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Historical and Multinational
Perspectives
Textbooks and War
Eugenia Roldán Vera and Eckhardt Fuchs

Editorial Advisors
Michael Apple, University of Wisconsin–Madison,
Madison, WI, USA
Tânia Maria F. Braga Garcia, Federal University of Paraná,
Curitiba, Brazil
Eric Bruillard, ENS de Cachan, Cachan, France
Nigel Harwood, School of English, University of Sheffield,
Sheffield, UK
Heather Mendick, Independent Scholar, London, UK
Eugenia Roldán Vera, Departamento de Investigaciones
Educativas, CINVESTAV, Mexico City, Mexico
Neil Selwyn, Faculty of Education, Monash University,
Clayton, VIC, Australia
Yasemin Soysal, University of Essex, UK
Series Editors
Eckhardt Fuchs
Georg Eckert Institute for International Textbook
Research
Braunschweig, Lower Saxony, Germany
Felicitas Macgilchrist
Research
Managing Editor
Wendy Anne Kopisch
Research
Palgrave Studies in Educational Media

There is no education without some form of media. Much contempo-
rary writing on media and education examines best practices or individ-
ual learning processes, is fired by techno-optimism or techno-pessimism
about young people’s use of technology, or focuses exclusively on digi-
tal media. Relatively few studies attend—empirically or conceptually—
to the embeddedness of educational media in contemporary cultural,
social and political processes. The Palgrave Studies in Educational
Media series aims to explore textbooks and other educational media
as sites of cultural contestation and socio-political forces. Drawing on
local and global perspectives, and attending to the digital, non-digi-
tal and post-digital, the series explores how these media are entangled
with broader continuities and changes in today’s society, with how
media and media practices play a role in shaping identifications, sub-
jectivations, inclusions and exclusions, economies and global political
projects. Including single authored and edited volumes, it offers a ded-
icated space which brings together research from across the academic
disciplines. The series provides a valuable and accessible resource for
researchers, students, teachers, teacher trainers, textbook authors and
educational media designers interested in critical and contextualising
approaches to the media used in education.
More information about this series at
http://www.palgrave.com/gp/series/15151

Eugenia Roldán Vera · Eckhardt Fuchs
Editors
Textbooks and War
Historical and Multinational
Perspectives

Editors
Eugenia Roldán Vera
Departamento de Investigaciones
Educativas
CINVESTAV
Mexico City, Mexico
Eckhardt Fuchs
Georg Eckert Institute for International
Textbook Research
Palgrave Studies in Educational Media
ISBN 978-3-319-98802-3 ISBN 978-3-319-98803-0 (eBook)
https://doi.org/10.1007/978-3-319-98803-0
Library of Congress Control Number: 2018950722
© The Editor(s) (if applicable) and The Author(s) 2018
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether
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The use of general descriptive names, registered names, trademarks, service marks, etc. in this
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The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

v
Foreword
There is no education without some form of media. The field of educa-
tional media is a growing area of interest in education, as educational
policy papers on the “digital agenda,” the rapid expansion of media
sections in national and international educational research associa-
tions, and the range of academic books on media in education show.
Educational media are crucial to producing knowledge and shaping
educational practices. Conflicts over the contents of textbooks and cur-
ricula, widely discussed in the daily news, illustrate how many differ-
ent stakeholders are invested in sharing their particular understandings
of our (shared) past, the current society and potential imagined futures
with the younger generation. Policymakers, politicians and activ-
ists regard educational media as important tools which not only foster
young people’s media skills and world knowledge, but which also shape
which ways of living are considered desirable or even legible. Textbooks
and other educational media are deeply embedded in the sociopoliti-
cal contexts in which they are developed and used. Given this context,
alongside the emerging interest in digital technology in education, this
book series takes stock of current research on educational media by
focusing on three issues:

vi Foreword
First, today’s vibrant and dynamic research and scholarship on tech-
nology stem from a broad range of disciplines, including sociology,
history, cultural studies, media studies and education, and also infor-
mation, computer and cognitive science. Traditionally, this research has
drawn on textbooks and other educational media in order to engage
with specific disciplinary questions, such as device-specific reading
speed or social inclusion/exclusion. Studies on educational media are
only beginning to be consolidated into the kind of inter- or transdis-
ciplinary field which can build and develop on insights generated and
exchanged across disciplinary boundaries.
Second, the majority of work in this field is focused on best prac-
tices, individual learning processes, or concerns over the risks involved
when young people use technology. There are still relatively few studies
which attend—empirically or conceptually—to the embeddedness of
educational media in contemporary cultural, social and political pro-
cesses, and to the historicity of the media used in education. If we see
educational media as a highly contested and thus crucially important
cultural site, then we need more studies which consider media in their
contexts, and which take a carefully critical or generative approach to
societal concerns.
Third, current work emerging in this field focuses almost exclusively
on computers and other digital technologies. Yet looking at today’s edu-
cational practices, it is clear that (i) they are by no means predominantly
digital, and simultaneously (ii) “post-digital” practices abound in which
the digital is no longer seen as new or innovative, but is integrated
with other materials in daily teaching and learning. The potentials and
risks of digital education emit a fascination for politicians, journalists
and others concerned with the future of education, and are undoubt-
edly important to consider. Empirical observations of education around
the globe, however, demonstrate the reach and visibility of other media
(textbooks, blackboards, LEGO™, etc.), as well as the post-digital
blending of digital and non-digital media in contemporary educational
settings.
The series Palgrave Studies in Educational Media aims to address
these three issues in an integrated manner. It offers a dedicated space
which brings together research from across the academic disciplines,

Foreword vii
encouraging dialogue within the emerging space of educational media
studies. It will showcase both empirical and theoretical work on edu-
cational media which understands these media as a site of cultural con-
testation and sociopolitical force. The focus lies primarily on schools,
across the school subjects. The series is interested in both local and
global perspectives, in order to explore how educational media are
entangled with broader debates about continuity and change in today’s
society, about classroom practices, inclusions and exclusions, identifica-
tions, subjectivations, economies and global political projects.
We are delighted to present this third book in the series, which spe-
cifically addresses the historiographical interest in the sociopolitical con-
texts in which textbooks of the past have been written and produced. It
has long been established within educational media research that history
textbooks play a key role in shaping the next generation’s understanding
of past events and concepts of “friend” and “foe” that schoolchildren of
today may apply to the world of tomorrow. From a historiographical
perspective, textbooks can serve as the “autobiographies” of a nation-
state (Wolfgang Jacobmeyer), documenting for future historians the
version of history deemed desirable for the classroom of the time in
the light of the sociopolitical context in which the textbook was pro-
duced. The value of past textbooks as historical sources constitutes the
point of departure for this edited volume, compiled by Eugenia Roldán
Vera and Eckhardt Fuchs, analyzed through the prism of war. Due to
their monumental nature, depictions of wars in textbooks, particularly
in countries where textbooks are subject to government authorization,
can be especially illustrative of the message that a particular government
seeks to inculcate in the next generation, or in the molding of a national
identity. This book therefore reflects specifically on the role played by
textbooks in the relationship between war and education from a histor-
ical and multinational perspective. One chapter is dedicated to a con-
temporary conflict surrounding the textbooks themselves, emphasizing
that textbooks not only forge future generations’ (mis)understanding
of a past war, or even serve to perpetuate violence, but in many cases
themselves constitute the bone of contention.
The twelve original contributions of this book, by leading and emerg-
ing historians, examine how past conflicts are presented, reinforced or

