Showing posts with label Penny Dolan. Show all posts
Showing posts with label Penny Dolan. Show all posts

BIGGER AND BETTER AT THE WEST YORKSHIRE PLAYHOUSE by Penny Dolan



Last month, I wrote about seeing Kneehigh Theatre’s production of "946: The Amazing Adventure of Adolphus Tips" at the Globe theatre, down on London's Southbank.

On that occasion I was sharing the experience with a couple of pre-teens.



This month, I saw the show again, with a wonderful "grown-up"  writing friend at a very different venue. the West Yorkshire Playhouse.

 When this building - also known as the "WYP" - opened in March 1990, under its Artistic Director Jude Kelly, it was Britain’s largest new purpose-built theatre for 15 years. It was built on Leed's Quarry Hill, the site of the most notorious slums in 19th Century Western Europe, and later, of their replacement, the infamous Quarry Hill flats, which were also torn down. The WYP considers itself to be “a vital theatre, a great artistic beacon for the North, rooted in our communities and creating exceptional art,” and I am a great admirer of the place.

The WYP's largest stage, named the Quarry, offers a modern, wide-open acting space which is almost the opposite of the Globe's pillared Elizabethan apron stage. Immediately, the small Kneehigh cast had more room to move and “play”. There was no conflict between the setting and the use of acoustic music, sound effects, lighting or Kneehigh's trademark glitter ball. There was no problem over the “non-Shakespearean” nature of the 946 play, an adaptation of Michael Morpurgo’s children's novel about the Slapton Sands disaster, which I've written about more expansively here. In  the Quarry, the dancers had room to dance, the musicians on the balcony were easily visible, and the shallow raked seating allowed easy movement from the stage into the audience. I really appreciated seeing the show working in this new “expanded” acting space.

Yet afterwards, musing on all that I’d seen, I felt that - compared with the seemingly smaller Globe - some of the scenes lost their intensity. In the Quarry, the tiniest puppet figures, so cleverly used in the production to change perspective and time, looked a little too tiny to have an impact on the back-rows, whether they were flock of sheep and sheep-dog, or the miniature German parachutist.

Additionally, when the cast hold up photographic portraits of the “German pilot’s family” and also those representing all the nationalities involved in “England’s War”, was the important and intentional variety of faces visible? The 750 seater Quarry is a space may be more suited to large scale projection than to hand held A4 sheets and display books. 

As the larger stage gave room and time to separate out the scenes, it sometimes created a slightly different mood. At the Quarry, when Lily, the young heroine, daydreams about Hitler and Churchill ending the war by means of children’s games, there were just the three actors spread across the front of the set. Yet, on the Globe’s crowded stage, the moment was and had to be set within the cheering, crowded schoolroom. There the scene came across as young Lily storytelling to amuse her young friends, all sharing in the same fantasy, wishes and war worries. Both the Kneehigh performances were good but it was interesting to see the way the two theatre spaces shaded their own versions.

I felt the audience at the Quarry seemed warmer and keener than the crowds at the Globe, who must surely have included people seeing the show as part of their London tourist’s “history” experience, despite the programme’s lack of the Bard. The Leeds audience seemed to be welcoming the show for its own sake, and there was the room for a well-deserved standing ovation without any concerns over the tightness of the seating or the creakiness of a wooden theatre frame. There was also time to notice the elderly woman in the row in front of me, sobbing for her own childhood memories. All I can say is that both sizes of theatre experience had their own strengths and delights.

Even though I’m half-repeating my last post, I’m putting these thoughts up as my History Girls post here today, because November – especially this particular November – seems to be all about “acts” in bigger or smaller settings: huge triumphs and desperate disappointments, and with emotions stirred by other kinds of actor.

Despite the “inclusive” messages within Michael Morpurgo’s books and shows, and similar books by other authors, I feel concerned that this concentration of war anniversaries and the remembrance of the dead has not opened hearts and minds as they might have done.


I worry that these “bigger” celebrations may have led to an uncomfortable, boastful kind of nationalism, have fed a public mood that runs from newsreaders being trolled for not wearing a poppy promptly enough through to knowingly-edited photographs of party leaders at the Cenotaph being used by the press for political ends. Although the lessons being learned from these bigger celebrations of past conflicts has informed some, and honoured the many sacrifices, I wonder whether they have also led to an uncomfortable  and illusory sense of “national greatness”.


