“So, how are you getting on with ‘Wolf Hall’?” I asked
someone who’d just come back from a fortnight in Mauritius. She twisted her mouth.
“It’s quite hard, isn’t it?”
“Yes,” I said. “It
takes a while to suss out that when she says ‘he’, usually it means ‘Thomas
Cromwell’, whom she’s cast as a first person narrator speaking in the third
person, and doing so in the historic present tense … But once you get past that – ”
“Oh no, that wasn’t a problem. That’s not what I meant,” she said. “It’s just that I don’t know anything about
ancient history.”
“But, you do know about Henry the Eighth, and his wives
and the Pope and stuff.”
“Not really,” she replied. “I kind of ducked all that.”
You probably think I’m conversing with a teenager. Not at all: this is a highly intelligent, educated
and mostly well-informed person eight years younger than me. I was intrigued by this gap, and would have
pursued it further, but dinner was on the table and I had to gulp down the rest
of my gin. We never got back to the
subject.
But when I got home I started to think about it. My first thought was “does it matter?”, and
my immediate answer was “yes!” Unless
you have at least some understanding of what was going on in and after the
Reformation, you won’t understand a lot of what’s going on today. Because today’s norms are born of yesterday’s
controversies, and to hold a view about, for example, whether it matters who is
our next-but-one monarch (if that bothers you) or whether prisoners should be
allowed to vote, you need to know how we got to where we are.
On the other hand, I then reflected, I got through more
than half my life without any iota of such understanding. Although I scraped a History O level, that
was really no more than a demonstration of my powers of memory. Thus although I knew (roughly) the names of
Henry VIII’s wives, in order, I had no idea why he had to have six, and
certainly not how this eventually led to the Civil War, or for that matter the
First World War. History, when I was
taught it in the fifties, was almost entirely about the ‘who’, ‘what’ and ‘when’
of the past; hardly if at all about the ‘why’ and ‘how’.
As it happens, the path of my life meandered to a point,
maybe twenty years ago, where I was suddenly prompted to take an interest. Needing something to read (in the loo, since
you ask), I came across a series of Pelican histories of England, and grabbed
one at random. I remember very clearly the key thought: “Ah,
so that’s why William the Conqueror
needed to invade us!” I’ve never looked
back. (Don’t set me any exam papers
though.)
So I don’t in any way blame my friend for not knowing what
Henry VIII was about. She received the
same rubbish education I did, but never got steered into that particular later-life
diversion. I think (although I don’t
know for sure) that today’s teaching of History might be a little bit more educative
(in the sense of thought-provoking); but ask me again in five years’ time, when
it’s been dragged back to the fifties.