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1066 and all that

Michael Gove argues that schools should teach children about kings, queens and wars. He's offering a

"Fewer and fewer students want to study the past," complained the Tory MP and historian Chris Skidmore recently, adding: "[G]iven the way it is currently presented in schools, who can blame them?" In 2011, in 159 schools no pupils at all were entered for GCSE history. "We are facing a situation," he warns, "where history is at risk of dying out in schools and regions in the country." His remedy is to reorient the GCSE towards "our national history, rather than focusing on Hitler's Germany, Stalin's Russia or the history of medicine. We should introduce a narrative-based exam that covers every age in British history across a broad chronological span", instead of focusing on isolated "bite-sized" chunks of history. "Local history," he adds, would bring it all to life and "can easily be woven into the school curriculum".

Skidmore joins a swelling chorus of voices clamouring for a restoration of a British history narrative at the core of the curriculum as a means of halting the subject's decline in schools. It has been led by the Education Secretary, Michael Gove. The current National Curriculum, he says, neglects our national history: "Most parents would rather their children had a traditional education, with children sitting in rows, learning the kings and queens of England." David Cameron has lamented the "tragedy that we have swept away the teaching of narrative history and replaced it with a bite-sized, disjointed approach to learning about historical events . . . [in a] shift away from learning actual knowledge, such as facts and dates."

Some historians take the same view. "The syllabus," thunders Dominic Sandbrook, "has been a shambles for years. Fragmented and fractured, obsessed with the Nazis and apparently indifferent to the pleasures of narrative, it leaves students struggling for a sense of the contours of our national story." The Labour MP and historian Tristram Hunt has added his voice to those demanding a replacement of the current National Curriculum with a British-focused national narrative, showing there is a cross-party consensus behind these criticisms.

But is history in our schools really in a state of terminal crisis? As David Cannadine has shown in his new book The Right Kind of History: Teaching the Past in Twentieth-Century England, such complaints are not new. They were made by Margaret Thatcher's government in the 1980s and by others long before, all of whom wanted history-teaching to be a vehicle for the creation of a unified sense of national identity. Indeed, at the beginning of the 20th century, history was barely taught in schools at all. When GCSEs were introduced in the 1980s, history, unlike many other subjects, was not made compulsory; still, about a third of all GCSE candidates voluntarily studied it as one of their exam subjects. Over the following years the spread of thematic and social history approaches pioneered by the Schools History Project, including the history of medicine, far from plunging the subject into crisis, actually led to an increase in its popularity and GCSE history entries reached 40 per cent by 1995.

The introduction of league tables in the 1990s, however, focused schools' attention on maths, English and science at primary level. The result was a rapid and drastic fall in history teaching, so that nowadays only 4 per cent of class time in primary schools is devoted to the subject. League tables based on GCSE and A-level results have led secondary schools to focus on subjects in which better GCSE results can be achieved, and pupils often prefer to take a GCSE in a subject that's compulsory until the age of 16 than add to their workload by taking one that's not - such as history. All this has led to a 10 per cent drop in history GCSE entries since 1995, putting it back to around 30 per cent. However, this is roughly where it was when the GCSE was introduced; it's not, as Skidmore implies, a decline from some past golden age when all 14-to-16-year-olds took the subject.

Blaming the curriculum is wrong. In 2007 the Qualifications and Curriculum Authority reported that a survey of 1,700 children, two-thirds of whom gave up the subject at 14, found that half of them liked and enjoyed the subject. And it's important not to exaggerate the decline either. A recent Ofsted report on the teaching of history in 166 primary and secondary schools noted that between 2007 and 2010 "there were more examination entries for history than for any other optional subject at GCSE level apart from design and technology".

The number of students taking GCSE history remained stable from 2000 to 2010. Moreover, Ofsted reported that "numbers taking the subject at A-level have risen steadily over the past ten years", making history one of the "top five subject choices at A-level". The report found the subject was well taught at a majority of schools at all levels, and that pupils enjoyed their lessons, found history fun, and praised it for making them think. Far from being in a state of terminal decay, then, history in schools is actually a success story.

