Someone once said that at least one in five people are writing a novel. I barely know anyone who isn’t. It is still a prestigious form. And so, despite social media – the junk food of communication – literature continues to adapt to the contemporary mood. Where there is digital overload, people are returning to this more relaxed, nutritious analogue mode - reading words on a page.

I like the Penguins just fine, and have to confess to enjoying the look of their matte-blank ranks on a shelf when stood all together. I wish they were still priced at the same as a pack of cigarettes, but I guess Allen Lane couldn't have predicted the sorry state of our world. As far as alternatives go, the Oxford World's Classics imprint offers comparable breadth and (often) superior critical material. They're also willing to print interesting variants; one example of this may be found in their offering of both the widely-known 1831 single-volume edition and the original 1818 edition, which contains significant differences. Two other imprints for which to watch out: The Norton Critical Editions are distinctive in all their colourful, oversized splendour, but they offer some of the best value for money if you're seeking an edition of a classic work that also includes a host of useful supplemental documents, critical writings, timelines, and other things that may be of use to those seeking a wider context. This can admittedly get a bit ridiculous in its scope (though I wouldn't have it any other way; the Norton edition of Joseph Conrad's Heart of Darknessis around 500 pages long, for instance, with maybe a fifth of that being accounted for by the novella itself. Similarly to the above, the Broadview editions (put out by a Canadian company of the same name) tend to have extremely in-depth supplementary materials. They're also known for offering just as serious and useful editions of comparatively obscure works as they are for well-known classics.

Awesome! I will look into Oxford and the New York Review of Books lines. I have a couple Norton Critical books from school, (one of which is Heart of Darkness, as a matter of fact) and they are crazy good if you are looking for a wide slice of criticism and analysis (thus the critical edition moniker, I guess). For me though, it's really too much for a book you just want to read. I like informative introductions and frequent notes on the personal or literary context (these were great for Monte Cristo), but any more than that begins to weigh things down.

In Chicago, one catalyst for that growth—as a kind of public sym-bol and tacit approval from the business community—was “the FatMan’s Class,” which had begun meeting in 1942–1943 at Chicago’sUniversity Club. The moniker derived, according to some, from thegroup’s “affluence rather than the girth of its members.” Membersof this class included Chicago notables such as Harold and CharlesSwift, Marshall Field, Jr., Walter Paepcke, Hermon Dunlap Smith,William Benton, Hughston McBain (president of Marshall Field andCompany), and Laird Bell. This group caught the “fancy” of thepopulace, causing the University of Chicago’s University College topartner with the Chicago Public Library in 1944 to set up great bookscourses around the city.43

An anonymous review in The Atlantic touched on the samesnobbish fear addressed by Barzun:Mr. Adler’s notion that “almost all of the great books in every fieldare within the grasp of all normally intelligent men” seems to usto need a deal of sifting. We do not know what he means by “nor-mally intelligent,” but if he means the average run of intelligencein our population, or in the student body of our schools and col-leges, we believe he is deplorably wrong. So also . . . the book’s sub-title, “The Art of Getting a Liberal Education,” savors strongly ofquackery. 39

Dr. Harry McNeill’s June 1940 assessment in Interracial Review

Knowledge is a web of associations. If kids don’t have enough facts to work with, they can’t grasp what they read.

But consider a new narrative. Imagine instead that books offer us a way to enter into a prolonged conversation across generations. We might even call this the Great Conversation. Imagine instead that authors have generally meant well, and so when they produced difficult works it is because the subject matter is a difficult one. Imagine instead that the past is a kind of mirror for the present, and that history is a guide to the future. New associations are encouraged by this narrative. New works are continuous with old works; both new and old works have something to teach us; difficult works might be more insightful because they engage with the complexity of the world.

And this is what I believe is happening with students and reading, at least in part. They have convinced themselves that they aren’t readers. They have convinced themselves that reading old books, especially difficult old books, is just too arduous, too boring, too pointless. They have convinced themselves that even if the books are good and soul-enriching, there are better things to be doing with their time.

