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University of Natal, Durban) http://akroterion.journals.ac.za CLASSICS IN SOUTH AFRICA-A WAY FORWARD I E A Mackay (University of Natal, Durban) Sometimes there is a certain rightness in the timing of things. When it was agreed two years ago that "Change and Continuity in the Ancient World" would be the theme for this conference, it was perceived as appropriate to the millennium; we did not then foresee that it would, with a slight rewording, become something of a rallying cry: "Change, and Continuity of the Ancient World." Then, two years ago also, we accepted the offer of the University of the Western Cape as a hosting venue. It seemed wryly appropriate at the time, as a campus that had long been vigorously associated with the desire for change rather than continuity of the older order. I wonder how many of you have now observed the University's motto: respice - prospice: Look back, look forward. This is highly appropriate to our chosen theme, and appropriate too to the situation in which we find ourselves. It is perhaps most appropriate of all to the timing of this conference and of our crisis, at the end of a millennium when indeed everyone feels a need to look back in assessment of what has passed, to look forward and to try to plan for the future. The Chairperson's Address has at past meetings generally tended to present a piece of academic research. On this occasion, although I would have enjoyed regaling you with some of my recent archaeological observations-with new wine from old amphorae, so to speak-it seems infinitely more relevant, and potentially more useful, to offer some consideration of the situation in which Classics finds itself now in South Africa, and to seek a way forward for our discipline that can preserve its integrity while at the same time serving a wider community than we have done hitherto. For my address, the theme of the conference could not have been more apt, for in paper after paper, we have been presented with evidence of the chameleon character of the Classics, and of the dynamic tension that persisted through the history, philosophy, art and literature of a thousand years of antiquity-and is still, 2000 years later, inculcated in those that study them deeply-between reverence for mos maiorum and a perpetual enthusiasm for res novae. The Status Quo In this spirit, then, I shall present first an overview of the situation in the Departments of Classics around the coUIitry, and shall then proceed with some suggestions of how we may be able to improve our position. You will probably each find some of them extreme, others not to your liking, and you will surely feel that I have overlooked some that are to you self-evident: I do not plan to prate for the whole two hours This paper is an edited version of the Chairperson's Address to the 23rd Biennial Meeting of the Classical Association of South Africa, University of the Western Cape, Bellville, January 1999. In the time between delivery and publication it has been up-dated to reflect registration and staff statistics for 1999 instead of the 1998 figures originally discussed, in the interests of providing as immediate an evaluation as possible of the situation of Classics in South Africa. Akroterion 44 (1999) 79-90 http://akroterion.journals.ac.za 80 MACKAY allotted to this session, but rather to try to stimulate an open discussion from which some firm policies for the future should emerge. Table I (pp.82-83) presents a breakdown of the current staff and student situation2 in those Departments around the country that are still offering Classics,3 in comparison with the figures for 1994: in each case the 1994 figure is given first, separated by a dash from the 1999 figure, except where only 1999 figures were provided. The formula (0) marks cases where a course has been introduced since 1994, or where a course has been discontinued before 1999. For comparative purposes, semesterised figures have been expressed as year equivalents.4 The massive drop in Latin I across the spectrum results from the abolition of the Latin requirement for law practice from 1995. Numbers for Greek I tend to be low except at those universities where Theology is offered; it is a little disturbing that even there, numbers in some courses have tended to drop significantly, perhaps reflecting a corresponding drop in Theology registrations. The introduction of a full suite of courses in Modem Greek at RAU has clearly been a success, although this must be off-set against the associated increase in staff, since four part-time lecturers teach Modem Greek only. The second and third years of both ancient Greek and Latin, while very low, do not on the whole show significant change over the past six years. At the post-graduate level again, the variations are not really statistically significant. It is more worrying to find reductions in the Classical Civilisation and Ancient History blocks, especially in first year, for these should be the courses that appeal most readily to students, where we can compete more or less equally with disciplines such as English, History, and Philosophy: here is where we need to concentrate our efforts. Overall, the trend as regards decreasing numbers is predictable: the languages are the most affected, and where numbers have always been small they tend to be shrinking a little more, while where they have been large (apart from Latin) they are 2 For the publication of this paper late in 1999, the figures in the table have been up-dated from the time when this paper was delivered to reflect current registrations in 1999; I should like to thank the following colleagues for providing me with the statistical information: Dr M R Dircksen (PUK), Prof B Hendrickx (RAU), Mr W Snowball (RU), Prof J E Atkinson (UCT), Prof L Cilliers and Prof J V Cronje (UFS), Dr R J Evans (UNISA), Prof D L Pike (UNP) Prof J H Barkhuizen (UP), Dr J C Zietsman (US), Dr B van Zyl-Smit (UWC), Prof S Farron (Wits); for abbreviations of the university names, please refer to the note appended to the table. For some universities it has not proved possible to obtain detailed information: the University of Durban-Westville closed its Department of Classics from 1998, and its Department of Theology will have phased out New Testament Greek before 2001; the University of Fort Hare closed its Classics Department at the end of 1998, but its Department of New Testament and Classical Theology still teaches Classical Greek, New Testament Greek, and Classical Culture; the University of the North retains its Department of Classical Languages; the University of Port Elizabeth ceased to offer Classics courses at the end of 1998, as did the University of Transkei from 1997; the University of Zululand closed its Classics Department from 1992, but its Department of Theology still offers New Testament Greek, and may perhaps offer a module in Latin in 2000. No information is available on the University of Venda. 4 That is, a first-semester course with 150 students followed by a second-semester course with 120 is recorded as 135. http://akroterion.journals.ac.za CLASSICS IN SOUTH AFRICA 81 dropping quite dramatically by around 25% or more. This is extremely disquieting, for as many of us have cause to know, university administrators deal in quantifiable, not qualitative, criteria, and so jobs are being placed on the line. We all know that the loss of students can be due to quite a number of diverse factors, and I am sure that many of you feel that you have been more committed, better prepared, more charismatic, even, in your teaching than colleagues in other, less vulnerable, disciplines, which of course makes it all the more depressing, when one is doing one's utmost in every respect and still being "counted out". We have to accept that in the medium term the continuation of our discipline-and our jobs--eannot now depend on our mounting of the traditional courses in ancient Greek and Latin, no matter how skilfully and enticingly we do so. Now let us look at those parts of the table where a more optimistic picture is presented. Apart from Modem Greek, these are to be found in Classical Civilisation, particularly at UCT (where the restructuring of courses at different levels at first glance obscures the overall increase from 78 to 90), UND and US. In Durban, the 92 relates to 184 students taking a semester-course in medical etymology and medical history with some ethics from Philosophy, set up by Classics staff for the Medical School; the biggest increase is generated by the popularity of the first-year semester course Words and Ideas, which is leading in turn to rising registrations in the more senior courses. In Stellenbosch the proportion of students continuing from a very large first year into second year has risen from 19% to 54%. In these courses, something is working well, and it makes sense for us all to consider what that may be, and to learn from it. Our future and the future of our discipline will depend on how far we are prepared to cooperate and collaborate on a national scale. I shall be inviting those Departments with significant increases to comment on reasons for their success in the discussion that will follow this address; in my experience it is not only charismatic teaching or innovative syllabi that make the difference (although these are always an advantage), but other factors that are likely to be beyond our direct control, such as a supportive faculty.
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