Flimsy books and chocolates

I was travelling earlier this week on a slow train between Naples and Rome. I happened to sit opposite a Polish woman and we got talking. Her English, which she apologised for, was almost flawless - and she speaks Italian and Polish as well. I speak neither of them and had reason to apologise for that. Two of the things she spoke about struck me. She spoke about reading when she was a child, during a time when Poland was under communism, and how they would occasionally get little clandestine books smuggled into the house, printed on flimsy paper. No pictures or borders or eye catching colours, just printed words making up stories. They treasured these books.

Her uncle was a truck driver so he would occasionally get outside the borders and bring back treats. The one she told me about me was a bar of chocolate. A simple, small bar.  She unwrapped it carefully and took a small bite out of it each day. The bar lasted for weeks. Once it was finished she folded the wrapper, not one bit of it torn and used it for the next two years as a bookmark, so that every time she read she would be reminded of the delicious taste of the chocolate.

I could see in her conversation that this appreciation of life and small things had remained with her till this day. She now lives in Italy, has children of her own, and loves her life.  She loves her adopted country and the people who live there, the food, the way of life and even the craziness that is Naples.

If you happen to be reading this, train companion, thank you for sharing that small bit of your own life with me, and remember to write down the stories you told me so your children can know a little of what you experienced as a child.

Jane Mitchell

Jane Mitchell, author of Chalkline, When the Stars Stop Spinning, Different Lives and many others has recently written a review of The Butterfly Heart and it is posted on her blog. As with the previous review, by Siobhán Parkinson, it matters a lot to me when someone whose writing I respect reviews my book in this way. You can visit Jane's website here.

Here is what she said about The Butterfly Heart

The Butterfly Heart by Paula Leyden  June 16th

Set in Zambia, the butterfly heart of Africa, this lyrical story tells of the fate of bright little Winifred when her uncle forces her into an arranged marriage with an old man from another village. Not only will this result in the end of her schooling and her freedom, but the end of her happy childhood. Told mainly through the eyes of her best friend, the observant and spirited Bul-Boo, there are also chapters by Ifwafwa, the snake man, to whom Bul-Boo turns for help, and by Winifred herself.

Character development is excellent throughout, from the main characters to those with a less significant role to play. The adult wisdom and considered pace of Ifwafwa contrast well with that of eager Bul-Boo, while the interaction between Bul-Boo and her dizzy twin sister Madillo is well-observed and finely-drawn. Sister Leonisa, the children’s teacher, is hilarious; in fact throughout the novel, Paula Leyden successfully uses opportunities for humour to lighten what might otherwise be an overly dark tale. The setting is vivid, with wonderful detail of life in rural Zambia, which is clearly familiar to her.

While the overall tone of the book is gentle, the author is not afraid to tackle what is a challenging and difficult subject: that of child marriages, a real feature of life in many parts of Africa, and is to be commended for doing so. The book is endorsed by Amnesty International as contributing to a better understanding of human rights and the values that underpin them.

The conclusion—with just the right touch of mystery—brings the novel to a satisfying finale.

Child Brides

  An incredibly moving article on child brides has appeared in this months National Geographic.  The article was written by Cynthia Gorney and the photographs taken by Stephanie Sinclair.

You can link to the article here.

The article highlights, among many other things, the case of Nujood Ali, the ten year old Yemeni girl who fought back. Here is the section in the article which deals with her particular case.

'Yemeni society has no tradition of candor about sex, even among educated mothers and daughters. The reality of these marriages—the murmured understanding that some parents truly are willing to deliver their girls to grown men—was rarely talked about openly until three years ago, when ten-year-old Nujood Ali suddenly became the most famous anti-child-marriage rebel in the world. Among Yemenis the great surprise in the Nujood story was not that Nujood's father had forced her to marry a man three times her age; nor that the man forced himself upon her the first night, despite supposed promises to wait until she was older, so that in the morning Nujood's new mother- and sister-in-law examined the bloodied sheet approvingly before lifting her from bed to give her a bath. No. Nothing in those details was especially remarkable. The surprise was that Nujood fought back.

"Her case was, you know, the stone that disturbed the water," says one of the Yemeni journalists who began writing about Nujood after she showed up alone one day in a courthouse in Sanaa. She had escaped her husband and come home. She had defied her father when he shouted at her that the family's honor depended on her fulfilling her wifely obligations. Her own mother was too cowed to intervene. It was her father's second wife who finally gave Nujood a blessing and taxi money and told her where to go, and when an astonished judge asked her what she was doing in the big city courthouse by herself, Nujood said she wanted a divorce. A prominent female Yemeni attorney took up Nujood's case. News stories began appearing in English, first in Yemen and then internationally; both the headlines and Nujood herself were irresistible, and when she was finally granted her divorce, crowds in the Sanaa courthouse burst into applause.