Gatekeeping Ourselves

I sometimes see this in YouTube comments. When I recommend Plato to beginners in philosophy, I am told that I am being irresponsible, because Plato is too difficult for a beginner. It would be better to recommend a comprehensive survey of philosophy explicitly written for beginners, the critics say, so that people don’t get overwhelmed. But then I see other comments, sometimes on YouTube but often elsewhere, from people who had never read any philosophy, stumbled on one of my videos, and read Plato. Sometimes these are high school students, sometimes college graduates who did not study philosophy, sometimes mid-career adults who didn’t bother with college. The message is remarkably similar. They were previously convinced that philosophy would be too difficult to them, and reading Plato helped them see that they were wrong.

Wonderful article by the philosopher Jared Henderson, who I regularly watch on YouTube.

The more inventive and fecund a great mind is, the more it will shape thelanguage it uses to fit its thought. To express a new idea or insight, a new word isinvented or an old word given a novel meaning. Sometimes in the development ofhis own characteristic vocabulary, a great writer uses a new word for an old ideawhich he has appropriated and assimilated to his own thought. Sometimes theopposite occurs; the traditional word is appropriated or borrowed, but the ideawhich it long expressed is replaced either by a totally new, or at least by a variant,conception.

The foregoing examples illustrate various forms topics take according to thedifferent kinds of subjects they propose for discussion. Some deal with the natureof a thing or its definition, some with its qualities or attributes, some with itscauses, and some with its kinds; some deal with distinctions or differences, andsome with comparisons or contrasts; some propose a general theory for considera-tion, some present a problem, and some state an Issue. Some— such as the lastthree above —are difficult to characterize by any formula.

It is easier to say what a topic is not, than what it is or should be. If it mustalways be a less determinate expression than a sentence, and if it must usually be amore complex expression than a single word or pair of words (which are theverbal expression of terms, such as the great ideas), it would seem to follow thatthe proper expression of a topic is a phrase— often, perhaps, a fairly elaboratephrase involving a number of terms and signifying a number of possible relationsbetween them. This general description of the grammatical form of a topic docsnot, however, convey an adequate notion of the extraordinary variety of possi-ble phrasings.

For example, “The ideal of the educated man’"(Education la) is a simple topic; “The right to property: the ownership of themeans of production” (Labor 7b) is a complex topic; and “The use and criticismof the intellectual tradition: the sifting of truth from erroi; the reaction againstthe authority of the past” (Progress 6c) is a more complex topic.

A topic, in short, must have greater amplitude than any other logical form ofstatement. The familiar grammatical forms of the declarative or interrogativesentence, or even the complex sentence w'hich expresses a dilemma, arc there-fore inappropriate for the statement of topics. Since it must be able to includeall these and more, the statement of a topic must be less determinate in verbalstructure.

A topic is essentially a*sub)ect for discussion. The Greek word topos from which**topic^’ is derived literally means a place. Its literal meaning is retained in suchEnglish words as “topography” and “topology,” which signify the study ofphysical or geometrical places. The conception of a topic as a subject for discus’-sion is a metaphorical extension of this root meaning. A topic is a logical place; itis a place where minds meet to consider some common problem or theme.The minds may agree or disagree; they may argue the matter from differentpoints of view; they may contribute to the discussion in a variety of ways — byoffering examples, by proposing definitions or hypotheses, by stating analyses orarguments, by debating what has already been said, or by advancing a new view.But whatever form each contribution takes, it must be relevant, though it neednot be relevant in the same way or to the same degree. The various contributionsare relevant to each other through their relevance to the common theme orproblem, and this gives unity to the variety of things being said.A topic, then, is a place where minds meet through being relevant to a commonsubject of discussion. It is a place at which an intelligible exchange of thought,insight, or opinion can occur.

