tag:blogger.com,1999:blog-77979877710770263552024-03-17T23:02:57.880-07:00LINGVA LATINAThis is the unofficial blog of the Lingua Latina per se Illustrata series. Hans Ørberg groupies are welcome here!Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.comBlogger23125tag:blogger.com,1999:blog-7797987771077026355.post-72780626821990468792020-05-21T17:35:00.003-07:002020-05-21T17:36:30.230-07:00Chapter 6 (New Video)Check out the latest video from the Møller family. Very impressive!<br />
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<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/Fu4AReaWPoE" width="560"></iframe>Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com0tag:blogger.com,1999:blog-7797987771077026355.post-19748643622450652862020-04-07T17:35:00.000-07:002020-04-07T17:35:20.589-07:00New ResourceAmīci Carissimī et Amīcae Amātae! Salvēte!<br />
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I'm happy to announce that the guided conversations on this site that are typically reserved for my enrolled students are now available to everyone who needs to learn Latin independently at home. I hope that opening up the conversation resource linked to the "Speak" tab on this blog will help you to learn more Latin during the Coronavirus crisis. If you need even more learning support than I can provide on this blog, like a full learning management system with graded tests, quizzes, and exercises, please visit my webpage <a href="http://www.schooloflatin.com/">www.SCHOOLofLATIN.com</a>.<br />
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My appreciation goes out to everyone who has found this blog useful and has shared it with others. Rest assured that through this crisis I will continue to create new free resources every day designed to help you learn at home. Please let me know which ones you find particularly useful.<br />
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Sub manus vestras succedant omnes!Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com0tag:blogger.com,1999:blog-7797987771077026355.post-4922292134379330782020-01-15T10:13:00.002-08:002020-01-15T10:25:02.706-08:00Pacing (Update)Over the last few years, I've refined my <i>LLPSI</i> curriculum, methods, and pacing. I've held tightly to the philosophy that students need plenty of time to assimilate new information so that they can remember it and use it (<i>multum, nōn multa</i>!) To that end, I've been shrinking the size of each individual reading session, usually to less than ten lines, and increasing students' practice time with the new words acquired in each session. My new daily schedule includes a much wider variety of activities with a much shorter time assigned to each individual activity.<br />
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My classes meet five days per week for 55 minutes per class. I expect around 30 minutes of homework outside of class. For three days of the week, we work together through what I have termed "sessions." The fourth day is dedicated to vocabulary review (flashcard games) and exercises that practice the new vocabulary and grammar for the lesson. The fifth day is dedicated to a grammar quiz and Roman culture lesson (daily life in Rome, history, mythology, etc.)<br />
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For days one to three, we work through two sessions each day (six sessions for the week), one session in class, and one session at home. This allows the class to complete one Oerberg <i>Lectiō</i>/Lesson per week. Each of the six sessions takes 40 minutes to an hour to complete, depending on the speed of the student or class. One session comprises six activities: 1) A grammar song linked to the grammar covered in first-year Latin (these are linked to my blog under the "Sing" tab; 2) A choral recitation where students practice reading the Latin session aloud (around 5 to 10 lines); we do this as a class and it must be out loud (no silent reading); 3) A translation of the session without any resources; for this section, I usually read sentence by sentence from the section and draw pictures to illustrate the content; I try to speak mostly in Latin, but I freely define words in English on the board; 4) A collection of margin notes for new vocabulary and grammar; students use my definitions and illustrations as their margin notes in their notebook, so the translation and margin notes sections happen at the same time; 5) A short oral conversation using the new vocabulary; these are available to my students who have paid for my class, but you can invent a conversation of your own with the students using the new words, or just ask students comprehension questions in Latin; it's very important at this point to have the students write their own question using at least one of the new words; this activates their new knowledge and makes it personal to them; they should have time to ask and answer these questions with partners; 6) A reverse translation of the section; for this part, students take their English translation and try to retranslate it with good Latin; Oerberg's Latin is the key; I usually write the sentences one at a time on the board, making many mistakes that I think students could make, then I go down the rows asking students if they see any mistakes; students really like to see me make mistakes, and they think it is fun to correct me; I always let students pass if they can't find a mistake.<br />
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Students complete each "Session" on one sheet of paper divided into quadrants. Upper-left is for the translation. Upper-right is for the margin notes. Bottom-left is for the conversation notes and questions. Bottom-right is for the reverse translation.<br />
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Here's a breakdown of time for each activity: 1) 3 minutes; 2) 2 minutes; 3) 10 minutes; 4) 5 minutes; 5) 10 minutes; 6) 10 minutes. On a good day, I can get through one session in about 40 minutes. Students are responsible for completing the next session at home. By the time that they have finished one session, they remember and can use the new vocabulary and grammar for the new section of text (usually 3-5 new concepts).<br />
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Students don't get tired of the story, because they are learning to write and speak Latin with their classmates. They are not just learning to read and recognize a familiar text. The goal is text creation, not just recognition. My students' minds are too active to get bored. I haven't found the need to supplement with other texts.<br />
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Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com0tag:blogger.com,1999:blog-7797987771077026355.post-68988100406729300192017-10-17T14:13:00.001-07:002017-10-17T14:13:31.892-07:00Rōma AeternaDoes anyone out there have an old copy of <i>Rōma Aeterna</i> that they are willing to part with? A fellow LLPSI user needs a copy of the old edition (see image below). It must be the edition shown below with the ISBN 978-1-58510-314-0. Thanks!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEharUCNRi72-Q4Pmcd8oq8n2WjCbhfRfoIsiLZFTyaPN3V1NOGSeC6-IMYY5pSeBUSSlA75SlfSV2n8HjZVF81ABwJ_dprV-ruovE46DED-96PQgh4qPugyth_0w7fmEsLSPebIZERyDtY/s1600/Screen+Shot+2017-10-17+at+2.11.49+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="241" data-original-width="151" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEharUCNRi72-Q4Pmcd8oq8n2WjCbhfRfoIsiLZFTyaPN3V1NOGSeC6-IMYY5pSeBUSSlA75SlfSV2n8HjZVF81ABwJ_dprV-ruovE46DED-96PQgh4qPugyth_0w7fmEsLSPebIZERyDtY/s1600/Screen+Shot+2017-10-17+at+2.11.49+PM.png" /></a></div>
