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Author Background

  • Francine Prose

    • Born in late 1940s

    • Profession: Reporter, essayist, critic, editor

    • Written over twenty books: poetry, fiction, children’s literature

    • Notable works:

    • Blue Angel (2000) - Finalist for National Book Award

    • The Lives of the Muses: Nine Women and the Artists They Inspired (2002)

    • Reading Like a Writer: A Guide for People Who Love Books and Those Who Want to Write Them (2006) - National bestseller

    • Awards: Numerous grants and fellowships, including Guggenheim and Fulbright

    • Latest work: My New American Life (2011)

    • Current role: Book reviewer for various magazines, including the New York Times Book Review and O

Essay Overview

  • Title: "I Know Why the Caged Bird Cannot Read"

  • Published: Harper’s in September 1999

  • Premise: Critique of the quality of required reading in American high schools

  • Books Discussed:

    • I Know Why the Caged Bird Sings by Maya Angelou

    • To Kill a Mockingbird by Harper Lee

    • Various educational texts on teaching literature

Main Arguments and Themes

Disappointment in Required Reading Lists

  • Prose laments the “dismal” lists of texts assigned to students each September.

  • Expresses frustration as a parent witnessing her sons’ literary education, questioning society's preference for entertainment over classical literature.

  • Critiques the failure of high school English classes as the pivotal point when a love of literature should be instilled.

Long-Lasting Effects of Early Literary Experiences

  • Literature encountered in adolescence leaves indelible impressions that shape adult literary preferences.

  • This is evidenced by the persistence of mediocre novels in literary discussions and preferences.

  • High school shapes literary tastes and allegiances more than college.

Quality of Literature Taught

  • Prose argues that high school curricula often focus on “trash and semi-trash” rather than quality literature.

  • Literature’s role in education: It should be a source of pleasure, insight, and a space for artistic appreciation.

  • There is a disconnect between the growing number of books being sold and the lack of increased engagement with serious literature.

Examples of Discussed Literature

Maya Angelou: I Know Why the Caged Bird Singsnkk

  • Released as a "survivor" memoir, recounting the author's traumatic experiences.

  • Chaotic language and mixed metaphors can lead students to poor writing habits.

  • The memoir is popular because it contains relatable themes yet critiques the depth of teaching style based around it.

Harper Lee: To Kill a Mockingbird

  • A classic that simplifies complex social issues, often leading readers to self-congratulate rather than critically engage with its themes.

  • Prose challenges the quality of discussion surrounding the text, suggesting superficial readings of the characters and themes rather than deep literary analysis.

The Nature of Teaching Literature

  • Shift towards using literature as a vehicle to teach morals rather than appreciating literary artistry.

  • Ethics-based teaching methods focus more on reader identity and representation than on textual analysis.

  • Emphasis is placed on the author's identity rather than the work's literary merit.

Identified Issues with Current Curriculum

  • Classroom discussions often neglect literary style and artistry in favor of sociopolitical contexts.

  • Prose observes a lack of emphasis on what makes literature artful.

  • Suggests traditional English content is often replaced with thematic discussions that push moral lessons.

Cultural and Educational Implications

  • Prose discusses the wider cultural effects, questioning whether current educational practices serve the interests of an economy that prefers an uncritical, homogenized populace.

  • Warns against the loss of critical thinking and imaginative engagement in favor of simplistic moral lessons.

  • Provokes thought about whether society benefits from creating literate, thoughtful individuals.

Personal Anecdotes and Reflections

  • Shares experiences from her youth where deeper literary analysis nurtured a profound connection to literature, emphasizing the loss of this connection in modern teaching methods.

  • Reflects on specific texts that engaged her intellectually and emotionally, contrasting them with lesser works currently taught.

Conclusion

  • Recommends a reevaluation of the quality of literature taught in schools to instill a genuine love for reading.

  • Advocates for teaching literature as a complex art form rather than a means to convey simple moral lessons.

Questions for Discussion

  1. Is high school English class effectively nurturing a love for reading?

  2. What experience does Prose imply students are missing out on in literature classes?

  3. How does the modern English class differentiate “who” a writer is rather than the “what” they wrote?

  4. What criticisms does Prose make about the simplification of literature?

  5. Are there advantages to teaching literature in the way Prose criticizes?

Suggestions for Further Writing

  • Compare individual critical responses to works Prose critiques.

  • Argue for or against the integration of moral discussions in literature education.

  • Elaborate on emotional or moral ambiguities found in a well-known novel, exploring the complexity Prose advocates befitting contemporary education.