The topics are the basic units of the Syntopicon. They perform a doublefunction. The Outline of Topics in each chapter is the analysis of a great idea,setting forth its various meanings, its themes and problems; and the individualtopics serve as the immediate headings under w^hich are assembled the referencesto the discussion of each particular subject in the great books. The topics are themajor subdivisions of the discussion in the sphere of each of the great ideas, as theideas are the main divisions of the whole discussion in the great books. As eachidea represents a general field of discourse— a domain of learning and inquiry—covering a variety of related themes and problems, so, under each idea, the varioustopics represent the themes and problems which are the particular subjects ofdiscussion in that field.

The two mfasi^rfs of intrinsic greatness — scope and significance

The reason which operated against such multiplication of chapters was(as already stated) the desire to avoid excessive duplication among topics andreferences.

Both the great books and the great ideas were chosen to represent the unity andcontinuity of the tradition of western thought. The great l^ks are those whichdeal imaginatively or intellectually with the ideas which arc fundamental through-out this whole tradition. Any important work -ancient, mediaeval, or modern-will necessarily be concerned with these ideas in some uay. What distinguishes thegreat books is the originality, the profundity, and the scope of their treatment ofthese ideas. Other books, important in some special field of learning, may havethese qualities with respect to one idea or even to several related ideas, but thegreat books possess them for a considerable range of ideas, covering a variety ofsubject matters or disciplines; and among the great books the greatest arc thosewith the greatest range of imaginative or intellectual content.

The great majority of terms eliminated were those which did not appear to ,receive extensive or elaborate treatment in the great books. They were terms thatdid not seem to have a lively career —a continuous and complex developmentthroughout the three-thousand-year tradition of the great books.The editors usedthe actual content of the great books as the test whereby to separate a small set oftruly great ideas from a much larger number of important concepts or notions.The reader can apply this test himself by comparing the 1800 concepts listed inthe Inventory of Terms, with the 102 ideas that are treated as the principalterms in the Syntopicon.

THE PRINCIPLES AND METHODS OFSYNTOPICAL CONSTRUCTION

Alan Clark Agreed...also; learning = change in behaviour, is another widely held belief.

Perhaps the best method would be to take notes—not excerpts, but condensed reformulations of what has been read. The re-description of what has already been described leads almost automatically to a training of paying attention to “frames,” or schemata of observation, or even to noticing conditions which lead the text to offer some descriptions but not others.

Learning How to Read

Theoretically interested readers should therefore follow the advice of learning as many languages as possible in such a way that they have at least passive mastery of them and thus can read and understand them.

Or, you may say that this business of marking books is going to slow up your reading. It probably will. That's one of the reasons for doing it. Most of us have been taken in by the notion that speed of reading is a measure of our intelligence. There is no such thing as the right speed for intelligent read-ing. Some things should be read quick-ly and effortlessly, and some should be read slowly and even laboriously. The sign of intelligence in reading is the ability to read different things dif-ferently according to their worth.

I use the end-pa-pers at the back of the book to make a personal index of the author's points in the order of their appearance.

1. Underlining: of major points, of important or forceful statements. 2. Vertical lines at the margin: to emphasize a statement already under-lined. 3. Star, asterisk, or other doo-dad at the margin: to be used sparingly, to emphasize the ten or twenty most important statements in the book. (You may want to fold the bottom cor-ner of each page on which you use such marks. It won't hurt the sturdy paper on which most modern books are printed, and you will be able to take the book off the shelf at any time and, by opening it at the folded-corner page, refresh your recollection of the book.) 4. Numbers in the margin: to indi-cate the sequence of points the author makes in developing a single argu-ment. 5. Numbers of other pages in the margin: to indicate where else in the book the author made points relevant to the point marked; to tie up the ideas in a book, which, though they may be separated by many pages, be-long together. 6. Circling of hey words or phrases. 7. Writing in the margin, or at the top or bottom of the page, for the sake of: recording questions (and perhaps answers) which a passage raised in your mind; reducing a complicated dis-cussion to a simple statement; record-

ment, doubt, and inquiry. It's like re-suming an interrupted conversation with the advantage of being able to pick up where you left off. And that is exactly what reading a book should be: a conversation be-tween you and the author. Presumably he knows more about the subject than you do; naturally, you'll have the prop-er humility as you approach him.

