In idling, the motor's running, but you're letting your mind take in anything. Things pop into it. Those are the gifts of subterranean conscious.
If you ask a living teacher a question, he will probably answer you. If you are puzzled by what he says, you can save yourself the trouble of thinking by asking him what he means. If, however, you ask a book a question, you must answer it yourself. In this respect a book is like nature or the world. When you question it, it answers you only to the extent that you do the work of thinking an analysis yourself.
Interpretation
What this quote means
Books require personal effort and thinking to extract knowledge, unlike living teachers who provide direct answers.
This quote emphasizes the importance of active engagement in learning. Unlike a teacher who can clarify doubts immediately, a book requires the reader to think deeply and analyze the material to derive meaning. This involvement is similar to understanding nature or the world; one must actively ponder and explore to gain insight, reinforcing the idea that education is an interactive process where the learner must participate to truly comprehend the information presented.
Themes
In practice
Example use cases
In a classroom setting to encourage students to engage with their reading materials.
More from Mortimer Adler
All quotes →The only standard we have for judging all of our social, economic, and political institutions and arrangements as just or unjust, as good or bad, as better or worse, derives from our conception of the good life for man on earth, and from our conviction that, given certain external conditions, it is possible for men to make good lives for themselves by their own efforts.
A good book can teach you about the world and about yourself. You learn more than how to read better; you also learn more about life. You become wiser.
If you are reading in order to become a better reader, you cannot read just any book or article. You will not improve as a reader if all you read are books that are well within your capacity. You must tackle books that are beyond you, or, as we have said, books that are over your head. Only books of that sort will make you stretch your mind. And unless you stretch, you will not learn.
In the case of good books, the point is not to see how many of them you can get through, but how many can get through to you.
If your friend wishes to read your 'Plutarch's Lives,' 'Shakespeare,' or 'The Federalist Papers,' tell him gently but firmly, to buy a copy. You will lend him your car or your coat - but your books are as much a part of you as your head or your heart.
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If help and salvation are to come they can only come from the children, for the children are the makers of men.
In everything, there are two kinds of development-analytical and synthetical. In the former the Hindus excel other nations. In the latter they are nil.
While the books I read as a child lacked diversity in the strict sense, they didn't lack values. Reading, I didn't see me externally, but I felt me - my humanity.
I can teach many sports, but obviously, tennis is the one. When you do other sports, you see things from different perspectives: different footwork drills, body positions, angles and geometry. All that stuff is helpful, and so when I do other sports, I can see things, because once you know one sport, then the other sport becomes more clear.
I don't teach literature from my perspective as 'Joyce Carol Oates.' I try to teach fiction from the perspective of each writer. If I'm teaching a story by Hemingway, my endeavor is to present the story that Hemingway wrote in its fullest realization.
When I was writing for children, I was writing genre fiction. It was like making a good chair. However beautiful it looked, it needed four legs of the same length, it had to be the right height and it had to be comfortable.