A decline in public interest in reading literature corresponds to the decline of the English department. By all accounts, the state of public literacy has only gotten worse with reading for pleasure in the U.S. adult population having plummeted over the past 40 years. Fewer than half of all adults read at least one work of literature in 2015, a concerning statistic that was described as “the lowest percentage . . . since NEA surveys began in 1982.” In 2022, less than half of adults reported having read at least one book in the past year.
And yet… Even as university English departments pared back structured canonical curricula and major enrollments fell, there remain signs of renewed public appetite for serious reading and study of literature.
Looking out on the state of things in 2025, it is clear there are major changes afoot. A major cultural reorientation is underway. The 2020s promise to be a big decade for the revival of reading the classics. Online initiatives such as The Catherine Project and my Versed Community (now with 600 members) demonstrate a renewed desire for encountering works of literature in conversation and with rigor.
Where the universities have failed, some non-academic readers and self-learners are committing themselves to the life of the mind. Readers, writers, “autodidacts,” and communities of learners outside the university are preserving tradition, sharing knowledge and wisdom, improving language, experimenting creatively, and cultivating new fields of the imagination. The public commitment to literature is increasingly counter-cultural. Readers are turning to the canon out of a desire for meaning and beauty.
The poet Samuel Taylor Coleridge called these readers the “clerisy,” a class of readers that included those outside the academy (teachers, students, skilled and frontline workers, etc.) whose continued education and interest in the arts preserve and support the cultural life of a nation. The health of a nation depends upon this class, which is not a class of academics or scholars or theologians but of average readers capable of advancing learning in all branches of knowledge. He believed that some members of this clerisy would reside inside the academy but most of them would be living lives outside of the universities. In their hands was the “strongest security and the surest provision, both for the permanence and the progressive advance of whatever (laws, institutions, tenures, rights, privileges, freedoms, obligations, etc.) constitute the public weal.”
On platforms like Substack, YouTube, and public reading groups, many are studying and writing about great works of world literature more for soul-formation and cultural belonging than for credentialization.
The custodianship of literary culture has passed from institutions to the public reader, those seeking wisdom, meaning, beauty, and intellectual depth in an age of distraction. Without the promise of credentials or any external obligation, they have become the new stewards of the tradition. They’re buying classics, reading and expanding the canon, writing and reading close-reading essays and lectures online, and joining grassroots salons. Among them, the idea of “required reading” seems foreign. Reading has become instead voluntary devotion.
This isn’t optimistic guff. This is my firsthand experience, something that very few, if any, academics have. My students and friends on my Versed Community have convinced me that the relevance and vitality of literature do not depend upon the academy. It really rests on all of us. My experience teaching on Versed is actively shaping the way I think of my vocation in the world as a “professor” without an institution and the future of literature and the arts.
Communal learning, even though not “in-person,” is proving that the past works of literature are being enlarged by the present. This renewed stewardship is less bureaucratic and more intimate, less obligatory and more communal, and it may prove the stronger for it. I used to think that the decline of the English department signaled the death of literary study. I have learned that it signals a return of literature to common life and personal encounter. Reading is returning again to the way it was before it was professionalized by the academic study of it. It’s becoming the public commons.
What’s happening is a true renaissance of reading. And it’s important that this revival grows into a place of creativity. We don’t need to recover the golden age of the English department, as much as I admire a systematic approach to literature and its history. We need to create something new, a new relation to the canon. We need a revival of literature that feeds both intellect and spirit and one that is willing to encourage a productive and creative relationship to the ever-growing canon. That’s what our present circumstances offer.
And yet… Even as university English departments pared back structured canonical curricula and major enrollments fell, there remain signs of renewed public appetite for serious reading and study of literature.
Where the universities have failed, some non-academic readers and self-learners are committing themselves to the life of the mind. Readers, writers, “autodidacts,” and communities of learners outside the university are preserving tradition, sharing knowledge and wisdom, improving language, experimenting creatively, and cultivating new fields of the imagination. The public commitment to literature is increasingly counter-cultural. Readers are turning to the canon out of a desire for meaning and beauty.
The poet Samuel Taylor Coleridge called these readers the “clerisy,” a class of readers that included those outside the academy (teachers, students, skilled and frontline workers, etc.) whose continued education and interest in the arts preserve and support the cultural life of a nation. The health of a nation depends upon this class, which is not a class of academics or scholars or theologians but of average readers capable of advancing learning in all branches of knowledge. He believed that some members of this clerisy would reside inside the academy but most of them would be living lives outside of the universities. In their hands was the “strongest security and the surest provision, both for the permanence and the progressive advance of whatever (laws, institutions, tenures, rights, privileges, freedoms, obligations, etc.) constitute the public weal.”
On platforms like Substack, YouTube, and public reading groups, many are studying and writing about great works of world literature more for soul-formation and cultural belonging than for credentialization.
The custodianship of literary culture has passed from institutions to the public reader, those seeking wisdom, meaning, beauty, and intellectual depth in an age of distraction. Without the promise of credentials or any external obligation, they have become the new stewards of the tradition. They’re buying classics, reading and expanding the canon, writing and reading close-reading essays and lectures online, and joining grassroots salons. Among them, the idea of “required reading” seems foreign. Reading has become instead voluntary devotion.
This isn’t optimistic guff. This is my firsthand experience, something that very few, if any, academics have. My students and friends on my Versed Community have convinced me that the relevance and vitality of literature do not depend upon the academy. It really rests on all of us. My experience teaching on Versed is actively shaping the way I think of my vocation in the world as a “professor” without an institution and the future of literature and the arts.
Communal learning, even though not “in-person,” is proving that the past works of literature are being enlarged by the present. This renewed stewardship is less bureaucratic and more intimate, less obligatory and more communal, and it may prove the stronger for it. I used to think that the decline of the English department signaled the death of literary study. I have learned that it signals a return of literature to common life and personal encounter. Reading is returning again to the way it was before it was professionalized by the academic study of it. It’s becoming the public commons.
What’s happening is a true renaissance of reading. And it’s important that this revival grows into a place of creativity. We don’t need to recover the golden age of the English department, as much as I admire a systematic approach to literature and its history. We need to create something new, a new relation to the canon. We need a revival of literature that feeds both intellect and spirit and one that is willing to encourage a productive and creative relationship to the ever-growing canon. That’s what our present circumstances offer.
by Adam Walker, Substack | Read more:
Image: William Shakespeare, The First Folio, 1623 via
