As an English major and teacher, I have read a lot of novels. I have also forgotten many novels old (classic) and new. Mostly, I have enjoyed and sometimes loved those I have read. So, when I saw an article about the most loved and hated classics (according to Goodreads users), I had to give it a read.
Mark Twain (who wrote some classics) said that “A classic is something that everybody wants to have read and nobody wants to read.” The author of the article compares reading classic literature to “going for a 6am jog. It has its loyal fans but few enjoy it. Most people want to tell others they do; sometimes people experiment with it, but mostly, people just don’t like it at all.”
As a teacher, it pains me to say that some classics that might make your “hated” list were probably required reading in a classroom. But some of the most popular classics are also assigned in American schools.
“Required reading” is not the way you really want someone to encounter literature, but if some of these novels were not required, people would never experience them.
These are also often the titles that students turn to cheats as a substitute for the actual book. In my student days, those cheats were Cliff Notes and Monarch Notes, but now the Internet gives them Spark Notes and even websites where they can buy or just download essays.
The novels on both the loved and hated lists are all good books, though they won’t be loved by all. I learned long ago that with books (fiction and non-fiction) and films, you hated book or movie is someone’s absolute favorite.
When I was in my most rabid reading days (ages 11-19), I devoured books like I eat potato chips and popcorn now. I would read a favorite author’s entire works. That was easier with Salinger and Fitzgerald and harder with Hemingway and Steinbeck.
I’ve written before about the Classics Illustrated Comics that I loved in my youth. They exposed me to many classic novels. Some of those readings led me to the novels. Moby-Dick is definitely an example of that. Many of those classic novels were way over my ability in elementary school but I made my ways through them and probably benefitted as a reader and writer.
I know the comics led me to read some novels by H.G. Wells (The Time Machine, The Invisible Man, The War of the Worlds, The Island of Doctor Moreau) and Jules Verne (Journey to the Center of the Earth, 20,00 Leagues Under the Sea) and Arthur Conan Doyle (lots of Sherlock Holmes and also The Lost World)
The Lost World comic, novel and feature film (1960 version) were the Jurassic Park of my (and Michael Crichton‘s) youth and had a big impact on my reading and thinking about science, if in a fictional and theoretical way.
I suspect that there are some classics that I think I read that I only actually read in comic book form. I certainly had read a lot of comic book Shakespeare well before I read Julius Caesar in sophomore English class. I could speak pretty well in high school “cocktail-party conversations” about Macbeth and Hamlet if ever came up.
Novels become classics over time. I was once told that the book had to be 25+ years old but there is no rule. The Godfather makes the list looking a bit out-of-place to me next to the other titles. (Though I will always question a book or film labeled as a classic when it only came out that year.)
Moby-Dick by Herman Melville is my best example. It is a book I love and have read multiple times. I would hesitantly recommend it though. It is not an easy read. The vocabulary and style are quite old-fashioned. It takes on all the biggest themes. I would never want to teach it in a class where it was required. I would love to discuss it with other readers who enjoyed it. Still, despite my hesitation, should it be dropped from reading lists? That may be the only way people will encounter it. Perhaps, it should be one of several choices along with other classics. I used to give students such choices and groan when someone chose the shortest book. A short novel that you hate is much more painful than a longer one that you enjoy – though young students rarely accepted that as true.
Like Moby-Dick, Melville’s contemporary, Hawthorne’s The Scarlet Letter. also appears to be hated. It’s a lot shorter. So is Conrad’s Heart of Darkness but that doesn’t mean easier.
Given a choice of what to require in a classroom, I would go with East of Eden or To Kill a Mockingbird if it meant that my students would actually read the book and leave it with a good feeling. When I taught middle school, I taught The Outsiders many times, not only because it is a well-written novel and totally appropriate for that age group, but because they loved it despite it being almost a historical novel for them today and it having a good and pretty faithful film version (the media cheat) that they also loved but didn’t choose as a substitute.
The article also notes that Don Quixote (1615) is the first classic in the data and the next is Robinson Crusoe which came out in 1719. Where are the classics in between?
The top classic-producing authors are Jane Austen and Charles Dickens on the other side of the pond and Ernest Hemingway and John Steinbeck in America. But in this love/hate thing, quantity does not mean quality to readers.
Charles Dickens (who I mostly like/love and have taught with mixed success) gets average scores.
Jane Austen (who I was required to read and never enjoyed) has multiple truly beloved classic novels and has rabid fans for the movies and TV versions too.
Steinbeck (who I read voraciously in those teen years without ever being required to read) only gets some love for East of Eden. I suspect that being assigned The Grapes of Wrath wins it no love (but it is a great novel) and no one is assigning enjoyable his short novels like Cannery Row or Tortilla Flat. I taught and had students who loved Of Mice and Men. The Red Pony is short. I liked it and I taught it once. And only once.
What are your feelings about classics loved and hated,
and how much does it have to do with required reading assignments?
Did you discover some classics after your student days that you love?