In 1966, the University of Cambridge formed the Cambridge School Classics Project, and changed the way Latin was taught forever. Writers worked with academics and linguists to develop a reading method approach to Latin learning, creating a cast of beloved characters with storylines that have gripped generations of students and immersed them in the language and culture of the Roman world.
We gathered reflections from people who have learned from, and taught with, the Cambridge Latin Course (CLC) over the years.
A history of connection
Robert Mooney from George School, Pennsylvania, has been a classics teacher for many decades. “Back then, the books were not bound books, but stapled together,” he reveals.
It would be some years before the familiar format of the textbook we have today came into existence, and longer still before digital resources began to be developed to support new methods of teaching and learning. The format of the course may have evolved, yet it remains rooted in its focus on storytelling and culture.
The power of storytelling
Michelle Lindo from Loudoun County Public Schools, Ashburn VA, has been teaching with the CLC for 24 years. She says, “I learned with the grammar translation method, so when I first came to Cambridge I was like ‘What is this?’ because it’s just stories.” But she soon realized the power that the stories have. “I love the stories, and I love bringing them to life. Whether it’s having my students draw them, and getting the most outrageous pictures imaginable, or if we are doing translation together I always read the Latin and I have a tendency to get really into it and get really excited. Kids just really love that.”
Everyone has a favorite character, too.
“Everyone in my class absolutely adored Grumio,” Stephanie Rojas from Washington, DC, who learned with the CLC in Middle School, reminisces.
They are far from alone.
“My students’ favorite character is Grumio,” says Holly Fitterer, a Latin teacher from Virginia.
“The students always love Grumio,” Paul Spence, Latin teacher from South Carolina, adds.
“Grumio, hands down,” Chelsea Ayres-Morris agrees. She has been teaching with the Cambridge Latin Course for 12 years. She says, “When they do the test in the blue book, I can always tell which of my kids are the ones who are reading and understanding as they are reading, because of the gasps of ‘Grumio is still alive’.”
The characters have really secured a place in the hearts of students, engaging them in the process of language learning and compelling them to continue reading as they progress together through each of the units.
There are characters who are less beloved too, though they still light a fire in students with their actions. Holly Fitterer’s class have set up a Salvius-hater fan club.
A cultural approach
Ryan Johnson, Latin teacher at The Harvey School in NY reveals what he really likes about the CLC. “It’s so effective at introducing students not only to the grammar and vocabulary of Latin in a natural way, but it also teaches students very effectively about the art, archeology, history and culture of Ancient Rome.”
This immersion in the culture and history of the ancient world is a hallmark of the course. Teachers have had the opportunity to engage students with things like jewelry and wall paintings. Mackenzie Thorn, from Chesapeake Virginia, has her students make their own mosaics.
Making an impact
Lauren Marquard, a Latin teacher in Michigan, tells us the impact that switching to Cambridge had at her school. “Since starting using Cambridge, over the last 10 years my Latin program size has doubled, and my retention into the third and fourth year is around 95%, which is absolutely amazing.”
The course captures the hearts and minds of students and teachers alike. Former students like Stephanie Rojas recall the course with fondness. She says, “It was a really fun way to learn.”
To Robert Mooney, it fostered a lifelong friendship. “In the 1970s, I was taught using the Cambridge series. I went to one of those schools where you’re given a Latin name, whether you want one or not. I didn’t know any Latin names, so I looked at the book and chose Caecilius. I still have an old friend from those days that calls me by that name,” he says with a smile.
Looking ahead
As teachers begin to explore what’s new in the sixth edition, they are grateful that the hallmark features – the compelling storylines, the themes, the focus on cultural background – remain, and they are positive about the changes.
Andrew Morehouse says that “the sixth edition does a great job of looking at diverse voices in their specific context.” We also see a redesigning of the cultural background sections to better encourage a sensitive understanding of Roman history.
Just as the CLC has brought Latin to life for so many to date, we hope that the new edition will captivate new generations of Latin learners and teachers.