viii Foreword
effaced in textbooks from a comparative and multinational perspective.
Each chapter addresses different wars in different parts of the world,
each placed within its specific national and sociopolitical context. As a
whole, the book explores how both textbook production (who decides
what knowledge finds its way into textbooks, how and why?) and also
textbook use (in the classroom, at home, with or without direct influ-
ence from teachers) can play a part in these processes. Overall, this book
thus contributes novel and transversal perspectives on the entangled and
highly political contexts in which educational media emerge.
Braunschweig, Germany
June 2018
Felicitas Macgilchrist

ix
Contents
1 Introduction: Historical and Multinational Perspectives
on Textbooks and Wars 1
2 The Representation of War and Peace Under
the Government of King Leopold I (1831–65)
in Belgian Textbooks for National History for
Secondary Education (1910–60) 25
Jan Van Wiele
3 “When the Guns Thundered, All Citizens Became
Soldiers, and Every Breast Breathed War”: Education
of the Armed Citizen in XIX Century Colombia 47
Luis Alarcón Meneses and Jorge Conde Calderón
4 The US-Mexican War (1846–48) in School Textbooks:
Mexico and the United States in the Second Half
of the Nineteenth Century 73
Eugenia Roldán Vera

x Contents
5 The Impact of the 1894–95 Sino-Japanese War
on Japanese and Chinese Textbooks: A Comparative
Analysis 97
Limin Bai
6 The Teaching of the First World War Through History
Textbooks for Secondary Education in Greece
(1960–2010): Aims and Priorities 121
Efstratios Vacharoglou
7 A “Matter of the Whites”? Contemporary Textbook
Portrayals of Former African Colonies in WWI 137
Denise Bentrovato and Imke Rath
8 In the “Spirit of Courage and Sacrifice”: Shaping
Collective Memories in School History Textbooks
in Ontario, Canada (1921–2001) 171
Rose Fine-Meyer
9 International Institutions, Pacifism and the Attack
on Warmongering Textbooks 201
Rita Hofstetter and Xavier Riondet
10 The School Uses of History: The Tangled Portrayal
of the Spanish Civil War in History Textbooks (1970–98) 233
Mariano González Delgado and Manuel Ferraz Lorenzo
11 The Representation of Wars in History Textbooks
for Secondary Schools in the Soviet Union (1940–50) 255
Dorena Caroli
12 Searching for “The Truth”? Narratives of the Second
World War in Polish History Textbooks (1989–2015) 289
Sylwia Bobryk

Contents xi
13 The Vietnam War (1954–75) in History Textbooks:
A View from Two Sides 313
Tran Thi Vinh, Ha Hai Hoang and Tran Duc Tuan
Index 333

xiii
Notes on Contributors
Limin Bai is a Senior Lecturer in Chinese Studies at Victoria
University of Wellington, New Zealand. She specializes in the social and
cultural history of education from late imperial to contemporary China.
She has published extensively on Chinese history, society and education
in both English and Chinese. Among her publications are Shaping the
Ideal Child: Children and Their Primers in Late Imperial China (Hong
Kong: Chinese University Press, 2005); Meeting the Challenges: Chinese
Students’ Experience in New Zealand (Shanghai: East China Normal
University Press, 2008); and numerous research articles in prestigious
journals, such as Late Imperial China and China Quarterly.
Denise Bentrovato is a research fellow at the Department of
Humanities Education at the University of Pretoria, South Africa, and
co-director of the African Association for History Education (AHE-
Afrika). Her research combines an interest in post-conflict memory pol-
itics, transitional justice and history education, and primarily focuses on
Africa. Throughout her career, she has combined scholarship and prac-
tice in peacebuilding, education and youth, working both in academia
and for international organizations and NGOs, including UNESCO,
the Inter-Agency Network for Education in Emergencies (INEE) and

xiv Notes on Contributors
the Georg Eckert Institute for International Textbook Research (GEI).
Denise Bentrovato holds a Ph.D. in international and political history
from the University of Utrecht and an M.A. in conflict resolution from
the University of Bradford. Among her most recent publications are
Narrating and Teaching the Nation: The Politics of Education in Pre- and
Post-Genocide Rwanda (2015), History Can Bite: History Education in
Divided and Postwar Societies (with K. Korostelina and M. Schulze, eds.,
2016), and Learning to Live Together in Africa through History Education:
An Analysis of School Curricula and Stakeholders’ Perspectives (2017).
Sylwia Bobryk holds a doctorate from the Centre for European and
International Studies Research (CEISR), University of Portsmouth,
United Kingdom. In her thesis, The Second World War in Polish History
Textbooks: Narratives and Networks from 1989 until 2015, she ana-
lyzes how narratives of the past were constructed in history textbooks
by actors and their networks in post-communist Poland. Prior to her
doctoral research, she completed the International Master’s Degree
Programme in European Studies (IMPREST) and was awarded degrees
from both the University of Portsmouth and the Jagiellonian University
of Kraków.
Jorge Conde Calderón holds a doctorate in History from Universidad
Pablo de Olavide, and has been a Professor of History at the Faculty
of Humanities, Universidad del Atlántico, Barranquilla, Colombia
since 1993. He is the Director of the Caribbean History Magazine and
a member of the Group of History of Education and National Identity.
His research focuses on the administration of justice, citizen train-
ing and power relations during the colonial period. His publications
on these topics include: Social Representations of National Territory and
Citizenship in Nineteenth-century History and Geography Textbooks of
the Colombian Caribbean Region (2007); Capitanes a guerra: Gobierno
económico y político en el Virreinato del Nuevo Reino de Granada (2016);
La conversión de milicianos y guerrilleros en ciudadanos armados de la
República de Colombia (2014); Referentes doctrinales en la Independencia
de la Nueva Granada (2014); and La historia patria de la nación: edu-
cación y ciudadanía en Colombia, 1875–1930 (2010).

Notes on Contributors xv
Dorena Caroli has been an Associate Professor at the University of
Macerata, Italy, since 2014, teaching the history of education and chil-
dren’s literature in the Dipartimento delle Scienze della Formazione, dei
Beni culturali e del Turismo. She is also a member of the editorial com-
mittee of the international journal History of Education & Children’s
Literature, edited by the University of Macerata. Her recent publica-
tions include Cittadini e patrioti. Educazione, letteratura per l’infanzia e
formazione dell’identità nazionale nella Russia sovietica (2011), and Day
Nurseries and Childcare in Europe, 1800–1939 (2017).
Manuel Ferraz Lorenzo is a Senior Lecturer in Theory and History of
Education at the Universidad de La Laguna, Spain, after working as a
Visiting Professor at various academic institutions in Brazil and Mexico.
His main research topics include the history of contemporary education
in Spain, historiographical educational approaches, textbooks and the
social construction of citizenship. He is the author of several books, arti-
cles and special issues in national and international journals of history
of education.
Rose Fine-Meyer is a Senior Lecturer in the Masters of Teaching pro-
gram at the Ontario Institute for Studies in Education, University
of Toronto. Her research focuses on relationships between provin-
cially sanctioned curricula, teacher pedagogical practices, and place-
based learning. Her recent publications include: R. Fine-Meyer & K.
Llewellyn, “Women Rarely Worthy of Study: A History of Curriculum
Reform in Ontario Education,” Historical Studies in Education, 2017;
“A reward for working in the fields and factories: Canadian Women’s
Suffrage Movement as portrayed in Ontario Texts,” (ACS-AEC,
Canadian Issues, Fall, 2016) and “Educational Feminist Reformers:
Creating Pedagogical Change to Curriculum in Toronto schools
through Inclusive Content,” J. Wallace et al., Feminism and Education
(MQUP 2017). She is also the recipient of The Queen Elizabeth II
Diamond Jubilee Medal (2012) and The Governor General’s Award for
Excellence in Teaching Canadian History (2007).
Eckhardt Fuchs is the Director of the Georg Eckert Institute
for International Textbook Research and a Professor of History

