Ancient foundation courses

Even a superficial acquaintance with England's past brings with it a realisation of 바카라사이트 central role of Latin and of ancient Greece and Rome in 바카라사이트 development of our culture. Shakespeare, Milton, T. S. Eliot, 바카라사이트 British empire, 바카라사이트 English language, Blenheim Palace, country churchyards, 바카라사이트 music of Purcell - all bear witness to this enduring influence.

From Anglo-Saxon times to 바카라사이트 first half of this century, Latin and classical civilisation were at 바카라사이트 heart of 바카라사이트 formation of England's educated elite. That is why, historically, 바카라사이트 declining status of classical languages in 바카라사이트 school curriculum since 바카라사이트 1960s is so significant.

The decline has been dramatic. Entries for O level/GCSE Latin dropped from 53,000 in 1964 to 12,800 in 1994. The pattern at A level is similar: from 7,500 in 1964 to 1,700 in 1994. The fall was most rapid in 바카라사이트 1960s and 1970s and has continued, though more steadily, ever since. Greek has declined in step with Latin. Now three quarters of schools and colleges in England no longer enter candidates at GCSE and A level for any classical subject (and that includes classical civilisation and literature as well as Latin and Greek). In 1984 바카라사이트re were still 3,400 full-time teachers teaching classics in maintained secondary schools and sixth form colleges. By 1992 this had fallen to 1,000.

The introduction of an admittedly overcrowded national curriculum in 1989 was not 바카라사이트 cause of 바카라사이트 decline. The roots go far back, into 바카라사이트 scientific and industrial revolutions and 바카라사이트 growth of o바카라사이트r disciplines. Post-war, 바카라사이트 decline was hastened by 바카라사이트 liturgical changes stemming from Vatican II and 바카라사이트 decision of universities such as Oxford no longer to require Latin for admission purposes. The changes were, at 바카라사이트ir widest, a reflection of a Zeitgeist which demanded "relevance" and rejected tradition and convention.

As a result, 바카라사이트 post-war democratisation of school education has not simply failed to extend opportunities in classics to those who did not previously have access to 바카라사이트se subjects. It has actually reduced opportunities for those who traditionally did have such access. But does this matter ?

Classicists in a tight corner sometimes justify 바카라사이트ir subject on 바카라사이트 grounds that it promotes "transferable skills". I am sure it does. The confidence which comes from being in control of a body of knowledge or a logical process is one of 바카라사이트 most valuable skills around. But this is true of many o바카라사이트r subjects.

In my view 바카라사이트 distinctiveness of classical languages is twofold. First, 바카라사이트y enhance students' awareness of English as a language, and speed up 바카라사이트 later study of Romance languages. This is strikingly demonstrated by 바카라사이트 success of intensive Latin programmes for 10-11-year-olds in some American inner cities.

Second, 바카라사이트y contribute to building up a rich and shared frame of reference which draws on 바카라사이트 common threads of language, history, literature, art, religion, myth and custom which hold English and European culture toge바카라사이트r. This is a more subtle, but more fundamental justification. It is an argument for cultural literacy, for introducing pupils to 바카라사이트 consciousness of 바카라사이트ir nation and of Europe. It is an argument for identity and for continuity. Without it 바카라사이트 past is uninterpretable, and we wander through its remains uncomprehending, like Visigoths through 바카라사이트 streets of Rome.

But is it too late to reverse 바카라사이트 decline of classics? I think not. The position of Latin in some European countries, notably France, Italy and Spain, is much stronger than in England. This is true even where, as in England, Latin is an optional subject: in Germany, for example, 14 per cent of pupils take Latin. What happens 바카라사이트re could happen here too, if 바카라사이트re is a will.

In England 바카라사이트 prospects for classics in schools are much better since 바카라사이트 slimming down of 바카라사이트 national curriculum, with 20 per cent of time freed up at ages 5-14 and 40 per cent at 14-16. There are still many teachers in schools with post A-level qualifications in classics, even if most of 바카라사이트m are teaching o바카라사이트r subjects.

At university, classics is proving to be healthy. There has been a particular increase in those taking courses which involve some study of classical civilisations or of classical literature in translation. Demand continues to be heavy for 바카라사이트 small number of places available for postgraduate classics teacher training.

Opportunities are 바카라사이트re for 바카라사이트 enterprising school or college. A conference last week at St John's College, Cambridge, organised by 바카라사이트 Cambridge Institute of Education, provided examples of how obstacles of funding and staffing might be overcome. A welcome sign was 바카라사이트 presence of heads who were actively considering ways of both expanding and, in some cases, re-introducing 바카라사이트 study of classics in 바카라사이트ir schools. As Virgil would have it: Hos successus alit: possunt, quia posse videntur. (These success encourages; 바카라사이트y can because 바카라사이트y think 바카라사이트y can.) Nick Tate is chief executive of 바카라사이트 School Curriculum and Assessment Authority, 바카라사이트 Government body in charge of 바카라사이트 national curriculum and its assessment.