I still to this day don’t understand the point that book served. I don’t know if it was just a product of its time but I don’t think a bunch of children would behave like that in the event of being stranded
I still to this day don’t understand the point that book served. I don’t know if it was just a product of its time but I don’t think a bunch of children would behave like that in the event of being stranded
I have been thinking about your comment for a while. Please let me know if I am misunderstanding your position: difficult and potentially uncomfortable questions and topics should not be presented to teenagers because they would be uncomfortable and therefore not like to read those works. Thus we should leave those works for self-discovery during adult years.
You’re not misunderstanding. It isn’t the state’s place to tell children that their families and values are wrong.
If we’re going to get into those weeds, it should be balanced. For example, if we’re going to require Diary of a Young Girl, then we should also require Mein Kampf. If we’re going to require Atlas Shrugged, then we should also require “The Communist Manifesto”. That, I expect, would go over about like a lead balloon.
There are some key elements on which I have to disagree with you. I think that reading a book is totally different from saying that the values in that book are right. I also disagree that “Diary of a Young Girl” (a memoir) is in the same category as “Mein Kampf” (a political manifesto). I would put it in the same category as “Commandant in Auschwitz” (also a memoir, from a SS). And incidentally, both of them were required reads in my high school, and I support them still being mandated.
I think the goal of end-of-high school literature class is not to encourage kids to read, that should have been achieved earlier. At this late point the goal is to form the kids as individuals, by giving them the critical tools to understand the world around them. That is achieved by showcasing the largest amount of opinions and situations possible. Tragedies for that are great, because they are often based on the contraposition of ideals: Machbet has to decide between hospitality and greed, and then deal with the consequences. Romeo and Juliet have the choice between love and their families honors. Contrasting ideals of the time.
I also think that playing with these concepts in a safe environment, dealing with fictional characters, is a good test run for when these same kids will be presented with similar ethical choices. While I understand your statement about avoiding making kids uncomfortable, I disagree on its application in this context. Shielding kids from unhappiness is doing them a disservice. We should absolutely avoid inflicting unnecessary pain, but philosophical discussions are necessary, in particular with kids on the verge of adulthood.