How to Read a Book (1940)

Mr. Adler is a philosopher, and so he seems to tackle every problem logically. The way he makes his points is so clear that the whole book can be expressed in a flow chart. He is honest in every case except one. He lies when he says that the analytical method transfers sufficiently well for fiction. We know, he knows that his method fails for fiction. Minus this major lie, this book is fearlessly honest and a valuable resource for all readers. ( )

The book is about improving reading and comprehension skills using a four-level reading "system". This "system" is more geared to non-fiction books rather than literature. If someone primarily reads literature, I can see some readers thinking this book is pretentious.

College students and non-fiction readers, especially philosophy, will probably find this book helpful. The author explains how to determine the author’s message, how to criticize a book fairly, how to disagree with an author, and book comparison (syntopical reading). Speed reading and reading aids are also covered, but are somewhat dated.

The author does instruct how to approach various different types of books such as imaginative literature, plays, poems, history, science, mathematics, philosophy, and social science. But for the most part, I thought the section was mostly common sense.

This is actually my second reading of the book, and although it was still helpful, I didn’t get as much from it the second time.
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Helpful guide to reading books seriously and getting more out of what you read. Invaluable, now more than ever. ( )

This book carries a very niche audience. It is an eloquent and precise book. It is exhaustive in its goal. But I don't think a struggling read or a leisurely reader would be able to get through it. This is for those novice readers who want to really, vigorously practice the high art of reading. In my estimation, these types of readers are usually self-sufficient in their practice of reading.
But this book is a good book. It only suffers from its writing style and examples: no novice reader would even think of trudging through Ulysses to figure out plot, and no novice reader would want to trudge through bland but intelligent arguments on the essence of reading. (Of course, there are always exceptions.)
But--alas, another one--this book should be read by novice readers. It's certainly the best "How to" I've ever read. I just don't think novice readers would seek this book out.
Caveat: I'm sure I'm missing something here because this book does has been around for quite a while. ( )

A revised edition of a classic. For awhile I avoided this book out of juvenile assumption that it was for people who were poor readers, quite unlike my own esteemed self. Instead, I found it stimulating as I consider the education of the second half of my life. Adler tackles the idea that reading for understanding is far more than reading for information. I was fascinated by his assertion that any book I read for understanding will necessarily be one "over my head." His part is too assist readers to know how to get more out of these kinds of books. Of course, he discusses being an active reader. His discussion of understanding a book within the context of other books in its family or theme articulated something I've felt vaguely. For a critique, I was particularly interested to read Adler's statement that the original edition was almost a completely different book. This kind of statement invites testing, doesn't it? So I purchased the original edition, and discovered that in some ways, I like the old edition better. In the revision at times, it seemed as though Adler was repeating himself, or giving minor variations on a theme. The original kept to the main idea of developing active readers. If I were giving the book to a teenager, I'd track down the original, because I think the longer version is more likely to be overwhelming or too much of a stretch for the very audience that Adler wishes to influence. A strong adult reader will probably enjoy the revised edition better, simply because he discusses more "advanced" reading techniques. In any case, I think this is an essential book. I am particularly interested in the implications for this book as it relates to helping readers become more active readers of the Bible. See also I Read It, But I Don't Get It.