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Read, Be Read, and Read Again HOW TO ENJOY CLASSIC LITERATURE
Barack Obama to unpack six titles that “profoundly shaped his worldview” on upcoming podcast “Literature matters now more than ever,” the Higher Ground co-founder and best-selling author said ahead of its Audible debut next month.
Middlemen by Laura B McGrath — literature’s power brokers

When Philip Roth attended a drinks reception in 1989, he “discovered what it was like to be a pretty girl at a party”. Every time the celebrated American novelist turned around, “there was this guy,” he said years later.


Alex Petkas further contends that the end of such reading was not for the goal of being “well read” but to provide models of greatness that one would imitate. Alongside the tradition Petkas identifies as one of imitating greatness, there is, nonetheless, a strong pedagogical tradition of reading for moral formation. See Alex Petkas, “Great Books Is for Losers,” The American Mind, November 18, 2024, https://americanmind.org/salvo/great-books-is-for-losers/. ↩
Books, like many other things — technologies, vocations, legacies, places, forms of government — have complicated histories that shape how and why they endure. Consider, for example, the case that Rory Groves makes on the connection between the irreplaceability of the human element, trades that have survived the upheaval of the Industrial Revolution, and the possibility of stewarding a family economy. Rory Groves, Durable Trades: Family-Centered Economies That Have Stood the Test of Time (Front Porch Republic, 2020). ↩
Benedict Anderson, Imagined Communities: Reflections on the Origin and Spread of Nationalism, rev. ed., (Verso, 2006). Anderson emphasizes shared reading cultures as historically shaping how people imagine themselves connected to others — either historically or geographically. ↩
For example, the Iliad and Odyssey as Ancient Greek classics influenced the literary shape of Virgil’s Latin Aeneid as well as John Milton’s English Paradise Lost. Paradise Lost, in turn, set the basic narrative trajectories for C.S. Lewis’s Perelandra. Perelandra has a greater chance, therefore, of being remembered as a “classic” insofar as it participates in a literary tradition much longer and larger than itself; Lewis’s sci-fi novel “married in” as it were to the big Greek, Italian, English literary family. ↩
We use the term “genre” to describe literary works when they are grouped according to their kinds. ↩
John Bunyan, “The Author’s Apology for His Book,” Pilgrim’s Progress, ed. Cynthia Wall (Norton, 2008). ↩
Franz Kafka, “To Oskar Pollak, January 27, 1904,” in Letters to Friends, Family and Editors (Knopf Doubleday, 2013), 16. It is from this quotation that Ben Palpant has titled his recent compilation of interviews with poets. See Ben Palpant, An Axe for a Frozen Sea: Conversations with Poets About What Matters Most (Rabbit Room, 2025). ↩
Charles Dickens, A Christmas Carol (Norton, 2016). ↩
Jacques Maritain insists that the poetic mode (i.e., story making as an art form) is distinct from a philosophical mode because of its emphasis on making — as in its Greek root poiein, “to make.” Jacques Maritain, Art and Scholasticism (Notre Dame, 1974), 23. ↩
In his Poetics, one of Aristotle’s unities for narrative forms like drama is the unity of time in which the action occurs. See Aristotle, “Section V,” in Poetics, trans. S.H. Butcher (Cosimo Classics, 2008), also available as a free e-book from Project Gutenberg. ↩
C.S. Lewis, “Meditation in a Toolshed,” in God in the Dock: Essays on Theology and Ethics (Eerdmans, 1970). ↩
Lewis is hardly original in distinguishing analytical knowledge from experiential, immersive, or poetic. His contemporaries — Josef Pieper, Jacques Maritain, and Michael Polanyi — all differentiate and articulate kinds of knowing. Pieper distinguishes “ratio” (ratiocination) from “intellectus” (contemplative thought), Polanyi “tacit knowledge” from “propositional knowledge,” and Maritain the “metaphysical” (philosophical) from the “poetic.” Most recently Iain McGilchrist has mapped these two epistemological modes onto the two spheres of the brain. See Iain McGilchrist, The Master and His Emissary: The Divided Brain and the Making of the Western World (Yale, 2012). Although none of these ways of knowing maps directly on to Lewis’s analytical vs. immersive mode, they generally rhyme as categories, particularly if we consider the philosophical mode as a more robust analytical mode than the modern materialist analytical mode, which asks only the efficient cause (what puts what into motion) and its material cause (what is something made of), leaving out formal and final causes. See Joseph Minich, Enduring Divine Absence: The Challenge of Modern Atheism(Davenant, 2018). ↩
Lewis, “Meditation,” 215 (emphasis original). ↩
See Andy Naselli, How to Read a Book (Canon, 2024) 28–29; John Piper, “Appendix 2,” in Think: The Life of the Mind and the Love of God (Crossway, 2010), 205–10. ↩
Gerard Manley Hopkins’s sonnet “As Kingfishers Catch Fire” underscores the connection between witnessing a thing in its glory and the possibility of coming to know it. See Gerard Manley Hopkins, “As Kingfishers Catch Fire,” Gerard Manley Hopkins: The Major Works, ed. Catherine Phillips (Oxford, 2009), 129. ↩
Flannery O’Connor. Quoted in Jonathan Rogers, The Terrible Speed of Mercy (Thomas Nelson, 2012), 132. ↩
Edmund Spenser, “Letter to Raleigh,” in Faerie Queene Book I, ed. Carol Kaske (Hackett, 2006), 205–8. ↩
Lewis, “Meditation in a Toolshed,” 215. ↩
Bunyan, “The Author’s Apology for His Book.” ↩
See George Saunders, A Swim in the Pond in the Rain: In Which Four Russians Give a Master Class on Writing, Reading, and Life (Random House, 2021), 85. ↩
Because Van Engen distinguishes between two modes of reading poems and sequences them — he invites readers into the “experience” of the poem; then, as desired, he welcomes them to “discuss it” (or analyze it) — I really appreciate the reformation of reading poetry that he offers. But I find Van Engen close to overstating his thesis in his desire to correct: The book’s primary claim is to enjoy poetry immersively as a first-order priority as he moderates a cultural obsession over reading poetry “first” and “only miserabl[y]” for its meaning. (See Word Made Fresh, 70–75.) Nonetheless, in his helpfully revised priorities, he can verge on dismissing the analytical as optional. If the two modes of knowing are complementary and come at the activity of knowing differently, it seems fair to suggest that they might serve one another in a positive flywheel. Van Engen returns to the relationship between experiencing and analyzing a poem often in his close readings of poems. For example, in his discussion of William Carlos Williams’s “This Is Just to Say,” he insists, “By design, [the poem] can be enjoyed without any need to discuss it. The discussion adds to the enjoyment without supplanting, replacing, or judging, or demeaning an initial encounter with the poem” (75). Or, similarly, “Structure deepens our reading; for it develops our understanding, but poetry can be appreciated without stopping to study it. Take up these deepened readings only when and as you desire. Remember, you can always water-ski across the surface of a poem and wave at the author on the shore. Shallows can refresh as much as depths” (135). “As much as” is a strong claim, but he balances this “optional” approach to analysis by offering generous new tools, like “erasing” to help you concentrate on how different parts of speech move the poem forward.