literature – Nastasya Parker

Cracking the Code

This Week’s Bit of String: Letters on on ancient platform

As someone who reads everything around me practically without thinking, I instinctively attempted deciphering signs on our recent trip to Athens. My knowledge of this lettering comes from Russian more than anything else. In 2000, I visited Russia and wandered around staring at buildings and signs.

I identified the letter pi from a movie poster for The Patriot. While out for a meal, my Moscow friend said to me, “The waitress has a name like yours: Natasha.” And I could then spot the symbol for the “sh” sound.

One of my problems was confusing P, D, L, and G. They’re all sort of mountainous little shapes. In Greece, I spent time noting the differences. Other letters came clear through signs for pharmacies, using the phi and the mu. There were inscriptions, such as the mural behind the ionic pillars of the University building. Above marble steps strewn with empty cans and KFC rubbish, the mural portrays the academic subjects as robed women approaching a throned man. Physics, Mathematics, History, with Rhetoric and Poetics gossiping in the rear. Each figure had her subject name stencilled above, presenting me an opportunity to work on understanding the Greek letters.

What really struck me, though, was a votive from 400 BCE displayed under the Acropolis. It was dedicated to Hermes and Aphrodite, with their names carved into the stone in ancient lettering. EPMOY, said the stone. The day before, we’d walked up and down Ermou Street, and I hadn’t realised it was named for the Messenger God. It’s one thing for pillars to stand over a couple thousand years, and really something else for letters to do the same.

Countdown

Translating Greek letters bit by bit is like building a story from “pieces of string” gathered from daily life. It was nice to have a little extra time to contemplate the pieces, being on holiday. At work, we’re running out of time. My year 11s, regardless of special needs, will sit exams starting in just over a week.

For some, reading and processing the questions will be most difficult. I think of the times I’d look at a sign in Greece, work out what the letters meant–and still not know the word because it was too far removed from the English equivalent. Our students with severe dyslexia expend their energy decoding letters, but still have to understand the question, and write essay answers.

For other students, a main challenge is mining the deeper meaning of a text. It’s particularly difficult with poetry. One student on the autism spectrum was upset with a recent mark for poetry analysis. He had worked hard thinking what to write about the poem, and had interpreted it literally.

I told him poets often speak in code. They use symbols to represent bigger ideas. Blake’s “blood running down palace walls” in “London” represents cruel rulers, and Hughes’s terrified hare in “Bayonet Charge,” which I thought was metaphorical until just a month or so ago, a way of describing the hopping, chaotic sparks–this represents innocence harmed in war.

“We’ve got to crack the code,” I told my hardworking, frustrated student. “We have to tell the examiners what the writer might have really meant.”

Beneath the Surface

*Perhaps a bit less left to interpretation here, or perhaps not. Street art in Athens*

The word code comes from caudex, “tree trunk,” early books made of wooden tablets. These would be used to establish rules in writing. So books are essentially code, and whether wittingly or not, some translation will be involved. From the trunk of any volume we read, the meaning might branch out and strike different people in different ways.

Books are a code to the writer’s intent and context. At least, for the purposes of English exams they are. Heavens forbid anyone read or write anything for fun. Another student on the autism spectrum lamented having to revise Jacobean history for Macbeth, and Victorian for A Christmas Carol. It’s a lot to remember, none of which today’s students find clearly relevant.

“We have to know the circumstances around the writer in order to understand why they wrote and what they wanted to teach readers.” I explained, “It’s a good skill because everything we see people post online, they might have a purpose that isn’t obvious.”

“I never do that,” she said. “I just tell it like it is.”

I’m not sure any of us are so upfront all the time though. I’ve certainly seen her excuse herself from class claiming she needs the toilet, while sweeping away with phone in hand. Deciphering the code of an individual person is never fully possible, because our circumstances change and we constantly evolve.

It’s still worth trying, though. An open mind and willingness to take a little time puzzling out another human being is maybe the best reason to hone our interpretation skills. How do you keep yours sharp?

Mythology and Me

This Week’s Bit of String: Candles on a motorbike

At nearly 11 pm on Easter Saturday, the taxi driver from Athens airport told me about the seasonal traditions in Greece.

“From the execution Friday until midnight when it turns to Sunday, many people will not hammer, or cut, eat meat, or do anything with violence. It’s out of respect because of the crucifixion.”

*Inside the Byzantine Panagia Kapnikarea on Easter Sunday*

Then, at midnight, there are fireworks and prayers, before family feasts on Easter Sunday. Freshly arrived in Athens for a city break, my husband and I wandered out at midnight. Down a narrow street we saw the bobbing lights of a candlelit crowd, and we heard the prayers chanted in a nearby Greek Orthodox church. People poured from its marble steps carrying lit tapers—all manner of people: goths, senior citizens… One middle-aged woman came out with a bouquet of 5 lit candles, and climbed behind a man on a motorbike and they rode off.

Not everyone participates, I’m sure. As Iakovos said, “It depends what you desire.”

And of course there’s the other side of the coin, be it Euro or drachma. He told me how much he loves being a driver, especially for tours when he takes people to further ancient sites, such as Delphi or Mount Olympus.

He has particular praise for Mount Olympus. According to him, there’s a spot up there known as the Throne of Zeus, where no wind or snow or rain ever strike, as if it’s divinely protected.

“It makes you think they really knew something,” he says of the ancient Greeks.

Building a Religion

How we interpret such things and act upon them does, as he said earlier, depend on our desire. How often do we believe something we really don’t want to?

