Saturday, February 11, 2012

Striving for Quality

I am quite stubborn. It can be an advantage or a problem, so I have to keep it in check. So far, it has been mostly good. It has helped me to take the extra step when my body and soul were ready to give up. Sometimes, however, I have to evaluate those extra steps very carefully. What’s my motivation? Are they worth the effort and especially the cost?

I have done a similar re-evaluation a few days ago, when my illustrator raised his fees. It was a perfectly legitimate request. No illustrator of his caliber gets as little money as he does. He initially gave me low fees to help me out, but it’s time that he gets proper remuneration, especially since he has a family to support.

I don’t know if this is of any interest to others, but if you have appreciated the quality of the illustrations in the series of Christian Biographies for Young Readers, published by Reformation Heritage Books (RHB), you may want to know how they come about.

First, I must explain the financial side and my arrangement with RHB. Most people are surprised when they find that I have a publisher but I pay for my own illustrations and photos. The reason is simple. RHB is still a relatively small publisher, and the type and amount of photos and illustrations I have envisioned for these books is beyond most editorial budgets. Of course, there are large publishers who have the means to take on this type of projects, but initially they haven't shown any interest.

When I proposed my first book (John Calvin) to publishers, one very frequent objection was the cost. The first publisher I approached (a rather large Christian publisher) told me that for any company to consider this idea, it would have to be a small paperback book in black-and-white. That's why the illustrations in my first book are not in color. Eventually, they rejected the proposal even under those terms.

Other publishers made similar comments. One told me that I could not choose my own illustrator, and that they never pay much for illustrations anyhow. I don't know what thoughts inspired RHB to publish my books in color with a hard cover and an impeccable layout, but they did, and I am grateful for it. By contract, I am paying all expenses related to artwork and photos. Thankfully, they pay upfront and reimburse themselves from my royalties, otherwise I could never afford it.

There are, as I said, some Christian publishers who have the means to invest in high-cost productions, but they have to believe they will get appropriate returns. It has to make marketing sense. Again, at the time of my first proposal, a publisher told me that single biographies for children would never sell. A few others concurred. No explanation was given. They said it was just something they had experienced in the past. On the other hand, non-Christian biographies are selling fairly well. Why?

I am not a marketing expert and I am not ready to study this rather mysterious field, but one reason why children’s biographies which are not specifically Christian in nature sell well may be that they are backed by teachers and school librarians. On Martin Luther King Jr.'s day, for example, thousands of children throughout our nation are directed to libraries to read about this man. Some biographies are read in schools. Left to themselves, typical school-age children roaming through a library might be more prone to pick up a book about Captain Underpants, but parents and teachers often lead them to different choices.

If this consideration is correct, the question is, do parents and Christian-school teachers believe that biographies are important for children, and do they promote them? I think the homeschooling community is doing very well in this respect. My feeling (and I may be wrong) is that other parents and Christian school staff could do better. I have talked about the benefits of teaching Church history to children in another blog post.

This is where my stubborness gets evaluated. Why am I insisting on quality illustrations? Can I lower the standards? Are they really important? The answer boils down to my initial commitment to produce all-around quality books.

My initial motivation for writing this series, as I have mentioned in other blogs, has been the desire to see Christian biographies for children rise to the same standard I had been noticing in children’s biographies in general, which are constantly improving in quality, accuracy, fairness, and visual appeal.

Accuracy and fairness of course take the cake. Until recently, historical accuracy in children’s books has not been a major concern. In the 19th century, most biographies for children were largely fictionalized and had a strong message which took precedence over the actual retelling of facts. Today we see a much greater interest in accuracy, especially in the homeschooling community where these books are often used to supplement a serious study of human history.

Accuracy in Christian biographies is important not only to teach children what really happened in church history, without embellishments, exaggerations, or cover-ups, but also, in my view, as a way to inform non-Christians. I have already quoted Dr. Diarmaid McCullough, professor of the History of the Church at Oxford, as saying, "It seems to me that the history of Christianity is absolutely essential to talk about because there is so much bad history about it, and arrogance, conceit, dogmatism are all based on bad history." After all, understanding the history of Christianity is essential for anyone who wants to understand Western history and our present time.