<br />Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com0tag:blogger.com,1999:blog-7797987771077026355.post-70552349632282797672017-02-11T16:20:00.002-08:002017-02-11T16:20:44.250-08:00Summer Pedagogy Seminar<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 12.8px;">
Please read this posting from Patrick Owens, a friend and brilliant Latinist - one of the best in the world.</div>
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"I'll be offering a pedagogy seminar introducing active Latin methodology and its classroom applications. The seminar will run from <span class="aBn" data-term="goog_996215654" style="border-bottom: 1px dashed rgb(204, 204, 204); position: relative; top: -2px; z-index: 0;"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">June 19-21</span></span>, and will be hosted by the Wethersfield Institute in Armenia, NY (with easy transport from NYC airports). Sessions will include (among other topics) a history of the direct (aka "natural") method, how to lesson plan for immersion classrooms, précis and discussion of current research on SLA and Classical language pedagogy, building resources, and how to transition from the grammar-translation method. The event will be professionally catered on the gorgeous and historic Wethersfield Estate, where participants will enjoy exquisite accommodations.</div>
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Thanks to a very generous grant from the Wethersfield Institute, the cost of this event, which includes meals, accommodations and the seminar sessions, is just $200.</div>
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For more information, please see: <a data-saferedirecturl="https://www.google.com/url?hl=en&q=http://www.wethersfieldgarden.org/latin_pedagogy.html&source=gmail&ust=1486926288074000&usg=AFQjCNH2bXc1Y1o8lX-aFUNzwz-LyYlS0Q" href="http://www.wethersfieldgarden.org/latin_pedagogy.html" style="color: #1155cc;" target="_blank">http://www.<wbr></wbr>wethersfieldgarden.org/latin_<wbr></wbr>pedagogy.html</a> . Thank you, in advance, for sharing this announcement."</div>
Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com0tag:blogger.com,1999:blog-7797987771077026355.post-15843386064439797302015-02-11T16:52:00.000-08:002015-09-30T13:41:16.853-07:00Pacing<div style="color: #222222; font-family: arial, sans-serif; font-size: small;">
After several years of trial and error, I have settled upon the following schedule for my LLPSI course:</div>
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5th Grade - Latin 1/2 - LLPSI 1-8</div>
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6th Grade - Latin 1 - LLPSI 9-16</div>
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7th Grade - Latin 2 - LLPSI 17-24</div>
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8th Grade - Latin 3 - LLPSI 25-32</div>
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9th Grade - Latin 4 - LLPSI 33-40</div>
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10th Grade - Latin 5 - LLPSI 41-45</div>
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11th Grade - Latin 6 - LLPSI 46-51<br />
12th Grade - Latin 7 - LLPSI 52-56</div>
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Every year, I recommend that students take the National Latin Exam and use the month of February to prepare. Also, I recommend that students use the summers to read the <i>Colloquia Personarum</i> (after 5th, 6th, and 7th grades), <i>Fabulae Syrae</i> (after 8th grade), and the <i>Epitome Historiae Sacrae</i> (after 9th grade). In the summers after 10th and 11th grades, students can go through any of Oerberg's readers, like Caesar, Vergil, Cicero, and Ovid.</div>
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I will modify this schedule as necessary with my own students. Right now, I have a talented senior who has never studied Latin; he is going through Latin 1/2 and 1 in a single year (Capitula I-XVI). Some colleges go much faster than that. However, I have found that most, if not all, college professors wish that they had more time to spend on building basic Latin skills, and their pacing is forced upon them by other factors and not by what is ideal for learning. In my opinion, students need time to internalize new vocabulary and grammar. It aids long-term memory. My schedule maintains rigor without outpacing the abilities of a typical student.</div>
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Let me know about your successes and failures with the pace of LLPSI.</div>
Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com1tag:blogger.com,1999:blog-7797987771077026355.post-45090991621461516012015-02-05T11:22:00.000-08:002015-02-05T11:22:21.544-08:00Chapter 4 - Rap<iframe frameborder="no" height="166" scrolling="no" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/171451464&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false" width="100%"></iframe><br />
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Theresa Ambat raps her way through Chapter 4. Dowload, share, and enjoy!Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com4tag:blogger.com,1999:blog-7797987771077026355.post-43916312012857293042013-10-29T15:26:00.002-07:002013-10-29T15:26:02.577-07:00National Latin SurveyLet your (Latin-loving) voice be heard! Take the National Latin Survey:<br />
<a href="http://www.nationallatinsurvey.com/">http://www.nationallatinsurvey.com/</a>Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com0tag:blogger.com,1999:blog-7797987771077026355.post-51521386713209322272013-09-13T15:27:00.001-07:002013-09-17T08:03:15.361-07:00LLPSI: Study Guide<i>This site has been re-organized to help make everything, particularly the new resources I am adding, easier to find and use. The tabs are now arranged roughly in the order you are likely to use them when studying a new lesson in LLPSI. So, if you are following my recommendations, for each new lesson you would navigate the tabs in the following order (from left to right):</i><br />
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<b>1. <u>LLPSI: </u></b><b><u>GRAMMAR LESSONS</u></b></div>
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(30 minutes) Participate in the grammar conversation for your lesson.<br />
(10 minutes) Complete the grammar worksheet for your lesson.</div>
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<b>+ <u>LLPSI: GRAMMAR SONGS</u></b><br />
(5 minutes) Sing the song for your lesson (if available).<br />
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<b>+ <u>LLPSI: GRAMMAR KEY</u></b><br />
(5 minutes) Use the systematic grammar key to check your work on the grammar worksheet.<br />
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<b>2. <u> LLPSI: CONVERSATIONS</u></b><br />
(30 minutes) Participate in the conversation for your lesson.<br />
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<b>3. <u>READING TUTORIALS</u></b><br />
(5 minutes) Watch the reading tutorial for your lesson.<br />
(30 minutes) Read (and re-read) the lesson in the LLPSI text.<br />
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<b>4. <u>EXERCITIA TUTORIALS</u></b><br />
(5 minutes) Watch the <i>exercitia </i>tutorial.<br />
(30 minutes) Complete the first two <i>exercitia </i>for the lesson.<br />
