- Series: A Touchstone Book
- Paperback: 426 pages
- Publisher: Touchstone; Revised edition (August 15, 1972)
- Language: English
- ISBN-10: 0671212095
- ISBN-13: 978-0671212094
- Product Dimensions: 5.3 x 1.1 x 8.2 inches
- Shipping Weight: 12 ounces (View shipping rates and policies)
- Average Customer Review: 555 customer reviews
- Amazon Best Sellers Rank: #1,556 in Books (See Top 100 in Books)
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How to Read a Book: The Classic Guide to Intelligent Reading (A Touchstone book) Revised Edition
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"These four hundred pages are packed full of high matters which no one solicitous of the future of American culture can afford to overlook." (Jacques Barzun)
"It shows concretely how the serious work of proper reading may be accomplished and how much it may yield in the way of instruction and delight." (The New Yorker)
"'There is the book; and here is your mind.' Adler and Van Doren's suggestions on how to connect the two will make you nostalgic for a slower, more earnest, less trivial time." (Anne Fadiman)
About the Author
Dr. Mortimer J. Adler was Chairman of the Board of the Encyclopedia Britannica, Director of the Institute for Philosophical Research, Honorary Trustee of the Aspen Institute, and authored more than fifty books. He died in 2001.
Dr. Charles Van Doren earned advanced degrees in both literature and mathematics from Columbia University, where he later taught English and was the Assistant Director of the Institute for Philosophical Research. He also worked for Encyclopedia Britannica in Chicago.
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Top customer reviews
50 years after that first reading, i still try to follow the advice (above), and find it as helpful and true today as it was back then.
So, what in particular did I gain in from my current reading of this fine book, this gem? Three or four things, all of which are, at least to me, important.
First, re the value of reading the intro or the preface in which the author often says specifically and explicitly what his central thesis is.
Second, re the value of reading the last chapter or even the very last 8 to 10 paragraphs in which the author may, once again, summarize the whole central purpose and argument of the book, which gives you a key to understanding the work in its entirety.
And, third, don't begin arguing with a book until you are certain that you have understood it as well as you possibly can.
Bottom-line, I'm happy that I went back to reread this fine book.
We take reading for granted because we are supposed to be fully alphabetised at around tenth grade. We are not told that this is just the first level of reading — Elementary Reading (Part 1, Ch. 3) — when you learn to recognise the written symbols and to convey meaning from them. You learn how to grow your vocabulary on your own and to transfer and compare concepts from different reading materials. But most of us stop there. And from there we live the rest of our lives treating books in undeserving ways, wasting too much time on the bad ones and granting so little time to the good ones. The great ones, we hardly read, because they scare us.
The problem of wasting time can be drastically diminished by applying the second level of reading — Inspectional Reading (Part 1, Ch. 4). This level means “skimming systematically” to grasp as much as you can from a book in a limited time-frame (possibly just a few minutes). That was an important skill on Adler and Doren’s time when libraries were the norm, but it is even more important now when you have digital previews of a plethora of books in services such as Amazon. If “Customer’s Review” sections existed during their time, I am sure they would also have devoted a portion of Chapter 4 to provide insights on how to better profit from them.
The problem of spending little time on the good (or great) books can only be solved by the third level of reading — Analytical reading (Part 2). Without it, you either refrain from reading a good book altogether (specially a great one) or you read it badly. “Reading badly”, the book explains, is to read passively. Reading analytically is very active and it is hard work. To help us in this endeavour, the book provides extensive advice on how to physically mark the books we read (Part 1, Ch. 5). These note-taking techniques are indispensable to read well and the reader is advised to experiment with them and adapt them to his own style of understanding and to the new types of media now available.
To read analytically you have to ask yourself a number of questions while reading and you must make your best to answer them yourself. The authors present these questions in sequence, but they are quick to explain that in practice (and with experience) we should try to answer them mostly simultaneously.
First, you need to know what the book is about as a whole (Ch. 6 and Ch. 7). This means first categorising the book, then expressing its unity in as few words as possible. You should then proceed to outline its main parts, each of which should be treated as a subordinate whole and have its unity also expressed. This process could continue ad aeternum, but “the degree of approximation varies with the character of the book and your purpose in reading it”. At the end, you should have identified what questions the author wants to answer himself.
After this more “descriptive” stage, you should now try to grasp the author’s message (Ch. 8 and Ch. 9). This means first reconciling the grammatical and the logical aspects of what he writes by matching his chosen words with the terms they express. Only then you can identify the important sentences and paragraphs (the grammatical units) in order to establish the author’s leading propositions and arguments (the units of thought and knowledge — the logical units). Once you have reached actual understanding by identifying and interpreting the author’s terms, propositions and arguments, you can now evaluate if the author has answered the questions (the problems) you identified earlier.
