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Egalitarian millenarianism, Reformation and Reaction in Europe, 1536-1572: The Reformers and Pacifist-Anabaptists   Leave a comment

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Luther’s Last Decade and His Legacy:

In the final decade of his life, Luther became even more bitter in his attitude towards the papists. He was denied another public hearing such as those at Worms and Speyer, and he managed to avoid the martyrdom which came to other reformers, whether at the stake or, in the case of Zwingli, in battle (at Kappel in 1531). He compensated by hurling vitriol at the papacy and the Roman Curia. Towards the end of his life, he issued an illustrated tract with outrageously vulgar cartoons. In all of this, he was utterly unrestrained. The Holy Roman Empire was a constitutional monarchy, and the emperor had sworn at his coronation that no German subject should be outlawed unheard and uncondemned. Although this clause had not yet invoked to protect a monk accused of heresy, yet when princes and electors came to be involved the case was altered. If Charles V were faithless to that oath, then he might be resisted even in arms by the lower magistrates. The formula thus suggested by the jurists to Luther was destined to have a very wide an extended vogue. The Lutherans employed it only until they gained legal recognition at Augsburg in 1555. Thereafter the Calvinists took up the slogan and equated the lower magistrates with the lesser nobility in France. Later historians were accustomed to regard Lutheranism as politically subservient and Calvinism as intransigent, but the origin of this doctrine was in the Lutheran soil.

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Martin Luther was made for the ministry. During his last years, he continued to attend faithfully to all the obligations of the university and his parish. To the end he was preaching, lecturing, counselling and writing. At the end of his life, he was in such a panic of disgust because the young women at Wittenberg were wearing low necks that he left home declaring that he would not return. His physician brought him back, but then came a request from the counts of Mansfeld for a mediator in a dispute. Melanchthon was too sick to go, and though Luther was also very ill, he went, reconciled the counts and died on the way home.

His later years should not, however, be written off as the splutterings of a dying flame. If in his polemical tracts he was at times savage and course, in the works which really counted in the cannon of his life’s endeavour he grew constantly in maturity and artistic creativity. Improvements in the translation of the Bible continued to the very end. The sermons and biblical commentaries reached superb heights. Many of the passages quoted to illustrate Luther’s religious and ethical principles are also from this later period.

When historians and theologians come to assess his legacy, there are three areas which naturally suggest themselves. The first is his contribution to his own country. He called himself the German prophet, saying that against the papist assess he must assume so presumptuous a title and he addressed himself to his beloved Germans. The claim has been made frequently that no individual did so much to fashion the character of the German people. He shared their passion for music and their language was greatly influenced by his writings, not least by his translation of the Bible. His reformation also profoundly affected the ordinary German family home. Roland Bainton (1950) commented:

Economics went the way of capitalism and politics the way of absolutism, but the home took on that quality of affectionate and godly patriarchalism which Luther had set as the pattern of his own household.

Luther’s most profound impact was in their religion, of course. His sermons were read to the congregations, his liturgy was sung, his catechism was rehearsed by the father of the household, his Bible cheered the faint-hearted and consoled the dying. By contrast, no single Englishman had the range of Luther. The Bible translation was largely the work of Tyndale, the prayer-book was that of Cranmer, the Catechism of the Westminster Divines. The style of sermons followed Latimer’s example and the hymn book was owed much to George Herbert from the beginning. Luther, therefore, did the work of five Englishmen, and for the sheer richness and exuberance of vocabulary and mastery of style, his use of German can only be compared with Shakespeare’s use of English.

In the second great area of influence, that of the Church, Luther’s influence extended far beyond his native land, as is shown below. In addition to his influence in Germany, Switzerland, Hungary and England, Lutheranism took possession of virtually the whole of Scandinavia. His movement gave the impetus that sometimes launched and sometimes gently encouraged the establishment of other varieties of Protestantism. Catholicism also owes much to him. It is often said that had Luther not appeared, an Erasmian reform would have triumphed, or at any rate a reform after the Spanish model. All this is, of course, conjectural, but it is obvious that the Catholic Church received a tremendous shock from the Lutheran Reformation and a terrific urge to reform after its own pattern.

The third area is the one which mattered most to Luther, that of religion itself. In his religion, he was a Hebrew, Paul the Jew, not a Greek fancying gods and goddesses in a pantheon in which Christ was given a niche. The God of Luther, as of Moses, was the God who inhabits the storm clouds and rides on the wings of the wind. He is a God of majesty and power, inscrutable, terrifying, devastating, and consuming in his anger. Yet he is all merciful too, like as a father pitieth his children, so the Lord… 

Lutherans, Calvinists, Anglicans and Pacifists:

The movement initiated by Luther soon spread throughout Germany. Luther provided its chief source of energy and vision until his death in 1546. Once Luther had passed from the scene, a period of bitter theological warfare occurred within Protestantism. There was controversy over such matters as the difference between ‘justification’ and ‘sanctification’; what doctrine was essential or non-essential; faith and works; and the nature of the real presence at the Eucharist. This is the period when Lutheranism developed, something which Luther himself predicted and condemned. The Schmalkald Articles had been drawn up in 1537 as a statement of faith. The Protestant princes had formed the Schmalkald League as a kind of defensive alliance against the Emperor. The tragic Schmalkald War broke out in 1547 in which the Emperor defeated the Protestant forces and imprisoned their leaders. But the Protestant Maurice of Saxony fought back successfully and by the Treaty of Passau (1552), Protestantism was legally recognised. This settlement was confirmed by the Interim of 1555. It was during this period that some of the Lutheran theologians drove large numbers of their own people over to the Calvinists through their dogmatism.

The Battle of Kappel, in which Zwingli was killed, had brought the Reformation in Switzerland to an abrupt halt, but in 1536 John Calvin (1509-64) was unwillingly pressed into reviving the cause in French-speaking Switzerland. Calvin was an exiled Frenchman, born in at Noyon in Picardy, whose theological writings, especially the Institutes of the Christian Religion and numerous commentaries on the Bible, did much to shape the Reformed churches and their confessions of faith. In contrast to Luther, Calvin was a quiet, sensitive man. Always a conscientious student, at Orléans, Bourges and the University of Paris, he soon took up the methods of humanism, which he later used ‘to combat humanism’. In Paris, the young Calvin had encountered the teachings of Luther and in 1533, he had experienced a sudden conversion:

God subdued and brought my heart to docility. It was more hardened against such matters than was to be expected in such a young man.

After that, he wrote little about his inner life, content to trace God’s hand controlling him. He next broke with Roman Catholicism, leaving France to live as an exile in Basle. It was there that he began to formulate his theology, and in 1536 published the first edition of The Institutes. It was a brief, clear defence of Reformation beliefs. Guillaume Farel, the Reformer of Geneva, persuaded Calvin to help consolidate the Reformation there. He had inherited from his father an immovable will, which stood him in good stead in turbulent Geneva.  In 1537 all the townspeople were called upon to swear loyalty to a Protestant statement of belief. But the Genevans opposed Calvin strongly, and disputes in the town, together with a quarrel with the city of Berne, resulted in the expulsion of both Calvin and Farel.

Calvin went to Strasbourg, where he made contact with Martin Bucer, who influenced him greatly. Bucer (1491-1551) had been a Dominican friar but had left the order and married a former nun in 1522. He went to Strasbourg in 1523 and took over leadership of the reform, becoming one of the chief statesmen among the Reformers. He was present at most of the important conferences, or colloquies of the Reformers, and tried to mediate between Zwingli and Luther in an attempt to unite the German and Swiss Reformed churches. His discussions with Melanchthon led to peace in the debate over the sacraments at the Concord of Wittenberg. He also took part in the unsuccessful conferences with the Roman Catholics at Hagenau, Worms and Ratisbon.

In 1539, while in Strasbourg, Calvin published his commentary on the Book of Romans. Many other commentaries followed, in addition to a new, enlarged version of the Institutes. The French Reformer led the congregation of French Protestant refugees in Strasbourg, an experience which matured him for his task on returning to Geneva. He was invited back there in September 1541, and the town council accepted his revision of the of the city laws, but many more bitter disputes followed. Calvin tried to bring every citizen under the moral discipline of the church. Many naturally resented such restrictions, especially when imposed by a foreigner. He then set about attaining of establishing a mature church by preaching daily to the people. He also devoted much energy to settling differences within Protestantism. The Consensus Tigurinus, on the Lord’s Supper (1549), resulted in the German-speaking and French-speaking churches of Switzerland moving closer together. Michael Servetus, a notorious critic of Calvin, and of the doctrine of the Trinity, was arrested and burnt in Geneva.

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John Calvin, caricatured by one of his students, during an idle moment in a lecture.

Calvin was, in a way, trying to build a more visible ‘City of God’ in Europe, with Geneva as its base and model. In his later years, Calvin’s authority in Geneva was less disputed. He founded the Geneva Academy, to which students of theology came from all parts of western and central Europe, particularly France. Calvin systemised the Reformed tradition in Protestantism, taking up and reapplying the ideas of the first generation of Reformers. He developed the Presbyterian form of church government, in which all ministers served at the same level, and the congregation was represented by lay elders. His work was characterised by intellectual discipline and practical application. His Institutes have been a classic statement of Reformation theology for centuries, as is evident from the following extracts:

Wherever we find the Word of God surely preached and heard, and the sacraments administered according to the Institution of Christ, there, it is not to be doubted, is a church of God.

We declare that by God’s providence, not only heaven and earth and inanimate creatures, but also the counsels and wills of men are governed so as to move precisely to that end destined by him.   

Lutheranism strongly influenced Calvin’s doctrine. Like Luther, Calvin was also a careful interpreter of the Bible. He intended that his theology should interpret Scripture faithfully, rather than developing his own ideas. For him, all knowledge of God and man is to be found only in the Word of God. Man can only know God if he chooses to make himself known. Pardon and salvation are possible only through the free working of the grace of God. Calvin claimed that even before the creation, God chose some of his creatures for salvation and others for destruction. He is often known best for this severe doctrine of election, particularly that some people are predestined to eternal damnation. But Calvin also set out the way of repentance, faith and sanctification for believers. In his doctrine, the church was supreme and should not be restricted in any way by the state. He gave greater importance than Luther to the external organisation of the church. He regarded only baptism and communion as sacraments. Baptism was the individual’s initiation into the new community of Christ. He rejected Zwingli’s view that the communion elements were purely symbolic, but also warned against a magical belief in the real presence of Christ in the sacrament.

The Calvinists went further than the Lutherans in their opposition to traditions which had been handed down. They rejected a good deal of church music, art, architecture and many more superficial matters such as the use of the ring in marriage, and the signs of devotional practice. But all the Reformers rejected the authority of the pope, the merit of good works, indulgences, the mediation of the Virgin Mary and the saints, and all the sacraments which had not been instituted by Christ. They rejected the doctrine of transubstantiation (the teaching that the bread and wine of the communion became the body and blood of Christ when the priest consecrated them), the view of the mass as a sacrifice, purgatory and prayers for the dead, private confession of sin to a priest, celibacy of the clergy, and the use of Latin in the services.They also rejected all the paraphernalia that expressed these ideas, such as holy water, shrines, chantries, images, rosaries, paternoster stones and candles.

Meanwhile, in 1549 Bucer was forced to leave Strasbourg for Cambridge, and while in England, he advised Cranmer on The Book of Common Prayer. He had a great impact on the establishment of the Church of England, pointing it in the direction of Puritanism. Although he died in 1551, his body was exhumed and burned during the Catholic reaction under Queen Mary. Bucer wrote a large number of commentaries on the Bible and worked strenuously for reconciliation between various religious parties. In France, the pattern of reform was very different. Whereas in Germany and Switzerland there was solid support for the Reformation from the people, in France people, court and church provided less support. As a result, the first Protestants suffered death or exile. But once the Reformed faith had been established in French-speaking Switzerland and in Strasbourg, Calvinists formed a congregation in Paris in 1555. Four years later, over seventy churches were represented at a national synod in the capital.

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Henry VIII may have destroyed the power of the papacy and ended monasticism in England, but he remained firmly Catholic in doctrine. England was no safe place for William Tyndale to translate the Bible into English, as Henry and the bishops were more concerned to prevent the spread of Lutheran ideas than to promote the study of Scripture. Tyndale narrowly escaped arrest in Cologne but managed to have the New Testament published in Worms in 1525. He was unable to complete the Old Testament because he was betrayed and arrested near Brussels in 1535. In October 1536 he was strangled and burnt at the stake. His last words were reported as, Lord, open the king of England’s eyes. In the meantime, Miles Coverdale completed the translation, which became the basis for later official translations.

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The title page of the first Bible to be printed in English: Miles Coverdale’s translation (1535). Coverdale had helped Tyndale to revise his translation of the Pentateuch.

Though the king’s eyes were not immediately opened, a powerful religious movement towards reform among his people was going on at the same time. Despite the publication of the Great Bible in 1538, it was only under Edward VI (1547-53) that the Reformation was positively and effectively established in England. The leading figure was the Archbishop of Canterbury, Thomas Cranmer, supported by the scholar, Nicholas Ridley and the preacher, Hugh Latimer. Cranmer (1489-1556) was largely responsible for the shaping the Protestant Church of England. Born in Nottinghamshire, he was educated at Cambridge until he was suddenly summoned to Canterbury as Archbishop in 1532, as a result of Henry VIII’s divorce crisis. There he remained until he was deposed by Mary and burnt as a heretic at Oxford in 1556. He was a godly man, Lutheran in his theology, well read in the Church Fathers, a gifted liturgist with an excellent command of English. He was sensitive, cautious and slow to decide in a period of turbulence and treachery. He preferred reformation by gentle persuasion rather than by force, and, unlike Luther, also sought reconciliation with Roman Catholicism. Like Luther, however, he believed firmly in the role of the ‘godly prince’ who had a God-given task to uphold a just society and give free scope to the gospel.

