HISTORY BOOKS FOR SCHOOLS: XV

H U G H T H O M A S The Training College, Swansea

THAT ALL THE BOOKS of a particular series should appear simultaneously is a comparatively rare event and this is, perhaps, the most obvious praiseworthy feature of the recently published Blandford History Series2 It is not, however, its only claim upon our gratitude, for the books, de- signed especially to meet the needs of Sixth Form pupils, are a serious attempt to offer the abler pupils at our schools a scholarly interpretation of the history of modern England. All five books possess qualities which are immediately apparent-they are well set out, beautifully designed and illustrated, easily handled and in no way forbidding. They are well written in that the subject matter is presented with economy and clarity in language which it is both pleasant to read and easy to understand. Less immediately apparent, but equally characteristic, are certain other excellent features common to all five. In each a positive attempt is made to ensure a real understanding of the period under review, of those personalities and groups who helped to shape the developments which give mcaning and significance to their respective times. Notc- worthy in this respect is the synthesis of an objective analysis of events from the vantage point of the mid-twentieth century with the observa- tions of those who helped to shape the events themselves. This is well supported by the careful balance which has been achieved of the inter- action between the influence exerted, on the one hand, by individuals upon the developments of their time, and, on the other, by the temper of their age and the outlook of their social group upon the conduct of these individuals. Each book is marked by its disciplined, unobtrusive scholarship and sound common sense. Recent research is incorporated but not thrust at the young reader, new interpretations are given their due place but are not allowed to dictate and dominate. Each writer, an cxpert in his own period, has carefully chosen the events and features to emphasize in order that the young reader may the more easily under- stand and appreciate. Especially pleasing is the sensible handling of detail. No attempt is made to present a mass of detailed information which would only serve to confuse, but care is taken to correct mis- leading generalizations and half-truths.

While these features are apparent in all five books, it would be quite 1 The Blandford Histoty Series (Blandford Press): G. W. 0. Woodward: Reformation and

Resurgence, rgSg-r&q; G. E. AylIner: The Struggle f o r the Constitution, 1&3-r68g; R. W. Harris: Engknd in the Eighteenlli Century, 1689-1793; John W. Derry: Reaction and Reform, x7g3-1UG8; T. L. Jarman: Democracy and World Conflict, 1868-1962. 18s. each.

336

H U G H THOhlAS 337 wrong to think of them as stereotyped to an agreed pattern. The authors are historians of merit, writing for young readers of ability. I t follows, therefore, that each book has its own particular shape and form. Dr. Woodward surveys the major developments of the sixteenth century from new standpoints and makes new entities of the events of the period. This is seen very clearly in his chapter entitled The Emancipation of the Laity and in his treatment of the religious changes of the period. Dr. Aylmer has taken the struggle over the balance of political power for his central theme. The relations between Crown and Parliament are dis- cussed with a scholarly care, while his analysis of the background of the Civil War does much to clarifjr a subject which has become somewhat confusing. Mr. Harris, the general editor, deserves praise not only for the overall planning of the series, but also for the particular merits of his own contribution. Dr. Derry’s balanced treatment of the happenings in the England of 1793-1868 helps to give a new insight into a complex period. Mr. Jarman has brought the history down to our own day with a clarity which should help the inclusion of a study of our very recent past in Sixth Form courses. His approach, again, is sensible and well pro- portioned.

Important though it is that each author should have been allowed the freedom necessary to interpret his own period in the manner which he considers best, it is probable that the young reader would have appre- ciated rather more uniformity in the organization of the aids offered in each book. In one book the relevant maps are contained in an appendix, in the others they appear in the appropriate places in the text; one book contains a useful appendix of short biographies of significant personages, and there is no consistency as to date charts and suggested reading lists. This should not, however, be allowed to detract from one’s appreciation of a very fine series which should receive a warm welcome from Sixth Form teachers of History and their pupils; the former will, while ap- proving its scholarship and thoroughness, be grateful that it leaves them sufficient elbow room to teach their subject.

Two new books in the well established series, People ofthe Past, should find willing readers among the older pupils of the Junior School.2 These books narrate the lives of actual people and, in so doing, present their readers with vivid descriptions of various aspects of English social his- tory. The approach of these books is admirable-so much is based on people who really did live and upon events which actually did happen that, inevitably, the narrative has the ring of authenticity not achieved by other methods. The illustrations are good, though less satisfactorily reproduced in the Seaman book; the general lay-out is sensible and pleasing, while the books themselves are of a size which are easily managed by young hands.

