lessons ought not to be made a vehicle for international grudges
in the discussion of foreign politics. The English spirit of
fair play to opponents condemns alike the republican propaganda
carried on in the schools of one great continental nation, and
the anti-socialistic crusade which is maintained in the schools
of another. Institutional bitterness may be kept alive for
generations by unfair or unwise history teaching.’
H.L. (1904) The teaching
of history and other papers: 171-2.
child should be brought to realise the solidarity of mankind and
to have a feeling of community, indifferent to class or nation
H. (1929) History in Schools: 81.
bidding us to apply not less exacting standards to the conduct
of our own country than to that of other men, history
disciplines and purifies our patriotism. The study of other
epochs, races, nations, religions, institutions and customs
leads us to a wide hearted appreciation of higher values; to
respectful toleration of differences, and to a conception of
civilisation as orchestral, the fruit of effort working along
G.P. (1936) History as a training for citizenship, in The
new era: 66-72, quoted in O.E. Shropshire, The teaching of history in English schools.
the teaching of the past, historical truth has often been
sacrificed in the interests of national pride, and history has
often been distorted in order to arouse patriotic emotions.
Children have often been left with the idea that contacts
between nations in different parts of the world are inevitably
connected directly or indirectly with war. The chauvinist has
made history serve the purpose of his nationalism; the history
textbook, with its unavoidable generalisations and necessary
simplifications, has frequently been turned into a powerful
instrument of this nationalism.’
(1951) A comparative study
of curricula in history geography and social studies: 108.
Quoted in Hill, C.P. (1953) Suggestions
on the teaching of history.
would seem that a history syllabus that is entirely centred on
British history will only reinforce these ethnocentric
attitudes, and foreigners, who only appear on the scene to be
defeated, enslaved and exploited for the glory of one’s own
group. Will hardly be seen more tolerantly when encountered in
another context. If the subject does range beyond the British
people in our schools we concentrate almost entirely on
western/Christian civilisations and on the activities of the
Caucasian racial group. This will produce a view of history that
does less than just ice to other civilisations. If we draw on
other cultures only incidentally we also devalue their
achievements and importance. America begins to exist when
Columbus discovers it… Indians emerge when they are to be
defeated by Clive and later when they dare to mutiny. Often
there is an element of surprise that others achieved
C. (1970) Prejudice and the teaching of history, in M. Ballard
(Ed) New movements in the
study and teaching of history: 31-4.
examine the history of warfare over the last 300 years
intelligently and objectively is a greater contribution to peace
studies than peace studies itself.’
J. (1984) Observer, 4