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CLASSICS-L  February 2006, Week 1

CLASSICS-L February 2006, Week 1

Subject:

Re: "benefits of Latin" article(s) needed

From:

Ginny Lindzey <[log in to unmask]>

Reply-To:

Classical Greek and Latin Discussion Group <[log in to unmask]>

Date:

Fri, 3 Feb 2006 18:49:58 -0600

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (105 lines)

You know, there hasn't been one in recent years. I think there are some
things on the NCLG site at www.promotelatin.org, but the site needs an
overhaul badly and I just haven't had the time to do much of anything this
year. 

We were talking today at inservice about an article that came out in the 80s
in regard to student performance and Latin in the younger grades. But I
don't have the article, nor am I sure which one it was. Rick LaFleur
probably knows. Heck, he probably wrote it.

Diane, one of the main problems to me is that most of these articles and in
fact most of the promotional materials that we have developed focus on SATs
and such.  A good word power course could do just as much. And while I'm not
against promoting Latin for the increased verbal scores, I'm tired of that
being our only argument. And I think there are too many people that have
come to believe that the benefits of Latin begin and end with improved
English skills. And, I think, there are probably a fair number of secondary
teachers that really don't read much Latin outside of what they need for
class. And that's sad too.

There has to be more.  If our goal is to read Latin then there has to be
something tied to READING LATIN in our promotion of Latin. I do a little
Vergil unit with my 8th graders to try to demonstrate and explain why you
want to study Latin in the original, why no translation can do it justice.
And while I think I'm on the right track, I'm not sure yet whether I have
the right end in mind. That is, if we are opening doors to accessing one of
the most durable and adaptable languages of all times--at one time the
international language--then why aren't we exposing our students to more
than just Vergil and AP Latin?  I suppose survey courses are too skimpy,
offering a little of this and a little of that. And there certainly is a lot
to be said about spending a fair amount of time with one author. But I fear
our goals these days are to just jump through the hoops--Latin 1, 2, 3, and
then AP, usually Vergil. And don't get me wrong; I like Vergil.  But the
intensive pace of the AP Vergil more often kills an interest in the author
than raises it. My own niece who had two AP courses before she graduated
high school a year early, commented that she didn't enjoy the 2nd AP
course--Vergil--because they were too busy just keeping up with the lines
and they never had a chance to discuss the subject matter.

What a shame. What a damn shame.

I still have yet to put a finger on what I like most about Latin. I've
always loved poetry and meter (too much early exposure to dactylic
hexameters, I suppose), and the last couple of years I've enjoyed reading
Martial in small doses when time allowed. 

(And I'm rambling, sorry.)

I suppose my point was that to compete as we do with modern languages we
will need to do better than quoting improved SAT courses. We need to have
Latin teachers who have been trained in reading methodologies who can bring
their students to a higher degree of reading fluency than my generation got
(no more hunt-the-verb!). And from that reading fluency, we need to be
exposing our students earlier to more Latin literature. The problem is we
won't have the numbers to make those advanced level classes unless we are
spending more time up front and early on teaching reading skills explicitly
so that more students can advance to reading real authors.

A new color brochure was put together by Virginia Barrett and Tom Sienkewicz
this year that is great--to a point, because it is still using quotes that
treat Latin as a secret message that needs to be decoded or puzzled out, not
LITERATURE TO BE READ AND STUDIED as part of our connection to all of
humanity, all that came before us.  It's a nice brochure and for some reason
I can't get worked up about it because I don't think it reflects upon Latin
in a way that it should. And I know I should just be happy to promote what
we can.

But shouldn't we be promoting all that a Latin course should be?  Yes, the
side benefits are an increase in verbal scores, better writing skills in
English, better attention to details in all subjects, etc. But the main
benefit should be direct access to a culture upon which so much of our own
society is based. Yet how many of our students actually reach that point of
"direct access"? Shouldn't we redesign our programs so that MORE of our
students can have this direct access?

Well, that's enough from me.

ginnyL



> Lexington, KY is in the fortunate position of having a a local
> (private) school contemplating starting a Latin program. The 
> Middle School director has invited me to send her "one or two 
> articles" 
> outlining the benefits of Latin and Classics study, 
> especially at Middle and High School levels. I have used the 
> CPL website of course, but can anyone recommend an article or 
> two along these lines?
> 
> Many thanks,
> 
> Diane
> -----
> Diane Arnson Svarlien
> [log in to unmask]
> http://spider.georgetowncollege.edu/languages/Latin/latclfac.htm
> 
> 
> 
> Successfully scanned by McAfee SIG 3200 Appliance.
> 
> 
> Successfully Scanned by the McAfee SIG 3200 Appliance.
> 

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