Literacy and Cultural Literacy
THE DECLINE OF LITERATE KNOWLEDGE
This book explains why we need to make some very specific educational changes in order to achieve a higher level of national literacy. It does not anatomize the literacy crisis or devote many pages to Scholastic Aptitude Test scores. It does not document at length what has already been established, that Americans do not read as well as they should. It takes no position about methods of initial reading instruction beyond insisting that content must receive as much emphasis as 'skill.' It does not discuss teacher training or educational funding or school governance. In fact, one of its major purposes is to break away entirely from what Jeanne S. Chall has called 'the great debate' about methods of reading instruction. It focuses on what I conceive to be the great hidden problem in American education, and I hope that it reveals this problem so compellingly that anyone who is concerned about American education will be persuaded by the book's argument and act upon it.
The standard of literacy required by modern society has been rising throughout the developed world, but American literacy rates have not risen to meet this standard. What seemed an acceptable level in the 1950s is no longer acceptable in the late 1980s, when only highly literate societies can prosper economically. Much of Japan's industrial efficiency has been credited to its almost universally high level of literacy. But in the United States, only two thirds of our citizens are literate, and even among those the average level is too low and should be raised. The remaining third of our citizens need to be brought as close to true literacy as possible. Ultimately our aim should be to attain universal literacy at a very high level, to achieve not only greater economic prosperity but also greater social justice and more effective democracy. We Americans have long accepted literacy as a paramount aim of schooling, but only recently have some of us who have done research in the field begun to realize that literacy is far more than a skill and that it requires large amounts of specific information. That new insight is central to this book.
Professor Chall is one of several reading specialists who have observed that 'world knowledge' is essential to the development of reading and writing skills. What she calls world knowledge I call cultural literacy, namely, the network of information that all competent readers possess. It is the background information, stored in their minds, that enables them to take up a newspaper and read it with an adequate level of comprehension, getting the point, grasping the implications, relating what they read to the unstated context which alone gives meaning to what they read. In describing the contents of this neglected domain of background information, I try to direct attention to a new opening that can help our schools make the significant improvement in education that has so far eluded us. The achievement of high universal literacy is the key to all other fundamental improvements in American education.
Why is literacy so important in the modern world? Some of the reasons, like the need to fill out forms or get a good job, are so obvious that they needn't be discussed. But the chief reason is broader. The complex undertakings of modern life depend on the cooperation of many people with different specialties in different places. Where communications fail, so do the undertakings. (That is the moral of the story of the Tower of Babel.) The function of national literacy is to foster effective nationwide communications. Our chief instrument of communication over time and space is the standard national language, which is sustained by national literacy. Mature literacy alone enables the tower to be built, the business to be well managed, and the airplane to fly without crashing. All nationwide communications, whether by telephone, radio, TV, or writing are fundamentally dependent upon literacy, for the essence of literacy is not simply reading and writing but also the effective use of the standard literate language. In Spain and most of Latin America the literate language is standard written Spanish. In Japan it is standard written Japanese. In our country it is standard written English.
Linguists have used the term 'standard written English,' to describe both our written and spoken language, because they want to remind us that standard spoken English is based upon forms that have been fixed in dictionaries and grammars and are adhered to in books, magazines, and newspapers. Although standard written English has no intrinsic superiority to other languages and dialects, its stable written forms have now standardized the oral forms of the language spoken by educated Americans. The chief function of literacy is to make us masters of this standard instrument of knowledge and communication, thereby enabling us to give and receive complex information orally and in writing over time and space. Advancing technology, with its constant need for host and complex communications, has made literacy ever more essential to commerce and domestic life. The literate language is more, not less, central in our society now than it was in the days before television and the silicon chip.
The recently rediscovered insight that literacy is more than a skill is based upon knowledge that all of us unconsciously have about language. We know instinctively that to understand what somebody is saying, we must understand more than the surface meanings of words; we have to understand the context as well. The need for background information applies all the more to reading and writing. To grasp the words on a page we have to know a lot of information that isn't set down on the page.
Consider the implications of the following experiment described in an article in Scientific American. A researcher goes to Harvard Square in Cambridge, Massachusetts, with a tape recorder hidden in his coat pocket. Putting a copy of the Boston Globe under his arm, he pretends to be a native. He says to passersby, 'How do you get to Central Square?' The passersby, thinking they are addressing a fellow Bostonian, don't even break their stride when they give their replies, which consist of a few words like 'First stop on the subway.'
The next day the researcher goes to the same spot, but this time he presents himself as a tourist, obviously unfamiliar with the city. 'I'm from out of town,' he says. 'Can you tell me how to get to Central Square?' This time the tapes show that people's answers are much longer and more rudimentary. A typical one goes, 'Yes, well you go down on the subway. You can see the entrance over there, and when you get downstairs you buy a token, put it in the slot, and you go over to the side that says Quincy. You take the train headed for Quincy, but you get off very soon, just the first stop is Central Square, and be sure you get off there. You'll know it because there's a big sign on the wall. It says Central Square.' And so on.
Passersby were intuitively aware that communication between strangers requires an estimate of how much relevant information can be taken for granted in the other person. If they can take a lot for granted, their communications can be short and efficient, subtle and complex. But if strangers share very little knowledge, their communications must be long and relatively rudimentary.
In order to put in perspective the importance of background knowledge in language, I want to connect the lack of it with our recent lack of success in teaching mature literacy to all students. The most broadly based evidence about our teaching of literacy comes from the National Assessment of Educational Progress (NAEP). This nationwide measurement, mandated by Congress, shows that between 1970 and 1980 seventeen year-olds declined in their ability to understand written materials, and the decline was especially striking in the top group, those able to read at an 'advanced' level. Although these scores have now begun to rise, they remain alarmingly low. Still more precise quantitative data have come from the scores of the verbal Scholastic Aptitude Test (SAT). According to John B. Carroll, a distinguished psychometrician, the verbal SAT is essentially a test of 'advanced vocabulary knowledge,' which makes it a fairly sensitive instrument for measuring levels of literacy. It is well known that verbal SAT scores have declined dramatically in the past fifteen years, and though recent reports have shown them rising again, it is from a very low base. Moreover, performance on the verbal SAT has been slipping steadily at the top. Ever fewer numbers of our best and brightest students are making high scores on the test.