I may be wrong in my pessimism but, this November, it fills me with sadness to know that I cannot see a St George’s flag nor Union Jack displayed without a certain kind of discomfort, despite all the sacrifices that my family has made in the past. In what is said to be a post-factual age, history is looming very large indeed. White poppies, rather than white feathers, perhaps.




Penny Dolan.
A Boy Called M.O.U.SE


"946" or G.I's at THE GLOBE by Penny Dolan


Today’s post is about a play – and a novel - for young people based on a historical event and performed at a historical place.
 


As soon as I saw that the Kneehigh Theatre Company was at The Globe on London’s South Bank in September, I checked dates and booked tickets. Although the Cornish-based company occasionally tours to Leeds, I wasn’t sure if that would happen with this show. So London it was. 

I particularly wanted to see how they would dramatise THE AMAZING STORY OF ADOLPHUS TIPS,a children’s novel by Michael Morpurgo, the author of WAR HORSE. The story is another “animal & war” tale, written in his classic, thoughtful style which was why I could not quite imagine how the story – and the history behind it - could be translated for the stage and for a family audience.

I had hopes: Kneehigh has a wonderfully theatrical approach. Although their performances feel emotionally real, what the audience sees is not realistic in the TV or CGI sense of the word: the company uses a cast of multi-talented actor-musicians in a variety of roles as well as puppetry, music, song, dance and movement and seem able to tread between from moments of raucous humour to intensely moving sensitivity.

946: THE AMAZING STORY OF ADOLPHUS TIPSis set during WWII. Ostensibly, the story is about a twelve year old girl trying to find her lost cat, yet it is also about the pity of war and the changes that war brings to ordinary lives and places. Michael Morpurgo, as ever, reminds us of the histories that one generation should share with those that come after. 

The inspiration for Morpurgo’s book was both the requisitioning of Slapton, a remote, rural village in Devon in1943 and the disaster that happened there. The military had noticed that the wide, sloping beaches of Slapton Sands were similar to the Normandy coastline and therefore chose that area to stage Operation Tiger, an intentionally realistic, don’t-turn-back rehearsal for the D-Day landings.

 
During the preparations, as American troops flooded into the area and landing craft gathered along the Devon coast, the local villagers had to make arrangements to leave the homes, farms, livestock and land and all that everything that had been part of their lives for generations. Even then, the rehearsal did not go well. When German U-boats were spotted in the Channel, a mismatch between the British and American coding systems blocked radio warnings and the landing ships, full of troops and sailors, heavy equipment and vehicles were torpedoed. Many men were maimed, killed or lost at sea and, furthermore, the “realistic” nature of Operation Tiger meant that the “live” ammunition was used when troops engaged on the beaches.

Afterwards, Morpurgo found, that although there had been local rumours of the disaster, a news black-out was imposed. Morale had to be kept high for the proposed D-Day landings and so the tragedy remained an official secret for many years, both in Britain and in America. The number chosen for the show’s title - 946 – is quoted as the number of G.I’s who died at Slapton Sands. A grim event, and I could not help wondering how Kneehigh would manage this uneasy subject.

A question asked of Bertholdt Brecht makes the opening line of the show:
“In the dark times
Will there also be singing?”
”Yes, there will also be singing.
About the dark times.”

Slowly, as a model farmhouse - complete with a smoking chimney - is carried on stage, we are shown a country backwater in miniature: a small Dorset farm, surrounded by tiny puppet sheep, a small black and white sheepdog and a delightful boy-puppet playing “keepy-uppy” with his football. In moments, that tiny scene expands to human scale. The small collie becomes a full-sized puppet collie, and we are inside the remote farmhouse with strong-minded Grandma, poorly Grandad in his wheelchair and, gradually all the family, especially Booey, the grandson and narrator. The grandfather is, very gently, dying. Grandma, clearly dominant, takes Booey out on a motorbike, recalling how she and her ailing husband used to travel, “Supreme!” she declares, a refrain that echoes throughout the play. Then, after the funeral, she announces she is setting off on a secret adventure, to do something she has waited until now to do.

If you have read any Morpurgo books, you will recognise his familiar time-slip structure when you see Grandma gives puzzled Booey her girlhood diary, briskly telling him that if he reads it – twelve-year-old Lily Tregenza’s diary - he will understand where she is going and why. As Booey starts reading the pages, time changes and Lily, played by Katy Owen, appears, furiously grabbing her diary out of his hands. 


