Gottschalk, Louis Reichenthal (1889-1975) is a historian and also an educator that was born in Brooklyn,

N.Y. He is an expert for Lafayette and also the French Revolution. He had been an educator for many
years at the University of Chicago.

According to him, "History consists of description and narration of past actuality integrated through
critical inquiry for the whole truth." He wants us to be aware of the mankind's past through seeking be
thirsty for historical knowledge. He believed that the past have contributed in strengthening us for the
future.

What Is History? A Collection of Definitions

byK. Kris Hirst 
Updated July 03, 2019

History is the study of the human past as it is described in the written documents left by human beings.
The past, with all its decisions completed, its participants dead and its history told, is what the general
public perceives as the immutable bedrock on which we historians and archaeologists stand. But as
purveyors of the past, we recognize that the bedrock is really quicksand, that bits of the story are yet
untold, and that what has been told comes tainted by the conditions of what we are today. That's my
opinion, of course—here are a collection of others. 

History Definitions
John Jacob Anderson (1821–1906)
"History is a narration of the events which have happened among mankind, including an account of the
rise and fall of nations, as well as of other great changes which have affected the political and social
condition of the human race."—1876. A Manual of General History.
W.C. Sellar (1890–1951) and R.J. Yeatman (1897–1968)
"History is not what you thought. It is what you remember. All other history defeats itself."—1930.
Preface, 1066 and All That.
James Joyce (1882–1941)
"History, Stephen said, is a nightmare from which I am trying to awake."—.Ulysses. 1922(1988)
Published by Oxford University Press. P. 34
Arnold J. Toynbee (1889–1975)

"History not used is nothing, for all intellectual life is action, like practical life, and if you don't use the
stuff well, it might as well be dead."—April 17, 1955. NBC television broadcast.

The Psycho-Historian
Between 1942 and 1944, the science fiction writer Isaac Asimov wrote the first short stories which were
to become the basis for the Foundation trilogy. The main conceit of the Foundation Trilogy is that if you
are a good enough mathematician, you can accurately predict the future, based on the record of the
past. Asimov read very widely indeed, so it should come as no surprise that his ideas were based on the
writings of other historians.
Charles Austin Beard (1874–1948)
"If a science of history were achieved, it would, like the science of celestial mechanics, make possible the
calculable prediction of the future in history. It would bring the totality of historical occurrences within a
single field and reveal the unfolding future to its last end, including all the apparent choices made and to
be made. It would be omniscience. The creator of it would possess the attributes ascribed by the
theologians to God. The future once revealed, humanity would have nothing to do except to await its
doom."—1933. "Written History as an Act of Fate." Annual address of the president of the American
Historical Association, delivered at Urbana, Illinois. December 28, 1933. American Historical
Review 39(2):219–231.
Numa Denis Fustel de Coulanges 1830–1889

"History is and should be a science... History is not the accumulation of events of every kind which
happened in the past. It is the science of human societies."

Voltaire (Francois Marie Arouet; 1694–1778)

