From Pietas to Relevance: Reflections on the Death of the Classics

Boston Latin School

The ancient classics, once the hallmark of the liberal arts, have increasingly vanished from today’s college campuses.

I remember with fondness my Massachusetts education. In the eighth grade, we read The Odyssey. In high school, I enrolled in what was dubbed the “classical” curriculum, emphasizing languages and the humanities.

In those days, you could major in Latin for four years, culminating in reading not only Cicero and Seneca, but Virgil’s The Aeneid, a work that’s impacted me immensely across the years.

If you’re lucky enough to get into Philips Exeter Academy, not far from where I lived, you’ll find the classics still in full bloom, courses not only in Latin, but Greek, to an advanced level. There’s even a classics club.

In the main, however, exposure to the classics has undergone steep decline.

An early harbinger, the year before I entered the University of North Carolina’s English Ph. D. program, the required Latin reading exam was dropped.

Today, issues of relevancy, racism, changing student interests, and funding have sped up a near universal decline in classics exposure across college campuses.

While Harvard and Princeton still retain courses in the classics, though in English and within a comparative global setting, other colleges have been dropping classics programs altogether, among them, Canisius College, Whitman College, Elmira College, the University of Vermont, Valparaiso University and Howard University, the only historically Black college to feature a classics department.

But back to my New England boyhood days, I remember going “junking” as we called it, ransacking antique stores, among their fare, scores of Latin public school primers, palpable evidence of a discarding of a former ubiquitous cultural presence.

In nearby Boston, there still exists its premium public educational institution, Boston Latin School, America’s first public school, founded in 1635, a year before Harvard College.

In keeping with its traditional Latin emphasis, options in Latin language courses remain, but the trend, as elsewhere, has been to evolve curriculum to service a diverse student body and transition to modern educational priorities.

I accept it’s at least better to retain the classics in English translation where budgets permit than to guillotine them altogether and acknowledge we live in a global village and musn’t exclude its verities of wisdom contributory to fostering a better world.

For nearly thirty years, I taught The Aeneid on a private university campus in a course called Western Classics, the only professor doing so. Its notion of self-discipline over impulsiveness, the obligation to duty (pietas) and mission (fatum) remain integral to civil integrity.

As the late academic Louise Cowan aptly put it, “To lose the classics is to lose a long heritage of wisdom concerning human nature, something not likely to be acquired again. Yet most college curricula now remain sadly untouched by their august presence, or at best make a gesture in their direction with a few samplings for select students. Such neglect is one of the most serious threats our society faces today” (“The Necessity of the Classics,” Modern Age Journal).

–RJ