To achieve the appropriate accuracy in my books I spend a year studying the subject and consulting experts, who normally read my manuscript and make comments and corrections. Even the illustrations are done under the advice of experts in the field, who have been amazingly gracious in answering all my questions.

Photos are important to show young children that these characters really lived, and we can still see the buildings they saw, the churches they attended, and even some of the furniture or other objects they used.

Art is important to spur the imagination and to keep the attention alive. Besides, since my books are very factual, illustrations give me a way to show what the feelings may have been or how some situations may have appeared to an observer, without having to interrupt my account of facts with too many “maybe’s" or “probably’s."

It’s true that I could just use lower-quality artwork, which would reduce the costs, but I think it’s too late for that. We have set the standard too high in every way. The only solution is to increase sales to be able to pay the illustrator. I believe the project is important and the products are well done. To increase sales I need to raise awareness, especially in schools and in the homeschooling community. Or we could go back to ancient times, when patrons sponsored artistic and cultural enterprises...

Monday, January 2, 2012

Weight of a Flame - Truth and Fiction (part 4)

Hopefully, this is the last part in my Truth and Fiction description of Weight of a Flame.

Chapter 14
What's true: The visit to the Sinapiuses, including Emilio's fall and the decision to take Theodora to Schweinfurt. Fanino's news are also true.
What's fiction: as usual, the details of the events. There is no indication that Francoise and Olympia went ice-skating, nor that Olympia was not good at sports. I added the scene to lighten up the gloomy progression of events, and I made her unsuccessful in sports because she excelled so much in her studies. It's true, however, that in one of her letters she applauded a young man for putting his studies over sports. The idea of ice-skating was also inspired by Bruegel's painting "Hunters in the Snow" (see detail here - uploaded from Wikimedia Commons).

Chapter 15
What's true: The news about Linz and Olympia's letter. It's also true that a group of scholars and believers met quite often at the Grunthlers' house to discuss books and Scriptures.
What's fiction: Again, the description of events. I omitted to mention that Olympia had a maid at that time, but the omission was just to keep the chapter simple and focused on the main event. Even with the maid, I am sure Olympia had to do quite a bit of work in the home, especially since in her letters she complained about the girl's disappointing performance and behavior.

Chapter 16-17
What's true: The siege, the plague, Andreas' illness, the cellar
What's fiction: Some of the details. We especially don't know what type of illness was this "plague".

Chapter 18
What's true: The escape, the itinerary, the imprisonment. Many events, including Olympia's reaction to the walk, are recorded verbatim from her description.
What's fiction: Some of the details

Chapter 19
What's true: The main story. It's also true that Elizabeth gave Olympia a dress.
What's fiction: Some of the details. We don't know how Olympia found out about her illness. We also don't know if she had bloody issues. Her description of her symptoms leads to think it was tuberculosis, so I wrote accordingly, but it's not certain.

Chapter 20
What's true: Jerome was really a student of Olympia. Much of the conversation is taken from their correspondence. It's also true that Olympia was invited to court. Some scholars have doubted that she was offered a position as lecturer of Greek at the university, but the appointment is mentioned in some documents written by her contemporaries.
What's fiction: Some of the details

Epilogue
What's true: Everything!

Happy reading!


Friday, December 30, 2011

Weight of a Flame - Truth and Fiction (part 3)


I am continuing the explanation of what is truth and what is fiction in my book, Weight of a Flame - the Passion of Olympia Morata.

Chapters 7-8
What is true - once again, the events are true. Olympia returned home, sometimes she met Andreas Grunthler, her father got better then worse, John Sinapius took care of him at first and then left for Germany. Finally, Fulvio died, Olympia returned to court and was rejected.
What's fiction - We don't know how any of those events really developed. I was especially trying to find how Andreas and Olympia met. In one of her later letters (after their wedding) she said, "I still love you. If I didn't, I would tell you, just like I used to tell you that I couldn't stand you." That gave me a clue. I imagined that during their first meeting she couldn't stand him for some reason.

