“You will see at a glance, with this Captain Idea of establishing relationships as a guide,
Charlotte Mason, vol. 3, p.162-3
the unwisdom of choosing or rejecting this or that subject, as being more or less useful or
necessary in view of a child’s future. We decide, for example, that Tommy, who is eight,
need not waste his time over the Latin Grammar. We intend him for commercial or
scientific pursuits,˗̶ what good will it be to him? But we do not know how much we are
shutting out from Tommy’s range of thought besides the Latin Grammar. He has to
translate, for example˗̶ ‘Pueri formosos equos vident,’ [The boys see the beautiful horses.]
He is a ruminant animal, and has been told something about that strong Roman people
whose speech is now brought before him. How their boys catch hold of him! How he
gloats over their horses! The Latin Grammar is not mere words to Tommy, or rather
Tommy knows, as we have forgotten, that the epithet ‘mere’ is the very last to apply to
words. Of course it is only now and then that a notion catches the small boy, but when it
does catch, it works wonders, and does more for his education than years of grind.”
From the Wonder of Words to Relationships Across Time: Sursum Corda’s Latin Scope and Flow
Words are innately fascinating, and students enjoy learning about different ways to communicate, and sharing a new “secret code” with their friends. This wonder and camaraderie continues through all our levels, but as students progress Latin will give them the chance to form “Relations” with great thinkers from many different time periods. Living books are far more lively in their original language, and the connection formed is deeper. We begin this connection with people of the past in our Proverbs, Songs, and Verses, and it comes to full flower when students are reading a medieval play, Augustine’s Confessions, Vergil’s Aeneid, Caesar’s Gallic Wars, and Cicero’s speeches in their original language.
Note on Levels
Because Latin is a skill subject, we have levels separate from our Forms. Level A, Level B1, and Level 1α are all good entry points for beginners at different ages. We suggest that a student new to Form II begin with B1, and new to Form III or IV begin with 1α or VOX. Levels are assigned at the discretion of parents, and students who would like to advance faster or need to take things more slowly may do so.
A-Level (mostly Form I)
In the “A” level, students are introduced to the sounds and joy of learning a new language. Our goal for the “A” Level students is to spark an interest and desire for learning Latin.
The spine text is Song School Latin 1, which presents simple vocabulary and introductory language principles in a fun and engaging manner. We learn entertaining songs and chants to help remember new vocabulary and grammar. In-class activities include learning to speak and listen to new vocabulary words, playing games, reviewing school-wide recitation work, and hearing stories read aloud.
B-Levels (mostly Form II)
In the Sursum Corda “B” levels (B1, B2, B3) students learn Latin vocabulary at a gentle pace, begin to translate Latin sentences, and learn about Latin grammar (consequently learning about English grammar as well).
Teachers lead students in active, kinesthetic learning of new words and phrases, using TPR-style instruction drawn from the book I Speak Latin: Latine Loquor by Andrew A. Campbell. We also introduce grammatical concepts and simple translation using the text Getting Started with Latin.
Number Levels (mostly Forms III-IV)
Familia Romana is a classic living book, which introduces all the fundamental grammar of Latin by using it in increasingly complex fiction and non-fiction readings. We spread this text out through Levels 1α, 1β, 2, and 3. In Level 3, we also read selections from Augustine’s Confessions, Book 1, and Levels 4 and 5 are entirely ancient literature. Familia Romana is supplemented with skits based on the same vocabulary, “Tiered Readings” of famous Bible passages, and excursions into music, literary “special effects,” architecture, and history. We use spoken Latin in the classroom, building from saying “hello” to discussing literature.
Level numbers are designed to be similar to traditional high school classes; 1α and 1β combined are equivalent to Latin 1 in content covered, and each of the following levels is comparable to one year of high school Latin. (Note: “high school credit” would typically require more hours; the Latin Coordinator will gladly help you find extension activities.)
VOX: Latin Spoken & Sung (mostly Forms III-IV)
“Vox” (Voice) is an alternative class running outside of our Number Levels, focused on oral/aural Latin and Classical music. You might think of it as a “gap year” which can be taken at any point, to consolidate Latin skills before moving on.
This class will focus on oral skills, building knowledge of Latin through conversation. Rather than depending on a textbook, it will proceed like early Charlotte Mason language classes with listening, narration, and the equivalent of “Gouin series exercises.” Grammar teaching will be only implicit (i.e. little or no grammar terminology). It will still be appropriately rich for Upper School students, however, because it will examine in depth the Latin texts used in classical music (which are mostly religious and scriptural texts). Students will learn to understand these texts, memorize portions of them, and listen to them as songs.
This class will not be an “easy track.” Students at this age level are expected to commit and to do homework. Homework for this class will involve making audio/video recordings, and memorization. Classtime will be lively and interactive, full of games and spoken activities. We will use an online platform such as Canvas for homework to enable audio/visual exchange.
Works Read
| Level | Age Range | Books & Chapters |
| A | 6-9 (mostly Form I) | Song School Latin I (rotate through chapters on a 3-year cycle) |
| B1 | 8-14 (mostly Form II) | I Speak Latin ch. 1-21 Getting Started with Latin ch. 1-44 |
| B2 | 8-14 (mostly Form II) | I Speak Latin ch. 22-42 Getting Started with Latin ch. 45-89 |
| B3 | 8-14 (mostly Form II) | I Speak Latin ch. 43-64 Getting Started with Latin ch. 90-134 |
| 1α | 11-19 (mostly Form III/IV) | Ørberg, LLPSI: Familia Romana ch. 1-8 Colloquia Personarum (skits); Tiered Readings |
| 1β | 11-19 (mostly Form III/IV) | Ørberg, LLPSI: Familia Romana ch. 9-16 Colloquia Personarum (skits); Tiered Readings |
| 2 | 11-19 (mostly Form III/IV) | Ørberg, LLPSI: Familia Romana ch. 17-26 Colloquia Personarum (skits); Tiered Readings The Mysterious Traveler (medieval play) |
| 3 | 11-19 (mostly Form III/IV) | Ørberg, LLPSI: Familia Romana ch. 27-34 Fabulae Syrae (stories from mythology) Augustine’s Confessions, Book I |
| 4 | 11-19 (mostly Form III/IV) | Vergil, Aeneid |
| 5 | 11-19 (mostly Form III/IV) | readings from Caesar, Gallic Wars & Cicero, Orations |
| VOX | 11-19 (mostly Form III/IV) | Song Texts Online platform for audio/visual resources & homework |
What (Upper School) Level Should My Child Be In Next Year?
May we suggest:
| Level completed this year: | Next year: |
| None (New to SC or Form III) | 1α or VOX |
| B3 (still in Form II) or wanting more challenge (Form II) | 1α or VOX |
| 1α | 1β or VOX |
| 1β | Latin 2 |
| 2 | VOX |