By Joe LaGuardia
A Reading Life is a blog series focused on the literature that has shaped my life and call to ministry. Find the introduction here.
You may recall the post in which I said I read voraciously in high school, primarily those books in the school library that intrigued me the most. Because I read so much of what I wanted, I failed to read books assigned to me by teachers. I went for years without touching those classics that most students read: Hawthorne, Lee, Hemingway, or Twain; but it was not a total loss.
My favorite teachers were eleventh- and twelfth-grade English teachers.
My eleventh grade teacher, Mr. Mitchell, taught American literature. He introduced us to Joseph Campbell’s hero myth and drew out all of his lessons on that premise. We watched movies from Star Wars Episode 5 (the best of all Star Wars movies) to The Crucible and The Witness. We read Native American literature and the poems of Dickinson. He introduced us to the plays of Arthur Miller. Death of a Salesman was memorable.
My British lit teacher, Ms. Brunnel, introduced us to Beowulf and Shakespeare in a way I’ve never read them before. We also read The Canterbury Tales, which played into my religious imagination and expanded my idea of the church as a pilgrim community made up of storytellers and stewards of stories. She also snuck in Greek mythology, which fascinated me to no end–especially her feminist take on Medea.
What these teachers did differently than the rest was assume that we weren’t going to read outside of class. They made time in class so that we can read the books together. This was brilliant because (1) they assumed correctly–I never read assigned texts at home; and (2) reading together taught me the power of being part of a reading and interpreting community.
Little did I know how this practice of corporate reading would shape my understanding of the Bible and of church. Church is, after all, a reading and interpreting community, and many books in scripture are meant to be acted out, if not in the reading of it, then in the living of it. We need to remember that ancient Greek practices of playwright and of rhetoric shaped and informed the writing of the New Testament, which is written in Greek.
Reading literature also payed the bills. When I graduated seminary, I landed a high-school history teaching position at a local Christian academy. I taught history, so it was an easy fit. By the third year, however, the school needed a literature teacher and asked me if I was interested. I said yes and put Joseph Campbell, community interpretation, and storytelling to work once again. It was a fun and joyful year; and teaching grammar made me a better, more precise writer.
It was the year I caught up on my reading. I picked up books such as The Old Man and the Sea; The Great Gatsby, and Night. I studied the technical and aesthetic aspects of poetry. I fell in love all over again with the concise art of short stories. I read To Kill a Mockingbird, which inspired courage in ministry as it related to race reconciliation; and I Know Why the Caged Bird Sings by the amazingly moving Maya Angelou. Angela’s Ashes by Frank McCourt expressed an immigrant’s point of view of poverty, not to mention McCourt’s unique run-on sentence writing style.
I realize now that both my teachers and my teaching of literature ignited a fondness for reading the Bible and of reading in general. I believe that people who thrive are those who have mentors who shape their worldview and then, in turn, mentor others.
This is what it means to steward stories– to be a caretaker of those narratives that frame and shape our lives, and to encourage others to articulate the deepest notions of what it means to be human, individually and together.
A reading life is a life in community. It is one in which we learn how to read and interpret the words that build worlds. It is a life that leans upon and into others who have taken great pains to be stewards of stories themselves, for in this, the words we have are those in earthen treasures ready to be explored anew.