Ave atque Vale, Magistra!

Yesterday I attended the memorial service for Jane Hall: an outstanding teacher, amazing woman, and force of nature. This remarkable celebration of life, in the classically-inspired rotunda of James Farmer Hall on the campus of the University of Mary Washington, was well-attended, with numerous friends, colleagues, and former students sharing their memories and anecdotes of one who worked so hard to lift up the learning and teaching of Latin for so many. Please read below Jane's obituary:

Jane Harriman Hall, age 93, of White Stone, VA, formerly of Alexandria, VA, passed away peacefully on Sunday, February 25, 2024. Jane was preceded in death by her beloved husband of 69 years, David Alan Hall and her parents, Roswell Hitchcock and Ruth Damman Harriman. She is survived by her daughter, Dianne Harriman Thomas (Stephen B.Thomas), two grandchildren Amanda Thomas Kaeser (Kyle C. Kaeser) and Stephen B. Thomas, Jr., and one great grandchild Riley Brooke Kaeser.

Jane earned her B.A. from Mount Holyoke College in 1952, and her M.A. from the University of Maryland in 1969. Jane's extraordinary teaching career spanned 59 years. She taught every grade, with the majority of her teaching years at Fort Hunt High School in Fairfax County, VA, where she taught Latin, Ancient Greek and Russian. She finished her stellar career as an adjunct professor at the University of Mary Washington. Throughout her lifetime, Jane received numerous well-deserved awards and honors for her many accomplishments. Some of her awards include: Jane was chosen for the 1966 edition of Outstanding Young Women of America; being selected as Virginia’s Foreign Language Teacher of the Year in 1984; also in 1984, Jane was honored by the Classical Association of the Middle West and South. In 1996, she was awarded the John F. Latimer Award from the Washington Classical Society, and in 2001, she received a Merita Award from the American Classical League. Jane was the first Director of the Virginia Governor’s Academy.

She also developed the Forum Romanum video series in order to provide a visual tool for teachers throughout the country. This series documented historic moments in Roman history with live characters speaking only Latin. These videos helped students’ ability to use Latin orally. Finding innovative ways to encourage students’ learning was one of Jane’s greatest strengths. She took students on numerous educational trips to foreign countries including Italy and Greece. She held toga parties and Latin banquets. She gave out awards in the classroom for academic achievements. She headed clubs, including the Latin Club and the Latin Honor Society.

In 1978, Jane founded The National Latin Exam on a card table in her family room. The annual exam rewards students for excelling in their study of Latin. She devoted 34 years of leadership and expertise to the National Latin Exam, before retiring in 2011. By the time she retired, nearly 3 million students had participated in taking the National Latin Exam. In addition, more than one million dollars in scholarships had been awarded. The National Latin Exam still thrives today, and the numbers have increased significantly. This year’s Exam boasts over 114,000 participants, including 26 countries, and $131,000 to be awarded in Scholarships. The NLE lives on as her legacy to the American Classical League and to the recognition of thousands of students, teachers, and schools around the world.

In 1970, Jane and Dave built a home on the Corrotoman River and began life part-time in the Northern Neck. Their love for this area grew over the years, until 2003, when they moved full-time to White Stone. Jane was an active resident of the Northern Neck and Tabbs Creek community. She volunteered at the Steamboat Museum, Meals on Wheels, the Animal Welfare League, the Lancaster Community Library, as well as various other community events and benefits. She enjoyed life on the creek, as she and David were seen most evenings taking a cruise on her beloved Duffy, the Festina Lente. She enjoyed the New York Times crossword puzzles, jigsaw puzzles, opera, bridge, tennis, swimming, boating, entertaining, and especially traveling. Jane lived life to the fullest in every way, and she was known by her friends to be the life of any gathering. Jane and Dave were members of St. Andrew’s Presbyterian Church in Kilmarnock, VA.

Memorial donations may be made in Jane’s honor to the National Latin Exam, University of Mary Washington, Fredericksburg, VA.

