How do you halt the dwindling interest in literature among young people? This
was the key question discussed at a Crossing Border event involving secondary
school teachers and eight writers. One of the writers, Tommy Wieringa, provided
the best answer by reading three magnificent columns about the writer A.L.
Snijders, one of Wieringa’s former teachers. All those who attended Tommy
Wieringa’s reading will be wondering where this apathy towards literature stems
from, since it certainly can’t be a result of his work. Wieringa’s piece contained
everything you should be allowed to expect from good literature: humour,
inimitable surprises, beautiful language and thought-provoking ideas. Literature,
written in the way Tommy Wieringa writes it, is therefore not the root of the
problem.
This tricky issue was discussed in greater detail during the workshops
that followed. The most important area of discussion focused on how the
entertainment factor in new media is killing young people’s interest in literature.
The familiar indictment of the sorry state of modern culture was made more than
once: that television and the Internet breed laziness and offer instant pleasure, as
opposed to literature that requires more effort. This is true of course, but it isn’t a
particularly groundbreaking insight. What struck me was the absence of any selfcriticism
on the part of the teachers. Not one of them dared to point the finger
at themselves and openly admit that the education system, with all its reforms
and modernising policies, is promoting the marginalisation of literature. During
a short sketch, Wim de Bie did a merciless impersonation of the new breed of
teachers who have become more like managers as a result of all the education
reforms. They barely have any time to concentrate on their primary task of
transferring knowledge.
I don’t believe we can blame the lack of interest in literature entirely on new
media and lazy school kids. Teachers with passion who can open their pupils’
eyes to the marvellous world of literature are key to change. Once teachers are
forced to take on the role of best branch manager and start to view education as
a form of business management, literature ceases to be treated with the affection
it deserves. I consider myself fortunate that I went to school at a time when the
emphasis wasn’t on self-study projects. I still remember vividly the fascinating
Dutch teacher who would wax lyrical about writers I’d never heard of, who would
devote a whole lesson to analysing a poem like “In Nederland” by Slauerhoff. I
can honestly say, without a trace of melodrama, that my life would have been
all the poorer for not having had such a teacher. I wish all today’s pupils could
benefit from the same experience I did and that we can finally put an end to the
pernicious reforms.