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)

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)

Part one of a continuing series. Suggests that teachers could encourage further study of Latin if they were willing to be flexible in arranging class schedules. (DS)

Twelve university students of Latin were assigned the task of translating Lincoln's Gettysburg Address into Latin. Some of the difficulties are touched on, and two successful examples are quoted in full. The advantages of using such exercises in intermediate and advanced Latin classes are mentioned. (RM)

An enthusiastic Latin teacher responded to the challenge of falling class enrollment and inspired increased numbers of students to study the language and its literature. (CK)

Shortened version of a paper presented on June 25, 1971, at the American Classical League Institute, Western College for Women, Oxford, Ohio. (DS)

First part of a continued article. (HW)

Classics may be taught as humanities to help students understand both the ancient and modern worlds. Literature taught in translation can acquaint students with these works and illuminate modern literature. Visual aids such as slides, photos, post cards, sculpture reproductions and maps may awaken student interest. (CK)

Surveys types of articles published in scholarly journals covering classical languages and literatures. (DS)

Classical Greek, using innovative curriculum materials, is being taught in seven secondary schools of Philadelphia. The principles of structural linguistics and the direct method of language teaching are used and the approach is aural-oral. The course aims at making students aware of the influence of Hellenic heritage in our world. (CFM)