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I’m a believer

In our increasingly secular society, many religious people feel their voices are not heard. So here,

After four centuries of breathtaking scientific progress, many wonder why intelligent people would still feel the need to believe in God. Andrew Zak Williams decided to find out. Over the course of several months, he corresponded with dozens of scientists and other public figures, quizzing them on the reasons for their faith. Here is a selection of the responses.

Cherie Blair, barrister
It's been a journey from my upbringing to an understanding of something that my head cannot explain but my heart knows to be true.

Jeremy Vine, broadcaster
There is a subjective reason and an objective reason. The subjective reason is that I find consolation in my faith. The objective reason is that the story of the gospels has stood the test of time and Christ comes across as a totally captivating figure.

In moments of weariness or cynicism, I tell myself I only believe because my parents did; and the Christian faith poses more questions than it answers.

But I still return to believing, as if that is more natural than not doing so.

Richard Swinburne, emeritus professor of philosophy, University of Oxford
To suppose that there is a God explains why there is a physical universe at all; why there are the scientific laws there are; why animals and then human beings have evolved; why human beings have the opportunity to mould their character and those of their fellow humans for good or ill and to change the environment in which we live; why we have the well-authenticated account of Christ's life, death and resurrection; why throughout the centuries millions of people (other than ourselves) have had the apparent experience of being in touch with and guided by God; and so much else.
In fact, the hypothesis of the existence of God makes sense of the whole of our experience and it does so better than any other explanation that can be put forward, and that is the grounds for believing it to be true.

Peter Hitchens, journalist
I believe in God because I choose to do so. I believe in the Christian faith because I prefer to do so. The existence of God offers an explanation of many of the mysteries of the universe - es­pecially "Why is there something rather than nothing?" and the questions which follow from that. It requires our lives to have a purpose, and our actions to be measurable against a higher standard than their immediate, observable effect. Having chosen belief in a God over unbelief, I find the Christian gospels more per­suasive and the Christian moral system more powerful than any other religious belief.

I was, it is true, brought up as a Christian, but ceased to be one for many years. When I returned to belief I could have chosen any, but did not.

Jonathan Aitken, former politician
I believe in God because I have searched for Him and found Him in the crucible of brokenness. Some years ago I went through an all-too-well-publicised drama of defeat, disgrace, divorce, bankruptcy and jail. In the course of that saga I discovered a loving God who answers prayers, forgives and redeems.

James Jones, Bishop of Liverpool
One word: Jesus. All that you imagine God would be, He is. His life and His love are compelling, His wisdom convincing.

Richard Chartres, Bishop of London
I believe in God because He has both revealed and hidden Himself in so many different ways: in the created world, the Holy Bible, the man Jesus Christ; in the Church and men and women of God through the ages; in human relationships, in culture and beauty, life and death, pain and suffering; in immortal longings, in my faltering prayers and relationship with Him. There is nothing conclusive to force me into believing, but everything sug­gestive, and constantly drawing me on into the love of Christ and to "cleave ever to the sunnier side of doubt".

David Alton, Lib Dem peer
The notion that humanity and the cosmos are an accident has always seemed implausible. A world littered with examples of complex genius - from developments in quantum theory to regenerative medicine - points us towards genius more perfect and more unfathomable than ourselves. The powerful combination of faith and reason led me as a child to believe in God.

Unsurprisingly, as I matured into manhood, that belief has not been immune against the usual catalogue of failure, sadness and grief; and belief has certainly not camouflaged the horrors of situations I have seen first hand in places such as Congo and Sudan. Paradoxically, it has been where suffering has been most acute that I have also seen the greatest faith.

By contrast, the more we own or have, the more difficulty we seem to have in seeing and encountering the Divine.

Professor Stephen R L Clark, philosopher
I believe in God because the alternatives are worse. Not believing in God would mean that we have no good reason to think that creatures such as us human beings (accidentally generated in a world without any overall purpose) have any capacity - still less any duty - to discover what the world is like.

Denying that "God exists" while still maintaining a belief in the power of reason is, in my view, ridiculous.My belief is that we need to add both that God is at least possibly incarnate among us, and that the better description of God (with all possible caveats about the difficulty of speaking about the infinite source of all being and value) is as something like a society. In other words, the Christian doctrine of the incarnation, and of the trinity, have the philosophical edge. And once those doctrines are included, it is possible to see that other parts of that tradition are important.

Nick Spencer, director of Theos, the public theology think tank
I would say I find Christianity (rather than just belief in God) the most intellectually and emotionally satisfying explanation for being.

Stephen Green, director of the fundamentalist pressure group Christian Voice
I came to faith in God through seeing the ducks on a pond in People's Park, Grimsby. It struck me that they were all doing a similar job, but had different plumage. Why was that? Why did the coot have a white beak and the moorhen a red one? Being a hard-nosed engineer, I needed an explanation that worked and the evolutionary model seemed too far-fetched and needful of too much faith!

I mean, what could possibly be the evolutionary purpose of the bars on the hen mallard's wings, which can only be seen when she flies? Or the tuft on the head of the tufted duck?

So I was drawn logically to see them as designed like that. I suppose I believed in an intelligent designer long before the idea became fashionable. So, that left me as a sort of a deist. But God gradually became more personal to me and I was drawn against all my adolescent atheist beliefs deeper and deeper into faith in Jesus Christ.

Douglas Hedley, reader in metaphysics, Clare College, Cambridge
Do values such as truth, beauty and goodness emerge out of a contingent and meaningless substrate? Or do these values reflect a transcendent domain from which this world has emerged? I incline to the latter, and this is a major reason for my belief in God.

Paul Davies, quantum physicist
I am not comfortable answering the question "Why do you believe in God?" because you haven't defined "God". In any case, as a scientist,
I prefer not to deal in "belief" but rather in the usefulness of concepts. I am sure I don't believe in any sort of god with which most readers of your article would identify.

I do, however, assume (along with all scientists) that there is a rational and intelligible scheme of things that we uncover through scientific investigation. I am uncomfortable even being linked with "a god" because of the vast baggage that this term implies (a being with a mind, able to act on matter within time, making decisions, etc).

Professor Derek Burke, biochemist and former president of Christians in Science
There are several reasons why I believe in God. First of all, as a scientist who has been privileged to live in a time of amazing scientific discoveries (I received my PhD in 1953, the year Watson and Crick discovered the structure of DNA), I have been overwhelmed by wonder at the order and intricacy of the world around us. It is like peeling skins off an onion: every time you peel off a layer, there is another one underneath, equally marvellously intricate. Surely this could not have arisen by chance? Then my belief is strengthened by reading the New Testament especially, with the accounts of that amazing person, Jesus, His teaching, His compassion, His analysis of the human condition, but above all by His resurrection. Third, I'm deeply impressed by the many Christians whom I have met who have lived often difficult lives with compassion and love. They are an inspiration to me.

