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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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Boris Johnson is disloyal, cynical and lazy - now it's up to Michael Gove to stop him

Theresa May is another serious contender for the crown.

UPDATEMichael Gove appears, at the eleventh hour, to have learned something about Boris Johnson that anyone who has worked with him either in journalism or politics could have told him years ago: that Johnson is entirely unreliable. The leaked email in which Gove’s wife, Sarah Vine, warned him of the assurances he needed to get from Johnson before pledging himself as the key supporter in his campaign turns out to have been the writing on the wall for a clear run for Johnson. Word was swirling round Westminster after the email was leaked that Johnson appeared to have offered the same senior cabinet post – believed to have been the Treasury – to more than one person in return for support. Perhaps this was down to incompetence rather than dishonesty. Gove has made his own judgment, and it is, for an intelligent and serious man, an inevitable one.

Many Brexiteers, who feel that someone who shared their view should end up leading the Tory party, will be delighted by Gove’s decision. There was deep unease among many of them about the idea of a showman rather than a statesman inevitably ending up in Downing Street. What Gove will need to do now is to persuade colleagues who had gone behind Johnson because they did not want Theresa May to shift behind him. Some of Johnson’s supporters caused enormous surprise by their decision – such as Sir Nicholas Soames, who spent the referendum campaign denouncing Johnson on his Twitter feed – and they are not natural bedfellows of his. One Tory MP told me before Gove’s decision to stand that a group of “sensible” Tories had accepted the inevitability of a Johnson victory and had decided to get around him to try to keep him on the straight and narrow. The view that Johnson is unstoppable is now going to be tested, possibly to destruction, and those who had made the leap to support him may now well leap back.

Following Theresa May’s very assured launch of her campaign, which radiated statesmanship and sincerity, the Brexiteers need to ask themselves what sort of candidate is going to provide the best challenge to her, for she is clearly formidable. Given the choice between a volatile buffoon taking her on or someone who is more level-headed and serious doing so, the latter must inevitably be the best option. Johnson has never looked like a unifying figure, and certainly not one it was easy for rational people to imagine leading the country in an international context.

Gove’s decision not to support Johnson does not merely withdraw his personal support. It will withdraw the support of many who were prepared, reluctantly, to follow his lead and join the Johnson campaign. It has a parallel in history, which was William Hague’s decision to run on his own account instead of supporting Michael Howard in the 1997 contest after the party’s annihilation by Tony Blair. Hague won, and turned out to be a hapless leader. Gove is made of heavier metal and the party is in less perilous circumstances, so the outcome for him, should he win, ought to be better.

In the last few days a considerable portion of the Tory party has taken leave of its senses. In such a condition, envisaging Johnson as its leader was easy. Sanity and calm are now prevailing. The Brexiteers in the party – or at least that group of them resolute that they cannot have a remainer as leader - can now reflect on whether it wants an act or a politician to become prime minister. At least, thanks to Mr Gove, it now has a choice.

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Once upon a time, often within hours of a prime minister resigning, a “magic circle” of Tory grandees would decide after “soundings” whom to send to Buckingham Palace to kiss hands as the new man. Now, the 1922 Committee of Tory backbenchers has sought to do what it can to emulate the process, fast-tracking the election of David Cameron’s successor so that he or she is in place by 9 September, and ignoring calls for a period of wider reflection on whom the party needs to take it forward through the uncharted waters of negotiating an exit with the European Union. Longer consideration may have been helpful, given that the party is choosing not merely
its leader, but the next prime minister.

At the time of writing, it appears the main fight will be between Boris Johnson and Theresa May. Jeremy Hunt proposed himself as a “second referendum” candidate, even though the Tory party in particular wants another plebiscite about as much as it would like to put its collective head in a mincer. There is talk of two lesser cabinet ministers, Stephen Crabb and Sajid Javid, presenting a “joint bid”, even though such a concept is unknown to the Conservative constitution; and others are floating around the margins. The tumult reflects the hysterical state of mind in the party: no one in Cameron’s inner circle expected the British public to disobey orders, including, one starts to imagine, Johnson. It is only the preposterous events in the Labour Party that have stopped the Tories from seeming to be completely out of control.

