Levi-Strauss writes the following aside in his 1955 book, Tristes Tropiques, a description of his anthropological expeditions into the Amazonian jungles.
Writing is a strange invention. One might suppose that its emergence could not fail to bring about profound changes in the conditions of human existence, and that these transformations must of necessity be of an intellectual nature. The possession of writing vastly increased man’s ability to preserve knowledge. It can be thought of as an artificial memory, the development of which ought to lead to a clearer awareness of the past, and hence to a greater ability to organize both the present and the future. After eliminating all other criteria which have been put forward to distinguish between barbarism and civilization, it is tempting to retain this one at least: there are peoples with, or without, writing; the former are able to store up their past achievements and to move with ever-increasing rapidity towards the goal they have set themselves, whereas the latter, being incapable of remembering the past beyond the narrow margin of individual memory, seem bound to remain imprisoned in a fluctuating history which will always lack both a beginning and any lasting awareness of an aim.
Yet nothing we know about writing and the part it has played in man’s evolution justifies this view. One of the most creative periods in the history of mankind occurred during the early stages of the neolithic age, which was responsible for agriculture, the domestication of animals and various arts and crafts. This stage could only have been reached if, for thousands of years, small communities had been observing, experimenting and handing on their findings. This great development was carried out with an accuracy and a continuity which are proved by its success, although writing was still unknown at the time. If writing was invented between 4000 and 3000 B.C., it must be looked upon as an already remote (and no doubt indirect) result of the neolithic revolution, certainly not as the necessary precondition for it. If we ask ourselves what great innovation writing was linked to, there is little we can suggest on the technical level apart from architecture. But Egyptian and Sumerian architecture was not superior to the achievements certain American peoples who knew nothing of writing in the pre-Columbian period. Conversely, from the invention of writing right up to the birth of modern science, the world lived through some five thousand years when knowledge fluctuated more than it increased. It has often pointed out that the way of life of a Greek or Roman citizen was not so very different from that of an eighteenth-century middle-class European. During the neolithic age, mankind made gigantic strides without the help of writing; with writing, the historic civilizations of the West stagnated for a long time. It would no doubt be difficult to imagine the expansion of science in the nineteenth and twentieth centuries without writing. But although a necessary precondition, it is certainly enough to explain the expansion.
To establish a correlation between the emerge writing and certain characteristic features of civilization we must look in a quite different direction. The only phenomenon with which writing has always been concomitant is the creation of cities and empires, that is the integration of large numbers of individuals into a political system, and their grading into castes or classes. Such, at any rate, is the typical pattern of development observed from Egypt to China, at the time when first emerged: it seems to have favoured the exploitation of human beings rather than their enlightenment. This exploitation, which made it possible to assemble thousands of workers and force them to carry out exhausting tasks, is a much more likely explanation of the birth of Architecture than the direct link referred to above. My hypothesis, if correct, would oblige us to recognize the fact that the primary function of written communication is to facilitate slavery. The use of writing for disinterested purposes, and as a source of intellectual and aesthetic pleasure, is a secondary result, and more often than not it may even be turned into a means of strengthening, justifying or concealing the other.
… If we look at the situation nearer home, we see that systematic development of compulsory education in European countries goes hand in hand with the extension of military service and proletarianization. The fight against illiteracy is therefore connected with an increase in governmental authority over the citizens. Everyone must be able to read, so that the government can say: Ignorance of the law is no excuse.
Levi-Strauss, Claude. 1955 (1976). Triste Tropiques. Harmondsworth UK: Penguin, pp.391-393.