Why study history?
by Kathy Shiels
for the Brunswick Community History Group newsletter ‘Fusion’ July 2003 p4-5.
‘Stop writing that note!’ I boomed at the fourteen year old girl at the back of the room. I thought despairingly, ‘Aren’t they interested in anything but the next party?’
From the content of the previous notes that I had picked up, this particular gem would either be about the girl’s social life, a boy or more seriously – how boring she found History. I found this attitude particularly worrying as History had always been my passion.
A visit to a library wasn’t complete until I had thoroughly perused the European History section. I loved to sink my teeth into the latest biographies of European royalty by Lady Antonia Fraser. Jean Plaidy’s historical novels about the Tudors, Stuarts and Hanoverians had me riveted. Everything could be found in those novels – politics, murder, sex, romance, social comment, intrigue. However, I must admit that even the driest tome about the Tudors and Stuarts had some interest for me.
Even a visit to the movies had to be about an historical event. Who could forget the stirring scene in the film about the doomed Russian royal family, Nicholas and Alexandra when the royal families of Germany, England, Austria-Hungary and Russion stood on the balconies of their palaces as World War One was declared? Who could forget the bombing of Pearl Harbour in, Tora Tora Tora or the look of awe on the face of Charlton Heston as Judah Ben-Hur when he sees Christ for the first time? The shocking last scene in Gallipoli when idealistic young Archie is killed conveyed the heartbreaking loss of so many young lives.
‘I want you to write half a page about why we study history,’ I said to the sullen student in my best schoolmarm voice after the lesson was over. ‘Look at the first page of your history exercise book for ideas.’
I always began the new school year with a rationale of why we study history. It is vital that the students understand the importance of the past and how it affects their experience of their world. One reason for the study of History is that we can learn from the achievements of the past and build upon them. Good examples of these are the mathematical and medical achievements of the Arabs and the study of the development of writing as shown through the picture writing of the Sumerians and Egyptians.
Another reason for the study of History is that we can learn from the mistakes of previous civilizations and try not to make the same mistakes. Hopefully we will never see another Hitler again as the world will take action, which we have seen recently in conflicts in The Balkans and Timor.
A student wishing to study Law, Journalism or Education should have a knowledge of the trends and events that have shaped modern society, but another obvious reason to study History is that it is just downright interesting. Who can go past the bizarre practice of mummification or the ruthless methods of poisoning opponents used by Catherine de Medici, the serpent Queen of France, in the sixteenth century for sheer enjoyment?
However, perhaps the most important reason for the study of History is that who we are now, as individuals and a nation, from our personal and … Australia of sixty years ago is a different nation from the multi-cultural society of today. This is what History is all about; change and its causes and effects. History is a living thing as we can see the effects of change all around us.
To enable my students to grasp this concept, I ask them to write down their own personal histories on a time-line. Important events can be placed beside the year that they happened. ‘I can’t think of anything!’ says a peevish voice. ‘Nothing has ever happened to me,’ complains another. ‘Have you moved to another area? Have you made or lost friends? Has a loved grandparent or relative died? Have you entered a competition or achieved a goal? Do you have any family traditions?’ I suggest helpfully. Hopefully, they will see that they are the sum of their and their family’s experiences and heritage.
However, even after all this, there are still students who find History boring and irrelevant. Is it the way in which it is being taught? Many of us History buffs did not have access to computers and libraries were primitive places. We were expected to learn reams of historical facts and there was little choice given to us concerning subject matter or even much variety in the teaching methods.
Modern students have library lessons where they can gain access to CD Rom and the Internet. They can also see the latest historical extravaganza from Hollywood on video only a few months after cinema release. Sadly it seems that students like subjects that they think are not difficult such as Home Economics and Art. The more literate, analytical subjects are losing out in the popularity stakes as students do not wish to read and write too much. This could reflect the fast pace at which we live today as there is little time to read a good book and young people are involved in more activities outside of school hours.
Also, Maths and Information Technology are perceived by many to be more important subjects than History.
This attitude of the peer group towards subject and teachers seems to be very important to young people. If the leaders of the group enjoy the subject and think that the teacher is cool then the others follow. Perhaps this attitude could be the result of the breakdown of the family.
However, all is not lost. Despite the pressures that are exerted upon the study and enjoyment of History by society, this cannot put out the gleam of interest in the eyes of some of my students when a period in History or an historical personality particularly enthralls them.
There will always be history buffs.
Thank heavens.
