For as long as I can remember, I’ve loved history. But, I might add, it’s a love born not out of fact, but rather, its fiction. When I was a lot younger, I can’t remember exactly when, nor shall I hazard a guess (see previous: ‘Dream Reality’), I happened to read The Machine Gunners written by Robert Westall and published by Macmillan in 1975. I won’t say that I hadn’t encountered ‘History’ previous to this, for I can remember constructing Tudor houses out of MDF and cooking authentic Aztecan cuisine (chille con carne?!); but these weren’t exactly role models for learning about or enjoying the past. No, my first understanding of recent history came out of this particular book. I think, at this time, I’d have been a great advert for modern history as I was enamoured with the Second World War, despite the controversy surrounding schools which devoted too much time to it. I don’t believe I understood the cold reality, just that children could take part – collecting empty shells and shrapnel, even machine guns – a headline to which the book owes its title. Perhaps fifty years after Victory in Europe, my parents and I were completely removed from the global conflicts which tore countries and continents apart, and yet I felt I could relate. These children were just like me; I could empathise with their emotions and imagine myself a part of the adventures they had. And so it’s not entirely ridiculous that I would pretend to fly about the living room as an unfortunately-named German ‘fokker’ pilot, collect AirFix and build armed vehicles from Lego.
There is a serious point to be made here though. I’ve come a long way since those inauspicious beginnings. My love of fiction is unwavering, but I no longer necessarily relate to the fictional or historical characters therein. A student of history must employ his or her imagination to understand peoples that are ‘Other’, independent of our contemporary choices, reason and cultural values. The crusader, heretic, and peasant have more about them than these squared-off titles; they are gendered, religious, and landed, further, they have conversations, joke, break down, and fear for their lives. Consequently history is both reality and creation at one and the same time. But, with great imagination, comes great responsibility, or rather a certain amount of discretion on the part of the author. Where medieval history is concerned, the past becomes a foreign country, the points of reference – language, religion, culture, etc. – become unrecognisable, and this is very important. The author is charged with colouring inside the lines of history, having been cautioned against drawing connections – employing an over-active imagination (See U. Eco, Foucault’s Pendulum, Ballantine Books, 1990 or http://wp.me/pWa2h-e1) and uttering the word ‘Truth’ at his or her audience – a faux pas which humbles, and reminds that imagination has its limits.
With all this in mind, is a history degree more employable for such a broad ‘skill’? No. Indeed, I’m not attempting to put a premium on historical imagination, just to say that the stuffy pastiche of the ‘historian’ alone in a room full of books, occasionally coughing to send dust off the pages of huge, never-read tomes, is not one that really exists. A person can dedicate their life to history, heck, they can call themselves a historian, but they are so much more. I see history as a conduit for demonstrating empathy, logic, and a person’s analytical capabilities, and medieval history, (as any other MA, MSc, or otherwise) as one for showing that a mind can be fine tuned in a short space of time to hone in on the particulars and details that have to be found where there is little evidence otherwise. This is why I’m not to become a ‘historian’ or librarian. Life is not about following the paths of least resistance, about history, economics, English, sociology, psychology, or any one of the sciences, etc., etc, but about all of these in a number of different capacities. That which I have learnt is not narrow enough to be vocational; instead, the skills I have are broad and will favour my work ethic in a variety of different industries. Thus I am determined to prove the versatility of a degree confined to the library or lecture room, and of myself, consigned to those stuffy books by the ignorant. There is far, far more to show for four years of academia than this, and all the more adventures to be had.
I will find my machine gun!
Question Time:
What was your first experience with whichever subject you decided to study ? Tell me I’m wrong! – Are you driven more by enjoyment or by the prospects resulting from GCSEs, A-levels, or a degree (or a both)? Do you think this differs between the arts and sciences? And are you looking for or have found work in an area more or less correlating to your field of study?
(A plea: I do appreciate ratings, but if I’ve any chance of improving please be critical in writing – comment anonymously. Thanks!)
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