xvi Notes on Contributors
of Education/Comparative Education at the Technical University
Braunschweig. He has worked in a variety of academic institutions
and served as a Visiting Professor in Sydney, Umeå, Tokyo, and Seoul.
His research interests include the global history of modern educa-
tion, international education policies and textbook development. He
has published ten books and more than 100 articles and chapters on
these issues including Connecting Histories of Education: Transactions,
Transculturalism and Transnationalism (2014) and Transnationalizing
the History of Education (2012). He served as president of ISCHE from
2012 to 2015.
Mariano González Delgado is a Lecturer in History of Education at
the Universidad de La Laguna, Spain, after working at the Institute of
Education of University College London as a visiting fellow. He has
published several articles on the history of textbooks in Spain, the inter-
national influences on curriculum in late Francoism, historiographical
educational approaches, and a book on curriculum history in Spain. His
main interests and topics of research focus on curriculum history and
textbooks, history of teachers and teaching, and the contemporary his-
tory of education.
Ha Hai Hoang is a Lecturer at the Faculty of History, Hanoi National
University of Education, Vietnam. She holds a Master of Arts in
European Studies from the University of Maastricht, The Netherlands,
and a dual doctorate in International/European Politics from Sant’
Anna School of Advanced Studies, Italy, and the University of Ghent,
Belgium. Her current research focuses on the modern history of
Vietnam and the history of Vietnamese diplomacy. She is the author of
several conference papers and articles published in Asia Europe Journal,
International Relations, and Contemporary Politics.
Rita Hofstetter is a Professor of History of Education at the University
of Geneva. She is the Director of the Jean-Jacques Rousseau Institute’s
archives, coordinator of ERHISE (Social History of Education Research
Group, http://blogs.unige.ch/fapse/SSE/erhise/), and co-convener of the
SWG “Mapping the Discipline History of Education” (ISCHE). Her
research focuses on the history of education science, the construction

Notes on Contributors xvii
of the teacher state and teaching professions, the development of school
subjects and school culture, the New Education movement, and edu-
cational internationalism during the twentieth century (including the
history of the International Bureau of Education). Among her publica-
tions: Transformations of Mass Schooling (2013); Setting Education on the
Global Agenda: A Historical Perspective (2015).
Luis Alarcón Meneses holds a doctorate in Historical and
Comparative Research in Education from UNED, Spain, and has
been a Professor of History of Education at the Faculty of Humanities,
Universidad del Atlántico, Barranquilla, Colombia, since 1993. He is
the editor of Caribbean History Magazine and a member of the Group
of History of Education and National Identity. His research focuses
on citizen education, school textbooks and the secular school of the
nineteenth century. His publications on these topics include: Social
Representations of National Territory and Citizenship in Nineteenth-
century History and Geography Textbooks of the Colombian Caribbean
Region (2007); En busca de una escuela laica. La organización de la
instrucción pública en el Caribe colombiano durante el federalismo (2017);
Representaciones sobre la infancia en el Caribe colombiano. Un estudio a
partir del espacio escolar (1850–1898) (2016); Analfabetos pero repub-
licanos. El mundo del libro escolar en el Caribe colombiano, 1857–1886
(2012); Representaciones sobre la independencia en los manuales de historia
de Colombia (2013).
Imke Rath completed her doctorate in history in 2015 at the
University of Hamburg, and is a research fellow at the Georg Eckert
Institute for International Textbook Research in Brunswick, Germany.
She has worked in the development of the digital source collection
“WorldViews”, conducted research on depictions of WWI in text-
books from around the world, and is currently focusing on migration
from Indonesia and the Philippines. She has published a monograph
and articles on the Spanish colonial period in the Philippines and, more
recently, articles on the portrayal of WWI and migration in textbooks.
Xavier Riondet holds a doctorate in education science from the
University of Lorraine. He is a member of Normes et Valeurs (standards

xviii Notes on Contributors
and values group, NeV), and an associate member of L’Equipe de
Recherche en Histoire Sociale de l’Éducation (Social History of Education
Research Group, ERHISE). His research in the field of history of
education aims to shed light on production processes of educational
knowledge, and seeks to observe how these processes can influence the
evolution of the normativity of education and values of the school in
France. In this research, he focuses especially on circulation processes
and relations between the fields of science, international institutions,
practitioners, activists, and public opinion. Among his publications:
Next to Freinet (with Henri Louis Go, 2016).
Eugenia Roldán Vera is a Professor of History of Education at
the Department of Educational Research, Center for Research and
Advanced Studies (CINVESTAV), in Mexico City. Her work deals
with the history of education in Mexico and Latin America in the
nineteenth and twentieth centuries, especially the history of textbooks,
transnational dissemination of educational models, history of concepts
in education, and the ritual and performative aspects of schooling. She
is author of The British Book Trade and Spanish American Independence
(Aldershot: Ashgate, 2003), co-editor with Marcelo Caruso of Imported
Modernity: The Appropriation of Political, Educational and Cultural
Models in Nineteenth-Century Latin America (Frankfurt am Main: Peter
Lang, 2007), dozens of book chapters, and numerous articles pub-
lished in specialized journals such as Paedagogica Historica, Comparative
Education, Comparativ, Revista Mexicana de Investigación Educativa,
Annali di storia dell’educazione e delle istituzioni scolastiche among others.
She is currently the Director of the Revista Mexicana de Historia de la
Educación.
Tran Duc Tuan was the Director of the Research Institute for
Textbook and Educational Media (RITEM) at the Vietnam Education
Publishing House in the period 2013–2017. After 5 years working
at the RITEM, he is moving to a new position, where he has been
appointed the Director of the Institute of Research and Education for
Sustainable Development (IRESD) at the Vietnam Union of Science
and Technology Association (VUSTA). He is also an Associate Professor
at the Hanoi National University of Education (HNUE), Vietnam, and

