How to get girls and boys excited about Dante

Griselda HeppelStay me with cups of tea (eh?),my-cup-of-tea comfort me with flagons…  (Ha, that’s more like it.)

flagon

More restorative than tea?

Forgive the euphoria – I’ve just come to the end of the busiest week of school visits ever.  So, OK, four schools in seven days is nothing to the really seasoned children’s author; but with all the organisation involved, the much emailing to and fro between me and teachers who, let’s face it, are already up to their eyes in work and school activities, I count just fixing a day and format as a Major Achievement.  It’s wonderful, then, when a string of visits round a particular theme come together, as they did during this year’s season of Remembrance.

Ante Passchendaele jacketAnte’s Inferno has undergone a special Passchendaele Centenary (1917 – 2017) reprinting, with a redesigned jacket that brings out its WW1 theme more strongly than before. If you’re wondering what connects a children’s version of Dante’s Inferno with this most horrific of all battles, the clue lies in Siegfried Sassoon’s famous lines:

                    I died in Hell –

(They called it Passchendaele).

I’m happy to visit schools at any time, talking to 9 – 13 year-olds about Greek Mythology, Dante, and how I updated his 700 year old poem to create an exciting, scary, and at times amusing murder mystery story in its own right; but my emphasising the Passchendaele theme made it natural for schools to choose this week for my visit. I’ve had a wonderful time, in single sex – both girls’ and boys’ – and co-educational schools, with numbers ranging from a cosy 22 to a thoroughly daunting 300.

Dulwich hall

Magnificent hall at Dulwich College, ready for 300 boys. Gulp.  

All of these visits remind me why I love writing for this age – it’s the time when children’s imagination and enthusiasm for books can be at their highest, while their emotional development enables them to take on complex issues and depths of meaning in a way they’re not always given credit for.  CCCS signing 1

My switched on, sparky, and well-informed audiences at Wychwood, Dragon, Christ Church Cathedral Schools and Dulwich College proved this in spades – thank you, all!

Oh, and one final thing – all that stuff about girls reading books with a boy hero but boys refusing to do the same when the hero is a girl… it’s bunkum.  Give boys a chance, people!

 

 

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All the davenports we cannot see

Twenty years ago the tragic death of a baby in the USA by what was thought to be ‘shaken baby syndrome’ made headlines all over the world.  On trial for the little boy’s murder, the British nanny unwittingly sealed her fate by describing how she’d ‘popped the baby on the bed to change his nappy.’  What Louise Woodward didn’t realise was that an expression used in the UK to describe an action taken with lightness and dexterity doesn’t translate at all that way in the USA; there, ‘pop’ can only mean something explosive.  No amount of explanation could erase the image in the jury’s mind that she had hurled the 8 month-old on to the bed with all the force of a rocket launcher.

Oscar Wilde

*Quip by Oscar Wilde… probably

Misunderstandings between our ‘two nations divided by a common language’* aren’t usually so dangerous.  Nor should any English people loftily assume our words are the ‘original’ ones; in many cases it’s the other way round.  ‘Garbage’, ‘trash’ and ‘sidewalk’ date back at least to Elizabethan times, whereas ‘rubbish’ and ‘pavement’ are much more recent.  Usually even if the word is unfamiliar, the context reveals the meaning; though this assumption falls down hilariously when it comes to clothing, as any American who has sent their child to English boarding school can testify.  Presented with a uniform list, US mums are baffled by the requirement of 8 pairs of trousers (pants), 4 sleeveless padded jackets (vests) and no underwear whatsoever except for 2 pairs of toddler pull-up nappies (trainers).

School uniform Moyles Court

British school uniform

Coming from the UK side of the pond, I thought I could spot all Americanisms and easily work them out. Not so. Recently, reading the wonderful, Pulitzer Prize-winning All the Light We Cannot See by Anthony Doerr, I was brought up short by what looked like a genuine mistake. (If you haven’t read this beautifully written story of two young people – a blind French girl and a German boy – growing up on opposite sides of World War Two, then do.)  All the Light We Cannot SeeEntering her great-uncle’s room, Marie-Laure sits down on ‘the davenport’. Since a davenport is a very English piece of furniture, being a small, compact writing desk with shelves, designed by Captain Davenport in the 18th century, it seemed an odd thing to find in a house in St Malo, and even odder for Marie-Laure to sit on it. When, a few lines later, Great-uncle Etienne sits down beside her on the davenport, I realised some kind of sofa must be meant, and thought Doerr had got the wrong word.

