Exploring Heidi in an Irish Context


From the Uplands to the Lowlands: Exploring Johanna Spyri’s Novel, Heidi, in an Irish Context

Part I. Imprinting the Heart: from the Beginning

I have very strong memories of being brought to the library as a child. It was always such a sensory experience for me. The first think that would hit me when I walked in the door of the library was the musky smell of the books. I recall being slightly fearful of the librarian who glared at us all if we made any bit of noise – there was always a sense of reverence in the library. Going to the library gave me a sense of curiosity about reading. I distinctly remember hiding a torch under my pillow so I could read when it was lights out at bedtime – binging on books, eager to find out what happened next and often nodding off before discovering the next plot twist. I always felt like a child in a sweet shop when I went to the library – so many to choose from but a limit on the number of books we could take out. The library opened my world to imagination, curiosity, escapism, and joy. It was like stepping into the wardrobe and emerging into another world beyond what I can even begin to imagine as a child. It was a gift in a period of time when books were a luxury families couldn’t necessarily afford. The Travelling library came to my local village on a weekly basis and was a really important resource for us all too. I now have three children, and we visit the library once a fortnight – I feel so privileged to be able to share that experience with them while also reliving my youth!

Deirdre growing up in Wicklow. Here she is wearing an Irish dancing
costume after winning a trophy at a Feis
.

I loved all sorts of books. I absolutely loved Heidi and The Railway Children. I think those books had wonderful settings, interesting story lines and were set in the countryside. I grew up in the mountains so could really relate, especially to Heidi. It is fascinating how you can find yourself in a story and how that can really draw you in. As I grew older, I also loved books by Judy Blume – there was a coming of age to her books, particularly Are you there God, it’s me Margaret. I also really enjoyed the Adrain Mole series of secret diaries – again capturing that sense of coming of age and navigating changes and challenges through those teenage years. I loved the Irish language as a child – Gaeilge – and always picked a book as Gaeilge. There were times I couldn’t necessarily understand or read the books but there was
always something that drew me towards them. I went on to study Gaeilge in University and I now work closely with the language, so it is a common thread that runs through my life. Being able to access all of those books in the library gave me access to a world that would otherwise have been inaccessible to me.

I had always wanted to be a primary school teacher. I went to a rural school. It had multigrade classes and there were twelve of us in my class. My teachers spotted my interest in teaching from a young age and always got me involved in helping out whenever I could. I especially loved having to look after the infant class or helping others to learn. I took a non-traditional route into teaching and got a job working in the most amazing community. There were many factors impacting on their lives and yet the community were strong, placing their hopes and dreams into their children while also dealing with challenging and difficult situations beyond anything I could even begin to imagine. I often think of my time working in the school and I wonder a lot about how the children in my classes are getting on now in their lives. I carry their stories and experiences with me in my work every day and always find myself drawn to working in spaces to try and tackle educational and social disadvantage while also focussing on the wellbeing of the child. The imprint of those children’s hands on my heart have taught me so much about life and have shaped who I am as a professional and the work I now choose to do.

Just as Heidi was sent from the uplands to the lowlands, and then returned home to the uplands again, I too sometimes feel that sense of flux and flow in my own career. For me, living on the mountains was akin to Heidi living in the uplands which made the story so relatable for me. Just as Heidi moved to the lowlands, so did I – to work as a primary school teacher. Academia, for me, is another journey upwards – but this time reflecting the challenges or mountains you have to climb when working in that space. Although I question the flux and flow that very much transcends my own professional journey, I truly feel that following your heart brings you where you are supposed to go. As the poem, The Road Nott Taken by Robert Frost says:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference. (Frost 1915)

My journey into academia has very much been an unexpected one. It has taken me down the path less travelled. Academia is a space of privilege where you have the potential to making meaningful contributions to help enhance what we do across our systems in society. It can also be a demanding role, one in which you can find yourself being pulled in various directions. Climbing mountains refers to how difficult I found it finding my feet in this space – I still don’t think I have by the way! It can be challenging finding your way up that academic mountain.

Part II From the Uplands to the lowlands: Reading Johanna Spyri’s Heidi,
in an Irish Context

Original version 1880-1881 in original cloth, selling at 7.761 euros.

Introduction: Johanna Spyri, author of the classic Heidi.