Much less successful is the first book in a new series of six designed for

a People of the Past Series (O.U.P.): Victor Skipp: An Eighteenth Century Farm Labourer’s Family; Hater Burton: A Seaman at the TimG of Trafalgar. 2s. each.

338 HISTORY BOOKS F O R SCHOOLS: XV

Secondary Modern Schools.s This book is divided into three sections: Food and Homes, Travel, and Learning and Society. One’s immediate reaction was that it had attempted to cover too much ground and, because of this, the treatment was altogether too general. I t contains much useful information but is open to criticism on a number of counts. Why, for instance, include, without establishing their relevance, the chapters dealing with Clothing and Tools in the section on Homes; why insert illustrations where they are not appropriate-a picture of an eighteenth-century highwayman in the section dealing with Roman roads, to mention one example only; and why, oh why, such a feeble suggested-reading list? The book contains sweeping statements which are often but half true and far too many errors of detail. The Welsh language is not ‘spoken by most Welshmen’-the 1961 census made that perfectly clear; it was Sir Hugh Myddelton who was responsible for the New River Scheme, and it seems certain that few readers will find enlightenment in the phrase ‘the old elementary schools, now called secondary modern’. Books designed for Secondary Modern Schools may not require the same scholarly expositions as those intended for the older pupils in our Grammar Schools but they should certainly main- tain the same high standards of factual accuracy, careful organization and clear presentation. The weaknesses of this book are emphasized by the virtues of another ‘topic’ book-the latest in the excellent series, The Changing Shape of Things.4 This deals with the history of Britain’s food and shows the possibilities of the topic method when properly exploited. I t is full of information and interest for the young reader and, more difficult to achieve, its main theme opens out naturally and without contrivance to related topics and general developments. This not only frees the book from barren specialization, but also makes possible a vivid commentary upon the pattern of English society and the country’s changing social habits. The illustrations are first rate-the pictures do much to re-create the atmosphere of the times which they represent, the graphs and charts are clear, informative and interesting. This is to be recommended for the library of any secondary school.

Two new books for the pupils of junior forms in Grammar Schools have appeared.6 The first reviews the early history of man, the ancient civilizations and the Romans in Britain. I t has many excellent qualities. Political rivalries and military contests are described but particular attention is given to the daily lives of the various peoples, their social organizations and cultures, their achievements and the contributions which they made to the development of civilization. This has been achieved with an exposition which is clear, a narrative which is inter- esting and in language well suited to its young readers. The many

T. H. McGufie: History for Today, Book I , Projects and Topics: i% Progress of Alan (Mac-

The Changing Shape of Things: Paul Redmayne: Britain’s Food (John Murray), 19. James A. Bolton and Denis Richards: Britain and the Ann’cnt World (Longmans), 11s.;

millan), gs, 6d.

Donald Lindsay and Mary R. Price: A Portrait of Britain before ro66 (O.U.P.), 12s. 6d.

339 illustrations, maps and charts are very good; some are rather small but this is compensated by the very fine reproduction which gives clarity to the smallest detail. The second book belongs to the series, The Oxfiord Introduction to British History, and maintains the high standard established by preceding volumes. I t possesses the obvious merits of these latter- excellent general lay-out, clear print, interesting and well-drawn illus- trations. The text is not weighed down by detail but the significant developments and happenings are discussed in a manner which will help pupils to understand and obtain a ‘feeling’ for the people and events of the period. This should prove an exciting text book for Junior Forms.

The 2’oung Historian Series contributes a book on Carthage.6 I t con- tains a short account of the Phoenicians at home, the establishment of Carthage, and a brief discussion of the life, occupations and culture of the Carthaginians. But by far the greater part of the book is devoted to the Carthaginians at war-against the Greeks, but more especially, of course, against the Romans. The general approach seems to fall into two distinct phases, for while there has been a positive attempt to get as near as possible to Hannibal, the treatment of Carthage in general seems to be from the remoteness of the mid-twentieth century. The language is rather ponderous at times and there are somewhat irritating contri- vances for effect-changes of tense and overfrequent use of the rhetori- cal question.