Decline of Literate Knowledge
Before the College Board disclosed the full statistics in 1984, anti-alarmists could argue that the fall in average verbal scores could be explained by the rise in the number of disadvantaged students taking the SATs. That argument can no longer be made. It's now clear that not only our disadvantaged but also our best educated and most talented young people are showing diminished verbal skills. To be precise, out of a constant pool of about a million test takers each year, 56 percent more students scored above 600 in 1974 than did so in 1984. More startling yet, the percentage drop was even greater for those scoring above 650-73 percent.
In the mid 1980s American business leaders have become alarmed by the lack of communication skills in the young people they employ. Recently, top executives of some large U.S. companies, including CBS and Exxon, met to discuss the fact that their younger middle-level executives could no longer communicate their ideas effectively in speech or writing. This group of companies has made a grant to the American Academy of Arts and Sciences to analyze the causes of this growing problem. They want to know why, despite breathtaking advances in the technology of communication, the effectiveness of business communication has been slipping, to the detriment of our competitiveness in the world. The figures from NAEP surveys and the scores on the verbal SAT are solid evidence that literacy has been declining in this country just when our need for effective literacy has been sharply rising.
I now want to juxtapose some evidence for another kind of educational decline, one that is related to the drop in literacy. During the period 19701985, the amount of shared knowledge that we have been able to take for granted in communicating with our fellow citizens has also been declining. More and more of our young people don't know things we used to assume they knew.
A side effect of the diminution in shared information has been a noticeable increase in the number of articles in such publications as Newsweek and the Wall Street Journal about the surprising ignorance of the young. My son John, who recently taught Latin in high school and eighth grade, often told me of experiences which indicate that these articles are not exaggerated. In one of his classes he mentioned to his students that Latin, the language they were studying, is a dead language that is no longer spoken. After his pupils had struggled for several weeks with Latin grammar and vocabulary, this news was hard for some of them to accept. One girl raised her hand to challenge my son's claim. 'What do they speak in Latin America?' she demanded.
At least she had heard of Latin America. Another day my son asked his Latin class if they knew the name of an epic poem by Homer. One pupil shot up his hand and eagerly said, 'The Alamo!' Was it just a slip for The Iliad? No, he didn't know what the Alamo was, either. To judge from other stories about information gaps in the young, many American schoolchildren are less well informed than this pupil. The following, by Benjamin J. Stein, is an excerpt from one of the most evocative recent accounts of youthful ignorance.
I spend a lot of time with teen-agers. Besides employing three of them part-time, I frequently conduct focus groups at Los Angeles area high schools to learn about teen-agers' attitudes towards movies or television shows or nuclear arms or politicians....
I have not yet found one single student in Los Angeles, in either college or high school, who could tell me the years when World War 11 was fought. Nor have I found one who could tell me the years when World War I was fought. Nor have I found one who knew when the American Civil War was fought....
A few have known how many U.S. senators California has, but none has known how many Nevada or Oregon has. ('Really? Even though they're so small?') . . . Only two could tell me where Chicago is, even in the vaguest terms. (My particular favorite geography lesson was the junior at the University of California at Los Angeles who thought that Toronto must be in Italy. My second-favorite geography lesson is the junior at USC, a pre-law student, who thought that Washington, D.C. was in Washington State.) . . .
Only two could even approximately identify Thomas Jefferson. Only one could place the date of the Declaration of Independence. None could name even one of the first ten amendments to the Constitution or connect them with the Bill of Rights....
On and on it went. On and on it goes. I have mixed up episodes of ignorance of facts with ignorance of concepts because it seems to me that there is a connection.... The kids I saw (and there may be lots of others who are different) are not mentally prepared to continue the society because they basically do not understand the society well enough to value it.
My son assures me that his pupils are not ignorant. They know a great deal. Like every other human group they share a tremendous amount of knowledge among themselves, much of it learned in school. The trouble is that, from the standpoint of their literacy and their ability to communicate with others in our culture, what they know is ephemeral and narrowly confined to their own generation. Many young people strikingly lack the information that writers of American books and newspapers have traditionally taken for granted among their readers from all generations. For reasons explained in this book, our children's lack of intergenerational information is a serious problem for the nation. The decline of literacy and the decline of shared knowledge are closely related, interdependent facts.
The evidence for the decline of shared knowledge is not just anecdotal. In 1978 NAEP issued a report which analyzed a large quantity of data showing that our children's knowledge of American civics had dropped significantly between 1969 and 1976 The performance of thirteen year-olds had dropped an alarming 11 percentage points. That the drop has continued since 1976 was confirmed by preliminary results from a NAEP study conducted in late 1985. It was undertaken both because of concern about declining knowledge and because of the growing evidence of a causal connection between the drop in shared information and in literacy. The Foundations of Literacy project is measuring some of the specific information about history and literature that American seventeen year olds possess.
Although the full report will not be published until 1987, the preliminary field tests are disturbingly If these samplings hold up, and there is no reason to think they will not, then the results we will be reading in 1987 will show that two thirds of our seventeen year-olds do not know that the Civil War occurred between 1850 and 1900. Three-quarters do not know what reconstruction means. Half do not know the meaning of Brown decision and cannot identify either Stalin or Churchill. Three quarters are unfamiliar with the names of standard American and British authors. Moreover, our seventeen year-olds have little sense of geography or the relative chronology of major events. Reports of youthful ignorance can no longer be considered merely impressionistic.
My encounter in the seventies with this widening knowledge gap first caused me to recognize the connection between specific background knowledge and mature literacy. The research I was doing on the reading and writing abilities of college students made me realize two things.' First, we cannot assume that young people today know things that were known in the past by almost every literate person in the culture. For instance, in one experiment conducted in Richmond, Virginia, our seventeen and eighteen year old subjects did not know who Grant and Lee were. Second, our results caused me to realize that we cannot treat reading and writing as empty skills, independent of specific knowledge. The reading skill of a person may vary greatly from task to task. The level of literacy exhibited in each task depends on the relevant background information that the person possesses.
The lack of wide ranging background information among young men and women now in their twenties and thirties is an important cause of the illiteracy that large corporations are finding in their middle-level executives. In former days, when business people wrote and spoke to one another, they could be confident that they and their colleagues had studied many similar things in school. They could talk to one another with an efficiency similar to that of native Bostonians who speak to each other in the streets of Cambridge. But today's high school graduates do not reliably share much common information, even when they graduate from the same school. If young people meet as strangers, their communications resemble the uncertain, rudimentary explanations recorded in the second part of the Cambridge experiment.