A frisky self-willed young girl, Lily is obsessed with searching for her cat Tips who has been in hiding since Lily’s father drowned her litter of kittens. (This is a “told” incident, thank goodness.) Lily, unable to forgive her father, would not say goodbye when he left for war. 
Thankfully for my emotions, the puppet cat Tips is quite large and not particularly cute or needy: she is a typical farmhouse cat, in fact, and not one that anyone else on the Tregenza family farm worries about, because it is wartime and, short-handed, they are struggling to keep things going.
   
Lily attends the small village school, where lessons are now conducted by a teacher from France, the cruelly-nicknamed Madam Bloomers, who the “children” mock as she circles the stage on her bicycle. The “pupils” act their parts magnificently well, mixing naughtiness, name-calling and argy-bargy, along with acrobatically gliding around their old-school desks, and more. Even there, Lily does not change: she does not love school or rules and her liveliness and cussedness gives the play and story a nicely unsentimental edge.

Shortly, a group of evacuees arrive. Immediately, the cramped sharing of desks leads to arguments and fights between the village children and the incomers. They are, at first, instant enemies:
“They keep looking at us funny.”
“Well, look funny back!”

Gradually, Lily and Barry, a dim, kindly boy from war-damaged London, form an awkward relationship, with the headstrong Lily delighting in taunting the love-struck Barry throughout he play.
 
The whole “school cast” worked excellently, especially in a wonderfully raucous scene where Lily angrily suggests that Hitler and Churchill should settle the war between themselves rather than making everyone else fight the war for them, an idea demonstrated through a trio of children’s street games using rounds of scissors-paper-stone, a clapping pattern contest and a rather unequal skipping game at the end of which a Hitler figure is driven, snivelling, off-stage and a brash, triumphant Churchill celebrates with a tour-de-force on the skipping-rope.

Morpurgo was very involved with the Kneehigh Company’s adaptation, and I could not help noticing how subtly scripted the language was during these moments and the whole play. For example, the Nazi party is blamed, rather than the German nation as a whole, and although the children may be thoughtless, once they hear that their teacher’s husband has been drowned in a naval convoy, their behaviour immediately changes to sympathy, and for once the sight of school recorders brought peace and joy.

All the way through, the first half is full of activity and sound: the recorders sing tunefully, the tractor rattles around the stage, puppet hens squawk and small farm animals cause  havoc. Even the elusive Tips appears for a cuddle now and then.

However, the schoolchildren’s biggest surprise comes when Adie and his friend arrive in the classroom, asking for directions for their jeep: the children meet two black American soldiers, at a time and in a place where they would have been an unusual sight. Lily is totally enchanted by Adie, especially when the two G.I’s visit the Tregenza farm. 



Moreover, the soldier’s involvement, culture and cheerful friendship is emphasised all the way through by the music from the band on-stage, up in the gallery, descending to act their parts by ladders or skinning down the pole. 946 is full of “American” music - jazz, jitter-bug, gospel and more – and with never a single lute in sight.
 
I felt that the play is noisier and ruder than the original novel and once, rather mistook the book’s mood for me. When Barry’s larger-than-life bus-conductress mum visits the farm, her comic drag role rather overwhelmed the Ivy from the page, who I’d thought of as a helpful, extra pair of hands whose bustling ways had stirred the grandfather out of his mood of dejection. This book Ivy was hidden by the dramatically loud wails of protest about the awful green of her country surroundings. 

Yet, maybe the production needed that energy at that point, coming just before the imminent tragedy? As the second half starts to the sound of “Swing Low, Sweet Chariot”, the stories start to interweave and darken and Kneehigh moves into the powerful arts of mime and symbolism:
- the stage, barricaded with lengths of wire, signifying the dangerous, restricted areas where Lily goes searching for Tips;
- the communication error is signified by two string-and-can phone-sets ( one colour British, the other American) the lines crossed but unconnected.
- an almost ritual acting out of the disaster, where G.I’s carry model ships forward to a rank of water-filled tin baths, like toys in the game of war.
- the fusillade of flashes and explosions and water spurting through the layers of mist and smoke: the fog of war indeed,
-  religious symbols: as the people leave the village, both the vicar’s church candlestick and the teacher’s menorah are carried among the precious possessions: this is not a one-faith confrontation.
- a tiny parachutist puppet descends; immediately an injured German parachutist stands on stage, hands in position but without a trailing parachute. The remote far-off is made immediate and personal
- the children and villagers holding out photos not only of the young German’s family but also the “lost” faces of British, Indian, Black, Jewish and other peoples who suffered in this World War
The production offers much to think about, not only the fact that life was changed for all in that community by those times. Lily’s “journal” concludes, ending with runaway Tips being brought home and the plot returns to the “present” of the early scenes. Where has Booey’s Gran gone? Who will look after her when she comes back? Who will the old lady live with? The squabbling family are waiting at the airport to find out . . .

