Carter, P. (1988). The Road to Botany Bay The book by Carter contains a description of travel to and around Botany Bay, making specific comparisons to the current experience of such an excursion with the first explorers', headed by Captain James Cook. The author also addressed history and the role of historians in creating narratives of history. He refers to a statement made by Australian historian Clark, that a historian is "history's secretary," recording events as an observer that views the events from a non-judgmental point-of-view. The author also points out, however, that historians tend to edit their writings according to each writer's point-of-view. In this way, they are no longer history's observers, but rather its editors. In this way, the introduction then sets the stage for the rest of the book, which is then not only an historical account of Botany Bay and its discovery, but also an effort at editing and arranging the information according to certain points-of-view.

The most interesting thing about this piece is the various viewpoints an historian might take. I think that, despite the highest ideals, it is seldom (or even never) the case that historians are merely chroniclers, or "secretaries" to the actual events that took place. Like Clark and like Blainey, the author's own sensibilities about language and writing, as well as his subject matter, will necessarily influence how historical events are presented. As the author rightly states, it is not a satellite view, no matter how much the historian may want to believe this. Instead, it is a "view through a telescope."

Discussion questions:

Does historical writing ever include a "satellite" rather than a "telescope" viewpoint?

Are today's "non-fiction" books completely filled with facts, or are these necessarily colored by their authors' viewpoints?

Does Blainey have a point when he laments Australia's unfulfilled national destiny?

Cook, J. (1893). Captain Cook's Journal: First Voyage.

Captain Cooks' Journal contains a very interesting preliminary account of Captain Cook's life. His childhood and young years, before in fact becoming "Captain" Cook, are somewhat hidden in history. The body of the narrative begins when Cook begins to make his exploring discoveries. Frequently, Cook is described as a tenacious man who nevertheless had a good and very "human" heart, always caring for his crew and instigating their loyalty by means of enthusiasm and kindness rather than punishment or any other form of brutality. This tenacity has brought him great success in his explorations, where others have failed. Cook's death is also described in detail, where he was murdered by natives whose disposition to the crew suddenly changed upon their return. The account ends with a rather moving tribute to the Captain.

What struck me most about this reading is the factor of viewpoint and personal opinion, as mentioned above. Cook is frequently described as "humane" and a "hero." The entire account of his life positions him as an excellent, determined, firm, and yet highly trusted and loved leader. These descriptions are so intensely saturated with praise for Captain Cook that I must wonder how much of it is really a "satellite" view and how much is seen through a telescope. Is the picture sketched of Cook here one of complete objectivity or is it the product of a subjective and fevered hero worship by the author? Most likely, in my view, at least some of these laudable qualities are somewhat embellished, or used to hide certain character flaws that must have certainly been part of the Captain's psychological make-up.

Discussion questions:

How do other sources describe Captain Cook?

Why was Captain Cook murdered; What was the source of the "misunderstanding?"

Do most historical accounts include an amount of subjective feeling and experience?

Kennedy, Kennedy & Aaron. The Bedford Reader

The Reader by Kennedy, Kennedy & Aaron provides an account of sound reading and writing practice when it comes to essays and other professional or academic works. Strategies for not only writing essays, but also reading these and writing about them, are included. Some of these strategies include identifying the purpose of a piece of writing, writing a summary of a reading, and evaluating a piece that has been read. The extract includes an essay by Mary Frances Kennedy Fisher, with the title The Broken Chain. Subsequent comments and exercises focus on applying effective reading and writing strategies to Fisher's work.

The exercises in this book are certainly helpful, and ordered in such a way...

What I found most interesting here is the emphasis that no writer knowing his or her work ever completes a first draft and declares it perfect. Indeed, a large amount of planning and editing are involved in producing a final piece that is as perfect as possible. The piece used as a focus of writing and reading discussion as well as exercises, "The Broken Chain," is however sufficiently harrowing to make me cringe while reading it. The very detailed accounts of the spankings the author received from her father reminded me of my own spankings as a child, which were, of course, decidedly unpleasant. It is not something I like to think back about even to this day.
Discussion Questions:

Is it appropriate, or indeed useful, to use a piece with controversial or even abusive subject matter as material for reading and writing instruction?

Would some learners find such subject matter too disturbing to read or learn from?

What audiences would benefit most from the example material?

What other essays would be useful for reading and writing instruction?

Dunn, Ross. The Adventures of Ibn Battuta: A Muslim Traveler of the Fourteenth Century

The first part of the reading focuses on Ibn Battuta's travel to Alexandria, whose port impressed him greatly. The focus of the chapter is Bahri Mamluks, a Turkish warrior caste who ruled Egypt and Syria at the time. The Mamluks brought firm but stable rule to Egypt, basically saving it from the Mongols and the destructive fate usually following in their wake. As a guest of the Sufi ascetic Burhan al-Din the Lame, Ibn Battuta got a first idea of what his destiny might hold by being asked to visit two Sufis in India and one in China, respectively. Since Ibn Battuta is a traveler, the chapter includes many specific and detailed descriptions of Egypt and the sights he was able to see at the time. The second chapter focuses on Mecca, the spiritual hub of many a pilgrim of the Eastern religions. It was therefore an important and uplifting experience for Ibn Battuta.

The interesting thing about this traveling account is its setting and time. Ibn Battuta's adventures are told in such a way that the reader is transported back to the fourteenth century with all its sights and sounds. Another significant feature is that this is done in such a way that the reader becomes part of Ibn Battuta's world, despite the fact that he is frequently referred to as a "pilgrim" and that he takes his interactions with holy men such as the Sufi in stride. Things that are no longer part of our world form such a part of the narrative that the reader has no trouble accepting them as part of Battuta's world and part of the book's universe.

Discussion Questions:

What kinds of superstitious and religious beliefs were represented in Egypt at the time, besides those of Ibn Battuta?

What specific kinds of education were available? What are the "revealed sciences?"

Would education have been available to women or at least to all men?

Hesse, Hermann. Siddhartha. pages 1-34

This novel by Hesse considers the life and travels of its hero, Siddharta, along with his various interactions as the story progresses. At the beginning, Siddharta is described as living an ideal life as young and handsome Brahman, soon to be a leader because he has mastered the way of the Buddha. He is, however, also dissatisfied, because he does not believe he has achieved enlightenment. The main reason for this is that he has mastered all his knowledge by means of books, but not by means of experience or without ever questioning the rituals and beliefs he has learned. Hence, he sets out to get experience. His journey with his friend, Govinda, takes him along many adventures, including new teachers and new ways of living and learning, including those advocated by the Samanas and Gotama, until he achieves a kind of awakening, during which he realizes he is entirely alone.

The first thing I noticed when I started reading this work was the flowery nature of the language. The author gives very clear physical descriptions of Siddharta and his physical perfection. Today, I am not sure that such a description belongs anywhere except in a romance novel, and not a very good one at that. Nevertheless, if one takes into account the time and nature of writing, these descriptions form the basis of what is to follow. Siddharta is perfect and has a perfect life, but it is also a passive life. He is not outright unhappy, but dissatisfied by the fact that his life has such a clear path towards becoming a leader, without ever…