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    Why literature matters

    Good books help make a civil society

    By Dana Gioia | April 10, 2005

    Boston Globe

    In 1780 Massachusetts patriot John Adams wrote to his wife, Abigail, outlining his vision of how American culture might evolve. ”I must study politics and war,” he prophesied, so ”that our sons may have liberty to study mathematics and philosophy.” They will add to their studies geography, navigation, commerce, and agriculture, he continued, so that their children may enjoy the ”right to study painting, poetry, music . . . “

    Adams’s bold prophecy proved correct. By the mid 20th century, America boasted internationally preeminent traditions in literature, art, music, dance, theater, and cinema.

    But a strange thing has happened in the American arts during the past quarter century. While income rose to unforeseen levels, college attendance ballooned, and access to information increased enormously, the interest young Americans showed in the arts — and especially literature — actually diminished.

    According to the 2002 Survey of Public Participation in the Arts, a population study designed and commissioned by the National Endowment for the Arts (and executed by the US Bureau of the Census), arts participation by Americans has declined for eight of the nine major forms that are measured. (Only jazz has shown a tiny increase — thank you, Ken Burns.) The declines have been most severe among younger adults (ages 18-24). The most worrisome finding in the 2002 study, however, is the declining percentage of Americans, especially young adults, reading literature.

    That individuals at a time of crucial intellectual and emotional development bypass the joys and challenges of literature is a troubling trend. If it were true that they substituted histories, biographies, or political works for literature, one might not worry. But book reading of any kind is falling as well.

    That such a longstanding and fundamental cultural activity should slip so swiftly, especially among young adults, signifies deep transformations in contemporary life. To call attention to the trend, the Arts Endowment issued the reading portion of the Survey as a separate report, ”Reading at Risk: A Survey of Literary Reading in America.”

    The decline in reading has consequences that go beyond literature. The significance of reading has become a persistent theme in the business world. The February issue of Wired magazine, for example, sketches a new set of mental skills and habits proper to the 21st century, aptitudes decidedly literary in character: not ”linear, logical, analytical talents,” author Daniel Pink states, but ”the ability to create artistic and emotional beauty, to detect patterns and opportunities, to craft a satisfying narrative.” When asked what kind of talents they like to see in management positions, business leaders consistently set imagination, creativity, and higher-order thinking at the top.

    Ironically, the value of reading and the intellectual faculties that it inculcates appear most clearly as active and engaged literacy declines. There is now a growing awareness of the consequences of nonreading to the workplace. In 2001 the National Association of Manufacturers polled its members on skill deficiencies among employees. Among hourly workers, poor reading skills ranked second, and 38 percent of employers complained that local schools inadequately taught reading comprehension.

    Corporate America makes similar complaints about a skill intimately related to reading — writing. Last year, the College Board reported that corporations spend some $3.1 billion a year on remedial writing instruction for employees, adding that they ”express a fair degree of dissatisfaction with the writing of recent college graduates.” If the 21st-century American economy requires innovation and creativity, solid reading skills and the imaginative growth fostered by literary reading are central elements in that program.

    The decline of reading is also taking its toll in the civic sphere. In a 2000 survey of college seniors from the top 55 colleges, the Roper Organization found that 81 percent could not earn a grade of C on a high school-level history test. A 2003 study of 15- to 26-year-olds’ civic knowledge by the National Conference of State Legislatures concluded, ”Young people do not understand the ideals of citizenship . . . and their appreciation and support of American democracy is limited.”

    It is probably no surprise that declining rates of literary reading coincide with declining levels of historical and political awareness among young people. One of the surprising findings of ”Reading at Risk” was that literary readers are markedly more civically engaged than nonreaders, scoring two to four times more likely to perform charity work, visit a museum, or attend a sporting event. One reason for their higher social and cultural interactions may lie in the kind of civic and historical knowledge that comes with literary reading.

    Unlike the passive activities of watching television and DVDs or surfing the Web, reading is actually a highly active enterprise. Reading requires sustained and focused attention as well as active use of memory and imagination. Literary reading also enhances and enlarges our humility by helping us imagine and understand lives quite different from our own.

    Indeed, we sometimes underestimate how large a role literature has played in the evolution of our national identity, especially in that literature often has served to introduce young people to events from the past and principles of civil society and governance. Just as more ancient Greeks learned about moral and political conduct from the epics of Homer than from the dialogues of Plato, so the most important work in the abolitionist movement was the novel Uncle Tom’s Cabin.”

    Likewise our notions of American populism come more from Walt Whitman’s poetic vision than from any political tracts. Today when people recall the Depression, the images that most come to mind are of the travails of John Steinbeck’s Joad family from ”The Grapes of Wrath.” Without a literary inheritance, the historical past is impoverished.

    In focusing on the social advantages of a literary education, however, we should not overlook the personal impact. Every day authors receive letters from readers that say, ”Your book changed my life.” History reveals case after case of famous people whose lives were transformed by literature. When the great Victorian thinker John Stuart Mill suffered a crippling depression in late-adolescence, the poetry of Wordsworth restored his optimism and self-confidence — a ”medicine for my state of mind,” he called it.

    A few decades later, W.E.B. DuBois found a different tonic in literature, an escape from the indignities of Jim Crow into a world of equality. ”I sit with Shakespeare and he winces not,” DuBois observed. ”Across the color line I move arm in arm with Balzac and Dumas, where smiling men and welcoming women glide in gilded halls.” Literature is a catalyst for education and culture.

    The evidence of literature’s importance to civic, personal, and economic health is too strong to ignore. The decline of literary reading foreshadows serious long-term social and economic problems, and it is time to bring literature and the other arts into discussions of public policy. Libraries, schools, and public agencies do noble work, but addressing the reading issue will require the leadership of politicians and the business community as well.

    Literature now competes with an enormous array of electronic media. While no single activity is responsible for the decline in reading, the cumulative presence and availability of electronic alternatives increasingly have drawn Americans away from reading.

    Reading is not a timeless, universal capability. Advanced literacy is a specific intellectual skill and social habit that depends on a great many educational, cultural, and economic factors. As more Americans lose this capability, our nation becomes less informed, active, and independent-minded. These are not the qualities that a free, innovative, or productive society can afford to lose.

    Dana Gioia is chairman of the National Endowment for the Arts.

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