If there can be no doubt that the School has been successful in one of its func­ tions, in the case of the other this is, unhappily, by no means so true. There is abun­ dant evidence that the School's efforts at "indoctrination" have resulted, all tOO often, in failure, or at lease in partial failure. It is not easy to make sure why this should happen, or what the remedy is; for the whole problem is a litde elusive, intangible, not like potsherds or strata, easy to pin down and define. To begin with, there is the difficulty of deciding what chis "indoctrination" is to be, just what it is that the School wants to do for chose of irs students who are primarily philologists. I do not recall having seen, at least within recent years, any attempt to state this function of the School, co put it into words; perhaps it is worthwhile co cry co do it, although my statement is admittedly couched in the most general terms, over-simplified and probably incomplete. The School's aim might, it seems to me, be phrased somewhat in this fashion: to make the stay in Greece of him who comes as a member of the School an experience richer and more rewarding than his who comes independendy; by making its special knowledge accessible co him in such a way chat he can relate it to his special knowledge, and that his understanding of the particular aspect of Greek civilization in which he is most interested may be deepened by an understand­ ing of those ocher aspects of Greek civilization which can be studied only, or best, in Greece itself. This is surely not too ambitious a program, to send a Hellenist back from the School richer chan if he bad come co Greece on his own. And it is a litde puzzling that the School should have been so often only partially successful in carrying it out. Some of the reasons are, of course, clear. The major part of the responsibility rests, necessarily, with the faculty in Athens. The resident staff sometimes forget that not every student of the School is an archaeologist or wants to become one, that their special knowledge muse be so transmitted and so interpreted that the student can relate it co his. The annual and visiting professors do not always remember chat they have an obligation towards the students; they forget, occasionally, that they are in Athens, and their lectures are those that they would have given in the classroom at home. Some of the responsibility rests with the Managi~ Committee, when it sends to the School students who are as yet too immature or coo lacking in initiative co cake advantage of the informality and the freedom which are so desirable a part of the School. There are ocher less obvious causes for the School's failures in its second great function; there are more, probably, which cannot be found, and when found remedied. But it needs thinking abom; and the period which must intervene before the School can once more resume its work offers the time, so hard co find when the School is in session, for just such thinking. May I hope chat the members of the Managing Com­ mittee, as well as those members of the staff of the School who are now in America, will give serious consideration to chis problem. If the School is co fulfill its obliga­ tion co the classical world and if it is to play the part that it can and must in carrying 28 ~n the ~eat tradition, it cannot fail in one major function though it succeed b ·r­ liandy 10 the other. To do so is to betray not only itself and its students but ~e whole cause of H ellenism. Berkeley, California May 1, 1943 29 Respectfully submitted, Arthur W. Parsons Director