Reviewed: Edwardian Requiem - a Life of Sir Edward Grey by Michael Waterhouse

Fatal levity.

Edwardian Requiem: a Life of Sir Edward Grey
Michael Waterhouse
Biteback, 448pp, £25

Because Sir Edward Grey was such a nice man, historians have followed his contemporaries in excusing the reality that he was such a disastrous minister: arguably the most incompetent foreign secretary of all time for his responsibility in taking Britain into the First World War, having failed in July 1914 to do all within his power to stop the conflagration.

Grey was not solely to blame. The then prime minister, Herbert Asquith, delegated foreign policy and barely engaged in the escalating crisis until its final days. We cannot know what would have happened had British policy been more effective. Probably it was within the power of Asquith and Grey to have kept Britain out of the war. Possibly they could have prevented it entirely, dissuading Germany from supporting Austria in the chain reaction that led from Archduke Franz Ferdinand’s assassination in Sarajevo on 28 June to the German invasion of Belgium on 4 August.

However, since virtually any alternative would have been better than what followed from the calamity of July and August 1914 – namely, a European Thirty Years’ War, complete with communism, fascism, genocide, the Holocaust, slavery and the partition and subjugation of eastern Europe for a further half century – they deserve little benefit of the doubt.

Our grandparents’ and great-grandparents’ generations, who suffered so much, had to believe that the mass slaughter of Ypres, the Somme and the Dardanelles was not in vain and that German militarism made world war unavoidable. It was too painful to believe otherwise. Grey’s aristocratic integrity and universal pleasantness were therefore sufficient proof of his high capacity and intentions.

Alas, Michael Waterhouse simply rubberstamps this conventional wisdom. His biography is a good portrait of Grey the man – his fishing and love of the countryside, his conservative liberalism, his affairs and family – but it barely analyses his conduct of foreign policy. Waterhouse’s only judgement on Grey the foreign secretary from 1905 until 1916 is this sentence: “During the decade before the outbreak of war he prepared his country for what many saw as the inevitable conflict and, although exhausted and half blind, he was the only European statesman who fought hard for peace during the July crisis.”

If he was exhausted and half blind, should he have been in the job? And why does Waterhouse not criticise Grey’s profound ignorance of “abroad”? Grey took more than eight years as foreign secretary to make his first overseas visit and he didn’t even want to make that one (George V’s state visit to Paris in April 1914). He never visited Germany.

In the July crisis, he may have desired peace, yet his policy produced the opposite result. So how far was he to blame? Waterhouse does not address this question, beyond noting that Grey’s stark irresolution throughout July 1914 on the basic issue of whether or not Britain would support France in resisting a German invasion – which had the fatal effect of encouraging both German and Austrian militarism and French and Russian resistance – was partly because of a “split cabinet”. However, the point is that Grey did not seek to lead the cabinet because he was weak and irresolute. Only on the eve of the German invasion did Grey come off the fence and seek a cabinet pledge to uphold the security of Belgium and France. Yet at that point, the best policy for Britain – and ultimately for Europe – was probably to keep out of the war and secure the Channel, as it had done in the Franco-Prussian war of 1870-71.

The most informative commentary on July 1914 is in Asquith’s letters to his 27-yearold lover Venetia Stanley. As late as 24 July, at the end of a letter mostly about the Ulster crisis, Asquith simply notes: “Happily there seems to be no reason why we should be anything more than spectators [in any European conflict].”

Four days later, he was still writing in this distant vein, even drawing comfort from the prospect that the European situation might have the effect “of throwing into the background the lurid pictures of civil war in Ulster”. On 29 July, Asquith concluded a meeting of the cabinet with the decision that, on the critical issue of any German violation of Belgian neutrality, “Sir E Grey should be authorised to inform the German and French ambassadors that at this stage we were unable to pledge ourselves in advance, either under all conditions to stand aside or on any conditions to join in.” This one sentence contains the most damning indictment of Asquith’s and Grey’s leadership and policy. It is evident that Asquith did not appreciate the magnitude of the European crisis until 1 August, three days before the German invasion of Belgium. Until the day before, he had been planning to attend a weekend house party with Stanley in Anglesey. Grey was also at his country house for weekends in July.

A miscalculation of British intentions on the part of the other European powers was critical to the outbreak of war. This happened for a simple reason: Britain’s intentions were unclear. The responsibility for this lay above all with Grey. And Grey was equally critical to the decision to join the war, which was only taken in the last 48 hours before the German invasion of Belgium.

The First World War eviscerated Europe for a generation and more. As the armies marched, Grey remarked that the lamps were going out all over Europe. Asquith wrote to Stanley deploring the cheering crowds outside Buckingham Palace. “How one loathes such levity,” he added. There was indeed nothing to cheer but it was a month of political and diplomatic levity by Grey and As - quith that had led to the war and Britain’s fateful participation.

