Given that saying the Extraordinary Form Mass means that the priest is familiar with Latin, given the constant threat to the place of classics in the timetable and given that I do a bit of Latin teaching at Newcastle university, I was interested to read this transcript of an interview with Bettany Hughes (above) from yesterday`s Woman`s Hour on Radio 4.
Woman`s Hour, BBC Radio 4 November 16, 2010
Jenni Murray: Now, even in the sixties, when I was at a state school and Latin was for everybody (Greek only for the very bright) there were plentyof mumblings about pupils wasting their time on dead languages when they could be learning French, German, Spanish and perhaps even Russian or Chinese. Well, it`s not on the National Curriculum and only 17% of state schools teach classics, but there is a new campaign called Classics For All. One of its leaders is Bettany Hughes, whose latest publication is The Hemlock Cup: Socrates, Athens and the Search for the Good Life. Bettany,how would you sell Socrates to a class of 21st-century pupils?
Bettany Hughes: Well, I`d tell them that they are living the way they do because Socrates thought the way he did. The very fact that he says “the unexamined life is not worth living” is the reason that they are sitting in school in the first place, because they are there to learn about life. So he is intently relevant.
JM: Why are you so passionate about it, that you chose to write your next major tome about it?
BH: Well, I think he introduces so many things to us the idea that we needto ask questions about life: What is good? What is bravery? What is the point of death? And these are questions that we all ask about ourselves still today and he`s incredibly relevant to our world, because he lived in this kind of `can-do` society, 5th century Athens, where everything was going very well, there was a lot of materialism, they were expanding their empire. But suddenly, everything collapses, democracy doesn`t seem to have the answer to everything, it`s not a panacea, and Socrates is almost a prophet for our age, because he says: what is the point of all of this,what is the point of glittering statues, city walls and beautiful warships if those who live in these cities are not happy? So I think he asks an important question of our time.
JM: Which indeed is being asked at this moment, by the Prime Minister. Alright, now convince this same class that Latin and Greek are worth theeffort.
BH: Well what`s interesting I think my battle would be half-won, if I wereto go into that classroom, erm because we know, I`m the President of athing called JACT (Joint Association of Classical Teachers) and with Friends of Classics we did an independent survey and between 70 and 76% of the pupils we spoke to in 1000 schools all told us that they desperately wanted to learn classical subjects, they wanted to learn Latin, Greek and Classical Civilisation. But the terrible situation that we`re in now is that between 60 and 70 classics teachers retire every year, only 27 are being trained, so they are not being met, their desires are not being met.
JM: But did they say, because you know I suspect those of them who hadparents who went through it, the parents who say “Oh my goodness, do youreally want to go through, you know, `The farmer threw a spear at thebarbarian`?” for instance, she says, with memory. [chuckles]
BH: Indeed. Amo, amas, amat, and all that. Well I think actually that isone of the reasons they do want to learn, because they think that this is this special code-breaking that they as the next generation can do. Er,they love classical subjects. They go in their thousands, their tens ofthousands, their millions to films about the classical world. This filmabout Sparta called The Three Hundred [sic] took 72 million dollars in itsfirst weekend, and most of those were 14 and 15 year-old kids who weredesperate to find out about the ancient world. So it sparks their imagination, and actually what is very interesting is that they`re voting with their feet and they`re saying “Please, can you teach us more? We want to learn”.
JM: But when, politically, you find, alright a former-former-former Education Secretary, Charles Clark, saying “Oh, education for its own sake is a bit dodgy”, how do you counter that political view?
BH: [sighs] I mean, that`s just daft, isn`t it. Because what do we want out of our next generation? We want them to be enlightened and inspired and stimulated, surely, we want theirs to be a generation that has open minds, rather than closed minds. But there are also incredibly practical results that come out of learning Latin and Greek. Er, most of theEuropean languages, all of the Romance languages, are based on Latin. Between 40 and 60% of the words that you and I are speaking now are Greco-Roman in origin, so actually it makes you a great linguist, to learn these subjects, and of course it also teaches you about why we live the way we do. The fact that we have this word `democracy`, that we have`politics` - it is a Greek word, `politics` - helps you to understand the modern world if you, if you know more vividly, and with more nuance, wherethose words and ideas came from.