Everyone Nujood met was bowled over by her unnerving combination of gravity and poise. When I met her in a Sanaa newspaper office, she was wearing a third-grader-size blackabaya, the full covering Yemeni women use in public after puberty. Even though she had now traveled across the Atlantic and back and been grilled by scores of inquisitive grown-ups, she was as sweet and direct as if my questions were brand-new to her. At lunch she snuggled in beside me as we sat on prayer mats and showed me how to dip my flat bread into the shared pot of stew. She said she was living at home again and attending school (her father, publicly excoriated, had grudgingly taken her back), and in her notebooks she was composing an open letter to Yemeni parents: "Don't let your children get married. You'll spoil their educations, and you'll spoil their childhoods if you let them get married so young." '

Praise from on high

Last week Siobhán Parkinson, our Children's Laureate, took part in a panel discussion as part of Dublin Writer's Week. The discussion asked the question: What makes a great children's book? Each member of the panel (which included Padraic White, Kim Harte and Anna Carey) were allowed to pick three books which they felt answered this question. Siobhán chose A Monster Calls (Patrick Ness), Thin Ice (Mikael Engstrom) and .... The Butterfly Heart, by me. This filled me with delight - Siobhán became Children's Laureate for many reasons, not least of which is her own astonishing writing for children - so this kind of praise from her means a lot to me. This is what she had to say about my book:

I like this book very very much. It’s called The Butterfly Heart, it is by Paula Leyden and it is set in Africa, in Zambia. The title comes from the idea that Zambia is shaped like a butterfly and is in the heart of Africa. I looked at the map and it does look a bit like a butterfly, but it is not in the HEART of Africa, let's face it, it is probably around the knee joint!

But the book is wonderful.

You know how people are drawn to certain places and a lot of people are drawn to Africa. I’m not in fact particularly drawn to Africa but after reading this I might just go to Zambia. It is the most wonderful evocation of place that I think I’ve ever read in a book, and it is a very loving evocation.

There are several voices in the book and the voices are absolutely authentic. As I said earlier I think it is voice that is more important than anything. I am going to say now something that might be regarded as controversial, but I think voice is more important than story. It’s a bit of a sacred cow, this thing about story, and everyone is always talking about story, story, story. Of course there has to be a story, but the voice is the most important thing in a book, in my view. It’s what draws you in. The story makes you turn the pages, the narrative suspense makes you want to go on, but it is really the voice that remains with you after you close the book. And that’s why I love this book. What I love are the voices of these wonderful African children, these children of all kinds of mixed backgrounds living in Africa. And there is an adult voice too, that of the mysterious snakeman, Ifwafwa.

There is a story here as well, and there is even a theme: it is about a particular issue, which is child marriage. The issue is extremely well handled, very subtly dealt with. But what you bring away from this book is not just a sense of that issue of child marriage. What you bring away from it is this wonderful sense of place and these fantastic voices that carry on living in your head long after you’ve closed the book. In the same way as the voice of Nesbit's Oswald Bastable (whom we quoted earlier) is with you many years later.

Siobhán Parkinson

Laureate na nÓg

Libraries (again!)

Yesterday, on Africa Day, I went up to Tallaght Library and spoke to 5th and 6th Classes from Scoil Maelruain from Old Bawn. There were fifty students in the group and they asked all sorts of interesting questions. I was delighted to meet pupils from Tallaght,  Algeria and  Zimbabwe among others.  Thanks to their teachers and the library for the invitation and for the enthusiasm they showed during the session. Which gets me onto the library. It was a pleasure to visit. A beautiful, airy and bright building. In one corner was a very active Parents and Toddlers group, in another a beautiful exhibition of West African fabrics and clothes, upstairs people were using the computers (over 100 public access computers in the library) and students were studying for their exams. The staff at the desk were busy checking books in and out and helping people find what they came looking for. Some people were just sitting quietly and reading. That evening, as part of Africa Day celebrations, a film was being shown. It was an absolute hive of activity. Emma MacDonald who showed me round (and who had issued the invitation) was quite obviously and rightly proud of the Tallaght Library.

Anyone reading this who lives in that area and hasn't visited the library should head along there. You are in for a treat. It is a library, community centre, school resource, centre of learning and place of rest all bundled into one.

Africa Day 2011

I was invited by Tallaght Library to speak to school children on the 25th May 2011, Africa Day and was delighted to accept the invitation.

Africa Day is is the annual commemoration on May 25 of the 1963 founding of the Organisation of African Unity - the OAU - which in 2002 was renamed the African Union. A union, like the EU, with the intention of promoting peace, security and stability on the continent. In 2009 the UN General Assembly declared 2011 to be International Year for People of African Descent.

The aim of Africa Day in Ireland, as stated by Irish Aid is: '.. to celebrate the diversity and potential of the African continent and increase awareness of Ireland’s many links with Africa.  Africa Day also offers an opportunity to celebrate the heritage and identity of African communities living in Ireland.' In my view, this is a good aim.

