Debate About The Bias and Approach To School History Teaching In The Early 1970s

 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)