Custodians of Latin? Tradition without mandate in Catholic education

Abstract This paper presents four case studies exploring how Latin is taught and positioned within Catholic secondary schools and colleges in Northern England. While Latin education is often debated in terms of class and elitism, this study adds a religious dimension, examining how Catholic identity, ecclesial values, and liturgical politics influence curricular choices. Using qualitative data from interviews with Latin teachers, the research investigates how schools interpret papal calls to preserve Latin. The findings reveal a varied landscape: in selective or fee-paying schools, Latin is linked to prestige; in more inclusive settings, it is framed as cultural enrichment. Yet, across all cases, institutional backing is limited, with Latin instruction often depending on dedicated individuals rather than policy or Church direction. The tension between inclusive education and doctrinal identity further shapes how Latin is taught. Additionally, the decline of Latin in liturgy weakens its status in the curriculum. By focusing on the intersection of faith, market dynamics, and ideology, the study highlights both opportunities and constraints for Latin’s revival in Catholic education. It concludes that Latin’s future in these schools cannot rest on tradition alone but requires nuanced, context-specific engagement.