There are many who would say, 'well what of the problems of Africa, of HIV/AIDS, poverty, war, famine, pillaging of resources. xenophobia .... what is there to celebrate?' These problems exist, in different ways in different parts of Africa. I would not start denying this for one moment. And the problems are serious, life threatening, overwhelming. But that is not all there is to this astonishing continent.

If you were to say e.g. to people living in Ireland, 'Don't go celebrating on St. Patrick's Day. Look at you, in the grip of a horrific recession, people losing their jobs, their houses, leaving the country - you have no right to celebrate under these circumstances,'  you may well get a less than polite answer.

For people living away from their homes a day like this creates an opportunity to celebrate their heritage and culture and all that entails - music, art, storytelling, food and dance. It is a chance to invite their host country to learn just a little more about things that they hold dear. I regard this as something positive.

Yes, it is not going to solve the problems of the Sudan, of Sierra Leone, of the Congo - just as July 4th in the US is not going to solve anything there, or Patrick's Day here - but it is a day that can and should be celebrated.

A number of organisations are putting on events throughout the country, among them Irish Aid and AkiDwA. Worth taking a look at the programmes.

Poetry and little stories.

I have been thinking for some time now about poetry and the way it is generally taught in schools. Like many school students I used to find poetry baffling and boring, I used to sit with my pen poised waiting to be told what notes to write in the margins, waiting to be told what kind of emotion  the poem was suposed to evoke in me and what the poet's real intention was in writing it. Then I'd close the book having garnered just enough information to pass the exam question once it came. One day I was asked to read a poem out loud. It was a poem by Gerard Manley Hopkins called Felix Randal. I had hardly read two lines of it when the teacher looked at me and said, 'Why don't you read it as if you are reading a book. Read it as you would if I asked you to read out a paragraph from a novel.' So, I started over again. And it worked. It is a beautiful poem and I was able to make sense of it myself, merely by reading it in a normal way. Not chanting. Not line by line. But sentence by sentence, as I would read a story. This one simple thing changed the way I looked at poetry.

I now read poems for the beauty of them. For the simple and the difficult things they talk to me about. For the ways in which they makes me laugh or think. For the way they make me picture things, places and people. I do not dissect them, or interrogate them line by line. I do not want to.  If they make me think of something that at first reading is not obvious, then that's wonderful. If they don't, they don't. I read them as I would read little stories. Some are good. Some are downright awful.

I like the fact that poetry is included in the teaching of English, as it is one of the form of expression of the language, but do not like the way it is taught. And yes, I know there are exceptions. But, generally the teaching of poetry to secondary school students serves only to ensure that they will not, of their own volition, go looking for poems to read. Why would they? Their image of poetry is still of that page in their prescribed poetry book where every bit of white space has been filled with scribbles, explanations and notes. Where words have been highlighted, sentences underlined. That is not what a poetry book should look like.

Anyway here are some poems that I love (I was going to put in  others ... but got distracted by Edward Lear's limericks and I find them and his drawings irresistible, so here are a couple.)

There was a Young Lady of Turkey, Who wept when the weather was murky; When the day turned out fine, She ceased to repine, That capricious Young Lady of Turkey

There was an Old Man of Cape Horn, Who wished he had never been born; So he sat on a chair, Till he died of despair, That dolorous Man of Cape Horn.

There was an Old Person of Burton, Whose answers were rather uncertain; When they said, 'How d'ye do?' He replied, 'Who are you?' That distressing Old Person of Burton

Justice?

Obama in his speech on the killing of Obama Bin Laden stated that 'Justice has been done.' These words have been echoed in various statements released by members of his staff, his Secretary of State, various congress men and women. Justice is, I think, the wrong word to be using here.  Especially when used by a man such as Obama, trained as he is, to the highest level, in the rule of law.

Even in the US where, bizarrely, the Supreme Court has concluded that the use of the death penalty does not infringe the prohibition on cruel and unusual punishment, suspected perpetrators of murder are allowed access to judicial processes. You know, those tiresome old things like arrest, prosecution and conviction (or not).  These are far from foolproof as has been shown on  numerous occasions by the Innocence Project but they exist. To ensure, by their own definition, that justice is done.

There are many different judicial systems adopted in different parts of the world e.g. those that uphold the principle of Restorative Justice (as used in Rwanda following the horrific genocide of 1994) or Retributive Justice (let the punishment fit the crime), but what all of these have in common is due process, or the rule of law, or 'natural justice - call it what you will.  From whichever angle you look at the killing of Bin Laden it is not Justice that has been dispensed here.

In his speech, for my money, Obama should have named this for what it was: An act of war perhaps? An act of vengeance? Self defence? Assassination? A military raid on a suspected terrorist? the meting out of Biblical justice? Retribution?

But do not call it Justice. With a capital J.

Banksy - peace and machine guns.

Do you speak African?