Notes on Contributors xix
the Director of the Center for Research Promotion of Education for
Sustainable Development (CEREPROD) at HNUE. His research inter-
ests focus on education for sustainable development (ESD), reorienting
and modernizing textbooks to address ESD, transformative learning,
and climate change education for sustainability. He is the author and
co-author of 9 books and textbooks, and has published more than 40
papers and articles about textbooks, ESD and teacher education in
Vietnam and abroad.
Efstratios Vacharoglou is a postdoctoral researcher at the Faculty
of Philosophy, Aristotle University of Thessaloniki, and a Professor of
secondary education. His specialization and research interests focus on
the history of education in Thessaloniki, Macedonia and in a Hellenist
context during the Ottoman period. He also studies the organization
of education, problems and methods of problem-solving, ethics and
especially morality handbooks in Greek education in the eighteenth and
nineteenth centuries.
Tran Thi Vinh is a Professor at the Hanoi National University of
Education (HNUE), Vietnam. After receiving her doctorate in the
history of Southeast Asia from the Oriental Study Institute, Moscow
Academy of Science in 1987, she became head of the World History
Department at HNUE. Her main teaching and research interests are
world history, history of Southeast Asian and international educa-
tion policy and textbook development. She has published books and
more than 50 articles. She has co-authored the books Southeast Asia:
Primitive to Present Day History (VN Political Publishing House, 2015)
and Modern World History (2010), and is the author of Capitalism in the
20thCentury: A Historical Approach (2012).
Jan Van Wiele studied modern history, theology and religious stud-
ies, social and cultural anthropology, and pedagogy. He specializes in
research on the relationship between intercultural and interreligious
mindsets and representations of self and other in educational materials.
He is also interested in the theory and methods of research in the cul-
tural history of education. He has published in Paedagogica Historica,
Pedagogisch tijdschrift, International Journal of Education and Religion,

xx Notes on Contributors
Historical Studies in Education, Laval théologique et philosophique, and in
Revue Belge de philologie et de l’histoire. At present, he works at Tilburg
University as a University Lecturer.

1
Educational media research has known since its very beginnings that
history textbooks play a key role in shaping depictions of past events
and concepts of “friends” and “enemies.” This is particularly true when
it comes to portrayals of war. As this book will show, civil and interna-
tional wars often constitute turning points in a nation’s history, bringing
forth heroes, iconic leaders, victory, defeat and, in their wake, dicta-
torships, new “friends” or “foes”, or sometimes a cultural tabula rasa.
Due to their important role in national histories, depictions of wars in
textbooks can be especially illustrative of the message that a particular
authority wishes to convey to its younger citizens, particularly in educa-
tional media subject to government authorization.1
1
Introduction: Historical and Multinational
Perspectives on Textbooks and Wars
© The Author(s) 2018
E. Roldán Vera and E. Fuchs (eds.), Textbooks and War, Palgrave Studies
in Educational Media, https://doi.org/10.1007/978-3-319-98803-0_1
E. Roldán Vera (*)
The Department of Educational Research, Center for Research and
Advanced Studies (CINVESTAV), Mexico City, Mexico
e-mail: eroldan@cinvestav.mx
E. Fuchs
Technical University Braunschweig, Brunswick, Germany

2 E. Roldán Vera and E. Fuchs
However, not always and not everywhere have textbooks been the
conveyors of an official view of history. Whereas the genre of national
history textbooks appeared in the nineteenth century in the service
of the emerging nation-states needing a unified tale of their past, at
first textbooks tended to be less controlled by governments and more
dependent on the will of publishers, authors, and diverse national and
international variables. Later, during the interwar period, a number
of international governmental and non-governmental efforts were
conducted in Europe to design textbooks that represented friendlier
views of past conflicts between nations. In the twentieth century, the
writing of history textbooks was informed by a difficult relationship
with academic historiography, further exacerbated by the demands of
certain political regimes, with varied degrees of independence from
those realms. Nowadays textbooks have a different status in class-
rooms throughout the world; they are vested with a manifold soci-
ocultural significance and are subject to contrasting processes of
production and selection. All these diverse factors have affected the
ways in which past wars and conflicts have been represented in text-
books and the manner in which these representations have changed
over time. This book aims to reflect precisely on the complexity of
such representations from a historical and multinational perspective.
Most chapters address the portrayals of different wars in textbooks
from different parts of the world, examining the specific national
and sociopolitical context; some chapters also examine the ways in
which war and conflict have affected how textbooks are produced.
Some chapters analyze the treatment of one war in binational con-
texts (Mexico–USA, China–Japan, Vietnam–USA), whereas others
examine one civil war within one country in particular. Some focus
on textbooks of a particular point in time; others examine the evo-
lution of textbooks over several decades. The resulting compilation
provides a colorful picture of the varied and changing roles that wars
and conflicts have played in the stories of nations condensed within
textbooks.
In the following we provide an overview of recent research on the
topic of wars and textbooks, both in terms of present and historical

1 Introduction: Historical and Multinational Perspectives on …
3
textbook analysis. Then we describe the contents of this book and dis-
cuss the ways in which it contributes to the field of comparative text-
book research.
1
Wars and Textbooks: An Overview
The portrayal of wars in textbooks has been the focus of both text-
book-specific studies and works in which textbooks are analyzed among
various sources referred to in the so-called “history wars” (Liakos 2008);
that is, politicized controversies in the public representation of the past
of a given society. Most of the literature tends to focus on a few specific
conflicts, such as the two World Wars, the Middle East conflict, Greco-
Turkish troubled historical relations, the wars between Japan, China
and Korea, the Balkan wars, and the Cold War. Whereas the majority of
studies refer to textbooks in the present or in the recent past, a few have
also examined the topic in textbooks from different historical periods.
An overview of recent history textbook controversies in East Asia,
in which the representation of past wars plays a distinctive role, is the
compilation Designing History in East Asian Textbooks: Identity Politics
and Transnational Aspirations (Müller 2011), which includes studies
from China, Japan, Korea, Hong Kong, and Taiwan. Of all the issues on
history textbooks in that region, the controversy over Japanese state-ap-
proved school textbooks that ran from 1982 to 2001 has been one of
those most debated. At the heart of the controversy was the marginali-
zation of Japan’s war crimes and colonial invasions during the Second
Sino-Japanese War and the Pacific War (1931–1945) in these textbooks,
which further exacerbated tensions between Japan and its neighbors
China and Korea, regions Japan had formerly occupied. Among the
numerous writings on this textbook controversy, Yoshiko Nozaki’s book
(2008) deserves particular attention. She examines the textbook contro-
versy of the 1980s and 1990s, referring to the disputed official narra-
tives on the war since 1945, and at the same time discusses the legal
action taken by the author Ienaga Saburo, whose history textbook was
censored. Nozaki demonstrates the difficulties surrounding the revision
of textbook depictions of the war and the resistance it provokes, as well

as the significance of interpretations of conflict for national construc-
tions of identity. Other studies have taken a multinational approach
toward recent textbooks in several countries of the region. The volume
edited by Gi-Wook Shin and Daniel Sneider, History Textbooks and the
Wars in Asia (2011), shows how the “divided memories” continuously
taught about the Pacific War continue to permeate the memory cultures
of Korea, Japan and China. With an agenda of reconciliation, the edi-
tors advocate common master narratives and seek to establish a selective
historical memory in those three countries. Referring to the Franco-
German case, Shin summarizes:
Previous experiences have taught us that successful reconciliation via his-
tory education requires a particular political environment, one that is
lacking in Northeast Asia today. It would thus be more fruitful to recog-
nize and understand how each society has developed its own distinctive
memory of the past and how that memory has affected its national iden-
tity and relations with others’. (Shin 2011, 4)
In a similar reconciliatory vein, the book edited by Michael Lewis,
“History Wars” and Reconciliation in Japan and Korea (2016), in which
textbooks are among many aspects considered, refers to the civil soci-
ety movements that oppose conservative historical revisionist turns pro-
moted by governments.
Two volumes of the Georg Eckert Institute’s former2 series Studies
in International Textbook Research (Studien zur internationalen
Schulbuchforschung) comprehensively investigate the Israeli-Palestinian
conflict using a bilateral approach. Ruth Firer and Sami Adwan (2004)
published the findings of their long-term research on Israeli and
Palestinian social studies and history textbooks, in which they made
detailed reference to the specific national differences in the respec-
tive education systems and in the conditions dictating the production
and use of textbooks. Second, a volume edited by Falk Pingel (2003)
addresses Palestinian and Israeli curricula and investigates the imple-
mentation of curricula in the classroom. Nurit Peled-Elhanan’s (2012)
detailed observations of the image of Palestinians in Israeli textbooks
and the associated anti-Palestinian propaganda follow in a similar vein.

