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Features Commonly
Found in Undergraduate Programs in Classics
The following statement was prepared by the APA's
Classics Advisory Service in response to the experience
of some APA members that administrators had little or no
understanding of the field of Classics or of the
contributions that a Classics program could make to their
institutions. It was suggested that some relevant
guidelines would be helpful for Classicists at such
institutions who were trying to establish or expand a
program or to defend an establish program.
The statement therefore provides a description of
features commonly found in undergraduate Classics
programs in the US and Canada. It is directed primarily
to institutions that do not have graduate programs in
Classics and who serve a broad range of students, ranging
from those taking basic courses to fulfill a requirement
to full Classics majors and minors. Although the features
mentioned below are common to many Classics programs,
this document does not, and could not, cover the full
range of courses and activities offered by our many
different Classics programs. Nor is this document
intended to prescribe any single format or set of rules.
The exceptional diversity of American institutions of
higher education means that Classics programs will
necessarily take different forms in different
institutions, and very small programs naturally cannot
provide the full range of offerings envisioned below.
Nevertheless, the following features are common to many
Classics programs.
I General features:
Classical civilization has been and continues to be
broadly influential in American and Western culture. The
study of Classics (understood as Greek and Latin
languages, literature, and civilization) thus provides a
firm foundation for the study of the liberal arts and
should be part of every student'sgeneral education. The
classical languages, moreover, especially Latin, played a
fundamental role in shaping the English language, and
they should be available to students who wish to deepen
their understanding of our language and further their
knowledge of classical culture. Students are attracted to
Classics for many different reasons, among which are a
sense that they should know something about the
background of their culture, a specific desire to read
classical works as diverse as Homer, the New Testament,
Cicero, and Vergil in the original language, and an
intrinsic interest in the classical languages,
literature, and culture.
The aims of undergraduate programs in Classics generally
include the following:
A. To provide all students, regardless of
their field of study, with a basic knowledge of Greek
and Roman civilizations and their Mediterranean
context.
B. To give students a deeper knowledge of ancient
languages and civilization in preparation for a wide
range of careers, as well as for their own benefit and
enjoyment.
C. To prepare students for careers teaching Latin and
Greek in the primary and secondary schools.
D. To prepare students for graduate work in Classics
and careers in teaching and research in colleges and
universities.
II. More specifically:
A. Although good high schools often teach
some classical culture in courses such as English or
Mythology, many students arrive at college with little
or no knowledge of their Classical heritage. A primary
purpose of Classics programs is to make available to
all students general courses in classical culture,
including literature, history, art and archaeology,
philosophy, and other subjects. The broad range of
Classics as an area studies makes it well suited for
cooperative work with many other fields in addition to
these -- drama, economics, medicine, law, and music,
to name just a few. By engaging in this sort of
internal "outreach," together with a broad range of
teaching in Classical Civilization, strong Classics
programs play a central role in the educational
mission of many colleges and universities.
B. Students with a strong Classics background are
especially attractive to future employers, to
professional schools and to graduate programs in other
disciplines. Classics as an undergraduate major or
minor (in Greek, Latin, Greek and Latin, or Classical
Civilization) provides a solid educational foundation
for students aiming at careers in business, law,
medicine, and other fields, and Classics can also be
important, and sometimes indispensable, for students
who are intending further study in literature,
philosophy, linguistics, divinity, and the like. Thus,
students often combine a Classics major or minor with
another academic major, such as political science,
biochemistry, or philosophy; the possibilities are
virtually unlimited.
A major in one or both classical languages generally
requires at least three years of study in one language
(four is preferable) and some additional course work
in classical civilization. A minor in a language
generally requires at least two years of the language.
In some institutions a major in classical civilization
does not require the study of a classical language,
but it is more common (and preferable) that a major in
classical civilization include at least some work in
one classical language, preferably at least two
years.
C. The total number of students taking Latin in high
school has been increasing for several years now. In
some areas this has led to a shortage of qualified
Latin teachers for both public and private high
schools. Classics programs, especially those located
in states or regions where there is a shortage of
teachers, generally feel an obligation to provide
solid training for future teachers. This training
should include at least four years of Latin and
several additional courses in ancient, especially
Roman, civilization. In addition, students usually can
take courses in education, child development, etc.
that they may need for teacher certification.
D. A relatively small number of students will want to
pursue graduate work and a professional career in
Classics, but those who do should have a solid major
in Classics that will include, if possible, at least
four years of one classical language and three years
of the other, and as much work as possible related
areas such as in ancient history, archaeology, and
ancient philosophy. Students with less preparation
than this can still plan for graduate school but may
want to consider spending a year or two in a good MA
or post-baccalaureate program first.
Adopted by the APA Board of Directors
October 16, 1999
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