At about the same time, Czech was included in the University of Iowa where Miss Anna Heyberger conducted the work. Still later she changed to Coe College at Cedar Rapids where she became Professor of French and took a doctorate, with a dissertation on the Czech educator Jan Amos Comenius, at the University of Paris. Alois Barta was then giving instructions at Dubuque College and Seminary. For a while before World War I, B. Prokosch gave courses in Czech at the University of Wisconsin and Leon Zelenka Lerando at Ohio State University but more lasting results were obtained by Mr. Charles Knizek at the University of Texas, where Czech has continued almost without a break since its introduction.[34] At this time, still other developments, largely connected with the various churches, were ensuing. For example, Reverend Andrew Slabey was appointed to the International Baptist Seminary in Montclair, New Jersey, an institution greatly concerned with training clergymen for missionary work among various non-English groups and extensively staffed for such foreign languages as Slovak, Ukrainian and Hungarian. On the other hand, the Russian Orthodox Archbishop of the Aleutian Islands and North America established a small Russian seminary at Minneapolis, Minnesota. This was later moved to Tenafly, New Jersey, and its head was Reverend Leonid Turkevich, the present Archbishop Leonty of the Russian Orthodox Church in North America. We could extend this list even further, but the institutions at this period cared for little more than the giving of elementary instruction in a Slavic language, usually either Czech or Polish. The period witnessed the publication of a considerable number of elementary grammars, dictionaries and readers. Many of these were not of high quality but they did reflect the growing maturity of the various Slavic communities and their efforts to secure the introduction of their languages into the curricula of American institutions. Furthermore, at this period, it was rare that any person in one of these smaller state institutions could secure a post exclusively in Slavic studies. The best and most scholarly were compelled to carry almost a full load in some other subject. But the mere fact that this was possible accents the increasing number of young Slavs who were securing college and university educations. The situation was still not healthy but at the beginning of World War I it was by no means as hopeless as it had seemed earlier. CHAPTER 6 FROM 1914 TO 1939 As we have seen, Slavic studies were in their infancy when World War I broke out. The American reaction to the War was, as we might have expected, a plain paradox.