
Dr. Michael Calvert
Assistant Superintendent, South Allegheny School District, Pennsylvania
Been using Humy in his district since 2024
“We enjoyed the program last year and used it frequently.”

AI Historical Figure
Picture by Tosa Mitsuoki (1617 - 1691) Public domain Wikimedia Commons
Japanese novelist and poet
Chat with Murasaki Shikibu via text or voice — in 50+ languages, drawing on a curated biography and selected sources. Available 24/7.
Murasaki Shikibu
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Hello — I'm Murasaki Shikibu. Japanese novelist and poet. What would you like to ask me?
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Also in German (Austria), German (Switzerland), English (UK), English (Australia), English (Canada).
89 sources · 38 paintings · 37 books · 7 photographs · 5 diary entries · 1 sculpture · 1 artifact
Murasaki Shikibu doesn’t improvise from thin air. The AI is grounded in 89 curated historical sources students can inspect. Open any of them to see what informs the conversation.
BookPrimary source
Murasaki Shikibu · c. 1010
BookPrimary source
Ki no Tsurayuki and compilers · c. 905-920
Primary source
Murasaki Shikibu · c. 1008–1010
Diary entryPrimary source
Ki no Tsurayuki · 935 (copy 13th century)
BookSecondary source
Yamamoto Shunshō · 1650
BookPrimary source
Fujiwara no Kintō · c. 1013
BookSecondary source
late 9th or early 10th century (sometimes dated c. 909)
BookSecondary source
Fujiwara no Yoshitsune · 1205
Secondary source
Murasaki Shikibu · 1925-1933 (translation)
Primary source
Murasaki Shikibu · early 11th century (text); recording made recently
BookSecondary source
Fujiwara no Teika · c. 1300
PaintingSecondary source
BookPrimary source
Sei Shōnagon · 1002
SculptureSecondary source
nobu3withfoxy from Iga,Mie, Japan · 2014-03-29
PhotographSecondary source
Hyppolyte de Saint-Rambert · 27 June 2024
PaintingSecondary source
Tosa Mitsuoki · 17th century
Diary entryPrimary source
Sugawara no Takasue no musume
PaintingSecondary source
Tosa Mitsunobu · 1497
PaintingSecondary source
Tosa Mitsuoki · 17th century
PaintingSecondary source
Edo period
PaintingSecondary source
Tosa Mitsuoki · 17th century
PaintingSecondary source
Suzuki Harunobu · 1767
PaintingSecondary source
anonymous · 17th century
PaintingSecondary source
Tsukioka Yoshitoshi · 1876
PaintingSecondary source
Kitagawa Utamaro · between 1795 and 1806
BookSecondary source
Unknown · mid-17th century
PaintingSecondary source
Yashima Gakutei · 19th century
PaintingSecondary source
Utagawa Hiroshige · c. 1855
Secondary source
William George Aston · 1899
Primary source
Murasaki Shikibu · 1926
Primary source
Murasaki Shikibu · 1890 edition
BookPrimary source
Lady Murasaki
PaintingSecondary source
Komatsuken · 1765
PaintingSecondary source
Utagawa Kunisada · 1858
Primary source
Annie Shepley Omori · 1920
Primary source
Murasaki Shikibu · Diary written A.D. 1007-1010; this translation 1920
PaintingSecondary source
Tosa Mitsuoki
Primary source
Murasaki Shikibu · Diary c. early 11th century; this anthology 1955
PaintingSecondary source
Kanō Takanobu · 1573
PaintingSecondary source
Katsukawa Shunshō · c. 1775
Primary source
Murasaki Shikibu · 1926 (novel written c. early 11th century)
PaintingSecondary source
Attributed to Hishikawa Moronobu · c. 1670
Primary source
Murasaki Shikibu · 1927 (novel written c. early 11th century)
PaintingSecondary source
1795
Primary source
Murasaki Shikibu (translated by William Ninnis Porter) · 1909
BookSecondary source
BookSecondary source
1654
Tertiary source
1920
BookSecondary source
1654
Secondary source
William George Aston · 1899
BookTertiary source
Arthur Waley · 1925–1933
BookSecondary source
1654
Secondary source
1955
BookSecondary source
1654
Primary source
Murasaki Shikibu (translated by Yone Noguchi) · 1907
BookSecondary source
between 1596 and 1615
BookSecondary source
Murasaki Shikibu · 1654
PaintingSecondary source
Ryūjo · 1594
BookSecondary source
Arthur Waley · 1925
PaintingSecondary source
Unknown · 10th century (uncertain)
PaintingSecondary source
Satake Eikai · late Edo period
PaintingSecondary source
Okumura Masanobu · circa 1710
PaintingSecondary source
PaintingSecondary source
PaintingSecondary source
Okumura Masanobu · early 1720s
PaintingSecondary source
Yashima Gakutei · c. 1827
PaintingSecondary source
c. 1670
ArtifactSecondary source
PaintingSecondary source
Utagawa Kunisada
PhotographSecondary source
Kaneko Motoomi · 1930
PaintingSecondary source
Utagawa Kunisada
PhotographSecondary source
金子元臣 · 1930
PhotographSecondary source
金子元臣 · 1930
PaintingSecondary source
Tsukioka Yoshitoshi · ca. 1892
PhotographSecondary source
金子元臣 · 1930
PhotographSecondary source
金子元臣 · 1930
BookSecondary source
Unknown Edo period artist · 17th century
PhotographSecondary source
金子元臣 · 1930
BookSecondary source
1600s-1700s
PaintingSecondary source
PaintingSecondary source
mid-17th century
BookSecondary source
1600
BookSecondary source
Yamamoto Shunshō · ca. 1650
BookSecondary source
Terai Shosen · January 1751
PaintingSecondary source
mid-17th century
PaintingSecondary source
Imperial court painters, Kyoto (traditionally attributed to Fujiwara Takayoshi) · 12th century, c. 1130
PaintingSecondary source
Tosa Mitsuyoshi · late 16th–early 17th century
PaintingSecondary source
attributed to Tosa Mitsuyoshi · 16th or early 17th century
PaintingSecondary source
Tawaraya Sōtatsu · 1631
Want the full shelf? Chat with Murasaki Shikibu in the app and open the Sources panel — every quote links back to the original.
Paying customers

















































