This article examines the linguistic benefits of Latin in light of recent research which seems to document the relevance of Latin in building English vocabulary and reading skills. Evidence is cited from eight educational projects in which an experimental group of students taking Latin, and a control group not taking Latin, were pretested, posttested, and compared with regard to English verbal skills. In each case, the Latin students showed significant gains over the control group. Other studies supporting these findings are cited, as well as projects presently being conducted. These studies yield important pedagogical implications: (1) educational administrators and curriculum specialists should consider the significance of Latin in improving language skills; (2) the language profession should assume the responsibility of disseminating information about this research; and (3) responsible educators should combat the tendency to ignore research data for budgetary or other reasons. (Author)