When we first learned about Greek myths in school, I was in 8th grade. That’s a lot older than British students learn about them, and maybe for that reason, I did not enjoy the subject. To me, the gods seemed selfish, not to mention cruel and misogynistic. My opinion hasn’t changed much on that, to be honest. I had to read lots of ancient Greek play in high school and college, and I like the genre of modern retellings, but the original stories don’t appeal much to me apart from being cultural references.

*Gorgeous weathering on these pillars from Hadrian’s Library*

I do think myths have huge value in what they might tell us about the people who believed, maybe even created them. What does it say about people that they would make sacrifices from their own, struggling lives to such seemingly callous deities?

What we found breathtaking in Athens were the monuments made by people. The stunning Propylaea, the Odeon of Herodes Atticus, the Porch of the Maidens alongside the Erechtheion. How incredible that parts of the Pantheon still stand after almost 2500 years of invasions and natural disasters. And the beautiful little Byzantine church the Panagia Kapnikarea, nearly a millennium old. These are marvelous places, designed and built by humans with much toil and cooperation. Yet they make me wonder about a presence even more powerful.

I guess that’s what art can do, inspire you to believe in something greater, even if it’s just a previously unimagined hope for the future.

Likeability Vs Relatability

Looking down at the city of Athens through the Propylaea above, or through the Roman arches behind the Odeon, we had a stunning view over the chaotic crush of buildings, the worn, aged mountains, and the sea beyond. I imagined ancient people coming up here to sacrifice, worship, or be entertained, and wondered what their view was like. Maybe that was enough to keep them worshipping.

Raised in a Christian family myself, we were always deeply attuned to the suffering that Easter springs from, and I like the Greek orthodox idea of acting on that seriousness by refraining from aggressive activities for a couple of days. Maybe my upbringing contributed to my complete horror and aversion of anything execution-related. I am still mystified how Christians sit with the belief that an innocent deity suffered and died for their sins personally, and don’t constantly agonise over that.

*Getting the right balance… Porch of the Maidens, Erechtheion, Athens*

I once wrote a novel scene between American educators preparing for the 7th grade mythology unit. The Christian teacher describes the Greek gods as “petty and selfish—no better than people.”

On the other hand, he says, “Jesus actually became human, and that’s as accessible as it gets.”

But He never sinned, thinks the teaching assistant. Being human would be a cinch without guilt.

Could it be that ancient Greeks appreciated having dieties with lusts and impulses that reflected their own?

Conveying a religion must be like the constant political tussle over how to best message people. Meet people where they are, or urge them to strive for better? And as writers and creatives, we work to establish that same balance: creating characters who are likeable and also relatable, events that are dramatic and also recognisably everyday. It’s getting that juxtaposition between majestic ancient ruins and the settlements below; the prayers on loudspeaker and the candles on motorbikes. Our ability and taste for this will vary, one might say depending on our desire.

What do you think of the classical myths? Do you find the supernatural accessible?

A Flaw-Finding Mission

This Week’s Bit of String: A 30-year-old reading list

Last week when I couldn’t sleep, I invented a new game: Trying to remember which books we studied each year of high school, back in the mid-1990s. This joins other such spectacular entertainment forms as How Many Second Grade Classmates Can I Remember? and Recall the Layout of All the Holiday Cottages I Used to Clean for a Living.

One of my British secondary school system gripes is the paltry amount of books read for English. Two whole years studying nothing but Lord of the Flies, Macbeth, A Christmas Carol, and 15 war poems is such a drag.

On the other hand, we read quite a few books in our slightly deprived rural American high school. In 9th grade alone, we read Romeo and Juliet, Animal Farm, Of Mice and Men, and I think some form of The Odyssey. We also read Roll of Thunder, Hear My Cry, which I didn’t like much, and Cormier’s The Chocolate War, which I detested. It seemed clear he’d written it, with masturbation references and stupid boy behaviour, to impress his teenage son. Not my demographic.

*“Everyday Use” is about historic quilts–whether to display them, or use them. These quilts are part of the annual show at Billings Farm, Vermont.*

In 10th grade, we read Macbeth, Lord of the Flies (sound familiar?), Old Man and the Sea, and I Know Why the Caged Bird Sings. I was not a fan of the latter. We also read a volume of memoir essays and short stories, the first things I loved reading in high school. My favourite was an Alice Walker story, “Everyday Use.”

If we hadn’t been required to read such a broad selection, I might not have connected with any of it. I’m glad I didn’t lose interest, because the curriculum had terrific offerings in our junior and senior years.

I don’t remember what I was reading for fun during the first two years of high school, or if I bothered. I had plenty of homework, and my own made-up story-world I constantly nursed. Maybe that was why I resented certain assigned books. I preferred my own stories, woven around my experiences.

So at 3 in the morning a few days ago, I realised: my adolescent self was a narcissistic reader.

Inconvenient Truths

I see it in a couple of my students. Simon Armitage’s war poem “Remains” is great for spotting narcissistic readers. It’s written clearly in the vernacular, sometimes using collective pronouns which almost make you feel complicit. Most of the chatty girls and fidgeting, shouting-out boys stop and fall under the spell.

But one boy from our Trio of Fortitude has to always be the victimliest victim who ever victimmed, so he slouches through the succinct tale of war, PTSD, and substance abuse. This boy can’t pick up a pen because he has a cut on his finger, or his stomach hurts. He is cross that no one has helped him during class with his homework yet, and he might get a detention because obviously he’s not going to do it in his own time.

