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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?

Picture: David Parkin
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The humbling of Theresa May

The Prime Minister has lost all authority. The Tories will remove her as soon as they feel the time is right.

Being politicians of unsentimental, ruthless realism, the Conservatives did not linger in the grief stage of their collective disaster after the general election. Disbelief, too, was commendably brief.

Currently, their priority is to impose some sort of order on themselves. This is the necessary prelude to the wholesale change that most see as the next phase in their attempt at recovery, which they all know is essential to their career prospects – and believe is vital to a country whose alternative prime minister is Jeremy Corbyn.

For that reason, talk of Theresa May enduring as Prime Minister until the end of the Brexit negotiations in two years’ time is the preserve of just a few wishful thinkers. Some sort of calm is being established but the party is far from settled or united; there is a widespread conviction that it cannot be so under the present leader.

Elements of the great change have been executed, as Nick Timothy and Fiona Hill, May’s former advisers, will testify.

However, this is only beginning, as shown by the debate in the media about how long May can survive in Downing Street. There is dissatisfaction about elements of her recent reshuffle, but it is quieted because few believe that some of the more contentious appointments or reappointments will last more than a matter of months. Her colleagues are also alarmed by the meal she has made of doing what was supposed to be a straightforward deal with the DUP.

The climate in the party at the moment is one in which everything – jobs, policies and, of course, the leadership – will soon be up for grabs. Debate over “hard” and “soft” Brexits is illusory: anyone who wants to be Conservative leader will need to respect the view of the party in the country, which is that Britain must leave the single market and the customs union to regain control of trade policy and borders. That is one reason why the prospects of David Davis, the Brexit Secretary, are being talked up.

Some of May’s MPs, for all their hard-mindedness about the future, speak of feeling “poleaxed” since the general election. Even before the result changed everything, there was dismay about the bad national campaign; but that, it was felt, could be discussed in a leisurely post-mortem.

Now, instead, it has undermined faith in May’s leadership and credibility. “The social care disaster was key to our defeat,” an MP told me. “It wasn’t just that the policy damaged our core vote, it was the amateurishness of the U-turn.” A more seasoned colleague noted that “it was the first election I’ve fought where we succeeded in pissing off every section of our core vote”.

The limited ministerial reshuffle was inevitable given May’s lack of authority, and summed up her untenability beyond the short term. Most of her few important changes were deeply ill judged: notably the sacking of the skills and apprenticeships minister Robert Halfon, the MP for Harlow in Essex, and a rare Tory with a direct line to the working class; and the Brexit minister David Jones, whose job had hardly begun and whose boss, Davis, was not consulted.

George Bridges, another Brexit minister, who resigned, apparently did so because he felt May had undermined the government’s position in the negotiations so badly, by failing to win the election comprehensively, that he could not face going on.

Much has been made of how Philip Hammond, the Chancellor, was marginalised and briefed against, yet reappointed. Patrick McLoughlin, the party chairman, suffered similarly. Conservative Central Office was largely shut out from the catastrophic campaign, though no one got round to briefing against McLoughlin, who kept his head down – unheard-of conduct by a party chairman in an election.

As a political force, Central Office is for now more or less impotent. It has lost the knack of arguing the case for Conservatism. MPs are increasingly worried that their party is so introspective that it just can’t deal with the way Corbyn is spinning his defeat. “An ugly mood is growing,” one said, “because militant leftism is going unchallenged.” That cannot change until May has gone and the party machine is revived and re-inspired.

***

Nobody in the party wants a general election: but most want a leadership election, and minds are concentrated on how to achieve the latter without precipitating the former. One angry and disillusioned ex-minister told me that “if there were an obvious candidate she’d be shitting herself. But most of us have realised Boris is a wanker, DD isn’t a great communicator and is a bit up himself, Hammond has no charisma, and Amber [Rudd] has a majority of 346.”

On Monday a group of senior ex-ministers met at Westminster to discuss next steps. It was agreed that, with the Brexit talks under way, the most important thing in the interests of restoring order was securing the vote on the Queen’s Speech. Then, May having done her duty and steadied the proverbial ship, the party would manage her dignified and calm evacuation from Downing Street.

Those who agree on this do not always agree on the timing. However, few can make the leap of imagination required to see her addressing the party conference in October, unless to say “Thank you and goodnight” and to initiate a leadership contest. Many would like her out long before then. The only reason they don’t want it this side of securing the Queen’s Speech is that the result, as one put it, would be “chaos”, with a leadership contest resembling “a circular firing squad”.

That metaphor is popular among Tories these days. Others use it to describe the ­apportioning of blame after the election. As well as Timothy and Hill, Lynton Crosby has sustained severe wounds that may prevent the Tories from automatically requesting his services again.

Following the Brexit referendum and Zac Goldsmith’s nasty campaign for the London mayoralty, Crosby has acquired the habit of losing. And then there was Ben Gummer, blamed not only for the social care debacle, but also for upsetting fishermen with a vaguely couched fisheries policy. These failings are becoming ancient history – and the future, not the past, is now the urgent matter – yet some Conservatives still seethe about them despite trying to move on.

“I haven’t heard anyone say she should stay – except Damian Green,” a former minister observed, referring to the new First Secretary of State. Green was at Oxford with May and seems to have earned his job because he is one of her rare friends in high politics. He is regarded as sharing her general lack of conviction.

