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13.4 Rowlandson Westminster Election 1808

MONTHLY BLOG 78, WHO CARES? GETTING PEOPLE TO VOTE

If citing, please kindly acknowledge copyright © Penelope J. Corfield (2017)

Elections again! And public moodiness at being asked to decide on weighty matters once more. The last thing that Britain’s campaigners for a democratic franchise ever imagined was that electors, once enfranchised, would not use their votes. Was it for nothing that the democratic campaigners known as the Chartists in the 1840s were thrown into gaol? or that imprisoned suffragettes in the 1900s were force fed? But it’s turned out that achieving a flourishing democracy, defined as the full participation of all citizens in the political process, requires more than simply legislating to extend the franchise.
2017-06 No1 who-cares-1-620x250
People have to want to use their vote. One immediate possibility is to adopt the Australian system, where since 1924 it been compulsory for all citizens to register for elections and to cast a vote.1 Spoiling the ballot paper, to cast a non-vote, is allowed. It amounts to ‘abstaining in person’, to borrow a resonant phrase from Frank McGuire (an independent Irish Republican MP), when he travelled to the House of Commons from Belfast on 28 March 1979 but declined to vote to save the Callaghan government. It then fell by a margin of one vote, ushering in eleven years of Margaret Thatcher.

I personally hanker after the benefits of compulsory voting, provided that the system always gives scope for returning a blank paper. On the other hand, there are arguments against as well as for this process. Voters don’t always like it – their democratic choice? Hence some countries have switched from compulsory to optional systems. Take, for example, the Netherlands: in 1917, it introduced compulsory voting, along with the advent of a universal adult franchise; but in 1967 it abolished this requirement.

Another complication comes when voters resist compulsion, even while it remains their legal duty. That’s reported as happening in Brazil, which is the world’s largest country to have compulsory voting. Nonetheless, at the presidential election in 2014, over 30 million electors (about 21 percent of all those registered) did not vote. It’s still a good turnout but the sheer number of people flouting the law is very high. In effect, their aggregate non-participation means that compulsory voting has been de facto sidelined.

Anyway, in Britain this option is not on the political agenda. So what else might be done to encourage voting? One answer is instrumentalist. Tell young people in particular that their interests are being overlooked because their percentage participation has fallen steeply from the levels once taken as the norm in the postwar years. In 1992, 66% of young adults aged 18-24 and on the electoral register voted, compared with 38% in 2005 and 44% in 2015.2 And the decline is even larger, if the number of young people who are not on the electoral register is taken into account. No wonder politicians have turned their attention to the older generations and there is talk of ‘intergenerational warfare’.

It’s true that there are no reserved ‘student seats’, so young people’s votes are widely scattered across many constituencies. Hence many say (rather than ask): why bother? Nevertheless, politicians will get their statisticians to pore over survey data to see which demographic groups bothered to vote. So the answer is: you have to bother, to get noticed politically.

Yet it’s clearly not good enough to view the questions in purely instrumentalist terms. Voting means contributing to the full democratic community, not just calculating ‘what’s in it for me?’ So it’s sad and even sinister for the good health of a democracy to have lots of young people who are either apathetic or alienated. Spoiling one’s ballot paper is one thing. Not bothering to turn out to vote is bad news for society as a whole and also for the absentee young voters themselves. They are depriving themselves of constitutional involvement (no matter how dry and dusty) in the world in which they live: as it were, consigning themselves to victimhood.

So what can be done to encourage voting among the won’t-vote brigades of all ages? Some of the answers point to the politicians. Their campaigning styles, for example. Electors are alienated if those seeking their votes appear too robotic, lacking spontaneity and authenticity. Even more depends on politicians’ achievements in office. If they offer high and perform low, then cynicism becomes rife. (A degree of scepticism is good – but not corrosive cynicism).

There’s an additional major problem from the mainstream press, which loves melodrama. It slams politicians as robotic if they conform boringly to the party line but equally attacks them as confused or ignorant or dastardly if they stray the tiniest bit off-message. Let alone the problems generated and multiplied endlessly by the social media, which encourage an unsavoury mix of either undue adulation or venomous personal hostility.3

Another big looming question focuses upon how much governments themselves can buck the big impersonal trends of global history. So many things – like international finance markets, international businesses, international social media, international terrorism, international crime, world-wide climate change, environmental pollution, and so forth – seem to operate beyond the current scope of democratic control and regulation, which is depressing, to say the least.4 If politicians in a national forum seem powerless, then no wonder that individual voters at grass roots level feel even less in control of their own or the nation’s destiny. But, in response to such challenges, the answers have to be more, not less, democratic engagement.

