Historians From England

"For the development of nationhood from one or more ethnicities, by far the most important and widely present factor is that of an extensively used vernacular literature. A long struggle against an external threat may also have a significant effect as, in some circumstances, does state formation, though the latter may well have no national effect whatever elsewhere. A nation may precede or follow a state of its own but it is certainly assisted by it to a greater self-consciousness. Most such developments are stimulated by the ideal of a nation-state and of the world as a society of nations originally 'imagined', if you like the word, through the mirror of the Bible, Europe's primary textbook, but turned into a formal political philosophy no earlier than the nineteenth century and then next to canonised by President Woodrow Wilson and the Versailles peace settlement of 1920."

"The irony is that the healthier Western society becomes, the more medicine it craves... Immense pressures are created – by the medical profession, by the media, by the high pressure advertising of pharmaceutical companies to expand the diagnosis of treatable illnesses. Scares are created, people are bamboozled into lab tests, often of dubious reliability. Thanks to diagnostic creep or leap, ever more disorders are revealed, extensive and expensive treatments are then urged … [This] is endemic to a system in which an expanding medical establishment, faced with a healthier population, is driven to medicalising normal events, converting risks into diseases and treating trivial complaints with fancy procedures... The law of diminishing returns necessarily applies. Extending life becomes feasible, but it may be a life exposed to degrading neglect as resources grow overstretched. What an ignominious destiny if the future of medicine turns into bestowing meagre increments of unenjoyed life?"

"These are strange times, when we are healthier than ever but more anxious about our health. According to all the standard benchmarks, we've never had it so healthy. Longevity in the West continues to rise -- a typical British woman can now expect to live to seventy-nine, eight years more than just half a century ago, and over double the life expectation when Queen Victoria came to the throne in 1837. Break the figures down a bit and you find other encouraging signs even in the recent past; in 1950, the UK experienced 26,000 infant deaths; within half a century that had fallen by 80 per cent. Deaths in the UK from infectious diseases nearly halved between 1970 and 1992; between 1971 and 1991 stroke deaths dropped by 40 per cent and coronary heart disease fatalities by 19 per cent -- and those are diseases widely perceived to be worsening."

"The emergence of this high-tech scientific medicine may be a prime example of what William Blake denounced as 'single vision', the kind of myopia which (literally and metaphorically) comes from looking doggedly down a microscope. Single vision has its limitations in explaining the human condition; this is why Coleridge called doctors 'shallow animals', who 'imagine that in the whole system of things there is nothing but Gut and Body'. Hence the ability of medicine to understand and counter pathology has always engendered paradox. Medicine has offered the promise of 'the greatest benefit to mankind', but not always on terms palatable to and compatible with cherished ideals. Nor has it always delivered the goods. The particular powers of medicine, and the paradoxes its rationales generate, are what this book is about."

"The cultural tradition of which the Greek language is the focal point has the longest unbroken history of any in Europe. The Greek state, however, was newly born out of the conflict of 1821-8 and was without precedent in the history of the Greeks. The newly defined nation therefore had, as a matter of urgency, to create its own past, that is, to select and endorse those elements of earlier Greek history which retrospectively could claim to have made the present existence and future aspirations of the nation inevitable. Since the state itself was in many ways the creation of European Romanticism, it was only natural that the means to hand for defining and justifying its existence should derive from the same source."

"Doctors and “consumers” are becoming locked within a fantasy that everyone has something wrong with them, everyone and everything can be cured."

"I wish to explore what mad people meant to say, what was on their minds. Their testimonies are eloquent of their hopes and fears, the injustices they suffered, above all of what it was like to be mad or to be thought to be mad... My points of reference, therefore, are language, history and culture."

"Nevertheless Kosovo is not the only indicator of a change of mood, of the sort of moral interventionist internationalism which has come to be associated particularly with Tony Blair. [...] in fact, after a quarter of a century of doing nothing, the 'international community' in precisely the same year as Kosovo did engineer the independence of East Timor."

"If you are looking at fine buildings or the literature of the period, you have to be aware that you are only dealing with the mindset of the elite."

"But archaeology […] often acts as a parallel narrative to history: if you start digging with a textbook in your hand, you are soon going to get confused. You have to be comfortable with the idea that there are many different versions of history."

"There are winners and losers – and human will created the world we live in."

"Civilisation as a term suggests human agency. […] It is the way in which people have articulated how and why they wanted to live in communities. It's about how we imagine the perfect community. […] I think the most ambitious thing humans have ever done is deciding to live together with people whom they didn't know in cities. It's really difficult to build a community, to learn to celebrate difference and to live harmoniously together, and we fail all the time."

"In some respects, cities are bottom-up processes, but they are also top-down initiatives – and elites soon develop. Religion is older than the city, but the elites quickly build temples and turn themselves into priests. As they become more powerful the temples they build also have huge storehouses. What you see is that the man who has a surplus of material is the powerful man. This is because everyone is living hand-to-mouth, and if you have a bad harvest one year, well, you're stuffed."

