Author: Rachel Morgan

The Importance of Neighbors and Ida

If studying the historical method has taught me anything, it is that there are multiple ways of telling a story. The way in which an event is presented depends on how the historian wishes to present the event. Jan Gross, in his controversial and highly influential book Neighbors, decides to present the killing of Jews by their Polish neighbors during the Holocaust in a factual light, whereas Pawel Pawlikoski decided to portray a more personal version of this atrocity in his film Ida. Although the two accounts discuss the same topic, one focuses on the event itself while the other focuses on the potential consequences the event could have had for individuals. Despite the two different approaches, both are necessary for study if one wants a full grasp of the horrors of the pogroms in Poland during the Holocaust.

Gross, in Neighbors, raises the argument that the Polish, not German Nazis, were the ones who massacred 1,600 Jews in the Polish town of Jedwabne on July 10, 1941. He provides chilling eyewitness accounts, court records, and other forms of evidence to expose the brutal killings of these people. Gross goes into disturbing detail when he describes Jews being beaten, humiliated, and eventually herded into a barn and burned to death. While his bluntness in describing the killings makes the book hard to stomach for those with good consciences, he does not describe in-depth any singular victim, but rather, explains the fates of multiple Jews who died that day. While this technique of focusing on the event as a whole and describing multiple victims rather than just one creates a vivid image of the tragedy, it does not allow the reader to form a deep connection with any singular person who suffered from the pogrom.

Ida enters the discussion of the Polish killings of Jews in a completely different manner. The movie centers on a young nun who, upon learning that she is a Jew, follows her aunt to the town where her parents died, and slowly learns the details of their deaths. In addition to learning how Ida’s parents and cousin were violently killed by the son of the man who was protecting them, we also see how the trip affected her and her aunt, Wanda. Wanda’s distress over the loss of her sister and son, as well as her disappointment with Ida’s becoming a nun rather than returning to her old identity, drives her to commit suicide. Ida, meanwhile, begins to lose her Christian faith and experiments with her aunt’s promiscuous lifestyle before she is able to go back to the convent. The audience grows to pity Ida and Wanda, and forms an emotional connection with them. However, the movie leaves out many of the historical facts surrounding the Holocaust and the pogroms.

The stark differences between Neighbors and Ida make them perfect complements to each other, especially for people studying the pogroms of Poland. In order to truly grasp the importance of a historical event, it is not enough to just know the facts: one has to understand the consequences of such events, on both grand and small scales. If people were unable to form any emotional attachments to a historical tragedy, then nothing would be learned from it: people would ignore the travesty and possibly allow it to happen again. However, one also cannot ignore facts, since they are important in understanding how and why something happened, which will allow posterity to avoid repeating any of the same mistakes.

Reflection on Gaddis

Before reading Gaddis’ text, I had a rather linear way of thinking about history. When learning history in middle school and high school, teachers always told students that one event, X, was the cause of Y, which eventually led to Z. In other words, I was always taught that history had one, “right” answer.

Gaddis took this teaching and flipped it on its head. He mentions the importance of multiple causality in history, which I had never even heard before. Gaddis claims that multiple factors can be responsible for an event occurring. Maybe X was partially responsible for Y, but what if U also played a part? Maybe a third factor, T, also played an important role? When we consider multiple causality, the equation becomes much more complicated.

But this allows for greater freedom for historians. Instead of taking the progression of history for granted, historians can research different events, form opinions, and craft arguments. Going back to the math analogy I started in the previous two paragraphs, a historian can theoretically argue that U was more influential in the occurrence of Y than either X or T, and as long as that historian has sufficient evidence to support their argument, they can be considered “correct.” Likewise, another historian can propose another argument, and say that T was the most influential factor that resulted in Y, and they would also be correct, granted again, that they had enough evidence to support their argument.

Gaddis’ argument made me very happy as a history student. The idea of multiple causality makes history a much more entertaining subject than people may initially be led to believe. It is not just memorizing facts: it is a conversation, one that requires critical thinking and close attention to the subject one is studying.

 

How Archives Help Build a Nation

Archives generally play an important role in the building of a nation. They are home to countless sources of information regarding how nations came to be politically, as well as how the social attitudes of countries developed. Jennifer S. Milligan and Durba Ghosh help to explain the role of archives in building a nation.

