Scan Artist by Marcia Biederman

When I want to find some information, I can pull my cell phone out of my pocket and search for it using Google (or some other search engine, but probably Google). I can remember a time when that was not an option. If the information I needed wasn’t in the dictionary or encyclopedia I had at home (which was already of date in some areas), I’d have to go to the library for additional references or—heaven forbid—the morgue of a newspaper office. Getting useful information was not a trivial affair. The generation before mine that saw a pre-Internet explosion of printed information after World War II especially felt the difficulty of keeping up. Evelyn Wood was there with an answer; Marcia Biederman tells her story in Scan Artist.

Evelyn Wood did not invent speed reading. She did not even like the term. However, for decades her name and face was more strongly associated with it than any other person. Though she built her reputation on being a school teacher, she never was not a regular classroom teacher (she was a school counselor) and she was not a reading specialist. She had a master’s degree in speech, earned under the direction of a professor who a studied theater.

Theater may be the lens for looking at Wood’s career. She started writing and staging plays when she was in high school and a college undergraduate. Many of these had religious themes related to her Mormon faith. When she was in Germany, where her husband served as president of the Mormon mission in Frankfurt as the Nazis began their aggressions, she fell in love with the opera and cajoled her way into back stage of the opera house. She began bringing what she learned of stagecraft into her own productions.

Back in the U.S. the Woods put Evelyn’s theatrical skills to work as lecturers on their European experience. They changed their focus as American sentiments shifted from Germany to Britain. They also put a pretty heavy spin on the Mormon relationship with the Nazis and greatly embellished the dangers they face leaving Germany.

Evelyn Wood’s success as a seller of her speed-reading system was largely built on such theatrics and embellishments. She claimed student could read thousands of words per minute; the faster one read the better their comprehension. (The fastest people can actually read is about 900 words per minute. Anything faster is skimming, and comprehension suffers when one skims). She managed to get endorsements from senators and she encouraged, or at least never corrected, the misconception that she was tied to John F. Kennedy and his reportedly fast reading speed. (Ted Kennedy took her course as a senator, and staffers in the Kennedy, Nixon and Carter administrations took the course, including Jimmy Carter himself, though Wood was not the teacher.)

The company she started changed hands and business models several times. A lot of money was made with her name and methods, and in the sale and resale of the company, but the Woods received only a small portion of it. Even so, she was ready to promote herself, her methods and the company that still paid her a consulting fee. She slowed down, but continued to make appearances and accept interview requests even after suffering cancer and a stroke.

While one may sympathize with her, especially in her illness later in life, the Evelyn Wood presented by Biederman is not easy to like. The Wood adopted a teenage girl largely to have a live-in nanny for their natural daughter when they moved to Germany; they never really acknowledge their adopted daughter or even saw her much once she was an adult. Wood was in some ways a con artist who played on the insecurities of her marks, some who were never knocked in spite of the mounting evidence that her program was at best an overprice lesson in skimming.

Wood found a way to take advantage of the insecurity of her day. She built a brand on it. While primarily a biography of Wood, Scan Artist reveals interesting things about America of the time and the obsession with self-improvement. It has not disappeared. Speed-reading apps still claim to greatly increase both speed and comprehension. TED-talkers claim to read a book or more a day. The Internet makes it easy to acquire a shallow knowledge of almost anything quickly, so perhaps people have become satisfied with what they can learn from skimming hundreds of books a year. Deep learning and understanding remains slow and effortful.

Biederman, Marcia. Scan Artist: How Evelyn Wood Convinced the World that Speed-Reading Worked. Chicago: Chicago Review Press, 2019.

Make a Joyful Sound by Helen Elmira Waite

Alexander Graham Bell is obviously known for his invention of the telephone. He started his career teaching the deaf to speak using a set of tools developed by his father. This career lead the Scotch-Canadian teacher (Bell became an American citizen in 1882) to meet an American girl, Mabel Hubbard, who he would marry. Helen Elmira Waite tells the story of their life together in Make a Joyful Noise.

Mabel Hubbard lost her hearing at the age of five after being ill with scarlet fever. Her parents were determined that she would continue to speak and understand speech. They were encouraged by news from Germany that schools there were teaching the deaf to speak, but there was little support for it in the United States. Even so, they arranged for a teacher who had the courage to try and Mabel learned to speak and read lips.

Gardiner Hubbard, Mabel’s father, was a businessman and politician in Massachusetts. He became an advocate for the education of the deaf, especially oral education (speech and lip reading). As a child, Mabel testified to a committee of the Massachusetts legislature to demonstrate what a deaf child could learn.

Bell set us a school for the deaf in Boston. Here he was introduced to Mabel, whose family hoped his techniques could help her achieve a more natural speech. He began experimenting with the idea of pushing more signals down telegraph wires, which lead to his invention of the telephone. Gardiner Hubbard became one of Bells backers in these efforts. Even though Bell grew to spend more time developing his telephone, and later testing designs for aviation, he always remained active in education for the deaf.

