Did you ever wonder what would be the most valuable books to read?
What books are the most important? What books are the
most influential books of all time? There is not one
book that would provide you with all the knowledge and
information that you need. There is not one book that
would make you intelligent. But there are books that
will change you, there are books that will inspire you,
and there are books that will enlighten you.
And there are books that have not been written yet, so I
feel that the best books that were ever written have not
yet been written. So start writing
How Many Pages
"If you don't
read anything valuable
, then knowing how to read will not be valuable
first the best books. The
important thing for you is not how much you know, but the
quality of what you know."
does not move you forward
in life, it may leave you paralyzed in life."
Classics, Read BK101.How Long does it take to Read a Book?
If you have a 500 page book, and you read 15 pages a day, it
will take around 33 days to read the entire book.
How long will it take to read 15 pages? If you can read 100–200
wpm words per minute, and if a page has 250 words, then it will
take 1-2 minutes to read each page. So it will take on the
average of 20 minutes a day to read 15 pages.
How Long does it take to Write a Book?
Writing 250 words a day, and if a page has 250 words, you can
write a 500 page book in less then 1.5 years.
A fast hand writer
can write 250 words in 15 Minutes on average.
Books Published per Country per Year
How Many Books Are There?
Types of Books
Born to Read
Study finds brain connections key to reading
. Pathways that exist
before kids learn to read
determine development of brain’s word recognition area.
regularly makes you live longer
then people who don't read regularly.
It's more then just reading things that are valuable and
important, you have to understand why certain knowledge and information is
valuable and important, and, you have to know how this knowledge and
information will benefit you in your life, and, you have to know when will
you most likely use this information and knowledge? If you correctly file
in your mind what you have learned, then you will have an easier time
remembering what you have learned, and, you will also understand more and
know when to apply this knowledge in the future.
the academic study of books as physical, cultural objects.
Simultaneous Subject Speaking
Popular Informative Books
Top 10 Best Books For Inquiring Minds
25 Greatest Science Books of All Time
The 100 Most Influential Books Ever Written, by Martin
List of Best Selling Books
Lists of Books
Classic Books in the
Library of Congress
The 100 Best Books of All Time
100 Best Books
30 Books to Read
50 of the Most Influential Books in the last 50 Years
Landers Book Bub
100 Best Novels
Amazons Picks of Favorite Books
2014 Great Reads
the name of a writer and find writers with similar styles
List of most Expensive Books
(not valuable or important,
: Good Night Story
Most of todays
What book would you want to
read if you could only have one book?
If you could read only one book for the rest of your life, what
would it be?
What book would be the most valuable book? Or the most
? Or one
I couldn't choose just one book, even the dictionary needs
instructions on how to use words and how to use language to
communicate effectively and efficiently. Just having one book
would be very limited, terribly inadequate, and extremely
dangerous. It would have to be a group or a collection of books,
movies, music, games, knowledge and information.
Something that could fit on a Jump-Drive
or a Lap Top Computer
The English Dictionary - A New and Updated Version is a
Dictionary with Context
The Holy Bible - Religious
The Bill of Rights
The U.S. Constitution
To Kill a Mockingbird
The Book of Elements
Child Development Books
How to Read
Books on Literacy
How to Grow Food
How to get clean Water
How to build a Home
How to create Energy
...and a 1,000 more
The Dictionary was our defining moment
, it changed everything.
Being able to accurately define words has made communication a
lot faster and a lot more effective. The power of a
creates enormous potential for all humans on earth. But this
knowledge is not shared with everyone, which is why we have
communication break down and
all around the world. We need to improve access to
knowledge and information. We need to utilize the enormous
potential in every human on this planet. A better world is
waiting, but it will not wait forever.
is one that is written with the intention to
instruct its readers on solving personal problems.
List of Self-Help Books
(Books on Self Help)
is a self-guided improvement—economically,
intellectually, or emotionally—often with a substantial psychological
basis. Many different self-help group programs exist, each with its own
focus, techniques, associated beliefs, proponents and in some cases,
leaders. Concepts and terms originating in self-help culture and
Twelve-Step culture, such as recovery, dysfunctional families, and
codependency have become firmly integrated in mainstream language.
