What Is a Dead Language Doing in the 21st Century?

Across the nation, schools are re-introducing Latin into their curricula. While Latin’s visibility is highest in private and homeschool settings, it is mounting a comeback in the public school system as well. This remarkable phenomenon brings to mind our often-ignored connection to the Roman and Greek civilizations of the ancient world.

Latin’s stability makes it unique among languages still in use. Although centuries ago its grammar and vocabulary became essentially frozen (thus earning the designation “dead”), this language of the Roman Empire did not disappear — thanks largely to its status as the Roman Catholic Church’s official language and its inclusion in standard school curricula into the 20th century. Only in recent decades did Latin become less prominent. Today, however, Latin is staging a comeback and stirring fresh interest.

One cause of Latin’s revival may be a conscious or unconscious longing for a sense of permanence in a world of accelerating changes and fads of every type. Latin is the ultimate “un-fad,” and is part of the bedrock of Western heritage. Greek, a language of an even older civilization, is receiving renewed attention for the same reason.

There are many signs of Latin’s resurgence: in films (blockbusters such as Gladiator, and The Passion of The Christ), in music (brisk sales in recent years of Gregorian Chant CDs), and in worship (Latin is returning to many Catholic Masses, after decades of absence), and impromptu courses offered in Catholic churches.

Latin offers some very practical benefits that modern educators confirm. For starters, Latin’s historical relationship to modern languages makes it an excellent tool for introducing vocabulary and grammar principles that help students to learn English as well as Spanish, Italian, Portuguese, and French, among other languages. As Fairfax County (Virginia) foreign language coordinator Paula Patrick observes, “As students’ familiarity with Greek and Latin words and word components increase, they learn strategies for understanding new vocabulary they will encounter in all disciplines they are studying.” Laurie Dabbieri, a high school Latin teacher in Fairfax County (where Latin has been taught in high schools for more than 50 years) notes, “Latin re-introduces students to grammar concepts that make their English writing better.”

Latin and Greek open doorways to the ancient Roman and Greek civilizations, and the minds of philosophers and statesmen who created the Western world. Ms. Dabbieri remarked that she sees her students scaling the intermediate and advanced Latin courses with better thinking and organizational skills as they read works by Cicero, Pliny the Younger, Cesar, Virgil, and Ovid.

Latin’s importance in world history becomes clearer if we consider the predecessors of the Romans — the Greeks, who handed on a civilization, religion, and vast learning of their own. Plato, Aristotle, Socrates, and Alexander the Great are but a few of the Greeks who profoundly affected world thought, ethics, and history.

To understand the magnitude of the Greeks’ knowledge and achievements, consider the example of Archimedes — a Greek mathematician and scientist who lived three centuries before Christ — and his enduring influence on life in the 21st century. Archimedes wrote on and advanced almost every mathematical discipline except algebra. His special interest in geometry laid the foundation for progress in other mathematical and scientific arenas. Archimedes discovered the numerical value of pi and concepts of trigonometry, calculus, and specific gravity, and he studied the behavior of gases and liquids. His achievements accelerated progress that led to modern achievements in navigation, architecture, physics, engineering, agriculture, mineralogy, and hydrostatics.

Archimedes was by no means the only ancient Greek who excelled. The Greeks also left their mark in the fields of medicine (giving us the “Hippocratic Oath,” which defines basic medical philosophy), ethics, literature (such as national epics, dramatic tragedy and comedy), politics (the basic theory and first practice of democracy), and principles of art.

We can only speculate about what drove the ancient Greeks’ curiosity, which obtained so many insights for them and for us, but it is evident that they had confidence in their ability to use observation and deduction to understand the world.

The Romans conquered the Greeks, inherited their legacy, and built upon it. Roman achievements in law, administration, governance, and civil engineering remain in use today. Latin, the language of the Romans, spread widely and served as a conduit for the dissemination of knowledge and culture in the classical world. The precision of Latin, which is rather unforgiving of sloppiness, supported clarity of thought and expression, and served as an Internet-like bridge among diverse ethnic groups whom the Romans encountered in their push to build an empire. In this way, Latin propagated an entire worldview and “can-do” attitude that put the West on the road to modernity.

