FOLKLORE is necessary in the teaching of language and literature. But what is folklore? It is the culture of the masses. In a highly civilized society it is the culture of the lower social classes. As anthropology has now distinctly demonstrated each social class has its own culture. The language and literature we teach in our schools are components of the culture of the enlightened minority only. The masses or the majority of the people still have their own language and literature, that is, folk language and folk literature. Especially is this true of Russia and of the other countries of Eastern Europe where traditions are still strong and where the historical past still survives in all divisions of material, social, and spiritual culture. In Eastern Europe folk songs, dances, costume, food, type of house, beliefs, and social customs are still extant, and in some respects are even flourishing. If, therefore, we wish to teach the living language of the majority, in other words, the real language of a country, we must give as much of its folklore to our students as possible; otherwise the language we teach will be artificial, unreal, and of little use in practical life. And the language taught without benefit of folklore will be of little use in literature as well, for the literature of each country, especially that of the East European countries, is greatly influenced by the folklore of the country. All Russian writers, especially Pushkin, Turgenev, and Gorky, were fond of Russian literary folklore and were of the opinion that it was necessary for the further development of Russian language and literature. Thus Pushkin considered folk language, especially that of the peasantry, as an inexhaustible source for poetical language in general. He wrote: Young writers, read folk tales for the purpose of studying the properties of the Russian language ... the study of old folk songs, tales, etc., is necessary in order to have a full knowledge of the properties of the Russian language.' Besides, folklore serves the purpose of creating an atmosphere for the language of a country. Again, language is a component of culture and is scarcely understandable without a knowledge of the other components of culture. The successful language teacher must inform his students as to the general culture of the people of the language he teaches, namely, the social organization, religion, customs, art, philosophy, economic life, and even such forms of material culture as type of house, costume, food, means