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Christine Rice
Dr. M.A. Sunyoger
Grammar and Its Teaching Methods
20 August 2015
The Methodology of Preceding English Grammar with Latin Grammar
While some parents may hear the concept of teaching Latin grammar and vocabulary to
a seven-year-old student and label it as insanity, countless other educators and parents believe
that this is the most beneficial method for preparing young students to learn basic English
grammar. The most obvious benefit of this Latin-first exercise is the fact that Latin root words
can be used to enhance a students vocabulary. However, the method that we are discussing goes
much deeper than that. Many educators believe that the teaching of Latin grammar provides a
platform for a later all-encompassing, comprehensive knowledge of the English language. The
student, beginning with a language whose grammar is straightforward and logical, is able to
acquire a stable, structural base before entering the labyrinth that we call English grammar.
Therefore, the teaching of Latin grammar before that of English is an effective method, as most
clearly seen in the Latin languages straight-forward nature, its ability to enhance the study of the
English language, its classic terminology and vocabulary, its ability to strengthen reading
comprehension, its ability to improve grammar techniques in writing, and finally its ability to
instill discipline and order in the minds of those who study it.
Many modern scholars critique the study of Latin by claiming that there is no use for a
dead language in a world that is constantly evolving and changing. However, thousands of
Latin enthusiasts negate this statement. One of these enthusiasts, Toby Young, writes: As hard

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as it may be to believe, one of the things that gives privately-educated children the edge is their
knowledge of Latin. I dont just mean in the obvious senses their grasp of basic grammar and
syntax, their understanding of the ways in which our world is underpinned by the classical world,
their ability to read Latin inscriptions. I mean there is actually a substantial body of evidence that
children who study Latin outperform their peers when it comes to reading, reading
comprehension and vocabulary, as well as higher order thinking such as computation, concepts
and problem solving. (Forget Mandarin. Latin is the Key to Success, page 5) It is exactly
that higher order thinking which Young writes about that makes the Latin language such a great
precedent for English grammar. By beginning with Latin grammar, students learn the systematic,
straightforward workings of a language that is the root of the language they will next study.
While the romance languages are rapt with complications and exceptions-to-the-rule, it is the
root of these languages, the Latin language, which provides grammar structures that are
complicated at times but are also logical and consistent. In his book titled The Teaching of Latin
and Greek, Charles Bennett writes, At every stage of study we are brought in contact with new
phases of thought, new ideas; the intellectual horizon is continually widening. The modern
languages, on the other hand, suggest relatively much less that is new. Both the matter, and the
manner of expression are so directly in the line with our ordinary knowledge and speech, as to
give much less occasion to processes of comparison or to that stimulating intellectual grapple
which is essential to mental growth. (Bennett 28) This quote emphasizes the main difference
between Latin and other foreign languagesit forces us to grow in our mental capacity, rather
than to remain still. Therefore, while an elementary classroom which includes only the study of
English will leave students standing still, a classroom that includes the study of Latin will
stimulate an intellectual grapple in the students which is necessary for them to grow and succeed.

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Latin grammar is also a great method of preparation for English grammar because of its
straightforward nature. In his book titled The Principles of Latin Grammar, Reverend Peter
Bullions writes, In the study of any language, the foundation of success must be laid in a
thorough acquaintance with its principles. This being once attained, future progress becomes
easy and rapid. To the student of language, therefore, a good Grammar, which must be his
constant companion, is most important. Such a companion, to be really valuable, ought to be
simple in it arrangement and style, so as to be adapted to the capacity of youth, for whose use it
is designed; comprehensive and accurate, so as to be a sufficient and certain guide in the most
difficult as well as in easy cases; and its principles and rules should be rendered familiar by
numerous examples and exercises. (Bullions iii) With this line, Reverend Peter explains one of
the exact reasons for Latin being an appropriate subject for elementary students. Not only is
Latin grammar simple, comprehensive and accurate, but it is precisely this simplicity which
makes it a great precedent for lessons in English grammar. By studying this simple grammar
first, the students are able to use easy-to-memorize charts and rules that will leave them well
equipped when they reach their English grammar lessons.
Latin grammar is not only straightforward in nature, but it also has the ability to enhance
ones study of the English language. Charles Bennett writes, First and foremost, I should say
Latin is of value because it confers a mastery over the resources of ones master tongue.
(Bennett 11) Frederic Wheelock, a professor of Latin also notes that because Latin is the
cognate of many languages and the parent of many; it can even be called the adoptive parent of
our own. (Wheelock xxix) This evinces the logic behind one learning the basics of the parent
language before moving on to the daughter languages, such as English. For unless one learns the
basic grammar rules of the language that birthed English itself, how can he or she fully

