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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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Why the elites always rule

Since an Italian sociologist coined the word “elite” in 1902, it has become a term of abuse. But history is the story of one elite replacing another – as the votes for Trump and Brexit have shown.

Donald Trump’s successful presidential campaign was based on the rejection of the “establishment”. Theresa May condemned the rootless “international elites” in her leader’s speech at last October’s Conservative party conference. On the European continent, increasingly popular right-wing parties such as Marine Le Pen’s Front National and the German Alternative für Deutschland, as well as Poland’s ruling Law and Justice party, delight in denouncing the “Eurocratic” elites. But where does the term “elite” come from, and what does it mean?

It was Vilfredo Pareto who, in 1902, gave the term the meaning that it has today. We mostly think of Pareto as the economist who came up with ideas such as “Pareto efficiency” and the “Pareto principle”. The latter – sometimes known as the “power law”, or the “80/20 rule” – stipulates that 80 per cent of the land always ends up belonging to 20 per cent of the population. Pareto deduced this by studying land distribution in Italy at the turn of the 20th century. He also found that 20 per cent of the pea pods in his garden produced 80 per cent of the peas. Pareto, however, was not only an economist. In later life, he turned his hand to sociology, and it was in this field that he developed his theory of the “circulation of elites”.

The term élite, used in its current socio­logical sense, first appeared in his 1902 book Les systèmes socialistes (“socialist systems”). Its aim was to analyse Marxism as a new form of “secular” religion. And it was the French word élite that he used: naturally, one might say, for a book written in French. Pareto, who was bilingual, wrote in French and Italian. He was born in Paris in 1848 to a French mother and an Italian father; his father was a Genoese marquis who had accompanied the political activist Giuseppe Mazzini into exile. In honour of the revolution that was taking place in Germany at the time, Pareto was at first named Fritz Wilfried. This was latinised into Vilfredo Federico on the family’s return to Italy in 1858.

When Pareto wrote his masterpiece – the 3,000-page Trattato di sociologia ­generale (“treatise on general sociology”) – in 1916, he retained the French word élite even though the work was in Italian. Previously, he had used “aristocracy”, but that didn’t seem to fit the democratic regime that had come into existence after Italian unification. Nor did he want to use his rival Gaetano Mosca’s term “ruling class”; the two had bitter arguments about who first came up with the idea of a ruling minority.

Pareto wanted to capture the idea that a minority will always rule without recourse to outdated notions of heredity or Marxist concepts of class. So he settled on élite, an old French word that has its origins in the Latin eligere, meaning “to select” (the best).

In the Trattato, he offered his definition of an elite. His idea was to rank everyone on a scale of one to ten and that those with the highest marks in their field would be considered the elite. Pareto was willing to judge lawyers, politicians, swindlers, courtesans or chess players. This ranking was to be morally neutral: beyond “good and evil”, to use the language of the time. So one could identify the best thief, whether that was considered a worthy profession or not.

Napoleon was his prime example: whether he was a good or a bad man was irrelevant, as were the policies he might have pursued. Napoleon had undeniable political qualities that, according to Pareto, marked him out as one of the elite. Napoleon is important
because Pareto made a distinction within the elite – everyone with the highest indices within their branch of activity was a member of an elite – separating out the governing from the non-governing elite. The former was what interested him most.

This is not to suggest that the non-governing elite and the non-elite were of no interest to him, but they had a specific and limited role to play, which was the replenishment of the governing elite. For Pareto, this group was the key to understanding society as a whole – for whatever values this elite incarnated would be reflected in society. But he believed that there was an inevitable “physiological” law that stipulated the continuous decline of the elite, thereby making way for a new elite. As he put it in one of his most memorable phrases, “History is the graveyard of elites.”

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Pareto’s thesis was that elites always rule. There is always the domination of the minority over the majority. And history is just the story of one elite replacing another. This is what he called the “circulation of elites”. When the current elite starts to decline, it is challenged and makes way for another. Pareto thought that this came about in two ways: either through assimilation, the new elite merging with elements of the old, or through revolution, the new elite wiping out the old. He used the metaphor of a river to make his point. Most of the time, the river flows continuously, smoothly incorporating its tributaries, but sometimes, after a storm, it floods and breaks its banks.

Drawing on his Italian predecessor Machiavelli, Pareto identified two types of elite rulers. The first, whom he called the “foxes”, are those who dominate mainly through combinazioni (“combination”): deceit, cunning, manipulation and co-optation. Their rule is characterised by decentralisation, plurality and scepticism, and they are uneasy with the use of force. “Lions”, on the other hand, are more conservative. They emphasise unity, homogeneity, established ways, the established faith, and rule through small, centralised and hierarchical bureaucracies, and they are far more at ease with the use of force than the devious foxes. History is the slow swing of the pendulum from one type of elite to the other, from foxes to lions and back again.

