Arecent American study, called ‘They Don’t Read Very Well’, analyses the reading comprehension abilities of English literature students at two Midwestern universities. You may be surprised to discover that the title is not ironic. That they don’t read very well is an understatement along the lines of Spike Milligan’s ‘I told you I was ill’.
The study’s subjects were given the first paragraph of Charles Dickens’s Bleak House, and asked to read it out loud, parsing the sentences for meaning. A doddle, you’d think, for anyone reading Eng lit at a university. Well, you’d be wrong.
Most participants were unable to elicit a scintilla of sense from Dickens’s prose. It’s as if, dumbfounded, they’d been confronted with Linear B.This study’s findings feel existential. I can hear the rumblings of disaster, as if the foundations of western culture, eroded for decades, are teetering into collapse.
The text:
‘LONDON. Michaelmas term lately over, and the Lord Chancellor sitting in Lincoln’s Inn Hall. Implacable November weather. As much mud in the streets, as if the waters had but newly retired from the face of the earth, and it would not be wonderful to meet a Megalosaurus, forty feet long or so, waddling like an elephantine lizard up Holborn Hill. Smoke lowering down from chimney-pots, making a soft black drizzle with flakes of soot in it as big as full-grown snowflakes – gone into mourning, one might imagine, for the death of the sun.’
When adults – who are studying literature, remember – are unable to grasp simple texts like Dickens, when everything is understood only partially or taken at face value, when people delight in or are un-ashamed of what they don’t know, then the consequences are dire. For them, reading and speaking are becoming declarative, their only mode of communication the absolutely literal. Wave goodbye to irony, to nuance, to layers of meaning. Few participants grasped that the Megalosaurus is not real. I’d expect a ten-year-old to puzzle this out
We can’t pretend that this is normal. I’m not re-running the usual lament about ‘kids these days’. It’s worse than that. A number of factors have been contributing to this downwards spiral. Firstly, the long-term purposeful destruction of our common store of knowledge, stemming from the classics, the Bible and the canon. Secondly, the complicity of the educational establishment in its own collapse, gaily dropping standards for political and financial reasons. Thirdly, the ever-lower expectations that educators and publishers have of children and the resulting decline in their ability to think critically.