The place of historical fiction and story-telling in primary education, 1880 - 1980

Abstract

A century of change in the content of history teaching is traced, first in the elementary schools of England and Wales before World War II, then in the new creations of Primary Schools as the 1944 Education Act was implemented. Relatively rigid requirements of codes and regulations are seen to determine the content of the early period, whilst suggestions and guidance characterize the second, bringing new methods and approaches to the subject. The significance and value of stories in the learning process is investigated, and extended to the teaching of history exploring relevant themes. As case-studies, the short historical stories in three of the several books written by Eileen and Rhoda Power are critically analysed for their place, value and significance with comparative evidence from teachers and children. The conclusion reached is that stories are worthy of inclusion in the primary curriculum and that historical fiction in its own right deserves to be read because it makes a statement about life. Through fictional literature it is possible to enrich and extend personal experiences by empathetic understanding of the past.