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…

Presents a syllabus, developed by the Exeter University Department of Classics, for a degree course designed to do justice to both the literary and the historical aspects of the ancient world. The course is called "Latin and Ancient History." (Author/KM)

Central to this paper is the belief that the principal value of classical studies is that they are the foundation for a liberal education. The author proposes that the whole of the Graeco-Roman civilization be included in the development of the curriculum while urging interdisciplinary studies wherever possible. Commentary focuses on teaching…

The debate on the merits of classical education is reviewed through an examination of views of Henry Sidgwick in his "Essays on a Liberal Education" (1867). Running commentary focuses on two major concepts: (1) considerable change in teaching methodology is necessary if Latin is to survive, and (2) a majority of teachers in classical studies need…

Described in this article is a critical procedure in the study of literature defined by the author as a method of responsive interrogation of the text. The approach is guided by a study of relevant political, sociological, literary, and intellectual circumstances. Three fundamental questions are central to the discussion of the theory: (1) What…

Revised version of a paper read at a meeting of the Joint Association of Classical Teachers held May 15, 1971, at the University of Reading, England. (DS)

The contributions to classics teaching of James Barclay of Dalkeith, an eighteenth century Scottish educator, are presented. In addition, a general attempt is made to show him within the general development of classics teaching in Scotland at that time. (SW)

The importance of cultural education in Latin programs is illustrated in remarks concerning language, literature, and archaeology. (RL)

It is argued that the purpose of the study of the classics should be to learn about the ancient Greeks and Romans as they were rather than as an end in itself. Traditional methods of teaching are evaluated. (RM)

Focuses on the declining enrollment trends at the undergraduate level and expanding number of masters and doctoral programs at the graduate level of instruction. (RL)

The value of a wide experience of literature to the development of human personality is described. Barriers to the understanding of classical literature, and ways that student and teacher can overcome them, are discussed. (RM)

A criticism is made of traditional means of measuring student performance in classics, based on research which has accumulated on assessment in classics and in related subjects. (RM)