Curriculum reviewers must rationalise set-books load

WHILE those tasked with finer review of the new curriculum amend and adjust the curriculum load, they must consider downsizing the total load of set-books at both ‘O’ and ‘A’ levels.

What the study of Literature in English seeks to develop in learners is not in contest here. Literature continues to be an exploration of real life and perhaps the best way of developing critical thinking. It sharpens the powers of Discrimination, Observation, Reflection and Judgment.

Literature brings us back to the realities of human situations, problems, feelings, and relationships, fears, anxieties and disillusionments. It adds visionary and prophetic insights into human life. All of us who take Literature seriously find our knowledge of human affairs broadened and deepened. It helps us to make right rather than wrong choices in life.

But the satisfaction and pleasure we derive from Literature surely do not come from the number of texts studied. Our understanding of literary appreciation is sufficiently developed through carefully selected set books and genres of Literature. It is my submission that one play, one novel and one set of poems are sufficient to satisfy an examination board on primary or fundamental literature skills.

Too many set books, all of them basically demanding the same appreciation skills are imprudent repetition. Those who want to take Literature to dizzy heights can surely do so outside these examination levels. But why ask Form 3, 4, 5 and 6 learners to do all the books on the market? Surely smartness does not require someone to wear the whole wardrobe at the same time. Do we wear three, four pairs of spectacles at the same time in the hope that we see well or much better?

Of course those who prescribe set books want to help their friends and relatives to make money when their books become set books in schools, but these many books do not make the learners’ understanding of literature issues better. Kuwanda kwemombe pagejo rimwe chete hakuwedzeri ndima. A good driver uses one car to master all the skills of driving. . .he does not need many cars.

One car is enough to make him a licenced driver in each vehicle category. He is not asked to drive a car, a bus, a train and an aeroplane at the same time in order to get his driver’s license. Should he want to drive all the others, well, he can do so at leisure and as he wishes, dreams and aspires. After all literary appreciation is a process, not an event. And education is not punishment for learners; it must not be seen to be. It is mental development.

If you did not know, one of the main reasons literature students fail, of course amongst several other reasons, it is mental suffocation / mental fatigue.

These books are too many for nothing. It is my submission that this is the main reason. Only a fool would take a gallon of medical concoction in the hope that it will quicken cure. Instead it will poison the body and kill the patient.

You need enough medication, do you not, not too much or too little? Just enough! A million walking travellers on a journey do not make the journey shorter.

It is my hope that whoever realised that the new curriculum overburdens learners in various areas and bravely clipped off its superfluous elements can consider trimming down on the number of set-books studied at both Ordinary and Advanced levels. No wonder many students and schools are literally running away from Literature in the schools!