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He was a pious priest, fulfilling his duty, seeking to do his best to serve gods and country. Unfortunately, he was on the wrong side of the winning team in the foreign-policy entanglement of Troy vs. Greek Federation. He became a pawn of the gods. How does his story compare to those represented here if at all? What pathos might that create for those who know the classical tale? Lastly, there is one other artist to consider who took inspiration from the Roman version of The Laocoon Group.

Study carefully the position of the torso, his raised right arm, and even the legs. Like Laocoon, Christ is viewing a scene of horrendous divine judgement. Unlike Laocoon, Christ is a willing sacrifice who then as a triumphant savior presides over a righteous judgement instead of falling victim to a perverted one. What can we conclude from this study of Laocoon and the snakes in both art and poetry? Namely, that the classics are timeless. Their message continues to inspire and to bear relevance to the world around us today. From them we can draw a sense of truth and beauty and goodness that continues to resonate within the mind and soul of man.

This year SCL will feature a full pre-conference day workshop on teaching foreign language. This conference will not limit itself to Latin, but will also consider Classical Greek and modern languages. This preconference features several seasoned language instructors and leaders within classical Christian Education. Worth, TX will consider the following questions:.

Why Latin? Why foreign languages? Must we commit to only one method? How do we keep the struggling students supported while challenging those who are advanced and having some fun along the way?

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What are the pitfalls and benefits of a Foreign Language Program that offers both classical and modern languages? Can a diverse, multilingual program really adhere to the maxim multum, non multa? How do we teach our students to love learning languages, especially when asking them to do something so difficult as conversing in a foreign language in front of peers or reading great authors in the original language? Each talk will also feature considerations of both principles and best practices that can be brought directly in to the classroom, aiming to be applicable to teachers of any language with any curriculum in any school.

The 8th and 9th century have similarly been dubbed the Aetas Vergiliana for the great influence of Vergil. Even today should you attend any of the excellent collections of Renaissance art, should a student of literature know the stories of Ovid, Vergil and the Bible that student would be able to well interpret the great majority of any piece that should capture his gaze.

He would do well to consider, however, that the artists of such masterpieces were inspired not merely by the concept of a story, but the artful writing of Ovid and Vergil. This workshop will look at several masterpieces from these time periods as object lessons in the art of Latin. Such studies better equip our students and ourselves to grow as life-long learners and life-long lovers of both art and Latin. Tim Griffith It may seem impractical to spend valuable class time learning to write or speak in a dead language. As almost everyone capable of using Latin is now dead, even those who see the value of learning the language at all usually only see the value of learning to read it.

But composing Latin, whether aloud or on paper, has been proven for centuries to be an excellent way for students to learn to read it better. This workshop will demonstrate how teachers can teach Latin the old and proven way—through composition and oral composition—while using powerful tools from the 21st century. Basics of Speaking Ancient Greek, Dr. Jason Merritt Many classical educators have only limited exposure to the Greek language, and the different alphabet employed by Greek presents an impediment to further learning.

This workshop seeks to bridge that gap by introducing the attendee to the Greek alphabet, pronunciation, and basic vocabulary through spoken exercises. This workshop is ideal both for lower and upper school teachers who deal with Greek history, culture, and literature in their curriculum and would like to explore the language further and incorporate basic elements of the alphabet and language into their instruction.


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This, he explained, was the title of his sermon, a title with an intentional empty space. A space that only Gaylan could fill, and fill in a different way for each one of us. Gaylan was an amazing man in so many respects. Each one who had the opportunity to know him was blessed by him. For others it was as the author of countless books on academic subjects, which inspired both students and teachers alike. For still others Gaylan is cherished as the faithful organist at St.

Here he worshiped the Lord and blessed the body of Christ for many many years at mass, religious services, and innumerable quinceaneras. For more people than we will lever know he was the incarnation of Matthew 6. Otherwise you have no reward from your Father in heaven. Assuredly, I say to you, they have their reward. As a career educator he did not have great wealth, but what he did have he constantly was giving to assist those around him. He gave not only money, but time, advice, action, prayer, and a genuine love for humanity.

