptions consisted almost entirely of Vega, interpreter of the Inca culture,or courses in the languages and literature of yet of Alonso de Ercilla, author of the epic.Spain, and the students learned practically poem La Araueana, or even of Juan Ruiznothing about Spanish America. Since de Alarcon, whose comedias struck Spanish then, however, the situation has improved audiences as being different from the playsgreatlyespecially during the height of of Lope, Tirso, and Calderon. Yet, despite the Good Neighbor Policy (ca. 1935-45) the differences between the literaturepro-and now there are many institutions in duced in the mother country and that in whichcoursesareofferedinSpanish the colonies, until the nineteenth century,American history, geography, anthropology, the writings of the colonial authors at bestgovernment and politics, art, and language were considered an adjunct of Castilianand literature. Some idea of the variety of literature or, at worst, ignored completely. such courses and of the leading institutions During the nineteenth century, however,in the Latin American field may be gain- and especially after independence had beened by consulting Courses on Latin America achieved from Spain, the widespreadre- in Institutions of Higher Education in the jection of the Hispanic models in litera-United States (first edition, 1949), pub- A PROGRAM OF HISPANIC STUDIES 401 lished by the Pan American Union. Todayhistorians and critics have probably de- U.S. interest in Latin America is clearlyvoted more of their attention to these topics at the highest point in history, and our(particularly the novel) than to any other, need for persons who have specializedand hence more critical material is aTrail- knowledge of thearea is acute. able about them. Needless to say, with the As the interest in Spanish Americancourses following the foregoing pattern, it literature has increased there has been ais clear that many students of Spanish growing realization that to be well pre-American literature are faced with the pos- prepared in Hispanic literature, the studentsibility of being insufficiently prepared in must have a knowledge of both Spain andsuch important areas as poetry and the Spanish America. But even today, in spiteessay unless they determine to make up of this ruralization, in most colleges andany dificiencies on their own initiative. universities the course offerings in Span- Few, if any, college libraries will possess ish literature are considerably more numer-copies of all the histories of Spanish Ameri- ous than those devoted to the newer field,can literature which have been written. A library holdings in Spanish American litera-chronology of suchhistories,including ture are often inadequate, and there arethose published through 1951, was printed not enough instructors trained in the sub-in Hispania, xxxv (1952), 419 -421. But the ject. student should be acquainted with the Among the courses given in Spanishvarious merits of several of the most out- American literature the general survey isstanding of these manuals. The late Argen- the most common. In thiscourse an at-tine scholar Julio A. Leguizamdin is the tempt is made to study the outstandingauthor of the longest history (2 vols.) of writers and movements of the ColonialSpanish American lettersyet produced, Period, those of the struggle for indepen-Historia de la literatura hispanomericana. dence and the nineteenth century andThis is a comprehensive, illustrated text, finally, those of the twentieth century. Inwithespeciallyfullbibliographies,in the survey course there is a widespreadwhich the author strikes a balance between tendency to devote the major portion ofthe aesthetic and historical approaches to the year (or semester) to a considerationliterature.LuisAlbertoSanchez, a of the literature of the nineteenth andPeruvian, has written a history of the sub- twentiethcenturies.This tendency,ofject which has gone through five editions, course, results in an unfortunate skimpingand is readily available, the latest being of the time allotted to Colonial literature.Nueva historia de la literatura amciicana. After the survey, the usual courses areSanchez tends to interpret literature pri- thosedealingwiththenovel,themarily from a social viewpoint, but does Modernista movement, and contemporarynot neglect its artistic elements entirely. literature. Other courses offered, roughlyAlthough he brings together a large num- in descending order of frequency, wouldber of names and titles, his book is not include Mexican and Argentine literatures,especially helpful to the beginning student Colonial literature, poetry, and theessay. in understanding the literary trends. Two It is difficult to explain why thecourse-more compact, highly readable histories of trends should follow the above pattern, butgreater stylistic merit than the foregoing at least some determining factors would