A version of this paper was presented at the Fall Meeting of the Classical Association of the Atlantic States (CAAS), October 31, 1969, Syracuse, New York. (DS)

Includes a list of publications and audiovisual aids of interest to teachers. (DS)

Describes an enrichment program in classical studies sponsored for public- and private-school students by the Chicago Board of Education. (DS)

Collitz lecture delivered at the meeting of the Linguistic Society of America in Columbus, Ohio, July 1970. (DS)

Traces development of the Junior Classical League (JCL) and Latin enrollments in secondary schools. (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)

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.

The three major Latin textbooks published since 1968 are analyzed and they are shown to employ the latest theories of learning and of second language acquistion. (CK)

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)

Jane Rosenthal's paper on relative clauses in Classical Nahuatl is discussed, and it is argued that she misses an important generalization. An alternative analysis to a class of relative pronouns and new rules for the distribution of relative pronouns are proposed. (SC)

Traditionally, students of ancient languages have been taught to translate rather than read. The four most popular current approaches to language instruction--the grammar-translation method, the direct-reading or inductive approach, the audiolingual method, and the structural approach--all have inherent deficiencies that are magnified when applied…