Real Hope For Dark Days

It’s a sore trial living in the UK at the moment. After three years of the shambolic Brexit debacle, in which zero progress has been made, we’re now forced to witness a leadership contest that showcases the most dismal collection of candidates – more of a police line-up than a beauty parade. Worst of all, Boris Johnson is supposed to win, which makes me feel like I’m living in a piece of Dadaist theatre except they tell me it’s really happening. How a man who has been sacked twice for lying, who caused chaos in the Foreign Office and wasted millions as Mayor of London, who basically has no principles and is known to be lazy, self-serving and ready to give up at the first obstacle can possibly become Prime Minister beggars belief. I mean, it’s not like we haven’t sat here laughing at Trump all this time. Anyway, enough. It’s just depressing to acknowledge what the plausible leaders of our country now look like.

It’s just as well, then, that books can offer genuine hope and solace. If you have inadvertently glanced at the online comments on the Guardian website lately and lost all hope in humanity, I have two books that will restore it. Growing Pains by Dr Mike Shooter and Some Kids I Taught and What They Taught Me by Kate Clanchy are both non-fiction accounts of lives spent helping children to find their best and most promising selves. Mike Shooter is a child psychiatrist in the NHS, Kate Clanchy teaches English in a multi-cultural comprehensive, and they have brought much joy and inspiration into our house lately, with narratives that are a patchwork of fascinating case histories.

Growing Pains is the story of Mike Shooter’s career listening to adolescents (and their families) in crisis. He begins the book with an honest account of his own depression and his early work in medicine. It’s one particular encounter, at 2am on a terminal ward that changes the course of his life. He is following the Senior Registrar – ‘aloof, taciturn, straight-backed’ – to check on a Mr Dobbs, who is dying of an aneurysm. They find, as one might expect, a terrified man.

Simon sat on his bed and asked him if he was frightened. Mr Dobbs nodded; he was beyond words. Then Simon, straight-laced, Simon, the man we thought more suited to a brigade of guards than patient care, took him in his arms and rocked him to and fro like a baby, while Mr Dobbs sobbed into his shoulder.’

The next morning, Simon is absent and Mike Shooter is asked if he’ll talk to Mr Dobbs instead. He is so afraid of the prospect that he goes to see the Dean of the Medical School instead, to tell him he’s quitting. But the Dean, a wise old soul, says no he isn’t; he’ll make a good doctor one day, but he’s depressed. ‘And the worse you feel about yourself, the harder you work to prove you’re wrong. You’ve been fighting against what you really feel for years. This was bound to happen. Mr Dobbs was just the final straw.’ The Dean arranges for him to see a psychiatrist, and over the course of the next few years, the treatment Mike Shooter receives makes him realise that this is the field he wants to dedicate himself to. The ability to ‘see beyond [the] patient’s symptoms to the human being behind them’ was the rule he wanted to follow.

Well by now you might be able to see beyond the words of this review to the readers behind them – the only problem we had with it was that it kept making Mr Litlove cry. And if Mr Litlove cries, then I cry, that’s just how it goes. I need to stress that these were not tears of sadness, but the more complicated throat-tightening tears of beauty and humanity. And I should also stress that this is not at all a manipulative book. Dr Shooter never dwells on any part of his story and in consequence the narrative was not harrowing, despite the subject matter. It was inspirational, in the most grounded and humane ways. One of the stories that stays with me still concerns another middle of the night emergency call that summons Dr Shooter to a household in crisis.  An eight-year-old child, Danny, is threatening to kill himself. When the doctor arrives, the child is on the landing, his pyjama cord around his neck, the other end tied to the banisters, and his desperate, angry, fearful parents are hypnotised by the situation. Mike Shooter’s response is to come in as if everything were normal, exclaim at the lateness of the hour and express a strong need for a cup of tea. He asks if Danny would like a snack before bedtime, and the spell of craziness is dispelled by the autopilot of ordinary hospitality. Everyone comes and sits around the tea tray in the middle of the living room where it becomes apparent that the man is the mother’s new partner whom Danny is rejecting and that ‘they all wanted to change things but didn’t know how to do it without tearing each other apart’ A problem with which I imagine we are all familiar, and where salvation can come so much more quickly with someone calm, kind and firm to help.

