This is really a two part question:
Should we read and study the classics as part of coursework at colleges and universities or as independent readers? YES!
Should we teach the classics to high school students? It depends.
(I believe this for the classics of any language or culture, though my experience is with and examples are from American and British literature.)
Benefits of reading the classics (from my point of view):
*Please note: The examples I provide come from my experience as an English major, English teacher in the United States, and independent reader and are in no way meant to trace the history of literature in a comprehensive way
- To gain an understanding of the origins of the writings of a country or culture
- Beowulf
- Gilgamesh
- The Iliad and The Odyssey
- To experience the progression of those writings through the ages
- Shakespeare's plays and poems
- The Canterbury Tales by Geoffrey Chaucer
- Jalal ad-Din Muhammad Rumi's poetry
- Religious texts such as the Old and New Testaments of the Bible, the Qur'an, the Bhagavad Gita
- The ideas of the early Greek and Roman philosophers
- To experience the products of great thinkers and writers
- Virginia Woolf
- Thomas Hardy
- Jane Austen
- Gabriel García Márquez
- Franz Kafka
- Fyodor Dostoyevsky
- Margaret Fuller
- Henry David Thoreau
- The Brontë sisters
- George Eliot
- Nathaniel Hawthorne
- Oscar Wilde
The dangers of the classics are that too often the lists that make up the canon are missing works by marginalized voices including women and people of color, they are not necessarily well-written, and the context in which they were written is often lost on contemporary readers, especially teens. Additionally, when we force students to read texts we have chosen because we think they will be "good for them" we remove the freedom of choice that leads people to become life-long readers. If one of the goals of literature courses is to instill a love of reading, asking students to read what we have chosen from a list of books that are far removed from their experiences and context will not work.
Classics I would toss out:
- The Catcher in the Rye by J.D. Salinger - Holden is whiny and angsty. This however is typical of many novels featuring teens who are lost and traumatized. What I think is harmful are Holden's attitudes toward homosexuality. There are many contemporary novels that deal with the same topics and themes as Catcher that take place in an era more relevant to today's teens without the problematic parts. Alternatives: The Perks of Being a Wallflower by Stephen Chbosky or The Miseducation of Cameron Post by Emily M. Danforth (there are others, but these are two I have read)
- The Adventures of Huckleberry Finn by Mark Twain - Only twice in my career did I teach this novel. Both times I was bothered by the use of the "n-word" but did not know how to undertake a conversation with my students about the problems of the novel. That oversight was a weakness in my teaching. But, I was also incensed by the behavior of Tom Sawyer in the last section of the book when he knows that Jim has been freed in Widow Douglas's will. Instead of jubilantly sharing this information immediately, Tom decides to plan an elaborate escape for his own entertainment, thus subjecting Jim to additional unnecessary captivity and emotional turmoil. We can have honest conversations about the history of slavery and racism in the United States with better books. Alternatives: The Narrative of the Life of Frederick Douglass by Frederick Douglass or Stamped: Racism, Antiracism, and You by Jason Reynolds and Ibram X. Kendi
- To Kill a Mockingbird by Harper Lee - This has many of the same problems as Huckleberry Finn, but adds the classism evident in the portrayal of the Ewell family. Alternatives: To encourage conversations about racial injustice, Monster by Walter Dean Myers or All American Boys by Jason Reynolds and Brandon Kiely. To encourage conversations about sexual assault, Speak (fiction) or Shout (non-fiction) by Laurie Halse Anderson or The Perks of Being a Wallflower by Stephen Chbosky.
There are a number of other novels I would take out of the high school curriculum for a variety of reasons such as Gulliver's Travels by Jonathan Swift, Frankenstein by Mary Shelley (literary blasphemy, I know), and Wuthering Heights by Emily Brontë. I may write another post about these, or just ask why if you are interested.
Classics I would keep teaching:
- The novels 1984 and Animal Farm by George Orwell and the play The Crucible by Arthur Miller - All three of these works were written to address events witnessed by their authors. Orwell's predictions about our lives under surveillance by our government as well as the rise of communism and fascism have relevance here and now. Miller's play about metaphorical and literal witch hunts is far too relevant to current events. Another contemporary classic I would add here is The Handmaid's Tale by Margaret Atwood. (I would not read this one with freshman or sophomores, but I think juniors and seniors have the maturity to have meaningful conversations about the novel.)
- Any of Jane Austen's novels with Pride and Prejudice, Sense and Sensibility, and Emma as first choices - Austen's commentary on society and the mores that unfairly target women and anyone not of the upper class are still relevant today. Students may feel removed from the time period, but the themes are fresh. If Austen's work seems too removed for students alternatives are: Pride by Ibi Zoboi or Unmarriageable by Soniah Kamal.
- The Scarlet Letter by Nathaniel Hawthorne - Anyone who knows me well knows this is my favorite novel. It is not without problems, but it is beautifully written with a tight structure. I believe it also offers opportunities to discuss sexism, sexual double-standards, hypocrisies of religion, as well as being a portrait of a resilient woman and single mother.
- The Importance of Being Ernest and The Picture of Dorian Gray by Oscar Wilde - I have previously discussed my love of Wilde's satire. I believe the personal relationships, humor, and word play in Ernest are accessible to modern students. Dorian Gray offers a more insidious, but equally compelling look at the superficialities of society.
- Tess of the D'urbervilles by Thomas Hardy - This is a novel I first read as a senior in high school, then again in college, and then chose to teach to AP Literature seniors. I have always loved it. Hardy was ahead of his time. Tess is trapped between the old and new worlds in ways that leave her without the resources to thrive in either. Her experiences with hypocrisy, stigmatization of sexual behaviors, and learned helplessness serve to set her up for unhappiness and failure whatever choices she makes. (I am not doing this justice. I would love to go back into an English class to read this again with students.) If I were to teach a course on early feminist literature I would use this and The Scarlet Letter as two texts written by male authors in conversation with Jane Eyre by Charlotte Brontë and Indiana by George Sand among others.
What are the classic works you would toss out? Which would you keep?
