As the new school year begins in America, and teachers, parents, students, and all those who love to read are gathering ideas for new worlds to explore, I offer here my reading lists curated over forty years, many as a high school English teacher.
Of paramount importance is that school begins this year in a context of open hostility to education, a word from the Greek educatus which means to draw forth potential human being, meaning, and value rather than to stuff in facts, and which models and teaches citizenship in a democracy as the art of asking questions and testing answers.
If we are to be a free society of equals, wherein citizens are co-owners of the state and guarantors of each other’s rights, universal education is which nothing is Forbidden as an area of experiment, inquiry, and debate is crucial; democracy requires freedom of information and communication including those of free speech and a free press.
In a time of darkness, book bans and burning, politization of school boards as subversion of democracy and repression of dissent, the forbidding of inquiry in areas which may threaten elite hierarchies of wealth, power, and privilege, we must write, speak, teach, and organize democracy as Resistance to fascist tyranny and as revolutionary struggle.
Always there remains the struggle between the masks made for us by others and those we make for ourselves. This is the first revolution in which we all must fight; the struggle for the ownership of ourselves.
As we learn from John Cage in music, Harold Pinter in theatre, and Piet Mondrian in art, it is the blank spaces which define and order meaning; and in literature and history it is the silenced and erased voices to which we must listen most carefully, for here the emptiness speaks to us of secret power and of the key functions and relationships which authority must conceal to maintain its hegemony over us.
Always pay attention to the man behind the curtain.
We must ask ourselves as we raise our children to become citizens and as we ourselves continue to learn throughout our lives, Whose story is this?
To this end I offer here updated versions of the reading lists I used throughout my years of teaching AP and other English classes in high school, as supplementary choice reading lists for American Literature and World Literature as our education system has structured classes, to stand alongside and apart from the limits of government and school board approval and control, both of curriculum and of our human possibilities.
This was the key to empowerment and self actualization, happiness, and stellar academic achievement among my students and to success later in life; a free space of play in which to discover and create themselves. If we offer only this to our students, children, and future generations of citizens, a free space of play in the creation of themselves bearing many possible authorized identities without hierarchies of elite membership and exclusionary otherness, we have done our job as caretakers of the future. Each of us has one problem in common which we must solve in order to grow up and become ourselves; we must reinvent how to become human.
Find your bliss, as Joseph Campbell exhorts us to do; but first something must catch spark and engage our interest, provoke us to question and explore.
This is the role of literature, and why the canon is central to the project of civilization.
The canon represents nothing less than an authorized set of possible identities; this is why it must adapt and change with time.
I organized Modern American Literature as core lists by fiction, poetry, drama, science and other fictions, and also literature of the American South, African American, Hispanic American, Native American, Asian American, and Jewish American categories, as well as a nonfiction list I entitled A Useful Past: Contexts and Sources for Constructing an American Identity.
As Gertrude Stein invented the modern world after our civilization destroyed itself in World War One, my list begins with her. Where possible, superlative critical works accompany the primary sources from authors of world-historical significance.
World Literature is represented by 21 lists for Fairytales, Latin America, Africa, China, Japan, India, Jewish People, Islamic Peoples, Greece, Italy, France, Britain, Eastern Europe, Spain, Portugal, Russia, Scandinavia, Australia New Zealand & Canada, Austria Germany & Switzerland, the Netherlands, and the Caribbean.
As my lists are now rather long and have multiplied gloriously over the years from few to many, I will be posting links here on my main FB page to lists published in my literary blog, Dollhouse Park Conservatory & Imaginarium, whose home page follows: https://dollhouseparkconservatory.home.blog/
Here I wish to signpost that nothing on my reading lists is chosen by any criterion other than quality as I so judge; in contrast to official reading lists chosen for reading level and objectives by grade and also appropriate age level content, because values are always negotiated truths and a ground of struggle, and in America the Texas Board of Education controls through purchasing power and ideological influence the publication of all textbooks nationally and is highly political and moreover falsified by the network of fundamentalist churches it represents. Ever wonder why our history books make no mention of slavery as a cause of the Civil War?