Kate Clanchy’s book also focusses on individual students as they struggle and triumph on the battlefield of education and the stories she tells are just as fascinating, whether it’s the way the word ‘gay’ has signified in classrooms across the years, or what the parents of excluded children are up against when they try to get their kids a fair educational deal. Kate is also a poet and her poetry club becomes one of the major features in her stories, as she finds it can be a real liberation for all kinds of children, including those who have English as a second language or who suffer from dyslexia. She tackles knotty subjects like selection in schools – both streaming in classes and the nightmare parents face when trying to decide what school to pick for their children. And she talks about the pleasures and pains of teaching English.

There are so many stories I love, I don’t know which to tell you about. But just off the top of my head, there’s Allen, a large, capable boy more suited to open spaces, but bright and interested in English literature. He was that mythical beast, an adolescent boy willing to talk about emotions, and as such he stimulated real class discussion. It just so happened that this class was one in which Kate could exercise her own judgement to some extent and choose the books that would best inspire her students (not something that happens these days). Twenty-five years later she looks him up on Linked-In and finds out that he runs an engineering business and is a self-made millionaire, He in turn remembers her lessons as a place where ‘I learned who I was.’ ‘English:’ Clanchy writes, ‘the lesson where you laugh about sex, and argue about war, and talk about jealousy. English: where you grow up.’ The problem is that English, like poetry, does not ‘WALT’ well. WALT stands for ‘We Are Learning To’ and has become the staple of ‘formative assessment’ which the government likes a lot. It comes from the best of motives, Clanchy explains, the desire to open up a learning process that might appear hidden or opaque. But what works well for a science lesson is altogether harder to pin down in the arts and humanities. The consequence has been that WALT dominates lesson plans and the non-WALT aspects of education, like artistic creativity and all that nebulous maturation process get left out of the curriculum.

The stories in both books inevitably bump up against politics because both authors are working on the cliff edge where the vulnerable and the economically-nonprofitable clash with government funding. But these are not polemical books. They are about thoughtful people who are really good at their jobs understanding the pressures on all sides and doing their best for children, however that shakes out. Listening to these books has made me think a lot about what’s wrong with the world today, and for my own part I think it boils down to an insufficient engagement with reality. I blame the media mostly, for their two-note grizzles of sentimentality and outrage, emotions that reliably sell papers, but which have made us all happy to be ignorant. It takes terrific courage to face the truth of our lives, and mostly we are invited to side step that reality and find someone else to blame. Or we end up letting ourselves be sold ideals of perfection and purity that are equally dangerous.

What I loved about these books is their authors’ readiness to talk about getting things wrong. Clanchy produces such an admirably nuanced description of Cheyenne, a poor working class child who spent her time pushing Kate’s middle-class buttons and stalking her children, whom Kate could not truly like. And I loved the story in which Mike Shooter is called to deal with a psychotic break in an adolescent who has been wrongly placed in the adult ward. Hassan escaped his nurses and ran around the grounds of the unit, talking in Somali and scooping mud and grass into his mouth. Shooter thought it possible that he was just terrified and involved in some kind of prayer ritual he didn’t understand, so he called the Somali elders from the community to come and advise him. After a few minutes they turned on him. asking how he dared call himself a doctor and telling him to get the boy some medication. It’s not about mistakes – if you’re a human being engaged in something you care about, you will be making mistakes. They are inevitable. What these stories show is that it’s about the process – the process of finding out what’s wrong and of learning and becoming more self-aware in consequence, possibly the most important process that we are called upon to practice on a regular basis and which we avoid and fumble and foul up out of embarrassed pride or some weird, punitive notion that it ‘shouldn’t happen.’