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Archbishop Cranmer (pictured above) was responsible for the Great Bible (1538) and its prefaces; the Litany (1545) and the two Prayer Books (1549, 1552). The driving force of Cranmer’s life was to restore to the Catholic Church of the West the faith it had lost long ago. When the Church of Rome refused to reform, Cranmer took it upon himself to reform his own province of Canterbury. He then sought an ecumenical council with the Lutherans and Calvinists, but Melanchthon was too timid. His second great concern was to restore a living theology based on the experience of the person and work of Christ. Thirdly, he developed the doctrine of the Holy Spirit which lay behind his high view of scripture and tradition, and the meaning of union with Christ. He was brainwashed into recanting, but at his final trial in 1556 he put up a magnificent defence and died bravely at the stake, thrusting the hand that had signed the recantations into the fire first. The Martyrs’ Memorial at Oxford commemorates his death, together with those of Ridley and Latimer whose deaths he had witnessed from prison a year earlier.

Several European Reformers also contributed to the Anglican Reformation, notably Martin , exiled from Strasbourg. These men, Calvinists rather than Lutherans, Bucerbecame professors at the universities of Oxford and Cambridge. Under the Counter-Reforming Catholic Queen Mary (1553-58), with Cardinal Pole as Archbishop of Canterbury, about two hundred bishops, scholars, ministers and preachers were burnt at the stake. Many Protestant reformers fled to the continent and became even more Calvinist in their convictions, influencing the direction of the English Reformation when they returned at the beginning of Elizabeth I’s reign. The young Queen gradually replaced the Catholic church leaders with Protestants, restored the church Articles and Cranmer’s Prayer Book. She took the title of Supreme Governor of the Church of England. Her Anglican church kept episcopal government and a liturgy which offended many of the strict Protestants, particularly those who were returning religious refugees who had been further radicalised in Calvinist Switzerland or France.

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Scotland was first awakened to Lutheranism by Patrick Hamilton, a student of Luther, who had been burned for his faith in 1528. George Wishart and John Knox (1505-72) continued Hamilton’s work, but Knox was taken prisoner by the French in 1547 and forced to serve as a galley-slave. When freed, he studied under Calvin at Geneva and did not return to Scotland until 1559, when he fearlessly launched the Reformation. He attacked the papacy, the mass and Catholic idolatry. The Catholic Mary Queen of Scots opposed Knox, but was beaten in battle. Knox then consolidated the Scots reformation by drawing up a Confession of Faith (1560), a Book of Discipline (1561) and the Book of Common Order (1564). While the Scottish Reformation was achieved independently from England, it was a great tragedy that it was imposed on Ireland, albeit through an Act of Uniformity passed by the Irish Parliament in 1560 which set up Anglicanism as the national religion. In this way, Protestantism became inseparably linked with English rule of a country which remained predominantly Catholic.

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Western Europe during the Wars of Religion, to 1572.

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The Empire of Charles V in 1551 (inset: The Swiss Confederation)

In Hungary, students of Luther and Melanchthon at Wittenberg took the message of the Reformation back to their homeland in about 1524, though there were Lollard and Hussite connections, going back to 1466, which I’ve written about in previous posts. As in Bohemia, Calvinism took hold later, but the two churches grew up in parallel. The first Lutheran synod was in 1545, followed by the first Calvinist synod in 1557. In the second half of the sixteenth century, a definite interest in Protestant England was already noticeable in Hungary. In contemporary Hungarian literature, there is a long poem describing the martyr’s death of Thomas Cranmer (Sztáray, 1582).  A few years before this poem was written, in 1571, Matthew Skaritza, the first Hungarian Protestant theologian made his appearance in England, on a pilgrimage to ‘its renowned cities’ induced by the common religious interest.

Protestant ministers were recruited from godly and learned men. The Church of England and large parts of the Lutheran church, particularly in Sweden, tried to keep the outward structure and ministry of their national, territorial churches. Two brothers, Olav and Lars Petri, both disciples of Luther, inaugurated the Reformation in Sweden. The courageous King Gustavus Vasa, who delivered Sweden from the Danes in 1523, greatly favoured Protestantism. The whole country became Lutheran, with bishops of the old church incorporated into the new, and in 1527 the Reformation was established by Swedish law. This national, state church was attacked by both conservative Catholics and radical Protestants.

The Danish Church, too, went over completely to Protestantism. Some Danes, including Hans Tausen and Jörgen Sadolin, studied under Luther at Wittenberg. King Frederick I pressed strongly for church reform, particularly by appointing reforming bishops and preachers. As a result, there was an alarming defection of Catholics and in some churches no preaching at all, and a service only three times a year. After this, King Christian III stripped the bishops of their lands and property at the Diet of Copenhagen (1536) and transferred the church’s wealth to the state. Christian III then turned for help to Luther, who sent Bugenhagen, the only Wittenberger theologian who could speak the dialects of Denmark. Bugenhagen crowned the king and appointed seven superintendents. This severed the old line of bishops and established a new line of presbyters. At the synods which followed church ordinances were published, and the Reformation recognised in Danish law. The decayed University of Copenhagen was enlarged and revitalised. A new liturgy was drawn up, a Danish Bible was completed, and a modified version of the Augsburg Confession was eventually adopted.

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Heddal Stave church, Norway.

This form of construction is characteristic of this part of Scandinavia

The Reformation spread from Denmark to Norway in 1536. The pattern was similar to that of Denmark. Most of the bishops fled and, as the older clergy died, they were replaced with Reformed ministers. A war between Denmark and Norway worsened social and political conditions. When the Danish Lutherans went to instruct the Norwegians, they found that many of the Norwegians spoke the incomprehensible old Norse, and communications broke down. In Iceland, an attempt to impose the Danish ecclesiastical system caused a revolt. This was eventually quelled and the Reformation was imposed, but with a New Testament published in 1540.

Calvinists held an exalted and biblical view of the church as the chosen people of God, separated from the state and wider society. They, therefore, broke away from the traditional church structures as well as the Roman ministry. The spread of Calvinism through key sections of the French nobility, and through the merchant classes in towns such as La Rochelle alarmed Catherine de Medici, the French Regent, resulting eventually in the St Bartholomew’s Day Massacre of 1572. Philip II faced a similarly strong Calvinist challenge in the United Provinces of the Netherlands. In 1565, an outbreak of anti-Catholic rioting could not be contained because all the available forces were deployed in the Mediterranean to defend southern Italy from the Turks and to lift the siege of Malta. The spread of Calvinism was a coral growth in ports and free cities, compared with the territorial growth of Lutheranism which was dependent on earthly principalities and powers.

In this, the free churches later followed them. These churches were mainly fresh expressions of Calvinism which started to grow at the beginning of the next century, but some did have links to, or were influenced by, the churches founded in the aftermath of the Radical Reformation. Only three groups of Anabaptists were able to survive beyond the mid-sixteenth century as ordered communities: the ‘brethren’ in Switzerland and southern Germany, the Hutterites in Moravia and the Mennonites in the Netherlands and northern Germany.

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In the aftermath of the suppression of Münster, the dispirited Anabaptists of the Lower-Rhine area were given new heart by the ministry of Menno Simons (about 1496-1561). The former priest travelled widely, although always in great personal danger. He visited the scattered Anabaptist groups of northern Europe and inspired them with his night-time preaching. Menno was an unswerving, committed pacifist. As a result, his name in time came to stand for the movement’s repudiation of violence. Although Menno was not the founder of the movement, most of the descendants of the Anabaptists are still called ‘Mennonites’. The extent to which the early Baptists in England were influenced by the thinking of the Radical Reformation in Europe is still hotly disputed, but it is clear that there were links with the Dutch Mennonites in the very earliest days.

Reformers, Revolutionaries and Anti-Semites:

Luther had early believed that the Jews were a stiff-necked people who rejected Christ, but that contemporary Jews could not be blamed for the sins of their fathers and might readily be excused for their rejection of Christianity by reason of the corruption of the Medieval Papacy.  He wrote, sympathetically:

If I were a Jew, I would suffer the rack ten times before I would go over to the pope.

The papists have so demeaned themselves that a good Christian would rather be a Jew than one of them, and a Jew would rather be a sow than a Christian.

What good can we do the Jews when we constrain them, malign them, and hate them as dogs? When we deny them work and force them to usury, how can that help? We should use towards the Jews not the pope’s but Christ’s law of love. If some are stiff-necked, what does that matter? We are not all good Christians.

Luther was sanguine that his own reforms, by eliminating the abuses of the papacy, would accomplish the conversion of the Jews. But the coverts were few and unstable. When he endeavoured to proselytise some rabbis, they undertook in return to make a Jew out of him. The rumour that a Jew had been authorised by the papists to murder him was not received with complete incredulity. In his latter days, when he was more easily irritated, news came that in Moravia, Christians were being induced to become Judaic in beliefs and practice. That was what induced him to come out with his rather vulgar blast in which he recommended that all Jews be deported to Palestine. Failing that, he wrote, they should be forbidden to practice usury, should be compelled to earn their living on the land, their synagogues should be burned, and their books, including The Torah, should be taken away from them.

The content of this tract was certainly far more intolerant than his earlier comments, yet we need to be clear about what he was recommending and why. His position was entirely religious and not racially motivated. The supreme sin for him was the persistent rejection of God’s revelation of himself in Jesus Christ. The centuries of persecution suffered by the Jews were in themselves a mark of divine displeasure. The territorial principle should, therefore, be applied to the Jews. They should be compelled to leave and go to a land of their own. This was a programme of enforced Zionism. But, if this were not feasible, Luther would recommend that the Jews be compelled to live from the soil. He was, perhaps unwittingly, proposing a return to the situation which had existed in the early Middle Ages, when the Jews had worked in agriculture. Forced off the land, they had gone into commerce and, having been expelled from commerce, into money-lending. Luther wished to reverse this process and to accord the Jews a more secure, though just as segregated position than the one they had in his day, following centuries of persecutions and expulsions.

His advocacy of burning synagogues and the confiscation of holy books was, however, a revival of the worst features of the programme of a fanatical Jewish convert to Christianity, Pfefferkorn by name, who had sought to have all Hebrew books in Germany and the Holy Roman Empire destroyed. In this conflict of the early years of the Reformation, Luther had supported the Humanists, including Reuchlin, the great German Hebraist and Melanchthon’s great-uncle. Of course, during the Reformation throughout Europe, there was little mention of the Jews except in those German territories, like Luther’s Saxony, Frankfurt and Worms, where they were tolerated and had not been expelled as they had been from the whole of England, France and Spain. Ironically, Luther himself was very Hebraic in his thinking, appealing to the wrath of Jehovah against any who would impugn his picture of a vengeful, Old Testament God. On the other hand, both Luther and Erasmus were antagonistic towards the way in which the Church of their day had relapsed into the kind of Judaic legalism castigated by the Apostle Paul. Christianity, said Erasmus, was not about abstaining from butter and cheese during Lent, but about loving one’s neighbour. This may help to explain Luther’s reaction to the Moravian ‘heresy’ in terms which, nevertheless, only be described as anti-Semitic, even by the standards of his time.

The story told in Cohn’s great book Pursuit of the Millennium, originally written six decades ago, is a story which began more than five centuries ago and ended four and a half centuries ago. However, it is a book and a story not without relevance to our own times. In another work, Warrant for Genocide: the myth of the Jewish World Conspiracy and the Protocols of the Elders of Zion, published in 1967, Cohn shows how closely the Nazi fantasy of a world-wide Jewish conspiracy of destruction is related to the fantasies that inspired millenarian revolutionaries from the Master of Hungary to Thomas Müntzer.  The narrative is one of how mass disorientation and insecurity have fostered the demonisation of the misbelievers, especially the Jews, in this as much as in previous centuries.

We can also reflect on the damage wrought in the twentieth century by left-wing revolutions and revolutionary movements, which are just as capable of demonising religious and ethnic groups, including Jews, through their love of conspiracy theories and narratives. What is most curious about the popular Müntzer ‘biopic’, for example, is the resurrection and apotheosis which it has undergone during the past hundred and fifty years. From Engels through to the post-Marxist historians of this century, whether Russian, German or English-speaking, Müntzer has been conflated into a giant symbol, a prodigious hero in the history of ‘class warfare’. This is a naive view and one which non-Marxist historians have been able to contradict easily by pointing to the essentially mystical nature of Müntzer’s preoccupations which usually blinded him to the material sufferings of the poor artisans and peasants. He was essentially a propheta obsessed by eschatological fantasies which he attempted to turn into reality by exploiting social discontent and dislocation through revolutionary violence against the misbelievers. Perhaps it was this obsessive tendency which led Marxist theorists to claim him as one of their own.

Just like the medieval artisans integrated in their guilds, industrial workers in technologically advanced societies have shown themselves very eager to improve their own conditions; their aim has been the eminently practical one of achieving a larger share of economic security, prosperity and social privilege through winning political power. Emotionally charged fantasies of a final, apocalyptic struggle leading to an egalitarian Millennium have been far less attractive to them. Those who are fascinated by such ideas are, on the one hand, the peoples of overpopulated and desperately poor societies, dislocated and disoriented, and, on the other hand, certain politically marginalised echelons in advanced societies, typically young or unemployed workers led by a small minority of intellectuals.

Working people in economically advanced parts of the world, especially in modern Europe, have been able to improve their lot out of all recognition, through the agency of trade unions, co-operatives and parliamentary parties. Nevertheless, during the century since 1917 there has been a constant repetition, on an ever-increasing scale, of the socio-psychological process which once connected the Táborite priests or Thomas Müntzer with the most disoriented and desperate among the poor, in fantasies of a final, exterminating struggle against ‘the great ones’; and of a perfect, egalitarian world from which self-seeking would be forever banished.  We are currently engaged in yet another cycle in this process, with a number of fresh ‘messiahs’ ready to assume the mantles of previous generations of charismatic revolutionaries, being elevated to the status of personality cults. Of course, the old religious idiom has been replaced by a secular one, and this tends to obscure what would otherwise be obvious. For it is a simple truth that stripped of its original supernatural mythology, revolutionary millenarianism is still with us.

Sources:

John H. Y. Briggs (1977), The History of Christianity. Berkhamsted: Lion Publishing.

Sándor Fest (2000), Skóciai Szent Margittól, A Walesi Bárdokig: Magyar-Angol történeti és irodalmi kapcsalatok. 

Norman Cohn (1970), The Pursuit of the Millennium: Revolutionary Millenarians and Mystical Anarchists of the Middle Ages. St Albans: Granada Publishing.

