Paper presented at the Annual Meeting of the American Philological Association held December 28-30, 1971, in Cincinnati, Ohio. (DS)

Various problems confronting teachers of the classics are explored through frequent reference to the metaphor of the classics viewed as a sailing ship in a sea of troubled waters. Several of the difficulties confronting classics teachers are seen to be related to an anti-intellectual mood prevailing in academe, scheduling problems, shifting school…

Includes a sample of a classical studies examination given at the British Universities of Manchester, Liverpool, Leeds, Sheffield, and Birmingham, and a criticism and defense of the examination. (DS)

This article outlines the classics courses offered at four New Zealand universities and the philosophies directing their progress. Both language courses and courses taught in translation are discussed, along with the question of advanced study and research. (CHK)

Report presented at the Annual Meeting of the American Philological Association on December 29, 1970 in New York, New York. (DS)

Panel held during the 103rd Annual Meeting of the American Philological Association, Cincinnati, Ohio, December 28-30, 1971. (DS)

The number of students studying modern languages has declined, and the number reading classics at British universities has declined dramatically. Classics departments that adapt to changing conditions by offering programs such as Classical Studies, including a high proportion of nonlanguage courses, are able to survive. (JMD)

The instructional context and some formats for the teaching of Greek and Latin are described. Internal policies of an area studies or microhumanities program in classics are outlined. The teaching of languages, literature in translation, and culture is discussed. (SW)

Outlines principles and procedures of the Georgetown University and the University of Minnesota Classical Heritage programs for secondary school students. (DS)

This paper attempts to show the need for Classicists currently in the field to begin long-range planning for the field of Classics. Classicists have been unable or unwilling to plan solid actions, waiting instead to react, or respond, to educational trends and problems. While the entire junior and community colleges movement was growing,…

The rationale for the establishment of a curriculum in the recently founded University of Sussex, England, which does not offer full programs in classical or medieval studies, is examined in this paper. Intent on developing a program which has as its scope "a general background in European culture", the university offers programs,…

A statistical breakdown of earned degrees in classics from 1965 through 1968 presents data primarily classified by region. Tables covering New England, Mideast. Great Lakes, Plains, Southeast, Southwest, Rocky Mountains, and Far West include figures on degrees conferred by institution. Regional, state, and national totals represent corresponding…

Questions involved in determining the content, timing, and relevance of classical curriculums in secondary schools and college language programs are raised here. A recommended type of classics program, designed to present Latin as a tool in understanding and enriching literature, culture, and civilization, is outlined. (JH)