beare thelate Pedro Henrfquez Ureiia's that texts in contemporary literature and inLiterary Currents in Hispanic America, the novel are the easiest to procure andareand Enrque Anderson Imbert's Historia de probably those most likely to interest thela literatura hispanoamericana. These two student besides being the easiest for himmanuals divide the field of Spanish Ameri- to read and understand. Further, literarycan letters into generations of writers, and 402 HISPANIA their approach is appreciably different fromSpanish American letters, there are anum- that employed in the studies of LeguizamOnber of excellent histories of literature of the and Sanchez. Henriquez Urena, a Do-individual countries. Notable among such minican, brings to his work a blend ofbooks are the volumes included in two literary and historical erudition plus a de-series published by Ediciones De Andrea gree ofaestheticsensitivity which hasof Mexico City (Apdo. 20979Adm. 32). rarely been equaled in Spanish America.The Mammies "Studium" include critical His text is short (204 pp.) and he himselfhistories of genres (the essay, the novel, etc. disavows any intention to write a completein Spanish America) and also of some history, but as an introduction to the mainnational literatures. The Coleccion "Stu- currents it is outstanding, and in its Notesdium" is devoted to works of a more general and Bibliography the student will findnature: essays on Latin American literature many valuable references to guide his ownand cultural topics, studies of writers, biblo- research. Enrique Anderson Imbert, Argen-graphics, and so forth. Both of these series tine critic and writer of fiction, now teach-are indispensable to students in the Spanish ing in the U.S., has written what is per-American field. haps the most sprightly text in the field. In Many outstanding journals are published its third edition (1961), Anderson Imbert'sin the field of Spanish American literature, Historia de la literatura hispanoamericanaand some of these should be known to the is published in two volumes and encom-student of Spanish for they are useful passes an extraordinary amount of scholar-sources of information about many aspects ly, succinct information communicated in aof the Hispanic world. In addition to such stimulating manner. Notes and biblio-publicationsastheRevistaHispanica graphy have been kept at a minimum, andModerna andthe Nueva Revistade much of the space thus gained has been de-Filologia Hispcinica, previously mentioned, voted to afield usually studied ratherone could list Sur (Buenos Aires), Atenea sketchilycontemporary literature. Auturo(Santiago de Chile), Guadernos Anzeri- Torres- Rioseco is the author of two excel-canos (Mexico), Anzgrica (Havana), La lent manuals similar in critical approach,Torre (Rfo Piedras, Puerto Rico) and form, and content to those of HenriquezRevista Iberoamericana (Mexico), organ of Urefia and Anderson Imbert. The titles ofthe Institute Internacional de Literature their latest editions are The Epic of LatinIberoamericana. American Literature and La gran literature There are a number of bibliographic iberoanzericara, and they include some ma-aids which the student will find valuable terial on Brazilian literature. Of the sy-in his research in Spanish American litera- nopsis-type is An Outline History of Span-ture. None of these is exhaustive, for the ish American Literature, by E. Hermanstudy of the literature of Spanish America Hespelt and others. This text has a sub-is conducted over a vast geographical area stantialbibliographyofusefulcriticaland communication between scholars is references. It is supported by a compre-not extensive. The result is that it is im- hensive anthology of Spanish Americanpossible to keep fully abreast of new de- literature, issued as a separate volume invelopmentinthefield.Jose Manuel 1946. An even larger and considerablyTopete's A Working Bibliography for Latin more comprehensive anthology of SpanishAmerican Literature is an attempt to list American literature, edited by Anderson worksofgeneral reference concerning Imbert and Eugenio Florit, was publishedgenres and movements, the principal writ- in 1960. ers and their works, and bibliographic In addition to these histories and anth-sources relating to the national literatures. ologies which cover the entire field ofA new, enlarged edition of this biblio- A PROGRAM OF HISPANIC STUDIES 403

