In the introduction and footnotes. The material is simplified through abridgment and modernization of spelling. The book is designed for use in advanced or accelerated intermediate classes.

MILLER, MINNIE M., and FARR, GERALDINE, eds.
Spanish Literature. Boston, D. C. Heath &

First Readings in

172 p.

Co., 1942. [Spain and America]

These readings were selected and edited as an introduction to some of the masterpieces of Spanish and Spanish American literature. They are arranged in chronological order with brief remarks on the author and his literary period preceding each selection. As general background for the readings, a brief historical sketch of Spanish literature is given in English. The translation of words not found in the first 1,500 of the Buchanan list is provided in footnotes. The text is intended for third-year high-school or third-semester college students.

1942.

Volume one, 218 p.

PATTISON, WALTER T., ed. Representative Spanish Authors, A First Book of Spanish Literature. New York, Oxford University Press, Volume two, 279 p. [Spain] Selections from the works of 35 outstanding authors illustrate all the periods of Spanish literature and all the important genres. Introductions in English acquaint the student with the land and people, historical background, and main developments in language. The text is intended for use in the first college course in Spanish literature. Volume two begins with the year 1800.

SALAS, MANUEL, ed. Pequeña antología, Poesías españolas. New York, F. S. Crofts & Co., 1940. 190 p.

[Spain]

The present collection of lyric poetry consists of little gems from literature proper rather than verse of the popular folk-song type. Most of the poems are short enough to be easily memorized, for the editor aims to acquaint the learner with the language through a feeling for its rhythm and melody. Since the poems are not intended as translation exercises, full vocabulary is not included, but many of the selections are simple enough for beginning or intermediate classes. Bibliography and notes on the authors are appended.

VILLA FERNÁNDEZ, P., ed. Naciones bajo las armas. New York, The Dryden Press, 1942. 185 p., illus. [Areas of warfare]

a

1

len and machines at war is the subject of 11 accounts of heroic conflict. The readgs were chosen from current literature, largely from Selecciones del Reader's Digest. vocabulary of war terminology is introduced, ranging from 6 to 57 terms per reading ection. Each account is followed by questions in Spanish to test comprehension 1 guide class discussion. The book is of timely interest for advanced high-school intermediate college classes.

Τ

pro

the

or

LSH, DONALD DEVENISH, ed. k, W. W. Norton & Co., 1942. §, itos y versos americanos is a collection of easy stories and poems. The selections, ., he most part taken from the works of contemporary writers, have been edited for in first-year college classes or in the second year of Spanish in secondary schools. times the requirements of elementary students made simplification necessary, every effort was made to preserve the spirit of the original. The arrangement n approximate order of difficulty. Biographical notes, translation helps, exercises, estions, and vocabulary are carefully constructed for the convenience of the student.

Cuentos y versos americanos. New
192 p.
[Spanish America]

HISTORY OF LITERATURE

HESPELT, E. HERMAN, and others. An Outline History of Spanish American Literature. New York, F. S. Crofts & Co., 1941. 170

p., maps.

[Spanish America]

This text, which embodies the content and organization of the typical survey course in Spanish American literature, consists of five sections in English: The colonial period, the period of struggle for independence, the nineteenth century before modernism, modernism-realism, and the contemporary period. The introductory summary to each section and the biographical sketch for each author enable the student to follow the literary development as a whole and to judge the relative value of the work he is reading. Available editions, including translations, are listed. Besides the general bibliography there is appended a bibliographical introduction to Brazilian literature.

HOLMES, HENRY ALFRED. Contemporary Spanish Americans. Selections from the works of seventeen modern writers, edited with critiques, notes, and vocabulary. New York, F. S. Crofts & Co., 1942. 251 p. [Spanish America]

The volume entitled Contemporary Spanish Americans is the result of interviews with Spanish American authors in Europe, in South America, and in this country. The writers chosen for discussion are teachers, legislators, diplomats, journalists, editors, businessmen, and leaders in the cultural development of Latin America. María Enriqueta is the only woman included because other women writers have been recognized in an earlier work by the same compiler. The reading selections in Spanish are appropriate for intermediate and advanced college classes.

