Why would an avid reader for decades pick up How to Read a Book by Mortimer J. Adler and Charles Van Doren?
I had three reasons:
- I’d like to retain more from my reading. Though I flag pages, underline or note important points, sometimes even outline chapters, I forget much of what I’ve read in a short while.
- Reading better in general should enhance one’s ability to read the Bible.
- I see so many people online talking past each other. I’ve wondered if that has anything to do with a lack of reading comprehension.
This book was originally written by Adler in 1940. Adler revised and updated it with Charles Van Doren in 1972. Even though 1972 doesn’t seem all that long ago to me, as far as literature is concerned, I found this book very tedious. I read a lot of old classics, so I don’t think older language is the problem here. I think it’s just Adler’s style.
It would take up too much time and space to go into Adler’s method here. But this Goodreads review goes into more detail.
Adler’s first step would be what we call pre-reading, and most of us do this to some degree, depending on the book, the author, and our familiarity with both. Many of us would look at the front cover, the back cover, look over the table of contents, read the first paragraph or two, maybe leaf through the whole thing briefly. But Adler’s method goes into much more detail and study. One of his first steps is to read the whole book once and then come back and apply these other steps.
Adler’s stages of reading are: elementary, inspectional, analytical, and syntopical. He discusses the first three in great detail and then applies his principles to various types of books. Then he has a chapter on syntopical reading, which goes beyond the reading of one book to reading several books on a given topic. He ends with a list of recommended reading and an appendix of exercises and tests for the various levels (I just glanced through the last appendix without trying any of the tests).
Honestly, I can’t see someone going through all Adler’s steps unless they’re incredibly academically minded or unless they need to know the book extremely well for a class.
Does that mean my time in the book was a waste?
No. Even though I have no desire to follow Adler’s advice for all my reading, I agreed with many points. I especially appreciated the urge to read actively, not passively. I gleaned numerous nuggets I liked. I can’t share them all here, but here are a few:
I think his evaluation of the average high school student is probably true even of many adults today:
He can follow a simple piece of fiction and enjoy it. But put him up against a closely written exposition, a carefully and economically stated argument, or a passage requiring critical consideration, and he is at a loss. It has been shown for instance, that the average high-school student is amazingly inept at indicating the central thought of a passage, or the levels of emphasis and subordination in an argument or exposition. To all intents and purposes he remains a sixth-grade reader till well along in college (p. xi.).
This was written before personal computers, much less iPhones and ebooks, but this is even more true now:
There is a sense in which we moderns are inundated with facts to the detriment of understanding. One of the reasons for this situation is that the very media we have mentioned are so designed as to make thinking seem unnecessary (though this is only an appearance). The packaging of intellectual positions and views is one of the most active enterprises of some of the best minds of our day. The viewer of television, the listener to radio, the reader of magazines, is presented with a whole complex of elements—all the way from ingenious rhetoric to carefully selected data and statistics—to make it easy for him to “make up his own mind” with the minimum of difficulty and effort. But the packaging is often done so effectively that the viewer, listener, or reader does not make up his own mind at all. Instead, he inserts a packaged opinion into his mind, somewhat like inserting a cassette into a cassette player. He then pushes a button and “plays back” the opinion whenever it seems appropriate to do so. He has performed acceptably without having had to think (p. 4).
Even though I don’t know many people who would read a whole book at an elementary level before coming back to read it analytically, I can see Adler’s point here:
We were told to consult footnotes, scholarly commentaries, or other secondary sources to get help. But when these things are done prematurely, they only impede our reading, instead of helping it.
The tremendous pleasure that can come from reading Shakespeare, for instance, was spoiled for generations of high school students who were forced to go through Julius Caesar, As You Like It, or Hamlet, scene by scene, looking up all the strange words in a glossary and studying all the scholarly footnotes. As a result, they never really read a Shakespearean play. By the time they reached the end, they had forgotten the beginning and lost sight of the whole. Instead of being forced to take this pedantic approach, they should have been encouraged to read the play at one sitting and discuss what they got out of that first quick reading. Only then would they have been ready to study the play carefully and closely, because then they would have understood enough of it to learn more (p. 37).
I thought this about propaganda was especially good:
The best protection against propaganda of any sort is the recognition of it for what it is. Only hidden and undetected oratory is really insidious. What reaches the heart without going through the mind is likely to bounce back and put the mind out of business. Propaganda taken in that way is like a drug you do not know you are swallowing. The effect is mysterious; you do not know afterwards why you feel or think the way you do (p. 198).
What about my three purposes for reading the book?
First, I did not get any information specifically about retaining more from reading, but that was not this book’s purpose. Probably one would retain more, at least for a time. Even if I did use Adler’s methods, I would still probably forget much without reviewing either the book or my notes from time to time. But I did get some ideas for improved note-taking.
Secondly, I did think that Adler’s methods would be good for Bible study. I’m an advocate of reading a book of the Bible at a time rather than cherry-picking random verses here and there.
As to my third purpose, I thought he brought up some very good points. One of his steps is ascertaining whether or not you agree with the author, and if not, why not. But you have to support your views from what the book actually said. So one can’t take things out of context, infer one’s own views, etc. Of course, our era of sound bytes and no context at all on Facebook and Twitter doesn’t really support good, meaningful communication.
Have you read Adler’s and Van Doren’s book? What do you think about any of his points mentioned here?
I counting this book for the Hobby category of the Nonfiction Reader Challenge since reading is my main hobby.
I’ve never heard of this book, but enjoyed your review. Wow, I too would like to retain more of what I read. In recent years, as my girls are older, I’ve been reading quite a bit more than I used to. The downside to me is that, probably because of the quantity I read, I feel I retain less. I hate when I’ll read a book and then a month or so later forget something major about it. Maybe part of this is aging too, who knows? If you do find any tips on retaining our reading better, I’d love to know so please share. Retention is a big reason I review pretty much every book I read. If I can go back later and read my review, usually that helps a lot in remembering the book. I too like the quote on propaganda. Very timely!
That’s one reason why I review books, too–as well as wanting to share and discuss good reads. That’s also why I review them the way I do. I try to write down the things I would most want to remember about the book plus what I think might be interesting to others.
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Great cover too! Cheers
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