graphy has been scheduled for early publi-be glad to answer inquiriesor send cata- cation. Spanish Language and Literaturelogues upon request: Buenos Aires: Edi- in the Publications of American Univer- torial Losada, Alsina 1131; Emece sities, by Lois Jo Delk and James N. Greer, Editores,SanMartin427;Editorial is a partial list of the books and articles on Sopena, Esmeralda 116; Juan E. Gallagher, Spanish and Spanish American languageBolivar 1256; Mexico, D. F.: Fondo de and literature found in the publications ofCultura Econemica, Av. de la Universidad American colleges and universities. Roberto 875;LibreriaStudium, Apdo. 20979 G.Payro'sHistoriasdelaliteraturaAdm. 32; Libreria Porr6a Ilnos., Apdo. americana, Gitia bibliografica is a guide to7990; Santiago de Chile: Empresa Ercilla, the histories of literature of each of the na- Casilla63-D; Empresa Zig-Zag,Casilla tions of the Western Hemisphere, as well 84-D. as a listing of works devoted to the general iy history of letters in English America andVII. PORTUGUESE AND BRAZILIAN Latin America. Julio A. Leguizamen, pre- STUDIES viously mentioned, is also the author of a The study of Portuguese and the litera- substantialBibliografia delaliteraturatures of Portugal and Brazil had, until a hispanoanzericana. Two sources of a morefew years ago, attracted chiefly themore general nature, devoted to Latin Americanadvanced students of Romance literatures; research in many fields, are Cecil K. Jones'but within the past two decades it has in- A Bibliography of Latin American Biblio-creasingly aroused interest among under- graphies (1942) and the Handbook of Lat-graduate students, particularly among those in American Studies (1936 to date), a mostwho are specializing in Spanish. Certainly useful annual volume compiled by a num-the geographical, historical, linguistic, and ber of scholars. In addition to the abovecultural proximity of Portugal and Spain tools, the student should acquaint himselfin Europe, and Brazil and its Spanish- with the literary and bibliographic publi-speaking neighbors in the New World cations of the Pan American Union, Wash-have related these nations so closely that ington 6, D.C., as well as the periodicfor the student of either language the study bibliographies published in such journalsof the other can very well be considered asHispania, PMLA, and theRevistaas rounding out his training. As regards its Hispanica Moderna. general usefulness it should be remember- For American students, the problem of :' that Portuguese is the language of the acquiring texts in foreign languages is fre-second largest country in area and popula- quently a serious one. There are some goodtion in our hemisphere. foreign book importers inthis country, A good deal of what has been said in principally in New York, Boston, and Losthe preceding pages applies equally well Angeles, and two have already been men-to the study of the Portuguese language tioned, but they cannot always supply stu-and to the literatures of Portugal and Bra- dents' needs and their coverage of thezil. However, a word should be said about Spanish American field is far from com-theavailability of books. Almost every plete. When the student must purchasecompany that publishes language texts in books abroad, a knowledge of the more im-this country has at least one Portuguese portant Spanish American publishers willgrammar, and some have one with emphasis prove invaluable. Reprints of older workson Brazilian Portuguese, such as Appleton- and new editions of out-of-print books orCentury-Crofts and Heath. Two diction- those difficult of access are issued fromaries, both entirely in Portuguese, may be time to time by publishers in the otherrecommended: Diciondrio pratico ilustrado American nations. The following firms will (0 pequeno Larousse portuguds) and the 404 HISPANIA

Pequeno dicionciriobrasileiro da linguaEncyclopedia Britannica by Edgar Prestage portuguesa, byHildebrando Lima et al.and Bell is a good introduction; it also has Bi-lingual dictionaries are: JulioFerreira, some bibliography of basic texts.The num- Dicioncirio portugugse-inglcis (revisedbyber of available histories of Brazilian litera- Armando de Morais), and H.Michaelis, ture is much larger; following is alist of Novo dicionario de lingua portuguesa e titlesin both Portuguese and English: inglesa, James Taylor,Portuguese-EnglishIsaac Goldberg, Brazilian Literature; Sam- Dictionary. Books on the phoneticsof Por-uel Putnam, Marvelous Journey;Silvio tuguese are hard to comeby, but good in-Romero, Histdria de literature brasileira, 5 dications regarding pronunciation canbevolumes; Ronald de Carvalho, Pequena gleaned from the grammars printed inthishistoria de literaturebrasileira. Manuel country, andLinguaphone records andBandeira's Brief History of Brazilian Litera- those of other series are available inPortu-ture was published in 1958 by thePan guese. American Union. A recent history of Por- Bibliographies of studies in Portuguesetugal is that of Charles E. Nowell, which and Brazilian language andliterature arehas a selective bibliography of histories of not so numerous asthose dealing withthe country; a history of Brazil printed in Spanish; the ones most likely tobe avail-this country is that by Joao P. Calogeras, able are: Aubrey F. G. Bell,PortugueseA History of Brazil. Encyclopedias and the Bibliography, and