Chapter 9
What's true - Again, the events are true. At some point, Olympia realized that she had lost sight of what is really important - the knowledge of God.
What's fiction - No one knows how that realization came to her. The letter she finds in a drawer is really a letter her father wrote to Curio, but there is no indication that she found it at this point. It's just a tool I used to develop the story.

Chapter 10
What's true - The main events and what is told about Fanini. The description of the prison is fairly accurate since I have visited the place, but of course I had to imagine how the same prison looked in the 16th century.
What's fiction - How the events developed and how the characters interacted. I also had to invent a way for Andreas to propose. A friend of mine who is a medieval history major told me that in those days men often proposed in writing, usually to the girls' father. Since Olympia's father had died, I imagined that the letter was addressed to her but Andreas asked for her mother's permission.

Chapter 11
What's true - The poem was really written by Olympia. The traveling plans are true, and Renée really gave some money and a wedding dress.
What's fiction - How the plans were formulated and presented to Olympia.



Chapters 12-13
What's true - It's true that Andreas went to Germany first, and then returned to take Olympia and Emilio with him. It's also true that Olympia missed him desperately. All letters are from her. The news Andreas gives are also true. The rendition of Psalm 23 is really Olympia's. It's also true that they stayed with Georg Hormann and visited the Fuggers (and the main description of the Fuggers and their financial empire is true).
What's fiction - I had to imagine Olympia's loneliness, Andreas' return, and then their trip. I actually used mapquest for parts of it! I had to also contact a Museum in Trento, a city on the border between Italy and Germany, to find how the roads had changed since then (I thank Dr. Giovanni Kezich, director at Museo degli Usi e Costumi della Gente Trentina for his kindness in answering my numerous questions). He was actually the one who suggested Olympia might have met a flock of sheep in transhumance, since it was summer (see photo). I also read Goethe's Italian Journey, where he talks about his experience crossing the Alps (he went from Germany to Italy and Olympia went from Italy to Germany, but more or less the experience was similar). About Olympia's meeting with the Fuggers, I don't know what really happened. I know that she had always wanted to give them her poems, but there is no mention of it after her visit. So I imagined what may have happened...

Photos: 1. Prison cell in the castle of Ferrara, by Massimo Baraldi, wikimedia
2. Sheep transhumance (seasonal migration), by Falken, Wikimedia

Weight of a Flame - Truth and Fiction (part 2)







Weight of a Flame - the Passion of Olympia Morata
Truth and Fiction (part 2)
Chapter 2 -
What's true - the description of the castle of Ferrara and the background information about Renée, Ercole, and the Duchy of Este.
Fun fact - some people asked me how to pronounce Ercole. Italians don't have a separate "er" sound, so you just pronounce the initial "e" as a short English "e". The accent goes on that "e". And of course you pronounce the last "e". Don't worry about rolling the "r". If you are totally frustrated, you can call him Hercules, because that's what the name means in Italian. But then, don't be offended if I translate your name into Italian next time I see you. All the names of Ercole's children and tutors are real.
What's fiction - the whole scene. I don't know how Olympia spent the first few hours at the castle.

Chapter 3 -
What's true - Everything the teachers said about Olympia and her talents. The poem is true. It's also true that some women were saying she needed to forget the pen and pick up some bed sheets.
Fulvio's suggestions on speech are from a letter to Olympia, including the Tite Tute Tati tongue-twister. By the way, my father taught me the same tongue-twister when I was a child, so I felt a strong connection there.
Olympia's speech on Cicero's Paradoxes is recorded and what I have quoted is taken from her actual words.
What's fiction - Again, the scene and her feelings. We do know that she was sick just before giving the speech, so possibly the tension was there.

Chapter four
What's true - The background story and the quote of the letter from Calvin to Renée.
What's fiction - How the events progressed. We have no indication of a conversation between Renée and Ercole that was overheard by Olympia, of a discussion between Olympia and Anne, nor of one between Olympia and Renée on the Mass.

