In 1939, Cornell University invited Dr. Jack Posin to teach Russian and in 1941 named Ernest J. Simmons Assistant Professor of English and Russian. In 1942 Simmons was named chairman of a newly established department of Russian, and, in 1945, was promoted to a full professorship. Dr. Posin, meanwhile had transferred to the University of Iowa, in 1942, as Assistant Professor of Russian. At Syracuse University, Professor Albert Menut of the Department of Romance Languages, a student of Russian, was able to develop courses in Russian and to inaugurate a Russian program. The extent of Slavic development during this period is revealed in a survey conducted by Professor Arthur P. Coleman in 1945, which showed eighty-one institutions offering courses in Russian and eleven in Polish. At the same time, there were 147 schools and colleges offering courses in Slavic history and culture. The increased interest in history seems all to the good, but it can be noted that well over fifty institutions offering work on Russian and Slavic subjects lacked collateral courses in the languages. This, however, was a far smaller proportion than existed in 1914. Furthermore, it was not a peculiarity of the United States, for as late as 1924 in Germany there were professors of East European history who looked askance at students wasting their time on linguistic studies, for they preferred to have them work from translations. To secure a staff for the American expansion, particularly in Russian, offered many difficulties. There had been almost no immigration of Russians for many years and the bulk of the possible instructors were persons who had come to the United States shortly after World War I. These were the only ones with any special training, for during the period between the wars, few young Russians from educated families had seriously considered doing advanced work in Russian, even though there were many with knowledge of the educational system. An outstanding exception was Oleg Maslenikov who, at this time, joined the staff of the University of California. The chief emphasis, in this period of expansion, was on a speaking knowledge of the language. Wherever it was possible, instruction was begun under the supervision of some member of the faculty with a knowledge of Russian, while much of the actual work was done by native assistants. This combination, originally applied to Russian by Professor Patrick, became the general rule and was successful where it was intelligently used.