The Ever-Harden Wall Of Criticism In Literature

Observe the list of required literary works assigned to any current or past high school student, and chances are you will see an abundance of similar titles appear in each syllabi. These lists of works typically include the iconic literary masterpieces brought forth by Ray Bradbury, Harper Lee, and Shakespeare, among others. Many a time one is quick to lash the whip of criticism on to these pieces, regarding them as the typical, dreary literature that is deemed mandatory time and time again. Although these reads may seem mundane and utterly inapplicable to not only those required to read them, but contemporary society as a whole, it is vital that one breaks down this ever-hardening wall of criticisms in an effort to understand their place

in high school education.

The majority of public and private educational forums carry a number of regulations and constraints brought forth in an effort to produce students capable of tackling real world problems. However, in texts that are continually assigned in English courses, there is a deviation from the standard coursework, as the books read and discussed accomplish much more than giving a student answers to an upcoming test. These works not only prepare a pupil for college and beyond, but also help said pupil contemplate past events that were key in the process by which society has built its ideals and how modern day issues have arisen. By reading stories written in a bygone era, one is brought to one’s attention that a book may be greatly more valuable than they may initially realize.

Memoirs, tales of the past and present, and even poetry can present a deeper understanding of certain eras, and bring deeper meaning to societal and personal foundation. Through literature, teachers can implant seeds of knowledge not only in assisting their students in deciphering the text, but also through engrossing discussions about how these works are relevant to the contemporary individual.

Whether a book is regarded as an outstanding or merely a waste of a good tree, all books are successful in that they bring us to feel something at any given point during the reader’s time spent with it’s newfound friend or enemy. One may eventually come to learn that the books themselves become teachers, bearing lessons vastly more important than ones learned under the hands of requirement and skill. One learns to look slightly closer, listen slightly better, and give slightly more.