Why
do we need people who write and publish, and people who read and
discuss?
Fragonard: Young Girl Reading |
Writing
and the why-of-it is no insignificant matter. Speech and writing are
the means by which ideas are transmitted, for one, and nothing shows
this better than the study of linguistic history.
Human evolution
from Heidelberg Man to Neanderthal Man to Homo Sapiens to modern
humankind has shown that the evolution of language has paralleled
physical evolution. Thinking ability,
problem-solving potential, inventiveness have through all the stages
of evolution complexified, and that largely because the development
of language has kept pace, allowing for what can be called the communal
brain. Ideas can be worked on by hundreds simultaneously, but
only because the vehicle of language has kept pace with progress.
But
language is not only a vehicle, its a tool with which we think, solve
problems, formulate ideas; language is the engine of the individual’s
reason train. The discussion about whether or not we can think what
we can’t say is old as psychology itself. (Click here
for a primer on the Sapir-Whorf hypothesis and more.)
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There are at least
two good reasons for us to take another look at writing and reading
in our day. Pick up Henry James, Portrait of a Lady or Josef
Conrad’s Heart of Darkness and you’re sure to conclude
that while our world is becoming more complex, our language breadth
may be shrinking.
The consequences of keyboarding replacing writing
with pen and paper is one on which the jury is probably still out.
More concerning is that the majority of the population doesn’t
spend much time in—what is in simplest terms—the library of the
meaning of our very humanity.
One additional
point. The lament over the uneven distribution of wealth in
industrialized countries is a big concern. I see a parallel in the
uneven distribution of literacy with similar consequences, i.e. the
dividing of our world into ever more distinct have and have-not
classes.
We who’ve been
lucky to have been granted a sound literary education have a
responsibility to the world, a responsibility that reaches toward
ever better writing and the universal ability to benefit from it. If
there are sacred things in our world, surely the collection, the
making available, the reading of our thoughts and ideas has to be on
that list.
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Journalism students are told early on
that it’s only the last thing that they as reporters, columnists,
commentators have written that will be remembered by their readers .
. . and that only briefly! When we think of poets, novelists, writers
of books generally, this obviously isn’t always true. But for those
of us who write blog posts—like this one—or sermons or lectures,
the maxim seems to have merit.
Which raises the question: “Why
bother posting a column, writing and delivering a sermon, composing a
letter to the editor, preparing a study lesson? What’s the point
if its attended to half-heartedly, forgotten by the time lunch has
been eaten? Isn’t thoughtful writing meant to change people, like a
vaccination or a heart transplant?
Perhaps we’re imagining writing
(stories, sermons, lessons, op eds, poems, etc.) through a false
metaphor. Perhaps the parallels to nutrition make more sense.
We eat a hearty breakfast, work for a few hours, forget the bacon and
eggs because we’re hungry again and long to be fed. The choices are
endless, ranging all the way from chips and coke to a balanced
carb/protein/mineral plate of lamb, potatoes, broccoli, and a lettuce
& tomato salad.
As with food, there’s nutritious writing and
junk writing. As with food, the inquiring mind, the healthy outlook
is not supported with junk writing and certainly not with one
fabulous post, one terrific sermon. It’s a steady, balanced,
nutritious reading/listening diet that provides mental, spiritual and
intellectual benefits.
We grow physically on the quantity and
quality of the food we eat. We grow mentally, intellectually,
spiritually on that which we read or listen to, day in, day out.
If this metaphor holds, then writers
are chefs, or at least sous chefs or cooks. They have skills and work
hard to produce a steady stream of nutritious meals.
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It makes sense to reiterate here that
the nature of being human on planet earth is in constant evolution,
one need only compare the conditions from century to century to see
this. That language should evolve conjointly goes without saying;
this implies, then, that its not masterpieces that we’re in need
of, but a continuing stream of writing, reading, discussion,
adaptation commensurate with the evolution of circumstances and
ideas. The vilification of a free press is a dangerous tactic
employed only by those who would halt progress in protection of their
own interests. Tyrants who do this are unlikely to be broad,
thoughtful readers.
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There’s a difference between spoken
and written speech. When we dialogue informally, our utterances are
mostly “off the cuff,” unproven, tentative, and that’s a fine
way to exchange local information and ideas, feelings and
commiserations at the family/friends/community level. It’s one of
our most-loved pastimes as well.
