Schools: Classics

Baroness Coussins Excerpts

Tuesday 6th November 2012 Grand Committee

[Baroness Coussins]

My Lords, I want to draw attention to the common cause between modern and ancient languages. A joint meeting a couple of years ago of the All-Party Group on Modern Languages, which I chair, and the group on classics noted that Latin automatically offers the integration of language, literature and culture that teachers of modern languages are also trying to achieve. I am sure the same goes for Greek. When I started Latin aged 11—in the same class, incidentally, as the noble Baroness, Lady Greenfield, who has been referred to—we had a dynamic young teacher who taught us as though it were a modern language. For the first few weeks, no English was spoken in our classes. We learnt it by speaking it, as well as through the rigours of grammar and by writing. That certainly fuelled my interest in modern languages and when I spent my gap year in Spain, having done no Spanish at school, it was thanks to eight years of Latin much more than to eight years of French that I became fluent in Spanish after only a couple of months. It is generally acknowledged that Latin provides a strong foundation for learning all Romance languages.

I get cross when people say that Latin is dead. We do not go a day without hearing or using words like media, video, referendum or agenda; phrases like quid pro quo, pro bono, bona fides, mea culpa; or even abbreviations like et cetera, eg, or ie. Some people are quite surprised to discover that they are speaking Latin. Some would argue that we do not need to learn a modern language either, as English is enough. This is not true, of course, although this is not the debate in which to explain why. What is relevant is the evidence showing that learning languages, whether classical or modern, improves oracy and literacy in English too. That is one reason why modern languages have been so enthusiastically welcomed by primary school teachers, and why the Minimus resource for primary school Latin has been so popular.

Another criticism of classics is that it is elitist, and the Government should pay special attention to this. Again, there is a parallel with modern languages. In state schools only about 40% of pupils take a modern language GCSE now that they are optional after age 14. In the independent sector, it is about 90%. I am sure that a similar breakdown applies to Latin and Greek. I expect that the Minister will tell us that the EBacc will come riding to the rescue, and I readily acknowledge that it has led to some improvement. However, the Government must do more if they want to achieve their aim of closing what they have called “the vast gulf” between state and independent schools. Nearly half of state schools say that they are not improving their language offer at all as a result of the EBacc. Surely it would be a win-win initiative to complement the EBacc with a languages-for-all policy, effectively restoring compulsory languages, whether ancient or modern, for all children up to age 16. Without this, all languages, but especially the classical ones, will remain the elitist preserve of the independent sector. I hope that the Minister will tell us whether the Government are still open to restoring compulsory languages to age 16.

Languages are not just for the bright ones or the top set. Children of all abilities can learn, love and benefit from doing Latin, just as they can from doing French. They should be doing it in the mainstream timetable, too, and not in the lunch hour or in after-school clubs. There has been an interesting proposal from the charity Classics for All to help boost the supply of teachers, which is that a one-month classical element could be bolted on to all modern language PGCE courses. This is worth looking at and I am interested in the Minister's views.

We risk a lot if we let classics go from schools. In the words of Professor Mary Beard, in a lecture she gave last year,

“it would be impossible now to understand Dante without Virgil, John Stuart Mill without Plato, Donna Tartt without Euripides, Rattigan without Aeschylus …. if we were to amputate the classics from the modern world, it would mean more than closing down some university departments and consigning Latin grammar to the scrap heap. It would mean bleeding wounds in the body of Western culture”.