The Bell family authorized Waite’s biography. The advantage of this is that she had access to family records and the recollections of the Bells’ children and grandchildren. The possible downside is that Waite may have been inclined to present the Bells in the best light. Waite may have been inclined to do this anyway. In his preface, Bell’s son-in-law, Gilbert Grosvenor, mentioned that he and his wife Elsie, Bell’s oldest daughter, had read Waits biography of Helen Keller and her teacher Anne Sullivan (the Bells knew these ladies and Bell himself encouraged Keller’s parents that she could be educated and connect to the wider world).

Waite does admit to Bell’s stubbornness and sometimes-excessive sense of propriety. If the Hubbards, particularly Mabel, had not pushed, persuaded, coerced, and even tricked Bell into promoting, protecting, and commercializing his invention, he may have tinkered in his shop making a better telephone that no one would use.

Waite’s style is almost conversational; she’s telling a story. I think Make a Joyful Noise is accessible to many younger readers. It is also interesting in that the book is as much about Bell’s private life, particularly his romance and marriage with Mabel, as it is about his invention. In addition, she demonstrates that Mabel was a remarkable and capable person on her own.

If you’re interested in this book, you may also be interested in

The Age of Edison by Ernest Freeburg

Waite, Helen Elmira. Make a Joyful Sound: The Romance of Mabel Hubbard and Alexander Graham Bell. Philadelphia: MacRae Smith Company, 1961.

Keeping a Journal You Love by Sheila Bender

Bender, Sheila. Keeping a Journal You Love. Cincinnati: Walking Stick Press, 2001.

The starting chapter of Keeping a Journal You Love is brief and covers two subjects: the reasons people write journals and the basic mechanics journaling. Bender frames the second subject as a FAQ. The rest of the book focuses on getting the reader to practice writing.



As you might expect from a book on writing by a teacher of writing, there are many exercises. An early chapter is devoted to a group of seven exercises to get the budding journalist warmed up. A later chapter recommends list structure list of several ways to enrich a journal.

Among these exercises is anaphora, a series of sentences beginning with the same words. An example provided by Bender is the list of indictments against King George from the Declaration of Independence. I grew up in a church, so it reminds me of the rhythm of sermons.
God’s grace is a gift.
God’s grace saves us.
God’s grace redeems us.
God’s grace revives us.
God’s grace justifies us.
God’s grace imputes righteousness to us.
God’s grace abounded when our sins abounded.
God’s grace frees us from bondage to sin.
God’s grace gives us mercy.
God’s grace gives us help in our times of need.
God’s grace came through Jesus Christ.
God’s grace brings us to believe.
God’s grace we access by faith.
God’s grace makes us alive.
God’s grace gives us eternal life.
God’s grace He gives to the humble.
God’s grace is sufficient.

The main body of the book explores examples of journal entries from various writers of fiction, nonfiction and poetry. These examples illustrate various styles, techniques and subjects. After samples from each contributor and a brief discussion of their journals, Bender suggests several exercises for the reader to practice in there own journal.

Some of the contributors wrote very interesting journal entries. I found one to be boring. They were all very different in style and content. Some hardly resemble what one might expect of a journal. Fruitful journaling is as unique as the varied journalists are.

The point is not to imitate the journals of these other writers. The intent is to help people develop their own journaling style that is deeper, richer and more rewarding.

Though journaling is typically a very private matter, Bender includes and interesting chapter on journaling groups. Journaling groups vary in their practices, but some find the setting, information and discipline that comes from being in such a group helps them start, stick to and improve their journaling. Bender provides some practical tips for finding an existing group or starting your own.

If you’re interested in this book, you may also be interested in
Write Your Heart Out by Rebecca McClanahan

On Becoming a Leader by Warren Bennis

I wrote this for a class in public administration back in 1997. You can tell it’s for a class because it’s longer than the reviews I’d normally write for this blog. I have the sense from reading it that the assignment must have involve answering particular questions about the book. I got an A-. The hyperlinks are added, but I haven’t changed it otherwise from what I wrote the first time.
Bennis, Warren. On Becoming a Leader. New York: Addison-Wesley, 1994.

Bennis’ premise is that leadership comes out of the state of being of the leader. Leadership starts with a leader’s capacity for self-invention, to shape himself with learning and reflection as opposed to being shaped by circumstances. In Bennis’ words, “No leader sets out to be a leader. People set out to live their lives, expressing themselves fully. When that expression is of value, they become leaders.”