Chapter five
What's true - It's true that Calvin mediated in the marriage between Francoise and John Sinapius. All the facts about Lavinia and Paolo, and about Renée's earlier marriage proposals are true. Olympia's poem about nuns is by her hand. It's true that she translated (probably with Anne) two tales from the Decameron. The whole story Curio tells here is true (according to his account of it). Her questions about prayer at the end are also true. We know she discussed these doubts with Lavinia but didn't work hard to find an answer.
What's fiction - again, the various scenes. For example, Curio's tale is true, but we don't know if Olympia asked him to repeat it for her and her friends.

Chapter 6
What's true - The whole papal visit is true, to the smallest details. Her letter at the end, praising the duke, is also true. This type of letters led me to infer some form of denial about any negative aspects at court.
What's fiction - We don't know what the pope said to Olympia (if anything). We also don't know if Olympia saw her mother and brother in the crowd.

Photos:
1. View of Ferrara from the top of the castle tower.
2. My kids on the drawing bridge in front of the castle.
3. My kids on a cannon behind the castle. I wonder if kids were allowed to do this back then.
4. A photo of a print in the kitchen of the castle. I think it's a floor plan.
5. My daughter pretending to be Renée of France in her chapel. The lighting is bad. The marble is white and black.
6. The Castle of Ferrara, by Massimo Baraldi, Wikimedia (all the photos above are mine)

Weight of a Flame - Truth and Fiction
























As promised, I am beginning to write a list of what is historically true and what is a fruit of my imagination in every chapter of my book, Weight of a Flame, the Passion of Olympia Morata. I will start with the first chapter. Your comments are welcome!

1. Cover - Olympia's looks on the cover are the fruit of the artist's imagination of Robert Papp. There is only one portrait available that depicts Olympia Morata. There she is much older, and we don't know for sure if it's an accurate portrait, so our artist has taken the liberty to take those basic features and come up with a younger Olympia.

2. Map - the map is quite accurate, between my knowledge of Italy and my map artist's (Tom Carroll) knowledge of Germany. Fun fact - we used mapquest for much of the route, including an approximate time of their trip (I chose "on foot" because the wagon probably traveled quite slowly). BTW, Tom Carroll did not get credit for the map, which was a sad oversight. We will remedy in the next edition. For the time being, please know that he has been very accurate and patient. It's not easy to find 16th century maps and retrace someone's steps.

3. Chapter One -
What's true - In 1539, Olympia went to live at the court of Duke Ercole and Duchess/Princess Renée of France. It's true that her parents were Fulvio Pellegrino Morato and Lucrezia Morata. The tailor's conversation about the duchess is based on reported facts. It's also true that Fulvio had to leave Ferrara for a while and had just returned. He was a teacher at the University and a tutor at the ducal court. And it's true that he wrote a book on colors and flowers (the quote is from the book) and taught Calvin's Institutes to his students on some occasions.
What's imagined - We don't know any of their personalities. We know nothing about Lucrezia. I deduced something of Fulvio's personality by his writings (letters and his treatise on colors and flowers). He seemed a little extravagant and pedantic, but in a letter to Celio Curione he manifested a great excitement for the Gospel. Did I capture who he was? Who knows? The tailor and his wife are a product of my imagination.
One note about clothes. Oddly, in Olympia's letter there is a recurrent interest in clothes. When she had to leave the ducal court, she was particularly upset that she was not allowed to take one of her dresses. In Germany, she describes a dress she received as a gift, even guessing its value. Even when she escaped the city, she took care to describe the ragged clothes she was wearing. I thought it was interesting, so clothes are mentioned here and there at key times in my book. You will find them here at the start and again at the close of the book.

Photo1 - Statue of Olympia Morata at Schweinfurt, by www.waymarking.com
Photo2 - Portait of Olympia Morata, Wikipedia

Saturday, December 3, 2011

New Book Blog Tour!

Weight of a Flame
on blog tour

December 2011 - January 2012

Olympia Morata, arguably the most prolific woman writer of the Reformation, struggles to use her talents for God's glory despite rejection, religious persecution, and the hardship of illness, poverty, and war.

YA Biographical Historical Fiction

Click here for the publisher's description and read the first chapter and table of contents.



