Reading literature opens a gateway into new worlds and cultures and can be a way for people to see into another person’s life and experiences from a different era or different part of the world; this is what makes the study of literature in English class so important. But if you ask anyone who has gone to a public school in the last couple decades what books they were taught in English class, it’s extremely likely that they will all mention some of the same books; Lord of the Flies, Shakespeare, The Great Gatsby, etc.. Have these books aged and moved towards irrelevance or could they be timeless staples that will always be relevant to America’s youth? Many classic novels aren’t representative of high schoolers diversity today, and yet they are a principal part of a high school education that can push students outside of their comfort zone.
The answer to the question “Should we teach classic novels or modern novels?” isn’t as straightforward as choosing to teach one or the other, but realizing that a well rounded and thorough education would have to include an overview of both. It’s important for students to study classics to remove themselves from their everyday lives and look through the lens of people living and experiencing a different moment in time or place, but contemporary novels discuss issues that directly relate to students living in the modern world. This focus on contemporary issues allows for students to feel more represented in the books they are reading in class.
“I think Madison has put a lot of work over the last few into our book room, to try and diversify the books that are in there, so that it’s not always the same type of writer telling every story” Emily Jaffke said. “We are interested in having more people of color represented in our book room and more female voices represented, more lgbtq voices represented.”
Madison’s English teachers have tried to incorporate a mix of both types of books throughout all English classes and all grades. English teachers are given a list of approved books they are allowed to teach and can choose the books they teach in their classes. The books chosen are then sent out and made public to be able to be approved by parents, this gives parents the most power over what students are reading, after the teacher making the initial choice. English teachers have made diversifying the books taught a priority while still incorporating classic novels that are indispensable to modern cultural awareness and relevance.
“I really think there has to be both. It would be weird if you went through high school and you never read some of the classics because now is the time to dive into those as it’s something a student might not pick up on their own,” Jaffke said.
Over 45.1 percent of Madison students prefer reading modern novels over classic novels. Even though students’ preferences lie with reading modern texts, it is still beneficial to be taught classic novels in a class setting, discussing these novels can show to students the continuing relevance of classic novels and allow for quality conversions of deep topics. If a novel, a classic or a newer novel doesn’t solely determine the level of quality discussions that can be held in class-like settings.
“It is not books per say, the book is the receptacle, what your really looking for is quality information,” Catherine Ferrick said.
It is more about the quality information and the way the book is taught to students that dictates what students get out of a book they read in class.It is entirely possible for a teacher to engage students when reading a classic novel. To be able to talk about and discuss heavy topics that come up in all texts ranging from classic novels to more modern novels, with more contemporary issues in a safe space is ideal. Learning not just what teachers think but also how classmates and other students feel and interact with diverse texts allows for deep and rich conversations.
“That’s the real test is are you able to have thoughtful conversations, can you ask students what do you notice and what do you think about what you notice, do those conversations move up and out of just that one text, and can they tie across the curriculum from grade to grade” Ferrick said.