St. Patrick Writes About Himself

In honor of St. Patrick's Day, I thought I would take a look at some of the fifth-century Latin written by this remarkable individual and patron saint of Ireland. Take a look at the very useful website St. Patrick's Confessio, which allows one to "[r]ead what St. Patrick actually wrote in his own words."

Epistola ad milites Corotici, X

Numquid sine Deo vel secundum carnem Hiberione veni? Quis me compulit? Alligatus sum Spiritu ut non videam aliquem de cognatione mea. Numquid a me piam misericordiam quod ago erga gentem illam qui me aliquando ceperunt et devastaverunt servos et ancillas domus patris mei? Ingenuus fui secundum carnem; decorione patre nascor. Vendidi enim nobilitatem meam -- non erubesco neque me paenitet -- pro utilitate aliorum; denique servus sum in Christo genti exterae ob gloriam ineffabilem perennis vitae quae est in Christo Iesu Domino nostro.

Here is the source of the text; the translation below is my own.

A letter to the soldiers of Coroticus (10)

Is it possible that I came to Ireland without God, even following my own flesh? Who compelled me? I have been so bound by the Spirit that I do not see anyone of my own family. Is it possible that I grant holy mercy from myself towards that people who once captured me and killed the enslaved men and women of my father's house? I was a free-born according to the flesh; I was born from my father, a decurion. Indeed I sold my noble status for the service of others -- I am not ashamed of this and I do not regret it; accordingly I am a servant in Christ for people of a foreign land on account of the indescribable glory of everlasting life which is in Jesus Christ, our Lord.

Latin? What are you going to do with that?

My daughter Sarah is heading off to college in a couple weeks. She will be a freshman at Randolph-Macon College in Ashland, Virginia, and she has already decided that she wants to major in Latin and, following in her old man's footsteps, become a Latin teacher. She's excited; her mother's excited; and, of course, I'm excited. All too predictable, though, is the reaction of people when she tells them what she plans to study and then what she plans to due after she graduates. Most are surprised, some are confused, and a couple are even amused. She comes to me with stories of recent conversations with both friends and acquaintances who mean well, but just don't know how to react when someone says that they are pursuing the liberal arts. It is almost as if they are disappointed that my daughter isn't going to be contributing member of society who is out to make a million dollars.

I have had a discussion with my daughter that she will need to harden herself to these types of responses and to get her spiel ready and polished. I was also careful to tell her that she does not need to offer apologies to anyone. She is choosing a course of study which appeals to her and will make her a happy and educated individual. After all, she is going to college in order to receive an education, not to prepare for a job.

Colleges should not be seen as expensive vocational centers training the work-force for the 21st century. What present (and future) employers need are individuals who can think, plan, organize, be creative, collaborate, and communicate. Anyone with these abilities can easily be trained by employers to do what is required in any job and to be a contributing member to society. The world cannot benefit from narrowly-educated, close-minded individuals who are merely out to make money.

We, as educators, need to support and encourage students to pursue whatever field they wish after they leave our classrooms. If a students wishes to go on to college and study math, economics, engineering, and the like, so be it. Likewise, if a student wishes to major in art history, English literature, classical music, or Latin, these are completely valid choices as well. Student who go off to get a degree in the liberal arts should not have to defend or explain themselves. One should never have to apologize for her education.

Wrapping It All Up: Translating Into Latin

At this year's American Classical League Institute in Minneapolis, I attended a session on the Cambridge Latin Course. Having taught for years from the Ecce Romani series, I was well aware of the reading approach to learning (and teaching) language, but I was very surprised to hear the speaker make the emphatic statement that the Cambridge series is not designed to teach the student to translate into Latin, only to read Latin as quickly as possible.

I can think of no better way to review all aspects of learning Latin, vocabulary, grammar, than by having the students translate into the language. To me, a parallel example would be to have a math student solve a word problem by applying all he has learned in map. Moreover, translating into Latin also allows the student to add creativity and test the effects of emphasis and logic by word choice and word order.

