ToddWBush
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Doc's response to my post brings up an interesting point: what happens when the classics are so outdated by their language that they are no longer feasible as the teaching tools they are considered to be?
Case in point: Look at the list of the 100 greatest novels of all time. Ulysses and Portrait of the Artist as a Young Manby Joyce, Lolita by Nabokov, and others all have language that is considered by many to be top notch, however the kids who read it now days in school probably could barely understand the bare bones symbolism in Michael Connelly. How are they supposed to understand what Joyce means throughout the stories in Dubliners?
Is it time for some new "classics"? If so, what could be those classics?
Just food for thought... Might warrant it's own thread, or a deletion... Mama's pick
Case in point: Look at the list of the 100 greatest novels of all time. Ulysses and Portrait of the Artist as a Young Manby Joyce, Lolita by Nabokov, and others all have language that is considered by many to be top notch, however the kids who read it now days in school probably could barely understand the bare bones symbolism in Michael Connelly. How are they supposed to understand what Joyce means throughout the stories in Dubliners?
Is it time for some new "classics"? If so, what could be those classics?
Just food for thought... Might warrant it's own thread, or a deletion... Mama's pick