Peter J Bussey, particle physicist
God is the ultimate explanation, and this includes the explanation for the existence of physical reality, for laws of nature and everything. Let me at this point deal with a commonly encountered "problem" with the existence of God, one that Richard Dawkins and others have employed.
It goes that if God is the ultimate cause or the ultimate explanation, what then is the cause of God, or the explanation for God? My reply
is that, even in our own world, it is improper to repeat the same investigatory question an indefinite number of times. For example, we ask, "Who designed St Paul's Cathedral?" and receive the reply: "Sir Christopher Wren." But, "No help whatever," objects the sceptic, "because, in that case, who then designed Sir Christopher Wren?" To this, our response will now be that it is an inappropriate question and anyone except a Martian would know that. Different questions will be relevant now.

So, likewise, it is very unlikely that we know the appropriate questions, if any, to ask about God, who is presumably outside time, and is the source of the selfsame rationality that we presume to employ to understand the universe and to frame questions about God.
What should perhaps be underlined is that, in the absence of total proof, belief in God will be to some extent a matter of choice.

Reverend Professor Michael Reiss, bioethicist and Anglican priest
At the age of 18 or 19, a religious way of understanding the world began increasingly to make sense. It did not involve in any way abandoning the scientific way. If you like, it's a larger way of understanding our relationship with the rest of the world, our position in nature and all those standard questions to do with why we are here, if there is life after death, and so on. That was reinforced by good teaching, prayer and regular reading of scripture.

Peter Richmond, theoretical physicist
Today most people reject the supernatural but there can be no doubt that the teachings of Jesus are still relevant. And here I would differentiate these from some of the preaching of authoritarian churches, which has no doubt been the source of much that could be considered to be evil over the years. Even today, we see conflict in places such as Africa or the Middle East - killings made in the name of religion, for example. As Christians, we recognise these for what they are - evil acts perpetrated by the misguided. At a more domestic level, the marginalisation of women in the Church is another example that should be exposed for what it is: sheer prejudice by the present incumbents of the Church hierarchy. But as Christians, we can choose to make our case to change things as we try to follow the social teachings of Jesus. Compared to pagan idols, Jesus offered hope, comfort and inspiration, values that are as relevant today as they were 2,000 years ago.

David Myers, professor of psychology, Hope College, Michigan
[Our] spirituality, rooted in the developing biblical wisdom and in a faith tradition that crosses the centuries, helps make sense of the universe, gives meaning to life, opens us to the transcendent, connects us in supportive communities, provides a mandate for morality and selflessness and offers hope in the face of adversity and death.

Kenneth Miller, professor of biology, Brown University
I regard scientific rationality as the key to understanding the material basis of our existence as well as our history as a species. That's the reason why I have fought so hard against the "creationists" and those who advocate "intelligent design". They deny science and oppose scientific rationality, and I regard their ideas as a threat to a society such as ours that has been so hospitable to the scientific enterprise.

There are, however, certain questions that science cannot answer - not because we haven't figured them out yet (there are lots of those), but because they are not scientific questions at all. As the Greek philosophers used to ask, what is the good life? What is the nature of good and evil? What is the purpose to existence? My friend Richard Dawkins would ask, in response, why we should think that such questions are even important. But to most of us, I would respond, these are the most important questions of all.

What I can tell you is that the world I see, including the world I know about from science, makes more sense to me in the light of a spiritual understanding of existence and the hypo­thesis of God. Specifically, I see a moral polarity to life, a sense that "good" and "evil" are actual qualities, not social constructions, and that choosing the good life (as the Greeks meant it) is the central question of existence. Given that, the hypothesis of God conforms to what I know about the material world from science and gives that world a depth of meaning that I would find impossible without it.

Now, I certainly do not "know" that the spirit is real in the sense that you and I can agree on the evidence that DNA is real and that it is the chemical basis of genetic information. There is, after all, a reason religious belief is called "faith", and not "certainty". But it is a faith that fits, a faith that is congruent with science, and even provides a reason why science works and is of such value - because science explores that rationality of existence, a rationality that itself derives from the source of that existence.

In any case, I am happy to confess that I am a believer, and that for me, the Christian faith is the one that resonates. What I do not claim is that my religious belief, or anyone's, can meet a scientific test.

Nick Brewin, molecular biologist
A crucial component of the question depends on the definition of "God". As a scientist, the "God" that I believe in is not the same God(s) that I used to believe in. It is not the same God that my wife believes in; nor is it the same God that my six-year-old granddaughter believes in; nor is it the God that my brain-damaged and physically disabled brother believes in. Each person has their own concept of what gives value and purpose to their life. This concept of "God" is based on a combination of direct and indirect experience.

Humankind has become Godlike, in the sense that it has acquired the power to store and manipulate information. Language, books, computers and DNA genomics provide just a few illustrations of the amazing range of technologies at our fingertips. Was this all merely chance? Or should we try to make sense of the signs and wonders that are embedded in a "revealed religion"?

Perhaps by returning to the "faith" position of children or disabled adults, scientists can extend their own appreciation of the value and purpose of individual human existence. Science and religion are mutually complementary.

Hugh Ross, astrophysicist and astronomer
Astronomy fascinates me. I started serious study of the universe when I was seven. By the age of 16, I could see that Big Bang cosmology offered the best explanation for the history of the universe, and because the Big Bang implies a cosmic beginning, it would require a cosmic beginner. It seemed reasonable that a creator of such awesome capacities would speak clearly and consistently if He spoke at all. So I spent two years perusing the holy books of the world's religions to test for these characteristics. I found only one such book. The Bible stood apart: not only did it provide hundreds of "fact" statements that could be tested for accuracy, it also anticipated - thousands of years in advance - what scientists would later discover, such as the fundamental features of Big Bang cosmology.

My observation that the Bible's multiple creation narratives accurately describe hundreds of details discovered much later, and that it consistently places them in the scientifically correct sequence, convinced me all the more that the Bible must be the supernaturally inspired word of God. Discoveries in astronomy first alerted me to the existence of God, and to this day the Bible's power to anticipate scientific discoveries and predict sociopolitical events ranks as a major reason for my belief in the God of the Bible. Despite my secular upbringing, I cannot ignore the compelling evidence emerging from research into the origin of the universe, the anthropic principle, the origin of life and the origin of humanity. Theaccumulating evidence continues to point compellingly towards the God of the Bible.

Steve Fuller, philosopher/professor of sociology, University of Warwick
I am a product of a Jesuit education (before university), and my formal academic training is in history and philosophy of science, which is the field credited with showing the tight links between science and religion. While I have never been an avid churchgoer, I am strongly moved by the liberatory vision of Jesus promoted by left-wing Christians.

I take seriously the idea that we are created in the image and likeness of God, and that we may come to exercise the sorts of powers that are associated with divinity. In this regard, I am sympathetic to the dissenting, anticlerical schools of Christianity - especially Unitarianism, deism and transcendentalism, idealism and humanism. I believe that it is this general position that has informed the progressive scientific spirit.