Davenport desk

A Davenport (UK) : small writing desk with shelves or drawers

Not so. Davenport & Co turns out to be a company in Massachusetts that made a series of sofas in the late 19th century, whose popularity led to davenport becoming – in the USA – a genericised trademark, i.e. a word for sofas in general. So Doerr is right after all.

By Pearson Scott Foresman - Archives of Pearson Scott Foresman, donated to the Wikimedia Foundation

A davenport (US): large sofa. No shelves or drawers.

But… is he?  To use a particular American company term for a piece of furniture found all over the world feels eccentric in a novel set in Europe in the 1940s. For readers outside the USA, it’s like calling all pianos Steinways, with children sent for Steinway lessons, and being put in for their Grade 1 Steinway exam.

More than eccentric: later on in the book, Sergeant Major Von Rumpel muses on the fifteenth century davenport he’s shipping from Paris to Germany. This presents the reader with the rather marvellous but wholly impossible image of a company making sofas in Massachusetts in the 1400s.

Curly Davenport sofa

Mediaeval davenport?

I know, I know, I’m making a Kilimanjaro out of a, er, molehill here. But from a writer whose power to evoke all kinds of environments and emotions –  from the dreary, choking coke factories of 1930s Germany to the brutal elite school for Nazi youth, to the dry, dusty Museum of Natural History in Paris with its collections of delicate molluscs and insects to the briny, wind-scoured towers of Saint-Malo – is nothing short of astonishing, this one false, historically tone-deaf note – jars.

(Article first printed on Author’s Electric Blogspot.)

 

Recusant, ostler, wetnurse, bard… How to untangle William Shakespeare.

Mansfield Park 2Some years ago, a friend defended a film version of Mansfield Park that portrayed sexual abuse within Fanny Price’s birth family by saying, ‘Oh come on, don’t think that kind of thing didn’t go on in the nineteenth century just as much as today.’ It didn’t matter that the film showed something that never appeared in the book; according to her, if Jane Austen could have written it in, she would have done, and that was good enough for my friend.

 

While this made no sense at all to me, what I found shocking was that my friend was by profession a historian; someone who deals in fact, not fiction. Yet here she was, happy to discard the integrity of a classic novel because it didn’t fit her historical view. Perhaps that was her point: Mansfield Park is fiction, not history, so it really doesn’t matter what you do with it. For her, ‘would have,’ in Jane Austen’s case, glided easily into ‘did’.

Jane Austen - 03

Jane Austen – gagged by her time

It is difficult for historians. Novelists can make up anything they like, but where evidence is missing, historians have to piece together what clues they have to build a credible picture. For no one is this truer than William Shakespeare, whose life I’m researching at the moment for a book idea (what else?). Between his birth in 1564 and his growing fame as a playwright and poet in 1590s London, only a few certain dates stand out, among which are his marriage, in 1582, to Anne Hathaway, and the baptism of his children in 1583 and 1585. It’s only fair that biographers should follow any lead that might account for his ‘lost’ years, including one that has him employed as schoolmaster in a leading Catholic recusant family in Lancashire; or the legend that a spot of deer-poaching caused him to fly Stratford to escape the wrath of landowner Sir Thomas Lucy.

William-Shakespeare

No oil painting. William Shakespeare

But reading Anthony Holden’s biography William Shakespeare (1999) has brought the Mansfield Park conversation straight back to me. Not because of any suggestion of abusive family relationships here (phew), but because of Holden’s attitude towards his material. While he builds a good case for the 15 year-old Shakespeare’s being employed as tutor in the Hoghton family, he can’t prove it; yet after a few pages, ‘would have’ and ‘highly likely’ melt imperceptibly into ‘Shakespeare had clearly impressed his first employer.’ Guesses that begin ‘probably’ are asserted as facts a few pages later, while legends such as the deer-poaching one are discounted in one place and upheld in another. Lacking other evidence, Holden falls into the trap of taking clues from the works: Shakespeare shows knowledge of horses, so he must have earned his keep as an ostler; he writes tellingly about ‘the green-eyed monster’, therefore he, like Othello, must have suffered terrible jealousy. All of which shows a blithe misunderstanding of how the creative mind works. By this token, Lady Macbeth’s

                           I have given suck, and know
How tender ‘tis to love the babe that milks me

arises from direct personal experience.  Er….

morland_horse_and_ostler

Horse and Ostler (Morland)

Worst of all – and Holden isn’t alone here – comes the treatment of poor Anne Hathaway. We know nothing about her looks or her character, but the simple fact that she’d reached the advanced old age of 26 when 18 year-old Shakespeare impregnated her has branded her ‘on the shelf’, a desperate, ‘homely’ woman who may have set out deliberately to trap a young man into marriage.