5
Adwan et al. (2016) have further examined the struggle over narratives
of the conflict in recent Israeli and Palestinian textbooks; while these
textbooks do not typically demonize “the other,” the historical narratives
of each side remain mutually contradictory, which suggests that young
people in these countries are socialized toward the continuation of con-
flict rather than mutual acceptance and peace.
The role history textbooks play in Greco-Turkish tensions has also
been investigated in some depth. Bilateral studies of textbooks from
both countries (Millas 1991; Hirschon 2016) have shown how the
representation of conflicts and wars over centuries serves to reinforce
myths of national identities with a defensive attitude against “the
other.” Furthermore, studies on Cypriot history textbooks (Papadakis
2008; Vural and Özuyanık 2008; Samani and Ayhan 2017) also exam-
ine the contrasting narratives of Turkish and Greek-Cypriot textbooks
on foundational episodes of the island’s history such as the Ottoman
conquest in 1571 and the war around the Turkish invasion of Cyprus
(1963–1974).
The portrayal of the two world wars in textbooks has been sub-
ject to several studies, the first receiving comparatively less atten-
tion than the second. Two works stand out as compilations of
representations of the First World War in history textbooks from
various countries in Africa, America, Asia, and Europe: a spe-
cial issue of Historiens et Geographes (Tison 2000) and another of
Internationale Schulbuchforschung: Zeitschrift des Georg-Eckert-Instituts
für Internationale Schulbuchforschung (Bendick and Riemenschneider
2000). The representation of the First World War in recent textbooks
of fifteen African countries has been studied by Bentrovato (2015).
Particularly innovative in her study is the finding that portrayals of
the war include efforts to reclaim and re-center local historical agency,
experiences, and views. From a didactic perspective, in Schulbuch und
Erster Weltkrieg, Christophe and Schwedes (2015) analyze how a num-
ber of history textbooks from Belgium, Germany, Ireland, and England
over the past four decades treat the subject of the First World War. They
examine the extent to which textbooks address the perspectival nature
of the perception of events, their relationship to the present, and render
explicit the position of the historian.

The treatment of the Second World War in textbooks has also been
the subject of a number of comparative, multinational studies. Nicholls
(2006) compared the representation of WWII in a sample of secondary-
school textbooks from England, Japan, Sweden, Italy, and the United
States. Nicholls considers not only how the perspectives on the war
adopted by the textbooks relate to the political agendas of their coun-
tries but also how students engage with the textbooks, concluding that,
in general, students are not encouraged to critically and meaningfully
engage with a variety of perspectives on the war. The study by Keith
Crawford and Stuart Foster War, Nation, Memory (2007), a key volume
for any analysis of the Second World War in contemporary history text-
books, also provides a truly multinational perspective on the topic, from
countries involved in the war in Europe, Asia, and America. Crawford
and Foster identify that the Second World War occupies a prominent
position in classroom teaching in most of the countries considered.
They argue that the one-sided interpretations of war frequently depicted
in textbooks shape the collective and “official” memory of a nation,
and endow a national identity that decisively influences actions in the
present. Other relevant studies of the Second World War include that
of Klymenko (2013) on current Russian and Ukrainian textbooks, in
which the author discusses the centrality of the war in the construction
of national identity in post-Soviet countries.
Representations of the Cold War in textbooks have also been ana-
lyzed, most recently in the volumes Remembering and Recounting the
Cold War (2017) edited by Markus Furrer and Peter Gautschi, and Der
Kalte Krieg im Schulbuch (2017) edited by Flucke et al. While the lat-
ter focuses primarily on German textbooks and the image of divided
Germany in the textbooks of European countries, Furrer and Gautschi’s
book stands out due to its international approach with contributions—
not all of them on textbooks—on Eastern and Western Europe as well
as Turkey. This volume raises the question as to whether it is possible to
speak of a “commonly shared history” among those countries.
A number of studies have focused on the representation of the
past and recent Balkan wars in textbooks of the region (Torsti 2007;
Hoepken 1998). Hoepken argues that the historical memory typical
of Balkan societies is rather war-centered due to a culturally informed

7
understanding of time that does not distinguish between present and
past historical periods, thus keeping the memory of wars very much
alive. A further factor is the historical truth that almost all Balkan
nation-states emerged as the immediate product of wars, be it the wars
that dissolved the Ottoman Empire in the nineteenth century or the
more recent wars that led to the fragmentation of Yugoslavia. Thus,
“remembering the war in this part of Europe has always meant remem-
bering the emergence of one’s own nation.” Hoepken shows how this
kind of memory plays out in textbooks in the present.
Unlike studies on the textbook representations of specific wars, some
works have chosen a global approach, examining various wars as they
are treated in different countries. Marc Ferro’s classic Comment on rac-
onte l’histoire aux enfants à travers le monde entier (1981) (translated
into English as The Use and Abuse of History: Or, How the Past Is Taught
to Children, 1984, 1994, 2003) is the most important precedent of a
global view of representations of history in textbooks. Deeply erudite,
the book examines the popular representation of history in past and
present textbooks, literature, film, and other sources in several countries
of Africa, East and Central Asia, Eastern and Western Europe, and the
United States. Ferro illustrates “the identity of each national history,”
whereby external and internal wars play a decisive role, questioning
“the traditional conception of a ‘universal history’” (Ferro 2003, 3). In
the 1992 French edition (translated into English in 1994), a compar-
ative chapter was added on representations of the Second World War
throughout the second half of the twentieth century in Britain, East and
West Germany, France, the Soviet Union, the United States, and Spain.
Also from a comparative standpoint, the book edited by Mark
Baildon et al., Controversial History Education in Asian Contexts (2014),
brings together papers on the depictions of different wars in textbooks
across the entire Asian region and in various contexts, from the Nanjing
Massacre to the atomic bombs. Taylor and Guyver (2012) offer another
comparative approach with global aspirations in History Wars and the
Classroom: Global Perspectives. Prominent conflicts addressed in the
book are, again, the Sino-Japanese War, the Pacific War, and the Second
World War as portrayed in several countries, as well as representations
of the Falklands War in British and Argentine textbooks.

