Sometime ago, in the aftermath of plagiarism scandals at the ivies, I said this was happening because the people entering the ivies are functionally illiterate.
I don’t mean to say they can’t read simple messages, or sign their names, or even read and answer multiple choice questions. I mean I think they’re incapable of reading for pleasure, or reading to acquire information. There is a difference. Many people can read, but get bogged down in reading a long text and keeping information from it in their heads.
My main reasons to say that were two fold:
a) the plagiarism cases in modus operandi reminded me exactly of what happens when a partly proficient foreign language learner tries to cobble together a complex essay. (Or even a simple one.) You go out and take paragraphs from various things, that seem to say what you want said in that paragraph of your essay. You might make small changes, or not, because the problem with that level of proficiency in a foreign language is that you mostly understand it, but you’re not confident enough with the structures of the language to write a full paragraph without falling on your face. (I remember agonizing over things like who/whom sometimes for an hour. Yes, I knew the rule. I also knew informal speech often broke it, and I’d diagram the sentences and still be hoplessly confused.)
b) I’d seen exactly this type of thing while teaching entry level college English in the early oughts. You could not assign a complex text and expect them to get the meaning, and for about half or three fourths of the class, asking them to write an essay was a bridge too far. You could ask. They just couldn’t do it. The essays turned in read like someone who couldn’t carry a thought to the end of a simple sentence. If I only knew people by their essays I’d think I was teaching the special ed class in some elementary school. But I knew them as people, and talked to them. Most of them were smart, had a decent vocabulary and could make a cogent argument in speech. It was only when trying to read or write that the wheels came off.
Because I’d taught foreign languages before, I knew precisely what this was a symptom of: bizarrely incompetent teaching. The kind of teaching that, if it were being done by a 16 year old in a one-room school house somewhere in the American prairie in the nineteenth century would have got her lynched, because it’s designed to NOT teach people while taking up maximum time and effort. Only the sixteen year old would never have done that, because after lesson three she’d have realized the kids weren’t learning (or even paying attention) and tried something else.
To turn out “well educated” (this is a misnomer. They’re well trained. To sit and listen and parrot back. They’ve no acquired any of the tools of civilization though) people who can’t read takes the might of the department of education, the cumulative apparatus of the schools of education and state licensing. Only people who have the basic instincts of humanity pounded out of them by a lot of nonsense are stupid enough to continue following the herd off the cliff.
Frankly, they follow the rules and what they were taught, because then they’re covered. They can’t be sued for malpractice if they’re doing what the manual taught them were best practices. (Yes, also, a lot of them are dumber than cheese. But not all. A lot are normal or high intelligence people rendered dumb by education dogma.)
My misgivings were given some backing by this: At Harvard, a student thought A Clockwork Orange was written in “Old English” and used AI to “translate” it. Others “view reading as an unnecessarily burdensome way of acquiring knowledge” and think professors who ask them to do it are “arbitrarily withholding information.”
Now, yes, I am aware that A Clockwork Orange is written in a weird style. But that is the problem. These people are not illiterate-illiterate, but they are functionally illiterate in any way that counts.
If it were written normally, a student might struggle through it, a page or two at a time. But you throw in a weird style and they come aground, because reading a book normally written is already so much effort the weird style makes it impossible.
How did we get here? Well, remember what I said above about weird education theories? It’s mostly, really, whole word. Yes, I know your schools will tell you they don’t use whole word. That’s because they keep changing the name every few years, as it acquires a bad odor. But the method is always the same.
When my kids were little, 20 some years ago, it was “whole language” and the teacher could wax poetic for hours on how this enhanced learning and blah, blah, blah. But what I can tell you is that they took my 5 year old second son, who was reading quite well on his own, and made him non-functional at reading. Instead of sounding out the word “We’re not supposed to do that” he was supposed to “guess” which for a kid (and an adult. Sometime in private ask me how I heard an attending physician call something by the name of a death camp by accident.) means if it starts and ends with the same letter it’s functionally the same word.
When you’re reading a simple text, like instructions on how to brew coffee, you can realize you have the wrong word and go back and correct until you get the right one. But a whole novel? Even a long short story? It doesn’t even have to be written in a difficult style. You’re not going to go back and second guess every single word.
Now, sure, in defense of this “just guess” the establishment brings out that English isn’t phonetic. This is wrong. English is not non-phonetic. English is bizarre and takes some very weird turns around the block of language, but it is still largely phonetic. When I look at “phonetic” for instance, I’m not going to read it as pyrotechnic. I’m not going to do that, because I know ph makes an f sound, and the only thing that makes a c sound, however weird, is at the end.