Bennis’ process of self-invention begins with self-knowledge. He proposes four lessons to gaining self-knowledge. First, “you are your own best teacher”; learning is essential. Second is to accept responsibility for your own education. Third, “you can learn anything you want to learn.” Finally, reflection is necessary to develop understanding and a leader must question his experience to learn. Leaders innovate and learn from experience without fear of mistakes. According to Bennis’ definition, a leader is someone in the front, doing things others have not done.

A leader must add knowledge of the world to self-knowledge. Bennis says that a leader should learn about the world through participation rather than reaction. One learns by trying to change something as well as experiencing it as it is. The conscious learner seeks broad experience, learns from others and from mistakes.

A leader must trust his instincts. Bennis uses Emerson’s term “blessed impulse.” Blessed impulse is a tool for making decisions in a world to complex to be completely understood.

Leaders must deploy themselves. By this Bennis means a leader must practice self-expression. Deploying oneself is offset against being deployed by others or the voices of others on one’s head.

Leaders must “get people on their side.” Bennis prescribes constancy, congruity of words and action, reliability and integrity.

Bennis also speaks more generally about the characteristics and roles of leaders. These are similar to what might be found in other books on leadership.


Bennis calls the organization the primary form in American society. He challenges leaders to shape their organizations, and shape society, to make them work in a rapidly changing world. He encourages executives to empower junior leaders in their organizations to teach them leadership through experience.

Throughout, Bennis uses the experience of twelve leaders gleaned from interviews. Bennis includes a brief biography of each leader at the end.

At first, it seems that Bennis says that one becomes a leader by being a leader. This is what he says, but he does not leave the reader hanging. Bennis’ perspective is what is unique about the book. Leadership is the expression of the character, qualities, values and personality of a leader. His is not a direct call for us to become leaders, but for us to become ourselves. Leadership will follow.

This may be a difficult lesson. Buyers of books on leadership are probably more interested in learning the skills of leadership and management to help them in their current situations. Bennis says express yourself. If you are doing what you think you ought to do, if others deploy you, you will not be a leader. Self-expression may take you to something different.

The first step to leadership is self-knowledge. A useful tool is self-evaluation, what Bennis calls “tests and measures.” Bennis offers a set of four tests—really four statements. One could apply the tests with pencil and paper, making lists in response to each statement. Of all the tools and suggestions in the book, this set of tests is the most clear and immediately applicable. A reader wanting to apply Bennis’ lessons would do well to start here.

Little else can be used immediately. Changes in point of view and lifestyle take time. One might argue that only a few Bennis’ suggested activities are specific to developing leadership. To me, much of it sounds fun and interesting. That is the point Bennis is trying to make: leadership comes out of broad experience, education, perspective, desire, mastery of one’s discipline and synthesis of ideas.

My own experience validates this. I am as proud of my single published poem as I am of my accomplishments as an engineer or public servant. The skills and abilities exercised by writing are different from those exercised by engineering. I am persuaded that, though seemingly unrelated, one improves the other in me.

Bennis’ somewhat artificial distinction between managers and leaders is a shortcoming. He makes a manager sound like something one would not want to be. He list skills and characteristics developed from the “education” of a leader and the “training” of a manager. All seemingly undesirable things are on the manager side. On might argue tat several management skills, like deduction and common sense, would be useful to a leader.

Most of the interviews are businessmen, but some come from public service agencies and professions. In may seem that businessmen are more susceptible to “surrendering to the context”—the bottom line, the corporate culture, the style of a boss to be pleased—but public service leaders must face their own context. A public servant may readily accept his organization’s view of the way things should be or done, what is important and who to involve without ever considering his own vision, ability and desire.

It may be more important for public section leadership to use self-expression. While a business leader may have the satisfaction of bringing a product to market, making a profit, even gaining notoriety, a public leader may never see his vision achieved. A public leaders’ satisfaction may have to come from living the life he wants to live.

A particular item addressed by Bennis that may be of use to one in public service is getting people on your side. A public leader may have little to rely on besides his integrity and “voice”—an ability to change the climate of his organization and shape it to work more effectively. As important as it is, Bennis can offer little on the subject except constancy, congruity, reliability and integrity. He says to be someone others might follow. He offers no lessons on persuasion, though if persuasion can be taught, it may be of little benefit to those who lake those characteristics.

If you’re interested in this book, you may also be interested in
The 21 Irrefutable Laws of Leadership Tested by Time by James L. Garlow
Blink by Malcolm Gladwell
Developing the Leader Within by John C. Maxwell
The Difference Maker by John C. Maxwell
Winning with People by John C. Maxwell

How to Read Literature Like a Professor by Thomas C. Foster

Foster, Thomas C. How to Read Literature Like a Professor: A Lively and Entertaining Guide to Reading Between the Lines. New York: Quill, 2003.