Still, nobody seriously interested in the subject would want to disagree with the proposition that more schoolchildren should study it. Is the way forward to focus it exclusively on British history? In fact, the National Curriculum for children up to the age of 14 already has a chronological account of British history from 1066 to the present as its core, surrounding it with forays into European and extra-European history to introduce pupils to other countries and cultures. And local history is also a key part of the curriculum, as Skidmore would discover if he actually bothered to read it. So the Ofsted report, surveying the content of teaching across the country, concludes firmly that "the view that too little British history is taught in secondary schools in England is a myth". Complaints about the "Nazification" of the curriculum are mere rhetoric and nothing more. One can smell more than a whiff of Tory Euro-scepticism in the complaint that pupils learn more about Russia and Germany than they do about England.

Would a greater emphasis on kings and queens help? Dominic Sandbrook notes that, "for all the efforts of academic historians, popular history is still dominated by vivid characters and bloody battles, often shot through with a deep sense of national pride". But many of the most popular history books don't deal with British history at all, even if they do focus on vivid characters and bloody battles: Antony Beevor's Stalingrad, for instance; or Jung Chang and Jon Halliday's Mao: The Untold Story; or, in a rather different way, Edmund de Waal's bestselling part-history, part-memoir, The Hare with Amber Eyes. And many popular history books deal with social and cultural history, including, ironically, Sandbrook's own marvellous, best-selling trilogy of books on post-war Britain; some of the greatest bestsellers of recent years, such as Dava Sobel's Longitude, are on subjects about as far away as one could imagine from kings and battles.

How about teaching narrative rather than analysis, then? It is wrong, David Starkey has asserted, that history in the schools has modelled itself on university research. What we need, he declares, is to give children "a sense of change and development over time . . . The skills-based teaching of history is a catastrophe." But what sells in the bookshops or what succeeds on TV is not necessarily what should be taught in schools. Teaching is a profession with its own skills and techniques, different from those needed to present a television programme (as Starkey's performance on the reality TV show Jamie's Dream School dramatically indicated). Physics, biology and every other subject in schools is taught along lines that reflect research in the universities. One wouldn't expect physics teachers to ignore Stephen Hawking's ideas about black holes, or biology teachers to keep quiet about the discovery of DNA. So what makes history so different? Chemistry devotes a large amount of time to transmitting skills to students; why shouldn't history?

The narrative that the critics want shoved down pupils' throats in schools - as they sit in rows silently learning lists of kings and queens - is essentially what's been called the "Whig theory of history"; that is, telling a story of British history over a long period of time, stressing the development of parliamentary democracy in a narrative that culminates in a present viewed in self-congratulatory terms.

This theory was exploded by professional historians more than half a century ago, under the influence of the classic tract The Whig Interpretation of History by the conservative historian Herbert Butterfield. Yet it still has strong support in the media. The Daily Telegraph and the right-wing think tank Civitas even campaigned to get H E Marshall's patriotic textbook Our Island Story put on the National Curriculum. Dating from the Edwardian era, this book, with its stories of how the British brought freedom and justice to the Maoris of New Zealand and many other lucky peoples across the world, has rightly been described as "imperialist propaganda masquerading as history". In what other academic subject would people seriously advocate a return to a state of knowledge as it was a hundred years ago?

Perhaps instead of this outdated volume they might therefore use Simon Jenkins's new A Short History of England. But its message is in the end not very different. Interviewed in the Guardian, its author intoned with breathtaking complacency his view that "England really is a most successful country" and claimed that English history was separate from that of the other European powers. "The British talent," if we are to believe Jenkins, "had always been to keep away from wars overseas. We had kept out of Europe all the time."

Jenkins talks as if there had never been a Norman conquest, an Angevin regime, a hundred years war, a Dutch invasion (in 1688), joint rule of a large chunk of Germany (Hanover) from 1714 to 1837, or a series of wars with France, ranging across the world from India to the Americas, from the age of Louis XIV to that of Napoleon; as if there had never been any immigration or any cultural exchange with the Continent; as if our history had not been part of Europe's through two world wars and the ensuing decades of peace. The thought of such an ignorant and insular approach to English history finding its way into the hands of children is frightening; but on the other hand, its errors of fact and perspective are so egregious that it might provide a good starting point from which they can sharpen their critical faculties.

