In a field as varied and as technical as the classical languages, the professional training of the teacher is of paramount importance. An undergraduate major and graduate school work in the field of classical languages give a general view of the field and show which writings are interesting or important and how difficult they are. A graduate course in linguistics is also of great practical value. Teachers of secondary students studying Latin and Greek should group the students by ability. Linguistically talented students can move at a pace that maintains their interest, and they can accomplish more if they are separated from others. The teacher should remember that the principal objective is for the student to learn to read the classical languages unadapted, although hearing, speaking, and writing the languages may be helpful in fulfilling that aim. At Phillips Exeter Academy (New Hampshire), Latin instruction follows the established pattern of starting with readings in Caesar, progressing through Cicero and Ovid, and advancing to the lyric poets. The courses in the classics are accelerated, and bright students can be introduced to a varied selection of readings that they might have in four years at a traditional pace. Because virtually all the students are talented, the program for instruction in Greek is similarly accelerated. (JD)