The current debates about colonial and Empire, slavery, and the role of ethnic minorities in Britain in schools history curriculum is nothing new. Looking at the Historical Association’s journals in the early 1970s reveals not only lively debate, but all also extensive lists of books relevant for schools on these subjects.
The
Problems With Textbooks
It has always been possible for teachers to
include aspects of any topic they want. This was not changed with the
introduction of the National Curriculum, as I argued at a discussion chaired by
Ralph Samuels when it was introduced, and have been able to demonstrate in my
work in schools at Assemblies and in class projects, the Nubian Jak John Archer
and Black Music in Britain 1900-1920 projects.
‘History’,
the journal of the Historical Association, regularly had articles about
teaching history and books for schools, and general book reviews that might be
of interest to teachers.
The
Problem Of Textbooks
Writing in 1974 Ann Low-Beer of the University of
Bristol said that in’1970 …..over 1,000
new history textbooks of one kind or
another were published. A great many other kinds of history books were
published too, but it is still textbooks which sell, and which produce the
greatest income for publishers. These figures are not very encouraging, and I
want to discuss … the suggestion that history teaching in schools would be
considerably re-vitalized if we could rid ourselves completely of the whole
conception of history textbooks. (History.
Vol. 59. No. 197. October 1974. p. 392)
The
Importance Of Wide Reading
Low-Beer suggests that a textbook ‘as the backbone
of the pupil’s learning is quite incompatible with historical method.’ ‘To
impart an understanding of what history is about, it is important, at the
beginning, to teach the student not to rely on any one book, and it is almost
always better that he should read two.’
‘More attention needs to be given to reading as
the basis of learning history.’ ‘(P)upils need very much more experience of
reading a wide range of history books, including novels, biographies,
narratives and information books as well as text books.’ (p. 392)
‘In schools …there has been something of a
conspiracy of silence about the interpretation in school history books, while
the factual side has been emphasised.’(p. 393)
‘Nationalism’
And Distortion
She particularly discusses the treatment of
‘nationalism’ ‘that is very common in school texts, and frequently results in
bias, that is distortion of the facts.’ (p. 394)
‘A great many school history books, however, are
unsuitable for beginners because they do not make clear in any way the
relationship of the narrative they present to the evidence on which it is
based. (p. 396)
Questions
For Secondary School Pupils
Low-Beer sets out some ‘simple questions which
most’ secondary school ‘pupils ought increasingly to be able to answer about
any history book they use.’ (p. 400 – see at end of this posting.)
Pupil
Dissatisfaction With History
In debate in 1970 in his essay ‘Towards A Theory
Of History Teaching’ Gareth E. Jones of Swansea College of Education argues
that ‘There are large numbers of young school-leavers who find history useless
and boring. We are confronted with pathetic examples of how history teaching is
Victorian in its concentration on rote learning. Further, we have evidence of
considerable dissatisfaction among six formers concerning the relevance of
their courses and the pressures of examinations.’ (p. 54)
Problems
or Periods
‘Prof Elton has questioned whether history should
be taught at all in school, even, presumably, at sixth form level. He tells us
that history is a subject for the mature and doubts that a sufficient level of
maturity exists in schools for the subject to be satisfactorily dealt with.’
(p. 55)
‘It is hardly to be wondered at, then, that the constant attempts
to justify the study of history in terms of its usefulness and relevance are
fraught with danger. The attack on history is on so many levels, external and
internal to the subject that it becomes impossible to disentangle the skeins of
the argument.’ (p. 56-7)
‘There is much more chance of students of all ages
enjoying history if they study problems, not periods….’(p. 62)
Historical
And Political Education
Two years later Derek Heater of Brighton College
of Education in ‘History Teaching and Political Education’ (History. Vol. 57. No. 189. February 1972)
discussed the relationship between history and political education.
‘The first requirement is for the history teacher to equip himself
with the essentials of Modern Political Science.’ ‘In considering the pupils’
capacity to understand political material it is necessary to distinguish
between the acquisition of attitudes and the acquisition of factual knowledge.’
(p. 60)
‘It should … be explained that Politics may be
conveniently sub-divided into half-dozen major concepts, namely political
ideas, their nature and effects; the institutions and personnel of political
administration at the local, national and international levels; the processes of
leadership and decision-making; the role of the individual in the body politic;
the techniques of change, both peaceful and violent; and the nature of
political conflict, both internal and international’ (p.61)
History
Books for Schools
The above issues of History contained detailed listings and reviews of books suitable
for schools and general reviews of books of interest to teachers. The lists
cover books on Africa, Burma, China, India, Malaysia, British colonial policy, the
American Colonies and the British Empire 1607-1763, anti-slavery, the American
Civil War, and world history.
Ann
Low-Beer’s Questions For Secondary School Pupils
1.
Who is the author? What do you know
about him?
2.
Does he have a stated purpose or point
of view, or does he suggest one?
3.
What main sources does he say he used?
4.
What are the major original sources
for this period or topic?
5.
Does this book tell you about any
problems that are not solved? Does it tell you of any gaps in what we know?
6.
What have you learnt from this book?
Was it easy to follow?
7.
Did you enjoy reading it?
(p.
400)
