| Martí profesor de español
Carlos Ripoll |
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MARTÍ PROFESOR DE ESPAÑOL Entre 1890 y 1892 Martí fue profesor en un colegio público de la ciudad de Nueva York. Muy pocos datos se conocían de esta actividad suya, y hasta se daba equivocada la dirección del lugar en que enseñó —Un discípulo suyo, V. H. Paltsits dejó en un artículo de 1932, "José Martí, maestro y caballero", reproducido en la Revista Cubana, en 1952, una información ambigua e incompleta sobre los datos que aquí se ofrecen—. El nombre de ese centro educacional era "Central Evening High School", y estaba situado en el número 220 de la calle 63, Este, en el "Grammar School Building No. 74. Dicha escuela nocturna se abrió en octubre de 1890, para dar mayores facilidades a los estudiantes, pues no existían más que tres semejantes en la ciudad (Documento I). El interés en el idioma español había aumentado en aquellos días con motivo de la Conferencia Internacional Americana — de la que el propio Martí ha dejado la más amplia y mejor información— que concluyó sus sesiones en el mes de abril, y a la que concurrieron quince países hispanoamericanos. Al abrirse la escuela nocturna Martí fue designado profesor de español (Documento II), con un sueldo de $2.50 por noche, que fue subido a $3.50 a partir de enero de 1891 (Documento III), y en el directorio de ese año escolar ya aparece su nombre y dirección (Documento IV). Tenía que enseñar entre las siete y las nueve de la noche. Recién iniciado el curso, el 8 de octubre de 1890, Martí le dijo en una carta a Rafael Serra: "Lo de mi clase forzosa, porque doy clase de español de siete a nueve de la noche en una de las escuelas nocturnas, la de la calle 63 al Este, no ha de decir ¡qué ha de decir! que no me quede corazón y voz para empezar, a las nueve y veinte o cosa así, nuestra charla de los jueves." El 23 de diciembre de 1890 Martí fue nombrado representante del Uruguay en la Comisión Monetaria internacional Americana —de la que también dejó valiosos escritos y en la que tuvo tan decisiva participación— y se vio obligado a ausentarse de la escuela, sustituyéndolo Gonzalo de Quesada; le escribió una carta que se supone de fines de enero o principios de febrero, en la que le dice: "Olvidé anoche, aunque ya V. se lo sabía, pedirle el favor de que me vuelva a sustituir en la clase. Sabe cuánto me va en esto, y cada día más, puesto que cada día amo más mi absoluta independencia, y estoy más resuelto a vivir en ella. Cuídeme esto, pues, desde mañana lunes; va la carta a White. No deje de ir, porque estos últimos días son en las cosas de la escuela los más delicados..." Dicha ausencia debió producirse antes del 18 de febrero, toda vez que en esa fecha se aprueba oficialmente la sustitución (Documento V). Meses más tarde, en junio de 1891, vuelve a ser nombrado para el mismo cargo (Documento VI), y aparece en el Directorio del año escolar 1890-1891, esta vez con nueva dirección (Documento VII). En los últimos meses de 1891 Martí hizo dos viajes a Tampa, y el 5 de enero del año siguiente firmó las bases y estatutos del Partido Revolucionario Cubano en aquella misma ciudad. De nuevo en esta ocasión el Comité de Escuelas Nocturnas tiene que aprobar la sustitución causada por las ausencias de Martí (Documento VIII). Otra vez recibe un nombramiento para el curso escolar de 1892 a 1893 (Documento IX), pero como sus visitas a Haití, Santo Domingo y Jamaica se prolongan hasta después de iniciadas las clases, y tiene que ir en seguida en viaje de propaganda a la Florida, presenta definitivamente su renuncia al cargo (Documento X). Del sistema que recomendaba Martí para la enseñanza de idiomas hay algunas referencias en sus cartas a María Mantilla, y en notas de Patria. En carta del 9 de abril de 1895 desde Cabo Haitiano, aconseja a las hijas de Carmen Mantilla cómo enseñar un idioma; dice: "Tú podías enseñar piano y lectura, y español tal vez, después de leerlo un poco más; —y Carmita una clase nueva de deletreo y composición a la vez, que sería la clase de gramática, enseñada toda en las pizarras, al dictado, y luego escribiendo lo dictado en el pizarrón, vigilando porque las niñas corrijan sus errores.... Libros pocos, y continuo hablar... si son de nuestra gente, les enseñan para más halago, en una clase de lectura explicada —explicando el sentido de las palabras —el español: no más gramática que ésa: la gramática la va descubriendo el niño en lo que lee y oye, y ésa es la única que le sirve". Y en un breve escrito de Patria, el 9 de marzo de 1894, sobre Federico Edelmann, que entonces enseñaba español en el mismo Central Evening High School de la calle 63, advierte: "Es bueno aprender una lengua, y mejor aprender dos a la vez... — del buen método de comparar continuamente una lengua con otra, para señalar sus identidades y descubrir sus diferencias, resulta que la clase es también de inglés, para los que hablan español. Hombre que no conoce la lengua del país en que vive, es hombre desarmado. Bien harían en pasar las noches desocupadas en la clase de Edelman los cubanos que se sienten como desvalidos, por no hablar la lengua rubia, en esta tierra que tiene en poco a los que no le contestan en su idioma preciso y áspero". En un informe del director de la Central Evening High School, éste habla del sistema seguido por el "Instructor of Spanish", Martí, quien realizaba con sus estudiantes ejercicios de pronunciación y ortografía a través de dictados diarios, explicaba la relación de los modos verbales entre los distintos idiomas y pedía a la clase