Examines a variety of grammatical and linguistic problems encountered in the teaching of classical languages and urges a more rationalistic approach to their solution. Concluding portion of the article. (RL)

The decline of Latin language study in America in recent years is described and reasons are discussed. Advantages to be gained by keeping the study of Latin in secondary education are also discussed. (RM)

UNLESS TEACHERS OF CLASSICAL LANGUAGES ARE WILLING OR ABLE TO TEACH READING, AS DISTINCT FROM DECIPHERING AND TRANSLATING, CLASSICAL LANGUAGES IN HIGH SCHOOLS ARE DOOMED. TWO OTHER PROPOSALS THE PROFESSION SHOULD ACT UPON ARE THAT THE REASONABLE MINIMUM FOR THE HIGH SCHOOL STUDY OF GREEK AND/OR LATIN SHOULD BE 4 YEARS AND THAT EXPERIMENTATION…

A discussion of proper Latin names that can be confusing for the student. (RM)

Describes the Roman ruins and historical background of Dacia (Rumania) as an aid to Latin teachers in presenting cultural topics in the language classroom. (DS)

Special issue devoted to linguistics in teacher preparation and higher education. (VM)

Discussion supporting Latin study for those capable of learning the language focuses on its intrinsic interest, eminent practicality, and forward-looking curricular reforms. An approach to the study of English through Latin is commended in the article. (RL)

Selected introductory Greek textbooks are critically reviewed. (RL)

Report of a pilot program in high school Latin given in 1969-70 for the Washington State Foreign Language Program under a grant from the Ford Foundation. (DS)

Revised version of a paper read at a meeting of the Joint Association of Classical Teachers held May 15, 1971, at the University of Reading, England. (DS)