Buy Homer, not a Hummer

Recently I heard a school librarian and a reading specialist discuss what kids are reading. It’s enough to chill the bones of any author. I don’t mean only serious children’s authors who have to compete with the likes of Captain Underpants. Adult authors, too, have plenty to worry about. Looks to me like serious writers might need to worry that they’re about to follow newspapers down the sink hole.

According to these women, historical fiction is out. Kids just don’t get enough history in K-8 to have a context in which to place these stories. The organization, content and expectations are just pitiful. Here’s what one local school system does:
3rd Grade: Early Illinois history
4th Grade: Geography
5th Grade: More geography and U.S . History through the Civil War (if we’re lucky, commented the librarian)
6th Grade: Prehistory to Ancient Rome (okay, I’m on board here)
7th Grade: back to Geography
8th Grade: U.S. Government and U.S. History from Reconstruction to the Cold War
Why on earth kids need so much geography, and why it can’t be taught in the more meaningful context of history, is beyond me. At my house dear daughter never studied geography as a separate subject (oh, okay, she did some workbook pages on Fridays in 3rd & 4th grade) until 8th grade, when dd took AP Human Geography, easily passing with a 5. What’s missing from the above curriculum? How about all of European, Middle Eastern and Asian history, with only a smidgen of African history thrown in for political correctness?

By 8th grade, some kids have discovered historical fiction on their own, but the bulk of their early reading is focused (according to these speakers) on fantasy, relationships series (if girls) and horror (if boys). Also, the classic children’s books of the past have either been moved up to high school, being too long with too difficult vocabulary, or eliminated all together, being at odds with modern political correctness. In high school it’s better—our local high school requires 4 history or social studies courses, and a judicious choice can get some pretty good survey courses. Too bad it’s their first encounter.

I firmly believe in the “inoculation” theory of education, by which I mean, you give kids a shot of something several times over a period of years, and eventually that exposure strengthens their bodies’ response to the stimulus. The kid who read a picture book of the Odyssey in 1st grade and a retelling in 5th grade will be raring to go on the real thing by high school (not bored out of their gourds, as my daughter observed at a local high school class.)

Grappling with serious literature, classics, and lengthy works only becomes easy with exposure and training. The child who is exposed to the arts early on, in a meaningful context, by a teacher (or parent) who is knowledgeable and enthusiastic, will be a lifelong fan—at least an appreciative audience if not a creator.

All the stats show that newspapers have failed to reach a younger audience, who has never developed the habit of reading the morning paper (or the afternoon one, remember those?) But ultimately, we as parents and we as artists can’t leave it up to the schools. As an old poem says, children learn what they live. Children who see us anticipating concerts with enthusiasm, reading challenging books, and actually using our museum memberships for our own adult benefit will have a whole different cultural vocabulary from those whose evenings are spent watching reality tv. If only we valued season tickets to the opera as highly as we value ownership of a Hummer.