Emma Rice’s production sharpened all the emotions and strengths of the Amazing Story of Adolphus Tips book, lightening it with humour and bringing sparkle and life to both the past and “present” stories, and there is much in this busy production that I would have liked to include but could not. You'll find a flavour of the show here.
 
However, at the same time, I was aware that The Globe was dressed for a twentieth-century war story. The familiar painted stage - see below - was stacked with sandbags or “protected” by wooden planking. Each pillar carried a large aeroplane propeller that whirred into action at significant moments, the music and sound was amplified and at one point a glitter-ball rotated under the Shakespearean canopy. This production meant a big change for The Globe, which was created to be as authentic an experience of Shakespearean theatre as possible, a theatre where costumes were laced and tied and where the great Round “O” would respond to the sound to human breath. Now – though not all in a single move - there are zips and electricity.


Emma Rice of Kneehigh is now the Director of the Globe so it will be interesting to see how Shakespeare will be played here in future. Her Midsummer Night’s Dream, recently shown on television, was much more in the vibrant, cross-dressing Kneehigh style than in the “authentically historic” tradition. Is this change a loss and if so, does it matter? Or is it a matter of “bums-on-seats” accountancy?
.
I will be seeing this production again. 946: The Amazing Story of Adolphus Tips is now on tour – maybe near you? - and will be coming to the West Yorkshire Playhouse during Book Week.  At this, a term-time matinee) I will probably witness the show among an audience of school-children. What they will make of it all? How much of the history will get though to them. And what will they make of all this “singing about the dark times?”

Penny Dolan
www.pennydolan.com


Meanwhile, as I have mentioned events in the North, places may still be available at next weekend's HARROGATE HISTORY FESTIVAL, held at THE OLD SWAN, where you can spend a day or three celebrating historical fiction.  Details here!


SWALLOWS AND AMAZONS FOR EVER! by Penny Dolan



SWALLOWS AND AMAZONS has been showing this past month at local cinemas. This family film stood out, amid the wash of screen stories about fantastical beings, big and friendly creatures and lost fish, as a story about a group of real children, doing real and almost possible things on sailing boats in nicely natural and wet Cumbrian weather. 

The film was criticised because the character of young Titty was renamed Tatty (a sensible alteration to me) but also because it was definitely an adaptation of the original novel: the new plot has added peril and danger and is not just about children sailing in the English Lake District in 1935.

 
I heard a complaint that Captain Jack, whom the Walker children perceive as a “pirate”, has now become a spy pursued by two Russian agents. However, I felt this addition subtly referenced the life of author Arthur Ransome, who was involved with the Bolsheviks and married Trotsky’s secretary, see here. In the film, the “Russian spy” idea is introduced by some “Richard Hannay” style escapades on the train and leads eventually to a thrilling scene involving the two sailing boats, obviously created to meet the needs of modern viewers used to the excitement of modern cinema. Swallows and Amazons does have the flavour of a cosy BBC children’s period drama about it, but there are two very pointed moments.

One moment occurs just after the enemy ship Amazonhas out-sailed Swallow. Susan, the older Walker sister, whose role has been mostly “looking after the little ones” sees the then-unknown crew tug off their woollen caps to reveal tumbles of long hair. “They’re girls!” she cries with delight and admiration, an outburst clearly directed at her bossy older brother. Her glance works so well on film!

The second moment occurs when the children’s Scottish mother, gazing across at the island where her children are camping, tells the farmers wife how glad she is that her family have been able to return to this place and enjoy the freedoms she enjoyed as a girl in the Highlands, her lines accurately reflecting modern concerns about children rarely experiencing the natural, outside world, and all the stronger and sadder for being said in the past. If there was a wish behind the film, I felt it was getting children outdoors and back to the real, real world we all live in.

The film, which – contrary-wise, I know - seems to me ideal for Christmas television, is worth watching despite not being a pure adaptation, The adventure may even lead young readers into Ransome’s books, and even into trying out sailing themselves.

However, I had another reason for being curious about the film. 

Large sections of the interior of Wild Cat Island were filmed at Plumpton Rocks, a local Yorkshire beauty spot. Surrounded by fields and woodland, the outcrop of weathered rocks is full of clefts and curves and passageways which agile children, as the film shows, love to run through, clamber over and hide themselves between.
 