Some associate learning and teaching literature with an English Lit requirement to read boring books they didn’t understand and being embarrassed by a teacher berating them for not seeing the significance of some obscure symbol. To top things off, the kid who seems to do best is someone they know to bullshit their way through everything (that kid is probably a professor now). So when Thomas Foster promises “a lively and entertaining guide” to reading literature (it says to right on the cover of the book), he faces a skeptical audience even among book lovers.

Foster delivers on the promise. His tone is light, sometimes humorous. His style is conversational. He resorts to only on technical term and it refers to a concept that runs through the whole book so the reader will have no trouble getting it.

What makes reading the book fun is that Foster has such fun reading and thinking about what he has read. He doesn’t want people to stop enjoying what they read to start analyzing. He wants them to keep enjoying novels, stories and poems for the interest, entertainment and beauty they way they always have. Keep the old fun and add to it the enjoyments of understanding a work in relation to the rest of literature.



This is the main point of the book (and that technical term, intertextuality): a book, story, poem, or play is part of the total body of literature and by asking ourselves how it relates to other things we’ve read, using both our intellect and our emotions, we can have a full understanding and enjoyment of it. Each chapter after the first discusses things that appear in literature, such as sex, violence, weather and allusions to other works.

The idea isn’t to give you a bunch of discrete things a reader should always be looking for and doing; Foster wants to enrich readers, not burden them. Instead, each is an example of different recurring themes in literature (intertextuality says it’s all connected) allowing a few concepts to be applied to many different things.

This conceptual focus makes the book easy to grasp. The reader doesn’t have to figure out how to read like a professor by wading through a bunch of dusty old books someone thinks is great. Foster shows how readers (and he as a professor) can get more out of reading whatever they want.

That kid who bullshitted his way to a high grade in your English Lit class is probably a professor now. Fortunately, Professor Foster isn’t he.

If you’re interested in this book, you may also be interested in
How to Talk About Books You Haven’t Read by Pierre Bayard

The Highly Sensitive Person by Elaine N. Aron

At the end of sixth grade, my English teacher, Mrs. Lumsden, gave out “unusual awards.”  I was awarded “Best Observer.”    It is one of the signs that I am a highly sensitive person, and it is one of the happier memories related to my trait.

Research psychologist Elaine N. Aron describes highly sensitive people, or HSPs, in her book The Highly Sensitive Person.  HSPs, which make up about 15 to 20 percent of the population, are people with more responsive nervous system, who notice smaller stimuli and react more strongly to stimuli.

Aron is careful to distinguish the physiological trait of high sensitivity from inhibition, introversion, and shyness.  Okay, HSPs are often, or appear to be, introverted and shy.  Aron reframes HSP behavior as a response to overstimulation.  Everyone has an optimal level of arousal, and because HSPs are aroused more by smaller stimuli, which are abundant and can even include our own emotional responses to experiences, they are more easily aroused more than is optimum for them.  Everyone withdraws (is shy) when faced with too much arousal, and everyone needs time to quietly process (introversion).

Let me give you an example from my own life.  When I was a young child, I was very emotional.  I was easily overwhelmed, to the point of losing self-control, by my own emotions and the experiences that triggered them.  When I was in fifth grade, I found a model for managing it: Mr. Spock of Star Trek.  He was person (or Vulcan or half-Vulcan) with intense emotions that used various practices of logical thinking, meditation, art and study to discipline himself and control his own behavior.  Yes, at that age it meant repressing my emotions and withdrawing from others to some degree.  I gained a sense of self-control and space to think.  It was a little patch of high ground above the flood.  As a kid on the verge of puberty, it was precious to me.

That challenge hasn’t diminished as an adult.  How can I enjoy the sensory and emotional richness I can experience without being carried away by it?  How can I take notice of the little things that make me pause without getting jumpy?  How can I pursue the challenging and meaningful work that attracts me without being exhausted by distractions and the social demands organizations?  These are questions all HSPs must answer.

Aron doesn’t always give a simple answer, but she does show readers how to find the answers for themselves.  Relationships and work present all manner of highly arousing situations that can drain an HSP.  Aron provides information on how to approach these challenges in ways that acknowledge your trait of high sensitivity, with its weakness and the many strengths that can be brought to bear on the problem.

These problems can be exacerbated for HSPs who had rough childhoods, which is all too common.  (I’m fortunate that I had accepting and tolerant parents.  I suspect there are several HSPs scattered in my extended family, which fits with high sensitivity generally being inherited.)  Therapy can be very helpful for HSPs who need to deal with these issues.  Aron provides recommendations on what kind of therapies may be most useful to HSPs.

I suspect most of the readers of this book will be HSPs.  If you’re not an HSP, you probably know one.  If you think your spouse, close friend, or employee is an HSP, it may be worthwhile to read this book.  HSPs have a lot of strengths they would happily bring to your relationship or business if they are given the opportunity and a little quiet space in which to thrive.

