Dorothy Sayers, Steven Pressfield, and soldier slang

Alan Jacobs has an interesting post today on how Dorothy Sayers and WH Auden, at roughly the same time, approach the same problem: “How might one portray, for a 20th-century audience, the life (or part of the life) of Jesus Christ in a manner that is artistically and religiously serious?” Both, albeit in different ways, strove to make the story fresh and immediate through the use of contemporary language.

Read Jacobs’s whole post for more, but this chunk of Sayers’s apologia for her technique in The Man Born to Be King stuck out to me:

The technique is to keep the ancient setting, and to give the modern equivalent of the contemporary speech and manners. . . . We may make a Roman officer address his squad with modern military words of command, since some similar verbal technique must always and everywhere have been used to start and turn and stop bodies of soldiery, or to inspect their kit and parade-order. We may make a military policeman or a tax-collector lard his speech with scraps of American slang; for the local speech must have been full of catch-phrases picked up from the foreign soldiers and merchants who swarmed along the great trade-routes of the Empire; and for these bits and pieces of vulgar Latin, bastard Greek, and Syriac dialects the language of Hollywood is the modern equivalent. 

The military examples are well-chosen for the precise reasons Sayers lays out. The jargon and slang of soldiers’ speech offers riches to be mined in archaeological layers: antiquated vocabulary surviving in specialized senses, foreign technical terminology, foreign borrowings from campaigns that may have occurred before the current generation was born, myriad protean shortenings, acronyms, and euphemisms, and a huge stock of inventive, poetic, and almost always highly vulgar slang.

Mastering it is probably impossible if you’ve never served. Time intensifies the challenge. Marines now and Marines during World War II both swore a lot and used a lot of slang, but the precise words used and the way they were used, the posture of the language, so to speak, are going to be different. The further back in time—and the language—that you go, the bigger the problem.

I find that, as with regional dialect, suggestion, hinting at a system of slang or way of speaking, works much better than overwhelming the reader with every term one can dig up. My biggest experiment in this regard so far is The Snipers, in which, to a greater extent even than Dark Full of Enemies, I tried to give my young, unrefined, casual, but hard-bitten GIs a distinct, period-authentic linguistic posture that would both evoke the period while being instantly understandable through use and context. I tried to do this minimalistically, with specifically selected lingo. I gather from a handful of readers that it worked.

No credit to me, necessarily. Just like you train your ear for realistic contemporary dialogue by listening and talking, you can do something similar with historical sources. I have a WWII slang dictionary, which can be helpful, but the best method is simply to read lots of lots of contemporaneous writing by people who were there—the less formal the better. I listed three books I found helpful in the case of The Snipers at the time I published it; there are plenty of others.

But I also had the advantage that my characters, regardless of the changes wrought over eighty years, were still speaking modern English. What if, like Sayers and Auden, you’re trying to suggest the distinctive patter not only of a foreign language, but one from 2000 years ago?

Someone who does this exceptionally well is Steven Pressfield. His novels The Afghan Campaign, which tells the story of part of Alexander’s conquests from the perspective of a squad of grunts, and the incomparable Gates of Fire both excel in this regard. Perhaps its Pressfield’s varied experience in lots of fields, including serving as a Marine, but his ancient Greek and Macedonian characters have a distinctive, contemporary-feeling, lived in argot that sells itself as authentic immediately. Some of it accurately translates ancient Greek, some of it is contemporary military equivalents to ancient concepts, some of it is pure invention. But it works exceptionally well.

I’ve wrestled with this problem of capturing the tone or texture of a dead language plenty of times and am trying to figure out a looser, livelier approach for a project I’m outlining now. I’ll probably return to some of Pressfield’s work for inspiration.

Three items on learning by doing

Item: This morning Alan Jacobs shared a short post on Allan Dwan, who happened into the director’s chair by accident in 1911 and directed his last film in 1961. Along the way he gave Lon Chaney his break, discovered Carole Lombard, and—like many such early filmmakers—innovated both artistically and technically, those two aspects being deeply intertwined in filmmaking. Jacobs:

It’s fascinating to see how this industry—this art form—developed when nobody knew how to make movies. Dwan himself was the first to figure out that you could dolly a camera backwards, putting it on rails or a truck and backing up. (This actually disoriented viewers at the time, made them feel woozy). He helped D.W. Griffith figure out how to do a crane shot for Intolerance. All such techniques had to be improvised—and when an improvisation worked it became an invention. You basically had to think like an engineer, and Dwan was an engineer.

Item: Also this morning, Ted Gioia shared an essay on children and music lessons with a special focus on why so many kids quit not only the lessons but the instrument. In his own experiences with lessons, despite hating and quitting his piano them he kept playing on his own. Then:

I made up my own songs. I learned other songs I liked by ear. I actually played the instrument more after those awful lessons had been terminated. . . .