Power of Now
book is intended to be a guide for day-to-day
living and stresses the importance of living in the present moment and
avoiding thoughts of the past or future.
is a business and self-help book. Be Proactive.
Begin with the End in Mind. Envision what you want in the future so you
can work and plan towards it. Put First Things First. Think Win-Win. Seek
First to Understand, Then to be Understood. Synergize. Continuous
Improvements. Sharpen the Saw.
The Power of Positive Thinking
is a self-help book by Norman Vincent
Peale, originally published in 1952. It proposes the method of "Positive
". It basically aims at ensuring that the reader achieves a
permanent constructive and
through constant positive influence of his
conscious thought (e.g. by using
) and consequently achieves a higher satisfaction and
quality of life. While early contributors in the positive thinking
movement had built on theoretical justifications (like Phineas Parkhurst
Quimby, Ralph Waldo Trine, Prentice Mulford), the The Power of Positive
Thinking made more use of positive case histories and practical
17 Verbal Habits of Highly
Frequently Challenged Books
List of most commonly challenged books in the United States
List of books Banned by Governments
defines a challenge to
as an attempt by a person
or group of people to have literature restricted or removed from a public
school curriculum. Merely objecting to material is not a challenge without
the attempt to remove or restrict access to those materials
Every School Textbook should be challenged if it's inaccurate,
irrelevant or not updated to the current level of knowledge and
9.8 Million Students from
31,327 US Schools Read over 334 Million Books
, during the
2014–2015 school year.
Student Reading Lists should include High Quality books that
Provoke Debate and transmit valuable Knowledge.
Frequently assigned College Books
Why are school
so dangerous? The
be one of the most valuable and the most important textbook in
the world that
fits in your pocket
When Reading a Book, how much reading do you need to do each day
in order to
what you're reading?
Comprehension and Reading Skills
List of Public Policy Topics by Country
Learn to Read
Teaching and Learning Methods
Inspirational Books - Books about Leadership
Graduation Moments: Wisdom and Inspiration from the
Best Commencement Speakers Ever (Hardcover) – March,
Great Quotes from Great Leaders (Great Quotes
Series) Paperback – March, 1997
The Penguin Book of Historic Speeches (Paperback) –
February 1, 1997
The World's Great Speeches: Fourth Enlarged (1999)
Edition (Paperback) – September 21, 1999
The Federalist Papers (Signet Classics) Mass Market
(Paperback) – April 1, 2003
The Power Of Leadership (Power Series) Hardcover –
January 20, 2001
The Power to Transform: Leadership That Brings
Learning and Schooling to Life (Hardcover) – March 10,
Words of Wisdom (Paperback) – April 15, 1990
Great Thinkers of the Western World: The Major Ideas
and Classic Works of More Than 100 Outstanding
Western Philosophers, Physical and Social
Scientists, Psychologists, Religious Writers and
Theologians (Hardcover)– September 23, 1992
The Greatest Minds and Ideas of All Time (Hardcover) –
November 7, 2002
A World of Ideas: A Dictionary of Important
Theories, Concepts, Beliefs, and Thinkers (Hardcover)
– November 2, 1999
The Saviours of Mankind (Paperback) – October 1, 2001
Leading for a Lifetime: How Defining Moments Shape
Leaders of Today and Tomorrow (Paperback) – June 15,
Success Built to Last: Creating a Life that Matters
(Paperback) – August 28, 2007
Five Minds for the Future (Paperback) – January 6,
The Logic of Knowledge Bases (Hardcover) – February
The Creative Epiphany: Gifted Minds, Grand
Realizations (Paperback) – October 9, 2008
The Element: How Finding Your Passion Changes
Everything (Paperback) – December 29, 2009
Out of Our Minds: Learning to be Creative (Paperback)
– March 15, 2001
Ignite the Genius Within: Discover Your Full
Potential (Hardcover) – Bargain Price, March 19, 2009
How to Change the World: Social Entrepreneurs and
the Power of New Ideas, Updated Edition (Paperback) –
Sept. 17, 2007
The Story of Philosophy: The Lives and Opinions of
the World's Greatest Philosophers Mass Market
(Paperback) – Jan. 1, 1991
Biomimicry: Innovation Inspired by Nature (Paperback)
– September 17, 2002
Tibet - Cry of the Snow Lion
Zen and the Art of Motorcycle Maintenance
was first published in 1974,
is a work of philosophical non-fiction, the first of Robert M. Pirsig's
texts in which he explores his Metaphysics of Quality. The book describes,
in first person, a 17-day journey on his motorcycle from Minnesota to
Northern California by the author (though he is not identified in the
book) and his son Chris. They are joined for the first nine days of the
trip by close friends John and Sylvia Sutherland, with whom they part ways
Montana. The trip is punctuated by numerous philosophical
discussions, referred to as Chautauquas by the author, on topics including
epistemology, ethical emotivism and the philosophy of science. Many of
these discussions are tied together by the story of the narrator's own
past self, who is referred to in the third person as Phaedrus (after
Plato's dialogue). Phaedrus, a teacher of creative and technical writing
at a small college, became engrossed in the question of what defines good
writing, and what in general defines good, or "Quality". His philosophical
investigations eventually drove him insane, and he was subjected
electroconvulsive therapy which permanently changed his personality.
