Earlier quoted context omitted.
Rubbish. Comprehending this material has been well within the capabilities of 16 year olds for as long as the material has been taught. For your premise to hold true there would need to have been a significant diminishment in children's linguistic and reading skills which would no doubt be reflected in all manner of standardized testing across the cohort. If someone's struggling with the material it seems more likely…
Markest thou well, good sir, thy words are naught But foolish prattle. Forsooth, for many a year, The younglings of sixteen winters have grasped This very material with ease and little fear. If thy premise held water, then, by the stars, A woeful decline in linguistic arts Would manifest itself in tests of old, A downward trend that would not be untold. But nay, 'tis not the youth that falter here, But rather thou, d…
What makes it hard to read for some people and not others (as with any translation problem) is unfamiliarity.
It's easier to learn just japanese honorifics and then read a partial translation than to learn all of japanese and read the original. But a full translation loses that dimension of meaning.
But it's not as difficult to learn some Early Modern English vocabulary, and this way you can avoid losing any meaning. I hear there are a lot of puns that wouldn't work with modern vocabulary.
If it wasn't required reading in English-speaking countries, "translating" it probably wouldn't be even in consideration.