It’s not just the politicians who are responsible. So what about the voting process itself? Can the system be made more user-friendly? In the eighteenth century (in the minority of large constituencies with a wide franchise), voters cast their votes publicly.5 An election was a community occasion, with elements of the carnivalesque. Crowds turned out to hear the candidates speak from the open hustings and to cheer or boo the electors as they voted. Flags were flown and party favours sported. The fact that voters literally stood up to be counted, before all their friends and neighbours, made open voting the purest form of voting, in the opinion of the liberal philosopher John Stuart Mill. It would force citizens to think of the public good, and not just their personal self-interest: ‘The best side of their character is that which people are anxious to show’.6

13.4 Rowlandson Westminster Election 1808

Fig.2 Rowlandson’s 1808 view of a Westminster parliamentary election, where candidates address the crowds from the specially constructed wooden hustings, erected in front of St Paul’s Covent Garden.

But, ever since the introduction of the secret ballot (1872 in Britain), the process of voting lost its element of community participation. And that’s become even more noticeable since the advent of postal voting on demand (2001 in Britain). The process has become not just secret but utterly individualised and secretive. No doubt that’s one of the reasons that the traditional party posters have virtually disappeared from people’s windows.

There were and are excellent reasons to protect electors from undue pressure. But it’s not good to lose the excitement and community involvement involved in an election, which is a collective event with a collective impact.

Perhaps there might be parties or at least a cup of tea on offer for those who vote in person in polling stations? And/or an on-line App for millions of people to record: ‘I’ve voted! Have you?’ And what about practice elections in schools? And constituency or regional Youth Parliaments? And networks of local societies – and/or student societies – linked for campaigning purposes? Let alone shop-floor democracy at work? And ways for isolated workers in large-scale enterprises to link up into organised networks? Plus, of course, an effective electoral registration system, which encourages rather than discourages people to get into the system.

Political life should never be a simple top-down process. Instead, democracy is an entire lifestyle and lifetime commitment to participation. Voters are invited to insert their own meanings into the processes. All the same, it’s no surprise that the Chartist demand for annual parliamentary elections is the only item of their visionary six-point programme that has not yet been adopted.7 Moreover, voters’ election-fatigue suggests that it is unlikely to gain mass support any time soon. Instead, it’s more important to revise and update the electoral processes to recover full community involvement in a true community event.

1 The information in this and the following two paragraphs comes from: https://en.wikipedia.org/wiki/Compulsory_voting

2 E. Phelps, ‘Young Adults and Electoral Turnout in Britain: Towards a Generational Model of Political Participation’ (University of Sussex European Institute [SEI], Working Paper 92, 2006); ‘Why Aren’t Young People Voting?’ University of Warwick Background Paper’ (c.2006); and http://www.if.org.uk/archives/6576/how-high-was-youth-turnout-at-the-2015-general-election

3 Among a growing literature, see e.g. A. Bruns and others (eds), The Routledge Companion to Social Media and Politics (2015); T. Highfield, Social Media and Everyday Politics (Cambridge, 2016); S. Shaked (ed.), The Impact of Social Media on Collective Action (Oxford, 2017).

4 For a meditation on that theme, see J. Lanchester, ‘Between Vauxhall and Victoria’, in London Review of Books, 39/11 (1 June 2017), pp. 3.6.

5 See variously P.J. Corfield, ‘What’s Wrong with the Old Practice of Open Voting, Standing Up to be Counted?’ Monthly BLOG/53 (May 2015), in http://www.penelopejcorfield.com/monthly-blogs/; and website ‘London Electoral History, 1700-1850’, www.londonelectoralhistory.com.

6 J.S. Mill, Considerations upon Representative Government (1861), ed. C.V. Shields (New York, 1958), pp. 154-64, esp. p. 164.

7 The Chartists’ six demands were: (1) universal adult male franchise (achieved in 1918; and matched by the adult female franchise in 1928); (2) voting by secret ballot (achieved in 1872); (3) equal representation via roughly equal sized-constituencies (implemented by an independent electoral commission from 1885 onwards); (4) no property qualification for candidates to stand as MP (achieved 1858); (5) payment for MPs (achieved 1911); and (6) annual parliamentary elections (not achieved). See M. Chase, Chartism: A New History (Manchester, 2007); D. Thompson, The Dignity of Chartism: Essays by Dorothy Thompson, ed. S. Roberts (2015).

