阅读理解
You've
probably heard such reports. The number of college students majoring in the humanities (人文学科) is decreasing quickly. The news has caused a flood of high-minded essays
criticizing the development as a symbol of American decline.
The bright side is this: The destruction of
the humanities is, finally, coming to an end. No more will literature, as part of
an academic curriculum, put out the light of literature. No longer will the reading
of, say, "King Lear" or D.H.
Lawrence's "Women in Love" result
in the annoying stuff of multiple-choice quizzes, exam essays and homework assignments.
The discouraging fact is that for every college
professor who made Shakespeare or Lawrence come alive for the lucky few, there were
countless others who made the reading of literary masterpieces seem like two
hours in the dentist's chair.
The remarkably insignificant fact that, a half-century
ago, 14% of the undergraduate population majored in the humanities (mostly in literature,
but also in art, philosophy, history, classics and religion) as opposed to 7% today
has given rise to serious reflections on the nature and purpose of an education
in the liberal arts.
Such reflections always come to the same conclusion:
We are told that the lack of a formal education, mostly in literature, leads to
numerous harmful personal conditions, such as the inability to think critically,
to write clearly, to be curious about other people and places, to engage with great
literature after graduation, to recognize truth, beauty and goodness.
Literature changed my life long before I began
to study it in college. Books took me far from myself into experiences that had
nothing to do with my life, yet spoke to my life. But once in the college classroom,
this precious, alternate life inside me got thrown back into that dimension of my
existence that bored me. Homer, Chekhov and Yeats were reduced to right and wrong
answers, clear-cut themes and clever interpretations. If there is anything to worry
about, it should be the disappearance of what used to be an important part of every
high-school education: the literature survey course, where books were not academically
taught but thoroughly introduced—an experience
unaffected by stupid commentary and useless testing.
The literary classics are places of quiet, useless
stillness in a world that despises (鄙视) any activity that is not profitable or productive. Literature is too
sacred to be taught. It needs only to be read.
Soon, if all goes well and literature at last
disappears from the undergraduate curriculum—my fingers are crossed—increasing numbers
of people will be able to say that reading the literary masterworks of the past
outside the college classroom, simply in the course of living, was, in fact, their
college classroom.