It's all very well demanding that the curriculum should be filled with facts, but what facts you choose depends on what vision you have of British national identity. The concept of "British history" itself is contentious and politically debatable, which perhaps is why some of the National Curriculum's critics advocate a narrative history of England instead; though in the case of Jenkins the justification for this, that "England is an island", is a geographical howler that even six-year-olds should be able to spot. Time and again, the advocates of a national narrative confuse English history with British history, in a way that would not go down well in Cardiff or Edinburgh.

History at every level, not just in the universities, is endlessly contentious and argumentative. How can this provide a basis for a unified national consciousness? Rote learning suppresses critical thought; narrative isn't something you can teach unless you subject it to critical analysis and for that you need the skills to interrogate it. For analysis, especially in depth, you need to study selected topics, even if it has to be within a broader chronological context. Critics who complain of the breaking up of the seamless web of chronology have no concept of what history teaching and learning actually involve.

Forcing students to study a narrowly focused curriculum based on British kings and queens would soon lead to students in their thousands being put off history as a subject. There would be a collapse of take-up at GCSE and A-level. Our culture and our national identity would be impoverished. A quack remedy for a misdiagnosed complaint, it would only make things worse. The real threat to history teaching in our schools doesn't come from the curriculum, it comes from somewhere else, not mentioned by Skidmore at all: it comes from the academies, Michael Gove's flagship secondary schools, which are free from local authority control and don't have to follow the National Curriculum. In 2011, just 20 per cent of academy students taking GCSEs included history among their subjects. As academies - which already make up 10 per cent of secondary schools - spread further, with government encouragement, the teaching of history really will be in crisis.

Richard J Evans is Regius Professor of History and president of Wolfson College, Cambridge. He is the author of "The Third Reich at War" (Penguin, £12.99)

This article first appeared in the 23 January 2012 issue of the New Statesman, Has the Arab Spring been hijacked?

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Goodbye to the Confederate flag

After the shootings in Charleston, the Republican right showed it was finally ready to reject the old symbols of the Confederacy.

On 27 June, an African-American activist named Bree Newsome woke up before dawn, put on her climbing equipment and scaled a 30-foot flagpole on the lawn of State House in Columbia, South Carolina. She then removed the Confederate battle flag that flew from it. “We can’t wait any longer,” she explained later in an online statement. “It’s time for a new chapter where we are sincere about dismantling white supremacy.”

After she was led away in handcuffs, the flag was raised again.

Newsome’s protest reflected a growing impatience within America’s black community and anger about liberal inaction. Political rallies by the Democratic presidential contenders Hillary Clinton and Bernie Sanders have been disrupted by the Black Lives Matter campaign against violence committed on young African Americans and the cultural and legal biases that justify it. While promoting his book on race in the US, the writer Ta-Nehisi Coates argued that, to African Americans, the battle flag represents a lingering attempt “to bury the fact that half this country thought it was a good idea to raise an empire rooted in slavery”.

Yet, on this matter, to everyone’s surprise, the black civil rights movement and many southern Republicans have proved to be of one mind. On 9 July the House of Representatives in South Carolina voted to lower the battle flag for good. It stood, representatives said, for racism. It had to go.

The context of this agreement was a painful one. Ten days before Newsome’s act, a 21-year-old white man named Dylann Roof shot and killed nine black worshippers at the Emanuel African Methodist Episcopal Church in Charleston, South Carolina. According to his room-mate, he wanted to start a race war. The TV screens showed a photo of him holding a gun in one hand and a Confederate battle flag in the other.

If the demands for redress made by civil rights groups didn’t come as a surprise, conservative acquiescence did. The Republican Party had built a solid base in the South by courting white voters who cherished the memory of the Confederacy. Yet the party’s presidential hopefuls from both the North and the South – including Jeb Bush, Lindsey Graham, Scott Walker and George Pataki – said that the battle flag ought to be lowered. The most striking intervention was made by the governor of South Carolina, Nikki Haley, who denounced the use of the Confederate flag and signed the bill removing it. Haley is now tipped to figure on the list of potential vice-presidential nominees.

