Seymour Papert is possessed of a radical vision of what is wrong with education today. In his latest book, he argues that we need a "megachange" (p. 19), not only in teaching practice but (also) more fundamentally in the ways in which we conceptualize knowledge and learning. Like earlier authors (cf. Illich, 1971; Nelson, 1974) who viewed technology as our best hope for reforming education, Papert (1 980) argued that general cognitive benefits may accrue to learners engaged in the activity of designing, implementing, and debugging computer programs. In The Children's Machine, he revisits this thesis first developed a decade and a half earlier in Mindstoims. Because he advocated the use of the programming language Logo in conjunction with this thesis, and because this argument for diffuse cognitive benefits is reminiscent of arguments traditionally advanced for the study of classic languages, the phrase Logo-as-Latin is sometimes attached to this supposition. I will begin by briefly recounting the history of Logo-as-Latin as a theme for research in education. I will then explore Papert's more recent ruminations on this topic in The Children's Machine, and conclude with some thoughts of my own about how one might go about studying Logo-as--Latin.