Chapter 16 How to Read History
Discuss what the authors recommend the reader do – as the First Rule of Reading History – to get a unbiased view of a historical event. (p. 233-234)
Adler discusses the task of a good historian is that, while responsibly bound by some concept or criterion of accuracy and facts, historian still must make up something when telling a story of history.
A good historian will have to make something up – meaning the historian must find a general pattern of events, or they must suppose why a person in a particular story did the things that they did. The writer might have a general theory or philosophy why something happened but when writing history, the historian is going to assign some cause or motivation in the way that they tell their story.
To account for different theories of historical events, or to account for historians’ bias or points of view, the first rule or suggestion for reading history, then, is to read more than one account of the history of an event or period. By reading different accounts, we can gain a more nuanced and unbiased understanding of what actually happened. Comparing and contrasting different interpretations allows us to identify potential biases and form our own informed conclusions. No single historian holds the key to the past; the truth emerges from a careful examination of diverse viewpoints.
Discuss what the authors mean by history being universal? (p. 234-236)
The authors describe a good poem as being universal – meaning that it is true not only in its own time and place but in all times and places, that it has meaning and force for all men. It is then stated that any good history is also universal, and the authors use Thucydides and his writings on the Peloponnesian War at the end of the fifth century BCE as an example of a history’s universality.
While the authors previously mention that reading more than one source for a history is a good way to get a fuller and more accurate picture of the historical event or period, this is not always possible. Thucydides’ account of the Peloponnisian War is an example of this. His is the only major contemporary history written about this war, and so readers lack other voices to which to compare.
Adler and Van Doren point out that while the events that occurred twenty-five centuries ago have little real effect on our lives in modern times, the account that Thucydides wrote and that still remains has had an influence on the subsequent history of man. The impact of Thucycides’ writings on the Peloponnician War is less about the historical accuracy of his accounts of this war, and more about the influence his particular account of the war has had on subsequent readers. His writings have meaning to readers, beyond the Greeks for which his works were written. Some of the same mistakes made by the Athenians and Spartans are mistakes made by people over and over, and even now.
The second rule or suggestion for reading history is to read history not only to learn what happened at a particular time and place, but also to learn about how people act in all times and places. Look for the universal component in reading history.
Discuss the four questions to be asked while reading works of history. (p. 236-238)
While history can be read like other expository works and are subject to the same four questions we ask of other expository works, we must ask the questions in a somewhat different way.
The first question to ask of a history book is what it is about, and what it is not about. Every history is concerned with a particular and limited subject. If a reader wants to read a history well, they should seek to know precisely what the history is about.
The reader then needs to ask what aspect of the history story being read is the most fundamental. While the general outline of a history writing is somewhat determined since it is telling a particular story in time, the reader should also consider how the history’s author has chosen to tell the story – are the chapters arranged to tell the story according to years/decades/generations, or is some other rubric used. Understanding the outline of the history book will help us find what the author considers fundamental.
When the reader criticizes the history book – keeping in mind it is important that the book has been read and understood to accurately judge a work – they are asking about the truthfulness of the book. Did the history’s author misunderstand or judged incorrectly the sources he or she used? Is their grasp of some concept deficient in some way? Is the author misinformed in some facts of the matter?
Finally, when asking ‘what of it’ of history works, the reader should understand that because history tells of of the actions of the past, it often leads us to to make changes and improve our lot. This is one reason why it is vital that history be read well.
Briefly describe the different types of biographies that are written. What do the authors advise when reading biographies? (p. 238-242)
Biographies are narrative accounts of the life and history of a person, or a group of persons.
A Definitive Biography is intended to be the final, exhaustive work of a person, typically reserved for someone considered important enough to warrant one. This type of biography is not written when a person is still living; rather, the person writing the definitive biography will have done extensive research, reading letters, sources gone through, histories researched. Definitive biographies should be considered slices of history.
An Authorized Biography is somewhat different. Usually commisioned by the subject’s heirs or friends, authorized biographies are usually written in such a way that errors in that person’s life are minimized and any triumphs achieved are seen in a much more positive light. An authorized biography may be very good, as the author tends to have access to all pertinent material in the writing process, but cannot be trusted in the same way as a definitive biography is. Readers should understand that authorized biographies may be biased. Authorized biographies can also be seen as a slice of history, but understand that this kind of biography comes from a place of what interested persons would want the public to know about the subject.
Finally, there are what Adler and Van Doren describe as Ordinary Biographies – those that are not definitive nor authorized. The authors of such biographies are expected to be accurate, though perhaps not as trustworthy as a definitive biography.
Some biographies are considered didactic – indicating that they are written with a moral purpose. Plutarch wrote such biographies in his Lives of Noble Grecians and Romans – stories that go beyond mere biographical information and extend into views on life in general.
Autobiographies are interesting in that, they are written when the subject is still living, and as the subject and author are the same, the truthfulness can be questioned. It can be difficult to write a fully truthful account of oneself, as the tendency may be to tell more or less of the truth.
Adler and Van Doren advise this when wanting to learn about a person’s life – read as many biographies of them as you can find, including an autobiographical account if it exists. Read biography as history, take all autobiographies with a grain of salt, and do not argue with a book until you have read it completely. And to answer the question, What of it? about a biography written, keep in mind that a biography is a history and thus can inspire, and can be a cause of practical, moral action.
Does the author really know what he (or she) is talking about? Reporters of current events may still be uninformed about certain things they are reporting, and readers should be aware of this.
What are the questions readers should ask when reading about Current Events? (p. 243 – 246)
What does the author want to prove? The main contention or thesis of a book can usually be found in the blurb or written by the author in the preface.
Whom does the author want to convince? What is the target audience for the book – is it directed toward a specific group of people, or for a general audience?
What special knowledge does the author assume? Adler points out that this special knowledge could just as well be “opinion” or “prejudice” and clarifies that some authors write only for readers who agree with them.
What special language does the author use? This is especially true in magazines and newspapers, but also in books about current history. Certain words used may elicit a particular response from readers, but readers in a different time period reading the same content may not have the same response.
What should be considered when reading digests? (p. 247-248)
Digests condense written works – articles and books – into a form that provides more than a summary, and is adequate to read on its own, by cutting solid information out of less substantial content. However, the extent in which a book or article is condensed should be taken into consideration. The greater the condensation, the more the reader needs to question what has been left out. And so, a similar caveat applies as with other works – the reader should know something of the character of the condenser.
** Note – assume much of the content following each discussion question is a paraphrase and comes from the book How to Read a Book.
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