Reading the novels was an interesting experience. Anton used an impressive list of historical sources on which she based her information. I loved reading about the way people dressed, ate and worked in medieval Troyes. It was very special to get an insight in the community of which Rashi was the leader.

The books did leave me a bit confused though. The main characters in these books are wellknown historical people that actually lived. Not much is known about them. Anton made up their professions, characters and thought of all sorts of events that (as she writes in the epilogue) have no real historical basis. For example, she argues that Rashi’s son in law Juda was gay. In the back of the book she maintains that according to sources, homosexuality existed in those days so she wanted to have at least one homosexual character in her book. I strongly disapprove of drawing an image of a person that actually lived, and that has no way of possibly defending himself. I don’t think it is right to write a book about a real person and make up all sorts of things, either positive or negative ones. I think I feel less strongly if the historical novel centres around an entirely fictive character.

This leads me to the question: what is the use of historical novels in history class? Sure, I do see the huge value of such novels in making history accessible, of introducing students to circumstances in a certain age, and in having them identify themselves with the main characters. On the other hand, how much freedom can we allow writers of such novels to permit themselves? Shouldn’t we always base our lessons on historical facts only?

In Judaism there is a famous saying: “Ha’adam ets hasadeh”: man is like the tree in the field. There have been many explanations as to why man is compaired to a tree. When I saw the blossoming trees, I suddenly realised that these trees can blossom in the most unexpected ways, as long as they are provided with sufficient warmth. Isn’t it our task as teachers to offer this warmth and inspiration to our students, and make them blossom? If a tree can blossom in January, then even the most difficult student can be reached.

My Bloginality is ISTJ!!!

PS. “Under stress, ISTJs may fall into “catastrophe mode”, where they see nothing but all of the possibilities of what could go wrong. They will berate themselves for things which they should have done differently, or duties which they failed to perform. They will lose their ability to see things calmly and reasonably, and will depress themselves with their visions of doom.”

My latest acquisition is ‘First Democracy’ by Paul Woodruff. It is a marvelous analysation of Athens’ democracy. Woodruff extracts seven characteristics that are invaluable for a healthy democracy:

1. Freedom from tyranny

2. Harmony

3. The rule of law

4. Natural equality

5. Citizen wisdom

6. Reasoning without knowledge

7. Education

This semester I have been teaching the fundaments of democracy to my 10th grade classes. I explained to them how a democracy can only exist by the virtue of the people, its leaders and the economic situation of the country. Only when people see that democracy works, that they are being listened to and that their leaders deal well with problems in society, democracy is observed as a legitimate system.

I can’t wait to read what Woodruff has to say about it, especially after reading reviews such as this one: “This book is a masterpiece… a heartfelt story of the birth, life and death of real democracy in ancient Athens, and, by implication, its country cousin in America” (Ted Becker, alumni professor of political science, Auburn University)

PS. Today’s image shows the speaker’s corner at the Pnyx, the hill in Athens that hosted the first assembly of the common people.

PPS. Music playing: ‘Hommage à Piazzolla’ ft. Gidon Kremer.