People such as Dawkins and Christopher Hitchens like to think of themselves as promoting a progressive view of humanity, but I really do not see how Darwinism allows that at all, given its species-egalitarian view of nature (that is, humans are just one more species - no more privileged than the rest of them). As I see it, the New Atheists live a schizoid existence, where they clearly want to privilege humanity but have no metaphysical basis for doing so.

Michael J Behe, scientific advocate of intelligent design
Two primary reasons: 1) that anything exists; and 2) that we human beings can comprehend and reason. I think both of those point to God.

Denis Alexander, director, Faraday Institute for Science and Religion, Cambridge
I believe in the existence of a personal God. Viewing the universe as a creation renders it more coherent than viewing its existence as without cause. It is the intelligibility of the world that requires explanation.

Second, I am intellectually persuaded by the historical life, teaching, death and resurrection of Jesus of Nazareth, that He is indeed the
Son of God. Jesus is most readily explicable by understanding Him as the Son of God. Third, having been a Christian for more than five decades, I have experienced God through Christ over this period in worship, answered prayer and through His love. These experiences are more coherent based on the assumption that God does exist.

Mike Hulme, professor of climate change, University of East Anglia
There are many reasons - lines of evidence, if you will - all of which weave together to point me in a certain direction (much as a scientist or a jury might do before reaching a considered judgement), which we call a belief.

[I believe] because there is non-trivial historical evidence that a person called Jesus of Naza­reth rose from the dead 2,000 years ago, and
it just so happens that He predicted that He would . . . I believe because of the testimony of billions of believers, just a few of whom are known to me and in whom I trust (and hence trust their testimony).

I believe because of my ineradicable sense that certain things I see and hear about in the world warrant the non-arbitrary categories of "good" or "evil". I believe because I have not discovered a better explanation of beauty, truth and love than that they emerge in a world created - willed into being - by a God who personifies beauty, truth and love.

Andrew Zak Williams has written for the Humanist and Skeptic. His email address is:

This article first appeared in the 18 April 2011 issue of the New Statesman, GOD Special

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It's time for the government to think again about Hinkley Point

The government's new nuclear power station is a white elephant that we simply don't need.

Today I will welcome Denis Baupin, Vice President of the French Assembly, to Hinkley.

His own choice to come and visit the site of the proposed new nuclear power station reflects his strong desire to prevent the UK disappearing up a dangerous dark alley in terms of energy policy. It also takes place as France takes a totally different path, with the French government recently adopting a law which will reduce nuclear energy in the country.

Greens have opposed Hinkley ever since the government announced its nuclear strategy. Hinkley, with its state aid and an agreed strike price of £92.50 per megawatt, has always been financially and legally suspect but it is now reaching the level of farce. So much so that George Osborne is required to be economical with the truth in front of a House of Lords committee because he cannot find anything honest to say about why this is a good deal for the British people.

Mr Baupin and I will join hundreds of protestors – and a white elephant – to stand in solidarity against this terrible project. The demonstration is taking place under a banner of the triple risks of Hinkley. 

First, there are the safety and technological risks. It is clear that the Pressurised Water nuclear reactor (EPR) – the design proposed for Hinkley C – simply does not work. France’s nuclear safety watchdog has found multiple malfunctioning valves that could cause meltdown, in a similar scenario to the 1979 Three Mile Island nuclear accident in the US.  The steel reactor vessel, which houses the plant’s nuclear fuel and confines its radioactivity, was also found to have serious anomalies that increase the risk of it cracking. Apart from the obvious safety risks, the problems experienced by the EPR reactors being built at Flammanvile in France and Olkiluoto in Finland have pushed the projects years behind schedule.

Secondly, Hinkley poses risks to our energy security. Hinkley is supposed to produce 7% of the UK's energy. But we now know there will be no electricity from the new nuclear plant until at least 2023. This makes power blackouts over the next decade increasingly likely and the only way to avoid them is to rapidly invest in renewable energy, particularly onshore wind. Earlier this week Bloomberg produced a report showing that onshore wind is now the cheapest way to generate electricity in both the UK and Germany. But instead of supporting onshore wind this government is undermining it by attacking subsidies to renewables and destroying jobs in the sector. 

Thirdly, there is the risk of Chinese finance. In a globalised world we are expected to consider the option of allowing foreign companies and governments to control our essential infrastructure. But it is clear that in bequeathing our infrastructure we lose the political control that strengthens our security. The Chinese companies who will be part of the deal are part owned by the Chinese government and therefore controlled by the Chinese Communist Party. What a toppy-turvy world globalisation has created, where our Conservative British government is inviting the Chinese Communist party to control our energy infrastructure. It also seems that China National Nuclear Company is responsible for the manufacture of Chinese nuclear weapons.

Of course it is the Chinese people who suffer most, being at the hands of an oppressive government and uncontrolled companies which show little respect for employment rights or environmental standards. By offering money to such companies from British consumers through their energy bills our government is forcing us to collude in the low human rights and environmental standards seen in China.  

Research I commissioned earlier this year concluded we can transform the South West, not with nuclear, but with renewables. We can generate 100 per cent of our energy needs from renewables within the next 20-30 years and create 122,000 new quality jobs and boost the regional economy by over £4bn a year.

The white elephant of Hinkley looks increasingly shaky on its feet. Only the government’s deeply risky ideological crusade against renewables and in favour of nuclear keeps it standing. It’s time for it to fall and for communities in the South West to create in its place a renewable energy revolution, which will lead to our own Western Powerhouse. 

Molly Scott Cato is Green MEP for the southwest of England, elected in May 2014. She has published widely, particularly on issues related to green economics. Molly was formerly Professor of Strategy and Sustainability at the University of Roehampton.

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Michael Gove, the polite assassin

The Messianic restlessness of the justice secretary.

Michael Gove is the politest man in politics and one of the most abrasive, a charmer who cultivates enemies. He is pious, loyal and incurably irreverent. He is a gifted communicator who is widely misunderstood, an accomplished operator who repeatedly makes basic errors, and a right-wing ideologue with a fierce aversion to unearned privilege. He is a Conservative. He is a radical.

His party isn’t sure if he is an asset or a ­liability. One day in November 2013, when Gove was in the fourth year of his tenure as secretary of state for education, he received a visitor from Downing Street. Lynton Crosby, the Prime Minister’s chief political strategist, took Gove through a PowerPoint presentation, outlining his strategy for a Conservative victory in the upcoming general election, then 18 months away.

Crosby brought gratifying news. In most countries, he said, education was the preserve of parties of the left. But Crosby’s polling data indicated that in the UK, Gove had succeeded in putting this territory up for grabs. Crosby was inclined to seize it. It fitted the larger story that the Tories wanted to tell: opportunities for all, rewards for hard work, success in the global economic race. Gove and his advisers were delighted.

Eight months later, the Prime Minister met with Gove to tell him that he was relieving him of his duties at Education. It came as a painful shock. Gove wasn’t ready to leave, and his demotion to the post of chief whip – a job for which he had little appetite – involved the loss of a full cabinet seat. As if that weren’t enough, he was being sacked by one of his oldest and closest friends in politics, a man to whom he had given much, and of whom he had asked little. He did not, however, as Iain Duncan Smith had done more than once, threaten to resign. He was too loyal for that, as Cameron must have calculated.

