17th Century New England, with special emphasis on the Salem Witchcraft Trials


Arthur Miller's The Crucible:
Fact & Fiction

(or Picky, Picky, Picky...)

by Margo Burns

Revised: 2/22/10


A NOTE ON THE HISTORICAL ACCURACY OF THIS PLAY

by Arthur Miller

"This play is not history in the sense in which the word is used by the academic historian. Dramatic purposes have sometimes required many characters to be fused into one; the number of girls involved in the 'crying out' has been reduced; Abigail's age has been raised; while there were several judges of almost equal authority, I have symbolized them all in Hathorne and Danforth. However, I believe that the reader will discover here the essential nature of one of the strangest and most awful chapters in human history. The fate of each character is exactly that of his historical model, and there is no one in the drama who did not play a similar-and in some cases exactly the same-role in history.

"As for the characters of the persons, little is known about most of them except what may be surmised from a few letters, the trial record, certain broadsides written at the time, and references to their conduct in sources of varying reliability. They may therefore be taken as creations of my own, drawn to the best of my ability in conformity with their known behavior, except as indicated in the commentary I have written for this text."

Because I've been working with the materials of the Salem Witch Trails of 1692 for so long as an academic historian, many people have asked me if I've seen the play or film The Crucible, and what I think of it. Miller created works of art, inspired by the actual events for the artistic/political purposes Miller intended: first produced on Broadway on January 22, 1953, it was in response to the panic caused by irrational fear of Communism during the Cold War which resulted in the hearings by the House Committee on Unamerican Activities. * In Miller's tales (there are slight differences, which I won't bother to get into unless it's a major difference), a lovelorn teenager is spurned by the married man she loves, and in her revenge, she fans a whole community into a blood-lust frenzy. This is simply not history. The real story is far more complex, dramatic, and interesting -- and well worth exploring. This page, however, is only dedicated to separating the fact from the fiction in Miller's work.

Most popular understandings of the tale include their own inaccuracies -- for instance, that the witches were burned to death. People condemned as witches in New England were not burned, but hanged, and in the aftermath of the events in Salem, it was generally agreed that none of them had actually been witches at all. Some modern versions cast the story as something that has to do with intolerance of difference, that the accused were really just oddballs that the community tacitly approved getting rid of, but most of the people who were accused, convicted and executed in Salem were remarkable by their very adherence to community norms. In the 1970s, a theory was put forth that the afflicted had suffered from hallucinations from eating moldy rye wheat -- ergotism -- and although that theory has generally been refuted, its life continues in the popular explanation of the events. (A recent biological theory which also fails to hold up under the scrutiny of medical and Salem scholars alike, however, is that the afflicted suffered from encephalitis lethargica.) Lastly, Rev. Parris' slave woman, Tituba, is usually assumed to have been of Black African descent, but recent research indicates she was Amerindian, probably South American Arawak, always being referred to in the documents of the period as "an Indian woman." Had she been African or Black, she would have been so described.

As for Miller's tellings of the tale, I am always distracted by the wide variety of minor historical inaccuracies when I am exposed to his play or movie. Call me picky, but I'm not a dolt: I know about artistic license and Miller's freedom to use the material any way he chooses to, so please don't bother lecturing me about it. This page is part of a site about the history of 17th Century Colonial New England, not about literature, theater, or Arthur Miller, even though you may have landed smack dab in the middle of the site thanks to a search engine hit for information about Miller.

One reason I am providing this page is because 1) actors contact me about making their portrayals of characters in the play "more accurate" -- when that is impossible without drastically altering Miller's work because the characters in his play are simply not the real people who lived, even though they may share names and basic fates, and 2) students are given assignments in their English classes to find out more about what really happened. (American high school juniors in honors and AP classes seem to be the most frequent visitors.) I can be an ornery cuss when it comes to being asked the same literature questions that I've already said I don't care to answer because I am an historian, so before you even think of writing to ask me a question about the play, please read through my list of frequently-asked questions where I will give you what answers I have to offer to the most questions I am most commonly asked -- be prepared: they may not be the answers you want to hear. I am not an on-line encyclopedia.

Here's my list of historical inaccuracies in the play/screenplay:

NOTE: All of the above can be verified through primary sources, which are not listed here only to avoid providing an easy on-line source of plagiarism -- not that your teacher couldn't spot a ringer like this one from a mile away. (Trust me: your teachers can usually tell when you are plagiarizing. If you think you are "getting away with it," it may just be a temporary thing while they figure out how to prove it or catch you at it. Do your own work.) Everything stated here can be corroborated with a little research of your own, and isn't that the point of most school assignments? Start with the the searchable on-line edition of The Salem Witchcraft Papers and with the books listed in my bibliography.


Now I have a few questions, for anyone who is inclined to think about them or who needs an idea to start writing a paper:

  1. It may not matter if one's sole interest is in Miller work as literature or theater, but what happens when people only know history through creative works of art and not from primary sources and facts, letting someone else pick and choose between which facts to include and which to alter for their own artistic purposes and political arguments?

  2. What are the current-day implications of the racial misidentification of Tituba as "black" or "African" in many high school history books and Miller's play written in the 1950s, when all of the primary sources by the people who actually knew the real woman referred to her as "Indian"? What would happen to Miller's story if Tituba were not portrayed as the well-worn American stereotype of a Black slave woman circa 1850 practicing voodoo, but as a Christianized Indian whose only use of magic was European white magic at the instruction of her English neighbors?

  3. Since there never was a spurned lover stirring things up in Salem Village and there is no evidence from the time that Tituba practiced Caribbean Black Magic, yet these trials and executions actually still took place, how can you explain why they occurred?

  4. As a result of reading Miller's play or seeing the movie, are you more interested in what actually happened in Salem in 1692, what actually happened during McCarthyism in the 1950's, or what happens when an illicit teenage lover is spurned? What is it about Miller's work that prompts your interest in that direction?

  5. Accusations of sexual-abuse against childcare providers are now sometimes referred to as "witch hunts" when the accusers are suspected of lying, as in Miller's play, yet children's advocates tell us that we must believe children's claims of abuse because it certainly -- horribly -- does occur. How can the veracity of children's testimony be evaluated when children have been proven to be very impressionable and eager to give the answers that adults lead them to give?

  6. Why do teachers assign projects to their students to compare the events in the play to what really happened historically? What kind of conclusions do teachers expect their students to make about how to navigate between art and history when faced with the kind of information provided on this page?

* Please note: The play premiered before anti-Communist Senator Joseph McCarthy's actual participation started on Feb. 3, 1953. The House Committee on Unamerican Activities (HCUA), however, began their inquiries earlier than McCarthy's participataion. Elia Kazan's testimony before it -- which is assumed to have influenced Miller -- was on April 12th, 1952. Do not write to me asking about any specifics of the events in the 1950s: that's not my area of expertise.


© 1997, 1999, 2000, 2002, 2003 Margo Burns


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This page was last updated 02/22/10 by Margo Burns, My email address.