These have both been terrific books, loved and admired equally by myself and Mr Litlove. They have made us laugh and cry and feel deeply in touch with both the difficult business of growing up and the authentic hope embedded in the care of people like Mike Shooter and Kate Clanchy that we might actually make it. For they have a lot to teach adults too, as a quick glance around the political candidates for Tory party leader can tell us. They’ve made me want to have a completely different kind of identity politics, one in which gender, skin colour, race, religion, none of these thing matter, but where the identity is question is that of a grown-up and it’s an identity to which we all aspire.

Decades of capitalism have encouraged us to stay children with the goal of becoming spoiled children. I think it’s given us very complicated feelings about people who are able shamelessly to make a fool of themselves in public, and that sometimes such people can be used to assuage us about our insecurities. This is an indulgence – something that makes us feel better in the short-term but worse in the long-term. What we need is to admire the grown-up again, the sensible, grounded person who doesn’t make a fuss about things, but who won’t sit passive when they could offer help. The sort of person who, currently, says the wise, placatory thing on social media and is totally ignored. We need the kind of grown-up who has a strong moral compass and a great deal of compassion, who has emotional intelligence, self-awareness and the courage to look reality in the eye, even when it is ugly. The kind of grown-up who can sit with people in emotional distress and not make it about themselves. We need more Mike Shooters and Kate Clanchys, basically, and the fact that they have written these books shows that such people are out there, it’s just that we so rarely get to hear about them. For me they’ve been a properly optimistic antidote to everything going on in the news, and the embodiment of an aspiration that is as difficult as becoming rich and famous but infinitely more desirable.

 

 

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Learning The Hard Way

Why is it that the student-teacher relationship is such a potent and hypnotic one? Inevitably, this is something I’ve thought a lot about over the years, not least because of a strange sense I always had that teaching is easy. I loved the relationships I had with my students because teaching was the one place where I felt I knew exactly what was expected of me, and exactly what my students needed. Most relationships have an opaque quality, a nagging suspicion that we’re not sure of doing or saying the right thing, the necessary thing. But my students, I felt sure (and do correct me if I’ve been labouring under a delusion), just wanted to be seen, truthfully – though they preferred that truth to be palatable – and then guided kindly in the right direction. Because those things together, truth and guidance, are transformational. To be told by someone whose judgement  you trust that you are either okay, or on the path to being okay, breeds confidence, which is a properly magical quality. I’ve seen clever, able students completely crippled by a lack of confidence and students with ostensibly fewer abilities soar to amazing heights on its warm thermals. Confidence is mostly very hard won, but a few beings can confer it upon a person, and teachers are one of them.

So it’s unsurprising that the relationship between a teacher and a student can become unbalanced with all sorts of emotional messiness; truth and guidance can topple over into love and obsession, they can welter in hatred and resentment, they can breed cynicism or despair. No wonder then that it can make for some pretty fascinating pieces of fiction.

you deserve nothingAlexander Maksik’s You Deserve Nothing was an excellent novel. The story revolves around teacher-guru Will Silver, a young, handsome and brilliant professor of philosophy at an international school in Paris.  The story begins at the end of one summer term, as students say their heartfelt goodbyes to Mr Silver, thanking him for changing their lives, for opening their minds, and giving them experiences they will never forget. Graduation melts into a party at the grand flat of one of Mr Silver’s students, and he ends up going to the nightclub with a gaggle of teenagers. There he meets and dances with Marie, an encounter that spills over into unexpected eroticism, but he leaves it alone, no damage done.

