Tag Archives: Newsgirl

Family History

Family stories have inspired a number of my novels. Readers of this blog know that my great-grandmother’s elopement with a vaudeville musician led me to write The Life Fantastic. But my brother and I heard many other family stories, growing up.

A story written by one of my mom’s ancestors, James Ohio Pattie, played an important role in my first novel, West Against the Wind. My mom’s great-uncle Chuck Bray, hearing of my research into American pioneer history, sent me a copy of Pattie’s book, The Personal Narrative of James Ohio Pattie: The Adventures of a Young Man in the Southwest and California in the 1830s (the University of California Libraries has made the book available online through archive.org).

Pattie and his father, Sylvester, were fur traders and explorers before the opening of the Oregon Trail and the later stampedes of the California Gold Rush. When James returned to Missouri, he described his travels in a wilderness that was completely unfamiliar to most white Americans. According to Pattie’s account, he was the hero of every expedition, the savvy pathfinder when they were lost, the brave hunter who saved their party from a grizzly bear, and the keen-eyed miner who discovered a rich vein of copper in the mountains.

In spite of these obvious exaggerations, and my distaste over Pattie’s racist treatment of native people, his detailed descriptions of the west—written before photography was available—helped me to recreate the actual settings, wildlife, and physical challenges my characters encountered on the journey.

I even gave Pattie a cameo role as the crusty but friendly trapper who appears in West Against the Wind. He shares sound advice about the perilous ferry crossing ahead and recognizes my narrator’s resourcefulness as a trader.

Copper mine in Arizona

(An amazing postscript to this story took place decades later. My husband and I were driving a scenic route from Tucson, Arizona to Mountainair, New Mexico, where our daughter-in-law was coring piňon pines for her doctoral research. We pulled over at a roadside attraction, and found ourselves on the precipice of a gargantuan copper mine. As I gaped at the size of the cratered landscape, John—who always reads historical markers—shouted: “Your ancestors were here!” I hurried over. To my astonishment, James Ohio Pattie and his father were memorialized on the sign, as the trappers who originally discovered the copper—just as Pattie had claimed. It’s hard to describe the mix of emotions I felt: despair and shame over the egregious mistreatment of the Apache and other tribal groups in the area; heartbreak over the rape of the landscape—combined with the stunned realization that my ancestor’s dramatic tale may have held more truth than I realized.)

To return to my mom’s family: by the time she was nineteen, my mom had lost her adored father and all four grandparents. But Mom brought our grandfather to life through stories focused on his sense of humor. She told us how he teased Weezie, our grandmother, by putting coat buttons in the collection plate at church, and how the neighbors loved his homemade bathtub gin.

We spent most summers with Weezie at her Vermont home. Though she insisted on high standards for us, she was famous for dancing on tables at parties during the Roaring Twenties. We even had a picture of her, dancing the Charleston in her flapper dress, with wineglasses at her feet. That photo, along with Weezie’s second marriage to my Grandpa Gil—which took place during a hurricane in Vermont—inspired my middle grade novel, Dancing on the Table.

On my dad’s side, I was lucky to know my grandfather, George Ketchum, for many years. He loved history in general, and also enjoyed sharing family history. He captivated us with stories about his peripatetic, hardscrabble upbringing. He told us that he was working as a court stenographer when he was “barely out of short pants”. A fine writer, he recounted his early years in an inspiring, personal memoir, “So When They Ask Me.” Though I haven’t drawn on Grandpa’s life directly, young characters in my stories often have jobs, such as selling newspapers (Amelia in Newsgirl), helping with sheep shearing (Gabriel in The Ghost of Lost Island) or working in a pizza parlor (Brandon in Out of Left Field).

My grandfather’s eccentric brother, Carlton, delegated himself the family historian. I treasure his cramped, handwritten letters, sharing details of our Randolph, Vermont ancestors. When Uncle Carlton learned I was writing historical fiction, he insisted that I had to tell the story of our Griswold ancestors: Joseph, a farmer, and his Pequot wife Margery, a midwife and healer. They settled in Randolph at the time of the American Revolution. Carlton sent me an article about this couple, as well as newspaper clippings about their life together. Those letters and articles sat in my “Idea File” for twenty years, until the Mashantucket Pequot Museum opened and I decided I could fictionalize their story. Where the Great Hawk Flies was the result. I’m only sorry that Uncle Carlton didn’t live to read the story that his demands inspired.