My father used to write business letters that alluded to Shakespeare. These allusions were effective for conveying complex messages to his associates, because, in his day, business people could make such allusions with every expectation of being understood. For instance, in my father's commodity business, the timing of sales and purchases was all-important, and he would sometimes write or say to his colleagues, 'There is a tide,' without further elaboration. Those four words carried not only a lot of complex information, but also the persuasive force of a proverb. In addition to the basic practical meaning, 'Act now!,' what came across was a lot of implicit reasons why immediate action was important.
For some of my younger readers who may not recognize the allusion, the passage from Julius Caesar is:
There is a tide in the affairs of men Which taken at the flood leads on to fortune; Omitted, all the voyage of their life Is bound in shallows and in miseries. On such a full sea are we now afloat, And we must take the current when it serves, Or lose our ventures.
To say 'There is a tide' is better than saying 'Buy (or sell) now and you'll cover expenses for the whole year, but if you fail to act right away, you may regret it the rest of your life.,' That would be twenty-seven words instead of four, and while the bare message of the longer statement would be conveyed, the persuasive force wouldn't. Think of the demands of such a business communication. To persuade somebody that your recommendation is wise and well-founded, you have to give lots of reasons and cite known examples and authorities. My father accomplished that and more in four words, which made quoting Shakespeare as effective as any efficiency consultant could wish. The moral of this tale is not that reading Shakespeare will help one rise in the business world. My point is a broader one. The fact that middle-level executives no longer share literate background knowledge is a chief cause of their inability to communicate effectively.
THE NATURE AND USE OF CULTURAL LITERACY
The documented decline in shared knowledge carries implications that go far beyond the shortcomings of executives and extend to larger questions of educational policy and social justice in our country. Mina Shaughnessy was a great English teacher who devoted her professional life to helping disadvantaged students become literate. At the 1980 conference dedicated to her memory, one of the speakers who followed me to the podium was the Harvard historian and sociologist Orlando Patterson. To my delight he departed from his prepared talk to mention mine. He seconded my argument that shared information is a necessary background to true literacy. Then he extended and deepened the ideas I had presented. Here is what Professor Patterson said, as recorded in the Proceedings of the conference.
Industrialized civilization [imposes] a growing cultural and structural complexity which requires persons to have a broad grasp of what Professor Hirsch has called cultural literacy: a deep understanding of mainstream culture, which no longer has much to do with white Anglo-Saxon Protestants, but with the imperatives of industrial civilization. It is the need for cultural literacy, a profound conception of the whole civilization, which is often neglected in talk about literacy.
Patterson continued by drawing a connection between background information and the ability to hold positions of responsibility and power. He was particularly concerned with the importance for blacks and other minorities of possessing this information, which is essential for improving their social and economic status.
The people who run society at the macro level must be literate in this culture. For this reasons it is dangerous to overemphasize the problems of basic literacy or the relevancy of literacy to specific tasks, and more constructive to emphasize that blacks will be condemned in perpetuity to oversimplified, low level tasks and will never gain their rightful place in controlling the levers of power unless they also acquire literacy in this wider cultural sense.
Although Patterson focused his remarks on the importance of cultural literacy for minorities, his observations hold for every culturally illiterate person in our nation. Indeed, as he observed, cultural literacy is not the property of any group or class.
To assume that this wider culture is static is an error; in fact it is not. It's not a WASP culture; it doesn't belong to any group. It is essentially and constantly changing, and it is open. What is needed is recognition that the accurate metaphor or model for this wider literacy is not domination, but dialectic; each group participates and contributes, transforms and is transformed, as much as any other group.... The English language no longer belongs to any single group or nation. The same goes for any other area of the wider culture.
As Professor Patterson suggested, being taught to decode elementary reading materials and specific, job related texts cannot constitute true literacy. Such basic training does not make a person literate with respect to newspapers or other writings addressed to a general public. Moreover, a directly practical drawback of such narrow training is that it does not prepare anyone for technological change. Narrow vocational training in one state of a technology will not enable a person to read manuals that explain new developments in the same technology. In modern life we need general knowledge that enables us to deal with new ideas, events, and challenges. In today's world, general cultural literacy is more useful than what Professor Patterson terms 'literacy to a specific task,' because general literate information is the basis for many changing tasks.
Cultural literacy is even more important in the social sphere. The aim of universal literacy has never been a socially neutral mission in our country. Our traditional social goals were unforgettably renewed for us by Martin Luther King, Jr., in his 'I Have a Dream' speech. King envisioned a country where the children of former slaves sit down at the table of equality with the children of former slave owners, where men and women deal with each other as equals and judge each other on their characters and achievements rather than their origins. Like Thomas Jefferson, he had a dream of a society founded not on race or class but on personal merit. In the present day, that dream depends on mature literacy. No modern society can hope to become a just society without a high level of universal literacy. Putting aside for the moment the practical arguments about the economic uses of literacy, we can contemplate the even more basic principle that underlies our national system of education in the first place-that people in a democracy can be entrusted to decide all important matters for themselves because they can deliberate and communicate with one another. Universal literacy is inseparable from democracy and is the canvas for Martin Luther King's picture as well as for Thomas Jefferson's. Both of these leaders understood that just having the right to vote is meaningless if a citizen is disenfranchised by illiteracy or semi-literacy. Illiterate and semiliterate Americans are condemned not only to poverty, but also to the powerlessness of incomprehension. Knowing that they do not understand the issues, and feeling prey to manipulative oversimplifications, they do not trust the system of which they are supposed to be the masters. They do not feel themselves to be active participants in our republic, and they often do not turn out to vote. The civic importance of cultural literacy lies in the fact that true enfranchisement depends upon knowledge, knowledge upon literacy, and literacy upon cultural literacy. To be truly literate, citizens must be able to grasp the meaning of any piece of writing addressed to the general reader. All citizens should be able, for instance, to read newspapers of substance, about which Jefferson made the following famous remark:
Were it left to me to decide whether we should have a government without newspapers, or newspapers without a government, I should not hesitate a moment to prefer the latter. But I should mean that every man should receive those papers and be capable of reading them.
Jefferson's last comment is often omitted when the passage is quoted, but it's the crucial one.