"Civilisation as a term suggests human agency. Things don't come together organically."

"Writing certainly develops as an elite initiative at this [ancient] time. It helps them to harness the workforce – it's a way of communicating with the gods; and it's a way for the elites to list what you have, and what they have."

"When I was going through graduate school at Cambridge it appeared that humanities scholarship, stung by a decade of unsympathetic Thatcherite rule, had withdrawn into its own world. Academic terminology, partly fuelled by a mania for post-modernist dogma, had become evermore complex and impenetrable to anyone outside of the rarified circle of academe."

"No science is more worthy of cultivation and encouragement than that which, calculating time by the aid of Astronomy, adjusts the results of observations thus obtained to the ordinary use and instruction of man."

"He falsely asserted that Jews hated Christians so much that they never met them without ejaculating curses on their heads, thus pretending that the bigotry and intolerance of the Jews was equal to those qualities inherent in the breasts of Dominican friars."

"The difficulty is to find teachers, particularly in the humble kind of schools, who can explain the elements of astronomy; but if teachers were taught such matters, they could explain them to others, and some of the teachers would be better employed in this way than in learning and teaching other things. ...I believe that many children in the humblest schools will observe and learn as well as those in other schools. When children are younger, we must use other ways of training the eye to observe."

"If we want a subject that is nearer, I think botany is the best. I do not mean classification of plants. I mean their structure, growth, propagation, parts, and uses. ...I know no other thing which presents the same facilities in the way of material, and the opportunities of seeing and handling it. I have heard that a great botanist, who lived in our time, used to teach some village children to gather and examine plants."

"I have said nothing about religious teaching as one of the means of forming a good character. ...I, who am not a teacher of religion, do not presume to say how it should be taught, so taught as to be practical. If you merely teach dogmas dogmatically, you are not teaching in the sense in which I understand teaching... and learning... does not consist merely in knowing: it is not learning unless there is some corresponding doing."

"Could not a boy be taught the elements of astronomy at the sole cost of using his eyes and his brain; taught slowly, certainly, and not wearied with too much at once? Some would learn more than others; but all would learn something. This is real science, real knowledge, which will make a boy wiser, and probably better too. He will learn to observe carefully, and not to be deceived, as we sometimes are, by appearances."

"Real learning... is a thing in which the learner is not a receiver only of words written or spoken: he must be a doer."

"I am not a man of science, and I do not wish to be thought so. If I were, I would rather not have the name. There are men, named men of science, for whom I have great respect; there are many for whom I have no respect."

"In whatever way you who teach may manage this business, I advise you not to trust too much to the inculcation of creeds and dogmas by words written or spoken."

"We cannot work without matter to work on, and we must look round and see what there is. There is a material which will never fail. It is perhaps eternal, at least for us. It costs nothing, and it is everywhere. Raise your eyes on a clear night and look at the magnificent spectacle of the starry heavens... Would it be asking too much to ask masters occasionally to direct their pupils to the observation of the most splendid sight which the sons of men have had before their eyes ever since they have trod the earth?—to point out the position and tell the names of some of the brightest of these wondrous objects; to show the apparent motion of these bodies, to point out the polar star, and to lead by slow and sure steps to the conclusion which the genius of man has drawn from this apparent motion, and other considerations."

"Some distinguished philosophers think that boys' eyes should be taught or trained to the examination of objects: in other words, that boys should be taught to observe things and to see likeness and difference. It is done to some extent by all boys: their games teach them something, and they know a cake from an apple. But the power of careful, patient looking at a thing is not fully acquired without some pains on the part of a teacher. When a boy reads aloud, he must look carefully at the words and letters, or he will blunder. This is an instance of observation. But the philosophers mean, I believe, that we should introduce certain things called sciences into school teaching."

"If anything is well taught—I will take Latin for example—a boy is easily led to see, indeed he cannot help seeing, certain resemblances in words. The first part of words may differ from one another, but the tails or endings may be the same; and a boy easily learns to observe these like endings and to see also that they add to or qualify the meaning of the words to which they are attached. This fact appears in our own language, and the observation of likeness and unlikeness of this kind may be taught in the humblest schools. It is a very potent method of forming boys to observe, to distinguish and to classify."

"What must we do with these sciences in schools—I mean the elementary part of them? for... the amount which we can teach in a school to the ordinary kind of boys, that is the very great majority, is not much."

"By drawing an object the children will also learn a fundamental doctrine of philosophy; but I don't recommend letting them know what the doctrine is. They will discover it some time. We do not draw objects as they are: we draw them as they seem to be. To the eye things are what they seem to be, but they are in reality, if you know what that means, something else."

