Thousands of years of history. A world of unique and fascinating areas for schools to study.
Hawklad’s favourite subject. He loves absorbing and living bygone places and events. Already he has an in-depth knowledge of Britain’s Kings and Queen’s dating back before 1066. He’s pretty hot on the Roman Empire. During lockdown he has developed real expertise in Hitler and German fascism. These all were developed largely without school help.
Now he us keen to expand his knowledge into ancient Egypt and the French Revolution.
It would be nice if the school system would run with this desire to learn. Sadly the UK state school system has developed a Henry Ford approach. You can have any learning as long as it’s only the one that is imposed on pupils. One learning fits all approach.
So what subjects will school history focus on for the remainder of his schools days.
Russian Tsars – ok Hawklad can live with that one
American Wild West – ok
Victorian Crime and Punishment……
I’m sorry he has zero interest in that. Learning graphic details of the Ripper Crimes is not his thing. He struggles to even think about this area due to his anxieties. Effectively a third of his best subject course and exam is likely to cause him severe stress.
Of all the fantastic areas they could have picked and they went for this. When did History effectively become Criminology. So a complete school stay and no European history (apart from the two world wars), no ancient history. Here’s what really bugs me. Hawklad’s school history has failed to look at some of the great historical figures. Nero, Julius Caesar, Napoleon, Alexander the Great, Genghis Khan, Martin Luther, Louis XIV, Charlemagne, Constantine the Great. Nothing. Yet Jack the Ripper gets shed loads of focus.
Some might want that, but many won’t.
Here’s a radical thought. Let the pupils have discretion to pick from a wide range of subject interests. That’s how you great a true lifelong spirit of learning.