Books and newspapers assume a 'common reader,' that is, a person who knows the things known by other literate persons in the culture. Obviously, such assumptions are never identical from writer to writer, but they show a remarkable consistency. Those who write for a mass public are always making judgments about what their readers can be assumed to know, and the judgments are closely similar. Any reader who doesn't possess the knowledge assumed in a piece he or she reads will in fact be illiterate with respect to that particular piece of writing.
Here, for instance, is a rather typical excerpt from the Washington Post of December 9, 1983.
A federal appeals panel today upheld an order barring foreclosure on a Missouri farm, saying that U.S. Agriculture Secretary John R. Block has reneged on his responsibilities to some debt ridden farmers. The appeals panel directed the USDA to create a system of processing loan deferments and of publicizing them as it said Congress had intended. The panel said that it is the responsibility of the agriculture secretary to carry out this intent 'not as a private banker, but as a public broker.'
Imagine that item being read by people who are well trained in phonics, word recognition, and other decoding skills but are culturally illiterate. They might know words like foreclosure, but they would not understand what the piece means. Who gave the order that the federal panel upheld? What is a federal appeals panel? Where is Missouri, and what about Missouri is relevant to the issue? Why are many farmers debt ridden? What is the USDA? What is a public broker? Even if culturally illiterate readers bothered to look up individual words, they would have little idea of the reality being referred to. The explicit words are just surface pointers to textual meaning in reading and writing. The comprehending reader must bring to the text appropriate background information that includes knowledge not only about the topic but also the shared attitudes and conventions that color a piece of writing.
Our children can learn this information only by being taught it. Shared literate information is deliberately sustained by national systems of education in many countries because they recognize the importance of giving their children a common basis for communication. Some decades ago a charming book called 1066 and All That appeared in Britain. It dealt with facts of British history that all educated Britons had been taught as children but remembered only dimly as adults. The book caricatured those recollections, purposely getting the 'facts' just wrong enough to make them ridiculous on their face. Readers instantly recognized that the book was mistaken in its theory about what Ethelred-the-Unready was unready for, but, on the other hand, they couldn't say precisely what he was unready for. The book was hilarious to literate Britons as a satire of their own vague and confused memories. But even if their schoolchild knowledge had become vague with the passage of time, it was still functional, because the information essential to literacy is rarely detailed or precise.
This haziness is a key characteristic of literacy and cultural literacy. To understand the Washington Post extract literate readers have to know only vaguely, in the backs of their minds, that the American legal system permits a court decision to be reversed by a higher court. They would need to know only that a judge is empowered to tell the executive branch what it can or cannot do to farmers and other citizens. (The secretary of agriculture was barred from foreclosing a Missouri farm.) Readers would need to know only vaguely what and where Missouri is, and how the department and the secretary of agriculture fit into the scheme of things. None of this knowledge would have to be precise. Readers wouldn't have to know whether an appeals panel is the final judicial level before the U.S. Supreme Court. Any practiced writer who feels it is important for a reader to know such details always provides them.
Much in verbal communication is necessarily vague, whether we are conversing or reading. What counts is our ability to grasp the general shape of what we are reading and to tie it to what we already know. If we need details, we rely on the writer or speaker to develop them. Or if we intend to ponder matters in detail for ourselves, we do so later, at our leisure. For instance, it is probably true that many people do not know what a beanbag is in baseball. So in an article on the subject the author conveniently sets forth as much as the culturally literate reader must know.
Described variously as the knockdown pitch, the beanball, the duster and the purpose pitch-the Pentagon would call it the peacekeeper-this delightful stratagem has graced the scene for most of the 109 years the major leagues have existed. It starts fights. It creates lingering grudges. It sends people to the hospital.... 'You put my guy in the dirt, I put your guy in the dirt.'
To understand this text, we don't have to know much about the particular topic in advance, but we do require quite a lot of vague knowledge about baseball to give us a sense of the whole meaning, whether our knowledge happens to be vague or precise.
The superficiality of the knowledge we need for reading and writing may be unwelcome news to those who deplore superficial learning and praise critical thinking over mere information. But one of the sharpest critical thinkers of our day, Dr. Hilary Putnam, a Harvard philosopher, has provided us with a profound insight into the importance of vague knowledge in verbal communication
Suppose you are like me and cannot tell an elm from a beech tree.... [I can nonetheless use the word 'elm' because] there is a division of linguistic labor.... It is not at all necessary or efficient that everyone who wears a gold ring (or a gold cufflink, etc.) be able to tell with any reliability whether or not something is really gold.... Everyone to whom the word 'gold' is important for any reason has to acquire the word 'gold'; but he does not have to acquire the method of recognizing if something is or is not gold.
Putnam does acknowledge a limit on the degrees of ignorance and vagueness that are acceptable in discourse. 'Significant communication,' he observes, 'requires that people know something of what they are talking about.' Nonetheless, what is required for communication is often so vague and superficial that we can properly understand and use the word elm without being able to distinguish an elm tree from a beech tree. What we need to know in order to use and understand a word is an initial stereotype that has a few vague traits.
Speakers are required to know something about (stereotypic) tigers in order to count as having acquired the word 'tiger'; something about elm trees (or anyway about the stereotype thereof) to count as having acquired the word 'elm,' etc.... The nature of the required minimum level of competence depends heavily upon both the culture and the topic, however. In our culture speakers are not ... required to know the fine details (such as leaf shape) of what an elm tree looks like. English speakers are required by their linguistic community to be able to tell tigers from leopards; they are not required to be able to tell beech trees from elm trees.
When Putnam says that Americans can be depended on to distinguish tigers and leopards but not elms and beeches, he assumes that his readers will agree with him because they are culturally literate. He takes for granted that one literate person knows approximately the same things as another and is aware of the probable limits of the other person's knowledge. That second level of awareness-knowing what others probably know-is crucial for effective communication. In order to speak effectively to people we must have a reliable sense of what they do and do not know. For instance, if Putnam is right in his example, we should not have to tell a stranger that a leopard has spots or a tiger stripes, but we would have to explain that an elm has rough bark and a beech smooth bark if we wanted that particular piece of information conveyed. To know what educated people know about tigers but don't know about elm trees is the sort of cultural knowledge, limited in extent but possessed by all literate people that must be brought into the open and taught to our children.