1
"The first foundations of all history are the recitals of the fathers to the children, transmitted afterward
from one generation to another; at their origin, they are at the very most probable, when they do not
shock common sense, and they lose one degree of probability in each generation."—The Philosophical
Dictionary. translated 1924 by H.I. Woolf
Edward Hallett Carr (1892–1982)
"History is ... a dialogue between the present and the past. (originally: Geschichte ist ... ein Dialog
zwischen Gegenwart und Vergangenheit.)" — 1961. What Is History?New York: Vintage Books.
Martin Luther King, Jr. (1929–1968)
"The major lessons of history? There are four: First, whom the gods destroy they first make mad with
power. Second, the mills of God grind slowly, but they grind exceeding small. Third, the bee fertilizes the
flower it robs. Fourth, when it is dark enough you can see the stars." —Attributed to historian Charles
Austin Beard; but several versions exist. This version is the one Martin Luther King used in "The death of
evil upon the seashore" in Strength to Love, 1981. Fortress Press, p. 83
Voltaire (1694–1778).
"History is nothing but a pack of tricks we play on the dead." (French original) "J'ay vu un temps où vous
n'aimiez guères l'histoire. Ce n'est après tout qu'un ramas de tracasseries qu'on fait aux morts...".—
1757. Letter to Pierre Robert Le Cornier de Cideville. In Voltaire's Correspondence vol. xxxi. edited by
Theodore Besterman, 1958. Geneva
Henry David Thoreau (1817–1862)
"As for the Pyramids, there is nothing to wonder at in them so much as the fact that so many men could
be found degraded enough to spend their lives constructing a tomb for some ambitious booby, whom it
would have been wiser and manlier to have drowned in the Nile, and then given his body to the
dogs."—,1854 Walden.
Jane Austen (as Catherine Morland) (1775–1817)
"History, real solemn history, I cannot be interested in. I read it a little as a duty, but it tells me nothing
that does not either vex or weary me. The quarrels of popes and kings, with wars or pestilences, in every
page; the men all so good for nothing, and hardly any women at all—it is very tiresome."—
1803. Northanger Abbey.
Ambrose Bierce (as Salder Bupp) (1842–1914)
"HISTORY, n. An account mostly false, of events mostly unimportant, which are brought about by rulers
mostly knaves, and soldiers mostly fools: Of Roman history, great Niebuhr's shown 'Tis nine-tenths lying.
Faith, I wish 'twere known, Ere we accept great Niebuhr as a guide, Wherein he blundered and how
much he lied." —.1911. Devil's Dictionary
Malcolm X (1925–1965)
"A race of people is like an individual man; until it uses its own talent, takes pride in its own history,
expresses its own culture, affirms its own selfhood, it can never fulfill itself." —Attributed to Malcolm
X (El-Hajj Malik El-Shabazz)
The Passage of Time

Whether you like history or not, there's no denying the impact it leaves on us.

Henry David Thoreau (1817–1862)

"Most events recorded in history are more remarkable than important, like eclipses of the sun and
moon, by which all are attracted, but whose effects no one takes the trouble to calculate."—1849. A
Week on the Concord and Merrimack Rivers.
Gusti Bienstock Kollman (born 1912)
"You know, it's so strange, I've lived through four forms of government in my life: monarchy, republic,
Hitler's Reich, American democracy. The [Weimar] republic was only ... 1918 to 1933, that's fifteen
years! Imagine that, only fifteen years. But, then, Hitler was going to last a thousand years and he lasted
only ... 1933 to 1945... twelve, twelve years only! Hah!"—Gusti Kollman escaped Austria to the United
States after Kristallnacht 1938
Plutarch (ca. 46–120 CE)
"So very difficult a matter it is to trace and find out the truth of anything by history."—from Dryden's
translation of Plutarch's Lives, edited and revised by A. H. Clough

Douglas Adams (1952–2001)

"The History of every major Galactic Civilization tends to pass through three distinct and recognizable
phases, those of Survival, Inquiry, and Sophistication, otherwise known as the How, Why and Where
2
phases. For instance, the first phase is characterized by the question "How can we eat?" the second by
the question "Why do we eat?" and the third by the question "Where shall we have lunch?" —
1981. Hitchhiker’s Guide to the Universe. Harmony Books. P. 215

Why Study History? (1998)

