Show Hide image

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?

Chris Ball/UNP
Show Hide image

The fish-eaters and the fasters

With a population split between whites and Asian Muslims, in some ways Nelson in Lancashire feels like similar-sized towns in Ulster: two communities separated by a gulf of non-communication.

In the late afternoon of local election day this month, the chairman of Nelson Town Council was working the terraces of old cotton weavers’ houses on his patch. Sajid Ali was wearing a red rosette and a navy blue cardigan over his capacious white shalwar kameez, and what looked like his dancing shoes.

This was not the forlorn ritual of unanswered doors, blank looks and curt responses habitually experienced by Labour canvassers even in more promising political times. Along these streets Sajid is a figure of some consequence: a jolly fellow and, as one opponent put it, an “interesting character”.

Almost everyone was in; Sajid knew almost all of them; and they in turn understood what was required. Sometimes a quick burst of Lancy Punjabi did the job: “Salaam alaykum, yoong maan, how yer doing? What time yer coomin’ to vote?” To older voters his spiel would be entirely in Punjabi and the response would often be a head-wobble, that characteristic south Asian gesture, which, when given to Westerners, can be baffling, but in these cases clearly signified solid intention.

The Labour candidate in the Brierfield and Nelson West division of Lancashire County Council, Mohammed Iqbal, held his seat comfortably on the day his party lost control of the county. And he did so on a poll of 58 per cent: a far higher turnout than in any of the other, whiter areas of Pendle; the highest in Lancashire; and higher than wards with these demographics would usually expect even at a general election. The average across Lancashire on 4 May was 37 per cent. It seems reasonable to conclude that the votes from those of ­Pakistani heritage, marshalled by Sajid, were wholly responsible.

Nelson is a strange, sad, divided, forgotten old cotton town, not without beauty. The weavers’ houses are stone not brick, which, elsewhere, might make them rather chic. A few minutes from town is wonderful Pennine countryside, and to the north the view is dominated by Pendle Hill itself, brooding like some sleeping sea monster.

Pendle is both the borough council and the constituency, where the mix of urban and rural has delivered it to the winning side in seven of the eight general elections since its creation 34 years ago. (Labour took it, five years prematurely, in 1992.) No one seriously believes the 5,400 Tory majority is in play. Nonetheless, Nelson can explain a lot about British politics in 2017.

“This was a cracking town,” said John Bramwell (“John the Fish”), who has been purveying cod, haddock and non-stop banter to Nelson for 41 years, first on the market, now from one of the last white-run, independent shops in the town centre. Nelson had a football team that played fleetingly (1923-24) in the old Second Division, what is now called the Championship. And in 1929 the Lancashire League cricket team, flashing cash in a manner that baffled the national press, signed Learie Constantine, the most gifted and thrilling West Indian all-rounder of his generation.

“When he arrived, no one in Nelson had ever seen a black man close-to,” said Derek Metcalfe, the club’s historian. “People would cross the road when he passed by. But he grew into their affections. He was a highly intelligent man as well as a great player.” Constantine, after a post-cricket career in the law, Trinidadian politics and diplomacy, finished life in the House of Lords as Baron Constantine of Maraval and Nelson, Britain’s first black peer. In July 1943 the Imperial Hotel in Bloomsbury accepted his booking but not his presence, and he promptly sued. His victory at the high court the following year was an early landmark in the fight against racial discrimination.

It was the 1950s before Nelson would get used to seeing non-white faces again, when the mill owners, battling labour shortages and overseas competition, turned to Pakistan to find biddable and affordable workers. They found them in Gujrat District, which is not one of the more worldly places, even in the rural Punjab.

“The first group were young men who in many ways integrated better than they do now. There were no mosques. They went to the pubs with their workmates and knocked around with local women. Then they had to go to the airport to collect the intended wives they hadn’t met yet,” recalled Tony Greaves, the Liberal Democrat peer who is deputy leader of Pendle Borough Council.

