My Least Favorite Books Assigned in School: A Personal Dive into Classic Literature
Every student has had the experience of being assigned a book in school that simply did not resonate with them. For some, it's the Catcher in the Rye; for others, it might be something like Looking for Alibrandi. In this article, I will share my personal journey with some of the books that I struggled to appreciate and why they left a less-than-stellar impression on me.
The Catcher in the Rye: A Boring Golf Match
When I was in high school, one of the books on our reading list was The Catcher in the Rye by J.D. Salinger. The book, though widely read and celebrated, did not hold much appeal for me. The protagonist, Holden Caulfield, is described as 'boring as a golf match,' and the narrative follows his journey of uncertainty and struggle in coping with life's challenges.
My first read of the book in high school did not leave much of an impression on me. Despite the school's expectation for me to learn powerful life lessons, the book failed to entertain or offer any profound insights. Recently, I reread the book, hoping that my age and life experience might finally help me grasp its message. Unfortunately, my expectations were still unmet. The repetition of phrases like ‘I really do’ did little to engage me, and I found the protagonist's character unappealing.
While The Catcher in the Rye may have opened the minds of many young adults, it seemed that Holden Caulfield was not an effective choice for introducing young readers to the complexities of life and literature.
The Forgotten Epic: The Iliad and the Odyssey
On a positive note, one of my favorite books from school was The Iliad and The Odyssey, Homer's epic poems. Unlike the labyrinthine narratives of Catcher in the Rye, these ancient works offered a more action-packed and enriching reading experience. As a bookworm even in second grade, I found these classics more engaging and thrilling than the assigned reading.
As a student reading at a high school level, The Iliad and The Odyssey were a breath of fresh air. The action, rich dialogue, and vivid characters provided me with hours of compelling entertainment, far surpassing the reading material I was assigned in school.
The Horror of Lord of the Flies: A Reading That Left No Positive Mark
Another book that left a less-than-positive impression was Lord of the Flies by William Golding. Despite completing all the assignments and paying attention in class, I struggled to find the book interesting. To me, it felt barbaric and overwhelmingly dark, which made it difficult to read and enjoy.
I suspect that Lord of the Flies' themes might have been more poignantly conveyed to older students, but for me, at the time, it was too much to stomach. The story's brutality and lack of lighthearted elements made it a challenging read, and I often found myself rushing through pages just to finish them.
The Overly Complex A Wrinkle in Time
In second grade, when I was already reading at a high school level, I was assigned A Wrinkle in Time by Madeleine L'Engle. This book, though entrancing at first glance, quickly became confusing and unsatisfying for me. The story's convoluted plot and epistemological themes felt too difficult to follow, especially at an early age.
Moreover, my parents were reading books on sexology by Masters and Johnson hidden under my mother's bedroom, which provided me with a more tangible understanding of relationships than the literary twists in A Wrinkle in Time. Therefore, while my peers found the book fascinating, it was lost on me due to its complex narrative and conceptual intricacies.
The French Epic: Thérèse Desqueyrroux
For my A-level French class, I was assigned Thérèse Desqueyrroux by Fran?ois Mauriac. At the age of 17, I understood the French and had some historical context regarding the period in which the book was written. However, I struggled to empathize with the characters' motivations and the author's intentions. The book was assigned, but my underlying disinterest made it a challenging read.
My experience was marred by a sarcastic teacher who, to my dismay, only exacerbated the challenges. Additionally, my immaturity and lack of life experience meant that I could not fully appreciate the misery and relationships described in the book.
Looking for Alibrandi: A Growing Pains Story
A book that I had to read in school that left a lasting impression, but in a negative way, was Looking for Alibrandi by Melina HOBS. This book was set in Sydney and focused on a girl of third-generation Italian heritage navigating her teenage years and the complexities of her family life.
The story, while well-intentioned, was one of my worst reads. However, looking back, I can see why it was assigned. The book offered a poignant coming-of-age story, dealing with themes of identity, family, and self-discovery. Alibrandi's journey resonates with many young readers, and while I may not have enjoyed it at the time, revisiting it now with a greater understanding of the themes offers a different perspective.
Conclusion
The books assigned in school often hold a significant place in our collective memory. While some capture our imagination and leave a lasting positive impression, others fall flat. In this article, I have outlined my least favorite books from my school days and shared my thoughts on why they may not have clicked with me. Remember, each person's experience with literature is unique, and what might not resonate with one person might hold great value for another.
If you have any books you loved or disliked from your school days, we would love to hear about them in the comments below. Let's open a conversation about the beautiful and sometimes challenging world of literature.