(photo by Doug Knutson)
Dark, haunting, and arresting, History of Wolves (279 pages; Grove/Atlantic) announces Emily Fridlund as a literary voice to watch. The book’s story opens as an isolated, woodland community in northern Minnesota confronts a scandal involving a predatory high school teacher. The sullen and introspective narrator, fourteen-year-old Linda, watches the tumult unfold from a distance, as she does most things in life.
That is, until the self-sufficient ninth-grader gets drawn into the lives of the young Gardner family who move in across the lake. Linda takes to the Gardners’ precocious four-year-old, Paul, but begins to notice peculiarities about the child, like the strange Scripture-like verses he seems to quote and his frequent bouts of fatigue. Though History of Wolves builds to a tragic series of events, the novel never trades in empty shock; part of its strength is in the way Fridlund adroitly explores the ways in which we reckon with tragedy—as individuals, as family units, as communities.
This auspicious first novel probes the terrible limits of faith, the responsibilities of motherhood, and the secrets beneath the surface of small towns. “I was intrigued, I was repulsed,” remarks one of the characters, and the reader is likely to relate. Fridlund understands the precariousness of youth, how “coming of age” is seldom about reaching a new plateau of maturity but more often like what Linda experiences standing under a scalding hot shower: “some feeling of woe, some feeling of desolation I hadn’t known I’d felt. A capsized feeling, a sense of the next thing already coming.”
Fridlund talked to ZYZZYVA about History of Wolves and some of her influences as a writer, as well as her story “Lock Jaw,” which appeared in ZYZZYVA No. 101.
ZYZZYVA: One of the aspects of a novel that draws me in, perhaps before anything else, is its milieu. The setting here feels so tied to the book’s events, with details about the oppressiveness of winter and the isolation of this wooded community creating the kind of environment where Paul’s story could so easily happen. Like with Linda’s dogs and their chains, I think their mere presence adds a certain texture to the novel, in a similar way the scandal with Linda’s teacher, Mr. Grierson, compliments the main story of the Gardner family. How much of the novel began with, say, the character of Linda or Paul versus the woods themselves?
Emily Fridlund: I’m so glad to hear that you were pulled in by the milieu. The woods and Linda, setting and narrator, were always inextricably linked in my mind. I began with Linda’s voice, and the first scene I wrote was the one in which she approaches Mr. Adler, after he collapses in front of his class, and tentatively takes his hand. I was intrigued by the boldness of such a gesture, and also by the longing for human contact that might inspire it. As I tried to understand both these qualities in this peculiar teenage girl, it began to make sense to me that she would be a person forced into independence at a very young age, a kid schooled by woods and lakes—and that this very same background would also make her wretchedly solitary.