Now, as a teen I generally behaved myself in class and did the work, mostly on time. Ish. But I wonder if I had it in for Maya Angelou because at the age of 14 I, too, fancied myself the victimliest victim.

For at least a couple years of my adolescence (I think I got better), I was limited in my ability or desire to truly support other people. I became painfully aware of this years ago. I hadn’t realised that maybe this self-centeredness affected my reading. I just kept assuming the books weren’t very good.

Ready or Not

I’m a big advocate of reading for fun. So I won’t begrudge adolescent me for being self-involved 3 decades ago. If we’re honest with ourselves, we all have phases even as adults when we don’t have the strength to read certain things. It’s useful to remember that’s not the books’ fault.

Against the backdrop of negative news in my native country, I like to read books of plucky individuals banding together. I probably won’t attempt rereading Maya Angelou’s memoir of tribulation at the moment, but I do know now that I actually like some of her poems quite a lot.

*These caged birds were painted on a Glasgow wall, 2019.*

While there are always plenty of reading options to suit any mood and even, I daresay, any impending apocalypse, what to write can be a conundrum. I had this issue during the pandemic as well. When the world is suffering severe pangs, and we don’t know what it will give birth to, how do I bring forth a new big project? If I plot and start a novel referencing the current situation, that’s going to change by the day. If I start penning a contemporary novel without referencing current circumstances, is that callous? Does anyone even want to read more about the present chaos, after exhausting ourselves with the news?

Considering all this, I’m setting my next project in a place I love, and I’ve decided to set it during the first Trump election and administration, 2016-2017. We still had the “Not My President” fig leaf that he’d lost the popular vote, and we thought some people just didn’t realise how greedy and racist and misogynistic and authoritarian he was. This parallels the journey of my characters, as they wrestle with learning that maybe they’re not as kind and upright as they have tried to present themselves.

Which brings me back to my discovery about myself. Recognising our own flaws opens us to appreciating more outside ourselves, and I feel as if starting with my characters’ flaws makes me a little less protective of them, a little more open to the courses their journey can take. They say we should never judge a book by its cover. We shouldn’t judge by our adolescent opinions, either.

Have you encountered any books you ended up really changing your mind about?

2024 Reading Round-Up

I had some ups and downs in my reading year. My first Didn’t-Finish in a few years (because there wasn’t enough STORY, dammit!) and a couple stretches of 2-4 weeks with no time whatsoever to read. But I always balance those out with a voracious spell after. It feels so good when reading time opens up again, like diving into a cool lake after overheating. Here are my favourites among all I read. I’d love to hear what you think!

The Heart is a Lonely Hunter by Carson McCullers

Direct and unobfuscating, McCullers introduces us to various misfits about town, starting with the iconic opening line about the “two mutes, [who were] always together.” The story represents the voiceless in many ways, and emphasises the need to be heard.

“The words which are surely the root of all human grief… ‘I have done those things which I ought not to have done, and left undone those things which I ought to have done. So this cannot truly be the end.’”

Parable of the Sower by Octavia E. Butler

*Wintry Moomins at Octavia’s Bookshop, Cirencester*

Working at a school, I’m somewhat bombarded with young people’s moods and stories, so I don’t go for too many books written in teen voice. I’m so glad I read this one, though. Lauren, the young narrator of this novel, is incredibly driven, and practical even while being compassionate. I wrote about her more in an earlier blog post because she became a favourite character of mine, and Butler’s take on empathy is an exciting one.

“Show me a more pervasive power than change.”

The Marriage Portrait by Maggie O’Farrell

A glimpse into someone forgotten by history, this resonated with me partly because of my Eve novel. It delves deeply into the Duchess of Ferrara’s story, whom Browning alluded to in his poem ‘My Last Duchess.’ We see the plight of women in Renaissance Italy, and also explore a love of art that sets someone apart from the crowd.

“She is absorbed in her work; she is her work; it gives her more satisfaction than anything else she has ever known; it intuits the need, the vacancy within her, and fills it.”

Lessons in Chemistry by Bonnie Garmus

I feel as if I’m the last to read this, but in case anyone else has yet to discover this novel: It’s excellent. There was tragedy in it and unfairness that I didn’t expect. I should have though, as the book is about an exceptionally intelligent woman trying to pursue a scientific career in the mid-20th century. Ultimately, the opposition she faces makes her later alliances and triumphs that much more thrilling.

“Their odd, tell-all friendship was the kind that only arises when a wronged person meets someone who’s been similarly wronged and discovers that while it may be the only thing they share, it is more than enough.”

Project Hail Mary by Andy Weir

It’s got an exciting scifi premise: the world is in danger, so a delegation must be sent to space in search of a fix. Once there, the lone surviving voyager meets someone from another planet, as different as can be. They develop communication with each other, and the results are breathtaking. I’m eager to see the film once it’s out.

“Sometimes, the stuff we all hate ends up being the only way to do things.”

*An artsy trip to the real Oxford, this past summer*

The Goldfinch by Donna Tartt

Another book about art… This became a bit of a theme for me, and I really enjoyed it especially as I attended a couple of art exhibits at the time. Art unlocks emotion, and feeds creativity for our own art of writing. This book is a David Copperfield-style journey through a boy’s misfortunes, uncanny encounters, and striking characters, propelled all the while by a deep, tragedy-induced connection to a single painting.

“Immediately its glow enveloped me, something almost musical, an internal sweetness that was inexplicable beyond a deep, blood-rocking harmony of rightness, the way your heart beat slow and sure when you were with a person you felt safe with and loved.”

