Four years ago, the novelist responsible for Wolf Hall and other acclaimed works of historical fiction delivered a series of five public lectures for the BBC. Collectively entitled “Resurrection: The Art and Craft,” Hilary Mantel’s 2017 Reith Lectures are still available online.
I think very highly of these addresses, which show great sensitivity to the nature of history as well as literature. Anyone responsible for historical storytelling—in fiction or nonfiction—could benefit from them. But they’re a little difficult to find on the BBC’s website, so I’m arranging direct links here.
- The Day Is For the Living, June 13, 2017, Manchester (transcript PDF): “Memory, mourning, and how the stories we tell ourselves shape our view of the past—and what happens on the threshold when private and public history meet.”
- The Iron Maiden, June 20, 2017, London (transcript PDF): “How does fact pass so readily into legend? Do we use the past as a mirror, and prefer a version that flatters us?”
- Silence Grips the Town, June 27, 2017, Antwerp (transcript PDF): “The story of a Polish writer whose efforts to work history into fiction were so intense that they consumed and killed her. Was she a martyr to history? Or just wrongheaded?”
- Can These Bones Live?, July 4, 2017, Exeter (transcript PDF): “The task of the historical novelist is to balance the claims of fact against the power of invention. It’s a balance that must be kept phrase by phrase [through] craft and technique.”
- Adaptation, July 11, 2017, Stratford-upon-Avon (transcript PDF): “Adaptation [for stage and screen] is not a compromise or a betrayal of an original, but an actual necessary and creative act, one we perform every day.”
On Monday, the American Academy of Arts and Sciences released a 100-page report called “The Humanities in American Life.” It comprises the results from a national survey administered last November. The researchers asked more than 5,000 respondents about their engagement in “humanistic activities” and their attitudes toward humanities education.
On the whole, the report’s findings should encourage most humanities workers, including social studies teachers and historians. But careful examination of the details may be especially useful. This report identifies important discrepancies or tensions in public attitudes.
Champions of humanities education should be prepared to expose or remedy—or exploit—these tensions. There are both dangers and opportunities here.
Continue reading “What Americans Think About the Humanities”
Speaking of Jesuits, here’s an assignment I used this spring for the first time. In my modern world history course at the University of Scranton, I assigned a short essay about Endō Shūsaku’s 1966 historical novel Silence, a story based on true events (involving Jesuits) in seventeenth-century Japan. It took a long time to work up the nerve.
If the assignment worked, my students would use the novel as a matrix upon which to practice visualizing a real time and place, building empathy with its people. They would also analyze how Silence, as a piece of fiction crafted to resonate with a modern audience, makes it easier to see that all kinds of historical discourse must communicate effectively between different times and places. This assignment would have the additional benefit of connecting the university’s Ignatian heritage with a specific topic already covered in class, in a way that students might find personally relevant and poignant. (I do not assume my students at the University of Scranton are—or should be—Catholics, but most of them do come from a Catholic cultural environment.)
As a history instructor, however, I had three main qualms about my own assignment. As the deadline approached, my apprehension grew.
First, my students needed to use the novel to clarify, not obscure, the relationships between fact and fiction. I didn’t want any confusion about Silence‘s genre, of course, but I also needed my students to grasp the historical-pedagogical purpose of reading fiction at all. This wasn’t supposed to be an arbitrary excursion into make-believe.
Continue reading “‘Silence’ and Historical Presence: Teaching a Novel in the Survey”