The process of learning Russian should be no more difficult than the process of learning other languages although it may take somewhat longer. The phonetic system should not present major difficulties with respect to individual sounds, but intonation may be difficult because Russian pitch patterns represent different intentions and emotions than English patterns. Word and sentence dynamics are a more serious problem and should be properly drilled and mastered from the beginning following the sequence listening before speaking, reading before writing. With respect to syntax, morphology can be drilled, and word order can be learned if it is taught from context. Vocabulary may prove to be the most difficult aspect of the language, but it too can be mastered if the instructor attends to the importance of an understanding of the structure of the Russian word, of the manner in which roots and affixes operate within this system, and massive opportunity is provided for exposure to new vocabulary, especially through imaginative and constructive use of the language laboratory. Particularly in teaching Russian, translation exercises have their place as a summing-up exercise and a means of developing an understanding of how meaning is expressed. These teaching principles are illustrated by a number of appendices. (AMH)