Grammar Gazette- Issue 2, 2014

experience. The School's support for a staff academic experience of this nature is certainly a reflection of the Girls Grammar aspiration: To be a leader in exceptional scholarship. The School clearly recognises that this involves the continual professional development of the academic staff, beyond the sometimes brief engagement of short seminars and conferences. I look forward to sharing my experiences, new knowledge and subsequent ideas wrth my students, colleagues and the wider Girls Grammar community. Basker, J. (201"4, July B). How poets helped end slavery'. Oxbridge Academic Teachers' Seminar Programme. Cambridge Universlty Holbrook , P. (201,3, July 7). Tradition, authorlty and innovation in lrteracy teaching and learning. AATE/ALEA Jornt National Conference. Presen.fe3 O":,:"sland U,llversity of TechnoloUy, Brisbane Pater W 11873] Sludies 1n the Hft3tv of the Renarssance Shelley, B (1840). A Defence of Poetry In Edward Moxon (Ed ), Essays, Letters from Abroad, Translations and Fragments. London. REFERENCES

Grrls Grammar students also vrsited Cambridge as part of the Oxbridge Academic Programme, combrning study wilh cultural expertences such as punting on Cambridge River

FOR TFTE LOVE OF LATII\

AUTHOR Josephine Auer (1-1-B)

THE RECENT FEDERAL GOVERNMENT PUSH to inciude the teaching of classrcai languages such as Latin in the national curriculum has become a contentious issue Banner headlines tn The Courier Mail mocked the proposal and newspaper commentary argued it was 'patently absurd' fo teach an 'extinct language' (Chilcott, 2014) such as Latin in our schools As a Latin student of four years I could not disagree more strongly. I agonised over choosing Latin for senior studies despite it being one of my favourite junior subjects. Should I do a subject more direclly reiated to my future career aspirations? Was Latin 'useful' enough? In the end, I followed my passions and have not regretted my choice for a moment. The study of Latin is a mind-expanding opportunity lo immerse oneself in the culture of Ancient Rome whilst enhancing metalinguistic awareness. Latin is the foundation of so many modern languages and knowledge of its roots and prefixes is invaluable when guessing the meaning of unfamiliar words in English. The complex grammar system teaches the principles of cases and tenses, beneflting other language studies lJnderstanding even complex screntiflc and legal terms is a breeze with a Latin background Moreover Latin's intellectual rigour has fostered a precision in my reading of important texts and an improvement in the accuracy and syntax of my written English prose But most importantly Latin is a genuinely absorbing and fun subiect to study. As lhere is a large degree of flexibility in the assigning of word order, words must be transiated very carefully in the context of tense, voice, number and mood. Verbs are particularly diverse with some having over one hundred

forms that must each be interpreted in a different way ! With the analysis of ciassical texts, things get even more interesting. Ancient writers often left out worCs or changed word endings just lo make lheir senlences flow better, making translation an engrossing challenge for the modern reader So, I believe Education Minister Christopher Pyne should be applauded for encouraging the revival of Latin teachi.ng in our schools The study of Latin promotes a good mind and as the Roman phiiosopher Seneca recognised, 'a good mind possesses a kingdom'. REFERENCES Chilcott, T. (201.4, June 20) Fail Caesar. The Courier Mail. lNews ] 9 Seneca, L A. (1929) Thyestes (Vol 2) (F. J Millet, Trans.) London, Unlted Kingdom : William Heinetnann.