Quote:
Originally Posted by DuskyRose
Which is... not the same as reading the originals. Because no matter how well represented, they're not the same as reading the original
And this graphic representation of stories doesn't even have whole stories in them. Just scenes.
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Exactly, which is why I said "
in keeping with your thoughts about the ingenuity of modern readers".
I was, in fact, agreeing with you on how modern readers will approach the "Classics" when forced to confront them. They will find an easier alternative.
However, an alternative like The Graphic Canon, as opposed to Coles Notes or some more modern study guide, might actually inspire some modern readers to go to the original source. Not most, but some.
I have met a good number of young students who know much more about Greek mythology than I do. Why? Not because they have been forced to take classes on Greek mythology for their edification because it underlies a lot of our "Classic" Literature. But rather because they got hooked on the Percy Jackson series which began with The Lightning Thief and they got intrigued.
If you want modern kids to read Shakespeare, I would suggest writing a series like Percy Jackson which makes extensive reference to Shakespeare's works. Then let kids discover Shakespeare on their own. They will likely embrace it more if it is something which they have sought out than if it has been mandated upon them.
Would every child actively discover Shakespeare in such a manner? Of course not. Probably not even the majority. But those that did would be more likely to embrace him and then pass on their enthusiasm and their knowledge to their peers. Students tend to be influenced by their peers much more than by the majority of their teachers.
Schools do no favours to Shakespeare, their students or society in general by mandating that his works be read in school. Students need to be able to read, think critically about what they have read and then express their considered opinions about what they have read both in written and oral format. That can be done with any number of texts. There is nothing magic about the "Classics" in this regard.
Offer the "Classics" for those so inclined. Mention them in historical reference to more modern texts when they touch upon a shared theme. But don't force them upon students for purposes of "edification" unless the intent is to turn students off of reading to ensure that they remain sheep, beholden to the sound bites and slogans which plague airwaves and pollute discourse.