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MONTHLY BLOG 25, CHAMPIONING THE STUDY OF HISTORY

If citing, please kindly acknowledge copyright © Penelope J. Corfield (2012)

How do we champion (not merely defend) the study of History in schools and Universities? Against those who wrongly claim that the subject is not commercially ‘useful’.

Here are three recommendations. Firstly, we should stress the obvious: that a knowledge of history and an interconnected view of past and present (cause and consequence) is essential to the well-functioning not only of every individual but also of every society. The subject roots people successfully in time and place. Individuals with lost memories become shadowy, needing help and compassion. Communities with broken memories, for example through forced uprooting, exhibit plentiful signs of trauma, often handed down through successive generations. Civics as well as economics thus demands that people have a strong sense of a sustained past. That entails learning about the history their own and other societies, in order to gain an understanding of the human condition. All knowledge comes from the past and remains essential in the present. Nothing could be more ‘useful’ than history, viewed broadly.

december003The second recommendation links with the first. We should define the subject as the study not of the ‘dead past’ but of ‘living history’.

In fact, there’s a good case for either usage. Historians often like to stress the many differences between past and present. That’s because studying the contrasts sets a good challenge – and also because an awareness of ‘otherness’ alerts students not simply to project today’s attitudes and assumptions backwards in time. The quotation of choice for the ‘difference’ protagonists comes from an elegiac novel, which looked back at England in 1900 from the vantage point of a saddened older man in the 1940s. Entitled The Go-Between by L.P. Hartley (1953), it began with the following words: The past is a foreign country: they do things differently there.

It’s an evocative turn of phrase that has inspired book titles.1 It’s also widely quoted, often in the variant form of ‘the past is another country’. These phrases draw their potency from the fact that other places can indeed be different – sometimes very much so. It is also true that numerous historic cultures are not just different but have physically vanished, leaving imperfect traces in the contemporary world. ‘Ancient Ur of the Chaldees is covered by the sands of southern Iraq. … And the site of the once-great Alexandrian port of Herakleion lies four miles off-shore, under the blue seas of the Mediterranean’.2

december002On the other hand, while some elements of history are ‘lost’, past cultures are not necessarily inaccessible to later study. Just as travellers can make an effort to understand foreign countries, so historians and archaeologists have found many ingenious ways to analyse the ‘dead past’.

There are common attributes of humanity that can be found everywhere. We all share a living human history.3 Ancient cultures may have vanished but plenty of their ideas, mathematics, traditions, religions, and languages survive and evolve. Anyone who divides a minute into sixty seconds, an hour into sixty minutes, and a circle into 360 degrees, is paying an unacknowledged tribute to the mathematics of ancient Babylon.4

december001So there is an alternative quotation of choice for those who stress the connectivity of past and present. It too comes from a novelist, this time from the American Deep South, who was preoccupied by the legacies of history. William Faulkner’s Requiem for a Nun (1951) made famous his dictum that:
The past is never dead. It’s not even past.

No doubt there are circumstances when such sentiments are dangerous. There are times when historic grievances have to be overcome. But, before reconciliation, it’s best to acknowledge the reality of such legacies, rather than dismissing them. As it happens, that was the argument of Barack Obama when giving a resonant speech in 2008 about America’s festering ethnic divisions.5

Historians rightly observe that history contains intertwined elements of life and death. But when campaigning for the subject, it’s best to highlight the elements that survive through time. That is not romanticising history, since hatreds and conflicts are among the legacies from the past. It’s just a good method for convincing the doubters. Since we are all part of living history, for good and ill, we all need to study the subject in all its complexity.

Thirdly and finally: historians must make common cause with champions of other subjects. Obvious allies come from the Arts and Humanities. But we should appeal especially to the Pure Sciences. They too fail to meet the test of immediate economic ‘usefulness’. There is no instant value in a new mathematical equation. No immediate gain from the study of String Theory in physics. (Indeed, some physicists argue that this entire field is turning into a blind alley).6 But the pure sciences need essential scope for creativity and theoretical innovation. Some new ideas have become ‘useful’ (or dangerous) only many years after the initial intellectual breakthrough. Others have as yet no direct application. And some may never have.

Humans, however, are capable of thinking long. It is one of our leading characteristics. So we must not be bullied into judging the value of subjects to study solely or even chiefly in terms of short-term criteria. The Pure Sciences, alongside the Arts and Humanities, must combat this blinkered approach. There are multiple values in a rounded education, combining the theoretical and the practical. In the case of History, the blend must include knowledge as well as skills. In the sciences, it must include the theoretical as well as the applied. One without the other will fail. And that in the long-term is not remotely useful. In fact, it’s positively dangerous. History confirms the long-term usefulness of the sciences. Let the scientists repay the compliment by joining those who reject crude utilitarianism – hence in turn championing the study of History.

