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)

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)

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)

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)

An explanation is given for the development of the Roman numeral system in terms of the smallest number of marks required to enumerate items. (RM)

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)

Includes a sample of a classical studies examination given at the British Universities of Manchester, Liverpool, Leeds, Sheffield, and Birmingham, and a criticism and defense of the examination. (DS)

This article outlines the classics courses offered at four New Zealand universities and the philosophies directing their progress. Both language courses and courses taught in translation are discussed, along with the question of advanced study and research. (CHK)

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)