The Roman Empire was not the last organization to need a common denominator to unite different peoples. Consider Daniels Run and Providence Elementary Schools in Fairfax City, Virginia, which has children from diverse ethnic backgrounds. When the school and parents decided to pursue a Foreign Language in the Elementary School (FLES), it became difficult to agree on an alternative to English. Finally, Latin was suggested and approved. This school now has a partial immersion Latin program for 3rd through 6th graders that has made teachers, parents, and students proud, edified, and eager to learn.

The school’s core disciplines of math, science, social studies, and language arts are benefiting. As Ms. Patrick said, “Because of the interdisciplinary nature of classical studies, and because of the heavily Greek- and Latin-based vocabulary of the content, Latin (along with Greek) is a natural and logical integrating force for the core disciplines. For example, when students study the phases of the moon, they are first taught the Latin root of the word for moon (luna), which is also reflected in the French ‘lundi’ (Monday) and the English word ‘lunatic,’ lunaticus or moonstruck, crazy; and the English word, lunar.

"Celebration of Veterans' Day causes children to ask, ‘What does Veterans Day mean?’ In response, the children learn about soldiers and the word ‘legion,’ which goes back to the Roman word for fortress (the structure of the Roman army) and related vocabulary. In social studies, a legal document is presented with Latin-derived terms highlighted. The program also enables students to recognize Greco-Roman influences in their own world and to compare and contrast ancient Mediterranean civilizations to our own.”

Competition and the search for excellence are driving the resurgence of Latin. Among many observers, there is a belief that much of the radical experimentation that has taken place in society during the last decades, especially in education, has not produced the excellence that was anticipated. There is also a growing desire to make commonsense adjustments. As competition to enter colleges and universities stiffens, students must perform better on college entrance exams, important parts of which focus on vocabulary. Latin helps accomplish this goal.

“Rigor,” according to Ms. Dabbieri, “is the buzzword in education and Latin is considered rigorous. She added that Latin is “academic,” so students who take Latin have an “edge” over other college-bound applicants.

As Bernard of Chartres in the 12th century, Sir Issac Newton in the 17th century, and Stephen Hawking in the 20th century all noted, we stand on the shoulders of giants. By becoming reacquainted with the languages that were such important parts of earlier achievements, we strengthen our capacity today to learn and accomplish new things.

Sue Reilly owned and ran an editorial business outside Washington DC for approx.15 years. She will finish a Masters Degree of Theology from Notre Dame Graduate School of Christendom College this month and has accepted a Director of Religious Education position at Queen of Apostles Church in Alexandria, VA

First Declension
Case	Singular	Plural
Nominative:	a	ae
Genitive:	ae	arum
Dative:	ae	is
Accusative:	am	as
Ablative:	a	is
Vocative:	a	ae

Second Declension
Case	Singular	Plural
Nominative:	us	i
Genitive:	i	orum
Dative:	o	is
Accusative:	um	os
Ablative:	o	is
Vocative:	e	i

Third Declension masc. / fem.
Case	Singular	Plural
Nominative:	varies	es
Genitive:	is	ium, um
Dative:	i	ibus
Accusative:	em	es
Ablative:	e, i	ibus
Vocative:	varies	es

Fourth Declension masc. / neuter
Case	Singular	Plural
Nominative:	us / u	us / ua
Genitive:	us / us	uum / uum
Dative:	ui / u	ibus / ibus
Accusative:	um / u	us / ua
Ablative:	u / u	ibus / ibus
Vocative:	us / u	us / ua

Fifth Declension feminine
Case	Singular	Plural
Nominative:	es	es
Genitive:	ei	erum
Dative:	ei	ebus
Accusative:	em	es
Ablative:	e	ebus
Vocative:	es	es

Third Declension neuter
Case	Singular	Plural
Nominative:	varies, is	ia, a
Genitive:	is	ium, um
Dative:	i	ibus
Accusative:	varies	ia, a
Ablative:	i, e	ibus
Vocative:	varies	ia, a

The party of the first part surrendered to the party of the second part, and then the party of the third part took place over wine and cheese.

