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At a story-reading workshop in a private school in the city recently, 11 and
12 year-olds were read a story. Then, during a discussion with the children,
they were asked what books they read, who their favourite authors were and
so on. The children sat in silence.
After
considerable prodding, one girl
said her favourite story was a lesson from the English Reader. A couple of
children seconded her choice. And that was it. That was it!
Isn’t it shocking to think that the extent of reading a whole class
(some 80-90 kids)
seems to have done is limited entirely to school
textbooks?
Shocking and frightening. Especially at a time bookshops are
flooded with imported and indigenous children’s books; many big publishing
houses are doing books for children --- some as an afterthought; and a
handful, braving all odds, are publishing exclusively for children. Indeed,
even provision stores in several neighbourhoods keep a few books, though on
what basis these are selected is hard to say.
Good, bad, indifferent, that’s a question of discernment. But
available
they are, books other than textbooks. So why are
children not reading? At
least this seems to be the general complaint. Yes, we have heard the
arguments about the influence of television, computers, video games, the
high pressure life children are forced to tackle given tough syllabi and
tougher learning environments . . .
But what are we doing as parents, as teachers, as concerned
individuals? Instead of talking about how most school libraries function or
malfunction, let’s ask ourselves a few questions.
What kind of books do
school libraries have? Are children encouraged to use the library? Or is it
treated as just another ‘period’ during which time they may access one
or two shelves? Can they browse through the books, maybe flip through the
pages of one, put it back, pull out another? How often do they, especially
the younger ones, have storytelling sessions in the library? Do they ever
get to meet the authors of books or illustrators? Over the years, does the
child learn to love the library? Most important, can the child walk into the
library any time during its working hours or is it off-bounds except during
the designated period?
Talking about libraries at a discussion,
one parent made this very valid
point that the way to judge if a library was good was to see how many books
had become dog-eared, a sure sign that somebody --- manybodies! ---- was
handling and, hopefully, reading them. Wilful destruction of books must be
condemned, but wearing out through use is the natural order of reading.
Besides, we can always teach children how to treat books: with love and
careful handling. If at first they can be persuaded to read them.
But yes, books are expensive. Aren’t the best things in life always?
But for those who complain, consider this: in Chennai alone, some 55,000
pizzas are sold every month. The average price of a pizza is Rs
150-200. At
a seminar recently where this issue was brought up, it was argued that this
reflected the perceived value. And so, it was suggested, the pizza versus
book argument did not hold water. But nobody can dispute the fact that the
real value of a good book is tangible and remains
while the perceived value
of a pizza disappears with the pull of a flush the following morning or
sooner.
Coming back to reading,
adults often complain children don’t read. The
first question is: Do you read? If the answer is yes, do your children see
you reading or do you wait until after they are in bed? Are books easily
accessible to them? It’s like when the child will not eat fruit. Do you
leave fruits on the table so the child can help itself? Similarly with
books. Do you complain when they read the same book over and over again? Do
you force them to read what they don’t like? Basically, is there an
ambience of books and reading in the house. Simply, are there books lying
around within easy reach? Each child has his or her own level, like water.
Given some time to themselves, some quiet, some mood, children can be
encouraged to read. And once the bug bites, the child stays
bitten.
There’s so much happening in the world of children’s
books. Enid
Blyton --- although she has returned politically corrected ---- is old hat.
There is now the question of identity. More and more publishers and those in
the world of reading realise the importance of language in giving people a
sense of identity and, thereby, a sense of confidence. One of the ways this
is being done in the UK, for instance, which is a potpourri of people from
all over the world, is by providing younger children with dual language
books. So, a child of Bangaldeshi origin, for instance, will be encouraged
to read books that carry text in two languages: English and Bangla.
In India
we still have not got over the colonial hangover, so English is
given primacy. But publishers have stayed ahead and many publish
simultaneous editions of books in several Indian languages, including
English. It is for adults to make them available to children. That children
are thirsting to read is unquestionable, in spite of television and cinema
and all those arguments. At the children’s national science congress held
at the Anna University last December, we saw children make a beeline for the
reading corner stacked with books in English, Tamil and Hindi. The Tamil
books, in particular, were in great demand and in fact, it was thrilling to
watch them devour book after book, balancing on bits and pieces of furniture, two or three to a stool.
Talking about identity, the Australian children’s writer Libby Hathorn
made an interesting observation when she was in India a couple of years ago.
She said looking at the children’s books scene in India, it reminded her
of where Australia was some years ago. "Our markets were flooded with
books from the US and UK. But there were no Australian books. Today, that
has changed." She said that now Australians were proud of their own
literature for children.
Many in India today are looking for Indian
books, and not just stories
from the Ramayana and the Mahabharata, enduring though they are. Perhaps the
best illustration of this is provided in this little vignette, again at the
science congress. A group of 16-17 year-old boys came to the room in which
the reading corner had been set up. All of them gave the shelves a cursory
look, one or two casually picked up a couple of books and put them back.
Only one boy stood there. He pulled out a book --- about Tipu Sultan --- and
started to read. His friends called him once, twice, thrice, he did not
respond. They got irritated and left. A little while later, a couple of them
came back and teased him about reading a children’s book. He finished the
book and then turned round to say, "What do you know? Tipu Sultan is
one of the great heroes of this country. You don’t know what you are
missing." And walked off, head held high.
That’s reading. Precious.
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