While Government education ministers moan about the history
curriculum in English schools, I shake my head.
There is no way, no way at all, to fit the whole of British history into
two or three lessons a week over the course of a few brief school years, so
obviously stuff has to be left out, and the question:
what? is highly political.
In my own youth it used to be the case that ‘school history’
ignored the Roman conquest, skipped the Dark Ages and the early English kings,
even Alfred, and began with the Norman conquest in 1066. This was presented as
‘the last time a foreign army ever conquered England’ but also as the event
which created ‘the language of Shakespeare’ and therefore, as Messrs. Sellar
and Yeatman would say, A Good Thing.
Our history lessons then hopped several centuries to the
Wars of the Roses in the late 1400’s, dwelt adoringly on the Tudors (especially
Elizabeth the First, and the failure of the Spanish Armada: another Good Thing);
did a little swift footwork over the Stuarts and the Civil War (leaving us with
the impression that the Stuarts were a bit flaky but after all they were really
only Scottish/French, weren’t they, and practically foreigners?), hurdled the
next couple of centuries (we knew nothing of Queen Anne, for instance) to
arrive breathless and panting at the Napoleonic Wars (Waterloo, Trafalgar: Britain
in her habitual role of Holding the Tyrant at Bay).
After this, apparently nothing of much note occurred before
the Industrial Revolution (a Good Thing because it made Britain Richest Nation
and Top World Power): the downside of which in terms of human suffering was
redeemed by heroic reformers like Fry, Wilberforce and Shaftesbury (English
People with Moral Principles who Improved Lives). Our history lessons finally
drew to a close in the mud of Flanders: the
First World War was too close and terrible to be airbrushed in any way; my
generation all had granddads who had survived it or died in it. And the Second
World War wasn’t history at all, but something which belonged to your mother’s
childhood, and she could tell you stories about it – dashing down to the air
raid shelter with the cat – shivering to the explosion of the bomb that missed
– listening to Churchill on the radio.
And so, albeit with several lacunae, schoolchildren of my
era did get a general sense of the progression of British history – a sense of
the order into which the different portions fell.
This is useful.
But it is not the only important, nor even the most important thing. For every version of history written by the victors, a
different version is remembered by the victims; and when – as often happens –
victors and victims switch places, their historical narratives switcharoo, till
a single set of historical events may yield two opposing storylines that snake
across each other’s paths like sine and cosine waves, intersecting at a few
bare points of reference.
 |
| Henry VIII |
Hence the Catholic view of the English Reformation goes like
this: Because monstrous Henry VIII wanted to divorce his wife he broke with Rome, dissolved the
monasteries, turned nuns and monks into beggars and led England away
from the true path. Queen Mary I briefly
restored the Catholic faith, till England reverted to Protestantism under
Elizabeth I. The Catholic persecution was renewed and continued for centuries (not until this year, 2013, was the constitution amended to allow the monarch to marry a Catholic). Over 300 English
Catholics were martyred (hanged, drawn and quartered) between 1534 to 1680.
But the Protestant view of the Reformation goes this way: Henry
VIII merely hurried the English Reformation along: it was inevitable, ever
since Martin Luther and the unforgettably named Diet of Worms. It’s a bit embarrassing Henry was such a
monster, but the Reformation was still a good thing. Of course
you shouldn’t be encouraged to pay money to the Church to buy God’s
forgiveness! Of course people should have access to the Bible in English! Under Bloody Mary (Queen Mary I) over 300
English Protestants were martyred (burned at the stake) between 1554 and 1558.
And what about Catholic plots against Elizabeth
I?
I was brought up on the Protestant narrative, the Official
Version in state education and in my own home.
I went to a perfectly ordinary rural grammar school where there were few
Catholics, fewer Jews, and absolutely no Muslims. I was therefore astonished at age eighteen,
in the course of a conversation with a new friend who happened to be a Roman
Catholic nun, when she quietly remarked, “The Reformation was the worst thing
that ever happened to England.”
I was utterly taken aback. Not once in my life had it
occurred to me that anyone might question the view expressed in every history
book (fictional or non-fictional) I’d ever read, that the Reformation was not only A
Good Thing, but A Very Good Thing. It paved the way for Elizabeth the First, didn’t it – Gloriana
herself? And dim recollections of simony
and the selling of indulgences, mixed up with memories of carousing friars and
false prelates from stories about Robin Hood, had led me to take for granted that the
late medieval Catholic Church had been sadly lacking in moral fibre.
Many years on, I still wouldn’t actually agree that the
Reformation was the worst thing ever to happen to England, but my views on it are
more nuanced, and at least I know it’s possible to have the argument.
Much more important, however, was my belated realisation
that what you read in a history book ain’t necessarily so.
Robert Bellah, in his interesting book "Religion in Human Evolution" (Harvard 2011) writes:
Families, nations, religions (but also corporations, universities, departments of sociology) know who they are by the stories they tell. The modern discipline of history is closely related to the emergence of the nation-state. Families and religions have seldom been concerned with 'scientific accuracy' in the stories they tell. Modern nations have required national histories that will be, in a claimed objective sense, true. ...But the narrative shape of national history is not more scientific (or less mythical) than the narrative shape of other identity tellings, something that it does not take debunkers to notice. Benedict Anderson in Imagined Communities recounts both the widespread establishment of chairs of history within a generation of the French Revolution and its unleashing of nationalist fervour, and of the strange mix of memory and forgetting that that history produced (not so strange to those familiar with other forms of self-telling). [My italics]
 |
| Ignatius Sancho |
The narrative of British history taught to me in school was concerned with aggrandisement of Britain as a nation and the British as a race - with a fairly narrow definition of race. It's good to feel good about yourself, but not if it encourages blindness, ignorance and prejudice about your neighbours, local and international. For example, there have been black inhabitants of these islands since at least Roman times, but we were never told anything about that in
my schooldays. They were invisible. Including them in the history curriculum was a step not merely towards a new and better national narrative, but also towards a more accurate one. It's got to make it harder to view black British people as foreigners, newcomers and interlopers if you've been taught about black Elizabethans like the trumpet player
John Blanke, black Georgians and Victorians like the writer
Ignatius Sancho and the composer
Samuel Coleridge Taylor, black
First World War soldiers... No wonder there was an outcry when Michael Gove tried to remove
Mary Seacole from our children's history lessons.
In my daughters’ time in school, during
the last decade, I’ve been pleased that the history they have learned was very differently taught from the rather odd mixture of rote learning and essays which constituted my history lessons (the battle plans and dates of Napoleon's campaigns have long faded from my memory: but I enjoyed writing short imaginative essays about how it might feel to be sent down a mine at age seven.) They've been constantly asked to pay attention to the sources. They’ve
been shown the difference between primary and secondary sources and asked to evaluate the trustworthiness of
each. They’ve been taught to think carefully,
not just about what was said to have
happened, but also about who was saying it, and why, and whether this person
might be in any way biased. Suppose
Henry VIII had written a personal account of his break from Rome. It would be an important primary
source: but you wouldn’t take it at face value, would you?
Rote learning of facts and dates is far less important than
the skills my daughters learned in history, skills which will serve them well
in life. Especially in an age when you
can look up facts and dates on the internet (which may not be accurate), it’s good to think for
yourself. It’s good to have an enquiring
mind. It’s good to retain a healthy
suspicion of people with axes to grind. Above all, it’s good to know that you
shouldn’t believe everything you read. Just
because it’s in a book – or available online – doesn’t make it true.
Who wrote that book or that blog? And for what purpose? Is the author telling the truth?
