A Quote by C. S. Lewis
If one has to choose between reading the new books and reading the old, one must choose the old: not because they are necessarily better but because they contain precisely those truths of which our own age is neglectful.
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We are told we must choose - the old or the new. In fact, we must choose both. What is a life if not a series of negotiations between the old and the new?
I fell in love with reading when I was allowed to choose whatever books I wanted to check out of the library. I was around nine years old when I began choosing my own books in earnest.
When you must choose a new path, do not bring old experiences with you. Those who strike out afresh, but who attempt to retain a little of the old life, end up torn apart by their own memories.
By believing that only some of our students will ever develop a love of books and reading, we ignore those who do not fall into books and reading on their own. We renege on our responsibility to teach students how to become self-actualized readers. We are selling our students short by believing that reading is a talent and that lifelong reading behaviors cannot be taught.
Those of us who are blamed when old for reading childish books were blamed when children for reading books too old for us.
Abortion is a searing and divisive public policy issue precisely because two significant sets of rights are in conflict, and no matter which set of laws it enacts, society must choose between those rights.
I doubt if I shall ever have time to read the book again -- there are too many new ones coming out all the time which I want to read. Yet an old book has something for me which no new book can ever have -- for at every reading the memories and atmosphere of other readings come back and I am reading old years as well as an old book.
I think more people are going to continue reading YA as well as reading other books because they have learned that they can find books there which they will truly love: a teenage protagonist is close enough to adult so readers of whichever age can sympathise and empathise with them.
For the last episode [of Downton Abbey], you'll need some handkerchiefs. I needed handkerchiefs reading it. It wasn't because it necessarily moved me while reading it, but it was the experience of reading it when I realized it was the last time I was ever going to be reading one of those scripts. That was quite terminal.
My advice is this. For Christ's sake, don't write a book that is suitable for a kid of 12 years old, because the kids who read who are 12 years old are reading books for adults. I read all of the James Bond books when I was about 11, which was approximately the right time to read James Bond books.
Whoever lives for poetry must read everything. How often has the light of a new idea sprung for me from a simple brochure! When one allows himself to be animated by new images, he discovers iridescence in the images of old books. Poetic ages unite in a living memory. The new age awakens the old. The old age comes to live again in the new. Poetry is never as unified as when it diversifies.
It is usual to speak in a playfully apologetic tone about one's adult enjoyment of what are called 'children's books.' I think the convention a silly one. No book is really worth reading at the age of ten which is not equally (and often far more) worth reading at the age of fifty-except, of course, books of information. The only imaginative works we ought to grow out of are those which it would have been better not to have read at all. A mature palate will probably not much care for crème de menthe: but it ought still to enjoy bread and butter and honey.
Students will read if we give them the books, the time, and the enthusiastic encouragement to do so. If we make them wait for the one unit a year in which they are allowed to choose their own books and become readers, they may never read at all. To keep our students reading, we have to let them.
Nearly all literature, in one sense, is made up of guide-books. Old ones tell us the ways our fathers went, through the thoroughfares and courts of old; but how few of those former places can their posterity trace, amid avenues of modern erections; to how few is the old guide-book now a clew! Every age makes its own guide-books, and the old ones are used for waste paper.
To all new truths, or renovation of old truths, it must be as in the ark between the destroyed and the about-to-be renovated world. The raven must be sent out before the dove, and ominous controversy must precede peace and the olive wreath.
In the space between stimulus (what happens) and how we respond, lies our freedom to choose. Ultimately, this power to choose is what defines us as human beings. We may have limited choices but we can always choose. We can choose our thoughts, emotions, moods, our words, our actions; we can choose our values and live by principles. It is the choice of acting or being acted upon.
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