In my personal roster of influential and greatly honored British men and women, Professor Simon Schama's name is surrounded by a sort of halo: he's a scholar with the native eloquence, presence, and command of the subject to make it entrancing to ordinary people. I see him as leading the way in teaching teachers of history how to teach it, how to tell it, how to make it real.
For young people who can recite by heart all the kings of Gondor and the names, special skills, and attributes of a hagiography of comic book characters, the problem isn't a reluctance to learn, but a reluctance to listen to material that is badly written, badly presented, without life or art.
Why do some scholars and teachers feel that their responsibility as teachers ends with the mere presentation of lifeless facts? Why is it up to their pupils to make themselves interested in subject, when the person presenting it isn't sufficiently interested to do it well and with passion?
The best teachers I had in my life weren't necessarily the ones who taught courses I particularly wanted to take; they were the ones with the gift for making me feel that what they had to say was important and not just in the abstract, but to me personally. They had a story to tell and they made you feel it. The story might be the story of the structure of the universe or the atom; or it might involve the chemical process by which glucose is converted to energy; it might be the story of French or Latin grammar; or of modern American poetry; it didn't matter. A great teacher makes you see the whole picture, the recurring themes, the context.
Simon Schama is an astounding and an entrancing and a spellbinding narrator of the history of Britain. Even more important, he proves that the art of making your subject entertaining rather than merely instructive is the art of teaching. If you want to get young people to look up out of their comic books, their fantasy novels, or their football scores, you've got to make them see that reality is fully as absorbing as fiction, games, and other past-times. In A History of Britain, Simon Schama shows the way.