One of the questions I have been asked by school children recently is 'Do you speak African?' - and I have been asked it by every group I have spoken to. A reflection of the lack of knowledge in the west about this vast and beautiful continent. I understand why the children ask the question - they have not been exposed to anything other than the notion of Africa as one entity. More than that, they learn of it through images of starving children, lines of refugees snaking along dusty roads, missionary boxes collecting for the missionaries in Africa. A lesser place, a lesser people. In saying this, there is nothing wrong with inculcating in children a sense that it is good to give, it is good to share  - and that despite problems here in their own lives there are people elsewhere suffering much greater deprivation. My argument would be that they need to learn more than that. One of my own children at school in Ireland said to her teacher, who was talking about poverty in Africa, 'there is much more than that in Africa, could we sometimes speak about the other things.' She is right.

However, I love getting the question 'Do you speak African?' because it opens the door to looking at Africa in all its diversity. After the first time I gave a reading to children I then took a map of Africa with me. Because my book is set in Zambia I can point them to Zambia where over seventy languages are spoken - then up to Nigeria where 250 languages are spoken, making it probably the most linguistically diverse country in the world. South Africa now has eleven official languages, although there would be sub groups and languages not included in this that are found in various parts of the country. A Pan South African Language Board was created to, among other things, promote and ensure respect for other languages apart from the official ones including languages like Greek, Gujerati, Tamil, Urdu, Portuguese etc.

In most countries in Africa today everyone speaks and understands more than one language.

What saddens me about children in Ireland and elsewhere not learning much about the continent is that it is such a fascinating place and so different to where they live that in fact they would learn about it willingly. Children, in my experience, are sponges for learning. They want to know, and are intrigued by the geography, the culture and fauna and flora of places they have never been to. While it is important to know where you come from and to study it in school it is also important to know elsewhere. Africa should not remain the dark and hidden continent.

I think that one of the things that will change this is the number of people from different parts of Africa who are now living in Ireland.  People who will share their culture, marry Irish people, work in the community, go to school here and integrate into this society. They will bring a little part of their own country to this one and, like with all immigrants, they will enrich Ireland.

The curriculum in Primary Schools in Ireland lends itself to looking at other countries through project work, and in the teaching notes I have drawn up on The Butterfly Heart I hope I have shown ways of integrating Zambia into this and contrasting e.g. the Bengwelu Swamp with wetlands found in Ireland, or the trees of Zambia with the trees of Ireland etc.

May 25th which commemorates the formation of the Organisation of African Unity (now the African UNion - AU)  Day, is an opportunity for schools to pay attention to this continent, but should not be the only day on which this happens. On that day I have been invited to Tallaght Library as part of their Africa Day celebrations. It, like many libraries round Ireland, does so much more than lend books. It is, in my view, a community centre of learrning and fun. I am looking forward to going there and meeting the children of the area. If, in writing this book, I am able to share with children a sense that in different parts of the world children are children, they live their lives, they have adventures, make friends, argue with their parents and experience sadness as well as happiness, then I will be happy. To be able to share differences as well as similarities.

When I spoke a couple of weeks ago to children in Castlecomer, they asked me to teach them a greeting from one country in Africa. As Swahili is such a phonetic language we did that - and when they left they all said goodbye to me in Swahili. It was good to hear.

Kwa heri

Goodbye, Blessings and Best of luck!

Amafufunyana by any other name

Throughout history there have been recorded instances of what used to be called 'mass hysteria'. This term is no longer in usage within the medical profession - instead it is called Mass Psychogenic Illness. Not sure that's a name that will catch on! However, it is defined in the Medical Dictionary as follows:

1. Spontaneous, en masse development of identical physical or emotional symptoms among a group of individuals, as in a classroom of schoolchildren, with no known cause/pathogen.

2. A socially contagious frenzy of irrational behavior in a group of people as a reaction to an event.
It is has many different names and manifestations. In Nicaragua it is called 'grisi siknis' - Crazy Sickness, In Italy it was known as 'Tarantism' and was exhibited as frenzied dancing. The belief was that people had been infected by the bite of the Tarantula and dancing was the only cure, as in this way the venom was sweated out of the pores. It would usually start with one dancer and more and more would join in, some of whom believed that because they had touched a person who might have been bitten, they too we filled with the venom.  That dance today is the Tarantella, and in fact the bite of the Tarantula in Italy (also known as the Wolf Spider) while it may hurt a little will not harm humans. 
The TarantellaSee Antonion Melechi's brilliant article on this phenomenon. 
                                                                                                                                                                   In parts of South Africa outbreaks of mass hysteria are known as 'amafufunyana' (a wonderful word!) and are usually associated with girls' schools (as in fact most recent outbreaks of mass hysteria are).
 Tanzanian Laughter Epidemic of 1962 is described here  and it too started in a girls' school - affecting over 400 people and leading to school shut downs. Luckily no one died as a result - but in the Dancing Plague that struck Strasbourg in 1518  there were deaths. The phenomenon was described in the following way:
                                                                                                                                                         “Somewhere amid the narrow lanes, the congested wharves, the stables, workshops, forges and fairs of the medieval city of Strasbourg, Frau Troffea stepped outside and began to dance. No music was playing and she showed no signs of joy as her skirts flew up around her rapidly moving legs. To the consternation of her husband, she went on dancing throughout the day. And as the shadows lengthened and the sun set behind the city’s half-timbered houses, it became clear that Frau Trofea simply could not stop. Only after hours of crazed motion did she collapse from exhaustion. Bathed in sweat with muscles twitching, she finally sank into a brief sleep. Then a few hours later she resumed her solitary dance. Within days, more than thirty people had taken to the streets seized by the same urgent need to dance. By early August 1518, the epidemic was spreading at an alarming rate.”