It has become Tory party lore that the favourite never wins, on the precept that he who wields the knife never ends up wearing the crown: but as of now, at least, many of the Tory MPs believe nothing can prevent their colleagues voting in sufficient numbers to put Johnson in the second and final round of the contest, the one in which all paid-up members may vote. And if he gets there, they feel, the outcome is even less in doubt: he will win.

Predicting this will happen and wanting it to happen are, of course, not the same thing. A distressed Tory MP told me he expected Labour sympathisers to join his party to vote for Johnson, rather as mischievous Tories joined Labour to elect Jeremy Corbyn. The rules, however, forbid such last-minute purchases of a vote: yet the sentiment shows what an equally substantial group of Tory MPs think of Johnson’s capabilities, and explains why the anyone-but-Boris movement sprang into action the instant Cameron ran up the white flag. They know that, for all Johnson’s failings, and there are many, he has the entertainer’s knack of making people love him. Sadly – and this is the part his adoring public doesn’t see – things can be very different when he enters his dressing room and starts to take off the make-up. As Sir Alan Duncan said forthrightly last weekend, there is the small matter of Johnson lacking the gravitas and experience to be a credible prime minister, something MPs should have the wit to take into account even if the party in the country at large does not.

The Johnson phenomenon is not the least reason why even some of Cameron’s most consistent critics did not call for him to resign if he lost the referendum. The more time the Tory party had to consider Johnson as a potential leader, and what that entails, the better. Some MPs are angry that Cameron did not take immediate responsibility for cleaning up the mess he had helped make and preside over the exit negotiations. His colleagues feel he simply couldn’t be bothered, which is consistent with the often idle way he ran both his opposition and the government – an idleness that prevented him putting any contingency plan in place. The grand gesture, the great claim and the sweep of rhetoric are very arresting, and take little time. Following through is harder: but Cameron has a long record of not considering the consequences of words and actions, and this debacle for him is the ultimate, and most spectacular, example.

The pessimism that Johnson’s detractors feel about stopping him rests in what they know and see of the self-interest of their more bovine colleagues. The first concern of one group is to back the winner, and they think that will be Johnson (something with the status, in those circumstances, of a self-fulfilling prophecy). They also think that should Labour find a new leader and become a serious opposition, Johnson is the man most likely to win an election. Whether that would come next spring – if the new leader sought a new mandate as Gordon Brown did not in 2007 – or in 2020, as the Fixed-Term Parliaments Act decrees, is a separate but important question. Johnson’s acolytes have let it be known he would not call an early poll. He (or any other leader) would be absolutely constitutionally justified in not doing so. More to the point, you do not plot from the womb to become the Queen’s first minister only to risk chucking away the key to the Downing Street drinks cabinet after a few weeks. However, a weakened Labour Party may prove an irresistible target, and Tories recall how history would have been different if Gordon Brown had gone to the country in the autumn of 2007, as many urged him to do.

The press – and not just on the left – could well give Johnson a hard time. His baroque private life has exhausted its capacity to shock, but there is scope to scrutinise his record of underachievement as mayor of London; or Michael Howard’s sacking him for lying; or the Times sacking him for making up quotations (from his godfather) in a story; or his offering to assist his old schoolfriend Darius Guppy in having a journalist who had disobliged Guppy beaten up. Or perhaps, in the present political mood of the Western world, he can emulate Donald Trump, being able to say and do the most appalling things and yet still encourage vast numbers to vote for him.

Theresa May’s ambitions have been barely concealed. She has been “on man­oeuvres” since the 2015 general election. She worked out that the best way to manoeuvre during the referendum campaign was to say nothing, to avoid becoming a divisive figure. Aside from some rare moments of half-hearted support for Remain, that is exactly what she did. Had she gone the other way, the leadership contest might be closer, because her seniority and experience would have matched Johnson’s charisma: as it is, the best her colleagues believe she can hope for, barring some dramatic development, is to come second. A Times poll on Tuesday said that Tory voters preferred her to Johnson, which has the smell of accuracy about it. Activists – those with a vote – are a different matter. They appear in no mood at the moment to elect a Remainer.

