A student wrote to me the other day to thank me for assigning Mountains Beyond Mountains when she was  junior in my class. The young woman is in her third year of medical school and credits Tracy Kidder’s true story of Dr. Paul Farmer for inspiring her ambition. It was not the only nonfiction I taught, but it was the only nonfiction book I taught.

I showed films to introduce my students to other lives and other times. I am proud that I taught the novels Their Eyes Were Watching God, The House on Mango Street, Things Fall Apart, and A Yellow Raft in Blue Water.

A self-proclaimed “non-reader” in my regular English class agreed to keep reading Yellow Raft after I’d read the first chapter of part one “Rayona” but could not read “Christine” because she was “too much like my own mom.” So we struck a weekend bargain. He would read seven pages and if he still couldn’t stand to read that part of the book, I would given him a summary and he wouldn’t have to read the rest. He came back to class on Monday and declared he “loved Christine.” She helped him understand his own family and the fictional character remained her favorite in the novel.

Sometimes we find ourselves or people we need to understand in a novel.

I taught both The Catcher in the Rye and The Adventures of Huckleberry Finn for over 20 years. 

I generally shared William Raspberry’s column about Huck Finn, and worked hard to introduce my students to satire. The novel was a consistent failure in my Honors classes. These “good readers” were unwilling to slow down and hear Huck and Jim speak, they were too good at skimming. As a result they found the novel unfunny and boring. However, when my voice could manage it, for several years I read nearly the entire novel aloud to my “regular” students. They got every joke.

Huck is a poor boy with a rotten father, a racist boy who eventually learns to respect and honor his friendship with the young man, the slave Jim. He is on a hero’s journey but he fails because he does not figure out that slavery is wrong. He cannot overcome society’s instruction about what is decent and proper. Even at the end, he believes it is a sin to help a runaway slave. Nevertheless, he is willing to go to hell rather than betray a friend: Jim, who is far craftier and kinder than Huck recognizes. Jim reveals himself as one of the view decent adults in the novel when he risks his life staying with the critically wounded Tom. Some students responded to the moral lesson in the novel and the humor throughout. Many missed it completely.

By contrast, for more than twenty years, students loved Holden Caulfield in The Catcher in the Rye.

Holden is a rich white boy attending elite private schools but with neglectful parents. He is grieving and riddled with guilt. He does not overcome these challenges. Parents of my students sometimes balked at the language, but the real problem with this novel, from this parent’s perspective, is that Holden is suicidal throughout and in a mental hospital as he relates his story and he’s been there for months and still lying about where he is and why.

Teaching this novel allowed students to develop understanding of “voice” in literature, and to realistically extrapolate Holden’s future (they were never optimistic). One girl waited after class to speak to me and sobbed that Holden would not like her if they met. Sadly, she was right. Holden’s tolerance for most people is slim.

I used Jane Smiley’s ridiculous take-down of Huck Finn and Calvin Trillion’s questionable 50th anniversary review of Catcher in order to introduce my students to opposing views, to critical thinking, and evidence-based argument. The more they liked the novel, the more passionate was their response to the reviews. To be fair, however, even people who had not initially liked Huck Finn sometimes became fans after recognizing the false equivalency of Smiley’s comparison of Huck Finn to Uncle Tom’s Cabin. As if Jane Austen failed because she did not write novels more like Charles Dickens.

Eventually the tide turned for Holden, and one year a majority of readers found Holden “annoying.” I gratefully replaced him with Jason Taylor in Black Swan Green by David Mitchell. That book also contains language, but deals with bullying and class. Jason is also a relatively affluent white boy, but younger and in many ways nicer than Holden. He is not oblivious to social injustice. He is not so obsessed with his own suffering that he is largely incapable of noticing others’. 

We read all of The House on Mango Street aloud in class, each student choosing a story to read and I read the rest. It is brilliant and a superior trigger for personal stories. We talked about fiction and creative nonfiction and prose poetry. It’s all there.

I taught Toni Morrison’s first novel The Bluest Eye for 25 years. I warned students about content. I advised them to skip pages or call me if they had trouble. I had an alternative and more euphemistic novel in the wings. But Toni Morrison is our only living Nobel novelist, and she is among the best writers to ever exist. There are no substitutes. She writes about love, including the love of little black girls, the most neglected of all. She teaches paradox of pain and beauty, of survival when someone loves us and tragedy when we are unloved.

Isn’t that what all novels are about?