In my last post about Charlotte Mason, I shared a sample history lesson about King Alfred. Now we turn to an argument about why English and French history should be taught concurrently. Since we don’t live in England, like the original audience of the article, let’s see what principles we can glean and how they can be applied in our situation.
“The Concurrent Teaching of English and French History” by Alex Devine, Master of Clayesmore School, Enfield (The Parents’ Review, Volume 11, no. 9, 1900, pgs. 622-627)
“Viewed simply as an engine of education, comparison is amongst the most important a teacher can use or cause to be used; and I do not hesitate to say that there is no history teaching worthy the name that is not comparative. We can understand white because we know black. We state a fact, and demonstrate it by the exhibition of a contrary fact; and akin to this, as a value in history teaching, is the contrast of period with period, nation with nation, such as is provided in the concurrent study of French and English history.”
“There remains one more question to be answered: Why should French history, of all history, be selected for comparison purposes with that of England? In the first place, it becomes necessary, in view of the already overcrowded school curriculum, that one particular country should be selected for comparison purposes. This being so, what nation so accessible, and so much our neighbour in so many ways, as France, the only country of Europe whose shores we may see from ours; its history most intertwined with our own, not only up to the time of the Reformation, when there were ties of personal relationship between the reigning houses of both countries, but the strong connection between Scotland and France, and later relationships equally important.”
“The plan we adopt has been to divide the history of the respective nations into certain periods, say six or seven, and to study the history and literature of these periods side by side.”
“However much natural habit of mind, the force of tradition, disposition, and inherited tendency may separate nation from nation, we may find surely, if we have the grace and sense to seek it, some common ground, some bond of comradeship. In the region of thought we may join hands; in the ranks of the historian, the philosopher, the economist, the poet we may find kindred spirit, and such comradeship as will aid us to be broader, wiser and more charitable. Ignorance is the greatest foe we have to contend with–the next narrow prejudice, lack of thought and knowledge; and I claim for the schoolmaster and the schools a considerable portion of the work of overcoming these ghostly enemies.”
“Shall not we, as we study and teach intelligently the story of France, do some wise work in helping to wipe out the memory of any petty insult, and as we tell the story of France and our own best-loved land to young England, will not this aid to the formation of quieter, deeper judgments as little else will? Will, in short, the recital of the mutual struggles, fellow-failures and mistakes, fellow-glories and braveries, rob us of one ounce of loyalty or devotion to the interests of our homeland? Will it not rather strengthen and deepen the ties that bind us to it, yet draw us to a finer toleration and generosity of regard towards those of other blood?”
Let me try to summarize the reasons for this method of teaching history (comparing two nations).
- We gain understanding by looking at contrasts.
- The history of nations is often closely connected.
- We become more wise and charitable when we study the commonalities between nations.
- We strengthen both our patriotism and our open-mindedness toward others.
Why was France singled out for studying alongside England?
- There is not space in the curriculum to devote to more than one other country.
- France is close and accessible to England.
- The histories of England, France, and Scotland are entwined.
Following Mr. Devine’s approach, it seems to me that studying the histories of Canada, the United States, and Great Britain makes the most sense for Canadian students. So far I have been using Ambleside Online, which is geared toward American families, but includes a healthy amount of British history. I have added in their Canadian content, more or less, rather than replacing any of the American or British readings. As the kids get older I will have to decide if some books need to be cut (especially as Ancient History is covered as well).