Midlife Without a Map by Liz Champion

This book made me laugh the most this year. In addition to being funny, Liz (who also has a brilliant Substack) is incredibly relatable. I love how she doesn’t hold back disclosing her highs and lows. She’ll get swept up in something but be completely honest if it doesn’t work out, and that’s rare and refreshing both online and in literature.

“But now I’m halfway up the mountain, facing hairpin bends and vertical drops with a driver who missed his Formula One calling, I’m wondering if I was ever fit and fearless. Maybe a book by the pool would have been adventurous enough.”

How to Build a Girl by Caitlin Moran

A hilarious and heartfelt coming of age story, but also a great look at art and how we respond to it. The main character, Johanna, wants to save her family from poverty, so she becomes a music critic as a teen–a scathing one. Could passionate fandom make her as much money as trashing every band she sees?

“‘I feel like I can see the operating system of the world–and it is unrequited love. That is why everyone’s doing everything. Every book, opera house, moon shot and manifesto is here because someone, somewhere, lit up silently when someone else came into the room, and then quietly burned when they weren’t noticed.’”

Babel by R.F. Kuang

Language and revolution entwine in this speculative novel. In an alternative Oxford, colonial powers rule through silver. Once silver bars are engraved with pairs of translated words, magic imbues them, resulting from the disparity in meaning. The plot follows young trainees in this art of translation, and as readers we join them in their enchantment, and their horror as they recognise the injustice at the heart of the system.

“That’s just what translation is, I think. That’s all speaking is. Listening to the other and trying to see past your own biases to glimpse what they’re trying to say. Showing yourself to the world, and hoping someone else understands.”

The Starless Sea by Erin Morgenstern

This novel is about books, about books of lots of stories, and the stories are alive but they must be protected…It’s a stunning work to read, as all the little pieces fit together, reminding us that no story really stands alone. I found it incredibly lovely to sink into the universe of this book.

“We are all stardust and stories.”

My Life in Libraries

This Week’s Bit of String: 14 million books

We finished a half-term weekend in London with the realisation of a dream for me, walking up from Lambeth to Camden so I could visit the British Library. I browsed their Treasures collection, a variety of artefacts displayed to the public with no admission price.

There’s one of the original Magna Carta sheepskin documents, a Gutenberg Bible, and a couple of the earliest Greek translations. Each of Shakespeare’s folios, a copy of the Emancipation Proclamation. They’ve curated manuscripts of writers ranging from George Eliot to Oscar Wilde to Andrea Levy to Siegfried Sassoon, and musical notations from Mozart and from the Beatles, plus gorgeous ancient texts from every religion. Fantastic examples of moveable type in Asia (a century or two before Europe managed it), and 2000-year-old homework of an Egyptian student.

The library also has a philatelic collection, vertical tabs so you can pull a sheet out with examples of money or stamps from all around the world. There are the reading rooms, which I’m sure I can find an excuse to utilise one day, and on every, open storey, there are seats all along the walls and overlooks. Each one was occupied by someone studying or working, mainly young people.

There’s a central, multi-storey cube just beyond the foyer. It’s massive, and full of the old, vellum and leather-bound volumes that were King George III’s collection. We’re talking at least 5 floors of this, 4 walls facing out, each many metres long. I wonder if a librarian there knows every book in that collection and where they’re located. I wonder if I could fill my brain with something like that instead of obsessing over how the election will go.

Library History

Yup, I’m still stressed about the state of the world! However, I’m on half-term break so at least I’m not stressing about work and the state of our students. I am carrying on in the vein of last week’s post, by writing about something quite happy. Books!

As I looked at the enormous hoard of books the ‘mad’ King George had amassed, I was intrigued by his motivations. Did he enjoy actually reading the books? Were they merely a status symbol? I felt, for once, a bit smug about my native country because I remembered hearing that Benjamin Franklin started one of the first American libraries and I thought, How perfect that a Revolutionary would counter the tyrant King’s greed by sharing books.

Only, wouldn’t you know it, Franklin’s library wasn’t free. It was a subscription library in Philadelphia, so you had to pay dues to check out books. On the other hand, Britain established its first free public library in Manchester in 1653, thanks to a bequest from a textile merchant, Humphrey Chetham. He even requested that librarians overseeing the collection “require nothing of any man that cometh into the library.”

Isn’t that a lovely thought? Welcome to the library. Nothing’s required of you here.

Libraries I’ve Known

Libraries are so much more than book lenders. They often serve as community centres. Our little library in Lyme, New Hampshire was across from the school, and would welcome us for an autumn celebration every year, serving us donuts and cider as we listened to stories like The Enormous Crocodile, or Cloudy with a Chance of Meatballs, or The Funny Little Woman who followed her lost dumpling into the underworld to get it back.

*Another phenomenal library I ticked off my bucket list previously: Trinity Library in Dublin*

By the time we moved away when I was 8 years old, I had a boyfriend and we’d kiss hidden by bookshelves from the rest of our class. I also had my favourite little chapter books from the library. One was about a puritan settlement in early America, including a dispute over a pewter spoon resulting in public punishment. Another had a young heroine, Elizabeth, uncover and foil a plot to blow up President Lincoln’s inaugural train. I don’t know the books’ titles, their authors, how old they were, or how I chose them. Perhaps I just bumbled into meeting them, as I did with my then-boyfriend.

