Learning vs. studying Latin

The distinction between studying Latin and learning Latin is highlighted in this article by Mark J. Clark, of Christendom College. I'm very much in agreement with Clarkabout the necessity of learning Latin as the key to our Catholic heritage and as an exercise in a significantly different way of thinking.

Hat tip goes to Lisa Seeley, wife of Andrew Seeley of the Institute for Catholic Liberal Education.

A Canon lawyer encourages the study of Latin

For everyone.

A New Generation Discovers Latin

After all, if we do witness an increase in the number of masses offered partly or mostly in Latin over the next generation, the recovery of this beautiful and richly meaningful practice will surely be aided by the growing numbers of children — including many children of Catholic families — studying the Latin language today. Why the upsurge in interest? Turns out Arrius Potterus (as he is known in the new Latin translation of Rowling's first book) gets a good deal of the credit. (more)

[Editor's note: I am not hereby endorsing reading Rowling's work! Anyone in my family or who reads my blog knows of my reserve about the Harry Potter series. I also don't think that Hogwarts has a classical curriculum, even if they use a lot of Latin. In fact, I think many of the problems in the stories stem from an alienation of the wizarding educational system from both classical and religious thought--very similar to the problems that beset our own educational system.]

Perseus Project

"Perseus Classics Collection: An Overview
"The Perseus Classics collection began as an integrated collection of materials, textual and visual, on the Archaic and Classical Greek world. Named for the Hellenic hero who explored the world to its most distant reaches, Perseus made it possible for specialists and non-specialists alike to move between traditionally distinct types of information, such as images and texts, and across traditionally distinct disciplines, such as classical archaeology and philology. Building on the success of the tools and resources developed for Ancient Greek source materials, the project expanded into the Roman world, with additional art and archaeology materials as well as new collections of Latin texts and tools.

"The collection contains extensive and diverse resources including primary and secondary texts, site plans, digital images, and maps. Art and archaeology catalogs document a wide range of objects: over 1,500 vases, over 1,800 sculptures and sculptural groups, over 1,200 coins, hundreds of buildings from nearly 100 sites and over 100 gems. Catalog entries are linked to tens of thousands of images, many in high resolution, and have been produced in collaboration with many museums, institutions and scholars. Catalog information and keywords have been taken from standard sources, which are cited in the entries for each object.

"Numerous secondary sources supplement Perseus catalog entries. Prominent art and archaeology works include the Princeton Encyclopedia of Classical Sites, Attic vase paintings in the Museum of Fine Arts, Boston, by L. D. Caskey and J. D. Beazley, selections from Attic Document Reliefs: Art and Politics in Ancient Athens, by Carol L. Lawton, One Hundred Greek Sculptors: Their Careers and Extant Works, by Andrew Stewart, and more. All art and archaeology materials are extensively linked to the Perseus atlas, which contains over 5,000 classical sites.

"In addition to art and archaeology sources, essays, and tools, the classics collection features several hundred works of classical Greek and Roman authors, both in the original language and in translation. Moreover, Perseus has created a suite of powerful linguistic tools, all extensively linked to lexica, which permit the careful study of Greek and Latin. All word study tools are documented; please visit the help and information center for the latest information on the scope and functions of these tools. Text based secondary sources include Greek and Latin grammars, commentaries, and Thomas R. Martin's popular An Overview of Classical Greek History from Homer to Alexander, which acts both as an introduction to Greek History and an tool for accessing clasics resources in Perseus; it's a great place to begin exploring the classics collection.

"Nearly all the classics materials are interlinked and accessible from any given resource. For example, a user reading Julius Caesar's Gallic War in English, may wish to check the particular Latin word Caesar employs to describe a military formation. Simply by switching the version of the text, users may see the original Latin (De Bello Gallico) and select a word of interest. This word is linked to the word study tool for Latin, which presents information on the form of the word, gives a brief definition, and provides links to other tools, such as the dictionary and word frequency chart. Or, a student may wish to plot all of the sites Caesar mentions on the Perseus atlas. A link on every text page makes this available. Additionally, users can access art and archaeology information such as numerous coins which depict Julius Caesar."

Lisa M. Cerrato, Robert F. Chavez

The pope encourages us to read classic authors

Following the advice of St. Basil the Great.

Finally, Basil was of course also concerned with that chosen portion of the People of God, the youth, society’s future. He addressed a Discourse to them on how to benefit from the pagan culture of that time.

He recognized with great balance and openness that examples of virtue can be found in classical Greek and Latin literature. Such examples of upright living can be helpful to young Christians in search of the truth and the correct way of living (cf. Ad Adolescentes 3).

Therefore, one must take from the texts by classical authors what is suitable and conforms with the truth: thus, with a critical and open approach - it is a question of true and proper “discernment”- young people grow in freedom.

With the famous image of bees that gather from flowers only what they need to make honey, Basil recommends: “Just as bees can take nectar from
flowers, unlike other animals which limit themselves to enjoying their scent and colour, so also from these writings… one can draw some benefit for the spirit.

We must use these books, following in all things the example of bees. They do not visit every flower without distinction, nor seek to remove all the nectar from the flowers on which they alight, but only draw from them what they need to make honey, and leave the rest. And if we are wise, we will take from those writings what is appropriate for us, and conform to the truth, ignoring the rest” (Ad Adolescentes 4).

Basil recommended above all that young people grow in virtue, in the right way of living: “While the other goods… pass from one to the other as in playing dice, virtue alone is an inalienable good and endures throughout life and after death” (Ad Adolescentes 5).

Rogue Classicism Atrium

Did you know that today is the traditional anniversary of the fall of Troy? Here is an excellent website/blog that features "This Day in Ancient History," "Nuntii Latini" (News in Latin), "Classical Words of the Day," "Review" and other interesting Classics related items. Here is today's News:

Cheetah LXXV annorum:
Nuntii Latini
19.04.2007, klo 17.10
Cheetah simia, quae in compluribus pelliculis cinematographicis una cum
Tarzan agebat, septuaginta quinque annos complevit....more.