ian Literature; in Spanish, 1. Grammar, Oral and
written exercises, Reading from Alarcon, Valdes, etc., 2. Contemporary
Novel and Drama, Oral practice, Grammar and Composition, 3. The
Classic Drama and Cervantes, oral practice, etc., History of Spanish
Literature. _Illinois_: in Italian, 1a-1b Elementary Course, 2a-2b
Italian Literature, nineteenth century; in Spanish, 1a-1b Elementary
Course, 2a-2b Modern Spanish, 3a-3b Introduction to Spanish
Literature, 4a-4b Business Correspondence and Conversation, 5a-5b
Business Practice in Spanish, 11a-11b The Spanish Drama of the
Sixteenth and Seventeenth Centuries, 17a-17b The Spanish Drama of the
Nineteenth Century. _Harvard_: in Italian, 1. Italian Grammar, reading
and composition, 4. General View of Italian Literature, 5. Modern
Italian Literature, 2. Italian Literature of the Fifteenth and
Sixteenth Centuries, 10. The Works of Dante; in Spanish, 1. Spanish
Grammar, reading and composition, 7. Spanish Composition, 8. Spanish
Composition and Conversation (advanced course), 4. General View of
Spanish Literature, 5. Spanish Prose and Poetry of the Eighteenth and
Nineteenth Centuries, 2. Spanish Literature of the Sixteenth and
Seventeenth Centuries.[92]

Since Spanish and Italian fall into the department of Romance
languages, in order to make up his "major" the student is at present
compelled to combine them with French. On the whole, this arrangement
appears to me wise. To be sure, the deans of our colleges of commerce
and administration will say that, granting the greater cultural value
of French, the business interests of the country will force us
nevertheless to give Spanish the same place in the curriculum as
French. And the more radical educators will affirm with Mr.
Flexner:[93] "Languages have no value in themselves; they exist solely
for the purpose of communicating ideas and abbreviating our thought
and action processes. If studied, they are valuable only in so far as
they are practically mastered--not otherwise." I have taken a stand
against this matter-of-fact conception of education throughout this
chapter. I may now return to the charge by adding that the banality of
our college students' thinking stares us in the face; if we wish to
quicken it, to refine it, we should have them study other media of
expression _qua_ expression besides their own (that is what Europe did
in the Renaissance, and the example of the Renaissance is still
pertinent); that if Mr. Flexner'