In my boyhood—more years ago than I care to remember—we used to define an expert as “a damned fool a thousand miles from home.” Since I am considerably less than a thousand miles from where I grew up, and stand but a few minutes from my residence in Hyde Park, it behooves me to avoid any claim to expertness about the problems faced in practical situations where the dialect of the school child is sharply divergent from what is expected of him in the classroom. For many of these situations, neither I nor any other working dialectologist knows what the local patterns actually are; for some, there has been no attempt, or at best a partial and belated one, to find out the patterns. Nevertheless, the implications of dialectology for the more rational teaching of English in the schools—and not only in the schools attended by those we currently euphemize as the culturally disadvantaged—are so tremendous that I am flattered to have John Fisher ask for my observations. The problems are not limited to Americans of any race or creed or color, nor indeed to Americans; they are being faced in England today, as immigrants from Pakistan and the West Indies compete in the Midlands for the same kinds of jobs that have drawn Negro Americans to Harlem and the South Side, and Appalachian whites to the airplane factories of Dayton. In fact, such problems are faced everywhere in the world as industrialization and urbanization take place, on every occasion when people, mostly but not exclusively the young, leave the farm and the village in search of the better pay and more glamorous life of the cities. In all parts of the world, educators and politicians are suddenly realizing that language differences can create major obstacles to the educational, economic, and social advancement of those whose true integration into the framework of society is necessary if that society is to be healthy; they are realizing that social dialects —that is, social differences in the way language is used in a given community—both reflect and perpetuate differences in the social order. In turn, the practicing linguist is being called on with increasing frequency to devise programs for the needs of specific groups—most often for the Negroes dwelling in the festering slums of our northern and western cities; and generous government and private subsidies have drawn into the act many teachers and administrators—most of them, I trust, well meaning—who not only have made no studies of dialect differences, but have ignored the studies and archives that are available, even those dealing with their own cities.