Johanna Spyri (1827–1901) was a Swiss author, who drew inspiration from her upbringing in Hirzel, Switzerland. Her experiences in the Swiss Alps profoundly influenced her writing and the novel Heidi.

Johanna Spyri’s birthplace in Hirzel.

Heidi was first published in two volumes between 1880 and 1881. The 1880 edition was entitled: Heidis Lehr- und Wanderjahre (Heidi’s Years of Wandering and Learning) and the 1881: Heidi kann brauchen, was es gelernt hat (Heidi Makes Use of What She Has Learned). These volumes were initially released by Friedrich Andreas Perthes in Gotha, Germany. The novel quickly gained popularity and became a cornerstone of Swiss children’s literature and subsequently a worldwide classic.

Heidi, published by Friedrich Andreas Perthes in Gotha.

Heidi has been translated into numerous languages and adapted into various films, television series, and stage productions, reflecting its global appeal and reach. The French translator Charles Tritten, extended Heidi’s adventures in sequels like Heidi Grows Up. Public domain translations, such as those by Elisabeth P. Stork, are available for free on the platforms: Project Gutenberg and Standard Ebooks. The British Library blog provides illustrations of Heidi, including depictions from late 19th and early 20th-century editions published in Gotha. Additionally, auction houses like Christie’s have featured early English editions of Heidi, which often reused illustrations from the German editions. Cf. British Library BlogsChristie’s.

English version translated by Elisabeth P. Stork, Lippincott, 1919.

Heidi, Penguin edition, 1995.

I could completely relate to Heidi as a child growing up in the mountains. Heidi loved nature and the outdoors – I spent a lot of time in the outdoors. Heidi loved the goats – I spent time with the local farmer herding and looking after the sheep. There was a sense of freedom in the mountains for Heidi, and I always felt that way too. There was a restorative aspect for Heidi when she returned to the mountains and a longing to be there when she wasn’t. I felt the same way too. In fact, I spend as much time in the mountains as I can, and I love losing myself in nature on the expansive heathery hills of the Wicklow mountains alone. It is one of my happy places to be.

Glendalough is one of Deirdre’s favourite places in Wicklow. She finds it very spiritual. Photograph by Deirdre.

As a child Switzerland was such an exotic place – so far removed from the reality of where I lived. To me the Alps were gigantic, expansive and all had a sprinkle of snow that looked like icing on the top! Wicklow, although similar, was a poorer little sister to the Alps.

A bridge over a body of water, Blessington lakes, Wicklow. Photograph by Deirdre.

I do. I think the sadness behind the story of Heidi is still relatable today. Heidi was an orphan and went to live with her grandfather. Heidi won her grandfather’s heart and his love for her always spoke to my heart. I think that intergenerational connection in families is so important yet can be challenging to nurture in the complexities arising from the busyness of our lives today. I also really loved the story of friendship in the book – Heidi and Clara’s friendship is another relatable aspect of the story line which is still relevant today.


Part III Indigenous Irish Literature: Searching for the Heart of the Irish Language

When I grew up in the 1980s, I don’t remember there being a huge choice in Irish language books. I remember that I would pick whatever children’s book was available and bring it home to read even though I didn’t understand a word of the language! It is amazing to see the ever-growing breath and diversity of Irish language books available to kids now from Roald Dahl to Harry Potter – the world is truly your oyster. Being curious about language has stood to me as I continued my journey through education – language for me is a cultural as well as a communicative expression of self. Gaeilge is one of the most beautiful languages in the world – it has beautifully poetic ways to express self sometimes in ways that the meaning is completely lost in the translation to English. I especially love the wisdom of seanfhocail – or ‘old words’ as it translates directly to English. The one I love most at the moment is ‘Is ait an mac an saol’ which translates to ‘Strange is the son of life’ with the meaning ‘Life is strange’.

I think there is such diversity in the variety of books available in Gaeilge now for children that are written as Gaeilge, as well as translated into Gaeilge. Gaeilge is a minority, and UNESCO has classified is as an endangered language. It is so important that we work to preserve, promote and renew the language and try to bring a positive disposition to engaging with her (Gaeilge is female!). It is wonderful to see books playing a key role in drawing children and adults in to re/engage with the language. I loved the writing of Tom McCaughran – run swift run free. I also loved all the myths and legends – Children of Lír and Tír na nÓg were my favourite. I named two of my children after Fionn and Oisín from the story Tír na nÓg.

