Teaching History in Europe
By: Elizabeth A. Hays
Teaching about history has been controversial since the inception of written documentation. Initially, only high-class men could afford the resources to read and write. Knowledge is power, and most historic rulers did not want their people to acquire it. Having historical knowledge may be far more influential than literacy. It was not uncommon for past leaders to hide the history of their sovereigns because they did not want opposing societies to learn about their rise to power or because they didn’t want their followers to start planning uprisings. However, the invention of the printing press drastically made information more accessible. More and more individuals have started to realize that there is more to life than their society.
Similar to Cambridge or Oxford, some of the most revered academic institutions have started to include history in their lessons. Previously, students could only learn through private tutors or self-reliant research. Our history begins with the ancient Greek historian Herodotus. He recorded everything he heard in order to learn about the past from the oral narratives that were related to him. Herodotus also started writing down important occasions that occurred during his lifetime. The author would share his findings with the public, but they were not part of the period’s curriculum. Herodotus is credited with having tutored the great ancient Greek historian, Thucydides. He documented the thirty-year battle between Athens and Sparta in the fifth century in The History of the Peloponnesian War. The fact that it was the first comprehensive account of its kind makes it historically significant. The writing style lays the groundwork for modern historical methods and political analysis.
Most academia took place in Greek or Roman territories, and these schools mainly focused on the works of celebrated ancient philosophers like Aristotle, Plato, and Socrates. Of course, their writings would touch on historical subjects and topics, but not in great depth. Those who were exposed to early historical narratives did so exclusively through private tutors. The direct source of history came from the Bible and religious studies for the masses.
As empires expanded or fell, high-ranking officials began to document societal order for historical records. Lawyers and rulers wanted to ensure that their laws were honored, obeyed, and endured. Learning these histories became normalized through theological and legal lectures, but it still took centuries for schools to include the subject in their curriculum. Other excommunicated leaders started to catalog and distribute the wrongdoings of their community as a catalyst for uprisings or to communicate the truth to the people.
History was not an officially taught lesson until the sixteenth century; it has been controversial since the beginning. Many believed that history lessons should only be taught to educated adults since children's minds were still developing and couldn't understand them. They believed youths had no capacity to form their own opinions. As Jesuit missionaries traveled across the globe to spread their religious teachings, they incorporated historical information into their lessons. They cited historical events as evidence of their successes. They also believed it was not a topic for self-education, and that only mature readers should have access.
From the 16th to the 19th centuries, Germany was a major proponent of historical education. The region was in a constant state of war with the world’s great monarchies fighting against each other. To preserve their existence, the lesser Germanic nations maintained their historical literacy by pleasing the aristocracy. Europe was divided by religious differences at the time, so theologians and lawyers collaborated with historians to demonstrate that their religion was the correct way to live. The people in the region were simultaneously undergoing the Renaissance. Society was dramatically shifting away from classical antiquity, and was opening their minds to studying ancient works from a different perspective.
Even though Germany was an early promoter of historical education, the first official academic history lectures took place in Oxford in 1622 and Cambridge in 1627. London’s historians have fought for an academy with a historical focus since 1602. However, present-day historians believe that the first university, founded in Bologna, Italy, in 1088, covered history or historical theory lessons in philosophy or the humanities. Colleges in France and Italy did not have formal history courses until the late eighteenth century and the beginning of the nineteenth century. However, many believe France followed Italy in incorporating the subject decades earlier.
As officials started to rely more on history and students began to study the field, historical methodology became more controversial. Learning about history has always been a contentious issue. Many people felt that history should not be the primary subject of instruction. Others whether which stories should serve as lessons or if history should be seen as a personal experience with unique interpretations. The skepticism did not just stop with teaching; people started to wonder how they acquired the information.
Before history became a core subject in younger classrooms, only mature minds had access to it. It was not until the beginning of the 20th century that elementary students started receiving regular history lessons. In Europe, the teachings for the younger generations primarily focused on nationalism by instilling pride in their country’s establishment. Universities began to analyze international history much more closely after the two world wars and the foundation of the European Union. Today, Oxford and Cambridge are among the most prestigious colleges to focus on this topic. Students worldwide came to their halls to gain exposure to a whole world of history.
Most academia took place in Greek or Roman territories, and these schools mainly focused on the works of celebrated ancient philosophers like Aristotle, Plato, and Socrates. Of course, their writings would touch on historical subjects and topics, but not in great depth. Those who were exposed to early historical narratives did so exclusively through private tutors. The direct source of history came from the Bible and religious studies for the masses.
As empires expanded or fell, high-ranking officials began to document societal order for historical records. Lawyers and rulers wanted to ensure that their laws were honored, obeyed, and endured. Learning these histories became normalized through theological and legal lectures, but it still took centuries for schools to include the subject in their curriculum. Other excommunicated leaders started to catalog and distribute the wrongdoings of their community as a catalyst for uprisings or to communicate the truth to the people.
History was not an officially taught lesson until the sixteenth century; it has been controversial since the beginning. Many believed that history lessons should only be taught to educated adults since children's minds were still developing and couldn't understand them. They believed youths had no capacity to form their own opinions. As Jesuit missionaries traveled across the globe to spread their religious teachings, they incorporated historical information into their lessons. They cited historical events as evidence of their successes. They also believed it was not a topic for self-education, and that only mature readers should have access.
From the 16th to the 19th centuries, Germany was a major proponent of historical education. The region was in a constant state of war with the world’s great monarchies fighting against each other. To preserve their existence, the lesser Germanic nations maintained their historical literacy by pleasing the aristocracy. Europe was divided by religious differences at the time, so theologians and lawyers collaborated with historians to demonstrate that their religion was the correct way to live. The people in the region were simultaneously undergoing the Renaissance. Society was dramatically shifting away from classical antiquity, and was opening their minds to studying ancient works from a different perspective.
Even though Germany was an early promoter of historical education, the first official academic history lectures took place in Oxford in 1622 and Cambridge in 1627. London’s historians have fought for an academy with a historical focus since 1602. However, present-day historians believe that the first university, founded in Bologna, Italy, in 1088, covered history or historical theory lessons in philosophy or the humanities. Colleges in France and Italy did not have formal history courses until the late eighteenth century and the beginning of the nineteenth century. However, many believe France followed Italy in incorporating the subject decades earlier.
As officials started to rely more on history and students began to study the field, historical methodology became more controversial. Learning about history has always been a contentious issue. Many people felt that history should not be the primary subject of instruction. Others whether which stories should serve as lessons or if history should be seen as a personal experience with unique interpretations. The skepticism did not just stop with teaching; people started to wonder how they acquired the information.
Before history became a core subject in younger classrooms, only mature minds had access to it. It was not until the beginning of the 20th century that elementary students started receiving regular history lessons. In Europe, the teachings for the younger generations primarily focused on nationalism by instilling pride in their country’s establishment. Universities began to analyze international history much more closely after the two world wars and the foundation of the European Union. Today, Oxford and Cambridge are among the most prestigious colleges to focus on this topic. Students worldwide came to their halls to gain exposure to a whole world of history.
If you want to learn other historical facts, check out our races! Along the route, historical information and media content relating to the race will be provided. There will be historical facts and media content related to the race presented along the way. Once finished, you will receive a medal for your hard work!
Join the Run On History team today and discover our other races!
Join the Run On History team today and discover our other races!
Trivia Facts
- History is so epic that most tales come from real events from the past.
- One of the first historians in the world was Greek, his name was Herodotus.
- Over the decades, there has been a drastic decline in students obtaining history degrees.
