Practicing History_ Selected Essays - Barbara W. Tuchman [5]
This quality was the essence, too, of Professor C. H. McIlwain’s Constitutional History of England, which came up as far as Magna Carta. It did not matter to McIlwain, a renowned scholar and historian, that only four of us were taking his course, or that he had already given it at Harvard and had to come over to repeat it to us (yes, that was the quaint custom of the time). It did not matter because McIlwain was conducting a passionate love affair with the laws of the Angles and the articles of the Charter, especially, as I remember, Article 39. Like any person in love, he wanted to let everyone know how beautiful was the object of his affections. He had white hair and pink cheeks and the brightest blue eyes I ever saw, and though I cannot remember a word of Article 39, I do remember how his blue eyes blazed as he discussed it and how I sat on the edge of my seat then too, and how, to show my appreciation, I would have given anything to write a brilliant exam paper, only to find that half the exam questions were in Anglo-Saxon, about which he had neglected to forewarn us. That did not matter either, because he gave all four of us A’s anyway, perhaps out of gratitude for our affording him another opportunity to talk about his beloved Charter.
Professor Babbitt, on the other hand, being a classicist and anti-romantic, frowned on enthusiasm. But his contempt for zeal was so zealous, so vigorous and learned, pouring out in a great organ fugue of erudition, that it amounted to enthusiasm in the end and held not only me, but all his listeners, rapt.
Although I did not know it or formulate it consciously at the time, it is this quality of being in love with your subject that is indispensable for writing good history—or good anything, for that matter. A few months ago when giving a talk at another college, I was invited to meet the faculty and other guests at dinner. One young member of the History Department who said he envied my subject in The Guns of August confessed to being bogged down and brought to a dead stop halfway through his doctoral thesis. It dealt, he told me, with an early missionary in the Congo who had never been “done” before. I asked what was the difficulty. With a dreary wave of his cocktail he said, “I just don’t like him.” I felt really distressed and depressed—both for him and for the conditions of scholarship. I do not know how many of you are going, or will go, to graduate school, but when you come to write that thesis on, let us say, “The Underwater Imagery Derived from the Battle of Lepanto in the Later Poetic Dramas of Lope de Vega,” I hope it will be because you care passionately about this imagery rather than because your department has suggested it as an original subject.
In the process of doing my own thesis—not for a Ph.D., because I never took a graduate degree, but just my undergraduate honors thesis—the single most formative experience in my career took place. It was not a tutor or a teacher or a fellow student or a great book or the shining example of some famous visiting lecturer—like Sir Charles Webster, for instance, brilliant as he was. It was the stacks at Widener. They were my Archimedes’ bathtub, my burning bush, my dish of mold where I found my personal penicillin. I was allowed to have as my own one of those little cubicles with a table under a window,