Towards the end of the book, Phaedrus's personality begins to re-emerge
and the narrator is reconciled with his past.
The Teaching Gap: Best Ideas from the World's
Teachers for Improving Education in the Classroom
(Hardcover) – Sept. 1, 1999
School Leadership That Works: From Research to
Results (Paperback) – September, 2005
Teaching with Love & Logic: Taking Control of the
Classroom (Paperback) – 1995
The First Days Of School: How To Be An Effective
Teacher (Paperback) – July, 2004
Strategies and Models for Teachers: Teaching Content
and Thinking Skills (5th Edition) Hardcover – May 1,
Mastering the Techniques of Teaching (Paperback) –
100+ Ideas for Teaching Thinking Skills (Paperback) –
May 10, 2007
Teach Like a Champion: 49 Techniques that Put
Students on the Path to College (K-12) Paperback –
Print + DVD, April 6, 2010
Human Cognitive Abilities: A Survey of
Factor-Analytic Studies (Paperback) – January 29, 1993
What Is Intelligence?: Beyond the Flynn Effect
(Paperback) – March 23, 2009
Delivering on the Promise: The Education Revolution
Perfect (Paperback) – December 15, 2008
Your America: Democracy's Local Heroes (Hardcover) –
July 8, 2008
Inspiring Teacher Movies
Education Reform Books
The Public School Morass : Problems, Analysis &
Solutions (Paperback) – February, 2000
Ethical Problems in Higher Education (Paperback) –
August 29, 2005
Common Sense School Reform (Paperback) – March 16,
Real Education: Four Simple Truths for Bringing
America's Schools Back to Reality (Hardcover) – August
Dumbing Us Down: The Hidden Curriculum of Compulsory
Schooling, 10th Anniversary Edition (Paperback) –
February 1, 2002
Inventing Better Schools: An Action Plan for
Educational Reform (Paperback) – January 22, 2001
Creating Great Schools: Six Critical Systems at the
Heart of Educational Innovation (Hardcover) – February
Cheating Our Kids: How Politics and Greed Ruin
Education (Hardcover) – September 15, 2005
Horace's Compromise: The Dilemma of the American
High School (Paperback) – September 23, 2004
Horace's Hope: What Works for the American High
School (Paperback) – September 15, 1997
The Students are Watching: Schools and the Moral
Contract (Paperback) – July 15, 2000
Special Education: What It Is and Why We Need It
(Paperback) – October 2, 2004
A Touch of Greatness
It Doesn't Take A Genius: Five Truths to Inspire
Success in Every Student (Hardcover) – November 15,
Collaborative Learning Techniques: A Handbook for
College Faculty (Paperback) – October 8, 2004
Advanced Teaching Methods for the Technology
Classroom (Hardcover) – September 29, 2006
Leonard Cohen - Teachers
Because Shakespeare expresses ideas and emotions that we
still know today and asks questions that are likewise relevant. Because
Shakespeare was historically significant. Because Shakespeare manages to
eloquently unite centuries of human evolution in a form that has its own
unique flair for the slightly archaic yet still resonant. Because, as a
figurehead for his time period, Shakespeare provides insight into the past
and a starting-point for inquiry into that past. Because Shakespeare helps
endow one with an eye for verbal and linguistic beauty that can enliven
writing long after the play is finished. And because if you read carefully
enough, the works of Shakespeare may still speak to you today.