You and the author are now peers and the best thing you can do now is to praise him by criticising his book (Ch. 10 and Ch. 11). However, in order to do so, there are rules, just like there are rules to reach understanding — there is an intellectual etiquette grounded on rhetorical skills the reader must possess. You should understand first and only then criticise, but not contentiously or disputatiously. You may disagree based on the author’s lack of information, misinformation or reasoning fallacies. You may also judge the author’s completeness as faulty. But the most important maxim is to do so with the sole intention of conveying and discussing knowledge, not opinions. “Knowledge consists in those opinions that can be defended” and “opinion is unsupported judgement.” You must be sure to distinguish between both.
So you have described the book, you have understood it and you have criticised it — now what? This is the last (and possibly most important) question you should make. If the book has enlightened you, even if just a little, you must go further — you might even have to act upon it. I like what the authors say about this question applied to historical books: “The answer to the question lies in the direction of practical, political action.” History shows what has been done, so it is a lesson of what we can do or avoid doing. In the same way, whatever the kind of enlightenment you had by reading the book, you have had a glimpse of truth — you can’t ignore it now that you know it.
Part 3 is useful in that it provides some interesting aspects of specific types of reading material, namely practical books, history (including biographies and current events), imaginative literature (including plays and poems), science and mathematics, philosophy and the social sciences. While a pleasure to read, it is not imperative that you do so if you have fully grasped the analytical reading process. There is, however, a lot of value in this part of the book, specially in the later chapters, and the reader is strongly advised to read it. One thing I should say is that, while they detail interesting aspects of reading imaginative literature, their techniques mostly apply to expository works. I think their best advice with respect to the former is “don’t try to resist the effect that a work of imaginative literature has on you”. This means allowing the work to show you “a deeper, or greater reality”. And this reality is “the reality of our inner life”. We don’t need any more rules than this one.
The last part of the book presents the fourth (and highest) level of reading — Syntopical reading — or reading two or more books on the same subject. By reading syntopically you are not concerned with understanding each book in all its details — in fact, you won’t read any of the individual books analytically (not at the present syntopical reading effort, at least). Here you are reading each book for what it may contribute to your own problem, not for the book’s own sake. Furthermore, you are not reading to find the truth or to establish your own voice — you would be only one more voice in the conversation. You are simply trying to understand the controversy itself, to establish the many voices you hear in a pure exercise of dialectical objectivity. This is a fantastic topic, which the authors have materialised in their greatest contribution to mankind, in my opinion — the Syntopicon, volumes II and III of the Great Books of the Western World. The reader is very much advised to check it out.
The book ends with two appendices. The first one provides a fascinating list of great books — the “endlessly readable” books. The list may seem overwhelming at first glance (and it is!), but the authors are prompt to address the reader and explain that the list does not have any time frame attached to it. I say it should just be begun — even an ignorant reader like me will be so flabbergasted by what he will learn that he will never stop reading it. This is a project for your life as a whole — to never stop reading these books. For a much more restrictive (but also magnificent) reading list, the reader is referred to the 10-year-reading plan provided in Adler’s Great Books.
The second appendix provides exercises and tests on all four levels of reading. I must admit that I hadn’t read them until I got this far in my review. I then decided to do it and now I tell you this: just read it. If you have had literature classes as an undergraduate or graduate student, you might find it slightly commonplace. But if you haven’t, like me, you will be glad you read it. Like they state at the beginning of the appendix, the selected texts are "themselves worth reading", so you can’t lose much by doing so. It is a delightful taste of what awaits you in your future exploits of the Great Books — if you do well and accept the challenge, of course.
On my part, simply put, this book has changed my life. It not only showed me "how" to read a book, but it also showed me "what" to read. I’ll be forever in debt with two of the greatest absent teachers I’ve had, Dr. Mortimer J. Adler and Dr. Charles Van Doren.
The book was originally published in 1940, and the most recent edition was published (with updated and timely content) in 1972. It aims to provide a guide for comprehensive reading for the general reader—"from elementary reading, through systematic skimming and inspectional reading, to speed reading. You learn how to pigeonhole a book, X-ray it, extract the author's message, criticize. You are taught the different reading techniques for reading practical books, imaginative literature, plays, poetry, history, science and mathematics, philosophy and social science." (From the publisher's blurb.)
The authors, Mortimer J. Adler and Charles Van Doren, introduce the concept of four levels of reading: elementary reading, inspectional reading, analytical reading, and syntopical reading. The levels are cumulative, which means that each gradation includes the techniques and skills of the lower levels.