Homely. Ye gods. Why is a 26 year-old woman automatically homely, while an 18 year-old boy isn’t spotty, sweaty and frankly, not much of an oil painting himself? Shakespeare can’t have loved Anne, runs the general opinion among biographers, or he’d have stayed in Stratford and never lived all those years in London. Yet there must have been attraction, at least to begin with, and the arrival of two more children some years later doesn’t speak of total aversion to this much, much older woman. And where else could an ambitious young actor and playwright earn a living if not in London? For all we know, he may have hot-footed it home to Stratford whenever time and funds permitted.

Anne Hathaway

Hardly homely Hathaway

Untangling fact from fiction in this biography, trying to work out what is certain and what conjecture in Holden’s impressively rounded portrait of his subject, while dealing with the somewhat dated attitude to women displayed above, I have to keep reminding myself that I am a historical fiction writer reading the work of a historian.
Not the other way round.
Funny, that. Maybe the two disciplines are not so far apart after all.

(From an article first published on Authors Electric BlogSpot)

How not to be boys and girls

No more boys and girls - BBC 2

Dr Javid Abdelmoneim with pupils from Lanesend School, Isle of Wight

If you missed BBC 2’s fascinating class room experiment with 7 year-olds, No More Boys and Girls; can our kids go gender free?, catch it on iPlayer while you can. It’s a revelation, and not in a good way. By challenging some of the silly stereotypes that children of this age have, sadly, already taken on board, the idea was to show all of them, whatever sex, that with regard to what they want to do in life, the sky’s the limit. ‘Everyone can choose to be anything they want,’ cried one boy after discovering that, just as girls can become car mechanics and architects, so can boys go in for ballet and make-up artistry.  Hurrah!

Good news though this is, I can’t help asking – why is it news? How, in the name of our children’s health, did we get to the point where 7 year-olds – interviewed before the experiment – have already decided that ‘girls are good at being pretty’ and ‘boys are better at being in charge’?  Nearly 100 years after women won the vote and with rafts of Equal Opportunities and Anti-Discrimination legislation on the statute book, sexist stereotypes are aliver and weller than they have ever been.  I’m so cross I don’t even care that those aren’t words.

Because while we can all be guilty of following – instead of questioning – traditional lines of thought, the real villains are those creating traditions that were never there before.  Yup, the manufacturing companies. The people who tell us not just that boys wear blue and girls wear pink (yawn, yawn), but that boys’ shoes are Leaders, tough enough to run around in, climb trees and yes, be in charge, whereas girls must wear flimsy Dolly Babes (thank you, Clarkes, who until now I held in high esteem).

The Amazing Boys' Colouring BookThe divide goes further: that great universal building toy, Lego (remember when it was just red and white bricks?) now comes in sets with names like ‘Andrea’s and Stephanie’s Beach Holiday,’ ‘Emma’s Ice Cream Van,’ and ‘Willy’s Butte Speed Training.’ Even such a basic activity as colouring isn’t immune, with The Amazing Boys’ Colouring Book (‘This exciting colouring book contains fantastic illustrations to inspire budding young artists to create their own masterpieces. The Gorgeous Girls' Colouring Book

From wacky robots and machines to exciting space scenes, medieval knights, massive monsters, motor cars and much, much more’)  paired with one for  Gorgeous Girls’ (From dolls’ houses, flowers, cupcakes and quilts, to exotic fruit, feathers and fairytale carriages, there’s something for every girl in this book’).

When challenged, the standard response from toy/clothes/shoes/book/household goods manufacturers is that they are giving customers what they want – an outrageous claim, since by creating gender-based products they are removing all choice of buying universal ones. Sneaky, too, since the real reason is screamingly obvious: profit. Divide the market and you double it.

Paw Patrol wellies

The Paw Patrol – but where is Skye?

Buy pink wellies for your daughter and your son will refuse to wear them, so you can’t pass them on and will have to shell out for new blue/black/grey/spiderman etc ones for him. Indeed, when it comes to merchandising, the manufacturers go further: Skye, the only female character from the popular series, Paw Patrol, is inexplicably absent from ‘boys’ wellies and china,

Skye

Skye – just not blue enough.

while with Peppa Pig, Peppa herself is reserved for ‘girls’ items and the poor lads have to make do with George.