Kinda reminds me of "A night at the Opera" dialogue:

Driftwood: All right, fine. Now here are the contracts. You just put his name at the top and you sign at the bottom. There's no need of you reading that because these are duplicates.
Fiorello: Yeah, they's a duplicates.
Driftwood: I say they're duplicates.
Fiorello: Why sure they's a duplicates...
Driftwood: Don't you know what duplicates are?
Fiorello: Sure. There's five kids up in Canada.
Driftwood: Well, I wouldn't know about that. I haven't been to Canada in years. Well go ahead and read it.
Fiorello: What does it say?
Driftwood: Well, go on and read it!
Fiorello: You read it.
Driftwood: All right, I'll read it to you. Can you hear?
Fiorello: I haven't heard anything yet. Did you say anything?
Driftwood: Well, I haven't said anything worth hearing.
Fiorello: Well, that's-a why I didn't hear anything.
Driftwood: Well, that's why I didn't say anything.
Fiorello: Can you read it?
Driftwood: (Driftwood struggles to read the fine print) I can read but I can't see it. I don't seem to have it in focus here. If my arms were a little longer, I could read it. You haven't got a baboon in your pocket, have ya? Here, here, here we are. Now I've got it. Now pay particular attention to this first clause because it's most important. It says the, uh, "The party of the first part shall be known in this contract as the party of the first part." How do you like that? That's pretty neat, eh?...
Fiorello: No, it's no good.
Driftwood: What's the matter with it?
Fiorello: I dunno. Let's hear it again.
Driftwood: It says the, uh, "The party of the first part shall be known in this contract as the party of the first part."
Fiorello: (pausing) That sounds a little better this time.
Driftwood: Well, it grows on ya. Would you like to hear it once more?
Fiorello: Uh, just the first part.
Driftwood: Whaddaya mean? The...the party of the first part?
Fiorello: No, the first part of the party of the first part.
Driftwood: All right. It says the, uh, "The first part of the party of the first part shall be known in this contract as the first part of the party of the first part shall be known in this contract" - Look, why should we quarrel about a thing like this? We'll take it right out, eh?
Fiorello: Yeah, ha, it's-a too long, anyhow. (They both tear off the tops of their contracts.) Now, what do we got left?
Driftwood: Well, I got about a foot and a half. Now, it says, uh, "The party of the second part shall be known in this contract as the party of the second part."
Fiorello: Well, I don't know about that...
Driftwood: Now what's the matter?
Fiorello: I no like-a the second party, either.
Driftwood: Well, you shoulda come to the first party. We didn't get home 'til around four in the morning...I was blind for three days!
Fiorello: Hey, look, why can't-a the first part of the second party be the second part of the first party? Then-a you got something.
Driftwood: Well, look, uh, rather than go through all that again, whaddaya say?
Fiorello: Fine. (They rip out a second part of the contract.)
Driftwood: Now, uh, now I've got something you're bound to like. You'll be crazy about it.
Fiorello: No, I don't like it.
Driftwood: You don't like what?
Fiorello: Whatever it is. I don't like it.
Driftwood: Well, don't let's break up an old friendship over a thing like that. Ready?...
Fiorello: OK. (Another part is torn off.) Now the next part, I don't think you're gonna like.
Driftwood: Well, your word's good enough for me. (They rip out another part.) Now then, is my word good enough for you?
Fiorello: I should say not.
Driftwood: Well, that takes out two more clauses. (They rip out two more parts.) Now, "The party of the eighth part..."
Fiorello: No, that's-a no good. (Tearing.) No.
Driftwood: "The party of the ninth part..."
Fiorello: No, that's-a no good too. (Tearing again with very little remaining, only skinny, thin slivers of paper) Hey, how is it my contract is skinnier than yours?
Driftwood: Well, I don't know. You musta been out on a tear last night. But anyhow we're all set now, aren't we?
Fiorello: Oh sure.
Driftwood: (offering his pen to Fiorello to sign the contract) Now just, uh, just you put your name right down there and then the deal is, is, uh, legal.
Fiorello: I forgot to tell you. I can't write.
Driftwood: (unperturbed) Well, that's all right, there's no ink in the pen anyhow. But listen, it's a contract, isn't it?
Fiorello: Oh sure.
Driftwood: We got a contract...
Fiorello: You bet.
Driftwood: ...no matter how small it is.
Fiorello: Hey, wait, wait. What does this say here? This thing here.
Driftwood: Oh, that? Oh, that's the usual clause. That's in every contract. That just says uh, it says uh, "If any of the parties participating in this contract is shown not to be in their right mind, the entire agreement is automatically nullified."
Fiorello: Well, I dunno.
Driftwood: It's all right, that's, that's in every contract. That's, that's what they call a 'sanity clause.'
Fiorello: Ha, Ha, Ha. Ha. Ha. You can't fool me. There ain't no Sanity Clause!
Driftwood: Well, you win the white carnation.
Fiorello: I give this to the cows.