Translating into Latin should be handled in two different ways. The first exercise is to have the student take a set English sentence and then turning that sentence into something a Roman would understand. There is a limited range of expected vocabulary and constructions to be used and useful comparisons can be made between examples. The second exercise, and this one is more important, is to have the student generate an original sentence in Latin. The freedom of vocabulary and constructions allows the student to work at his or her own comfort level and in a way that promotes interest.

Different exercises allowing for original writing can include displaying a picture and having the student describe what is happening. This approach lends some focus as the student should limit vocabulkary choice to the subject matter of the picture. Another activity, completely wide open, is to have the student create a comic strip in Latin. Create a handout with four, six, or even eight blocks, and the have the student create whatever comes to mind. The results can be fun, amusing, and sometimes a little strange. This is also a great opportunity for artistic expression, and don't let the student fret if she thinks she cannot draw, tell her that stick figures are certainly acceptable!

The one thing to remember about translating into Latin, particularly if the student is generating something original, is the rule that simple is always best.

Mapping the New World

A colleague, who is an outstanding teacher of geography, is conducting some research and came across this map of what is now eastern North Carolina. She needed a translation of the title in the upper right-hand corner and asked if I would translate it for her. The Latin reads:

Americae pars, nunc Virginia dicta: primum ab Anglis inuenta, sumtibus Dn. Walteri Raleigh, Equestris ordinis Viri, Anno Dni. MDLXXXV regni Vero Sereniss. nostrae Reginae Elisabethae XXVII, hujus vero Historia peculiari Libro descripta est, additis etiam Indigenarum Iconibus / autore Ioanne With; sculptore Theodoro de Bry, qui et. excud.

I had to do a little digging to understand some of the abbreviations, but here is my translation:

"Part of America, now called Virginia: first discovered by the English, by the expenses of Sir Walter Raleigh, a man of the rank of knight, in the year of the Lord 1585, indeed in the 27th (year) of the rule of our fairest Queen Elizabeth, indeed in that one's (Raleigh's) own book the history was described, also with the images of the natives added / with Ioanne With (John White) the author; with Theodoro de Bry the engraver, who also printed it"

I enjoy this type of exercise because it allows me to keep my skills in practice and apply them to assist others in learning. I learned that sumptus, sumptus, m. is the Latin word for "expenses, costs". I also learned a bit about Queen Elizabeth, Sir Walter Raleigh, and the early exploration of the New World.

Digging Up A Vocabulary List

I was asked by my sister-in-law to provide a simple list of Latin words to help her young daughter learn vocabulary and reading. I thought such a list would be easy to find and I put the task off until the last minute. When I began my search in Google, I quickly discovered that there are any number of specialized lists, but there really isn't a generic list of basic vocabulary for someone who is not (at the moment) interested in learning Latin. I finally settled on the "First Latin Book Beginners Vocabulary" list from http://www.textkit.com/. There is a good mix of nouns, verbs, adjectives, and such with, most importantly, the English meanings. I printed out this hefty list (amounting to four pages) and felt that was a decent place to start.

My search did recall to my memory an outstanding book, The Usborne First Thousand Words in Latin, which I hope to find in the neighborhood bookstore when we visit. This would certainly be much more appropriate for my niece's purpose.

In any case, I do plan to warn my sister-in-law that learning lists of vocabulary words is not the same as learning the language. While the vocabulary words are the building blocks, one cannot merely stack them randomly and call it a wall. Further, forcing the memorization of lists of words no more constitutes the learning of language than does committing to memory the numbers zero through nine and calling it mathematics.

Translating Cicero in Word Order

I have encouraged my students this year to read and translate their Latin passages in the order in which they appear, left to right. We have endured the "Yoda-speak" and seem to be making progress. After we translate in the word order, we do, of course, go back and "English it up."

In his First Oration Against Catiline, Cicero writes in chapter 11:

Tune eum quem esse hostem comperisti, quem ducem belli futurum vides, quem expectari imperatorem in castris hostium sentis, auctorem sceleris, principem coniurationis, evocatorem servorum et civium perditorum, exire patiere, ut abs te non emissus ex urbe, sed immisus in urbem esse videatur?