The great thing about libraries is they allow you to be reckless. You can choose whatever you want—for free. If you don’t like it, just put it back, no charge. When I was first settling in the UK, I was so lonely I went to the fiction shelves in our orange-carpeted library and worked my way alphabetically, grabbing almost anything. One book had, as its climax, a heroine confronted by two marriage proposals from great guys and the stress of this caused her to fall into a deep sleep for days and wake up with clarity. Why couldn’t that happen to me? I thought.

The library in my parents’ town, where my mom worked when I was a teen, has a theatre hall/ voting place upstairs and a mysterious cabinet of porcelain dolls at the back. While waiting for Mom to finish shifts, I entertained myself reading through weekly news magazines in the 1990s and learned quite a lot about world events. I also spent many of my high school lunch periods in the school library. Compared to the lunchroom with my peers, I truly felt less was required of me there.

What libraries have comprised your history, and what do they mean to you?

Toughness

This Week’s Bit of String: The power of pinching

“You know something I’m good at?” a Year 11 girl says, raising her eyebrows at me over her Jacqueline Wilson book. “Pinching.”

She proceeds to list all the boys she pinched good and hard in Year 7 to keep them in line. She’s often the only girl in the lowest-set class, and maybe her talent for pinching has been key to her thriving in potential chaos. I don’t condone it, but I understand where it comes from.

In first and second grade, I was good at getting pinched. I thought it proved my mettle, and built my tolerance. A couple of boys in my class obliged me by pinching the back of my hand, the tiniest amount of skin to cause the sharpest pain.

“This hurt?” they’d ask, and I’d shake my head, lips pressed together. I was quietly proud of my fingernail-shaped scabs.

As a small human, I was terrified of doing wrong and earning punishment. Because of abuse in my extended family, I knew what kinds of pain were out there and I knew that loved ones could inflict it. When aware of struggles in my immediate family or in the wider world (I was pretty self-absorbed, as kids often are), I internalised and worried about that, too.

Inviting pain, consenting to it, made me feel more powerful. It made me feel tough rather than sensitive.

I look back on this because I’m still prone to concern and deep feeling. Many of us creative types are. Now, my sensitivity is spread across a broader field; I’m aware of so many more problems and wrongs and agonies, many that are worse than my own.

Perhaps just as a pinch is less painful when gripping a wider section of skin, empathy cripples us less when cast over a greater area.

Reinvestigating Empathy

I’ve just finished reading Octavia E. Butler’s dystopia/ sci-fi classic The Parable of the Sower. The narrator of the story is a teen girl called Lauren, a hyperempathic ‘sharer.’ If she sees anyone injured, she will feel their pain, genuinely, sometimes to an incapacitating degree. (This is revealed in the beginning of the story—I’m avoiding spoilers.)

Because it can give her the appearance of weakness among a desperate population, Lauren tries to hide her ‘sharing.’ When she has to fight, she strikes to kill because then she won’t feel her enemy’s pain. Her empathy could make her a target, but it also forces her to be tough, and that’s quite a fascinating juxtaposition.

And our heroine’s empathy makes her wary. Tuned into, and rightly frightened of, the world’s suffering, Lauren educates herself and prepares for disaster. I love how Butler uses Lauren’s empathy as a catalyst for wisdom, combining heart and head, so to speak.

How often do we see our empathy as kind of a drag, as something exhausting? It’s a bit like writing. We actually have a tremendous gift, and when not in its throes we can consider how to let it steel and prepare us.

Resilience

We can only take so much, and when we hear stories, we have limits to how much we can stand to feel them. Or maybe it’s not limits. Maybe it’s more of an inoculation.

My most heart-breaking moment as a teaching assistant (and there is some competition here) was a Monday morning exchange with a Year 7 boy. He’d been allowed to see his mum at the weekend and then returned to his foster home. He said to me in a wavering voice:

*Can a good heart still be tough as rocks?*

“Miss, you know how usually, when you cry yourself to sleep, it stops by the morning? Well… this time it didn’t.”

He was refusing to go into the classroom because he didn’t want to risk crying in front of the group and looking weak. But his feelings were big enough to slay me where I stood. He wielded a power without knowing it.

This happened a decade ago and I carry it as a reminder that no matter how much aggravation my students cause, their inner turmoil is so much worse. When they don’t want to work, it’s often because they’re anxious about failure. If they’re disrespectful, it’s often because they want to impress their peers. They are frightened and often in pain.

Awareness of their angst inoculates me against taking things personally and becoming overwhelmingly discouraged. Likewise, empathy for those who suffer bereavement or chronic illness makes us appreciate those around us and our own ability to keep functioning (such as it may be). Like Lauren in Butler’s Parable of the Sower, we can combine empathy with awareness to make us stronger.

How does your empathy serve as a strength?

Literary Mothers

This Week’s Bit of String: Villains in the woods

Growing up, we were always acting out stories. We played them with stuffed animals, listened to them on cassettes, and ran through the woods pretending we were heroes with baddies after us.

We lived beside a rustic, lakeside resort in New Hampshire, and its cottages were scattered above us in the forest, empty until summer. We’d patter along the footpaths, assigning different storybook villains to each cabin. Maleficent, the White Witch, the Big Bad Wolf, Snow White’s evil queen, and the Wicked Witch of the West all holed up in those cottages.

Mom accepted that we never wanted to play the bad guys ourselves, so she’d put on a crone voice and play the witch part, chasing us along while we shrieked excitedly. She always had to be the villain in our games and by doing so, she gave our games and stories extra potency.

