Iconography becomes even more revealing when processes or concepts, rather than objects, must be depicted–for the constraint of a definite ‘thing’ cedes directly to the imagination. How can we draw ‘evolution’ or ‘social organization,’ not to mention the more mundane ‘digestion’ or ‘self-interest,’ without portraying more of a mental structure than a physical reality? If we wish to trace the history of ideas, iconography becomes a candid camera trained upon the scholar’s mind.

There’s a touch of the priesthood in the academic world, a sense that a scholar should not be distracted by the mundane tasks of day-to-day living. I used to have great stretches of time to work. Now I have research thoughts while making peanut butter and jelly sandwiches. Sure it’s impossible to write down ideas while reading “Curious George” to a two-year-old. On the other hand, as my husband was leaving graduate school for his first job, his thesis advisor told him, “You may wonder how a professor gets any research done when one has to teach, advise students, serve on committees, referee papers, write letters of recommendation, interview prospective faculty. Well, I take long showers.”