The next day, Gove’s injury was spiked with insult. The Sunday papers, briefed by Cameron’s office on the reshuffle, led with Gove’s dismissal. All of them used the same word. It was said that the Prime Minister had concluded, on Crosby’s advice, that his education secretary was “toxic”, hated by teachers, who talk to parents, who vote in large numbers. Gove stayed loyal in public, even as his wife, the Daily Mail columnist Sarah Vine, tweeted rather ominously about “a shabby day’s work which Cameron will live to regret”.

After the election was won, Gove’s status and pride were at least partly restored when he was awarded a new job: Secretary of State for Justice (and Lord Chancellor). One of the most intriguing questions of the new government is what he will decide to do with it. That is not a question you ask of every minister – you can’t imagine asking it of the Foreign Secretary, Philip Hammond, in any job, ever. But Gove is an inveterate reformer, driven by a desire to change the world, rather than simply manage it: as a friend and former colleague at the Department for Education told me, with feeling, “The thing about Michael is that he wants to do things – to change things because he believes in them.” As a personality, he stands out in the rather bland world of Westminster, a parakeet among pigeons. Someone who has worked closely with all the key players in this government calls him “the most interesting man in politics”.

Gove has kept a low profile, for him, since his appointment to Justice (he declined to be interviewed for this article). But the early signs are that he wants to do things again. He has been tasked with the government’s law reforms, and with extracting Britain from the European Convention on Human Rights. Both moves will be resisted by lawyers. If he takes on the legal establishment as he took on the education establishment, he may have the biggest fight of his political career. Lawyers are closer than teachers to the levers of political power, and advocates are usually pretty good at advocating. The Gove brand might become retoxified by combat. But if he doesn’t take that risk, will he still be able to do big things?

This leads us to a fundamental question about reform. In April, three weeks before the general election, I attended a lunch organised by the New Statesman at which the principal guest was Tristram Hunt, then the shadow education secretary. In those days, believe it or not, it seemed likely that we were meeting the next education secretary. Hunt spoke to the assembled guests and then took questions.

When he had finished, I turned to the guest next to me, a former civil servant at the DfE who now worked for an exam board. I wondered aloud how Hunt would get on in government. “Oh, he’ll be utterly useless,” my neighbour replied. He explained that the world of education consists of a series of staunchly opposed and deeply entrenched interests. Hunt, he said, seemed to assume that everyone would be eager to work with him to improve schools. But it wasn’t like that.

If you are a politician who wants to make big changes to the way a public service runs, do you need to pick sides, and choose enemies, or can you do it through consensus and conciliation? Perhaps the answer depends on character as much as political ­philosophy. Radicalism in government isn’t so much a creed, as a temperament, one that thrills in putting principle over compromise, and is drawn irresistibly to the theatre of battle.

Another of Gove’s friends told me, “Michael is an idealist – a dangerous character.”


Among those on the left, at least, Michael Gove was the coalition government’s chief hate figure, beating David Cameron, or Iain Duncan Smith, or George Osborne. This is, when you think about it, a little odd. For one thing, Gove wasn’t the one shrinking the state or cutting benefits; indeed, he successfully defended Education from the worst of the cuts. For another, his Toryism comes with a vivid streak of red (though perhaps that explains it). Among those who have known or engaged with Gove, it is said, even by adversaries, that he is animated by concern for the poor. Mary Bousted, the general secretary of the Association of Teachers and Lecturers (ATL), the teachers’ union, who is an otherwise unsparing critic, told me: “He wants a more equal society. He truly believes in education as a vehicle for social justice.”

Gove’s background is not that of a typical Tory, and is certainly different from that of his friends Osborne and Cameron. He was born in Edinburgh in 1967, and his biological mother gave him away when he was still an infant. He was adopted at four months by a couple from Aberdeen who proved to be loving parents. (His mother used to tell him, “You didn’t grow under my heart, you grew in it.”) His father, Ernest, ran a small business, inherited from his own father, processing the cod and whiting that came in from the trawlers every morning. Some of Gove’s earliest memories are of watching his father skin, gut and smoke fish (he hated the smell). Gove’s mother, Christine, was a lab assistant at Aberdeen University. Together with his younger sister, Angela, also
adopted, he was raised in a three-bedroom semi. The family attended Church of Scotland services and he remains an avid believer: his moral world-view, and his rhetoric, are strongly coloured by Christian scripture (his advisers wincingly insist that his decision, as education secretary, to send a signed Bible to every school was a personal one).

His parents were eager that their bright young son should move up in life, and when, aged 11, he passed the entrance exam for the most prestigious private school in Aberdeen, Robert Gordon’s College, they stretched the pennies to pay the fees. Their son has never stopped thanking them for it. Gove adored Robert Gordon’s. In a sense, he was born there. The vividly drawn persona we are familiar with today emerged, fully formed, at school, in an act of audacious self-invention. The young Gove sought not merely to fit in with his socially superior peers, but to stand out from them. He rode an old-fashioned bicycle to school, wore suits, recited poetry and starred in debates.

Unusually confident, he excelled at most things, except sport. He was known for asking challenging questions of his teachers in a way that threatened to overturn the classroom hierarchy. Speaking to the Times in 2014, a former teacher recalled, “At the start of every lesson a hand would go up and it would be Michael. The thought would go through my mind, ‘What is he going to ask me now and will I know the answer?’” He was admired by classmates for his cheeky rejoinders to teachers, for which he occasionally received beatings with a leather belt, and was generally thought of as a good egg. A former classmate told the Guardian, “I had glasses and red hair, and I vividly remember being bullied in the changing room, and Michael tried to stop it.”

The Gove family fell on hard times after Ernest’s business was affected by diminishing fish stocks and new EU regulations. Christine, who had left her job to look after the children, returned to work as a classroom assistant at Aberdeen School for the Deaf, where Angela, severely deaf, was a pupil. The fees for Robert Gordon’s were no longer affordable but the school awarded Gove a scholarship. He must have felt ­heroic: his brilliance had saved the family from humiliation.

Precocious children often grow into adults with something of the child about them, and there is something eternally schoolboyish about Gove. The reflected admiration of his parents, teachers and classmates still radiates from his smooth-cheeked face. There remains also something of the outsider, who can’t resist sly jabs at insiders. Soon after becoming education secretary, he railed against a system in which “rich, thick kids do better than poor, clever children”. He was probably surrounded by a few of the former in Robert Gordon’s, not to mention the Tory party.

He studied English at Oxford, where he was an active member of the Conservative Association, and was elected president of the Oxford Union. After graduation, he failed an interview with the Conservative Research Department because he was – at least as he tells it – “insufficiently political” and “insufficiently Conservative”. He returned to Scotland, landing his first job in journalism at the Aberdeen Press and Journal. On moving to London, he worked in television, including a stint as a presenter, before joining the Times, where he met ­Sarah Vine, with whom he has two young children: William, ten, and Beatrice, 12.

