Classics: consigned to the past, or the key to the future? In defence of a classical curriculum

Abstract A response to the Classical Association’s Write | Speak | Design Competition 2025. A short essay presenting an argument which passionately asserts the centrality of classical education as providing the tools to make sense of the world at a pivotal socio-economic and political juncture, from the perspective of the author, a 16-year-old state school student in a school without classics provision. Emphasising the continued relevance of Classics in modern life through its relation to critical thinking, social mobility, and cultural capital, this essay advocates for the prioritisation of Classics in the modern curriculum. The author argues that the skills developed through the study of Classics, such as linguistic analysis, debate, and source criticism, are essential in providing tools to navigate misinformation and political polarisation. The essay highlights the cultural and intellectual legacy of Ancient Greece and Rome, asserting that lack of access to this education limits students’ cultural capital by decontextualising their understanding of literature, art, and history. Furthermore, the essay addresses the author’s experience of gendered and classist disparities in Classics education, highlighting the urgency for an increased advocacy and resource allocation to make Classical studies more accessible and inclusive in mainstream education.