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Nathaniel H

"I was supervised weekly by Nathaniel at Cambridge. He balanced immense knowledge with a diligent approach to working on my weaknesses and tailoring his teaching for me personally. Thanks to his teaching, this module went from my weakest to one of my strongest in the space of a year."

Student studying Greek at Cambridge

  • Ancient Greek

  • English

  • French

  • History

  • Latin

  • Oxbridge Applications

  • Senior School Entrance

Academic History

MPhil in Classics, Cambridge University (distinction), I am intending to submit my PhD in September

BA in Classics, Cambridge University

A Levels (Rugby School): A* in Greek, Latin, History, and English Literature

GCSEs (Rugby School): A* in Latin, Greek, History, English Literature, English Language, French, Music, Biology, Chemistry, Physics, Maths and Further Maths, Religious Studies

About Me

I’ve spent the past eight years of my life more or less completely ensconced in the world of the university, and though I have tutored school-age children extensively the bulk of my teaching is now at this level. I have taught around 50 Cambridge Classics undergraduates over the course of my PhD. This tends to be a more collaborative process – sending the students off with a reading list or a passage to translate and seeing what they come back with at the end of the week. The teaching sessions are always one-on-one or in small groups, so I can tailor the direction of the discussion to the needs and interests of individual students. I like, in general, to afford the same respect to younger learners, starting from the assumption that they have a genuine interest and enthusiasm about the subject, and can engage with it in a mature way – I have seldom found this not to be the case. Even in areas which might seem more apt for rote learning – acquiring Latin grammar, for instance – I find that students can pick things up remarkably quickly if you engage them in a thoughtful manner.

Recent tuition

I specialise in entrance exams and provide application support to Cambridge application students too, and by analogy would be quite capable of preparing people for other universities.

11+ Latin and General Studies, Eton College

I tutored Z 15 hours per week for four weeks over the summer. He was an enthusiastic if easily distracted eleven year old whose parents were worried about his progress in Latin and French in advance of the Eton entrance exam. With a program of live-in tutoring my colleague and I were able to put him back on track. Since there was also an interview component, we also arranged “general studies” sessions every evening – we read together texts that were relatively simple but with complex themes, such as Oscar Wilde’s short stories, and discussed them together in a small group. He is now thriving at Eton.

11+ Latin, Westminster

Catch-up tutoring for four months with B. He was a student whose education had been interrupted by the pandemic, and his parents were anxious that his Latin was not up to the standard of his peers. I had, essentially, to construct a way of teaching Latin more or less ab initio that was as intensive as appropriate whilst also engaging an eleven-year-old over Zoom. After a few months, his parents were satisfied that the remedial purpose was no longer relevant.

Cambridge Application Preparation

J was intending to apply to Cambridge to study a humanities course but was very nervous and uncertain about the process. A tutoring agent asked me to design an introductory day in Cambridge, introducing her to the system, talking over her portfolio of work and giving her a practice interview, and fixing meetings with people from the relevant faculty. She subsequently got in. She is one of a number of people I have done this kind of thing for.

Undergraduate Greek, Cambridge

I tutored H for 1 year, he was a truly excellent first-year undergraduate, who found the Greek translation passages I was giving the group too elementary. I took the decision, therefore, to teach him separately, giving him increasingly challenging texts and engaging him on a higher level with their linguistic features and literary merits. Needless to say, he got a high first.

Undergraduate Latin, Cambridge

I taught R Latin for prose composition for two years – essentially, the student gets given a passage of English prose at the beginning of the week, and at the end of the week we discuss their attempt to translate it into stylish Latin. This is a difficult exercise, which involves thinking about a lot of things at once; R found it especially challenging, and was convinced she was on course for a third. By choosing passages which I knew R would be enthusiastic about (e.g., a paragraph of Tolkien) I was able to maintain her interest, and she eventually got a 2.1.

Hobbies and Interests

Doing a PhD enforces a certain tunnel vision, so I’ve spent the past few years mainly thinking about poetry and old books. An especially nerdy hobby is writing poetry in Latin and Greek – I’ve won several prizes for which I may or may not have been the only entrant. As I emerge from my perpetual studenthood, I’m hoping to get back into choral singing, yoga, and learning foreign languages.

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