By Peter N. Stearns
People live in the present. They plan for and worry about the future. History, however, is the study of the
past. Given all the demands that press in from living in the present and anticipating what is yet to come,
why bother with what has been? Given all the desirable and available branches of knowledge, why insist
—as most American educational programs do—on a good bit of history? And why urge many students to
study even more history than they are required to?
Any subject of study needs justification: its advocates must explain why it is worth attention. Most widely
accepted subjects—and history is certainly one of them—attract some people who simply like the
information and modes of thought involved. But audiences less spontaneously drawn to the subject and
more doubtful about why to bother need to know what the purpose is.
Historians do not perform heart transplants, improve highway design, or arrest criminals. In a society that
quite correctly expects education to serve useful purposes, the functions of history can seem more
difficult to define than those of engineering or medicine. History is in fact very useful, actually
indispensable, but the products of historical study are less tangible, sometimes less immediate, than those
that stem from some other disciplines.
In the past history has been justified for reasons we would no longer accept. For instance, one of the
reasons history holds its place in current education is because earlier leaders believed that a knowledge of
certain historical facts helped distinguish the educated from the uneducated; the person who could reel off
the date of the Norman conquest of England (1066) or the name of the person who came up with the
theory of evolution at about the same time that Darwin did (Wallace) was deemed superior—a better
candidate for law school or even a business promotion. Knowledge of historical facts has been used as a
screening device in many societies, from China to the United States, and the habit is still with us to some
extent. Unfortunately, this use can encourage mindless memorization—a real but not very appealing
aspect of the discipline. History should be studied because it is essential to individuals and to society, and
because it harbors beauty. There are many ways to discuss the real functions of the subject—as there are
many different historical talents and many different paths to historical meaning. All definitions of
history's utility, however, rely on two fundamental facts.
History Helps Us Understand People and Societies
In the first place, history offers a storehouse of information about how people and societies behave.
Understanding the operations of people and societies is difficult, though a number of disciplines make the
attempt. An exclusive reliance on current data would needlessly handicap our efforts. How can we
evaluate war if the nation is at peace—unless we use historical materials? How can we understand genius,
the influence of technological innovation, or the role that beliefs play in shaping family life, if we don't
use what we know about experiences in the past? Some social scientists attempt to formulate laws or
theories about human behavior. But even these recourses depend on historical information, except for in
limited, often artificial cases in which experiments can be devised to determine how people act. Major
aspects of a society's operation, like mass elections, missionary activities, or military alliances, cannot be
set up as precise experiments. Consequently, history must serve, however imperfectly, as our laboratory,
and data from the past must serve as our most vital evidence in the unavoidable quest to figure out why
our complex species behaves as it does in societal settings. This, fundamentally, is why we cannot stay
away from history: it offers the only extensive evidential base for the contemplation and analysis of how
societies function, and people need to have some sense of how societies function simply to run their own
lives. History Helps Us Understand Change and How the Society We Live in Came to Be The second
reason history is inescapable as a subject of serious study follows closely on the first. The past causes the
present, and so the future. Any time we try to know why something happened—whether a shift in
political party dominance in the American Congress, a major change in the teenage suicide rate, or a war
in the Balkans or the Middle East—we have to look for factors that took shape earlier. Sometimes fairly
recent history will suffice to explain a major development, but often we need to look further back to
identify the causes of change. Only through studying history can we grasp how things change; only

