Schools: Classics

Lord Butler of Brockwell Excerpts

Thursday 27th November 2014 Lords Chamber

[Lord Nash]

Classical civilisation is a very valuable subject in its own right and can stimulate children’s interest in Latin and classical Greek. Indeed, classical civilisation at GCSE has been up 12% in the last five years. Primary schools must teach pupils about the Roman Empire and its impact on Britain and about ancient Greece. They may also, of course, teach about other ancient civilisations, such as those in Mesopotamia and Egypt.

[Lord Butler of Brockwell (CB)]

My Lords, does the Minister agree that one of the very best things that the Mayor of London has done was to support Classics for All, which has already promoted 100 new classics courses in schools and hopes to double that in 2015?

[Lord Nash]

I entirely agree with the noble Lord. We have funded Classics for All substantially for this. My own school uses it and it is an excellent programme.

Schools: Classics

Lord Butler of Brockwell Excerpts

Tuesday 6th November 2012 Grand Committee

[Lord Butler of Brockwell]

My Lords, I, too, thank the noble Lord, Lord Aberdare, for giving your Lordships this chance to speak up for the classics. I am particularly pleased to follow the noble Lord, Lord Stevenson, whose son read classics at my college under my care with great success and distinction.

For years after I ceased to be a classical student, I feared that Latin and Greek were dying as areas of study. It therefore came as a great, but extremely encouraging, surprise to me to be told when I returned to Oxford that—this may surprise your Lordships—more students were studying classical-related studies today than at any time in Oxford’s history. That is extraordinary, especially since during most of its history there was nothing else that you could study. The university is, of course, much bigger today, but even so that is an encouraging statistic.

The truth is that, perhaps surprisingly, the demand for classical studies exceeds the supply, especially, I am afraid, in the state sector. As has been pointed out, although it is greatly to the credit of the Government to have included Latin, Greek and ancient history in their EBacc proposals, they are not making sufficient provision for training teachers in classics to replace those who are retiring. Yet, as has also been said, those state schools that have introduced Latin in particular have found that the children love it.

Last week, I had the great joy of taking a 14 year-old grandson on a tour of the great classical sites of Turkey and of witnessing his reaction—time even better spent than time in this House. My grandson, however, has a great advantage. He is at a private school. He can go where his academic inclinations and talents lead him and he will get the necessary support. In this, as in other areas, we should be working to make sure that all children have similar opportunities.

The eloquence with which noble Lords have spoken in this debate makes a sufficient case for the classics in itself and, like the noble Lord, Lord Stevenson, I will not add to it. However, one other thought occurred to me as I was going round Turkey. It does not need me to remind your Lordships that the Middle East is a crucible where so many of the issues affecting the future peace of our world will be resolved. The history of the Middle East goes very deep—back to classical times and before. I believe that many of the wrong decisions taken in recent years have been taken because of a lack of deep understanding and knowledge of the region—another reason for teaching classical history.

We have every reason to be grateful to organisations such as the Friends of Classics, Classics for All, and, although it goes against the grain for me to praise any Cambridge initiative, the Cambridge School Classics Project. They have done great work in supplementing the Government’s support for the classics. We know that government resources are limited, but I hope that the Minister will tell us that, where it is in the Government’s power to support the classics at little or no cost—with examples of where that can be done and where constraints can be removed—they will remove obstacles in the way of those who seek to promote the learning of classics.