As a children’s writer, I find this very depressing.We are told all the time that girls will read stories about boys, while boys won’t read ones about girls. From my talks to boys in all kinds of schools, I’m convinced this needn’t be the case; but if the message feeding through from infancy is that adventure, excitement, climbing trees, fighting monsters, building space rockets and flying to the moon are for boys only, who can blame them for assuming that a book with girl characters won’t have any of this kind of stuff?

Peppa pig

Rocket & dinosaurs for George; beads & mirror for Peppa

Both hero and opponent of my first book, Ante’s Inferno, were girls, with a boy being the other main character. My next title, The Tragickall History of Henry Fowst, was peopled almost exclusively by boys; while the cast of my current wip, The Call of a Sparrow, is nearly all girls. I don’t do this deliberately, it just happens. In all of the books, much is demanded of the main characters: bravery, quick-thinking, endurance, survival, a willingness to risk injury – even death – in pursuit of their cause. I hope this is what will count when arranging school visits, not the sex of my characters; but I know from bestselling writer Robin Stevens’ experience that I may have a fight on my hands. The author of the brilliant detective series for children beginning with Murder Most Unladylike, in which 12 year-olds Daisy and Hazel solve crimes, has had to stipulate that while she will happily visit single-sex and mixed schools alike, she will not speak to an audience of only girls in a mixed sex school.IMG_0093

Of course boys and girls are different. But not as different, not so divided on strict gender lines as our commercially-based society is teaching them today. Baby boys used to wear dresses, for heaven’s sake. In Elizabethan times, they wore dresses until the age of 7, when they were ‘breached’. By offering our children from babyhood onward this riot of supposed choice, all we are doing is building shades of the prison house around both sexes. Which is incredibly sad.

(From an article first posted on http://www.authorselectric.blogspot.uk)

PS  Some good news: the repercussions are beginning, with John Lewis leading the way. If only all the other manufacturers would follow suit…. John Lewis is removing gender labelling from boys’ and girls’ clothes.

‘I died in Hell (They called it Passchendaele)’

hellfireWhat’s it like to be at the heart of Hell?  Very hot, in most people’s minds. Unbearably hot. The hottest and fieriest part of a mythical world in which the wicked are burnt forever in punishment for their misdeeds.

PIC 2 Dante portrait

Dante Alighieri

Well, if you thought that, you’d be wrong, according to Dante Alighieri, whose first part of The Divine Comedy, the Inferno, is an imaginary descent through all the nine circles of Hell. Not about the wicked being punished – that’s non-negotiable – nor about the parts of Hell that do rage with fire (hence the modern use of Inferno to describe such terrible disasters as Grenfell Tower); but about the centre of Hell itself, the lowest circle in which the wickedest souls of all are punished. They are the traitors, betrayers of family, country, guests, benefactors and finally, God himself. There is no heat of passion in their crimes, only cold, ruthless calculation; their punishment is to be frozen forever in a vast, desolate, treeless plain, an outside manifestation of the ice in their own hearts.

gustave-dore-illustration-for-the-divine-comedy1

Hell freezing over for Dante and Virgil (Gustav Dore)

The depiction of Dante and Virgil stumbling among these immobile figures, trying not to kick at the heads just poking above ground, in the teeth of a bitter wind, is one of the most chilling episodes of the whole Inferno. Not only that: the Hell created here has an immediacy of detail that brings it horribly close to human experience. Take away the moral judgement aspect, pockmark the plain with craters and jab it with barbed wire fences, scatter millions of cartridge cases and pieces of shrapnel, add bursts of machine gun and shellfire, relieve the darkness sporadically with flares and waterlog the ground with steady, unceasing rain – and you have Siegfried Sassoon’s famous line: I died in Hell – (They called it Passchendaele).

Passchendaele Canadian War Museum

Passchendaele – Hell on earth. (Photo courtesy of IWM)

This is why, when updating Dante’s Hell for my children’s version of his story, Ante’s Inferno, I could think of no better way to try to match the horror of his ninth circle than to follow Sassoon’s lead. An accident at school sends 12 year-old Ante (Antonia) on a journey through the Underworld, accompanied by her worst enemy, Florence, and Gil, a boy who died 100 years before the story begins, on the eve of the First World War. At first, the three of them have to deal merely (!) with creatures and monsters from classical legend – Cerberus, Charon, harpies, the minotaur.

