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Quote by Shellen Lubin

“How do you make hope? For me, it's writing, reading, researching, rehearsing, teaching, coaching, loving--partnering, parenting, friending, all those things that take me outside of myself and take me deeper inside myself at the same time, a beautiful contradictory co-existing reality. We do not know yet what is still to come, but we do know what we can do to find our way through it. Keep making things, keep making hope. It's the least we can do. It's the most we can do.”

Quote by Shellen Lubin

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Shellen Lubin

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“For many years Cavedagna has followed books as they are made, bit by bit, he sees books be born and die every day, and yet the true books for him remain others, those of the time when for him they were like messages from other worlds. And so it is with authors: he deals with them every day, he knows their fixations, indecisions, susceptibilities, egocentricities, and yet the true authors remain those who for him were only a name on a jacket, a word that was part of the title, authors who had the same reality as their characters, as the places mentioned in the books, who existed and didn't exist at the same time, like those characters and those countries. The author was an invisible point from which the books came, a void traveled by ghosts, an underground tunnel that put other worlds in communication with the chicken coop of his boyhood....”

WritingReadingLiterature
Book:If on a winter's night a traveler
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“If students do not read the assigned texts, nothing important is happening in your literature classroom - nothing very important to develop your students' reading and interpretive abilities is happening, no matter how many lectures you deliver, vocabulary words your students "learn," elements of fiction students define, quizzes students take, essay test answers students write, or films you show. Nothing important is happening because student development of reading and interpretive abilities requires engaged reading.”

ReadingLanguage Arts
Author:William Broz
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“Too many people in power think reading is the sum of its parts, so we've got all these kids playing air guitar, if you will, with short passages and questions and multiple-choice answers. These abbreviated bits of reading are not the real thing. Passages lack wholeness and feel like work without purpose. When we give students books, thinking they can transfer their practice or that they'll even want to, we're surprised they don't have the interest or the stamina for it.”

ReadingLanguage ArtsTeaching For The Test
Book:Book Love: Developing Depth, Stamina, and Passion in Adolescent Readers
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“**LET US BEGIN** by clearing up the old confusion between the man who loves learning and the man who loves reading, and point out that there is no connexion whatever between the two. A learned man is a sedentary, concentrated, solitary enthusiast, who searches through books to discover some particular grain of truth upon which he has set his heart. If the passion for reading conquers him, his gains dwindle and vanish between his fingers. A reader, on the other hand, must check the desire for learning at the outset; if knowledge sticks to him well and good, but to go in pursuit of it, to read on a system, to become a specialist or an authority, is very apt to kill what it suits us to consider the more humane passion for pure and disinterested reading. In spite of all this, we can easily conjure up a picture which does service for the bookish man and raises a smile at his expense. We conceive a pale, attenuated figure in a dressing gown, lost in speculation, unable to lift a kettle from the hob, or address a lady without blushing, ignorant of the daily news, though versed in the catalogues of the secondhand booksellers, in whose dark premises he spends the hours of sunlight—a delightful character, no doubt, in his crabbed simplicity, but not in the least resembling that other to whom we would direct attention. For the true reader is essentially young. He is a man of intense curiosity; of ideas; open minded and communicative, to whom reading is more of the nature of brisk exercise in the open air than of sheltered study; he trudges the high road, he climbs higher and higher upon the hills until the atmosphere is almost too fine to breathe in; to him it is not a sedentary pursuit at all. But, apart from general statements, it would not be hard to prove by an assembly of facts that the great season for reading is the season between the ages of eighteen and twenty-four. The bare list of what is read then fills the heart of older people with despair. It is not only that we read so many books, but that we had such books to read. If we wish to refresh our memories, let us take down one of those old notebooks which we have all, at one time or another, had a passion for beginning. Most of the pages are blank, it is true; but at the beginning we shall find a certain number very beautifully covered with a strikingly legible handwriting. Here we have written down the names of great writers in their order of merit; here we have copied out fine passages from the classics; here are lists of books to be read; and here, most interesting of all, lists of books that have actually been read, as the reader testifies with some youthful vanity by a dash of red ink. We will quote a list of the books that someone read in a past January at the age of twenty, most of them probably for the first time. 1. “Rhoda Fleming.” 2. “The Shaving of Shagpat.” 3. “Tom Jones. 4. “The Laodicean.” 5. “Dewey’s Psychology.” 6. “The Book of Job.” 7. “Webbe’s Discourse of Poesie.” 8. “The Duchess of Malfi.” 9. “The Revenger’s Tragedy.” And so he goes on from month to month, until, as such lists will, it suddenly stops in the month of June. But if we follow the reader through his months it is clear that he can have done practically nothing but read. Elizabethan literature is gone through with some thoroughness; he reads a great deal of Webster, Browning, Shelley, Spenser, and Congreve; Peacock he read from start to finish; and most of Jane Austen’s novels two or three times over. He read the whole of Meredith, the whole of Ibsen, and a little of Bernard Shaw. We may be fairly certain, too, that the time not spent in reading was spent in some stupendous argument in which the Greeks were pitted against the modern, romance against realism, Racine against Shakespeare, until the lights were seen to have grown pale in the dawn.”

Reading
Author:Virginia Woolf
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“And more specifically, when asked by a youngster about the right way of reading Sri Aurobindo, the Mother replied:4 I advise always to read a little at a time, keeping the mind as tranquil as one can, without making an effort to understand, but keeping the head as silent as possible, and letting the force contained in what one reads enter deep within. This force received in the calm and the silence will do its work of light and, if needed, will create in the brain the necessary cells for the understanding. Thus, when one re-reads the same thing some months later, one perceives that the thought expressed has become much more clear and close, and even sometimes altogether familiar. It is preferable to read regularly, a little every day, and at a fixed hour if possible; this facilitates the brain-receptivity (emphasis in the original).”

ReadingSri Aurobindo
Book:Reading Sri Aurobindo
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