The concepts found in the two quotes just cited are interrelated. Socrates promulgated the idea that the student must affectively experience what is being taught. Miceli, a contemporary educator, subtly but forcefully pleads for relevancy in the classroom. I offer these two ideas as my rationale for this diary. Before I invite you into my classroom, through the medium of diary entries that I faithfully recorded after every class session, I would like to sketch the nature of the Spanish Novel Course 312 and the students that served as my guinea pigs. All members of our Faculty of Spanish are agreed that the Spanish Novel Course 312, as well as the other literature courses in the 300-sequence, Short Story, Drama, and Poetry, are to be considered language as well as literature courses. We agree that these courses are to serve as a bridge between the basic language courses and the more advanced literature courses in the 400-series, such as the Quijote, Golden Age Drama, Latin American Novel, Hispanic American Theater, Literature of Ideas in Spain, etc. The purpose of these 300-courses is to permit the student to advance linguistically and, at the same time, to become acquainted with literature. If use of the language is one of the prime objectives of these 300-series literature courses, then the class I had was ideal, numbering only twelve students. Students were expected to converse entirely in Spanish. In fact, as the term progressed, I found myself saying relatively little which meant that the students did most of the talking. Twice, as stimulus to discussion, I invited resource people to speak to the students. On these two occasions, class was conducted in English, but subsequent discussion and reactions were in Spanish. Although the two films, one on the nature of the novel and the other on human encounter, were in English, the follow-up discussion was always in the target language. Ten times during the course of the term, I asked the students to write in Spanish on various themes which usually related the discussion in class to the novels. The size of the class was also ideal from the point of view of my new approach permitting each student to become acquainted with the other students. Thus, in time, we were able to develop a sense of community which further enhanced spontaneity in discussion and free and open expression of ideas and even emotions. If the diary sounds a bit colloquial, it is because I have attempted to preserve its original flavor. The students who participated in the class