The title suggests a number of paradoxes. The concept of the “teaching machine” represents, on the one hand, one of the most revolutionary and challenging concepts facing teachers and educators today and, at the same time, looks back to one of the oldest basic psychological concepts of learning within the history of educational theory. Socrates' instruction of the slave boy in the Meno is perfect and persuasive illustration of the system of question-response basic to the efficacy of the modern teaching machine. Socrates, as we know, sought to persuade Meno that the slave boy's knowledge of a mathematical fact came not from teaching, but from questioning, and ultimately from recovery of innate knowledge.

In Hawaii six languages are spoken by sizable groups of people in addition to the official language, English, and the lingua franca, Pidgin. They are: Japanese, Hawaiian, Cantonese, Korean, Portuguese, and Ilocano. No exact figures exist for the numbers of speakers in each group. Some indication, however, can be gained by consulting the 1950 census distribution by “race” of the Islands' population: Japanese 39%, Caucasian 23%, Hawaiian 17%, Filipino 12%, Chinese 6.4%, Korean 1.4%, other 1.2%. Allowance must also be made for the facts that some Hawaiians cannot speak Hawaiian, that some of our Chinese speak Mandarin, and that about ten percent of the local Filipinos speak Visayan or Tagalog rather than Ilocano. Obviously, in a government report, the Portuguese are included as Caucasians; locally they are considered a group apart.

This sixth revision of statistics on foreign language entrance and degree requirements for the B.A. degree shows that out of 899 colleges which grant such a degree, a foreign language is required for entrance by 284 or 31.6%, and for the B.A. by 772 or 85.9%. Since 12 schools not having a foreign language degree requirement have a foreign language entrance requirement, this brings the total number with some sort of language requirement to 784 or 87.2%.

On 26 December 1958, at its meeting in the Hotel Statler in New York City, the Executive Council, realizing the need to keep the Constitution in line with the expanding interests of the Association and the changing needs of its membership, appointed a subcommittee (Council members Morris Bishop, Henry C. Hatfield, and Albert H. Marckwardt) to review the present Constitution and to make suggestions for rewording, additions, or deletions. All suggested changes were thoroughly discussed by the Council at its meetings on 11 and 12 April and 26 December 1959; then at its meetings on 1 and 2 April 1960, the Council voted to present the suggested revisions, as detailed below, to the membership for vote.

This selected list, compiled primarily for members of the Association, omits prize contests and a number of purely literary fellowships. For larger, more inclusive lists, see A Handbook on International Study (New York: The Institute of International Education, $3.00), Lovejoy—Jones College Scholarship Guide (Milton, Mass.: Theodore S. Jones, 1956), Study Abroad, Vol. xi (UNESCO), and Scholarships, Fellowships and Loans (Boston: Bellman Pub. Co.). See also the article by S. F. Johnson, “Honors and Prizes in the MLA Field,” PMLA, lxvii (Feb. 1952), 37–58.