American historian (1914–2004)
Daniel J. Boorstin (1 October 1914 – 28 February 2004) was an American historian, professor, attorney, and author. He served as the director of the Smithsonian’s National Museum of American History in 1969-1973 and was the Librarian of Congress from 1975 to 1987. His book trilogy, The Americans: The Colonial Experience, The National Experience, and The Democratic Experience received the Bancroft Prize, the Pulitzer Prize, and the Francis Parkman Prize. In 1989, the Medal for Distinguished Contribution to American Letters was bestowed upon him.
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The American settlers came to take and shape the land. The first occupants of the land — the "Indians" whom the European migrants encountered — would not be treated, in the pattern of the Romans, as people to be incorporated into an empire. Instead, they were treated as part of the landscape. Most of them were simply cleared away, like the forest, or pushed back, like the wilderness.
"Inspiring all Holmes's championship of free expression was his seeking spirit, his doubt that he or anyone had an avenue to the absolute. "The great act of faith," he wrote to his friend William James (who hardly needed the advice), "is when man decides that he is not God." On his ninetieth birthday he was still reminding young men that his "discovery I was not God" was his "secret of success.
MY hero is Man the Discoverer. The world we now view from the literate West — the vistas of time, the land and the seas, the heavenly bodies and our own bodies, the plants and animals, history and human societies past and present — had to be opened for us by countless Columbuses. In the deep recesses of the past, they remain anonymous. As we come closer to the present they emerge into the light of history, a cast of characters as varied as human nature. Discoveries become episodes of biography, unpredictable as the new worlds the discoverers opened to us. The obstacles to discovery — the illusions of knowledge — are also part of our story. Only against the forgotten backdrop of the received common sense and myths of their
Of all nations in the world, the United States was built in nobody's image. It was the land of the unexpected, of unbounded hope, of ideals, of quest for an unknown perfection. It is all the more unfitting that we should offer ourselves in images. And all the more fitting that the images which we make wittingly or unwittingly to sell America to the world should come back to haunt and curse us.
These creators, makers of the new, can never become obsolete, for in the arts there is no correct answer. The story of discoverers could be told in simple chronological order, since the latest science replaces what went before. But the arts are another story — a story of infinite addition. We must find order in the random flexings of the imagination.
The first literary work in prose was history. And we call Herodotus (c.480–c.425 B.C.) the Father of History because his is the earliest surviving work in Greek prose that aimed to give literary form to an extended narrative of the past. The Greek historie means “inquiry” or the search for truth. Herodotus might also perhaps be called the Father of Prose, for until his time verse was still the normal vehicle for narratives of great events and heroes of the past.
When photography appeared in the nineteenth century, it offered a new challenge to the mullahs’ theological acrobatics. Muslims wishing to be photographed remembered the Hadiths against pictorial representation. They were glad to be told that since photographs were made by God Himself through the agency of His Sun they were not under the ban of the paintings by presumptuous human artists. Yet in much of the Muslim world, photographs remained under the Prophet’s ban. A Muslim photographer in Delphi, who had spent many years successfully photographing people in groups, in an onrush of conscience finally destroyed all his plates.
The century after the Civil War was to be an Age of Revolution—of countless, little-noticed revolutions, which occurred not in the halls of legislatures or on battlefields or on the barricades but in homes and farms and factories and schools and stores, across the landscape and in the air—so little noticed because they came so swiftly, because they touched Americans everywhere and every day. Not merely the continent but human experience itself, the very meaning of community, of time and space, of present and future, was being revised again and again, a new democratic world was being invented and was being discovered by Americans wherever they lived.
"In Emile the child was to be kept from books-except one, Robinson Crusoe, which Rousseau called "the happiest treatise of natural education." "Children begin by being helped, end by being served," he warned. They become masters, using their tears as prayers. The teacher must guide without seeming to, must never use corporal punishment, but must provide situations in which the child can learn for himself. The teacher, too, must know the stages of a child's development and introduce subjects only when the child is emotionally prepared. At the age of twelve the pupil must learn a useful trade. "Emile must work like a peasant and think like a philosopher in order not to be as lazy as a savage." Not until the age of eighteen should Emile turn to moral science and religion, and then he can choose his religion. For "at an age when all is mystery there can be no mysteries properly speaking." The child must have compassion, "love those who have it, but fly from the pious believers." But also shun the philosophers ("angry wolves"), who are "ardent missionaries of atheism and very imperious dogmatics who will not endure without fury that one might think differently from them.
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