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CLASSICS MATTERS
The Classics for All Magazine Spring 2021
Classics Matters is generously supported by
Geoffrey and Caroline de Jager
Contents
In this issue...
3
A World of Opportunity
10
Events
and Adventure... Dr Jane Ainsworth reflects
A message from Classics for All on Professor Mary Beard’s
Chairman, Jimmy Mulville. recent inspiring webinar; plus
upcoming events include an
4
evening with Professor Edith
Hall and how, historically, classics
have always been for all.
Start 'Em Early
13
Classics Ambassador,
Lidia Kuhivchak, reflects on the 5
benefits of starting classics young.
In with the New
5
We welcome the latest
Classics for All recruits:
Alice Case, Jasmine Elmer
"Does that Word Come and Will Dearnaley.
from Latin?"
14
Sophie Llewellyn reflects on the
how Latin is sparking linguistic
curiosity in her classroom.
Classical Puzzle
6
Test your knowledge of the
Greek and Roman world.
Fundraising News 6
Tessa Smith's Classics for
All legacy, plus Angela Dix
on putting classics on the
map in Cambridgeshire.
8
Where Have All the
Exams Gone?
Academic recognition of classical
subjects needs work, argues
Classics for All trainer Steve Hunt. 12 10
CLASSICS MATTERS
©2021 Classics for All Web classicsforall.org.uk
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A World of Opportunity and Adventure...
A message from Classics for All Chairman, Jimmy Mulville.
At the end of last year Geoffrey de Jager stood
down as Chairman. He was an inspirational leader
whose fierce enthusiasm for Classics for All
enabled the charity to become the focused and
successful organisation it is today. Our debt to him
is immeasurable. I am personally grateful to Geoffrey
for inviting me to join the Board and to step into the
Chairman’s role, which I am thrilled to accept.
The work of Classics for All is very close to my
heart. As a young boy growing up in working class
Liverpool in the 1960s, I was very fortunate to attend
a comprehensive with a fully functioning classics
department. I began my Latin education at twelve,
added Greek at thirteen and by the sixth form I was For me, a classical education
taking Latin, Greek and ancient history before going
up to Cambridge in 1974. Classics provided this son
was not an elitist luxury. It was a
of a Liverpool waitress and boiler operator with a powerful engine for social mobility.
bridge into a world of opportunity and adventure. For
me, a classical education was not an elitist luxury. It
and trust and foundation donors we ended
was a powerful engine for social mobility. The bad
the year ahead of target raising £656k.
news is that this kind of opportunity is no longer
widely available to state school pupils. The good Moving into 2021, we remain optimistic. First
news comes in three words — Classics for All. and foremost, we will support teachers in what
remain challenging circumstances. There will be
Across the country, the charity is working wonders examination revision sessions for pupils and training
bringing Latin, ancient Greek, classical civilisation, for teachers who missed out during the pandemic.
and ancient history to willing students. I’m With lockdown restrictions in mind, we are shaping
thrilled to be personally involved with the Greek our fundraising year around online talks, hoping
Academy at Liverpool College which is seeing to hold a live event by the end of the year. Stay
enormous success with its cohort of students. tuned, and please join us for what promises to be a
stimulating line-up of reasonably priced Zoom talks.
We had our tenth birthday last year and missed the
Our generous speakers give us their time pro bono
opportunity to celebrate with our friends. However,
so that all funds raised support our work in schools.
we did do justice to the landmark date with a very
successful year. Despite adverse circumstances, We welcome incoming Trustee Helen Geary
we trained 210 schools and 780 teachers to teach and warmly thank Christopher A Clarke for his
classical subjects, largely online. We also ran online contribution as Trustee and Honorary Treasurer
talks and taught primary school pupils Greek during (2014–2021). We are delighted that following his
lockdown. In the summer, we rallied 90 teachers at tenure as Trustee and Chairman (2015–2021)
our Harrow online summer school to top up their Latin Geoffrey de Jager has joined Nicholas Barber
and Greek. Our time was also spent profitably on a as Honorary President of Classics for All.
thorough revamp of our website and the creation of A huge thank you to our supporters and donors who
online resources which proved popular with teachers. have supplied the wind beneath our wings during
this difficult last twelve months. We look forward
None of this would have been possible without
with a sense of resolve and excitement to the next
the unerring support of our donors and their
ten years as Classics for All continues to bring
magnificent response to both our Classics in the
classics to children across the country who would
Time of Covid appeal (raising £72k) and the Big
otherwise be deprived of this wonderful experience.
Give Christmas appeal (raising a massive £124k).
Thanks to the generosity of both individual Jimmy Mulville, Chairman
We can do more with your help - give online at classicsforall.org.uk/donate 3
Start 'Em Early
Classics Ambassador, Lidia Kuhivchak, reflects on the benefits of starting classics young.
