San Francisco

NEWT GINGRICH seldom misses a chance to note that he is a historian. He lards his speeches with references to obscure events in the American past, talks about his time teaching at West Georgia College (not one of those effete Ivies), and has declared that the more than $1.6 million in fees he earned from Freddie Mac was for his work not, heaven forbid, as a lobbyist, but as a historian. And last year he was in the news for saying President Obama exhibited “Kenyan, anticolonial behavior.”

Mr. Gingrich would be our first president with a Ph.D. since Woodrow Wilson. Does his work as a historian tell us anything about him? Or, for that matter, anything about why, despite certain events in 1776, he considers “anticolonial” an epithet? To address these questions, a good place to start is his 1971 Tulane doctoral dissertation: “Belgian Education Policy in the Congo 1945-1960.”

A curious document it is — but not in ways that Mr. Gingrich’s enemies might hope for, since the dissertation is not filled with racism or drum-beating for colonialism’s glories. At the start he asks, “Did the colonial powers perform a painful but positive function in disrupting traditional society and so paving the way for more rapid modernization? Even if they did, was the price of colonial exploitation too high?” Good questions, but he never answers them. Instead, he surveys his subject in a highly pedantic way, dutifully covering rural and urban schools, church and state schools, white and black schools, Protestant and Catholic schools, and education for men and for women. Footnotes, statistics and quotes from eminent authorities abound. The writer who emerges from the text is not the fire-breathing, slash-and-burn partisan attacker Mr. Gingrich’s critics portrayed from his time as House speaker, nor the profound, big-picture thinker Mr. Gingrich the candidate presents himself as. It’s the desk-bound policy wonk.

Part of the wonkery is the absence of any human detail. What did a colonial-era Congolese school look like? What was in the textbooks? How did the teachers treat their students? The reader never learns because Mr. Gingrich never went there — although he did go to Belgium. Perhaps he couldn’t afford a trip to Africa. He cites interviews with one American and seven Belgians — but not a single Congolese, though there were hundreds living in Europe and the United States he could have talked to.