When we approach this from the beginning and move from left to write, we end up saying, with appropriate inflection of our voice in English,

"Do you [something] him whom you have discovered to be an enemy, whom you[etc.], whom you [etc.], whom you know to be an author of crime, a chief of conspiracy, an inciter of slaves and of evil citizens, to leave you will allow..."

The advantages of this technique allows the student to know immediately that the speaker of the passage (in this case, the personified Republic) is asking a question of Cicero about Catiline (Tune eum). Then there are three full relative clauses and then three more relative clauses abbreviated by ellipsis, and then an infinitive and (finally!) the main verb. If a student were to hunt and peck through this sentence, she would be hopelessly lost. Indeed, after the first reading in Latin, the relative clauses would be easily identified and mentally bracketed, then leading to a easier discovery of exire patiere to complete the main sentence. The students do need, of course, a prompt that patiere is really a patieris. The student then passes to the rest of the sentence, a subordinate clause, happliy marked by the ut.

Calling a Spade a Spade

I was listening the other day to a colleague who teaches Spanish. She was talking about the difference between -ar verbs and -er verbs. She mentioned the yo form. Without ever taking Spanish, I knew exactly what she meant, particularly since I had an idea of the origins of these Spanish elements.

I have often thought that I could change the names of the categories of Latin verbs and nouns in order to make the idea of what I'm trying to say clearer for my students. After all, the names are, for the most part, descriptive and help to identify the category or use of the form. When I say something like, "That's an ablative of accompaniment," the students (should) think, "Oh yeah, that noun is the last in that declension thingy and it is being used to show who they're doing the verb with." When I tell my students that the Romans had no idea of what the phrase "ablative of accompaniment" meant, they pause for a moment and demand to know why. I tell them that this is a phrase we, who are not native speakers, have created in order to describe the use of that noun. I also tell them that if they asked the average Latin speaker on the street to decline a noun, he would look at you puzzled and probably run away. At once the students are amazed and confused. I ask them to decline a noun in English. Again they sratch their heads and shrug. I usually give them an example, the best being the declension in English of the pronoun "he" -- I say, "He, his, him, they, their, them." I mention things like subjective, possessive, and objective case. Some of the sharper students eagerly write down this valuable nugget in their notes, others just wave me off and think that I'm crazy. They never learned this in English... why in the world would I be bringing it up in Latin class?

Anyway, I'm drifting off my topic - the names of things. What if, at the beginning of Latin I, when the students are most excited about learning a new language and most impressionable, I called first conjugation verbs "-are verbs"? What if I called third conjugation verbs "short -ere verbs"? The description would go right to the crucial element which determines the conjugation of a verb and, hopefully, this would better enable the student to conjugate it. They might think, "That's an -are verb, I have to keep that -a- in there when I conjugate it." or "Yuck, a short -ere verb... I think something happens to that short e." What does second conjugation really mean to the student other than it is usually taught after the first conjugation?

Taking this idea further, why not change the nomenclature for nouns? Why not have an "-ae declension" or an "-is declension" noun? This name would call attention directly to the genitive singular form. Then the student, looking at puella, puellae would (hopefully) think, "Oh yeah. I need to use those -a, -ae, -ae endings."

Taking this strange idea a step further, why not teach the conjugations and declensions in a different order? With the restraints of "first declension" and "second conjugation" removed, there would be little confusion in reordering the traditional grammar. Having said that, I would probably limit myself to rearranging the introduction of the nouns; I think everyone would agree that teaching the -are and long -ere verbs is easier than teaching those short -ere verbs with all those changes. Declensions are declensions and each requires a different set of endings which must be committed to memory. What Latin teacher hasn't lamented that the students have first and second declensions down cold but they just can't master that pesky third declension? I can't back this up with solid data at the moment, but there are more third declension nouns in the Latin language than any other declension, so why not teach the -is nouns first? Imagine the possibilities of a wider choice of vocabulary words at the beginning of the course. What reinforces the success of understanding -is nouns is what psychologists call the primacy effect -- what is learned first is remembered better than what is learned in the middle.