Gove started as a reporter, before becoming a leader writer and columnist. In print, the well-mannered, self-ironising young fellow was transformed into a Churchillian warrior. A self-proclaimed neoconservative, he was an ardent supporter of the Iraq war and an implacable foe of Islamic terrorism, about which he wrote a book, Celsius 7/7 (this was his second book; the first was Michael Portillo: the Future of the Right). His columns were stylish, if shallow, displaying a debater’s grasp of foreign policy, in which abstract nouns such as freedom, appeasement and resolve carried all before them.

In 2002, Gove co-founded the centre-right think tank Policy Exchange, which became a hub for ambitious and metropolitan young Tories. He made friends with Cameron, Osborne and Steve Hilton (Cameron’s former director of strategy), who were impressed by his fluent articulation of political ideas. Cameron, a rising star of the Tory benches, persuaded his friend to leave journalism for politics, and in the May 2005 general election he was elected MP for Surrey Heath.

In 2007, when Cameron had been leader of the party for two years, his shadow education secretary David Willetts was bold enough to point out that grammar schools are not engines of social mobility. The Tory grass roots, never entirely comfortable with their leader’s modernisation project, revolted. Cameron sacked Willetts and asked Gove to fill the vacancy. He did so with alacrity. It wasn’t just the promotion: here was a brief into which he could pour himself.

Gove’s friends always refer you to his childhood to explain his motivation in politics. It is said, not least by himself, that he carries with him an acute awareness of his own good fortune. What if he hadn’t escaped the (presumed) poverty of his birth mother? What if his adoptive parents hadn’t cared so much about education? What if he hadn’t got a scholarship? He wants others, less lucky than he was, to have the same life chances, and believes education is a bridge out of poverty, into the freedoms enjoyed by elites. (In a speech at Brighton College in 2012, Gove bemoaned the extent of private-school dominance. “In England, more than in any comparable country, those who are born poor are more likely to stay poor and those who inherit privilege are more likely to pass on privilege. For those of us who believe in social justice this stratification and segregation are morally indefensible.”) Government, he argues, bears a responsibility to help the disadvantaged become the “authors of their own life story”. As right-wing ideologies go, it is hardly Ayn Rand.

The team Gove recruited to help in his new job included Dominic Cummings, a former aide to Iain Duncan Smith; Henry de Zoete, who had worked at the Tory think tank Reform; and Sam Freedman, an education wonk from Policy Exchange. The advisers made for quite a similar group. They were all men in their thirties and forties. None had taught, or had children of school age. They had all attended Oxford or Cambridge. They were voracious readers, particularly of history, and confident talkers who relished intellectual debate. None was a fan of David Cameron, whom they regarded as irredeemably superficial. They had little time for party politics, and didn’t cherish political ambitions (nearly all of them left politics after resigning from Gove’s team). They saw themselves as sojourners in government, on special assignment to ameliorate the lot of the nation’s children, and they were united in admiration for a man they ­regarded as the only politician in Britain with the intellect, bravery and moral purpose to lead the mission.


Gove inspires loyalty among those who have worked for or with him, even those who weren’t close to him. Those I spoke to for this piece declined, for the most part, to speak on the record, not so much out of fear as concern that they might upset him.

In private, it is said, Gove is funny, acerbic, mischievous. A senior adviser to Ed Miliband during the last parliament told me that if he bumped into Gove in the foyer of Portcullis House, a sotto voce conversation would ensue, spiced with some less-than-reverential comment about one of Gove’s colleagues, or even his boss. Gove can converse knowledgeably and passionately on most topics. He devours books, mainly history (particularly about Britain and America in the 19th and 20th centuries, when the really big things got done) and political biography. He loves Wagner, and has made the pilgrimage to the annual festival in Bayreuth, Bavaria. His son is a football fan and so, having had limited interest in the sport, Gove is now an expert on it. His mental bandwidth is high: whether it’s culture or briefing documents, his ability to acquire and absorb information is impressive.

Everyone mentions his politeness. He is elaborately courteous, not just with friends and potential allies but with opponents,
junior civil servants and children. If he wants to charm you, he looks you in the eye and listens intently. His politeness is rigorously enforced, as if developed to constrain some anarchic inner force. It can also be used as a weapon. “Michael is aggressively polite,” a former colleague of his told me. “He uses his politeness to make people feel uncomfortable; to put them out of their comfort zone.” The politeness has a distancing effect even on those who know and like him. “I worked with him closely for years,” said the former colleague, “and I barely knew him.” A friend told me, “There is a mystery at the heart of Michael.” Another said that he imagines Gove’s formality extends even to his wife, although her columns sometimes read like deliberate attempts to deformalise her husband: she has discussed his inept driving, his aromatic orange corduroys, and even the couple’s conjugal relations (“just another chore . . . to tick off your endless to-do list”).

The psychoanalyst and writer Adam Phillips talks about something that artists and children have in common: a need to hide, and at the same time be seen. You often get the sense, observing Gove, that he is trying to conceal something and also to let you know about it. After finishing an elegant non-answer to a difficult question, he will smirk, momentarily, as if to signal collusion in an ironic joke. He presents the decorous façade, and he wants you to know there is something even more interesting behind it.

Whatever else there is, there is decency. In 2013, Mary Bousted, the head of the ATL teachers’ union, was attacking Gove in the media. So she was surprised, when she got married that year, to receive a card and ­present from the minister. “Personally, he’s very kind,” she said. In 2014 the wife of his former policy adviser Freedman gave birth to a stillborn child. Freedman hadn’t been in regular contact with his old boss since leaving government. Gove wrote a handwritten letter of condolence to him and his wife. Freedman was moved. “It was a thoughtful letter: not dashed off, but something he had clearly spent time on.”


In May 2010, at the age of 42, Gove ­became secretary of state for children, families and schools. He came to office unusually well prepared. “Gove identified the right challenges,” says Russell Hobby, general secretary of the NAHT, the head teachers’ union. “He had mastered his brief to a degree rarely seen.” Bousted, as leader of the ATL, was taken to dinner by Gove shortly after he took office. She was charmed, and found him “knowledgeable, interested and committed”. Mark Lehain, headmaster of Bedford Free School, who belongs to the small but vocal group of teachers who have backed Gove in public, told me: “Those guys had a plan. They realised that you can’t reform any one part of the system in isolation. So they had thought about everything: school structures, academic standards, teacher training . . .”

They also had the contours of a powerful narrative, with a victim, an enemy and a solution. Children, particularly those from disadvantaged families, were being failed by a complacent and self-interested education establishment. “We identified three groups that were holding back the [teaching] profession,” a former adviser to Gove said: local authorities, the unions, and the universities doing teacher training. “We went after all three.” Gove believed that local authorities were too inept and lazy to turn around failing schools, that the unions were more interested in the welfare of teachers than in children, and that head teachers were better qualified to train their staff than woolly-headed Marxist sociologists.

