从大学毕业后就再没有写过读书笔记了。最近参加了一个读书群，打算重拾读书笔记的习惯，希望能坚持下去。
拖延了好几天才来写第一天的读书笔记，不过呢，做总比不做好。
真不要脸，那么理直气壮地找借口，哈哈哈。
好了，废话不多说，笔记开始。
How to Read a Book, originally published in 1940, has become a rare phenomenon, a living classic. It is the best and most successful guide to reading comprehension for the general reader. And now it has been completely rewritten and updated.
You are told about the various levels of reading and how to achieve them — 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.
Finally, the authors offer a recommended reading list and supply reading tests whereby you can measure your own progress in reading skills, comprehension and speed.
There are over 190,000 copies in print of this classic guide to getting the most from your reading.
About the Author:
Mortimer J. Adler was Chairman of the Board of the Encyclopaedia Britannica, Director of the Institute for Philosophical Research, and Honorary Trustee of the Aspen Institute. He authored more than fifty books.
Structure:
Part 1: The Dimensions of Reading
1: The Activity and Art of Reading.
(1). Active Reading.
(2). The Goals of Reading.
Reading for Informaton.
Reading for Understanding.
Reading for entertainment.
(3). Reading as Learning: The difference between learning by instruction and learning by discovery.
Learning by instruction: aided discovery.
Learning by discovery: unaided discovery.
(4). Present and Absent Teachers.
Notes:
1.在preface中作者引用了来自哥伦比亚大学教师学院的Professor James Musell发表在Atlantic Monthly上的一篇名为The Failure of the Schools的文章中的部分内容。其中有一句话：
He can follow a simple piece of fiction and enjoy it. But put him up against a closely written exposition, a carefully and economically stated argument, or a passage requiring critical consideration, and he is at a loss.
另外在第一部分第一节里有这样一段话：
Instead, he inserts a packaged opinion into his mind, somewhat like inserting a cassette into a cassette player. He then pushes a button and “plays back” the opinion whenever it seems appropriate to do so. He has performed acceptably without having had to think.
我一直都很爱看书，买了很多书，也看了很多书，可是感觉个人提升和成长并不明显，总结一下，一是只管输入没有输出，并没有形成自己的东西；二是看的书小说偏多，大多用来娱乐，实用性的并不多，自己的思维没有得到很好的锻炼，如上面第一段说的；第三就是上面的第二段表达的那样，像放磁带一样读书，被动接受，没有思考。作者一针见血地指出了这些问题，我觉得很实在。
2.在Active Reading中，作者说：
our purpose is, first, to call attention to the fact that reading can be more or less active, and second, to point out that the more active the reading the better.
积极阅读，我的理解就是要带着脑子阅读，而不是只用眼睛看完就完了，读的时候带着问题去读。
3. If you remember what an author says, you have learned something from reading him. If what he says is true, you have even learned something about the world. But whether it is a fact about the book or a fact about the world that you have learned, you have gained nothing but information if you have exercised only your memory. You have not been enlightened. Enlightenment is achieved only when, in addition to knowing what an author says, you know what he means and why he says it.
只是看看或者说大概有个印象的话并不等于读书，因为你并没有得到任何启发。所以你不仅要记住作者说的，也要知道他是什么意思？为什么要这样说？
4. Montaigne speaks of “an abecedarian ignorance that precedes knowledge, and a doctoral ignorance that comes after it.” The first is the ignorance of those who, not knowing their ABC’s, cannot read at all. The second is the ignorance of those who have misread many books. They are, as Alexander Pope rightly calls them, bookful blockheads, ignorantly read.
这儿说到了两种“无知”，一是不识字无法阅读的人，二是读错了很多书，也就是读得广却不精的人。The Greeks had a name for such a mixture of learning and folly which might be applied to the bookish but poorly read of all ages, They are all sophomores. sophomore本来是大二学生或高二学生的意思，在这儿指“半瓶醋”，也就是知道一点点但并不多的人。get到了一个旧词的新用了！不过这样看来，我也是文盲级别的了，呜呜呜~~~
5. Instruction occurs when one person teaches another through speech or writing. We can, however, gain knowledge without being taught. If this were not the case, and every teacher had to be taught what he in turn teaches others, there would be no beginning in the acquisition of knowledge. Hence, there must be discovery—the process of learning something by research, by investigation, or by reflection, without being taught.
学习分为两种：learning by instruction and learning by discovery. learning by instruction 跟前面说的放磁带是一个意思，被动接受，这样知识永远都是别人的，不是你自己的。
6. It is obvious that teaching is a very special art, sharing with only two other arts—agriculture and medicine—an exceptionally important characteristic. A doctor may do many things for his patient, but in the final analysis it is the patient himself who must get well—grow in health. The farmer does many things for his plants or
animals, but in the final analysis it is they that must grow in size and excellence. Similarly, although the teacher may help his student in many ways, it is the student himself who must do the learning. Knowledge must grow in his mind if learning is to take place.
这段话让作老师的我感触很深，所以标注下来了！
7. If we use the word “reading” loosely, we can say that discovery—strictly, unaided discovery—is the art of reading nature or the world, as instruction (being taught, or aided discovery) is the art of reading books or, to include listening, of learning from discourse. 阅读的意义。
8. Listening is learning from a teacher who is present—a living teacher—while reading is learning from one who is absent.
9. Students in school often read difficult books with the help and guidance of teachers. But for those of us who are not in school, and indeed also for those of us who are when we try to read books that are not required or assigned, our continuing education depends mainly on books alone, read without a teacher’s help. Therefore if we are disposed to go on learning and discovering, we must know how to make books teach us well. That, indeed, is the primary goal of this book.学会阅读。
单词笔记就不做了，生词太多，选择综合症严重，不知道挑那些。今天就暂时到这儿吧~~晚安
