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Delivered at a Dartmouth College writing conference in 2012, this address opens with McCullough’s assertion that the English language is a tradition worthy of a lifetime of study. He argues that genuine happiness comes from loving one’s daily work, and that writing, because it is hard, is uniquely captivating. The process of learning how to write takes years of practice, and there is no universal method.
McCullough urges writers to talk about their work with others, since material can surface from unexpected sources. Research should run the full length of a project, not just precede it. Writers should visit the places their subjects inhabited, engage all five senses, and learn to observe closely—possibly by taking drawing and painting lessons. McCullough invokes Charles Dickens’s admonition to “Make me see” (146) and credits his high school English teacher, Lowell Innes, for teaching him to show rather than tell.
McCullough advises absorbing not only what people in the past produced but what they themselves read, particularly when portraying distant eras. He recounts advising HBO’s John Adams miniseries producers to preserve the vocabulary and difficulty of 18th-century life. A key distinction for the historian: Dialogue cannot be invented; it must be found in letters, diaries, and testimony. He compares historical research to detective work, driven by curiosity he calls compounding—like gravity.
Historians should respect the fact that their subjects were real people living in their own present, unaware of outcomes. McCullough sees no hierarchy between history and fiction for creative possibility. He avoids outlines, finding them as constraining as paint-by-numbers, writes to discover his theme rather than to impose one, and aims to let readers reach their own conclusions. His practical closing advice: Start writing immediately, let characters speak, read drafts aloud, set work aside and return to it, and above all, rewrite. He warns that young Americans are becoming historically illiterate and that good historical writing remains essential to national self-understanding.
McCullough wrote all 12 of his books on the same secondhand typewriter, typing with only four fingers; he sometimes playfully suggested to children that the machine itself might be writing the books. The following essay, written in 2009 to accompany a small replica edition of his Royal Standard typewriter, explains the machine’s history.
In 1965, McCullough purchased his typewriter secondhand from a store called Central Office Equipment on Post Road in White Plains, New York. Built in the United States around 1940 or 1941, the typewriter is black with chrome accents, stands nine inches tall, and features the distinctive old-style round glass keys absent from newer models. He needed a sturdy, serious machine to begin work on his first book, The Johnstown Flood (1968), which he wrote at home on nights and weekends. His daughter Melissa, then 10 years old, captured the early days in a drawing of her father at the typewriter.
More than four decades later, McCullough is still using the same machine. Given his habit of extensive rewriting, he estimates it has been worked the equivalent of at least 500,000 miles. After each project, he has it fully serviced by technician Dennis daRosa on Martha’s Vineyard. McCullough describes the physical pleasure of working at the typewriter and hearing its bell and ribbon changes. He notes that writer William Manchester shared his appreciation and also mentions Tom Hanks as a collector of vintage typewriters.
At the time the essay was written, McCullough was at work on his ninth book and had no intention of switching methods.
This address was delivered at the National Book Festival in 2002.
McCullough insists that history, poetry, biography, and fiction are not separate endeavors, and that how a book begins is among a writer’s most consequential decisions. He admires the openings of Robert Penn Warren’s All the King’s Men (1946) and Margaret Leech’s Reveille in Washington (1941). To illustrate the stakes of a wrong start, he recalls a boyhood hike with his brothers, when a small initial deviation nearly sent them miles off course. A book’s opening, he argues, sets everything that follows.
He discusses the opening of Leech’s book, which portrays the aging General Winfield Scott through his dining habits and domestic routines. McCullough admires it because it treats a historical figure as a full human being who eats, rests, and takes pleasure in life—something biographers often neglect.
He then shares a wide-ranging personal reading list, including: James Agee’s A Death in the Family (1957), Willa Cather’s My Antonia (1918), A Tree Grows in Brooklyn (1943) by Betty Smith, Richard Henry Dana’s Two Years Before the Mast (1840) (McCullough’s first self-chosen bookstore purchase), works by Irwin Shaw, F. Scott Fitzgerald, and Herman Wouk, Turgenev’s Fathers and Sons (1862), and all of Dickens—with Great Expectations (1861) as a personal favorite. He regrets the scarcity of great American political novels but singles out Allen Drury’s Advise and Consent (1959), Henry Adams’s Democracy (1880), and Billy Lee Brammer’s The Gay Place (1961). He cites John le Carré’s A Small Town in Germany (1968) and Thomas Flanagan’s The Tenants of Time (1988). Three writers who personally befriended him—Conrad Richter, Paul Horgan, and Thornton Wilder—earn special mention; Richter in particular impressed upon him the difference between the right word and the wrong one, invoking Mark Twain’s comparison of lightning to the lightning bug.
