Kingdom of the Solitary Reader

by Ed Simon 

As an émigré from the dusty, sun-scorched Carthaginian provinces, there are innumerable sites and experiences in Milan that could have impressed themselves upon the young Augustine – the regal marble columned facade of the Colone di San Lorenzo or the handsome red-brick of the Basilica of San Simpliciano – yet in Confessions, the fourth-century theologian makes much of an unlikely moment in which he witnesses his mentor Ambrose reading silently, without moving his lips. Author of Confessions and City of God, father of the doctrines of predestination and original sin, and arguably the second most important figure in Latin Christianity after Christ himself, Augustine nonetheless was flummoxed by what was apparently an impressive act. “When Ambrose read, his eyes ran over the columns of writing and his heart searched out for meaning, but his voice and his tongue were at rest,” remembered Augustine. “I have seen him reading silently, never in fact otherwise.”

Such surprise, such wonderment would suggest that something as prosaic as being able to read silently, free of whispering lips and finger following the line, was a remarkable feat in fourth-century Rome, so much so that Augustine sees fit to devote an entire paragraph to his astonishment. Both men were exemplary theologians, Church Fathers, and eventually saints, but only Ambrose was able to accomplish this simple task which you’re most likely doing right now. For Ambrose – as for you and me and billions of other literate people the world over – literacy allows for a cordoned off portion of the self, a still mind as if an enclosed garden from which words may be privately considered, debated, ,or enjoyed, while for Augustine, by contrast, all of those millions of arguments he constructed could only be uttered aloud by their author, and by the vast majority of his readers. Read more »

Why Johnny Can’t Read Now; An Elegy

by Deanna Kreisel [Dr. Waffle Blog]

About a third of the way through a first-year humanities honors course, one of my more engaged and talkative students pulled me aside after class for a private chat. She waited, clearly anxious, while the rest of her classmates filed out and then turned to me with her eyes already filling up with tears.

“I can’t read,” she said, her voice shaking.

I waited for her to elaborate, but nothing else was coming out. “Do you mean you’re having trouble finding time to do the assigned reading?” I ventured.

“No. I mean, yes, I am, but that’s not what I mean. I’m trying to read Pride and Prejudice,[1] I really am, but I don’t understand it.”

“Yes, well, as I’ve explained the language is antiquated and it takes some time to—”

“No, no!” she cried impatiently. “I know that. I mean I don’t know how to read a novel, a whole book. I can’t concentrate on it; my mind wanders. And then I can’t remember what happened, and I feel lost. It doesn’t make any sense to me. I just….can’t read,” she trailed off.

I clucked sympathetically as I tried to figure out what on earth to say.

“I’ve called my mom a bunch of times and cried on the phone to her. I am just so embarrassed. She said I should talk to you. Also, she suggested I listen to the audiobook. But I mean, is that cheating?”

I seized on the idea like a lifeline. “No, that would be fine,” I reassured her. “I suggest that you do both, though—listen to the audiobook as you’re following along with the text, so that you can eventually get better at comprehension.”

She was grateful; I gave her some tips on dealing with distractions and suggested she work with a tutor; she struggled through Jane Austen; tragedy and disaster were both averted. She got a little better at reading the assigned texts but continued to worry that it didn’t come naturally or easily to her.

This was an honors student. Read more »