A recent conversation with my 90-year-old father-in-law took an unexpected turn. He mentioned that the SS Great Britain had had its name changed, because some people - certainly not me - had supposedly associated “SS” with “slave ship”.
That led to a separate discussion about the other meaning of SS. He then asked me what SS meant in Nazi terms.
I was taken aback. I would have assumed that anyone who had lived through the war, even as a child, would know that the SS was the Schutzstaffel, the organisation that became central to Nazi repression, racial policy, concentration camps and mass murder.
But why should he necessarily have known?
There is a curious paradox about the generation that lived through the Second World War. They experienced it directly, endured its restrictions and carried its memories for the rest of their lives, yet many of them knew far less about the war as a whole than their children later did.
My father’s generation knew their own war. They knew their regiment, their ship, their airfield, their convoy, their factory or their bomb-damaged street. As children, they knew rationing, air-raid warnings, blackouts, absent fathers and anxious adults. What they did not necessarily know was how their small piece fitted into the vast machinery of a global conflict.
That was not because they were ignorant. It was because they were inside it.
Operational secrecy meant that servicemen were told only what they needed to know. Censorship limited what could be written home. Newspapers and radio reported what the government judged safe, useful or good for morale. Propaganda was not merely something the enemy did. Britain used it too, often for entirely understandable reasons. A country fighting for survival could hardly issue a daily bulletin listing its mistakes, shortages and secret plans.
Children knew even less. They heard scraps of adult conversation, saw newsreels and absorbed the official version. They might know that Hitler was the enemy and that British forces were fighting overseas, but that did not amount to a detailed understanding of Nazi institutions, the Eastern Front, the machinery of occupation or the developing evidence of genocide.
A soldier in North Africa might know very little about the Battle of the Atlantic. A sailor escorting Arctic convoys might have only the vaguest understanding of events in Burma. A family sheltering from the Blitz would not know the scale of what was happening on the Eastern Front, nor the political bargains being struck between Churchill, Roosevelt and Stalin.
The war was too large, too dispersed and too secret for any ordinary participant to comprehend in real time.
The generation born afterwards met it in a very different way. By the time the war reached the History curriculum, the pieces had begun to be assembled. Campaigns had been mapped. Axis records had been captured and studied. Commanders had published memoirs. Historians could compare Allied accounts with those of their enemies and examine decisions using documents that had been unavailable while the war was being fought.
We were not taught only about Dunkirk, the Blitz and D-Day. We learned how the theatres connected. We learned about the Eastern Front, North Africa, the Atlantic convoys, strategic bombing, resistance movements, intelligence, diplomacy, occupation and genocide. We learned what the SS was, how it developed and what it did.
We were shown the map rather than merely one muddy square of it.
That formal education mattered. It gave the post-war generation a structure into which individual stories could be placed. A veteran might remember a retreat, a bombardment or a sudden change of orders. The historian could later explain why it happened, what was occurring elsewhere and how it affected the wider campaign.
The classroom was only part of it. Boomers were also surrounded by war films. They appeared constantly on television, especially at weekends and during school holidays. However simplified, patriotic or occasionally myth-making they were, they supplied a rough chronology and a mental map.
Dunkirk, the Atlantic convoys, Colditz, the Dambusters raid, Arnhem and D-Day were already familiar before the teacher reached them. We knew what a Lancaster, a U-boat, a Spitfire and a Bailey bridge were before anyone thought to examine us on them.
School History therefore did not operate in isolation. It filled in, corrected and connected a story that films, family memories, comics, documentaries and remembrance ceremonies had already made part of everyday life.
Then television carried the assembled history into the living room.
Programmes such as All Our Yesterdays and, above all, The World at War did something extraordinary. They brought together archive film, official records, military analysis and testimony from people on every side. They allowed millions of viewers, including veterans themselves, to see the conflict in a form that had never been available while it was happening.
But many veterans did not watch them. Some had no wish to see again what they had spent years trying to forget. The war might have become history to their children, but to them it remained memory, and memory was not always something to be invited into the sitting room on a Sunday evening.
Trauma did not yet have its modern vocabulary. Men simply changed the channel, left the room or said they had seen enough of the war already.
Others did watch, and must have learned more about the overall course of the war from television in the 1960s and 1970s than they had known in uniform. For the first time, they could see how their own experience fitted into the larger conflict.
Later generations encountered something different again. There was simply more history to cover. The Cold War, decolonisation, civil rights, the Middle East, the fall of communism and the development of modern Britain all demanded space in a curriculum whose timetable had not obligingly expanded.
Teaching methods changed as well. Continuous political and military narrative increasingly gave way to selected depth studies, source analysis, social history and broader themes. None of that was inherently inferior, but it meant pupils could study important parts of the war without ever being given the complete sequence that joined them together.
The result was not necessarily a less accurate version of the war, but a more fragmented one. Pupils might study Nazi Germany, the Holocaust, the Home Front or a handful of turning points while lacking the wider framework: why the war began, how its theatres interacted, why Germany lost, how Soviet manpower and American industrial power altered the balance, and how the settlement shaped the world that followed.
The war films also faded from everyday television. The veterans disappeared from family gatherings, the old stories became second-hand, and the shared broadcasting culture that had repeatedly exposed almost everyone to the same films and documentaries broke apart. The war ceased to be the national backstory playing continuously in the background. It became another historical module.
The Boomers may therefore have occupied a brief historical sweet spot. We were far enough from the war for the evidence to have been assembled, but close enough for its people, stories and imagery still to surround us.
This is not to diminish what the wartime generation knew. They possessed a kind of knowledge that no classroom or documentary could reproduce. They knew the fear, boredom, noise, cold, exhaustion and grief. They knew what it was to wait, to obey, to lose friends and to carry on because there was no alternative.
But lived experience is not the same as historical understanding.
Memory is local. History is assembled.
My father-in-law had lived through the war as a child, but that did not mean he had been taught the structure and vocabulary of Nazism. I encountered it later through the History curriculum, books, war films and documentary television. His generation inherited the memory of wartime Britain. Mine inherited the assembled history. Those who followed us were often taught its most important parts, but not always the continuous story that joined them together.