Roland H. Bainton (1950), Here I Stand: A Life of Martin Luther. Nashville, USA: Abingdon Press.

András Bereznay (1994, 2001), The Times Atlas of European History. London: HarperCollins.

 

 

 

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Posted February 4, 2018 by TeamBritanniaHu in Anabaptism, Anglican Reformation, anti-Semitism, Apocalypse, Austria-Hungary, Britain, British history, Christian Faith, Church, Commemoration, Early Modern English, Egalitarianism, Empire, English Language, Europe, France, Germany, Henry VIII, History, Humanism, Hungarian History, Hungary, Ireland, Irish history & folklore, Jews, Linguistics, Lutheranism, Martin Luther, Medieval, Mediterranean, Messiah, Middle English, Migration, Millenarianism, Monarchy, Music, Mysticism, Mythology, Narrative, nationalism, New Testament, Old Testament, Papacy, Reformation, Remembrance, Shakespeare, Switzerland, theology, Tudor England, Uncategorized, Warfare, Zionism

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The Genuine Jerusalem and ‘the trump of God’: part six – the ‘chosen people’ and ‘the true Israel’.   Leave a comment

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Jewish-Christian relations in the time of the first churches:

The penultimate chapter in the ancient history of Jerusalem has to do with the relations between Jews and Christians in the mid-first century. Despite the fact that many, if not most, of the early followers of Jesus of Nazareth, were, like him, Jews, and although the early church borrowed much from Judaism, Christians were also reacting against it. This resulted in a love-hate relationship. On the one hand, Christians claimed to be the true Israel; on the other, they made light of many of the distinctive features of the ‘chosen people’ – the law, circumcision, the temple and the Sabbath. Moreover, they took to meeting together in their own houses and adopting other attitudes which were considered anti-social by their Jewish neighbours throughout the Roman Empire. Since Jesus had been executed by a Roman governor under Roman law, local governors had little alternative but to take action when they received complaints. As the century progressed, relations seem to have got worse. One reason was undoubtedly the great pressure under which Judaism suffered as a result of the Jewish war, the fall of Jerusalem and the destruction of the temple. Christians were looked on as hybrid Jews and were therefore unpopular. Before AD 70, as far as we can tell from ‘listening to the silences’, the Jews showed remarkable restraint. Paul, as an active missionary, found many of them stirring up trouble for him wherever he went, but they were not alone in this, and we need to be wary of Luke’s stereotypes of them, which were written in Acts from an obvious Greek Gentile bias. Paul escaped with his life, and only three martyrdoms were recorded for this period; those of Stephen, James, son of Zebedee, and James, the brother of Jesus.

The first Christian communities which grew up between AD 29 and 65, were in Jerusalem, Samaria, Caesarea and other Palestinian cities and also, largely as a result of Paul’s missionary activities, in Asia Minor, Greece and Rome. At this time the leaders of these communities were mainly Jews and their understanding of the teachings of Jesus was partly coloured by their Jewish inheritance. These communities possessed no Gospels so that their knowledge came from oral traditions; from memories of what Jesus had said and done, passed on by word of mouth in public addresses, instruction classes for new converts and in private discourses and conversations. Some of the deeds and words of Jesus were probably written down quite early, including the parables, the aphorisms and the proclamations of the kingdom of God, almost as they were spoken for the first time. However, for the most part, Christians at this time relied for their knowledge upon the shared memories of those who had known Jesus at first hand.

The message of Jesus as it is presented in the four gospels was written for the newly established churches of the Roman empire, churches stretching from Antioch in Syria to Rome. This was the world of the Gospels as written in the form in which we possess them. They are church books, written in the second half of the first century AD to meet the needs of the early followers of Jesus gathered together out of a pagan environment in their Christian communities. These early churches were not, for the most part, Palestinian, and after AD 70 when the country had been laid waste and Jerusalem destroyed, Christians in Galilee and Judaea must have been few and disorganised. The growing churches were in the great cities of the Graeco-Roman world, Antioch in Syria, Ephesus in Asia Minor (now in south-west Turkey), Corinth, Philippi and Thessalonica in Greece and in Rome itself. The members of these churches were Greeks, Romans, Syrians, Egyptians and Asiatics, though a significant number of Jews also converted to the new religion. These centres of Christianity and these church members were far away in distance from the world Jesus knew and very different from him in culture and upbringing.

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Above: The Western or Wailing Wall, the only remnant of the Second Temple rebuilt by King Herod. It once stood on the adjacent Temple Mount and remains the most significant devotional site for Jews, who believe that they are in physical connection with the divine when they pray at it and kiss it.

Nazarene heretics:

By the end of the first century, however, there were growing signs of a clear break between church and synagogue. It may well have been the case that many Jews blamed the Christians for the destruction of Jerusalem, since Vespasian’s reconquest of first Galilee and then Judaea could have been seen as acts of vengeance for the burning of Rome, which Nero had alleged was the work of the Christians. Before AD 70, the Romans drew little distinction between the two alien, Judaistic faiths. To them, they were all the same, troublesome provincial people. It was after this period that the Birkat ham-minim, the ‘Heretic Benediction’ was added to the Eighteen Benedictions: 

May the Nazarenes (Christians) and the minim (heretics) perish as in a moment and be blotted out from the book of life. 

It is perhaps not surprising, therefore, that the gospels, especially that according to Matthew, contain many biased statements against the Jews in general, and that these statements were used to justify anti-Semitism among Christians in the Middle Ages and Early Modern times. All three Synoptic Gospels appear to have been written after Nero’s persecution (AD 64), and all three emphasise the message of a powerful Christ, breaking with Judaism. They were also clearly written after the fall of Jerusalem, to which they all refer (Mark 13. 1-2; Matthew 22. 7; Luke 21. 20). It is necessary, therefore, to disentangle the original message spoken by Jesus in Palestine from the meaning drawn out of it by Christian teachers and the four evangelists. The Christian communities in AD 29-65 had a real zeal for evangelism. They looked outward to a world which desperately needed the message of Jesus, so they were missionary churches. In these years, there was a particular reason why evangelism could not wait. The great decisive moment – the return of Jesus to earth in great power and glory – was, so they believed, imminent. While they waited for the Day of Judgement and Reward the Christians evangelised fervently among mostly pagan peoples. An evangelist needs a message, and therefore the task of separating the original message of Jesus from the later additions and interpretations is difficult and often uncertain.

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Above: Portraits of Jesus from Roman-era frescoes to modern forensic reconstruction.

Source: National Geographic, December 2017.

Apocalyptic Poetry:

Remembering that Jesus was a poet with an inward vision and a gift for handling words, using vivid images from everyday life, not abstract arguments helps us to get to the heart of his teaching. It is often a clue to those passages of the Gospels where someone has added an explanation of his words. Poets do not explain their poems. They offer us their vision and leave us to discover the meaning. Jesus is a visionary whose eyes are fixed upon a dramatic future in which the old order of the world will disappear and a new order will take its place:

And then they will see the Son of Man coming in the clouds with great power and glory. And then he will send out the angels, and gather his elect from the four winds, from the ends of the earth to the ends of heaven. (Mark 13. 26f.)

Poets are not usually interested in creating logical systems of thought in which every single part fits the whole. They speak or write about that which at a particular moment captures their imagination and stirs their soul. If we think, for example, of the poet and illustrator William Blake, writing about John Milton, the author of the great epic poems, Paradise Lost and Paradise Regained, we do not need to demythologise and strip away his powerful, apocalyptic imagery in order to understand his fundamental message in his Jerusalem:

And did the countenance divine,

Shine forth upon our clouded hills?

And was Jerusalem builded here

Among those dark satanic mills?

 

Bring me my bow of burning gold!

Bring me my arrows of desire!

Bring me my spear! O clouds, unfold!

Bring me my chariot of fire!

 

I will not cease from mental fight,

Nor shall my sword sleep in my hand,

Till we have built Jerusalem

In England’s green a pleasant land.

The four verses which make up the now well-known hymn, set to music by Sir Hubert Parry in 1917, first appeared in the preface to one of Blake’s last poem’s, ‘Milton’, which was written in 1804. Underneath them he wrote, would to God that all the Lord’s people were prophets, quoting Numbers 11.29. In the rest of the poem, the seventeenth-century poet is depicted as returning from eternity and entering into Blake to preach the message of Christ crucified and the doctrines of self-sacrifice and forgiveness. Some of the complex imagery in the poem is borrowed from the Bible, such as the ‘chariots of fire’ which are taken from 2 Kings 2. 11, but much is of Blake’s own invention. In suggesting, in the first verse, that Jesus may have set foot in England, Blake is resurrecting the old legend, and myth, which tells of Jesus’ wanderings as a young man with Joseph of Arimathea, a tin merchant and member of the Sanhedrin whom Jesus accompanied on a visit to Cornwall. The tale was, at one time, popular with the British Israel movement, which claimed that the British were one of the lost tribes of Israel.

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There are two very different interpretations of the main message in ‘And did those feet’. One school of thought regards it as a plea for intuition and imagination in the face of scientific rationalism. From this interpretation, we get the idea that the ‘dark, satanic mills’ represent the cold logical approach of philosophers such as Locke and Bacon that Blake deplored, while Jerusalem represents the ideal life of freedom. The other, more common way of interpreting the poem is as a call for the rule of those social values of social justice and freedom which will build a new Jerusalem in Britain. This message, like that of Jesus himself, has no tidy outward shape but has an inner unity centred upon the proclamation of the kingdom of God. We recognise that inner unity, or message, through the allusions and imagery, without interpreting them as literal events either in the past or the future.

 

Image result for Jesus messianic secret

 

Much of Jesus’ teaching was directed to the immediate needs and problems of the men and women to whom he talked in small groups in the marketplace, or in large crowds gathered to listen to him. Yet, in all the Gospels there is teaching which seems, on the face of it, to refer to dramatic and even cataclysmic events in the future. Some of these are predictions; forecasts about the future. We have already noted some of these, in particular, his well-known lament over Jerusalem, the Holy City.  (Luke 19. 41-44). This is a terse and vivid prediction of the siege and destruction of the city which began in September AD 70. Since this event took place some forty years after the time of Jesus, it is often argued that such a description of the great catastrophe must have arisen within the early church. However, the prediction does not describe in detail the actual siege of Jerusalem as the Jewish historian Josephus recorded it after the event. The words of Jesus describe a typical siege; a city encircled, siege engines battering at the wall, and so on. Indeed, it took no special insight or vision to predict that if the revolutionary elements continued to resist the government of Judea by violent acts, the Romans would reinforce their troops around Jerusalem.

Did Jesus predict the rejection of Israel as the chosen instrument of God’s purpose? It is clear that this view was held in at least some quarters of the early church. The part played by the Jewish authorities in his arrest, trial and execution; the hostility displayed by some Jews towards the new Christian communities, both played their part in shaping the belief that the ‘Old Israel’ had been rejected and the ‘New Israel’ – the Christian church – had taken its place.This belief has certainly left its mark upon the form in which some of the sayings and parables of Jesus have come down to us. In Matthew 23 there is a sustained and bitter condemnation of the Pharisees and scribes. This was certainly put together in its present form by an editor, prefacing the parable of the vineyard as told by Mark (12. 1. 1-11.), and copied by Matthew and Luke. Matthew’s ‘preface’ contains seven accusations against the lawyers and Pharisees, each beginning, ‘Woe to you’ in a recognisable literary form. This is followed by the lament over Jerusalem, the centre of unfaithfulness, killing the prophets and stoning the those who are sent to you (Matthew 23. 13-37.). The evidence of the Gospels as a whole makes clear that Jesus did attack the religious authorities, declaring that they embodied the kind of religion which would soon be rejected.  Whether he predicted the rejection of Israel and Judah as God’s chosen people depends largely on the interpretation of two parables, that of the Vineyard, which I have already referred to, and that of the Marriage Feast, which tells a similar story (Matt. 22. 1-14.). The invited guests make various trivial excuses and refuse to attend the banquet, and their places are taken by people, both bad and good, collected at random by the king’s servants; the publicans and harlots go into the kingdom of heaven before you (Matt.  21. 31). It seems clear that it is not the nation as a whole which is rejected but the religious leaders, the scribes and the Pharisees.

Another controversial question is whether Jesus predicted that he would come again in glory; that there would be a final Day of Judgement and an end of the world. This was a belief strongly held by Christians during the early years of the first century (1 Thess. 5. 1-11; II Thess. 1. 5-12). The belief waned as the years went by, but in medieval times it gained great popularity. The belief finds expression in Mark 13 and is expanded in Matt. 24-25 and in Luke 21. 5-36. Here the predicted events are dramatic and terrifying  – wars, earthquakes, famine and persecution, the rise of bogus messiahs and false prophets precede the appearance of Christ as judge of the world. There is a different picture in Luke, who uses a third source. Men and women are going about their daily routine when, suddenly, like a flash of lightning, the Day of the Son of Man is upon them. This teaching from the Gospels and Epistles is known as eschatology and uses language which is largely alien to our ‘western’, scientific way of thinking. Many Christians ignore this element in the New Testament, and some biblical scholars deny that Jesus ever thought in these terms, or that he expected his own second coming. Eschatological thinking arises when there is a contradiction between the harsh realities of life and man’s faith in God’s power and justice. In this kind of situation, The words of Paul (depicted below) in Romans VIII were meant to comfort and console…

… the sufferings of this present time are not worthy to be compared with the glory that is to be revealed to us (Rom 8. 18).

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Eschatological teaching therefore brings hope to men, and when present sufferings are severe then the hope of a glorious future is often expressed in imaginative pictures. Sometimes the language is both poetic and pastoral, as in Isaiah’s prophecies about the coming of the Messiah (11.7). Sometimes it is dramatic, ‘technicoloured’ language to match the drama of the moment, like in the Book of Daniel:

Behold, with the clouds of heaven,

there came one like a son of man,

and he came to the Ancient of Days

 and was presented before him.

And to him was given dominion 

and glory and kingdom

that all Peoples, nations and languages

should serve him;

his dominion is an everlasting dominion,

which shall not pass away, 

and his kingdom one

that shall not be destroyed 

(Dan. 7. 13 f.)