Before the purists attack me for messing up the natural order of things, I readily admit that I will have to teach my students the tradional nomenclature because all their resources, their textbooks, online help, parents and friends who already know Latin, other teachers, will call an -ire verb "fourth conjugation" and I would not want my students to be confused or lost. I would use my terminology at the beginning and then introduce them to the other names not much later in the course.

This, ladies and gentlemen, esteemed colleagues, will be my experiment for the coming school year. It may be a benefit, it may be insignificant, or it may fail... In any case, the world won't be lost.

Comparative Studies, or is that Comparative Studying?

While grading Latin I tests yesterday, I came across some interesting notes a student had scribbled in the margin of her paper. In the section for conjugating verbs, she had written out her personal endings -o, -s, -t, etc., and then she had written out the equivalent in German! While she's just a beginning Latin student, I believe she is also taking German II or III. By the way, she did quite well on the test, earning a 97%. Needless to say, her conjugations were impeccable!

Amore, More, Ore, Re

While looking online recently for a good Latin quote on love, I found

amore, more, ore, re

I stopped. I reread the quote. I thought this was the most ingenious thing I had ever found! The quote was attributed to Vergil (actually it said "Virgilius") and I assumed that this was something very few people knew. Boy, was I wrong! When I googled the phrase, I discovered that lots of people already knew this phrase, called it their favorite Latin quote, used it on their blogs, and even had it tatooed on their wrists! Thirty years ago this fall I stepped into a Latin classroom for the very first time. Since that time I have been learning, studying, translating, reading, and teaching the language and literature and never came across this clever item. I felt like I had missed out on something!

Next I started to search for the source. Several people attributed this ditty to Vergil but it didn't seem very Vergilian. It doesn't sound like something Vergil would say and the meter doesn't work. Nevertheless, I began a search on the internet and had very little success. At one point I was directed toward the story of Nisus and Euryalus in the Aeneid and thought that I was making progress, but skimming the lines in the text produced nothing. I remembered that I had A Vergil Concordance and pulled that out, but soon found nothing there as well. I was beginning to have my doubts that this quote was classical at all.

I did find that the entire quote was

Verus amicus amore, more, ore, re cognoscitur

but again there was no citation... so I posted the request on LatinTeach and received a wealth of information. I should have started there!

*Robert Maier found

Amore, more, ore, re, Iunguntur amicitiae!

and suggested that it was medieval. He was among the first to mention that it didn't fit a meter.

*Dennis McHenry II found

Ob id ergo maximas agimus gratias vestrae amori et labore verus enim amicus cognoscitur labore, amore, more, ore, re.

and cited the closing of a letter by the Dutch cartographer Nicolaas Witsen (1641-1717).

*Laura Gibbs revealed: "About the widely used and re-used amore more ore re, you are not likely to find a specific literary source (i.e. in the sense of who said it "first"), and that kind of word play is not the sort of thing you would expect from Vergil or a classical Roman writer. It is much more typical of later Latin - and it shows up in the work of the Jesuit author and scholar Athanasius Kircher (1602-1680) in an even more elaborate form, with clamore added in as a first term in the series: Tibi vero gratias agam quo clamore? Amore more ore re.

For the friend version - verus amicus noscitur ex amore more ore re (and also: amore, more, ore re iunguntur amicitiae), see #1436 in this marvelous collection: Philosophia patrum versibus praesertim leoninis, rhythmis Germanicis adiectis, iuventuti studiosae hilariter tradita by Julius Wegeler (1869).

It's online at Google Books - and it is a treasure trove of fun stuff (hilariter tradita indeed!). You can download the PDF of the book, or read it online - just click the "read this book" tab. http://books.google.com/books?id=iGcCAAAAQAAJ.

There are all kinds of delightful word play represented here. I especially like all the rhyming verses. Here are just a few:
- Dum canis os rodit, socium - quem diligit - odit.
- Res satis est nota, foetent plus stercora mota.
- Non de ponte cadit, quocum sapientia vadit.
- Vultus fortunae mutatur imagine lunae: Crescit, decrescit, in eodem sistere nescit.
etc.
It's a shame the ancient Romans did not go in for rhyme!"

