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The article discusses the career of Madeline Miller, a teacher and author of the book "The Song of Achilles." It comments on Miller's inspiration for her book, her teaching career, and her interest in Classical literature and Latin. Other topics explored include the novel's connection with homosexuality, Miller's academic interest in the story of Achilles from Homer's "Iliad," and keeping teaching and writing separate.

In this article, the author offers suggestions to teachers for teaching Classics as a curriculum subject. Topics discussed include looking at Roman mosaics in design and technology to teach students important aspect of Roman art and history, organizing a workshop in which students may use classical myths to explore difficult situations in their lives, and organizing break-time, lunchtime, and after-school activities on the school site for building a sense of community participation in students.

The author discusses her opinions relating to the study and teaching of the plays of English playwright William Shakespeare, particularly commenting on the benefits of focusing on Shakespeare's treatment of the mundane. She addresses her belief that Shakespeare is given too much reverence in academia, choosing the most exciting scenes to attract students' attention, and activities involving student predictions of the stories.

The article discusses the opening of the Saint Andrew the Apostle school, a Great Britain's first Greek Orthodox state secondary school, commenting on its requirement of philosophy and classics study. It comments on the disadvantage of public school students who never studied classics, the use of Greek and Latin languages in academia, and Britain's Greek Orthodox community.

The author applauds the action taken by teachers to resist the order sent down from Education Secretary Alan Johnson that classic authors be taught to 11-14 year olds. The article argues that teachers know what works for their students and tackling Austen and Dickens in Year 7 might do more harm than good. The author encourages teachers to trust their instincts and push back at those government policies that they know will not work.

The article explains that while British students are exposed to required literary classics, that they also be encouraged to enjoy a lifelong interest in reading. Teachers maintain that authors Charles Dickens and Jane Austen often repel 11 and 12-year-old students. Alan Jackson, Education Secretary insists that the classics are not up for discussion. Qualifications and Curriculum Authority (QCA) board members strongly disagree.

The article discusses the literary canon and argues that it is an evolving entity which should not remain unchanged or unedited. Teachers recognize the need for a canon because they know the importance of exposing children to different forms of literature produced in different time periods, however the list does not need to remain static and teachers should have the right to alter it as they see fit.

Discusses several interpretations of Shakespeare's Words on big in number, amount, size, and importance.

Presents a job advertisement for teachers specializing canon literature in Great Britain, published in the June 18, 2004 issue of "The Times Educational Supplement."

Presents a job advertisement for teachers specializing in canon literature in Great Britain, published in the June 18, 2004 issue of "The Times Educational Supplement."

Presents a job advertisement for teachers specializing classics subjects in secondary education published in the May 2004 issue of the "Times Educational Supplement" journal in Great Britain.

Presents job advertisements for classics teachers for secondary education in England as of January 2004.

Points out potential drawbacks of classical literary canon on weak readers entering the secondary school system in Great Britain. Percentage of pupils which demonstrate reading deterioration; Pupils' need for specialized teaching for improving their reading skills.

Looks at how Kell Bank primary school in Great Britain has turned to Greek legend for its Christmas play. Planned performance of `Orpheus and the Underworld'; Play written by their teacher Sheila Wilkins; Curriculum of Kell Bank; Projects using classical and Norse myths; Success of the students of Kell Bank in the WH Smith Young Writers Award competition.

Comments on the decline of the teaching of classic literature in British schools. Threat of losing communal identity with the rest of Europe; Forgetting the purpose of Latin and Greek; Impact on students' linguistic acumen.

Focuses on debates concerning the children's books written by Enid Blyton. Favoring of commercial interests; Critics' irritation with cliche-ridden prose; Stereotypical characters; Confirmation of Blyton's place in the children's canon.

Presents an English teacher's anxieties on pupils' shallow treatment of literary classics. Reading of classics as simple adventure stories; Non-awareness of deeper themes in the novels.

Investigates the way publishing rivalries can benefit schools in Great Britain. Launching of Wordsworth Classics; Boost on sales of one pound reprints of classic novels; Interest of schools and colleges in the book series; Publication of works by authors who have been dead for 70 years and who do not qualify for royalties. INSETS: Slim but sublime selections.;Quids in with Bloomsbury..

Reviews several poetry selection and fiction series that guide pupils on classic works. Includes `Thornes Classic Poetry,' edited by John Foster and Gordon Dennis; `Huckleberry Finn,' by Mark Twain and edited by Sarah Matthews; `Silas Marner,' by George Eliot and edited by Elizabeth Seely.

Reports on the revival of classics teaching in Poland. Involvement of British teachers in the revival of classics teaching in Poland; Polish students' participation in the country's first classics conference; Invitation for Westminster School in London's head of classics Andrew Hobson to discuss classics teaching at the conference.