If you’re interested in this book, you may also be interested in

Quiet by Susan Cain

Aron, Elaine N.  The Highly Sensitive Person: How to Thrive When the World Overwhelms You.  1996.  New York: Broadway, 1998.

Keenan is on Google Plus.

Paperboy by Henry Petroski

Petroski, Henry. Paperboy: Confessions of a Future Engineer. New York: Knopf, 2002.

Henry Petroski is an engineering professor who is well known for his books on engineering and technology. Paperboy is a memoir of his boyhood.

This memoir is a reflection of the times, the 1950s, as well as the author’s life. It shows a microcosm of a nation recovering from World War II and gearing up for the space race. The paperboys of New York weren’t interested in reading the newspapers they delivered, so they weren’t consciously aware of the social forces at work around them. (Even so, Petroski uses headlines from the Long Island Press to show what was going on at the time.) A boy with Petroski’s talents might have gone into any number of things, but with Sputnik overhead, government policy and watchful teachers nudged him into engineering. It was a good fit.

Petroski doesn’t leave technology completely out of the picture. As a paperboy, he had to master the art of folding and flipping papers. He assembled and maintained his own bicycle. He watched his orderly uncle, an accountant, put together exactly what he needed to build an attic closet with no waist.

Young Petroski had many traits that would have made engineering attractive to him: curiosity about how things work, mechanical aptitude, facility with mathematics, some perfectionism, more pragmatism, ability to think both concretely and abstractly, appreciate that things are made and making involves choosing. I have known and worked with many engineers in my career in that profession and nearly all of them share at least a few of these traits with Petroski.

A particular part of Petroski’s school experience stands out to me because it illustrates how real life is different from a story. His high school algebra teacher, Mr. Duncan, took an immediate dislike to him, apparently because it picked up on algebra so easily. Duncan began to call Petroski “Herman Peterson,” provoked him and sent him out into the hall. The budding engineer sat in the hall, following the lessons through the door, and remaining the leading student in the class. This hardship continued until Petroski advanced into upper-class math courses. A story probably would have had some satisfying resolution, but real life experience involved just moving on.

In one section of his memoir, Petroski discusses newspaper titles. It’s the kind of list-making thing many engineers are prone to do. The weekly paper in my hometown was the Bloomfield Vindicator. I have never heard a name for newspaper that was cooler than Vindicator. I’m reminded by it of those show that were popular in the 1980s about a nameless stranger who comes into town to bring justice to oppressors of the downtrodden like The Equalizer, Stingray, and The Pretender (which may have been from the 1990s). A syndicate combined the Vindicator with another publication and given it the unimaginative title of North Stoddard Countian.


If you’re interested in this book, you may also be interested in
Copernicus’ Secret by Jack Repcheck
Descarte’s Secret Notebook by Amir D. Aczel
The Invention of Air by Steven Johnson
Newton and the Counterfeiter by Thomas Levenson
The Science of Leonardo by Fritjof Capra

Shut Up & Write! by Judy Bridges

Shut Up & Write! is a guide for new writers by author and teacher Judy Bridges. It is one of the most straightforward and simple writing guides I’ve seen, which I like. As you go through it and read about the process and techniques described, you may feel she is describing the very process she use to write the book in your hands.

There are several other things to like about this book. I’ll mention a few here in no particular order except the last.

The book is broad; it covers the writing process from idea to publication. It remains a short book, though, and doesn’t get into excessive detail. I think it is enough to have a generally direction. As a beginning writer, you should be writing and making your work as good as you can; you can figure out the details you need as you go.

Bridges doesn’t elevate fiction writing over nonfiction. If someone writes histories, news articles, technical manuals or advertising copy, they are still writing. Many of the same skills and requirements apply to any type of writing.

I like Bridges’ suggestions for organizing or plotting a story. It is very simple and visual. It is also something that could work for a short piece or a long book. Good planning tools should help one write, not spend a lot of effort on planning.

Possibly the best thing about the Bridges’ advices is that she does not sugarcoat how hard it is to write a book—at least a good one. She tells her readers to put at least two years into a book. Admittedly, many of her students and the audience for this book will be aspiring or part-time writers with limited time, but writing a quality book is about more than time. This realistic expectation will help readers who hope to write a book get in the right mindset.

If you’re interested in this book, you may also be interested in

Finding Your Writer’s Voice by Thaisa Frank & Dorothy Wall

Just Write by Walter Dean Myers

Keeping a Journal You Love by Sheila Bender

Mastering Fiction Writing by Kit Reed

No Plot? Not Problem! A Low Stress-High Velocity Guide to Writing a Novel in 30 Days by Chris Baty

Reading Like a Writer by Francine Prose

The Right to Write by Julia Cameron

Write Your Heart Out by Rebecca McClanahan

Bridges, Judy. Shut Up & Write! Milwaukee, WI: Redbird Studio Press, 2011.