Dante & Vergil on Styx copy

Charon ferries Dante and Virgil across the Styx. (Gustav Dore)

It’s lower down that man-made instruments of destruction come into their own, culminating in the bottom of Hell consisting of a recreation of the battle of Passchendaele, arguably the most terrible of the whole war. From its beginning on 31 July until the capture of Passchendaele ridge by the Canadian Corps on 10 November, 1917, the casualties on both sides came to well over half a million: shot, blown up, gassed and even drowned, as vast areas of the ground had been churned into liquid mud many feet deep. Siegfried Sassoon wasn’t wrong. Even in light of so many other appalling WW1 battles, Passchendaele stands out.

IWM pic of Passchendaele E_AUS_001220 copy

Australian troops at Passchendaele. (photo courtesy of IWM)

This year marks 100 years since the battle took place, an anniversary I’ll be bringing out on a number of school visits I have booked around Remembrance Day in November (I have room for more, any Year 5 – 8 teachers out there!). In honour of the Centenary, Ante’s Inferno has undergone a special reprint, the jacket updated by the addition of a haunting photograph from the Imperial War Museum.

Looking at that flat, grey, desolate wasteland of mud and stagnant water, its only features the shorn trunks of trees where once a forest had been, I think Dante would have understood.

Ante Inferno Passchendaele copy

Always assuming he’d forgive my cheek in reimagining his masterpiece in the first place…

(From a blogpost on Authors Electric  )

Three cheers for school visits!

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Demons & magic – essential for curriculum

A few weeks ago, I did one of my favourite things as a writer: visited a school. On the hottest and longest day of the year, I stood in a cool (aahhh, relief) assembly hall and spoke to two lots of 9 – 12 year-old boys, around 150 in all. Together we covered important topics that would be part of any national curriculum I had a hand in – alchemy, magical instruments, demons, Faustian pacts, corruption and abuse of power. Yup, that should equip them for dealing with whatever the world can throw at them in later life. Oh, and the crucial ingredients for what makes a good story: strong, believable characters, powerful motivation and a tight plot structure.

I involved my audience as much as possible, asking questions ranging from easy to more demanding, not because I expected them to know all the answers but because it’s extraordinary how often children can surprise themselves – and their teachers – with knowledge they didn’t know they had.

STC198813

How to draw up a Faustian pact

   

This is why I love school visits. Yes, I always hope a good number of my audience will be inspired hearing about my book (The Tragickall History of Henry Fowst, in this case, as you probably guessed) to queue up afterwards for a signed copy. But sharing with children the things that excite me about books, how they can not only entertain but enrich your imagination and experience with themes and images that link straight to the great classics, gives me the biggest thrill of all. You can enjoy the world of Narnia, for instance, with no idea that fauns, centaurs, dryads and naiads are all rooted in Greek mythology; ditto with the fabulous creatures and themes – hippogriffs, dragons, unicorns, the basilisk and phoenix, alchemy and shape shifting, all well-known tropes of mediaeval literature – in the Harry Potter stories. But if, having read these when young, you later on pick up a copy of Ovid or Vergil or Dante or Milton, it will feel – at least in part – like coming home.

Hippogriff-5e

Hippogriff

Because my books are aimed at Years 5 – 8 (straddling the primary/secondary divide) I visit all kinds of schools, alternating between speaking to the oldest and youngest Year groups. Every school has a different – but, in my experience, always positive – atmosphere, from the most comfortable private school to the most cash-strapped state primary. I am full of admiration for the teachers who organise my visits; with all the pressures they are under already, it can’t be easy to free up several classes across a school day to attend my talk. Yet I often see from their faces – as well as the pupils’ – at the end that it’s been worth while. The experience of meeting a real, live author who takes the children on a journey they wouldn’t normally go on, can be truly exhilarating, inspiring them to take their own reading and creative writing to new levels. And that can only be good.

 Why, then, do I find it so difficult to charge a visit fee?

Initially, I reasoned I was new to this game, the main thing was to spread the word about my books while enthusing my audience with the glories of reading, and with luck, to sell a good number of copies afterwards. A few visits which didn’t quite work out like that soon toughened me up. In some schools I’d sell 60 or 70 books; in others, after talking to 120 children, only a handful. I gained in confidence that what I offer is worth having, therefore charging a fee is perfectly reasonable (I know!). But what really swung it for me was an observation by a fellow author that if we, as speakers, don’t put a value on ourselves, neither will schools. My ‘generosity’ (ok, cowardice) in waiving a fee makes it much harder for another author to charge one, and time spent away from writing needs to pay its way, or how can a writer make a living?

