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Lost Time

James Marsh James Marsh

James Marsh was born in Toronto and has spent most of his working life in publishing as an editor and writer. He has edited over 200 books in Canadian history and social science and is the author of several books and over 100 articles on Canadian history.

James was editor in chief of all three print editions of The Canadian Encyclopedia (1985, 1988 and 1999) and of the Junior Encyclopedia of Canada and has continued to guide the encyclopedias into the digital world with numerous editions on CD-ROM and most recently the Online version. He is also the Director of Content Development of Historica Foundation and creator of the HistoryWire.

James is a member of the Order of Canada and recipient of the Centenary Lorne Dawson Chauveau Medal of the Royal Society of Canada in recognition of his achievement of producing The Canadian Encyclopedia.

James's interests beyond the encyclopedia range from biography, poetry and classical music to tennis (he owns several doubles and one singles title) and his puli, Sandor. For more information on James see his personal website.

Other Articles and Blog posts by James Marsh

Of Narrative and Beaver Pelts

Is the history that we study the history that we read?

February 20, 2009 3:48 PM

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After reading Breastplate and Buckskin in grade 7, I did not encounter another history book until I became editor of a university textbook, called Unity in Diversity, at a Toronto publishing house. The book had four authors, three of whom wrote their sections as narratives and one of whom, Fernand Ouellet, wrote a social and economic analysis. Since two editors had gotten fired trying to get Ouellet to “tell a story” and add some characters, I was not about to ask him to change his text. Editing that book was my course in Canadian history as well as an introduction to the new history.

When I became editor of the Carleton Library Series (CLS) in 1970 I also enrolled in a part-time history degree. In those days students and younger historians were keen to debunk the staid old “narrative” history. Talk in the archives and pubs was all about social history, demographics, feminism, material history—all showered with the “ism” shrapnel left over from the Marxist explosion.

Traditional historians sniffed at the trivialness of these “fads” (some still do). The advocates gloated and got published and tenured. We students dutifully tried to digest E.P Thompson, Eric Hobsbawm, Fernand Braudel, Emmanuel Le Roy Ladurie and the whole French Annales School, which eschewed mere “events” and biography for grand “conjunctures.” By co-incidence, one of my greatest challenges as editor of the CLS was to clean up a literal translation of Fernand Ouellet's “Social and Economic History of Quebec.” I tried to sort out the arguments of how the price of beaver pelts and the spread of weevils shook the foundations of society far more than mere events such as the Battle of the Plains of Abraham.

While editing this magnum opus I canvassed a dozen historians at Carleton to ask them how they would translate the words “conjuncture” and “longue durée,” which appeared a thousand times. No-one had plausible translations, so I left the words in French and put them in italics. (For a discussion of Ouelett and his method see Serge Gagnon, Quebec and its Historians)

Few would dispute that the social historians broadened our understanding of history. I enjoyed the youthful tut-tutting across the generation gap and the barbs at Donald Creighton, W.L. Morton, J.M.S. Careless, George Stanley and others, with their outmoded accounts of character and circumstance. But in truth social history is generally not the kind of history that I read now. However much the social historians may have the academic world in their grip, I rarely encounter them in my reading, however right they might or might not be in their understandings. Fact is, I don’t think that they do much publishing of history books at all.

I look at the history books that I read last year. Tony Judt’s Postwar (reviews) shows how much can be accomplished in a narrative filled with almost exhausting discourse and explanation. I particularly liked Judt’s cultural insights. “Mediocre times,” Judt quotes Camus as saying, “beget empty prophets. The 1970s offered a rich harvest of them. It was an age depressingly aware of having come after the big hopes and ambitious ideas of the recent past.”

Talk about mediocre times recalls another of my favourite history narratives from last year, The Vertigo Years by Philipp Blom. Part of the purpose of Blom’s narrative is to challenge the accepted thesis that the 20th century began with the First World War. It was changes in the years before the war, “the vertigo years,” Blom argues, that set the century in motion from Freud’s uncorking of the unconscious, the poisonous spread of racial and religious bigotry, horrifying outrages in the Belgian Congo, the weakness and sexual ambivalence of men as women become the pioneers in politics, arts and also in the sciences. I am sure that a litany of disruption and discontent can be found in any era, but I look in vain in our new century for the "the creative ferment" and enduring innovations in art, literature, music and science that erupted early in the last.