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<b>5. <u>LLPSI: CONVERSATIONS</u></b><br />
(30 minutes) Re-read the lesson (and/or participate in the conversation again).<br />
(20 minutes) Complete the remaining <i>exercitia</i>.<br />
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<i>Each of the numbered items should take roughly one hour to complete. On this schedule, you would complete one lesson in one school week.</i><br />
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<i>For the last lesson of each chapter, the 'grammatica latina', you will need to remove the introductory grammar lesson and add Pensa A-D toward the end. Therefore, your last week of a chapter would look like this:</i><br />
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<b>1. <u> LLPSI: CONVERSATIONS</u></b><br />
(30 minutes) Participate in the conversation for the <i>grammatica latina</i> lesson.<br />
<b><br /></b>
<b>+ <u>READING TUTORIALS</u></b><br />
(5 minutes) Watch the reading tutorial for the <i>grammatica latina</i> lesson.<br />
(30 minutes) Read (and re-read) the <i>grammatica latina</i> lesson in the LLPSI text.<br />
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<b><br /></b><b>2. <u>EXERCITIA TUTORIALS</u></b><br />
(5 minutes) Watch the <i>exercitia </i>tutorial.<br />
(30 minutes) Complete all the <i>exercitia </i>for the lesson.<br />
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<b>3. [PENSA A-C] [NO TAB]</b><br />
(30-60 minutes) Complete <i>Pensa A-C</i> in the text.<br />
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<b>4. <u>PENSUM D</u></b><br />
Watch the <i>Pensum D</i> tutorial and complete the <i>Pensum </i>D worksheet.<br />
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+ <b>TRANSLATIONS</b><br />
Re-read text with audio translation. <b> </b><br />
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<b>+ LATIN - LATIN FLASH CARDS</b><br />
Study flash cards.<br />
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I hope these instructions and my new resources will make your study of the Latin language more efficient and productive.Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com0tag:blogger.com,1999:blog-7797987771077026355.post-9476523627798951682012-10-21T09:24:00.004-07:002013-02-03T18:15:35.193-08:00Latin Father, German Mother<!--[if gte mso 9]><xml>
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<![endif]-->As you all know, 50% of the English language is Latin, in
spite of the fact that its origin is German.<span style="mso-spacerun: yes;">
</span>Only 40% of our English words are now derived from our ancestral
Germanic language (the language of the Angles, the Germanic tribe from which we get the
name of our language, Angle-ish.)<span style="mso-spacerun: yes;"> </span>You also
know that almost all (90%) of the ‘big’ words in our language (3+ syllables)
are Latin (9% are Greek and 1% are ‘other.’)<span style="mso-spacerun: yes;">
</span>Because the Germanic words are the ‘little’ ones, they are also the ones
that we learned in school and at home before the 3<sup>rd</sup> grade.<span style="mso-spacerun: yes;"> </span>In this way, German was our ‘native’ tongue, because we learned it first.<br />
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<br /></div>
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However, around the 3<sup>rd</sup> grade we began to learn a foreign
language, Latin, often without even knowing it.<span style="mso-spacerun: yes;">
</span>Our classes became more difficult.<span style="mso-spacerun: yes;">
</span>Our texts became more challenging.<span style="mso-spacerun: yes;">
</span>We started learning ‘bigger’ words.<span style="mso-spacerun: yes;">
</span>The percentage of Latin in school continued to increase every year until
we graduated.<span style="mso-spacerun: yes;"> </span>If we went to college, the
percentage of Latin and Greek words in our texts far outnumbered the Germanic
ones.</div>
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<br /></div>
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It’s as if you grew up with immigrant parents, a mother from
Germany who dropped out of school after the 3<sup>rd</sup> grade and a father
from ancient Rome with a Ph.D.<span style="mso-spacerun: yes;"> </span>When you
came home from the hospital, your German mother noted that her plump little baby
was quite ‘fat,’ while your educated Latin father noted your ‘corpulence.’<span style="mso-spacerun: yes;"> </span>Your mother wrapped you in a blanket covered with
images of ‘horses,’ but your father doted on you swaddled in your ‘equine’
print.<span style="mso-spacerun: yes;"> </span>Your German mom bought you a
mobile with little blue ‘birdies’ while your father praised her for the azure ‘avian’
acquisition.<span style="mso-spacerun: yes;"> </span></div>
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<br /></div>
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As English speakers, we need to recognize the roots of our
language.<span style="mso-spacerun: yes;"> </span>We learn a predominantly
German language in our youth, and as we mature, our language patterns shift
toward Latin.<span style="mso-spacerun: yes;"> </span>However, many parents
continue to treat English as ‘English’ (i.e. German) for all twelve years of
formal schooling and never teach the Latin grammar, syntax, and vocabulary that
predominate after 3<sup>rd</sup> grade.<span style="mso-spacerun: yes;"> </span></div>
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<br /></div>
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Every student of English should also be a student of Latin
from 3<sup>rd</sup>-12<sup>th</sup> grade.<span style="mso-spacerun: yes;">
</span>And that does NOT mean a student of Latin ‘roots,’ but a student of the
language.<span style="mso-spacerun: yes;"> </span>Memorizing a list of 100 common
Latin and Greek roots is NOT the same as learning Latin.<span style="mso-spacerun: yes;"> </span>By the 12<sup>th</sup> grade, students should
know around 3500 Latin words by having actually learned to read them.<span style="mso-spacerun: yes;"> </span>In doing this, they will have increased their
college-level vocabulary by more than 35,000 words.<span style="mso-spacerun: yes;"> </span>It is no wonder that students who have
studied even one year of Latin score 50-100 points higher on the SAT than their
counterparts.</div>
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<br /></div>
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There are many fantastic Latin programs for parents who know
absolutely no Latin but want to give the advantage of learning Latin to their
children (for one such program, <i>Latin for Children</i>, see one of my
earlier blog entries.)<span style="mso-spacerun: yes;"> </span>If you see the
competitive advantage of learning Latin, get out of your comfort zone and give it a try.</div>
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<br /></div>
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-Joe Klomparens </div>
Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com2tag:blogger.com,1999:blog-7797987771077026355.post-2288573268657107402012-09-29T08:56:00.005-07:002012-10-21T09:26:32.322-07:00Latin Windsprints<br />
<div style="margin: 1em 0 3px 0;">
<span style="font-size: small;">You might enjoy the following post from Doug Wilson regarding the benefit of learning Latin (my thanks go to David Byle, a missionary in Istanbul, for sharing this with me.) </span></div>