It was natural that the first Christians, often isolated from the rest of their fellow citizens because of their faith, usually under suspicion, taunted for worshipping a crucified Saviour, and at times persecuted, should rest their hopes on Christ’s return to power and glory. They believed that this hope was founded upon the teaching of Jesus, and they made collections of sayings which supported their faith and included them in their church books – the Gospels.

In the final months and weeks of his life, Jesus knew that his enemies would turn the full force of their power against him, but he also he was alarmed and sorrowful at the political situation of his nation. He knew that armed rebellion could only end in national disaster. Yet his faith in the purposes of God and in the realities of God’s kingship did not waver. Whether or not he believed in his own ‘second coming’, he knew that he had been chosen by God to fulfil a particular role in history. The sayings and parables which he used when he thought about the future were his way of expressing his confident faith in God’s undefeated purpose. He expressed his hope for the future in vivid and dramatic language, that of a poet dreaming dreams and seeing visions.

 

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The Book of Revelation, to many the most enigmatic in the New Testament, was written in a similarly poetic and visionary form by a certain ‘John the Divine’ (depicted above) in exile on Patmos, possibly during the Domitian persecution. It is full of a bitter hatred of Rome, but although the author was in exile, he had not suffered a particularly harsh penalty, and his banishment did not even include the loss of property or other rights, as one might expect had Patmos been a penal colony. His one reference to past martyrdom, the mention of Antipas, gives no details of how he met his end. Recent persecution seems to have been more limited and local: John’s fears are for the future. Domitian was despotic, like Caligula before him, but his main anti-Christian actions, against prominent citizens, were taken on the grounds that ‘they had slipped into Jewish customs’. The main threat to Christianity in the New Testament period came from the hostility or malice of the people among whom they lived, whether Greeks, Romans or Jews. Tertullian commented that…

… if the Tiber rises too high or the Nile too low, the cry is: “The Christians to the lion”. 

(to be continued…)

 

Tom’s Tale – A Young Hungarian Refugee in England: January-June 1957, and after…   1 comment

The International ‘backcloth’…

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In January 1957, a number of members of the British Parliamentary Labour Party, wrote a letter to the Editor of Pravda about the use of Soviet armed forces in Hungary. They included Fenner Brockway, Barbara Castle, Dick Crossman and Anthony Wedgwood-Benn. In it they asked a series of questions, perhaps the most important of which was…

do you consider that the present government of János Kádár enjoys the support of a majority of the Hungarian people? Would it make any difference to your attitude if it did not? We ask this question because, on November 15th, according to Budapest Radio, János Kádár said that his Government hoped to regain the confidence of the people but that “we have to take into account the possibility that we may be thoroughly beaten at the election.”  

Whatever Kádár himself may have believed, or been given to believe, in mid-November, by January 1956 there was little or no prospect of free and fair elections taking place, as the Nagy Government had promised. Hungary would remain under direct Soviet occupation, with the Red Army remaining until all traces of resistance had been eliminated. Anna Kethly, giving evidence to the United Nations Special Committee (see photo above) on her mission from the Nagy Government, declared that Kádár was a prisoner of the Russians, and that she could not believe that he would have accepted his part voluntarily.

First School Term and Easter Holidays…

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Cross-country run, class 3B of Tollington Grammar School, Muswell Hill, February 1957 (Tom is fourth from the right)

For Tom Leimdörfer and his ‘half-siblings’, learning English and adjusting to school life in England dominated the early part of 1957. Tom’s ‘Uncle Brandi’ had approached the Headmaster of Tollington Boy’s Grammar School and the Headmistress of Tollington Girl’s Grammar School. He explained the situation of the children’s flight from Hungary and arrival in England, and stressed the fact that Ferkó and Tom had attended two of the top high schools in Budapest. While their English was not very good, it was improving daily. Marika was not of high school age in the Hungarian system, but she had been doing well in her elementary school. She was trying hard in making a start with English, but understood very little. Tom described how…

Ferkó and I found ourselves in the study of Mr. Percival, a greying and sombre looking man, sat behind his desk, crowded with books and papers. He asked us a couple of questions. I managed to answer one, but the others my uncle had to translate. Mr. Percival said we could start there for a trial period to see if we would fit in and could keep up with the work. He introduced me to class 3B (the middle of three sets in the year group) and Ferkó to class 4A, which was a year below his correct age group, but this was inevitable as he could not be expected to take the dreaded O level exams within six months. So started our school days on Muswell Hill.

Tollington Boys’ Grammar School was situated in a road called Tetherdown. The unimposing red brick pile is still part of the complex of buildings of the present Fortismere Community School. The school was originally founded in the late nineteenth century and moved to Muswell Hill from Tollington Park (hence the name) at the beginning of the twentieth century. It gave the impression of a somewhat overcrowded and slightly chaotic place with equipment and resources inferior to the school Tom had left in Budapest. The plans for a brand new building and the amalgamation with Tollington Girls’ Grammar School were already well advanced by Middlesex County Council, which was then the local authority, before the days of Greater London boroughs like Haringey (which administers the present school). Only children who passed the old eleven-plus exam could be normally admitted to grammar schools and in Middlesex that was less than twenty per cent of the school population. Tom thus felt grateful for the opportunity, but it did not stop him feeling even more of an ‘alien’ when at school:

The first few weeks were totally bewildering. Almost everything was different. School assemblies with prayers and hymns, school lunches with oddities like shepherd’s pie and puddings with pink or green custard, exhausting cross-country runs in Coldfall Wood in the freezing cold or the pouring rain, an incomprehensible team game with an odd-shaped ball called rugby were all part of a strange initiation into a new culture. Some lessons were beyond my comprehension, but I soon noticed that I was well ahead in mathematics, physics and chemistry and the teachers started to show appreciative surprise when I started answering questions when no other hands went up in the class. In geography and biology, I simply tried to copy down as much as I could from the board. Mr. Ron Davies, our history master dictated all his notes. At first, this made things very difficult especially as I had to get attuned to his broad Lancastrian accent. I gathered that the Spanish Armada had just arrived and been defeated, but not much of that found its way into my book. However, by the time we got to the Stuarts, I became good at taking down his dictation and then checking the spelling afterwards. I also tried to memorise as much as I could. At the end of the year I actually came top in history by simply regurgitating the notes and being able to answer just the right number of questions.

For all its oddities for me, Tollington school was a humane and generally tolerant place. The boys of 3B initially reacted as if a Martian had landed in their midst. They asked questions about Hungary, but I often misunderstood or struggled with words and they did not have the patience to listen. However, they all knew that Hungarians were supposed to be brilliant at football (the national team having beaten England twice) and I was included in playground games with the right shaped ball. They were soon reassured that I was just about average for their standard… After our first three weeks, Ferkó and I were summoned to Mr. Percival’s study. He said it was time we attended school in proper school uniform (green blazers and caps with gold badge). He said he no longer wanted to see me ‘looking like a canary’, referring to my yellow jumper by courtesy of the WRVS ladies at Heathrow. That meant we were accepted as proper Tollington students. As an afterthought, he added that we were both doing very well and he was pleased. At the end of term, I was ‘promoted’ to class 3A, probably because in maths and science I was too far ahead of the class.

Meanwhile, there were momentous family developments in Budapest. When Bandi informed Tom’s Aunt Juci that they had safely arrived and were getting settled, he told her that he could also get visas for her and Uncle Gyuri, their three children, as well as Tom’s grandparents (Sári mama and Dádi). This came as a great challenge for them, as they had good jobs and a lovely flat they would leave behind. Times were growing darker there, however, with a repressive communist regime back in charge, though they had been through all that before. They thought and prayed a lot about it before thinking about submitting a passport application. The border was closed, of course, and chances of getting passports to the West were remote. It was at this point that a strange twist of Hungarian politics produced a miraculous opportunity. Kádár imprisoned hundreds of liberal activists who were associated with the revolution and executed dozens, but he wanted to signal that his administration would be different from that of the hated Rákosi regime. He invited the left-leaning, puritanical Reformed Church Bishop of Debrecen, who was not actually communist party member at the time, to be in his government as Minister of Culture (years later he was to be Hungary’s Foreign Minister). The bishop accepted, after some hesitation, and was therefore looking for a flat in Budapest. This was known to someone in the Ecclesiastical Office, who also knew that Juci and Gyuri were thinking of emigrating. A deal was done within days: seven passports for a large comfortable upper ground floor flat in Buda with garden.

The excitement of hearing that his beloved uncle, aunt, cousins Jani, Andi and Juli were to come to England, followed shortly after by his paternal grandparents, lifted Tom’s spirits as he visited his mother in hospital. He still has two letters written by his mother to ‘Sári mama and Dádi’ as they were preparing to come to England. She was anxious to reassure them that her illness was not serious and her cough was getting better. She also wrote:

Throughout his years at school, my Tomi never gave me as much joy as he has these past weeks. It is such a surprise to see that now when I dared not demand too much from him, he has worked harder than ever.

Tom saw his mother for the last time at the very end of March. She was weak, but still insisted that she was getting better. This time she asked to have a few minutes just with him. She said she was proud of him and also that it gave her much joy that Aunt Juci and family had arrived in England. They had just landed at Dover and were going to Ramsgate, where they had temporary lodgings in a guest house run by the Hebrew Christian Alliance. Ferkó and Tom were going down there for the Easter holidays while Marika stayed with her father’s friends:

Our first term at school ended, we packed our bags, Bandi took us down to Victoria Station and we boarded the train for Ramsgate. Juci, Gyuri and my cousins met us at the station and it was a wonderful feeling to see them. Ferkó hardly knew them, but was treated as part of the family immediately and fitted in without fuss, as he always did. The guest house was a grim place run by an austere elderly couple. They found fault with everything we did, rationed our use of soap and toilet paper and turned off the heating even though it was a cold and drizzly start to April… Aunt Juci set about ensuring that we children had as good a time as possible. It was the first time Ferkó and I saw the sea, so a walk along the promenade was a novelty. There was also a miniature model village and some other traditional seaside attractions.

Then, on 11 April, Tom received the shattering news of his mother’s death. He went down to the sea at Ramsgate, sat on a rock, and watched and listened to the waves breaking and crashing on the shoreline for what seemed like ages. Aunt Juci continued to ensure the children had as much fun as possible during the next few days, going by bus to Margate and Folkestone. They then met up with Bandi, Compie, Gyuri Schustek and Marika at Golders Green Crematorium for Edit’s cremation:

We sang Mami’s favourite hymn ‘Just as I am..’ in Hungarian, some prayers were said by the Presbyterian minister and her coffin was gone. I knew I had the support of close loving relatives but I also felt that my life was mainly in my own hands. I must try to fulfil Mami’s dreams for me.  My childhood was over; I had to be an adult at the age of fourteen and a half.

Gloomy Relations…

International relations over the Hungarian ‘situation’ also continued to get gloomier during the early part of the year. In January 1957, the UN General Assembly had adopted a resolution establishing a specialist committee to investigate the situation in Hungary, also calling on the Soviet and Hungarian authorities to allow committee members free access to the country. The Hungarian government had retaliated by requesting the recall of the Head of the US Legation, Minister Wailes, whom it alleged was conducting his activities without having presented his credentials for formal acceptance by the new government. Wailes left Budapest on 27 February, following which the US was represented by Chargés d’Affaires ad interim until 1967. In March, Soviet and Hungarian officials had finally responded to the UN resolution by issuing a joint declaration denying the right of the UN to any purview over Hungarian affairs. Relations with the West deteriorated still further that month when the US began using a postal cancellation stamp reading, Support Your Crusade for Freedom on letters sent to Hungary. The Hungarian government protested that the stamp encouraged counter-revolutionary elements and violated the Universal Postal Union Convention. Mail bearing the stamp was returned to senders. In April, the US Legation replied that the stamp was meant to encourage voluntary contributions to privately supported organisations, and was in general use only during the first quarter of 1957. Officials denied that the stamp had any political intent, adding their ‘surprise’ that the Hungarian authorities seemed to consider aspiring to freedom as counter-revolutionary.

Also in April, Soviet and Hungarian military personnel detained US Military Attaché Colonel J. C. Todd and his assistant, Captain Thomas Gleason, charging the latter with espionage and demanding that he leave the country. The US Legation denied the charges against Gleason and demanded his release from detention. In a tit-for-tat move, on 29 May, the US demanded the recall of a Hungarian Assistant Military Attaché. The Hungarian government then demanded that the US Legation reduce its staff by at least a third and make proportionate reductions in its staffing by local employees. On 10 June, the Legation replied that it did not accept the concept of the Hungarian Government determining the size of the US mission. Ten days later, in New York, on 20 June, the UN Special Committee issued its report on events in Hungary. It concluded that a spontaneous national uprising had occurred in October and November of 1956 and that…

… the ‘counter-revolution’ consisted in the setting up by Soviet armed forces of Mr Kádár and his colleagues in opposition to a Government which enjoyed the overwhelming support of the people of Hungary.

Despite its de facto stability, significant, continued, passive resistance and the lack of international recognition still denied the Kádár régime full legitimacy. On 26 June, representatives of the twenty-four countries that had sponsored the January resolution met to discuss the prompt consideration of the report by the General Assembly. The GA then adopted a resolution in September endorsing the Special Committee’s report, calling on the Soviet Union to desist from repressive measures against the Hungarian people. It also appointed the President of the General Assembly, Prince Wan Waithayakon of Thailand, as its special envoy to further study the situation in Hungary. However, the Kádár Government refused to allow the prince to enter the country.

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On 23 October, the White House issued a statement proclaiming the anniversary of the uprising to be Hungarian Freedom Day. In December, President Eisenhower announced that his emergency program for Hungarian refugees would come to an end at the end of the year. About 38,000 refugees had been received in the United States and a total of $71 million had been spent on their assistance, including $20 million from private and voluntary contributions.

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The Hungarian Communities in Britain…

Of the approximate total of 200,000 who fled Hungary in 1956, about 26,000 were admitted as refugees to the UK, a respectable number for their hosts to have accepted then, given the relative size of the population and the fact that the period of post-war ‘austerity’ in Britain had only recently ended and there were still some privations. A British-Hungarian Fellowship had already been established in Hungary in 1951. After the refugees arrived, many more clubs and associations began to be established and to thrive. Three other area associations were formed between 1965 and 1971. In one area the Hungarian community only ‘fifty-sixers’, while in the two other areas it also included earlier immigrants.