The relevance of Pareto’s theories to the world today is clear. After a period of foxes in power, the lions are back with renewed vigour. Donald Trump, as his behaviour during the US presidential campaign confirmed, is perfectly at ease with the use of intimidation and violence. He claimed that he wants to have a wall built between the United States and Mexico. His mooted economic policies are largely based on protectionism and tariffs. Regardless of his dubious personal ethics – a classic separation between the elite and the people – he stands for the traditional (white) American way of life and religion.

This is in stark contrast to the Obama administration and the Cameron government, both of which, compared to what has come since the votes for Trump and Brexit, were relatively open and liberal. Pareto’s schema goes beyond the left/right divide; the whole point of his Systèmes socialistes was to demonstrate that Marxism, as a secular religion, signalled a return to faith, and thus the return of the lions in politics.

In today’s context, the foxes are the forces of globalisation and liberalism – in the positive sense of developing an open, inter­connected and tolerant world; and in the negative sense of neoliberalism and the dehumanising extension of an economic calculus to all aspects of human life. The lions represent the reaction, centring themselves in the community, to which they may be more attentive, but bringing increased xenophobia, intolerance and conservatism. For Pareto, the lions and foxes are two different types of rule, both with strengths and weaknesses. Yet the elite is always composed of the two elements. The question is: which one dominates at any given time?

What we know of Theresa May’s government suggests that she runs a tight ship. She has a close – and closed – group of confidants, and she keeps a firm grip on the people under her. She is willing to dispense with parliament in her negotiation of Brexit, deeming it within the royal prerogative. Nobody yet knows her plan.

The European Union is a quintessentially foxlike project, based on negotiation, compromise and combination. Its rejection is a victory of the lions over the foxes. The lions are gaining prominence across the Western world, not just in Trumpland and Brexit Britain. Far-right movements have risen by rejecting the EU. It should come as no surprise that many of these movements (including Trump in the US) admire Vladimir Putin, at least for his strongman style.

Asia hasn’t been spared this movement, either. After years of tentative openness in China, at least with the economy, Xi Jinping has declared himself the “core” leader, in the mould of the previous strongmen Mao Zedong and Deng Xiaoping. Japan’s prime minister, Shinzo Abe, has also hardened his stance, and he was the first world leader to meet with President-Elect Donald Trump. Narendra Modi in India and Rodrigo Duterte in the Philippines are in the same mould, the latter coming to power on the back of promising to kill criminals and drug dealers. After the failed coup against him in July, Recep Tayyip Erdogan has also been cracking down on Turkey.

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In Les systèmes socialistes, Pareto elaborated on how a new elite replaces the old. A, the old elite, would be challenged by B, the new, in alliance with C, the people. B would win the support of C by making promises that, once in power, it wouldn’t keep. If that sounds like the behaviour of most politicians, that is because it probably is. But what Pareto was pointing out was how, in its struggle for power, the new elite politicised groups that were not political before.

What we know of Trump supporters and Brexiteers is that many feel disenfranchised: the turnout in the EU referendum could not have been greater than in the 2015 general election otherwise, and significant numbers of those who voted for Trump had never voted before. There is no reason to think that they, too, won’t be betrayed by the new leaders they helped to bring to power.

In the last years of his life, Pareto offered a commentary on Italy in the 1920s. He denounced the state’s inability to enforce its decisions and the way that Italians spent their time flaunting their ability to break the law and get away with it. He coined the phrase “demagogic plutocracy” to characterise the period, in which the rich ruled behind a façade of democratic politics. He thought this particularly insidious for two reasons: those in power were more interested in siphoning off wealth for their personal ends than encouraging the production of new wealth, and consequently undermined national prosperity (remember Pareto’s training as an economist); and, as the demagogic elites govern through deceit and cunning, they are able to mask their rule for longer periods.

Much has been made of Trump’s “populism”, but the term “demagogic plutocrat” seems particularly apt for him, too: he is a wealthy man who will advance the interests of his small clique to the detriment of the well-being of the nation, all behind the smokescreen of democratic politics.

There are other ways in which Pareto can help us understand our predicament. After all, he coined the 80/20 rule, of which we hear an intensified echo in the idea of “the One Per Cent”. Trump is a fully paid-up member of the One Per Cent, a group that he claims to be defending the 99 Per Cent from (or, perhaps, he is an unpaid-up member, given that what unites the One Per Cent is its reluctance to pay taxes). When we perceive the natural inequality of the distribution of resources as expressed through Pareto’s “power law”, we are intellectually empowered to try to do something about it.

Those writings on 1920s Italy landed Pareto in trouble, as his theory of the circulation of elites predicted that a “demagogic plutocracy”, dominated by foxes, would necessarily make way for a “military plutocracy”, this time led by lions willing to restore the power of the state. In this, he was often considered a defender of Mussolini, and Il Duce certainly tried to make the best of that possibility by making Pareto a senator. Yet there is a difference between prediction and endorsement, and Pareto, who died in 1923, had already been living as a recluse in Céligny in Switzerland for some time – earning him the nickname “the hermit of Céligny” – with only his cats for company, far removed from day-to-day Italian politics. He remained a liberal to his death, content to stay above the fray.

