FOREIGN LANGUAGE INSTITUTE PROGRAMS, HAVING ADOPTED A STRUCTURE OUTSIDE OF THE DOMINANT MODEL IN EDUCATION, HIGHLIGHT WHAT IS WRONG WITH THE ESTABLISHED HIGHER EDUCATIONAL SYSTEM AND GIVE CLUES AS TO HOW IT MAY BE IMPROVED. THESE INSTITUTE PROGRAMS OFFER A PERSONALIZED ATMOSPHERE, WITH CURRICULAR UNITY, WHERE LEARNING IS MORE OF A GROUP ACTIVITY, AND GRADES ARE DEEMPHASIZED. THIS CONTRASTS SHARPLY WITH THE REGULAR PROGRAMS OF COLLEGES AND UNIVERSITIES, WHERE THERE IS A COMPETITIVE, DEPERSONALIZED ATMOSPHERE, A DEPARTMENTAL AND SUBDEPARTMENTAL RIVALRY, AN EMPHASIS ON GRADE POINTS AND COURSE CREDITS, AND A SUBORDINATION OF TEACHING TO TELLING AND LEARNING TO RECEIVING. A PROCESS BY WHICH THE CONSTRUCTIVE EXPERIENCES AFFORDED BY FOREIGN LANGUAGE INSTITUTES CAN BE INCORPORATED EFFECTIVELY INTO AMERICAN HIGHER EDUCATION MUST BE DISCOVERED SO THAT THE INSTITUTES WILL SERVE AS EDUCATIONAL MODELS AND THOSE WHO RECOGNIZE THEIR VALUE CAN BECOME EFFECTIVE AGENTS OF CHANGE WITHIN THE GREATER SYSTEM. THIS ARTICLE IS A REPRINT FROM "PMLA," VOLUME 82, NUMBER 4, SEPTEMBER 1967, PAGES 14-18. (SS)