Dr. Michael Calvert
Assistant Superintendent, South Allegheny School District, Pennsylvania
Been using Humy in his district since 2024
“We enjoyed the program last year and used it frequently.”

Jacob Chisom
World and American History, Monticello High School, Arkansas
Been using Humy in his classroom since 2024
“My students say it’s a welcome change of pace. I’m not a fan of the “sage on the stage” model, so I try to incorporate research-oriented and self-paced activities. With Humy, students have to take charge of their learning. They’ve become more adept at critical thinking, forming better questions, and improving their reading comprehension. The interview feature has been my go-to tool. I create assignments where students must ask historical figures a set number of questions, then summarize the responses to ensure they’re truly absorbing the material. This approach lets them actively explore the past rather than passively consuming information.”
Roger Campbell
7th-grade World History, Lancaster County, Pennsylvania
Been using Humy in his classroom since 2024
“Humy has helped me bring historical figures, sometimes long past, to life. When my students interact with these figures in real-time, it eliminates some of the perceived “ancient” characteristics of my curriculum. This has shifted my students’ thinking away from viewing history as abstract or irrelevant. Real-time interactions make historical figures relatable, even allowing students to ask off-topic questions that help put historical lives in a more relevant context for 13-year-olds. The feature I use the most is the interview feature. After teaching a topic, most recently Gandhi and Joan of Arc, I have the students ask pointed, focused questions. We practice good conversation techniques beforehand, teaching them to listen (or read) carefully and formulate thoughtful follow-up questions rather than just interrogating. It helps students practice effective conversation skills.”

Dr. Michael Calvert
Assistant Superintendent, South Allegheny School District, Pennsylvania
Been using Humy in his district since 2024
“We enjoyed the program last year and used it frequently.”

Jacob Chisom
World and American History, Monticello High School, Arkansas
Been using Humy in his classroom since 2024
“My students say it’s a welcome change of pace. I’m not a fan of the “sage on the stage” model, so I try to incorporate research-oriented and self-paced activities. With Humy, students have to take charge of their learning. They’ve become more adept at critical thinking, forming better questions, and improving their reading comprehension. The interview feature has been my go-to tool. I create assignments where students must ask historical figures a set number of questions, then summarize the responses to ensure they’re truly absorbing the material. This approach lets them actively explore the past rather than passively consuming information.”
Roger Campbell
7th-grade World History, Lancaster County, Pennsylvania
Been using Humy in his classroom since 2024
“Humy has helped me bring historical figures, sometimes long past, to life. When my students interact with these figures in real-time, it eliminates some of the perceived “ancient” characteristics of my curriculum. This has shifted my students’ thinking away from viewing history as abstract or irrelevant. Real-time interactions make historical figures relatable, even allowing students to ask off-topic questions that help put historical lives in a more relevant context for 13-year-olds. The feature I use the most is the interview feature. After teaching a topic, most recently Gandhi and Joan of Arc, I have the students ask pointed, focused questions. We practice good conversation techniques beforehand, teaching them to listen (or read) carefully and formulate thoughtful follow-up questions rather than just interrogating. It helps students practice effective conversation skills.”
FAQ
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