First Doctoral Writing: A Book Review on How to Read a Book

Over almost a century of time, the author Mortimer J. Adler has impacted and challenged our society. As a major writer, he has contributed around fifty books1 and even more articles that were added to the academic field2. Yet, this is an amazing feat when you look at the start of his life. He was a dropout in high school by age 15, he was denied his bachelors because he refused to take part in the required physical activity needed to graduate and he never received a master degree. The one degree that he would achieve was a PH.D in experimental psychology and at that time was the only person in the country to receive a PH.D without a high school, bachelors or masters diploma.3 Many of his works were saturated in philosophy and western thought which was his major contribution; but he also wrote with regards to ethics, religion and even included an autobiography towards the end of his life. His last work, The Great Ideas: From the Great Books of Western Civilization4, was published when he was ninety-nine years old. The following year Mortimer died leaving a long legacy in the world of philosophy, contributions of writings and a book called How to Read a Book.

How to Read a Book, one of his earliest works, will grasp for your attention just within its title. What can one learn from a book with a title that suggests that you need to learn to read a book before reading? Specifically, this book will challenge the reader in many areas to improve their reading and not to settle. This timeless classic will not be a letdown, it can be read time and time again.

1 Mortimer J. Adler. How to Think about The Great Ideas: From the Great Books of Western Civilization (Chicago, IL. Open Court Publishing Company. 2000).2 Mortimer J. Adler. A Second Look in the Review Mirror (New York, NY. Macmillian Publishing Company. 1992), 306-314.
3 Mortimer J. Adler. How to Think about The Great Ideas: From the Great Books of Western Civilization (Chicago, IL. Open Court Publishing Company. 2000), xvii.4 Mortimer J. Adler. How to Think about The Great Ideas: From the Great Books of Western Civilization (Chicago, IL. Open Court Publishing Company. 2000).

Adler’s first edition of his book How to Read a Book was first published in 1940. This review will be looking at his revised and updated 1972 book. In the preface, he goes into detail on how culture had changed and the importance of updates for his book. He emphasized that part two of his four-part book stayed close to the original.5 Upon inspection of the front of this book, it can be noticed that the credit for authorship on the revised and updated book mentions two authors. Adler partnered with Charles Van Doren to revise his first edition. His partnership with Doren would be also joined together again when they worked on Great Treasury of Western Thought that was published in 1977.6

The book truly starts before page one of chapter one. It begins in the table of contents, as Adler brilliantly maps out the course of the book. Just a brief scan over this section will alert the reader to where the writer is taking them, what areas are important to the writer and what the writer wants the reader to grasp. The book is broken down into four major parts filled with specific chapters. Most books would be good with that, but Adler takes it one step further and highlights main points in those chapters. It would be a shame for a reader to overlook the table of contents, as well as, Adler will convict the reader in chapter four for skipping over that section. The preface comes next and does a great job of explaining the importance of culture changes and continue growing in the area of reading.

Part one covers the dimensions of reading and is broken down into five chapters. Chapter one sets the tone for the importance of learning the art of reading and actively challenge oneself to become a better reader. The second chapter introduces the four main levels of reading; elementary, inspectional, analytical and syntopical reading. The first two reading levels are

5Mortimer J. Adler. How to Read a Book (New York, NY. Simon & Schuster. 1972), ix-xiii.6 Mortimer J. Adler and Charles Van Doren. Great Treasury of Western Thought (New York, NY. R. R. Bowker Company. 1977).

covered in the next two chapters, while analytical is covered in part two and syntopical reading is covered in part four. Elementary reading, the beginning level of reading, is discussed in chapter three. The writer will express that the reader of this book will have accomplished elementary reading to be able read this how to do book.7 He will also share the four stages of reading that most individuals will accomplish throughout their time leading up to high school. Inspectional reading, the second level of reading, is addressed in chapter four and is only possible if elementary reading was achieved effectively. Two types of inspectional reading are evaluated, one being the art of skimming and the other is superficial reading. The final chapter of part one challenges the reader to take ownership in their habits on reading.