<div style="margin: 1em 0 3px 0;">
<u><b><span style="font-size: small;">The Brain Is More Like a Muscle Than a Shoebox (or Why It’s Good for Kids to Learn Latin)</span></b></u>
</div>
<div style="color: #555555; font-family: Georgia,Helvetica,Arial,Sans-Serif; font-size: 13px; font-size: 13px; line-height: 140%; margin: 9px 0 3px 0;">
Posted: 24 Sep 2012 11:00 AM PDT</div>
<div style="font-family: Georgia,Helvetica,Arial,Sans-Serif; font-size: 13px; line-height: 140%; margin: 0;">
<br />
“If a football coach were making his player run wind sprints in a
particularly hard practice, no one would upbraid him for making his
players run from the thirty-yard line to the forty-yard line and then,
mindlessly, pointlessly, back again. If he were confronted, he would
point out that the issue was discipline and not the particular piece of
ground the players were covering. In fact the ground covered in the
subsequent game is not important in itself either but is related to a
higher end.<br />
<br />
“We tend to think of our students’ minds as finite shoeboxes, and we
then think we must take special care not to put anything in there if we
do not want it to remain there for life. But the brain is more like a
muscle. A student who learns one language, such as Latin, is not stuck
with his shoebox three-quarters full, with no room for Spanish. Rather
the student has a mind that has been stretched and exercised in such a
way that subsequent learning is much easier, not much harder.<br />
<br />
“Now of course this kind of mental discipline <i>could</i> be
acquired by requiring of the students the intellectual equivalent of
running back and forth. While a football coach might be able to get away
with this, because everyone understands the point, we should not
attempt it in the classroom—although mental wind sprints that had no
point in themselves would still be better than simple laziness. The
reason this approach would not work in the classroom is that the human
mind is inescapably teleological; it wants to know why it is learning
something. Latin has the advantage of providing the grist for the mill
of the mind, while also providing great practical advantages. To return
to our metaphor of football, the study of Latin is therefore
simultaneously an exercise to prepare for the game <i>and</i> part of the game.”<br />
<br />
—Douglas Wilson, <i><a href="http://www.amazon.com/exec/obidos/ASIN/1581343841/thegospcoal-20" target="_blank">The Case for Classical Christian Education</a> </i>(Wheaton, IL: Crossway, 2003), 140-141.</div>
Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com0tag:blogger.com,1999:blog-7797987771077026355.post-75455190330328374442012-09-23T07:25:00.002-07:002012-10-21T09:26:51.034-07:00Delayed Gratification<!--[if gte mso 9]><xml>
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Human beings are hard-wired to seek instant gratification,
from the plaintive cries of an infant at his first hunger pangs to the toddler
screaming at the grocery checkout because he wants the candy “now!” to the
adult buying his lottery ticket in hopes of striking it rich. <span style="mso-spacerun: yes;"> </span>We want what we want and we want it now.<span style="mso-spacerun: yes;"> </span>Instant financing, no-interest/no-payments for
six months, lines of credit, and pay-day loans.<span style="mso-spacerun: yes;">
</span>The desire for instant gratification is the root of many evils.<span style="mso-spacerun: yes;"> </span>It leads some into drugs.<span style="mso-spacerun: yes;"> </span>Others, into alcohol abuse.<span style="mso-spacerun: yes;"> </span>Others, into divorce.<span style="mso-spacerun: yes;"> </span>Others, into perversions of every sort.<span style="mso-spacerun: yes;"> </span>Therefore, as a parent who wants the best for
my children (and who must battle my own desire for instant gratification), one of my primary jobs is to teach my children to delay gratification.</div>
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<br /></div>
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The ability to delay gratification, not differences in
wealth, is what distinguishes the upper and lower classes.<span style="mso-spacerun: yes;"> </span>And by class, I mean differences in culture,
not money.<span style="mso-spacerun: yes;"> </span>The hard-working poor who
saves what he can and invests in books rather than beer (not that a good beer
is anything to avoid, but you know what I mean) will not be poor for long. <span style="mso-spacerun: yes;"> </span>As a parent, I want to train my children to
delay gratification.<span style="mso-spacerun: yes;"> </span>I want them to be
wealthy in knowledge and culture and to avoid the many pitfalls of instant
gratification.</div>
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<br /></div>
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One method I use to accomplish this is education, and
particularly the disciplines of math and Latin.<span style="mso-spacerun: yes;">
</span>I’ll let others speak to the benefits of math in helping students delay
gratification, but I say that Latin is its brother in this cause.<span style="mso-spacerun: yes;"> </span>Studying Latin is a long-term investment, not
a get-rich-quick scheme.<span style="mso-spacerun: yes;"> </span>It is popular
in upper-class, wealthy, elite schools precisely because of this.<span style="mso-spacerun: yes;"> </span>The parents who invest in those schools know
that knowledge is built slowly over time, like a good investment, and that the
interest from a student’s long hours of study now won’t be withdrawn until much
later.</div>
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<br /></div>
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I saw one example of this in my home last week.<span style="mso-spacerun: yes;"> </span>My children were on dictionary.com taking an
online vocabulary test as they prepared for the SAT.<span style="mso-spacerun: yes;"> </span>The test was timed and gave you a ‘rough’
(I’d say <i>very</i> rough) estimate of your personal vocabulary.<span style="mso-spacerun: yes;"> </span>My 10-year old, after 2 years of Latin, knew
about 15,000 words, while my 14-year old, after 6 years of Latin, knew about 40,000.<span style="mso-spacerun: yes;"> </span>When I scored 50,000+ on the test (I’m sure
my children will surpass me in the next few years), I noted that almost every
word was based on a Latin root and that my knowledge of Latin made the meaning of
even the most obscure word quite clear.<span style="mso-spacerun: yes;"> </span>Why?<span style="mso-spacerun: yes;"> </span>Because college-level vocabulary tests don’t
check the little Germanic words everybody has learned by 3<sup>rd</sup>
grade.<span style="mso-spacerun: yes;"> </span>No, they test the ‘big’
words.<span style="mso-spacerun: yes;"> </span>And what are the ‘big’
words?<span style="mso-spacerun: yes;"> </span>90% are Latin.<span style="mso-spacerun: yes;"> </span>9 out of 10 words on the big three, the SAT,
ACT, and the GRE, are LATIN words.</div>
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<br /></div>
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So, the payoff for Latin, the increased understanding of
English grammar and vocabulary, is built slowly over the 12 or 13 years of
formal schooling.<span style="mso-spacerun: yes;"> </span>Of course, the
improvement is evident after just weeks of study, and one year of Latin is better