Tentative schedule.

Tuesday, December 13
Interview and giveaway

Thursday, December 15
Guest post

Thursday, December 29

Friday, January 13
Review and giveaway

Tuesday, January 17

Wednesday, January 25
Review

Monday, January 30

Tuesday, January 31
Guest post and giveaway

Sunday, February 5
Review

Monday, February 13
Review

Saturday, February 18
Reviews

Monday, March 5
Review Giveaway

Thursday, March 15
Review and Giveaway

Others, confirmed but not scheduled

Review and Giveaway

Review

Review


Modern Reformation

Saturday, November 19, 2011

Questions from Indonesia


Here are some questions I was asked during my seminars and talks in Indonesia. The title of the seminar was "Why Is It Important to Teach Theology to Children?" In some seminars, the word "theology" was rephrased as "doctrine."

Question - How can we teach doctrine to children if we don't obey the doctrine ourselves?
This question was asked at least three times (with different wording) during the different meetings. It seems that some had identified "doctrine" with rules and regulations. Since, from the start, I had used the catechisms (Heidelberg and Westminster) as main references for teaching doctrine, I explained how the Heidelberg catechism is divided into Guilt, Grace, and Gratitude, and Christian doctrine includes all three sections. The rules and regulations (do's and dont's) are part of the last section. We obey God out of gratitude for his grace, bestowed on us in spite of our guilt. The catechism also explains how we are all - parents and teachers - struggling against our sinful nature but are preserved by God through his Spirit.

This actually opened the door to more questions. When I gave the example of my son driving my car when he was four and watering my bed with a hose when he was three, and I explained how he was irresistibly drawn to all things forbidden, everyone's interest perked up. I actually brought up this story to explain how the Reformed faith changed my view of education. Before, I wanted perfect kids so I could look like a good Christian. Now, I know that my children and I are both sinners in God's eyes.

The next question after that was, How did you deal with him? I replied that recognizing the grip that sin had on this little guy gave me compassion for him. I punished him, of course, but I also talked to him heart-to-heart. We read Romans 7. I explained how I have similar struggles, but through Christ we also have the power to fight.

This led to more and more questions. Later, I was told that in Asia parents never confess their sins to their children (or in front of their children). They are supposed to provide a perfect sample and to expect perfect obedience. In further talks, I made clear that I also expect respect from my children, and that the distinction parent/child is very clear in our home. At the same time, in God's eyes we are equally sinners and fellow pilgrims in this valley of tears.

Question - Isn't doctrine too abstract for children?
This question also was rephrased in other ways. Isn't doctrine too dry, too difficult to grasp, not exciting? In this case, I referred to Michael Horton's explanation of the Story (or Drama) behind the doctrine. Doctrine is abstract and dry if it's not based on the Drama - the Story of God redeeming a people for Himself through Jesus Christ. We should always remember the story while we teach the catechism, and we may also remember the catechism as we teach the story. Drama and doctrine are tied together.

Question - How can we make doctrine exciting for our children?
This question is tied to the previous one, but many have asked this separately. Obviously, first we need to be excited ourselves. We need to always remember the drama behind it. As Dorothy Sayers said, "The Christian faith is the most exciting drama that ever staggered the imagination of man." We need to capture this excitement and pass it on to our children. Then the need to study doctrine, or theology, will be compelling. When we realize the wonder of the Gospel, this message of good news that is delivered outside of us and that is so foreign to our sinful nature, we want to know more just like a child who sees a rainbow wants to know how it's made.
Children are curious by nature. They usually have many questions about God but they don't always ask. The catechism helps to put some of those questions into words.
We all know that teaching doctrine CAN be dry. Some of us have experienced boring teachers or have at least seen them in movies (caricatures of this kind abound). While memorization is important, we don't want to limit our teaching to rote memorization. The questions help to engage the children. Think of the first question in the small catechism for younger children. "Who made you? God." It opens up a whole world of discussions between parent and child. The following questions then flow easily - What else did God make, and why? We can join our children in the excitement of discovery of what God has revealed, and in the sense of awe and mystery about what God has not yet revealed.