Meaning: This quote by William Phelps, an American educator and writer, provides an insightful perspective on the different motivations behind reading. By dividing readers into two classes—those who read to remember and those who read to forget—Phelps highlights the dichotomy in the way individuals approach reading and the impact it has on their engagement with the written word.

The first class of readers, those who read to remember, can be interpreted as individuals who approach reading as a means of retaining knowledge, information, and experiences. For them, reading is a tool for learning, self-improvement, and intellectual growth. They engage with texts in a way that allows them to absorb and retain the content, whether it be through studying, analysis, or active participation in the material. These readers often seek to expand their understanding of the world, acquire new skills, or gain insights that they can carry with them in their personal and professional lives.

On the other hand, the second class of readers, those who read to forget, may approach reading as a form of escapism, relaxation, or entertainment. For them, reading serves as a means of temporarily disconnecting from the complexities of everyday life, immersing themselves in fictional worlds, or simply finding solace in the act of reading itself. These readers may seek to temporarily escape from their reality, find comfort in stories, or use reading as a form of mental and emotional release.

Phelps' dichotomy between these two classes of readers sheds light on the diverse purposes and values that reading holds for different individuals. It emphasizes the multifaceted nature of reading and the varied ways in which people interact with written material. Furthermore, it underscores the importance of understanding and respecting the different motivations behind reading, as it can greatly influence the way individuals perceive, interpret, and engage with the content they encounter.

For those who read to remember, the act of reading is a deliberate and conscious effort to internalize and retain information. Whether it be for academic, professional, or personal enrichment, these readers approach texts with a sense of purpose and intention, seeking to extract knowledge and insights that can contribute to their intellectual growth and understanding of the world. They may employ strategies such as note-taking, critical analysis, and reflective thinking to ensure that they retain and apply the information they encounter.

Conversely, for those who read to forget, the act of reading may serve as a form of relaxation, entertainment, or emotional release. These readers may gravitate towards genres such as fiction, poetry, or light-hearted literature, using the act of reading as a means of temporary escape from the pressures and demands of their daily lives. By immersing themselves in captivating narratives, vivid imagery, or compelling storytelling, they find respite from their worries and anxieties, allowing them to unwind and recharge their mental and emotional faculties.

In essence, Phelps' quote encapsulates the intricate relationship between readers and the act of reading, highlighting the diverse motivations and intentions that shape individuals' interactions with written material. It encourages a nuanced understanding of the various ways in which reading can impact and enrich people's lives, whether it be through the acquisition of knowledge, the pursuit of entertainment, or the quest for mental reprieve. By acknowledging the distinct classes of readers—those who read to remember and those who read to forget—Phelps prompts us to recognize and appreciate the multifaceted nature of reading and the profound influence it has on individuals' intellectual, emotional, and psychological well-being.