When properly taught, foreign languages can contribute a great deal to international understanding. By gaining familiarity with the language and by active involvement in situations that typify other cultures, children gain an appreciation of customs which otherwise might seem queer, even dangerous, because they are "foreign" and unfamiliar. This fostering of tolerance and opening of new vistas are important contributions to the child's total growth. Why start languages in the elementary school? Because a smattering of foreign language is not enough. Only by starting language study in the lower grades can a fair degree of mastery be assured. There is another reason, too. We know that most children up to 12 years of age can imitate accurately and learn one or more foreign languages without self-consciousness. This is the period when they learn quickly orally, when they readily absorb vocabulary. Pre-adolescence invents secret languages. When this urge is not satisfied by introducing a foreign language, double Dutch and pig Latin take over. It seems unreasonable and wasteful not to capitalize on these natural language interests and capacities. Teaching foreign languages to children in the early grades is not new in this country. We have precedents and established patterns for it. German was taught in the grades for many years, a century ago, in Cincinnati, Milwaukee, St. Louis. In 1921, Cleveland inaugurated a foreign-language program for superior children in grades one through six in about 20 of its elementary schools. Within the past three years, more and more communities concerned with this rising need have begun to offer foreign languages in the grades: 75 in 1952, 145 in 1953, 280 in 43 states last year. Probably more than 500 will have such programs by the end of this year. Already at least 200,000 pupils in over 1550 schools are engaged in language study in the grades. Those who favor language learning in the early grades find no serious obstacles to overcome. Search will uncover former language teachers or language majors now teaching elementary-school subjects. Their self improvement can be hastened and continued through participation in language workshops, use of tape recondings and discs, language films, and other linguistic resources, and possibly by travel and study abroad. The availability of foreign-language materials is increasing. Appropriate language manuals and work books will be ready this fall. The Modern Language Association's section on foreign language in elementary school has published bulletins and programs which give valuable help and guidance. Because of the relative time flexibility of the elementary-school curriculum, there are elementary teachers who say that foreign-language classes (usually three 20-minute periods a week) can be arranged within school time without interfering with other offerings. Furthermore, languages in the grades do not operate in a vacuum. There can be close relationship between them and other subjects such as art,