The Dancing Plague of 1518 was a case of dancing mania that occurred in Strasbourg, France (then part of the Holy Roman Empire) in July 1518. Numerous people took to dancing for days without rest, and over the period of about one month, most of the people died from heart attack, stroke, or exhaustion. The authorities were convinced that the afflicted would only recover if they danced day and night. So town halls were set aside for them to dance in, musicians were hired to play pipes and drums to keep them moving, and professional dancers were paid to keep them on their feet. Within days those with weak hearts started to die. By the end of August 1518 about 400 people had experienced the madness.'

As the word hysteria originates with the greek world 'hystera' meaning uterus, hysteria was long used to describe behaviour associated particularly with females.  It is no longer exclusively so, but it does seem as if outbreaks of mass hysteria now largely occur where groups of adolescent girls are gathered together. Between the 15th and 17th Centuries they were also widely reported from nunneries, and I think I would be right in saying that the entry age for nuns was a lot younger then, so it is conceivable that the same factors were at work as are found still today in boarding schools.

No real answers - but a fascinating phenomenon.

CENSUS 2011 and the issue of race

This has nothing to do with writing. I just feel like talking about it. I, like many others living here, have been completing the Census form, and look forward to a stage when I can complete it without identifying myself in terms of race. Why does 'nationality' not suffice for the purpose of statistics. It is a more accurate description.

In South Africa under Apartheid your every breathing moment was defined by which race classification you were fitted into. Were you white enough to be classified white, or dark enough to be classified black? If not, you fell into the general category of 'coloured' or 'other coloured' or Indian (the only classification linked to country of origin)  The notions of black and white are, in my view, meaningless. The notions  of nationality are not.

The census form includes place of birth and nationality - why then do they need to know the following:

What is your ethnic or cultural background?

A. White - Irish/ Irish Traveller/ Any other White background

B. Black or Black Irish - African/Any other Black background

C. Asian or Asian Irish - Chinese/Any other Asian background

D. Other, including mixed background - Other, write in description.

Who dreamt these up? What is a Black (Capital B) background? What is a White (Capital W) background? Without wanting to obstruct the Central Statistics office in its work, we have not (as I felt like doing) thrown the form away, but have completed that section by identifying  ourselves by the non-definition of 'other' - the explanation being mixed. It is not a satisfactory solution, but will do for the meantime. A mixed bag we are.

As an aside, in South Africa the Afrikaner group  has always identified itself as 'pure white' and this, in terms of their own definition, is just pure wrong. Recent studies into the genetic composition of Afrikaners have shown that between 5 - 7% of their genetic make up consists of genes that have come directly from Khoisan, Malay, Indian and West African peoples. If then an Afrikaner was sitting down to fill in the census form in Ireland today he would, if he was being honest, tick the category 'Other - Mixed.'

By Luke Chueh www.lukechueh.com

The snake who vomited dollars

In talking to school children recently about The Butterfly Heart and writing, one of the questions most commonly asked is 'where do you get your ideas from?' The simple answer to this is 'life and death and everything in between.' But while that may be true, it is a glib answer. For me the ideas come from half remembered incidents,  waking dreams, snippets of stories read in newspapers,  an expression in someone's eyes, an offshoot minor character in a story I have already written, an unusual saying or expression (as I heard the other day 'he wouldn't take you to the fair now,'),  a chance remark, a peculiar sight on the road,  stories I was told as a child, emotions, places I have lived in and people I have known.

There is enough fantasy and curiosity in everyday life to last us forever. Last week I read a story with the headline 'Snake Vomits Dollars' A dream of a headline. It was not only the story that was fascinating but the colourful language used in the story.

I quote - from Tabloid News Ghana.

All roads led to the commandos part of Accra Newtown, otherwise known as Lagostown around 5:30am yesterday when word spread around about a money-vomiting snake. Various tales were given about what happened, one of which had it that a quarrelsome grandmother in a compound house in this part of the suburb, close to the storey building housing some military personnel, had heard an unusual recitation akin to an incantation and caught the whiff of strong-scented incenses as well. She therefore went immediately into the room to find out what was happening. Upon entry her 18-year old granddaughter was chanting as two red candles gave out a yellowish glow. The spectacle was so esoteric and frightening, the scared granny screamed, but her granddaughter pleaded with her to take it easy and avoid creating a scene.

