The transformation of classics teaching in Scotland, c.1960-c.2000: the decline of Latin and Greek and the rise of classical civilisation

Campbell, Thea M.G. (2025) The transformation of classics teaching in Scotland, c.1960-c.2000: the decline of Latin and Greek and the rise of classical civilisation. MPhil(R) thesis, University of Glasgow.

Abstract

In this thesis, the author charts the history of Classics teaching in Scotland between 1960-2000. The second half of the 20th century was a time of extraordinary change, not solely for Latin and Greek, but for the education system at large. It was a period of shifting attitudes towards Classics and its place in the curriculum. Particularly at school level, moreover, the form and purpose of education itself was under debate. A rebalancing was under way, with a move away from language-learning towards an increasing emphasis on the sciences. As this subject has been underexplored to date, the author looks to supplement the existing literature via archival research and through oral testimony gathered from a broad range of educators.

In the years following the 1963 Robbins Report – a landmark publication that would transform the tertiary education sector – Classics occupied a precarious position. Tracing the stories of Classics teaching at Scotland’s four Ancient Universities, the author compares the distinct approaches taken and the different outcomes reached. The University of Aberdeen is utilised as a case study to explore the institutional failures that led to the demise of Classics there. In contrast, the Universities of Glasgow, Edinburgh, and St Andrews all managed to retain their Classics provision. Greek at the University of Glasgow is taken as an additional case study – one that demonstrates how a department with university support was able to adapt to the significant changes that took place from the 1960s onwards. Although each university adapted to survive in different ways, common threads emerged over the period under investigation in the form of non-linguistic modules and the rise of Classical Civilisation programmes. Whilst the decline of language-focused courses may be lamented, the development and proliferation of popular non-linguistic programmes of study would ultimately open up the classical world to students for whom it would have otherwise remained inaccessible.

• Item Type: Thesis (MPhil(R))
• Qualification Level: Masters
• Subjects: L Education > LA History of education
• Colleges/Schools: College of Arts & Humanities
• Supervisor's Name: Brown, Professor Callum and Moignard, Professor Elizabeth
• Date of Award: 2025
• Depositing User: Theses Team
• Unique ID: glathesis:2025-85354
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 16 Jul 2025 13:22
• Last Modified: 20 Jul 2025 12:04
• Thesis DOI: 10.5525/gla.thesis.85354
• URI: https://theses.gla.ac.uk/id/eprint/85354