Seeing the Bible through Blake’s Eyes
A decade ago I was invited by one of my graduate students to share in a complete reading of William Blake’s Jerusalem. A group of 12 of us attended the event, among them Philip Pullman, a Blake admirer. Each member of the group was asked to share in turn their experience of Blake and his work.
I found myself blurting out the words, ‘Blake has taught me to read the Bible.’ I had never articulated it like that before, but since then I have often recollected that off-the-cuff comment. I had never thought in that way before. I have reflected on the truth of that statement and come to see that Blake (as in much else in my intellectual endeavour) has been an important catalyst for my thoughts and understanding (Rowland, Blake and the Bible).
In trying to articulate what it is that Blake has taught me, I have started with this because the words ‘Blake taught me’ suggest a direct impact rather than a detached engagement with someone’s words. There’s always a sense when engaging with any of Blake’s works that more is going on than a mere encounter with words or images. It is what is constitutive of what is ‘more’ that is one of the most important aspects of Blake’s works, indeed, is the way he relates to pedagogy.