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In the 1930s a British schoolboy would turn his geographical globe and find that
a third
of the land surface was colored pink. This indicated the Empire, dominions, colonies end
protectorates. The schoolboy felt a sense of pride, he might have thought one day we shall rule
the world .
Schoolchildren grow up, learn history in more depth, and bring a more sophisticated
outlook to their study. The teaching of history has changed in recent years; indeed in some
countries it has been merged with the story of progress in ideology, sociology and industrial
development. Providing the new methods do not lead to the
inculcation of political stances,
and
to the loss of the factual framework which has to be learnt the hard way, the new approach may
be superior to the old. The old approach was to concentrate on power centers; the stories of
rulers, armies, political figures, and military relationships with neighboring countries. This of
course is legitimate history, and may or may not be a true source of pride, but it is far from
being the complete picture.
Another factor running counter to old-fashioned pride in country is based in the post
Second World War international agreement about basic human rights. These at once cut across
national insularity. In the case of Britain, the wind of change led to the independence of ex-colonies and the distancing of the dominions from the influence of Whitehall. Gradually the
one-world concept grew up. Its extreme adherents visualize total disarmament, total freedom
to emigrate and settle at will, and eventually the international standardization of privilege
and
opportunity. Whereas the concept of my country, right or wrong is seriously suspect, the
discarding of legitimate national pride unilaterally is impractical and unrealistic. The right kind
of national pride is at least a partial guarantee of freedom and a counter-measure against
aggression, whether military or subversive, on the part of both East end West.
There are some things which the teaching of history used to obscure, and in which e country
can take no legitimate pride. They apply, in part or whole, to all countries. Militarism
and
unprovoked aggression towards neighbors comes first. Arising out of this, especially in Europe,
came a history of colonization by conquest, followed by commercial exploitation. Although
tempered by religious mission and the establishment of peace end stability, even social
improvement, and the rule of just law, this part of history is no longer condoned. Most empire-building countries were cynical in their dealings with
vassal states. Rule was despotic. Sometimes
apartheid was built into the system. In some instances local people were deported as slaves to
be used for commercial gain. Poverty and lack of opportunity were ignored. In more recent times
there have been cases of empire-building by subversion rather than by military conquest. Some
countries still behave aggressively through their secret services and their arms dealers. However
patriotic, the history teacher should not be ashamed to impart this information, and it can he
done without prejudice to the fostering of love of country for the right reasons. What are these
reasons ?
The history of all countries traces the emergence of their peoples from the despotism of
kings, barons and petty chiefs, alongside the progress to both national and personal
independence. Students can also take pride in the development of the rule of law and the
strengthening of personal freedoms within the law. Most countries have a history of industrial
and nowadays technological development, and this has given rise to trades unionism which at
its best seeks fairness and protection for the worker. Pride may also be taken in the development
of the democratic process, the abolition of class barriers and the enhancement of personal
opportunity. Neither should history teaching neglect improvements in living standards,
reductions in working hours and the provision of health, cultural and leisure services.
Finally, countries take legitimate pride in their own special characteristics; these include
individuality in dress, music, the theatre, sports and games, and environmental development
and
improvement. Neither should the student be ashamed of the personal protection afforded by
the society into which he or she was born, or of the good qualities of that society. These may
well include kindness, flexibility, give and take, humor, respect for neighbor, family solidarity,
care for the elderly, love of children, kindness to animals, generosity, community consciousness
and hospitality to strangers.
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