Dear Master Hockaday and Lord Smith,
I write in response to recent coverage in The Guardian concerning recruitment practices and the perception that elite private schools remain the primary route into subjects such as Classics.
As a Cambridge graduate who went to a state school in a deprived area of Liverpool, I know first-hand that talent and potential are not confined to a narrow educational demographic. Yet, for many students in state schools, Classics still feels out of reach - not because of ability, but because of opportunity. The narrative that only independent school students possess the skills to succeed in a Cambridge Classics degree risks reinforcing barriers that charities and educators have worked hard to dismantle.
This is particularly concerning because it undermines the excellent work already happening across the University to widen participation. For example, Classics for All partners with Cambridge on initiatives such as the Cambridge Greek Academy, which gives state school students the chance to intensively study Ancient Greek, and the Oxbridge Classics Open Day, where this March we will bring 40 young people from state schools across the North of England to experience what Cambridge has to offer. These projects demonstrate that, with the right support, students from all backgrounds can thrive in the rigorous environment of Cambridge.
Over the past decade, Classics for All has introduced Latin, Ancient Greek, Ancient History and Classical Civilisation to more than 1,300 state schools nationwide. Interest and aptitude for these subjects are widespread. Cambridge has an opportunity to lead the way in ensuring that its recruitment practices reflect this reality.
We would welcome a conversation about how Trinity Hall and the wider University might work with charities like Classics for All to:
- Identify and nurture talented students in state schools.
- Provide outreach and preparatory support for applicants.
- Challenge outdated perceptions about who “belongs” in Classics and Cambridge.
Cambridge has a proud tradition of academic excellence. By extending that excellence to a broader pool of students, the University can set a national example for equity and inclusion in the humanities.
We would be delighted to meet and explore practical steps together.
Yours sincerely,
Jimmy Mulville,
Chair