than none, but Latin is like a good mutual fund that needs time to accrue
interest.<span style="mso-spacerun: yes;"> </span>For those who want to get rich
quick (but actually live in poverty), Latin is not for them.<span style="mso-spacerun: yes;"> </span>For those who are ready to learn delayed
gratification and build for the future on a solid foundation, Latin is the lime
in your concrete.</div>
Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com0tag:blogger.com,1999:blog-7797987771077026355.post-16064529897616531812012-09-16T09:04:00.001-07:002012-09-16T09:04:35.483-07:00Latin for Children<!--[if gte mso 9]><xml>
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As most of you know, I am a Latin teacher at a public high
school and a homeschooling dad for my seven children.<span style="mso-spacerun: yes;"> </span>Over the last 12 years I have experimented
with many Latin programs for my children at home and for my high-school
classes.<span style="mso-spacerun: yes;"> </span>The short list of texts I have
purchased and taught includes <i>Rosetta Stone: Latin</i>, <i>Artes Latinae</i>,
<i>Latina Christiana</i>, <i>Cambridge Latin Course</i>, <i>Ecce Romani</i>,
and <i>Jenney’s Latin</i>.</div>
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<br /></div>
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After all those curricula, I settled on <i>Lingua Latina per
se Illustrata</i> by Hans <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Ø</span>rberg for my high school classes.<span style="mso-spacerun: yes;"> </span>For grades 6 and up there is nothing better
if you really want to learn Latin (and not just memorize some vocabulary and a
few charts.)<span style="mso-spacerun: yes;"> </span>However, for my children at
home I had not found a program that would serve as adequate preparation for the
rigors of <i>LLPSI,</i> that is, until this year.</div>
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<br /></div>
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This year we adopted a program called <i>Latin for Children</i>
at our homeschooling co-op.<span style="mso-spacerun: yes;"> </span>This program
is the perfect complement/prequel to the LLPSI series for a number of
reasons.<span style="mso-spacerun: yes;"> </span>It offers a complete course of
study for grades 3-5 (i.e. there are three levels) and after finishing Level C
students have a solid foundation in grammar (all major noun/adjective/pronoun
declensions and six active verb tenses) and vocabulary (720 common Latin
words).<span style="mso-spacerun: yes;"> </span>All of this is taught in the
traditional American order (nom., gen., dat., etc. for nouns and <i>amo, amare,
amavi, amatum</i> for verbs) which students are likely to encounter in college,
so by studying <i>Latin for Children</i> and <i>LLPSI</i>, students will know
both the American and European noun/verb systems.<span style="mso-spacerun: yes;"> </span>Students also have a choice of ecclesiastical
or classical pronunciation throughout the program.</div>
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<br /></div>
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I advocate a balanced approach to learning Latin, using the
grammatical method to train the brain in ordered, logical, and systematic
analysis of language, and using the natural method to develop long-term memory,
vocabulary, and depth of understanding.<span style="mso-spacerun: yes;">
</span>Children in grades 3-5 are naturally going through the “Grammar Stage”
of learning, so <i>Latin for Children</i> is perfectly suited to them.<span style="mso-spacerun: yes;"> </span>Around 6<sup>th</sup> grade students begin to
enter the “Dialectic Stage,” and the constant inferences required by LLPSI is
perfectly suited for them.<span style="mso-spacerun: yes;"> </span>LFC and LLPSI
complement each other well.</div>
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<br /></div>
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LFC helps make learning permanent with many creative games,
songs, and activities.<span style="mso-spacerun: yes;"> </span>The songs for the
declensions are catchy.<span style="mso-spacerun: yes;"> </span>I love using <i>Lyrical
Latin</i> and <i>Latin Verbs Rock</i> in my classes, but the LFC songs are as
good or better.<span style="mso-spacerun: yes;"> </span>The video lessons add a
lot of humor.<span style="mso-spacerun: yes;"> </span>Dr. Perrine has a great
sense of humor and it shows in the videos (particularly when he takes his
children’s toys and parades them in front of the camera in a spaghetti western
meant to teach verb conjugations!)<span style="mso-spacerun: yes;"> </span>On
the website there are many learning games (very professional, very
entertaining) which correlate to the chapters.<span style="mso-spacerun: yes;">
</span>There is a card game (it comes with the learning bundle) to reinforce vocabulary.<span style="mso-spacerun: yes;"> </span>The activity book includes crosswords,
puzzles, word searches, and many other fun opportunities to practice what the
students have learned.</div>
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I’m so glad that I found <i>Latin for Children</i>.<span style="mso-spacerun: yes;"> </span>I believe it completes my Latin program and
gives my children a solid foundation for a lifetime of learning.<span style="mso-spacerun: yes;"> </span>You can learn more about <i>Latin for
Children</i> on the Classical Academic Press website
(www.classicalacademicpress.com). The learning bundle includes all of the materials
described in this review.</div>
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<br /></div>
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As a homeschooling dad, a Latin teacher, a Classics major,
and a graduate student in Latin and Roman studies, I can say unequivocally that
the <i>Latin for Children </i>series is in a class by itself.<span style="mso-spacerun: yes;"> </span>If you are considering Latin for your
children, you will find no curriculum more thorough, more professional, more
rigorous, and more fun for students in grades 3-5.<span style="mso-spacerun: yes;"> </span>–Joe Klomparens, homeschooling dad and
National Board Certified Teacher</div>
Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com1tag:blogger.com,1999:blog-7797987771077026355.post-44359270974319204962012-09-14T09:37:00.000-07:002012-09-14T09:40:19.321-07:00Online Course - ISC OnlyThis post is for students of the International School of Communications only:<br />
<br />
To sign up for your online course follow these instructions: <br />
1. Go to <a href="http://courses.pullins.com/course/view.php?id=101" target="_blank">http://courses.pullins.com/course/view.php?id=101</a><br />
2. Click on "create new account."<br />
3. Create your account (you will need a valid e-mail address.)<br />
4. You will get a password in an e-mail (write it down.)<br />
5. Go back to the course (step 1) and enroll (use the enrollment key you received in class.)<br />
6. From now on you will go directly to the course (step 1) and use your user name and password to log in. If you forget your user name or password, use the link on the page that says "forgot user name or password" and you can have the site e-mail them to you.<br />
7. Complete the exercises for <i>Lectio Prima</i> ("Lesson One"). You will complete roughly one lesson each week and you should complete all of the exercises for that lesson each week (usually 3-5 exercises.)
Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com0tag:blogger.com,1999:blog-7797987771077026355.post-58214016132817106082012-09-08T14:06:00.000-07:002012-09-08T15:01:44.359-07:00Lingua Latina: User Guide<i>Lingua Latina per se Illustrata</i> (LLPSI) is a fantastic Latin program for students in grades 6 and up (including adults with a Latin background.) However, it may not always be the most user-friendly program for those who are not familiar with its resources and methods. So, here is a step-by-step guide to get the most out of LLPSI:<br />
<br />
<u>LLPSI USER-GUIDE</u> <br />
1. There are 56 chapters in the program. It will take five years to complete the series if you spend three weeks on each chapter (any less than this and you will not be able to fully internalize the vocabulary, grammar, and syntax of each chapter.)<br />
2. Each chapter has 2 or more lessons (called <i>lectiones</i>.) These are marked with Roman numerals in the margin. Each lesson will take about one week to complete. <br />
3. <b>DAY 1</b> - Watch the Lesson 1 tutorial (labeled as 1.1, meaning Chapter 1, Lesson 1) available on Mr. K's Moodle site (<a href="http://moodle.christianlanguage.com/" target="_blank">click here to visit the site</a>.) Choose your LLPSI book/level (e.g. <i>Familia Romana</i>.) Log in as a guest and use the key 'latin' to enroll.<br />
3. Read the first lesson (aloud!) paying particular attention to the endings (Latin is a language of few words but <i><b>many </b></i>endings.) Use the Latin-Latin dictionary (available in the Resources section of this blog) to help you with your reading.<br />
4. After carefully reading lesson 1, you are now ready to try exercise 1. Watch the Exercise 1.1 tutorial on Mr. K's Moodle site.<br />
5. Complete Exercise 1 using the <a href="http://courses.pullins.com/course/category.php?id=13" target="_blank">online course</a> (available from pullins.com.) The online course contains an online version of the book, all the ancillary materials, <i>exercitia </i>and <i>pensa </i>with a grade and hint feature, among other features. After you move into the <i>Roma Aeterna</i> book (after chapter 35), you will need to switch to CD-ROMs for your <i>exercitia </i>and <i>pensa </i>(also available from pullins.com).<br />
6. <b>DAY 2</b> - Re-read Lesson 1 (aloud!) paying close attention to the vocabulary and margin notes. Study/memorize margin notes.<br />
7. If necessary, watch the Exercise 1.1 tutorial again (the 5-minute tutorial on Moodle covers all 3+ exercises for the lesson, so it may be useful to re-watch only the relevant potion of the video before a particular exercise.)<br />
8. Complete Lesson 1, Exercise 2 using the online course (or CD-ROM).<br />
9. <b>DAY 3</b> - Re-read Lesson 1 (aloud!) paying close attention to the content (who/what/when/where/why/how). Try translating the whole passage aloud.<br />
10. Complete Lesson 1, Exercise 3 using the online course (or CD-ROM). You have now completed Chapter 1, Lesson 1 (i.e. <i>Capitulum Primum, Lectio Prima</i>).<br />
11. <b>DAYS 4-12</b>: REPEAT DAYS 1-3 for lessons 2, 3+, and the <i>Grammatica </i>(this should take 12+ school days.)<br />
12. <b>DAY 13</b> - When finished with the Grammatica for the chapter, memorize the Latin-Latin flashcards (available on this blog under the tab labeled "Flashcards.")<br />
13. <b>DAY 14</b> - Complete Pensa A-C using the CD-ROM or online course.<br />
14. <b>DAY 15</b> - Watch the Pensum D tutorial and complete the Pensum D worksheet (available on this blog.) <br />
15. <b>DAY 16</b> -Take the LLPSI 40-question chapter test (if you have questions about the tests, e-mail 50percentlatin@gmail.com).<br />
16. <b>DAYS 17+</b> - If you score 90% or better, go to the next chapter and repeat the process. Otherwise, review the flashcards, listen to the chapter translation (available on this blog), study the margin notes, and redo Pensa A-C. After that, go on to the next chapter.<br />
<br />
If you start in 6th grade, you'll have a very solid foundation in Latin by the end of 10th grade. If you begin in 9th grade, you will still be reading unmodified Latin texts (including Livy, Vergil, Catullus, and Martial) before you graduate. Bona Fortuna! If you have any questions, please e-mail 50percentlatin@gmail.com.<br />
<br />Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com2tag:blogger.com,1999:blog-7797987771077026355.post-35993134710264966702012-08-13T16:25:00.002-07:002012-08-13T16:25:50.424-07:00The Three Languages
<br />
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<b><i> </i></b><img border="0" height="90" src="http://christianlanguage.com/Images/Titulus-Crucis.gif" width="317" /></div>
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<b><i>And an inscription also was written over Him in letters
of </i>GREEK<i>, </i>LATIN<i>, and </i>HEBREW<i>: THIS IS THE KING OF THE JEWS</i> (Luke
23:38)</b></div>
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<br /></div>
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For parents who are trying to teach (and learn) any of the Christian languages, I have (finally) completed a scope and sequence (for each language) to make what may have seemed like an impossible task, namely, acquiring Latin, Greek, and Hebrew before college, something that is doable for nearly every student.<b> </b>Follow the links below to find the recommended texts and sources for each grade level (K-12):</div>
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<a href="https://docs.google.com/document/d/1mojfurjielqwQLRHWcp0TpVtwJ73pIrCs8f4hpIWu8w/edit" target="_blank"><b>LATIN</b></a></div>
<div class="MsoNormal">
<a href="https://docs.google.com/document/d/1C7Q90JSZsHt85zMPGf7yjmJ9p089COzqYopOHp47s3w/edit" target="_blank"><b>GREEK</b></a></div>
<div class="MsoNormal">
<a href="https://docs.google.com/document/d/1j9xYpBRDHOnBY577qWVNZk2MGjdSBFa6zL6TbCDpW7A/edit" target="_blank"><b>HEBREW</b></a></div>
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<b><br /></b></div>
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<b><br /></b></div>
Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com0tag:blogger.com,1999:blog-7797987771077026355.post-49299287654800556992012-08-10T16:36:00.001-07:002012-08-10T16:37:01.656-07:00Learning to Think<b>"Having a strong background in Classics has... proved beneficial in my studies of medicine. Doctors don't have to major in Biology to learn how to think and become good physicians. I believe Classical Studies provides that ability as well as any major offered in the college curriculum." -- Thomas Turner, MD (For the full letter follow this link.)</b><br />