The old lady could not be bothered, especially on seeing in addition, the gruesome contents of a carton – an African python and some currency in American dollar and cedi denominations. Within the twinkle of an eye, a crowd from nearby Nima, Lagostown and even Maamobi, had assembled at the location. The enraged old woman quickly went for a pail of boiling water and poured the hot fluid on the esoteric python, which died instantly. According to the eyewitnesses at the scene, the young girl vanished without a trace when her secret was let out.

The girl whose account of the event could thus not be obtained, was said to have sought money-making juju and the juju-man was said to have prescribed for her what to do on a Wednesday, on reaching the house. Unfortunately for her, her scared grandmother who was reported to have said she could not keep mute over such a scary scene, spilled the beans and even went ahead to kill the mystery snake.

Who wouldn't feel tempted to write a story after reading this article?

Nsolo the Honeyguide bird

In The Butterfly Heart, Bul-Boo, one of the narrators in the book, describes an argument between her and her sister over the Nsolo, the honeyguide bird. The wondrous thing about this bird is the relationship it has both with humans and the Honey Badger, leading them to hives that they break up enabling the bird to feed on the remains. The following video, shot in Kenya, shows this relationship perfectly. [youtube=http://www.youtube.com/watch?v=SpsdPSkfkGw]

Nsolo has another meaning - it is the name given to a particular mancala game played in Zambia and Malawi. The game is also known as Nchombwa. Mancala games are played throughout Africa and in parts of Asia and the word originates from the Arabic word 'naqala' which means to move. The game came be played on a wooden board or, more often, in holes dug into the ground. There are many types of mancala games but they all involve counting seeds and capturing others.

There is a site devoted to these games called WikimanQala which lists and describes hundreds of variations played around the world.

A carved mancala board from West Africa

A mancala game played in the sand.

'If it sounds like writing I rewrite it'

There are people who think it worth reading books on writing, and those who think it not. I think it is - but only some of them. There is a gaggle of How To writing books out there that are tedious and time wasting but there are some that shine like diamonds.  One of these is a book of essays by Ray Bradbury - entitled Zen in the Art of Writing, and another is Stephen King's book On Writing. What attracted me to them first was that both of the authors are writers, giants in their fields, so I was curious to hear their thoughts. I was not disappointed. Neither of the books set out with the aim of teaching anyone how to write - what they do is to impart their own love of the craft and their journey through it, and that for me is enough.

Another writer I love, I do not think there is a book out there that he's written that I have not read, is Elmore Leonard. So, when I came across an article entitled Elmore Leonard's Ten Rules of Writing I leapt upon it. Again, I was not disappointed (even though I would have a a natural aversion to a set of rules). They are short enough to reproduce in their entirety, so here they are, courtesy of the NYT.

 

Easy on the Adverbs, Exclamation Points and Especially Hooptedoodle

By ELMORE LEONARD
Published: July 16, 2001

These are rules I've picked up along the way to help me remain invisible when I'm writing a book, to help me show rather than tell what's taking place in the story. If you have a facility for language and imagery and the sound of your voice pleases you, invisibility is not what you are after, and you can skip the rules. Still, you might look them over.

1. Never open a book with weather.

If it's only to create atmosphere, and not a character's reaction to the weather, you don't want to go on too long. The reader is apt to leaf ahead looking for people. There are exceptions. If you happen to be Barry Lopez, who has more ways to describe ice and snow than an Eskimo, you can do all the weather reporting you want.

2. Avoid prologues.

They can be annoying, especially a prologue following an introduction that comes after a foreword. But these are ordinarily found in nonfiction. A prologue in a novel is backstory, and you can drop it in anywhere you want.

There is a prologue in John Steinbeck's ''Sweet Thursday,'' but it's O.K. because a character in the book makes the point of what my rules are all about. He says: ''I like a lot of talk in a book and I don't like to have nobody tell me what the guy that's talking looks like. I want to figure out what he looks like from the way he talks. . . . figure out what the guy's thinking from what he says. I like some description but not too much of that. . . . Sometimes I want a book to break loose with a bunch of hooptedoodle. . . . Spin up some pretty words maybe or sing a little song with language. That's nice. But I wish it was set aside so I don't have to read it. I don't want hooptedoodle to get mixed up with the story.''

3. Never use a verb other than ''said'' to carry dialogue.

The line of dialogue belongs to the character; the verb is the writer sticking his nose in. But said is far less intrusive than grumbled, gasped, cautioned, lied. I once noticed Mary McCarthy ending a line of dialogue with ''she asseverated,'' and had to stop reading to get the dictionary.

4. Never use an adverb to modify the verb ''said'' . . .

. . . he admonished gravely. To use an adverb this way (or almost any way) is a mortal sin. The writer is now exposing himself in earnest, using a word that distracts and can interrupt the rhythm of the exchange. I have a character in one of my books tell how she used to write historical romances ''full of rape and adverbs.''

5. Keep your exclamation points under control.

You are allowed no more than two or three per 100,000 words of prose. If you have the knack of playing with exclaimers the way Tom Wolfe does, you can throw them in by the handful.