To set down your reaction to important words and sen-tences you have read, and the ques-tions they have raised in your mind, is to preserve those reactions and sharp-en those questions.

conscious; I mean wide awake.) In the second place, reading, if it is active, is tliinking, and thinking tends to ex-press itself in words, spoken or writ-ten. The marked book is usually the thought-through book. Finally, writ-ing helps you remember the thoughts you had, or the thoughts the author expressed. Let me develop these three points.

There are two ways in which one can own a book. The first is the prop-erty right you establish by paying for it, just as you pay for clothes and fur-niture. But this act of purchase is only the prelude to possession. Full owner-ship comes only when you have made it a part of yourself, and the best way to make yourself a part of it is by writing in it.

Confusion about what it means to own a book leads people to a false reverence for paper, binding, and type —a respect for the physical thing—the craft of the printer rather than the genius of the author. They forget that it is possible for a man to acquire the idea, to possess the beauty, which a great book contains, without staking his claim by pasting his bookplate in-side the cover. Having a fine library doesn't prove that its owner has a mind enriched by books; it proves nothing more than that he, his father, or his wife, was rich enough to buy them.

So, how do you actually transfer a book with a systematic theory into your ZK/Evergreen notes?

One helpful supplement for this approach is the use of “Events” in the course calendar. Events show in thesyllabus and can enforce non-assignment materials (such as readings or topics)

I began reading it quickly, almost skimming

Full owner-ship comes only when you have madeit a part of yourself, and the best wayto make yourself a part of it is bywriting in it.

Do you annotate your books?

Learners who knew all their letters at the end of grade 1 were on track with their reading by the time they reached grade 4. Learners with very limited letter-sound knowledge at the end of grade 1 were three years behind, only reaching grade 4 reading fluency levels in grade 7.

Reading comprehension is one of the skills that South Africa needs most. It will be in short supply until basic reading skills are taught correctly.

Children are struggling to master the most basic reading skills in their home language in the foundation phase (grades 1-3).

When decoding is a slow, laboured process this places demands on cognitive processes like working memory. By increasing speed and accuracy in reading, cognitive resources are freed and the child can begin to comprehend what they are rea

children can talk long before they can read and write. E

ater lessons are multilingual and focus at the same time on reading for meaning and learning a target language. For most learners, the target language is English. Learners listen to sentences in one language and must reproduce a translation textually. The app currently incl

HOW TO IMPROVE TO MOTHER TONGUE LEARNING
Begin literacy teaching in mother tongueA curriculum, rooted in the child’s known language, cultureand environment, with appropriate and locally-developedreading and curriculum materials, is crucial for earlylearning success. Using the home language in the early stagesof schooling in multilingual contexts supports child-centricpolicies. It starts with what is familiar and builds in newknowledge. It creates a smooth transition between home andschool; it stimulates interest and ensures greaterparticipation and engagement. This prepares children for theacquisition of literacy and encourages fluency andconfidence in both the mother tongue and, later, in otherlanguages, where this is necessary.
Ensure availability of mother-tongue materialsChildren need to be engaged in and excited about readingand learning and this can only be done if the materials areones which they will understand and enjoy. In mostdeveloping countries, the only reading material children seeare school textbooks, which are often in very short supply.Other materials to support learning are hardly everavailable. Without access to good materials, children struggleto become literate and learn. In most low- and middle-income countries, the majority of primary schools have nolibrary, and books are luxuries which families cannot afford.For children from minority language communities, thesituation is even more dismal. Textbooks are rarely availablein local languages.
Provide early childhood education in mother tongueLiteracy development starts early in life, and the homeenvironment is an important factor in children’s learningachievement. It helps build the knowledge and skills childrenneed for learning to read. Where parents and the communityare supporting literacy development, results show a markedimprovement. The earlier children are exposed to stories thebetter their reading is: reading for only 15 minutes a day canexpose children to one million written words in a year,thereby helping them to develop a rich vocabulary. Childrenwith access to materials at home are more likely to developfluency in reading

