Latin has a bad rap nowadays. Actually it's had a bad rap for a while. It is stuffy. Archaic. Blah blah blah. I won't take aim at those paltry objections here, since I pity–and endure–modern man's alienation from his past. To one accusation, however, I strenuously object, and that accusation is of Latin's peculiar difficulty. Yes, the process of learning Latin has challenges, but far fewer than of learning languages like Greek or English, and no more than many other endeavors. Unlike the problem of learning the subtleties and seemingly endless variations of English, the difficulties in learning Latin, at least for the native speaker of English, are few and predictable. In my years teaching, they are the ten which follow. Additions welcome.
10. Ignoring the Part of Speech
One of the struggles I least expected was how unfamiliar some students are with the parts of speech: noun, verb, adverb, et cetera. Even having overcome this difficulty, I still have ripped hairs from my head trying to help students limit the function of words to what they are categorically able to do. Chiefly, this problem applies to comprehending verbs. For example, many times students define
vultis, as "wish," which is all well and good excepting that in English,
wish can be a noun or a verb. Similarly, many students try to determine case and use of adverbs, such as
paulisper, "for a short time," since they seem often to conform to the case uses, ignoring that their part of speech makes such unnecessary and impossible. The problem is harder to overcome when explaining compound forms such as infinitives, participles, and gerunds.
9. Vocabulary and Broad Meanings
While every Latin teacher has to cope with students who don't diligently study vocabulary, more challenging is getting them to memorize the fully entry, and harder still to use that information. It is one thing to know that
manus means "hand," another thing to realize it uses fourth declension endings, and still another to know its gender is feminine and therefore must agree with a feminine adjective. Likewise it is easier to know that
pono means "put" than it is to know all of its principal parts by which to conjugate and recognize its forms in all tenses, persons, numbers, and voices. Even students who memorize their vocabulary, though, often struggle at calling them to mind as they read and using the information of the entry to identify the form in from of them.
At the upper levels, though, with the essentials mastered, the definition again becomes a challenge. No longer is it acceptable to know the most famous definition of
condo "build," or even that it can also mean to bury, store, or hide, but the student must understand that its most essential, literal definition is "to put into," and that by extension it can mean "to found" (i.e. to put a foundation in the ground), "to save" (i.e. to put in a container for future use) and "to hide" (e.g. put in something out of sight.) I encounter the problem most prominently when I first teach Tibullus 1.1, where among many examples,
lustro means not "shine" but "purify,"
lacus not "lake" but "trough," and
levo not "lift" but "comfort," among others. The issue, though, is best exemplified by line 40 from Horace Ode 3.1:
Post equitem sedet atra cura.
Horace's line has been infamously mistranslated by Latin neophytes as, "The black lady sits cautiously behind the horseman," instead of "Black care sits behind the rider."
8. Brute Force Memorization
I have a passable memory, and I find it as often works to my disadvantage as to my benefit. For students with the gift of recall, the temptation is to memorize rather than comprehend. I have have seen students convince themselves, and others, that they can read Latin when they are in fact merely regurgitating. Sometimes the problem is obvious, as when a student vomits out a translation–how confused the look of a student whom I asked why he translated a phrase with "hath" and "doth"–but sometimes the error is concealed. Even students who don't memorize translations often simply remember the gist from the first read-through and use that as a tool by which to piece together what they missed. Other students, while they don't recall full translations, are apt at recognizing patterns, which is in some respects a virtue. (See #7) Other times, though, it can stunt their growth.
For example, it is one thing to remember that
nomine may mean "named," because it is commonly seen as such, at least in some text books, but another to realize it is used in the ablative case to mean "with respect to name." This recall may simply look like experience, and it is in fact useful and as far as some students get in their understanding, but it is not proficiency. Such recall is commendable if it proceeds along with and feeds grammatical understanding, but alone is illusory understanding.
7. Heuristics
Similarly, one
does want students to cultivate experience into rules which narrow down probabilities. It is reasonable, for example, to gravitate toward taking
Marco as dative when the verb is one of giving, showing, or telling. I have seen many students struggle because they are unable to rule out what is improbable and they attempt every conceivable solution to a problem. On the other hand I have had difficulty restraining students from jumping the gun and getting them to explore the less obvious solution.
6. The Inflection Hump
A common situation: a student can perfectly write out all the forms of
qui, quae, quod, but not translate it in a sentence. Likewise, a student translates all forms of the verb as if they were in the same tense. It's simply very hard for some students to break the habit, acquired by their familiarity with English, of taking words next to each other as related.
You can put a subject and object next to one another as in
Marcus manum and you'll get "Marcus' hand." Likewise some students default to making proper nouns the subject, so if you put
lupus Marcum terret, you will most certainly get as a translation, "Marcus scares the wolf."
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It is a fundamental fact in the history of culture that all higher civilisation springs from the differentiation of social classes–a differentiation which is created by natural variations in physical and mental capacity between man and man. Even when such social differentiations lead to the creation of a rigid and privileged class, the hereditary principle which rules it is counterbalanced by the new supplies of strength which pour in from the lower classes. And even if the ruling caste is deprived of all its rights, or destroyed, through some violent change, the new leaders rapidly and inevitably become an aristocracy in their turn. The nobility is the prime mover in forming a nation's culture. The history of Greek culture–that universally important aspect of the formation of the Greek national character–actually begins in the aristocratic world of early Greece, with the creation of a definite ideal of human perfection, an ideal towards which the élite of the race was constantly trained. . . Culture is simply the aristocratic ideal of a nation, increasingly intellectualized.