So how does one fill in this blank to articulate what has been lost as Gaylan departs this temporal world for that eternal? I and thousands of other students benefited from their great passion and enthusiasm in bringing middle school and high school students together each year to enjoy classical competitions. I clearly remember watching Gaylan interact with his team, with other students, and other sponsors, and thinking to myself that there was a man to be admired. Little did I realize then how our paths would soon connect and where they would lead.


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  • Austin with the goal of myself becoming a Latin teacher. The benefit of entering a student teaching program in your home town is that you know exactly who you wan to work with. I had been watching most of these teachers for years and I knew the area schools pretty well. I requested to work with both Susan and Gaylan, both were granted. Upon our first meeting, Gaylan immediately took me under his wing, adopted me as one of his own. He became a second mentor and then a friend.

    It was in those early years that Gaylan tasked me with volunteering at the JCL art competition. There I assisted the incomparable Franklin Brothers in judging the various works of art, advising on classical themes. This triumvirate were such a joy to work with each year. I learned so much from them on classics, art, and, of even greater value, the art of gentile chivalry.

    I still run the art contest at our Area JCL convention each year and often I quote them in advising our art judges. The event continues to be a highlight for me because of them. I immediately thought of my mentors and will be forever grateful to Gaylan for joining me in that adventure. I am grateful not only for the great work he contributed, which is of inestimable value, but even more I am grateful for the time with him.

    I would bring my small children, who would play in the fellowship hall while we worked. Gaylan was never bothered by their company, but rather cherished the opportunity to watch them play, drink in their laughter, and delight in the little stories they wanted to share with him. The gift of friendship Gaylan had given me, became an inheritance of friendship for my own children. As the kids grew older and their visits grew less, Gaylan and I reconvened our meetings to the Starbucks in Pflugerville to continue our work on the series, a project that would require more than 8 years to complete.

    Here I sit now writing this tribute. After leaving the church where we worked together over so many years this coffee shop was the only place I could go. It just felt right. I started to work on my next book, one whose manuscript I had eagerly looked forward to sharing with Gaylan this month. I have lost a great mentor, a writing partner, a friend. And yet, the faith we shared tells me that one day I will see Gaylan again.

    That hope brings joy in the midst of sorrow. That joy compels my thoughts to drift away from what I have lost to what I, in knowing Gaylan, have gained. In Gaylan I gained a magnificent mentor, whose creative teaching and penchant for correct grammar lives on in my classroom. I gained a writing partner, who continued to teach me even as we began teaching others. I often feel as though I went through a graduate program with the most incredible professor; what greater gift could exist for a life-long learner?

    Above all I gained a friend, a man who I will forever admire and respect, whose kindness and generosity knew no bounds. This man took the time to call me friend, encourage me, invest in me, and to pour into me and even through me into my own children and my school kids. Today, I remember the great Gaylan that I gained and the blessing that his life continues to be to mine. As we all gear up for the start of another school year, I thought it would be helpful to share some of my favorite study tools for students of all ages and teachers of levels.

    Index cards have become the quintessential vocabulary study tool. I like using the colored packs as they can provide a creative mnemonic tool for differentiating between parts of speech and the gender of nouns. As students create the cards, they must consider carefully which color to use for each word. As they study the cards they will often subconsciously memorize that color in association with the card.

    Latin Stories

    For visual learners, this can be VERY helpful. Some students will find these tools helpful throughout their years of study and will keep up with them on their own. Others after a few years may drop the practice in favor of other vocab methods in their advanced years. I like using colored pencils as a tool for conjugating verbs or declining nouns. I will ask students to write the stem in regular pencil and the series of inflected endings in another color.

    Students love using colors in class and the varied color change is another subtle yet effective means of learning how to distinguish between stem and endings. If your students learn Latin via a consumable workbook, highlighters can be helpful in highlighting important definitions or main ideas in a lesson. They may use parentheses to identify clauses, or draw arrows to signify agreement. In complex poetry where word order is very loose, they may underline one noun-adjective pair in blue and another in red.

    This is particular useful when studying rhetorical word patterns such as synchises and chiasmus. I am often asked for recommendations for Latin dictionaries. I typically allow students the freedom to choose the one that best suites their own learning style. I like these because they write out all the principle parts.