1 Notably by David Lowenthal, The Past is a Foreign Country (Cambridge, 1983)

2 Quoting from an essay by myself, entitled ‘Cities in Time’, in Peter Clark (ed.), Oxford Handbook on Cities in World History (Oxford, forthcoming May 2013).

3 See Ivar Lissner, The Living Past (1957), transl. from German So Habt Ihr Geleb = literally Thus Have They Lived; and my personal response in PJC Discussion-Point Nov. 2011.

4 For the social and intellectual context of Babylonian mathematics, see Eleonor Robson, Mathematics in Ancient Iraq: A Social History (Princeton, 2008).

5 For Barack Obama’s speech ‘A More Perfect Union’, delivered at Philadelphia, PA, 18 March 2008: see video on www.youtube.com.

6 See references to the usefulness or otherwise of pure maths in PJC Blog Oct. 2012.

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MONTHLY BLOG 24, HISTORY AS THE STAPLE OF A CIVIC EDUCATION

If citing, please kindly acknowledge copyright © Penelope J. Corfield (2012)

Politicians have a duty to attend to civics as well as to economics. Indeed, we all do. So talking about whether the study of History is ‘useful’ for the economy is a very partial way of approaching an essential component of human’s collective living. We all need to be rooted in space and time. Politicians should therefore be advocating the study of History as the essential contribution to individual and social connectedness. In a word, civics in the full meaning of the term. Not just learning how to fill in a ballot paper – but learning how communities develop over time, how they cope with conflict and with conflict-resolution, and, incidentally, how they struggle to create truly fair and democratic societies.

Praise of the study of History as a means of learning essential skills is all very well. Lots of useful things are indeed achieved by this means. People learn to evaluate complex sources, to make and debate critical judgments based upon careful assessments of often contradictory evidence, and to understand continuity and change over the long term. So far, so good.

Yet it is seriously inadequate to recommend a subject only in terms of the skills it teaches and not in terms of its core content. It’s like (say) recommending learning to sing in order to strengthen the vocal chords and to improve lung capacity. Or (as the ad agency Saatchi & Saatchi notoriously did in 1988) recommending a visit to the Victoria & Albert Museum in order to enjoy a nice egg salad in its ‘ace caff’ – with some very valuable art objects attached.
november004By the way, so notorious has that advertisement become that it is strangely difficult to find the originals image on the web. It seems to have been self-censored by both the Museum and the ad agency – probably in shame.

When recommending History, there is a crucial Knowledge agenda at stake as well as a supporting Skills agenda. Of course, the two are inextricably linked. Historical skills without historical Knowledge are poorly learned and quickly forgotten. But learning History has a greater and essential value purely in its own right. It is not ‘just’ a route to Skills but a subject of all-encompassing and thrilling importance.

All of human life is there; and all humans need access to this shared reservoir of knowledge about our shared past. People always glean some outline information by one means or another. They pick up myths and assumptions and bits and pieces from their families and communities.

But people learn more and better when they learn systematically: about the history of the country that they live in; and about the comparative history of other countries, both nearby and far away; and about how a myriad of different developments around the world fit into a long-term human history, which includes continuities as well as change.

Needless to say, these perceptions are hardly new. ‘Histories make men wise’, as Francis Bacon long ago observed. Thinkers and doers from classical Greece to Winston Churchill have agreed and recommended its study.
november003Why then has the subject matter of History been comparatively undervalued in recent years? It can’t just be the power of the Skills agenda and the influence of ministers fussing about every subject’s contribution to the economy.

Nor can it be that History teachers are ‘boring’ and that they teach students nothing but the dates of kings, queens and battles. Ofsted report after Ofsted report has stated otherwise. The subject is considered to be generally well and imaginatively conveyed. Moreover, the sizeable number of students choosing to take the subject, even once it has ceased to be compulsory, shows that there is a continuing human urge to understand the human past.

Nonetheless, the public reputation of History as a subject of study is currently poor. It is often dismissed as the ‘dead past’. Why should students need to know about things that have long gone? The pace of technological change in particular seems to point people ‘onwards’, not backwards. What can the experience of the older generation, who notoriously have trouble coping with shiny new gadgets, teach the adept and adaptable young?