In Latin America, some studies have examined the role of history
textbooks in periods of transition from the latest dictatorship to democ-
racy, especially in Brazil and Argentina. Some chapters in Kaufmann
(2012) focus on representations of internal conflict but also examine
the textbook publishing industry during dictatorship and in transitions
to democracy. These works show the changes in memory politics from
an early, post-conflict view of reconciliation—the consideration that
the military junta and guerrilla were equal partners of a conflict, com-
mitting equally violent deeds—to a human rights-oriented view: the
acknowledgment that the military junta had a systematic plan for the
extermination of their civilian enemies.
The three volumes of the series (Re)Constructing Memory, edited by
James H. Williams, include some contributions that analyze representa-
tions of war and conflict in present or recent-past history and social
studies textbooks. In School Textbooks and the Imagination of the Nation,
(Williams 2014) includes chapters on the imagination of the nation in
post-conflict societies such as Guatemala and Cambodia, on representa-
tions of the Six-Day War in Israeli textbooks, and of the Second World
War in a US and Canadian textbook comparison. These studies show
how the depiction of war in textbooks constitutes part of a national nar-
rative and serves to legitimize the present state. In Textbooks, Identity,
Nation, and State (Williams and Bokhorst-Heng 2016), which focuses
on how textbooks show or efface the composition of multi-ethnic soci-
eties, various chapters touch on internal conflict without concentrating
on war as such. War is, however, at the center of the third volume of
the series, Education, Identity and Conflict (Bellino and Williams 2017),
which includes studies on the portrayal of the nation in societies living
in unresolved conflict, on textbook depictions of external and internal
wars, and on curricula for peace education in post-conflict societies.
Most of the chapters, which encompass cases in Latin America, Europe,
Africa, and Asia, are based on analyses of textbooks currently in use.
Whereas several of these comparative works tend to analyze the role
that representations of war play in the formation of national identities,
others have the explicit aim of providing insights into reconciliation
efforts in post-conflict societies. Peace education attempts have led to
textbook revisions aiming to rectify the distorted, conflict-bolstering

9
images of “Us” and “the Other.” Particularly noteworthy is the research
conducted by Falk Pingel (2008, 2010), who wrote the first edition of
the UNESCO Guidebook on Textbook Research and Textbook Revision
in 1999, which was republished in 2010 in a revised and updated
version. The compilation by Elizabeth A. Cole (2007) gives practi-
cal examples of such reconciliation efforts in history teaching, includ-
ing textbooks, in the cases of Germany, Japan, Canada, Northern
Ireland, Spain, Guatemala, Russia, Korea, India, and Pakistan. And
the volume edited by Korostelina and Lässig, History Education and
Post-conflict Reconciliation (2013), focuses particularly on debates sur-
rounding the establishment of joint textbook projects. The collection of
essays, History Can Bite (2016), edited by Bentrovato et al., also has a
strong focus on textbook revision and reconciliation efforts. This vol-
ume includes several case studies from Africa, a region otherwise some-
what overlooked in the analysis and presentation of war and violent
conflict in textbooks. The book shows that the teaching of history can
exacerbate conflict and confrontation as well as contributing to recon-
ciliation between opposing and antagonistic viewpoints. Again with a
clear focus on the African context, the book Konsolidierung des Friedens
durch Bildung? Der Beitrag von Bildungspolitik und Friedenspädagogik am
Beispiel von Eritrea [Peace consolidation through education? The con-
tribution made by education policy and peace education in the case of
Eritrea] by Andeselassie Hamednaka (2012) presents an empirical study
on the depiction of conflict in African textbooks, centered on questions
relating to approaches from peace education.
Although representations of wars in contemporary textbooks are
not scarce, considerably fewer works examine this topic from a histor-
ical perspective. While several master’s dissertations and doctoral theses
all over the world have examined the history of textbooks, few of them
have been published. Of the works mentioned above, some include one
or two historical chapters. Ferro’s classic book does have a historical
approach, examining how representations of the different national iden-
tities in textbooks and other sources have evolved over time, especially
in the past two centuries.
A number of works on the history of history textbooks in the USA
have analyzed diachronically the representation of the civil war and

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Woollacott, Robert, iron founder, 49, Strand
Woollard, Frederick, Jolly Butcher, 58, Back street
Worth, Richard, Esq., Rutland place
Wynne, John, agent, Kilvey
YATES, J., Hare, 64, Back street
Yeates, Robert, tailor, 24, College street and 60, Oxford street
Ynismudw Pottery Company, Strand, agent, Arthur Walters
Young, H. G., saddler and harness maker, 55, Wind street

NEIGHBOURHOOD OF SWANSEA.
GOWER.
Badcock, Christopher, Dolphin Inn, Llanrhydian
Badcock, Christopher, miller, Llanrhydian
Ball, Thomas, farmer, Kilvrough
Bevan, George, farmer, Oxwich Castle
Bevan, Richard, farmer and master mariner, Slade
Bevan, Rowland, farmer, Horton
Bevan, Silvanus, farmer, Llanmadock
Bevan, Silvanus, farmer, Overton
Bevan, Thomas, farmer, Scurlage Castle
Bevan, William, farmer, Oxwich Green
Bevan, Philip, farmer, Lunnon
Bevan, William, master mariner, Porteynon
Beynon, David, malster, Overton
Beynon, George, farmer, Pitton
Beynon, George, farmer, Burrows Green

Beynon, Mrs. John, King’s Head, Penrice
Beynon, William, Ship Inn, Middleton
Bidder, George, Oxwich Green
Chalk, William, Hope and Anchor, Porteynon
Clark, James, farmer, Hewllys
Clark, John, farmer, Llandewe
Collins, Rev. John, Oxwich
Courtis, Henry, grocer, Porteynon
Courtis, John, farmer, Pavilon
Courtis, William, farmer, Lunnon
Davies, Rev. J., Reynoldston
Davies, Thomas, Malster’s Arms, Reynoldston
Davies, Thomas, New Inn, Park Mill
Dunkin, Robert, manager of Penclawdd Colliery, Penclawdd, and
agent for Lloyds
Fisk, Mrs., Gower Inn, Park Mill
Ford, Rev. William, (Independent), Pelton Green
Gibbs, Thomas, Bull Inn, Oxwich
Gordon, John, registrar, Bury
Gordon, John, farmer, Llanrhydian
Gordon, Thomas, Esq., Llany Buch
Gower, George, farmer, Cilibion

Griffith, Rev. William, (Calvinistic Methodist), Burrows Green
Habbott, Mrs., shopkeeper, Bishopston
Hancorn, Mrs., farmer, Bishopston
Holland, Mr., farmer, Cwm Ivy
Hughes, William, Rising Sun, Reynoldston
Hutton, Rev. D., M.A., Ilston
James, Rev. E., Penmaen Rectory
Jenkins, Morgan, farmer, Pengwern
Jenkins, John, farmer, Llanmadock
Jenkins, Richard, Mansell Fold
John, Mrs., farmer, Lunnon
Jones, John, farmer, Willoxton
Jones, John, grocer and general dealer, Park Mill
Jones, Rev. David, Bishopston
Jones, William, farmer, Windmill Farm
Jones, William, boot and shoemaker, Reynoldston
Justice, Thomas, surgeon, Reynoldston
Lloyd, Rev. John, Rhossilly
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Michael, John Michael, Esq., Penmaen Castle
Morgan, T. E., grocer, Post Office, Park Mill
Morris, John, farmer, Nott Hills, Penmaen

