Essay
Comment
Royalty
5 min read

Coronation vows and the relationships they make

The coronation contains significant words that are cornerstones for the state and much more. M. Ciftci explores their implications.

Mehmet Ciftci has a PhD in political theology from the University of Oxford. His research focuses on bioethics, faith and politics.

A painting shows a young Queen Victoria, in her coronation dress, resting one hand on the bible, taking her oaths
Queen Victoria taking the coronation oath, by George Hayter..
George Hayter, Public domain, via Wikimedia Commons

What is the point of the coronation ceremony? Many, such as Orwell, have praised the monarchy for absorbing our desire to exult those who rule us, so that we do not fawn over the politicians who hold real power, as they do in some presidential regimes. Instead, we treat politicians with no fanfare, but as mere ministers of the Crown, and hence as ministers of the good of the entire country. But why do we need an explicitly Christian coronation ceremony, taking place in the middle of an Anglican service of Holy Communion?  

We can find an answer in The Meaning of the Coronation, an appreciative essay written after the last coronation by two left-leaning sociologists, Edmund Shils and Michael Young. Every society, they claim, relies on an implicit consensus around certain moral values. “What are these moral values which restrain men’s egotism and which enables society to hold itself together? A few can be listed illustratively: generosity, charity, loyalty, justice in the distribution of opportunities and rewards, reasonable respect for authority, the dignity of the individual and his right to freedom.” 

 The apparently ordinary nature of these values should not deceive us.  

“The sacredness of society is at bottom the sacredness of its moral rules, which itself derives from the presumed relationship between these rules in their deepest significance and the forces and agents which men regard as having the power to influence their destiny for better or for worse.”  

Our sense that moral rules and values ought to be respected calls us to use all the power of rite and ritual to invest them with the authority of the sacred. The monarchy is eminently suited to serve this purpose, since “the monarchy has its roots in man's beliefs and sentiments about what he regards as sacred,” albeit in a vague, and hence more inclusive, way that can be appreciated without membership of the Church of England (to which I do not belong either), or Christian belief of any defined sort. Therefore, Shils and Young argue, the

“Coronation is exactly this kind of ceremonial in which the society reaffirms the moral values which constitute it as a society and renews its devotion to those values by an act of communion.” 

We can better appreciate how the Coronation reaffirms various political and moral principles by considering some key parts of the ceremony. One of them is the taking of the Oath to “solemnly promise and swear to govern … according to their respective laws and customs” the UK and Commonwealth Realms. These words are the cornerstone of our tradition of common-law constitutionalism. As the Queen takes the Oath, according to Shils and Young, she “acknowledges that the moral standards embodied in the laws and customs are superior to her own personal will.” Historically, as H.L. Morton wrote,  

“The king’s task was to uphold the law, not to make law, still less to govern by personal will as an autocrat.”  

The Oath, then, stands in judgement over the ministers of the Crown: have they acted in accordance with existing laws, or did ministers rule by personal decree? A question always worth asking, as Lord Sumption reminded us during the pandemic. 

Another key moment is the presentation of the regalia, the symbols of how the monarch should reign. The most important regalia to be handed to the King by the Archbishop are the Sceptre with Cross and the Sceptre with Dove. The Archbishop will then say a new and somewhat clumsy prayer to ask: 

“that you might exercise authority with wisdom, and direct your counsels with grace; that by your service and ministry to all your people, justice and mercy may be seen in all the earth.”  

By contrast, in 1953, the Archbishop said:  

“Receive the Rod of equity and mercy. Be so merciful that you be not too remiss; so execute justice that you forget not mercy. Punish the wicked, protect and cherish the just, and lead your people in the way wherein they should go.”  

