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How Should One Read a Book

Published: 18.06.2013, Updated: 05.03.2017
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The ultimate reading experience comes as a result of the collaboration between the writer and the reader; they both will have to contribute for the reading experience to be a success. So, once the writer has completed his task, the reader must do his bit for the literary universe to unfold. What happens in this process has occupied writers and scholars over the years. Many authors, including Virginia Woolf, have written extensive essays on the nature of literature, and how a literary text should be read. It is of course hard to define which basic elements are essential for the “correct” perception of a text, firstly because reading is a very private and individual experience. Secondly, writers are different and have their individual literary approach and style. But here lies the essence of a complete understanding of a literary text - the symbiotic unity of writing and reading.

 

Virginia Woolf (1882-1941)

Virginia WoolfVirginia Woolf
Fotograf: George Charles Beresford
Until she was 13, Adeline Virginia Stephen led a happy and carefree life in a harmonious Victorian family. Then a series of events threw her life into an accelerating downward spiral. Her mother died, which for her was “the greatest tragedy that could ever happen”. But there was more to come... After this her father despaired and was unable to take care of his three children, so Virginia and her sister had to be looked after by their half-sister Stella. In this new family setting the Stephen sisters were exposed to sexual advances by both Stella’s husband and their half-brother, George Duckworth. Virginia withdrew into a state of “frozen and defensive panic”, and became a shy individual, feeling that the next shock would drive her mad. This came when her father soon after died of cancer, and Virginia had her first of a series of nervous breakdowns. She was on the brink of madness, wandering in and out of hallucinations and fighting with self-destructive thoughts.

Literature became her refuge. She and her sister Vanessa became the leading figures of the so-called Bloomsbury Group, an avant-garde circle based at their home in Bloomsbury, London. It was a group of intellectuals discussing social, cultural and political issues of the time – anti-imperialism, modernist literature and art, and feminism. She later married another member of the group, Leonard Woolf.
Her first writing was fairly conventional and straightforward, but gradually she developed a more experimental style influenced by modernist writers, such as James Joyce. She wanted to challenge the conventional concept of a novel and traditional narrative style. Some of her most famous works include Mrs Dalloway (1925), To the Lighthouse (1927), Orlando (1928) and A Room of One's Own (1929). Virginia Woolf is today cherished as one of the finest English writers of the modernist tradition, and her essays on literature, like this one, are still read and respected by contemporary literary scholars.

The Common Reader

Virginia Woolf published two volumes of literary essays, The Common Reader (1925) and The Second Common Reader (1932), which are, as the titles indicate, written to encourage reading among common people as opposed to critics and literary scholars. She reflects on the style and approach of different writers, the criteria of literary quality, and most importantly, as in this excerpt from The Second Common Reader – the role of the reader.

 

Vocabulary

fetter, sanctury, blurred, flattering, imperceptible, steep (v), impalpable

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How Should One Read a Book?

An Essay by Virginia Woolf


In the first place, I want to emphasise the note of interrogation at the end of my title. Even if I could answer the question for myself, the answer would apply only to me and not to you. The only advice, indeed, that one person can give another about reading is to take no advice, to follow your own instincts, to use your own reason, to come to your own conclusions. If this is agreed between us, then I feel at liberty to put forward a few ideas and suggestions because you will not allow them to fetter that independence which is the most important quality that a reader can possess. After all, what laws can be laid down about books? The battle of Waterloo was certainly fought on a certain day; but is Hamlet a better play than Lear? Nobody can say. To admit authorities, however heavily furred and gowned, into our libraries and let them tell us how to read, what value to place upon what we read, is to destroy the spirit of freedom which is the breath of these sanctuaries. Everywhere else we may be bound by laws and conventions, there we have none.
(…)
Yet few people ask from books what books can give us. Most commonly we come to books with blurred and divided minds, asking of fiction that it shall be true, of poetry that it shall be false, of biography that it shall be flattering, of history that it shall enforce our own prejudices. If we could banish all such preconceptions when we read, that would be an admirable beginning. Do not dictate to your author; try to become him. Be his fellow-worker and accomplice. If you hang back, and reserve and criticise at first, you are preventing yourself from getting the fullest possible value from what you read. But if you open your mind as widely as possible, then signs and hints of almost imperceptible fineness, from the twist and turn of sentences, will bring you into the presence of a human being unlike any other. Steep yourself in this, acquaint yourself with this, and soon you will find that your author is giving you, attempting to give you something far more definite. The thirty-two chapters of a novel – if we consider how to read a novel first – are an attempt to make something as formed and controlled as a building: But words are more impalpable than bricks; reading is a longer and more complicated process than seeing. Perhaps the quickest way to understand the elements of what a novelist is doing is not to read, but to write; to make your own experiment with the dangers and difficulties of words. Recall, then, some event that has left a distinct impression on you – how at the corner of a street, you passed two people talking. A tree shook; an electric light danced; the tone of the talk was comic, but also tragic; a whole vision, an entire conception contained in that moment.
But when you attempt to reconstruct it in words, you will find that it breaks into a thousand conflicting impressions. Some must be subdued; others emphasised; in the process you will lose, probably, all grasp upon the emotion itself. Then turn from your blurred and littered pages to the opening pages of some great novelist – Defoe, Jane Austen, Hardy. Now you will be better able to appreciate their mastery. It is not merely that we are in the presence of a different person – Defoe, Jane Austen, Thomas Hardy – but we are living a different world. Here in Robinson Crusoe, we are trudging a plain highroad; one thing happens after another; the fact and the order of the fact is enough. But if the open air and adventure mean everything to Defoe they mean nothing to Jane Austen. Here is the drawing-room, and people talking, and by the many mirrors of their talk revealing their characters. And if, when we have accustomed ourselves to the drawing-room and its reflections, we turn to Hardy, we are once more spun round. The moors are round us and the stars are above out heads. The other side of the mind is now exposed – the dark side that comes uppermost in solitude, not the light side that shows in company. Our relations are not towards people, but towards Nature and Destiny. Yet different as these worlds are, each is consistent with itself. The maker of each is careful to observe the laws of his own perspective, and however great a strain they may put upon you they will never confuse us, as lesser writers so frequently do, by introducing two different kinds of reality into the same book.

A Closer Look at the Essay

  • What does Virginia Woolf say about the relation between reader and writer?
  • What is her advice about what to read?
  • What does she say about defining "good" literature?
  • What does she mean by saying that “few people ask from books what books can give us”.
  • How is “reading a more complicated process than seeing”?
  • In addition to an open mind, what does she suggest as a good starting point if we want to appreciate good literature?
  • She mentions three famous English novelists; how does she describe their different styles?
  • Explain the last sentence of the essay.