Four more First Books are now available for the library shelves of the middle and lower forms of secondary schools.‘ These are somewhat expensive but there is much of value in them. Miss Rich has concerned herself rather with the Vikings as people in their homeland than as marauding sea pirates. A clear picture emerges of their daily lives, their social and political organization, their customs and habits. Somewhat too broad a canvass is attempted by Mr. Sobol. He has succeeded in pre- senting quite a good general picture but the detail is less satisfactory. The Franks, for instance, receive scant attention; it is surely an ana- chronism to write of a civil war tearing Germany in the fifth century. There appears to be rather too much gusto and relish in the descrip- tions of the fighting and the bloodshed involved, and forceful as the writing is at times, accuracy seems to be sacrificed for effect. That ‘Europe swarmed like an anthill’ during the invasions seems to be overdoing things somewhat! The Second World War in Europe is dealt with in two books. The first contains a brief but clear account of the events which led up to 1939 and discusses the attitudes of the great powers of Europe towards Nazi Germany. Then follows a concise, well- ordered description of the German offensive on the various European

HUGH THOMAS

The Young Historian Serics: H. E. L. Mellersh: Curfhage (Weidenfeld and Nicolson), 10s. 6d. ’ The First nook Series: Louise Dickinson Rich: i lu Vikings; Donald J. Sobol: 2 7 ~ Burbarion Invaders, A.D. 375-511; T. N. Dupuy: Military History of World War II, Ewa@au Land Battles, igp-rgg3; Military HisrOry of World War II, European Land Battles, rggg-1945 (Kaye, Vane, Ward), 10s. 6d. each.

340 HISTORY BOOKS FOR SCHOOLS: XV

fronts during the first three years of the war. The events described in the second book, the last two years of the war, are rather more difficult to organize but the author has succeeded in presenting awell-balanced and interesting narrative. In all four books the illustrations and drawings are lively and useful; the photographs in the World War I1 books are wcll chosen and a valuable aid to the reader. Of the maps, while those in the Vikings and the Barbarians books are rather small and not too helpful, those in Mr. Dupuy’s books are excellent.

Charles Gibson’s Daring Prows8 is fascinating. The great voyages of discovery from ancient times to the twentieth century are presented with all their human interest and adventure appeal. Nor are they simply a collection of fine stories well told, for the book is given a unity and purpose by the contribution which each voyage has made to the widen- ing of man’s horizons and to his increasing knowledge of the world. The presentation is very good, the maps and illustrations interesting and informative. Altogether, this is a most desirable book for a Middle School library.

Two more books have appeared in the Men and Events series.8 The first, on Fleming, succeeds admirably in presenting an integrated pic- ture of the man, the scientist and the achievement. His story will exercise a powerful appeal upon young readers. The second tells of the work of Marconi and the discovery of wireless. Parts of the book are very interesting but the author has run the risk of confusing the main theme of the narrative by pursuing too many side issues, related to but not an integral part of the story. The language is, at times, somewhat awkward and diffuse and there are rather too many asides. Nevertheless, Marconi, the man, emerges, as does the importance of his achievement.

Eighteenth-century England receives further attention in two very different books.1° The third in the England series by R. J. Unstead has many good qualities. Its general lay-out and illustrations are good; the language is clear and makes for pleasant reading; and certain sections of the book-those, for example, which deal with social life and habits-are interesting and informative. But the treatment of other sections leaves much to be desired. The statement that William Pitt was appointed to the office of First Lord of the Admiralty (the equivalent of Prime Minister) is obviously a printing error. More serious, however, is the fact that little attention seems to have been paid to recent research work, that old myths are perpetuated and that certain subjects are discussed in insufficient detail. Walpole’s work receives less than its due share of attention, much is omitted in the sections dealing with the revolt of the American colonists and the industrial changes of the period, while the agricultural changes are almost completely ignored. Very

Charles Gibson: Daring Prows (Abelard-Schurnari), I 5s. Men and Events (Faber and Faber): W. A. C. Bullock: The Man wlw discovered Penicillin;

Leslie Reade: Marconi and th Discovery of Wireless. 9s. 6d. each. lo R. J. Unstead: England, Bookg, Z-hRiseof Great Britain (A. and C.Black), I IS. Gd.; W. T.

Selley: England in thc Eighteenth Century, 168pr815 (A. and C. Black), 21s.

