Throughout our education, we all inevitably encounter “the classics.” From Shakespeare to Mary Shelley, classic works of literature are staples of English curriculums. Despite outdated language or seemingly irrelevant plots, these books reflect human nature and society, teaching today’s youth to think critically and understand perspectives that are different from their own.

Classic literature sparks meaningful discussions and debates in class, partly because they contain complex symbolism and ambiguity. Moral dilemmas
and unresolved issues encourage students to think analytically and form unique understandings of
the text. What makes this especially applicable to classics is that their intricate themes have maintained significance throughout history, giving students centuries of perspectives to consider and books that have been enjoyed across decades.

Admittedly, the difficult nature of the language in classic literature can be discouraging. However, excluding a text because it is challenging is highly problematic. According to The Educator’s Room, tackling these obstacles strengthens students’ ability to use context clues, grow their vocabularies and become better writers.

Furthermore, these books provide insights into historical events. Without learning from those who came before us, how will we ever improve?

Beyond basic skills, students learn universal life lessons and timeless themes they can relate to. For example, “Frankenstein”highlights the tension between ambition and ethical responsibility, and “The Catcher in the Rye” explores the difficulty of maintaining authenticity in a “phony” world. While modern books offer meaningful lessons too, classics provide unique opportunities to engage with texts that have shaped generations of readers. However, modern ideals, such as inclusivity and equality, often clash with themes in older books.

According to the American Library Association, several books, including “To Kill a Mockingbird,”
a staple of JDS’ eighth grade English curriculum, have been banned in certain schools for the presence of racism and bigotry. Yet, the presence of these topics makes these books all the more important to read.

Learning about these issues in a literary context allows students to confront uncomfortable truths. Shielding students from these realities ultimately denies them the chance to learn from the past and apply these lessons to the present and future.

Classic books are classic for a reason: they have withstood the test of time. This isn’t to say that older books are inherently better, as many are outdated. But, classics have been loved for decades, suggesting that they are more likely to connect with future readers than non-classics.

They teach valuable lessons, strengthen skills and provide historical context. Challenging language or uncomfortable topics are no reason to shy away
from books that have influenced generations of readers, writers and revolutionary thinkers.

Fitzgerald, Faulkner, Austen, Dickens, Orwell, Tolstoy; these names might sound familiar. They all belong to authors who have served as major contributors to the collection of books called “classics.” But, you’ve also likely heard the names Stephen King and J.K. Rowling, and while their books are not classics, you probably know those authors better than the previous ones. Should we not read their, and others’, incredible books because they haven’t yet stood the test of time?

There’s no exact definition of what a classic book is, but it’s usually old and often written by a white man. A classic cannot be a modern book, and it must remain read and appreciated by a large audience over the period of time it has existed.

According to Medium, classics fall short on multiple levels: the language is hard to understand and the outdated time frame can make it difficult to understand context or references. Accordingly, reading a book 200 years after it was intended can lead to misunderstandings and possibly an overlooking of important information.

While classics are an important sect of literature, they are only one type of book and therefore should only be a very minimal part of our literary education. For a book to even be considered a classic, it must be multiple generations old and the storyline must resonate with a large audience. Strictly reading classics would prevent students from gaining knowledge from writers who might be more niche or modern.

The English curriculum at JDS currently includes books such as “Nervous Conditions” and “Balzac and the Little Chinese Seamstress.” These books are not classics, but offer valuable insight into time periods and settings that would not necessarily be covered in older books. These books allow students to learn about the Chinese Cultural Revolution or Rhodesia in an understandable format that is relevant today.

Classics often feel very outdated. Reading a book where you can focus on the characters and plot instead of bizarre sentence structures and obscure words is important for fostering a genuine appreciation for literature.

In my English classes, significantly more analytical discussions was sparked by the book “The House on Mango Street” than “Romeo and Juliet,” likely because of the personable characters and understandable language. While reading classics is important, it should not come at the cost of losing student engagement and appreciation for novels.

The complex symbolism, moral dilemmas and life lessons that characterize classics can be replicated and found in many newer books; the only difference is when the novel was written. If a non-classic book allows students to learn and grasp a new perspective, it is worth reading. We don’t only continue to watch old and outdated movies or TV shows, so why are we stuck in a cycle of reading old books that no longer resonate with the audience?