Dangerous Games: The Uses and Abuses of History

Dangerous Games: The Uses and Abuses of History by Margaret MacMillan

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Authors: Margaret MacMillan
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least by historians. It all started so quietly in the nineteenth century. Scholars worked on languages, classifying them into different families and trying to determine how far back into history they went. They discovered rules to explain changes in language and were able to establish, at least to their own satisfaction, that texts centuries old were written in early forms of, for example, German or French. Ethnographers like the Grimm brothers collected German folktales as a way of showing that there was something called the German nation in the Middle Ages. Historians worked assiduously to recover old stories and pieced together the history of what they chose to call their nation as though it had an unbroken existence since antiquity. Archaeologists claimed to have found evidence that showed where such nations had once lived, and where they had moved to during the great waves of migrations.
    The cumulative result was to create an unreal yet influential version of how nations formed. While it could not be denied thatdifferent peoples, from Goths to Slavs, had moved into and across Europe, mingling as they did so with peoples already there, such a view assumed that at some point, generally in the Middle Ages, the music had stopped. The dancing pieces had fallen into their chairs, one for the French, another for the Germans, and yet another for the Poles. And there history had fixed them as “nations.” German historians, for example, could depict an ancient German nation whose ancestors had lived happily in their forests from before the time of the Roman Empire and which at some time, probably in the first century A.D. , had become recognizably “German.” So—and this was the dangerous question—what was properly the German nation’s land? Or the land of any other “nation”? Was it where the people now lived, where they had lived at the time of their emergence in history, or both?
    Would the scholars have gone on with their speculations if they could have seen what they were preparing the way for? The bloody wars that created Italy and Germany? The passions and hatred that tore apart the old multinational Austria-Hungary? The claims, on historical grounds, by new and old nations after World War I for the same pieces of territory? The hideous regimes of Hitler and Mussolini with their elevation of the nation and the race to the supreme good and their breathtaking demands for the lands of others?
    A paradox, as the British historian Eric Hobsbawm put it, is that “nationalism is modern but it invents for itself history and traditions.” The histories that fed and still feed into nationalism draw on what already exists rather than inventing new facts. They often contain much that is true, but they are slanted to confirm the existence of the nation through time, and to encourage the hope that it will continue. They help to create symbols of victory or defeat—Waterloo, Dunkirk, Stalingrad, Gettysburg,or, for Canadians, Vimy Ridge. They highlight the deeds of past leaders—Charles Martel defeating the Moors at Tours; Elizabeth I at Plymouth Hoe facing the Spanish Armada; Horatio Nelson destroying the French fleet at Trafalgar; George Washington refusing to lie about his cherry tree. Often nationalism borrows from the trappings of religious identity. Think of the war memorials that resemble martyrs or Christ on the cross, or the elaborate rituals on days such as November 11.
    Many of what the present age thinks of as age-old symbols and ceremonies are often newly minted, as each generation looks through the past and finds what suits its present needs. In 1953, all around the world those who had televisions watched, with awe and fascination, the ancient coronation rituals—the monarch’s ride through London in the gilded state coach, the solemn procession into Westminster Abbey, the music, the decorations, the archbishop of Canterbury in his magnificent robes, the elaborate ceremony of crowning. As a schoolchild in

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