Diplomatic tensions between Hungary, the Soviet Union and the ‘West’ continued throughout the 1960s and ’70s, however, and tight restrictions on travel to and within Hungary meant that exiles remained cut off from their familial, linguistic and cultural ties in their homeland. To begin with, those who spoke up among the exiles (others feared reprisals against their families back home) did so in uncompromising terms. After news came through of Imre Nagy’s execution in June 1958, Tibor Meray, wrote an account of the uprising called Thirteen Days that Shook the Kremlin. He concluded:

To say that Hungary’s history had never known a leadership more thoroughly detested than this ‘Revolutionary Workers’ and Peasants’ Government’ would be in no way an exaggeration… Little by little the rule of the Rákosi-Gerő clique was restored… The activities of the Kádár Government soon gave the lie to the glowing promises with which it assumed power.

Due to the extent and continuation of the Hungarian diaspora after 1956, as refugees were joined by emigrants simply wanting a better life, there was a low ethnic and linguistic vitality of the Hungarian speech community in Britain. Given the rapid shift from Hungarian to English which, it would appear, has taken place in the second and third generations of ‘exiles’, it is not altogether surprising to note that mother-tongue teaching did not seem to be generally demanded by those of Magyar descent. Marriage to non-Hungarians consolidated assimilation for some while others attempted to integrate their partners into existing Hungarian circles; some partners and children attended language classes especially to enable them to converse with relatives when visiting Hungary or when relatives visited Britain. Three of the five associations held language classes in 1988, students ranging from age eight to forty-five and one group even helped with preparation for ‘O’ and ‘A’ level exams in Hungarian. The School of Slavonic and East European Studies at the University of London also offered courses in Hungarian.

One of the very few sources of information on Hungarians living in Britain in the 1980s was the Inner London Education Authority (ILEA) Language Census, which showed that in 1981 there were ninety Hungarian speakers attending schools in the capital; in 1983 there were 86; 1985, 83, and in 1987 there were 86. However, because numbers were so small, the Hungarians were aggregated with ‘other Eastern Europeans’, so that it is impossible to say whether these were descended from 1956 exiles, and were bilingual, or whether they had arrived more recently and were in need of ESL (English as a Second Language) support. ILEA funded HFL (Hungarian as a Foreign Language) classes in Pimlico, and there was a new Saturday morning class in Highbury for young children. It included folk-dance teaching, as did the various social clubs which also showed Hungarian films, held dances and performed other traditional, social functions. Hungarian commemoration days were observed traditional crafts such as embroidery were taught, and there was an annual Hungarian Cultural Festival.

Nevertheless, due to the easing of the political situation in the seventies and eighties in Hungary, and particularly the restrictions on the travel of ordinary citizens in 1986, there was an awakening of interest of ‘second generation’ exiles in their ‘roots’. Few of these clubs and associations survived into the third generation of the late 1980s, however, so new organisations were needed to facilitate the coral growth of inter-cultural links and exchanges which now emerged.

The Reform Communist governments of the late 1980s in Hungary attempted to foster Hungarian language knowledge and a knowledge of Hungary among the children of Hungarian descent living abroad by running summer camps for 7-14 in three locations in Hungary. In the summer of 1988 eight camps were held of ten to fourteen days’ duration. Although the prices in the online brochure were given in US dollars, most of the participants were from Hungarian ethnic minority families in the bordering Slavic countries rather than from third generation refugee or exiled families in ‘the West’.

The relative difficulty of learning the Hungarian language as a non-native, second or foreign language in the UK may help to explain why, in 1988, only eight students entered for the University of London School Examination Board’s ‘A’ level in Hungarian, compared with eighty entries for Polish. Even allowing for the comparative sizes of the two communities, the proportion of entries for Hungarian was disproportionately small.

Living Adventurously…

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Above: Tom (centre), standing behind his wife, Valerie,

outside the Friends’ Meeting House at Sidcot, c 1990

Tom Leimdorfer graduated in Physics from London University, where he met his wife, Valerie. They both joined the Religious Society of Friends (Quakers) in 1971. He had a career as a Science teacher before becoming Headmaster of Sidcot (Quaker) School in Somerset in 1977, moving there with Valerie and their three children, Andrew, Gillian and Karen. They stayed at the school until 1986, when Tom left to do a master’s degree in Bristol. He then began working for Quaker Peace and Service (QPS) as their Education Advisor at Friends House in Euston, London. This was when I met him in 1987, as I began working for the West Midlands Quaker Peace Education Project, based at Woodbrooke in Birmingham. Tom and I attended the International Teachers for Peace Congress in Bonn that year, meeting teachers from the Hungarian Peace Council. We acted as hosts to their delegation which visited the UK the next Spring, including Woodbrooke, and Tom invited me to join the QPS teachers’ delegation to Hungary the following Autumn, 1988, just as the major changes were beginning to take effect in the country. It was then that I first heard his incredible story of how he had escaped Hungary in 1956.

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Tom visited again in May 1989, taking part in a symbolic cutting of the barbed wire on the Austrian border, close to where he had crossed thirty-three years earlier. I returned in the summer, to establish a teachers’ exchange between Coventry and its twin town of Kecskemét, where I met Stefi, my Hungarian wife. Tom and Valerie attended the Meeting for Worship in celebration of our forthcoming marriage in Hungary, which was held at Bourneville Friends’ Meeting House in Birmingham on 6 January, 1990. His advice to us, given during the meeting, was to live adventurously!

Seeking alternatives to despair…

We took his advice, living and working as English teachers in southern Hungary for most of the next six years, while it underwent ‘transition’ to a democratic society. The area also provided a base for NATO troops and UN peacekeepers working in the war-torn areas of Former Yugoslavia. Three years into this period, Tom visited us at our home in Pécs, on his way to a conference in Osijek, now in Croatia, not long after that country’s war of independence. The town had seen some of the worst fighting in the conflict, as it is close to the border with Serbia as well as with Hungary. Tom gave me a copy of his presentation to be given at the Children at War Conference. In its introduction, he wrote:

Anyone coming to Osijek must come with a feeling of humility. How can we, who have watched only on the screen the horrors which were experienced by those who lived through it, relate to what you felt and are feeling still? 

I need to search the memories of my childhood, for I too am a child of war. Born in neighbouring Hungary, I was barely six months old when my father died near the shores of the river Don, where the Hungarian army had no business to be; I was two years old when my grandparents were taken to Auschwitz and when we lived in hiding through a siege which brought both terror and hope of survival. I was fourteen when I saw tanks on the streets of Budapest in 1956 and became a refugee soon afterwards.

My work has been mainly with children as a teacher, then as a head of a school where many children came from abroad, often from places of tension or conflict. In my present work, as Education Advisor for the Society of Friends (Quakers), I run courses in conflict resolution techniques for teachers, educational psychologists and others involved in education both in Britain and central/eastern Europe. Such work has special significance in places of ethnic, cultural or religious conflicts such as Northern Ireland, Romania or indeed in your country, but children are growing up with violence all around them everywhere. They not only see violence on television, they can experience it daily in the school corridors and playgrounds, and on the streets. A child’s life can be made hell by the children or adults around her or him anywhere, even without a war… Does it all demonstrate that human beings are fundamentally evil and there is nothing to do but despair?

I regard much of the work I am doing as seeking the alternatives to despair. The starting point of such work is encapsulated in some lines written by the Hungarian poet Attila József :

Ti jók vagytok mindannyian: Miért csinátok hát rosszat?’

(You are good, all of you; so why should you commit evil?)

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The fundamental aim of Peace Education is to lead each child, or adult, to a form of self-respect which is not only tied to being Croat or Serb, Catholic or Orthodox, Muslim or Jew, Anglican or Nonconformist, Marxist or Nationalist, Monarchist or Republican, but simply to being human. From this child-like, simple understanding they may aim to develop a spirit of affirmation of the worth of ‘others’, even when they disagree with them and need to challenge them with the truth of Attila József’s words above. Violence comes from a feeling of despair. Peace Education aims to empower people to seek alternatives to despair. That is Tom’s witness and testimony, and mine: it is also the story of his life.

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Published Secondary Sources:

Marc J Susser (ed.) (2007), The United States and Hungary: Paths of Diplomacy, 1848-2006. Washington: Department of State Publications.

Marika Sherwood (1991), The Hungarian Speech Community in Safder Alladina & Viv Edwards, Multilingualism in the British Isles: The Older Mother Tongues & Europe. London: Longman.

Valerie Leimdorfer (1990), Quakers at Sidcot, 1690-1990. Winscombe, N. Somerset: Sidcot Preparative Meeting.

The Language of History – Part Two: ‘Figuring it out’.   Leave a comment

Figuring it out: What is History Teaching and Learning?

I asked this question of a number of colleagues in the 1990s in the context of an ethnographic research programme carried out into dual language teachers and learners of history in Hungary. One teacher, Robi, put it like this:

History is not at all giving out dates and definitions; it’s a kind of thinking style or a framework of mind – and if you can give it to them…then that’s very important… I try to make parallels…because I want them to realize that history is not a separate…subject which you learn and there is no connection with life, so I like making parallels; some people don’t like (that). I had a teacher in university who firmly believed that we shouldn’t make any parallels, I remember. But I like making parallels because (although) sometimes they are not good, sometimes they can help understanding.

On the question of the presentation of different historians’ perspectives, another of my colleagues, Stefi, felt that whilst students may find it difficult to cope with a wide diversity of views in the time available, they needed at least to be moved away from the notion that whatever was written down in the history book, that’s true and this is how it was! In particular, they needed to be made aware that answers, whilst never final, are to be found in the complex webs of causation. Robi felt that if we had more books presenting differing perspectives, the students could then figure out (for) themselves by only using the facts…why that happened. They would then, obviously they thought, ‘come up with different views’. This is where we came, in our discussions, to the classroom discourse, and how collaborative it could be.

Stefi recalled that, after a certain time of looking at a certain topic, she moved away from looking at it as a collection of data and dates and names by trying to analyse the particular problem in the topic and predict the questions which the students might have, producing a presentation as a kind of answer to these questions. Robi agreed with this, defining a topic in history as a collection of problems. This also redefines the role of the history teacher as problem-poser rather than problem-solver, and suggests that the most important teacher-competences were therefore the ability to identify and present general issues or problems to students, to ask more specific questions of the students in clear, precise language, and to provide ‘model’ answers without giving the impression that they are either ‘correct’ or ‘objective’.

These brief extracts from our workshops in Hungary (see also the appendix) illustrate something of the value of developing teachers’ awareness of self in relation to subject. The next stage in teacher development is to explore teachers’ own theories related to what they perceive the discourses of their subjects to be. A useful way of doing this is through the exploration of metaphors. For instance, with history teachers, we might describe the discourse of history as being somewhat like an iceberg in terms of our awareness, i.e. that for most learners and teachers it is the story or narrative element which is above surface, most apparent in setting it apart from other curriculum areas. This is the one-fifth of the iceberg which always appears above the surface, but it is supported in this by four-fifths of chronicling and interpreting which lies beneath the surface, not so apparent or obvious in its day-to-day usage. This can be best shown in the following pictogram:

Fig. ‘The Iceberg Principle’

 berg1

The iceberg diagram therefore represents a hierarchy of historical language. In developing this metaphor, I would explain that some theorists have argued (Husbands, 1996) that history has no specialist vocabulary, since it deals with length, breadth and depth of human experience. However, this does not mean that historical language can simply be acquired; there are key elements of the discourse which can be taught, including key terms and core concepts, starting with the terminology used to describe the tiers of historical language themselves.

Chronicling:

So, starting from the bottom up, two-fifths of the language of history could be described as the essentially fixed language of chronicling, the past-into-present intercourse, including the division of historical time into era, century, millennium, period, ancient, medieval, modern; the authentic names for events, dates, sources and artifacts, and the period-specific terms or ‘archaisms’ e.g. fief, beadle, reeve, galleon (used in the past only). Put simply, this is the raw data of the past itself and the discourse markers are usually conveyed in question form by simple ‘who?’, ‘what?’, ‘when?’ prefixes. To answer these, the learner is required to demonstrate a clear understanding of chronology and an ability to relate past events and people to each other within a series of timescales.

Interpreting:

The middle two-fifths of the iceberg could therefore be described as comprising the more shifting language of interpretation, the present-into-past intercourse of historical description and analysis (cause, factor, similarity, difference, change, continuity, primary source, secondary source, evidence), combined with terms which have shifted their meaning in transition from the past into present (nobility, monarchy, manufacture/ factory, orders, classes, revolution, radical, conservative, liberal, democracy). The typical discourse features of this tier in the hierarchy would be represented in question form as ‘what factors/ causes…?’, ‘what was the significance of…?’, ‘what do you think were…?’, together with questions prefaced by ‘how?’ and ‘why?’ To operate successfully within this tier, the learner is required to demonstrate an ability to use the language of enquiry in framing their own research questions, to retrieve and evaluate information from a variety of sources and resources, including archaeological evidence and artefacts, and to supply coherent answers relating the processes of change and continuity in human societies over periods of time.

Narrating:

The final fifth of the iceberg, representing the most sophisticated tier of discourse, combines all the structural and functional language contained in the four-fifths below the surface in addition to narrating the past using historical concepts and figures of speech such as the Victorian Working Class(es), the English Revolution, Enlightened Absolutism. These are labels for larger sets of ideas, drawing on higher levels of abstraction (Edwards: 1978). Questions at this level might be phrased ‘how far…?’, ‘to what extent…?’, ‘was this….or…..?’ Alternatively, they might be given simply in a statement form which is followed by a request to the student to ‘explain’ or ‘discuss’. The ability to produce extensive and ‘mature’ narratives at this tier of discourse requires the learner to demonstrate a clear understanding of historical writing, including the turns of phrase and figures of speech used by historians; to organise and communicate the results of enquiries in a variety of written, oral, pictorial and dramatic forms, including debate, role-play and re-enactment.