As thrilling as Mom made our childhood, I could never write her into my fiction. I sometimes take people or moments that I irresistibly return to, and put versions into stories. But my mother wouldn’t work as a character. She’s too good.

Having devoted every second of her life to four brilliant (I mean, you should see my siblings) but very weird, needy children, plus helping earn a living primarily working with special needs students in elementary schools, plus volunteering at church and generally being a magnet for waifs and strays… She is the Most Patient Person in the World™ and my mother couldn’t be believed if she turned up in a book.

In modern literature, she’d be covering up for something. Her good deeds would be belied by exerting painful standards on her children. But Mom is almost unfailingly patient, and while she sets high standards for herself, she loves knowing who we really are and accepts our differences. And she’s by no means boring, with her wealth of experiences and her exceptionally tolerant good humour.

The Good Ones

I aimed to do a round-up of good literature mums, and it was somewhat challenging. Just as many fairy tale villains are female, a fair few mothers in contemporary books are abusive (Elinor Oliphant is Completely Fine or Gillian Flynn’s Sharp Objects), manipulative and self-centred (Deborah Levy’s Hot Milk), or detrimentally submissive (The Glass Castle and Tara Westover’s Educated).

This might reflect people being more honest about how hard parenting is. Not everyone is cut out for the job. So many other mums in books are consumed with survival. This absolutely does not make them bad mothers, but it makes mothering secondary to the plot. It’s like when a sitcom couple has a baby and the baby is hardly ever in the show.

I’ve been writing about Eve, the “Mother of All the Living,” and motherhood looms large in my work-in-progress. But she isn’t a brilliant example because she had much baggage, and no one to emulate. I love reading and writing about mums that know their kids well, mums who, even for a brief scene, play whatever silly thing their kid likes and enjoy it, even while admitting that a parenting day can be long indeed. After all, my mom was like that, and as a mum myself, time spent with my Bear–doing anything, really–is my very favourite thing.

So I’m thinking of Elizabeth Zott in Lessons in Chemistry, who is honest with her daughter about how tough the world can be, but tries not to pass her sadness on. Supporting, defending moms like in Wonder or The Fault in Our Stars.

There are incredibly brave and devoted mothers like Mauma in Sue Monk Kidd’s The Invention of Wings, who is enslaved but gives Handful as much freedom as she can. The mother in Room by Emma Donaghue whose son is her whole life, quite literally, for 4 years.

Across the Pond

British mums have a different vibe. There’s a looser family dynamic generally, which seems fine, and a sense that kids ought to entertain themselves a lot sooner. Every culture has its own ways. I’ve always appreciated the British phrase “she fell pregnant” implying that motherhood is some sort of disease, because aspects of pregnancy really do suck.

When Bear and I immigrated to join their dad, Bear was just turning 3 years old. Soon after, my mother-in-law complained to my husband that I was spoiling our not-yet-preschooler by playing with them too much.

My response was simply: “When, precisely, did this spoiling start? When Bear was a baby and toddler, when I was a single mum working full-time and finishing a degree?” My mothering, too, has been pretty survival-focused at times.

Still, I have plenty of British friends who clearly had children for reasons other than to complete housework.

British books have great mums, too: Agnes in Maggie O’Farrell’s Hamnet, for example. She seems to know her children on an almost supernatural level. “There is nothing more exquisite than her child.” Nazneen, fellow immigrant to Britain in Monica Ali’s Brick Lane, feels similar wonder for her baby. She can’t protect her children from everything but she loves them desperately.

Finally, Bernardine Evaristo’s Amma in Girl, Woman, Other. I think of her quote as I miss my own kid, now on the other side of the ocean with my mother and all the rest of my family.

“the house breathes differently when Yazz isn’t there
waiting for her to return and create some more noise and chaos
she hopes she comes home after university
most of them do these days, don’t they?
they can’t afford otherwise
Yazz can stay forever
really”

That sums things up for me. Who are your favourite literary mothers?

Making Links

This Week’s Bit of String: Snakes and the sublime

“I held a snake!”

A Year 11 student greeted me with this after Christmas, while his classmates discussed gifts and excursions. This student’s family didn’t have money for those. But he found out how snakeskin feels: smooth, cool, strong.

I was supporting the student in his English class, and as an introduction to Wordsworth’s “Prelude,” the teacher sought examples of the sublime.

“What’s the most awe-inspiring place you’ve visited?” she asked the class.

With his classmates describing Alpine ski trips, island volcano walks, or seaside visits, my student felt sidelined. He told me again, “I held a snake!”

*A formidable power: Vermont floodline summer 2023. See how the water swept through halfway up the trees?*

After every contribution of wondrous landscapes from the other students, the teacher asked, “Did it scare you?” She established the connection between excitement and fear, the sublime power of nature.

I asked my student if he felt a bit scared holding the snake, and I said his mixed feelings reminded me of the class discussion. The boy’s face lit up and we decided he ought to share his story with the teacher. A snake is part of nature, right?

He held his hand up for several minutes while other students were called on. Reluctantly, the teacher let him speak just as she was closing the topic.

“I held a snake!” he said.

The whole class laughed. “That’s not what we’re talking about right now,” snapped the teacher.

My student was devastated. He kept asking me, “Why did you say I should tell her?”

Finally I murmured, “Because I would have responded differently.” I don’t like disagreeing with a colleague around a student, but taking the kiddo’s side in this somewhat subtle way calmed him down.