6. Never use the words ''suddenly'' or ''all hell broke loose.''

This rule doesn't require an explanation. I have noticed that writers who use ''suddenly'' tend to exercise less control in the application of exclamation points.

7. Use regional dialect, patois, sparingly.

Once you start spelling words in dialogue phonetically and loading the page with apostrophes, you won't be able to stop. Notice the way Annie Proulx captures the flavor of Wyoming voices in her book of short stories ''Close Range.''

8. Avoid detailed descriptions of characters.

Which Steinbeck covered. In Ernest Hemingway's ''Hills Like White Elephants'' what do the ''American and the girl with him'' look like? ''She had taken off her hat and put it on the table.'' That's the only reference to a physical description in the story, and yet we see the couple and know them by their tones of voice, with not one adverb in sight.

9. Don't go into great detail describing places and things.

Unless you're Margaret Atwood and can paint scenes with language or write landscapes in the style of Jim Harrison. But even if you're good at it, you don't want descriptions that bring the action, the flow of the story, to a standstill.

And finally:

10. Try to leave out the part that readers tend to skip.

A rule that came to mind in 1983. Think of what you skip reading a novel: thick paragraphs of prose you can see have too many words in them. What the writer is doing, he's writing, perpetrating hooptedoodle, perhaps taking another shot at the weather, or has gone into the character's head, and the reader either knows what the guy's thinking or doesn't care. I'll bet you don't skip dialogue.

My most important rule is one that sums up the 10.

If it sounds like writing, I rewrite it.

 

Earthquakes, myths and legends

Many writers more qualified than I am are writing about the unfolding horror and heartache of the earthquake and tsunami that have shattered the Japanese nation. It is a horrible reminder of the ease with which the earth can shrug its shoulders and be rid of us. Earthquakes have always been with us - they are one of the consequences of the shifting tectonic plates that lie beneath. The other major consequences are volcanoes and the creation of mountains - which all gives the lie to the oft used phrase 'solid ground.'

As with everything, humans have created stories over thousands of years to explain the phenomenon of earthquakes.

In Japan there is the Namazu legend - Namazu is a type of catfish and it features prominently in Japanese folklore, often as a foreteller of major upheavals - be these floods or earthquakes. In one of the versions of the tale the Namazu actually causes earthquakes. He lives in the mud below the earth and is kept there by the god Kashima, who holds a rock over him to prevent him escaping. Sometimes however, like all gods, his mind wanders and he forgets to hold him firmly in place. It is then that the giant catfish thrashes about causing the earth to quake. Like most legends around the world this is a story created to explain natural phenomena - not a truth that Japanese today would hold to.

Namazu, the giant catfish, being held down by the god Kashima

In different parts of Africa, earthquake legends have also arisen. One of these involves a compliant cow. The cow stands on a huge flat stone, and the stone in turn is resting on the back of a giant fish. The cow balances the earth on the tip of one of its horns, but the weight of this sometimes causes her neck to ache. When the aching gets too bad she tosses the earth onto the other horn. It is this movement that causes the earth to shake.

The cattle indigenous to this region are within the broad group of Sanga cattle, originating in the highlands of Kenya and Ethiopia. They are long horned (Sanga meaning Ox in the Oromo language of Ethiopia.) Among the breeds found in the eastern parts of Africa are the Ankole cattle - in the picture below of these beautiful creatures you will see how easy it is to imagine them tossing a globe from one horn to the other.

Ankole Cattle

In Praise of Libraries

During the past two weeks I have been into a few different libraries - each one different to the other. However, what they had in common was the enthusiasm, energy and commitment of the librarians who run them. I was up in Kildare today at two different libraries (Celbridge and Leixlip) and last week I was in Loughboy Library in Kilkenny -  I left each place thinking that we are truly privileged in Ireland to have such a network of wondrous places open to the public. There are 352 branch libraries in the country, as well as the mobile libraries. Public library service are also available to prisons, hospitals, day care centres, parish halls and other community centres. And then there are the school libraries, a number of which are under threat as a consequence of funding cuts.

The libraries I have been into recently are not just rooms filled with books (although that would be a treat in itself) they have Wii training courses, gamer clubs, IT training, multi media courses, rooms where trad. music sessions happen, they also provide spaces for book clubs and writer's groups to meet, work with teachers on school project resources, invite authors to speak to children, host parents and toddler groups - the list has only just begun.

They are a resource we should treasure - and use - may they be around forever (and a day).

Photographers and Butterflies

This week, through working on another project unrelated to writing, I have been in contact with a wonderful photographer called Harf Zimmermann. He is based in Berlin and has photographed all sorts of things - landscapes, people, buildings, ruins, panoramic shots of distant islands and, what caught my attention, some of the wonders of the Berlin Natural History Museum. Amongst these he has photographed butterflies - and one of his beautiful photographs is of the Morpho Godarti which is the same butterfly that appears on the cover of The Butterfly Heart.