An interesting new extension of this work is Pretorius and Spaull(2016), who undertook the first large scale analysis of oral reading fluency inEnglish. Regardless of the assessment tool, the majority of South African childrenperform extremely poorly in reading, writing and mathematics in the early phasesof primary education (Fleisch, 2008; Spaull, 2013b, 2010; Taylor and Yu, 2009;van der Berg, 2008). Beyond the low results across the system, it is characterisedby a stark bimodal distribution (Fleisch, 2012; van der Berg, 2008; Taylor and Yu,2009; Spaull, 2013a.) The wealthiest quintile of schools is producing some readingresults, while the remaining schools are strikingly non-productive. The wordbimodal is used to suggest that the current system of public education representstwo distinct universes of schools – a small universe serving 20% of the nation’schildren and a vast universe of schools serving the remaining childre

apitalise on the opportunities that digital reading offers for free reading material distribution. It is however not areplacement for making print reading materials accessibleDBE, NLSA, Civil society, Department ofSports, Arts and Culture, NECT, Nal’ibali,Publishing and reading materialsdistribution industry2 Support digital reading by• Recognising that all forms of reading can co-exist• Encouraging the linkages between reading types• Rolling out public wifi, reducing the cost of data, and zero-rating websites with educational and readingmaterials• Shifting the narrative about people not reading due to social media and digital devices and recognising thatreading to communicate (digitally) can co-exist with and reinforce other forms of reading, such as readinglonger texts in printNLSA, Civil society, Department of Sports,Arts and Culture, NECT, Nal’ibali3 The majority of South Africans read to communicate via social media and WhatsApp. Use these existingcommunication channels to make reading attractive and share information about where to access other readingmaterialsNLSA, Civil society, Department of Sports,Arts and Culture, NECT, Nal’ibali

An exception is a recent study showing that children’s listening comprehension was uniquely related to text reading fluency after accounting for list reading fluency for first graders. However, this unique relation appears to depend on children’s developmental level of word reading proficiency such that listening comprehension was uniquely related to text reading fluency only for skilled word readers but not for average word readers in first grade (Kim et al., 2011). Thus, a certain level of word reading proficiency might be needed for listening comprehension to play a role in text reading fluency. These results lend support to the verbal efficiency theory (Perfetti, 1985, Perfetti, 1992), which posits that children’s word reading proficiency influences the consolidation of fluency component skills. For readers with slow and nonautomatic word reading, word reading will constrain meaning construction processes in text reading fluency and reading comprehension. For children with skilled word reading, cognitive resources are available for meaning construction (i.e., comprehension), thereby allowing listening comprehension to be related to text reading fluency (Kim et al., 2011).

reading prosody is an important aspect of reading fluency

Numerous studies have shown strong correlations between oral reading fluency and reading comprehension

text reading fluency (oral reading fluency and silent reading fluency)

text reading fluency was uniquely related to reading comprehension in Grade 2, but not in Grade 1, after accounting for list reading fluency and listening comprehension.

reading fluency

In this connection it is also usefulsometimes to bear in mind, that the small article does not as-a rule admit of systematic treatment of a given subject, thatperiodical literature is tied to time for its appearance, thatnovelty and notoriety, catering to the masses, i.e. to thealmighty dollar, play a good part in the production of unripeliterature, that some sort of news may be supplied merely tohelp us swallow the ubiquitous advertisement.

The neglect of the book is however not altogether advanta- 78geous.

Studies have shown that children who are exposed to reading prior to preschool tend to develop larger vocabularies and are more likely to succeed during their formal education. If a child is not proficient in reading by 3rd grade, they are at a higher risk for not graduating from high school.