3
through history can we begin to comprehend the factors that cause change; and only through history can
we understand what elements of an institution or a society persist despite change.
The Importance of History in Our Own Lives
These two fundamental reasons for studying history underlie more specific and quite diverse uses of
history in our own lives. History well told is beautiful. Many of the historians who most appeal to the
general reading public know the importance of dramatic and skillful writing—as well as of accuracy.
Biography and military history appeal in part because of the tales they contain. History as art and
entertainment serves a real purpose, on aesthetic grounds but also on the level of human understanding.
Stories well done are stories that reveal how people and societies have actually functioned, and they
prompt thoughts about the human experience in other times and places. The same aesthetic and
humanistic goals inspire people to immerse themselves in efforts to reconstruct quite remote pasts, far
removed from immediate, present-day utility. Exploring what historians sometimes call the "pastness of
the past"—the ways people in distant ages constructed their lives—involves a sense of beauty and
excitement, and ultimately another perspective on human life and society.
History Contributes to Moral Understanding
History also provides a terrain for moral contemplation. Studying the stories of individuals and situations
in the past allows a student of history to test his or her own moral sense, to hone it against some of the
real complexities individuals have faced in difficult settings. People who have weathered adversity not
just in some work of fiction, but in real, historical circumstances can provide inspiration. "History
teaching by example" is one phrase that describes this use of a study of the past—a study not only of
certifiable heroes, the great men and women of history who successfully worked through moral
dilemmas, but also of more ordinary people who provide lessons in courage, diligence, or constructive
protest.
History Provides Identity
History also helps provide identity, and this is unquestionably one of the reasons all modern nations
encourage its teaching in some form. Historical data include evidence about how families, groups,
institutions and whole countries were formed and about how they have evolved while retaining cohesion.
For many Americans, studying the history of one's own family is the most obvious use of history, for it
provides facts about genealogy and (at a slightly more complex level) a basis for understanding how the
family has interacted with larger historical change. Family identity is established and confirmed. Many
institutions, businesses, communities, and social units, such as ethnic groups in the United States, use
history for similar identity purposes. Merely defining the group in the present pales against the possibility
of forming an identity based on a rich past. And of course nations use identity history as well—and
sometimes abuse it. Histories that tell the national story, emphasizing distinctive features of the national
experience, are meant to drive home an understanding of national values and a commitment to national
loyalty.
Studying History Is Essential for Good Citizenship
A study of history is essential for good citizenship. This is the most common justification for the place of
history in school curricula. Sometimes advocates of citizenship history hope merely to promote national
identity and loyalty through a history spiced by vivid stories and lessons in individual success and
morality. But the importance of history for citizenship goes beyond this narrow goal and can even
challenge it at some points.
History that lays the foundation for genuine citizenship returns, in one sense, to the essential uses of the
study of the past. History provides data about the emergence of national institutions, problems, and values
—it's the only significant storehouse of such data available. It offers evidence also about how nations
have interacted with other societies, providing international and comparative perspectives essential for
responsible citizenship. Further, studying history helps us understand how recent, current, and prospective
changes that affect the lives of citizens are emerging or may emerge and what causes are involved. More
important, studying history encourages habits of mind that are vital for responsible public behavior,
whether as a national or community leader, an informed voter, a petitioner, or a simple observer.
What Skills Does a Student of History Develop?
What does a well-trained student of history, schooled to work on past materials and on case studies in
social change, learn how to do? The list is manageable, but it contains several overlapping categories.
The Ability to Assess Evidence. The study of history builds experience in dealing with and assessing
various kinds of evidence—the sorts of evidence historians use in shaping the most accurate pictures of
4
the past that they can. Learning how to interpret the statements of past political leaders—one kind of
evidence—helps form the capacity to distinguish between the objective and the self-serving among
statements made by present-day political leaders. Learning how to combine different kinds of evidence—
public statements, private records, numerical data, visual materials—develops the ability to make
coherent arguments based on a variety of data. This skill can also be applied to information encountered
in everyday life.
The Ability to Assess Conflicting Interpretations. Learning history means gaining some skill in sorting
through diverse, often conflicting interpretations. Understanding how societies work—the central goal of
historical study—is inherently imprecise, and the same certainly holds true for understanding what is
going on in the present day. Learning how to identify and evaluate conflicting interpretations is an
essential citizenship skill for which history, as an often-contested laboratory of human experience,
provides training. This is one area in which the full benefits of historical study sometimes clash with the
narrower uses of the past to construct identity. Experience in examining past situations provides a
constructively critical sense that can be applied to partisan claims about the glories of national or group
identity. The study of history in no sense undermines loyalty or commitment, but it does teach the need
for assessing arguments, and it provides opportunities to engage in debate and achieve perspective.
Experience in Assessing Past Examples of Change. Experience in assessing past examples of change is
vital to understanding change in society today—it's an essential skill in what we are regularly told is our
"ever-changing world." Analysis of change means developing some capacity for determining the
magnitude and significance of change, for some changes are more fundamental than others. Comparing
particular changes to relevant examples from the past helps students of history develop this capacity. The
ability to identify the continuities that always accompany even the most dramatic changes also comes
from studying history, as does the skill to determine probable causes of change. Learning history helps
one figure out, for example, if one main factor—such as a technological innovation or some deliberate
new policy—accounts for a change or whether, as is more commonly the case, a number of factors
combine to generate the actual change that occurs.
Historical study, in sum, is crucial to the promotion of that elusive creature, the well-informed citizen. It
provides basic factual information about the background of our political institutions and about the values
and problems that affect our social well-being. It also contributes to our capacity to use evidence, assess
interpretations, and analyze change and continuities. No one can ever quite deal with the present as the
historian deals with the past—we lack the perspective for this feat; but we can move in this direction by
applying historical habits of mind, and we will function as better citizens in the process.
History Is Useful in the World of Work
History is useful for work. Its study helps create good businesspeople, professionals, and political leaders.
The number of explicit professional jobs for historians is considerable, but most people who study history
do not become professional historians. Professional historians teach at various levels, work in museums
and media centers, do historical research for businesses or public agencies, or participate in the growing
number of historical consultancies. These categories are important—indeed vital—to keep the basic
enterprise of history going, but most people who study history use their training for broader professional
purposes. Students of history find their experience directly relevant to jobs in a variety of careers as well
as to further study in fields like law and public administration. Employers often deliberately seek students
with the kinds of capacities historical study promotes. The reasons are not hard to identify: students of
history acquire, by studying different phases of the past and different societies in the past, a broad
perspective that gives them the range and flexibility required in many work situations. They develop
research skills, the ability to find and evaluate sources of information, and the means to identify and
evaluate diverse interpretations. Work in history also improves basic writing and speaking skills and is
directly relevant to many of the analytical requirements in the public and private sectors, where the
capacity to identify, assess, and explain trends is essential. Historical study is unquestionably an asset for
a variety of work and professional situations, even though it does not, for most students, lead as directly
to a particular job slot, as do some technical fields. But history particularly prepares students for the long
haul in their careers, its qualities helping adaptation and advancement beyond entry-level employment.
There is no denying that in our society many people who are drawn to historical study worry about
relevance. In our changing economy, there is concern about job futures in most fields. Historical training
is not, however, an indulgence; it applies directly to many careers and can clearly help us in our working
lives.
5
Why study history? The answer is because we virtually must, to gain access to the laboratory of human
experience. When we study it reasonably well, and so acquire some usable habits of mind, as well as
some basic data about the forces that affect our own lives, we emerge with relevant skills and an
enhanced capacity for informed citizenship, critical thinking, and simple awareness. The uses of history
are varied. Studying history can help us develop some literally "salable" skills, but its study must not be
pinned down to the narrowest utilitarianism. Some history—that confined to personal recollections about
changes and continuities in the immediate environment—is essential to function beyond childhood. Some
history depends on personal taste, where one finds beauty, the joy of discovery, or intellectual challenge.
Between the inescapable minimum and the pleasure of deep commitment comes the history that, through
cumulative skill in interpreting the unfolding human record, provides a real grasp of how the world
works.