que preparara cartas comerciales y descripciones simples que él corregía; y cita textualmente las palabras del Maestro que resumen lo que debió ser su más notable norma: "Enseñar estrictamente la gramática sin que parezca que se la enseña" (Documento XI). En su Cuaderno de Apuntes, el número 18, Martí escribió, recordando cuando él enseñaba español en la New York Evening High School, en el número 124, Oeste, de la calle 30, a veces para sustituir a Luis Baralt, profesor regular en esa escuela: "Longfellow enseñaba como yo enseñé español a la clase de la calle 30 "A la gramática por la lengua; no a la lengua por la gramática. Modelos y no reglas". DOCUMENTO I June 18, 1890 Commissioner O’Brien presented a report from the Committee on Evening Schools, in compliance with the resolution found on Journal, page 576, adopted on May 21st, requesting the Committee to investigate the necessity of establishing an Evening High School in the Nineteenth Ward; stating, that the Trustees appeared before the Committee and expressed their views favorably on the subject, approved by the City Superintendent, and, after mature deliberation, it was unanimously decided to recommend that an Evening High School be established in Grammar School Building No. 74 in East Sixty-third street, which location is deemed most appropriate. In accordance with the views expressed, a resolution la herewith submitted for consideration and adoption. Resolved, That in accordance with the provisions of chapter 34 of the Laws of 1889, an Evening High School be established in the Nineteenth Ward, in Grammar School Building No. 74, East Sixty-third street, and the Committee on Evening Schools be and they hereby are empowered to carry out the necessary details relative to the proper establishment thereof, and nominate to the Board of Education for appointment the necessary instructors to conduct said school. Committee on Evening Schools Miles M. O’Brien, Commissioner O’Brien asked and obtained unanimous consent for the immediate consideration of said report. (Journal of the Board of Education of the City of New York). New York, 1890, pp. 720, 721.) DOCUMENTO II Oct. 1, 1890 Commissioner O’Brien presented a report from the Committee on Evening Schools, submitting the following names for the various positions herein mentioned as Instructors m the Central Evening High School, located in East Sixty-third street in the Nineteenth Ward. Resolved, That the following-named persons be and they are hereby appointed to the positions herein named in the Evening High School, to be held in Grammar School building No. 74, in East Sixtythird street, for the term of 1890 and 1891: Wm. C. Hess, General .Assistant. Committe on Evening Schools Miles M. O’Brien, Commissioner O’Brien asked and obtained unanimous consent for the immediate consideration of said report.
DOCUMENTO III July 2, 1890 Commissioner O’Brien presented a report from the Committee on Evening Schools; stating, that they have had under consideration the matter of increasing the salaries in Evening Schools. The following is the remuneration now allowed by the by-laws (see Manual of 1890, page 250): Male Principals $4.00 per night The Committee are of opinion that the present remuneration is not an adequate inducement for the better class of teachers to take upon themselves the arduous labor of teaching in the Evening Schools. The ranks have therefore to be filled from outside sources, and persons who are not professional teachers are employed. After mature deliberation, the Committee unanimously decided to recommend that the salaries be increased as follows: Male Principals from $4.00 to $5.00 per night Resolved, That on and after January 1st, 1891, the salaries paid. Principals and Teachers employed in the Ward Evening Schools, shall be as follows: Male Principals$5.00 per night Resolved, That the Committee on By-laws be and it hereby is requested to report the necessary amendments to the by-laws, relative to the increase of salaries in the Ward Evening Schools, as embodied in the foregoing resolution. Committe on Evening Schools Miles M. O’Brien,
DOCUMENTO IV CENTRAL EVENING HIGH SCHOOL Grammar School Building No. 74 JANITOR. (Directory of the Board of Education of the City of New York. New York, January 1891, pp. 187, 188.) DOCUMENTO V Feb. 18, 1891 Commissioner Mosher presented a report from the Committee on Evening Schools; stating that the Instructor in Spanish in the Central Evening High School has been absent on business of an important nature, which absence the Committee deemed advisable to excuse; but in order that the interests of the school might not suffer, a substitute has been employed, and the Committee now ask that their action be approved: Resolved, That the action of the Committee on Evening Schools in employing a substitute during the absence of the Instructor in Spanish in the Central Evening High School, be and the same is hereby approved, the substitute to receive the pay of the absentee. Committee on Evening Schools Joseph F. Mosher, Commissioner Mosher asked and obtained unanimous consent for the immediate consideration of said report. The President put the question whether the Board would adopt the resolution, attached to the report of the Committee, and it was decided unanimously in the afirmative. (Journal of the Board of Education of the City of New York. New York, 1891, pp. 216, 217.) DOCUMENTO VI June 17, 1891 Resolved, That the following-named persons be and they hereby are appointed to the positions herein named in the Central Evening High School to be held in Grammar School Building No. 74, for the term of 1891 and 1892: George White, Principal. (Journal of the Board of Education of the City, of New York. New York, 1891, p. 737.) DOCUMENTO VII CENTRAL EVENING HIGH SCHOOL Grammar School Building No. 74. 