How do we use reading lists as teachers, parents, readers exploring unknowns, ourselves, and the boundaries of our maps of becoming and of human being, meaning, and value?
One ongoing project which I ran for many years using these lists in high school may also be useful for private reading or home study, groups, partners, and getting to know one’s neighbors; I asked students to choose the list of a group with which they identify and then choose partners from a different group, then select two books, one from each other’s list, to read together and give a presentation as partners about each book to the class.
This project, which I called Becoming Human Through Literature, has three goals; to develop a broad personal culture, to discover maps of how to become human, and to operate transcontextually as a global family member.
As an activity for partners in any stage of a relationship, reading books together and discussing them as you progress makes a wonderful way to explore each others values and ideas. You may surprise and delight one another; you may also surprise and renew yourself.
For all of these lists I began with immortal classics and added whatever I thought merited inclusion on the basis of quality alone; this is how I found myself teaching a broad and inclusive curriculum. Yes, this means I’ve read all of the books listed, many in their original languages; and often taught, discussed, scored critical essays and written about them for many years. It also means that if your favorite book is not on a list, I may simply not have read it yet.
I am a product of a Great Books of the Western World education, a set of works published by Encyclopædia Britannica based on the great Mortimer J. Adler’s course at the University of Chicago, which I read entirely through during my high school years, a second time while I was at university as an undergraduate, and a third during my graduate studies in literature, Jungian psychology, history, and philosophy. It is a practice which I recommend to everyone as both a starting point and a lifelong journey. This and Harold Bloom’s list in The Western Canon formed my starting point; as a teenager I began keeping lists of books I liked with notes, and the current version, in constant revision during the last forty years, I call Jay’s Revised Modern Canon 2023 Edition.
On these lists are the finest books I’ve discovered over a lifetime of reading, and I hope they will bring joy to your life as they have mine.
Why is a diverse and limitless field of reading and study necessary to creating ourselves and our identities as we grow up? How does our education shape our political and social decisions about who we are and how to be human together?
As I wrote in preface to my Becoming Human project, Whose Story Is This? Prologue to My Revised Modern Canon of Literature for 2022; We are the stories we tell about ourselves, to ourselves and one another. So it becomes important to ask of our stories and representations, whose story is this?
I call this the Narrative Theory of Identity, and my intention is that it serves as a lever for changing the balance of power in the world. Our idea of self derives from the persona, the ancient Greek theatrical mask through which characters speak, and the possibilities of becoming human are a function of the struggle between authorized identities and the self- ownership of autonomous individuals.
We have one problem in common as we grow up and create ourselves; each of us must reinvent how to be human. Our informing, motivating, and shaping forces, modeled and communicated to us by others, are necessary to our processes of growth and individuation, but also integral to the dialectics of self and others.
The struggle between the masks that others make for us and those we make for ourselves is the first revolution in which we all must fight.
As I wrote in my post in celebration of Juneteenth, Liberation, Memory, History, and Human Being: a Narrative Theory of Identity; On this Juneteenth we celebrate the final Emancipation of the Black peoples of America from slavery, and also the Liberation of Humankind from all forms of ownership by others. The first kind of freedom was won in the Civil War and is particular to our unique history; the second kind of freedom is universal and is yet to the achieved.
There has been much insightful and relevant discussion of our history of slavery and racial inequality and violence during the Black Lives Matter protests in the weeks before this holiday, of the silencing and erasure of people of color from our historical memory and of the divisions of exclusionary otherness and defense of unequal power in our society through state control of our identity and relations with others at every level of human interaction.
Beyond the state terror of racist police violence, this is the primary means of repression and power asymmetry perpetrated against us by the ruling class; not the secret prisons and assassinations, not the racist death squads or the dehumanization and commodification of the working class by the cabal of plutocratic capitalists, Gideonite fundamentalist patriarchs, and white supremacist terrorists who together comprise the fascist Republican conspiracy of atavistic barbarism, but their theft of the possibilities of human meaning and being through control of our educational system and rewritten history.
Why are we taught to revere Independence Day on the Fourth of July, but not Emancipation Day on June 19?
