In a state (North Carolina, 2006) that once pushed foreign language lessons as early as kindergarten, there has been a steady curtailing of instruction in second languages to devote more time and effort to basic reading and math instruction in English, two subjects heavily tested under the state's ABCs and federal No Child Left Behind accountability rules. Schools are converting teaching positions earmarked for foreign languages to extra reading teachers, technology specialists, and instructors for students learning English as a second language. The impact is that this loss reduces the ability of young students to become fluent in a second language. As districts push second language learning to middle schools and high schools, advocates point out that little prior instruction leaves students unprepared to communicate and compete in the world. Students who start early are more likely to develop fluency and better pronunciation, as young children's minds are like a sponge, and can pick up things much easier. [Reprinted with permission of "The News & Observer" of Raleigh, North Carolina, Feb 23, 2004.]