Rhubarb October 2022

abated, and perhaps the greatest fulfilment of my teaching career remained the teaching of Homeric Greek, particularly the Iliad . All human life is there.Thucydides came a close second. I had two years in London after Cambridge, working as a research assistant for a professor of Sociology at LSE, Keith Hopkins, a leading light in the reformation of Ancient History that was taking place then. After that I was a bookseller at Grant and Cutler and consolidated their Italian department. They offered me a partnership which I naively turned down. Back to Cambridge, marriage, work on the Cambridge Latin Course. One of their pilot teachers dropped out.They asked me to fill in. I observed an experienced and brilliant teacher at

clear expression in speech and on paper, and flexibility and suspension of judgement when looking at societies with very different values and customs.The questions raised are huge and fundamental and the standard of debate is set by exceptional thinkers and writers. All the big moral and ethical issues are confronted and discussed, debates which illuminate our own society, values and attitudes. For example slavery, democracy and the role of women.

INTERVIEW

You started working at Teddies in 1977.What was your first impression of working in a traditional boys’ boarding school?

When I first arrived at St Edward’s in 1977, it was intensely male, almost overwhelmingly so at times.There were four women teachers, all part-time, and no female pupils. I have

Cambridge High School and that was when I knew the classroom was where I was headed. And I taught for the next 35 years. My husband was appointed to a Fellowship at Balliol and we moved to Oxford, and had two children. Some years later, I applied for a part-time job at St Edward’s and was appointed by Henry Christie. The Lyne Society at Teddies is still thriving. Why do you think the study of Classics is still important and relevant in today’s society?

been a witness to tremendous changes, mirroring the changes in society, with the introduction of girls in the 1980s and the rise in number of women teachers. In 1977, even my going into the Common Room dining room for a coffee on arrival in the morning was frowned upon. One young master said, ‘The breakfast coffee is for bachelors.’ I had got two children off to school, and cycled up from the centre of Oxford, so my need was great, and I persisted. I have a letter from John Phillips saying that my contribution swung the vote for taking girls in the Sixth Form at the Common Room meeting held in theWarden’s sitting

I do believe that Classics is relevant today, both educationally and, more broadly, in the questions it provokes about ourselves in the 21st century.

I do believe that Classics is relevant today, both educationally and, more broadly, in the

questions it provokes about ourselves in the 21st century.The influence of the Greeks and Romans undeniably underpins European language and culture. And, of course, Classicists are welcome in many different and lucrative careers. Classics used to be regarded as elitist and narrow; nothing can be further from the truth today. In the late 20th century Classics had to modernise to survive, particularly outside the private schools. There has been evolution and revolution, in excellent new courses, lavishly illustrated, which put the language in its proper sociological and historical context, and new public exams in Classical Civilisation where literature and history are taught in translation. The Greeks and Romans are two very distinct and diverse civilisations and cultures, despite often being lumped together. Studying them leads constantly to thought and discussion about our own world and society. Pupil participation, independent learning and questioning have increased enormously, encouraging skills of objective thought and critical analysis. Pupils are developing a wide vocabulary,

room. I was not crusading at all; I liked teaching all boys.The discussion seemed to me to be disproportionally fixated on toilet facilities for the girls. I remember expostulating that the world had moved on, and we were hardly discussing something revolutionary. Also, it made sound business sense to be the only mixed boarding school in Oxford.

The credit for these first early steps must go to John and Pat Phillips, who had three daughters of their own. A scheme evolved where the smallish number of Sixth Form girls would have studies in the School, spread through the boys’ houses, but would

sleep in private houses nearby.There were weekly meetings with Pat, assisted by me, to support the girls and listen to their experiences, and intervene if necessary.They had access to us whenever they wanted. It was a precipitous learning curve for the girls AND for the boys.

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