Book Virgins
I recently learned something
new when Peter Wood, President of the National Association of Scholars, visited
Kennesaw State University. It seems that
battalions of “book virgins” have been besieging the country’s colleges.
What are book virgins? Why, they are students who have never read a
book prior to entering an institution of higher education. Even though I was aware of the popularity of
the Internet and the decline in book sales, this trend astonished me.
Although KSU and Ivy League
students both read less than previous generations, I had assumed that K-12
schools still required some book reading.
But no, thanks in part to the common core, these longer works are no
longer part of the curriculum.
As a consequence, colleges
have begun to assign a single book that all freshmen are expected to read. This volume tends to be slim and of recent
vintage on the assumption that anything more demanding would not be perused.
Is this what we are coming
to? Are we so afraid to challenge the
younger generation that we will allow them to wallow in ignorance—yet praise
their brilliance. If so, this is a
prescription for disaster. It guarantees
that we will not be able to keep up with nations that turn out more literate
graduates.
One of the theories that has
been advanced to explain our negligence might be called the “Bill Gates
effect.” Gates is one of the movers and
shakers behind the common core. As a
technocrat, he has supposedly encouraged a short answer mindset. The objective is to get students to pass
tests, rather than to think independently.
Books, on the other hand,
promote thinking. They take time to wade
through and inspire readers to engage in a conversation with their authors. They also enable readers to transfer what
they encounter from their short to long-term memories. This provides valuable mental capital.
Meanwhile a steady diet of
computer activities fosters a sound bite mentality. Little bits of disconnected facts float
around in brains that have not learned how to fit them together. This is not thinking, but mental billiards.
Nowadays students are
supposed to be entertained. The goal is
to capture their attention by making sure that they are amused. Asking them to put in an effort would be
off-putting and is therefore discouraged.
This past weekend I ran into
a comparable attitude at the Georgia Sociological Association. The presenter at a teaching workshop urged us
to “go where our students live.” We were
advised to use Twitter, Tumbler, and Facebook for class assignments on the
grounds that this is where students spend their time.
My response, however, was
that I live in a better neighborhood; hence if my students hope to improve
their condition they ought to consider moving into mine. The presenter countered by arguing that this
“insulted” our students.
My position is actually
tougher than I stated. I believe that I
have a duty to insist my students learn something. If I do not possess knowledge that is worth
sharing, there is no reason they should be sitting in my classroom.
Learning is not easy. Thinking is not easy. For that matter, reading is often not
easy. Thus, where did we get the idea
that these should be? If we as a society
are to achieve anything worth achieving, then we ought to be willing to put in
the effort. This goes for the young and old
alike.
But more than this. If we want to prepare our children for a
better life than our own, we must demand that they learn. We need to insist that they learn to read—and
to write as well.
Books are key to acquiring
these skills. Because they convey
complex ideas, they provide training in complex thinking. Why then would we eliminate them from the
curriculum? How does this help our
children to prosper? Virginity may be a
desirable characteristic—but not when it comes to books!
Melvyn L. Fein, Ph.D.
Professor of Sociology
Kennesaw State University