My friend Chad Holley — lawyer, teacher, writer — describing a bold pedagogical decision:
If it was sage to leave well enough alone, I slipped up last month adding Solzhenitsyn’s lecture to the syllabus of a Law and Literature course I’m teaching at a local law school. Surely now I needed some intelligible comment on it, some ready defense. At least one faculty member, after all, had pushed back against the course on grounds of, well, frivolity. Fortunately, the dean who hired me had a delightfully simple view: the course would make students better people, and better people would make better lawyers. It carried the day, who am I to quibble? But for the Solzhenitsyn piece I was on my own. In the end I muttered to myself something about it offering an aesthetic that relates literature to morality, politics, and even the global order without succumbing to the instrumentalism of the savage. Eh. Close enough for adjunct work.
But did I say I added the piece to the syllabus? Friend, I began the course with it. We introduced ourselves, shared reasons for being here, covered some ground rules. Then I said, as distracted as I sounded, “Allll righty …so …” I had not anticipated just how much respect, how much admiration, I would feel for this small, diverse, self-selected group. They had read War and Peace “twice, but in Spanish,” their families had fled Armenia to escape Stalin, they were raising children, running businesses, staffing offices, nearly every one of them holding down a full-time day job while attending law school in the evenings, on the weekends. Had I really required these serious, ass-busting, tuition-remitting people to read an essay suggesting — I could barely bring myself to mouth it — beauty will save the world? What was I going to say for this in the face of their withering skepticism, their yawn of silence?
Read on to find out.