HUGH THOMAS 341 different is the third edition of an old favourite with Sixth Forms. Mr. Selley’s book, first published in 1934, has been revised and its biblio- graphy considerably extended. This is a sound, workmanlike book which discusses in detail the history of England in the eighteenth cen- tury. Since its merits are well known to so many Sixth Form teachers, there is need only to say that the revision has added to its value and that those teachers who are not familiar with it would be well advised to make it available to their pupils.

The new edition of The European World, 1870-1945, is an efficient, comprehensive survey of the history of Europe during this period.” Its approach is economical, positive and interesting. Care has been taken to integrate developments in various spheres of activity. The concluding chapter is devoted to a survey of the more significant trends and develop- ments from 1945 to 1961. Though brief, this does, as the authors hope, serve to relate the pre-1945 years with the present day.

Positive attempts are now being made to fill the gaps in our history of technology, and the most recent will, it is certain, find many admirers.12 W. H. Chaloner and A. E. Musson have produced a valuable book. Its first part contains a concise account of technological progress against the background of economic development from the Middle Ages to the mid- twentieth century. Though somewhat brief, understandably so since it covers so wide a period, it is scholarly, well written and interesting. I t incorporates the results of recent research and is so organized that the significant developments are brought out clearly and effectively. The second part is devoted to illustrations of technological advances in various spheres of industry. The pictures are excellent and the com- ments on each lucid and informative. This should be in all libraries of Grammar Schools and Technical Schools and Colleges. Of a somewhat different order is the third edition of a much used Economic History notebook.13 It has been extended to bring the treatment of the topics up to 1960. I t succeeds in concentrating a great deal of information into the forty-six pages of text, and the maps, charts, diagrams and illustrations are interesting, clear and very helpful. ‘0’ Level candidates will find it a very useful little book.

For the teachers there are two books to be considered. In the first of these,14 by R. J. Unstead, the point is forcefully made that there is a pressing need for much careful rethinking in our approach to the teach- ing of History in the Junior School. This is the third edition of a work which has over the years proved of immense value to Junior School teachers, whether they be History specialists or no. I t contains the ob- servations, suggestions and advice of one whose experience is both wide and deep and whose discussion is governed by sound common sense. But

l1 T. K. Derry and T. L. Jarman: The Eurofiean World, 140-1945 (Bell), 35s. la A Visual History of Modem Brituin: W. H. Chaloner and A. E. Musson: Industry and Tech-

l 3 D. G. Perry: A Social and Economic History Notebook, 1750-1gGo (John Murray), 5s. R. J. Unstead: Teaching History in the Junior School (A. and C. Black), 10s. 6d.

nologv (Vista Books), 30s.

342 HISTORY BOOKS FOR SCHOOLS: XV

Mr. Unstead himself frankly admits that there is ‘no royal road to teaching History’: all that he claims is that his suggestions constitute a way of making history interesting to Junior School pupils. Implicit in his suggestions, however, are certain views on the teaching of History concerning which there is room for argument and perhaps disagree- ment. Limitations of space preclude any lengthy discussion here, but readers would be well advised to think carefully over the section dealing with the value of History teaching in Junior Schools and over the treat- ment of Local History. There are also sound arguments against, as well as for, a scheme of work organized chronologically from the first year to the last in a Junior School.

Miss G. A. Williams has produced for the Historical Association a book which should prove a boon to all teachers of history.16 At a time when, more and more, aids to teaching are being exploited, this guide is an invaluable source of information concerning them. Its five sections have been prepared and arranged carefully and logically: the first con- tains details of the sources of illustrative material; then follow sections devoted respectively to reference books on various aspects of the subject and the different types of material available. The last two sections are designed for those who are interested in particular periods or topics and the system of cross reference makes light work of finding the required information.

Finally, the one film strip presents an interesting, well-dcsigned his- tory of costume.16 The slides are colourful and well chosen, while there is a pleasant variety both in the types of illustrations and in the articles illustrated. Authenticity is achieved by reproducing from the books, paintings, vases and tapestries of the appropriate times. The organiza- tion of units within the film strip dealing with the same articles at different times should prove particularly useful to the specialist.

Is Guidc to Sources of Zllurtratiue Material for use in teaching History (compiled by Gwyneth A. Williams), (Historical Association Pamphlet, No. 65, Helps for Students of History). 8s. 6d. (9. 6d. to members of the Historical Association).

Tht C h g i n g Sole of Costume (Educational Productions), Colour 36 frames. 30s.