Daily Archives: 12 October, 2010

Education and Military History

I’ve always been mystified about the near total exclusion of military history from history teaching in schools. I’ve never managed to work out exactly where it comes from, but my guess is that somewhere along the lines a liberal assumption took hold that teaching young people about wars and fighting would encourage them to fight each other. Bizarre, in the least. But so it remained for some time. And especially while I was at school – we only learnt about wars though abstract means – in medicine through time, for example, we learnt how wars speed-up medical advances. Even then, the emphasis was on ‘progress’.

But I have noticed something of a shift in recent years. Perhaps it is the passing of the last WW1 veterans, and the ever-decreasing number of WW2 veterans, that has brought home to society that when participants pass on, memory becomes history. I also suspect that the high profile wars in Iraq and Afghanistan have changed how people think about the armed forces and war.

There have been great changes in Education too. Its no longer enough to simply visit a museum and herd kids round. Many museums offer more focused workshop sessions. HMS Belfast even lets school groups sleep onboard overnight for the ‘at sea’ experience. Its important to constantly look for new and interesting ways of engaging young people. I spent some time working with groups of young people in an informal setting, and I really think that approach works for military history. No ‘this is what you will learn, blah blah…’ – it has to be enjoyable and interesting, and relevant to the people you are trying to teach. If you enjoy yourself, you are more receptive, whereas if you feel you are being lectured against your will, you subconsciously put up barriers. I’ve always thought that history should be taught out and about, and using objects, clothes, and other ‘hooks’.

One of the best education projects I have come across is the Discovering D-Day Project. OK, I might be a bit biased, as I work for the Service that runs the D-Day Museum. But I have been so impressed with some of the work that the project has brought out. The project involves tailored study days at the D-Day Museum for schools and youth groups, an opportunity to meet WW2 veterans, handling WW2 related objects, and using mobile phone technology to take photographs. The sessions can be based on History, Maths or English, for example. All of the evidence suggests that it has been a major success. It’s helped the Museum attract a completely new age range – in particular teenagers.

Take a look at some of these quotes:

‘I enjoyed today because it was fun and enjoyable to see these things instead of having to read from the books that are provided in schools. You get to see from the veterans’ side what it was like. Amazing trip!’ – Year 10 pupil

‘[The students]… enjoyed talking to the veterans so much they chose to talk to them through lunch!’ – Key Stage 4 Teacher

‘Pupils who have participated in the project have articulated its success with insight, commenting on how they had been inspired to work harder, to reach targets and to see themselves as independent learners preparing for a world beyond school.’ – Claire Austin-Macrae Regional Adviser (Functional Skills)

I cannot help but be impressed by the group of young people who wanted to skip lunch so they could keep talking to the veterans. And not only do the sessions seem to have been fun, but there have been some major improvements in grades, in particular with young people who were previously underachieving. I can remember watching a veteran give a reading of a Poem written by a School pupil, from the perspective of a soldier landing on D-Day. Very moving, and exactly the kind of thing education and military should be about.

And its not just school groups either – some of the youth groups who have taken part have produced some artwork that I would be perfectly happy to use as publicity images or book covers.

Just one example of how to ‘do’ military history with young people.

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Filed under education, Museums, World War Two

The Forest by Edward Rutherfurd

I’m a big fan of Edward Rutherfurd‘s style of historical fiction (London, New York), and also of the New Forest. So I’m not really sure how its taken me so long to pick this book up.

In terms of historical and geographical spread, writing this book must have been a more trying task than one would imagine. The New Forest is simply full of so many towns, villages, hamlets, streams, rivers, hills, trees, and all manner of other features. The shipyard at Bucklers Hard, the dense forests, the port of Lymington, the heathland… and there are so many ancient customs peculiar to the New Forest that are simply mind-boggling – verderers, agisters and pannage to name but a few. But Rutherfurd manages it very well – and a credit to the New Forest Museum in his acknowledgements suggests how far the author has gone in his research.

Some chapters are stronger than others. The opening chapter focusing on William Rufus and Walter Tyrrell sets the scene convincingly, and the Jane Austen style chapter on the Georgian era New Forest is also well crafted. Other chapters do feel as if they are marking time, but it is always inevitable that some chapters will be more pivotal than others.

I have always enjoyed the technique of following a small number of families through generations, as it allows us to see how societies and classes change over time. And social history is something that Rutherfurd does very well too – we can sense the conventions of Norman Britain, the growth of a merchant Class in the fifteenth century, and the quaint world of Georgian England. Social History in fictions- needs to feel right, and this something that many authors neglect.

I enjoyed this book very much, and I am sure that anyone who has squelched through peaty bogs, tramped over heathland and battled through gorse and bracken will nod with warm agreement with what they find evoked here.

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