Scholastic’s A+ Guide to Book Reports by Louise Colligan

Colligan, Louise. Scholastic’s A+ Guide to Book Reports. New York: Scholastic, 1982.

I found a copy of Scholastic’s A+ Guide to Book Reports, authored by Louise Colligan, at a library book sale. It is in near mint condition. There is no crease in the spine. The pages are yellowed after 30 years, but otherwise spotless. The corners of the unfaded cover are slightly foxed, but I think that came from my handling. I guess I’m the first person who read this copy of the book. Presumably, someone who may have been in high school about the same time I was deprived himself of the good advice in this book.

This book is aimed at teenagers, especially high school students, who are assigned to write book reports. I’ve been out of high school a while, but I assume that still happens. Colligan’s advice still applies to that task, and some of it is applicable to other writing.

Part of the system described in the book involves good study skills and organizing work. It is simplistic, narrowly focused and prescriptive, but that is probably appropriate for a teen. I did not have such good habits in high school, and the demands of college and work pushed me into taking an organized approach to my work, which is second nature now. I recommend learning this skill as early a possible.

The rest of the system focuses on the book report, though still in an organized manner. Colligan provides ideas on how to select and appropriate book, approaches to reading with the task of writing a report in mind, and tips for writing different types of book reports. She also lists a number of creative alternatives to essay-style reports.

The understanding of the book is that this activity takes place in a school. Students are encouraged to get appropriate input from the teacher and to focus on the assignment, not going off on tangents.

One of the things that interested me was the list of recommended books. Because of its age, it doesn’t include anything published in the last 30 years. Classics, though, don’t go out of style. I was assigned a few in high school, such as The Good Earth by Pearl S. Buck, which I recommend. Like many boys, I enjoyed science fiction and fantasy and on my own read Dune by Frank Herbert and The Lord of the Rings by J. R. R. Tolkien (the one fantasy trilogy that rules them all).

Another interesting thing about the book is that there is no mention of the Internet. It didn’t exist. I don’t know how the Internet has affected the high school book report. I suspect that it has had little effect. Colligan’s sound little manual is probably as useful today as it was when I was a freshman, and I have a very nice copy available for a reasonable sum.

If you’re interested in this book, you may also be interested in
How to Read Literature Like a Professor by Thomas C. Foster
How to Talk About Books You Haven’t Read by Pierre Bayard
You Can Write for Magazines by Greg Daugherty
Your Intelligence Makeover by Edward F. Droge, Jr.

Google

Learn Better by Ulrich Boser

Learning is not easy. It takes effort. Too often, people squander their effort on ineffective activities. Ulrich Boser seeks to correct this by describing effective, research-based learning techniques in Learn Better.

Learning begins with value. You won’t put effort into learning something you don’t care about. When I was in third grade, I found very little value in memorizing how to spell words or recite multiplication tables. When my teacher tied my performance on multiplication tables to my attendance of recess, something I valued quite a bit, I found the will to exert myself.

“Motivation is the first step in acquiring any sort of skill,” Ulrich Boser, Learn Better

Once you’ve squared away the motivation, you can get on with the doing of learing. Learing is at heart doing. It is a mental activity, though it is often paired with, supported by, or supportive of physical activity. If you’re actually learning, you’re probably experience some struggle and feel like your pushing yourself a little, but not so much that you’re lost.

In a sense, Boser’s book is organized around different types of doing appropriate for different stages of learning. In the early stages of learning, you decide what you want to learn and plan you learning process. When you have a foundation, you can concentrate on improvement. As your skills improve, you can shift to deepening your knowledge and exploring more complex applications. The best experts add to this a strong sense of the patterns and connections. From beginning to end, learning requires humility, and the people who sustain and grow mastery over time evaluate their knowledge and reflect on what they are doing.

The book is full of ideas you can use. For instance, I created for myself a simple process of spaced-out learning to polish some skills I wanted to improve at work. When I started writing reviews and summaries of books, even before I started this blog, it was because I found I could remember the major points better if I summarized them in my own words, even if I did not return to my notes. I was using form of retrieval practice, which is one of several techniques Boser describes.

Though Boser draws on research, the book is intended for a broad audience. If you’re looking to improve your own learning or for ways your children or employees can get more out of their learning efforts, you’re likely to find something you can understand and use in Learn Better.

If you’re interested in this book, you may also be interested in

The Checklist Manifesto by Atul Gawande

The First 20 Hours by Josh Kaufman

The Genius in All of Us by David Shenk

How to Improve Your Memory by James D. Weinland

How to Talk About Books You Haven’t Read by Pierre Bayard

Idea Mapping by Jamie Nast

Mindset by Carol S. Dweck

Moonwalking with Einstein by Joshua Foer

The Organized Mind by Daniel J. Levitin

Six Easy Pieces by Richard Feynman

Your Intelligence Makeover by Edward F. Droge, Jr.

