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Why Is History Read So Little? an Address
This scarce antiquarian book is a facsimile reprint of the original. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment for protecting, preserving, and promoting the world's literature in affordable, high quality, modern editions that are true to the original work.
30 pages, Hardcover
First published September 27, 2015
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June 12, 2021
An unnamed student of history wrote this booklet as early as 1876, but not much has changed since then. Just like him, I have been a reader of history for several years, and I have also noticed how few people around me read history. I often wonder why. History is the collective memory of humankind; it is as important to us being well functioning members of society as our personal memory and experience. Our politicians and public men often show a want of historical knowledge in their work, and hence come many of their blunders and mistakes.
The anonymous author had taken his musings more than a step further and had come to the conclusion that there are four main reasons why history is so little read:
I. Most people are not taught to love history at home, in their childhood;
II. They are not taught to love it at school;
III. The popularity of STEM studies has usurped the place that belongs to history;
IV. It is not fashionable, not encouraged by modern society.
He has a point. Every time I tell a friend I am interested in history, I receive that special grimace of boredom, disgust, and disbelief and the reply, "Oh man, but history is a collection of facts, figures, dates and events. It is the dryest reading. It is of no interest to anyone except old men and book-worms." Since usually no one had ever tried to impress on them how fascinating history is and since their introduction to this otherwise wonderful subject was our horrendous school History textbook, which is indeed comprised of dry facts only, they are right in giving me such an answer. As the unnamed student of history explains, young people should be led to love history. Fortunately, this can be done more easily nowadays, for the old-fashioned way of writing history works — with a myriad of dates and tedious descriptions minor battles — had passed away. Histories of today are intriguing, written like novels, with only the main, most important dates given. Yet, there still has to be someone to introduce young people to those wonderful books. That's where, as Student of History points out, we come to Reason I.
True love of study must be instilled into the minds of people while they are young; because that is not done is the main reason why the study of history is rapidly looosing ground. Home should not be a mere dormitory and restaurant; it should be a haven of rest where the members of the family gather. "Home should be the nursery of the young tree which is destined to bear fruit of some kind, the quality and quantity depending almost entirely upon the parents." The child's mind is plastic during his early years, so it is easy to create in him a love for historical study. This is the time to teach him. The narrator must tell the story with spirit and imagination, as to keep the young listener interested. And if the parent does not have the gift of storytelling, he should make efforts to acquire it through reading history himself. It is worth the trouble. "Parents, stop and think!" admonishes the anonymous author. "See what a great responsibility rests upon your shoulders. You are making or marring the future generation." It depends on the parents whether they will make good or bad, wise or ignorant, industrious or idle men and women, who are yet to fill their parents' places, and perform the duties their parents now perform. After all, is it not far nearer true womanhood to be the mother of a noble, sophisticated young man or woman than the most fashionable, social or career-successful woman in the city?
Next we turn to Reason II. History is also little read because it is not taught in a correct manner at school. Today, just like in Student of History's times, this is caused by the Board of Education that tries to control the teacher way too much: the teacher receives a manual with struct instructions that so much time is allowed for each study and so much ground must be covered in so many weeks. Although the teacher has much more knowledge of his pupils then the Board of Education, the Board still hinders his work by making him teach as they direct. What the school children actually need, though, is a guide or instructor, who is thoroughly in earnest, and who feels the responsibility resting upon him, and whose thought, life, and spirit are with his work. Many of the teachers I've encountered teach simply for livelihood. They perform their daily duty with repugnance and are happy to leave all thought of school as soon as the classes are over. They do not love the study of history themselves. How can they create a love for it in another? The teacher's true duty is to show each pupil the use and pleasure to be derived from history. "The pupil who has been taught to love it at home, when he enters school may need some assistance to understand the cause of events and the connection between the different epochs, but even if he is left to himself he will find out what he desires," argues Student of History. Unfortunately, the child — most children — who enters school without any knowledge of or love for the study will never have any desire to know unless the teacher leads him to it. Some argue that history is inherently unsuitable for youngsters. I disagree. Historical works are written for all ages, andl though the child may need some assistance in selecting suitable works, yet if he has been taught to love the study, he will find what he wants himself, and then become a real student of history. He will be prepared to listen to college lectures, and what to many is dry, boring, and unpleasant will become to him lively and interesting.