Declan Collinge, Fadó Irish Legend Series, illustrated by Nicola Sedgwick, 2018.

I believe we have to use Gaeilge as an everyday language and books play an integral role. There is another brilliant seanfhocal I use all the time – Is fear Gaeilge briste ná Béarla cliste – broken Irish is better than clever English. We can carry such a weight of self-consciousness regarding Gaeilge as a society. We can find ourselves apologetic when we are trying to use the language. We can get frustrated and give up, especially if we find it challenging or difficult. From my perspective and experience, immersing yourself in the language in whatever way you can is the best and most effective way to engage with her. Books and print are keys aspects to this.

Part IV Going Back to the Heart: Educaring

Wellbeing is so important in education. Education is a fragile eco-system. We think of institutions when we think of education, which can conjure up cold images of buildings. However, the institution of education is an eco-system of humans working together for the best interests of the children and young people with whom we engage on a daily basis. Supporting the wellbeing of all stakeholders within his fragile ecosystem is absolutely critical to enabling and supporting a healthy and thriving society. For me, this starts with supporting educator wellbeing – how can we expect to nurture student wellbeing in the absence of educator wellbeing. Educaring from the heart is an invitation to educators to rediscover their own wellbeing, to understand and recognise the complexities of the students with whom we work in order to come together to co-create wellbeing in the learning environment. It is a toolkit or guide to bring you on a journey to rediscover who you are as an educator, especially if you need a moment to step back and rejuvenate.

Creativity and wellbeing are symbiotic – and it is difficult to pull apart which one influences the other. While you might expect to have positive wellbeing to be creative, it can also be true that creativity can enhance wellbeing, particularly in time when there may be challenges or difficulty in your life. Creativity is a tapping into self – it is an invitation to reconnect inward to express outward and share your message with the world. Nurturing creativity – however you define that for yourself – is really important to nurturing one’s sense of self.

Creative Ireland is a wonderful programme for Irish society. It truly gifts us with the spaces and opportunities to foreground, explore and highlight the importance and power of creativity as a medium through which we express our diverse cultural and interconnected identities. It is a wonderful way of creating and nurturing communities of practice where curiosity can be evoked and imagination let run free – much like Heidi finding her happy place back on the openness of the Alps. Creativity is for everyone, from young to old across the length and breadth of our increasing diverse and multicultural society. Creative Ireland provides really important spaces where we can explore those multiple identities and expression of selves while connecting with others and nurturing wellbeing.

The Museum of Childhood Ireland is an excellent example of an active learning space connecting children to their histories, their culture and to their creative identities. It provides a vital space which facilitates children to explore their individual and collective identities as creative and agentic global citizens. I believe that books and museums offer an opportunity to travel between the ‘then’ and the ‘now’, connecting us between the past and the present, allowing us to understand who we are in the world now, informed by our past histories and future aspirations. For me, this is so important to developing empathy. The bridging between the past (through engagement with stories and artefacts), present (through lived experience and empathy) and future (through imagination and creativity) facilitated by the Museum of Childhood Ireland helps us all (children and adults) better understand who we are as humans and as active citizens in the world.

Education is the Bunchloch (bottom foundation stone) of our society.

Photo by Deidre.

Education is the foundation stone of our society. The bunchloch is the most important stone we place when building a stone wall. If we get it wrong, the foundation is fragile, and the wall becomes weakened and unstable over time. If we get it right, we have a solid foundation upon which to build a strong and long-standing wall to withstand the test of time – much like the stone walls in the West of Ireland. Nurturing our education system – the ecosystem of people within the institution- is absolutely essential to placing the bunchloch in our society. As the seanfhocal states – tús maith leath na hoibre – good start is half the work.

Reading is that sensory, emotional, and intellectual journey we grant ourselves: a gift to and from the heart.

The Museum of Childhood is akin to a portal into a world full of imagination, creativity and endless possibilities, allowing us all to peek into the often hidden worlds of childhood. Libraries and museums were, and still are, a gift to communities.

Interview with Professor Claudia Zucca, Literature Team Member, The Museum of Childhood Ireland, Músaem Óige na hÉireann, and University of Cagliari

From the Museum of Childhood Ireland’s Collections: