By definition, fiction is an invented narrative. When an historical aspect is added, we can learn about a past we may never have known. This itself can help us in understanding our own lives and our own society. It can teach us through its settings and so help us appreciate our own. The characters in fiction can also show us their everyday way of life and this can lead us to reflect on ourselves. The themes of such fictions can also help us understand morals. This essay will explore these three aspects to show how they teach us about a world we may have never otherwise known.
In historical fiction, finding out about the setting helps us explore a past world. While reading Trease's Cue for Treason, I was conscious of three aspects of its setting: the economic, the physical and the church. First, the economic. At the stage in history portrayed in Cue for Treason (1940) and Gweneth Lilly's On a Scaffold High (1993), there are two groups in society in England, the rich and the poor. In the Elizabethan era, there was little formation of a middle class. This is demonstrated in Cue for Treason. Sir Philip Morton is quite a wealthy man and Trease almost gives the view that he is unbeatable. Every time Peter Brownrigg, the main character, escapes Sir Philip and thinks it's okay, Sir Philip is back, always with more money and more power.
The second aspect of setting I learnt about was the physical. Like in every other novel, we learn of this through description. However what makes it interesting is that it is factual. In reading the two novels, I could get an idea what the surroundings would have been like. The final setting I noted was the church. The Church was of great relevance in both novels under discussion, because the Church has great power on deciding the fate of the theatre companies. This is caused by the great fear of sin due to the plague. Clearly the setting in historical fiction can show us a world we don't already know.
Characters are also a good way of expressing an unknown world. They help us learn much about their worlds. Peter Brownrigg in Trease's novel tells us much about his world. This is not just to explain the setting but through his adventures we learn more. He gives us that feeling that one person can make a difference. This shows when we watch a boy leave home, act for the sake of the Queen and even save her life. While Peter shows us the good that can happen, Owen Rhys in Lilly's novel shows us some of the bad. Owen gives us a good idea on the hardships of London, especially for a Welsh person. The fact that his father has trouble getting employment is not only related to its scarcity; it's due to the same victimisation as their ally Peter Morgan endures. In reading both these novels, I found the characters give a comprehensive idea of the head and the tail of the "society coin" and so they help us enjoy a world we might not have otherwise known.
Both these two novels have themes that show the highs and lows of Elizabethan society. Of course the main theme is Good versus Evil as in many novels. Trease details this with a sub-theme, England versus Spain. Although it's not directly said, Sir Philip in trying to assassinate the Queen is working in conjunction with the Spanish. To have a young girl and boy foil his plans may have been meant to boost the morale of readers in Trease's England of World War II. Letting England know they've beaten adversity in their past strengthens them to do it again.
Likewise in On a Scaffold High, Wales is in conflict with England. In everything that Owen does, he faces prejudice because he is Welsh. It is no coincidence that this novelist was supported by the Welsh Arts Council funding, no doubt to teach Welsh children of today about their past. Thankfully, both of the novels can teach young Australian readers today about the practice of prejudice in the past also.
The writer's style often helps or hinders our learning about the worlds of the novels. Trease's way of writing is very simple: he uses short sentences and easy words all in a 1940s dialect. This makes for breezy reading. An emphasis more on fiction than fact makes for excitement but still offers learning. On the other hand, Lilly's style is much harder to read because there is too much Welsh language for modern readers. All this Welsh slows the flow of the plot. So in both novels, I found that the writers' styles dictated how much and what we learn.
In conclusion, I found these novels offer scope to go deeper in exploring worlds we would not have otherwise known, perhaps even leading us to begin research ourselves. I found that historical fiction teaches readers much about the world of the past. I am satisfied with what I have learnt about Elizabethan England through reading these two works of historical fiction. #
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Comment
Bart was very conscious of the benefits but what of the limitations these aspects of novels cause? Focus on degree words in answering a topic asking "How successfully ...." So far you have suggested only more than no success. Refer too to the genre as a whole - the question statement asks your to make conclusions on it, in your experience of reading it.
ADVICE: Before concluding, re-read your introduction; have you done what you promised there? Bart promised an excellent point about critiqueing our own society but in the end failed to explore this feature.
Fiction enables us to explore a world we might not have otherwise known. Aspects of a novel that present new information are the setting, characters, themes and the writer's style. In the novels, Cue for Treason (1940) and On a Scaffold High (1993), the authors introduce readers to Elizabethan England as seen through the eyes of the children of the theatre. Historical novels aim to envelop the reader in this new world and their success in doing so depends greatly on the author's choice of themes and style of writing. By focussing on themes that illustrate that time in history and by using language of that time, an author draws the reader into a different world.
The setting of an historical novel allows us to experience a different time and place. Through the novels mentioned, we discover elements of both history and everyday life in Elizabethan England. While this is a world we may know something about, such novels engross us in a world of a bygone era. In this construction, we might realise what we have missed about that period. A novel lets us see, in our mind's eye, the world the characters inhabit. For example, Trease describes one scene this way: "There was a small lake or tarn, black and bottomless, and the precipices rose all around it in the shape of a horseshoe" (p. 24). Such novels present a theatre of the times; a great part of both novels revolves round the world of work. Historical novels present settings that illustrate this new world to the reader.