Pearse, Rev. E., Llanmadock
Penrice, Thomas, Esq., Kilvrough
Penry, Mr., farmer, Lithryd
Phillips, Rev. Samuel, Fairy Hill
Rees, John, shopkeeper, Reynoldston
Sheppard, Richard, farmer, Psysouth
Stephenson, Mr., farmer, Penrice Castle
Stoate, Isaac, Sea Fencible, Porteynon
Thomas, Frances, Welcome to Town, Llanrhydian
Thomas, Mrs. R., Cefn Bryn Inn, Hill-end
Thomas, Robert, farmer, Rossilly
Tucker, George, farmer, Horton
Tucker, William, farmer, Slade
Tucker, William, deputy registrar, Bury
Turner, Mrs., grocer and tea dealer, Llanmadock
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Watkins, Mr., Merton Cottage
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Williams, Rev. C. P. N., Llandewi Rectory
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Wood, Edward R., Esq., Stouthall
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BLACKPILL, C.
Berrington, J. E., Esq., Woodland castle
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Hancorn, Robert, surgeon
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LANDORE.
Daniel, Elizabeth, beer retailer
Daniel, Evan, beer retailer

Davies, Rees, carpenter and joiner
Dillwyn and Co., Silver Works, agent, Evan M. Richards,
Northampton place, Swansea
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Jones, David, beer retailer
Monger, Ann, George and Dragon
Pennock, William, master mariner
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Thomas, Wm., Alkali Works
Williams, John, beer retailer
LANSAMLET.
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Hallam, W. and Co., Upper Forest Tin Works
Jeremy, Thomas, butcher
Jeremy, William, beer retailer
Jones, Mrs. L., grocer and tea dealer
Morgan, Rev. Rice, vicar

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Cook, John, surgeon
Daniel, Edward, agent for Swansea Coal Company
David, John, farmer
David, Thomas, grocer and sundry dealer
David, William, post office and Union Inn
Davies, David, grocer and sundry dealer
Davies, Evan, White Hart Inn
Davies, Diana, grocer and sundry dealer
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Davies, Margaret, grocer and general dealer
Davies, Timothy, Cross Inn
Davies, William, saddle and harness maker
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Evans, Rev. David, vicar
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Francis, Evan, beer retailer
Francis, Philip, Mason’s Arms

Glassbrook, William, malster
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Jones, David, grocer and general dealer
Jones, Hopkin, farmer
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Jones, Thomas, grocer and general dealer
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Morgan, Charles, Swan Inn
Morgan, David, beer retailer
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Morgan, Philip, grocer and general dealer
Morris, Thomas, carpenter and joiner
Owen, Thomas, grocer and general dealer
Rees, Edward, beer retailer
Rees, Hannah, beer retailer
Rees, John, beer retailer
Rees, John, tailor
Rees, John, wheelwright
Richards, John, beer retailer
Richards, Thomas, blacksmith
Richards, Thomas, steam engine and boiler maker

Saunders, Morris, grocer and general dealer
Thomas, John, blacksmith
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Thomas, Thomas, tailor
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Williams, David, jun., tailor
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Williams, Joseph, Crown Inn
KETHENDAPANDAY.
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Davies, David, farmer
Glassbrook, Thomas, farmer
Jones, John, farmer
Jones, Philip, farmer
Lloydd, William, farmer
Rees, William, farmer
WERN VADOG.
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Roberts, William, farmer

Smith, Thomas, farmer
Williams, Philip, farmer
YNISTAWE.
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NEWTON.
Bennett, James, schoolmaster
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Davies, John, Ship and Castle
Griffiths, Owen, farmer
Howell, Henry, farmer
Low, S. and E., innkeepers
Nicholl, John, farmer
Owen, John, farmer
Owen, William, farmer

Owen, William, farmer and poor rate collector
Phipps, John, farmer
NORTON.
Bennett, David, farmer
Beynon, John, farmer
Burral, Mary, lodging house
Clark, William, Esq.
Edwards, John, farmer
Edwards, Margaret, grocer and tea dealer
Evans, John, grocer and general dealer
Gammon, Isaac, farmer
Green, David
Hall, Sydney, Esq.
John, David, woodman
Jordan, William, lime burner and quarryman
Moggridge, M., Esq.
Parry, Richard, farmer
Price, John, woodman
Stringer, David, grocer
Thomas, John, Cross Inn
OYSTERMOUTH.

Ace, Samuel, Pilot Inn
Alldridge, Lieut. Thomas, R.N.
Allen, Charles
Bath, Henry James, merchant
Bennett, Roger M., schoolmaster
Bennett, William, Beaufort Arms
Beynon, Mrs. Mary
Beynon, William, farmer
Brick, John, Red Lion
Burt, John, ship chandler
Bush, Mrs. J. B., ladies’ seminary
Butler, Edward, boarding school Thistleboon house
Button, Richard, butcher
Carmichael, Misses
Carmichael, Mrs. S. N.
Clark, Mrs. John
Clement, Elizabeth, milliner and dressmaker
Clement, George, blacksmith
Clement, Mrs. Ann, lodging house
Clement, William, builder
Davies, John, boot and shoemaker
Davies, Rev. Samuel, incumbent, The Grange

Dennis, Capt. James, R.N.
Dive, Col. Hugh
Dury, Mrs., lodging house
Eaton, H. K., Esq.
Edmondson, J., surgeon
Evans, Mary Ann, grocer and general dealer
Evans, Richard, lodging house
Fraser, James, lodging house
Gallindet, Mary, lodging house
Gammon, Thomas, boot and shoe maker
Givelon, William, master mariner
Griffith, David, lodging house
Griffiths, John, coast guard
Griffiths, M. and E., lodging house
Griffiths, William, coast guard
Grumbley, Misses
Harris, David, fisherman
Harris, James, marine artist
Harris, J., lodging house, Marine house
Hart, Sarah, coffee house
Hewson, Mrs. The Elms
Hoskin, John, blacksmith

Howell, John, grocer and general dealer
Howell, Mary, grocer and general dealer
Hughes, David, mariner
Jenkins, Mary
Jenkins, Thomas, accountant
Jenkins, William, coast guard
Johnston, Miss, milliner and dress maker
Johnston, Mr., draper and fancy warehouse
Johnston, Mrs., lodging house
Jones, George, boot and shoe maker
Jones, Margaret, grocer and general dealer, Post-office
Knight, John, oyster dealer and lodging house
Lewis, J., professor of singing
Lloyd, David
Lloyd, Herbert, master mariner
Maslin, James, lodging house
Masters, William
Matthews, John, Pilot Inn
Michael, David E., lodging house
Morgan, David, blacksmith
Morgan, Francis, cordwainer
Morgan, John, Talbot Arms

