The day before yesterday, I had a long discussion with somebody about bringing back Latin into the high schools. I’ve also seen people on the web advocate the same idea. Here is an abbreviated version of my half of that conversation (the other person, by the way, had no good response to any of my points).
I took two years of Latin in high school (I was in the last class in my high school to be offered Latin). First-year Latin was the language; second-year Latin was reading mostly historical texts. I certainly benefited from those two years of Latin, but I have to disagree with those who want to bring Latin back into the schools.
There are three common arguments for including Latin in the curriculum. The first two are linguistic; the third is cultural and historical.
- Studying Latin teaches students grammar.
- Studying Latin teaches students Latin roots.
- Latin histories are part of our culture and history.
I will not take issue with the second or third argument. Both are incontrovertibly true. However, the purpose and form of education were both very different when Latin was being taught in schools than now. Then, most students were not being groomed to attend a university, and only college-track students studied Latin. There were also discrete course tracks in high school (college and vocational), whereas now, there is even opposition to grouping students by skill. So I do agree with both arguments, but I believe that the advantages would be outweighed by the increased workload and frustration of nearly a whole school of students’ studying Latin. I might also point out that the historical argument doesn’t require that Latin be taught. Students can read Cicero or Julius Caesar in English translation.
The first argument is ill conceived and based on largely ignorant assumptions. Grammatically, English bears little resemblance to Latin. There is very little (grammatically) to be learned from Latin that bears any relevance to English. Actually, there is very little to be learned from Latin grammatically that has any relevance to its descendant Romance languages.
I’m a syntactician. I love grammar. But grammar isn’t a monolith. “Learning grammar” is, as most understand it, a meaningless exercise (unless you’re a linguist, and then, a syntactician). English grammar — that is, the way English works — is, for example, very similar to Danish, Swedish, or Norwegian grammar, and very unlike Latin, Spanish, French, or Italian grammar.
I not only love grammar, but am a strong proponent of teaching grammar. But teaching the grammar of a dead language whose grammar bears very little resemblance to English grammar is pointless when we could be teaching English grammar by — wait for it — teaching English grammar, is it not?
I’ve always been mystified by the idea that we should learn grammar by studying some other language. Why, exactly, do we need another language in order to learn grammar? The grammar with the most relevance and importance to English speakers is English grammar, so why teach them another language just to teach them grammar? It makes no sense.
As this applies to teaching Latin, studying Latin grammar is the basic reason so many English speakers are ignorant of English grammar, and I refer here not to people who cannot distinguish a noun from a verb, but pedants who mistakenly believe themselves to be English grammar experts. Think of all of those non-rules which have never had anything to do with the English language, such as “Thou shalt not end a sentence with a preposition.” They are utter nonsense and always have been utter nonsense, and nearly all came about because people were trying desperately to apply Latin grammar to English, a Germanic language no more closely related to Latin than Sanskrit or Irish Gaelic.
The day before yesterday, when I was having this discussion, the other person said that if people studied Latin, they would understand case and wouldn’t abuse “whom.” Well no doubt, but it seems to me, at any rate, that this fails a cost-benefit analysis. Abusing “whom” (and that ignorant coinage “whomever,” which makes me want to break things every time somebody says or writes it) irritates me as much as anyone, and more than most, but why teach students Latin for a year to stop it? Why not just teach students how to use “whom” in English, which would take at most one-thousandth the cost, time, energy, and frustration?
But if we are going to teach students grammar by teaching another language, then Latin is a very poor choice. German would be vastly superior. German still has a productive case system, like Latin, and is a great deal more like English than Latin. Examples? How about what we call phrasal verbs in English, whose correspondents in German are separable prefix verbs? Latin has absolutely nothing similar, and phrasal verbs are an integral part of English. Better yet, why not Anglo-Saxon (Old English)? English speakers would learn a great deal more about their native language by studying either than by studying Latin (and Anglo-Saxon has historical advantages that German lacks, although both offer etymological advantages into our native English vocabulary).
And why do students need to learn case? English has two nominal cases, common and possessive, and three pronominal cases, common, objective, and possessive. Why teach a language with four or more fully-developed nominal cases? Doesn’t this seem like overkill, unless students are going to become linguists?
You’re about to mention that many students will study foreign languages. But let’s look at an inventory of those languages. The major European languages are (in no particular order, other than that in which they pop into my head) Spanish, French, German, Italian, and Russian. Add Portuguese, if we consider South America, and as long as we’re considering other continents, let’s add Chinese, Japanese, Korean, Thai, and Vietnamese for Asia.
German and Russian both have fully-developed nominal case systems (I have already pointed out the superiority of German to Latin, and few students study Russian). Spanish, French, Portuguese, and Italian have no more case than English does. Studying Latin specifically does not offer these students any advantage. Latin has absolutely nothing in common with any of the Asian languages. Arabic, you say? Arabic is a case language, but Latin certainly won’t offer any insights. Arabic isn’t even distantly related, and the case system is entirely different (I studied a year of Arabic). The same is true of Hebrew. And again, why not learn about case when you study Arabic, Hebrew, or Russian? Why study German in order to learn about strong and weak verbs, when students can study English and learn about them (and English, like all Germanic languages, definitely still has strong and weak verbs)? Why learn about strong and weak declensions, since English lost them hundreds of years ago?
I’m not saying students shouldn’t study Latin — far from it. I am saying that students shouldn’t study Latin in order to learn about English. It’s like taking apart a jet engine in order to learn how to fix your car. Most of what you learn taking apart the jet engine doesn’t help you with your car engine.
While coordinating that writing program, I had a great deal of contact with English composition people, both face-to-face and electronic. I’m sorry if I sound cynical, but the main reason most English composition people who insist that there is no reason to teach grammar take that position because they couldn’t tell an adjective from an adverb, a noun clause from a noun complement clause, or a participle from a gerund (the same holds for “fuzzy math” advocates). I suppose if you believe that students “own their own grammar” and Standard English doesn’t exist, then there is no reason to teach English speakers grammar. I have always wanted to put one of those English composition people in an ESL writing class, however. There is no way to teach non-native speakers how to write in English without a grammatical understanding of English. And I’m not necessarily talking about correcting grammatical errors (which really doesn’t work, by the way, because they keep making the same errors over and over). I’m talking about referring to the text. Grammar is a large part of the language we use in order to talk about what we and our students write.
But the grammatical advantages of studying Latin are so few, and are so heavily outweighed by the disadvantages, that there is no justification for teaching Latin just to teach grammar. It’s a bad idea and a worse waste of resources, particularly when students are coming out of schools barely being able to read at a sixth grade level and are unable to calculate a 15% tip without a calculator.
Good intention. Bad idea.
The best English grammars that have been written, by the way, were both written by George Curme.