The Plumpton Lands were mentioned in the Domesday Book, and passed from father to son until, in the eighteenth century,  they were bought by the influential Daniel Lascelles (1714- 1784) of Goldsborough Hall  who used the natural outcrop to create a pleasure garden. The architect John Carr of York designed and built a dam (which has been newly restored) and expanded the old fishing pool into what is now a large lake, surrounded by trees and woodland.

The gigantic rocks, reflecting picturesquely in the lake below, became the subject of the first two known oil paintings by J.M.W. Turner. They were painted in 1798, a time when Turner was actively touring England, seeking sponsors, and already known for his water-colours. Commissioned by Edward Lascelles, 1st Earl of Harewood, the work now hangs in Harewood House. The rocks themselves, known as both Plompton or Plumpton Rocks, have retained their name and were bought back by the Plompton family in the twentieth century.


All of which leads me to a last connection, made while writing this post. In Swallows and Amazons, the actor Rafe Spall plays rough, rogueish Captain Jack, while not long ago, his father, Timothy Spall made a memorable Turner in the film of that same name.  


Between visiting the Rocks last week and seeing Swallows and Amazons this week, I did feel slightly as if I was following winding adventurous paths myself.

Penny Dolan.

Additional Information.
Plumpton Rocks reopened this August after closing for two years for dam and dredging improvements, felling of overgrown trees and, presumably,filming. Now, in September 2016, the Rocks are only open at weekends so if you want to go, do check the opening hours. The grounds are steep, the stones and steps can be slippery, and there are no facilities. The Rocks aren’t the most grand and glorious of Yorkshire beauty spots, but they still make a short and quite impressive afternoon outing, out there in the fresh air, especially with junior scamperers. Strong legs needed. For even stronger legs, look out for Brimham Rocks.

"Blah, Blah, Blah . . ." or Points about Writing Life learnt from Shakespeare. By Penny Dolan



(As August is the silly season and History Girls are surely in a holiday mood, today’s post is a non-academic diversion plus a few thoughts that mumbled into my mind. A more sensible HG post should arrive in time for 17th September.)




“Blah, blah, blah!” – exact context later – is how this post starts, and it is partly about some writing points learned from Shakespeare or, more accurately, whilst watching BILL, a fictional comedy about Shakespeare’s lost early life.

Created by the Horrible Histories team, BILL echoes the “historical” style of Python or Blackadder, with members of the company playing several roles. The film is light-hearted fun although one can also play the slightly smug-faced game of spotting the Bard quotes and historical references.

The plot is simple: young Bill - full of dreams, vanity and confidence - sets off to make his artistic name in London, leaving his wife and children behind in rural Stratford-on-Avon. Meanwhile, King Philip of Spain is hatching a dastardly Catholic plot against Protestant Elizabeth and arrives with his men on a disguised diplomatic visit. What better way could there be to get close to the Queen than to stage a play in her honour and invite along? Surely nothing can . . .

The enticing play, of course, first has to be written, and at the end of a series of errors, entanglements and revelations, young Bill unexpectedly gains the favour of Queen Elizabeth I, a little financial security, and the “William Shakespeare” of that image is born.

Some of the best Horrible History moments included:
-         Bill the dreamer, losing his bundle-on-a-stick of belongings as he enters the filthy, crowded and violent city.
-         the man in an iron gibbet who chats to all passers-by
-         the over-eager plague-wagon pushers
-         the leather-clad King Philip of Spain - a man of many moustaches – practising his sword-skills. 
-        the sudden appearances - and disappearances - of  cunning Spymaster Walsingham.
-         the hidden war-room of the Catholic insurgents.
And additionally
-  Queen Elizabeth, played by Helen McCrory, displaying Big Royal Attitude as well as ghastly teeth and make-up, who alone is worth a mention on the History Girls blog.


As well as  Occasional interior images of the Globe Theatre.

I admit that BILL was neither deep nor soul-changing, but the film felt right for some cheering-up on a grey afternoon. The film made good holiday viewing with older children a second time around too. Besides – and the point of my HG post – is that all the way through the script, Bill is learning useful things about the work of being a writer. 

And here are some of Bill’s useful life-lessons.
*Bill, unwilling to conform to the lute style of the local music group Mortal Coil, leaves Stratford and sets off to find fame. Moral: Sometimes you have to believe in your own talent and set off in other, more solitary directions – and sometimes it’s best not to upset everyone at home when you do.

*Bill, starry eyed, arrives in London, trying to find where it’s all happening. Moral: Try to find out about the networks and structures of one’s craft but be wary: not every offer that comes along will be beneficial.

