Cover

Title page

Copyright page

Dedication

Contents

Founding editor’s introduction

Acknowledgements

Note on the text

Introduction

The ‘traditional’ teaching of history?

Notes

PART I: Contested histories: the teaching of history in its ‘golden age’

CHAPTER ONE: Enlightened patriotism: or, what was history for?

The development of historical education in English schools

Imperial intentions and civic objectives in the teaching of history

Enlightened patriotism

Summary

Notes

CHAPTER TWO: The renaissance of the child: educational theory and the teaching of history

Herbartianism and the moral dimension of historical education

Knowing the child

‘Cultivating the Historical Sense’: the concentric system

A community of interests and values

Legacies

Notes

PART II: Imperial values and enlightened patriotism in the teaching of history, c. 1880–1930

Notes

CHAPTER THREE: Imperial values in the teaching of history I: national origins, seafaring and the Christian impulse

On national and imperial origins: ‘Thus has Britain been changed into modern England’

‘We greatly owe the freedom we now enjoy to our forefathers’: Christianity and the love for English liberties

Case study: Sir Philip Sidney

The island race and seamanship

Summary

Notes

CHAPTER FOUR: Imperial values in the teaching of history II: the English ‘race’

Separation and assimilation: the English and the non-English British

Ethnicity: textbooks, readers and the representation of race difference

Slavery

Summary

Notes

CHAPTER FIVE: Enlightened patriots: heroes, heroines and ‘pioneers of progress’ in the teaching of history

Heroic attributes and national-imperial values

‘We can all take our share in forming a firm pedestal in support of a great leader and a great cause’

Specifically imperial heroes

Gendering national and imperial values

Summary

Notes

CHAPTER SIX: History in war and peace

Continuity of practice

The challenges of internationalism

Justifying empire

Summary

Notes

Conclusion

The language of belonging

Empire and citizenship in teaching of history today

Notes

SELECT BIBLIOGRAPHY

Reading books, textbooks and other classroom resources

Texts on Herbartian method and educational theory

Manuals of method

Contemporary books, essays and articles concerned with education policy in general and the teaching of history in particular

Journals, newspapers and periodicals

Sources relating to national curriculum debates

Other secondary sources

Research dissertations and theses

INDEX