Besides being limited in extent, cultural literacy has another trait that is important for educational policy-its national character. It's true that literate English is an international language, but only so long as the topics it deals with are international. The background knowledge of people from other English speaking nations is often inadequate for complex and subtle communications within our nation. The knowledge required for national literacy differs from country to country, even when their national language is the same. It is no doubt true that one layer of cultural literacy is the same for all English speaking nations. Australians, South Africans, Britons, and Americans share a lot of knowledge by virtue of their common language. But much of the knowledge required for literacy in, say, Australia is specific to that country, just as much of ours is specific to the United States.
For instance, a literate Australian can typically understand American newspaper articles on international events or the weather but not one on a federal appeals panel. The same holds true for Americans who read Australian newspapers. Many of us have heard 'Waltzing Matilda,' a song known to every Australian, but few Americans understand or need to understand what the words mean.
Once a jolly swagman camped by a billybong, Under the shade of a kulibar tree, And he sang as he sat and waited for his billyboil, 'You'll come awaltzing, Matilda, with me.'
Waltzing Matilda doesn't mean dancing with a girl; it means walking with a kind of knapsack. A swagman is a hobo, a billybong is a brook or pond, a kulibar is a eucalyptus, and billyboil is coffee.
The national character of the knowledge needed in reading and writing was strikingly revealed in an experiment conducted by Richard C. Anderson and others at the Center for the Study of Reading at the University of Illinois. They assembled two paired groups of readers, all highly similar in sexual balance, educational background, age, and social class. The only difference between the groups was that one was in India, the other in the United States. Both were given the same two letters to read. The texts were similar in overall length, word frequency distribution, sentence length and complexity, and number of explicit propositions. Both levers were on the same topic, a wedding, but one described an Indian wedding, the other an American wedding. The reading performances of the two groups-their speed and accuracy of comprehension-split along national lines. The Indians performed well in reading about the Indian wedding but poorly in reading about the American one, and the Americans did the opposite. This experiment not only reconfirmed the dependence of reading skill on cultural literacy, it also demonstrated its national character.
Although nationalism may be regrettable in some of its worldwide political effects) a mastery of national culture is essential to mastery of the standard language in every modern nation. This point is important for educational policy, because educators often stress the virtues of multicultural education. Such study is indeed valuable in itself; it inculcates tolerance and provides a perspective on our own traditions and values. But however laudable it is, it should not be the primary focus of national education. It should not be allowed to supplant or interfere with our schools' responsibility to ensure our children's mastery of American literate culture. The acculturative responsibility of the schools is primary and fundamental. To teach the ways of one's own community has always been and still remains the essence of the education of our children, who enter neither a narrow tribal culture nor a transcendent world culture but a national literate culture. For profound historical reasons, this is the way of the modern worlds It will not change soon, and it will certainly not be changed by educational policy alone.
THE DECLINE OF TEACHING CULTURAL LITERACY
Why have our schools failed to fulfill their fundamental acculturative responsibility? In view of the immense importance of cultural literacy for speaking, listening, reading, and writing, why has need for a definite, shared body of information been so rarely mentioned in discussions of education? In the educational writings of the past decade, I find almost nothing on this topic, which is not arcane. People who are introduced to the subject quickly understand why oral or written communication requires a lot of shared background knowledge. It's not the difficult or novelty of the idea that has caused it to receive so little attention.
Let me hazard a guess about one reason for our neglect of the subject We have ignored cultural literacy in teaching about education-certainly I as a researcher also ignored it until recently- precisely because it was something we have been able to take for granted. We ignore the air we breathe until it is thin or foul. Cultural literacy is the oxygen of Social intercourse. Only when we run into cultural illiteracy are we shocked into recognizing the importance of the information that we had unconsciously assumed.
To be sure, a missal level of information is possessed by any normal person who lives in the United States and speaks elementary English. Almost everybody knows what is meant by dollar and that cars must travel on the right hand site of the road. But this elementary level of information is not sufficient for a modern democracy. It isn't sufficient to read newspapers (a sin against Jeffersonian democracy), and it isn't sufficient to achieve economic fairness and high productivity. Cultural literacy lies above the everyday levels of knowledge that everyone possesses and below the expert level known only to specialists. It is that middle ground of cultural knowledge possessed by the common reader.' It includes information that we have traditionally expected our children to receive in school, but which they no longer do.
During recent decades Americans have hesitated to make a decision about the specific knowledge that children need to learn in school. Our elementary schools are not only dominated by the content neutral ideas of Rousseau and Dewey, they are also governed by approximately sixteen thousand independent school districts. We have Newell this dispersion of educational authority as an insurmountable obstacle to altering the fragmentation of the school curriculum even when we have questioned Fat fragmentation. We have permitted school policies that have shrunk the body of information that Americans share, and these policies have caused our national literacy to decline.
At the same time we have searched with some eagerness for causes such as television that lie outside the schools. But we should direct our attention undeviatingly toward what the schools teach rather than toward Emily structure, social class, or TV programming No doubt, reforms outside the schools are important, but they are harder to accomplish. Moreover, we leave accumulated a great deal of evidence that faulty policy in the schools is a chief cause of inefficient literacy. Researchers who have studied the factors influencing educational outcomes have fount that the school curriculum is the most important controllable influence on what our children know and don't know about our literate culture.
It will not do to blame television for the state of our literacy. Television watching does reduce reading and often encroaches on homework. Much of it is admittedly the intellectual equivalent of junk food. But in some respects, such as its use of standard written English, television watching is acculturative. Moreover, as Herbert Walberg points out, the schools themselves must be held partly responsible for excessive television watching, because they have not firmly insisted that students complete significant amounts of homework an obvious way to increase time spent on reading and writings Nor should our schools be excused by an appeal to the effects of the decline of the family or the vicious circle of poverty, important as these factors arc. Schools have, or should have, children for six or seven hours a day, five daters a week, nine months a year, for thirteen years or more. To assert that they are powerless to make a significant impact on what heir students learn would be to make a claim about American education that few parents, teachers, or students would find it easy to accept.
Just how fragmented the American public school curriculum has become is evident in The Shopping Mall High School, a report on five years of firsthand study inside public and private secondary schools. The authors report that our high schools offer courses of so many kinds that 'the word 'curriculum' does not to justice to its astonishing variety.' The offerings include not only academic courses of diversity, but also courses in sports and hobbies and a 'service curriculum' addressing emotional or social problems. All these courses are deemed 'educationally valid' and carry course credit, Moreover, among academic offerings are numerous versions of each subject, corresponding to different levels of student interest and ability. Needless to say, the material covered in these 'content area' courses is highly variedly Cafeteria style education, combined with the unwillingness of our schools to place demands on students, has resulted in a steady diminishment of commonly shared information between generations and between young people themselves. Those who graduate from the same school have often studied different subjects, and those who graduate from different schools have often studied different material even when their courses have carried the same titles.