Boser, Ulrich. Learn Better: Mastering the Skills for Success in Life, Business, and School, or, How to Become an Expert in Just About Anything. New York: Rodale, 2017.

First Timothy

First Timothy.  The Holy Bible.  New King James Version.  Nashville: Thomas Nelson, 1982.

The Bible includes two letters from Paul to his protégé, Timothy.  Timothy traveled extensively with Paul on his missionary journeys and sometimes served as his messenger.  Timothy is mentioned in several of Paul’s letters and in the book of Acts.

At the time of this letter, Timothy was serving as a pastor at Ephesus.  Though there were many Christians in Ephesus, they met in small, home-based groups.  In this sense, Timothy was more a pastor to pastors.  Paul wrote to him with encouragement and instruction.

Paul opens his letter with a theme that occurs in many others: doctrinal purity and false teachers.  Then, as now, there were people who wanted to draw followers, fame and fortune to themselves and found an opportunity in religion.  They presented themselves as scholars discriminating the finer points of the law and engaged in disputations.  Mostly, they sold what was selling and lived immorally, making excuses for themselves.  Paul encouraged his disciple to stick to the Gospel he had received.

Because of this, Paul gave instructions about who would make suitable leaders in the church.  These were to be mature, of good character, with orderly lives, especially in their family.

Speaking of family, Paul was very concerned about relationships, especially how Christians relate to each other.  He wrote about who Christians should treat each other.  He discussed how pastors and congregations should relate.  He wrote about charity to the poor.  He gave direction to masters and slaves, husbands and wives, parents and children.

Though he doesn’t address it directly in this letter, you can see in his discussion of relationships Paul’s vision of authority and submission in a context of loving relationships.  God is the model and source of all authority.  Of course, no human rules with the absolute authority of God; human authorities are trustees and agents of God, in the church, government and family.  God not only rules, He loves.  Jesus Christ suffered agony and death to atone for our sins and give us everlasting life with Him.  No one can repeat what Christ did, nor is it necessary, but his sacrificial love and submission to His Father are a mode for human rulers.

On the flip side, we are all to submit to God.  This submission to God is a model of our submission to authorities, who are all appointed by God.  We love, reverence and obey authorities just as they love, care for and thoughtfully lead us.  The notion of submission is unpalatable to many, but it is possible, even good, in the context of God’s love and authority working through people.

Paul’s love for Timothy comes through the letter.  The terms of affection, the concern for his health, the encouragement to face problems with calm faith, the reminders of friends and family break up the teaching sections.  Paul himself was a model for the things he was teaching Timothy.  Paul was an authority and Timothy served him for years.  Paul was also a loving friend who cared about his wellbeing and success.   As both an authority and one under authority, Timothy had a good teacher in the apostle.

Paul also wrote

Colossians

First Corinthians

Galatians

Philippians
Romans
Second Corinthians

Second Thessalonians

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Positive Words, Powerful Results by Hal Urban

Educator Hal Urban reminds his readers of the power of words in Positive Words, Powerful Results. Words create pictures in our minds. They influence our buying decisions and health. One of the most important things about words is that we can chose how to use them, whether to build up or to tear down.

Urban encourages people to use words to build up. Use kind, affirming, complimentary words. Tell people what they are doing right. Express interest in people and ask them about themselves.

In addition to influencing others, words can reveal what is going on inside of us. Our choice of words reveals whether our thoughts and feelings are positive or negative. As Jesus put it, “A good man out of the good treasure of his heart brings for that which is good; and an evil man out of the evil treasure of his heart brings for that which is evil; for out of the abundance of the heart his mouth speaks” (Luke 6:45).

If we want to produce positive words that help people, we need to be concerned about what goes into that treasure of our hearts. There is a lot of trash out there and if we don’t limit our exposure, we can easily become full of it. There is also plenty of good and we can seek it out. Just as we choose what we say, we can also choose much of what we hear.

Though it is couched in a discussion of the words we use, Urban is engaging a larger issue of how we treat each other. He encourages kindness, gentleness and generosity. These virtues may demand more than words, but they still demand expression in speech; they cannot be advanced by harshness and complaining.

Urban’s background as a teacher comes through both in the examples he draws on and the way he writes. The book is not written for children, but I think it is within the grasp of high school students and possibly younger children, particularly if an adult were going through the book with them.

If you’re interested in this book, you may also be interested in

A Complaint Free World by Will Bowen

The 4:8 Principle by Tommy Newberry

The Power of Nice by Linda Kaplan Thaler & Robin Koval

The Power of Positive Thinking by Norman Vincent Peale

Urban, Hal. Positive Words, Powerful Results: Simple Ways to Honor, Affirm, and Celebrate Life. New York: Fireside, 2004.

