Written by Arianna North Castell
As Classicists, we constantly are met with the task of arguing the validity of our subject. The material covered within Classics has been deemed as fundamentally useless, and this is in no doubt exacerbated by the incredible elitism that pervades its study. Although an effort is being made to diversify the subject, it is no secret that Classics is taught predominantly in private education, and the majority of those that pursue classics come from similar backgrounds. Classics has been viewed as a subject for the privileged, with only in recent years a noticeable effort is being made. Thomas Paine famously rejected the study of Classics, rendering the study of ancient languages as futile. There are many points within his argument that are refutable; most notably, the notion that Classics is merely the study of Ancient Greek and Latin. In past circumstances, this may have held validity, but the subject has since expanded to cover much more than this. When promoting the study of Classics, encouraging the study of the ancient world in its entirety is vital, as S.P. Haley states, ‘It’s the height of eurocentrism to say that Classics is only the study of Ancient Greece and Rome’. To widen our definition and study of the subject would give students true inclusivity and representation. Within Classics we have the opportunity to teach not only ancient languages, but a diverse range of disciplines including mythology, architecture, art, archaeology, astronomy, medicine, geography, sociology, history, politics, sciences, and philosophy. This incredible versatility makes Classics a uniquely engaging and useful subject.
Classics, if given the opportunity, has the potential to improve education significantly, especially in areas where educational opportunity is low. Its wide subject material means that every student can find something to engage with. As Edith Hall argues, Classics ‘if taught imaginatively, can play a transformative role in contemporary society’. The Iris Project’s ‘Literacy through Latin’ scheme has proved the extent to which Classics can aid KS2 students. They aim to ‘focus especially on schools in deprived urban regions, where literacy levels are often low’, which not only helps bring Classics to a more diverse audience but has also proven notable results for improving literacy. A teacher at a school in South London noted:
“This project provides an opportunity for young children to be introduced to Latin, many of whom come from disadvantaged backgrounds and who may not have the opportunity to find out about Latin at any other time of their school career. The teaching I saw was excellent, based on an exciting programme designed by the Iris project. In my long career (primary) I have not seen children identifying, analysing and discussing grammar at such a high level as I saw at St. Saviours.”
At a primary school level, the study of mythology, histories and ancient language can engage a young student, as well as give them key skills in logic and grammar that can aid their understanding of literacy and mathematics. For students that struggle with this, especially students with learning disabilities, making learning exciting and engaging is key, something that is easily achievable with Classics.
Some change does need to occur within the methodology of Classics in order to truly take advantage of its potential as a tool for education. The true power in Classics lies in its versatility, an aspect which has not been exploited enough. It’s a struggle to find a subject that Classics does not impact and aid. The logic and intricacies found in learning an ancient language actively aid in comprehension of literacy and mathematics, and at levels beyond KS3 and 4, aid in learning modern European languages. The grammatical intricacies found in Latin and Ancient Greek lie within modern languages and are much easier to grasp when a student has an understanding of ancient languages. Ancient political systems, and their strengths and fallacies allow for a deeper understanding of our own societies and politics. The architecture, artwork and literature found in the ancient world are not only impressive, but incredibly inspiring, allowing students to build upon these works and recognise the influence of these works in modernity.
The versatility of the subject is matched in its inclusivity. Whereas previously Classics has mostly focused on the stories and perspectives of powerful men, in curricula designed for white, patriarchal societies, this is only a small part of the material that can be studied under Classics. In reality, there is a wealth of engaging and interesting material about women, the lower classes and people of all races. It is true that discussions around diversifying the curriculum have been growing, for example with a spotlight being placed on Black history for one month a year, focusing largely on segregation and slavery. This is not true inclusivity, nor a true representation of Black history. Interwoven within Classics are influential BAME figures—such as Septimius Severus, Andromeda, and Dido—with a focus on their history as empowering figures, allowing for true and inspiring representation for young people. Powerful and intelligent women such as Cleopatra, Sappho and Livia provide interesting and dynamic discussions of feminism and the role of women. This allows young students to engage in relational topics and feel as if they have a place within Classics. A stagnancy has occurred within its study, and Classics is need of a more diverse community — with more teachers and students from low-income and BAME backgrounds. Integrating classics into underprivileged and diverse areas would undoubtedly reinvigorate the subject, as well as providing the necessary educational opportunities for students in these areas.
The importance of educational reform has increased significantly with the current crisis concerning young people living in deprived areas. A lack of quality and engaging education has become a cause of a much larger issue regarding the lives of young people- an issue that classics, if utilised correctly, can help mitigate. As we face rising cases of anti-social and criminal behaviours in young people, it is no secret that low opportunity for educational attainment is a key cause of this issue. The link between an underfunded education and antisocial behaviour and crime has been recognised and cemented. In low-income areas, schools are severely underfunded and not able to provide the education that others are simply awarded. Poverty, inequality and lack of opportunity are fundamental causes of crime, and education is laced into all of these factors. Improving education to make it inclusive and engaging, can help ease these causes. It’s not to say that Classics alone would solve these issues regarding young people, much more work in other sectors is vital, but the issue needs to be tackled on all frontiers, education being a significant factor. Classics can be a key instrument in this, if adapted correctly.
Classics need not be a shorthand for elitism, patriarchy, white superiority, and misogyny. To take the subject as such is to erase the reality that Classics is, should be and can be a truly all-inclusive subject. In an era where we face a crisis concerning the lives of young people in underprivileged areas, the playing field needs to be levelled. The introduction of Classics in primary and secondary state schools in low-income areas across the UK would undoubtedly better the opportunity and lives of young people astronomically, and the potential of this subject needs to be taken advantage of and enacted upon.
Bibliography
Crosweller, S., 2022, The education and social care background of young people who interact with the criminal justice system: May 2022 <https://www.ons.gov.uk/peoplepopulationandcommunity/educationandchildcare/articles/theeducationandsocialcarebackgroundofyoungpeoplewhointeractwiththecriminaljusticesystem/may2022> [accessed 13 March 2024]
Haley, S., P.,(1989) ‘Classics and Minorities’ in P. Cullham and L. Edwards Classics: A Discipline and Profession in Crisis? University Press of America
Hall, E. Stead, H. (2013) Is the Study of the Greek and Latin Classics Elitist? <https://edithhall.co.uk/wp-content/uploads/2023/03/08-litandphil.pdf> [accessed 11 March 2024]
Hayden, C. (2011) ‘Crime, Anti-Social Behaviour and Schools in Britain – are all schools ‘at risk’?’ University of Portsmouth Research Portal.
Literacy through Latin wins EU Language Label 2013 <http://irisproject.org.uk/index.php/literacy-through-latin?start=7> [accessed 13 March 2024]
Featured image credit: “Ancient Greece” by Adam Polselli is licensed under CC BY-NC-ND 2.0.
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