The new school year begins and Mr Silver embarks on his voyage of discovery with a new group, that includes Gilead, a young man with troubled parents who is looking for a hero, Ariel, Marie’s best frenemy, Colin, Marie’s angry ex-boyfriend and Abdul, a Muslim boy with powerful parents. This gets awkward when the topic under discussion is Existentialism, a philosophical movement that denies the existence of God, and which the class debate with the gloves off. Before long, that dazzling ability of Mr Silver to open up students’ minds is finding disfavour with the school authorities, who believe it is incompatible with respect for less open-minded religions. And what they don’t know yet is that Marie has come back into Will Silver’s life.

The narrative swaps hands between Will, Marie and Gilead, with different perspectives often going back and forth over the same events, showing the difference in the way they have been experienced. The hothouse atmosphere of further education: adolescents exploring their sexuality and their intellects, crushed by disappointments, longing for stable role models, breaking away from family difficulties, is brilliantly portrayed. Paris makes a glorious, vibrant backdrop, and most enigmatic and mesmerising of all is Will Silver himself, a man aware of the power of his teaching, and the emptiness of his soul. This is a narrative that starts quiet but builds inexorably. If I had a criticism, it would be that the ending becomes obvious from three-quarters of the way through and happens without surprise. But it’s a quibble, really, about a very, very good book.

 

amber furyThe Amber Fury by Natalie Haynes shows what radical differences can be achieved by similar ingredients. Alex Morris is a theatre director fallen on hard times. A personal tragedy has destroyed her life, and she has come to Edinburgh out of hopelessness and helplessness. Her most beloved old university tutor now runs a Pupil Referral Unit for kids who have been kicked out of all the obvious schools. He has given her a job, filling in for a teacher who has left on maternity leave, and Alex has taken it with no real idea of what she is letting herself in for. Her class is a mere five students, but such troublesome and troubled ones that keeping control is out of the question. Alex is there to teach drama, and they end up reading Greek tragedies together. We know from the opening pages that somehow, this has ended in disaster.

Alex is another enigmatic teacher, but her secrets will form the basis of the story. The reader learns what they are in the same time frame as the students – one of whom, a deaf girl, Mel, has become exceedingly curious about their careworn, unhappy mentor. It’s Alex’s own vulnerability that has attracted Mel’s attention to her, and with very little else to occupy her mind, Mel is intent on discovering what has happened in Alex’s past. As she does so, the plots of the tragedies they are reading, and the meaning the class draws from them, become entangled with real events as they unfold.

This is a good book, well-written, but slightly marred for me by implausibilities. No way would any teaching establishment for difficult kids take on an inexperienced teacher like Alex, or stand for the haphazard way she runs her classes. Nor do troubled teens come out with impressive insights into Greek literature that they have no real interest in. I can see why Natalie Haynes makes these choices – her plot depends on them – and probably if you didn’t teach literature to students they wouldn’t mar your enjoyment of the book (and a story full of the accurate grunts and sighs of bored adolescents would be no fun to read). So. More generally, I was a bit fed up with all the slow reveals going on in the early sections – what happened in Alex’s past, what happens in her time at the unit – common thinking is that readers love this sort of suspense, and that it pulls them through the story, but I much preferred watching a situation build in the Maksik novel. Saying all of this makes it sound like I didn’t like The Amber Fury or that it isn’t a good book. And that would be wrong. I thought the ending of this novel was the best part of it, and that Haynes nailed it perfectly. The referral unit is vividly portrayed and the expositions on Greek literature are interesting. There’s a lot to enjoy.

 

indexFinally, I’ll mention The Lessons by Naomi Alderman, but this was a miss for me. It’s an Oxbridge-group-of-friends novel, split into two parts: the first describing their time at Oxford together, the second describing the fallout of their relationships in the world after graduation. The main protagonist is unhappy, struggling James. He’s followed older sister, Anne, to Oxford but is unable to emulate her glittering success. Instead, his physics tutorials are incomprehensible, the loneliness threatens to overwhelm him, and then, an accident leaves him with a painfully damaged knee. By chance, he falls in with a group of friends surrounding a wildly wealthy but unbalanced undergraduate, Mark. Mark lives in a huge, ramshackle pile and likes to throw dangerous parties. He has A Mother, the beautiful, much-married Isabelle, who sets a local priest on him to make sure he is keeping up his Catholicism. Mark cuts himself in mute protest. The priest nabs James and tries to turn him informer.