*Meanwhile, Lord Crawley, who plans to win Queen Elizabeth’s favour by writing a play, decides it will be easy. “It’s just talking written down,”he declares. Too soon, and under pressure, he discovers Blah, blah, blah . . .  (followed by a big, angry sigh of exasperation) God, writing is HARD!Moral: Writing is not as easy as some people think it is, nor done at all as quickly as one might expect.

*Bill, in an enthusiastic frenzy, writes an over-blown script crammed with every “Shakespeare” plotline we recognise. Moral: Bill’s crazy first draft isn’t perfect. He has to shape it into something that makes sense to his audience, but those discarded ideas can be used for another story or another genre.
 
*“You’re a writer. I’m a writer too!” young Bill declares, sitting closer to Christopher Marlowe. Despite Marlowe’s own troubles, he spends time helping Bill to structure his play, “modelling” how to work hard on a project. Moral: A good mentor is invaluable to a young writer, especially when they demonstrate how to work like a professional.

*Unfortunately, Christopher Marlowe, although a “successful playwright”, is already fatally troubled by debts. He tells young Bill. “There’s no money in it. I can’t even buy a house without borrowing money I can’t pay back.”  Moral: Writing doesn’t often bring a cosy, profitable life. Nor, for Marlowe, does Spying.

*Bill’s early “acting career” (within this film) shows him dressed as a tomato in the market, handing out leaflets promoting the eating of vegetables. Marlowe, alongside, appears dressed as a cucumber. Moral: Bill has big dreams but he has to do less noble work before he hits the big time, even if his family are horrified.


*Bill, struggling to write a new play, despairs and feels he doesn’t know what or how to write. Moral: Bill learns to “write what you know”, drawing on his own knowledge and emotions, even though his plot might be set in an enchanted wood.

Finally, Bill learns to be alert to other people’s agendas too, especially when they involve barrels of gunpowder and plots against the Queen.  

Moral: Make sure you have good ending!

Released to celebrate Shakespeare’s 2015 anniversary, the BILL DVD brought some enjoyable “holiday” moments this summer, including the glimpse into the scriptwriters thoughts on the world of writing.
  

Now that the visitors have left, I’ve peeped back into the world of “Bill” again, as I am reading SHAKESPEARE’S RESTLESS WORLD: AN UNEXPECTED HISTORY IN TWENTY OBJECTS BY DR NEIL MACGREGOR. An interesting collection, only just begun – and I had never quite realised the precise importance of calling one’s theatre “The Globe” at that moment in time.

And, yes, the Mortal Coil do “shuffle off” and John Gerard’s Herbal, written in 1587, dismissed tomatoes as “poisonous and of rank and stinking savour”, so this would have been a very trying task for a young and hopeful actor.

Penny Dolan

LUCY FITCH PERKINS AND HER "TWINS" by Penny Dolan



The second half of twentieth century brought a wealth of books into libraries, schools and into homes, led by technological developments, especially in colour printing. As a teacher, my class book-box was a bright treasury of inventiveness and pleasure.

However, the titles lodged in my childhood heart have dull covers. They were well-worn copies from the old-style public library shelves, read and re-read them randomly. The books were part of a series – not that I had heard that word then – known as The Twins books. I borrowed The Cave Twins and The Spartan Twins as often as I could, as well as any other Twins I found. The Dutch Twinsdidn’t quite fit the history category but they did live in a country nearby, a country in Europe. Ah, Europe, that currently painful word. 

The Dutch Twins were why, in a moment of EU-nostalgia and curiosity, I found and downloaded The Twins e-book bundle. There, thanks to the unexpected Preface, I discovered the author, Lucy Fitch Perkins, who was an American and her specific reason for writing these books.
Lucy's father and mother had been teachers. Her father was involved in the Civil War, which ended in 1865, the year Lucy was born. However, by 1873, increasing business problems made him send Lucy, her four younger sisters and their mother to the Fitch family home in Kalamazoo, Massachusetts, where she grew up.


Lucy always loved drawing and, at sixteen, had cartoons published in the Kalamazoo Gazette. Family contributions allowed Lucy to attend the Museum of Fine Arts School in Boston. Lucy, with her Congregational upbringing. did not favour dancing, drinking or card-playing, but she was nevertheless a popular and lively-spirited girl.