Four years ago, a meeting with the
Leicester University Archaeology
and Ancient History Department
sparked a chain of events which
led, pandemic notwithstanding,
to the successful introduction of
classics in Lionheart Academy
Trust in Leicestershire.
Despite a rich Roman history,
classics teaching in Leicester
state schools was limited to a few
scattered after-school clubs. My
goal as an English teacher with a
passion for classics, was to be an
ambassador: to revive Latin and
to introduce classical civilisation
on the curriculum, starting in our
biggest school and spreading
across schools in the city.
Classics students at Lionheart Academies Trust school
For many years, the only access
to classics in our schools was
Some people are resistant to especially rewarding to watch
an extra-curricular AS Level in non-specialist colleagues develop
classical subjects because they
Classical Civilisation, run by a their personal interests in classics.
see them as elitist. Luckily, in
lonely staff member with patchy
Leicester our students rarely
pupil turnout. The key to sustained Our key achievement last year,
take this view. With most pupils
interest, we soon discovered, was despite the best efforts of
speaking English as an Additional
to ‘start ‘em early’. By launching COVID-19, was to get Latin into our
Language, Latin is only as foreign
after-school classics clubs in four primary schools. First, I taught
as anything else. For students
Year 7 and 8 boosted by a term Latin to pupils in Year 3 using the
who speak Gujarati or Yoruba, it
of ‘Myths and Epic’ in English excellent ‘Hands Up Latin’ website.
lessons, we gradually drafted our is not the hardest language that
Then I pressed on, gradually
first enthusiastic cohort for GCSE they will master in their lives. Their
introducing Latin to older pupils
Classical Civilisation. The clubs parents are often aspirational
using the Minimus course. With
were also attended by pupils from and keen for them to get an growing confidence, colleagues in
other schools in the Lionheart extra qualification after school. three of the primary schools are
Academy Trust and staff, who took We have learned that our ten teaching Year 3 on their own and I
back the professional knowledge schools have different needs. There continue to teach the older pupils.
to run clubs for their own schools. is no one-size-fits-all approach; Despite the disruption of lockdown,
Lessons are enriched by a feast some schools prefer Latin, some it is a joy to see how much
of extra-curricular activity, with classical civilisation and vice versa. students remember; I hear little
trips to the British Museum, and We also have issues with staffing, cries of ‘Salve, Magistra!’ across
archaeological sites excavated by as people retire or move on. To the playground as I move from
Leicester University. Students may mitigate this, we work as a team, school to school. I hope it is not
not always remember the dative, offering staff across schools joint too fanciful to imagine that one
but will remember the time they training, greatly supported by day our students might have a
built Greek temples, ventured to Leicester University. Without this, complete classics journey across
London to see ancient treasures, we would have been individual our Trust, from Year 3 to Year 13.
or were the only state school teachers doing individual projects; We have come a long way from
students to win a prize in the local we are now a community of that one after-school class.
Latin reading competition, among a mutually supportive teachers
host of private school candidates. with similar goals. It has been
4 Classics Matters, Spring 2021
"Does that Word Come from Latin?"
Sophie Llewellyn reflects on the how Latin is sparking linguistic curiosity in her classroom.
Story Wood is a primary school
in North Birmingham where
many pupils receive free school
meals and 25% speak English
as an Additional Language. Our
mission is to ‘sow the seeds of
success’ and to nurture a thriving
community of independent
pupils who are lifelong learners.
Aspiration and love of learning are
at the heart of why we chose to
change from teaching French to
Latin for all our pupils aged 7-11.
Last spring, I had never heard of
Latin in primary schools, but an
online article and an evening’s
research changed that! With not
a word of Latin, I approached our
head teacher the next day and
made the case that Latin could ice
the cake of our new curriculum.
I was particularly excited by the
many links between Latin and
other curriculum areas which
would help to reinforce concepts,
understanding, word roots and
vocabulary. Initially unswayed by
my case, our head did her own
Children at Story Wood School
research, soon coming around
to the idea that Latin could really
benefit our pupils, unlocking Latin?”. We regularly look up the and “I love talking in a language
language, history, and culture. etymology of words together. Some that was spoken years ago".