I confess I skim-read the second half, in which things go from bad to worse. This is another exquisitely written book, but somehow I wasn’t in the mood to read about screwed, self-destructive people screwing their lives up and destroying themselves. There’s a glimmer of hope maybe at the end, but I had to go through a lot of yelling ‘No! Don’t do it!’ at the book, while the characters went ahead and did it, before getting there. For me this was not really a bleak midwinter option, but you shouldn’t let that put you off if you like a bit of darkness and melancholy. The language and characterisation are both sharp and impressive.

So what do we learn from all of these? Well, that fictional teachers ought to be like doctors and have the same option of being struck off; that fictional schools are full of crazy students; that a little learning, particularly of literature, can be a dangerous thing. Does that sound more exciting than your school days? It was all a lot more dramatic than my teaching ones – thankfully.

 

Making Choices

On Friday I completed what I think will be my last survey for an online market research forum into contemporary books. When I first received the email inviting me to join, I liked the idea of filling in surveys about the books I bought and read. The reality has been surprising, however.

The vast majority of questionnaires have been about supermarket books, the most mass market romance and thrillers to which I don’t pay much attention. The most persistent questions concern the covers and the blurb, as well as the endorsements that feature there. I’m not sure whether I have ever convinced the shadowy forces behind these surveys that I really do not buy books for their covers. And certainly not supermarket books whose covers are far from innovative. Time and again the questions back me into a corner. Of three dull and ordinary covers, which one do I like the best? Reluctantly, I click. And what do I like most about this cover? (Please be as detailed as possible.) I struggle to find a polite way to say: absolutely nothing, but I prefer it to the other two, which I sincerely hate. The survey presses on. Which one of these blurbs makes me most interested in reading the book? Where is the option to say I am not interested in reading this book at all, regardless of blurb or endorsement or cover? In the eighteen months or so that I’ve been responding to these questions, there have only been two surveys about literary books, one of which was about repackaging modern classics for book clubs. The rest of the time I’ve been doing what I thought was impossible – responding to questions about books in which I actually have no interest. It’s not even that I wouldn’t buy a supermarket book from time to time; it’s just that scrutiny of them reveals a sort of painful banality.

Yesterday, in the spirit of Bank Holiday spring cleaning, I decided I would finally tackle the great heap of academic books that came back from my university rooms and which have been lying for almost three years now under a throw. The hope was that they might have the vague appearance of a table, but they have never really looked like anything other than the corpse of my intellectual life. I’ve done a lot of book culling this year, and before storing what I wanted to keep in plastic containers in the loft, I knew I ought to make a serious attempt to reduce their number. When I first took the throw off it was like unveiling a time capsule, packed full of books I had completely forgotten about. I sat back on my heels, thinking how smart I would have been, had I managed to read all of them. The question now was how many to keep, which translated as: how smart did I think I would be in the future? There was an honest answer to that and an idealistic one. Which to choose?

It occurred to me that these two experiences concerned the books at the furthest ends of my reading spectrum. I’ve always really liked reading everything. I’ve never wanted to define myself by being the ‘type of person’ to read only one genre or another, high literature or low. I never wanted the possibility of a book foreclosed to me before I even knew what it was about. When I was a teenager in the 80s, I loved reading Jilly Cooper and Judith Krantz, Susan Howatch and the sort of family saga that reached a zenith with Elizabeth Jane Howard’s Cazalet Chronicles at the start of the 90s. After that, there was a great phase of witty, sharply observed women’s writing, by authors like Kathy Lette, Anna Maxted, Victoria Clayton and Caro Fraser. All the time I was reading these books, I was studying Beauvoir and Proust, Camus and Sartre, Colette and Duras, Hermann Hesse, Kafka, Goethe, Barthes, Freud, Lacan, Nietzsche, Derrida. Why not? As the new millenium approached, I spent an hour a night reading children’s literature to my son and loving that, too. The more the merrier. I loved the feeling of imaginative expansion, all these ways of seeing, all these approaches to storytelling.

