He paused, as if unsure he should say more. “Everyone has undergone a change,” he said. “The other students were relaxed until we came to this height. Now they are uncomfortable, on edge. You seem to have made the opposite journey. This is the first time I’ve seen you at home in yourself. It’s in the way you move: it’s as if you’ve been on this roof all your life.”
A gust of wind swept over the parapet and Dr. Kerry teetered, clutching the wall. I stepped up onto the ridge so he could flatten himself against the buttress. He stared at me, waiting for an explanation.
“I’ve roofed my share of hay sheds,” I said finally.
“So your legs are stronger? Is that why you can stand in this wind?”
I had to think before I could answer. “I can stand in this wind, because I’m not trying to stand in it,” I said. “The wind is just wind. You could withstand these gusts on the ground, so you can withstand them in the air. There is no difference. Except the difference you make in your head.”
He stared at me blankly. He hadn’t understood.
“I’m just standing,” I said. “You are all trying to compensate, to get your bodies lower because the height scares you. But the crouching and the sidestepping are not natural. You’ve made yourselves vulnerable. If you could just control your panic, this wind would be nothing.”
“The way it is nothing to you,” he said.
* * *
—
I WANTED THE MIND of a scholar, but it seemed that Dr. Kerry saw in me the mind of a roofer. The other students belonged in a library; I belonged in a crane.
The first week passed in a blur of lectures. In the second week, every student was assigned a supervisor to guide their research. My supervisor, I learned, was the eminent Professor Jonathan Steinberg, a former vice-master of a Cambridge college, who was much celebrated for his writings on the Holocaust.
My first meeting with Professor Steinberg took place a few days later. I waited at the porter’s lodge until a thin man appeared and, producing a set of heavy keys, unlocked a wooden door set into the stone. I followed him up a spiral staircase and into the clock tower itself, where there was a well-lit room with simple furnishings: two chairs and a wooden table.
I could hear the blood pounding behind my ears as I sat down. Professor Steinberg was in his seventies but I would not have described him as an old man. He was lithe, and his eyes moved about the room with probing energy. His speech was measured and fluid.
“I am Professor Steinberg,” he said. “What would you like to read?”
I mumbled something about historiography. I had decided to study not history, but historians. I suppose my interest came from the sense of groundlessness I’d felt since learning about the Holocaust and the civil rights movement—since realizing that what a person knows about the past is limited, and will always be limited, to what they are told by others. I knew what it was to have a misconception corrected—a misconception of such magnitude that shifting it shifted the world. Now I needed to understand how the great gatekeepers of history had come to terms with their own ignorance and partiality. I thought if I could accept that what they had written was not absolute but was the result of a biased process of conversation and revision, maybe I could reconcile myself with the fact that the history most people agreed upon was not the history I had been taught. Dad could be wrong, and the great historians Carlyle and Macaulay and Trevelyan could be wrong, but from the ashes of their dispute I could construct a world to live in. In knowing the ground was not ground at all, I hoped I could stand on it.
I doubt I managed to communicate any of this. When I finished talking, Professor Steinberg eyed me for a moment, then said, “Tell me about your education. Where did you attend school?”
The air was immediately sucked from the room.
“I grew up in Idaho,” I said.
“And you attended school there?”
It occurs to me in retrospect that someone might have told Professor Steinberg about me, perhaps Dr. Kerry. Or perhaps he perceived that I was avoiding his question, and that made him curious. Whatever the reason, he wasn’t satisfied until I had admitted that I’d never been to school.
“How marvelous,” he said, smiling. “It’s as if I’ve stepped into Shaw’s Pygmalion.”
* * *
—
FOR TWO MONTHS I had weekly meetings with Professor Steinberg. I was never assigned readings. We read only what I asked to read, whether it was a book or a page.
None of my professors at BYU had examined my writing the way Professor Steinberg did. No comma, no period, no adjective or adverb was beneath his interest. He made no distinction between grammar and content, between form and substance. A poorly written sentence was a poorly conceived idea, and in his view the grammatical logic was as much in need of correction. “Tell me,” he would say, “why have you placed this comma here? What relationship between these phrases are you hoping to establish?” When I gave my explanation sometimes he would say, “Quite right,” and other times he would correct me with lengthy explanations of syntax.