I’m lucky that I could draw on rich family resources for my fiction. Now I think about the stories I’ve passed on to my own children and grandchildren. Which ones will they remember? And why?

Growing Up as a Writer, part two

Liza Ketchum

Question
Harvey Swados, your writing instructor at Sarah Lawrence College, sent you out into the world to observe and experience before you wrote. Can you share some of those experiences with us? Do you still work this way when you write?

Answer
When I enrolled in Harvey Swados’s creative writing class, I was a naïve young woman with little worldly experience. I wanted to write, but what would I write about? I knew nothing about Swados, but the class description was intriguing and something told me I needed that course. However, I was a transfer student and arrived to find the class had already filled. I was devastated. So I sat outside the classroom every day until Swados finally gave in and let me enroll.

Harvey Swados

Each week, Swados sent us into New York City on assignment. The city was just twenty minutes away by train, but the sites we visited were completely removed from our privileged campus existence. “Carry a notebook,” he told us. “Listen, ask questions, use your senses. And always bring a friend.” Turid Sato, my intrepid Norwegian roommate—who had crossed the Atlantic by freighter, and cross-country skied north of the Arctic circle—was the perfect companion.

Swados sent us to Night Court, a 24-hour courtroom where men and women were arraigned for shoplifting, assault and battery, and gun possession, under the weary gaze of a judge who’d seen it all. Turid and I visited the New York produce market after midnight and listened to grocers haggle with wholesalers over prices. We went to the Fulton Fish Market, at Manhattan’s tip, at four in the morning. There we watched burly men unload crates of fish and heave them into refrigerated trucks before stomping into the local diner. We followed them in, and ate the best pan-fried fish I have ever tasted. We also brought live lobsters home in paper bags—which caused a commotion on the subway when a loose claw started waving at our seatmate.

On the Line by Harvey Swados Harvey Swados wrote about the working world. Before he was a published professor of writing, he worked as a metal finisher at a Ford Motor plant. His experiences there led to the publication of his story collection, On the Line. The pieces we wrote for his class were full of gritty sensory detail, realistic dialogue, and interesting characters. While I didn’t become a reporter, as my friend Carter Stith did (for the St. Louis Post Dispatch), this class gave me the confidence to write non-fiction. And I learned the importance of immersing myself in the places that I wrote about; that no question is too dumb to ask; that most people enjoy talking about themselves, their lives, and their work.

Since that class, I have always included workplaces in my stories and novels, and that includes work done by young characters as well as adults. The work may be incidental to the story—as Brandon’s work in a pizzeria is, in Out of Left Field—or the focus of an entire story, such as Newsgirl, where Amelia disguises herself as a newsboy in order to support her family, or The Life Fantastic, about Teresa’s struggle to become a star onstage. My novels have included a woman geologist and “powder monkey,” a photographer, a ticket seller at Fenway Park, a carpenter, a retired electrician, a newspaper editor who sets his own type, a social worker, a baker, a seamstress, a child who labored as an indentured servant (against his will), a Hollywood screenwriter, a banker, a sheep farmer, and a tattoo artist. (Thanks to Swados, I knew that I would have to spend time in a tattoo parlor, watching and asking questions, in order to create convincing scenes for Blue Coyote.)

In addition to helping to reveal character, writing about a workplace allows the writer to use more interesting nouns and lively verbs, since every type of work has its own vocabulary. Most important: even the most tedious workplace could hold the spark that inspires a good story—and that’s a gift for the writer.

[For more about Harvey Swados]

The “White Pine Problem”

Often, during a school visit or a reading, someone in the audience asks about teachers who encouraged or influenced me as a writer. In response, I give credit to my 8th grade English teacher, Norm Wilson; to Kay Herzog, whose high standards in high school English taught me to revise and revise; to Harvey Swados, who taught me about the relationship between writing, work, and life; and to the inimitable Grace Paley and her brilliant skills with voice and dialogue. But this morning, as I rode my bike up a country road in Vermont, I realized that one of the most important influences on my writing was not a writer, but the biologist and field ecologist, Ty Minton.

