The Internet makes so much information available so quickly and to so many that it feels like a fount of endless and everlasting knowledge. It’s not.

To know is to learn. The Internet feeds conversationalists, but can’t compete with books for forming students’ minds.

But, wouldn’t you know it, there are two schools of thought on the matter. One, exemplified by Nicholas Carr in his book “The Shallows,” thinks the Internet is a flashy, link-happy distraction the erodes the ability to think deeply.

Backing that up, researchers recently found that the disadvantaged students who read books (of their own choosing) over the summer had significantly higher reading scores than similar students who didn’t. Another report on 27 countries found that kids who grow up in a home with at least 500 books stay in school longer and do better. Meanwhile, a recent Duke study of a half-million 5th through 8th graders in North Carolina found that the spread of home computers and high-speed Internet access coincided with major declines in math and reading scores.

Another group maintains the Internet benefits education because playing computer games and conducting online search heightens attention and the ability to process information.

New York Times columnist Richard Brooks recently adjudicated this debate and shared the interesting observation that it’s not the mere presence of books in a child’s private life but the change in the way the students see themselves as they build a home library. They see themselves as a distinct group called “readers.” [http://nyti.ms/booksforlearning]

The book reader begins as a novice and builds his knowledge brick by brick, layer by layer. The egalitarian and youth-oriented Internet scoffs at such hierarchy and at the book learner’s respect for the authority of masters. These different cultures foster different types of learning, as Brooks points out.

The Internet is great at keeping you “with it” on current events, figures, and trends. But literary culture – with its requirement that you defer to greater minds and respect the authority of the teacher – is better at cultivating the mind. It ranks the greater over the lesser, the important over the unimportant.