THIS is the television age, we are told, and education must make use of this marvelous medium if it is to keep abreast of the times. The foreign language teacher listens not unsympathetically to such dicta. Why not? he asks himself, and especially, Why should not language, man's common link with man, lend itself perfectly to this newest means of communication? As he works through his daily schedule of advisory period plus five classes, he is haunted by the fear that he may be missing'the boat. Yet how can he find solutions to the problems of what? how? and why? This is unexplored territory, and exploring is a long, painstaking, time-consuming task. An experimental course in conversational televised this spring by WFIL-TV, Philadelphia, in connection with the University of the Air, furnishes answers to some of these questions. The series of twentyfive lessons, presented once a week for six months, proved most revealing to all concerned in its production, and aroused enthusiastic interest in thousands of listeners. Indeed, we have heard that by the fifth or sixth week, the camera-men in the studio were using Spanish to give their signals to the teacher and his class! The situation was especially challenging to Mr. John J. Maioriello, the teacher, who found himself suddenly transformed into a pioneer. With no familiar landmarks to guide his steps, he found himself advancing week by week into unmapped territory, making his own charts as he went. Too modest to keep detailed records of the progress made, he nevertheless consented to allow these reporters to jot down some of his findings as to advisable materials and techniques for the teaching of a foreign language by television. These techniques were evolved lesson by lesson. Some are the results of suggestions from listeners-in (or does one call them lookers-on?). Mostly, however, they are the product of the ingenuity of a teacher confronted by a drastically new teaching situation, going to the mat with it, and coming up with solutions that not only solve his own problems, but are full of meaning for other foreign language teachers who may be called upon to do a similar job. The title of the course was Hablemos espafiol, Let's Speak Spanish, and in an effort to accomplish this aim, the direct method was used exclusively at first. Familiar greetings were presented to the studio class, a selected group of high school youngsters, who repeated the teacher's phrases. However, because of the large number of letters from the television audience requesting an English-Spanish period or further explanation in