History should be left for those intellectual capable of understanding its limitations, and therefore not taught at school  Even if no agenda is being consciously or subconsciously pursued, school pupils are presented with oversimplified information in History. This is a result of the limited time available, the limited intellectual capacity of pupils, the limited knowledge of many teachers (who may not be history specialists, especially in primary schools) and the desire for answers that can be labelled as "correct" or "incorrect" in examinations. Much school history teaching is therefore concerned simply with memorising "facts". However, such learning needs to be accompanied by a deeper understanding of events, lacking definitive answers but providing a narrative to give the 'facts' (often figures) meaning. As schools recognize this is beyond most students, they struggle to make time spent in history lessons conducive; a study in America found that only 20 percent of fourth graders were proficient in history, while that dropped to 12 per cent for high school seniors1. 1 Resmovits, Joy. "U.S. History Test Scores Stagnate As Education Secretary Arne Duncan Seeks 'Plan B'." Huffington Post. June 14, 2011. (accessed July 14, 2011).