I met Ty when I was enrolled in Antioch’s Masters in Education program and signed up for his course in Field Ecology. The class I remember best took place on a sunny fall afternoon when Ty told us we ready to solve the “White Pine Problem.” We followed Ty into the middle of a forest populated only by white pines. Before we could ask any questions, Ty told us that the trees had not been planted. “Spread out, walk around on your own, see what you discover about these trees. Why are they here?”

I wandered among the pines, puzzled. If no one had planted these trees, how had they grown in such orderly rows? The pines were large. Their heavy branches, laden with long, soft needles, blocked the sunlight, so there was very little undergrowth—or at least, that’s what I thought. As I ducked under branches and knelt to touch soft moss growing on the north side of a tree, I noticed a few deciduous sprouts—a maple or a cherry seedling yearning for sunlight. The seedlings, I noticed, were about the same age and size.

Aha! I stood up quickly. We’d been reading about old-field succession, where abandoned fields give way to perennial grasses, wildflowers such as ragweed and goldenrod, before tough shrubs such as hardhack or hobblebush move in. In New England, paper birch and white pine are often the next plants to arrive. And after that: mature hardwood forest.

I hurried back to Ty, who waited in the shade of the pines. “This used to be a pasture!” I said. “Exactly.” He smiled. As we spoke, excited exclamations rose from different corners of the forest, as classmates also solved the “problem.”

Though I didn’t realize it at the time, that afternoon marked a turning point. I was studying for a graduate degree in teaching, with a dream of starting a school—something I accomplished a few years later. I’d also written a few magazine articles and co-authored a book on education. But standing beneath the pines, and for weeks afterwards, I wondered if I’d chosen the wrong path. Ecology was then a new field. Should I change direction, become a field ecologist? My science education, so far, had been very limited, so I’d have to start from scratch. Though I stayed for another semester of field ecology, I kept going on the path I’d chosen—but with a difference. Science and nature and the environment became important threads that informed my work with children, as well as my fiction later on.

I remembered Ty’s class a few days ago as I biked up a dirt road in Vermont. I was headed for the house where we lived when I was born. One of my earliest memories takes place in a field across from that house. I was in a hay wagon, pulled by a team of chestnut-colored Belgians driven by our neighbor, Hope Hazelton. I remember the smell of fresh-cut hay mixed with the scent of horse sweat, manure, and Hope’s cigarette; the sound of creaking wheels; the heft of the leather reins when Hope set them into my small hands and let me drive the team.

As I biked, I worried. Was the field still there? The hollow where we lived, once home to dairy farms, has given way to McMansions. Our former house is twice its original size, with a two-car garage and extensive lawn. Many cow pastures are forested now. What had happened to the Hazelton’s field? As I came around the corner near our old house, I noticed a grove of white pines partway up the hill. Ragweed, goldenrod, and Queen Anne’s lace were in bloom below the pines. I slowed down. Were the pines beginning to create a forest like the one we visited with Ty? I kept pedaling and saw a page-wire fence running along the edge of the road. I stopped. The fence also went up the hill beside an old trail. I couldn’t see any animals, but the clipped grass told me that the field is no longer a hayfield—but it is a pasture.

As I biked home, I realized that I never really gave up on ecology or the study of nature. I’ve been an avid gardener all my life. When I taught preschool, I wove science into our curriculum. In my novels, I pay close attention to the natural world my characters inhabit, whether it is a California gold field (Newsgirl), a bluff above the Ohio River in 1828 Kentucky (Orphan Journey Home), or the tides of the Bay of Fundy (Out of Left Field).

And now my writing life is even more focused on the environment. As the earth warms and nature is under assault, I have joined a bee committee in our town, I’ve planted gardens attractive to pollinators, and I’m writing—with two dear, esteemed colleagues—non-fiction books for kids that focus on positive stories in nature. (Stay tuned.)

When I work with students, I compare the theme or emotional line of a story to a closet rod, something a story’s scenes and intention can hang on. I also imagine that the theme is like the drone on a bagpipe, the single note that hums below a story’s melody. Fifteen books, many articles, and numerous talks on setting later, I see that a passion for the natural world is a note that thrums through everything I write. So the white pine class wasn’t a “problem” at all. It was an opening and a reminder that writers can benefit from diving into other disciplines—and that great teachers can change a life. Thank you, Ty.