Andrew Adonis’s next book, “Five Days in May: the Coalition and Beyond”, is published by Biteback on 6 May (£12.99)

Edward Grey (left) on his way to the House of Commons in 1912. Photograph: Hulton Archive/Getty Images

This article first appeared in the 29 April 2013 issue of the New Statesman, What makes us human?

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"We repealed, then forgot": the long shadow of Section 28 homophobia

Why are deeply conservative views about the "promotion" of homosexuality still being reiterated to Scottish school pupils? 

Grim stories of LGBTI children being bullied in school are all too common. But one which emerged over the weekend garnered particular attention - because of the echoes of the infamous Section 28, nearly two decades after it was scrapped.

A 16-year-old pupil of a West Lothian school, who does not wish to be named, told Pink News that staff asked him to remove his small rainbow pride badge because, though they had "no problem" with his sexuality, it was not appropriate to "promote it" in school. It's a blast from the past - the rules against "promoting" homosexuality were repealed in 2000 in Scotland, but the long legacy of Section 28 seems hard to shake off. 

The local authority responsible said in a statement that non-school related badges are not permitted on uniforms, and says it is "committed to equal rights for LGBT people". 

The small badge depicted a rainbow-striped heart, which the pupil said he had brought back from the Edinburgh Pride march the previous weekend. He reportedly "no longer feels comfortable going to school", and said homophobia from staff members felt "much more scar[y] than when I encountered the same from other pupils". 

At a time when four Scottish party leaders are gay, and the new Westminster parliament included a record number of LGBTQ MPs, the political world is making progress in promoting equality. But education, it seems, has not kept up. According to research from LGBT rights campaigners Stonewall, 40 per cent of LGBT pupils across the UK reported being taught nothing about LGBT issues at school. Among trans students, 44 per cent said school staff didn’t know what "trans" even means.

The need for teacher training and curriculum reform is at the top of campaigners' agendas. "We're disappointed but not surprised by this example," says Jordan Daly, the co-founder of Time for Inclusive Education [TIE]. His grassroots campaign focuses on making politicians and wider society aware of the reality LGBTI school students in Scotland face. "We're in schools on a monthly basis, so we know this is by no means an isolated incident." 

Studies have repeatedly shown a startling level of self-harm and mental illness reported by LGBTI school students. Trans students are particularly at risk. In 2015, Daly and colleagues began a tour of schools. Shocking stories included one in which a teacher singled out a trans pupils for ridicule in front of the class. More commonly, though, staff told them the same story: we just don't know what we're allowed to say about gay relationships. 

This is the point, according to Daly - retraining, or rather the lack of it. For some of those teachers trained during the 1980s and 1990s, when Section 28 prevented local authorities from "promoting homosexuality", confusion still reigns about what they can and cannot teach - or even mention in front of their pupils. 

The infamous clause was specific in its homophobia: the "acceptability of homosexuality as a pretended family relationship" could not be mentioned in schools. But it's been 17 years since the clause was repealed in Scotland - indeed, it was one of the very first acts of the new Scottish Parliament (the rest of the UK followed suit three years later). Why are we still hearing this archaic language? 

"We repealed, we clapped and cheered, and then we just forgot," Daly says. After the bitter campaign in Scotland, in which an alliance of churches led by millionaire businessman Brian Souter poured money into "Keeping the Clause", the government was pleased with its victory, which seemed to establish Holyrood as a progressive political space early on in the life of the parliament. But without updating the curriculum or retraining teaching staff, Daly argues, it left a "massive vacuum" of uncertainty. 

The Stonewall research suggests a similar confusion is likely across the UK. Daly doesn't believe the situation in Scotland is notably worse than in England, and disputes the oft-cited allegation that the issue is somehow worse in Scotland's denominational schools. Homophobia may be "wrapped up in the language of religious belief" in certain schools, he says, but it's "just as much of a problem elsewhere. The TIE campaign doesn't have different strategies for different schools." 

After initial disappointments - their thousands-strong petition to change the curriculum was thrown out by parliament in 2016 - the campaign has won the support of leaders such as Nicola Sturgeon and Kezia Dugdale, and recently, the backing of a majority of MSPs. The Scottish government has set up a working group, and promised a national strategy. 

But for Daly, who himself struggled at a young age with his sexuality and society's failure to accept it, the matter remains an urgent one.  At just 21, he can reel off countless painful stories of young LGBTI students - some of which end in tragedy. One of the saddest elements of the story from St Kentigern's is that the pupil claimed his school was the safest place he had to express his identity, because he was not out at home. Perhaps for a gay pupil in ten years time, that will be a guarantee. 

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