Older activists recall how the party, in 1974, clung loyally to Ted Heath after he lost one election, and even after he lost a second. Now, deference is over. Most Tory activists, appalled by the handling of the campaign, want change. They would, however, like a contest: annoyed at not having been consulted last time, they intend not to be left silent again.

That view is largely reflected at Westminster, though a few MPs believe a coronation wouldn’t be a problem, “as we don’t want a public examination of the entrails for weeks on end when we need to be shown to be running the country effectively”. Most MPs disagree with that, seeing where a coronation got them last time.

With the summer recess coming up, at least the public’s attention would not be on Westminster if the contest took place mostly during that time: hence the feeling that, once the Queen’s Speech is dealt with, May should announce her intention to leave, in order to have a successor in place before the conference season. It is then up to the party to design a timetable that compresses the hustings between the final two candidates into as short a time as compatible with the democratic process, to get the new leader in place swiftly.

Some letters requesting a contest are said to have reached Graham Brady, the chairman of the 1922 Committee of backbenchers. One MP told me with great authority that there were eight; another, with equal certainty, said 12. Forty-eight are needed to trigger the procedure. However, engineering such a contest is not how most Tories would like to proceed. “She has had an international humiliation,” a former cabinet minister said, “and it is transparently ghastly for her. Then came the [Grenfell Tower] fire. There is no sense our rubbing it in. I suspect she knows she has to go. We admire her for staying around and clearing up the mess in a way Cameron didn’t. But she is a stopgap.”

MPs believe, with some justification, that the last thing most voters want is another general election, so caution is paramount. None doubts that the best outcome for all concerned would be for May to leave without being pushed.

Her tin-eared response to the Grenfell disaster shocked colleagues with its amateurishness and disconnection. “I’m sure she’s very upset by Grenfell,” someone who has known her since Oxford said. “But she is incapable of showing empathy. She has no bridge to the rest of the world other than Philip.” Another, referring to the controversial remark that torpedoed Andrea Leadsom’s leadership ambitions last year, said: “You would get shot for saying it, but not having had children hasn’t helped her when it comes to relating to people. Leadsom was right.”

***

May was quicker off the mark on Monday, issuing a statement condemning the appalling attack at Finsbury Park Mosque swiftly after it occurred, and going there shortly afterwards to meet community leaders. No one could fault her assurance that Muslims must enjoy the same protection under the law as everyone else, or the speed and sincerity with which it was made. She is learning what leadership entails, but too late.

Her administration has become unlucky. This happened to John Major, but, as in his case, the bad luck is partly down to bad decisions; and the bad luck that comes out of the blue simply piles in on top of everything else. Grenfell Tower, lethal and heartbreaking for its victims and their families, was merely more bad luck for the Prime Minister because of her slow-witted response and failure – presumably because shorn of her closest advisers – to do the right thing, and to do it quickly.

But then it turned out that her new chief of staff, Gavin Barwell, had in his previous incarnation as a housing minister received a report on improving fire safety in tower blocks and done nothing about it. That is either more bad luck, or it shows May has dismal judgement in the quality of people she appoints to her close circle. Form suggests the latter.

The idea aired last weekend, that May had “ten days to prove herself”, was a minority view. For most of her colleagues it is too late. It was typical of Boris Johnson’s dwindling band of cheerleaders that they should broadcast a story supporting Davis as an “interim” leader: “interim” until Johnson’s credibility has recovered sufficiently for him to have another pop at the job he covets so much.

They also sought to create the impression that Davis is on manoeuvres, which he resolutely is not. Davis has been around long enough to know that if he wants to succeed May – and his friends believe he does – he cannot be seen to do anything to destabilise her further. It is a lesson lost on Johnson’s camp, whose tactics have damaged their man even more than he was already.

Andrew Mitchell, the former international development secretary and a close ally of Davis, told the Guardian: “. . . it is simply untrue that he is doing anything other
than focusing on his incredibly important brief and giving loyal support to the Prime Minister. Anyone suggesting otherwise is freelancing.” That summed up the contempt Davis’s camp has for Johnson, and it will last long beyond any leadership race.

There is a sense that, in the present febrile climate, whoever is the next leader must be highly experienced. Davis qualifies; so does Hammond, who before his present job was foreign secretary and defence secretary, and who has belatedly displayed a mind of his own since May was hobbled. Hugo Swire, a minister of state under Hammond in the Foreign Office, said of him: “He’s got bottom. He was very good to work for. He is an homme sérieux. I liked him very much and he would calm things down.”

But, as yet, there is no contest. Calls for calm have prevailed, not least thanks to Graham Brady’s steady stewardship of the 1922 Committee, and his success in convincing the more hot-headed of his colleagues to hold their fire. Yet MPs say the 1922 is not what it was 20 years ago: ministers have become used to taking it less seriously.

However, many MPs expect Brady, at a time of their choosing, to go to Downing Street and deliver the poison pill to Theresa May if she is slow to go. Some who know her fear she might take no notice. If she were to play it that way, her end would be unpleasant. As the old saying goes, there is the easy way, and there is the hard way. Remarkably few of her colleagues want to go the hard way but, like everything else in the Tory party at the moment, that could change.

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 22 June 2017 issue of the New Statesman, The zombie PM

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