The inevitable consequence of the shopping mall high school is a lack of shared knowledge across and within schools. It would be hard to invent a more effective recipe for cultural fragmentation.
Any formalistic educational theory behind the shopping mall school (tie theory that any suitable content will inculcate reading, writing, and thinking skills) has had certain political advantages for school administrators. It has allowed titan to stay scrupulously neutral with regard to contents Educational formalism enables them to regard the indiscriminate variety of school offerings as a positive virtue, on the grounds that such variety can accommodate the different interests and abilities of different students. Educational formalism has also conveniently allowed school administrators to meet objections to the traditional literate materials that used to be taught in the schools. Objectors have said that traditional materials are class bound, white, Anglo-Saxon, and Protestant, not to mention racist, sexist, and excessively Western. Our schools have tried to offer enough diversity to meet these objections from liberals and enough Shakespeare to satisfy conservatives. Caught between ideological parties, thy schools have been attracted irresistibly to a quantitative and formal approach to curriculum-making rather than one based on sound judgments about what should be taught. Some have objected that teaching the traditional literate culture means teaching conservative material. Orlando Patterson answered that objection when he pointed out that mainstream culture is not the province of any single social group and is constantly changing by assimilating new elements and expelling old ones. Although mainstream culture is tied to the written word and may therefore seem more formal and elitist than other elements of culture that is an illusion. Literate culture is the most democratic culture in our land: it excludes nobody; it cuts across generations and social groups and classes; it is not usually one's first culture, but it should be everyone's second, existing as it does beyond the narrow spheres of family, neighborhood and region.
As the universal second culture, literate culture has some the common currency for social and economic exchange in our democracy, and the only available ticket to hill citizenship. Getting one's membership cart is not tied to class or race. Membership is automatic if one learns the background information and the linguistic conventions that are needed to read, write and speak effectively. Although everyone is literate in some local, regional, or ethnic culture tile connection Sheen mainstream culture and the national written age justifies Balling mainstream culture the basic culture of the nation.
The claim that universal cultural literacy would have the effect of preserving the political and social status quo is paradoxical because in fact the traditional forms of literate culture are precisely the most effective instruments for political and social change. All political discourse at the national level must use the stable forms of the national language and its associated culture, Take the example of The Black Panther, a radical and revolutionary newspaper if ever this country hat one. Yet the Panther was highly conservative in its language and cultural assumptions, as it had to be in order to communicate effectively. What could be more radical in sentiment but more conservative in language and assumed knowledge than the following passages from that paper?
The present period recalls the criminal growth of bourgeois democracy since the betrayal of those who died that this nation nught live 'free and indivisible.' It deposes through the trial of the Chicago Seven, and its law and order edicts, its desperate turn toward the establishment of a police state. January 17, 1970)
In this land of 'milk and honey,' the 'almighty dollar' rules supreme and is being upheld by the hidil troops who move flout question in the name of 'law and order.' Only in this garden of hypocrisy and inequality can a murderer not be considered a murderer-only here can innocent people be charged with a crime and be taken to court with the confessed Criminal testifying against them. Incredible? (March 28, 1970)
In the United States, the world's most technologically advanced country, one million youths to I7 years of age are illiterate-unable to read as well as the average fourth grader, says a new government report Why so much illiteracy in a land of so much knowledge? The answer is because there is racism. Blacks and other Nonwhites receive the worst education. (May 18, I974)
The last item of the Black Panther Party platform, issued March 1972
WE WANT LAND, BREAD, HOUSING, EDUCATION, CLOTHING
When in the course of human events it becomes necessary for one people to dissolve the political bands which have connected them with one another, and to assume among the powers of the card the separate and equal station to which the laws of nature and nature's Law entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
And so on for the first five hundred of Jefferson’s words without the least hint, or need of one, that this is a verbatim repetition of an earlier revolutionary declaration. The writers for The Black Panthers had clearly ~~vet a rigorous traditional education in' American history, in the Declaration of Independence, tic Pledge of Allegiance to the Flag, the Gettysburg Address, and the Bible, to mention only some of the direct quotations and allusions in these passages. They also received rigorous traditional instruction in reading, writing, and spelling. I have not found a single misspelled word in the many pages of radical sentiment I have examined in that newspaper.
Radicalism in politics, but conservatism in literate knowledge and spelling: to be conservatism in the means of communication is the road to effectiveness in modern life, in whatever direction one wishes to be effective.
To withhold traditional culture from the school curriculum, and therefore from students, in the name of progressive ideas is in fact an unprogressive action that helps preserve the political and economic status quo. Middle-class children acquire mainstream literate culture by daily encounters with other literate persons. But less privileged children are denied consistent interchanges with literate persons and fail to receive this information in school. The most straightforward antidote to their deprivation is to make the essential information more readily available inside the schools.
Providing our children with traditional information by no means indoctrinates them in a conservative point of view. Conservatives who wish to preserve traditional values will End that these are not necessarily inculcated by a traditional education, which can in hat be subversive of the status quo. As a child of seven, I turned against the conservative views of my Emily and the Southern community in which I grew up, precisely because I had been given a traditional education and was therefore literate enough to read Gunnar Myrdal's An American Dilemma, an epoch-making book in my life.
Although teaching children national mainstream culture doesn't mean having them to accept its value uncritically, it does enable them to understand those values in order to predict the typical attitudes of other Americans. The writers for The Black Panther dearly understood this when they quoted the Declaration of Independence. George Washington, for instance, is a name in our received culture that we associate with the truthfulness of the hero of the story of the cherry tree. Americans should be taught that value association, whether or not they believe the story. Far from accepting the cherry tree tale or its implications, Oscar Wilde in 'The Decay of Lying' used it ironically, in a way that is probably funnier to Americans than to the British audience he was addressing.
[Truth telling is] vulgarizing mankind. The crude commercialism of America, its materializing spirit, its indifference to the poetical site of things, and its lack of imagination and of high unattainable ideals, are entirely due to that country having adopted for its national hero a man who, according to his own confession, was incapable of telling a lie, and it is not too much to say that the story of George Washington and the cherry tree has done more harm, and in a shorter space of time, than any other moral tale in the whole of literature.... And the amusing part of the whole thing is that the story of the cherry tree is an absolute myth.