Essential Bonds

And I was angry, actually. This student can be quite challenging but his Educational Health Care Plan outlines the traumas he’s been through, the difficulties he has with learning, and strategies to help him access the curriculum. Even if a hardworking teacher doesn’t have time to check the documents again and again, surely making children feel included is just common sense.

*Haven’t got any snake photos, but the pattern on these fritilleries is awesome too*

It takes barely a second to say, “Interesting. Thanks for sharing.”

After all, the English curriculum assesses students on their ability to make connections. Follow literary clues from an extract to deduce the writer’s motivations. Compare how poems show similar themes in different ways. How hard is it to connect the snake, a potentially deadly predator, with formidable but impressive landscapes?

Some connections will be firmer than others. We all make far-fetched ones sometimes, in our natural human tendency to see grand designs behind the events of our lives, hoping to place ourselves in the centre. But the ability to draw these links sets us apart as a species.

When It All Comes Together

One thing I love about writing is teasing out the connections. My first published story took place in Haiti after the 2010 earthquake. In my research I learned the Creole word for earthquake shared its root with the mudpies eaten by the most impoverished people: Tè, like terre, for earth.

This term linked vast struggles of poverty and disaster with resourcefulness and survival too, and chained them up into a more manageable bundle. But it wouldn’t have worked if I hadn’t looked into the native language, and if I hadn’t already felt a connection to the country, following stories about mudpies and Cite Soleil and the Creole language long before.

*Keeping the sides connected: Houston’s famous Be Someone bridge*

Sometimes my threads linking a character’s motivation to their actions aren’t strong enough. Or maybe they’re too coarse and unsophisticatedly blatant. Honing those connections is vital, and enhanced by cultivating connections in our everyday lives–by taking those moments to invite other people to share. Even if they just tell us they got to hold a snake that one time.

My latest story is on the wonderful Funny Pearls website. It takes the perspective of a girl with autism as she considers what connections to make, and how to do so. From building a bridge with Knex to practising facial expressions in the mirror and developing a felicity with the subtle burn, read how Sylvie makes links in “The Late, Great Jimmy Stewart’s Video Guide to Emotions.”

As with any force of nature (or predatory reptile), connecting with others and recognising our many links to the world can be quite frightening. It may mess with our pre-established plans to consider someone else’s challenges and let them in, but the consequences can be pretty awe-inspiring all around, too.

How do you build connections in your work and in your life? And does it sometimes scare you?

Antici…PAtion!

This Week’s Bit of String: Silent night

One of my earliest memories takes place at Christmas. My small New England town put on a Christmas pageant at the church, one of those crowned white ones on a pristine green.

Candles glow in frosty windows as Mary and Joseph journey to the manger and kneel respectfully. Junior high angels dance down the aisles, bare feet thumping over cast iron grates, and the kings stride in their colourful robes.

At the end, the choir sings “Silent Night” as everyone files off the darkened stage. Kings, shepherds, angels and kindergarten cherubs. Joseph, penultimately, exits down the centre aisle and finally Mary, sombre and alone, disappears into a side door. The lights come up and everyone bursts into “Joy to the World.”

*Some of my favourite ornaments, carrying lots of memories*

Can you spot what they forgot? My just-turned-three-year-old self was keenly aware that everyone left the infant Messiah behind. The wooden box-manger only held a doll, but I was inconsolable; to me dolls were as real as anything. I was outraged at the abandonment, sobbing amongst the heavily coated crowd.

My parents found the girl who played Mary, but I wanted nothing to do with that traitorous mother. Then I was introduced to the person who owned the Baby Jesus doll, and that alone calmed me down.

I still wonder at the order of that pageant, unchanged in decades. Through the ensuing years, I loved the pageant, thought it beautiful–but also tenderly sad. That’s Christmas for you, I guess; moments of quiet, of loss, of sudden delight. I was taught that when setting up a collection of short stories, you showcase the best ones first. Maybe it’s our instinct to start strong, but this can result in an anticlimax.

Maintaining Order

Four decades and an ocean now separate me from that distraught doll-defending girl at her first nativity play. I’ve been around long enough to know my ideal festive sequence of events, even if I can’t always control it.

The key is to avoid letdown. You have to hit your checklist in the right moments, before the season over-ripens to wistfulness. Most Christmas films have an element of nostalgia and wish fulfillment that’s too sad the day after Christmas. The build-up is the best part of Christmas, really. Putting ornaments on the tree is a lot more special than taking them down.

*There can be a lot of stress at Christmas, but Obie the Bosscat is keeping on top of things.*

The word anticipate shares a root with capture. It means to grasp something beforehand. That’s quite exciting, isn’t it? Not like the tedium of just waiting, because at least we know that December 25th will, in fact, arrive (unlike a lucrative writing contract, for example).

I get Christmas tunes playing in my earbuds during hikes around mid-November, and the lights and decorations go up at the very start of December, so I can enjoy them for longer. Everything must be in place for the cosy moments between all the running around. At some point, I will be reminded that it matters more to me than to others, and each sparkle will disappear from centre stage.

Heightened Sensations

Christmas forms strong memories because it engages all our senses. We associate smells, tastes, sights, sounds, and feelings with the holiday. When a moment incorporates all senses, I think our memories cohere around it more firmly.

We’ve got Christmas songs, both jolly or deeply moving, we’ve got sparkly lights and shiny ornaments and the contrasts of crimson berries against sharp green holly. We’ve got smells of cinnamon and pine, and tastes of citrus and chocolate. We’ve got the sensations of warm hearths and fuzzy jumpers and the bracing chill from anaemic skies.