The characters of a novel open our eyes to the world they live in. The reader experiences the hardships of the characters' lives and are able to compare this world with our own. Another aspect of the novels, Cue for Treason and On a Scaffold High is their portrayal through the eyes of children. Cue for Treason is told by narrator Peter Brownrigg, a steadfast young son of the soil who must fight to save the Queen. On a Scaffold High follows twelve year old Owen Rhys on his journey through London. A child's view such as these is often abstract yet involves total detail of each scenario. The introduction of historical characters such as Shakespeare and Elizabeth I brings the story back to reality and attempts to make an education out of it.
The themes of a novel open a window to a different world, offering critique of both society now and then. These novels tall the tale of simple peasants who survive off their farms but struggle for money in Tudor England, and join the theatre as a last resort. These novels delve into intrigue, a feature of those times. Trease looks at the treachery of Sir Philip Morton towards the farmers and towards the Queen of England. The effectiveness of law at the time is dwelled upon as a young boy escapes it and a father and son must wait for their case to be heard. Themes such as these as well as Good versus Evil open a passage to a new world.
The writer's style plays a large role in presenting a new unexperienced world too. The world of Tudor England is opened up through these two novelists' use of a wide vocabulary. They use the vocabularies both of English noblemen and Welsh peasants, absorbing the reader in both their languages and personalities. Trease also uses a great number of sayings or proverbs, demonstrating his knowledge of the speech of the times. Both authors use children as their medium, creating an exotic psychological study of the time. Their lead characters are boys, which is correct for the times as women and girls lad less important roles in that society. Another reason men were used in Cue for Treason was that being written in the war years of 1940, it set out to spark national pride in the men. All these features of the writer's style expand the effect of experiencing a different world.
Fiction effectively enables us to explore a new world. These two historical novels successfully present the Shakespearian world through detailed settings, interesting characters, relevant themes and appropriate writer's stylistic devices. Both novels present a realistic analysis if not even a critique of Elizabethan England, and enable us to be part of a world we might otherwise have not experienced.
Thomas C. (June 1998 slightly edited)
Study of the theme of Intrigue and Integrity
In every epoch, Western society has exalted people who seem to show an heroic nature. Our society has defined what a hero is by means of inherited criteria. These socially developed criteria have been used through the ages and continue to be refined. Although the actions of the hero may differ in every age, the fundamentals of the concept can be recognised time and again. This report will identify and apply three fundamental criteria that constitute this shared definition of a hero. These timeless criteria are that a hero is someone who stands for his beliefs, is loyal to his supporters and is honest and not devious. References will be made to Trease's novel Cue for Treason, Robert Bolt's play A Man for All Seasons and Gweneth Lilly's novel On a Scaffold High to argue that different periods use a common definition of heroism.
A hero is someone who stands for what he believes in. Lilly provides a prime instance of this when Owen is described as boldly standing against his father's engagement. The same moral stand occurs in Cue for Treason: Peter is a firm believer in defending the sovereignty of the Queen and the peace of her country. He 'stands' for this when he undertakes a dangerous venture to foil an assassination plot on her. Sir Thomas More in Bolt's play similarly qualifies as a hero by standing firm refusing to compromise his beliefs through perjury. In doing so, he reaffirmed his long held legal principles and his belief in the worth of a man's oath. These examples would indicate that these writers regarded a hero as someone who stands for what he believes in.
In every age, a hero is somebody loyal to his or her supporters. This criterion is used in each of the three texts too. Bolt portrays More as being loyal to the letter and processes of law. He is shown as being loyal to the laws of England, loyal to the English people and to his supporters. Lilly similarly depicts Owen as a boy who ultimately remains loyal to his Welsh kin and, refusing prospects in London, returns to farm the estate that his grandfather bequeathed to him. Similarly, Trease's Peter Brownrigg remains loyal to his family and friends, especially Kit, Mr Raymond and Mr Burbage's actors. Thus to be a hero, one must be loyal to one's supporters.
Heroes can be identified also on a third criterion, that is, whether the subject is honest and not devious. Owen expresses his disapproval at Gruffydd's engagement without obviously attempting to thwart the planned marriage. Thomas More remains so eminently honest to his God, his conscience and to the public that he is executed for his courage. Trease depicts Peter as a boy honest to his father, his friends and especially to Kit. These examples show that a hero must possess integrity both in public and in his heart.
A hero embodies these fundamental values: he is loyal to himself, to his supporters and to his cause. The three texts show that these three criteria are also used by these authors and are commonly used in our Western society. Society identifies a hero as such if he possesses these three. These three criteria continue to be used today whenever we define a hero. These Elizabethean criteria suit me today also.
by Anthony M. 1997 (readily edited; 591 words)