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The Daily Mail and Daily Express today follow the lead of yesterday’s Daily Telegraph by devoting a full page each to reporting and commenting on the decision by Civitas to republish the out-of-print classic children’s history of Britain, Our Island Story, by Henrietta Elizabeth Marshall.
Civitas decided to republish the book so as to make it available to every primary school in the country from concern that today’s schoolchildren receive a raw deal from their study of history through being deprived of acquaintance with the grand narrative sweep of their country’s history that Mrs Marshall so ably supplied.
So enthused was the Telegraph by Civitas’ decision to republish the work that it decided to broaden the appeal Civitas had made to friends for donations towards the costs by inviting its readers to join in making contributions. This they have done enthusiastically and in most splendid fashion, many recalling in the process how inspired they became with history by first reading Marshall’s book.
Indeed, today’s Daily Telegraph contains as equally an enthusiastic paean to the book by Lady Antonia Fraser.
As might be expected, the coverage given by the Mail and Express to the prospect of the republication of ‘Our Island Story’ has been no less positive than that of the Telegraph, although neither saw fit to follow the Telegraph’s example by calling on their readers to contribute financially. Perhaps, they sensed, rightly or wrongly time only will tell, that the target will be reached without need of their doing so.
We should not expect their enthusiasm for the project to carry over to papers like the Guardian and to their readership. Already, misgivings have started to be voiced by those who have expressed concern that, in her book, Mrs Marshall chose to refer to the Maoris whom the British first encountered in New Zealand as ‘savage cannibals’.
Even were Mrs Marshall’s book to have contained no such infelicitous forms of expression, and, arguably, for the period it contains very few indeed and all are easily excisable or amendable so as to bring her book into line with current political sensibilities, Civitas’ decision to make her book more widely known to today’s schoolchildren would still face massive opposition from the same quarter.
For the source of their concern with a book such as hers is altogether different and goes much deeper. Rightly its opponents sense that what the book gives and would give young readers who fall victim to its charms, or victim to any other that purvey a similarly Whig interpretation of our island’s story, is a sense of national identity that these opponents of the book wish bitterly to resist schoolchildren today being given the opportunity to acquire.
Back at the very start of the millennium, well before Civitas’ decision to reprint Mrs. Marshall’s book was even a glimmer in anyone’s eye there, the redoubtable Polly Toynbee had given voice to precisely those sentiments that truly underlie the recently voiced opposition to the idea of republishing and disseminating Marshall’s book.
Here is what Ms Toynbee wrote back in January 2000 in a piece in the Guardian:
‘Everyone delves into the past for convenient emblems that suit their political predilections. National identity is constructed from a confection of selective memories according to political taste…. But does a modern pluralist society need to turn somersaults in an attempt to devise a common national identity at all? …
‘The left is not generally at ease with nationalism. The idea of Englishness makes the good [latter-day welfare-state, not classical-- DC] liberal’s flesh creep…. National pride is unsavoury stuff.
‘[W]e do not want or need definition. All attempts at national definition are bogus, sentimental, ahistorical, dangerously exclusive of some parts of the population, narrowly self-limiting, arrogant, and potentially aggressive.
‘We should stay sceptical about the romance of nationality…. “Our island story” all depends on who the confused “our” is. …To what extent can we be more proud of Shakespeare than a German might be?
‘People everywhere love their own country, just as they love family, home, garden or local landscape… But these strong natural sentiments turn into absurd and potentially dangerous nationalism when elevated into a general theory of the superiority of your own kind, your own people, your own language simply because it is yours.
‘[W]e should … quietly demonstrate an English disdain for nationalism as a meaningful creed. As for our own self-image, the less national navel-gazing the better. Wave no flags, make no claims, try to do the right thing more often than we have in the past.’
Here we have in a nutshell the self-deprecating and relativistic anti-national cosmopolitanism that lies behind present opposition to the republication of Ms Marshall's book and that can no more free itself from the need to draw on a narrative -- in this case a hopelessly bogus one -- to ground its self-hatred and hatred of country that Ms Toynbee wants British schoolchildren not to be inoculated against by being taught the kind of history Henrietta Marshall’s book provides. More than anything, Ms Toynbee dislikes the idea of giving young readers cause for being proud of who they were in being British.
Of the two rival accounts of this country’s history, I prefer Mrs Marshall’s version of events to Ms Toynbee’s any day and rejoice at the prospect that soon every British schoolchild may once again be able to learn of them by reading her book. For what they will come away with having done so is, as Ms Marshall puts it towards the very end of her book, the idea that:
‘From the very beginning of our story you have seen how Britons have fought for freedom, and how step by step they have won it, until at last Britons live under just laws and have themselves the power to make these laws.’ (p.510)
As for Ms. Toynbee’s version of British history, while not wanting to deprive schoolchildren from knowing that it and others exist, when there is fair fight between them all in the arena of ideas, rather than, as at present, the suppression of Mrs Marshall’s version, I have every confidence that they will respond to learning of Ms Toynbee’s version by singing the chorus to a well-known traditional English nursery rhyme that makes allusion to a well-known traditional English afternoon ritual -- provided, that is, they have not also been deprived of opportunity to learn these songs, as well as participate in the ritual of afternoon tea!