The answer was to liberate schools from local authority control. Academies – self-governing schools, funded directly from central government and sponsored by businesses, church groups, charities or private schools – were introduced in a cautious manner by Tony Blair’s government, as a last resort, to improve failing schools in poor areas that were managed incompetently by their local authority. Gove proposed to accelerate this programme, and to make academy status the default for new schools, breaking the link with disadvantaged communities. He would also introduce “free schools”, allowing groups of teachers or parents to set up on their own if they were unhappy with the local schools available to them.

Members of Gove’s circle have differing recollections of how preconceived was his offensive on the education establishment. Certainly, in his opposition days, Gove made efforts to charm and persuade most of the key players in education policy, including Labour Party reformers and amenable trade unionists. But once he was in office, both sides dug in, and battle commenced.

In his Whitehall office, Gove hung pictures of Lenin and Malcolm X. Like any good radical, he believed in the necessity of advancing at speed. “Michael knew that politics is fickle and that he might soon be out of a job,” a friend who was with him in those early days told me. “We needed to get as much done as quickly as possible.” Seventy-seven days after the 2010 general election, he had pushed a hastily drafted bill into law, containing a blizzard of provisions, at the centre of which were new powers for the secretary of state to remove schools from local authority control. The civil service
had advised him that it would take three to five years to open the first free schools. The department opened 20 by September 2011, and a hundred more the following year.

Gove’s team felt under siege, from within and without. They inherited a group of ­officials sceptical about their pedal-to-the-metal policymaking. A senior civil servant told the Times, “Michael Gove is one of those conviction politicians who has got very strong prior beliefs about what works, and he isn’t that fussed about evidence.” Their plans were frequently leaked to the press or the opposition; documents were stolen from photocopiers. Every day brought new
crises that required urgent attention.

In the summer of 2010 came what one former adviser calls “a grade A catastrophe”. Labour had started a £55bn programme of investment in new school buildings, known as Building Schools for the Future, that Gove regarded as a fiscal extravagance. He peremptorily cancelled it, without attention to the details of which schools should or shouldn’t get the buildings they had been promised. A panicked department couldn’t get the list of affected schools right. Again and again it published the wrong list, as teachers howled and the press shrieked. Gove made a humiliating apology on the floor of the House. Tom Watson called him a “miserable little pipsqueak”. He was on the brink of resigning – or getting fired.


That he stuck it out was due in part to the intervention of his closest adviser, Dominic Cummings. It is impossible to understand Gove’s time at Education, or indeed Gove, without considering his relationship with the man described by Nick Clegg as “loopy” and by others as brilliant or bullying, or both. Cummings got to know Gove while he was running a campaign against the euro; Gove was then at the Times. Later, when Iain Duncan Smith became leader of the Conservatives, he appointed Cummings as his director of strategy, though that didn’t last long: he was too jagged-edged for Tory MPs to cope with, and Duncan Smith was too cautious for Cummings, who has a distaste for the fudges of Westminster politics. Cummings spent the next two and a half years in a bunker under his father’s farm in Durham, reading books on astrophysics and military history and constructing an elaborate theory of the shortcomings of the British state, before returning to the fray on behalf of his friend.

Cummings, like Gove, has a love of argument, as well as a suspicion, bordering on contempt, for those who compromise, muddle through and fail to pick sides. But he doesn’t have Gove’s politesse. He cares little – or even notices – what people think of him. In a departmental meeting, Gove might make his dissatisfaction clear by his tone, but it would be Cummings who told the civil servants they were a shambles, or who shut meetings down abruptly, and Cummings who sent around hectoring emails, with liberal use of capital letters, to staff in the department.

When Gove’s critics bemoan his pugilistic tendency, they usually identify Cummings as a bad influence, a devil in his ear. But they are brothers in arms, and Gove, if anything, is the more impulsive provocateur. His instinct for combat is tempered, however, by his desire to please and entertain. Privately, Gove has referred to Cummings as his “daemon” – in Philip Pullman’s terms, an expression of your personality that in the real world must be hidden.

Gove valued Cummings’s street-fighting skills and his fearlessness in a crisis. When the Building Schools for the Future storm blew in, Cummings was in exile, after being banned from joining Gove in government by Andy Coulson, then David Cameron’s communications director, who knew Cummings would never be subject to message discipline. Cummings visited Great Smith Street and told Gove to stop apologising: it only made him look weak. Gove started to return fire. Eventually, the officials got the right list out. The media moved on. Sam Freedman told me that this was the moment when the political steel entered Gove’s soul. “He realised that he was always going to be under attack,” his former policy adviser said,
“so he had to be on the attack himself.”

From then on, punches were met with harder counterpunches. Gove declared it his mission to vanquish “the enemies of promise” (these enemies included “the blob”, his term for education academics, but which many took to mean teachers). An unnamed adviser told the Financial Times, “There’s institutional power that needs to be destroyed. A lot of our job is walking along the cliff edge and stamping their fingers off.” Melodramatic combat metaphors proliferated. Gove described the early free schools as “the first on the beach at D-Day”. He told the Times, through an adviser, that he was “shellshocked” in the first months of government but that now, “every time anyone shoots at me and misses it is exhilarating knowing I am still alive”. Mary Bousted told me that she came to think of the Gove she’d met over dinner as “an elaborate façade”.

Revolutions are messy, and mistakes are inevitable: the radical accepts this as the price of speed. Cummings is fond of the Facebook motto “Move fast and break things”. Gove’s version, coined in response to questioning from a select committee, is “Coherence comes at the end of the process”. But Gove’s team made many of their big moves without thinking them through. Their targets had a random quality: why 500 free schools? They threw cash at schools that agreed to become academies, without extracting any promises from them in return, with the result that some schools took the money without changing much at all except their name. They neglected to design a proper system for deciding who should be allowed to sponsor academies, or for assessing whether the trusts were doing a good job, leading to an ongoing series of snarl-ups. Eventually they had to ask a Tory peer, the hedge-fund manager and venture capitalist John Nash, to invent a sponsor evaluation policy. Its workings remain mysterious, even to those involved in academies.

Gove’s personal interventions in curriculum reform – his crusade to put British history first, for instance – generated plenty of news but didn’t seem to be based on much beyond the minister’s own prejudices, and quickly got bogged down. The curriculum his team left behind wasn’t, in the end, all that different from the one they inherited. An attempt to replace GCSEs with O-levels blew up on the launchpad. Announcing his climbdown, the minister described the reform as “a bridge too far”.

Despite all this, Gove’s reputation rose within the Tory party and among Tory supporters. His attacks on left-wingers, bureaucrats and unions provided endless fodder for right-wing journalists, who hailed him as the star of Cameron’s government, and even as a potential successor. The story of head teachers and children being freed from the grip of left-wing oppressors was irresistible, and made all the mishaps seem worthwhile. Yet even as it propelled Gove forward, it was undermining his reforms – and him.


