A large objective of the Upper School’s (US) English curriculum is to allow students to gain an in-depth understanding of literature, establishing a common ground. Hence, Shakespearean skits line the English hallway, “Pride and Prejudice” is adored, and US English Teacher Beth MacNamara’s passion for “Moby Dick” never gets old. There should be a general requirement for a school-wide English curriculum to maintain this common ground.
The above-mentioned texts may seem worthless when it’s 11:43 p.m, and you’re only halfway through the 20 pages of homework reading; however, knowing the classics has immense benefits. These titles are referenced in the news, on social media, and in daily conversation, so having even a vague recollection of their significance allows one to be more culturally aware. After all, the school preaches “preparing for life beyond high school” and being a cultured citizen is a critical aspect of adulthood.
A general requirement would certainly not demand that each and every student become engrossed in the texts. There is value in literature that is not unanimously adored or agreed upon.
At one point or another in a student’s career, there may be a time when the student does not agree with the morals of a historical figure or event. Consider Christopher Columbus, for example. Was the Native American genocide an atrocity? Absolutely. However, it is a significant historical event, and it is adequately discussed in schools across the world. Although many may not agree with Columbus’ ideals, important class discussions can be sparked from analyzing his actions. Similarly, a student might not love every novel they read at the US, but they can still criticize and learn from these texts. Silently removing them from the curriculum and ignoring them outright yields no benefit.
Reading parts of the Bible is one of the units that was quietly removed from our curriculum. However, the Old Testament stories are part of two of the most- sold books in the world, the Bible and the Torah, and reasonably so. With a staggering 37 million Christian congregations worldwide and 68% of the United States identifying as either Christian or Jewish, these religious texts are central to our civilizations.
It’s certainly not suggested that the student body read the text in its entirety nor do students’ values have to align with either text. Regardless, reading the bibles with a secular lens would create cultured, critical English students and alumni. If a general requirement were to be established, the system must be more effective than that currently wit in place. “The Leavers,” currently read in freshman year, tells the stories of confounding characters, all tied together by a mediocre final chapter and poor writing. “The Leavers” fails to teach its readers a lesson of any value, and the book is certainly not a household name. On the other hand, do we really need to read this much Shakespeare? Currently, there is an excessive amount of his work in the curriculum, and it can become redundant by junior year.
The core curriculum books should be a) notably renowned and b) of adequate variety. If these books continue to be part of the curriculum for freshman and sophomore years, they will provide students with a strong literary foundation as they progress into the due latter half of high school.
While it is impossible to formulate the “ideal” collection of books and teach them in a matter of two years, it is most certainly worth further discussion. This curriculum needs to be curated with care and attention to variety and values—so, please, no more “The Leavers.”
‘We need new courses’ to diversify English reading
The study of literature is a powerful part of education. It allows students to better understand other perspectives in addition to their own. For this learning to work, though, students must engage ser with the material, not just read passively. There should not be general requirements in our English Department to broaden perspectives and create engaging classrooms.
A passionate teacher who is excited about what they are teaching is the best kind of teacher. Some faculty may prefer a poetry unit or a Shakespeare play—giving teachers the ability to choose their readings ensures that they are interested in what they are teaching, which encourages their students to engage as well.
If teachers determine their own curriculum, students could also decide what genres and types of books they are most interested in when selecting their classes. It is important to be exposed to new types of literature beyond what you know, but students can’t do their best learning if they have no connection to or enthusiasm for the material.
A main issue with the current required reading in English is that it perpetuates a set of books that are deemed “important” or “revered,” which are often written from similar perspectives. By only reading one type of literature, such as Western canon, we signify that only one type is valuable or worth reading.
In recent years, the inclusion of books written by authors of color has introduced a wider range of perspectives to students. However, commonly- read books, such as “The Leavers” and “We Need New Names,” appear to be simply filling a quota. When we add new voices, they are often limited in number. It can feel more like we’re checking a box than highlighting books of great importance. A set curriculum doesn’t allow teachers to pick texts they are passionate about, which would allow them to elevate diverse stories.
Yes, the “Odyssey” and Shakespeare plays are classics of literary merit, but does every freshman and sophomore need to read them in their entirety? Students with an interest in learning the classics could elect to do so, but those who are interested in other types of literature should be able to choose a different path.
The inclusion or exclusion of religious texts further illustrates this point. Before parts of the Bible and Torah was removed from the English curriculum, it was the only religious texts taught. The Bible is often referenced in the literature we read in English classes because we consume mostly Western media. While literature and media often reference biblical stories, focusing solely on the Old Testament in education gives the impression that it holds more value than other religions and their sacred texts. Teaching texts like the Bible and Torah, which highlight only one perspective, fails to broaden our scope of understanding.
We need to move away from book requirements to allow teachers to fully curate their syllabi, creating more engaged classes, and abandon a commitment to the classics to teach a more diverse and complete range of stories in our English classrooms