Among histories and biographies, he recommends Cecil Woodham-Smith’s The Reason Why (1953), Frederick Lewis Allen’s Only Yesterday (1931), Walter Lord’s A Night to Remember (1955) as a model of disciplined omission, Barbara Tuchman’s The Guns of August (1962), Antoine de Saint-Exupéry’s Wind, Sand and Stars (1939), Harry McPherson’s A Political Education (1988), Lord David Cecil’s Melbourne (1954), William Manchester’s American Caesar (1978), Robert Caro’s The Years of Lyndon Johnson (1982–), Henri Troyat’s Tolstoy (1965), and Boswell’s Life of Samuel Johnson (1791). For autobiography, he favors Henry Adams’s The Education of Henry Adams (1907), Benjamin Franklin’s Autobiography (1791), and Delacroix’s Journal (1893), from which he draws a maxim that accuracy serves imagination—capturing what historical writing requires: enough imaginative empathy to inhabit another era without distorting the facts.
McCullough identifies Shakespeare, the Bible, and Bunyan’s The Pilgrim’s Progress (1678), as foundational texts for understanding the 19th-century American mind, linking Bunyan’s scene of Christian facing the beast Apollyon to Theodore Roosevelt’s philosophy on courage. He also recommends Somerset Maugham’s The Summing Up (1938) and Churchill’s Painting as a Pastime (1948) for writers, and Howard Evans’s insect study Life on a Little-Known Planet (1968) for perspective. He describes the pleasure of reading Bartlett’s Familiar Quotations and notes that phrases from Shakespeare, Milton, and Cervantes often go unrecognized in everyday speech.
McCullough closes with two historical anecdotes: Abigail Adams’s famous letter urging attention to women, which drew on a poem by Daniel Defoe, and Nathan Hale’s last words, which were a quotation from Joseph Addison’s play Cato (1713), and which McCullough believes Hale delivered deliberately to mock his English captors. McCullough ends by celebrating the extraordinary abundance of reading choices available today.
McCullough studied drawing and painting throughout his life and painted watercolors regularly, often working on themed series between book projects. The following address was his 2004 commencement speech at the Lyme Academy of Fine Arts in Connecticut.
McCullough opens with the story of Winston Churchill, who in the spring of 1915 was abruptly removed from power and consumed by anxiety. Painting came to Churchill’s rescue: He became an accomplished painter and later encouraged General Eisenhower to take up painting as a means of sustaining the psychological strain of wartime command. Eisenhower did so and, while never reaching Churchill’s level of skill, also became a capable painter in his own right.
McCullough draws a line between Churchill’s dual identity as statesman and painter, and French painter Eugène Delacroix’s parallel interest in historical writing. Delacroix reflected that the historian’s craft demands holding many elements simultaneously while preserving the animating warmth that lifts a narrative above a dry recitation of facts. History, McCullough concludes, is at its best a form of literature, and thus a form of art. The two are inseparable.
In his own practice, McCullough turns to paintings as primary historical sources. The portraits of John Trumbull, John Singleton Copley, Charles Willson Peale, and Gilbert Stuart, he argues, give us the faces and the humanity of the founders in ways that documents cannot. More broadly, art preserves entire eras of the American past: The Ashcan painters captured the turn of the century in New York, the 1913 Armory Show was as significant an event as the opening of the Woolworth Building that same year, and the work of Edward Hopper and Jackson Pollock speaks to their times as powerfully as any political memoir. Their names will outlast those of most politicians. A complete chronicle of American history could be assembled from the work of Connecticut painters alone, from Trumbull to Jim Dine.
McCullough praises Trumbull specifically for a life of extraordinary breadth: Trumbull was a soldier, diplomat, architect, memoirist, and founder of the first university-affiliated art gallery in America. McCullough then invokes Churchill’s distinction between those who work hard but treat their leisure as separate from their work, and those fortunate few for whom work and joy are identical. He urges the graduating class to join the latter group. He closes with Robert Henri’s exhortation to paint with exuberance.
A final editorial note records that McCullough lived by that spirit and died on August 7, 2022.
