Volume 16, Issue 2
Three Magnificent Careers (cont.)
in it along with a major in Philosophy.
cabulary in a "natural way." It was diffi-
Vicki Campbell: I took Latin in junior high because I took the Classical Course
cult since I was much more comfortable with a more structured course of study.
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the school and asked the administration if they would recommend a place to live and they suggested a tourist home that was
within walking distance of the school. So my family took me there and met the hus-
the language, so I
continued and majored were expected to master grammar and vo-
discovered I enjoyed the challenge and I seemed to have some talent in mastering
based on a series of Basic Sentences memorized by the students by which they
band and wife who promised my Mom and brothers that it was a safe place and they
and that was a requirement. I enjoyed Latin in my freshman and sophomore
would take good care
years. Then I went
of me. My family took me out for din- ner and left. On Tuesday morning bright and early I started my new job.
In 1974 our fam- ily moved to Des
“My love for Latin began with my high school Latin teacher and the fact that I loved analyzing and working with a language that was fairly
p r e d i c t a b l e . ”
to high school and took it as a junior and senior. I liked my Latin teachers and decided to be like them. Ever
since first grade I had wanted to be a
Moines where Bruce [Vicki’s husband] had accepted a position in the English De- partment at Drake University as a profes- sor of linguistics. From 1974 to 1979 I stayed at home and volunteered at our chil- dren's schools until I became a Librarian at Woodside Middle School. I stayed there until I was hired as a Latin teacher at Dowling in 1985.
Mary Ann Harness: I began my teaching career in Michigan in 1965, and then marriage and family took me to West Virginia, Indiana and then back to Michigan; then in 1982 to Iowa. After graduating from Michigan State and at- tending graduate school at the Univer-
teacher, and in high school I decided that I liked languages and wanted to major in Latin and French.
Mary Ann Harness: My love for Latin began with my high school Latin teacher and the fact that I loved analyzing and working with a language that was fairly predictable. I could never say the same about French, although I love lan- guages in general. But only two years of Latin was offered in high school, and then I began French during my senior year. When I went to Michigan State, such a large university, I felt very comfortable in the smaller classes of classics. I also grew up attending Latin
A typical class! Well, for many years I had Levels I-IV, or at least I-III in the same class. Usually I spent about half of the period with Level I as they needed most of my attention. Sometimes I utilized my III or IV level students to present mate- rial to Level I and often to monitor quizzes and tests but discovered it was more time efficient and effective if I presented the material myself. The last portion of the period was spent with the translators of II- IV. We did not try to cover a daily number of lines. We translated as much as possi- ble with emphasis on mastering the vo- cabulary and grammar contained in the material covered. Over the years I became a believer in Quality over Quantity.
Vicki Campbell: I used the Jenny Series in New York, and at Dowling Catholic I used Latin for Americans in Latin I and II and Our Latin Heritage for Latin III and IV. At some time I heard of Ecce Romani and decided to try it in Latin I and II. Since Our Latin Heritage books were in good condition I decided to stay with it for Latin III. In high school I had
used Vergil's Aeneid
sity of Michigan, my first teaching job was masses, and this no not in language, but during the summers of doubt was a good
1965 and 1966 working with one of the
first Head Start classes begun under Presi-
What textbooks have you used over the
When did you first realize that you loved Latin? What people inspired you to go on and teach Latin?
years? Could you describe what a typical Latin class is
P a t B u r r : W e l l , I w a s a C a t h o l i c a l t a r l i k e ? boy in my extreme youth, and I guess I prided myself on my ability to read and pronounce the Latin to the satisfaction of Pat Burr: I have used Latin for Americans, Using
“Our standards for the Foreign Language Department are read- ing, writing, speaking, listening,
class will focus on activities in at
least 3 or 4 standards . play a game, work on English derivatives, do computer exer- cises or work on a culture We ma
by Pharr and I'm still using it. I also use different materials now to supplement
my classes, as we have 90 minute
classes and we have to have at least four different activities in a class. Sometimes
that doesn't work, as I'd like to finish an activity and it may
my Latin-trained pastor. I was given the duty of teaching new altar servers the prayers of the Mass, and I enjoyed the teaching. At Loras College, I needed to take a language, and since I had some lim- ited knowledge of Latin (my high school was so small we were lucky to have Eng- lish! Ha) I enrolled in a Latin Class. I
Latin and, for the last several years, have used the Jenney Latin Series. Several years ago in my high school we experi- mented with individualized instruction and I used the Latin series from "Britannica," which was a programmed text designed to allow the student to progress at their own
take longer, so we have to skip something and do it another day. Our standards for the Foreign Language Department are Reading, Writing, Speaking, Listening, Culture and Connection. Each class will focus on activities in at least 3 or 4 stan- dards. We may play a game, work on
rate. The entire course in Latin I & II was
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