After graduating in 1886, Lucy worked as an illustrator for the Prang Educational Company until Walter Scott Perry, who was then setting up a Fine Arts Department within the new Pratt Institute for Manual Arts and Engineering, asked her to be his Assistant. (What a widely encompassing title for a college and what a glimpse into the practical American vision of the time!) Lucy’s life seems, to me, to be a useful mix of art, pragmatism, determination and social awareness.

Four years later, in 1891, she left to marry Dwight Perkins, a young architect she'd met while still a student although his Unitarian religion had originally been a barrier to their union. Perkins encouraged his wife by designing her a studio in their new home in Chicago. Unfortunately, as a result of the economic collapse of 1893, Perkins became seriously ill, which led to Lucy resuming her public career. For the next ten years, she worked for the educational publisher as well as teaching, illustrating and painting mural decorations for schoolrooms. 

Lucy wrote, but neither her book of children’s verses nor her fairy stories were a great success. However, when Edwin O. Grover, a publisher friend, saw her sketches of children, he persuaded her to write a series of “geography” reading books, using a boy and a girl as main characters. Her first title, in 1911, The Dutch Twins, was very popular and by the time her last book -  The Dutch Twins and Little Brother - was published (a year posthumously in 1938), Lucy Fitch Perkins had written over twenty-six “Twins” titles, many of which had been translated and sold across the world. For a time, Lucy Fitch Perkins was the publisher Houghton Mifflin’s most profitable author.  

Yet, although her biographical details are interesting, they are not the reason I chose her for this History Girls post. I chose Lucy Fitch Perkins because she wrote with a clear and valuable intention. Early in that new century, the term “melting pot” - the title of a 1908 play – was current, although the idea was not new. Immigration was a continual topic of discussion and Lucy wanted her Twins books to teach respect and understanding for the many peoples then gathering within the United States. 

Her research led her beyond literary sources and out to Ellis Island, where she was deeply affected by the plight of the depressed and oppressed people of all nations herded together. She also visited a Chicago school where children from twenty-seven different nationalities were gathered together in a room and taught by a few determined teachers, which somehow sounds quite a familiar description.


Additionally Lucy believed that only a story based on a real, individual experience would lead her young readers to understand all she was trying to tell them, so she “sought out and became intimately friendly with someone who had been a child in the place she wanted to write about,”according to one account. Children would never be moved to sympathy or empathy by the pedantic generalities of a text book.

Furthermore – and surely as result of all her work for an educational press – Lucy Fitch Perkins wrote her books to appeal to children. She wanted her stories to be both readable and enjoyable so she tried out her stories on a small group of children to make sure the story worked and that text was as fresh and lively as possible. 
 
She called her young critics “the poison squad”, which feels quite accurate, considering the sharp comments that children can make about one’s precious writing. Lucy believed in getting close to her young audience, and drew kneeling on the floor so that she saw things from the viewpoint of a young child. 

Once, when asked how to write for children, Lucy answered “Learn to draw!” I take this to mean not only the art of drawing but also the art of imagining the story in vivid scenes, not in a flurry of wonderful, adult words. The popularity of her books seems to suggest she got that right, and the author Beverly Cleary was a great fan. Lucy was not afraid of strong content either, and included the absentee landlords in Ireland, the Scottish estate clearances and the land ownership system in Mexico within her tales.


The full list of her books is not quite as historical as I remembered: only The Cave Twins, The Spartan Twins, the Puritan Twins, as well as some more specifically American pairs, such as the Twins of the Revolution, which may never have reached English libraries. The Geography series included Dutch, Japanese, Irish, Eskimo, Mexican, Belgian, French, Scotch, Italian and Swiss children, and more. Many of these Twins would have seemed quite “historic” by the time I read them which may be why the series seemed such an enigma - and that silent children’s library didn’t encourage questions.

Right now, when identity and immigration are topics of sadness and tension, I found the story of Lucy Fitch Perkins and her Twins books a positive and welcome delight, even if I have yet to re-read my kindle bundle. I am hoping that - discounting the era of the writing - my memory has not been deceiving me.


To conclude, here’s Lucy Fitch Perkins explaining in her own words:
So I wrote books giving pictures of child life in other countries, and then, for the benefit of American and foreign born children alike, I wrote books which gave some idea of what had been done for this country by those who had founded and developed it.
And, again, emphasing:
. . . the necessity for mutual respect and understanding between people of different nationalities if we are ever to live in peace on this planet. In particular I felt the necessity for this in this country where all the nations of the earth are represented in the population.
Hooray for Lucy Fitch Perkins!

Penny Dolan

WRITING TIME? by Penny Dolan



Most of my writing is for children and when I’m asked "When's your novel set?", the easiest response is to name a historical period, such as The Victorian Age.

