What your parents did seems to have worked out perfectly (as evidenced by the efficiency of your own writing). They combined lots of interest with little interference. Their interest boosted the valuation of books. Their limited time might have helped the strategy. Loving intellectuals with plenty of time to influence their children need a great deal of knowledge about the brain to be sure they do not do long term harm.
What your professors did had some value too. Their authority was a boost to valuations including the valuation of goals. However, I see here a case for the old soup problem (the good can hide the bad), and the survivorship bias mentioned by George (glorification of schooling). “Coping with boring books” is an example of a bad habit we often develop at school. “Coping” can be a valuable skill, however, if it becomes a habit, the entire lifelong learning process can get affected. We should aim at developing a tingling intolerance of ineffectual learning. Note that a child can show fantastic tolerance for gaps in comprehension. The key difference is the source of reward. While a kid can find dozens of titbits of rewarding pieces of value, the adult may derive the value from goals. This means that the same level of tolerance will increase the learning efficiency in a kid (no frustration in learning), and undermine it in the adult (tolerance of low signal value). The learn drive is the best detector of value, and all attempts to override it introduce an error in the control system.
Some of your learn drive must have been suppressed (this can be pretty selective and domain-specific). There is no better person in the world to answer that question than you. Dig deep in your mind and think: is there some specific kind of literature, some author, some writing style, some period, some subject matter, some language, that bring some toxic memories? Something you would not want to read today before sleep? This is actually very interesting. I die to know. This will clarify the subject!!!
In the matter of literature I have been seriously damaged at school! With utter ignorance, I abhor all Polish classics with an exception of … “Quo Vadis” that I actually happened to read voluntarily at student times! I admired my teacher too, but it did not help. My heart was elsewhere (e.g. boxing!). I conclude I will not read literature again. I am too old to change. I experimented, I tried, I tried to cheat my brain … the damage is too deep!