Great storytelling engages all the senses as well, which is why Christmas stories and films and songs can be particularly moving. Listening, viewing, reading them, and even creating our own helps us to seize those moments because otherwise, we might forget the bits that turned out how we wanted, when some events inevitably proceed less smoothly.

I wonder if our relentless preparations are partly an attempt to find exactly the right combination of sensory stimuli that make us feel young, make us feel loved and valued as we believe we once did. We are desperate to capture something, maybe that outpouring that George Bailey finds at the end of It’s a Wonderful Life, or the kindness and mutual appreciation of a goose dinner at the Cratchit family table.

What are your favourite moments to capture in the holidays? How do you manage to seize them, and do they fall before December 25th or after?

Reading for Fun

This Week’s Bit of String: Greeks and gods, geeks and goofs

Over the smell of rained-on teen boy and Haribo (the essential sweets of bribery), I host small group reading interventions. In lower set classes, everything is read to the students. But in this group, everyone gets a turn reading, even if it takes time (and essential sweets of bribery).

I never know how things will end up; one session had me googling Jamaican swears to confirm for one boy that hey, if you think it might be a curse, don’t go round using it. I now know an extra way to say “arsewipe.” The most challenging student once threatened me.

“Miss, I hope someday you wake up and one of your toes is gone.”

Now, that made me laugh. I retorted, “If that ever happens, me and my nine remaining toes are coming after YOU.” So he left laughing as well.

*Our school, like most, has geeks and bullies and exams, but also has these trees–and particularly awesome people*.

We’ve been reading Anthony McGowan’s I Am the Minotaur, in dyslexia-friendly format. It’s about a teen boy who struggles at school with bullying and at home with his mum’s depression-induced neglect. He goes on a quest to win the heart of a popular girl at school, Ariadne.

The students can tell me about a few Greek myths they learned in junior school. A couple remember the Minotaur in the Labyrinth. Something about the myths, or about the fun, hands-on way they’re taught in primary school, remains with the students several years later.

What they really love, though, is the protagonist’s’ descriptions of his school. Kids giggle reading terms like “goths” and “geeks” and “pissed off.” Here’s a sample line: “Some big lump the size of a fridge might come up to you and then steal your phone and stamp on your face while his mates laugh like hyenas.”

My students never knew you could find those words in books.

Teaching Methods

If kids really struggle to read, they don’t experience many books. When it’s super hard for them, they don’t even get to that Magic Key series in the primary school reading scheme. They start secondary school and there aren’t many basic books, at least within my school’s budget, telling stories in which these kids recognise their lives. And there certainly isn’t time for teachers to introduce books, just for fun.

I could read at a very young age and I enjoyed it, but I didn’t become an avid reader until I was 8. It was a tough year, we’d moved to a new area and school; maybe that drove me to take solace in books. But the big change was discovering The Baby-Sitters Club. Reading about girls a few years older than me, in lives I might aspire to, was such fun.

Any other BSC fans here? The range of protagonists (and their different handwriting!) and plots in Anne M. Martin’s books, and the cool links between the baby-sitter’s mini life crisis in each volume and her latest baby-sat client were brilliant. Sometimes when I can’t sleep I still try listing the titles in order.

I wonder if I would have loved books so much without contemporary, relatable fiction. I was already writing before then too, quite derivative adventure stories, but without books like the Baby-Sitters Club, would I have accessed ideas that really grabbed my heart?

Relatability Versus Empathy

Of course it’s important to stretch ourselves and our students, to key them into stories about people and cultures far beyond themselves. I’m not arguing that students shouldn’t read Shakespeare or I guess (she said begrudgingly…) Golding. But when that’s all they have time to read because we’re teaching exclusively to exams, we’re downright robbing students.

*The most challenging student rated the book 9 out of 10. Could it be the beginning of a beautiful friendship? Or was it the essential sweets of bribery…*

Just as it’s crucial that students of colour and LGBTQIA+ students see themselves represented in our curriculum, there should be KIDS reflected in the reading material. I’m sure there are plenty of well-written books about recent youth. Patrick Ness maybe? And I won’t tolerate arguments that they’re not literary enough. We’ve got Blood Brothers on the GCSE Literature syllabus, for crying out loud, and A Christmas Carol and Doctor Jekyll and Mr. Hyde. Not exactly subtle, nuanced works.

To engage students we have to first meet them where they are, then stretch. Reading a book about recognisable characters and setting has enabled us to have lively discussions. The kids ask me what clique I’d assume they were in, and they ask if when I was growing up I had a “Stinky Mog” (Anthony McGowan’s bullied main character) at my American elementary school. We talk about the seriousness of Stinky Mog’s mum’s depression (“Depression can kill,” two different boys point out in their respective groups) and we dissect how the bullied can end up passing that cruelty down to those they perceive as weaker.

I’ve really valued those talks and I’ve liked normalising reading with kids who rarely do it. But even our Special Needs intervention groups fall prey to exam mentality; department heads have complained about students missing lessons (to practise reading!) and we’re being given less time and fewer students we’re allowed to work with. Next term, to respond to these challenges, we’ll be resorting to comprehension workbooks with brightly-coloured, cartoony covers. It saddens me thinking how slighted and demotivated our students will feel when they set eyes on them. I doubt the workbooks will encourage a love of reading but hey, maybe they’ll help the students pass their exams.

What books made you fall in love with reading and writing? What kind of reading do you feel is most important?