Part two takes an insightful look and perhaps spends the most time focusing on the third type of reading, analytical reading. The first chapter of part two is pigeonholing a book and will challenge a reader like myself, to go find an answer to what pigeonholing means. Upon understanding the terminology, this is a very practical first step in observing the basics of any book and setting the first stages of analytical reading. Chapter seven challenges the reader to x- ray the book. What can the book tell you? Can you explain the book in a sentence? Do you know what the subject matter is? Adler does a great job in this chapter of making one think even towhat the thoughts of the book’s title might entail. Chapters eight and nine focus on the relationship with the author; finding key words and sentences, noting the arguments, and looking to find the writers purpose of writing and what he is trying to get across. Chapters ten and eleven sets the bar for reader criticism and handling the author’s work within reasonable methods of reading. Adler challenges that for healthy criticism, a reader must read the whole book, know what the writer is saying and recognize that the reader has the last say in a closed-ended

7 7 Mortimer J. Adler. How to Read a Book (New York, NY. Simon & Schuster. 1972), 37.

conversation. The last chapter of part two, chapter twelve, gives a well-rounded use of resources to be used as guides in the analytical reading process.
Part three covers a wide range of approaches to reading a variety of works. Starting in chapter thirteen with practical reading moving to imaginative reading in chapter fourteen and then to chapter fifteen for direction in reading plays, stories and poems. The next four chapters cover areas of History, Science and Mathematics, Philosophy and Social Science readings. Part four covers the last and most challenging levels of reading, syntopical or comparative reading. Adler stresses back in chapter two that synoptic reading is not easy, but is the most rewarding when one masters it.8 Chapter twenty goes into detail including addressing five recommended steps to take when reading synoptically. The final chapter, twenty-one, concludes part four and the book. The chapter’s main focus is challenging the reader to be wise in his books choices, seeing there are millions of books available; and to search out the books that will be the most impactful to your life.

I have found push back on the fact that this is an outdated book and irrelevant today. I believe that if Adler was alive today, he would agree and probably look to revise another copy of the book. Though, with any book this should not be a conclusion, after all, no books are perfect and there should be things that the reader casts away. Any reader should be looking for the golden nuggets that come out of a book. I only want to offer one negative critique, and this is just my opinion from reading, that part three “Approaches to Different Kinds of Reading Materials”would have been better placed at the end of the book. I, personally, read part three (which was not required) by conviction of Adler comment in part two that If you are only reading part of a book, it is more difficult to be sure that you understand, and hence you should be more hesitate
8 Mortimer J. Adler. How to Read a Book (New York, NY. Simon & Schuster. 1972), 20.

to criticize.9 The elementary, inspectional and analytical levels of reading fall nicely in place together, but then part three covers over a hundred pages of reading about various approaches to reading before circling around to hit the fourth reading level. By the time, I got to the fourth; I lost the connection with the other three. I think that part three is important, but its placement felt forced or out of place. If you can come away from your reading with one negative critique and push through some things are not timeless in books, then any book can be valuable for learning and growing. Overall How to Read a Book is one of these valuable books. It will be beneficial to a person who wants to excel in his reading, a student that desires to stretch his learning ability or a writer that needs insight on how to best reach his readers.

9 Mortimer J. Adler. How to Read a Book (New York, NY. Simon & Schuster. 1972), 145.

Works Cited

Adler, Mortimer J. A Second Look in the Review Mirror New York, NY: Macmillian Publishing Company, 1992.

Adler, Mortimer J. Desires Right and Wrong: The Ethics of Enough New York, NY: Macmillian Publishing Company, 1991.

Adler, Mortimer J. How to Read a Book New York, NY: Simon & Schuster, 1972.

Adler, Mortimer J. How to Think about The Great Ideas: From the Great Books of Western
Civilization Chicago, IL: Open Court Publishing Company, 2000.

Adler, Mortimer J. and Doren, Charles Van. Great Treasury of Western Thought New York, NY: R. R. Bowker Company, 1977.

Hey Leaders!

Introducing a new thing for our kids ministry at South Haven! Originally, I was going to hang this on a wall; but with future changes coming in the future, I resorted to keeping it on an easel making it mobile. The purpose behind this leadership board is two-fold:

First, we want to encourage each other with win stories in our area! It might be a substitute teacher filling a need, a visitor parent giving us a good report or most important, a kid giving their life to Jesus! These "share a win story" cards are designed to be hung on the wire and will encourage those who read.

Second, there are "fan postcards." These are designed to encourage leaders to write to a kid from time to time. Write your message on the left, the child's first and last name on the address side and hang it on the wire. I will collect them, add addresses and will mail them out. Please space them out and try to write all your kids in your class at least once in a year. If there is a visitor, feel free to write them a card.

