Motoko Rich raised this question in her NY Times article this week. My short answer to this short question is, no.  No, I don’t think so.  Students should not choose the books they read for class.  Teachers should choose those books.

But, as my loyal readers know, I’m not a big fan of superlatives, so please note, my answer was not, “No, not ever, students should never choose.

There are so many different types of students.  There are so many different types of teachers.  There are so many different types of books.

It seems to me that it’s pretty clear that education is not a one-size fits all proposition.  Some districts do it better than others, and some teachers do it extraordinarily well.  But often these schools they have more resources—they can pull kids out for extra help or enrichment; they have aides in the classroom; they have highly involved parents.  These factors make a difference for the teachers and the kids.

Regardless of school district, I think age is a big factor.  In discussing whether or not students should choose the books they read for class, I’m referring to older kids, to middle schoolers and high schoolers.  Elementary school kids should read whatever floats their boat.  The goal at that point isn’t to analyze the symbolism of red flowers or white hats, but to instill a love of reading. 

Also, I understand that some kids don’t have a love of reading by the time they enter middle or high school.  I realize that some schools are struggling just to get kids to pick up a book and that throwing Moby Dick at these kids is rather pointless.  So I will concede that, in those cases, allowing students to begin by choosing their own books is a good idea, with strong teacher guidance later.

But generally speaking, as kids get older, they need more.  When we read and discuss great books, classic books, with others, we learn more.  My friends had insights I didn’t and vice versa.  When we read and discussed assigned books, I learned from them and they learned from me.  Furthermore, students who have read and discussed these books have a shared history, a common understanding, a mutual point of reference for discussing the topics broached in classic literature.

The books that challenge and change us aren’t usually the books we read on the beach in the summer.  And the books that challenge and change our kids aren’t usually the ones they read for entertainment.  I totally support reading for entertainment.  It beats the heck out of another hour of TV.  But our kids aren’t in school to be entertained.  They’re in school to learn. 

Here are two books I read simply because they were assigned:

Lord of the Flies.  If you haven’t read this classic since high school, it’s worth another read.  As you find yourself on the beach with Golding’s boys, you think about the biases we hold today; you’ll think about our tendencies as humans and why order and laws are good for us and why, despite knowing better, people still hurt each other every single day.  If your kids are old enough, let them read it and talk about these ideas with them, too.

The Good Earth (Pearl S. Buck).  Despite my disdain for superlatives, I will go out a limb here and say that I as a student I never would’ve picked up a book about a Chinese farmer unless my teacher said, “Read this.”  But because she did, I read it, and in one fell swoop I understood why some books are called classic.  This one stood the test of time and I’ve read it at least 5 times since, most recently a year or so ago.  It never ceases to amaze me.  This book makes you think, think, think.

Both of these books raise questions and issues that resonate with readers today, even though they were originally published in 1954 and 1931.  Even if they don’t touch everyone in the same way they touch me—and they won’t—it’s still worth exploring the issues their authors raise.

Not every classic will affect and challenge us, or our kids.  I remember laboring through The Grapes of Wrath in the 11^th grade and forcing myself to flip page after dusty, dreary page.  Ugghh.  It was such a chore.  But other kids may have felt differently.  Maybe Grapes of Wrath spoke to them the way The Good Earth spoke to me.  So if Grapes of Wrath wasn’t a favorite then, isn’t it my top ten now and never really grabbed my attention, so why do I still think it’s a good idea for my kids to read it in school?

School—like life—isn’t always about doing what you like.  Sometimes it’s about doing what’s good for you.  Reading the Grapes of Wrath introduced me to John Steinbeck.  If the only thing I got from picking it up was that it lead to my reading East of Eden years later, which is one of my all time favorites, then that’s worth every minute I spent analyzing its dry symbolism.

Reading classic books asks our children to explore issues beyond their schools, neighborhoods, and families.  It asks them to think, to really think, about poverty and prosperity, gratefulness and ungratefulness, age and class and humanity.  It begs them to consider equality and possibility; hope and hopelessness; it challenges every paradigm they have.

Don’t we want this for our kids?  I know I do.  I’d love to hear your thoughts on this one.