Morpho Godarti photographed by Harf Zimmermann

There are many others photographed for the same exhibition which ran in Berlin during January and February. One of these is a butterfly called Papilio Blumei, the Peacock or Green Swallowtail butterfly which is found only on the Indonesian island of Sulawesi. Here it is.

Papilio Blumei photographed by Harf Zimmermann

The power of photography is enormous if we think of the images in our newspapers, on the web and on our television screens.  Another photographer whose work I have come across in recent times  is Stephanie Sinclair, who, like Harf, has done work for the New York Times. One of her photographic projects was on the issue of child marriage and this picture below of Ghulam Haider does, as the old saying goes, paint a thousand words.

Ghulam Haider, 11, is to be married to Faiz Mohammed, 40. She had hoped to be a teacher but was forced to quit her classes when she became engaged.

Photograph by Stephanie Sinclair, for the NY Times.

World Book Day and Tilting at Windmills

It's exciting enough that my book is about to be released into the world - but it so happens that tomorrow, 3rd March, is also World Book Day 2011. That is some birthday for The Butterfly Heart! I'll spend the day talking to four different groups .... in the morning I will be in Loughboy Library talking to various 5th Class groups from three Kilkenny national schools and in the afternoon I will talk to a small book club from the Father McGrath Homework Club at Dubray Books. Looking forward to meeting all of them.

World Book Day is actually 23rd April - but is celebrated in Britain and Ireland on the first Thursday of March, apparently because this ensures children are in school on the day it falls.  The rest of the world still  celebrates it on the 23rd April. The origins of this lie in Catalonia, one of the seventeen regions/communities of Spain (see below)

Known as La Diada de Sant Jordi (St George's Day) it was on 23rd April 1616 that two great writers died - Cervantes and Shakespeare.   Miguel de Cervantes is best known for his great satiric novel Don Quixote - from which came both the word quixotic as well as the term 'tilting at windmills'.   On this day in Catalonia the tradition is that books and roses are exchanged between sweethearts and in that community alone over 400,000 books and 4 million roses are bought and exchanged.

Given the backdrop to World Book Day I can't help wishing that we celebrated it on the 23rd April like the rest of the world (despite me being happy that my own book is being released on a day that coincidentally falls on this day).

The purpose of World Book Day internationally is to promote books, literacy and understanding throughout the world and this takes different shapes in different countries. In Ireland the focus is on children and reading and I am delighted to be able to play a small role in Kilkenny by reading to school pupils and chatting to them about books and writing.

Music and Mango

Instead of writing about writing today I thought I'd take the opportunity to make a shameless pitch for my brother's band - Mango Groove .  It would be true to say (outside of my own highly prejudiced opinion) that they are an iconic South African band. Their first album was released in 1989 in a time of turmoil and repression and in 2010 they released Bang the Drum, an album that literally bangs the drum of hope and jubilation for a country and a people who have survived against all the odds.

Anyway rather than me waxing lyrical about the band and their music, I will post a video of one of their songs. It is called Special Star, which they sang (among others) at the inauguration of Nelson Mandela - a star like no other.

[youtube=http://www.youtube.com/watch?v=w4HJfcecgos]

And while I'm at it maybe I'll just post another of their songs. If not, why not? This one is called Hometalk.

[youtube=http://www.youtube.com/watch?v=v16CwfkppeI]

Frank Waters and Different Voices

In The Butterfly Heart I have two different narrators - Bul-Boo a young girl and Ifwafwa an older man. They are both from Zambia but at very different stages in their lives - so their narrative voices are very distinct. I am sure everyone who writes in different voices has their own way of doing this - for me,  I need to see the character in my head, I need to know what they are doing while they are thinking these thoughts, picture them in their environment. The questions I ask myself are not 'how will I write this?' or 'can I make this sound like Ifwafwa?' instead I think: 'I wonder what Bul-Boo thinks about this?' or 'Where is Ifwafwa?' or 'Poor Bul-Boo must be feeling awful about that.' So, I do not write them as if I am them, because most clearly I'm not! Instead I write them as if I am talking to them or taking a quick tour of their brains while they are sitting outside with the sun beating down on them, or pedalling their bicycle through wet puddles. That way it is easier for me to know how they think. As I said in an earlier post, I write from character rather than from plot - so before I do anything I have to get to know them really well. I like that stage of writing.

At the moment, having finished another children's book and a first draft of a book for adults, I am at the stage of starting a new book. But as yet I have no characters.  Last night a line came into my head - Frank Waters was not a talkative man. So, this morning I got up and googled the name, as I do not know anyone called Frank Waters. An interesting result came up - Frank Waters was an American writer who wrote about the American Southwest and in particular about the experience of native Americans. His father was part Cheyenne and died when Frank was only twelve years old.  The strange thing is that Frank Waters was born in 1902 on the 25th July which happens to be my  birth date (not the 1902 part!).

Whether or not he was a talkative man, I don't know. But an interesting man he certainly was.  Here is one of his books - I think I might just get it.