The 'Why' Behind Required Reading

Of Mice and Men, by John Steinbeck tells the heart wrenching story of George and Lennie and their search for a sense of self and a place to call home. This search is tragically halted by Lennie’s death at George’s hands. To most of the literary world, the novel epitomizes the quintessential human struggle of belonging to something greater and grander than yourself and the desire to leave a lasting impact on the world around you. To most high school freshmen, Of Mice and Men is merely one-hundred-page slough through confusing prose and meaningless plot, with an ending that leaves the reader less than satisfied. To most high school freshmen, Of Mice and Men is extremely boring.

Over the years, many high school students have encountered one of John Steinbeck’s titular works under the guise of “Summer Reading” or “Required Reading”: books assigned to be read by students over summer break as a prerequisite for the English course they are taking in the fall. It is assumed that these books will uniquely prepare students for the course and that their knowledge of the book will be assessed sometime at the beginning of the year.

Even as an avid reader, I’ve always viewed required reading as somewhat of a hassle. The books assigned were often considered “classics” in the literary world, but never ones I would normally choose for myself. They were full of prose and themes I struggled to grasp on the first (and only) read, so I put them off until the last minute because I knew they would be boring and difficult. As a fourteen-year-old, I didn’t understand the layered narrative John Steinbeck was crafting, and most of the story went straight over my head. Of course, I still read the book, because I knew I would be tested on it in the fall. But after a half hearted discussion about the symbolism of George and Lennie, my teacher wrapped up our summer reading unit in two weeks with a 10 point quiz, quickly moving on to more important course content. The same has happened every year since. Some summers, I didn’t even bother reading both books, as I knew I would never be asked to discuss them, write about them, or question their themes. With all the time and effort summer reading takes to very little reward, it begs the question: why? Why force students to read challenging literature they aren’t interested in without testing them for comprehension or even completion? While I’ve yet to find any clear, convincing answer, I think I’ve found one that’s worth at least some merit.

This summer, I was asked to read Homegoing by Yaa Gyasi for my AP English Literature class. As per usual, I put it off until late July when my common sense kicked in. If the book was going to be just as challenging as its predecessors had, I would need a little time. I got maybe one page in before I put it down immediately, already confused and lost in a world that hadn’t even been established. I gave up on it for a few days, letting it sit for a while as I finished up other books on my TBR. But one afternoon, I tried it again, promising myself I’d read at least one chapter. So I read one chapter. And then another. And then another. And another and another and another after that. I finished Homegoing in two days flat, barely putting it down between choir rehearsals and volunteering. It’s the first summer reading book I’ve not only enjoyed, but also understood. In many ways, Homegoing is straightforward in its storytelling and writing, but that’s what makes every unique and witty turn of phrase stand out even more. Homegoing tells the story of two step sisters with the same mother who end up living completely different lives. We then follow their story down through their family tree to their children, grandchildren, great grandchildren, and so on until we reach modern day and their descendants are reunited. Gyasi crafts such a beautiful and moving narrative about heritage, family, legacy, and enslavement that follows two completely different paths stemming from the same place. She explores generational trauma and the passing and upholding of traditions even as the separation between founder and foundling increases. For those of you who also need to read Homegoing, please go read it!! It is a truly wonderful story. I don’t know if I’ll be tested on it, but for the first time, I don’t mind. The story was finally worth the time I spent reading it. I think that’s why we do Summer Reading: to expose students to different types of stories in the hope that one of them will capture their heart in the way Homegoing has captured mine. So, is it time to re-evaluate which books we ask students to read? Yes. Should Summer Reading be reframed to students? Perhaps. Does Summer Reading serve a purpose? Maybe only to those who are looking for it.

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