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<b> </b>The benefits of Latin (and Greek) extend far beyond the walls of the classroom. Training in a specific subject, like Biology, often involves memorizing lists of terms, the names of the parts and the whole of a variety of organisms, and the steps involved in scientific inquiry. These are noble and worthwhile goals, but they are rather specific in their application. The study of Latin is very broad in its application. The study of Latin teaches basic processes of thought and problem solving that are transferable not only to nearly every traditional school subject, but also to the daily puzzles of life. Those who can think logically and creatively about difficult problems, a basic aspect of any Latin program, have an advantage over those who have learned a subject that focuses only on a limited content area. Therefore, a student who has majored in Latin (and/or Greek) is well prepared to face the challenges of any career, from the complexities of a physician's trade to the (even greater) complexities of mother- and fatherhood!Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com0tag:blogger.com,1999:blog-7797987771077026355.post-42150597571523161252012-06-03T09:06:00.000-07:002012-06-03T09:09:31.911-07:00Great BooksMy oldest children (8th and 9th grade) are wrapping up their first year of a Great Books program my wife and I wrote for them. This is the project they put together after reading 4 dialogs of Plato: <i>Menon</i>, <i>Crito</i>, <i>Phaedo</i>, and <i>The Apology</i>. Enjoy! <br />
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/phenmHE3Zd8" width="420"></iframe>Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com0tag:blogger.com,1999:blog-7797987771077026355.post-51581787885852802662012-05-28T15:55:00.002-07:002012-05-28T15:57:09.254-07:00"But when am I ever going to use this?"<b><span style="color: black; font-family: "Arial","sans-serif"; font-size: 12pt;">"Having a strong
background in Classics has, in my opinion, proved beneficial in my studies of
medicine. Doctors don't have to major in Biology to learn how to think and
become good physicians. I believe Classical Studies provides that ability as
well as any major offered in the college curriculum." -- Thomas Turner, MD </span></b><br />
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<span style="color: black; font-family: "Arial","sans-serif"; font-size: 12pt;">Our modern high-school curriculum has fallen victim to a mindless form of pragmatism wherein all classes are seen as preparing students for a future "job" of some sort. The traditional belief that schooling should train the whole person, body, mind, and spirit, to live a full and <i>meaning</i>ful<i> </i>life publicly, domestically, and occupationally is constantly challenged by those who shout (ever more loudly): But what is ___ good for? You may insert any number of things into the blank: History, Poetry, Calculus, Latin, Art, you name it. Anything that concerns the good, the true, and the beautiful, but which does not concern a specific technical skill, is under assault from students, parents, and even teachers.</span><br />
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<span style="color: black; font-family: "Arial","sans-serif"; font-size: 12pt;">Huge sums of money are spent on "vocational" training, meaning training in classes that are directly related to specific career skills, but far worse than this, the classes that focus on developing a rounded person, a complete and "educated" person, feel pressured to become more "relevant." "Relevant" generally means "able to help the student in a future job." It is as if our society were willingly descending into a new "Dark Age" as we jettison the knowledge and culture of the last 6000 years and train our children to become amoral information processors or living tools doing their share to increase the GDP.</span><br />
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<span style="color: black; font-family: "Arial","sans-serif"; font-size: 12pt;">The problem with those who want more "career education" is that they do not see how quickly the career market is shifting. It is nearly impossible to predict exactly what new career fields may be developing in the next 20 years. However, we do know this: A student who is able to learn, to communicate clearly, and to solve problems, linguistic, cultural, and occupational, will always be employable, and most likely will be doing the "employing."</span><br />
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<span style="color: black; font-family: "Arial","sans-serif"; font-size: 12pt;">Studying Latin accomplishes all three of these "career" goals: It teaches the student how to learn, how to communicate clearly, and how to solve new problems. It is the ultimate vocational training, without specifically teaching a student how to turn a wrench or clean someone's teeth. The careful student of Latin can tackle any career. As Dr. Turner said in the quotation above, studying any particular subject, like Biology, does not necessarily teach someone how to think. However, Latin does, and so it trains our students for future careers without sacrificing our culture in the process.</span><b><span style="color: black; font-family: "Arial","sans-serif"; font-size: 12pt;"></span></b>Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com0tag:blogger.com,1999:blog-7797987771077026355.post-67285998700506982362012-05-14T19:30:00.000-07:002012-05-14T19:30:49.859-07:00<b>But more important is the fact that traditional study of Latin starts out with a grammatical framework.... As American students begin Latin, they become acquainted with the "Latin grammar" system, which they can indirectly transfer to their work in English. What it gives them is a standardized set of terms in which to describe words in relation to other words in sentences, and it is this grammatical awareness which makes their English writing good. -- Professor William V. Harris, NYU</b><br />
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The grammar program built into Microsoft Word has chosen to underline the final word in the above quotation. Incorrectly, I should add. Obviously, MS Word has not studied Latin! If it had, it would certainly know the difference between <i>facit bene</i> and <i>facit bonum</i>.<br />
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As a teacher of both English and Latin, I have seen the futility of attempting to teach English grammar to students in their native language. For some reason, we resist systematizing that which comes so naturally to us. So we must approach our own language by a different road, and the best road for that is Latin.<br />
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Careful attention to Latin grammar drastically reduces, I will not say eliminates, the need to study English grammar as a separate subject, and if English grammar is studied in conjunction with Latin grammar, say in the 1st-4th grades using a program like <i>First Language Lessons</i> by Jessie Wise Bauer, then there is a synergistic effect benefiting both languages. In short, learning Latin grammar improves writing skills in English.Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com0tag:blogger.com,1999:blog-7797987771077026355.post-58869161835704390392012-04-30T17:22:00.001-07:002012-04-30T17:23:32.392-07:00Latin and the Global Economy<br />
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<b><i>I
never touched a trained mind yet which had not been disciplined by grammar and mathematics—grammar
both Greek and Latin; nor have I ever discovered mental elegance except in
those familiar with Greek and Latin classics</i></b><b>.