"It does not matter if
Shakespeare was the original author,
what's in a name
How to Study Shakespeare
was an English poet, playwright, and actor, widely
regarded as the greatest writer in the English language and the world's
pre-eminent dramatist. He is often called England's national poet, and the
"Bard of Avon". His extant works, including collaborations, consist of
approximately 38 plays, 154 sonnets, two long narrative poems, and a few
other verses, some of uncertain authorship. His plays have been translated
into every major living language and are performed more often than those
of any other playwright. (26 April 1564 – 23 April 1616).
"Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date".
To be, or not to be: that is the question". - (Act III,
"Neither a borrower nor a lender be; For loan oft loses both
itself and friend, and borrowing dulls the edge of
(Act I, Scene III).
"This above all: to thine own self be true". - (Act I, Scene
"Though this be madness, yet there is method in 't.". - (Act
II, Scene II).
"That it should come to this!". - (Act I, Scene II).
"There is nothing either good or bad, but thinking makes it
so". - (Act II, Scene II).
"What a piece of work is man! how noble in reason! how
infinite in faculty! in form and moving how express and
admirable! in action how like an angel! in apprehension how
like a god! the beauty of the world, the paragon of animals!
". - (Act II, Scene II).
"The lady doth protest too much, methinks". - (Act III,
"In my mind's eye". - (Act I, Scene II).
"A little more than kin, and less than kind". - (Act I,
"The play 's the thing wherein I'll catch the conscience of
the king". - (Act II, Scene II).
"And it must follow, as the night the day, thou canst not
then be false to any man". - (Act I, Scene III).
"This is the
very ecstasy of love". - (Act II, Scene I).
"Brevity is the soul of wit". - (Act II, Scene II).
"Doubt that the sun doth move, doubt truth to be a liar, but
never doubt I love". - (Act II, Scene II).
"Rich gifts wax poor when givers prove unkind". - (Act III,
"Do you think I am easier to be played on than a pipe?" -
(Act III, Scene II).
"I will speak daggers to her, but use none". - (Act III,
"When sorrows come, they come not single spies, but in
battalions". - (Act IV, Scene V).
As You Like It
"All the world 's a stage, and all the men and women merely
players. They have their exits and their entrances; And one
man in his time plays many parts" - (Act II, Scene VII).
"Can one desire too much of a good thing?". - (Act IV, Scene
"I like this place and willingly could waste my time in it"
- (Act II, Scene IV).
"How bitter a thing it is to look into happiness through
another man's eyes!" - (Act V, Scene II).
"Blow, blow, thou winter wind! Thou art not so unkind as
man's ingratitude".(Act II, Scene VII).
"True is it that we have seen better days". - (Act II, Scene
"For ever and a day". - (Act IV, Scene I).
"The fool doth think he is wise, but the wise man knows
himself to be a fool". - (Act V, Scene I).
King Richard III
"Now is the winter of our discontent". - (Act I, Scene I).
"A horse! a horse! my kingdom for a horse!". - (Act V, Scene
"Conscience is but a word that cowards use, devised at first
to keep the strong in awe". - (Act V, Scene III).
"So wise so young, they say, do never live long". - (Act
III, Scene I).
"Off with his head!" - (Act III, Scene IV).
"An honest tale speeds best, being plainly told". - (Act IV,
"The king's name is a tower of strength". - (Act V, Scene
"The world is grown so bad, that wrens make prey where
eagles dare not perch". - (Act I, Scene III).
Romeo and Juliet
"O Romeo, Romeo! wherefore art thou Romeo?". - (Act II,
"It is the east, and Juliet is the sun" . - (Act II, Scene
"Good Night, Good night! Parting is such sweet sorrow, that
I shall say good night till it be morrow." - (Act II, Scene
"What's in a name? That which we call a rose by any other
name would smell as sweet". - (Act II, Scene II).
"Wisely and slow; they stumble that run fast". - (Act II,
"Tempt not a desperate man". - (Act V, Scene III).