Rubens Borba deMoraescard catalogue of the library should reveal and William Berrien, Manualbibliogrcificomany other useful titles. de estudos brasileiros; also theLatin Ameri- Books in Portuguese can often be obtain- can bibliographiesmentioned previouslyed locally, especially from the dealers al- should be consulted. ThePMLA yearlyready mentioned; but the most satisfactory bibliographical number also includesPor-way to learn what isavailable is to write tuguese studies.There is no professionalto dealers in Portugal andBrazil and ask journal in this country devotedexclusivelyfor catalogues, explaining perhaps at the to Portuguese,but articles on it will besame time what sortof books are needed. found in Hispania and in otherjournals ofFollowing are the names and addresses of Romance language studies. two dealers in Portugaland one in Brazil: Useful histories of PortugueseliteratureEditora Globo, Caixa Postal 1520, Porto arethoseofFide linodeFigueiredo,Alegre,Brazil;LivrariaBertrand, Rua Literature portuguesa, and inEnglish,Garrett 73, Lisbon, Portugal; and Livraria Aubrey F. G. Bell's PortugueseLiterature.Portugal, Rua do Carmo 70, Lisbon Portu- The article on Portugueseliterature in thegal. APPENDIX: QUALIFICATIONS FOR TEACHERSRecommended OF MODERN by the FOREIGN Planning and LANGUAGES Advisory Conference, Modern Language Association Foreign Language Testing Program Conference, Sept. 18-19, 1959. ComprehensionCOMPETENCEListening I sucheaseAbility allas totypesrapid follow ofor standardgroupclosely conversa- and speech, with SUPERIOR newsofAbility normal broadcasts. to understand tempo, lectures, conversation and GOOD educatedAbility to nativeget the sayssense when of what he anis MINIMAL Speaking matingAbilityspeech.tion and tonative speakmechanically speech fluently, in transmitted vocabu-approxi- outAbility making to glaringtalk with mistakes, a native andwith- onAbilityonderstoodmaking prepared a general toa and specialreadtopics andwhen aloud familiar (e.g.effort he isandfor tospeaking subject.class- tobe talkun- 0Fd lary,totion. be intonation, Ability at ease to in exchange andsocial pronuncia- situations. ideas and one'sgoodnormalandwith thoughtssyntax pronunciation.a command sufficient in conversation of vocabulary to express at speed with reasonably speakingaroundexpressionsfaltering,room situations) in andwith the to usewithout the common obvious needed aforeign country, pronunciation for getting Reading ableinAbility English, difficulty. to read material almost of as consider- easily as Abilityaveragecomprehension to difficulty read with prose and immediate andmature verse con- of outsimple,Abilityunderstandable translating) to grasp thetodirectly a meaning native. (i.e. with- of non-technical prose, ex- Writing ness,subjectsAbility ease to with of write expression, idiomatic on a variety and natural- some of claritycomposition"Abilitytent. and to correctness such as a letter,in vocabu- with write a simple "free developedorAbilitycept paragraphs for toan writeorally occasional suchcorrectly for classroom as word. would sentences situ- be guage.feeling for the style of the lan- lary, idiom, and syntax. ingscriptionations errors. and or tomessage write awithout simple glar- de- 041. COMPETENCE SUPERIOR GOOD MINIMAL AppliedLinguistics withThetoric-alscriptive, "good"additional linguistics. level knowledge of competency of de- comparative, and his- oftencyThecharacteristics the "minimal" withdevelopment additional levelof the and knowledge oflanguage. compe-present eignforms,ferencesingAbility an language understandingtoand apply structures and to Englanguage li3h.of the teach- for-dif- in the sound system, Culture Anpersonal andture,theenlightening foreign such contact, as people understandingis achieved through and their throughtravel of cul- residence abroad, through history,quaintancesomecyThe with "minimal" literary first-hand with masterpieces level the knowledge of geography, competen- and ac- of art, waysanessentialAndiffers understanding awareness in whichfrom element our theof ofown. languageforeignof th-. culture as and an principal culture studythe foreign of systematicliterature culture, and descriptions and the through arts. of contemporaryforeign people. civilization of the social customs, and ro PreparationProfessional methods,Athedepth mastery ability of evidence professionalof to recognized experiment of breathoutlook, teaching with and and audio-visualspecializedplus"Minimal" knowledge level aids, andof theof the use rela- of techniques, of competency such as languagesjectivesKnowledgean understanding of asthe of communication teachingthe present-day of the of foreignmethods and oh I niques.evaluate new methods and tech- ofevaluateareastion foreign of of the thelanguage language curriculum.professional teaching teaching. Ability literature to other to objectives.and techniques for attaining these