tain the well-being, of
classical studies, and in particular (a) to impress upon public opinion
the claim of such studies to an eminent place in the national scheme of
education; (b) to improve the practice of classical teaching by free
discussion of its scope and methods; (c) to encourage investigation and
call attention to new discoveries; (d) to create opportunities of
friendly intercourse and co-operation between all lovers of classical
learning in this country."

The curriculum.

The question of the curriculum and the time-table in secondary education
has occupied the attention of the Classical Association, the British
Association and the Education Department of Scotland. The general effect
of the recommendations already made would be to begin the study of
foreign languages with French, and to postpone the study of Latin to the
age of twelve and that of Greek to the age of thirteen. At the Head
Masters' Conference of December 1907 a proposal to lower the standard of
Greek in the entrance scholarship examinations of public schools was
lost by 10 votes to 16, and the "British Association report" was adopted
with reservations in 1908. In the case of secondary schools in receipt
of grants of public money (about 700 in England and 100 in Wales in
1907-1908), "the curriculum, and time-table must be approved by the
Board of Education." The Board has also a certain control over the
curriculum of schools under the Endowed Schools Acts and the Charitable
Trusts Acts, and also over that of schools voluntarily applying for
inspection with a view to being recognized as efficient.

Reform in Latin pronunciation.

Further efficiency in classical education has been the aim of the
movement in favour of the reform of Latin pronunciation. In 1871 this
movement resulted in Munro and Palmer's _Syllabus of Latin
Pronunciation_. The reform was carried forward at University College,
London, by Professor Key and by Professor Robinson Ellis in 1873, and
was accepted at Shrewsbury, Marlborough, Liverpool College, Christ's
Hospital, Dulwich, and the City of London school. It was taken up anew
by the Cambridge Philological Society in 1886, by the Modern Languages
Association in 1901, by the Classical Association in 1904-1905, and the
Philological Societies of Oxford and Cambridge in 1906. The reform was
accepted by the various bodies of head masters and assistant masters in
December 1906-January 1907, and the proposed scheme was fo