I read many such books as I set about trying to become a better, more effective manager.Most, I found, trafficked in a kind of simplicity that seemed harmful in that it offered falsereassurance. These books were stocked with catchy phrases like “Dare to fail!” or “Followpeople and people will follow you!” or “Focus, focus, focus!” (This last one was a particularfavorite piece of nonadvice. When people hear it, they nod their heads in agreement as if agreat truth has been presented, not realizing that they’ve been diverted from addressing thefar harder problem: deciding what it is that they should be focusing on. There is nothing inthis advice that gives you any idea how to figure out where the focus should be, or how toapply your energy to it. It ends up being advice that doesn’t mean anything.) These sloganswere offered as conclusions—as wisdom—and they may have been, I suppose. But none ofthem gave me any clue as to what to do or what I should focus on.

Not knowingwhere else to turn, I remember buying a copy of Dick Levin’s Buy Low, Sell High, Collect Early,and Pay Late: The Manager’s Guide to Financial Survival, a popular business title at the time,and devouring it in one sitting.

Language Development: Apps featuring interactive stories and language-learning activities can enhance a child’s vocabulary and language skills. For example, apps like “Endless Reader” introduce new words in the context of engaging stories, making language acquisition an enjoyable experience.

In the third stage, you will return to the Source Note and begin analyzing it, describing your reaction to the source material and how it relates to a problem you are working on or a question you’re addressing.

writing about something you have read or researched should serve at least three purposes: to explore the material; to describe your reactions to it; and to communicate with yourreader.

S. I. Povarnin, How To Read BOOKS (1924)

I also recommend a book called "An alphabet of the intellectual labour" (азбука интеллектуального труда). It had at least ten editions, I've read the 10th edition from year 1928.

Theindexer will want a feel, before they begin, for the concepts that willneed to be flagged, or taxonomized with subheadings. They mightskim the book – reading it in full but at a canter – before tackling itproperly with the software open. Or they may spend a while, as apreliminary, with the book’s introduction, paying attention to itschapter outline – if it has one – to gain a sense of what to look outfor. Often, having reached the end of the book, the indexer will returnto the first few chapters, going over them again now that they havegained a conceptual mapping of the work as a whole.

There were scattered admonitions,

For digital tools themain concern has been with developing software that enables the accessing, manipulation, andtransformation of these digital archives for the use of scholars, particularly in the fields of Englishand History, with the emphasis on augmenting scholarly work through larger dataset analysis,sometimes called “distant reading”

Not so the tenth-century John of Gorze, who issaid to have pored continuously over the psalms with a soft buzzing‘in morem apis’: in the manner of a bee.8

Looking back on his first encounters withAmbrose, Bishop of Milan, in the late fourth century, Augustineremembers noticing the curious way Ambrose would read: ‘his eyeswould scan over the pages and his heart would scrutinize theirmeaning – yet his voice and tongue remained silent’.7 This –reading in silence – is not normal, and Augustine wonders whatcould possess Ambrose to adopt such a practice. (Was it to preservehis voice? Or a way of avoiding unwanted discussions about the texthe was reading?)

As thehistorian Jean Leclercq, himself a Benedictine monk, puts it, ‘in theMiddle Ages, one generally read by speaking with one’s lips, at leastin a whisper, and consequently hearing the phrases that the eyessee’.6

in the nunnery, where St Caesarius prescribes two hours to beset aside for reading in the early morning and a nominated reader tobe the only audible voice both at mealtimes and during the nuns’daily weaving. And woe betide the sister who finds herself drifting off:‘If anyone should become drowsy, she shall be ordered to standwhile the others are seated, so that she can banish the heaviness ofsleep.’5

the Benedictine Rule stipulatesthat monks should then apply themselves to two hours of reading,after which they may either go back to bed, ‘or if anyone mayperhaps want to read, let him read to himself in such a way as not todisturb anyone else’.4 At mealtimes, one monk will be appointed toread to the others, who must keep absolute silence ‘so that nowhispering may be heard nor any voice except the reader’s’.