I thoroughly enjoyed my little foray into finding "who dunnit". The bottom line? The quote isn't classical but much later. It's still ingenious, and my students love it! I noticed a couple have already written it on the cover of their notebooks or textbooks where they record and preserve those lyrics from a special song or meaningful comments or notes from friends. The phrase lives on!

"Latin Word Order Doesn't Matter..."

I hear repeatedly from my students that they have been taught that Latin word order does not matter. I gasp and reply that Latin word order makes all the difference!

A little bit of background first -- I teach Latin II, III, IV, AP Latin Literature, and AP Latin: Vergil. Strange to say, I have not taught Latin I in well over a decade! I regularly get my students from four different Latin I teachers and then lead them upward as far as they are willing and able to go.

I have come to the conclusion that I will have to approach these teachers and address this issue as a fundamental understanding of the Latin language. Since I am not known particularly for my tact, I will have to proceed gently and bring up the subject at the appropriate time.

I tell my Latin II and III students (when we complete our Compositio Hodierna) that the Romans did not have punctuation, did not underline their words, did not have bold print or italics, but relied upon word order to show emphasis and contribute to the meaning.

An example readily made itself available today as we began our reading of Caesar's De Bello Gallico in Latin IV. After encouraging my advanced students to read and translate in Latin word order (left to right, NOT hunting for the subject and verb, as I am so accustomed to do), we came across in the very first paragraph,

Gallos ab Aquitanis Garumna flumen, a Belgis Matrona et Sequana dividit.

When a student asked, "Why did the sentence begin with an accusative?" and scratched his head, I, remembering the conversation I had had with Latin II just the class period before, seized the opportunity to discuss the meaning and importance of Latin word order. I told them that the most important positions in the Latin sentence was the first and last words and that everything in between simply filled in the meaning. So, in our sentence from Caesar, the emphasis was on "the Gauls" and what happened to them (dividit), not so much on the names of the actual rivers, although that information was still important.

I have frequently had this conversation with my AP students when we are analyzing poetry, but I have never really taught this to my lower level students for whom this information is just as important. Now if I can just tell the Latin I teachers who send me their students...

Thomas Jefferson Made Me Do It

When people ask why the study of Latin and the classics is so popular in Virginia, I usually tell them that it is all Thomas Jefferson's fault. When he founded the University of Virginia in 1825, he made sure that Latin, Greek, and the classics were a cornerstone to a solid and rewarding education.

One of my favorite quotes from Mr. Jefferson is from a letter he sent to a Dr. Joseph Preistly. On January 27, 1800, he wrote, "to read the Latin and Greek authors in their original, is a sublime luxury as in architecture, painting, gardening, or other arts. I enjoy Homer in his own language infinitely beyond Pope's translation of him, and both beyond the dull narrative of the same events by Dares Phrygius; and it is an innocent enjoyment. I thank on my knees, him who directed my early education, for having put into my possession this rich source of delight; and I would not exchange it for anything which I could then have acquired, or have not since acquired."

Echoes Between Authors

I always get excited when I come across an echo from one author to another. When I was reading Martial the other day, I found

Verona docti syllabas amat vatis,
Marone felix Mantua est...
te, Liciniane, gloriabitur nostra
nec me tacebit Bilbilis. (Epigrammata I.61, ll. 1-2, 11-12)

and immediately thought of Ovid's

Mantua Vergilio gaudet, Verona Catullo;
Paelignae dicar gloria gentis ego... (Amores III.15, ll. 7-8) .

Also worthy of note... my students always consider it arrogant when a poet boasts of his present or future fame, which brings to mind Horace's

Exegi monumentum aere perennius...
Non omnis moriar multaque pars mei
vitabit Libitinam... (Odes XXX.30, ll. 1, 6-7).

I use this as one of those "teachable moments" when I remind them that the poet's prophetic statements actually came true.