The question of whether or not to read works from the Western literary canon in high school and higher education curricula is a pressing issue that many teachers, administrators, parents, and students consistently face. However, these literary works have unique merit and deserve to remain in modern classrooms for several reasons. 

In order to take a stance on this issue, it is first important to define what the literary canon is and which literature conventionally belongs in it. The literary canon consists of works deemed praiseworthy because of the influence they had and continue to have on Western society. Many individuals feel that books from this canon “stand the test of time,” meaning that they remain relevant to the world we live in today, and likely will in the foreseeable future. Specific books that fit this criterion include J.D. Salinger’s “The Catcher in the Rye,” F. Scott Fitzgerald’s “The Great Gatsby,” and Mark Twain’s “The Adventures of Huckleberry Finn.”

The universality of the themes represented in these books serves as a reminder to readers that our modern society isn’t entirely removed from that of the society depicted. Classical literature transcends time in this sense because we are able to understand experiences in these novels that occur on a societal and individual level today. However, it is important to note that much of classical literature lacks themes that pertain to marginalized identities, and therefore in reading classical literature we run the risk of not entirely understanding themes that are relevant to every human experience. 

A major complaint from students about reading canonical literature is that it often does not reflect the circumstances they are living in and they therefore cannot imagine what it would be like to live in that time or place. While I see the validity of this argument, I still think there is value in reading books that aren’t strictly relatable. When we read books that don’t align with our situation, we engage in an act of empathy. Through not being able to relate to the protagonist of a classic novel, we are presented with the opportunity to imagine a life in that character’s shoes.  For example, when I read Mary Shelley’s “Frankenstein,” I couldn’t relate to the experience of creating a supernatural being from a scientific experiment, but I was able to relate to the idea that there are consequences for being overly ambitious, and the experience of wanting to belong or be accepted. Through this form of critical reading, we learn that living entirely different lives from a character does not mean we are living entirely different emotions. 

One of the other major benefits of reading literature from the canon is its richness in terms of metaphor, symbolism, and the creation of three-dimensional characters. Even though it might feel like English teachers make the most obscure details in these novels into hugely important metaphors, this is just an example of how creative readers can be with their interpretations of certain passages from these texts. Connections between the novel’s themes and objects enable readers to think beyond the confines of the text itself. Furthermore, many of the characters within these novels have complex multifaceted psychologies that leave readers feeling like they are real people and not just mere descriptions of people. For me, Holden Caufield in “The Catcher in the Rye” offered a complex, intriguing, and ultimately powerful character. Holden tries to escape his problems, but he is also caring, sympathetic, and wants to preserve his innocence. The complexity of his personality made him feel genuine to me—like he could be a friend in my life. The literary canon is unique in that it has characters like Holden.

I find it important to address here that the themes presented in these novels tend to have skewed or distorted views of what justice looks like. Many of the authors choose to have their characters make choices that come from places of privilege without ever acknowledging that the character has this privilege, to begin with. An example of this would be in Harper Lee’s “To Kill a Mockingbird.” This novel is based on a Black man’s experience with injustice through the lens of a white person. Not only does this novel perpetuate the white savior trope, but it also excludes the perspective of the person who is being put on trial and facing racial discrimination by centering the white experience. By critiquing the upsetting and even problematic premises of many of these classic novels, readers can utilize their modern sense of justice to better understand why the world of canonical literature is not the world we actually live in. 

Reading literature should be an experience that promotes critical thinking, curiosity, and creativity. Through reading classical literature, we have the opportunity to engage in all of these modes of thinking. At the same time, however, the fact that the literary canon is dominated by white male authors prevents other important voices from being heard. This may result in readers internalizing the idea that the only literature worth reading comes from a background of privilege and power. We should keep this idea in mind while reading and analyzing these novels and use it for critiquing and strengthening our vision of a better reality. 

Zara Skolnik can be reached at zzskolnik@wesleyan.edu