Kids give life to a dead language: Latin

Res, non verba – might present a challenge to someone who does not put words into action. Only in this case, it’s the verba that is important.

Some 100 fifth-grade pupils are taking lessons in Latin at the Fgura state primary, and another 20 at Chiswick House School, as part of an initiative by the Malta Classics Association. 

The pilot programme, ‘Literacy through Latin’, aims to provide a foundation for young students’ literacy education in the the long-term. The president of the Malta Classics Association, Maria Zammit, says that knowledge of Latin helps children learn many languages, as well as English and Maltese literature, history, archaeology, classical studies, history of art, and geography.

“Research has also shown that children who have studied Latin tend to do better in the fields of IT, science, and mathematics.”

Most of the terminology of medicine, botany, and science, is also based on ancient Greek and Latin. So rather than serve just as another subject that children are burdened with, Latin will help children assimilate a host of other subjects.

“Children also stand to benefit from an improvement in writing, style, vocabulary, and intellectual curiosity. Psychological barriers to learning more languages will also be removed as a result,” Zammit said.

The syllabus is based on stories or myths told by the effervescent Roman poet Ovid – including the myths of Narcissus, Orpheus, Daphne and Apollo, Daedalus and Icarus, Theseus and the Minotaur. The children are taught by Classics undergrads from the University, through various games and translation exercises. 

“During the lessons, children are taught to read and translate Latin, exploring words and their connections with familiar words in English and other languages. Each lesson includes activities and games which connect the stories to modern issues, such as relationships, family, the origin of man, and people on the move. The purpose of this is to reinforce children’s understanding of what is presented in the lesson.”

The main pedagogical benefit to children of a classics education is a good understanding of the structure of language. “This improves critical thinking, analytic skills, and logical thought,” Zammit said.

These are all tools that will help children learn any language – both improving their mother tongues and also helping them to learn any other languages later on.

“Latin is the Maths of the Humanities, except that it has exciting things – like flying children and gladiators added to it.”

Zammit said that in line with the National Literacy Strategy, the course supports the promotion of a literate community, by helping learners make sense of their experiences with connections to their histories, cultures, and communities.

The course also promotes the integration of the skills of oratory, reading, and writing – all inherent in improving literacy.

“This will be achieved by studying stories from another culture that are challenging in length and in vocabulary using a variety of activities to support the development of these skills.”

The classics also provide an opportunity to make cross-curricular links to other subjects including art, science, and history, allowing students to use multiple skills for learning multiple objectives through a fusion of subjects and skills.

“Studying Classics also supports students’ spiritual, moral, social and cultural development by encouraging an awareness of self and others, an appreciation of the achievements of past societies, an understanding that actions have consequences, and a respect for cultural difference and diversity.”

Zammit said parents should consider sending their children to Latin lessons because it serves as an ‘apparatus’ through which the child functions. “[Latin] provides the discipline and analytic skill that is needed to excel in conceptual activities, as well as the confidence and interest required to take on any language.”

It also provides value in connecting children to their country’s past. “Everyone knows that Malta was Roman for several hundred years. It is very easy here, to bring Latin to life. Just look at the astonishing objects we have in the Domus Romana, and the stories that each object tells.”

The course is modelled after the UK-based IRS project which has been running over the past decade, targeting inner-city children and schools in difficult areas. “This initiative is aimed at all year five students, not just the ones with an aptitude for languages,” Zammit said. “Actually, it is the less-gifted children for whom the programme has been devised.”

“The aim is to make Latin accessible and enjoyable to all children. Children at primary level will retain what they learn only if their interest is engaged. The Latin lesson for these year five children is different from every other lesson – and the effect is likely to be curiosity and excitement in the children – which will result in an ideal learning situation. These are the advantages of having NGOs engaging the interest of children outside the boundaries of their normal routine.” 

The association now hopes the Education Division will consider introducing the course in all State schools, if possible, through further training and enlisting of more teachers. 

“We are aware of other literacy projects currently being offered in schools, particularly based on art, and I would focus particularly on improving reading skill amongst children of all ages,” Zammit said.

The classes have started in October and are ongoing until February. “Reception so far has been positive,” Zammit adds. “Children naturally respond to students teaching a subject which they themselves are still discovering. University undergrads are naturally connected to their subject and the children pick this up immediately. Their response is curiosity.”

The programme is sponsored by Bernie Mizzi, director of St Martin’s College and Chiswick