I think I may have posted it in a Tabular format:

Subfamily	Group	Subgroup	Languages and Principal Dialects
Anatolian			Hieroglypic Hittite^, Hittite (Kanesian)^, Luwian^, Lycian^, Lydian^, Palaic^
Baltic			Latvian (Lettish), Lithuanian, Old Prussian^*
Celtic	Brythonic		Breton, Cornish^*, Welsh
Celtic	Continental		Gaulish^*
Celtic	Goidelic or Gaelic		Irish (Irish Gaelic), Manx^*, Scottish Gaelic
Germanic	East Germanic		Burgundian^, Gothic^, Vandalic^*
Germanic	North Germanic		Old Norse* (see Norse): Danish, Faeroese, Icelandic, Norwegian, Swedish
Germanic	West Germanic (see Grimm's law)	High German	German, Yiddish
Germanic	West Germanic (see Grimm's law)	Low German	Afrikaans, Dutch, English, Flemish, Frisian, Plattdeutsch (see German language)
Greek			Aeolic^, Arcadian^, Attic^, Byzantine Greek^, Cyprian^, Doric^, Ionic^, KoinE^, Modern Greek
Indo-Iranian	Dardic or Pisacha		Kafiri, Kashmiri, Khowar, Kohistani, Romany (Gypsy), Shina
Indo-Iranian	Indic or Indo-Aryan		Pali^, Prakrit^, Sanskrit^, Vedic^
Indo-Iranian	Indic or Indo-Aryan	Central Indic	Hindi, Hindustani, Urdu
Indo-Iranian	Indic or Indo-Aryan	East Indic	Assamese, Bengali, Bihari, Oriya
Indo-Iranian	Indic or Indo-Aryan	Northwest Indic	Punjabi, Sindhi
Indo-Iranian	Indic or Indo-Aryan	Pahari	Central Pahari, Eastern Pahari (Nepali), Western Pahari
Indo-Iranian	Indic or Indo-Aryan	South Indic	Marathi (including major dialect Konkani), Singhalese (Sinhalese)
Indo-Iranian	Indic or Indo-Aryan	West Indic	Bhili, Gujarati, Rajasthani (many dialects)
Indo-Iranian	Iranian		Avestan^, Old Persian^
Indo-Iranian	Iranian	East Iranian	Baluchi, Khwarazmian^, Ossetic, Pamir dialects, Pushtu (Afghan), Saka (Khotanese)^, Sogdian^*, Yaghnobi
Indo-Iranian	Iranian	West Iranian	Kurdish, Pahlavi (Middle Persian)^, Parthian^, Persian (Farsi), Tajiki
Italic	(Non-Romance)		Faliscan^, Latin, Oscan^, Umbrian^*
Italic	Romance or Romanic	Eastern Romance	Italian, Rhaeto-Romanic, Romanian, Sardinian
Italic	Romance or Romanic	Western Romance	Catalan, French, Ladino, Portuguese, Provençal, Spanish
Slavic or Slavonic	East Slavic		Belorussian (White Russian), Russian, Ukrainian
Slavic or Slavonic	South Slavic		Bulgarian, Church Slavonic^*, Macedonian, Serbo-Croatian, Slovenian
Slavic or Slavonic	West Slavic		Czech, Kashubian, Lusatian (Sorbian or Wendish), Polabian^*, Polish, Slovak
Thraco-Illyrian			Albanian, Illyrian^, Thracian^
Thraco-Phrygian			Armenian, Grabar (Classical Armenian)^, Phrygian^
Tokharian (W China)			Tokharian A (Agnean)^, Tokharian B (Kuchean)^

SINGULAR		APPROXIMATE ENGLISH TRANSLATION
NOMINATIVE	puella	girl
GENITIVE	puellae	of the girl
DATIVE	puellae	to/for the girl
ACCUSATIVE	puellam	girl
ABLATIVE	puella	by/with the girl
VOCATIVE	puella	girl
PLURAL
NOMINATIVE	puellae	girls
GENITIVE	puellarum	of the girls
DATIVE	puellis	to/for the girls
ACCUSATIVE	puellas	girls
ABLATIVE	puellis	by/with the girls
VOCATIVE	puellae	girls

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