A Monkey’s Uncle
Friday, July 10th, 2009Time is a funny thing. A lot can happen in 13 years. Or absolutely nothing can happen in 13 years. There’s no way to tell. Sometimes you just have to look back to see how far we have or haven’t come.
I was reminded of that because of some recent news. It made me go back to a report I recalled seeing some time ago. I didn’t remember it had been 13 years since I saw it. But with some digging, I did manage to turn it up. The report, published here, turns out to have been a cautionary note to our legislators and us about the declining reading levels in the United States. It was published in April of 1996. Its message went unheeded for three reasons: (1) Some people ignored it because it was published by the Heritage Foundation. In 1996, the Heritage Foundation was disained almost as much as it is today because of its reputation for being conservative. That means the information it presents doesn’t come packaged with promises to remedy the problems identified therin with no work, no responsibility, and no cost to anyone, especially taxpayers. (2) Some people ignored it because it was considered academic. In 1996, we had an attorney in the White House, not an intellectual, you know, like we have today. That means the report was perceived then in the same way in which economic reports are perceived now. That is, they must make sense to someone. They might even contain some truth. But attention doesn’t have to paid to them because they’re some kind of exercise that has no bearing on our lives. Our intellectual President has that whole money thing covered anyway. He said so. And when it comes to learning to read, our kids are the responsibility of public schools. Isn’t that why God invented them? Let them take care of it. (3) The rest of us ignored it because we couldn’t read it.
Then, those 13 years elapsed. Those of us who were wondering if that report might have had any real consequences are trying to figure out where to look for them. Our kids seemed to grow up okay. We heard stories now and then of college students here and there who couldn’t read proficiently at high-school levels. We heard about high-school students who couldn’t read at middle-school levels. But that’s more academic stuff, right? I mean, those kinds of skill studies are based on bars that always get set too high because they’re based on average students – and nobody’s really average. Come on. Isn’t that right? And the public schools passed those kids we heard about to the next grades, didn’t they? So, where’s the fallout?
The fallout, it turns out, is in the places in which some of those non-reading kids who were passed through school landed. The ones who took employment in the private sector endured the myriad travails of performance appraisals, proficiency tests, productivity metrics, and the other means of measure in the workaday world. You cut it, or you don’t. If you don’t, you move on, by your choice or your employer’s. Dog eat dog. Life goes on. It’s the way of the world. Well … not the whole world.
Some of those non-readers took employment in the public sector. And some of them were lucky enough to land in legislative positions in which they don’t have to read. They’re members of Congress. They have bills to pass, promises to make, costs to ignore, and consequences to overlook. Read? Even if they could, when do we think they’d have time for that? The whole reason we condoned the creation of the career politician is to take some of the pressure off. These people don’t have time to contemplate or comprehend the nature or substance of the legislation they’re passing. They have to worry about getting re-elected after every term. Do you think their schedules allow for anything other than promising voters what they want to hear during those terms? Read the bills they’re passing? Consider the implications? That’s just silly. And it gets dangerously close to work.
In fairness, we shouldn’t be too hard on our esteemed legislators. Reading requires study, practice, and refinement. It requires cognition and acuity. It requires critical faculties for interpretation, comprehension, and retention. Most important, it requires a particular kind of intelligence. So, let’s cut our Congressional leaders some slack if they don’t read the bills they sign. We expect them to be intelligent enough to learn governing. We can’t expect them to be intelligent enough to learn grammar, too.