students have taken to reading
Finally, I think this quote from
We trained two teachers to teach Greek and Roman mythology in
a parent sums it all up:
the Maximum Classics course and their own time and love to share
the training was first class. Our their knowledge of gods and “I have noticed that my daughter’s
trainer was a fountain of knowledge, goddesses, heroes, and monsters. ability to think about language
giving us so many tips on making has improved. We now regularly
the course work in the classroom. We are constantly amazed by the think about where words come
We also got all teachers behind connections our children make. from, and she can often work out
the idea of teaching Latin through One child asked if the dog breed unfamiliar words, using a section
a session on word roots which Labrador was linked to the verb of the word and relating it to its
showed its value decoding English laborare, giving the justification origin. Her interest in other areas
vocabulary. In September we began “because a Labrador is a working has grown too, and we explore
teaching Latin to 60 pupils in dog”. Another child, when playing ancient history together at home
Years 5 and 6 as their main foreign the game ‘Rota', asked if the now! She is really enjoying Latin
language. It is safe to say it’s been bread roti might be linked to and is applying this across all
a huge success; the children are so the Latin word for wheel, as it is areas of her life, which she doesn’t
engaged and enthused. Children round. When asked for their views always do with other subjects. It’s
love the cultural and artistic about Latin, children say, “It’s such a fab subject – the whole
activities and constantly question, fun because I can get better at family are learning from it!”
“Does that word come from spelling and learn new languages,”
We can do more with your help - give online at classicsforall.org.uk/donate 5
Fundraising News
Tessa Smith's Classics for All legacy; Angela Dix puts classics on the map in Cambridgeshire.
We love to share stories about
the impact of classics on pupils
in state schools across the
UK, and the joy that teaching
classics brings to our teachers.
This all happens thanks to our
passionate donors who drive our
ability to support these schools
each year! And they have their
own stories to tell. In each issue
of Classics Matters, we have
chosen to profile an individual
who has joined our Marcus
Aurelius Circle of legacy donors.
Here, we introduce you to retired
businesswoman and long-
standing donor Tessa Smith.
What prompted you to include
Classics for All in your will?
I would like to think that the young
of today can discover classics far
earlier than I did. My Mother read
me Greek, Roman, and Norse myths
from my earliest age. I regret to say
that Latin was my worst subject Long-standing Classics for All donor, Tessa Smith
at school, but that changed when
I majored in Latin at my college What excites you most about
in the USA. I always felt guilty the work of Classics for All? We’ve been pleased to hear from
at having a degree in Classics supporters of all ages who wish to
Difficult to answer. Perhaps the remember Classics for All in their
without knowing any Greek. I
increasing numbers of schools will. If you’d like to find out more,
now enjoy reading Greek and
supported by Classics for All doing please visit our website
indeed, I can now say that it is my
GCSE and A levels in classical classicsforall.org.uk/legacy
principal pleasure and occupation.
subjects, and certainly the number or email Jules in confidence at
I adore Homer and the dramas. of university students opting for jules@classicsforall.org.uk or
Why do you think the work of classical languages. Students telephoning 0207 848 4741.
Classics for All is so important? used to say, “What can you do
with classics? It doesn’t have We can easily post you a legacy
I love to hear about the fantastic any relevance to jobs nowadays.” leaflet with further information.
programmes which Classics for But it is surprising how many
All has managed to institute. The classicists I met when working
pupils and the teachers alike are for IBM. There is a connection. "A man doing good does
so enthusiastic and eager to do not trumpet his deeds but
What do you think Classics for All
more. I thrill to see the count of
might look like in ten years’ time? goes on to repeat them, like
primary schools now offering
Latin and Greek and classical No idea. Doubt I’ll be here to see
a vine bearing grapes season
history. No one but Classics for it. But that’s why I have included after season."
All could have achieved this. Classics for All in my will. Marcus Aurelius, Meditations 5.6
6 Classics Matters, Spring 2021
Regional Sponsorship Opportunities
We now have 17 regional classics Keen to secure support for her To ensure schools feel supported,
networks across the UK which school to continue teaching Angela regularly brings teachers
offer novice and experienced Greek and to bring classics to and classics colleagues together
classics teachers training, advice local primary schools, Angela to share good practice and train
and opportunities to meet and joined forces with Classics each other in regular ‘Teach Meets’.
share ideas with their peers. These for All to establish a network Although the pandemic put a stop
networks are key to our success, to physical get-togethers, online
dedicated to supporting classics
helping us to champion classics in meetings have proved surprisingly
in the Cambridgeshire area.
the most inaccessible parts of the popular, allowing hard-pressed
UK. Here we profile the work of our Four years later, the Cambridge teachers to attend training despite
Cambridge Classics Network, led Classics Network has made childcare or school commitments.
by classics teacher Angela Dix. impressive progress, putting Reflecting on the Network’s
Angela teaches Latin and Greek classics on the regional map. proudest achievements to date,
part time at Parkside Community Twelve primary and six secondary Angela said, "I am really pleased
College and Cambridge Academy schools have started teaching that so many local primary
of Science and Technology. classics and there are more schools are beginning to offer
Alongside this, she teaches in local in the pipeline. Angela is also Latin or classical studies.