For us no less than for Wilde, the values affirmed in traditional literate culture can serve a whole spectrum of value attitudes. Unquestionably, decisions about techniques of conveying traditions to our children are among the most sensitive and important decisions of a pluralistic nation. But the complex problem of how to teach values in American schools mustn't distract attention from our fundamental dub to teach shared content.
The failure of our schools to create a literate society is sometimes excused on the grounds that the schools have been asked to do too much. They are asked, for example, to pay due regard to the demands of both local and national acculturation. They are asked to teach not only American history but also suite and city history, driving, cardiopulmonary resuscitation, consumerism, carpentry, cooking, and other special subjects. They are given the task of teaching information that is sometimes too rudimentary and sometimes too specialized. If the schools did not undertake this instruction, much of the information so provided would no doubt go unlearned. In some of our national moods we would like the schools to teach everything, but they cannot. There is a pressing need for dadty about our educational pdoddes.
As an example of the priorities we need to set, consider the teaching of local history in the Commonwealth of Virginia. Suppose Virginians had to choose between learning about its native son Jeb Stuart and Abraham Lincoln. The example is arbitrary, but since choices have to be made in education, we might consider the two names emblematic of the kind of pdodty decision that has to be made. Educational policy always involves choices between degrees of worthiness.
The concept of cultural literacy helps us to make such decisions because it places a higher value on national than on local information. We want to make our children competent to communicate with Americans throughout the land. Therefore, if Virginians did have to decide between Stuart and Lincoln they ought to favor the man from Illinois over the one from Virginia. A11 literate Americans know traditional information about Abraham Lincoln but relatively few know about Jeb Stuart. To become literate it's therefore more important to know about Lincoln than about Stuart. The priority has nothing to do with inherent merit, only with the accidents of culture. Stuart certainly had more merit than Benedict Arnold did, but Arnold also should be given educational priority over Stuart. Why? Because Benedict Arnold is as much a part of our national language as is, say, Judas.
To teach Benedict Arnold and Abraham Lincoln as belonging to the national language discloses another way of conceiving cultural literacy-as a vocabulary that we are able to use throughout the land because we share associations with others in our society. A universally sharer national vocabulary is analogous to a universal currency like the dollar. Of course tic vocabulary consists of more than just words. Benedict Arnold is part of national cultural literacy; eggs Benedict isn't.
THE CRITICAL IMPORTANCE OF EARLY SCHOOLING
Once we become aware of the inherent connection between literacy and cultural literacy, we have a duty to those who lack cultural literacy to determine and disclose its contents. To someone who is unaware of the things a literate person is expected to know, a writer's assumption that raters possess cultural literacy could appear to be a conspiracy of tic literate against the illiterate, for the purpose of keeping them out of the club. But there is no conspiracy. Writers must make assumptions about the body of information their readers know. Unfortunately for the disadvantaged, no one ever spells out what that information is. But, as the Appendix illustrates, the total quantity of commonly shared information that the schools need to impart is less daunting than one might think, for the crucial background knowledge possessed by literate people is, as I have pointed out, telegraphic, vague, and limited in extent.
Preschool is not too early for starting earnest instruction in literate national culture. Fifth grade is almost too late. Tenth grate usually is too late. Anyone who is skeptical of this assertion should take a look at a heterogeneous class of fifth graders engaged in summarizing a piece they have read. There are predictable differences between the summaries given by children with culturally adequate backgrounds and those given by children without. Although disadvantaged children often show an acceptable ability to decode and pronounce individual words, they are frequently unable to gain an integrated sense of a piece as a whole. They miss central implications and associations because they don't possess tale background knowledge necessary to put the text in context. Hearing they hear not, and seeing they do not understand.
Yet if you observe a kindergarten or first grade class in which pupils have the same diversity of family background, you will not find a similar spread in the wading performances of pupils from different social classes. Disadvantaged first graders do as well as middle class ones in sounding out letters and simple words. What happens between first grade and fifth grade to change d c equality of performance The impression that something significant has occurred or has failed to occur in the early grades is confirmed by international comparisons of reading attainment at early ages in different countries. Before grade dared when reading skills are more mechanical than interpretive, the United States stands in dye top group of countries. Later, when reading requires an understanding of more complex content, our comparative ranking drops.2' Although our schools do comparatively well in teaching elementary decoding skills, deny do less well than schools of some other countries in teaching the background knowledge that pupils must possess to succeed at mature reading tasks.
Tile importance of this evident for improving our national literacy can scarcely be overemphasized. If in the early grades our children were taught texts with cultural content rather than 'developmental' texts that develop abstract skills, much of the specific knowledge deficit of disadvantaged children could be overcome For it is clear that one critical difference in the reading performances of disadvantaged fifth graders as compared with advantaged pupils is the difference in their cultural knowledge. Background knowledge does not take care of itself. Reading and writing are cumulative skills; the more we read the more necessary knowledge we gain for further reading.
Around grade four, those who lack the initial knowledge required for significant reading begin to be left behind permanently. Having all too slowly built up their cultural knowledge, they find reading and learning increasingly toilsome, unproductive, and humiliating. It follows that teaching cultural information in the early grades would do more than just improve the reading performance of all our children. By removing one of the causes of failure, it would especially enhance the motivation, self-esteem, and performance of disadvantaged children.
Really effective reforms in the teaching of cultural literacy must therefore begin with the earliest grades. Every improvement made in teaching very young children Utcrate background information will have a multiplier effect on later learning, not just by virtue of the information thug will gain but also by virtue of the greater motivation for reading and learning they will fed when they actually understand what they have read.
Young children enjoy absorbing formulaic knowledge. Even if they did not, our society would still find it essential to teach them all sorts of traditions and facts. Critical thinking and basic skills, two areas of current focus in education, do not enable children to create out of their own imaginations the essential names and concepts that have arisen by historical accident. The Rio Grande, the Mason Dixon Line, 'The Night Before Christmas,' and Star Wars are not products of basic skills or critical thought. Many items of literate culture are arbitrary, but that does not make them dispensable. Facts are essential components of the basic skills that a child entering a culture must have.
