James W. Loewen Quotes & Sayings

It is not too much to say that the blacks in Georgia and the Carolinas made Sherman's march possible. Their help meant that Sherman's forces would not be traveling through hostile territory without supply lines. Rather, the soldiers were more like a huge guerilla force in friendly territory. — James W. Loewen

At this point the judge took over the questioning. "Didn't lynchings happen in Mississippi?" he asked. Yes, admitted the rating committee member, but it was all so long ago, why dwell on it now? "It is a history book, isn't it?" asked the judge. — James W. Loewen

Cherishing Columbus is a characteristic of white history, not American history. — James W. Loewen

Many African societies divide humans into three categories: those still alive on the earth, the sasha, and the zamani. The recently departed whose time on earth overlapped with people still here are the sasha, the living-dead. They are not wholly dead, for they still live in the memories of the living, who can call them to mind, create their likeness in art, and bring them to life in anecdote. When the last person to know an ancestor dies, that ancestor leaves the sasha for the zamani, the dead. As generalised ancestors, the zamani are not forgotten but revered. Many ... can be recalled by name. But they are not the living-dead. There is a difference. — James W. Loewen

When you see a roadside marker, take in what it tells but also ask, how might this be wrong? One giveaway is the use of qualifying phrases introducing statements of fact, as in: "According to tradition..." or "According to the legislature..." Visitors can count on the rest of such sentences to be unsubstantiated. — James W. Loewen

Could it be that we don't want to think badly of Woodrow Wilson? We seem to feel that a person like Helen Keller can be an inspiration only so long as she remains uncontroversial, one-dimensional. We don't want complicated icons. "People do not like to think. If one thinks, one must reach conclusions," Helen Keller pointed out. "Conclusions are not always pleasant."41 Most of us automatically shy away from conflict, and understandably so. We particularly seek to avoid conflict in the classroom. — James W. Loewen

When history textbooks leave out the Arawaks, they offend Native Americans. When they omit the possibility of African and Phoenician precursors to Columbus, they offend African Americans. When they glamorize explorers such as de Soto just because they were white, our histories offend all people of color. When they leave out Las Casas, they omit an interesting idealist with whom we all might identify. When they glorify Columbus, our textbooks prod us toward identifying with the oppressor. When textbook authors omit the causes and process of European world domination, they offer us a history whose purpose must be to keep us unaware of the important questions. Perhaps worst of all, when textbooks paint simplistic portraits of a pious, heroic Columbus, they provide feel-good history that bores everyone. — James W. Loewen

After Col. Henry Bouquet defeated the Ohio Indians at Bushy Run in 1763, he demanded the release of all white captives. Most of them, especially the children, had to be "bound hand and foot" and forcibly returned to white society. Meanwhile, the Native prisoners "went back to their defeated relations with great signs of joy," in the words of the anthropologist Frederick Turner (in Beyond Geography, 245). Turner rightly calls these scenes "infamous and embarrassing. — James W. Loewen

Socially, segregation labeled African Americans as less than human; the term "boy" itself, applied to the Scottsboro defendants even as they became elderly, implied that they were less than men. — James W. Loewen

The antidote to feel-good history is not feel-bad history but honest and inclusive history. — James W. Loewen

The historian must have no country. - JOHN QUINCY ADAMS — James W. Loewen

Students will start finding history interesting when their teachers and textbooks stop lying to them. — James W. Loewen

Or guides might initiate a discussion of slave names. Many owners insisted on the right to name their newborn slaves - rather than allowing their parents this pleasure - and then deliberately gave them demeaning names or names that ironically invoked godlike figures from antiquity. George Washington, for instance, used Hercules, Paris-boy, Sambo, Sucky, Flukey, Doll, Suck Bass, Caesar, and Cupid. Most slaves received no last names. Guides could ask visitors to imagine the self-respect of black children under these conditions. — James W. Loewen

Native Americans are not and must not be props in a sort of theme park of the past, where we go to have a good time and see exotic cultures. "What we have done to the peoples who were living in North America" is, according to anthropologist Sol Tax, "our Original Sin. — James W. Loewen

Europeans were always trying to stop the outflow. Hernando de Soto had to post guards to keep his men and women from defecting to Native societies. The Pilgrims so feared Indianization that they made it a crime for men to wear long hair. "People who did run away to the Indians might expect very extreme punishments, even up to the death penalty," Karen Kupperman tells us, if caught by whites.49 Nonetheless, right up to the end of independent Native nationhood in 1890, whites continued to defect, and whites who lived an Indian lifestyle, such as Daniel Boone, became cultural heroes in white society. — James W. Loewen

Unfortunately, marketing textbooks is like marketing fishing lures: the point is to catch fishermen, not fish. Thus many adopted textbooks are flashy to catch the eye of adoption committees but dull when read by students. — James W. Loewen

