Yesterday I received a letter notifying me that my kid has been selected to participate in an advanced reading group operating outside of school hours.
I was so furious I nearly tossed the letter on the fire. Then I remembered that I am a good mother and dutifully passed it on, asking what he wanted to do.
He read it with an expression close to my own, for roughly the same reasons.
Children are perfectly capable of understanding the dangers of elitism in a classroom, and the practice of breaking out achievement groups is just plain nasty.
Maybe people judged to be right in the middle have a fine time, but dwelling on either end of the spectrum is not fun. Even in a posh English school, there is social stigma associated with both under and over achieving.
Beyond that, the trend in education (here at least, can’t comment on elsewhere as my kids never attended proper stateside schools) is to use faddish popular literature rather than the canon.
Amongst various other texts, this means my son has been assigned The Curious Incident of the Dog in the Night-Time.
I have no opinion at all about the quality of the book, since my grown-up child told me that I was too sensitive to read tit. She was shocked that her (then eleven year old) sibling was given the book, because he, like me, is… sensitive.
The fact that a child has the cognitive ability to read at a high level does not mean that they can or should consume everything on offer.
I’m not proposing that books should be rejected because of controversial content – I am instead suggesting that quality should be the main criteria in selecting textbooks.
In principle teachers choose recent books to spark an interest. In practice, these works are often inferior to the favorites of earlier generations.
My kid is independently working his way through Alcott, Montgomery, Twain, Dickens, and Dumas. When he needs a little light entertainment he switches to Wilde or Wodehouse. Every single one of those authors offers challenging ideas. The opportunities to discuss the mechanics of literature, and debate social and cultural context, is tremendous.
Or how about going right back to basics, and teaching Shakespeare? Particularly in this town, there are abundant opportunities to attend performances and even hang out in the exact courtyard where the man staged his plays.
I could go on. Wanna visit the mill Chaucer was talking about? It is just past the Orchard in Grantchester. You know, that place where the Bloomsbury kids hung out. We’d have to cross the field where Augustus John pretended to live like a gypsy. On the way we would pass Byron’s Pool, so called because, you know, Lord Byron used to swim there.
Though all of that would involve walking twenty minutes or so through idyllic countryside. Without leaving town, we could see rooms once occupied by E. M. Forster, Bertrand Russell, Laurence Stern, Samuel Coleridge, John Milton, Alfred Tennyson, William Wordsworth, Francis Bacon, Charles Darwin, Isaac Newton, Samuel Pepys, heck, even C.S. Lewis. Not to mention Douglas Adams. If you’re not careful you might literally get run over by Stephen Hawking.
This town offers, if nothing else, an abundance of history.
Yet the school entrusted with the intellectual development of my child is picking books off the Amazon bestseller lists. The predictable consequence? He has developed a sincere hatred of his English class.
So, no, he will not be attending the ‘special’ reading group. He has elected to go to science club instead.