Well, there are many answers to such rhetoric.

In the first place, things that are ‘dead’ are not necessarily lacking in interest. It is valuable to stretch the mind to learn about vanished cultures, as some indeed have. Impressively, archaeologists, historians, palaeontologists, biologists and language experts have together discovered much about the long evolution of our own species – often from the skimpiest bits of evidence. It’s a highly relevant story about adaptation and survival, often in hostile climes.

Meanwhile, there is a second answer too. It’s completely fallacious to assume that everything in the past is ‘dead’. Much – very much – survives and develops through time, to create a living history, which embraces everyone alive today. The human genome, for example, is an evolving inheritance from the past. So are the dynamic histories, languages and cultures that we have so variously created.

We need more long-term accounts of how such things continue, evolve and change over the very long term. The recent stress by historians upon close focus studies, looking at one period or great event in depth, has been fruitful. Yet it should not exclude long-term narratives. They help to frame the details and to fit the immediate complexities into bigger pictures. (My own suggestion for a secondary-schools course on ‘The Peopling of Britain’, in which everyone living in Britain has a stake, is published in the November issue of History Today).1  In sum, we all need to learn systematically – and to continue learning – about our own and other people’s histories. It’s a lifetime project, for individuals and for citizens.

• My December Blog will consider further how historians can advance the public case for studying History.

1 P.J. Corfield, ‘Our Island Stories – The Peopling of Britain’, History Today, vol. 62, issue 11 (Nov. 2012), pp. 52-3.

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MONTHLY BLOG 23, WHY DO POLITICIANS UNDERVALUE HISTORY IN SCHOOLS ?

If citing, please kindly acknowledge copyright © Penelope J. Corfield (2012)

Isn’t it shocking that, in the UK, school-children can give up the study of History at the age of 14? Across Europe today, only Albania (it is claimed) shares that ignoble distinction with Britain. A strange pairing. Who knows? Perhaps the powers-that-be in both countries believe that their national histories are so culturally all-pervasive that children will learn them by osmosis. Perhaps Britons in particular are expected to imbibe with their mother’s milk the correct translation of Magna Carta?

Despite my unease at David Cameron’s embarrassing displays of historical ignorance, my complaint is not a party political one. As a Labour supporter, I’ve long been angry with successive Labour Education Ministers between 1997 and 2010, who have presided uncaringly over the long-running under-valuing of History. (Their lack of enthusiasm contrasts with continuing student demand, which indeed is currently booming).

For critics, the subject is thought to focus myopically upon dates, and upon kings, queens and battles. Students are believed to find the subject ‘boring’; ‘irrelevant’; ‘useless’. How can learning about the ‘dead past’ prepare them for the bright future?

New Labour, born out of discontent with Old Labour, was too easily tempted into fetishing ‘the new’. For a while, the party campaigned under a vacuous slogan, which urged: ‘The future, not the past’. Very unhistorical; completely unrealistic. It’s like saying ‘Watch the next wave, forget about the tides’. Yet time’s seamless flow means that the future always emerges from the past, into which today’s present immediately settles.

It seems that the undervaluing of studying the past stems from a glib utilitarianism. Knowledge is sub-divided into many little pieces, which are then termed economically ‘useful’ or the reverse. Charles Clarke as Labour Education Minister in 2003 summed up this viewpoint. He was reported as finding the study of Britain’s early history to be purely ‘ornamental’ and unworthy of state support. In fact, he quickly issued a clarification. It transpired that it was the ‘medieval’ ideal of the university as a community of scholars that Clarke considered to be obsolescent, not the study of pre-Tudor history as such.1

Yet this clarification made things worse, not better. Clarke had no sympathy for the value of open-ended learning, either for individuals or for society at large. The very idea of scholars studying to expand and transmit knowledge – let alone doing so in a community – was anathema. Clarke declared that Britain’s education system should be designed chiefly to contribute to the British economy. It was not just History, he implied, but all ‘unproductive’ subjects that should be shunned.

The well-documented reality that Britain’s Universities have an immensely positive impact upon the British economy2 was lost in the simplistic attempt to subdivide knowledge into its ‘useful’ and ‘useless’ components.

By the way, it’s this sceptical attitude which has pressurised the Universities, much against their better judgement, into the current Research Excellence Framework’s insistence on rating the economic impact of academic research. An applied engineer’s treatise on How to build a Bridge becomes obviously ‘useful’. But a pure mathematician’s proof of a new theorem seems ‘pointless’.

