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We have to a considerable extent, given up thinking of this life as merely a preparation for another life. Very largely, however, we think of some parts of this life as merely preparatory to other later stages of it. It is so very largely as to the process of education; and if I were asked to name the most needed of all reforms in the spirit of education, I should say: 'Cease conceiving of education as mere preparation for later life, and make it the full meaning of the present life.' And to add that only in this case does it become truly a preparation for after life is not the paradox it seems. An activity which does not have worth enough to be carried on for its own sake cannot be very effective as a preparation for something else. By making the present activity the expression of the full meaning of the case, that activity is, indeed, an end in itself, not a mere means to something beyond itself; but, in being a totality, it is also the condition of all future integral action. It forms the habit of requiring that every act be an outlet of the whole self, and it provides the instruments of such complete functioning.
It may be that I might have inferred from the pages that life teaches us to diminish the value of what we read, and shows us that the things which the writer commends to us were never worth very much; yet I might equally well have come to the opposite conclusion, that reading teaches us to place a higher value on life, a value which we did not know how to appreciate, and the true extent of which we come to realize only through the book.
Like writing, reading is a protest against the insufficiencies of life. When we look in fiction for what is missing in life, we are saying, with no need to say it or even to know it, that life as it is does not satisfy our thirst for the absolute – the foundation of the human condition – and should be better. We invent fictions in order to live somehow the many lives we would like to lead when we barely have one at our disposal.
We feel very strongly that our own wisdom begins where that of the author leaves off and we could like him to provide us with desires... That is the value of reading and is also its inadequacy. To make it into discipline is to give too large a role to what is only an incitement. Reading is on the threshold of the spiritual life it can introduce us to it: it does not constitute it.
"A person, for example, reads in adulthood a book that is important for him, and it makes him say, "How could I have lived without reading it!" and also, "What a pity I did not read it in my youth!" Well, these statements do not have much meaning, especially the second, because after he has read that book, his life becomes the life of a person who has read that book, and it is of little importance whether he read it early or late, because now his life before that reading also assumes a form shaped by that reading."
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