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From, A. Toynbee, History,
in R.W. Livingstone (ed.), The Legacy of Greece, Oxford University Press, 1921.
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Page 8
But of course one asks: Why study Ancient Hellenic civilization rather than ours? The study of any one civilization is so complex, it demands so many preliminary and subordinate studies—linguistic, institutional, economic, psychological—that it is likely to absorb all one's energies. The greatest historians have generally confined themselves to the study of a single civilization, and the great Greek historians—Herodotus, Thucydides, and Polybius—concentrated on their own, and only studied others in so far as their own came into contact with them. Clearly, people who are going to be historians, not for life, but as an education for life, must make their choice. They must practically confine themselves to studying one civilization if they are to reap the fruits of study at all, and in this case it is natural to ask: Why study Hellenism rather than our own history? There are two obvious arguments in favour of studying modern history. It seems more familiar and it seems more useful. And it would be a mistake to misrepresent these arguments by stating them only in their cruder forms. 'Familiar' does not mean 'easy', and to say that modern history seems more useful than ancient does not mean that the study of it is a closer approximation to a Pelman course. There is an exceedingly crude view of education among some people just now—perhaps it is largely due to the war, and may disappear like other ugly effects of the war—which inclines to concentrate education on applied chemistry, say, or engineering, with a vague idea that people whose education has been devoted to these subjects will be more capable of competing with foreigners in the dye industry or of working in munition factories in the next emergency. In the same way, conceivably, concentration on modern history might be supposed to equip a student for securing concessions abroad for a firm, or for winning a parliamentary election. Of course, this attitude, though it is rather widespread just now, is absurd. The fallacy lies in confusing the general theoretical knowledge of a subject acquired through being educated in it with the technical knowledge and personal experience which one must have to turn the same subject to practical account in after life. There is no difference of opinion on this point between 'humanists' and 'scientists'. The issue is between people who do not appreciate the value of the pursuit of knowledge as an end in itself, and those who do appreciate it and who therefore understand what education means. True lovers of knowledge and true believers in education will be found on the same side in this controversy, whether the subject of their study happens to be the spirit of man or the laws of its environment. But apart from that crude utilitarianism, which is as unscientific as it is un-humane, a serious argument for studying modern rather than ancient history can also be stated from the humane and the scientific point of view. It may be argued that the direct experience we have of our own civilization makes it possible for us to have a deeper, and therefore a more humane and scientific, understanding of it than we can ever have of Ancient Greece. And one might go on to argue, on grounds of humanism alone, that such a comprehension of the character and origins of our civilization would have a more profound humanizing influence upon its development than a less intimate study of a different civilization could produce. This argument is bound to appeal to the generation which has experienced the war. The war is obviously one of the great crises of our civilization. It is like a conflagration lighting up the dim past and throwing it into perspective. The war makes it impossible for us to take our own history for granted. We are bound to inquire into the causes of such an astonishing catastrophe, and as soon as we do that we find ourselves inquiring into the evolution of Western Civilization since it emerged from the Dark Age. The shock of the Peloponnesian War gave just the same intellectual stimulus to Thucydides, and made him preface his history of that war with a critical analysis, brief but unsurpassed, of the origins of Hellenic civilization—the famous introductory chapters of Book I. May not these chapters point the road for us and counsel us to concentrate upon the study of our own history?
Cf. A History of Ancient Greece * Ancient Greek Political Theory * Greek History Resources
Myths and Legends of Ancient Greece and Rome
A History of Greek Philosophy * Greek Orthodoxy - From Apostolic Times to the Present Day
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Reference address : https://ellopos.net/elpenor/greek-texts/ancient-Greece/toynbee-history.asp?pg=8