schools on a self-employed basis pleased to have developed
"Often primary school interest is
and works one day a week as the strong partnerships with classics
piqued by the benefits of studying
Network Co-ordinator and trainer colleagues at the University Latin word roots as part of literacy
for our Cambridge Network. of Cambridge, the Museum of lessons. Once teachers discover
Classical Archaeology, the Classical more, they become excited by the
Angela joined Classics for All
in 2017 when the picture for Association, and the Cambridge myriad ways in which classics can
classics in Cambridgeshire state Schools Classics Project, which add value to the primary curriculum
schools looked bleak. Although enrich opportunities for schools. and become more ambitious."
the county was home to a world
class university and an array of I believe the work that Classics for All does with
excellent museums, the teaching of
state schools is invaluable. I was state school
classics was largely the preserve
of independent schools. Classics educated myself and never had the opportunity
in state schools was largely to study classics until I was at university. I believe
driven by passionate individual that all students should have the opportunity to
teachers with limited budgets
and timetabling constraints, who
discover the joy of studying classics at school.
were vulnerable to school cuts. Angela Dix, Cambridge Classics Network Co-ordinator
Classics for All currently seeks sponsors for the Cambridge Classics Network and for networks in Bristol, East Anglia, Leeds,
London and Warwick. Sponsorship would give stability, allowing Network Coordinators like Angela to plan for the future.
To enquire, please email jules@classicsforall.org.uk or telephone 0207 848 4741.
We would like to thank the generous sponsors of the following regional networks
Blackpool Sixth Form College Network — Geoffrey and Caroline de Jager
The Oxfordshire, Berkshire and Buckinghamshire Classics Network — Ian and Caroline Laing
The University of Leicester Classics Network — Dimitri Chandris
The University of Durham Classics Network — Andrew Hobson
Liverpool Greek Academy — Jimmy Mulville
The Liverpool College Classics Network — the Rushworth Foundation which supports music, the arts and education in Liverpool.
We can do more with your help - give online at classicsforall.org.uk/donate 7
Where Have All the Exams Gone?
Academic recognition of classical subjects needs work, argues Classics for All trainer Steve Hunt.
Classics for All has been Students like to work towards something in the
instrumental in getting classical
languages, civilisation, history, short term, and head teachers like the fact that
and culture into state-maintained there is a recognised qualification at the end.
schools for over ten years. Even
in 2020, despite the pandemic,
CfA supported teachers in 87 We need our exams back!
primary and 123 secondary
From 1996 to 2002 teachers could
schools to get classics up and
choose between several exams,
running. What strikes me —
administered by AQA or OCR.
mirabile visu — are the diverse
For OCR, there were two options:
and imaginative ways in which
the rather traditional GCSE Latin
schools have squeezed classical
1400, and the less traditional Latin
subjects into a crowded curriculum,
1407. For teachers of Latin 1407,
especially in primary schools and
the Cambridge Latin Course, in
the first few years of secondary
the absence of any other official
school (Key Stages 2 and 3).
curriculum, was the curriculum on
There are no nationally defined which the examination was based.
guidelines on what should be In 2012, the WJEC examinations
taught at Key Stage 3 for any board introduced Level 1 and Level
classical subjects. There is barely 2 Certificates in Latin, at a standard
a mention of them at Key Stage 2 more likely to be achieved in the
Classics for All trainer, Steve Hunt time available. The Department
either, beyond the inclusion of Latin
and Ancient Greek as permitted for Education (DfE) and Ofqual
10,000 entries in recent years. approved them, accrediting the
foreign languages in primary
schools, alongside French, Spanish, Level 2 Certificates at the same
Many Classics for All supported
and German. But that tiny mention points value as the GCSE. OCR
secondary schools have
is hugely important: it legitimises added short course GCSEs (worth
successfully introduced classical
them in the eyes of primary head half a GCSE) and Entry Level
qualifications at GCSE and A
teachers, parents and governors. qualifications (not accredited) in
level, some even at scale, but
Secondary schools which look to Latin and Ancient Greek. When
overall entries remain stubbornly
classical subjects to broaden and you are starting up a classics
low. What then will it take to
deepen their curricula note that the department, qualifications which
encourage a change of gear?
subjects have a stamp of approval match the circumstances in
as validated GCSE subjects Here is the problem. While there which you teach are a godsend:
which count towards the English is much flexibility in the ways in students like to work towards
Baccalaureate. These tiny mentions which schools choose to introduce something in the short term, and
give schools the vital endorsement classical subjects at Key Stages head teachers like the fact that
needed to take the plunge and 2 and 3, the routes to academic there is a recognised qualification
introduce classical subjects. recognition by examination are at the end, or as a staging point.
limited and, this author would
While prospects for classical argue, not entirely suited to the Fast forward to 2014, and the
subjects are beginning to look students who take them, especially DfE undertook massive reform
a little brighter for students in in state secondary schools. of the English education system.
