The Lessons of History

Summary

This book tracks various themes throughout history, such government, biology and race. It provides a neat little overview of these themes, but in my opinion never really goes beyond surface level observations.

Highlights and notes

Chapter 1: Hesitations

Obviously historiography cannot be a science. It can only be an industry, an art, and a philosophy—an industry by ferreting out the facts, an art by establishing a meaningful order in the chaos of materials, a philosophy by seeking perspective and enlightenment.

Chapter 2: History and the Earth

When sea power finally gives place to air power in transport and war, we shall have seen one of the basic revolutions in history.

Chapter 3: Biology and History

So the first biological lesson of history is that life is competition

Competing groups have the qualities of competing individuals: acquisitiveness, pugnacity, partisanship, pride. Our states, being ourselves multiplied, are what we are; they write our natures in bolder type, and do our good and evil on an elephantine scale. We are acquisitive, greedy, and pugnacious because our blood remembers millenniums through which our forebears had to chase and fight and kill in order to survive, and had to eat to their gastric capacity for fear they should not soon capture another feast. War is a nation’s way of eating. It promotes co-operation because it is the ultimate form of competition. Until our states become members of a large and effectively protective group they will continue to act like individuals and families in the hunting stage.

The second biological lesson of history is that life is selection.

Utopias of equality are biologically doomed, and the best that the amiable philosopher can hope for is an approximate equality of legal justice and educational opportunity.

The third biological lesson of history is that life must breed.

If the human brood is too numerous for the food supply, Nature has three agents for restoring the balance: famine, pestilence, and war.

Chapter 4: Race and History

The South creates the civilizations, the North conquers them, ruins them, borrows from them, spreads them: this is one summary of history.

Chapter 6: Morals and History

Probably every vice was once a virtue—i.e., a quality making for the survival of the individual, the family, or the group. Man’s sins may be the relics of his rise rather than the stigmata of his fall.

We must remind ourselves again that history as usually written (peccavimus) is quite different from history as usually lived: the historian records the exceptional because it is interesting—because it is exceptional. If all those individuals who had no Boswell had found their numerically proportionate place in the pages of historians we should have a duller but juster view of the past and of man. Behind the red façade of war and politics, misfortune and poverty, adultery and divorce, murder and suicide, were millions of orderly homes, devoted marriages, men and women kindly and affectionate, troubled and happy with children. Even in recorded history we find so many instances of goodness, even of nobility, that we can forgive, though not forget, the sins. The gifts of charity have almost equaled the cruelties of battlefields and jails. How many times, even in our sketchy narratives, we have seen men helping one another—Farinelli providing for the children of Domenico Scarlatti, divers people succoring young Haydn, Conte Litta paying for Johann Christian Bach’s studies at Bologna, Joseph Black advancing money repeatedly to James Watt, Puchberg patiently lending and lending to Mozart. Who will dare to write a history of human goodness?

M – Rutger Bregman did in Human Kind (2020), highly recommended

Chapter 10: Government and History

Democracy has now dedicated itself resolutely to the spread and lengthening of education, and to the maintenance of public health. If equality of educational opportunity can be established, democracy will be real and justified. For this is the vital truth beneath its catchwords: that though men cannot be equal, their access to education and opportunity can be made more nearly equal. The rights of man are not rights to office and power, but the rights of entry into every avenue that may nourish and test a man’s fitness for office and power. A right is not a gift of God or nature but a privilege which it is good for the group that the individual should have.

Chapter 11: History and War

The causes of war are the same as the causes of competition among individuals: acquisitiveness, pugnacity, and pride; the desire for food, land, materials, fuels, mastery. The state has our instincts without our restraints. The individual submits to restraints laid upon him by morals and laws, and agrees to replace combat with conference, because the state guarantees him basic protection in his life, property, and legal rights. The state itself acknowledges no substantial restraints, either because it is strong enough to defy any interference with its will or because there is no superstate to offer it basic protection, and no international law or moral code wielding effective force.

Chapter 12: Growth and Decay

But do civilizations die? Again, not quite. Greek civilization is not really dead; only its frame is gone and its habitat has changed and spread; it survives in the memory of the race, and in such abundance that no one life, however full and long, could absorb it all. Homer has more readers now than in his own day and land. The Greek poets and philosophers are in every library and college; at this moment Plato is being studied by a hundred thousand discoverers of the “dear delight” of philosophy overspreading life with understanding thought. This selective survival of creative minds is the most real and beneficent of immortalities.

Chapter 13: Is Progress Real?

One of the discouraging discoveries of our disillusioning century is that science is neutral: it will kill for us as readily as it will heal, and will destroy for us more readily than it can build

Sometimes we feel that the Middle Ages and the Renaissance, which stressed mythology and art rather than science and power, may have been wiser than we, who repeatedly enlarge our instrumentalities without improving our purposes.

History is so indifferently rich that a case for almost any conclusion from it can be made by a selection of instances

We shall here define progress as the increasing control of the environment by life. It is a test that may hold for the lowliest organism as well as for man.

Under the complex strains of city life we sometimes take imaginative refuge in the supposed simplicity of pre-civilized ways; but in our less romantic moments we know that this is a flight reaction from our actual tasks, and that the idolizing of savages, like many other young moods, is an impatient expression of adolescent maladaptation, of conscious ability not yet matured and comfortably placed

We have said that a great civilization does not entirely die—non omnis moritur. Some precious achievements have survived all the vicissitudes of rising and falling states: the making of fire and light, of the wheel and other basic tools; language, writing, art, and song; agriculture, the family, and parental care; social organization, morality, and charity; and the use of teaching to transmit the lore of the family and the race. These are the elements of civilization, and they have been tenaciously maintained through the perilous passage from one civilization to the next. They are the connective tissue of human history.

Civilization is not inherited; it has to be learned and earned by each generation anew; if the transmission should be interrupted for one century, civilization would die, and we should be savages again

So our finest contemporary achievement is our unprecedented expenditure of wealth and toil in the provision of higher education for all

But what would be the full fruitage of instruction if every child should be schooled till at least his twentieth year, and should find free access to the universities, libraries, and museums that harbor and offer the intellectual and artistic treasures of the race?

Consider education not as the painful accumulation of facts and dates and reigns, nor merely the necessary preparation of the individual to earn his keep in the world, but as the transmission of our mental, moral, technical, and aesthetic heritage as fully as possible to as many as possible, for the enlargement of man’s understanding, control, embellishment, and enjoyment of life.

If progress is real despite our whining, it is not because we are born any healthier, better, or wiser than infants were in the past, but because we are born to a richer heritage, born on a higher level of that pedestal which the accumulation of knowledge and art raises as the ground and support of our being. The heritage rises, and man rises in proportion as he receives it.