{"id":3195,"date":"2020-01-18T07:22:49","date_gmt":"2020-01-18T07:22:49","guid":{"rendered":"https:\/\/scholalatina.it\/latine-discere-aude-our-method\/"},"modified":"2025-12-23T12:31:36","modified_gmt":"2025-12-23T11:31:36","slug":"latine-discere-aude-our-method","status":"publish","type":"page","link":"https:\/\/scholalatina.it\/en\/latine-discere-aude-our-method\/","title":{"rendered":"Latine discere aude: our method"},"content":{"rendered":"

<\/div>
<\/div>
<\/div>
<\/div><\/div><\/div>

Latine discere aude<\/em>: our method<\/h2>\n<\/div>

Non [\u2026] tam praeclarum est scire Latine quam turpe nescire.<\/em>
\nCicero, Brutus<\/em>, XXXVIII, 140<\/strong><\/h4>\n<\/div>
<\/div>
<\/div><\/div>
<\/div>
<\/div><\/div><\/div>
<\/div>
<\/div>
<\/div>
<\/div><\/div><\/div><\/div><\/div>

The method and the course
\n<\/strong>It is our common opinion, based on our studies and experience, that\u00a0Lingua Latina per se illustrata<\/a><\/em>, by\u00a0Hans Henning \u00d8rberg<\/a><\/em>, is the most effective of all Latin courses, for learners of at least 12 years of age.
\nThe aim of this course is to allow the student to read fluently and understand correctly Latin classics: active use of the language \u2013 writing and speaking in Latin \u2013 is strongly recommended, because it is a very important and effective means to achieve that goal; but speaking Latin is certainly not the final goal of our course.
\nThe Latin course\u00a0Lingua Latina per se illustrata<\/em>\u00a0is divided into two volumes,\u00a0Familia Romana<\/a><\/em>\u00a0(for the basic level) and\u00a0Roma aeterna<\/a><\/em>\u00a0(for the advanced level).
\nIt follows the\u00a0inductive-contextual method<\/strong>\u00a0(or\u00a0nature method<\/strong>), which is based on the text and the context, from which students draw forms and constructions, and the meaning of words and phrases. Morphology and syntax are first inductively assimilated, by the identification of recurrent structures and the necessary reflection, and then organized in a systematic manner.
\nLearners are constantly exposed to the language: initially, in\u00a0Familia Romana<\/em>, a very simple \u2013 yet true and authentic \u2013 Latin, and then, gradually, a more complex and elaborate language: most of\u00a0Roma aeterna<\/em>, the second volume, contains original texts of classical authors, with their refined language and style (but already in the first volume students read some excerpts from the Gospels, the poets Catullus, Ovid, and Martial, and the grammarian Donatus). Students are thus gradually and effectively introduced to the reading and understanding of classics.
\nStudents are strongly involved, with their active abilities too: they are invited to read and understand, to do exercises of comprehension, and also to use the language themselves, both speaking and writing.
\nThey are always required to\u00a0understand<\/em>\u00a0the Latin text; if they are asked to translate it, translation will have to follow understanding, not the other way round, as it sometimes happens at school!
\nFinally, the book\u2019s continuous story line, besides being in itself a mnemonic help to learn words and constructions, clearly illustrates Roman life.<\/p>\n<\/div>

The context
\n<\/strong>The first volume,\u00a0Familia Romana<\/em>, tells the story of a Roman\u00a0familia<\/em>\u00a0of the 2nd century AD, and of its members\u2019 daily life and activities.
\nStudents are thus presented not with out-of-context sentences and grammar rules, but with real-life situations.
\nIn the second volume,\u00a0Roma aeterna<\/em>, they can at last read the fascinating events of Roman history, from its mythic beginnings to the end of the republic in 27 BC. Again, the bulk of this second volume is made up of unmodified classical texts (Livy, Sallust, Cicero and others).
\nThe exercises at the end of each chapter help to strengthen the learning of both grammar and vocabulary, and to verify text comprehension.<\/p>\n<\/div><\/div><\/div>

<\/div><\/div><\/div><\/div><\/div>