The volte-face of the US right is in part a result of the horror of the Charleston shootings. Yet it also occurs in the context of major shifts within American society. There are still many conservatives who will defend Confederate heritage as a matter of southern pride but the culture wars are changing as the US becomes increasingly European in outlook. This is taking place across the country. It just happens to be more pronounced in the South because no other region has fought so violently and so long to resist the liberal tide.

The story of the battle flag is the story of the South. The first official Confederate flag used in the civil war of 1861-65 caused confusion during fighting – through the haze of gun smoke, its design of 13 stars and red and white bars was hard to distinguish from the Stars and Stripes. An alternative blue cross was rejected for being too sectarian; the racist Confederacy was anxious not to offend its Jewish citizens. So the cross became a diagonal X. This flag was never officially adopted by the Confederate army. In the years after the war its use was infrequent.

There was little need to visualise southern difference in a flag. It was self-evident in the physical signs of racial segregation: separate schools, pools and drinking fountains; black people confined to the back of the bus. Political displays of the battle flag of Dixie (the historical nickname for the states that seceded from the Union) only really resurfaced when that racial order was challenged by northern liberals. In 1948, the Democrats – then the party overwhelmingly in control of the South – split over modest calls for civil rights. The conservatives who refused to support that year’s presidential ticket, the “Dixiecrats”, triggered a rev­ival of flag-waving across the region.

The old battle flag suddenly appeared on private lawns, on cars and at political rallies. Supposedly ancient cultural traditions were invented overnight. For instance, the 1948 student handbook of the University of Mississippi confessed: “Many Ole Miss customs are fairly new; they lack only the savouring which time brings . . . Ole Miss has adopted the Confederate flag as a symbol of the Mississippi spirit. Each football game finds the scarlet flag frantically waving to the rhythm of the Rebel band.”

I can confirm that this “tradition” was still going as recently as in 2005. That year, I attended an American football game at Ole Miss and was surprised when the band played “Dixie” at the end. White boys and white girls stood up and belted out the folk song of the Confederacy, while black students filed out.

In 1958, South Carolina made it a crime to desecrate the battle flag. Three years later, on the 100th anniversary of the outbreak of the civil war, it was hoisted above its Capitol building in Columbia. That day, there was a struggle in the US Congress to keep federal funding going for segregated schools.

So clear is the link between the postwar white resistance to civil rights and the battle flag that many see it as the symbolic equivalent of the N-word. Jack Hunter, the editor of the conservative website Rare Politics, says: “Some people insist that it’s not about racism, not about slavery, not about segregation. But it’s about all those things.” Hunter grew up in Charleston and used to skateboard in the car park of the church that Dylann Roof attacked. When he was a young journalist, he appeared on local radio as a rabidly right-wing masked character called “the Southern Avenger”. His past was exposed in 2013 while he was working for Rand Paul, a Republican presidential candidate, and Hunter stepped down from his position. He publicly renounced his youthful association with racial conservatism. He now eschews any romanticism about the Confederate cause and its demand for states’ rights. “States’ rights to do what?” he asks: the right to discriminate against African Americans? He is glad that the State House flag is gone. He ascribes its longevity to ignorance, which was corrected by Roof’s rampage: “It was the first time that [southern Republicans] were able to see a different perspective on this symbol.”

Not everyone agrees. Richard Hines – a former South Carolina legislator, Reagan campaign state co-chair and senior activist with the Sons of Confederate Veterans – insists that the flag is “an enduring symbol of the southern fighting man”. Indeed, a poll in July found that 57 per cent of Americans think it stands for southern heritage, rather than racism. Yet that heritage has a political dimension. “Southern people are proud of who they are and there is a leftist assault to destroy the best part of America,” Hines says. “The Trotskyite elite in control of the establishment wants to root out the southern tradition” – a tradition of religious devotion, chivalry and military honour. It is possible to cast the battle flag as a pawn in a much larger cultural conflict.

In 2000, civil rights activists lobbied hard to get the battle flag removed from the top of the South Carolina Capitol and succeeded in having it shrunk in size and relocated to the grounds of State House. The issue came up in that year’s Republican presidential primaries – an unusually poisonous contest between George W Bush and John McCain. Supporters of Bush put out a false story that McCain had fathered an interracial child out of wedlock. McCain added to his woes by opining that the battle flag was “a symbol of racism and slavery”. An organisation called Keep It Flying flooded the state with 250,000 letters attacking him and he lost the crucial competition here to Bush.

