This article highlights a worrying trend in education where students are reading less and less, coupled with teachers adjusting their expectations and assignments accordingly. Over the past 15 years, the increasing dominance of short, engaging formats such as videos and clips has reshaped how literature is taught in schools. With a significant drop in the number of books assigned to high-school students, some teachers have reportedly assigned fewer than three books per year, raising concerns about the depth of literary engagement among young learners.

The implications of this shift are profound, as it suggests a disconnect between students' consumption of information in a fast-paced media environment and the traditional methods of literary education. The author argues that the educational system has responded not by challenging students to engage more deeply with texts, but rather by simplifying and shortening assignments. This trend not only risks diminishing students' ability to think critically about complex narratives but also jeopardizes the foundational skills that come from comprehensive reading practices.

In conclusion, the article calls for educators to reconsider their approach to teaching literature, moving away from simply meeting students where they are in their media consumption habits. Instead of providing easier paths, there should be a renewed emphasis on encouraging rigorous reading and fostering a love for literature, which is critical for developing thoughtful, informed citizens. The question posed is whether the education system will rise to meet this challenge, or if it will continue down the path of reducing literary engagement.