    Some dictionaries will omit the second principle part i.

    Loeb Classical Library

    Students are expected to infer what the infinitive will look like based on the number of the conjugation. That is fine in theory, but many students find that confusing. Advise students to thumb through a copy before they buy. These can be found at most major book stores and at discount stores such as Half-Prince Books. Memoria Press offers a really nice set of grammar cards in two different sizes. There is a desk size that a student may keep at his own personal desk.

    Essentials

    These can easily be pulled out for close individual reference in class or at home. For many students these large laminated cards are very handy when placed on the table next to their work for quick easy reference as opposed to flipping through pages at the back of the book. Memoria Press also carries larger wall charts that can be posted in any classroom. Blistein, executive director of the American Philological Association at the University of Pennsylvania , which represents more than 3, members, including classics professors and Latin teachers, said that more high schools were recognizing the benefits of Latin.

    It builds vocabulary and grammar for higher SAT scores, appeals to college admissions officers as a sign of critical-thinking skills and fosters true intellectual passion, he said. Blistein said. Latin was once required at many public and parochial schools, but fell into disfavor during the s when students rebelled against traditional classroom teachings and even the Roman Catholic Church moved away from Latin as the official language of Mass.

    Interest in Latin was revived somewhat in the s and began picking up in the s with the back-to-basics movement in many schools, according to Latin scholars, but really took off in the last few years as a language long seen as a stodgy ivory tower secret infiltrated popular culture. View all New York Times newsletters. Marty Abbott, education director of the American Council on the Teaching of Foreign Languages , said it was possible that Latin would edge out German as the third most popular language taught in schools, behind Spanish and French, when the preliminary results of an enrollment survey are released next year.

    In the last survey, covering enrollment in , Latin placed fourth. In addition, she said, Latin teachers and students have promoted the language outside the classroom through clubs, poetry competitions and mock chariot races. In Scarsdale, N. Seniors serve bread, olives, roasted chicken and grapes to younger students, and all of them break bread with their hands.


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    Marion Polsky, the Latin teacher, said that former students still send her postcards written in Latin and that at least three have gone on to become Latin teachers. Here in New Rochelle, the district introduced a Latin class for sixth graders last year and is now adding a second Latin class for seventh graders. Last month, the district also started a dual-language English-Italian kindergarten and a Greek class at the high school; it is considering offering Chinese next fall.

    My deepest gratitude! Most of my Latin Alive 1 students had completed at least one or two years of Latin for Children. I was so impressed with the Latin knowledge they came into my class with! We were able to move much more quickly. This year, when I began looking for new curriculum for my 5th and 6th grade Latin students, I immediately started looking into using Latin for Children.

    I would love to give my students the core Latin knowledge that I saw in my past students! For placement recommendations and other questions, please see our FAQ page. FREE to copy, use, and distribute not for resale. These files have been contributed by various authors. Feel free to submit your worksheets for consideration. Basic Latin Charts! Each chart also lists the related Latin for Children and Latin Alive! A helpful resource for any Latin student! Interactive Latin Charts! Once cut, the charts provide an excellent hands-on approach to practicing all five noun declensions and verb endings for present, imperfect, future, perfect, pluperfect, and future perfect tenses.

    Decks are split into two different decks for example: a Latin deck and the English deck so that you can print them separately or on the backs of each other single sided or double sided. Includes a Latin vocabulary list, two pages of activities, and an answer key at the end. Each day open a door to learn an advent-related Latin word! Ask the Magister teacher.

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    Christopher Perrin is an author, consultant, and speaker who specializes in classical education. Christopher is also a consultant to charter, public, private, and Christian schools across the country. He has published numerous articles and lectures that are widely used throughout the United States and the English-speaking world. Aaron Larsen, DA. He previously taught at two classical schools in Pennsylvania. In , Dr. Larsen joined a team led by Dr. Christopher Perrin and two other colleagues to help form Classical Academic Press. The motivation behind this endeavor was to produce exceptional Latin and logic curricula for the classical education movement.

    Aaron received his BA in history, with minors in philosophy and education, from Covenant College in Georgia.