If you want to change the education system, you need teachers, at least a large proportion of them, on your side. “When the classroom door is shut,” Russell Hobby told me, “teachers will go back to doing what they’ve always done – unless you bring them with you.” Conor Ryan, formerly an adviser to one of Gove’s most consequential predecessors, David Blunkett, told me that although Blunkett wasn’t afraid of upsetting the teaching unions, he always made sure to have at least one ally among them, too. Education secretaries are rarely popular with teachers, but none has been quite as unpopular as Gove.

Why did teachers so revile him? Perhaps it was the cognitive dissonance of a Conservative education secretary implementing policies with a progressive bent, such as the Pupil Premium (extra funding for schools with a disadvantaged intake). Mark Lehain, the head of Bedford Free School, said, “For years, teachers have been asking for more control over how they teach, and for funding according to the needs of kids. Along comes Gove – a Tory – and he does all that. And there’s uproar.”

Laura McInerney is the editor of Schools Week and a former teacher. She was invited to Great Smith Street more than once to give Gove’s advisers a classroom-level perspective. She liked them, and felt listened to, even when she was being directly critical. But the divide between plan and reality was too great. “The world you inhabit if you’re in Whitehall, with the neat policy solutions and the sense of moral purpose, is just so different to being in a classroom of thirty children chucking stuff at you, or dealing with a kid whose parents are pimping them out at the weekend,” McInerney said.

When I asked her if the response of teachers to Gove was disproportionate, she drew a deep breath. “My school was in buildings that had been rendered inadequate for ten years. Two generations of children had been through the doors of a condemned building. We were six weeks from having a new one. Then he cancelled it. Imagine being the head teacher. You’ve spent three years on a plan for the new building, consulting with parents, hoping that in 18 months or so it might be a place where you don’t feel ill every time you walk in. And someone comes along and says, ‘Sorry, no.’ Ten years!”

She paused, but continued, in a voice tightening with remembered fury. “Then they whack you over the head for teaching media studies instead of computing, and tell you that if you fail on this, all your senior leaders will be sacked and replaced by an academy trust. You don’t need to know who this trust is, or why it’s going to be running your school – that will be decided by a hedge-
fund manager. Oh, and we’re changing the curriculum, so every lesson you’ve ever planned in the last five years is obsolete, and you can’t use any of it again. Imagine the panic, in any workplace, if all of those things hit you! And every week he’s ­announcing this stuff in the Sunday fucking Times, which is owned by his previous boss.”

This degree of anger towards Gove baffles his advisers. One of them told me, “He gave more speeches talking more positively about teachers than any secretary of state has ever done.” But, to teachers, the praise felt fake. Politeness comes at a cost to authenticity: it is, by definition, a formal mode of expression, used to conceal what we really feel, and one problem with Gove’s praise for teachers is that it felt like mere politeness. The other is that it was double-edged. Debra Kidd, a teacher and blogger who became one of his most high-profile critics, told me: “In every speech where he praised teachers, he alienated teachers.” When Gove talked about “the best generation of teachers ever”, it felt as if he were trying to divide teachers into the ones who “got it” and those who didn’t – into goodies and baddies. Teachers came to feel that they were being called “enemies of promise”.

During an onstage question-and-answer session at the Institute of Education in London in 2012, Gove declared it was time to believe in the “educability” of every child. A furious member of the audience interrupted, telling him that all teachers have high ambitions for their pupils. Most politicians would have reacted with praise and reassurance. Gove felt it opportune to tell a roomful of teachers that some of them plainly were failing children, because there are failing schools. It was logically correct, and it was stupid.


The colleague of Gove’s who called him the most interesting man in politics added a caveat: “Apart from, maybe, George Osborne.” Osborne is interesting in a different way, however. He is a talented tactician, skilled at accumulating power, but he hasn’t yet conveyed a sense of purpose, other than the advancement of his and his party’s interests. Gove is the opposite. He is a storyteller who has honed the events of his own life into the kind of personal story beloved of US presidential candidates. Yet he isn’t interested in political process (he was a terrible chief whip) and is more likely to fixate on obstacles to change, such as EU regulations or Whitehall inertia. Osborne takes satisfaction in working the machine; Gove would rather take a hammer to it. Osborne likes to repeat Lyndon B Johnson’s maxim about getting votes: the first rule of politics is to be able to count. Gove, as even his friends admit, is not good with numbers.

One of the interesting things about Gove is that he is interesting in public as well as in private. Most politicians who rise to the level of cabinet minister have either learned the art of being dull in public or were born with a gift for it. But in speeches and interviews, Gove is compelled to sparkle. He cannot flip an internal switch and become an automaton. This makes him likeable as a person, especially to journalists. It can be useful for a politician, too – Gove knew how to make headlines without having new policies. Yet it makes him an unstable figure, prone to combust, and it puts a natural limit on his ambition. He has always denied, convincingly, any desire to be prime minister.

If you are Lynton Crosby and an election is hoving into view, you do not look kindly on spontaneity of expression. We may never know at which point Crosby began to reconsider his view of the education minister. The meeting at Great Smith Street in November 2013 took place just at the point at which Gove’s media-buoyed self-confidence was highest. He was showing signs of boredom with his day job. The major reforms had passed into law, and the mechanics of consolidation held little interest for him. By 2014 he was casting around for attention. In an article for the Daily Mail, he attacked what he took to be the prevailing view of the First World War. Spraying bullets wildly, he hit historians, the BBC (for Blackadder) and even his own government, criticising the official opinion that Germany should not be blamed for the war.

In March that year, he made further headlines by complaining about the number of Old Etonians in cabinet, which he described to a Financial Times journalist as “preposterous”. This aligned so closely to one of Labour’s main lines of attack that it can only have infuriated No 10, including Crosby.

Three months later, at dinner with former colleagues from the Times, Gove discussed an alleged plot in Birmingham schools to indoctrinate children into Islamist ideology. Pushing the boundaries of his ministerial remit, he had hired an anti-terrorism expert to write a report on the problem. Now, forgetting that his comments might be legitimately reported, and no doubt eager to say something interesting to his old peers, Gove blamed the Home Office for failing to “drain the swamp” of extremism. On seeing the Times front page the next day, the Home Secretary, Theresa May, was furious. In the subsequent fallout, May was forced to sack her closest adviser, but it was Gove who was made to apologise by a furious Prime Minister.

In July, Gove gave an interview to Allegra Stratton on BBC TV’s Newsnight. She asked him about a poll which had found that less than a fifth of teachers supported him. Gove started to stumble over his words. Determined to regain his customary verbal command, he accidentally made explicit what he had previously only implied. “What I can tell you is that outstanding teachers, and outstanding head teachers, are, I find, overwhelmingly in favour of what we’re doing.” Stratton: “So it’s the bad ones that don’t get it?” Gove: “Yes.”

Five days later he was fired.