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understand the mechanics of the English language? Bennett writes, The study of language is
meant the study of ones own language; but, this study of ones own language is achieved
incomparably better by the indirect method of studying another language. (Bennett 9) On a
similar note, Wheelock writes, The study of the Grammar of one language becomes an
important aid in the study of another; an opportunity if afforded of seeing wherein they agree,
and wherein they differ, and a profitable exercise is furnished in comparative or general
grammar. (Wheelock xx) Although Bennett and Wheelock do not specify the study of Latin
directly, Bennett notes that one can study his or her own language better through the study of
another language. Therefore, because Latin is the mother language of English itself, it is clear
that Bennett is correct in saying that one should study another language in order to know his or
her native tongue better, but it is even clearer to Latin enthusiasts around the world that the
specific language which ought to be studied is the mother-tongue herself, the language of Latin.
Yet another reason for teaching Latin grammar before English grammar is its use of
classic terminology and vocabulary. Bennett writes, Latin has supplied us with so large a share
of our own vocabulary. Just what the exact percentage of such words in English is, I do not
know. Nor is it material. The number, at any rate, covers every department of thought. For this
reason no educated person can safely undertake to dispense with a knowledge of root words of
the Latin language. (Bennett 28) Because Bennett notes that one cannot even manage without
a simple knowledge of Latin root words, who would deny the fact that a deeper knowledge of
Latin vocabulary would improve the education of elementary students? For in his book titled The
Teaching of Latin, Mason DeWitt Gray notes, the number of words in the English language
derived directly or indirectly from the Latin has been estimated as high as 50 or 60 percent of our
total vocabulary. (Gray 22) This 60 percent, however, is not the only aspect of Latin that

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demands a basic knowledge of the language for elementary school students. In regards to
grammar specifically, Latin uses simple, classic terminology that creates a perfect framework for
one preparing to learn English grammar. For if a seven-year-old learns the Latin grammar cases
(nominative, genitive, dative, ablative, accusative) by studying a simple, easy-to-memorize chart,
then when he or she later comes to the confusing world of adverbs and prepositions in English
grammar, he or she will not be phased. Similarly, when a student learns about subject
complements in English grammar, he or she will be able to remember appositional words in
Latin grammar, and navigate the proceeding sentence diagrams and English grammar exercises
with ease. Bennett, towards the end of his book, writes I have enlarged sufficiently upon what
seem to me the primary ends of Latin study in elementary school, namely, the power of accurate
observation, the development of reasoning facilities, and the superior facilities it affords for
training in our own language, by which, as I explained, is meant not merely the apprehension of
words, but the assimilation of ideas for which the words are merely symbols. Incidentally too, we
considered the fact that the study of Latin gives us the needed insight into the precise meaning of
a vast number of English words derived from Latin. (Bennett 33) Bennett therefore asserts the
fact that it is not only the use of Latin vocabulary that demands a knowledge of basic Latin for
young students, but also the power of observation and development of reasoning that Latin
provides for students. For this observation and development is absolutely necessary for the
learning of English grammar that will follow in the later elementary years.
Latin grammar also possesses a unique quality that can change the way that one reads and
understands English grammar in written compositions. Martin Joos, a chemist, once said, When
we test PhD candidates for their ability to read German, our main concern is to make sure they
can work the machinery of the language. With a dictionary any student of chemistry can discover

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that a certain paragraph deals with the mixing of sulfuric acid and water; but what he really
needs to find out is whether the acid is poured into water or the water into the acid (the difference
between safety and an explosion), and for that he needs to be able to read the structure of the
sentence. (Sweet 7) Mr. Joos asserts the fact that in order for students to fully understand the
meaning of a particular piece of literature, they must understand the grammar that is at work
within it. The student must be able, whether consciously or subconsciously, to locate the noun,
verb, direct object, etc. of the sentence in order to truly understand what it means. This is
something that is absolutely necessary in the Latin to English translation that is performed by
elementary Latin students. Charles Bennett says, It is because translation from Latin to English
seems to me such a stimulating, vitalizing exercise, and so helpful to the student who would
attain mastery of his own language, -- it is because of this that I find full justification for the
study of Latin. (Bennett 14 ) Bennett therefore notes that translation from Latin to English
leads to a mastery of ones own language. He goes on to say, The Latin sentence may secure by
its arrangement of words certain effects of emphasis which English can bring out only by the
employment of very different resources. (Bennett 16) Latin is unique because it cannot be
simply read and immediately understood by a student, but must be deciphered through the
locating of specific cases and grammar functions. Therefore, a basic knowledge of Latin
grammar and practice in Latin to English translations can greatly enhance ones reading
comprehension and understanding of how a sentence works.
The study of Latin also improves ones own grammar in his or her writing. Bennett
notes, I do not hesitate to say that I believe there is a considerable period in the elementary
training when Latin translation, if rightly conducted, may wisely be made practically the
exclusive instrument of special instruction in English composition. (Bennett 22) Bennett

