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Jan Pieterszoon Coen Op School Historisch Besef En Geschiedenisonderwijs in Nederland, 1857 – 2011

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Jan Pieterszoon Coen Op School Historisch Besef En Geschiedenisonderwijs in Nederland, 1857 – 2011 Jan Pieterszoon Coen op school Historisch besef en geschiedenisonderwijs in Nederland, 1857 – 2011 Jasper Rijpma 0618047 Blasiusstraat 55D 1091CL Amsterdam 0618047 [email protected] Masterscriptie geschiedenis Universiteit van Amsterdam Scriptiebegeleider: dr. C.M. Lesger Januari 2012 De prent in de linker bovenzijde is afkomstig uit het tweede deeltje van de katholieke geschiedenismethode voor het lager onderwijs Rood, wit en blauw uit 1956. Het onderschrift luidt: „In 1619 werd Jacatra verbrand. Op de puinhopen stichtte Jan Pietersz. Coen Batavia. Een inlander houdt een pajong boven het hoofd van Coen. Een landmeter laat Coen een kaart zien, waarop hij het plan van de nieuwe stad heeft getekend.‟ (Met dank aan Lucia Hogervorst) De prent in de rechter onderzijde is afkomstig uit de historische stripserie Van nul tot nu uit 1985. De tekst in het ingevoegde gele kader luidt: „Een van de bekendste gouverneurs-generaal was Jan Pieterszoon Coen. Hij verdreef de Engelsen van het eiland Java en stichtte er de stad Batavia. Batavia heet nu Djakarta en is de hoofdstad van Indonesië. Batavia werd al gauw het middelpunt van alle Nederlandse koloniën in het Oosten‟. De tekst in het grootste kader luidt: „De bezetting van Oost-Indie lukte beter. Men benoemde een gouverneur-generaal in Indië die de opdracht had de boel daar goed te besturen en alle zaken “eerlijk” te regelen… Dat daar wel enige dwang aan te pas kwam, vond iedereen toen normaal: blanken stonden immers boven gekleurde mensen?‟ Op het plaatje is Jan Pieterszoon Coen te herkennen. Hij zegt tegen een aantal Indiërs: “Wij hebben specerijen nodig en geen rijst! Neemt allen dus een schop en spit uw dessa om!. Zijn gewapende kompanen voegen daar aan toe: “En wie geen schop neemt, KRIJGT er van mij een!”. Een van de onderworpen Indiërs vraagt aan Coen: “Toean Belanda Amok” (“Hollandse man kwaad?”). 2 De volgende mensen ben ik bijzonder dankbaar voor hun hulp en medewerking: Jacques Dane Lucia Hogervorst Jurrien van Goor Maria Grever Iris Groen Jan Jüngen Dennis Koolmoes Isabelle van Leeuwen Ad Leurs Kees Ribbens Hans Rijpma Pia Rijpma-Staal Jan Viergever Ik had deze klus niet kunnen klaren zonder jullie hulp! 3 Inhoudsopgave Inhoudsopgave .......................................................................................................................................................................4 Inleiding ..................................................................................................................................................................................5 Een hete zomer in Hoorn ...................................................................................................................................................5 Vraagstelling ......................................................................................................................................................................7 Periodisering ......................................................................................................................................................................9 Onderwijstype ..................................................................................................................................................................10 Materiaal...........................................................................................................................................................................11 Bronnen ............................................................................................................................................................................12 Methodologie ...................................................................................................................................................................13 Opbouw ............................................................................................................................................................................15 Hoofdstuk 1: Over schoolboeken en historisch besef .....................................................................................................17 1.1 Geschiedenis van het schoolboekonderzoek .............................................................................................................17 1.2 Typen schoolboekonderzoek .....................................................................................................................................18 1.3 Het schoolboek ..........................................................................................................................................................21 1.4 Hoe komt een schoolboek tot stand? .........................................................................................................................22 1.5 Historisch besef..........................................................................................................................................................25 Hoofdstuk 2: Jan Pieterszoon Coen ..................................................................................................................................29 2.1 Jeugd en carrière ........................................................................................................................................................29 2.2 Coen als bestuurder....................................................................................................................................................31 2.3 Terugkeer en visie ......................................................................................................................................................35 2.4 Tweede termijn ..........................................................................................................................................................36 2.5 Nagedachtenis en receptie tot vandaag .....................................................................................................................38 Hoofdstuk 3: Een vaderlandse held (1857 – 1916) ..........................................................................................................45 3.1 Maatschappelijke beroeringen ...................................................................................................................................45 3.2 Geschiedenis van het onderwijs ................................................................................................................................48 3.3 Geschiedenis van het geschiedenisonderwijs ...........................................................................................................53 3.4 Schoolboeken in de periode 1857 – 1917 .................................................................................................................55 3.5 Onderzoeksopzet ........................................................................................................................................................57 3.6 Onderzoeksresultaten .................................................................................................................................................57 3.7 Conclusie ....................................................................................................................................................................69 Hoofdstuk 4: Verzuild onderwijs (1918 – 1963) ..............................................................................................................72 4.1 Maatschappelijke beroeringen ...................................................................................................................................72 4.2 Geschiedenis van het onderwijs ................................................................................................................................75 4.3 Geschiedenis van het geschiedenisonderwijs ...........................................................................................................78 4.4 Schoolboeken in de periode 1918– 1963 ..................................................................................................................80 4.5 Onderzoeksmethode ..................................................................................................................................................81 4.6 Onderzoeksresultaten .................................................................................................................................................82 4.6.1 Openbaar onderwijs ..........................................................................................................................................82 4.6.2 De rooms-katholieke boeken ............................................................................................................................94 4.6.3 Protestantse boeken ...........................................................................................................................................98 4.6.4 Schematisch overzicht van de onderzoeksresultaten .................................................................................... 101 4.7 Conclusie ................................................................................................................................................................. 102 Hoofdstuk 5: Na de Mammoetwet (1964 – 2011) ......................................................................................................... 105 5.1 Maatschappelijke beroeringen ...............................................................................................................................
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