Schools: Classics

Lord Aberdare Excerpts

Tuesday 6th November 2012 Grand Committee

Asked By

[Lord Aberdare]

To ask Her Majesty’s Government what steps they will take to promote the teaching of classics in schools.

[Lord Aberdare]

My Lords, I did think briefly of making my opening remarks in Latin, but I desisted for two reasons. First, as a distinctly lapsed classicist—despite having studied Latin for at least 15 years and Greek for over 10—I am ashamed to say that my Latin would no longer be up to the task. Secondly, addressing your Lordships as “O Senatores” might take this debate into areas beyond its proper boundaries.

I sought this debate because I myself have benefitted enormously from the opportunities I had to study classics, which I take to include Latin, Greek, ancient history and classical civilisation. I would like to extend such opportunities much more widely. In preparing for the debate, I have been greatly helped by briefing materials provided by Peter Jones, that princeps or primus inter pares of classicists. I nearly said éminence grise, which would have been inappropriate. He is a leading light of the charities Classics for All and Friends of Classics; some of your Lordships might be familiar with his Ancient and Modern column in the Spectator. I was also helped by the excellent briefing pack put together at short notice by Venetia Thompson of the House of Lords Library. I am grateful to noble Lords who plan to speak and much look forward to hearing what they say. I thank them for their patience in coping with the unpredictable timing of business in this place.

I will seek to make three points: that classics is important; that it should be offered in more, preferably most, schools; and that Government should actively support that aim, including by providing for appropriate qualifications and examinations systems and ensuring an adequate supply of trained teachers.

First, to adapt the old Guinness ad, “Classics is good for you”. Surely there can be no other subject area offering such a breadth of learning opportunity and interest encompassing language, literature, history, philosophy, art, technology, culture and others. Latin and Greek are not only helpful in learning languages in general; they can be invaluable aids to improving grammar and vocabulary in our own language, English. Some 60% of English words are estimated to have Greek or Latin roots. In the vocabulary of the sciences, that figure rises to over 90%. As highly inflected languages, with all those conjugations, declensions, cases, tenses, moods, voices and so on—never forgetting the ablative absolute—Latin and Greek are invaluable routes to learning intellectual discipline and logic. My own former skills—in debugging complex programming code as a systems analyst at IBM—owed much to my training in classical languages. The chairman of IBM UK in my later years there, Sir Anthony Cleaver, was himself a classicist.

One only has to list some of those who have gone on from studying classics to distinguished careers to recognise the breadth of opportunities it can open: Mary Beard, Colin Dexter, Stephen Fry, Ian Hislop, JK Rowling, Tom Stoppard, Fay Weldon, and PG Wodehouse. In your Lordships' House—indeed, in this very room in some cases—we have the noble Lord, Lord Butler of Brockwell, the noble Baroness, Lady Greenfield, the noble Lord, Lord Waldegrave of North Hill, the noble Baroness, Lady Warnock, and others. Last year, London was fortunate enough to have both a mayor and a lord mayor who were classicists.

In 2011, Friends of Classics conducted a survey of almost 2,200 people who had studied classics. Well over 80% of them supported classics being taught in schools; over half saw classics as useful or very useful for their own area of work—for example by enhancing language skills, breadth of understanding, and thinking and reasoning skills. Sixty-eight per cent of them thought that studying classics had helped them personally. Perhaps most striking of all, no less than 81% believed their own quality of life had benefited—a view which I wholly endorse.

Secondly, classics is good for schools. Currently, about 70% of independent schools teach classics, but only about 25% of state schools—in many cases mainly to their more talented students. State schools often face problems of timetabling classics lessons and finding staff able or willing to teach it. Despite that, three-quarters of state school classics teachers would like to increase the numbers studying classics and 47% of state schools without any classics teaching would try introducing classics subjects if offered small grants to do so—of the order of £5,000 over three years. The number of state schools which have started Latin in the past 10 years, using the Cambridge Schools Classics Project e-Latin initiative, is over 500.

Burntwood School for Girls in Tooting, despite specialising in science, not only offers Latin to its students, but last year added Ancient Greek as an extended curriculum offering in years 9 and 10. Some 250 girls are doing Latin and 30 girls have now started working towards a GCSE in Greek. This has been achieved largely through the appointment of a single classics teacher, Sarah Brack, and in a school where some 60 languages are spoken at home and 20% of students are eligible for free school meals. Yet its exam performance puts it in the top 10% of non-selective schools in England.

If more schools like Burntwood are to start teaching classics, they need to be confident that appropriate qualifications and examination systems are in place to support them. I congratulate the Government on the fact that Latin, Greek and ancient history are all included in the English baccalaureate, although the number of boards offering them is small. On the GCSE front, the withdrawal of AQA's Latin GCSE exams in 2006 led to a fall in the number of candidates nationally. However, the introduction of a new Latin exam by the Welsh Joint Education Committee in 2010, despite not having full GCSE status, resulted in a significant increase in candidates, from 8,500 to 12,000.

The Government plan to move to a system with only one examination board for any subject. This could present a real challenge for specialist subjects like classics, where there is a wide variation in the needs and attainments of students: for example, between those who study Latin for GCSE for up to 500 hours at independent schools with a long tradition of teaching classics, and those who have no more than 120-140 hours of teaching at a state school new to the subject. If there is to be only one board, the Government should ensure that it can offer examinations with the flexibility to cater for these different needs, without loss of rigour.

Finally, the most crucial factor in successfully teaching classics, as with other subjects, is the quality of the teachers themselves. There must be an adequate supply of properly-trained classics teachers. At present, there is a net loss of something between six and 26 specialist trained classics teachers every year, despite the interest of schools, parents, students and others in increasing the numbers studying the subject.

The various bodies dedicated to promoting classics teaching are actively working on alternative ways of addressing this challenge. For example, they are looking at developing “bolt-on” classical modules for PGCEs, so that someone studying to teach modern languages or history would also receive a month or so of classics training to offer schools employing them the basic skills needed to try out classical subjects. For teachers already in schools, mentoring and support services could be offered to enable them to start classics courses.

Initiatives like these cost money, and the classics bodies have a strong record of coming up with funds to support their subjects. But the Government could help to achieve a great deal more, and to bring the benefits of classics teaching to a much wider range of state students. They might offer small grants to encourage schools to take the first steps into classics teaching: perhaps a few thousand pounds, possibly in the form of matched funding for money raised by the schools themselves. They should ensure that there are suitable exams in place to recognise the achievements of schools and their students in classics subjects; and they must take steps to halt the current downward trend of qualified classics teachers. I look forward to hearing the suggestions of other noble Lords on how the Government could help.

Noble Lords may recall Winston Churchill's statement that,

“I would make them all”—

that is school children, and I am afraid I cannot do Sir Winston’s voice—

“learn English: and then I would let the clever ones learn Latin as an honour, and Greek as a treat”.

I would argue that he was wrong. I prefer to end with a 19th century quote from the Reverend Thomas Gaisford, Dean of Christ Church, Oxford, my own former college:

“Nor can I do better, in conclusion, than impress upon you the study of Greek literature, which not only elevates above the vulgar herd but leads not infrequently to positions of considerable emolument”.

I strongly endorse his recommendation, and would add that even without the considerable emolument, which I regret I have failed to attain, classics teaching offers incalculable benefits not just to those lucky enough to receive it, but to the wider communities in which they live and indeed to the UK as a whole. For that reason the Government should do all that they can to promote, extend and support it.