The battle flag has retained a strong emotional power for a long time. This makes the Republican establishment’s abandonment of the flag all the more surprising. Then again, those who run the South are probably the people most likely to grasp how much the region has changed in just a decade.

***

In 2010 I took a trip through North Carolina. The landscape told a story. Dotted along the roadside were abandoned black buildings, the old tobacco sheds. The decline of the rural economy had rendered them obsolete. Over the fields that would once have been full of farmers were freshly tarmacked roads, stretching out to nowhere. My guide explained that these were supposed to be cul-de-sacs for new houses. North Carolina was going through a property boom. But who was going to buy all those homes, I asked? The answer: damn Yankees.

Demography is destiny. This once agri­cultural region developed fast from the 1960s onwards by keeping union membership, taxes and regulation as low as possible. Yet capitalism proved disastrous for southern conservatism. Northerners flooded in, seeking work or retirement and bringing their own values. The forecast is that North Carolina’s Research Triangle – the South’s Silicon Valley – will grow by 700,000 jobs and 1.2 million people in two decades.

White migration was accompanied by an influx of Spanish speakers as the service sector flourished. Between 2000 and 2010, the white share of the population of North Carolina fell from 70 to 65 per cent. The black proportion remained at roughly 21 per cent. The Latino proportion, however, jumped from 4.7 per cent to 8.4 per cent. Today, the proportion of people who are non-white and over 60 is about a third. But it’s approaching nearly half for those under 18. As a result, politics in the South is no longer biracial: a contest between white and black. It is increasingly multiracial and uncoupled from the region’s complex past.

The impact of these changes is reflected in voting patterns. In 2000, the South was still overwhelmingly Republican in presidential contests. Even the Democratic nominee, Al Gore, a southerner, lost his home state of Tennessee. But in 2008 and 2012, Barack Obama took those states with the fastest-changing demographics: Florida and Virginia. He won North Carolina in 2008 and lost it in 2012 – but by less than 100,000 votes. It is true that the Republicans won back control in the 2014 midterm elections, with the result that the Deep South now sends few Democrats to Congress; but the region’s political masters are not quite as traditional-minded as they once were.

The Republican relationship with the Confederate past is complex. As the party of Abraham Lincoln and the Union, the GOPs’ southern support was historically small. But in the 1960s the national Democratic Party embraced civil rights and alienated its once loyal southern following; the Republicans took the opportunity to steal some conservative white voters.

The growing southern Republican vote had a class component. Its success in local and congressional races was built more on winning over middle-class moderates than on appealing to the working-class racists who filled the ranks of the Ku Klux Klan. The southern Republican Party did enthusiastically embrace the Confederate battle flag in many quarters. But some office-holders did so only with ambiguity, while large sections of the party never identified with it at all. The period of Republican ascendancy in the South was, in reality, linked with a softening of the area’s racial politics.

Two of the Republicans’ current southern stars are Indian Americans: Bobby Jindal, the governor of Louisiana, and Nikki Haley, the anti-flag governor of South Carolina. There are just two black people in the US Senate and one of them is a Republican, the Tea Party-backed senator for South Carolina, Tim Scott. Marco Rubio, the Floridian senator and presidential candidate, is Cuban American, and the former Florida governor Jeb Bush is married to a Mexican-born woman and speaks fluent Spanish. Bush has tried to push a more moderate line on immigration, in deference to how the GOP will struggle to win the White House if it appeals only to angry white voters. The Kentucky libertarian senator Rand Paul, Jack Hunter’s former boss, has called for legal reforms to correct the trend of keeping far more black than white people in prison. And he is not the only Republican to have been moved by recent race riots sparked by police violence.

***

Violence on the streets of Ferguson, Missouri, and Baltimore, Maryland, confirmed that there still is a culture war in the US. Yet its character has changed. In the past, civil disturbances were typically leapt upon by conservative politicians as evidence of social decline. The 1992 LA riots were blamed on single parenthood and rap lyrics. In contrast, conservative leaders today are far more likely to acknowledge the problems of white racism. There is no place in their ranks for the likes of Dylann Roof. White supremacists are tiny in number.