JM: But how impressed do you think an employer would be, with a kid withstraight-A`s in Latin, Greek and Ancient History, as opposed to the onewho`s done Business, Finance, and I.T.?
BH: The fantastic thing, we have some great statistics, luckily, to backup our campaign. If you talk to Cambridge University, they`ll tell you that of all their Arts graduates, excluding law students, if you call law students Arts graduates, classicists are the most highly employable. And actually, if you go to businesses, across the board, particularly international businesses, they love a classical degree, because it shows you can deal with quite complex data, it shows that you have an interestin the wider world, and it also shows that you have a fundamental interest in humanity, and increasingly, businesses of all kinds are realising that that`s an absolutely essential skill to have.
JM: How did you get your classical education?
BH: Well, I was very lucky. I got a scholarship to a school where there were still classics teachers. There were only three of us who learnt. I mean at this time it was very unfashionable, it was on its way out, but they were brilliant teachers: Veronica Anstee and Mary Sergeant and they inspired us to love this subject. And I think I carried on with it partly in a slightly bloody-minded way because I thought: this is SO importantand it teaches us so much we cannot allow it to die.
JM: And how do you retain that passion for it?
BH: Because the whole world is in antiquity. If you look to the distant past, you see yourself and you understand why we live as we do. And apartfrom that, there are just fantastic stories in antiquity. I love the factthat the poet Sappho first described love as bitter-sweet 26 centuries ago. Although, in fact, she called it sweet-bitter, which is much more accurate!
JM: But why do people say, “Ooeurgh, it`s such an elitist pursuit, oh, she had the benefit of a classical education, lah-di-lah-di-lah”
BH: Again, isn`t that terrible? It was lost from schools partly because people said: this is an elitist subject. How do you make a subject`elitist`? By only teaching it in the most elite schools. So, we know that state schools across the country are genuinely desperate: I get about 100 emails a week from children saying “I want to learn more”, so we set upthis campaign purely so that we can meet that need.
JM: But what about the teachers? I think you`re losing about 60 or 70classics teachers retiring each year. How are you filling up those gaps?
BH: We are, we are losing that number of classics teachers. The good news, though, is that the numbers of students in universities at the moment are 12,000 studying classical subjects, that`s the highest level it`s been at for ten years. So actually, in three or four years` time, we`re going to have a lot of very classically-educated young people who are going to beavailable to teach, and what our campaign is going to do is to give grants to schools who want to invite those new teachers into their schools to dothe work.
JM: Well, Bettany Hughes, thank you very much indeed for being with us.
JM: But why do people say, “Ooeurgh, it`s such an elitist pursuit, oh, she had the benefit of a classical education, lah-di-lah-di-lah”
BH: Again, isn`t that terrible? It was lost from schools partly because people said: this is an elitist subject. How do you make a subject`elitist`? By only teaching it in the most elite schools. So, we know that state schools across the country are genuinely desperate: I get about 100 emails a week from children saying “I want to learn more”, so we set upthis campaign purely so that we can meet that need.
JM: But what about the teachers? I think you`re losing about 60 or 70classics teachers retiring each year. How are you filling up those gaps?
BH: We are, we are losing that number of classics teachers. The good news, though, is that the numbers of students in universities at the moment are 12,000 studying classical subjects, that`s the highest level it`s been at for ten years. So actually, in three or four years` time, we`re going to have a lot of very classically-educated young people who are going to beavailable to teach, and what our campaign is going to do is to give grants to schools who want to invite those new teachers into their schools to dothe work.
JM: Well, Bettany Hughes, thank you very much indeed for being with us.
The Pope arrives in Compostela today. I was there a few weeks ago with three priests of the diocese. This year as the feast of St James fell on a Sunday it is a Holy Year. The last one was 2004. In that year I organised a pilgrimage which followed the pilgrim route, or camino, landing at Bilbao and then on to the route through Burgos and Leon. Sorry to say we didn`t walk but had a coach. This time we just landed at Compostela airport and stayed a week so probably got even less grace. Two of our group did take the bus about eight miles out and walk in to get a feel for the camino.