As readers can see in Milligan’s “What is an Archive?” governments usually have control over their nation’s national archives. This allows the creation of a government to become closely tied with the creation of an archive. An example of this occurred in France, according to Milligan’s piece. The National Archives, in this case, were central to the creation of France in that they developed alongside the nation-state. Rules regarding public access and the importance of different documents changed alongside the different governments. Even at the time did people realize how important archives were to a nation, as the archive of the Archives was created, documenting how the institution came about.

Ghosh, in “National Narratives and the Politics of Miscegenation,” is more concerned with how archives shape the social relations of a nation. In her attempt to study the interracial relationships between British men and Indian women during the time of British colonization, she notices that the attitudes of those at the archives often reflect modern social trends. In Britain, where people like to brag of any Indian heritage they might have, she came across people supportive of her in her research (however, at the time, British did not like to keep records of their illicit relationships with Indian women, making her research more difficult). In India, those she met in the archives were not as accepting of her research topic, since the idea of Indian women having sexual relations outside their race and caste was abhorred. Ghosh concludes that such attitudes reflect the still-present colonial views of both peoples: the British, who once tried to hide any Indian heritage, now like to claim heritage for the purpose of “recolonizing the Indian family yet again and adopting women to the British fold” (pg. 33), while the Indians keep quiet on the subject in an attempt to preserve their independence as well as the idea of the “pure” Hindu woman. Her experiences in the archives reflect the social beliefs of both nations today.

Dickinson College has the privilege of being founded during an important time in American history: three years before the Revolutionary War. Although the archives mostly contain information on the Carlisle area and the founding of the school, the attitudes of those who helped create the school could reflect the attitudes of the country as a whole: keep in mind that the founder of the college signed the Declaration of Independence. In this case, the Dickinson Archives may not contain factual information regarding the building of a nation, like the National Archives of France do, but they can help us understand the social norms of the time, like the archives that Ghosh comes across.

The Detective versus the Historian

A detective’s main role is to determine whether a person is guilty of a crime. In our judicial system, a person is only considered guilty if there is no reasonable doubt that the person is responsible for the crime. In other words, the case against this person cannot have any holes. When historians look into the past to uncover truths regarding a certain event or time period, they must follow a similar train of thought. If even one piece of evidence gives a historian reason to believe that a course of events did not go the way it is commonly believed to have gone, then the entire history must be reexamined and possibly changed. This is exactly what happens in Josephine Tey’s The Daughter of Time. Detective Alan Grant utilizes the skills he learned during his career with the Scotland Yard when he researches the life of Richard the Third and the accusation that Richard killed his two young nephews. Along with Carradine, he sets out to look for any reasonable doubt that Richard committed the crime, and sure enough, the two gentlemen find it. One important development is the realization that the most commonly accepted history of Richard the Third was written by someone who was not yet an adult when Richard had died, and therefore could not have known Richard personally and could not have a trustworthy knowledge of him. Trusting Sir Thomas More’s account would be like accepting the testimony of someone who did not witness a crime, but merely heard of it some time after it took place.

Just as detectives must rely on firsthand accounts when investigating crimes, historians must rely on primary sources when studying history. The most accurate information regarding a historical event comes from those who experienced it. For example, a diary entry dated during a certain historical event is more likely to have more accurate information than a secondhand account that was written fifty years after the event took place. This is because, over time, people’s thoughts and memories become jumbled, and facts can be lost. Most people have trouble remembering what they ate for breakfast a week ago, so how can one trust an account of an event fifty years later? Just as detectives must rely on recent, firsthand accounts, so must historians.

That said, detectives do not normally run into this problem, since for the most part they are investigating crimes that happened fairly recently, and they therefore do not need to worry about information changing over time. Historians do have this problem. It is an unfortunate fact that information does get lost, altered, or even made up over a long period of time. This is because different people throughout the years will add their own accounts of events, making historians’ jobs harder. This occurred in The Daughter of Time with Sir Thomas More’s account of Richard the Third, which altered information regarding the now infamous king. Historians must be able to identify any possible changes in an account of a historical event, otherwise false information will continue to spread.

Another important difference is that while there is usually only one way to recount a crime, there are multiple ways to recount history. When detectives investigate a crime, they are looking for a certain string of events that immediately follow each other. History is much broader than this. History is not just a string of events: these events all have political, social, cultural, environmental, and economical effects on the world. All of these must be taken into account if one wants an accurate understanding of a certain time period or event. It is not enough just to know that something happened, which led to something else. So, despite the similarities between the two, important differences must be taken into account in order to fully comprehend the roles of detectives and historians.

© 2024 History 204, Fall 2015


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