In addition to linguistic awareness, skills and abilities, learners in all three tiers also need to apply, to varying degrees, the other core educational competences in geography, numeracy, computer literacy, problem-solving, inter-cultural values and conflict resolution. These are common humanistic competences which are perhaps less dependent on linguistic skills. Therefore, historical learning cannot be treated as a metaphorically isolated ‘iceberg’, but needs to be placed within a more holistic ‘ecology’ of education. That, of course, is the responsibility of ‘craft’ historians, history teachers and educators in general. We need to remind ourselves, as well as our students, that history is about the whole of human life in the past, related to the present.

What does this look like in practice? Teaching and Training.

In our initial workshops, Robi highlighted the difference between chronicling and narrating when dealing with a topic like the Hundred Years’ War between France and England. Whilst a purely chronicling approach might deal solely with the events in sequence, a what happened at Crécy? approach, a truly narrative approach might focus on the role of the Welsh bowmen in the battles of Crécy (1349) to Agincourt (1415) relative to other military factors and developments. It would result in a question emerging in preparation and teaching such as how did warfare change by the power of the longbow? It would refer back to previously gained knowledge about these changes from studies of earlier chronological topics. So, a narrative approach would, in simple terms, combine ‘what?’ and ‘why?’ to result, through interpretation of the relationship between events, factors, in an explanation of ‘how’ the change transpired. A chronicling approach, by contrast, would simply confine itself to ‘when?’ and ‘what?’ and result in students producing a timeline of dates and events in their notes.

Narrative approaches turn time-lines into flow-diagrams or web-charts, on which references back to earlier factors and changes are shown. The ‘mature’ narrator is thus able to produce an extensive explanation of the process of change following the ‘SEE’ pattern familiar to many history teachers – make a Statement, Explain its validity and provide Examples from sources of evidence to support it. In any teacher-training course, the tiers of historical discourse would need be matched with these types of notional cognitive and linguistic hierarchies. Whilst a great deal of work has been done in recent decades on adolescent cognitive development (Shemilt: 1980, 1984; quoted in Husbands: 1996), very little work has been done on linguistic competences of students, whether in their first or second language, beyond the general recognition that historical description is drenched in linguistic convention (Husbands).

More positively, ‘studying’ history should enable the learner, at any level, to personalise topics and content more generally, to ‘unpack’ complex historical processes and relate them to descriptions in their own lives (Husbands). The metaphor of unpacking personal baggage in a training workshop is potentially a useful tool for a variety of reasons; a specific use here might be to demonstrate how students need to ask and answer the question ‘what’s your story?’ by getting them to relate the happenings they can label in the lives of recent generations of their own families to contemporary-historical events, developing elementary chronicling language in the creation of simple time-charts or time-lines.

At the level of interpreting, activities might be developed to bestow ‘significance’ to ‘historic’ events in teachers’ lives, perhaps drawing twists and turns along a teacher’s ‘career path’, encouraging the use of interpretative language. Finally, being asked to explain or narrate their path (or those of others) involves changing word order and tense structures to show cause and effect, etc. The representation of significant events in words and pictures might also provide plenty of scope for the exploration of figurative language in narrative accounts. Activities like these might enable teachers to personalise ‘the iceberg principle’ as well as providing an introductory exercise with students to gauge both linguistic and cognitive levels.

 

Story as a Vehicle to Learning and Teaching History

In any teacher-training course, this sequence of activities would lead on naturally to considering ways of working with stories, or ‘Story as Vehicle’ (Garvie, 1990) for language learning. Whilst English language teachers have come to accept this as a valid methodology in their teaching in recent decades, it has tended to be jettisoned from the ‘baggage’ of many history teachers, largely because narrative approaches have been seen as methodologically counterpoised to interpretative ones. Teachers telling stories, giving anecdotes or providing parallel narratives, fell out of fashion in the 1970s and 80s, to be replaced by an emphasis on students developing analytical tools and skills in pursuit of scientific ‘objectivity’ (Husbands); in Hungary, as demonstrated in my workshops and interviews with Hungarian teachers of history, the method has survived such ‘pedagogical’ pressures, and has continued to be used as a means of helping students to access the past.

Some skeptical ‘western’ academics have represented the narrative form as an immature mode of analysis; history teachers have also tended to be dismissive, associating it with the ‘great tradition’ and ‘active didacticism’ of the history teacher relaying a mainly national folklore to essentially passive pupils (Sylvester: 1994, quoted in Husbands). This was never a real problem in Hungary and in central Europe more generally, where the post-war linguistic, philosophical and pedagogical traditions were, until recently at least, never so nationalistic. More recently, cultural anthropology has reinstated the role of narrative accounts in history throughout Europe, particularly through the development of ethnographic approaches to primary sources (Husbands). A pan-European training course for history teachers would need to build on these approaches to show how they have led to a methodological emphasis on students themselves figuring out what the stories mean or show.

In this approach to story, the temporal sequence is often subordinated to explanation and interpretation – back-tracking to clarify causal connections (Lively, 1979). The teacher therefore facilitates the story-telling, or collaborates in the telling; he certainly does not provide a moral, though he may help learners to discover their own – the exercise of history is never an amoral or neutral venture. No story is simply received or heard; it is re-made, recounted, with the sequence and characters altered. The listeners have an active role in this process, and their expressions of interest, boredom, apathy and concern shape the story. They are taught to listen to the silences among the traces left by people of past times (Williams, 1979), because these pauses may be evidence in themselves, which also need interpreting. Their stories thereby become shared experiences, as they are ‘related’ to ‘the organising principles’ of causation, continuity and change involved in the development of complex historical discourse (Husbands). This is the major difference between the language of interpretation and that of narrative; the former is essentially divergent, because it explores the past in relation to differing present positions (a woman probably will not ask the same questions as a man, for example). Narrative language attempts to arrive at a shared understanding of the past, and is therefore integrative and convergent.

In a training pack, or on a training course, these theories could be given a practical focus by lesson planning based on language classroom activities similar to those set out by Morgan and Rinvolucri (1983), Rosen (1988) and Garvie (1990), among others. Their use of ‘staging-posts’, repetitions and other story-telling techniques could be used to demonstrate the concept of discourse markers. Teachers could then be asked, in collaborative groups, to reproduce historical narratives from their own teaching experiences, sketching simple outline chronicles, then re-ordering, using a variety of different time-expressions and tenses (according to predetermined language levels), also incorporating staging-posts and repetitions. Each group could then, in turn, present their story in a micro-teaching exercise to the other participants.

Developing Language Awareness

As a means of developing language awareness among both pre-service and in-service teachers, they could be given the following ‘grammatical guidelines’ for reproducing stories (examples taken from/ adapted from Fisher & Williams, ‘Past into Present 3’ (1989: 31-33):

  • For chronicling, use the simple past to show a sequence of events; e.g. …

“In July 1789, people in Paris attacked the Bastille; In August, they published ‘the Declaration of the Rights of Man’.”

  • Use the past continuous with the past simple to show the relationship between general activities and specific actions; e.g. …

“By mid-1793 France was at war with most of Europe. The British, Dutch and Austrian armies were invading from the north, the Prussians from the north-east, the Piedmontese and Austrians from the east, and the Spaniards from the south.”

  • For interpreting and narrating, use the past perfect to show the relationship between the event you have chosen to begin with and an earlier causative event or situation, e.g. …

“A young army volunteer, Gabriel David, was found guilty of writing ‘infamous words’ and was imprisoned. He had written ‘shit on the nation’ on his leave pass.”

Ten Steps on a Linguistic Staircase

A linguistic framework would help move history teachers away from a transmission model of history which is increasingly inappropriate in both multi-lingual and inter-cultural terms, in the context of the modern multi-cultural and international classrooms in Europe (Husbands). It would replace this with an interpretative-narrative model, in which teacher-talk and the way learners interact with both the teacher and their peers, play central roles in how they learn about the past. All learners need the scaffolding of historical language in order to interpret human experience, and within it their own individual, familial and cultural identities. In addition to raising awareness about discourse features and markers, there are some specific techniques which history teachers can be helped to develop to provide students with greater access to an increasingly international curriculum, whether delivered in their first or second language. These are partly adapted from Sears (1998) and are set out here as ‘ten tips’, rather than as a set of formal recommendations, so that teachers can be encouraged to experiment with them as part of their own classroom action research:

  • stop to ‘talk with texts’, especially by displaying the text on an interactive white board, so that the learners can also engage in dialogue with the text in a shared activity, rather than viewing reading and interpreting text as an individual exercise;

  • show students how to highlight and extract information which they can then summarise in their own words; modify and gloss texts, especially using cloze gap-fill exercises;

  • develop group jigsaw reading techniques, so that learners are not overcome by the sheer volume of text, but can share ideas in working out meanings, and can then collaborate in presenting their own interpretations and summaries;

  • use visual adaptations, especially web-charts to show factors in a web of causation; use interactive CD-roms, Power-Point presentations and subtitled DVDs, providing glossaries as appropriate;

  • provide a balance of activities in all four skills areas – reading, listening, speaking and writing – with plenty of pre-reading and post-reading comprehension activities; don’t allow any students to be passive; challenge them to explain meanings, give synonyms and make simple linguistic and cultural comparisons;

  • give presentations of new ‘key’ concepts and terms, especially for abstract archaisms; present ‘shifting’ vocabulary in context, e.g. ‘comrade’; a glossary may not be enough; a web-chart may be better, showing context and collocation, or etymology and parts of speech;

  • use visual prompts through ‘vocabouts’, identifying simple words, phrases and especially archaic usages in mini ‘field’ trips, and realia, photographs, maps and other pictorial clues in the classroom; make clear distinctions between ‘past only’ and ‘past into present’ vocabulary;

  • allow translation with fixed meanings in bilingual groups, in conjunction with an English to English glossary with phonic spellings; encourage learners to do preparative reading and note-making before topics are dealt with in classwork, giving them an opportunity to prepare the new vocabulary; set up, encourage and monitor L1 subject reading, using the Internet where other L1 resources are limited or unavailable.

  • teach learners a list of common abbreviations (including Latin forms – e.g., etc., i.e.) and show them how develop their own ‘shorthand’ system to take and make grammar-less notes at speed, and then to re-formulate these into connected prose;

  • set process-writing exercises, especially in project work and collaborative course work, so that learners can benefit from your comments before producing a final draft; don’t set writing only as an individual homework activity or use homework simply for writing-up; use the SEE pro-forma – Statement, Explanation, Evidence as a ‘template’ for academic writing in groups.

These ‘tips’ have been given in no particular order of priority, since this will be determined by the teaching and learning context, together with the needs, language levels and ages of learners.

The Continuing Upward Spiral of Development

My own teaching and classroom research have shown how ethnographic approaches, an essential part of ‘the Humanities’, lead to a form of continuing professional development which enables teachers to focus on areas of concern and enthusiasm within their own teaching. In my case, a shared interest in the nature of collaborative discourse in the dual language history classroom has led to a significant raising of awareness and sharing of teaching resources and insights. Personally, I continued to develop them to meet challenges involved in integrating second language students into mainstream English-medium subject area teaching, and more recently in multi-lingual contexts in international secondary schools. These have provided fresh discourses through continuous engagement in new ethnographic cycles and collaborative upward spirals with learners and teachers.

Appendix: On ‘What is history?’ (Jan 1996)

“Robi: It’s the accumulated experiences and knowledge .., the past …, events of the past=

“Stefi: =Or story about the past=

“R: =Story about the past, yes …,=

“…….

“R:=Events of the past …, interaction …, .., what processes and events had an influence on processes and events in other parts of the world ..,/=

“/=………………………..

“R: ..,/= .., how the events happening in different parts of the world interlinked with each other …, connected to each other .., is a cumulative process …, how one thing instigated the happening of another thing (…….) …, that’s what I’m most interested in .., this part of history ..,=

“……………………………………………….

“R: .., ‘történelem’ .., comes from ‘történet’ …, linked with story .., the word story, I think ..,=

“S: = Something which happened some time ago …

“……………………………………………..

“R: One thing that I read once and I really like this .., that if you take logic .., as a discipline (….) logika? /mm/.., if you take formal logic .., then, according to formal logic, you have a premise or two premises; you have a conclusion and you’re almost certain, especially in sciences, if that happens ((..)) certainly something else will happen ((non-verbal actions)) .., (for example) if you boil the water and the water’s going to be hot .., it will evaporate .., OK? //mm// .., so that’s why .., you can ((coughs)) e:r, e:r, foresee, …, or you can foretell (…) what will happen .., because the direction of logic (so it’s) forward-going //mm// but with history, OK? /mm/ e:r .., the enquiry – or the enquiry of history – is turning backwards /mm/.., so it’s not necessary .., so what will happen according to formal logic in sciences – what will happen later on – is necessary .., /mm/ but if you have an event which happened – let’s say there was a war in 1515, OK? .., you cannot say with certainty what was the cause of that war, because it happened earlier …, /mm/ do you understand that? And the rules of logic – the rules of formal logic – cannot be applied to that /mm/ , so one thing can have many causes /((……..))/=

“/=………………………/

“/=………………………………………../

“R: = /((………)) If we go further and further back then we don’t have enough information, if we’re talking about the Roman .., e:r, Roman Empire or the , e:r, Greeks .., we have limited resources (…), sources (…), and on the basis of that limited sources we have to figure out why the thing happened /mm/ .., right? So partly we have limited (re)sources and partly the rule(s) of formal logic is forward-going, so we cannot say that that happened exactly because of that. //aha, mm// Because, e:r, e:r, the reasons behind the events, or behind certain processes, could be, e:r, could be absolutely different; so it could happen because of the social situation; it could happen because of the economic crisis; it could happen because of personalities (right) /mm/ for example, the French Revolution (and the) Jacobins, when they argued with each other /mm/ – Danton and Robespierre – it was all about personalities; or the Girondins and the Jacobins, it was all about personal, e:r, e:r, what is that?, e:r, ..,=

“S: =Rivalry?

“R: =Yes, personal rivalry /aha/ yes, they wanted to have more .., so there could be several causes and we can never be sure, e:r, what exactly contributed to the, e:r, development of a certain situation, and that is very interesting, I think /aah/ in history.

“…………………….