"For you and I are past our dancing days" . - (Act I, Scene
"O! she doth teach the torches to burn bright". - (Act I,
"It seems she hangs upon the cheek of night like a rich
jewel in an Ethiope's ear" . - (Act I, Scene V).
"See, how she leans her cheek upon her hand! O that I were a
glove upon that hand, that I might touch that cheek!". -
(Act II, Scene II).
"Not stepping o'er the bounds of modesty". - (Act IV, Scene
The Merchant of Venice
"But love is blind, and lovers cannot see".
"If you prick us, do we not bleed? if you tickle us, do we
not laugh? if you poison us, do we not die? and if you wrong
us, shall we not revenge?". - (Act III, Scene I).
"The devil can cite Scripture for his purpose". - (Act I,
"I like not fair terms and a villain's mind". - (Act I,
The Merry Wives of Windsor
"Why, then the world 's mine oyster" - (Act II, Scene II).
"This is the short and the long of it". - (Act II, Scene
"I cannot tell what the dickens his name is". - (Act III,
"As good luck would have it". - (Act III, Scene V).
Measure for Measure
"Our doubts are traitors, and make us lose the good we oft
might win, by fearing to attempt". - (Act I, Scene IV).
"Some rise by sin, and some by virtue fall". - (Act II,
"The miserable have no other medicine but only hope". - (Act
III, Scene I).
King Henry IV, Part I
"He will give the devil his due". - (Act I, Scene II).
"The better part of valour is discretion". - (Act V, Scene
King Henry IV, Part II
"He hath eaten me out of house and home". - (Act II, Scene
"Uneasy lies the head that wears a crown". - (Act III, Scene
"A man can die but once". - (Act III, Scene II).
"I do now remember the poor creature, small beer". - (Act
II, Scene II).
"We have heard the chimes at midnight". - (Act III, Scene
King Henry IV, Part III
"The smallest worm will turn, being trodden on". - (Act II,
"Suspicion always haunts the guilty mind; The thief doth
fear each bush an officer". - (Act V, Scene VI).
King Henry the Sixth, Part I
"Delays have dangerous ends". - (Act III, Scene II).
"Of all base passions, fear is the most accursed". - (Act V,
King Henry the Sixth, Part II
"The first thing we do, let's kill all the lawyers". - (Act
IV, Scene II).
"Small things make base men proud". - (Act IV, Scene I).
"True nobility is exempt from fear". - (Act IV, Scene I).
King Henry the Sixth, Part III
"Having nothing, nothing can he lose".- (Act III, Scene
Taming of the Shrew
"I 'll not budge an inch". - (Induction, Scene I).
Timon of Athens
"We have seen better days". - (Act IV, Scene II).
"Friends, Romans, countrymen, lend me your ears; I come to
bury Caesar, not to praise him". - (Act III, Scene II).
"But, for my own part, it was Greek to me". - (Act I, Scene
"A dish fit for the gods". - (Act II, Scene I).
"Cry "Havoc," and let slip the dogs of war". - (Act III,
"Et tu, Brute!" - (Act III, Scene I).
"Men at some time are masters of their fates: The fault,
dear Brutus, is not in our stars, but in ourselves, that we
are underlings". - (Act I, Scene II).
"Not that I loved Caesar less, but that I loved Rome more".
- (Act III, Scene II).
"Beware the ides of March". - (Act I, Scene II).
"This was the noblest Roman of them all". - (Act V, Scene
"When that the poor have cried, Caesar hath wept: Ambition
should be made of sterner stuff". - (Act III, Scene II).
"Yond Cassius has a lean and hungry look; He thinks too
much: such men are dangerous". (Act I, Scene II).
"For Brutus is an honourable man; So are they all, all
honourable men". - (Act III, Scene II).
"As he was valiant, I honor him; but, as he was ambitious, I
slew him" . - (Act III, Scene II).
"Cowards die many times before their deaths; The valiant
never taste of death but once.
Of all the wonders that I yet have heard, it seems to me
most strange that men should fear;
Seeing that death, a necessary end, will come when it will
come". - (Act II, Scene II).
"There 's daggers in men's smiles". - (Act II, Scene III).
