The problem of teaching history in schools came into sharp spotlight of the British public for the first time in the 1930s, when Europe was threatened by totalitarianism. In 1936 during a scientific meeting the scholars openly declared that "today, in the XX century, the struggle for freedom has moved to the social sciences: the economic, sociological, political science - and education"2. Already in 1970s was represented a new form of studying history in English schools, which is known as ˜New history'. The main idea of it was ˜to give every boy and every girl the opportunity to get the basics of a liberal education'. But not all scientists shared the idea that making such changes in educational system will lead to the progress and development or will help to create a better world. The debate between the supporters of ˜New history' and its opponents continues until now and no solution was found which could be acceptable for the sides. In this paper I will try to focus on the scholarly articles of Simon Schama and Terry Haydn about the problems of studying history in schools in England, and try to find solution to the debate they have. Schama is supporter of more ˜traditional' way of teaching history, based on positive and encouraging stories of national past. He states that ˜it's our history that binds us together as a distinctive community in an otherwise generically globalized culture'3. He finds important to educate the new generation in the spirit of national pride and from school years to educate them with patriotic spirit by telling about heroic ancestors and their incredible victories. In his article he states that learning history can be very interesting and involving for 12-years-old child. But according to him it depends very much on teacher. Teacher can make historical realities more astonishing, significant and attractive than fiction like Harry Potter or Lord of the Rings, which capture the interest of childre