    The Tabon Caves are set in Lipuun Point Reservation in Palawan. It is a 138-hectare of island which is linked to Palawan’s mainland by a
forest. They are groups of caves found in the northern parts of the Quezon municipality in Palawan province on Palawan Island. The name of
the caves was taken from the Tabon Scrubfowl, a bird with a large foot which lays eggs in the cave. South of the Tabon Caves is the town
proper of Quezon. On the west they are bordered by Barangay Panitian. Meanwhile, the South China Sea is located on the north and
eastern parts of these caves. Their mouths lay 33meters above sea level.
    In the year 1962, researcher Dr. Robert B. Fox and his team found the skull of the Tabon man in one of the Tabon caves. It is reported
that the remains were approximately 22-24,000 years old. The Tabon man belongs to the species of the Homo Sapien or better known as
the intelligent and modern man. They have also found tools, jars, bones and jewelry which dates back fifty thousand years ago. These are
the oldest remains ever found in the country. This discovery has indicated habitation 50,000 years ago while the limestone found in it is
believed to date back to the Lower Middle Miocene Period which is equivalent to 25 million years back in human history. Ten years later, in
April of 1972 the Lipuun Point Reservation became a Site Museum Reservation. It was also recognized as a priority site for the development
of tourism of natural and culture heritage in 1991. 
    Because the oldest human remnant ever to be found in the Philippines, the Tabon man was found in the Tabon Cave, the caves gained
the title of being the country’s Cradle of Civilization. It plays a very significant role in the discovery and knowledge of the history and heritage
of Filipinos. According to the discoveries, the Tabon Caves is where one of the first habitants of the Philippines lived and was buried. The
remains show that Tabon men lived in the cave. It says that they lived on small animals like bats and birds due to the small sizes of their
stone tools. There were charcoals left from cooking fires.
    The Guri Cave is the most important cave in the Tabon Cave complex because it is considered as the cave where the early people lived.
These people lived earlier than the Tabon man, it was said. Archaeologists have found layers of soil inside which contained of garbage and a
collection of marine shells left by the early people. It is estimated that their habituation dates back to 5000 and 2000 years B.C.
    The Tabon Cave Complex is an attraction for both tourists and archaeologists. It contains vital information on the history and culture of the
country’s heritage. It is the Philippine’s Cradle of Civilization. On the other hand, it provides a first-hand experience and a scenic view to
visitors on one of the oldest abodes of ancient men

