Where Are the Books We Read & What Are We Reading Now?

I was reading my Daughter's, Class-7 Hindi Literature book, and it struck me that something has quietly collapsed in our education system.

Not buildings.
Not technology.
But books.

The books that once shaped thinking, conscience, and character have been reduced to tools for passing exams. What students read today is no longer literature, it is content.

Safe, diluted, and forgettable.

From Literature to Low Risk Text

Earlier, school books carried stories that were uncomfortable. They showed hunger, inequality, moral conflict, and social truth. Stories like 

Writers like Premchand did not protect the reader from reality. They forced you to look at it. 

Authors like Munshi Premchand, Poets Suryakant Tripathi, Mahadevi Verma, Mathili Sharan Gupt, Banmkim Chandra Chatterjee,  defined hindi literature with realism, social commentary and lyrical depth. Influencing generations through Poetry and Stories


Today’s textbooks avoid discomfort at all costs.

Characters are polite. Conflicts are shallow. Outcomes are predictable.

Stories exist not to challenge the mind but to fit neatly into assessment rubrics. Nothing questions power. Nothing questions society. Nothing questions the student.

And that raises a serious question:
What kind of thinking do such books produce?

Replacing the Known with the Unknown and the Unnecessary

When you read Dinkar, you don’t just read words, you enter a lived moment. You feel the dust of the road, the weight of injustice, the heat of rebellion. It’s clear the writer didn’t imagine life from a distance; he stood inside it.
What he wrote, he had first seen, suffered, and survived.

Today, our books feel different.
They are written by interchangeable names, produced like assembly-line parts. Polished, safe, carefully engineered to offend no one, and therefore awaken nothing. There is no social soil beneath these stories, no emotional gravity pulling you in.
They skim the surface of life without ever daring to dive.

This is not evolution. This is erosion.

When you erase voices that confront reality, you don’t protect students; you hollow them out.
You teach them to accept diluted truths, comfortable lies, and cardboard emotions. You replace experience with compliance.

I once read a story where a frog lived in a pond where rice grew.
It sounds funny, yes, but it’s also tragic, b
ecause rice doesn’t grow in ponds.

And when writers don’t know this, it’s not just geography they get wrong, it’s life itself.

These are the stories shaping young minds today.

Not lived. Not grounded. Just printed.

Education Without Thought

Modern education proudly speaks of:

  • Learning outcome

  • Skill mapping

  • Measurable performance

But where is thinking?

Students are taught what to answer, not how to think. They are trained to reproduce, not to reflect. Literature is treated as a subject, not an experience.

If books do not disturb, inspire, or provoke doubt, then they are not educating, they are conditioning.

A Generation Raised on Soft Pages

When stories are softened, minds are softened. When conflict is removed, resilience is never built. When literature loses honesty, society loses thinkers.

This is how degradation happens, not loudly, but slowly, chapter by chapter.

We didn’t stop reading good books. We stopped giving them to children.

And unless we ask hard questions about what our textbooks contain and what they carefully exclude, we will continue producing educated students who have never truly been taught.

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