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Each of the essays in this volume, originally published in 1970, touches upon a historical theme which Herbert Butterfield illuminated. It covers a wide range of topics from music and relgion in modern European history to the scientific revolution of the 17th century.

This book examines text books used in English and American schools and determines the way in which national bias has been instilled into school children by the use of history books. This study reveals that the deliberate distortion common a generation ago has disappeared, but has been displaced by a more subtle form of bias that is more dangerous because it is less easily recognised. It deals in particular with the treatment of the American War of Indepdendence, the War of 1812 and World War I. The report contains positive suggestions to authors and publishers designed to eliminate all bias and to help them achieve historical objectivity.

These essays examine the importance of historical consicousness and the role of historiography in ΓÇÿethnicΓÇÖ situations, exploring the many ways in which ethnic groups select history, write or rewrite it, rescue appropriate or ignore it, forget or traduce it. Drawing on expert knowledge of regions ranging from the Amazon to contemporary Germany, the contributors bring anthropological and historical understanding to answer these questions, and investigate major topics such as the relationship between ethnic, national and state identifications, and the cultural work of creating them. Examples include Afrikaaners and Northern Ireland Protestants, as well as Mormons and Catalans. Bringing together a variety of themes that have recently become the focus of study ΓÇô ethnicity, the uses and nature of history and the likelihood of objectivity in historical telling ΓÇô the book will be of great interest ot students in the social sciences, anthropology, politics, history and international relations.

Originally published in 1967, this book is aimed at the student teacher and discusses the philosophy of history and the effective learning of it. It discusses the UK secondary school history syllabus, with a particular emphasis on whether contemporary history is of more relevance to pupils than traditional history. There is a specific chapter on the problems of value-judgements in history and history teaching. From a psychological point of view, the book examines the problems of concept formation, the uses and dangers of analogy and the question of imagination and inference in child and adolescent thinking.

The recent wave of interest in oral history and return to the active subject as a topic in historical practice raises a number of questions about the status and function of scholarly history in our societies. This articles in this volume, originally pubished in 1990, and which originally appeared in History and Anthropology, Volume 2, Part 2, discuss what contributions, meanings and consequences emerge from scholarly history turning to living memory, and what the relationships are between history and memory.

The recent wave of interest in oral history and return to the active subject as a topic in historical practice raises a number of questions about the status and function of scholarly history in our societies. This articles in this volume, originally pubished in 1990, and which originally appeared in History and Anthropology, Volume 2, Part 2, discuss what contributions, meanings and consequences emerge from scholarly history turning to living memory, and what the relationships are between history and memory.

The essays in this volume, originally published in 1992, examine some of the pervasive implications of Victorian medievalism, and assess its creative manifestations and dual capacities for expression of reformist anger and escapist retreat. Some of the emotional and intllectual reasons for the strong Victorian attraction to ΓÇÿmedievalΓÇÖ history and litereature are discussed and emblematic responses to this attraction are examined.