Reasons III and IV are just as crucial. The third reason, aleady valid in the 19th century, is even more true in the 21st. With the rapid advance of technology, STEM studies grow more and more popular. In colleges they are thrusting out classical and historical studies. Poor history is almost forgotten. STEM, argues the author, are undoubtedly fascinating because they deal with the observation and examination of what is constantly around us. However, history also can and should be read by examination and criticism. It is not only about memorizing dates and facts — this everyone can do. The true student of history should see the links between events.
The fourth reason for the lack of interest in history is its unpopularity in society. Nowadays, the popular reading for young people is fiction, preferably fantasy or romance. Classics are read only because they are fashionable and so that you can appear to be a man or woman of culture. The farthest the general public ventures is historical fiction, which although it has its use, is often read wrongly. Historical fiction, the author explains, "... should not be read for its plot, but for the information it contains. It should be used as an illustration to regular historical works — the picture, not the text: the map, not the country." It is useful when it portrays the manners and customs of the people, how they lived and acted in their homes and private lives. But to fasten historical truths, the book's all descriptions should be correct and its plot should be drawn from the truth. Unfortunately, this is the test historical fiction usually fails. The serious students of history will find nothing in it to enrich his mind.
Until home, school, and society encourage the study of history, we cannot expect the young people around us to become students of history. "Where are the young men who are to fill the places of these older men, who are now searching in ancient books and dusty papers to bring truth out? They are in our homes and in our schools. Let every one who has, or can have, any influence over them, use it rightly," concludes one talented, inspired student of history.
I highly recommend this outstanding essay to all admirers of history. The author had preferred to remain anonymous, and I think I know why: so it would be easier for us, students of history, to see ourselves in him. This short booklet is immensely instructive, thought-provoking and well-written; its conciseness does not betray its wisdom at first, but with which sentence read it would fascinate you more and more. Outstanding.
The anonymous author had taken his musings more than a step further and had come to the conclusion that there are four main reasons why history is so little read:
I. Most people are not taught to love history at home, in their childhood;
II. They are not taught to love it at school;
III. The popularity of STEM studies has usurped the place that belongs to history;
IV. It is not fashionable, not encouraged by modern society.
He has a point. Every time I tell a friend I am interested in history, I receive that special grimace of boredom, disgust, and disbelief and the reply, "Oh man, but history is a collection of facts, figures, dates and events. It is the dryest reading. It is of no interest to anyone except old men and book-worms." Since usually no one had ever tried to impress on them how fascinating history is and since their introduction to this otherwise wonderful subject was our horrendous school History textbook, which is indeed comprised of dry facts only, they are right in giving me such an answer. As the unnamed student of history explains, young people should be led to love history. Fortunately, this can be done more easily nowadays, for the old-fashioned way of writing history works — with a myriad of dates and tedious descriptions minor battles — had passed away. Histories of today are intriguing, written like novels, with only the main, most important dates given. Yet, there still has to be someone to introduce young people to those wonderful books. That's where, as Student of History points out, we come to Reason I.
