Latin

This is by far the question Latin teachers are most frequently asked. Interestingly, however, it is only within the past century that this question has arisen. The fact is that until recent years, most considered Latin a necessary staple of a good education. In the 1700’s the University of Georgia, like many of its contemporaries, required of incoming freshmen, “a correct knowledge of Cicero’s orations, Vergil, John and the Acts in the Greek New Testament, “ (LaFleur, 985, p.341) in addition to English Grammar, Geography, and Arithmetic. This is requiring more than the familiar chanting of amo, amas, amat. This statement indicates a desire for an intimate understanding of the language and more than a passing familiarity with her greatest writers. Thomas Jefferson, himself a great supporter of quality education in America, wrote to J.W. Eppes in 1787, “In general, I am of opinion, that till the age of about sixteen, we are best employed on languages: Latin, Greek, French, Spanish.” As Mr. Jefferson suggested, up until the 1920’s Latin was a common course amongst elementary and secondary schools alike, oftentimes a requirement for graduation. However, the times have changed and it seems necessary to defend the virtues of Latin.

A continuation of more advanced grammatical and syntactical studies while reviewing basic elements and increasing vocabulary. Content includes unaltered prose selections of original works, simple composition, and an introduction to dactylic hexameter.