Yet they are in some measure in the mood to elect a unifier: and, for all his attempts at sober statesmanship since the vote, Johnson (given his past) will have to stretch credulity even more than usual to convince as one of those. The anyone-but-Boris movement is motivated by the list of his perceived offences and character defects. Few believe he would have plumped for Leave had he thought it would lose: Johnson’s years on the rubber chicken circuit, and his mailbag from Telegraph readers in the provinces, made him more aware than most of his metropolitan colleagues of the true nature of public feeling outside the bubble. He is seen as utterly flexible in terms of principle: and, from the nature of his campaign rhetoric, as disloyal, cynical and lazy. Critics recall the number of deputy mayors (seven at one point) he required to do his last job. He is widely considered untrustworthy.

Perhaps he can unify activists who seem near universally to admire his carefully manufactured persona: he will find it harder to unify the parliamentary party, and would probably require a resounding general election victory before doing so. Even then, doubts born of years of witnessing his buffoonery and prevarication would be hard to allay.

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MPs felt that two other Brexiteers had far better credentials as unifiers. The most obvious was Michael Gove, whom some tried to persuade to stand; but Gove signalled his willingness to throw in his lot with Johnson.

The other increasingly discussed name in the days after the referendum was Andrea Leadsom, the energy minister and, before that, economic secretary to the Treasury. Many even in her own party never thought of her as a potential leader until recent weeks: but these were weeks in which she showed her key virtues. She is intelligent and capable. She had a long career in business before entering government, and presents a happy contrast to ministers who spent their lives as special advisers before gracing the back benches. Leadsom is deeply principled but also reasonable: she abstained in the vote on same-sex marriage because she did not want to show a lack of respect to homosexuals and lesbians who wished to solemnise their relationships, but she could not support the notion because of her religious views. Remainers consider her to have performed uniformly well in debates and television interviews during the EU campaign, because she avoided personal attacks, spurious claims and wild threats.

She is popular with her colleagues. However, if she has let her name go forward she will start from the back of the field. It would require the sort of organisation that enabled Mrs Thatcher to beat Ted Heath in 1975 if she were to pull this off. However, should Johnson implode during this campaign, and she had become a candidate, she would be fabulously well placed to pick up his voters.

May would seem to be way ahead as the Remain candidate, but will have to earn that position in the hustings that will run over the summer. The dark horse is Stephen Crabb, who replaced Iain Duncan Smith at Work and Pensions, in league with Sajid Javid, a secret Leaver who called it wrongly and who is now trying to salvage his future. A self-deprecating man from a humble background and with few enemies, Crabb, who was previously Welsh secretary, reminds me of John Major, who was brought into the cabinet and rose rapidly. In a leadership campaign held in the middle of a parliament, Major won and became prime minister, trading heavily on a backstory of his unprivileged upbringing. If Crabb ends up being nominated, he may be the man May must beat if she is to be the principal challenger to Johnson.

George Osborne has ruled himself out but remains relevant. He wants to carry on in government and, like the overgrown student politician he is, may be about to make an accommodation with those he has denounced for months in order to continue to hold a senior post. Also, not least because of Cameron’s laziness and casual attitude towards his party, he had exercised a substantial and growing influence over patronage and especially over senior government appointments. He had made a point of getting to know MPs on the way up, not least because he expected to be prime minister and wanted to be sure he had a clientele of loyalists to support him. He was starting to appoint his ministerial team, in effect, before becoming prime minister.

Osborne’s prospects have crashed, but his machine remains, for the moment, intact. If he has chosen wisely, he has a group of loyalists whom he can deploy in support of the candidate he chooses. However, now he can be of no use to his clients, it will be interesting to see whether they take the blindest bit of notice of him.

There is talk of Johnson making him foreign secretary, which would show an advanced sense of humour, given the role that person might have to play in the exit negotiations. Gove, if he has thrown in his lot with Johnson, might end up as chancellor.

The party is so fractious that the next nine weeks could provide a roller coaster: any talk of going back on the idea of strict border controls, for instance – something Johnson has hinted at – could cause huge turbulence. I suspect we are about to find that conducting a leadership contest at any time is a project laced with tension; to conduct one in a climate of scarcely concealed hysteria is not least why anything could yet happen.

Simon Heffer is a columnist for the Daily and the Sunday Telegraph

Simon Heffer is a journalist, author and political commentator, who has worked for long stretches at the Daily Telegraph and the Daily Mail. He has written biographies of Thomas Carlyle, Ralph Vaughan Williams and Enoch Powell, and reviews and writes on politics for the New Statesman

This article first appeared in the 30 June 2016 issue of the New Statesman, The Brexit lies