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Seller's Description:
Very good. Connecting readers with great books since 1972! Used books may not include companion materials, and may have some shelf wear or limited writing. We ship orders daily and Customer Service is our top priority!
Publisher:
The Catholic University of America Press
Published:
1987
Alibris ID:
18017965383
Shipping Options:
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Seller's Description:
Good. 266p. Ex-library softcover book in original binding. Label on spine, stamp on title page, and sticker in back. Otherwise a clean, tight book in very good condition.
This book was required reading material for a class I took. I could not be more pleased with a required piece of reading. This book gives excellent information about how to live - how to live an intellectual life. Sertillanges advises how to spend time - almost down to the very minute in order to maximize one's life for intellectual enrichment. There is so much good advise that it is a bit daunting to try to implement all at once. However, I am sure Sertillanges was aware of this difficulty and may have said some words about it (yet, since it has been a little over a year since I read it I cannot recall with certainty). If you invest the money in this book (which is not much), and if you faithfully give yourself over to his guidance, you shall be repaid 100-fold for your trouble. Even though I often sell books back at of a end of a class I would not part with this text - I am keeping it as a reference for how to best spend my limited time in life.
Step
Apr 26, 2007
An interesting manual
I read this book a number of years ago, and noticed that it had been reissued. It originally appeared in 1934. Admittedly it does show its age, in both style (which tends to be a bit, er, "floral") and its research advice (pre-computer). Nevertheless, I was not disappointed in re-reading it. Sertillanges is not of that hardheaded "How to Organize your Life and your Time" school, but directs himself to encouraging the intellectual life for its own sake -- a rare encouragement in a time, such as ours, in which knowledge is encouraged only insofar as it facilitates the acquisition of something other than the knowledge itself.