((pause in recording))

“((conversation in Hungarian))/

“Andrew: / Right, so, (….) what you’re saying… is that when you do a scientific experiment, for example, /uhhumm/ you can isolate what the cause or the catalyst of a certain reaction is /exactly! yes, .., with great certainty!/ …, I mean I often talk about catalysts when I’m teaching history as well as causes, you know – origins, causes, catalysts etc., /uhum/ and it’s a very complex situation /yes!/, and you’re saying that history therefore cannot be seen as a kind of science in that way?/exactly!/ or certainly not as a pure science?/yes,yes!/ but the most it can be seen as is an, uhm, applied science /yes/ if you like, e:r and I suppose the other question is there .., of course we apply ourselves to the past, don’t we? /uhum/ and we look at the past, e:r /uhum/ with our own particular concerns .., so the /yes!/ questions a woman asks about the past /exactly!/ (….) would be different from the questions a man /exactly/ asks; …, different the..the..e:r questions a central European /uhum/ would ask would be different from a western European /yes!/, different from an African etc.? /yes/

“R: Yes, that was exactly another point that I wanted to raise (out) of that; that was one of the points that I said to the American students when I was teaching there .., I..I..I see history and I teach history in a subjective way; there is no objective history teaching, I think, //uhu, aha!// because everybody .., yeyeah, there’s a difference between a woman and a man asking questions about history and our personal interests, our personality, what we are interested in (…), so I think history teaching is subjective.”

Sources:

Alston, S. (1995), History and Language, in Teaching History, 81.

Cambridge International Dictionary of English (1995), Cambridge: Cambridge University Press.

Carr, E.H. (1987), What is History? Harmondsworth: Penguin.

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The Language of History: Part One – Defining the Discourse   Leave a comment

The Language of History: Defining the Discourse

A ‘Preamble’ into Early Modern English:

While searching for reading material on historical discourse, I found a tract from Exeter Cathedral library, written by the antiquarian Howel in 1657, with an enchanting title; Londonopolis; an historical discourse or perlustration of the city of London… Interestingly, the verb to perlustrate means to traverse, survey… to go through and examine thoroughly (Webster’s Dictionary, 1981). The title thus reveals that the identification of the nature of historical discourse as that of surveying the past is by no means recent development. In addition, the use of ‘perlustration’ as a synonym for discourse suggests a close connection in the discipline between the need to investigate and narrate past events. These are regarded the two essential tools, or modes of discourse, to be used in the historical craft.

A British teacher researching into Dual Language Education in Budapest (Ryan: 1991) showed how a choice between these two modes resulted in what he defined as the lecture approach and the concept approach. In the first, the lesson is characterised by what Rod Ellis (1986: 176) called lockstep teaching, in which the teacher controls classroom communication through a series of elicitations of a closed kind or through lengthy informing moves and dominates quantitatively by assigning a large proportion of the talk to himself. Ryan adds that most Hungarian students expect this approach, treating history as a story told by teacher to students. In Hungary, teachers who pioneered the concept approach argued that the only way to ensure that students learnt the language of history in both Hungarian and English was to get them to talk about history. Ryan believed that it was not only possible but necessary to insert descriptive or explanatory concepts into any linear overview of a country’s history. This was precisely what happened in dual-language history teaching in Hungary in the early 1990s, resulting from a real and personalised philosophy among history teachers about their subject. Back in Exeter Cathedral library, I was interested to note how resonantly this view, one which I had also encountered in schools in Wales and more recently in France, seemed to echo that of Elizabethan writers, such as Thomas Blundervill (1574):

I can not tell whyther I may deryde, or rather pittie the great follie of those which having consumed all theyr lyfe tyme in hystories, doe knowe nothing in the ende, but the discents, genealoges, and petygrees of noble men, and when such a King or Emperour raigned, and such lyke stuffe, which knowledge though it be necessarie and meete to be observed, yet is not to be compared to the knowledge, that is, gotten by such observacions as we require, & be of greater importaunce: to the obtayning whereof, I wish all readers of Hystories, to employe theyr chiefest studie, care and diligence.

Blundervill’s second kind of knowledge, that which we might refer to today as the enquiry mode was, he considered, the essential means of enabling the reader of Hystories to gather judgement… as you may be the more able, as well to direct your private actions as to give Counsell lyke a most prudent Counsellor in publyke causes, be it matters of warre, or peace. Readers and observers of history need first to become masters and apprentices in the craft of perlustration, or investigation, to use a more familiar modern English word. By enquiring into past events, historical investigators also equip themselves to learn from such events, not simply about them.

Inter-cultural definitions: a comparative etymology

Interestingly, the Hungarian term ‘visszapillantás’, meaning an ‘historical survey or review’ (Országh, 1985), does not have the metaphorical idea of a study in depth, of a detailed survey or ‘perlustration’ going right down to the foundations of a building (Webster, 1981). It has the sense of a brief, summative overview of past events, with the prefix ‘vissza’ (back) definitely making the view a retrospective one. It does not suggest, necessarily, any connection between past, present and future.

Certainly, in its earliest uses, both in English and Hungarian, history, or ‘történelem’ (from ‘történet’, meaning ‘story’ or ‘tale’), was seen as a simple account of past events. However, the Greek root-word ‘istoria’ also had the early sense of an Inquiry (British English dated form, Cambridge International Dictionary of English, 1995). The sense of history has therefore always ranged from a ‘factual’ chronicle of past events to a narrative explanation of past events prompted by a more detailed inquiry.

Just as in Hungarian word ‘történet’ can be applied broadly to ‘fiction, fable and yarn’ (Országh, 1985), so too the English words story and history were used interchangeably to identify accounts of either imaginary events or of events supposed to be true, a usage which persists in literature and popular culture. However, from Blundervill’s time onwards, the uses of the two words diverged, with history being used to describe accounts of past real events, set down in writing, hence the use of ‘an historical discourse’ to introduce so many early modern tracts. The more generalised sense of history that Raymond Williams (1983: 146) referred to as ‘organised knowledge of the past’, was an extension of this. ‘Historian’, ‘historic’ and ‘historical’ follow mainly this generic sense, as they do in Hungarian.

This established sense of history is undoubtedly the predominant shared meaning both in English and Hungarian. However, in terms of both the discipline, or craft, and discourse, or language, of the subject, it is important to distinguish the sense of history that goes beyond a body of organised knowledge, ‘történelemtudomány’ in Hungarian (Országh, 1985) into the realms of interpretation and explanation of that shared body of knowledge. In simple terms, histories need to do more than simply chronicle or describe past events; they also need to explain them.

This sense is one that emerged with the Enlightenment and treats history as the explanation of human self-development, through a continuous process connecting past events with present and future outcomes. The various choices of interpretation within this process combine to make history a more abstract discipline than others within the Humanities. History, in this ‘modern’ sense, contains at least three competing interpretations of human development; the classic liberal interpretation of Civilisation; the philosophical (Hegelian) interpretation of a world-historical Spirit or Élan, and a more political interpretation of historic forces, originating in the French Revolution and developing with socialist, specifically Marxist political economy. Taking the last of these views first, recent rejections of all forms of historicism have also been at risk of jettisoning the more neutral method of studying the past by tracing precedents of current events. Marx himself, before the emergence of Marxism, stressed this as being part of his approach to history:

Events strikingly similar, but occurring in a different historical milieu, lead to completely dissimilar results. By studying each of these evolutions separately and then comparing them, it is easy to find the key to the understanding of the phenomenon; but it is never possible to arrive at this understanding by using the passe-partout of some historical-philosophical theory whose great virtue is to stand above history.

(Quoted in Carr, 1987: 65).

By rejecting all attempts to produce over-arching philosophies of history, much recent historiography has tended to lead to rather cynical views of past events as chapters of accidents, and tales with little significance for understanding the present. As the somewhat out-of-fashion Hungarian writer Lukács (1962, quoted in Carr, 1987: 66) pointed out, there is a danger, even in a lighter vein, of retrospectively reducing the study of history itself to ‘a collection of exotic anecdotes’. Although such anecdotes certainly have their place, often berated or underrated, in historical narrative, they do not justify its status as a major academic discipline.

A further linguistic dichotomy can be seen by looking briefly at adjectival forms connected with history as a discourse. In English, while ‘historical’ belongs mainly to language about the past, e.g. ‘historical characters’, ‘historic’ is more often used to describe present events and processes, which whilst having their origins in the past, relate more to the future within an overall sense of destiny, e.g. ‘historic forces’, ‘historic moment’ (for which we could substitute the common adjective momentous). As Raymond Williams (1976: 148) pointed out, the generic noun ‘itself retains its whole range, and still, in different hands, teaches or shows us most kinds of knowable past and almost every kind of imaginable future’.

The main point to extract from these definitions, for the purpose of doing history, is that the language of history will be more or less abstract, depending on which philosophy is applied to the subject. Whilst there are five ‘keywords’, based on the Greek root, used to define the study of the past in English – history, historiography, historic, historical, historicism – Hungarian uses at least ten key words or phrases which, through suffixation, convey more precisely the shades of meaning in the continuum from story to inquiry, and from chronicle to narrative.

However, the essential stem is still story, ‘történet’, and it is this sense of history which persists and predominates in Hungarian consciousness, the sense of an inherited shared story, often strongly linked to a notion of national heritage. This story is capable of interpretation and reinterpretation, according to current predominant political philosophy, but this, of itself, does not make it a legitimate historical inquiry or scientific survey. Making or re-making history, mythologizing or re-mythologizing it in order to make it conform to a sense of national destiny does not equate to doing history, any more than following crude historicist models enables us to do justice to the collective memory of the Hungarian people, or any other people for that matter.

The re-mythologizing of Hungary’s past is most evident to guests in the plethora of memorials that have sprung up in recent years both in its capital, and in its provincial towns such as Kecskemét, where eighty per cent of the current population lives. In the town centre, next to the Town Hall, is a memorial to the crown territories lost by Hungary as a result of the Treaty of Trianon in 1921, as a part of the Paris Peace Settlement following the First World War. It takes the form of a huge stone map, with the current geographical form of the Hungary laid over the Big Hungary, or Greater Hungary, three times the size of the present-day country. It is a map of Hungary as it never was, or as it was ‘in a way’, or as some Hungarians would like it to be. The shape of ‘Nagy Magyarország’ is for them one which they stick to the back bumper of their car. It refers to the borders of the Austro-Hungarian Empire when Hungary was part of the Dual Monarchy from 1867-1918. This Hungary therefore never really existed in reality, because it never had these borders as an independent country, but only as part of an Austria-Hungary in which the Austrians were the top dogs, with the Hapsburgs as rulers.

001

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Above: Austria, Hungary, Czechoslovakia and Yugoslavia (scale 1: 4,500,000) in c.1930

This fictional or mythological map of Hungary is based on the borders of Austria-Hungary as shown in Atlas maps, like those above, from before the First World War and after. Books published in Hungarian from the time of the Trianon onwards, refer to the Treaty as an act of betrayal, or treason. They provide examples of the language of interpretation. The maps showing the boundaries as they were before 1914 and then after Trianon show us the facts of the matter, but these facts are then subject to interpretation. Whilst it is true that Hungary lost two-thirds of its land and a third of its pre-war Magyar population, but whether it ever had a right to those areas of modern-day Croatia and other parts of the former Austrian Empire is debatable. Yet today, there are many Hungarians who still believe in a nationalist narrative that would like to see Hungarians living outside the current borders of the country returned to their native nationality and state. This brings it into continual conflict with the surrounding Slavic states about the treatment of the minority Magyars in their countries. All this is part of a modern-day nationalist narrative, based mostly on interpretations of Trianon and not always on the basic factual material, or chronicle, of the events pre-dating and surrounding the Trianon Story.

The problem arising from this approach to interpreting the events of the past is that it is the shifting sands of these interpretations, rather than the bedrock of solid evidence, which end up being set, not simply in text, but in symbolic tablets of dead stone monuments. A real historical narrative, the diamond in the rough, can only be exposed through the hard labour of chipping away at the stone which helped to form it through the pressure of real causes and catalysts, the relevance and purpose of which are not always apparent, often falling discarded in order to reveal the essential core of the gem, the narrative.

Humanistic principles and perspectives therefore apply especially to studying History, which does not have its own technical language, but does require the development of abilities to enquire into, to discuss, to debate and to narrate past events. Whilst rules of evidence and scientific objectivity have their place in guarding against the dangers of over-interpretation and mythologization of the past, an approach which becomes overly dependent on them is no more helpful than to understanding the past than the one which concentrated on facts, facts, facts, in Victorian times.

More recent philosophies of history, formed in relation to linguistics, reaffirm the usefulness of narrative tools in crafting histories, asserting as they do that stories about the past are created by historians through interpretation, rather than having a life of their own. This understanding of history as a narrative discourse with the people of the past people is of primary importance to the task of interpreting their stories, and therefore deserves further investigation.

Definitions of Discourse and The Historian’s Craft

In general modern English usage the word discourse refers to formal communication in speech or writing (Cambridge International Dictionary, 1995). In linguistic terms, it refers to ‘larger units of language such as paragraphs, conversations, and interviews’ (Richards, Platt and Platt, 1992: 111). The word can be translated by at least three words in Hungarian the noun ‘értekezés’ usually refers to a formal piece of writing on a particular, serious subject, whereas ‘eszmecsere’ refers to the semi-formal talk/ interchange of ideas, a dialogue perhaps. The noun ‘társalgás’ is used to refer to informal conversation or ‘chats’ on particular topics.

Historical discourse is characterised fundamentally by its dependence on written forms in both primary and secondary sources. In this sense, the important distinction for the historian is not to be drawn so much between spoken and written forms of discourse, but between formal ‘acts’ of narration and interpretation, whether these are conveyed in writing, in a dissertation or essay, or in speaking, through a lecture, seminar or presentation, involving dialogue and discussion. Such events clearly need distinguishing from less formal conversation and talks. In other words, we need to examine the distinctive register and style of language used in historical communication, whether spoken or written. It is in this sense that I use the term ‘historical discourse’ to indicate the use of language involved in any serious study of the past, though not necessarily only those undertaken by professional historians. Indeed, the fact that the vocabulary used is indistinct from that used in Standard English make it a craft that engages many educated individuals with the motivation to investigate the past, provided they have the right tools and know how to use them.