primary schools and in the early The curriculum was reconfigured
phases of secondary school, the To avoid any doubt, I’m not to fit the DfE’s demand for
outlook for classical subjects at arguing that the subject matter greater academic rigour. The DfE
examination level is more troubling. is too difficult; rather, that the handed over responsibility for
time in which to learn it all is — in the development of the GCSEs
In 1988 there were around 16,000 the many cases of which I have to the examination boards. This
entries for Latin at GCSE; this has direct knowledge as a CfA trainer was less of a problem for subjects
declined and stabilised at around and adviser — simply not there. which had firmly established
8 Classics Matters, Spring 2021
curricula of their own. For classical originally developed in response to changes – and quickly. Teachers in
subjects, which had none, we teachers’ feedback that the GCSE state and independent schools are
now have in GCSE not so much a was too much for many schools. As already abandoning the Ancient
qualification which tests students’ vocational qualifications, the Level Greek GCSE for the unreasonable
performance on the curriculum, 2 Certificates also allowed some demands it makes on their teaching
but a qualification-as-curriculum. flexibility, such as the option of time and are developing a new
coursework - helpful when there’s examination with the Classical
By 2018 the short course GCSEs
little classroom time and a golden Association. We should think of
in Latin and Greek, the Entry Level
opportunity for students to explore the same for the Latin GCSE.
Greek and the Level 2 Certificates
classics beyond the textbook. But,
in Latin were all swept aside in A glance at the Classics for All
favour of standard GCSEs — a because the Level 2 Certificates
website shows the welcome
one-size-fits-all approach. If no longer attract accountability
range of schools across the UK
we want more students doing points like the GCSEs, they are
which have benefited from our
classical subjects, then we, along being phased out after this year.
support in starting classics in
with universities, need to keep In the author’s view, the regulations the corners of classrooms, the
on supporting the sub-GCSE for the current GCSEs also need back of the library, the school
qualifications. Eventually, when they an overhaul. This is not a popular hall. Some schools offer classics
are ready, the schools which have for everyone; some to select
view – the examinations are only
used the sub-GCSEs as stepping groups; some in Year 7, or Year 9.
just ‘bedding in’ and teachers hate
stones will be able to offer GCSEs.
too much change. Nevertheless,
But for schools with insufficient We must promote a re-expansion
if we continue to uphold the ‘gold
time for the GCSE, we should of the examinations, so that
standard’ of the present GCSE, there is something appropriate,
resurrect the older qualifications.
despite evidence that it is not academically rigorous and, most
We should seek to restore the achievable, even in schools where of all, achievable in every type
WJEC Level 2 Certificates in Latin classics is flourishing, then we of school for all newcomers.
Language/Civilisation, which dates may not see the sort of uptick
from 2012. The Certificates were that we so desire. We should seek
We can do more with your help - give online at classicsforall.org.uk/donate 9
Are All Tyrants Toddlers – or are All Toddlers Tyrants?
Dr Jane Ainsworth, University of Leicester, on Professor Mary Beard’s recent inspiring webinar.
This focus on the detail of
representations, using inter-
disciplinary knowledge of their
subject matter, creative context, and
technique, allows us to re-address
different Victorian attitudes to the
Roman Empire. Were all Victorians
aspirational imperialists, or did
they recognise that the fall of the
Empire may in fact have begun with
Augustus? Professor Beard posed
the question of how an outsider,
such as the Syrian emperor
Elagabalus, would have experienced
life in the Roman world.
The talk was followed by an
interview with Lidia Kuhivchak
from Lionheart Academy, which
highlighted the value of this
Professor Mary Beard, and Boy With Goose interdisciplinary approach. The
inspirational Anna Reynard and
399 supporters from screens as Professor Beard’s talk eloquently Lidia have recruited non-specialist
far apart as Auckland, Quebec, demonstrated the value of looking teachers from their Multi-
Copenhagen and “cold, wet closely at evidence, whether
Academy Trust to teach lessons
Hackney” zoomed in to join Classics that be an ancient statue, its
in Latin, classical mythology and
for All’s online event hosted by reception in a nineteenth century
painting, or the text which ancient history using resources
Jimmy Mulville in early March.
inspired it, and then selecting on Life in Roman Leicester,
Professor Mary Beard discussed
Roman emperors through a — from the embarrassment of created by our University of
nineteenth-century lens, why she riches classics includes in its Leicester Classics Network.
studied classics in the first place, toolkit — the appropriate method
to analyse that evidence. One of the Lionheart team,
and the challenges of nuanced
Stephanie Yeabsley, invited me to
discussion on social media. The talk looked in detail at lead a session with her completely
paintings depicting the death
Two parts of Professor Beard’s brilliant year 9 classics club on the
of Julius Caesar and Roman
response to why she chose to worship of Hercules in Italy, as part
emperors, including Smirnov’s
study classics struck me; the of their Myth and Religion course.