McCullough systematically dissolves the boundary between historical scholarship and creative art, presenting the historian as an active creator striving for aesthetic resonance. Several pieces connect visual and performing arts with seemingly unrelated endeavors; for McCullough, all creative pursuits can converge. At Dartmouth College, McCullough compared the writing process to playing an instrument, instructing writers to “[w]rite to make music” (145) rather than merely producing correct notes. At the Lyme Academy, he juxtaposed the political leadership of Winston Churchill and Dwight D. Eisenhower with their painting practices. In a reversal, he cited the painter Eugène Delacroix’s reflections that historians need to preserve the warmth that elevates narrative above dry recitations of data. By naming paintings—such as those by John Trumbull and Edward Hopper—as primary historical documents that capture humanity better than text alone, McCullough positions historical writing as an inherently artistic discipline, challenging traditional academic hierarchies that separate empirical research from imaginative expression.
A central tenet of McCullough’s methodology involves dismantling the concept of the past to foster narrative empathy, particularly by reminding readers that people who lived before experienced Contingency Over Inevitability just as we do. He argues that historical subjects were individuals living entirely in their own present, devoid of the hindsight that modern readers possess. McCullough thus advocates for an immersive approach to characterization, praising for example Margaret Leech’s Reveille in Washington (1941) for introducing the aging General Winfield Scott through his specific dining habits and physical infirmities. Grounding monumental figures in mundane realities like eating, resting, and enjoying leisure forces the reader to perceive them as full human beings rather than mere historical avatars. McCullough reinforced this imperative when advising the producers of the HBO adaptation of John Adams, insisting that they retain the authentic difficulties and vocabulary of 18th-century life. McCullough stresses that historical narrative must rely on imaginative empathy that reconstructs different eras without distorting factual records to bridge the psychological distance between contemporary audiences and distant centuries.
McCullough demystifies the writing process by characterizing intellectual work through the motif of physical and manual labor. His 2009 essay on his 1940s Royal Standard typewriter emphasizes the tactile pleasure of composition. He estimates the secondhand machine has endured the equivalent of 500,000 miles of use, framing his extensive rewriting habit as an act of adventuring travel and physical endurance. He equates operating the typewriter to making things with his hands, describing the mechanical sounds of the bell and the maintenance of the ribbon as essential components of his workflow. This emphasis on sensory and physical engagement extends to his research advice: He instructs writers to visit the environments of their subjects and employ all five senses in their observations. He even recommends taking drawing lessons to cultivate a habit of close looking. By linking the cerebral task of writing to tangible, workmanlike repetition, McCullough strips away the romanticism often associated with literary inspiration, establishing discipline and sensory grounding as the true catalysts for compelling prose.
McCullough focuses on historical narrative’s reliance on shared cultural language, which connects to his belief in History as Civic Gratitude and Guidance. McCullough illustrates the disproportionate stakes of a book’s opening by comparing it to a childhood hike in the Laurel Mountains, where a minor initial deviation leads a traveler miles off course. A narrative’s beginning permanently dictates its trajectory and tone. Furthermore, he argues that foundational texts, such as Shakespeare and John Bunyan’s The Pilgrim’s Progress (1678), function as a crucial structural heritage that binds American history together. He cites Nathan Hale’s famous last words as a deliberate quotation from Joseph Addison’s play, Cato (1713), demonstrating that historical figures relied on a collective literary vocabulary to articulate their realities and signal their inner lives: Even Abigail Adams drew on Daniel Defoe to formulate her plea to remember women when drafting the nation’s founding documents. By emphasizing these shared linguistic roots, McCullough outlines the historian’s broader responsibility: preserving the cultural continuity of a society that increasingly faces historical illiteracy.
Finally, McCullough frames historical inquiry as an unending, compounding act of investigation, likening the historian’s work to that of a detective. He rejects the static role of the expert, favoring a posture of perpetual questioning. Curiosity, he notes, operates as an accelerative force similar to gravity. Because dialogue cannot be invented in non-fiction, the historian must hunt for authentic voices in diaries, letters, and court testimonies; likewise, research should not merely precede writing but run concurrently throughout the entire lifespan of a project, and often beyond it. He shuns rigid outlines, viewing them as restrictive templates akin to paint-by-numbers, and instead writes to discover his theme organically. This methodology suggests that the act of writing history is an epistemological journey. By prioritizing discovery over definitive conclusion, McCullough ensures that the text remains vital, inviting readers to engage critically with the primary evidence rather than passively absorbing a predetermined lesson.



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