We often tell ourselves that we want politicians to have ideals; to stand for things; to keep promises; to speak their minds rather than parrot the party line; to stay true to who they are; to care about more than their own career. Gove does all this. He really is, in the disdainful phrase of that senior civil servant who spoke to the Times, “one of those conviction politicians”. That he is hated by some and unloved by many tells us something about the difference between what we wish for, and what, in practice, we want.

Mark Lehain of Bedford Free School told me that although Gove is unpopular with the teaching profession his reforms are not. “Not many teachers would want to give up on greater autonomy, or reverse the changes to funding, or to exams.” Even Gove’s critics usually concede that he made some lastingly important reforms. He restored integrity to a curriculum and assessment system that had lost its focus on academic standards. He made it easier for central government to remove failing schools from the grip of incompetent local authorities.

But he never solved, or even made a serious attempt to solve, the biggest problem of all: how take the formula of the best schools and replicate it at scale. There are a few outstanding academy chains, such as Ark or the Harris Federation (both of which pre-date his reign), whose schools turn in excellent results on behalf of children from disadvantaged families: children who would otherwise have been failed by the system. (These schools remain perversely undercelebrated by the left – the Guardian and New Statesman writer Suzanne Moore described academies as “madrasas for the middle classes” – and in recent years Gove’s radicalism has been mirrored by Labour’s conservatism; under Jeremy Corbyn the party is now committed to abolishing academy status.)

It has not been easy to find enough trusts capable of running academies well, however, or sufficient numbers of good head teachers. Any solution probably requires combining the best local authorities with the best academy chains. Some local authorities are bad at running schools; some do it exceptionally well. Gove’s insistence on cutting them out was as myopic as the left-wing insistence that only local government bureaucracies should be allowed to manage schools.

In time, his reforms may be shown to be less significant than they once seemed. There is no evidence that academies are, on average, better than schools under local authority control. He did not break the power of the unions, because the unions did not have much power to begin with. The school system has been fractured, but it hasn’t reconstituted itself into a new form. Its size and complexity – 500,000 teachers in 20,000 schools – make it resistant to big changes from above. Maybe it can only ever be nudged along, and then only by someone with a dogged attention to detail.

Gove might have stayed in his job for longer, and got more done, had he not been so determined to stage a drama of radicalism, with himself in the lead. “He would ­announce policies in a Sunday newspaper, in a way that was, inevitably, free of nuance. So they were bound to be rejected by teachers on Monday morning,” says Russell Hobby of the head teachers’ union. “That made me wonder what his priority was: to make the reforms work, or to win arguments?” A former MP who worked with Gove on education told me: “Michael enjoys battle. Not just winning, but the process – being noticed for it.”

His gift for rhetoric created a legacy itself, however. As Crosby noted, Gove changed the political weather around education. The Conservative Party does not clamour quite as it did for the return of grammar schools. It is much more likely than it was to take pride in the state school system: witness the jubilant coverage in the Tory press of this year’s GCSE results, full of favourable comparisons to private schools. David Cameron is the first serving Conservative prime minister to have a child at a state secondary school (his daughter Nancy attends the Grey Coat Hospital School in Westminster, as does Gove’s daughter). It is also harder now, wherever you stand on the political spectrum, to write off certain schools or school districts as faced with an impossible task of educating the poor. Nobody wants to be accused of being an enemy of promise. The education blogger Debra Kidd, a vociferous critic of Gove, told me that she recently attended a conference at which the new Education Secretary, Nicky Morgan, was speaking. “She was so bland that I found myself thinking, ‘I miss Michael Gove.’ He was always interesting.”


Gove has a lot on his hands at ­Justice – the Human Rights Act, criminal justice reform, prisons – and he has once again convinced himself that time is short (one of his friends indicated that he may have to resign over the EU referendum if Cameron insists on collective responsibility). He will not spend much time or political capital on efforts to scrap the Human Rights Act. Cameron has ruled out a withdrawal from the European Convention, which makes the complicated and troublesome business of replacing one bill of rights with another seem particularly pointless.

His most urgent task is to steady a criminal justice system on the brink of crisis, a problem he inherited from his immediate predecessor, the flamboyantly incompetent Chris Grayling. Funding for legal aid has been slashed to a level that gravely endangers the quality of justice available to the poor. Criminal lawyers are overstretched and underpaid. The system is creaking, clogged and slow, and makes victims of victims; it can take two years for a rape charge to come to trial. If he improves access to justice, he will win a widely applauded victory.

Then there is penal reform. Prison staffing has been cut by a third in the past five years without any drop in the number of prisoners. Prison officers therefore feel it increasingly necessary to confine inmates to their cells, and to shut out the outside world altogether. But keeping prisoners inactive and isolated only creates misery and violence, and makes it more likely they will reoffend on release. Gove believes in the state’s moral responsibility to those in its charge. He also sees an opportunity. By moving the emphasis of the prison system towards rehabilitation and education, he can reduce prison numbers and hence spending: prisoners who put the work in can be considered for early release. Populist right-wing opposition effectively ended Kenneth Clarke’s attempt to do something similar, but Gove is a wilier player of the Tory press than late-period Clarke.

It is a challenge that could have been designed for Gove. In an early speech on the subject, he pointed out that a high proportion of prisoners come from homes scarred by poverty, violence or drug abuse; but for a twist of fate, that might have been him. The system is not nearly as large or complex as the school system, and is more amenable to reshaping from the centre. This time it is prisoners, not children, whose development is being stymied, and prison governors, rather than head teachers, who need to be empowered, to allow faith groups, charities, and employers, into prisons. The prison service, however, is resistant to partnering with outsiders.

In the first months in his new job, he has been conciliatory, charming and curious. He has praised barristers warmly and invited the likes of the Howard League for Penal Reform, usually kept at a distance from Tory governments, into his big tent. But then, this is how he started at Education. Friends of his told me he now understands, better than he did, the need to build alliances. But the gap between knowing something intellectually and conforming to it can be wide.

Lawyers, when he reflects, might make a juicy target (somebody who was present in the room for a cabinet meeting in the last parliament recalled Gove making a quip to the effect that he wanted a country in which there were more railway lines and fewer lawyers). Many voters will happily believe that barristers are guilty of Spanish practices. The prison service is a monopoly. If it is standing in the way of prisoners becoming the authors of their own life stories, won’t it have to be taken on?

In a column published the day before the general election, Sarah Vine raged against the government machine. Her targets included the civil service (“neither civil nor a service”), the Cabinet Secretary, Jeremy Heywood, and Speaker John Bercow. “Politics is the opposite of meritocratic,” she wrote: “keep your head down and get on with your job, and you’ll get no glory.” Her husband is hardly in need of this lesson. Reform through consensus may be a fine thing, but no glory accompanies it. There is likely to come a time soon when Michael Gove feels the need, perhaps after due provocation, to take the pin out of a grenade and hurl it into enemy territory.

Ian Leslie is a writer, author of CURIOUS: The Desire to Know and Why Your Future Depends On It, and writer/presenter of BBC R4's Before They Were Famous.

This article first appeared in the 01 October 2015 issue of the New Statesman, The Tory tide