I want to mention one last example of a narrative, one with a narrower focus. Garry Wills’s Lincoln at Gettysburg: The Words that Remade America was published some years ago (1992). I re-read this before Obama ascended and all the Lincoln analogies spawned, but it is of course relevant. Aside from that it is a marvelous book, a brilliant invocation of how those 272 famous words still resonate.

Historical narrative is an enduring and popular form, not only full of the storytelling and character that interests us so, but also with the power to offer explanation, put forward or challenge ideas, and to depict change over time, from a few days (John Lukacs’s Five Days in London), to a year (Margaret Macmillan’s 1919), to an era (Postwar) and beyond. As history, though, it has its problems and its critics. Inevitably, our judgment of the effectiveness of narratives depends as much on the literary abilities of the authors as on the evidence that is mustered to fit an admittedly “linear” model of time.

I started by asking is the history that we study the history that we read? For the moment I am putting aside my narratives, biographies and poetry and wading into an example of the other kind of history book. It is an imposing tome (brilliantly illustrated) called Europe Between the Oceans, by Barry Cunliffe. Using archaeological evidence from Turkey to Iceland, Cunliffe seeks nothing less than an explanation of some 10,000 years of history from 9000 B.C. to 1000 A.D. For Cunliffe, reminiscent of the Annales approach, geography and climate are the shaping forces of history. Events and personalities are mere “flittings on the surface,” or as Braudel called them, “surface disturbances, crests of foam that the tides of history carry on their strong backs.” It is humbling, for example, to be told that the entire epic of the Roman Empire was a mere interlude (Braudel’s longue durée encore).

Now I remember echoes of the “Laurentian Thesis” of Harold Innis and Donald Creighton (Canada exists because of the river patterns of the Shield) and I am thinking again, perhaps geography is destiny. Is there some comfort in this for us to think of the current economic catastrophe as a mere bubble of foam and of the bankers and politicians as no more significant than a plague of weevils?

Comments

6:02 PM
30/03/09
Interesting......
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10:24 AM
20/04/09
I think this article hits the nail on the head - there have been questions recently in the teaching of history, maybe since the revised curriculum was introduced under Harris (in Ontario, though the questions have been posed at Canada as a whole)… What are we teaching, and why; how come students don't seem to be learning? Is it about critical thinking, or citizenship? Should they learn about wars in which Canadians were sacrificed for the greater good (thank you, to all veterans, by the way), or should the emphasis be on social history developments? And how to teach so they will learn it? Certainly, in my brief experience in this job (8 1/2 years), I've found that narratives will get the students' attention the most, but telling history in stories leads to information being left out. They might be able to piece together concepts through what is said, and what is implied, but that kind of critical thinking must also be taught. And then there is the educational theory of intrinsic motivation - if they aren't interested, nothing you can do will make them learn it. So some leading educators are encouraging students to study what interests them, within guidelines provided by the curriculum. On some level, part of the problem is society's perspective on history in general - that it should be taught from the textbook, that it should involve memorizing facts and regurgitating them for the sake of facts, and that if it is taught once going beyond that should be optional for anyone with the interest. That there are many perspectives to history, yes, but that in the classroom, there isn't room for them. Not within the time constraints we face - the daunting task of communicating a century's worth of growth and contraction in so many areas, within a five-month survey course.

Being able to recognize all the factors which influence the course of events - including, or beginning with, geographical - is an important key to learning and studying history, I agree. It would be nice to be able to spend a unit focusing on this. I'm trying a radical approach in my history classes, by teaching thematically - for example, in my applied courses, my first unit is on Aboriginal experiences since WWI, the second is about forms of entertainment in Canada, the third is on Canada's role in conflicts, and the fourth is on our economic history. I've included a heavy emphasis on literacy, on questioning and the inquiry process, to try to hook into that intrinsic motivation. But the biggest problem I have faced, since attempting this program, is the preconceptions students bring to the classroom - the concept of history being a textbook based course, like the one their big sister or brother took, the one their parents took, the one their grandparents took...

History teaching in universities is necessarily different than that in high schools, but if we're going to encourage more open-minded approaches to the study of history - the understanding among young people of its importance - is it possible that the change must begin from the top down?
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