Unnecessary Name Changes

Steve Sailer takes on the Name Game:

They couldn't say "Terrorists Strike in Mumbai" because few of the local rag's readers know in what country "Mumbai" is. Readers have heard of "Bombay." They've eaten at Bombay Bicycle Club restaurants and they've bought end tables from Bombay Co. Furniture stores, so they mostly know Bombay is a city in India. But, Mumbai they don't know from Kolkata [Calcutta, naturally--P.Z.] or Chennai [Madras--P.Z.]. So, the headline writer has to refer to "Indian City" because the English-language media recently stopped using the place name that has been used in English for centuries.

The effect, of course, is what normally happens when names are changed. The Name Game just makes most people more ignorant (while giving a few people another reason to self-congratulate over their superior sensitivity). Older Americans who grew up hearing about Bombay can't understand today's news; and younger Americans who are growing up hearing about Mumbai won't be able to understand all the books in the library that refer to Bombay.
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In his 1991 book, BAD: Or, the Dumbing of America, Paul Fussell opines:

"Intellectuals tend to go in for self-righteous enthusiasms, and it is they (as well as politicians) who lie behind the BAD idea of changing the names of their countries from time to time, making the study of history and geography more difficult than necessary. It is they who decide that Ceylon should now be known as Sri Lanka, Rhodesia as Zimbabwe, and Upper Volta as Burkina Faso."

Is College for All? Part Two

Steve Sailer thinks condensed books might do the trick for students.

If I were a high school English teacher, I'd welcome condensed versions of books. They'd be less intimidating to students and they'd take up less time in class, so you can move on to other books. All the economic incentives these days are for publishers to churn out thick books in which readers can wallow in their favorite author's writing, but classrooms contain a wide variety of tastes, so a class is better off with more shorter books than fewer longer books.

With lots of older books, you could just cut out the descriptive prose. Before visual images became hyperabundant, people had a hunger for mental imagery. So, as late as "The Maltese Falcon" in 1930, you have to endure two pages of description of what Sam Spade looks like, which turned out to be not at all like Humphrey Bogart -- Hammett's Spade is 6'3" and blond.And lots of fat books have a thin book lurking inside. For example, Tom Wolfe's 426-page The Right Stuff could furnish a terrific 125-page biography of Chuck Yeager.

Earlier, Steve recommended tweaking school reading lists to appeal to more students:

Unfortunately, educators are living in a dreamland about what kind of books are suitable for their lowest-scoring students. Let's take a look at the recommended reading list for high school students (grades 9-12) who rank lowest out of the 13 levels of scores on the test. So, that's like youths in the bottom decile in reading ability, right?Here are five of the 57 recommendations from the bottom of the barrel list:

Collected Poems by W.H. Auden

Hamlet by William Shakespeare

Major Barbara by George Bernard Shaw

Murder in the Cathedral by T.S. Eliot

Paradise Lost by John Milton

Right Look, at this level, you just want these kids to read something, so you should be recommending, I don't know, 32-page sports hero biographies in big type with lots of pictures. The Da Vinci Code is way too hard for these poor bastards.This seems to be a general pattern, pushing public school kids toward books that are way over their heads.Let's now talk about average public high school students, rather than the bottom 1/13th. For example, Shakespeare is frequently introduced to students via Romeo and Juliet, which is the young Shakespeare at his most show-offy and incomprehensible. You should start instead with Julius Caesar, which is written in Shakespeare's simplest style in imitation of Latin. And it's about war and politics, which boys like, and boys are the problem these days. Most of them probably won't get it, but at least they have a fighting chance with Julius Caesar.For those high school students who go on to a second Shakespeare play, Henry IV, Part I has perhaps the most entertainment value, with war, politics, honor, and some humor that's still kind of funny in Falstaff. Avoid Shakespeare comedies that are based upon transvestism but aren't actually funny, like Twelfth Night. They appeal to a certain type of English teacher, but not to most students. In general, tragedy endures better than comedy.And avoid "problem plays" like Measure for Measure, which are problem plays because they have problems (i.e., aren't very good).If you are building a public high school reading list of classics, you should look for 1) simple, 2) short, and 3) appealing to boys, which means you'd start with The Old Man and the Sea by Ernest Hemingway.