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therefore confirms that Latin translation, even at an elementary age, can be used as a special
instruction in writing for students. This means whenever a Latin student completes his or her
translation homework, his or her writing is being improved. This is, once again, due to the fact
that Latin to English translation calls for a concentrated effort to identify specific grammar
functions within sentences. Because the students are able to learn and identify the different cases
and functions of words within their translations, they then have a better understanding of not
only what they wish to say in their writing, but how they can best say it. Bennett confirms this
when he later writes, The Latin student is learning what words mean; he is learning to
differentiate related concepts; he is acquiring a sense for form and style, and if he be so fortunate
as to be endowed with any native gifts of thought himself when he reaches maturer years, he has
an indispensable equipment of a well-educated manthe capacity to say what he says with
directness, clearness, precision and effect. (Bennett 14)
Lastly, a training in Latin grammar preceding English grammar is beneficial because it
instills discipline and order in the minds of the students. Bennett writes, The Latin Language is
the supreme instrument in education, i.e. the higher education, because of its being a universal
language. It promotes intellectual discipline and brings intellectual power, because the study of
language brings us at every turn face to face, as nothing else does, with subjects and questions of
intellectual concern and intellectual interest. So long then as ideas are important, and so long as
the underlying conceptions which reflect the national life of people are important, the supreme
value of the mastery of these through language study will continue to be recognized. (Bennett 9)
Latin not only causes one to be disciplined, but to have intellectual power, i.e. to have the
capacity to understand the nuances of grammar and allow them to enhance his or her writing and
reading comprehension. Mason DeWitt Gray confirms this when he writes, The potential

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capacity of Latin to develop the habit of exact thinking, through the improvement of the mothertongue as an instrument of thinking, is of such unique significance that it deserves first
consideration in the justification of the presence of Latin in the elementary and secondary
curriculum. (Gray 13) The study of Latin, therefore, creates habits of exact thinking that will
perfectly equip a student to be able to succeed and flourish in English grammar.
In conclusion, both the words of these many Latin professionals and the proven beneficial
aspects of this method show that a basic understanding of Latin grammar should precede the
learning of English grammar. Cathryn Haselbarth, a stay-at-home mother who homeschools her
five children, said in an interview, I already see the effects of this method in my nine year old
daughter, Bridget. Because she learned the basic grammar and vocabulary rules of Latin before
continuing onto English grammar lessons, Bridget is well equipped and able to flourish quickly
with every English grammar lesson. Because she began with Latin grammar charts that were
easy to memorize, but then moved onto harder Latin sentence translations that really challenged
her and forced her to work hard, when she finally came to learning English grammar, she was
ready and excited. With Bridget being my oldest, I will absolutely continue to use this method
with my four younger children. (Haselbarth minutes 7-8.)

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Teacher Implications
As an education major, I firmly believe in the aforementioned method for teaching
English grammar. I have recently heard from both professionals in the working world and
students themselves that adequate instruction in grammar has vanished in most elementary
schools. I think that because the elementary students are so unprepared in grammar when they
enter their early lessons, many teachers become overwhelmed and stop teaching grammar
exclusively. Many teachers then begin to teach grammar only through writing assignments and
small instructions. This is highly unacceptable, because a thorough understanding of grammar is
necessary for students to succeed in both reading comprehension and writing composition.
This being said, I believe that the method of teaching Latin grammar at a young age
would solve these problems. Although this method may indeed sound close to insanity, it is
exactly that insanity which pushes these young students to stretch their mental capacities and
learn an extraordinary amount about the classical grammar methods contained in Latin. Because
this instruction is the first that the students receive regarding grammar lessons, the bar is set high
for them to work hard and remain intellectually disciplined.
I believe that in order for this method to be successful, the teacher must be extremely
patient and knowledgeable of Latin grammar. While the teacher should push his or her students
to excel, it is important for him or her to find new, innovative ways of teaching Latin grammar to
students with unique learning methods. I think that while teaching Latin grammar to elementary
school students may be difficult and tiresome, it would prove worthwhile when the students
finally begin their English grammar lessons and pass with flying colors.

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In conclusion, as a future educator and a former Latin student, I believe that this method
is extremely beneficial for elementary school students. I would use this method based on its
ability to not only challenge my students, but also to prepare them for the rules and tricks of
English grammar that I found incredibly confusing as a young student. I believe that grammar is
extremely important in the education of all students, and in order to ensure that I instruct my
students adequately in this subject, I will use the most successful and worthy method: that of
teaching Latin grammar before English grammar at the elementary level.

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Works Cited
Bennett, Charles. The Teaching of Latin and Greek. New York: Longmans, Green, and Co., 1911.
Print.
Bullions, Rev. Peter. The Principles of Latin Grammar. New York: Sheldon and Company, 1865.
Print.
"Forget Mandarin. Latin Is the Key to Success." Spectator Blogs. 3 Feb. 2011. Web. 25 Mar.
2015.
Gray, Mason DeWitt. The Teaching of Latin. New York: D. Appleton and Company, 1929. Print.
Haselbarth, Cathryn. Telephone interview. 4 Apr. 2015.
Sweet, Waldo. Latin: A Structural Approach. Ann Arbor: Edwards Brothers Inc., 1957. Print.
Wheelock, Frederic. Latin. New York: Barnes & Noble, Inc., 1873. Print.