Contents of this issue are as follows: "Suggestopedia: The Use of Music and Suggestion in Learning and Hypermnesia:" by Elizabeth Risova Philipov; "A Two Year Evaluation of the Suggestive-Accelerative Learning and Teaching (SALT) Method in Central Iowa Public Schools" by D.H. Schuster and R.A. Prichard; "Improving Lecturer Performance Through Confidence Building" by H.E. Stanton; "Teaching French Composition Through Suggestopedia" by J.G. Lemyze; and selected abstracts. In addition to providing background information on suggestopedia, the first article reports on experimentation at the University of California at San Diego, where students learned the Bulgarian language through the suggestopedic method and were compared to students learning first year Russian with an advanced method. The second article reports on the use of the SALT method in Central Iowa Public Schools and concludes that there was much support for the method in terms of accelerating achievement but not in terms of affecting student attitudes. The method appeared to be equally appropriate for elementary as well as junior high school students. In the third article an experiment using relaxation training, positive suggestion, and success imagery to improve lecturer performance is described. The fourth article describes adapting the suggestopedic principles to teaching composition to McGill University students who already had a fair command of spoken and written French. (SW)