My day has been interesting, but one of my highlights of today was this cup of coffee! As I was reviewing possible ministry things, I came across this coffee ministry. Loved the graphics and the mission of the organization instantly. Ordered the tumbler and some samples. Nothing like great coffee and helping people on the mission field share Jesus. To learn more check out: hopecoffee.com

Turf or Grass? Leaders lead for needed change

I was visiting the University of Arkansas the other week and came across some great leadership observations. My friend is in charge of the baseball field and took me on a tour of many of the impressive sports facilities. During our tour, he introduced me to his boss and I learned so much about the history of the school and some of the major changes that took place over the years. One thing that stuck out to me was when he talked about the football field and how the head coach led major change. He recalled that one coach said that they would win ball games if they had turf, so they changed the field. Then another head coach would come along and would say "what do you think about grass?" we could win games if we had grass. These decisions happened and they went with the vision of the head coach. As he went on to explain this, I caught that when they switched from grass to turf; they kept the drainage and major parts in case they would ever go back. Admitting that he didn't think he would see it changed back, but planned in case it did. It was a good thing because they are going back to grass. Let me break down the leadership thoughts:

1. Leaders lead!

Each head coach made major changes based on how they believed they would win and created the best environment to accomplish it.

2. Followers play a huge role in success!

Not only did the grounds people make these changes happen, they made sure to prepare for the future as they created change. In this they saved money and time in the future by preparing and leading in their own roles.

3. Turf or Grass?

To the normal person, we would not see this as a major factor of winning. I still have not grasped this, but then I don't play football. I think that winning ball games comes from a variety of things done excellent and putting the right people in place. If the leader says we will win games and I trust them; I will believe that this is the significant and we will win ball games.

4. Don't go through too many coaches!

Can you imagine major change year after year? Turf, grass, turf, grass and so on? If this happens, those followers will have a hard time following leaders that had different visions and handled things differently. I think this is why many churches have issues when they jump from pastor to pastor. They never have time to build trust and look forward to their shepherd leading them into change for the church's mission. Now this illustration is sort of different because I am talking about paid grounds keepers, churches are mostly made up of volunteers. Imagine the amount of change we put our church people through if every pastor came in and did things his way? Then we wonder why church people have problems with change.

5. Pastors, your followers have been there faithfully following!

This grounds crew guy has almost two decades invested into the Arkansas field. Arkansas' new head coach, Chad Morris; just came in. He is the seventh head coach in this time span. Jeff's boss has loved and taken care of that field; seeing it through major and minor changes. If I were to make a major change to that football field, guess who I would want in that discussion and who I would want to cast vision to? You can't lead change by yourself, you need your followers. Understanding their faithfulness, understanding that they don't need to hear "you've been losing games because you have grass," understanding that they are attached and experience loss when we ask them to give up something and understanding that we can't fulfill God's mission for His church without His people; puts us one step closer to building trust and helping us to cast vision for needed change.

6. Reasoning for change is accomplishing the mission!

Why spend the money for grass or turf? To win football games! Head coaches want the W! The players want the W! The W brings money into the school! The W gives students and alumni pride in their school! Schools also spend money for the W's! They recruit for the W's! This is practical for any  football program, business, school or church. In church, we are looking towards accomplishing God's mission and reaching people for him. If our churches are not reaching people, then we are not accomplishing what churches were created to do. When we realize that we are not accomplishing what we are supposed to be doing then we realize that there is a need for change.


 

Nathaniel has decided to take a longer nap this afternoon and I figured I could write a little. What to write on?

Let me share a little about my wife's passion for Operation Christmas Child. After all, she is at a big Connect Conference which is about to come to an end within the next hour. Before we met, Amber packed shoeboxes and encouraged her church to join many other churches in the packing process. She then took a next step of faith when she decided to join a volunteer year around team in Green Bay, Wisconsin. It wasn't too long and our small Southern Baptist church would become a drop off location! Everything was going great in the area and then we moved. What now?

Amber continued to save items throughout the year and pack shoeboxes, but now without a her team that is now 650 miles away. Then another opportunity came up to be a volunteer year around area coordinator. Now she is building her own team and working with those that were already serving to reach the counties around us. Working with local churches, business and getting the word out. Now she is getting energized with leadership training, OCC stories of impact and making new friends in sunny Arizona.

I am proud of her as she takes on newer and bigger things within Operation Christmas Child. Amber loves what she does and this has helped grow her and develop many leadership skills. She personally sets big goals and packs many boxes. Nathaniel knows OCC and talks about it when he sees the logo. All of us are always deal shopping for creative gifts to pack in a future box. One box, one impact, one mission; tell kids about Jesus!