Discusses reforms in curriculum development in classical studies programs in English secondary schools. (RL)

A theory on the origin of Roman numerals proposes that the principal numbers can be stylized in terms of a square. It is speculated that the abacus or its equivalents, such as the counter or chequer-board, was used to count before the alphabet became common. (SW)

Observes the changing Latin curriculum in England for those preparing to take "O"-Level examinations and concludes that "understanding" is replacing "knowledge" as the primary educational objective. (RL)

The Classics Department of Camden School reacts enthusiastically about their experiences with the Cambridge Latin Course. (RL)

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)

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)

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)

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

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)