Jack Hunter claims: “The KKK is like 12 guys in a telephone booth. Liberal groups will use their threat for fundraising but it doesn’t exist. It hasn’t properly since the 1960s.” Roof’s actions say more about gun control, mental illness and the angst of the young than they do about popular, largely liberal views on race, as polling shows.

We can see a similar liberal shift in other areas of the historic culture war. In May 2015 Gallup released the results of a “moral acceptability” survey charting changes in national attitude across all age groups, from 2001 to 2015. Approval of gay relationships jumped from 40 to 63 per cent; having a baby out of wedlock from 45 to 61 per cent; sex between unmarried men and women from 53 to 68 per cent; doctor-assisted suicide from 49 to 56 per cent; even polygamy went from 7 to 16 per cent. Abortion remained narrowly disapproved of: support for access has only crept up from 42 to 45 per cent. This is probably a result of an unusual concentration of political and religious opposition and because it involves a potential life-or-death decision. But the general trend is that young people just don’t care as much about what consenting adults get up to.

Why? It might be because old forms of identity are dying. One way of measuring that is religious affiliation. From 2007 to 2014, according to Pew Research, the proportion of Americans describing themselves as Christian fell from 78 to 71 per cent. Today, only a quarter of the population is evangelical and 21 per cent Catholic, down despite high immigration. Then there is the decline in civic or communal activity. Since 2012, the organisers of Nascar, the stock-car races, have not published attendance figures at their tracks, probably because they have fallen so sharply. The decline of this most macho and working class of sports parallels the fall in conservative forms of collective identity such as southern traditionalism.

The old culture war was, like the racial politics of the old South, binary. In the 1950s, around the same time as the South invented its tradition of flying the battle flag in colleges, the US constructed an ideal of the “normal” nuclear family unit: straight, white, patriarchal, religious. On the other side was the “abnormal”: gay, black, feminist, atheist, and the rest. The surest way to get elected in the US between 1952 and 2004 was to associate yourself with the economic needs and cultural prejudices of the majority. The approach was once summed up by a Richard Nixon strategist thus: split the country in two and the Republicans will take the larger half. But that is changing. The old normal is no longer the cultural standard but just one of many identities to choose from. The races are mixing. Women want to work more and have children later in life, possibly without marriage. Many religious people are having to rethink their theology when a child comes out as gay. And the enforcers of the old ways – the unions, churches or political parties – are far less attractive than the atomising internet.

***

Politicians are scrabbling to keep up with the diffusion of American identity. Democrats got lucky when they nominated Barack Obama and chose a presidential candidate who reflected the fractured era well: interracial, non-denominational Christian, and so on. In the 2012 presidential race the Republicans got burned when they tried to play the old culture war card on abortion. They won’t repeat that mistake. After the Supreme Court legalised gay marriage across the country in June, the right’s response was not as uniformly loud and outraged as it would have been in the past. Some protested, but serious presidential contenders such as Jeb Bush grasped the implications of the defeat. There is a cultural and political realignment going on and no one is sure where it will lead. It’s encouraging caution among the Republican top brass. It is time, they think, to abandon lost causes.

The death of southern traditionalism is part of the ebb and flow of cultural history. Identities flourish and die. As political fashions change, you find the typically American mix of triumph on one side and jeremiad on the other. Richard Hines stood vigil as the battle flag was lowered in Columbia and noted with disgust the presence of what he described as “bussed-in” activists. “They pulled out all these gay pride flags and started shouting, ‘USA, USA, USA!’ It reminded me of the Bolshevik Revolution.”

Hines reckons that more southerners will now fly the flag than ever before and says he has attended overflow rallies of ordinary folks who love their region. He may well be correct. The faithful will keep the old Confederate standard fluttering on their lawns – an act of secession from the 21st century. But in the public domain, the battle flag is on its way down and in its place will be raised the standard of the new America. The rainbow flag flutters high. For now.

Tim Stanley is a historian and a columnist for the Telegraph

This article first appeared in the 20 August 2015 issue of the New Statesman, Corbyn wars