To be culturally illiterate is to be less than fully human
That's my elitist line in the sand, elicited by a polemical editorial in - of all places - USA Today about how textbooks are making our children stupider. Readers of Diane Ravitch's The Language Police will be familiar with the contours of the argument, and I think everybody out there who reads weblogs at all has lamented at some point the sorry state of our public schooling. It's as easy as poisoning pigeons in the park. But, MAN.
From the piece:
Take the McDougal Littell text that we finally adopted for 9th- and 10th-graders. It starts off with a unit titled "Mesopotamian, Egyptian and Hebrew Literature," followed by sections on the literature of Ancient India, Ancient Greece, Ancient Rome, Ancient China and Japan. Then comes "Persian and Arabic Literature" and "West African Oral Literature" — and that's only the first third of the book. There are still more than 800 pages to plough through, but it's the same drill — short excerpts from long works — a little Dante here, a little Goethe there and two whole pages dedicated to Shakespeare's plays. One even has a picture of a poster from the film Shakespeare in Love with Joseph Fiennes kissing Gwyneth Paltrow. The other includes the following (which is sure to turn teens on to the Bard):
"Notice the insight about human life that the following lines from The Tempest convey:
We are such stuff
As dreams are made on; and our little life
Is rounded with a sleep.
Shakespeare's plays are treasures of the English language."
They are? Well goody! And Leo DiCaprio stars!
Allow me to preen for a moment, because I got lucky in high school. Well not lucky in the usual sense; I was a Quiz Team geek and our type didn't have willing groupies, but lucky in a larger sense. You see, my poor backward rural cow-town in the rust flats of Ohio was blessed with one Mr. Speece, an elderly English teacher who presided over Intensive English I-IV. Over four years, the curriculum went as follows:
Freshman year - American writers: Steinbeck, Hemingway, Thornton Wilder, Katherine Ann Porter, etc.
Sophomore year - British writers: Shakespeare, Dickens, Wilde, Hardy, Maugham, Chaucer (unexpurgated), Beowulf
Junior Year - Continental and Russian writers: Dante, Tolstoy, Dostoyevski, Turgenev
Senior Year - More of the same, but Frencher, plus drama: Balzac, Proust, Ibsen, Checkov.
Every finished book required a five-page expository essay explicating some aspect of the work. We were graded on spelling, grammar, clarity, cogency, and concision of argument. Our sophomore-year midterm consisted of memorizing and writing out in class 500 lines of poetry of our choice. The final: 1000 lines.
Thanks to Daniel Speece, I learned what Spanish Fly is, what "do a Cattleya" means in A Recherce du Temps Perdu, and how to fold and tear a calling card to convey to a lady I call upon that I'd like to have sex with her at some future date. Yes, I hated Hemingway and thought Anna Karenina was turgid and dense, but having read and though about those texts prepared me for college and in some very important ways for life. And without getting too snooty-snooty elitist about it, I'm very happy to have had the chance to read all these books and carry away from them a rich sense of the breadth of human experience. Revenge takes so many forms: Othello's betrayal, Eustacia Vye accidental vengeance, Mrs. Treadwell watching herself dispassionately as she beats a pattern of crimson half moons in Danny's unconscious face with her high heel. Ditto love; whether Anna K's final solution, Hamlet's roiling mix of love and hatred or poor Philip Carey's pathetic mooning after his dull and worthless Mildred. None of these things would make it anywhere near most high school English curricula today, and I think we are poorer for it.
Reason mag has a good discussion of this editorial with some great comments including this priceless illustration of what I like to call "the problem:"
When I taught Shakespeare, I was saddened that the kids would laugh at "What ho!" but completely miss the sexual innuendo in something like Mercutio saying, "the bawdy hand of the dial is now upon the prick of noon."
Part of what separates us from dogs and robots is our shared heritage, and without that we become something less than complete. This goes double if you can't even recognize a simple dick-joke. It's why I became a (failed, apostate) historian and it's why I get so exercised about junk like this. I'd rather not homeschool my children; my wife and I both like to work. But it looks like I'm going to have to.
[wik] One of the problems with blogging is that it's so off-the-cuff. Some writers seem to thrive in that format; I don't know if I do. My pieces come out better and more fully formed if I give them time to marinate.
My biggest problem, out of many, with the textbook example excerpted above is that the sentence "Shakespeare's plays are treasures of the English language" is in itself an empty assertion. A person cannot simply read that statement along with two pages of disembodied quotations from larger works and understand in any way why people think Shakespeare is so great, much less how they might think it is so.
I can tell a child that "fire is hot; it burns," or "someday a woman will break your heart; you will want to die" but one of the tragedies of life is that we all have to live it for ourselves. If I could endure every burn and heartbreak for my (future; as yet theoretical) child, I would in a second. If I could open their eyes to the boundless invention and sheer joy of Shakespeare's prose, I would in a second.
But for one thing. To know something, really know it, you have to go through it ready or not. That's what life is all about. And for every burn, for every heartbreak, for every petty cruelty heaped upon an already straining back by the business of daily living, there is a Shakespeare, a Heinlein, a Chandler, a Bible, shit, even a Nightmare on Elm Street to show you there are greater and more wondrous things in the realm of human experience than you ever knew.
A teacher's job, ideally, is to lead students to the point where they can realize this for themselves. For a teacher cannot instill; they can only create the opportunity for learning. But if we don't give teachers even the chance to do that, if we deaden the pleasures and pains in the lessons in the name of 'diversity' or 'moral hygiene,' than we make it a teacher's job to raise intellectual veals.
Shakespeare isn't great until you've picked your wordy way through Othello or Macbeth, gotten inside the language, been smacked in the face with a wet woolen glop of alien-yet-familar genius and come away a little changed. Before that it's just "fain prithee jakes petard; forsooth! bawdy bedpresser, for lo thine shivers I see!"
"Shakespeare's plays are treasures of the English language" in the same way that "it really hurts to break your leg."