-William Milligan Sloan</b><span style="font-family: "Times New Roman","serif";"></span></div>
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In the new global economy, English has taken the dominant
role as the language of international diplomacy, international business, and
international travel. The highest level
of mastery with our own language, then, is the door that opens to our socially and
technologically integrated world. Next to this is the door that opens to those who can quickly acquire a variety of new languages (through the knowledge of language structures and roots) as the situation may demand. </div>
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Latin is the key to both of these doors.</div>
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Latin teaches a deep, thorough, grammatical understanding of
language that enriches and expands a student’s understanding of English (and language in general). Take, for example, the concept of the
infinitive. The Latin verb for “love” is
<i>amō</i>. The infinitive for that verb
is <i>amāre</i>, a word which means “to love.” Notice that the one word in Latin must be
communicated by two words in English.
So, when writing a sentence in English about a deep feeling of love,
should an author write “to deeply love” or “to love deeply”? Because the concept of the infinitive is
contained in both the word “to” and the word “love,” as demonstrated by the Latin verb, it is good style to keep
those concepts together (just as in Latin).
This is the reason why traditionally we have been told by our grammar
teachers that we should not “split an infinitive” (“to boldly go where no man
has gone before” excepted!)</div>
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Now, you could try, and fail, to learn the concept of the
infinitive through your native language.
However, there is a better way: Learn Latin! If you know that <i>amāre</i> means “to love,”
then you know conceptually and on a deeper level that you should not split up
that idea (in the same way that the word <i>amāre</i> itself cannot be split.) The whole of English grammar makes sense only
in light of Latin grammar. No student of
English grammar, then, should expect to gain any level of mastery without a commensurate
knowledge of Latin.</div>Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com0tag:blogger.com,1999:blog-7797987771077026355.post-51711233873827027452012-03-31T12:43:00.000-07:002012-03-31T12:45:13.662-07:0021st Century Skills<b>Give me a student who has been taught his Latin grammar, and I will answer for his chemistry. –German chemist Bauer to Francis Kelsey</b><br />
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In my high school, teachers like to talk about giving our students “21st Century Skills.” What they often mean by this phrase is “our students need more ___” (fill in the blank with computer classes, science, math, technology, etc.) However, technology, computers, and science in general are changing so quickly that the material learned one year may not apply to the next. For example, my son Caleb wants to be a video-game programmer. When he started taking classes in this field only two years ago, app development was an emerging field and there were no classes for creating new app's. Now it is a multi-billion dollar market and Digipen is offering its first app development class.<br />
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Real “21st Century Skills” are not abilities pertaining to particular technological developments, but rather the ability to think, to adapt, and to solve new problems with whatever technology arises. That is what Latin equips students to do, and that is why even my son Caleb, who wants to study video-game programming, still studies Latin. Latin provides the foundation for critical thinking. That is why the chemist Bauer could say that he did not care if his university students had balanced even one chemical equation in high school: he preferred students who knew their Latin well!<br />Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com0tag:blogger.com,1999:blog-7797987771077026355.post-49164896386186643872012-03-26T05:39:00.000-07:002012-03-26T05:39:13.028-07:00<b>“To read the Latin and Greek authors in their original is a sublime luxury… I thank on my knees him who directed my early education for having in my possession this rich course of delight.” -Thomas Jefferson</b><br />
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Our American founding fathers lived in a culture saturated with the Classics (i.e. Latin and Greek). Most of the signers of the Declaration of Independence and Constitution could read and write Latin. How many of our legislators could boast the same today? It is difficult to imagine the type of country our founders would have created had they not known so much about the history and government of ancient Rome, from the abuses of its first 7 kings (the last of whom they threw out in 509 B.C., declaring themselves a Republic and electing new leaders every year!), to the prosperity and growth of the Republic for nearly 500 years, to the decadence and power of the Empire for nearly 500 more years. This history permeated the books and classrooms of early America, where preparing for college meant studying Latin and Greek and the respective histories and cultures. What would America look like if the founders hadn’t learned Latin?<br />
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This weekend Caleb and Sophie helped me put together this blog to help deliver classroom content a little more efficiently. Click on the tabs at the top of the page to access different audio and video clips. I plan to post a new Conversational Latin, LLPSI Grammar and Syntax Video, and flashcards to the page every week for the next year (a little ambitious, perhaps, but I work best with a goal in site). Also, I will post links to our weekly homework on this blog.<br />
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Let me know what you think.Magister Khttp://www.blogger.com/profile/06525766774927899263noreply@blogger.com2