The greatest obstacle to the study of Slavic languages is the fact that, until very recently, few students reached the graduate level with an adequate background in the languages. This has been somewhat relieved by the introduction of Russian and other Slavic languages in the colleges, but often language instruction could be advantageously introduced in high schools. Furthermore, there are many institutions, largely supported by churches or societies, which give instruction for which colleges should be willing to give appropriate credit. Such credit could be granted by a rigid insistence upon accomplishment coupled with a liberal reading of the requirements for college entrance. Thus, despite the lesser emphasis paid to definite entrance examinations, it should be possible for educational institutions and state organizations to arrange examinations in East European languages even where they were not learned in a recognized school. In many instances the efficiency of summer courses, such as those given by the Ukrainian National Association under the supervision of the Ukrainian Free University, could be checked by some central body. If instruction were satisfactory, credits could be accepted _in toto_, or the graduates could be given the opportunity of an individual examination in order to receive credit. It would seem that almost all major churches and societies in the United States interested in the study of a foreign language would react favorably if there were any assurance that students in their courses would receive proper recognition. The American educational system is neglecting, at present, those resources for study of East European and Slavic languages which already exist. While it is true that formerly instruction was often given by ill-prepared and incompetent teachers, the arrival in this country of large numbers of educated DP’s, often with teaching experience in their own lands, has changed the situation, and made it possible to build up a large cadre of language students, prepared to undertake more advanced work at an earlier stage. In the language field as nowhere else, we can clearly see marked improvement in the past thirty years. There are better textbooks and better instructors. If there is a negative aspect, it is in an excessive emphasis on what is conceived to be a modern system of study, which rests too much upon adherence to hypothetical rules regarding how a language should be learned, and a tendency to look askance at any exceptions to this, regardless of what results may have been attained. There is still much more to be done before the knowledge of these languages is sufficiently spread throughout the intellectual and research organs of the country. _V. Graduate Work_