MY SON was recently talking to a college student who bragged that he had never voluntarily read a book in his life. That he had never voluntarily read a book is less disturbing than that he bragged about it. I have talked to a number of students like this. A book arouses their condescension, but even more strange and perplexing is that the written word seems to make them angry. When they speak about a famous, long-dead author, they usually mention whether they “like” him or not. Typically, it’s not. “Oh, I don’t like Shakespeare,” a student at a well-regarded university told me. And when he said it, his lip curled. He didn’t mean that he found Shakespeare difficult, though certainly he did. He just didn’t like Shakespeare. He was angry at Shakespeare.
This attitude is not surprising. At the institution where a person should learn to revere the book, he is taught to despise it. Schools will choose anything over the book, replacing it with the pseudo-book, the textbook, the anthology, PowerPoint, games, worksheets, music, Internet chatboards, and movies. Even at fancy prep schools, you may find high school students watching Saving Private Ryan in English class. I know a third grader who has a regular class in “rapid research.” He is in third grade and has reached the point where he can read a chapter book on his own. He is bright and curious, but his attention is now being scrambled. “Rapid research” does not call for sustained reverie or thought. He will hate the book someday too.
The problem with the book is not so much that it is difficult to teach, but that it is not a tool of social harmony. It doesn’t serve the aims of collectivism.The modern school is an elevated form of crowd control. For this job, a real book written by a single person gets in the way. As Richard Allen, wrote in The Leaning Tower of Babel: (more…)