How to Write & Present Technical Information by Charles H. Sides

Sides, Charles H. How to Write & Present Technical Information. 2nd ed. Phoenix, AZ: Oryx, 1991.

How to Write & Present Technical Information is a brief, informal, informative guide to communicating technical information in a variety of formats. It’s for anyone who writes or presents technical information as part of their work, including, but not limited to, technical writers. Its main audience is workers in high-tech industries, but the principles are applicable to most technical information.

This book differs from some other guides to technical writing in its emphasis on audience analysis. It devotes a chapter to the subject and revisits it several times throughout. Using the recommended questions, one can profile an audience and decide what should be included or left out of a document or presentation and how to present it.


Organization is also a major issue in the books and several ways of organizing technical information are presented. Many of the chapters apply organizing principles to particular types of documents.

A variety of documents is covered in this short book. These include technical documentation, user guides, papers, articles, memos, specifications, procedures, proposals, reports, and product descriptions. It also covers the use of graphics in written documents and visual aids in presentations.

The importance of grammar is discussed, but only a few common grammatical problems are discussed. If readers are looking for a detailed guide to issues of grammar and punctuation, they’ll need to turn to a stylebook.

Though grammar and punctuation is glossed over, editing is covered in some detail. The author recommends a process of editing in layers beginning with the organizational logic (do the ideas flow and make sense?). From there, an editor moves in order to the mechanical development of topics (is the structure of parts, paragraphs and sentences correct, and does it work?), style (is it appropriate and varied?), and manuscript quality (is it orderly and clear, with enough good headings?). Proofreading is tackled last because there is a temptation to think that all the editing is done when the proofreading is done, but proofreading alone may overlook larger problems with a manuscript.

The author draws on his own experience as a technical writer and teacher of technical communications. His experience is the source of several examples and illustrations.

As you might expect from a book that is almost a decade old, some of the references to technology and software are dated. However, the principles of clear communication are the same, which makes this book hold up as a reference.

If you’re interested in this book, you may also be interested in
The Elements of Technical Writing by Gary Blake and Robert W. Bly
How to Write a Manual by Elizabeth Slatkin

A Professor, a President, and a Meteor by Cathryn J. Prince

A Professor, a President, and a Meteor, a book by Cathryn J. Prince, is a biography of Benjamin Silliman. Silliman helped to establish the United States as a scientific leader.

Silliman was part of the post-Revolutionary generation. His father, Gold Selleck Silliman, was a general in the Continental Army. Benjamin Silliman had hoped to make a name for himself in the law, but was persuaded by a family friend to pursue science, though it was not a career likely to lead to prominence in America.

American science was not well regarded in those days, especially in Europe. A falling star, and Silliman’s diligent and careful study, changed that.

In 1807, a large meteor fell over Weston, Connecticut. Silliman, a very young, new professor of chemistry at Yale, and his colleague James Kingsley, went as quickly as they could to the remote community. The carefully interviewed witnesses, surveyed the location of meteorites, and collected samples. Silliman took samples back to New Haven to analyze them in his lab.

Silliman helped to establish that meteors originated in outer space. Popular theories at the time were that they came for lunar or terrestrial volcanoes or somehow formed in the atmosphere. The notion that something from outer space could fall to Earth was radical.

Silliman other contributions to American science were his work as a popularizer and mentor. He was an able teacher and able to communicate science to a broad audience. His public lectures on science around the country were very popular. He also helped to train a generation of American scientists. At the beginning of his career, he had to go to Europe to study chemistry and geology, at the end of his career and budding scientist could be educated in the U.S.

Silliman’s ability to reach the people of his day was his devotion to his Christian faith. He saw no serious conflict between his religion and his science. He was able to stay out of debates with clergymen that would have brought opposition to his scientific views.

In spite of the title, I found little reason to drag the president into it. Thomas Jefferson was in office at the time of the Weston Fall. Silliman, like other New England Federalists, had little liking for his policies, nor did Jefferson much care for his adversaries in the region. In addition, the president did not highly esteem geology or astronomy, instead preferring biological sciences that he considered to have more practical application. Prince brings up these difference in the book, but they never seem to add up to a serious conflict between Silliman and Jefferson.

Prince, Cathryn J.  A Professor, a President, and a Meteor: The Birth of American Science. Amherst, NY: Prometheus Books, 2011.

If you’re interested in this book, you may also be interested in

A Little History of Science by William Bynum

Copernicus’ Secret by Jack Repcheck

Defining Noah Webster by K. Alan Snyder

The Essential Engineer by Henry Petroski

His Excellency by Joseph J. Ellis

The Invention of Air by Steven Johnson

Miss Leavitt's Stars by George Johnson

Newton and the Counterfeiter by Thomas Levenson

Triumvirate by Bruce Chadwick

Undaunted Courage by Stephen Ambrose