Abstract:
Before one can begin a discussion of the justification of maintaining Classical Studies in the secondary curricula, he must delineate the contents of such a program. Although some scholars include all areas of study which have been of lasting value in the term, classical, the accepted definition, and the one used in this discussion, is the history, literature, art, and culture of the two classical civilizations, Greece and Rome. The purpose of this paper is to justify the teaching of Classical Studies, thereby, encouraging their Maintenance in the secondary curricula,In the decade of the 1970's the only element of the Classical Education remaining in the secondary schools is Latin, and its enrollment is decreasing to the point that it is being discontinued in many schools. Those schools which continue to offer Latin often restrict it to a two year program so that advanced reading ability is not developed. Greek is no longer taught at the secondary level and is impossible or difficult to shady at many universities. Since the ability to read Greek is almost totally lacking and the ability to read Latin is poorly developed, students are no longer able to read the classical literature in the original form. A truly piteous aspect of this situation is that, even when attempts are made to acquaint the students with this literature in English translations, the English teacher also lacks the ability to read the original and so cannot impart even his own insights to the students. Even the teaching of the histories of Greece and Rome, which nations so greatly affected the development of Western civilization, is relegated to the first week or two of a world history course, often taught by a person who is oriented toward modern history. Very seldom is the high school student given an accurate impression of the Greek and Roman cultures because the teachers have not been able to relate directly to these great peoples.It is the feeling of this writer, and almost all classicists, that we must convince secondary school administrators to at least maintain the study of Latin in their curricula for a qualified Latin teacher is able to impart sufficient insights into Greek and Roman culture to encouragemany students to pursue Classical Studies as the opportunity arises. Ultimately, we should like to encourage the inclusion of non-Latin courses in classical literature and history, but also to convince administrators of the necessity that these courses must be taught by teachers with a thorough Latin background. As educators, the classicists feel that such study is necessary to educate, rather than train, our students.