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Tuesday, March 11, 2014

The Literature of the Discontent

I was standing behind a young couple while waiting to order coffee at the local cafe.  It was hard not to eavesdrop since the young man was a loud-talker, but the rationale behind the premise of what he was saying intrigued me (I can only assume it was a well thought-out argument but only caught pieces of it).  He was explaining to his companion that he only stored "classics" in his e-reader and not popular fiction.  "It's not," I was able to catch a full sentence that stuck with me, "like I would keep Harry Potter or vampire series in it."  If anything, his impassioned declaration stayed with me, and I started to look back some years (when I was still teaching) and to remember the argument of some of my colleagues regarding popular versus classical fiction.  I was continually "attacked" over my insistence that classics taught universal themes just as well as, say, Harry Potter or the many genre vampire series of the mid-to-late 2000s.  With regards to Harry Potter, especially, the department was even considering a "Harry Potter Symposium," and the idea of "Potterian Studies" was thrown around with great enthusiasm.  I was the man out in left field, waiting for the "ball" to be hit in my direction so I could drop it as I perpetually have all of my academic life.

It wasn't so much that I was opposed to books like Harry Potter as I was to the idea of jumping on a fad out of sheer popularity.  "Fads," argued Max Shulman in "Love is a Fallacy," "are the very negation of reason."  Now, you may call me an elitist, or a stuck up classicist or worse, a discontented son of a bitch.  Nevertheless, my argument for classics (which, incidentally, I never gave up) was that the universal ideas included in Harry Potter and some of the "friendly" vampire series (that is to say, friendship, loyalty, struggle, suffering, exaltation, love, rancor, reconciliation, etc.) were originally offered in books like "The Scarlet Letter," or "For Whom the Bell Tolls," or "Uncle Tom's Cabin," or "The Grapes of Wrath," or "Moby Dick," or "Sister Carrie," or "The Great Gatsby," or "The Awakening," or "Crime and Punishment" or "The Way of All Flesh," or "The Possessed," or "The Brothers Karamazov" or... you get the point... And what a better way to prepare students for a life of continual learning than the classics.  There's always time, I argued, for "those other books."  It was not to be... students always turned to "Potterian Studies" with unquenchable devotion.  The populist argument is, "well, at least the kids are reading."  That may or may not be a sound premise--what if, for example, the "kids" were in absolute rave about "Mein Kampf"?  Well, "at least the kids are reading," right?

I have great love for contemporary writers, among my top of all time there's always elbow room for Paul Auster and Haruki Murakami and Philip Roth but my love always gravitates toward classic illustrations of timeless themes.  Discontented or not, at least I am still reading, no?

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