"what 's done is done".- (Act III, Scene II).
"I dare do all that may become a man; Who dares do more is
none". - (Act I, Scene VII).
"Fair is foul, and foul is fair". - (Act I, Scene I).
"I bear a charmed life". - (Act V, Scene VIII).
"Yet do I fear thy nature; It is too full o' the milk of
human kindness." - (Act I, Scene V).
"Will all great Neptune's ocean wash this blood clean from
my hand? No, this my hand will rather the multitudinous seas
incarnadine, making the green one red" - (Act II, Scene II).
"Double, double toil and trouble; Fire burn, and cauldron
bubble." - (Act IV, Scene I).
"Out, damned spot! out, I say!" - (Act V, Scene I)..
"All the perfumes of Arabia will not sweeten this little
hand." - (Act V, Scene I).
"When shall we three meet again in thunder, lightning, or in
rain? When the hurlyburly 's done,
When the battle 's lost and won". - (Act I, Scene I).
"If chance will have me king, why, chance may crown me". -
(Act I, Scene III).
"Nothing in his life became him like the leaving it; he died
as one that had been studied in his death to throw away the
dearest thing he owed, as 't were a careless trifle". - (Act
I, Scene IV).
"Look like the innocent flower, but be the serpent under
't." - (Act I, Scene V).
"I have no spur to prick the sides of my intent, but only
vaulting ambition, which o'erleaps itself, and falls on the
other." - (Act I, Scene VII).
"Is this a dagger which I see before me, The handle toward
my hand?" - (Act II, Scene I).
"Out, out, brief candle! Life's but a walking shadow, a poor
player that struts and frets his hour upon the stage and
then is heard no more: it is a tale told by an idiot, full
of sound and fury, signifying nothing." - (Act V, Scene V).
"How sharper than a serpent's tooth it is to have a
thankless child!" - (Act I, Scene IV).
"I am a man more sinned against than sinning". - (Act III,
"My love's more richer than my tongue". - (Act I, Scene I).
"Nothing will come of nothing." - (Act I, Scene I).
"Have more than thou showest, speak less than thou knowest,
lend less than thou owest". - (Act I, Scene IV).
"The worst is not, So long as we can say, 'This is the
worst.' " . - (Act IV, Scene I).
"‘T’is neither here nor there." - (Act IV, Scene III).
"I will wear my heart upon my sleeve for daws to peck at". -
(Act I, Scene I).
"To mourn a mischief that is past and gone is the next way
to draw new mischief on". - (Act I, Scene III).
"The robbed that smiles steals something from the thief". -
(Act I, Scene III).
Antony and Cleopatra
"My salad days, when I was green in judgment." - (Act I,
"The game is up." - (Act III, Scene III).
"I have not slept one wink.". - (Act III, Scene III).
"Be not afraid of greatness: some are born great, some
achieve greatness and some have greatness thrust upon them".
- (Act II, Scene V).
"Love sought is good, but giv'n unsought is better" . - (Act
III, Scene I).
"We are such stuff as dreams are made on, rounded with a
King Henry the Fifth
"Men of few words are the best men" . - (Act III, Scene II).
A Midsummer Night's Dream
"The course of true love never did run smooth". - (Act I,
"Love looks not with the eyes, but with the mind, and
therefore is winged Cupid painted blind". - (Act I, Scene
Much Ado About Nothing
"Everyone can master a grief but he that has it". - (Act
III, Scene II).
"These words are razors to my wounded heart". - (Act I,
The Winter's Tale
"What 's gone and what 's past help should be past grief" .
- (Act III, Scene II).
"You pay a great deal too dear for what's given freely". -
(Act I, Scene I).
Taming of the Shrew
"Out of the jaws of death". - (Act III, Scene IV).
"Thus the whirligig of time brings in his revenges". - (Act
V, Scene I).
"For the rain it raineth every day". - (Act V, Scene I).
Troilus and Cressida
"The common curse of mankind, - folly and ignorance". - (Act
II, Scene III)
"Nature teaches beasts to know their friends". - (Act II,
"Cowards die many times before their deaths, The
experience death only
No Fear Shakespeare - Julius Caesar - Act 2, Scene 2, Page 2