Dialogues between Present and Past: Historiographical debate 

Although E.H.Carr’s (1987) widely-read and therefore influential work, ‘What is History?’, was originally ‘delivered’ as a series of lectures in 1961, Carr’s work is still worth reading as a starting point for any discussion on the discourse of history, because it contains many interesting and useful insights into the relationship between history and language. His answer to his own question helps us to move towards a view of history as a distinctive discourse:

The historian is of his own age, and is bound to it by the conditions of human existence…the very words he uses – words like democracy, empire, war, revolution – have current connotations from which he cannot divorce them. Ancient historians have taken to using words like ‘polis’ and ‘plebs’…this does not help them. They, too, live in the present …the historian is obliged to choose…the use of language forbids him to be neutral… History, then, in both senses of the word – meaning both the inquiry conducted by the historian and the facts of the past into which he inquires – is a social process in which individuals are engaged as social beings. The reciprocal process of interaction between the historian and his facts…the dialogue between present and past, is a dialogue not between abstract and isolated individuals, but between the society of today and the society of yesterday.

(Carr, 1987: 24-25, 30, 55).

The idea of historical discourse as a dialogue between the historian as a contemporary social being and the society of yesterday is one which is worth pursuing, particularly in the light of Carr’s suggestion that past peoples are not simply passive objects for historians but are somehow actively engaged in metaphorical conversations with them.

More recent writers on the nature of historical discourse (White, 1978, 1987; Jenkins, 1995) have taken up this theme; at the same time criticising Carr for his advocacy of history as a social science. There are major differences in the types of language that the historian uses to approach the past from those used by a physical scientist. Lecturing on objectivity in history, Carr himself pointed to the complexity of the discourse and called for a new model of historical understanding. In the post-modern era, something approaching this new model has been worked out, based on a linguistic approach, making particular use of discourse analysis.

Towards a new model of historical discourse: The Metahistorical.

The basis for this new model can be found, originally, in the work of Hayden White (1978, 1987). A more recent survey and summary of his complex and extensive work has been made by Keith Jenkins (1995). White himself built on the work of Richard Rorty, who was concerned to bring about the collapse of boundaries between discourses and to enable them to engage in the construction of meaning and the problems of representation (Jenkins, 1995: 4). What certainly has collapsed is what Jenkins refers to as ‘history in the upper case’, the classical liberal view that we have already touched on. This is sometimes referred to as the ‘Whig’ view of history, of which Jenkins remarks that nobody really believes that particular fantasy any more.

The new model philosophers of history point out that no discourse simply grows organically, spontaneously, without nurture or cultivation. In this case, historians cultivate their field and construct accounts of the past that can be circumscribed by the term historiography. For White, therefore, the historical work is a verbal artefact, a narrative prose discourse, the content of which is as much invented – or as much imagined – as found (Jenkins, 1995: 18-19). Consequently, all historical accounts are ultimately metaphorical and therefore metahistorical. People in the past did not deliberately live their lives as stories, so to see them in story form is to give an imaginary series of narrative structures and coherence to the past that, in reality, it never had. Therefore, we must be careful not to mistake the historian’s narrative of the past as the past’s own form; the story emerges from the historian’s interpretation of past events as recorded in texts and other traces surviving from the past.

At their most explicit, these texts and traces were consciously recorded in chronicle form e.g. in diaries. It is mainly the historian’s consciousness that transforms them into a meaningful, public narrative. In this sense, Jenkins defines the writing of history, historiography, as an act of translation, a carrying over of meanings from one discursive community to another (Ibid.: 24).

In a language-based conception of this process, the extreme textualist view would be that there is no historical reality outside that created by the historian. This view would lead to the dissolution of history as a subject since if texts are seen as reflecting other texts and not reality, historical study cannot be distinguished from literary study, and the past dissolves into literature. However, White does not go this far, arguing that:

Historical events…are events which really happened or are believed really to have happened, but which are no longer directly accessible to perception. As such, in order to be constituted as objects of reflection, they must be described…in some kind of natural or technical language…The description is a product of processes of linguistic condensation, displacement, symbolisation and secondary revision of the kind that inform the production of texts. On this basis alone, one is justified in speaking of history as a text…

 (White: 1989, quoted in Jenkins, 1995: 32).

This statement does not necessarily contradict other statements already examined about the nature of history; what it does is to provide a definition that serves rather than dominates the methodological purposes of the study of the past. Jenkins’ sets out the four key principles b of the textualist position as follows:

  • All accounts of the past (and the present) come to us textually through some kind of natural or technical language – we might equate ‘text’ in this sense with the historian’s use of ‘source’, whether in spoken or written discourse, or in the form of an artifact or other ‘trace’ of the past;

  • The past cannot express itself – it always needs to be spoken for and constructed. The historian distinguishes between what is historical and what is not and between what is significant, or historic, and what is not;

  • Whether history is considered simply as the past, the documentary record of this past, or the body of reliable information about the past, there is no such thing as a distinctively historical method by which to study it;

  • Historians, whether professional or otherwise, cannot define history as resting on foundations that go beyond textual reality and discourse.

(Jenkins, 1995: 34)

The historian’s sense of a dialogue with the past means that they are able to develop their historiography more in terms of its rhetorical and conversationalist style of discourse, rather than approaching their craft as a narrow academic code or discipline. This should help them to demystify the subject for their apprentices. Brenda Marshall has recently (1992) expressed this transformation in the following terms:

History in the post-modern moment becomes histories and questions. It asks: Whose history gets told? In whose name? For what purpose? … Histories forgotten, hidden, invisible, considered unimportant, changed, eradicated. It’s about the refusal to see history as linear, as leading straight up to today in some recognisable pattern – all set for us to make sense of. It’s about chance. It’s about power. It’s about information…

With this approach, teachers and learners can feel liberated to construct their own texts free from the constraints of orthodoxy and ideology, and in their own terms. Similarly, White has no time for those who define history in neat, constricting terms. He is more concerned with freeing up history to be whatever we want it to be, linked not just with views of the past, but also with visions of the future. However, when pushed, he answers Carr’s question with the answer that it is a narrative discourse, but one which can never quite grasp the past in this form. Reinstating language in the centre of the subject, as opposed to the application of rules of evidence to the historical record, he argues for a re-emphasis on the rhetorical.

(Jenkins, 1995: 140-1).

History as explanation

White’s theory of historical narrative is one which helps both the professional and apprentice historian to process the past, beginning with the relatively unprocessed historical record (archives, relics, records) in order to provide data on which a chronicle can be based and, through further interpretation, a story formed, which may finally be contextualised into a narrative. Historians work from their own narrative, prefiguring and surveying the historical field to discover the primitive elements of the historical record, which they then fashion into historical accounts. To produce an account from the primitive elements, traces or sources of the past, historians use three types of explanation:

  • Explanation by argument; making a choice between an integrative argument, seeking to integrate different aspects, through identified principles, into a macro-theoretical process, and a dispersive argument, depicting the variety and uniqueness of events;

  • Explanation by emplotment; the fashioning of a sequence of events into a narrative of a particular kind, chosen from the literary forms of romance, tragedy, comedy and satire providing the main modes which convey the myths endowing human processes with meaning;

  • Explanation by ideology; the commitment to a form of knowledge leading to generalisations about the past, chosen from conservative, liberal, radical and anarchist perspectives.

Forms of historical language

In addition, and perhaps most importantly in terms of developing a new model of historical discourse, White borrows from modern linguists and literary theorists to argue that this discourse contains four turns of phrase, or figures of speech:

  • Metaphor;

  • Metonymy; i.e. using the name of one thing to stand for that of something else with which it is associated, e.g. ‘lands belonging to the crown’ or ‘demanded action of the City Hall’.

  • Synecdoche; i.e. making the part stand for the whole (‘fifty sails’ for ‘fifty ships’), or the whole stand for the parts (creature for person).

  • Irony.

We can make use of these in our investigation into historical language by referring to them generically as figurative forms in order to distinguish them from the three forms of metalanguage, which we might summarise as follows:

  • Key historical concepts, which are widely-shared, applied broadly and sometimes controversially as a means of referring to past events, e.g. Revolution;

  • Archaisms, which are usages of language in past texts that are not usually encountered in present Standard English texts;

  • Historical terms, which are generally recognised expressions referring to events, movements etc. They were used contemporaneously and have remained in usage, e.g. Luddite (Cook: 1998).

Thus, historical discourse employs specific literary metalanguage, together with the use of key concepts, terms, and the interpretation of archaic language.

Chronicles and Narratives: Metalanguage and meaning

Exploring historical metalanguage also helps to distinguish stories and narratives from chronicles. Whilst chronicles are chronological arrangements of events and people, which may or may not follow a particular theme, in stories these events are organised into a process of happening with a beginning, middle and end. In a story, events are given a hierarchy of significance, so that the sequence of events is related to social and cultural processes, with some elements in the story receiving more emphasis than others, as in the following chart (capitals indicate significance):

Fig.   Hierarchy of significance

  1. A b c d e ……   A is the ‘explanatory factor’

  2. a B c d e ……   B ……………………………………..

  3. a b C d e ……   C ……………………………………..

  4. a b c D e ……   D ……………………………………..

  5. a b c d E ……   All facts can be seen as leading up to E                                                                                                                                                      

Present meanings and Past tenses

Thus, if historians simply recorded the facts as they found them in the traces of the past, they would merely be chroniclers. In simple linguistic terms, they would need (in English) only the past simple tense to describe a sequence of random, unrelated events, rather like in the keeping of a Journal or Diary. However, there is a distinction to be drawn between the grammar of past tenses and the semantics of the past. Historians find the simple chronicle of the past, but they provide it with the semantics; its meaning, its significance. Historians of the Dark Ages in Britain will not simply follow the order of events set out in The Anglo-Saxon Chronicle, nor will they accept unquestioningly the significance given to some events compared with others given by the contemporary chronicler. In changing such priorities between past chronicler and present narrator, they frequently (unconsciously or subliminally) also need to change the tense structures relating past events. For instance, in line 1 above ‘A’ may be represented by the past simple as the main explanatory factor. However, in line 2, where it is not the main explanatory factor, but is an event that occurred in previous chronological order, it might well be related to the main event through the use of the past perfect.

Figurative language and discourse

Since history has no generally accepted technical language, the historians have to use the techniques of figurative language and discourse, in which the four turns of phrase are set.   They recognise that there is a fictitious element in all-historical narrative. They are able to find in the theory of language and narrative itself the basis for a more subtle presentation of what historiography consists of than one which simply tells the apprentice historian to go away and find the facts and then write them up in such a way as to tell what really happened (White, 1978: 99).

Figuring out the chronicle into a story raises questions such as what happened next? and how did it all come about in the end? Questions such as what does it all add up to? or what’s the point of it all? have to do with the structure of the entire sequence of events considered as a completed story and call for a synopsis with other stories that might be found in the chronicle. White therefore uses a linguistic theory, the theory of tropes, to underpin his argument that history is a craft, not a science, having specific techniques but no technical terminology. Indeed, a quick survey of a dictionary of historical terms (Cook, 1998) reveals that there is no discrete lexis, syntax or grammar, as is the contrasting case with, say, Physics and Chemistry.

The historian makes the past familiar through abstract language, closely related to ordinary educated language, in which tropes are the figures of speech used to figure things out (White, 1978: 94). As in ordinary speech, for example, rhetorical questions are what the historian often starts an inquiry with, and they then dominate the ultimate narrative. In this sense, they prefigure the narrative. After all, past events cannot figure themselves out, so historians identify and describe subjects in the past, thus making them objects by their use of language. The figuring out is then done through various modes of explanation by argument, emplotment and ideology, referred to above, so that, in both senses of the word, figurative language works to relate past events to each other and to the present.

Configuring the past: some examples

Some brief contextual exemplification of these figures of speech is necessary here. The phrase ‘the saviours of humanity – the working class’ may convey the idea that the working class represents qualities of human dignity. However, the essence of humanity is not taken to be identical to the working class (synecdoche), nor is there any implicit negation of the explicit (irony). Therefore, it is a metaphorical, or representational statement. An example of metonymy would be the reduction of individual acts of resistance to colonialism as giving meaning to third world nationalism. Synecdoche is figuring out in the opposite direction, from whole to parts, e.g. ‘all history is the history of class struggle’ (Marx and Engels, 1848). In this case, each and every act of class struggle is treated as particular expressions of the general and a whole-part relationship will always be found and imposed. In irony, the statement about the working class above could be delivered or written in a certain way in order to convey the opposite of its apparent representational meaning.

Through metaphorical language, therefore, historians intervene in the past and invent history, introducing their own fictional interpretation to the arrangement of the facts. Historical problems are ones which historians both create and solve. In identifying problems, they configure the past, constituting the concepts which are used to identify and explain the evidence, itself produced from the traces of the past. A commitment to a particular mode of discourse in this process is what accounts for different interpretations of the past. The process can therefore be summarised for students in the following ten-fold sequence, modified and simplified from White (1978):

  1. The field of inquiry is located with reference to the traces of the actual past (archives, sites) and choice of period;

  2. The evidence is extracted according to an ideological interpretation which defines a question or problem in relation to it;

  3. This interpretation interacts with figurative forms of discourse, e.g. metaphor;

  4. The plot is chosen, from literary styles e.g. comedy, tragedy (emplotment);

  5. The main theme, or argument, is developed from and through the plot (explanation);

  6. The traces are worked up into a chronicle, a ‘time-line’ of events;

  7. A story form emerges which is interpretative, answering the questions set at the beginning of the inquiry;

  8. The story is transformed into a narrative, based on the evidence but related, through imaginative configuration, to both current and historic cultural forms and myths (e.g. ‘Albion – the Island Nation’, ‘Hungary – under the heel’);

  9. The narrative becomes an intelligible, consumable artifact, a secondary source;

  10. The product is itself processed, the consumers being its readers.

This approach is useful to historians and their apprentices in two ways; it assists them to think critically about accounts of past events, and it shows them how the discourse works. The emphasis on figurative language as the core of the subject helps to identify key discourse markers for further research. Moreover, the assertion that written historical texts are closely related to ‘ordinary educated speech’ lends justification to an examination of oral discourse as well as written text. However, rather than prescribing forms of historical discourse for identification, there is much to be said for the investigator following an ethnographic approach, describing past peoples and societies as much as possible in, and on, their own terms.

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