1886 The Death of Nero. In this
inter-disciplinary nature of the The reaction of one pupil sums
painting, we find a representation
subject and her desire to find out of a representation, an image of up not only the appeal of classics
what lines of poetry from her set the Hellenistic sculpture The Boy but the importance of supporting
texts were being hidden from and the Goose, in which a toddler Classics for All’s continuing work —
her as too delicate for a pupil’s either plays with, or attempts to “This stuff is really cool, Miss, why
sensitive ears. These answers strangle, a goose. Professor Beard doesn’t everyone get to do it?”
are important because there is shifted the question about the
sometimes a danger that the meaning of the toddler’s action to
way we study classics appears the question of how we perceive
to be about learning as much Nero’s reign — was the emperor Dr Jane Ainsworth is our
stuff as possible, and this can having fun in childlike innocence University of Leicester
be off-putting to newcomers. or was he a juvenile sadist? Classics Network Manager
10 Classics Matters, Spring 2021Upcoming Events
An Evening with Edith Hall on Classics for All, Historically
Wednesday 12 May, the Bill of Rights in 1689 and the
outbreak of World War II in 1939.
18:00gmt Webinar With vivid examples of those who
Tickets (£10 standard, £5 succeeded, Edith will demonstrate
concession) are available to that classics, historically, was for all.
purchase via our website at
www.classicsforall.co.uk/events Edith Hall is Professor of Classics
at King's College London and
We are delighted to be joined by the founder of the campaign
Professor Edith Hall who will Advocating Classics Education.
discuss her recent book, A People's She has published more than
History of Classics, co-written thirty books on the ancient world
with Henry Stead, exploring the and its reception and in 2017 was
influence of the classical past on awarded an Honorary Doctorate
the lives of working-class people. from the University of Athens.
Edith will challenge the prevailing This event will be chaired by
assumption that working-class Professor Paul Cartledge, A.G.
culture was historically a ‘Classics- Leventis Professor of Greek
Free Zone’. She will outline some Culture at Cambridge University.
of struggles that non-elite Britons
went through to access the ancient For booking information, visit
Greeks and Romans between classicsforall.org.uk/events Professor Edith Hall
A decade of
bringing classics
to state schools
Monday 12 July, 18:00gmt
Webinar
In 2020, the pandemic may have
spoiled our tenth birthday party,
but it did not dampen enthusiasm
for classics in the hundreds of
schools we support.
If you would like to know more
about what we do, this free
event will celebrate some of the
challenges, and triumphs. For further information please
inspiring work taking place in
The event will culminate in an email tom@classicsforall.org.uk
Classics for All schools across the
country. You will have a chance awards ceremony to recognise
to hear from some of our talented the achievements of some of
and enthusiastic teachers our most passionate and hard-
about their classical journeys, working school partners.
We can do more with your help - give online at classicsforall.org.uk/donate 11Alternative Ways to Give
From crafting to shopping, many supporters put charitable giving at the heart of what they do.
Crafty ideas
Surely one of the most creative vibrancy of antiquity and her
ways of giving comes from dedication to ensuring that the
Emily Small, University of ancient world remains relevant,
Edinburgh classics graduate and accessible, and entertaining is
founder of 21st Century Agora, demonstrated by her generous
who donates a portion of the pledge to give £1 from every
proceeds from her online shop, sale to Classics for All.
or agora, selling ancient history
You can find Emily’s classically
gifts for classics enthusiasts.
inspired creations at etsy.com/
According to Emily, 21st Century uk/shop/21stCenturyAgora
Agora is all about engaging
with the ancient world in a fresh
way. Her designs celebrate the © Emily Small
Shop 'til you drop
Did you know you can If you prefer to enjoy your that for every order placed,
donate to Classics for All retail therapy in one place, try they give a £10 donation to the
when you shop online? Amazon Smile. When you shop customer’s charity of choice.
at Amazon Smile, you get the
Give as you Live is a free way same products, same prices, and Classics for All is registered with
to raise money for charity — same services as the Amazon all three fundraising platforms,
at no extra cost to yourself you know, but with the added so all you need to do is sign up
— when you shop online via bonus that Amazon will donate via their websites or visit our
their website. With over 4,000 0.5% of the price of your eligible website to sign up from there.
participating stores, including purchases to your chosen charity. Got any more ideas on alternative
eBay, Asos, Marks & Spencer, And if you’re in the market for ways to give? We’d love to hear
Selfridges, and John Lewis, it lifestyle solutions from Invictus them. Write to Alice at
couldn’t be more convenient. Active, it’s worth knowing alice@classicsforall.org.uk
12 Classics Matters, Spring 2021In With the New
A warm welcome to our latest recruits.