The mills disappeared, gradually but inexorably, but the Pakistani community kept growing and has now reached its fourth generation. The young men do not normally spend time in pubs; indeed, in a town of 30,000 people, there are only two left, plus a couple on the outskirts. It is hard to imagine anywhere that size in Britain with fewer. There are, however, at least a dozen mosques. The 2011 census recorded 40 per cent of the population as Asian, but on market day in the town centre the proportion seems much higher. The most prominent retail outlets are two bazaars: the Nelson (the
old Poundstretcher) and the Suraj opposite (the old Woolworths). Few white faces are seen in either: the saris and hijabs are beautiful but of little interest. They are all imported to this textile town from south Asia.

The white people have retreated, either out of the town altogether or to the semis of Marsden, on the hill. In the visible life of Nelson, they are clearly a minority. Population change on this scale can be accommodated, if not always easily, in large cities. It is a different proposition in a small town that was once tight-knit and, despite its closeness to larger places such as Blackburn, Accrington and Burnley, largely self-contained.

Even after 60 years, hardly anything has melted in the pot. The early migrants were villagers who placed little value on education. Recent history has led Muslims all over the world to turn inwards, to their own religion and culture. This is being exacerbated by white flight and by the advent of religious free schools, a disaster for anywhere in search of cohesion. The old Nelsonians have turned away. “Nelson is not multiracial or multicultural. It is biracial and bicultural,” says Greaves. “I would love to tell you that I go round to Abbas’s house to have chicken jalfrezi and he comes to mine for steak pudding and chips,” says John the Fish. “It’s just not like that.”

Unemployment is high at 18 per cent; there is no shortage of taxis. Educational attainment is patchy. Teachers at the two high schools fear their best pupils will be creamed off further by the promised grammar-school boom.

The vicar of Nelson, Guy Jamieson, and at least some of the local imams do their utmost to make connections between the communities. In certain respects Nelson feels like similar-sized towns in Ulster: two communities separated by a gulf of non-communication. In other ways, this description is unfair. When Burnley, just four miles away, suffered riots in 2001, Nelson stayed quiet. I could sense no threat, no active tension, merely resigned indifference on both sides. “There’s a poverty of confidence,” Jamieson said. “They don’t know how to sit down and engage.”

***

A modern English town council, subordinate to Brussels, Westminster, county and district, is an improbable power base, but Sajid Ali seems to be making Nelson’s work. Its precept is only £330,000 a year but this is not capped, so it suits both district and town if Pendle offloads smaller assets: parks, play areas, community centres. It is a minimalist form of devolution, but harks back to the days when Nelson was a borough in its own right, and looks forward to an improbable future when our towns might again be allowed to take their own decisions as they do in more grown-up countries.

But the council votes on party lines, Labour’s 16 councillors trumping the Tories’ eight. “They won’t work with us,” Sajid says flatly. “They don’t run it fairly for the town itself,” says the Conservative Neil McGowan. “If we put something forward for Marsden, we are always outvoted. One council official told me they’d never come across a town like it.” In Tony Greaves’s words, “The
politics in Nelson were always sour.” In the 1930s it was known as Little Moscow.

When I first met Sajid, however, he was outside a polling station doing a stint as a teller and laughing merrily along with his blue-rosetted counterpart, Arshad Mahmood. Yet things were not quite as they seemed. Mahmood was part of a mass defection of Pakistani Lib Dems to the Conservatives which appears to have nothing to do with Brexit, extra taxes for the NHS or Maymania. What it does have to do with remains elusive even to local politicians: “clan politics” and “personal ambition” were mentioned. It may be even more complicated than that. “So you’ll be voting for Theresa May next month?” I asked Mahmood. “Oh, no, I like Jeremy Corbyn. Very good policies.”

Perhaps this helped Sajid maintain some enthusiasm for the bigger campaign ahead, though he was daunted by one fact: the general election coincides with Ramadan, and dawn-to-dusk fasting comes hard in these latitudes when it falls in summertime. Still, he was impressed by all the new members Corbyn had brought to Labour: “The way I see it is that each new member has five, ten, 15, 20 people they can sell the message to.”

This seemed a bit strange: it implied he thought politics in the rest of Britain worked as it did in these streets. He had boasted earlier that he knew everyone. “All over Nelson?” “Oh, no,” he had backtracked. “In the English community nobody knows their next-door neighbour.” Which was an exaggeration, but perhaps not much of one.

