Brian Smith’s self-published Learn Latin Through Interlinear Stories offers a distinctive approach to Latin instruction, aimed primarily at beginners. The book introduces vocabulary and grammar in what it describes as a ‘natural and intuitive’ manner, though its format diverges from traditional interlinear texts, such as those described by, among others, Carter (2019), where each single line of Latin has an interlinear matching English translation.

Rather than presenting single Latin sentences with English translations directly above, Smith organizes short paragraphs – typically three to five sentences – with Latin text (in italics) followed by English, encouraging readers to infer meaning through repetition and contextual clues. I think there are two problems with the Latin being italicized (and not the English): the Latin is slightly more difficult to read, and therefore the eye is drawn to the English much more than the Latin. One could forgive a beginning student from being tempted merely to read the English story rather than cast their eyes back to the Latin. The other problem with having several lines of Latin followed by English is that it is easy for the eye to lose track with each – with single interlinear texts, the eye merely moves up and down between the two; with Smith’s version, the eye casts around for any word that catches it. While the eye alights on words to keep track, rather too much effort is expended in so doing, and the details of the morphology can be easily missed. This situation is exacerbated when the Latin text appears on one side of a page and the English on another.

Grammar is relatively simple: this is a book designed around vocabulary rather than syntax. The present, future, imperfect, perfect, and pluperfect indicatives are found, mostly in the third person (except when speaking parts are present). The present infinitive is relatively common, and the passive voice, such as videtur [seems/is seen]. All case forms of regular nouns are there. Purpose clauses and causal clauses with cum are infrequent but easy to understand for meaning without going into detail. Students might be puzzled by occasional participles: imagines bovum arantium, uvarum in vineis pendentium, et vini in torcula effuluentis [images of oxen ploughing, grapes hanging in the vineyard, and wine flowing in the press] (pp. 116–7) and scuto Minervae usus [using Minerva’s shield] (p. 128) are not obvious forms born from knowledge gained through frequent use elsewhere in the text.

The narrative follows Marcus and Julia, two Roman children going about their daily life in ancient Rome. Their activities – attending school, dining with family, visiting the forum – are portrayed in a style reminiscent of mid-twentieth-century textbooks. While the setting is historically grounded, the portrayal of gender roles feels outdated: male characters dominate the narrative, while female figures (aside from Julia) are relegated to domestic tasks. Slaves appear as silent, unnamed presences, which may prompt critical reflection from modern readers.

Pedagogically, the book does not provide any details about explicit grammar instruction and vocabulary lists, relying instead on immersion and pattern recognition (though see above). This method may appeal to educators seeking alternatives to grammar-heavy curricula, although others might find the lack of scaffolding challenging. The absence of grammatical commentary could be a missed opportunity for deeper engagement with Latin syntax. On the other hand, as a straightforward story to develop reading fluency, the book has value. The repetition of vocabulary is at the heart of the book’s teaching design, and the relatively simplistic narrative, set in a familiar Rome setting, is enlivened by the conversations of the characters.

Despite its limitations, the book contains moments of interest. For example, the character Severus, whose name aptly reflects his strict teaching style, offers a glimpse into Roman educational practices, albeit through a modern lens. Indeed, Severus’ idea of a good Latin lesson would not, I feel, pass muster under an Ofsted inspection! Scenes such as the dinner party, where slaves serve silently while children recount their day, raise questions about visibility and agency in historical narratives.

The thematic progression of chapters – from family life and Roman festivals to mythology and agriculture – provides a broad overview of Roman culture. However, the tone occasionally veers into nostalgic idealization, suggesting that life in ancient Rome was simpler and more ‘human’ than today’s digital age. While this sentiment may resonate with some, it risks alienating younger readers who may struggle to connect with the book’s portrayal of antiquity.

Learn Latin Through Interlinear Stories is a curious blend of immersive language learning and traditional storytelling. It may not satisfy those seeking a dynamic or inclusive representation of Roman life, but it offers a foundation for discussion and adaptation in the classroom. With thoughtful guidance, educators might transform its limitations into teachable moments. They might find ways to use it to encourage students to critique and reimagine the ancient world.