However, on reflection, another answer might be “A historical time that I’ve found something to say about.” Which then leads into a slightly worrying question: “And quite how will the young reader read themselves into your intended historical world? How will they hear what you have to say?”

Children’s knowledge of history is often minimal. On school visits, I enjoy using history topics as starting points for writing workshops. Unfortunately, curricular pressure at Key Stage 2 has thinned history and humanities teaching so greatly that this doesn’t seem the rich ground it once was, alas!

 I’d be pleased to be proved wrong - and no doubt a visit to museum or from historical re-enactors and / or authors like Caroline Lawrence would help immensely. 



Therefore, given the young reader may well be on unfamiliar ground, how can they be attracted into this or that historical period? Where, exactly, should their young feet be planted for the journey? Should I stand them in "then" or "now", the "past" or the "present"?


Historical fiction placed firmly in the past gives reader the immediate experience of walking in another’s shoes, especially when written in the first person or diary form. Examples of “past history” novels for teens are Catherine Called Birdy by Karen Cushman, Geraldine McCaughrean’s Tamburlaine, Tanya Landman’s The Goldsmith’s Daughter or the first of Catherine Johnson’s Sawbonesseries. 


Each writer entices the reader onwards with strong plot and subtle historical information, creating a believable “platform” for the young reader to stand on. This kind of storytelling seems to come from the conviction that the past is an interesting enough place for its own sake. 


Another form -  the “slip back in time” novel - makes that historic distance explicit. The writer offers the reader a fictional step or still point to ease them into this particular historical journey. The young reader identifies with the “present time” hero/heroine and is then lured back into historic time. The “slip” need not be mysterious. Michael Morpurgo is an expert in the “I found a diary/ a letter / an object/ a photo and this was the story” approach.  My personal Morpurgo favourite is The Wreck of The Zanzibar about pilot boat crews on the Scilly Isles. 

Traditional time-slip novels have a slightly ghostly quality: classics include Tom’s Midnight Garden or The Children of Green Knowe,characterised by a circular structure and a mysterious link revealed at the end of the plot. Were those writers – Philippa Pearce and Lucy M. Boston – eager to tell the reader that history’s “past” and today’s “present” are deeply connected?
 
Then there are the complex time slips – time travel, in fact - when the book moves between the past and the future, with the reader’s own present world as a balance point between the two. Susan Price’s books, The Sterkarm Handshake and The Sterkarm Kiss, balance future greed against the culture of the border rievers. (Any fans out there will be glad to hear a third Sterkarm will soon to be published.) 



 Joan Lennon’s Silverskin takes her reader into an even more distant community: her “future character” travels back to the world of Skara Brae. It seems to me that such time-slips, aimed at the teen and Y/A audience, invite the reader to learn lessons from the past, to examine the consequences in the future and consider choices being made now, for good or ill.
  
Finally, there’s the joy of writing historically rooted fantasies, books like Katherine Langrish’s West of the Sun troll trilogy, Michelle Lovric’s Undrowned Child Venetian fantasies, or Mary Hoffman’s world of Stravaganza. Is the fantasy reader being invited to experience the possibilities of story, or explore “what might have been” or just to play – and not always in pleasant ways - with the whole idea of “past times”?


 

Such a range of historical riches!
 
 So how does one choose where to plant the reader’s feet? Historical fiction is many layered activity - inspired by a person, a place, an event, an object, a document or map or more – but how does one decide to tell about a true-but-fictitious historical world? Gut instinct? Maybe you don’t know until you’ve begun to scribble anyway? Or does the historical intention consciously supply the starting shape of your story? Or is it all a mystery anyway?

What do you think?

Penny Dolan

NB. Today’s post came into my mind after I’d read The Spirit of the Place, a book by Dennis Hamley, aimed at academic or adult readers. Originally written in 1993, this time-slip novel links the master plan of Nicholas Fowler - a fictitious minor eighteenth century poet, alchemist and grotto-builder - with Lyndsey Lovelock - a literature student, studying Fowler’s Pope-like poetry – and Rod, her suspicious boyfriend  who starts to investigate the secret research going on in Coswold, Fowler’s old house.

When the book was originally written, the human genome project was only just in the public’s consciousness and any effects were unknown. Republishing The Spirit of the Place twenty years later, Dennis Hamley could add to the novel, tell the 21st century  reader what had happened to Lyndsey and Rod and add a post-script to his original predictions. Now there’s time slipping indeed!