CONNECTICUT LIBRARIES
October 2000, Vol. 42, No. 9
This book reminds us that librarians are in the document and information delivery business for a purpose greater than the mere delivery of data, books, serials, and other resources. We expect that the documents and information that we organize and furnish to our constituencies will actually make a difference in their lives. Harold Bloom believes that the literary documents that comprise at least a portion of our library cargo provide answers for men and women who are searching for wisdom and meaning.Professor, literary critic, and dedicated reader that he is, Bloom does not write for everyone. His authoritarian manner of presentation will discourage some readers. His deep homage to the literary classics of western civilization may offend others. Yet, those who believe that literature reflects the collective wisdom of humanity and who cherish the differences that reading has made in their own lives will find much in this book to reward their efforts, if they are willing to contend with Bloom's often arrogant assertions. Recommend this book to the patron who has "read everything," but finds herself craving more substance, more challenge. Bring it to the attention of the patron who has educated himself through his own reading and now seeks to continue the learning process with scholarly guidance.
How to read, for Bloom, means reading and re-reading Shakespeare. Bloom is unqualified in his praise for the great writer and unapologetic for this admiration. Throughout the book, Bloom will return to Shakespeare, comparing every poet, novelist, or playwright under his scrutiny to the Elizabethan master. Shakespeare is the champion when it comes to allowing the audience or reader to "overhear" the speaker, whether that speaker is a character in a play or the voice behind a stanza of poetry. "Overhearing" means not just hearing what the speaker is telling us, but understanding a bit more about the speaker than what he intended to communicate: his personality, his motives, his strengths, his values. Bloom suggests that reading makes us more skillful at "overhearing" ourselves. Reading expands personal insight.
The "why's" of reading are not conveniently enumerated in outline form. While Bloom feels free to tell us what to read, his perspective on the reasons for reading center around the individual: "How they read, and what they read, cannot depend wholly upon themselves, but why they read must be for and in their own interest." He enunciates "principles of reading" and sprinkles throughout the book a variety of reasons for reading. Reading helps individuals form their own opinions and strengthens their sense of self. It widens our circle of acquaintances beyond the people who we know personally. He urges the reader to strive for self-improvement and warns against trying to change the world. He rejects contemporary attempts to view literature from the perspectives of political correctness, gender, multi-culturalism, historical determinism, or ethnocentrism. Paraphrasing Samuel Johnson, he cautions the reader to "clear your mind of [such] academic cant."
Bloom's declarations on what to read and his commentary make up the bulk of this concise volume. His critics might conclude that the selections merely reflect his prejudiced views of what constitutes great literature. They may be correct, but it may not matter because serious readers will appreciate Bloom's direction. His recommendations are organized by genre: short stories, poems, novels (in two parts), and plays. Each section is introduced with a discussion of what Bloom considers to be the essential nature of the genre. He examines, author by author, the works that he considers to be the most important. He ends each section with a summary that reinforces his main points.
Not surprisingly, more pages are devoted to Shakespeare and Hamlet than to the typical space allotted to other writers. Still, Bloom manages to cover the work of over forty writers in less than 300 pages. Personally, I was intimidated by Bloom. I cringed at the number of writers I had not read. I was embarrassed about the themes I had missed in the works of those who I had read! Yet, I was exhilarated with the notion of catching up with those books that had previously failed to attract my attention. I patted myself on the back for recently re-reading Hamlet (Inspired by John Updike's appearance at CLA, I read his Hamlet "prequel," Gertrude and Claudius, and then read the play again.) I diligently promised that I would sample Bloom's suggested poems (though I doubted that I would ever deliver on that pledge). I solemnly swore to finally read Faulkner, Toni Morrison, and Ralph Ellison (and I will).
Blum is neither considerate, nor user-friendly about literature. He does not neatly summarize plots. He does not explain meaning. He identifies themes. He challenges his audience. He prescribes a course of reading and reflection designed to encourage the reader to overhear herself reading, and thinking.
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