Alice Case, interim Rank Project Co-ordinator
increase access to classics for work in museums, at The British
young people in areas of low social Council and co-ordinating an EU
mobility, particularly the rural South Project in Yemen, interspersed
West, Scotland, and the North with as much travel as possible!
East. This is in addition to her role
as the Classics for All Network Motherhood heralded a shift
Co-ordinator in Liverpool, a role of direction, teaching cookery
she has occupied since late 2016. and running a small direct sales
business. In 2013 she became a
Originally from Somerset,
school governor at her son’s school,
Alice studied Ancient Greek at
Manchester University in the late Liverpool College, and supported
1980s, then an MA in Museum its enthusiastic Principal, Hans
This year, Alice has temporarily Broekman to reintroduce classics.
Studies at Leicester, with a
taken on the role of co-ordinator dissertation on Tibetan collections. Such was the commitment that
for a project funded by The Rank Her varied work history includes Liverpool College now houses the
Foundation, which seeks to teaching English in Athens, Classics for All Liverpool Network.
Jasmine Elmer, Exeter Network Co-ordinator
As Classics for All’s most recently has just accepted a role as a Trustee
appointed Network Co-ordinator, of the Classical Association, with a
Jasmine’s job is to get schools in the brief to improve equality, diversity,
furthest reaches of the South West and inclusion in the field of classics,
engaged with classics. a personal passion of hers.
She is a former teacher, having Originally from East London,
spent most of her professional she now lives in Exeter with her
career teaching classics to students husband John, son Ted and their
from all kinds of backgrounds. She three(!) cats.
Will Dearnaley, University of Manchester Classics Network Co-ordinator
Will has just taken over as in primary and secondary schools,
our Network Co-ordinator both in state and independent
and Manchester University, sectors. He has also taught
following the departure of English and drama, putting on
Maria Haley, who continues countless school productions. For
to run our Leeds Network.
the last few years, he has been
Will currently teaches A level brushing up his Latin so he can
Ancient History and Classical teach his students up to GCSE.
Civilisation at Xaverian Sixth Form
College in Manchester. He was Outside the classroom he loves
educated at a state comprehensive rugby, cricket and going to the
school and studied classics at the theatre. Visiting classical sites is
University of Hull. In his thirty-year also a passion and he has travelled
teaching career, Will has worked extensively in Greece and Turkey.
We can do more with your help - give online at classicsforall.org.uk/donate 13Classical Puzzle
Test your knowledge of the Greek and Roman world.
1 2 3 4 5 6
7 8
9
10 11
12 13
14 15 16 17 18
19 20 21 22 23
24
25 26 27
28
29 30
31
Across Down
3. Count law commission (3) 1. Eos renamed (6) For a chance to win a free copy of
7. A rugby guy out bird spotting (6) 2. Second king lacks pomp (4)
Classical Puzzles from which this
puzzle is taken, submit your answers
8. It's hell, be sure about it (6) 3. EU duty for one of the Seven (6)
to contact@classicsforall.org.uk
9. Sid goes back to God (3) 4. O stern old advisor! (6)
10. Garment from goat (4) 5. Hear Juno's other name (4)
The winning entry will be pulled
11. Roman turkey seemed larger then (4) 6. Fun on ice for old Italian lake (6)
out of a hat on 31 May 2021.
12. Waspish cove (5) 12. Naughty wife of Marcellus,
14. Libyan founder mistook but sat (6) Agrippa and Tiberius (5)
The Classical Puzzles books
16. Carved in stone, high or low (6) 13. Bashed-up twin bro (5)
are available on Amazon,
19. This ruin lost points in 14. Atalanta lost hers for three apples (3)
published by J-PROGS.
Italian instep (6) 15. Half-bull sign shows letter (3)
22. She started work after Dido's 17. Daughter of Cadmus sounds
cave experience (6) very well informed (3)
24. Cloudbearer shows the way (5) 18. Last tree for Pitys (3)
25. The chief within will amaze us (4) 20. Son of Creon, Oh Amen! (6)
27. Fate of Sabine women (4) 21. Motorists itch to go home (6)
28. Aesop's grasshopper nemesis (3) 22. Lost a day over crazy tirade
29. So I came out East, in pieces (6) in Roman province (6)
30. Wax brought his downfall (6) 23. Trajan's name confused us
31. There's a radiant altar inside (3) pupils with no follow-up (6)
26. Caesar's comet or Julian? (4)
27. Appius Claudius Caecus
laid one out (4)
14 Classics Matters, Spring 2021Donor Recognition, 2020
This is our opportunity to warmly thank our supporters — trust and foundations as well as individuals — and to publish
the names of those who gave generous gifts of £1,000 or more during 2020. We welcome several new donors to
Classics for All along with many who have been with us much longer.