‘Blessed Lord, which hast caused al holy Scriptures to bee written forour learnyng; graunte us that we maye in such wise heare them,read, marke, learne, and inwardly digeste them.’2

Generally I’ll pull up a short review or two to see what the topic broadly covers as well as to see how others are associating it to their own areas of work. I’ll usually do a quick inspectional flip through the table of contents and index to highlight any thing I think is particularly relevant to me.

he very degree of wornness ofcertain cards that you once ipped to daily but now perhaps do not—since that author is drunk and forgotten or that magazine editorhas been red and now makes high-end apple chutneys inBinghamton—constitutes signicant information about what partsof the Rolodex were of importance to you over the years.

we—are the beginningour work is today:A mugA floor brushBootsA catalogAnd when one person in his laboratory set upA squar

We say that the world’s magnificence has been enriched by a new beauty:the beauty of speed.

We, however, are satisfied if in our bookthe lyric and epic evolution of our times is given shape.

We will glorify war—the world’s only hygiene—militarism, patriotism, thedestructive gesture of freedom-bringers, beautiful ideas worth dying for, andscorn for woman

previously—Engineers relaxed with artnow—Artists relax with technology1 For a detailed discussion ofRodchenko’s belief in theideal Soviet citizen, see VictorMargolin, The Struggle forUtopia: Rodchenko, Lissitzky,Moholy-Nagy, 1917–1946(Chicago: university of ChicagoPress, 1998).

mid-twentieth century, Josef Müller-Brockmann and Paul Randconnected design methodologies to the world of business

El Lissitzky, whose posters, books, and exhibitions are amongthe most influential works of twentieth-century design, had a huge impact

scholar and designer Helen Armstrong,

Graphic designers produce representations of society, and they help create access to information and ideas. But who gets to be represented, and who gets access?

Graphic designers produce representations of society, and they help create access to information and ideas. But who gets to be represented, and who gets access?

Dr Minor would read a text not for its meaning but for its words. It wasa novel approach to the task – the equivalent of cutting up a book word byword, and then placing each in an alphabetical list which helped the editorsquickly find quotations. Just as Google today ‘reads’ text as a series of wordsor symbols that are searchable and discoverable, so with Dr Minor. A manualundertaking of this kind was laborious – he was basically working as acomputer would work – but it probably resulted in a higher percentage of hisquotations making it to the Dictionary page than those of other contributors.

Readers received a list of twelve instructions on how to select a word,which included, ‘Give the date of your book (if you can), author, title (short).Give an exact reference, such as seems to you to be the best to enable anyoneto verify your quotations. Make a quotation for every word that strikes you asrare, obsolete, old-fashioned, new, peculiar, or used in a peculiar way.’

The bad reader is lost amonggood books. He lacks the highest pleasure available to man,according to Mrs. Woolf. If she is right, none but a fool would refuseto learn to read as well as he can.

Reading is not a passive activity

Perhaps the quickest way to understand the elements of what a novelistis doing is not to read, but to write; to make your own experiment withthe dangers and difficulties of words.

Okay folks. I think I better name my antinet before he gets too big and people start getting suspicious. After some thinking and googling words I don't know in order to make an acronym I think I've decided on "J.A.K.O.B". Which stands for "just a knowledgeable omnilegent box". Omnilegent apparently means reading or having read everything. The name is of course inspired by J.A.R.V.I.S (just a very intelligent system) the artificial intelligence created by Tony Stark.

And it’s a warning against a fourth mode of note-making that I don’t advise: encyclopedic note-making. This is where you read a book and try to write a summary that will work for everyone. First, it’s hard work, and secondly, it’s probably already been done. If you open the link above you’ll see that the Wikipedia entry for How to Read a Book already includes a summary of the book’s contents. There are circumstances where the careful and complete summary is worthwhile, but I suggest you only start this task with the end - your own end - in mind.

Sinopsis Original del libro.

Tres veces tu

Tres veces tu - Federico Moccia

Some of these goals might include: - Reading to understand an author's argument, so you can critique it or respond to it;- Reading to accumulate information and data the author uses, for your own purposes; - Reading to learn facts and ideas that will provide background for a narrative or argument;- Reading for enjoyment, which often involves novelty.

This is why choosing an external system that forces us todeliberate practice and confronts us as much as possible with ourlack of understanding or not-yet-learned information is such a smartmove.