So I developed without jazz teachers, both as a musician and as a music historian. There’s some irony in that. I had access to amazing professors at illustrious universities, but jazz wasn’t part of the curriculum. In the field in which I made my reputation, I had to teach myself.

I’m not especially proud of that. Too much of what I’ve done in life has happened outside official channels. I’ve missed things by not accessing the right teachers at the right time. Things I did learn, I might have learned faster with proper guidance.

On the other hand, you learn very deeply when forced to invent your own pedagogy. And I take some comfort in knowing that there were almost no jazz teachers for the generations that came before me. Many of the jazz pioneers learned by doing—and they turned out okay.

The improvisatory, trial-and-error quality of both stories is fascinating, and both Jacobs and Gioia more or less directly point out that learning this way takes a long time—but one learns “very deeply.” Think of one of the greats in any field—filmmaking, music, writing, painting, science, even law, politics, and war—and they will almost certainly have started at the bottom, learning the nuts and bolts. Here’s a short list of directors who started off as gofers on the crew of low-budget director Roger Corman, for example.

But when you learn by doing, once you’ve mastered your art—insofar as that is possible in any art—a funny thing happens: your expertise translates into style. Which leads me to this third and final piece:

Item: Last week I saw this interesting Substack note from novelist Aaron Gwyn (whose excellent novella The Cannibal Owl I’ve just read and loved):

We all love a stylish writer, whether mannered and showy like Faulkner and Cormac McCarthy or “invisible” like Elmore Leonard. But how will a writer or artist of any kind know what his strengths and weaknesses are without doing the work?

I remember learning once, when our kids were small, that playtime dangers are not to be avoided but embraced. Climbing trees, going up slides the wrong way, jumping off of swings, doing pretty much anything on a trampoline—these are how children learn what their bodies are capable of. It both teaches them limits and gives them confidence in what they can do. But they have to do it.

This is what I hate most about AI “writing”: by offering finished products without the process, it robs writers of all kinds—whether novelists, students, or office drones drafting e-mails—of the work. It tricks people into thinking they’re able-bodied adults while bypassing the whole childhood playground experience. It’s not only instrumental and pragmatic, it weakens the person who uses it without their even realizing it. But perhaps worst of all, the work, the nuts and bolts, is not only how you master the craft and art of writing, it’s one of the most fun parts of it.

Perhaps more thoughts on that later. But for now, read all the items above and note especially the importance of play and enjoyment in Gioia’s post on music lessons, and consider how AI advocates consistently portray writing—or whatever the process in question—as time-wasting drudgery. Someone is lying.

Powers and Jacobs on history and fiction

Over the weekend on his new Substack, Tim Powers explained how he comes up with the plots of his historical fantasy novels by scrutinizing works of history and biography for the odd and inexplicable, moments the historians can’t account for with the evidence they have to work with:

A number of people who knew Lord Byron saw him on a street in London in 1811, while at that precise time Byron was delirious with a fever in Turkey. Biographers simply note the fact, leaving any possible explanation up in the air.

Why was Byron in two places at once?

Other examples abound: Edison’s dying breath in a bottle, Arthur Conan Doyle’s endorsement of obviously fake photos of fairies, a cockamamie experiment by Galileo to determine the speed of light. Powers takes these moments and, saving the appearances, makes the inexplicable explicable with magic.

This week at his blog, Alan Jacobs wrote about Irish novelist Thomas Flanagan’s loose trilogy about Ireland’s wars for independence (as well as Flanagan’s friendship with the great Seamus Heaney). In describing a moment in which a man’s memory of a friend is altered by previously unknown history—part of the cycle of “ever-ramifying and ever-elusive historical truth”—Jacobs notes that

For some, of course, the appeal of history is to unearth secrets, however carefully hidden—perhaps not to know everything, but to know more and more, even at the cost of digging up old bones (metaphorically and sometimes literally). And for still others, the appeal of fiction is to imagine all that the historian will never discover. This is perhaps why Flanagan wrote novels.

Both Powers and Jacobs are getting at the way fiction can press beyond the limits of responsible historiography into mystery—literal mysteries in the case of Powers, the everyday mysteries of life in Flanagan. These are things fiction can get at truthfully where history can only speculate. The result—speaking as someone with a foot in both camps, historian and novelist—if done well and responsibly, can reconcile irreconcilable facts and capture the what-it-was-likeness of the past. It can feel more real than reality.

Per Chesterton in The Everlasting Man, writing of the experience of ordinary people in past ages:

So long as we neglect this subjective side of history, which may more simply be called the inside of history, there will always be a certain limitation on that science which can be better transcended by art. So long as the historian cannot do that, fiction will be truer than fact. There will be more reality in a novel; yes, even in a historical novel.

Yes, I’ve quoted that passage here before (here and here and alluded to here), but it’s been a few years and, as much as I struggle not to repeat myself, I ought to be able to include an occasional invocation of one of my intellectual lodestars as a treat.

Both posts above are good. Check them out.