Like all good liberals, Pareto admired Britain above all. As an economist, he had vehemently defended its system of free trade in the face of outraged opposition in Italy. He also advocated British pluralism and tolerance. Liberalism is important here: in proposing to set up new trade barriers and restrict freedom of movement, exacerbated by their more or less blatant xenophobia, Trump and Brexit challenge the values at the heart of the liberal world.

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What was crucial for Pareto was that new elites would rise and challenge the old. It was through the “circulation of elites” that history moved. Yet the fear today is that history has come to a standstill, that elites have ­become fossilised. Electors are fed up with choosing between the same old candidates, who seem to be proposing the same old thing. No wonder people are willing to try something new.

This fear of the immobility of elites has been expressed before. In 1956, the American sociologist C Wright Mills published The Power Elite. The book has not been out of print since. It is thanks to him that the term was anglicised and took on the pejorative sense it has today. For Mills, Cold War America had come to be dominated by a unified political, commercial and military elite. With the 20th century came the growth of nationwide US corporations, replacing the older, more self-sufficient farmers of the 19th century.

This made it increasingly difficult to ­distinguish between the interests of large US companies and those of the nation as a whole. “What’s good for General Motors,” as the phrase went, “is good for America.” As a result, political and commercial interests were becoming ever more intertwined. One had only to add the Cold War to the mix to see how the military would join such a nexus.

Mills theorised what President Dwight D Eisenhower denounced in his January 1961 farewell speech as the “military-industrial complex” (Eisenhower had wanted to add the word “congressional”, but that was thought to be too risky and was struck out of the speech). For Mills, the circulation of elites – a new elite rising to challenge the old – had come to an end. If there was any circulation at all, it was the ease with which this new power elite moved from one part of the elite to the other: the “revolving door”.

The Cold War is over but there is a similar sense of immobility at present concerning the political elite. Must one be the child or wife of a past US president to run for that office? After Hillary Clinton, will Chelsea run, too? Must one have gone to Eton, or at least Oxford or Cambridge, to reach the cabinet? In France is it Sciences Po and Éna?

The vote for Brexit, Trump and the rise of the far right are, beyond doubt, reactions to this sentiment. And they bear out Pareto’s theses: the new elites have aligned themselves with the people to challenge the old elites. The lions are challenging the foxes. Needless to say, the lions, too, are prototypically elites. Trump is a plutocrat. Boris Johnson, the co-leader of the Leave campaign, is as “establishment” as they come (he is an Old Etonian and an Oxford graduate). Nigel Farage is a public-school-educated, multimillionaire ex-stockbroker. Marine Le Pen is the daughter of Jean-Marie Le Pen. Putin is ex-KGB.

Pareto placed his hopes for the continuing circulation of elites in technological, economic and social developments. He believed that these transformations would give rise to new elites that would challenge the old political ruling class.

We are now living through one of the biggest ever technological revolutions, brought about by the internet. Some have argued that social media tipped the vote in favour of Brexit. Arron Banks’s Leave.EU website relentlessly targeted disgruntled blue-collar workers through social media, using simple, sometimes grotesque anti-immigration messages (as a recent profile of Banks in the New Statesman made clear) that mimicked the strategies of the US hard right.

Trump’s most vocal supporters include the conspiracy theorist Alex Jones, who has found the internet a valuable tool for propagating his ideas. In Poland, Jarosław Kaczynski, the leader of the Law and Justice party, claims that the Russian plane crash in 2010 that killed his twin brother (then the country’s president) was a political assassination, and has accused the Polish prime minister of the time, Donald Tusk, now the president of the European Council, of being “at least morally” responsible. (The official explanation is that the poorly trained pilots crashed the plane in heavy fog.)

It need not be like this. Silicon Valley is a world unto itself, but when some of its members – a new technological elite – start to play a more active role in politics, that might become a catalyst for change. In the UK, it has been the legal, financial and technological sectors that so far have led the pushback against a “hard” Brexit. And we should not forget how the social movements that grew out of Occupy have already been changing the nature of politics in many southern European countries.

The pendulum is swinging back to the lions. In some respects, this might be welcome, because globalisation has left too many behind and they need to be helped. However, Pareto’s lesson was one of moderation. Both lions and foxes have their strengths and weaknesses, and political elites are a combination of the two, with one element dominating temporarily. Pareto, as he did in Italy in the 1920s, would have predicted a return of the lions. But as a liberal, he would have cautioned against xenophobia, protectionism and violence.

If the lions can serve as correctives to the excesses of globalisation, their return is salutary. Yet the circulation of elites is a process more often of amalgamation than replacement. The challenge to liberal politics is to articulate a balance between the values of an open, welcoming society and of one that takes care of its most vulnerable members. Now, as ever, the task is to find the balance between the lions and the foxes. l

Hugo Drochon is the author of “Nietzsche’s Great Politics” (Princeton University Press)

This article first appeared in the 12 January 2017 issue of the New Statesman, Putin's revenge