But in the past few years something has definitely changed. I suppose it is probably me. I decided with great reluctance to give away the pristine, untouched books I owned by Deleuze and Guattari, philosophers I barely understood when I was at the height of my intellectual curiosity. And I have to say that I don’t like a lot of the mass market fiction that’s currently being written. The Girl on the Train was its epitome (or nadir?) for me – a narcissistic narrator, a silly, overly sensational plot and badly written. It’s that flat, first person present tense narration that I truly hate, all cliché and ultra-conventional emotions laid out as if they were insightful. I find myself much more drawn towards Dorothy Whipple, Angela Thirkell and Barbara Pym for my essential comfort reading, as all three can turn an exquisite and characterful sentence.

In one way it’s sensible to focus in on the authors that I appreciate the most. However much I want to read everything, I don’t have the time for it. And I seem less able to tolerate the styles of writing that displease me; I’m more critical than I used to be, and I’m not at all convinced it’s a good thing. I’ve never thought that the greatest powers of discernment when it came to books had anything to do with value judgement. Instead, I valued elasticity, the ability to look at any book on its own terms, and engage with what it was doing and how it was doing it. But my tastes are narrowing. However much I don’t want to make choices in my reading life, I seem to be making them anyway.

Maybe for that reason, I found I couldn’t give away many of my academic books. Instead I sorted them into different areas of criticism and theory, packed them into storage containers and let Mr Litlove struggle under their vast weight to the loft. In all honesty, I’m not getting any smarter. But I decided I’d keep the hope that one day, it might happen.

 

 

 

 

On Teaching Literature

The following is something I wrote initially for SNB before thinking that it really didn’t suit the magazine at all. And so I thought I might as well stick it up here!

The gradual erasure of literature from UK schools has been going on for some time and now the situation is set to worsen. Reforms to the exam system mean that from 2015 onwards, a new English language exam will make the teaching of literature optional for children up to sixteen years of age. It will be perfectly possible to get through a whole education without ever studying a well-known book in our own mother tongue.

I wonder if this is because the officials who make education policy at government level have an out-of-date impression of how books are taught? For teaching literature can be full of pitfalls. When I was fifteen – a young girl who constantly had her nose stuck in a book at home – I hated the way we did it in school. What I adored was the feeling of being utterly caught up in a different world, lost to the twists and turns of a story. In the classroom we ‘read around the class’ a dull and painful exercise that took all immediacy from the words. Then we chopped the text up into little bits and studied them in a way that removed the natural connection between imagination and emotion. I understood the ambiguity of the stories, but felt too vulnerable myself to appreciate it. I needed a good teacher to stretch my emotional understanding, and that can be hard to do in a class of thirty students, all with different needs. Even all these years later, Shakespeare and Dickens remain two authors I cannot love, destroyed as they were by that old-fashioned teaching process.

When I took up a university post teaching French literature I had to think long and hard about what we’re doing when we ‘teach’ a book or a play or a poem; what do we want out of it, how do we use it, and how best to lead students into an effective understanding? If you don’t ‘get’ literature, it can seem very perplexing and rebarbative. At worst, you can damage a student’s relationship to literature forever; thinking deeply about books can be something they never wish to do again.

