Grammar Gazette- Issue 1, 2012

The results of a significant amount of research outlined by DeVane (1997) support the notion that Latin education is linked to improvements in general English literacy relating to reading skills, grammar and comprehension. As well as allowing greater understanding of English grammar, classical languages also facilitate the study of a second foreign language. In fact, Hill (2006) recommends Latin for students who experience difficulty with foreign language learning. Similarly, Campbell (2006) articulates that a Latin education makes it easier to learn the grammar and vocabulary of the modern romance languages, while also assisting with the study of other inflected languages such as German. German schools (Gymnasien) argue for Latin being the first foreign language to be taught in high school (Lise-Meitner-Gymnasium Unterhaching). Latin, including as it does a focus on Graeco-Roman culture and history, promotes an understanding of the Western cultural traditions which developed from classical civilisations. English and European literature emerging after the collapse of the Roman Empire continued to use classical illusions and literary conventions to a significant extent. The great artistic and musical works of the Renaissance also drew heavily from classical works and ideas. Similarly, the theatrical traditions of the Graeco-Roman societies have left a considerable legacy for modern thespians and audiences. Contemporary political systems, including democracy, emerged from the governments of ancient times. Another less commonly appreciated benefit of a study of Roman society and language relates to the insights it can provide into contemporary society. The Roman Empire at its height was an ancient superpower equally as sure of its place in the world and its permanence as, for example, the United States of America is in modern times. It could be seen as the world’s first multicultural society. Certainly many of the challenges facing humanity in the twenty-first century played out two thousand years ago in the ancient Roman world. Latin then as a core curriculum subject has the advantage of being more than a foreign language—its cultural and historical dimensions remain evident in specific ways. Given these connections between classical culture and contemporary Western culture, the subject is a logical choice for educators interested in developing trans-disciplinary programmes within schools, as well as for those who see its value as a foundational subject which has much to offer as part of an academically rigorous curriculum.

In summary, Campbell’s belief that a classical curriculum results in ‘exceptional intellectual discipline’ reinforces the value of the subject as a mechanism to promote effective learning behaviours, while Simmons’ (2002) assertion that ‘every lesson in Latin is a lesson in logic’ lends further support to this idea. Van Tassel-Baska (1987, p.160) terms the classical language as a ‘verbal analogue to the teaching of mathematics as a cumulatively organised subject area’. DeVane (1997) cites a range of sources that further emphasise the value of Latin as a subject which addresses the needs of contemporary learners. She writes that while ‘modern languages require logical reasoning, they focus on the four proficiencies of reading, writing, speaking and understanding the language ... (however) ... the study of Latin requires that students use the higher order thinking skills, like analysis, synthesis and evaluation while translating at greater levels of difficulty’ (1997, p.6). This highly persuasive set of arguments presented by the committee illustrates the unique qualities inherent in Latin as a foreign language choice of study. The thoughtful and considered research undertaken by Samantha Bolton and her colleagues has informed the School’s decision that introducing the study of Latin as a compulsory core component of our new Year 7 curriculum will significantly enhance the education and scholarly journey for our new young students—an exciting development in the School’s aspiration to be a leader in exceptional scholarship. Barrett,V. (n.d.). The comprehensive advantages of learning Latin . American National Committee for Latin and Greek. Bolton, S. (October, 2011). Latin Project Committee Report . Brisbane: Brisbane Girls Grammar School. Campbell, A. A. (2006). The Latin-centred curriculum . Louisville: Non Nobis Press. De Vane, A.K. (1997). Efficacy of Latin studies in the information age. PSY 702: Educational Psychology . Valdosta: GA Valdosta State University. Lise-Meitner-Gymnasium Unterhaching. (n.d.). Retrieved October 17, 2011, from http://www.lmgu.de/html/lfachprofil.html. Morley, N. (2009) Antiquity and modernity . United Kingdom: Blackwell Publishing. Preface retrieved March 27, 2012 from http://books.google. com.au/books?hl=en&lr=&id=ltcxKBrpo4QC&oi=fnd&pg=PR9&dq=an tiquity+and+modernity&ots=HNPV166KOY&sig=KfVYOSOwHAFyC- QWFiYESg6G90o#v=onepage&q=antiquity%20and%20modernity&f=false. Simmons, T. L. (2002). Climbing Parnassus . Wilmington: ISI Books. VanTassel-Baska, J. (1987, February). A case for the teaching of Latin to the verbally talented. Roeper Review , 9, 159-167. Dr Amanda Bell principal References

Grammar Gazette Autumn 2012 4