Robert Bradford Fox was born on May 11, 1918, in Galveston, Texas. He received his AB (Anthropology) from the University of Southern California
(1941); his MA (Anthropology) from the University of Texas (1944); and his Ph.D. (Anthropology) from the University of Chicago (1954). Fox was a
distinguished American anthropologist who made substantive and enduring contributions to Philippine anthropology through his research, publications,
teaching, and public service. 

   Fox was for many years the Chief Anthropologist of the Philippine National Museum. Besides his service with the National Museum, Dr. Fox taught at
the University of the Philippines and served as Presidential Assistant for National Minorities and Presidential Adviser on Anthropology under then
President Ferdinand E. Marcos.

   For some four years and eight months, Fox conducted field research among numerous folk and mountain peoples in the Philippines. He spent more than
six years of cave and open-site archaeology in Albay, Batangas, Palawan, Pampanga, Sorsogon, and numerous brief periods of explorations in other areas.
With colleagues at the National Museum of the Philippines, Fox excavated the Tabon caves in Palawan, which led to the discovery of the late Pleistocene
human fossil remains and associated stone implements. The fossil finds which represented more than just one individual and better known as the “Tabon
Man,” include a skull cap, jaw bones, teeth and several other fragmented bones. Their age has been determined using Radiometric dating, giving dates
between 16500 ± 2000 B.P. for the skull cap and 48000 ± 11-10000 B.P. for the tibia fragment.

   Fox’s major publications include, “The Pinatubo Negritos : Their Useful Plants and Material Culture,” The Philippine Journal of Science (1951);
“Religion and Society Among the Tagbanuwa of Palawan Island, Philippines,” (1954); and “The Tabon Caves : Archaeological Excavations on Palawan
Island, Philippines (1962-65),” Philippine Journal of Science.

Source:  
Zamora, Mario D. “Obituary: Robert Bradford Fox (1918-1985),” The Journal of Asian Studies. 45(3): 667. May 1986.
6
William Henry Scott (1921–1993) was an anthropologist and leading historian on the Cordilleras and prehispanicPhilippines.
He is perhaps best known for debunking the Kalantiaw legend in 1968, in his book "Prehispanic Source Materials forthe Study of Philippine 
History". Datu Kalantiaw was the main character in a historical novel written in 1913 by Jose E. Marco. Through a series of faulty citations, th
e invented legend was mistakenly thought to be actual history. As aresult of Scott's work, Kalantiaw is no longer a part of the standard histor
y texts in the Philippines. [[http://www.mts.net/~pmorrow/kalant_e.htm Kalantiaw, the Hoax ] ]
In 1994, the Ateneo de Manila posthumously gave Scott the Tanglaw ng Lahi Award for a lifetime "spent in teachingnot only in the classroom
, but also the outside world by means of the broad reaches of his contacts andcommunication, and most of all through his hundreds of publis
hed scholarly articles and inspirationals which continueto disseminate and teach honest Philippine history to succeeding generations of Filipi
nos."cn|date=August 2008
Scott's book Prehispanic Source Materials for the Study of Philippine History was first published by theUniversity of Santo Tomas Press
, after first being presented as a dissertation on the prehispanic Philippines in 1968. A revised and expanded second edition was published i
n 1984.