220 East Sixty-third Street, Nineteenth Ward. JANITOR. Thomas Carroll, in the building. (Directory of the Board of Educatson of the City of New York. New York, January 1892, pp. 188, 189.) DOCUMENTO VIII Feb. 17, 1892 Commissioner Williams presented a report from the Committee on Evening Schools; stating, that owing to the resignation of the Instructor in Stenography ín the New York Evening High School, and the absence of the Spanish Instructor in the Central Evening High School during a portion of the month of January, it has been deemed advisable to employ substitutes. The following resolution is submitted for adoption: Resolved, That the action of the Committee on Evening Schools in employing
substitute teachers in the New York and Central Evening High Schools, in the Stenography
and Spanish classes respectively, be and is hereby confirmed. Committee on Evening Schools Commissioner Williams asked and obtained unanimous consent for the immediate consideration of said report. The President put the question whether the Board would adopt the resolution attached to the report of the Committee, and it was decided in the affirmative. (Journal of the Board of Education of the City of New York. New York, 1892, pp. 172, 173.) DOCUMENTO IX Sept. 21, 1892 Resolved, That the following.named persons be and they hereby are appointed to the positions herein named in the Central Evening High School to be held in Grammar School building No. 74, for the term of 1892 and 1893: Instructors Central Evening High School. George White, Principal. (Journal of the Board of Education of the City of New York. New York, 1892, pp. 1003 1004.) DOCUMENTO X Nov. 2, 1892 Commissioner Williams presented a report from the Committee on Evening Schools, stating that there are two vacancies in the Central Evening High School owing to the resignation of Mr. Thomas J. Bradley, Instructor in Political Science, and Mr. José Marti, Instructor in Spanish. The results of an examination in Political Science show that Mr. Edward Mandel obtained the highest mark; his name isla therefore recoromended to fill the vacancy. In the matter of a successor to Mr. Marti, the Committee has decided to recommend a well-known teacher of Spanish, Prof. R.D. Cortina, who is a candidate for the position. The followíng resolutions are submitted for adoption: Resolved, That Edward Mandel be and he hereby is appointed Instructor in Political Science, etc., in the Central Evening High School, vice Bradley resigned, for the remainder of the term 1892-1893. Resolved, That R.D. Cortina be and he hereby is appointed Instructor in Spanish in the Central Evening High Sehoal, vice Marti resigned, for the remainder of the term 1892.1893. Committee on Evening Schools Clara M. Williams, Commissioner Williams asked and obtained unanimous consent for the inimediate consideration of said report. The President put the question whether the Board would adopt the resolutions attached to the report of the Committee, and it was decided in the affirmative. Commissioner Williams presented a report from the Committee on Evening Schools; stating, that owing to the resignation of the Instructor in Spanish in the Central Evening High School, it became necessary pending the selection of a suitable successor to employ the services of a substitute teacher, in order that the class might be properly taken care of; the Committee therefore reports that it authorized the Principal to obtain a temporary instructor and now asks confirmation of its action. The following resolution la submitted for adoption: Resolved, That the action of the Committee on Evening Schools in employing a substitute Instructor in Spanish from the 3d of October, 1892, in the Central Evenirig High School be and the same is hereby confirmed. Committee on Evening Schools Clara M. Williams, Commissioner Williams asked and obtained unanimous consent for the immediate consideration of said report. (Journal of the Board of Education of the Cíty of New York. New York, 1892, pp. 1161, 1162.)DOCUMENTO XI
CENTRAL EVENING HIGH SCHOOL. From George White, Principal, the report of the Central Evening High School for the term of 1890-91, as follows:
To the Honorable the Board of Education: The Central Evening High School closed its sessions for the first term (1890-91) on April 17, 1891. [...] Synopsis of Methods of Instruction in the varíous branches of study pursued After careful perusal of the reports of work done by instructors, and my own personal visits to every class-room, almost nightly, the following condensed synopsis is presented: [...] The Modern Languages [...] Spanish. — The instructor in Spanish reports that his aim has been, "to teach strict grammar without appearing to teach it." The language was taught by pronunciation, orthography, dictating nightly different forms of sentences to the students, and then more elaborately as they showed signs of progress. The relation of Spanish moods to those of other languages was fully set forth. Commercial letters and short descriptions were written by the students, and corrected by the teacher from time to time. Constant use of the black-board familiarized the minds of the students with the ideas imparted by the instructor. (Journal of the Board of Education of the City of New York. New York, 1891, pp. 690-692.) |