Elementary reading is essentially the baseline ability to read that is taught at the pre-school/kindergarten, elementary and junior high school levels. These reading skills include reading readiness, word mastery, vocabulary growth and the utilization of context, and the ability to read almost anything (albeit in a relatively unsophisticated manner). This is the level of reading that perhaps the majority of the population has achieved. What is truly outstanding about reading is that once one has developed the elementary reading skills, she can teach herself to learn the skills involved with the higher levels of reading.
Inspectional reading involves two main concepts: systematic skimming or pre-reading, and superficial reading. Skimming or pre-reading involves looking at a book's title page, preface, table of contents, index, publisher's blurb, apparently-pivotal chapters, and true skimming of its content. Superficial reading is comprised of trudging through a book's content in its entirety for the first time, without ever stopping to look up or ponder the things that one does not understand right away. At this point in reading a book, one should start asking herself the four basic questions of reading:
What is the book about as a whole?
What is being said in detail, and how?
Is the book true, in whole or part?
What of it?
These questions are thoroughly fleshed out in the book, and I do not wish to focus too much on them in this review. It would be much better for you to check out this book for yourself, although I must warn you that to read it honestly is more like working through a workbook than an easy read. It takes a fair amount of effort on the part of the reader, but she is handsomely rewarded at the end of her journey.
Moving on, the book discusses note-taking techniques, which were very lacking in my own personal wheelhouse—it had been since my days at university that I regularly took notes in books, and even then, I didn't have an efficient education that demonstrated how to mark a book so that I would increase my level of understanding and retention. However, How to Read a Book certainly fills in where my formal education was lacking in this department. Even this brief section alone was worth reading the entire book, for me.
The next section of the book—the main bulk of it, in fact—covers the third level of reading: analytical reading. This part is incredibly valuable for readers wishing to improve their overall skill set, including full chapters on the following topics: pigeonholing a book, X-raying a book, coming to terms with an author, determining an author's message, criticizing a book fairly, agreeing or disagreeing with an author, and aids to reading. Again, I do not intend this review to fully explore the book's contents, and will leave it at that.
Following the section covering analytical reading, the authors explore another tangent: the various ways to approach different types of reading matter. From practical books to imaginative literature, history to science and mathematics, and a few more, this section adapts the four questions that must be asked when reading anything so that they are more applicable to specific types of reading. It was quite interesting for me to consider various types of books and reflect on my reading history and consider what I would truly like to spend my time reading in the future. The final chapter in this section discussed the reading of social science, which often requires reading multiple books about a topic. Because that is essentially the concept behind syntopical reading, it serves as a perfect segue into the next section of the book.
The final section of the book, "The Ultimate Goals of Reading", focuses on syntopical reading and the concept of reading and the growth of the mind. Syntopical reading is truly an interesting concept for me. It involves creating a tentative bibliography (generally including hundreds of books) of a central subject, quickly inspecting each book, re-inspecting all of the books that are specifically pertinent to the topic to identify the relevant passages within, creating a neutral terminology that can be used to discuss the opinions of multiple authors, establishing a set of neutral propositions by framing a set of questions to ask each author, defining the major and minor issues and assigning authors to the various sides of each issue, and providing an analysis of the discussion of the topic. This is a highly-advanced level of reading that one would embark on to do true work in a field, with the hope of providing an unheard analysis of a topic's discussion that many authors have participated in over time. It is possible that one's syntopical reading of a topic could culminate in a book that would push the discussion of a topic even further—in fact, this is indeed often the ultimate goal. The final chapter of the book offers a recap of the previous sections and discusses what good books can do for us, the various classes of books (with regard to what one can get out of reading and re-reading them), and the growth of the mind.
There are two appendices included, the first being an extremely valuable "Recommended Reading List". I must admit that this list makes my mouth salivate in anticipation of many more years of reading excellent books and the possibility of furthering my personal reading ability. The second appendix includes exercises and tests at the various four levels of reading. This is the one section of the book that I have yet to read—I may choose to explore these exercises in the future, although it will involve reading several other books from the aforementioned reading list, so it is likely to be a longterm project.
Overall, this is one of the best books I have read in the past several years. I am confident that the advice contained within it will help me improve my reading skills while simultaneously increasing the level of enjoyment that I get out of my reading practice. I must admit that when I first started reading the book, I was a bit disappointed that it is heavily biased toward non-fiction reading, when in the past I have reaped so much enjoyment from reading fiction. However, the skills that I have learned from How to Read a Book will only serve to improve my relation to non-fiction books, something that has been somewhat lacking for me previously. This is one book that I do plan on working with further in the future, whether it is simply picking it up from time to time to skim through the notes I took on its pages, choosing my next book from its impressive reading list, or working through the second appendix's reading exercises and tests.
5/5 stars. 424 pages.