The author re-enacted the "Meno's" discussion between Plato and the slave about doubling the size of the square, and found that a six-year-old's answers paralleled those of the slave; neither had formal knowledge of geometry. Plato stated that learning is recollection of knowledge held before birth. (CHK)

A reply to K. Kilburn, "The Need for Classics" in this issue. Points out that Kilburn is imprecise in notions of categories of thought and his notion of tradition. The assumption that initiation into a category of thought requires a return to sources is challenged. (CHK)

Describes an experiment made to illustrate to Ancient History students the value of textual criticism and the problems involved in transmitting a text through the centuries by means of imperfectly copied and preserved manuscripts. (CHK)

Criticizes traditional reasons for Classics study and states that education is the initiation of a new generation into the skills and knowledge structures of an existing tradition. Aesthetics and philosophy, religion and morals, knowledge of self and others, and mathematics and science may be understood through Classics.

Criticizes John Wilson's "Classics and Moral Education," in this issue, as being ambiguous and vague. The view here is that moral education would not derive automatically from classical studies but must be taught and developed, and based on a value system already present. (CHK)

The study of the Classics may develop three kinds of skills: 1) awareness of the importance of hard facts about a culture; 2) awareness of the facts of human nature; and 3) training the mind to think. Such skills and understanding are an important part of moral education. (CHK)

Comments are made in response to a critique of ancient history courses by Dr. J. K. Davies. The proper context for the study of the history of ancient Greece and Rome is discussed. (RM)

Advocates the value of Classics study, expecially in conjunction with study of English Renaissance poetry. Such a combination enhances both the classical model and the vernacular work. Poetic form, content, language and prosody are discussed. (CHK)

An adult education course on the early Roman Empire and the rise of Christianity, taught in the context of an open university, is described and criticized. (RM)

A response is made to criticism and evaluation of an adult education course on the early Roman Empire and the rise of Christianity taught in the context of an open university. (RM)

The construction of a course on the early Roman Empire and the rise of Christianity is described, and the open university in general is discussed. (RM)

An adult education course on the early Roman Empire and the rise of Christianity, taught in the context of an open university, is described and criticized. (RM)

An adult education course on the early Roman Empire and the rise of Christianity, taught in the context of an open university, is described and criticized. (RM)

Translation, viewed as a process of linguistic summation, is considered on the levels of morphology, syntax, phonology, and vocabulary. Random variables which bear on loss/gain ratios are examined in formulae illustrating the relationship of subjectivity and objectivity in the translation process. Implications of theory are illustrated through…

This paper summarizes the present state of teaching Ancient History in British schools and sees it as fragmented and incomplete. A macrostructure for study of 16 major interpretive themes is suggested, to be supplemented by theme, and area studies and various specialized approaches. (CHK)