How does contempt for learning originate in a political party whose leaders today are all graduates? It seems to stem from an imaginary workerism. Politicians without ‘real’ working-class roots invoke a plebeian caricature, as a sort of consolation – or covert apology. Give us the machine-tools, and leave effete book-learning for the toffs! They can waste their time, chatting about ancient Greece but we can build a locomotive.
'Crewe WorksÕ, LMS poster, 1937.

Illustration 1: The male world of skilled railway engineering, proudly displayed in a 1937 poster from Crewe © National Railway Museum, 2012

Such attitudes, however, betray the earnest commitment of the historic Labour movement to the value of learning. From the Chartists in the 1830s, the Mechanics Institutes, the Workers Educational Society, the trade unions’ educational programmes, the great tradition of working-class autodidacts, the campaigns for improved public education, up to and including Labour’s creation of the Open University in the 1960s, all have worked to extend education to the masses.
2012-10 Marsden (Yks) Mechanics Institute 1860

Illustration 2: Mechanics Institutes, like this 1860 edifice from the textile mill-town of Marsden, West Yorkshire, offered education to Britain’s unschooled workers. While not all had the time or will to respond, the principle of adult education was launched. In Marsden this fine landmark building was saved from demolition by local protest in the 1980s and reopened, after restoration, in 1991. © English Heritage 2012

No doubt, educational drives require constant renewal. In Britain from 1870 onwards, the state joined in, initially legislating for compulsory education for all children to the age of 10. And globally, similar long-term campaigns are working slowly, as education reforms do, to banish all illiteracy and to extend and deepen learning for all. It’s a noble cause, needed today as much as ever.

Knowledge meanwhile has its own seamless flow. It doesn’t always advance straightforwardly. At times, apparently fruitful lines of enquiry have turned out to be erroneous or even completely dead ends. Many eighteenth-century scientists, like the pioneer Joseph Priestley, wrongly believed in the theory of ‘phlogiston’ (the fire-principle) to explain the chemistry of combustion and oxidisation. Nonetheless from the welter of speculation and experimentation came major discoveries in the identification of oxygen and hydrogen.3  Today, it may possibly be that super-string theory, which holds sway in particle physics, is leading into another blind alley.4  But, either way, it won’t be politicians who decide. It’s the hurly burly of research cross-tested by speculation, experiment, debate, and continuing research that will adjudicate.

There’s an interesting parallel for History in the long-running debates about the usefulness of knowledge within mathematics. The ‘applied’ side of the subject is easy to defend, as constituting the language of science. ‘Pure’ maths’ on the other hand …? But divisions between the abstract and the applied are never static. Some initially abstruse mathematical formulations have had major applications in later generations. For example, the elegant beauty of Number Theory, originally considered as the height of abstraction, did not stop it from being later used for deciphering codes, in public-key cryptography.5

On the other hand, proof of the infinity of primes has (as yet) no practical application. Does that mean that this speculative field of study should be halted, as ‘useless’? Of course not.

My argument, in pursuing the ‘usefulness’ debates, seems to be drifting away from History. But not really. The mind-set that deplores the ‘useless’ Humanities would also reject the abstraction of the ‘pure’ sciences. But try building a functioning steam locomotive, without any knowledge of history or of formalised mathematics or of the science of mechanised motion, let alone the technology of iron and steel production. It couldn’t be done today. And we know from history that our ever-inventive ancestors didn’t do it in the Stone Age either.

1 Charles Clarke reported in The Guardian, 9 May 2003, with clarification in later edition on same date.

2 The Higher Education Funding Council for England (HEFCE) commissioned an independent report, which calculated that Britain’s Universities contributed at least £3.3bn to UK businesses in the 2010-11 academic year, as part of a much wider economic impact, both direct and indirect: see www.hefce/news/newsarchive 23 July 2012.

3 J.B. Conant (ed.), The Overthrow of Phlogiston Theory: The Chemical Revolution of 1775-89 (Cambridge, Mass., 1950).

4 For criticisms, see L. Smolin, The Trouble with Physics: The Rise of String Theory, the Fall of a Science, and What Comes Next (New York, 2006); and P. Woit, Not Even Wrong: The Failure of String Theory and the Search for Unity in Physical Law (2006).

5 See the debates after G.H. Hardy’s case for abstract mathematics in his A Mathematician’s Apology (1940): see ‘Pure Mathematics’ in www.wikipedia.

  • My November Blog will discuss the relevance of History not only for economics but also for civics.
  • And my December Blog will consider how to ensure that all students study History to the age of 16.

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