A bit more meaty a piece needs its own post in case you want to argue. Why does it appear that literary studies are falling by the wayside in our schools. I have two words for you: stem cells. If I had it all to do over again, I’d become a biologist and fucking REGROW PEOPLE’S BLOWN OFF LIMBS AND FAILED ORGANS! Legalize that shit, America! Regulate it to keep the horror novel clones out if you have to, but get it done! You have this giant pool of intellectual and monetary resources being held up by some bizarre moral/religious objection to saving people’s lives. But I digress. Please don’t forget about literature yadda yadda yadda….

Literary studies split off from reading in the early-to-mid-20th century as the result of science envy on the part of literature professors. Talking about books somehow didn’t seem substantial enough. Instead of reading literature, now we study “texts.” We’ve developed a discipline, with its jargon and its methodology, its insiders and its body of knowledge. What we analyze nowadays is seen neither as the mirror of nature nor the lamp of authorial inspiration. It just is — apparently produced in an airless room by machines working through permutations of keys on the computer.

Science has its objective world, the entirety of what is. The world of texts is the objectivity of literary studies. Thus we can insist that there’s no objective world outside texts — as the impish Derrida claimed. (But how un-impishly he was echoed in the halls of American academe for so many decades!) And we can also get some mileage out of insisting that canons, the choice of what texts we take down from the library shelves to teach students, are merely “constructed.” Of course they are — every reading list is limited. What we really mean is that our own pet author was forgotten when the canon was formed. The door shut too soon. If our boy or girl were inside the door rather than out, the fact of “construction” would be trivial. Teach my author! we cry. Not that one! What if who’s taught, or isn’t, doesn’t end up mattering to the students, who don’t share professorial concerns? To us it matters, and we’re the ones in charge.

We’re not teaching literature, we’re teaching the professional study of literature: What we do is its own subject. Nowadays the academic study of literature has almost nothing to do with the living, breathing world outside. The further along you go in the degree ladder, and the more rarified a college you attend, the less literary studies relates to the world of the reader. The academic study of literature nowadays isn’t, by and large, about how literature can help students come to terms with love, and life, and death, and mistakes, and victories, and pettiness, and nobility of spirit, and the million other things that make us human and fill our lives. It’s, well, academic, about syllabi and hiring decisions, how works relate to each other, and how the author is oppressing whomever through the work. The literary critic Gerald Graff famously told us to “teach the conflicts”: We and our squabbles are what it’s all about. That’s how we made a discipline, after all.