Look, I came from a highly phonetic language, and while I did and sometimes still do read a word or the other very weirdly in English, it’s not that bad. It’s mostly pronunciation issues which can be remedied.
What I mean is however difficult English might be to shove into the Latin alphabet, that doesn’t make it a language written in pictographs. If it were, there would be much higher variation between the shape of the words to facilitate that. And the teaching method would be different.
When I went to the school in one of my “Rain fire upon their heads” expeditions on the subject, the teacher told me that yeah, sure, with phonics they would read everything, BUT THEY WOULDN’T KNOW THE MEANING OF WHAT THEY READ.
This level of stupidity, again, cannot be natural, you have to be indoctrinated into it. They are treating the language exactly like a language written in pictographs. If you don’t learn the arbitrary meaning that goes with the shape, you’ll never learn the meaning, and will just have useless shape cluttering your mind.
Of course English isn’t like that. In fact, the way I became fluent in English (because I was tired of not being, is the short answer) was to sit down with The Door Into Summer (because someone had given it to me in unabridged English) a pencil and an English-Portuguese dictionary. Every time I read a word I didn’t know I looked it up in the dictionary and wrote the meaning above it in pencil. When I got to the end of a page, I went back and re-read that page. When I got to the end of the chapter, I re-read the chapter. And when I got to the end of the book I started from the beginning again. The first pass took six months, the third took a week. And by the end of the third I was near-fluent and could start on other books in unabridged English (mostly by doing a walk through of hotel lobbies where American or British tourists stayed, because they tended to ditch books they had read rather than take them back on the plane.)
But the point here is I sure learned the meaning of those weird words, most of which I was pronouncing very badly. Normal kids can too. Heck, when I got younger son to stop guessing, he bugged me so much for “what does this word mean” that I bought him an electronic dictionary. (Mostly because like most kids who taught themselves to read, he never got the order of the alphabet. not at the internalized level that makes looking up things easy.) And he learned meanings.
No, the nonsense with whole word/whole language/whole and entire insanity is that it is the theory trying to run the world, when the theory is demonstrably not fit for the world. And they keep bringing it back for the same idea they keep trying communism. The theory seems so shiny to them that it has to work. HAS to for sure.
It doesn’t work. What it does is produce people who think they’re literate, think they’re educated, but can’t read anything more difficult than a picture book or instructions on how to lock their bikes without missing important information.
Now you can say what you will about the usefulness of making people read “literature” but the fact is that while technology can compensate for the inability to read anything complicated, it doesn’t work as well as an auxiliary to memory.
Look, forget the “one day the internet goes down forever”. Sure, it can happen, and then these people will be left alone with books rendered largely useless. BUT there’s more to it. If I want information say on Elizabethan London, I know which book to grab off my shelves and exactly where to look.
Okay, fine, AI, but as we know AI does indeed hallucinate. Often on things that have nothing to do with politics, just some glitch. if you can’t verify the information, you’re lost.
And I posit that the rot, the inability to read fluently goes a lot deeper than that. I’d estimate a good 75% of people have trouble reading and absorbing information from the text.
This leads to all sorts of things, from a love of ‘procedure’ — you deviate, and you’re in unknown territory. Just do the form you’ve memorized — to not fully reading important information (Why even do I fill in my history on forms before an appointment?) to being unable to understand a story that’s longer than a few hundred words.
Since our world is built on stories, which is how news and information are even delivered, this is not just pathetic, it’s civilization-endangering.
So what do you do about it? It’s not too late. The best time to start would be 50 years ago, but the second best time to start is today.
If you have the problem I described, you can teach yourself phonics. Grab a program off the shelf. You’ll feel stupid as heck, but it will rebuild what you lack and you’ll find yourself understanding complex texts much more easily. Which will unlock new horizons both of work and pleasure.
And if your kids are in school and you’ve been assured they’re not learning whole word? Have them read a text with a lot of new words. If they’re either “guessing” or think that cremation and crucifixion are the same word, it’s whole word whatever they call it. Get yourself a phonics program (hooked on phonics is how I retaught the kid to read) and teach the kid. He’ll kick and scream, but that only builds character.
Right now, it would be easier to become literate by standing on a street corner than by attending public school. That is because public school is designed wholly to NOT teach people the basics.
There is a rumor this is a clever plan to create a population that can’t verify information. Maybe. I’d suspect for the left it’s merely a happy side effect. The plan is to allow people to “teach” with no effort at all and without involving in fact with the kids.
It’s time to reverse that. And since the education system is patently unable to do so, it’s up to us.
Build under, build over, build around. And make sure people can read the way to the future.
According to Hoyt 2026 Fundraiser, Day 9
(I will keep this up through day 16, because people have asked due to pay schedules.)
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