08/09/13 Why Become a Historian? Intro by Robert Blackey - American Historical Association

www.historians.org/pubs/Free/why/blackeyintro.htm 1/1

 

400 A Street, S.E., Washington, DC 20003-388 9 | tel: (202) 54 4-2422 | fax: (2 02) 544- 8307 | e-mail: info@historians.org

© 2006 American Historical Association

 

merican Historical Association

 

Introduction

by Robert Blackey, California State University at San Bernardino

As you read this pamphlet, try to remember that each of the contributors was

once a student—yes, quite possibly, even a student like you. We were all in

awe of some teachers (my first was Miss Ruth Kowalsky, a history teacher in a

 public junior high school in New York City), while others we quickly forgot.

Did we ever imagine we might become historians? Sure we did, but mostly we

were probably afraid to imagine, often thinking this was not something within

our grasp. We had self-doubt and second thoughts, sometimes all through

college and graduate school, and sometimes even after we entered the

 profession.

Being a teacher is a lot like being a parent in that it includes a tremendous amount of responsibility. Being a

teacher of history adds another burden: it's like being a parent in charge of memory, in this case, society's

memory. And since our memories tend to be selective—remembering mostly what serves our purposes— 

the burden of the historian is to restore and retain that memory until it is as true and complete as we can

make it.

Just as the United States is a diverse nation, consisting of people either from or descended from people all

over the world, so, too, is it vital for our collective memory and our world outlook to have historians who

represent that diversity, who can provide a special slant or perspective so we can all do a better job. No

one has a corner on truth, and there is no single truth. The more we can learn of the past—of the entire

human experience—the better we may be able to survive. In this fundamental task, historians play a central

role. Someone needs to continue the work. Why not you?

There is another reason for becoming a historian: it's fun. The mystery in history brings out the detective in

us; there are countless unsolved crimes and riddles and unresolved debates. I'm nosy enough to want to put

my two cents in, and I'm concerned enough to care. It's also fun to learn ab out people, both famous and

ordinary. Because times are always changing, habits change, as do styles, customs, technology, and levels

of knowledge. I enjoy learning about the human side (including the quirks, foibles, and vices) of prominent

 people and about daily life during another time, in another culture. Maybe most importantly, at least for me,

is that history is fun to teach: I like to tell stories and engage young minds in constructive debate that leads

to understanding and personal growth—theirs and mine; I like to instruct and inform; and I like to learn. I

also like to turn skeptics (especially those who think history is boring or a waste of time) into believers; and

I like to do things in class that result in a smile, a look of puzzlement or recognition or concern. In other 

ords, I like to light sparks and to make a difference. Being a historian, and especially one who teaches,

has helped me to enjoy life (both at home and when I travel) and to realize who I am.

Perhaps you'll be able to see a little bit of yourself among the words of those who have contributed to this

 pamphlet. We hope our experiences and ideas will give you something to think about.

 Next Essay

Last Updated: August 7, 2007 9:46 AM 

 Why Become a Historian?