Date of Award:

5-2026

Document Type:

Thesis

Degree Name:

Master of Arts (MA)

Department:

History

Committee Chair(s)

Mark Damen

Committee

Mark Damen

Committee

Charles Oughton

Committee

Frances Titchener

Abstract

This thesis examines a new way of teaching Latin that combines Gareth Morgan’s The Fourth Skill method with the traditional grammar-translation approach. Latin teaching has often moved between two extremes. Grammar-translation focuses heavily on analyzing grammar, while modern immersion-style approaches focus more on understanding the language through exposure. Each method has strengths but also clear limitations. Morgan’s The Fourth Skill (1968) tried to balance these approaches by focusing on reading real Latin texts, but it relied heavily on Morgan’s personal teaching and included little direct grammar instruction.

To address these problems, this study tested a revised version of the method in a seven-week summer course in 2025. The course kept Morgan’s emphasis on reading authentic texts such as Eutropius, Caesar, Vergil, and selections from the Vulgate, while also adding clear grammar explanations, short quizzes, and exams.

The results show that students in the course developed reading skills equal to or better than those of students in a traditional Latin 1010 class, even in a shorter time. These findings suggest that combining structured grammar instruction with regular reading of authentic texts can provide an effective and practical way to teach Latin today.

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