Spanish classes. After a very short course of study, the boys and girls
would get an opportunity to correspond with scholars of their own age
and station in many lands. There are even now hundreds of school boys
and girls in France, Germany, Austria, Spain, and even in China and
Japan eager for such interchange of thoughts by means of Esperanto.

The hour or hour and a half spent weekly on this subject would be amply
repaid by the increased intelligence and linguistic feeling of the
pupils, and ultimately the subject could be taught with great benefit to
the whole school, doing away with the necessity of ineffectual attempts
at teaching foreign languages to all and sundry, regardless of taste and
capacity.

(6) Perhaps a few remarks may be in place here to substantiate still
more clearly the postulate that Esperanto fulfills absolutely the ideal
requirement of a language that means to be introduced throughout the
world as a secondary or auxiliary language: Facility of acquirement to
all nations.

(a) There is not one difficult sound, such as our th, our obscure
vowels, the French nasals, the German ä, ö, ü, etc. The vowels are a,
e, i, o, and u. Each has but one sound value, and that long and full,
approximately as in the phrase: "Pa may we go, too?"

(b) The tonic accent, an insuperable difficulty in English, on account
of its irregularity and elusiveness, is in Esperanto invariably on the
last vowel but one.

(c) The grammar is reduced to a minimum, the whole mechanism of
Esperanto being compassed within 16 rules which any one can grasp and