TORRES-RÍOSECO, ARTURO. Grandes novelistas de la América
Hispana. I. Los novelistas de la tierra. Berkeley, University of
California Press, 1941. 280 p.
[Spanish America]

In Los novelistas de la tierra the author presents a critical analysis of the six outstanding contemporary novelists who, in his opinion, most genuinely represent American themes and New World background. In his second volume, to be entitled Los novelistas de la ciudad, he plans to present a group of novelists who are more under European influence. The chapter for each novelist includes a biographical sketch, a summary and analysis of his masterworks, and a bibliography. Many quotations acquaint the student with the literature under discussion. The reading is appropriate for class use with advanced students and as reference material for intermediates.

WEISINGER, NINA LEE. A Guide to Studies in Spanish American Literature. Boston, D. C. Heath & Co., 1940. 120 p. [Spanish America] An outline survey of the literary production of Spanish America is presented in English, according to movements and genres, with references to the current manuals and anthologies which provide critical comment or text. The principal aim is to correlate for students in our schools and colleges and for persons outside academic circles the materials now available. The right-hand pages of the Guide are blank so that students may write their own résumés or reactions to the things read.

HISTORY AND TRAVEL

CABEZA DE VACA, ALVAR NÚÑEZ. Los naufragios y relación. Rewritten and edited by José E. Espinosa and E. A. Mercado. Boston, D. C. Heath & Co., 1941. 102 p., maps. [North America]

A few chapters of thrilling adventure in the New World as related by an early chronicler have been prepared for students in the second semester of college or the fourth semester of high-school Spanish. The narrative begins with the departure from Spain of the Armada under Pánfilo de Narváez and ends with the arrival of Cabeza de Vaca in Mexico more than 8 years later. An introduction in English, maps, footnotes, cuestionario, and vocabulary assist the student to understand the circumstances of the story and to improve his use of the language.

CASTILLO, CARLOS, and SPARKMAN, COLLEY F. España en América, Segundas lecturas. Boston, D. C. Heath & Co., 1940. 115 p., illus. [The Americas]

Spain's colonization of the New World is treated in the 20 chapters of España en América. The text is intended to bridge the gap between simplified and standard Spanish and may be read in the fourth semester of the high-school course or earlier in the college course.

Graded Spanish Readers, Books six to ten. Boston, D. C. Heath & Co., 1938-42. 287 p. [Spanish America]

The second unit of Graded Spanish Readers, intended for students at an intermediate level, continues the plan of the earlier books in the series. A minimum number of new words per page are introduced, repeated, and increased, according to a system of vocabulary grading which adds an average of 300 words and 36 idioms per book. Students who complete book ten should have, therefore, a reading vocabulary of slightly more than 3,000 words and 360 idiomatic expressions. An airplane trip from California to Mexico, through Guatemala, Ecuador, Peru, Chile, and Argentina provides the subject matter for conversation and comment on points of interest.

CASTRO, AMÉRICO. Iberoamérica, Su presente y su pasado. New York, The Dryden Press, 1941. 267 p., illus. [Latin America]

A comprehensive general view of Latin America from pre-Columbian times to the present is illustrated by numerous excerpts from the literature of each period. The book is scholarly but simple enough for second-year college students. An appendix in English provides additional information concerning the area, population, climate, products, commerce, and educational progress of each country.

CENTENO, AUGUSTO, and SALAS, MANUEL. Reunión en México. New York, The Dryden Press, 1941. 186 p., illus. [Mexico]

In 25 chapters is unfolded a lively account of travels from New York to Mexico City by way of Virginia, New Orleans, and Laredo. Much information on Mexican life and civilization is included in the narrative and made vivid by drawings. Additional facts are furnished in English notes. The book is intended for use in the second year of Spanish. It is suitable also for clubs. Sixty pages of the text are devoted to exercises and vocabulary.

HALL, GUILLERMO, and OÑATE, José D. First Spanish Graded Reader. New York, Thomas Y. Crowell Co., 1942. 196 p., illus.

[Spain and Mexico] Customs, history, and geography of Spanish-speaking countries, mostly Spain and Mexico, are discussed in 30 conversational readings. The authors presuppose on the part of students using the book a semester's study of formal grammar and a vocabulary of about a thousand words. Footnotes and drill exercises accompany each reading. NUNN, MARSHALL, and VAN SCOY, HERBERT. Un viaje a Cuba. A Beginning Spanish Reader. New York, Thomas Nelson & Sons, 1942. 84 p. [Cuba]

Un viaje a Cuba consists of 20 lessons, each preceded by a vocabulary and followed by questions and exercises. The simple, instructive reading follows a travelog plan with emphasis on practical conversational use of the language. The book may be read in the second semester of the beginning course or earlier.