Some of the answers came to me as I studied the interactions I had with my students. At first they were shy about expressing what they thought. Too often they felt that loving or hating a book was the end of the matter. And they struggled to manage their tangled and convoluted thoughts in writing. This made sense: studying literature is primarily an exercise in self-awareness. We are never more fully ourselves than in that private place where we read and – inevitably – judge. To protect that private place (and we do so fiercely), it seems right to insist that a personal opinion is obvious and universal, and to sidestep the challenge of alternative interpretations. And a good piece of literature will not provide the straightforward answers we often long for. Literature is not there to solve the problems of the world, but to give us a startling, enlightening glimpse of them in all their awkward complexity. What we feel about this draws on complicated emotions – some provoked by the story, some from personal history – and expressing either can be difficult to do.

For books do not keep us safe. They shake us out of ourselves, loosen our stranglehold on certainties, get us to walk a mile in another’s shoes. My job as a teacher was initially to unclasp my student’s fingers from their cherished narcissism. If they could put themselves to one side – forget themselves in a book, in the way that can be so wonderful – they could experience literature as a protected arena in which all sorts of troubling or paradoxical situations are contained and worked through. They could discover new ideas, new perspectives, and gain new sophistication in their beliefs.

Other problems arose: the students were quickly frustrated by the length of time their studies took. Couldn’t they watch the film adaptation, which would be so much quicker and less demanding? (No, Disney’s Hunchback of Notre Dame is NOT an accurate account of Victor Hugo’s Notre Dame de Paris.) Then they were upset by the troublesome assertion that there were no rules to essay writing, and by the confusion that arose out of differing interpretations. Why was it not so that all interpretations were equally valid? And if there were no rules to organising essays, why were their essays still criticised for structure?

Here they bumped up against the curious combination of creativity and discipline that literature demands. The way it invites us to think all manner of things, but to dismiss the majority in the interests of common sense, logic and emotional veracity. My students had to learn to deduce their conclusions only from the words on the page, not speculate wildly the way all other forms of media encourage them to do. And they had to organise their thought with care and reason to take another person through their argument. These things aren’t easy to do, and they eschew the sensationalism that our culture generally prioritises in stories, to such an extent now that to take the sensible approach sometimes felt wrong and disappointing to them.

This is the thing about studying literature – it stymies both of our main contemporary approaches to knowledge: the test-oriented desire for tickable answers, and the gossipy search for a self-righteous opinion. And so the huge obstacle it presents to the average teenager is the demand for slow thinking, not quick thinking, that pleasurable stab at what ‘everyone’ knows. My students struggled with the open-ended curiosity books required of them, the gentle, patient contemplation, the complete lack of an absolute answer. I told them that learning was most effective when it felt like a trip to a lesser Greek island – a place where there wasn’t much else to do but read and think. They almost preferred their own vision of themselves chained up to a hungry furnace in hell, shovelling in pages of mindless writing while being whipped by pitchfork-wielding devils.

This is why literature is so important. Its study requires very different skills to those demanded by other mainstream subjects. All those issues my students struggled with – self-awareness, creativity, the challenge to established beliefs, the focused contemplation, the juggling of interpretations which had to be backed up by evidence – all exercised their minds in vital ways. And beyond that, stories form the great building block of existence. Whether they are stories we tell about ourselves to create identity, or stories in the news, or stories given to us by the authorities, the form becomes so familiar as to be lost to critique. It’s important to realise how determining stories are, and how we build them to persuade, insist and explain things that are often no more than cherished hopes. We lose a lot of insight if we don’t understand how stories function and the immense underground work they do within a culture.

Teaching literature has changed a lot since I was at school, and teachers nowadays do a fantastic job of finding ways to bring the magic and the subtle power of storytelling to children’s attention. My son, who was only really interested in computers during his schooldays, loved the Shakespeare he studied, and the Steinbeck and George Orwell’s 1984. These were books that if someone had asked me, his mother, I might have said they were too hard for him. But no, with the right teacher, any book is accessible. It gladdened my heart to think this part of him was being nurtured. Literature isn’t an easy option; surely if stories teach us anything, it’s that nothing worthwhile ever came quickly, simply or easily. But they offer us a kind of pleasure that can be intense and long lasting and a way of knowing the world that can’t be gained anywhere else.