The Case of the Disappearing Grammar

songs and dances. We must do more than just teach the language. We are trying to develop a new type of tourist and those of us who have seen the North American variety in action know that there is room for missionary work in that respect. During each class-hour we manage to insert an entertaining as well as instructive talk on Spanish and Spanish American civilization, history, literature, customs. We emphasize the differences and the similarities between Anglo-Saxons and Latin Americans. We try to show our pupils how we and our actions appear to our neighbors; we try to explain our neighbors and their actions to our people. We must break down the attitude which seeks to label others crazy because they don't do or say things our way. These little talks are given naturally as the result of something arising in the class-hour, with a sort of that-reminds-me introduction. We feel that the time is not wasted when, after a discussion of student participation in politics in the Latin American countries with a few personal experiences thrown in for dramatic effect, a class-member later remarks, am so glad you told us about student interest in politics. I read in the paper yesterday about a student demonstration in Argentina and could really appreciate what it meant. These new pupils of ours are a challenge to our inventiveness and ingenuity. The challenge is a stimulating one. Can we make our classes interesting and practical enough to sell our wares so that the enthusiasm and demand for foreign languages will survive present popularity? We can if we consistently strive to improve our methods of instruction and to show practical results to

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