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Homer’s “The Odyssey” follows the indefatigable hero Odysseus on his long, incredible journey home to Ithaca. Written around 700 BCE, the epic Greek poem is one of the most influential works of literature. Although this ancient classic has been taught at Fieldston for decades there are discussions within the English department about whether it should even remain part of the freshman curriculum. Proponents of dropping “The Odyssey” argue that it is vain, anachronistic, too difficult for our freshman to read due to its outdated language and hard-to-follow poetic style, and it is punctuated by patriarchal overtones. Others argue the book is a seminal piece of literature with still relevant and profound moral lessons that open high schoolers up to other masterpieces of world literature.
According to the Upper School English Department Chair, Dr. Alwin Jones, the primary purpose of the freshman-year English curriculum is to allow students to find their voices in the classroom and the world while discussing big ideas in literature. Jones said it is felt by some in the department that “The Odyssey” requires a significant amount of guidance while reading the book, roughly seven to eight weeks, so students cannot develop their own voices if “the teacher is the person every day unlocking all the aspects….if one is spending too much time in one area or one space, and not giving students a wide swathe of the wide variety of the beautiful things in literature, how is that serving all students on all levels and all identities?” Dr. Kenny Graves, Assistant Principal of the Upper School, who was also a former ninth grade English teacher agreed: “If students are trying to analyze someone else’s voice while also developing theirs, that’s a nuance that is really difficult. We are trying to work with the department to find a more developmentally scaffolded experience that might include “The Odyssey” and might not.”
To summarize the case against “The Odyssey:” students need a certain level of maturity and sophistication to interpret a text independently to form their own opinions, which is difficult at times while reading “The Odyssey” due to its complex language and topics. The department’s goal is to find works that are challenging while also appropriate enough for students to acquire the skills needed for high school, college and beyond.
Some teachers love teaching this epic poem. Ninth grade English teacher Ms. Gruder said, “‘The Odyssey’ can be one of those life-changing books … that teaches us a lot about what it means to be a human being and to face and embrace adversity and overcome it.” Students delving into Odysseus’ trials and tribulations allows them to learn about the quintessential hero’s journey. “There is a real value in living in a book, and what more adventurous book to live in than ‘The Odyssey’,” said Gruder.
Echoing a similar sentiment, Form III student Helena Stark voiced that the ancient Greek poem still has relevant themes today, “especially for veterans who faced war and the difficulties returning home from war.” In fact, Stark mentioned she believes that Homer’s “The Iliad” should also be taught alongside its sequel.
Fieldston History and English teacher Bob Montera said, “Can I tell you a secret about “The Odyssey”? “The Odyssey” is one of those books, like “Harry Potter,” that opens up places for lots of people to be heroic, so if you think this is just the story of Odysseus, you’ve missed it.” Montera also said that some scholars have argued that the epic may have been written by a woman or multiple people, including women, rather than simply Homer himself, complicating the position that the ancient Greek poem is a chauvinistic, patriarchal story because it portrays numerous powerful women. “Athena is just such a badass….She is a god of both wisdom and war,” said Montera, highlighting one of several strong female characters. “Against the odds, Penelope defends her home and subverts male assaults and predatory behavior for ten years. She’s at war too.” Despite his passion for “The Odyssey”, Montera questioned whether the book should be taught at the beginning of the semester or later in freshman year after the students have read books that are more familiar. “Right now, we have 300 students on our campus who have read Homer. Perhaps we should ask them about their experiences with the epic poem?”
Adriano Walker-Neuman (Form III) agreed that it is an important piece of literature, not so much for its morals and themes which he found to be “a little obsolete,” but more from a historical perspective. Walker-Neuman said “I did not think the material was beyond freshman level, however I may not be representative of other freshmen.”
Most students surveyed by me felt that “The Odyssey” should definitely be read at some point in high school. Form III student Sarah Damon stated, “Why would you remove “The Odyssey”? I think that’s crazy. That’s actually insane.” Damon argued that the real debate should be not whether the Greek classic should be taught in Fieldston’s high school curriculum, but when it should be taught. Form IV student Mia Newman agreed. She remarked that “The Odyssey” is “an essential book to read to get exposure to advanced texts in literature. However, the book should instead be read later in high school, perhaps junior or senior year, so students can independently understand the text.”
Form III English teacher Michael Morse commented that the epic might be interpreted as having a very white and patriarchal perspective, in which “women are viewed as problematic or untrustworthy.” Newman added, “The book objectifies women, especially Penelope. She is treated as an object to be sought after rather than a human being. The book doesn’t talk about how she was relentlessly pursued by her suitors and why this is wrong. I think freshman English classes could discuss these complex themes and topics and explore how they differ from society today.”
These are perhaps more sophisticated themes that are better examined by juniors or seniors. Although a renowned piece of literature, perhaps another solution is “The Odyssey” should not be required reading but offered as an elective, especially since another Greek classic, Sophocle’s “Oedipus Rex”, is already incorporated into the ninth-grade English curriculum at Fieldston.
Although the mythological settings and characters help make “The Odyssey” timeless, as the protagonist’s battles can capture the imagination, spanning several millennia of peoples and cultures, many students nowadays find it difficult to connect emotionally, primarily due to its complex plot and poetic format. Emotional connection to a work of art allows for deeper intellectual comprehension of broader themes as well as appreciation of its contextual place in history. Jones commented, “when students see themselves in the classroom either with the person in front of them or in the literature they read, it often awakens and excites them.”
“The Odyssey” may lend itself better as an elective for later, more mature high school years than freshman. Around the country, popular ninth-grade English curriculum alternatives include John Steinbeck’s “Of Mice and Men”, set during the American Great Depression, with more relatable universal themes about friendship and responsibility; Kalid Husseini’s “The Kite Runner” and Maya Angelou’s “I Know Why the Caged Bird Sings” which address modern contentious issues like politics, racism and religion.
Many Fieldston students and faculty agree that “The Odyssey” should be taught in high school as it is undoubtedly a significant piece of literature that challenges readers on multiple levels. However, whether this ancient Greek classic belongs in ninth grade or later, required or elective, are the most pressing points of discussion.