This conveys more clearly and artfully the significance of the Sceptre and Rod, which is to circumscribe the purpose of the state, defined simply as that of upholding justice and public order. All those who act in the King’s name, such as parliamentarians, judges, magistrates, and members of the armed forces or police, are thus entrusted with authority to carry out the King’s Oath to “cause Law and Justice, in Mercy, to be executed”. By implication, if they do or desire anything that does not strictly serve this purpose, such as gaining power and influence for its own sake, or interfering with society arbitrarily, then they go beyond their commission.  

But law is also meant to be tempered with mercy. Hence one of the ceremonial swords, the curtana, carried into the Abbey at the beginning of the ceremony has a blunt tip. The ceremony is embedded with the Christian belief that we must be humbled by knowing we are sinners presuming to judge others. Our sense of justice is imperfect. What fallible judgements we mete out to others should, where possible, be open to reintegrating the wrongdoer back into society.    

Finally, there is the anointing itself, the central act following the taking of the Oath and before the presentation of the regalia. This is the most archaic part of the rite, hearkening back to prophets, priests, and kings of Israel who, according to scripture, were anointed with oil to signify that God had dedicated them to perform a role for the good of the whole people.  

The anointing was one of two moments in the ceremony that were not televised in 1953, a precedent that will be followed again this year. For the anointing is an act that is really a prayer – and who likes to have people gawping at them when praying? The King removes his Robes of State before the anointing because this is the moment when he asks humbly to be given divine aid to dedicate himself to the service of his people.  

There are too many examples of failed and collapsed states to make us doubt that the continued existence of any state is not something we can guarantee by our ingenuity.

The Sovereign’s dedication to public service is one side to the covenant that binds the country together. Rather than a social contract between individuals to protect their self-interest, in our Constitution there is an exchange of vows, binding one to another with rights and obligations. The monarch and those acting on his behalf swear to serve us (and condemn themselves when they fail to do so), and we swear to bear true allegiance in return.  

Whether those promises will be kept is not a matter of effort and skill alone. Just as in a marriage, the weightiness of the promises makes us naturally feel unequal to the task and in need of strength greater than we can muster. There are too many examples of failed and collapsed states to make us doubt that the continued existence of any state is not something we can guarantee by our ingenuity. Hence, at the heart of the Coronation is the unfashionable but humbling idea that to remain faithful to the vows pledged, and for there still to be a United Kingdom in future generations, are gifts given by something above us and beyond our ability to control. 

Article
Character
Comment
Education
Fun & play
5 min read

Is your child school ready?

What really matters as a child develops
A teacher looks on as a young child concentrates on writing.
Department for Education.

In the coming weeks, those little critters will start to emerge, easily identified by their autumn plumage of coloured sweatshirts and oversized backpacks. Anxious parents and caregivers can be spotted, shepherding their young along paths and pavements, casting worried glances left and right at the pelican crossings. Listen carefully and you may hear the squeak of uncomfortable new shoes and juveniles complaining about the wearing of a coat, as adults of the species re-establish social bonds with cries of, “Back to school already, I can’t believe how fast it’s gone!”   

As they congregate upon the tarmac staging ground, some will be taking part in this ritual for the very first time. Neophytes who have maintained social bonds throughout the pre-school years might be seen to greet their fellows cordially, “Did you have a good summer? Can Flo make it to Izzy’s party?” Others will stand alone, scanning the playground for a half-remembered face from the bygone days of antenatal classes. That was only five years ago, but it feels like a millennium. The faces are changed; everyone looks more…tired. 

