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Biographical history, as taught in our public schools, is still largely a history of boneheads: ridiculous kings and queens, paranoid political leaders, compulsive voyagers, ignorant generals— the flotsam and jetsam of historical currents. The men who radically altered history, the great scientists and mathematicians, are seldom mentioned, if at all.
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From a book review in The New York Times (9 May 1976), also quoted in The American Mathematical Monthly (December 1994)

 

Martin Gardner

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There is no history of mankind, there is only an indefinite number of histories of all kinds of aspects of human life. And one of these is the history of political power. This is elevated into the history of the world. But this, I hold, is an offence against every decent conception of mankind. It is hardly better than to treat the history of embezzlement or of robbery or of poisoning as the history of mankind. For the history of power politics is nothing but the history of international crime and mass murder (including it is true, some of the attempts to suppress them). This history is taught in schools, and some of the greatest criminals are extolled as heroes.

 

Karl Popper

 

A great chapter of the history of the world is written in the chalk. Few passages in the history of man can be supported by such an overwhelming mass of direct and indirect evidence as that which testifies to the truth of the fragment of the history of the globe, which I hope to enable you to read, with your own eyes, tonight.
Let me add, that few chapters of human history have a more profound significance for ourselves. I weigh my words well when I assert, that the man who should know the true history of the bit of chalk which every carpenter carries about in his breeches-pocket, though ignorant of all other history, is likely, if he will think his knowledge out to its ultimate results, to have a truer, and therefore a better, conception of this wonderful universe, and of man’s relation to it, than the most learned student who is deep-read in the records of humanity and ignorant of those of Nature.

 

Thomas Henry Huxley

 

Let us by all means teach black history, African history, women’s history, Hispanic history, Asian history. But let us teach them as history, not as filiopietistic commemoration. The purpose of history is to promote not group self-esteem, but understanding of the world and the past, dispassionate analysis, judgment, and perspective, respect for divergent cultures and traditions, and unflinching protection for those unifying ideas of tolerance, democracy, and human rights that make free historical inquiry possible.

 

Arthur M. Schlesinger

 

Whole great chunks of written history are of little value to the psychohistorian, while other vast areas which have been much neglected by historians — childhood history, content analysis of historical imagery, and so on — suddenly expand from the periphery to the center of the psychohistorian's conceptual world, simply because his or her own new questions require material nowhere to be found in history books.

 

Lloyd deMause

 

Euler and Ramanujan are mathematicians of the greatest importance in the history of constants (and of course in the history of Mathematics ...)

 

Leonhard Euler