A case for the teaching of Latin to the verbally talented

There is little doubt that the verbally gifted have been identified through traditional identification measures. In addition to the heavy verbal emphasis on intelligence tests, lists of characteristics of gifted populations have always included several traits that relate to high verbal ability: early reading, large vocabulary, high level reading comprehension, and verbal interests such as voracious reading on a wide variety of topics (Gold, 1962; Gallagher, 1975; Clarke, 1979). What has not occurred is a systematic study of appropriate program intervention strategies for such students, particularly at the highest levels of ability. This article argues for the inclusion of Latin as a specific verbal intervention to enhance the capabilities of talented students in vocabulary and linguistic competence in English. Furthermore, the paper will argue that the study of Latin directly addresses many of the characteristics of gifted students and meets the criteria for appropriate curriculum for them.