The adventure of history
This week I’ve been listening to Ernst Gombrich’s A Little History of the World on Audible. I’ve had it on my shelf for a while but I decided it might be good in audio form. I was right: it is wonderful. I’m a little over halfway through, and it’s been sheer pleasure. Since the original German edition of the book is nearly a century old, it’s been translated into dozens of langues, and the English version came out to wide acclaim almost 20 years ago, I take for granted that I have nothing new to say about the glories of this happy wee volume. But listening this week did bring one thought to mind that’s possibly worth sharing: Gombrich has something to teach us about what it means to tell history as a cultural and pedagogical practice.
God help me from wading into the treacherous waters of recent debates over how we do history, in general and in the classroom. But, if I am going to get wet, let me at least avoid wading and just dip a toe or two in from above.
Here’s Gombrich’s lesson, in all its simplicity: For all its many faults and crimes, errors and sufferings, human history is an adventure. And if you don’t tell it as an adventure, you’re doing it wrong. Why? For two reasons.
First, because unadventurous history is boring—one damn thing after another—and no one, not adults and certainly not children, wants to hear about ancient people in faraway lands doing one damn thing after another. Besides, history isn’t boring, so to make it boring is the hard thing, the perpetual own goal of perhaps the most fascinating subject in the world. In this case, the straight route is the best: make the telling as absorbing as the thing itself.
Second, history should be told as an adventure because nearly everyone and everything (and every time and every place) in history is, by comparison to those who are learning or studying history and their immediate surrounding contexts, different—foreign, alien, strange, exotic: all the words you’re supposed to avoid. And what Gombrich succeeds at most, besides making history both accessible and exciting, is rendering the difference of his subjects to such a degree that, no matter what he is talking about, it sounds attractive, appealing, unimaginably magnificent.
Already by the book’s midpoint, for example, Gombrich has discussed China, India, Greece, Rome, Persia, Israel, and the Arabs, as well as Confucius, Lao Tzu, the Buddha, Moses, Jesus, Aristotle, and Muhammad. Guess what? Every single one of them shines like the sun. Gombrich constantly poses rhetorical questions to the reader, ostensibly a child of 10 or 12 years, questions like “Isn’t that wonderful?” or “Don’t you think that’s marvelous?” or “What must it have been like to be there?” or “Beautiful, don’t you agree?” We hear of a sage’s austere simplicity or a general’s peerless courage or a prophet’s irresistible charisma or a governor’s prudent planning, and we nod along with sympathetic understanding. Even when he is recounting what might appear to modern ears as immoral, cruel, or bizarre, Gombrich maintains a light touch, asking the reader, whether explicitly or implicitly, Why might he have done that? Why might others have celebrated it? Can you imagine living at such a time? What unintended benefits redound to us? There isn’t a high horse in sight. Gombrich knows that history is human, and he never lets you forget that the cultures and peoples and individuals and actions recounted in history are wholly of a piece with you and me, today, because we here and now, like they then and there, are human through and through. That means deception and violence and pain, even as it means glory and love and virtue, too. Above all, in the wide sweep of historical perspective, it means realizing the incalculable debt we owe to our forebears, none of whom we can thank, but a few of whom we can come to know, if belatedly. Mathematics from Arab scholars, architecture from Roman builders, theater from Greek dramatists, justice from Jewish prophets, compassion from Christian preachers, manuscripts from cloistered monks: the gifts keep on stacking up, one on top of another. A child, upon closing this book, apart from wanting to learn more more more about all this fascinating material, will feel in her heart nothing so much as bottomless gratitude, rooted in an unquestionable conviction that the ancients are simultaneously entirely different from her and yet the very same.
That is how history should be taught, or it seems to me. Critique follows understanding; deconstruction follows the building of sturdy foundations. In a word, everything turns on affection. Speaking for myself, as I listen to each chapter coming to a close, it is affection more than anything that wells up in me—at times to the point of tears.