True love of study must be instilled into the minds of people while they are young; because that is not done is the main reason why the study of history is rapidly looosing ground. Home should not be a mere dormitory and restaurant; it should be a haven of rest where the members of the family gather. "Home should be the nursery of the young tree which is destined to bear fruit of some kind, the quality and quantity depending almost entirely upon the parents." The child's mind is plastic during his early years, so it is easy to create in him a love for historical study. This is the time to teach him. The narrator must tell the story with spirit and imagination, as to keep the young listener interested. And if the parent does not have the gift of storytelling, he should make efforts to acquire it through reading history himself. It is worth the trouble. "Parents, stop and think!" admonishes the anonymous author. "See what a great responsibility rests upon your shoulders. You are making or marring the future generation." It depends on the parents whether they will make good or bad, wise or ignorant, industrious or idle men and women, who are yet to fill their parents' places, and perform the duties their parents now perform. After all, is it not far nearer true womanhood to be the mother of a noble, sophisticated young man or woman than the most fashionable, social or career-successful woman in the city?
Next we turn to Reason II. History is also little read because it is not taught in a correct manner at school. Today, just like in Student of History's times, this is caused by the Board of Education that tries to control the teacher way too much: the teacher receives a manual with struct instructions that so much time is allowed for each study and so much ground must be covered in so many weeks. Although the teacher has much more knowledge of his pupils then the Board of Education, the Board still hinders his work by making him teach as they direct. What the school children actually need, though, is a guide or instructor, who is thoroughly in earnest, and who feels the responsibility resting upon him, and whose thought, life, and spirit are with his work. Many of the teachers I've encountered teach simply for livelihood. They perform their daily duty with repugnance and are happy to leave all thought of school as soon as the classes are over. They do not love the study of history themselves. How can they create a love for it in another? The teacher's true duty is to show each pupil the use and pleasure to be derived from history. "The pupil who has been taught to love it at home, when he enters school may need some assistance to understand the cause of events and the connection between the different epochs, but even if he is left to himself he will find out what he desires," argues Student of History. Unfortunately, the child — most children — who enters school without any knowledge of or love for the study will never have any desire to know unless the teacher leads him to it. Some argue that history is inherently unsuitable for youngsters. I disagree. Historical works are written for all ages, andl though the child may need some assistance in selecting suitable works, yet if he has been taught to love the study, he will find what he wants himself, and then become a real student of history. He will be prepared to listen to college lectures, and what to many is dry, boring, and unpleasant will become to him lively and interesting.
Reasons III and IV are just as crucial. The third reason, aleady valid in the 19th century, is even more true in the 21st. With the rapid advance of technology, STEM studies grow more and more popular. In colleges they are thrusting out classical and historical studies. Poor history is almost forgotten. STEM, argues the author, are undoubtedly fascinating because they deal with the observation and examination of what is constantly around us. However, history also can and should be read by examination and criticism. It is not only about memorizing dates and facts — this everyone can do. The true student of history should see the links between events.
The fourth reason for the lack of interest in history is its unpopularity in society. Nowadays, the popular reading for young people is fiction, preferably fantasy or romance. Classics are read only because they are fashionable and so that you can appear to be a man or woman of culture. The farthest the general public ventures is historical fiction, which although it has its use, is often read wrongly. Historical fiction, the author explains, "... should not be read for its plot, but for the information it contains. It should be used as an illustration to regular historical works — the picture, not the text: the map, not the country." It is useful when it portrays the manners and customs of the people, how they lived and acted in their homes and private lives. But to fasten historical truths, the book's all descriptions should be correct and its plot should be drawn from the truth. Unfortunately, this is the test historical fiction usually fails. The serious students of history will find nothing in it to enrich his mind.
Until home, school, and society encourage the study of history, we cannot expect the young people around us to become students of history. "Where are the young men who are to fill the places of these older men, who are now searching in ancient books and dusty papers to bring truth out? They are in our homes and in our schools. Let every one who has, or can have, any influence over them, use it rightly," concludes one talented, inspired student of history.
I highly recommend this outstanding essay to all admirers of history. The author had preferred to remain anonymous, and I think I know why: so it would be easier for us, students of history, to see ourselves in him. This short booklet is immensely instructive, thought-provoking and well-written; its conciseness does not betray its wisdom at first, but with which sentence read it would fascinate you more and more. Outstanding.
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