"This power of attention is that which perhaps more than any thing else distinguishes those who do great things from those who can do nothing well."

"We must do something to lead boys to look at the wonderful objects by which we are surrounded, and to examine them carefully. I don't think that lectures are of much use. They will now and then amuse, and may teach boys a little; and if the lectures are followed by examinations, they will teach more."

"Those are useful games which exercise the hand and the eye at the same time, and thus do part of the business which the schoolmaster is too ignorant or too learned to do. Games are also played according to certain rules, and thus unruly boys are taught to respect order and discipline even in their play. I hope I shall be excused if I say that boys' play is sometimes the best thing that they do at school. But let there be reasonable limits to it. Moderation in all things is the golden precept; let there be excess in nothing, not even in book learning."

"Every man who observes, must have seen what bad listeners most people are. Inability to attend carefully to what is spoken is a great defect, which leads to blunders, misrepresentation, and sometimes to quarrels."

"A few have a great power of listening and attending, but they are only few, and this power gives them a superiority over those who cannot attend."

"The inability to listen and to attend is of course a mental defect; but habit may make the defect so great, that a man's ears may almost lose the faculty of hearing what another man says, and he may be able to hear only the sweet sound of his own voice. Such incapable people are generally great talkers, very tiresome, and bad companions. They cannot be debaters in public assemblies, and can only deliver themselves of their own words."

"Prometheus... found the human race in a pitiable condition. They saw, he says, but they really saw not: they heard, but they understood not: they were like the phantoms of our dreams, and their labour was useless and unprofitable."

"I think it is a truth, and an important truth, that the fundamentals of all school teaching ought to be the same."

"We have, all of us, with a few unlucky exceptions, for which special schools are required, hands, eyes, and ears; and all these members should be trained and practiced in elementary education, as a means of improving the use of these organs, and so improving the great organ which directs and oversees the work of hands, eyes, and ears, and judges of its own work and its own acts."

"A man who attempts to debate when he cannot listen must make a wretched display of impotence."

"All education which is in its kind complete and good, is the means of forming character, and of making useful men and women."

"The amount of our school learning can never be very great, and the value of it is allowed by all good judges to be in the discipline by which we learn, in the strengthening of the mental powers, and in the formation of character. He who learns even one thing well acquires a measure by which he may estimate himself and others: he knows what he does know, and he knows that he does not know that which he does not know. He is not deceived about himself, nor does he attempt to deceive others, nor is he likely to be deceived by others. He has attained the one sure element out of which improvement will come. All the knowledge, which we attempt to acquire and which we do really acquire, is the foundation of our character and the safe foundation on which must rest all that we shall learn afterwards and all that we shall do."

"It is almost useless to warn against this multiplicity of subjects which now distract boys and perplex teachers. The experiment of teaching a little of all things must be tried: it is demanded by opinion, founded on small or no reflection, it is required by competition for prizes, distinctions, and places; and it is encouraged by examinations and the questions proposed, which direct in a manner the course of education."

"The preparation for these examinations is a forcing system, a straining of the memory, a loading of the head with more than it can hold, and much more than it can understand, followed, as in bodily excesses, by disorder of function, addling of the brain, and the stoppage of healthy mental growth. The weak, who work hard to obtain their object, are damaged; the strong may suffer little or nothing, but they do not gain much. Those do best who do not trouble themselves about the matter, but do as well as they can and care not about success or failure."

"It is an undoubted truth that, if a thing is not learned well, there is more harm done than good acquired."

"The power of attending to what is spoken, or in other words the power of listening, is one of the most useful habits that we can acquire; it keeps the mind active, and we can thus learn not only by hearing, but by reading and reflection, by fixing our minds steadily on the matter which we wish to master. It is... in a great degree, the sure means of success in all that we undertake; and if the power is not acquired early in life, great labour will be necessary to acquire it afterwards."

"When I look at the number of things which a boy must now learn, or is encouraged to learn, and when I look at the questions in the examination papers, I am quite content that I was brought up in other days; and that if I did not learn much and was taught next to nothing, I have kept to old age the sense, whatever it may be, which came with me into the world."

"A man's greatness lies not in wealth and station, as the vulgar believe, not yet in his intellectual capacity, which is often associated with the meanest moral character, the most abject servility to those in high places and arrogance to the poor and lowly; but a man's true greatness lies in the consciousness of an honest purpose in life, founded on a just estimate of himself and everything else, on frequent self-examination, and a steady obedience to the rule which he knows to be right, without troubling himself, as the emperor [Marcus Aurelius] says he should not, about what others may think or say, or whether they do or do not do that which he thinks and says and does."

"The chief business of education... is to attempt to form good habits in children, to improve the understanding, and to check the formation of bad habits."

"Great abilities are rare, and they are often accompanied by qualities which make the abilities useless to him who has them, and even injurious to society."