Revised version of a paper read at the December 29, 1971, American Classical League Institute in Cincinnati, Ohio. (DS)

UNLESS TEACHERS OF CLASSICAL LANGUAGES ARE WILLING OR ABLE TO TEACH READING, AS DISTINCT FROM DECIPHERING AND TRANSLATING, CLASSICAL LANGUAGES IN HIGH SCHOOLS ARE DOOMED. TWO OTHER PROPOSALS THE PROFESSION SHOULD ACT UPON ARE THAT THE REASONABLE MINIMUM FOR THE HIGH SCHOOL STUDY OF GREEK AND/OR LATIN SHOULD BE 4 YEARS AND THAT EXPERIMENTATION…

A discussion of the value of a classical education by one student of classics who found his academic background to be personally rewarding after leaving school and entering the business world. (KM)

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)

A discussion of proper Latin names that can be confusing for the student. (RM)

Lists new materials for classroom use in classical studies programs, including films, filmstrips, slides, transparancies, prints, cassettes, catalogs, and teacher training. (RL)

Second part of a series on trade names from classical languages. Part one appeared in Classical Outlook", v47 Jan 1970. (DS)

Describes the Roman ruins and historical background of Dacia (Rumania) as an aid to Latin teachers in presenting cultural topics in the language classroom. (DS)

Third in a series of surveys of archaeological excavations covers a description of well known Roman ruins in England and Wales, including the remains of Hadrian's wall. (DS)