There were no posters along Sajid Ali’s streets – not one. The information about which house to choose was on the canvass return and, more significantly, in his head. Just once he got it wrong. A little white girl opened the door and then a tattooed, muscular figure in a singlet barrelled towards the door. He wasn’t aggressive, just brisk. “Naaw. I doan’t vote.” End of. It was a sudden reminder of the norms of modern British politics.

***

Another norm is that, at any local count, no one ever thinks much of the big picture. The rise and fall of prime ministers, earthquakes and landslides are no more than distant rumours, of surprisingly little interest to the principals; what matters is the here and now. Where did that ballot box come from? How big is the postal vote? Any chance of a recount? When the five seats for Pendle were counted the next day at the leisure centre in Colne, one stop further up the clanking branch line from Nelson, no one was talking about the Tory takeover at County Hall.

Here there was something for everyone: Mohammed Iqbal won, just as Sajid predicted. Azhar Ali took the other Nelson seat even more easily for Labour. Both results were greeted with more effusive male hugs than would be considered seemly in Berkshire. In Pendle Central the Tories knocked out the sitting Lib Dem, but – heroically, in their eyes – one of the Lib Dem candidates grabbed a seat in the rural division.

But the most interesting result came in the most trifling contest: a twinned by-election for two vacancies in Nelson Town Council’s lily-white ward of Marsden, so electors had two votes each. The seats were won by a Conservative married couple, the Pearson-Ashers, who got 426 and 401; the single BNP candidate had 359 votes, with one Labour candidate on 333 and the other on 190. The first of these was called Laura Blackburn; the second Ghulam Ullah. This suggests a good deal of vote-splitting that Labour might find rather unpalatable.

In fact, Marsden already has one far-right relic: Brian Parker, who sits on Pendle Borough Council, is the last survivor in the top two tiers of local government of the BNP mini-surge that took them to 55 council seats across the country by 2009. Of Parker, two opposing councillors told me: “He’s actually a very good ward councillor.”

Curiously, Ukip has made little impact in Nelson or in Pendle as a whole. So there is not much scope for the party to fulfil what appears to be its immediate destiny: as a way station for Labour’s historic core voters to catch their breath on the arduous journey into Theresa May’s arms. According to John the Fish, whose shop functions as a kind of confessional for white opinion, they may no longer need a stopover: “I’m getting plenty of people, staunch Labourites, telling me they can’t stand Corbyn.”

I asked him how many Pakistani regulars he had. He broke off from chopping hake and held up five fingers. On 8 June the fish-eaters of Marsden can be expected to rouse themselves more energetically than the Ramadan fasters across town.

***

Seedhill, the cricket ground graced by Constantine, is pretty Nelson rather than gritty Nelson, even though a chunk of it, including the old pavilion, was lopped off years ago to form an embankment carrying the M65. Upstairs in the pavilion is a wonderful picture of the great man, eyes ablaze, down on one knee for a full-blooded cover-drive. It would have made a better monument in the town centre than the 40-foot weaving shuttle that has dominated Market Street since 2011. I thought it was a torpedo; children think it’s a giant pencil.

The packed houses that watched Constantine lead Nelson to seven league titles in nine years have dwindled now: there were only a couple of dozen to watch his successors play Accrington recently. But it was a drab day with a chilly breeze and Burnley were at home to West Brom in the winter game down the road.

And generally the club thrives better than the town. Given the lack of hotels and pubs, the pavilion is much in demand for functions, and the team remains competitive. Nelson fielded four local Asians for the Accrington match, which suggests that, in one activity at least, integration is just about where it should be.

It seems unlikely that a similar situation would apply at the crown green bowls or the brass band, or any other of the long-standing recreations in Nelson (though small but growing numbers of Pakistanis are now taking allotments). The knee-jerk liberal reaction might be that this is somehow the fault of the white Nelsonians. I think this attitude is a grave oversimplification that has done much damage.

In one respect the incomers have re-created the old life of Nelson. In the hugger-mugger stone-built terraces, the neighbourliness, the power of extended families, the external patriarchy and the internal matriarchy, the vibrancy, the sense of communal struggle . . . that is exactly what this cotton town must have been like a century ago. 

This article first appeared in the 18 May 2017 issue of the New Statesman, Age of Lies

0800 7318496