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Cover of The New Teaching of History: With a reply to some recent criticisms of The Outline of History

The New Teaching of History: With a reply to some recent criticisms of The Outline of History

Written by H. G. (Herbert George) Wells

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HistoryWells, H. G. (Herbert George), 1866-1946. Outline of history

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About this book

"The New Teaching of History" by H. G. Wells is a historical account written in the early 20th century, specifically in the early 1920s. This book serves as a companion piece and a critical response to his preceding work, "The Outline of History." Wells explores the educational significance and the current methods of teaching history, advocating for a more comprehensive approach that connects students to a broader understanding of human civilization beyond isolated national narratives. In this work, Wells emphasizes the need for history to be taught as a cohesive story of humanity that transcends national boundaries and specific time periods. He critiques the narrow focus of contemporary historical education, which often fixates on specific details and periods while neglecting the interconnectedness of global history. Through analyzing various criticisms of "The Outline of History," he asserts that an effective historical education should expand students' perspectives and foster an understanding of their role as part of the larger human story, ultimately aiming for a more enlightened and cooperative society.

Reading guide

Themes, characters and key ideas in The New Teaching of History: With a reply to some recent criticisms of The Outline of History, written by Chaptra AI.

  • about 4 hours
  • intermediate
  • Educational
  • Polemical
  • Visionary

H. G. Wells' "The New Teaching of History" is a compelling early 20th-century polemic advocating for a radical reform in historical education. Published as a direct response to criticisms of his monumental work, "The Outline of History," Wells champions a global, interconnected approach to understanding humanity's past. He argues vehemently against the prevailing nationalistic and fragmented historical curricula, proposing instead a unified narrative that emphasizes the common heritage and future of humankind. The book posits that a comprehensive, universal history is crucial for fostering international cooperation and enlightened citizenship in an increasingly interconnected world, thereby serving as both a defense of his previous work and a manifesto for educational change.

“The history of mankind is a history of ideas and of the development of human co-operation.”

Key themes

Global History vs. National History
This is the core thematic tension of the book. Wells vehemently argues against the traditional focus on isolated national histories, which he believes fosters division and misunderstanding. He advocates for a 'world history' that emphasizes the interconnectedness of human civilizations, shared scientific and cultural developments, and a common human destiny, transcending artificial political boundaries.
Educational Reform and Pedagogy
Wells' book is fundamentally a treatise on how history *should* be taught. He criticizes existing pedagogical methods for being dry, detail-oriented, and failing to inspire students with a sense of wonder or relevance. He proposes a more engaging, comprehensive, and purpose-driven approach that connects students to the grand narrative of humanity and their role within it.
The Role of History in Fostering Peace and Cooperation
For Wells, history is not merely an academic discipline but a vital tool for societal progress and preventing future conflicts. He argues that by understanding our shared past and common humanity, individuals can overcome nationalistic prejudices and work towards a more peaceful and cooperative global society. This theme is deeply rooted in the post-World War I context in which the book was written.

Worth discussing

How does Wells' critique of nationalistic history education resonate with contemporary debates about historical curricula?

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