I'm not suggesting that we teach our children exactly what our grandparents learned. NYC should teach children current mainstream culture. It's obvious that the content of cultural literal changes over the years. Today the term 'Brown decision' belongs to cultural literacy but in 1948 there hadn't been any Brown decision. The name Harold Ickes was current in 1948 but no longer is. Such mutability is the fate of most names and events of recent history. Other changes come through the contributions of various sub-national cultures. Ethnic words (Idle pizza) and art forms (like jazz) are constantly entering and departing from mainstream culture. Other sub-national cultures, including those of science and technology, also cause changes in the mainstream culture. DNA and quarks, now part of cultural literal were unknown in 1945. In short, terms that literate people know in the 1905 are different from those they knew in 1945, and forty years hence the literate culture will again be different.
The flux in mainstream culture is obvious to all. But stability, not change, is the chief characteristic of cultural literal Although historical and technical terms may follow the ebb and flow of events, the more stable elements of our national vocabulary, like George Washington, the tooth fairy, the Gettysburg Address, Hamlet, and the Declaration of Independence, have persisted for a long time. These stable elements of the national vocabulary are at the core of cultural literacy, and for that reason are the most important contents of schooling. Although the terms that ebb and flow are tremendously important at a given time, they belong, from an educational standpoint, at the periphery of literate culture. The persistent, stable demerits belong at the educational core.
Let me give some concrete examples of the kinds of core information I mean. American readers are assumed to have a general knowledge of the following people (I give just the beginning of a list): John Adams, Susan B. Anthony, Benedict Arnold, Daniel Boone, John Brown, Aaron Burr, John C. Calhoun, Henry Clay, James Fennimore Cooper, Lord Cornwallis, Davy Crockett, Emily Dickinson, Stephen A. Douglas, Frederick Douglass, Jonathan Edwards, Ralph Waldo Emerson, Benjamin Franklin, Robert Pulton, Ulysses S. Grant, Alexander Hamilton, and Nathaniel Hawthorne. Most of us know rather little about these people, but that little is of crucial importance, because it enables writers and speakers to assume no starting point from which they can treat in detail what they wish to focus on.
Here is another alphabetical list that no course in critical thinking skills, however masterful, could ever generate: Antarctic Ocean, Arctic Ocean, Atlantic Ocean, Baltic Sea, Black Sea, Caribbean Sea, Gulf of Mexico, North Sea, Pacific Ocean, Red Sea. It has a companion list: Alps, Appalachians, Himalayas, Matterhorn, Mount Everest, Mount Vesuvius, Rocky Mountains. Because literate people mention such names in passing, usually without explanation, children should acquire them as part of their intellectual equipment.
Children also need to understand elements of our literary and mythic heritage that are often alluded to Without explanation, for example, Adam and Eve, Cain and Abel, Noah and the Flood, David and Goliath, the Twenty third Psalm, Humpty Dumpty, Jack Sprat, Jack and Jill, Little Jack Homer, Cinderella, Jack and the Beanstalk, Mary had a little lamb, Peter Pan, and Pinocchio. Also Achilles, Adonis, Aeneu, Agamemnon, Antigone, and Apollo, as well as Robin Hood, Paul Bunyan, Satan, Sleeping Beauty, Sodom and Gomorrah, the Ten Commandments, and Tweedledum and Tweedledee.
Our current distaste for memorization is more pious than realistic. At an early age when their memories are most retentive, children have an almost instinctive urge to learn specific local traditions. At that age they seem to be fascinated by catalogues of information and are eager to master the materials that authenticate their membership in adult society. Observe for example how they memorize the rather complex materials of football, baseball, and basketball, even without benefit of formal avenues by which that information is inculcated.
The weight of human tradition across many cultures supports the view that basic acculturation should largely be completed by age thirteen. At that age Catholics are confirmed, Jews bar or bat mitzvah, and local boys and girls undergo the rite of passage into the tribes According to the anthropological record, all cultures whose educational methods have been reported in the Human Relations Area Fibs (a standard source for anthropological data) have used early memorization to carry on their traditions.'
In Korea, numerous books must be memorized, including the five Kyung, and the four Su.' In Tibet, 'from tight to ten years of age, the boy spends most of his time reading aloud and memorizing the scriptures.' In Chile, the Araucarian Indians use the memorization of songs as an educational technique to teach 'the subtleties of the native tongue, and an insight into the customs and traditions of their tribe.' In southern Africa, the children of tic Kung bushmen listen for hours to discussions of which they understand very little until they 'know the history of every object, every exchange between their families, before they are ten or twelve years old.' In Indonesia, 'memorization is tic method commonly used.' In Thailand, children 'repeat their lessons until they know them by heart.' In Arizona, the Papago Indians take children through the lengthy rituals 'as many times as needed for the learner to say it all through, which may take a year.'30
The new kind of teaching espoused by Rousseau and Dewey, which avoids rote learning and encourages the natural development of the child on analogy with the development of an acorn into an oak, has one virtue certainly: it encourages independence of mind. But the theory also has its drawbacks, one of which is that a child is not in fact like an acorn. Left to itself, a child will not grow into a thriving creature; Tarzan is pure fantasy. To thrive, a child needs to learn the traditions of the particular human society and culture it is born into. Like children everywhere, American children need traditional information at a very early age.
A great deal is at stake in understanding and acting on this essential perception as soon as possible. The opportunity of acquiring cultural literacy, once lost in the early grades is usually lost for good. That is most likely to be true for children of parents who were not themselves taught the literate national culture.
In the technological age, Washington and the cherry tree, Scrooge and Christmas, the fights historical, the oceans geographical, the 'beings animalculus,' and all the other shared materials of literate culture have become more, not less, important. The more computers we have, the more we need shared Airy tales, Greek myths, historical images, and so on. That is not really the paradox it seems to be. The more specialized and technical our civilization becomes, the harder it is for non-specialists to participate in the decisions that deeply affect their lives. If we do not achieve a literate society, the technicians, with their arcane specialties, will not be able to communicate with us nor we with them. That would contradict the basic principles of democracy and must not be allowed to happen.
The antidote to growing specialization is to reinvigorate the unspecialized domain of literate discourse, where all can meet on common ground. That this ideal can be achieved is proved by such admirable writers as Theodore H. White, John Kenneth Galbraith, Lewis Thomas, Peter Medawar, and Richard Feynman, who are able to communicate their complex expertise to a wide audience of educated people. We will be able to achieve a just and prosperous society only when our schools ensure that everyone commands enough shared background knowledge to be able to communicate effectively with everyone else.