“The reading of all good books is like conversation with the finest men of past centuries.” – René Descarte
In the final phase of the process work, I will basically share what I found by analyzing the excel spreadsheet. My second blog post consisted of analyzing the data I collected, while this blog post will focus on the whole data. As I mentioned in my second blog post, I will be looking at the books that were read by the older generation and the younger generation and I will compare the two of them. I will further look at the languages of the books and see if French books are still read nowadays as they were during the 20th century.
On a larger scale
I went through the whole data collected during the 20th century, from 1957 until 1995.
The count of people that graduated before 1995 is 26.
16 out of 26 books are in French, 9 are in English, and one is in Arabic.
In order to get equal results, and since the data of younger people is larger than the data associated with people that graduated during the 90’s, I will focus on the most recent 26 collected data.
23 out of 26 books are in English, 2 are in French and one is in Arabic
In order to have a clear view of the data collected within the older generation and the newest 26 years, I plugged the 52 collected data into Palladio.
I found that during the 20th century, people mostly read French books. As we can see in this graph, there’s a variety in the French books. Although there are some English books that were read during those years, such as Pity the Nation, Kafka On The Shore, The Conquest of Andalusia and the Old Man the Sea, the French books exceed the English ones by 7 books.
It is also interesting to investigate if the same results will be found during the last 26 years of the 21th century.
In comparison the older graph and to the 26 books that were read during the 26 years in the 20th, it is clear that the number of English books read exceed the number of French books. As stated before, 23 books are in English and only three are dedicated to French.
After obtaining those results, I can state that the French literature is not given the same importance nowadays. In a society where English is becoming the dominant language, not only in high schools, but also in universities and the field work, French has lost its influence on people. Although some French system schools (such as the ones that were established after the French colonization and are inhibited to the French embassy and follow the same French curricula in France) are very well-known for their effective educational level; I believe that most of the Lebanese parents no longer enroll their children in French schools as before. In respect to all the French educated audience and French high schools and even though it is beneficial to be multilingual in any country; French as a language is no longer used prominently as English and Arabic. I, for example, am a french student graduate from Lycee Franco Libanais Verdun in Lebanon, yet I am studying at an American University. I think that if I had the chance to be enrolled in a American system school, it would have been more beneficial for me due to the fact that I barely use French as language nor read French books as much as English. And honestly, I believe that this is the case of most of the Lebanese community.
Furthermore, I created an Excel table that shows After 1995 and Before 1955 column labels in function of Free time and School time in Private school and Free time and School time in function of Public school.
I actually found very interesting results. The table did no dedicate any column to Free time in Public school neither Before 1995 or After 1995, which shows that children who are enrolled in public schools did not read at all during their free time. In addition, 10 people in public school read during school time before 1995, and nobody read during school time after 1995. In comparison to private school, people read during their free time and school time before 1995 and after 1995. This shows that children in private schools read more and spent more time reading in their free time. It also very important to note there must be a problem concerning the public school curriculum.
Last but not least, I was personally chocked when I was looking through the table and found that children in public school do not read during their school time. It made question why literature and the dedication to reading is not as important in public schools. I think the Lebanese public schools should be aware of this issue and focus more on literature as much they give value to science and others materials.
How to improve the research/Digital project?
I suggest that during the following semesters, two layers were added to the excel file. Adding two layers will be helpful to provide a better understanding of the data . I think that a layer on people’s background would be helpful. For example, I would have asked my intervenes their Language of education and their L1, L2 and L3(rated according to fluency and native language). I also think that each person should have the same number of intervenes in total. In addition, it would be helpful to ask the intervenes about three books only, due to the fact that some students filled the sheet incoherently. I also would like to mention that I could not find the longitude and latitude of some of the schools such as Berro Al Hussein, since it was established in Baalback and was closed long time ago. Thus it affected my map on Carto Db hence I did not include it in my blog.