With 2020 marking our charity’s tenth anniversary, we have given a special recognition to those who have donated to
us for the last ten years.
Heroes (giving £25,000+) Praetorians (giving £1,000+)
Individuals Individuals Trusts and Foundations
One Anonymous Three Anonymous The CPF Trust
Geoffrey and Caroline de Jager Mr Patrick Balfour The John Coates Charitable Trust
Mrs Marion Gibbs CBE Mr Nicholas Barber CBE J Paul Getty Jr Charitable Trust
Mr Matthew Lindsey-Clark Nicholas and Diana Baring The Headley Trust
Mrs Rosamund Bernays QC The Mrs FB Laurence Charitable Trust
Trusts and Foundations
Mr Christopher Bond
The A. G. Leventis Foundation
National Lottery Heritage Fund Mr Charles Bradley
Professor Paul Cartledge
Consuls (giving £10,000+) Mr Nick Chapman
Individuals Mrs Gill Clark
Two Anonymous Mr Christopher A Clarke
Mr Edward Hocknell Sir Christopher Clarke
Sir Anthony Cleaver
Trusts and Foundations
Ms Rita Clifton CBE
The Foyle Foundation
Mrs Jeannie Cohen
The Polonsky Foundation
Mr Noel De Keyzer
The Rank Foundation
The Estate of Mr Geoffrey Michael
The Rushworth Foundation
Fallows (legacy gift)
Senators (giving £5,000+) Carolyn Foreman
Individuals Sir Nicholas Goodison
Two Anonymous Sir Francis Jacobs
Mr Robin John Angus, in memory of Professor Jonathan Jones
Alexander Nicol, Head of Classics at Mr Nicholas Jones We are grateful to everyone who
Forres Academy 1929–1966 Dr Peter Jones MBE supported us in 2020. The names
Mr Roger Barnes Mr Richard Lawrence of individuals and trusts and
Mr Julian Hardwick Mr William Lawrence foundations will be listed on the
Professor Richard Jenkyns Mr Guy Morton Donor Recognition page on our
Ian and Caroline Laing Professor Frederick Mostert website for the rest of the year; we
Mr Philip Miles Mr Christian Parker have a special section on our website
Mr Justin Rushbrooke QC for our Centurion donors (giving
Trusts and Foundations
Sir Roger Sands £100–£999).
Gatsby Charitable Foundation
Goldman Sachs Gives Sir James Scott If you would like to discuss how
The Loveday Charitable Trust Mr David Smart you can help Classics for All further,
Stuart and Ellen Lyons Charitable Tessa Smith please contact Jules Mann at
Trust Mr Richard Woodhouse jules@classicsforall.org.uk or
The Basil Samuel Charitable Trust Professor Greg Woolf call 0207 848 4741.
We can do more with your help - give online at classicsforall.org.uk/donate 15Who's Who at Classics for All
Trustees Staff Lawyers Group Steering
Jimmy Mulville, Chairman Jules Mann, Executive Director Committee
Matthew Lindsey-Clark, Hon Hilary Hodgson, Programme Sir Rupert Jackson, Chairman
Treasurer Director William Arnold
Helen Geary Charlie Andrew, Training and Andrew Butler QC
Marion Gibbs CBE Resources Manager
Rebecca Cattermole
Deborah Hughes Sacha Glasgow-Smith, Senior
Davina Given
Philanthropy Manager
Sir Rupert Jackson Sir Francis Jacobs KCMG QC
Tom Ingram, Programme Officer
Professor David Langslow Mohan Rao
Alice Parr, Administrator
Dr Mai Musié Jonathan Rushworth
Professor Michael Scott Development Committee Lord Justice Rabinder Singh
Matthew Lindsey-Clark, Chairman Sir David Wootton
Honorary Presidents
Professor Armand D’Angour
Nicholas Barber CBE Event Planning Group
Nicholas Barber CBE
Geoffrey de Jager Ian Macfarlane, Chairman
Rosemary Baylis-West
Nicholas Barber CBE
Advisors Professor Paul Cartledge
Christopher Bond
Jeannie Cohen Gill Clark
Christopher A Clarke
Dr Peter Jones MBE Christopher A Clarke
Catherine Heath
Noel De Keyzer
Noel De Keyzer
Helen Geary
Henry King QC
Sir Francis Jacobs KCMG QC
Wendy Philips
Justin Rushbrooke QC
James Renshaw
Support Us
We rely on donations from individuals, trusts and foundations and companies and are grateful for gifts of all
amounts. Your generosity is more important than ever in these uncertain times.
For more information on supporting our work, please email jules@classicsforall.org.uk
Get in touch and get involved
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Email contact@classicsforall.org.uk
E Facebook classicsforalluk
Call 0207 848 4741
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