Morgan, Llewellyn, ship chandler
Morgan, Miss lodging house
Morgans, Miss, dressmaker
Morgan, Mr., surgeon and chemist
Nicholls, Miss Ann
Orrin, James, master of British School
Phillips, George, Ship and Castle
Phillips, James, shoemaker
Porter, Mr., coast guard
Porter, Mrs., lodging house
Porter, Miss, milliner and dress maker
Presdee, William, baker and flour dealer
Presdee, Thomas, Currant Tree
Prickett, Jane, lodging house
Prickett, James and Son, carpenters and joiners
Price, J. E.
Pugh, David, Ship-a-Ground
Price, Francis, agent to the Duke of Beaufort
Rees, Hopkin, haulier
Rogers, John, grocer and general dealer
Shepherd, Charles, joiner
Steadman, Rev. Mr., Independent minister

Smith, W., Beaufort place
Stephens, J., Mermaid Hotel
Strick, John J., lime burner
Sullivan, James, coast guard
Taylor, Daniel, Nag’s Head
Thomas, Richard, beer retailer
Thomas, Stephen, lodging house
Thomas, William, gardener and lodging house
Townrow, T., George Inn
Venn, R., Esq.
Webber, David, master mariner
Wheatcroft, Mr., butcher
Williams, Evan, lodging house
Williams, John, lodging house
Williams, M., lodging house
Wollacott, John, farmer
SKETTY.
Baron, Mr., Singleton
Beer and Shaw, nurserymen
Biddulph,
Blundell, George, blacksmith

Brown, William, confectioner and baker
Davies, Ann, grocer and general dealer
Davies, James, miller, New Mill
Davies, Owen, grocer and general dealer
Dillwyn, Lewis Llewellyn, Parkwern
Dillwyn, Lewis Weston, Sketty Hall
Eden, Mrs.
Edwards, David, Cross Inn
Edwards, David, carpenter and joiner, The Bryn
Fowler, George
Hughes, Mrs., Lower Sketty
Jenkins, Charles Blewit, tailor
Jones, Miss Catherine, Rhyd-yr-Helig
Jones, John, blacksmith
Jones, Evan, Bush Inn
Leader, Mr., Singleton
London, Mrs., lodging house
Mollineaux, C. T., National schoolmaster
Morgan, Elizabeth, grocer and general dealer
Nicholson, Charles
Philip, James, grocer
Robarts, Charles, surgeon

Tenant, Mrs., Pant-y-gwydir
Thomas, Iltid, Hill House
Walters, David, shoemaker
Welby, Rev. M. E., incumbent
Webber, Mrs. Caroline, Rhyd-yr-Helig
Williams, William, New Inn
Wood, Townsend, Bloomfield
SWANSEA VALLEY.
Alexander, David, box maker, Pontardawe
Andrew, Richard, stocktaker, Pontardawe Tin Works
Bevan, John, grocer and draper, Yniscedwyn
Beynon, David, publican and mason, Maendy Llanguick
Bowen, David, farmer, Plasnewydd, Pontardawe
Bowen, John, chemist and druggist, Gurnos
Bowen, John, grocer and tea dealer, Gurnos
Bowen, Walter, corn factor, Pontardawe
British Colliery Company, Abercrave
Budd, James Palmer, Ystalyfera Iron Works, Plasydarren, Ystalyfera
Clatworthy, Thomas, Queen’s Arms, Ystradgynlais
Clee, Daniel, grocer and tea dealer, Gurnos
Davies, David, grocer and joiner, Pontardawe

Davies, David, grocer and postmaster, Ystalyfera
Davies, Evan, Ystalyfera Arms, Ystalyfera
Davies, Evan, weaver, Pontardawe
Davies, Hopkin, farmer, Pengraig, Pontardawe
Davies, Richard, stone merchant, Pencal
Davies, Thomas, stonecutter, Ystradgynlais
Davies, William, tailor, Gurnos
Davies, William, tiler, Llechan, Pontardawe
Evans, Daniel, chemist and druggist, Ystradgynlais
Evans, Isaac, tailor, Ystalyfera
Evans, John, grocer and tea dealer, Ystalyfera
Evans, Owen, farmer, Llwyn-mudw, Pontardawe
Evans, Theodosius, grocer, Cross Hands, Alltwen, Pontardawe
Evans, Thomas L., master of Pontardawe Day School, Pontardawe
Evans, William, general merchant, Cwmtwrch
Fisher, Robert, agent, Ystalyfera
Gape, David, omnibus proprietor, Bush Inn, Ystalyfera
Gething, Margaret, Swan Inn, Gurnos
Gibbs, David, farmer, Kilhendre fawr
Gibbs, David, farmer, Kilhendre fach
Gibbs, Rees, farmer, Alltwen ganol, Allteven, Pontardawe
Gibbs, William, farmer, Kilhendre ganol

Gough, Richard Doughlas, Esq., Yniscedwyn
Griffiths, David, coal merchant, Ship Inn, Ystradgynlais
Griffiths, David, canal superintendent, Trebanos Cottage, Pontardawe
Griffiths, Griffith, farmer and publican, Ynismudw achaf, Pontardawe
Griffiths, John, tin-plate worker, Ystradgynlais
Griffiths, Rev. W., (Independent), Ystalyfera
Griffiths, Rev. Philip, (Independent), Alltwen, Pontardawe
Griffiths, Thomas, accountant, Pallig Railway office, Cwmtwrch
Griffiths, Thomas, grocer and tea dealer, Ystalyfera
Griffiths, William, clerk, Pontardawe Tin Works, Pontardawe
Griffiths, William, tailor and draper, Maes Iago, Pontardawe
Harries, John, agent, Pontardawe Brewery, Pontardawe
Harries, William, Prince Albert, Ystradgynlais
Herbert, Herbert, grocer and tea dealer, Cwmtwrch
Hill, Benjamin, Fountain Hall, Ystalyfera
Hopkin, David, publican and farmer, Allteven, Pontardawe
Hopkin, David, farmer, Gelli Onnen uchaf, Pontardawe
Hopkin, William, agent, Godre ’r Garth, Pontardawe
Hopkin, William, farmer, Cefn Llan Isaf, Pontardawe
Hopkin, William, grocer and tea dealer, Panteg
Howell, Griffith, publican, Pontardawe
Howell, Lewis, publican and stone merchant, Allteven, Pontardawe

Howells, Rees, Gwyn Arms, Derymock
Hughes, David, draper, Ystradgynlais
Huzzey, William, Pontardawe Brewery, Pontardawe Cottage
James and Aubrey, colliery proprietors, Cumllyafell
James, James, canal agent, Ystradgynlais
James, James, grocer, Gurnos
James, John, agricultural implement manufacturer, Godre ’r Garth,
Pontardawe
James, William, blacksmith, Pontardawe
Jeffreys, David, Mount Pleasant Inn, Penycae
Jenkins, Roger, tailor and hairdresser, Penycae
John, Hopkin, farmer, Ynismudw isaf, Pontardawe
John, Howell, farmer, Ynisderw, Pontardawe
Jones, Ann, farmer, Penlan, Pontardawe
Jones, D., postmaster, draper, grocer, and accountant, Ystradgynlais
Jones, Evan, coal merchant, Hendreforgan
Jones, Evan, farmer, Garth, Pontardawe
Jones, Isaac, farmer, Glynmeirch, Pontardawe
Jones, Joseph, surveyor, Pontardawe
Jones, John, farmer and blacksmith, Ynismudw ganol, Pontardawe
Jones, John, drainer, Pontardawe
Jones, John, wheelwright, Ynyswen

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