You should read with a pen in your hand andenter...short hints of what you feel...may be useful; forthis be the best method of imprinting [them] in yourmemory. Benjamin Franklin (1706-1790)

Matt GrossMatt Gross (He/Him) • 1st (He/Him) • 1st Vice President, Digital Initiatives at Archetype MediaVice President, Digital Initiatives at Archetype Media 4d • 4d • So, here's an interesting project I launched two weeks ago: The HistoryNet Podcast, a mostly automated transformation of HistoryNet's archive of 25,000+ stories into an AI-driven daily podcast, powered by Instaread and Zapier. The voices are pretty good! The stories are better than pretty good! The implications are... maybe terrifying? Curious to hear what you think. Listen at https://lnkd.in/emUTduyC or, as they always say, "wherever you get your podcasts."

The only advice, indeed,that one person can give another about reading is to take no advice, tofollow your own instincts, to use your own reason, to come to your ownconclusions

How Should OneRead a Book

Readwise Reader

Figure 11 shows that the resolvers that account for 50% of theIPv6 ingress set have relatively close number of IPv4 and IPv6egress addresses; the left 50% resolvers have more IPv4 egress IPaddresses than IPv6 egress IP addresse

under the premise of resolverswith the same proportion

Figure 9

“You don't read without marking;” it said, “you can't mark without reading.”

渐进阅读的必然性

Inevitability of incremental reading

Manguel, Alberto. A history of reading. 2014.

I appreciate they're anagrams, but Adler wrote about syntopical reading, not synoptical reading. Syntopical = same topic. Show less Read more 15

Eco was aware of this predicament. As a university profes-sor, he knew that the majority of students in Italian univer-sities seldom attended classes, that very few of them wouldcontinue to write and do research, and that the degree theyeventually earned would not necessarily improve their socialconditions. It would have been easy to call for the system tobe reformed so as not to require a thesis from students ill-equipped to write one, and for whom the benefit of spendingseveral months working on a thesis might be difficult to jus-tify in cold economic terms.

Studs Terkel, the oral historian, was known to admonish friends who would read his books but leave them free of markings. He told them that reading a book should not be a passive exercise, but rather a raucous conversation.

Alter’s commentary benefits from his allusions to, among others, Freud, Gilgamesh, Herodotus, Hesiod, Homer, Josephus, Joyce, Kafka, Melville, Milton, Molière, Nabokov, Shakespeare, Shelley, and Sophocles. But technical words and phrases often appear without explanation: aleatory device, autochthonous, collocation, deictic, diachronic collage, dittography, durance vile, emphatic anaphora, gnomic, haplography, metonymy, and threnody. (To my knowledge, there is no readily available glossary containing all these words—so you will just have to google one word at a time, dear reader.) Even when Alter offers a definition as an aside, I wonder how many people will benefit from his explanations., e.g., “This pairing is virtually a zeugma, the syntactic yoking together of disparate items” (Isaiah 44:15).

But sometimes Alter’s comments seem exactly wrong. Alter calls Proverbs 29:2 “no more than a formulation in verse of a platitude,” but Daniel L. Dreisbach’s Reading the Bible with the Founding Fathers devotes an entire chapter to that single verse, much loved at the time of the American Founding: “When the righteous are many, a people rejoices, / but when the wicked man rules, a people groans.” Early Americans “widely, if not universally,” embraced the notion that—as one political sermon proclaimed—“The character of a nation is justly decided by the character of their rulers, especially in a free and elective government.” Dreisbach writes, “They believed it was essential that the American people be reminded of this biblical maxim and select their civil magistrates accordingly.” Annual election sermons and other political sermons often had Proverbs 29:2 as “the primary text.” Far from being a platitude, this single verse may contain a cure to the contagion that is contemporary American political life.

They find that exposing populations to lead in their drinking water causes much higher homicide rates 20 years later, relative to similar places where kids avoided such exposure. They find that exposing populations to lead in their drinking water causes much higher homicide rates 20 years later, relative to similar places where kids avoided such exposure.