Schools: History

Lord Thomas of Swynnerton Excerpts

Thursday 20th October 2011 Lords Chamber

[Lord Thomas of Swynnerton]

My Lords, I should perhaps declare an interest to begin with, because one of my books was a set book for Eton on the Spanish civil war. Therefore, what the Etonians had to study was something about which I had thought a good deal. Although I am not a teacher of history, I have taught in universities; although I am not a schoolboy, I have an interest in the debate.

The aim should be to give to everyone who goes to school in this country a broad knowledge of the history of the country. I do not think that foreign countries are as important in the teaching of history as is the teaching of history in Britain. That teaching should concentrate on five things: first, the growth of political liberty; secondly, the industrial revolution; thirdly, the expansion of Britain overseas to the Empire; fourthly, some feeling of the importance of English literature and art throughout the ages, which is one of the reasons why we are admired outside this country; and, fifthly, some view of our relations with the continent of Europe, which has been such a continuous part of our political and intellectual development from the Middle Ages onwards—and, indeed, before. Do not forget that, had things gone differently at Orléans in 1430, this country would have achieved that union with France which Winston Churchill wanted to achieve in 1940.

Speaking of those five separate undertakings, I believe that the winning of political liberty in this country is something on which we should dwell. It was not as easy as it must seem. Some of those who challenge it now seem to think that it is not worth talking about. The effort to achieve habeas corpus, constant elections and the rule of law was not an easy undertaking. It took many generations to perfect it. It would be good if in most schools students—pupils—were brought up to understand the golden age of British politics. One might say that that was the 1790s, the age of Pitt, Charles James Fox, Burke, Sheridan and so on; unless one thinks that it would be better to concentrate on the 19th century, the age of Disraeli and Gladstone or of Gladstone and Salisbury.

The history of the industrial revolution should also be discussed. The industrial revolution is sometimes vilified as if it has brought ugliness, unhappiness and misery. That is not the case. It has vastly increased human comfort and the number of people employed and opened up a new world to a far more satisfied population.

The Empire, the expansion of Britain, should also be discussed. There are several sections to that: the North American empire, the African empire, the Middle East empire, the empire in the Far East, concentrated on the Malay States and Singapore, and Australasia. Those are five separate undertakings by which we as a nation are judged. I belong to a family which served continuously in both India and Africa. I am aware that one can criticise my ancestors or my uncles, but I know that they thought that they were doing the right thing not only for this country but for the peoples of the countries concerned, to whom they were bringing culture, Christianity and civilisation—three major “C”s which they never forgot.

The fourth British achievement—in the arts—should also not be forgotten. We are admired as the nation of Shakespeare, Milton, Keats, Shelley, Dickens and Scott just as much as we are as the nation of Pitt, Fox, and so on. There is no question but that such writers as Sir Walter Scott and Dickens are still in the mind of all educated Europeans— indeed, of all citizens of the world.

Finally, there is the relation with Europe. This is a permanently quarrelsome topic but the fact is that British history has been continuously a part of Europe. We have always been in Europe. The mere fact that our main square is called Trafalgar Square and our main station is called Waterloo is a reminder of that. Our monarchs have been alternately French and German, as well as Welsh and Scottish, but our relation with Europe characterises all our military activity throughout recorded history.

I think these five sections should play a part in national education in a major way and the subject should be approached as if they were the essential underpinnings of the historical memory which we are trying to stimulate, develop and achieve.