We most of us suffer much from having learnt all our lessons in history from those little abridged history-books in use in most public and private schools. These lessons are insufficient—especially when you don’t learn them. The latter was indeed my own case; and the little history I know I have picked up since by rambling about in authentic books and countrysides. But the bald summaries of the small history-books still master and, in many cases, mislead us. The root of the difficulty is this: that there are two quite distinct purposes of history—the superior purpose, which is its use for children, and the secondary or inferior purpose, which is its use for historians. The highest and noblest thing that history can be is a good story. Then it appeals to the heroic heart of all generations, the eternal infancy of mankind. Such a story as that of William Tell could literally be told of any epoch; no barbarian implements could be too rude, no scientific instruments could be too elaborate for the pride and terror of the tale. It might be told of the first flint-headed arrow or the last model machine-gun; the point of it is the same: it is as eternal as tyranny and fatherhood. Now, wherever there is this function of the fine story in history we tell it to children only because it is a fine story. David and the cup of water, Regulus and the atque sciebat, Jeanne d’Arc kissing the cross of spear-wood, or Nelson shot with all his stars—these stir in every child the ancient heart of his race; and that is all that they need do. Changes of costume and local colour are nothing: it did not matter that in the illustrated Bibles of our youth David was dressed rather like Regulus, in a Roman cuirass and sandals, any more than it mattered that in the illuminated Bibles of the Middle Ages he was dressed rather like Jeanne d’Arc, in a hood or a visored helmet. It will not matter to future ages if the pictures represent Jeanne d’Arc cremated in an asbestos stove or Nelson dying in a top-hat. For the childish and eternal use of history, the history will still be heroic. But the historians have quite a different business. It is their affair, not merely to remember that humanity has been wise and great, but to understand the special ways in which it has been weak and foolish. Historians have to explain the horrible mystery of how fashions were ever fashionable. They have to analyse that statuesque instinct of the South that moulds the Roman cuirass to the muscles of the human torso, or that element of symbolic extravagance in the later Middle Ages which let loose a menagerie upon breast and casque and shield. They have to explain, as best they can, how anyone ever came to have a top-hat, how anyone ever endured an asbestos stove.
Now the mere tales of the heroes are a part of religious education; they are meant to teach us that we have souls. But the inquiries of the historians into the eccentricities of every epoch are merely a part of political education; they are meant to teach us to avoid certain perils or solve certain problems in the complexity of practical affairs. It is the first duty of a boy to admire the glory of Trafalgar. It is the first duty of a grown man to question its utility. It is one question whether it was a good thing as an episode in the struggle between Pitt and the French Revolution. It is quite another matter that it was certainly a good thing in that immortal struggle between the son of man and all the unclean spirits of sloth and cowardice and despair. For the wisdom of man alters with every age; his prudence has to fit perpetually shifting shapes of inconvenience or dilemma. But his folly is immortal: a fire stolen from heaven.
Now, the little histories that we learnt as children were partly meant simply as inspiring stories. They largely consisted of tales like Alfred and the cakes or Eleanor and the poisoned wound. They ought to have entirely consisted of them. Little children ought to learn nothing b............