The serious, written word, by
comparison, is constructed, vetted for accuracy, edited for language
conventions and pondered . . . often for days and weeks. This is not
to say that a thing is only true if it’s written down; it only
means that good writing has a chance of doing what the unrehearsed,
spoken word really can’t: prepare and serve a complete, a tasty, a
nutritious dish.
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If there’s skill involved in writing,
there’s also skill involved in reading. The written material that
flogs a political viewpoint, that attempts to persuade us to certain
actions, that fudges the truth for an ulterior purpose is everywhere.
Good reading requires a growing vocabulary, attention to the
credentials and purposes of the writer, a keen sense of what’s
logical and what isn’t and a host of important considerations that
separate the astute reader from the one who’s ripe for the picking.
But all that is a huge subject for another day.
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True, we mustn’t forget that writers
(not unlike the rest of humanity) are ego-driven to a lesser or
greater degree. Writers hope to be read, hope their work gains
recognition, long for positive feedback. At their dreamiest, they may
have visions of a Pulitzer, or a Mann-Booker, or maybe a CBC Reads
appearance. But more generally, thousands of people are writing
because they enjoy the act, may even experience it as compulsion.
They write to their community and are content with the privilege
of publishing, even if its only in a circular with a small readership
or on social media or a weekly sermon.
And let’s be realistic; a writer has
no more right to the limelight than does a cook, a sales person, a
farmer, truck driver or kindergarten teacher. But if we’re to thank
the cook for feeding the body, let’s also thank the writer once in
a while for cooking up a dish for the mind.
So eat something, then find a quiet,
comfortable place and read.
Somebody put in a lot of effort in the kitchen.
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“I don’t like reading. I get
restless. I can’t concentrate for more than a few minutes.”
“I don’t write. I wouldn’t even
if I could. I’d rather be doing things . . . out there.”
You’ve probably heard the excuses for
remaining disengaged from the written arts. I could have added,
probably, “Half the time, I don’t know what that stuff is talking
about, so I lose interest,” or what for many are reasons—not
excuses—resulting from developmental or chronic physical/mental
challenges. But for those of us with average vision, average minds,
engagement with the written word is within reach even if left
unexercised.
Chalk it up to life-style choices,
possibly. Every day presents an abundance of options and just as in the expenditure of money, what’s
spent on A can’t also be spent on B—with the caveat that daytime
is a fixed amount for everyone alive. You can watch a hockey double
header on TV of an evening, or read a few chapters of Yuvel Harari’s
Sapiens: a brief history of humankind,
but you can’t do both at once.
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Meanwhile, what we
choose has a history that begins in childhood: parents who read/don’t
read, the relative prominence of books and reading in the home,
family involvement and support in schooling, parental and school
nurturing of curiosity, etc., etc. Many adults these days are
spending a lot of time and effort driving children to hockey, soccer
and baseball practice. Physical activity and sportsmanship can be
immensely beneficial.
I guess I’d plead for the arts—including language arts—to be granted similar status. I’m reminded of the father who desperately wants his son to excel in hockey, but when he offers to drive him to register for his first level is asked by the son, “Could you drive me to the library instead?”
I guess I’d plead for the arts—including language arts—to be granted similar status. I’m reminded of the father who desperately wants his son to excel in hockey, but when he offers to drive him to register for his first level is asked by the son, “Could you drive me to the library instead?”
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I have often
lamented the fact that my parents and grandparents didn’t write.
What thoughts my mother and father had as they moved from place to
place, what they discussed on my birth day and why they named me as
they did, what it felt like to be self-isolated during the 1918 ‘flu
epidemic when she was 17 and he was 21, even an inkling into what
they believed might have given the current world a perspective I
could really use.
Some parents of the
20th Century in my community did journal, but it was most
often a weather report with significant events named but not enlarged
upon. My great-grandfather who lived his entire life in the 19th
Century in Ukrainian-Russia, by comparison, kept marvelous journals
including the nature of his personal struggles with hard times.
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I’m reminded of
an adage having to do with an old man planting trees under whose
shade he will never sit. Hope that extends to children yet unborn may
in the end be the elixir that saves humanity from its own folly.
This may—in the
end—be the best reason for writing . . .
. . . and reading?