SWAIN, JAMES O. Rumbo a México. Boston, D. C. Heath & Co., 1942. 208 P., illus. [Mexico]

The summer experiences of a family making a sightseeing tour of Mexico by automobile constitute the subject matter of Rumbo a México. Although the vocabulary is simple and useful, no special attempt has been made to keep it within the limits of a frequency count. The book may be read in the second semester of the college course or in the second year of the high-school course. Drill exercises and a complete vocabulary are appended.

TATUM, TERRELL LOUISE. Por onda corta, A Radio Journey to Latin America. New York, Houghton Mifflin Co., 1942. 206 P., illus. [Latin America]

Through a series of lessons constructed as radio programs, Por onda corta presents a general picture of the life and civilization of the other American republics. Attention is thus directed to the use of radio as an interesting and effective aid in acquiring the language. Latin American radio stations which can be heard in the United States are listed, and each lesson is followed by English notes giving further information and explanations. The book is intended for use by beginning students toward the end of the first year in high school or the first semester in college.

VILLA FERNÁNDEZ, PEDRO. Latinoamérica, Relación de historia. New York, Henry Holt & Co., 1942. 285 p., maps, illus.

[Latin America]

A short political history of Latin America, from the period of Spain's unification and independence to the present day, is presented for students with an elementary knowledge of Spanish. Each chapter is preceded by brief comments which give the substance of the more comprehensive discussion to follow. A cuestionario and complete vocabulary occupy the last 75 pages of the book.

WATSON, JANE C., and MOORE, ANNE Z. Juan, Un joven de México. New York, Harper & Bros., 1942. 104 p., illus. [Mexico] Juan, portraying the pattern of daily living in Rosales, an old town near Vera Cruz, is an elementary reader suitable for use in the second semester of high school or after a few weeks of college work. The story concerns a poor Mexican boy whose tourist

friends make it possible for him to study medicine in the United States. A graded vocabulary of 1,035 words is used; individual vocabularies and a variety of exercises accompany each lesson.

On to South America. New York, Henry Holt & Co., 1941. 222 P., illus. [Latin America] On to South America is an elementary reader written in conversational style for students who have little previous knowledge of the other American republics. The impressions and experiences of two boys as they travel through eight countries provide the subject matter. The book may be read in the second or third semester of high school or in the first-year college class.

CONVERSATION

BANDY, O. S., and AVILÉS PEREZ, LUIS. Adventures in Conversational Spanish, Las aventuras de don Canuto y Agapito. Atlanta, Ga., Turner E. Smith & Co., 1942. 207 p., illus. [Spanish America] Models of sustained conversation are provided by don Canuto the Wise and Agapito the Curious as they play the role of vagabonds through Mexico, the West Indies, and Venezuela. The book is intended as a guide and reference book to be used over a period of time. A variety of everyday subjects is treated, often humorously, and many special helps in the way of vocabularies, tables, bibliographies, and suggestions to the teacher are included along with information of historical and geographical interest.

BESSO, HENRY V., and LIPP, SOLOMON. Conversación, Spanish for the Army and Navy of the United States. New York, Hastings House, 1942. 294 p., illus. Paperbound and clothbound. [The Americas]

Conversación, a more advanced course than Conversational Spanish by the same authors, was written for use by the Army and Navy. It is meant to familiarize the student with the most necessary technical expressions and at the same time to develop greater appreciation of the culture of the other American republics. The reading matter concerns the work and travels of pilots and seamen as they tour the Americas. To further the attainment of the conversational objective a variety of exercises and thought-provoking questions are based on each chapter. More than a hundred pages at the end of the book are devoted to supplementary materials and vocabularies. BRENES, EDIN, and PATTERSON, D. H. ¡Conversemos!, A First Book for Spanish Conversation. New York, F. S. Crofts & Co., 1942. 146 p., illus. [United States]

¡Conversemos!, a first book of conversation, deals with everyday life in a university center of the United States and aims to lead students to speak and understand simple, idiomatic Spanish. Each of the 15 lessons is divided into two sections, lectura and conversación. The conversaciones, which are meant to be memorized, are drawn from the background furnished in the lecturas. An appendix of 15 additional conversations is provided for review purposes. The book is intended for beginning students as soon as the simple tenses of the indicative have been covered in the grammar. BROWN, SHERMAN W. Say it in Spanish. New York, Harper & Bros. 1943. 304 P., illus.

[Mexico]