Much of our history has been stolen from us. Its time to take it back.
Why is this of vital importance? How is our liberty determined by our history and the quality of our humanity by our memory?
Whose stories shall we teach to future generations? Will it be songs of resistance and survival, of the unconquered freedom and glory of our humanity and the triumph of our seizures of power over who we are and may become? Or will it be elegies of our dehumanization and enslavement, of submission to tyrannical authorities and fascisms of blood, faith, and soil?
America is a free society of equals, wherein no one is better than any other by reason of birth or condition, in which we are co-owners of our government. This new American humanity was intended to be a society of autonomous individuals, in which we are free from the tyranny of other people’s ideas of virtue, normality, beauty, and constructions of identity, and from the force and control of the state, especially in this context as falsification, rewritten histories, lies, and illusions which serve the power of those who would enslave us.
What is this freedom? What does it mean for us as we grow up ad create ourselves?
Free to dream new possibilities of becoming human, to create ourselves as we choose with a free will and conscience in which no government stands between us and the limits of our imagination, and in which relations between persons are unmediated by the state so long as none are harmed and no other boundaries are authorized by law; a society which renounces the social use of force in the performance of our identities and in which we send no armies to enforce virtue.
We must seize our stories as informing and motivating sources through which we shape ourselves, authorize identities, and create Others for whom we are negative spaces and through whom we define ourselves as interdependent partners who exalt one another as guarantors of each others rights and humanity.
Always there remains the creative dynamism and revolutionary struggle between the masks that others make for us and those we make for ourselves. This is the first revolution in which we all must fight; the struggle to create ourselves.
Which future will we choose, America? Resistance or submission?”
As I wrote in my post of September 21 2020 History, Memory, Identity: Whose Story Is This?; Whose story is this? This question must be the beginning of a new pedagogy of education in history, and remain central to the project of its study. True education asks Socratic questions and teaches methods of research, analysis, interpretation, the publishing and presentation of insights and discoveries and testing our ideas in experiment and debate; education in general teaches us to interrogate and test claims of truth.
Trump has proclaimed the triumph of propaganda in authorizing an official state version of historical truth, whose purpose is to institutionalize the Mayflower Puritan/Pilgrim mythos as a competing narrative of national origins to the 1619 hypothesis. This seems to me an excellent idea, if we ignore the authorization of identity and government disinformation facets and instead make this interrogation of competing narratives itself the heart of our national story and curriculum.
Myths of colonialism, fictive inventions of national origin, and the roots of fascisms of blood, faith, and soil in our triumphalist narratives of Pilgrim and Puritan founders of America; this and all else we must always question. Though the Mayflower Compact was signed November 21, celebrations of the 400th anniversary of the voyage began last week with its departure for America, which are being promoted by our government as a reply to the 1619 Project. This I cannot abide, so say I in paraphrase of the hero in the film Inglorious Basterds; can you abide it?
As we learn from John Cage in music, Harold Pinter in theatre, and Piet Mondrian in art, it is the blank spaces which define and order meaning; and in history it is the silenced and erased voices to which we must listen most carefully, for here the emptiness speaks to us of secret power and of the key functions and relationships which authority must conceal to maintain its hegemony over us.
Always pay attention to the man behind the curtain.
We must ask ourselves as we raise our children to become citizens and as we ourselves continue to learn throughout our lives, Whose story is this?
Modern American Literature
Modern American Fiction
Modern American Poetry
Modern American Drama
American Science and other fictions
Literature of the American South
Native American Literature
African American Literature
Hispanic American Literature
Jewish American Literature
Asian American Literature
Modern American Literature: Hawai’I
America’s Presidents: History and Biography
World Literature
Feminism and Women’s Literature
Fairytales
Mythology, Psychology, & Anthropology
Existentialism
Australia, New Zealand, & Canada
Austria, Germany, & Switzerland
Africa
Britain & Ireland
Caribbean
China
Cuba
Eastern Europe
France
Greece
India
Islamic Peoples
Italy
Japan
Jewish Peoples
Latin America
Netherlands
Palestine
Portugal
Russia
Scandinavia
Spain
Torch of Liberty 
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