1. To bring before the children the lives and
work of English people who served God in Church and State, to
show that they did this by courage, endurance and
self-sacrifice, that as a result, the British Empire was founded
and extended and that it behoved every child to emulate them.
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2. The child should be brought to realise the
solidarity of mankind and to have a feeling of community,
indifferent to class or nation or race.
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3. To use their reason as well as their
memories, and to develop skills of analysis and criticism in a
situation in which there cannot be a provably right answer.
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4. History, properly taught, can help men to
become critical and humane, just as wrongly taught it can turn
them into bigots and fanatics.
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5. History should be studied for its own sake
and if we make it interesting we are doing all that is
necessary.
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6. We need more English history and not this
non-existent history of ethnic entities and women.
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7. It is obvious that you must have some
history and some geography: you are not a complete person unless
you have that general knowledge. You simply must know, roughly
chronologically, how things happened, what their significance
was and why.
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8. If the country is to survive as a democracy
it will depend on voters who understand how our political
institutions have evolved and the events that went into their
creation. A nation’s sense of its history is indistinguishable
from its social cohesion.
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9. History is concerned not with the conveying
of facts but with the making of informed judgements, and to the
display of the evidence on which those judgements are made.
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10. As a tool to penetrate and deflate the
hypocrisies of the modern world.
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11. At best, school teaching in history can
really only hope to do two things, to maintain a passionate
interest in the past, and to create a willingness to think about
the past as real.
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12. History, well taught, is the
demythologising of the past… Take any important issue of our
time – Northern Ireland, Nuclear Disarmament, Race, The
Welfare State, South Africa – and it becomes impossible to
seriously confront any of them without understanding their
historical background.
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13. The historian’s insistence that the
judgements of individuals and groups be based on evidence, and
on constant opportunities to understand the predicaments and
attitudes of other people. History helps its students living in
an open society to decide between alternative attitudes, courses
of action with some degree of knowledge, understanding and
competence.
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14. School history should help pupils
understand how a free and democratic society has developed over
the centuries, stressing Britain’s political constitutional
and cultural heritage.
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15. You can’t expect to learn everything but
it’s important to know about key events in British history in
order and some key international events. Children should have
some idea of what people wore in the fourteenth century and what
they did though not necessarily who all the kings and queens
were.
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16. The history class has a utilitarian
function, for it is now designed to prepare students to live in
a world of changing paradoxes. The teaching of history now
requires a concern for behavioural objectives. To help ease
social tensions, teachers of history are expected to concern
themselves with the affective domain as well as with cognitive
skills. The concern for behavioural, procedural, and substantive
values leads teachers of history into regions they had formerly
avoided in many of their classes.
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17. One of the justifications given for
teaching history is its role in the ‘orientation’ of pupils,
hence concern that pupils might leave school ‘without an
adequate mental map of those things which have led us to where
we are now and without the wherewithal to form even a
preliminary judgement on what was good or bad, glorious or
inglorious.’
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18 History will help to remedy intellectual
faults such as excessive concentration on one line of thought,
absence of understanding for other points of view, belief in
simple solutions, lack of balance of mind, absence of an
imaginative understanding.
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19. They cannot play their full part in
operating and improving the institutions of our society or in
preserving, constructively criticising and adapting its values,
unless they have a well developed sense of our national past.
They need to have some feeling of the ebb and flow of events
that have led to where we are, how our present political and
social fabric and attitudes have their roots in the English
Reformation, the Reform Bills, the Tolpuddle Martyrs and the
Suffragette Movement, and how our national security, our place
in the world, was shaped by Waterloo and El Alamein.
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20. They are constantly confronted by
persuasion from political parties, pressure groups, the media
and advertisers. At 16 some will be members of a trades union;
at 18 all will have the vote. Young people will be helped to
cope with a bewildering world if they have some understanding of
political and economic history, demonstrating the use and abuse
of political power, the long-term effects of policies, and the
complexity of cause and effect. But their effectiveness as
citizens will depend above all on the crucial historical skill
of assessing and evaluating the record of human behaviour.
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21. A curriculum which must give young people
a sense of purpose and an awareness of the potentialities for
their lives when they will not be working. Whatever we feel
about the future of unemployment, all young people are going to
be living in a world where they will retire younger, work
shorter working weeks, and enjoy longer holidays. If the
curriculum as a whole, and history in particular, does not
defend its contribution to the use of leisure in a powerful,
convinced and publicly unapologetic way, it will have
contributed to major social problems for which the tax-payer
retrospectively may well justifiably criticise the school
curriculum.
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22.
History teaches many useful skills – information gathering,
problem solving, the public presentation of arguments and
assessments. But that should be secondary to the broader
objective of discovering how we were and how we got to where we
are. It is not my aim to turn out tunnel-visioned
computer operators concerned only about where their next Porsche
is coming from. I seek to awaken in my students an open minded
broad visioned humanity, informed by a love of learning, a love
of ideas, a love of books, a love of argument and debate. |
23. Thinking historically constantly demands
the questions ‘What is it like to be someone else?’ and
‘How do I know this is true?’ These questions are assertions
of intellectual independence. They do not encourage deference
nor always give comfort. They are not likely to be welcomed in a
closed or authoritarian society. Thinking historically is not
only one manifestation of an open society, it is also one of the
guarantors of its continued existence.
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24. A subject that insists on the critical
evaluation of evidence … and encourages the analysis of
problems and the communication of ideas, not only contributes to
pupils’ general education but develops skills and perceptions
that increase the employability of young people.
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25. It is only through knowledge of its
history that a society can have knowledge of itself. As a man
without memory and self-knowledge is a man adrift, so a society
without memory (or more correctly without recollection) and
self-knowledge would be a society adrift.
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26. History teaching should teach pupils to
understand the development of the shared values which are a
distinctive feature of British society.
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