Textbooks in American history stand in sharp contrast to other teaching materials. Why are history textbooks so bad? Nationalism is one of the culprits. Textbooks are often muddled by the conflicting desires to promote inquiry and to indoctrinate blind patriotism. "Take a look in your history book, and you'll see why we should be proud" goes an anthem often sung by high school glee clubs. But we need not even look inside. — James W. Loewen

People have a right to their own opinions, but not to their own facts. Evidence must be located, not created, and opinions not backed by evidence cannot be given much weight. — James W. Loewen

History is important. More than any other topic, it is about us. Whether one deems our present society wondrous or awful or both, history reveals how we got to this point. — James W. Loewen

So long as our textbooks hide from us the roles that people of color have played in exploration, from at least 6000 BC to the twentieth century, they encourage us to look to Europe and its extensions as the seat of all knowledge and intelligence. So long as they say "discover," they imply that whites are the only people who really matter. So long as they simply celebrate Columbus, rather than teach both sides of his exploit, they encourage us to identify with white Western exploitation rather than study it. — James W. Loewen

Ironically, Adolf Hitler displayed more knowledge of how we treated Native Americans than American high schoolers today who rely on their textbooks. Hitler admired our concentration camps for American Indians in the west and according to John Toland, his biographer, "often praised to his inner circle the efficiency of America's extermination - by starvation and uneven combat" as the model for his extermination of Jews and Gypsies (Rom people).94 — James W. Loewen

It is always useful to think badly about people one has exploited or plans to exploit ... No one likes to think of him or herself as a bad person. To treat badly another person whom we consider a reasonable human being creates a tension between act and attitude that demands resolution. We cannot erase what we have done, and to alter our future behavior may not be in our interest. To change our attitude is easier. — James W. Loewen

As a result of the sufferings and hard labor they endured, the Indians choose and have chosen suicide. Occasionally a hundred have committed mass suicide. The women, exhausted by labor, have shunned conception and childbirth ... Many, when pregnant, have taken something to abort and have aborted. Others after delivery have killed their children with their own hands, so as not to leave them in such oppressive slavery. — James W. Loewen

These Americans believed that one great male god ruled the world. Sometimes they divided him into three parts, which they called father, son, and holy ghost. They ate crackers and wine or grape juice, believing that they were eating the son's body and drinking his blood. If they believed strongly enough, they would live on forever after they died. — James W. Loewen

Merely being part of the United States, without regard to our own acts and ideas, does not make us moral or immoral beings. History is more complicated than that. — James W. Loewen

History is furious debate informed by evidence and reason. — James W. Loewen

By idolizing those whom we honor, we do a disservice both to them and to ourselves ... We fail to recognize that we could go and do likewise. - CHARLES V. WILLIE — James W. Loewen

We preach democracy while supporting dictatorships. — James W. Loewen

By 1970, exclusion was so complete that fewer than 500 black families lived in white suburban neighborhoods in the entire Chicago metropolitan area, and most of those were in just five or six suburbs. — James W. Loewen

Taking ideas seriously does not fit with the rhetorical style of textbooks, which presents events so as to make them seem foreordained along a line of constant progress. Including ideas would make history contingent: things could go either way, and have on occasion. The 'right' people, armed with the 'right' ideas, have not always won. When they didn't, the authors would be in the embarrassing position of having to disapprove of an outcome in the past. Including ideas would introduce uncertainty. This is not textbook style. — James W. Loewen

In sum, U.S. history is no more violent and oppressive than the history of England, Russia, Indonesia, or Burundi - but neither is it exceptionally less violent. — James W. Loewen

Those who don't remember the past are condemned to repeat the eleventh grade. — James W. Loewen

Consider a white ninth-grade student taking American history in a predominantly middle-class town in Vermont. Her father tapes Sheetrock, earning an income that in slow construction seasons leaves the family quite poor. Her mother helps out by driving a school bus part-time, in addition to taking care of her two younger siblings. The girl lives with her family in a small house, a winterized former summer cabin, while most of her classmates live in large suburban homes. How is this girl to understand her poverty? Since history textbooks present the American past as four hundred years of progress and portray our society as a land of opportunity in which folks get what they deserve and deserve what they get, the failures of working-class Americans to transcend their class origin inevitably get laid at their own doorsteps. — James W. Loewen

What a community erects on its historical landscape not only sums up its view of the past but also influences its possible futures. — James W. Loewen

Columbus not only sent the first slaves acroiss the Atlantic, he sent more slaves than any other individual — James W. Loewen

Indian history is the antidote to the pious ethnocentrism of American exceptionalism, the notion that European Americans are God's chosen people. Indian history reveals that the United States and its predecessor British colonies have wrought great harm in the world. We must not forget this - not to wallow in our wrongdoing, but to understand and to learn, that we might not wreak harm again. — James W. Loewen

Christopher Columbus introduced two phenomena that revolutionized race relations and transformed the modern world: the taking of land, wealth, and labor from indigenous people in the Western Hemisphere, leading to their near extermination, and the transatlantic slave trade, which created a racial underclass. — James W. Loewen