The world has been turned upside down in those past five years. It’s been said so often that it is almost trite, but nonetheless true: nothing prepares you for becoming a parent. In the UK, new parents increasingly raise their children without the immediate support of extended family, coupled with the tyrannous expectation that one will retain one’s employment rank and contribution to the labour market alongside this new and 24/7 full time job of looking after baby. The Key Performance Indicators of parenting are ambitious. Deliverables for the first five years include toilet training, instilling speech and language skills, establishing basic recognition of 26 alphabetical characters (including the child’s ability to recognise the alphabetical sequence that spells their own name) and ensuring the recognition of and (ideally) ability to correctly sequence numbers 1 to 20.  If your child can do all of this by the age of 5, whilst also learning not to punch, kick or bite other children, not to eat food off the ground, and not to stick rocks up their nose, then congratulations! Your child is school ready

It may comfort some readers to know that very few 5-year-olds manage to hit absolutely all of these milestones. As the education secretary, Bridget Phillipson, commented recently – parenting is too hard. She is working to establish a new iteration of Labour’s ‘Sure Start’ programme (rebranded as ‘Family Hubs’) to offer parents more support in the community. As part of her rationale she states, “When one in four children are leaving primary school without having reached a good level of reading, then something’s gone seriously wrong in those early years that has to go beyond the school gate.”  

Whilst I’m keen to see more support for new families – I’m intrigued by this particular rationale for it. Ability to read well by a certain age seems an unlikely metric by which to measure whether a child has had a positive experience of childhood; it appears indicative of what autism-researcher Anne McGuire calls “The normative time of childhood,” in which the success is measured against an imagined future of economically productive years. By this metric, if a child learns to read at a prodigiously young age this is taken as an indicator that they will enter the workforce with greater velocity than their peers, essentially that they will have “more future-yet-to-be-realized” than those around them. McGuire writes, “In a neoliberal regime where ‘time is money’, the child is figured as ‘time-rich’ and so represents a good investment opportunity indeed.”  

McGuire’s analysis is piercingly accurate of how we often talk about our children, despite knowing all too well that it represents a fallacy. There are multitudinous stories of adults who have gone on to make staggering contributions to human flourishing, despite being placed (literally or figuratively) under the dunce’s cap at school. But even without focusing on those who go on to excel, those who attract fame, fortune, or both, we don’t have to look far to find cause to re-evaluate what it means for a child to be school ready.  

My son’s year group recently finished their own primary school journey, and a quick glance through some of the leavers’ books reveals that children are very good at valuing each other for what is here in the present, without recourse to an imagined economic future. As children wrote goodbye messages for each other they said things like,

“Thank you for always having such good ideas for games to play.”

“You helped me on my first day when I got lost.”

“You’re a great house captain and you always help the teacher.”

No one was particularly keen to predict fame and fortune for the future of their friends, and there was an understandable indifference towards academic milestones. As a literary corpus, the leavers’ books were testament to the old adage that people will not remember you for what you say or do but will remember you for how you make them feel.  

One the subject of childhood, Jesus once said something that defies easy explanation. He was out, teaching in the open air, surrounded by crowds of adults including important religious leaders and wealthy individuals who wanted to ask complex and deep theological questions, but in the midst of it all there were parents bringing their children, elbowing their way to the front of the crowd to ask Jesus to pray for their little ones. When some of Jesus’ followers tried to usher the children away, Jesus said, “Let the little children come to me, and do not hinder them, for the kingdom of heaven belongs to such as these.” The precise meaning of this utterance has eluded thinkers and theologians for centuries – what exactly is it about childhood that Jesus was alluding to?  

I wonder if it is something about the capacity of children to live in the immediate, and therefore to value what really matters – justice, kindness and friendship. In primary school, yes it helps in some ways for children to arrive aged 5 with a certain command of the alphabet and the ability to finish the day wearing the same set of underwear that they arrived in. But perhaps what matters more is children arriving ready to enter the fray of friendships – being kind, being helpers, having the self-confidence to know that they have something to give to the learning community that they are joining, whatever their learning speed might be. Such things are gloriously untethered to economic potential or a future-yet-to-be-realized, but they are closely tethered to a child’s understanding of themselves as a valuable and important person. If Labour’s intention to offer new parents more help in the community goes some way towards communicating to our pre-school children that they have that have – and will always have – value, regardless of what they will or won’t attain to academically or economically, then it will help many more children reach the milestone of being school ready.  

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