From the time he enters the first grade until he is at least part way through college, the American student finds himself studying something called “English.” He is required to take more years of it, by far, than of any other subject. If, anywhere along this educational scale, he is asked what he is studying, the answer is most likely to be: English—and Subject x and Subject y and Subject z.

The report of the “Conference on Basic Issues in the Teaching of English” states clearly the motives for studying “English,” and presents thirty-five interrelated issues (together with their complex implications). The conferees defined an “issue” as an unsettled point on which the possibility of taking opposed positions exists, and on which agreement is likely to be difficult. The mission of the Conferences was to define such issues, to present them as showing the parlous situation into which the teaching of English in the United States has drifted, and to provide a basic “work paper” for concentrating the attention of members of the profession on developing solutions. If no constructive action is taken upon the issues, “English” as a subject will continue to lose definition and become a loose catch-all for assorted topical interests. We will then face the dissolution in the schools of an impressive literary heritage, as well as of achievements in precise organized written expression, so necessary for everyone in our society.

This Project, a textbook for college students of beginning Spanish, long talked about, has come a great distance since its inception in May 1956. I report in this paper its present status, and describe the pedagogical philosophy basic to its design. The Working Committee of six has profited all along the way from the valuable help and guidance of the parent Advisory Committee and from numerous special consultants.

This report of recommendations on modern foreign languages is the second part of a six-year sequence in curriculum study of the National Association of Secondary-School Principals. Within the six-year period, it is planned to portray the components of a balanced secondary-school curriculum.

The timetable of this report began when an Ad Hoc Committee of national experts and administrators met in November 1958 to agree on a statement of position on modern foreign languages in junior and senior high schools. The tentative paper they formulated was submitted for analysis and discussion by principals attending the 43rd Annual Convention in Philadelphia, February 7-11, 1959. In light of the comments and suggestions made by these principals, the statement was revised and then resubmitted to the Ad Hoc Committee. Thereafter, further revisions were made. The report now appears in completed form and is believed to represent the informed judgment of thousands of secondary-school leaders and modern language specialists throughout the nation.

The Committee on Curriculum Planning and Development officially adopted these recommendations and the Executive Committee officially approved them, May 7, 1959.

It has now been six years since the publication, by Professor William R. Parker, of the survey, “Foreign Language Entrance and Degree Requirements for the B.A. Degree” (PMLA, September 1953). The statistics gathered at that time have been frequently revised, the fifth revision having appeared in the September 1957 Supplement to PMLA. The findings published in that study have given teachers and administrators a clear picture of the national pattern of foreign language requirements for the B.A. degree.

The 1948 President of the Association rightly if wryly said: “Our members' interest in research does not extend to PMLA.” There are indexes to PMLA (one for 1884-1935 was published in 1936), but we strongly suspect that most scholars eventually discover references to learned articles of interest to them by reading bibliographies or critical lists or somebody's footnotes. The parts of PMLA that get forgotten, or are hard to find again, or remain unfortunately unknown to the hundreds of new persons who join the Association each year, are the scattered bits of useful information, the special reports, the surveys, the stimulating addresses (presidential or otherwise), the commissioned articles, the recommendations, the rules and regulations.

Here, in a single alphabetical list for your convenience, are addresses useful to MLA members in their divers scholarly and professional activities. Book publishers: a selected list is offered; all those university presses known to be interested in books on modern literatures written by extramural scholars are included; write to the manager or director, giving full details, before submitting scholarly MSS for consideration. Learned journals and literary quarterlies: editorial (not business) addresses and the names of editors are given; asterisks indicate journals that review; an abbreviation in brackets is the one approved for use in scholarly documentation. Learned and professional societies: all ACLS affiliates and a great many others are listed. Department chairmen: see page 134. Fellowships and grants: see page 158.