   The Tragickall History of Henry Fowst Cover for MATADORThus chastened, I do now charge for visits, plus expenses. It’s the piece of information I dread giving, even though the modest sum named is well below the rates recommended by the Society of Authors. Thankfully, most schools are fine with it, though I still can’t get over the brazenness of one private school in the wealthiest part of London informing me that on principle, they never pay fees or expenses to outside speakers. Needless to say, plans for my visit stopped right there and I was left hoping that the same principle didn’t extend to the school’s own teachers, administrative and catering staff.

   So if you know of any school who’d like their Years 5, 6, 7, 8 inspired by an author talk ranging from Greek mythology to the First World War (Ante’s Inferno), or from alchemy to demons and Elizabethan magic (The Tragickall History of Henry Fowst), taking in the art of creating convincing characters, dialogue and story structure on the way, put them in touch with me here: 

http://www.griseldaheppel.com/contact/4587972230

SLIDE 10 The_Alchemist

Alchemy or chemistry?

I promise their students will go away with a good working knowledge of such useful concepts as the Seven Deadly Sins and what exactly constitutes a Faustian pact.

Knowledge like that… Well, you can’t put a price on it, can you?

 

(Adapted from an article on Authors Electric Blogspot 1.07.17)

Why do we tell stories?

IMG_0080That’s easy – to entertain. To lull our children to sleep. To give people a way of occupying their minds on long plane journeys. And, of course, to make a living, if you happen to be the writer of that novel picked up in the airport bookshop.

It’s not as simple as that, though, is it? Because if you’re a writer, you can’t help writing, whether or not your stories ever get published. The urge to tell and listen to stories goes deep into our psyche and is common to all human societies, no matter how ancient.

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This was brought home to me forcefully – and wonderfully – on a recent visit to Arnhemland in the Northern Territories of Australia, a region of 37,000 square miles which has been returned by the Australian Government to its Aboriginal owners, the Yolngu. To visit this beautiful, wild (and very humid) landscape you need a special permit; or you book, as we did, with Davidson’s Arnhemland Safaris, the only safari company allowed to operate there.

Our guide took us on boat rides through the Cooper Creek billabong, gliding through powder blue water lilies under dense sawpalm forests and swamp paperbarks, past fields of wild rice, landing us in places where we scrambled through thick grass and over stones to vast overhangs in the rock face, shelters frequented by Aborigines for thousands of years.

IMG_0082And wherever they stayed, there are rock paintings: figures of men and women, spirits, birds, wallabies, fish, serpents – shapes delineated not separately but on top of each other, the same surface used over and over again with older layers of yellow and terracotta-coloured ochre fading under the more recent (still in terms of hundreds of years!).

This is because the paintings weren’t made for their own sake: they were done to illustrate stories. The man (art was strictly a male thing) telling the story would draw as he spoke, as if the rock face were a blackboard – and the teaching image that evokes isn’t far from the truth. Adults and children may have enjoyed the stories but that wasn’t their primary purpose: as Roberts and Parker put it in their book Ancient Ochres: The Aboriginal Rock Paintings of Mount Borradaile, ‘Dreaming stories… explain and enshrine all patterns of living and behaviour, from codifying domestic and inter-clan socio-economic arrangements to delineating what is edible.’IMG_0083

A scary story about the Rainbow Serpent, for instance, woken from his sleep by the screaming of a hungry child, whom he promptly devours along with its mother and the rest of the clan, highlights two important lessons, according to our guide. First, when moving around the land gathering food, it’s good to be as quiet as possible; second, mothers need to give their children plants that will satisfy their hunger, not cause them to cry more (as was the mother’s mistake in the story).


The formidable Rainbow Serpent

Sadly, apart from a magnificent representation of the Rainbow Serpent on this overhang (clearly an important painting, since – uniquely in this area – it bore not a trace of other story tellers’ drawing over it), we found no illustrations of this particular legend. Though if there had been, we wouldn’t be allowed to see them anyway, since Aborigines are careful about giving away cultural secrets. They don’t mind our seeing these historic drawings because we don’t know the stories that go with them. Without the words, the images mean nothing.

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Wallabies

Well, they knew a thing or two, these ancient peoples. While literary critics down the ages argue over the ‘moral obligation’ question, whether the purpose of stories – children’s, especially – should be to foster virtue and good behaviour in their readers, for the Aborigines, there were no two ways about it. Stories carried a vital lesson about survival in their environment: listening well could make the difference between life and death.  

If that isn’t a ringing endorsement for the writer’s and storyteller’s art, I don’t know what is.