This week I am excited to attend a new book group I was invited to. The read, The Weight of Ink by Rachel Kadish, gives us much to talk about. In advance of the group, I need to collect my thoughts on this complex book.
The Premise:
In the 21st century, a history professor, Helen Watt, is contacted by a former student to come examine some papers found within the walls of a centuries old home he and his wife are renovating. The professor, nearing forced retirement and struggling with Parkinson’s, sees immediately that these documents are historically important. She and her graduate student, Aaron, begin working on the documents and are faced with a rival academic with multiple graduate students being given access to the documents only a few weeks after she starts.
Intertwined within this is the story of Esther, a 17th century woman who came to England after losing her parents in a fire in Amsterdam. The Rabbi that has taken in her and her brother, having been their teacher when they were younger in Amsterdam. The Rabbi, blinded by an Inquisitor, comes to rely upon Esther as a scribe after her brother is murdered, because there was no one else. Esther, a gifted scholar in a time that does not allow for women to be one, struggles to learn more, question more, and she is considered not a “natural” woman in the standards of the day. The themes touched upon within the pages are many and nuanced.
Themes:
Sexism: First, there is the role of women in the 17th century. Esther Valasquez was provided an education with her brother in her father’s home, but was turned out of the lessons as she grew older. It was not seemly for a woman to do anything other than be a good wife. Esther took it upon herself to listen in at the door as much as she could to continue her quest for knowledge. Much like her mother, and her grandmother, Esther’s passions placed her on a path that was not as society desired.
While not as specifically alluded to, the sexism continues in the 21st century, with Helen fighting with the men that control the money and department, as well as other male scholars that help others in the “network”. She was deliberately undermined by the head of the department, who led her to believe the papers were acquired by the university for her, but allowed for a better sourced man to come later, with more people, to put her in her academic place once again. The undertone here is that women are not supposed to be as learned as a man to this day.
Classism: Though shown more starkly to us in 17th century terms, the haves and the have nots are decidedly separated, in the streets, in the cities, and in theater. It is when these lines are crossed that problems arise. The same holds true, as noted above, about those with funding versus those without in the 21st century. It is also shown in those that own homes (having inherited from family, with treasures hidden in the walls) juxtaposed against those that rent small apartments for most of their lives.
Anti-semitism: The Amsterdam community, having been founded from survivors of the Portuguese Inquisition, was focused on ensuring their safety. They are unforgiving of anyone that questions the beliefs, simply because they are afraid that those thoughts would bring about annihilation of Judaism when the Inquisition had not succeeded. Thus, Spinoza was excommunicated.
The Nazi Camp survivors were equally concerned with their own survival. All around them continued to be dangers, including those whom would “romanticize” the world they were making without understanding the pain of which it was born. Thus the volunteers were dealt with harshly, in case they did not understand the need to do all for themselves to survive.
Expectations: The main characters, the Rabbi, Esther, Helen and Aaron all struggle with the expectations that others have placed on them and with what they have placed on themselves. The rabbi was to be a great man that would help rebuild the Jewish community in London after it became “safe” for Jews there. He knew he was not going to be able to do so – he was blinded by the eagerness to learn with Esther, so he turned a blind eye on her studying. It was not until later that Esther realizes that she has surpassed her teacher, but he had known for a longer time. Esther struggled with expectations of being a dutiful woman, and an inquisitive scholar in a time you could not be both. Aaron struggles with a quest to be a scholar versus his parent’s expectations to be a rabbi, and Helen struggles with the expectations of love, order, and proper methods.
Names:
The Rabbi – a teacher
Esther – a biblical woman that took her place at her mother-in-law’s side after losing her husband. Where you go, I go. Your people will be my people. Means Star in Hebrew.
Helen – Means Light in Latin. In Greek mythology, Helen was the daughter of Zeus by Leda and the most beautiful woman in the world. The name was also a favorite of the William Shakespeare who used it two of his most well-known works, A Midsummer Night’s Dream and All’s Well That Ends Well. This was picked up by the fact that Aaron’s original dissertation was based upon Shakespeare’s Dark Lady having a Jewish background.
Aaron – In the Bible, Moses’ brother Aaron was Israel’s first high priest and is remembered for his staff which blossomed miraculously. Thus the reference to following in his father’s footsteps. Aaron is also a character in Shakespeare’s Titus Andronicus. Means Inspired in Hebrew. This was what Aaron was missing most of the book – in the end, Helen inspired him, just as she inspired Paris in Troy, to greatness
There are many other themes and characters to explore in this book. At once intriguing and thought provoking, this is a story that will need years to be fully processed for me. The complex ideas brought forward are still being wrestled with by scholars world wide, as are the simpler ones, such as what is the meaning and reason for love.
Enjoy the book, I know I have.
The Source 4 Books 
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