Summer Reading Room

Lily alighted the school bus and rushed home. Lily’s mother ran behind her - she sensed the obvious excitement of her eight-year-old daughter since it was the last day of school for the year. It was the beginning of a two month summer holiday.

Lily sank on the couch and her mother followed suit. The two began speaking, Lily described her last exam experience and how she and her friends shared parting gifts with one another. It was then that Lily revealed about the summer project which her class teacher assigned to the students – The students were informed to do a “selfless project” wherein they were expected to do something for those in need without expecting anything in return. At the end of the holiday, when they checked in to school, on the very first day, each person would be given an opportunity to present their idea, execution and hence, inspire others to pick it up.

Planning it all  

Lily’s mother left her daughter to come up with as many suggestions as she could. Lily would survey the accessible surroundings and resources, look around and push herself to unravel the best option for the project. Each time Lily came up with a new one, her mother would encourage her further, and they would have long conversations on how it could be done in the best way. They also often discussed alternatives and limitations for any given project. Lily’s mother wanted her daughter to think independently and creatively – after all, that was the purpose of the project.

A couple of days passed, the mother-daughter duo had finalized the project idea. Lily wanted to help her friends in the locality with reading. Whenever she went to play, amidst the play activities, when she discussed books, most of her friends were clueless. They either lacked interest or confidence in the talk. Many confessed to having never read in a long time, except the textbooks. Therefore, Lily decided to selflessly do something about it. The room on the last floor of the house was vacant. Lily and her mother decided to turn it into the “Summer Reading room”.

Making it happen

Lily and her mother cleaned the room thoroughly. There was not an iota of dust anywhere. The tables and chairs were arranged well. There was natural ventilation and since the room led to the terrace, Lily offered to keep a few chairs and tables on the terrace too. There were four bookshelves with a clear distinction of categories- adventure, science and technology, fiction, nonfiction, general knowledge, etc. 

Lily personally put in a tremendous effort to design nice, colorful pictures to welcome the visitors, to thank them, to name the shelves as well as to give the visitors recommendations. She chose to maintain a register with details of the visitors. Lily’s mother ensured water, refreshments were in place and she took on the responsibility to keep it filled at all times.

Lily’s mother contemplated giving surprise gifts to frequent visitors and those who read regularly. Lily immediately screamed that toffees be given away as gifts. Lily’s mother agreed but quickly added that fruits and in fact, books itself too should be given as appreciation. Lily happily conceded.

After several weeks of making the room and doing it up, Lily and her mother personally invited all the kids in the neighborhood as well as nearby communities. Books and engaging communication were the key themes of the summer reading project.

Initially, the readers’ numbers were low. But within a few days, more people dropped by. Kids and their parents too enjoyed visiting the reading room. One day, Lily’s father was invited as a special guest. An avid reader himself, he loved giving reading tips to the children and the parents. He held group discussions and book reviews with the children. Since they belonged to the varied age group of five to fifteen, it was quite an interesting task to talk to them all.

Lily and her mother loved the response from the community. The evenings had become so productive that it was quite a pleasant surprise. Lily’s mother closely observed how Lily, not only did an administrator’s job but also helped the kids with learning vocabulary with the dictionary, taught them to make notes at the end of each reading and even, went on to take their feedback. Lily had learnt things so quickly, thought her mother. Rather proudly.

Was it all over?

On the first day of the new term, Lily looked visibly sad. Lily’s parents knew she wanted to share her idea with her class and the teacher and perhaps, even invite them over for a weekend to see the reading room. Why was she sad?

Is it all over? Lily asked, looking at her mother. Her mother knelt down and kissed the little one. Lily’s mother promised that the reading room was such an inspiration and cannot be shut down ever. It would only be transformed into a bigger and better project with time. Lily’s father recommended that the reading project continues on the weekends instead of every day since the kids had school during the day. Lily’s happiness knew no bounds and off she went to take the school bus.

As Lily’s mother bid her goodbye, she wondered how, at the start of the project, she had underestimated the little one’s spirits. Lily’s mother was doubtful if Lily, at a tender age of eight, could even fathom what “selfless” could mean. Lily’s mother was glad and grateful that she was proven wrong. There is no “too early or too late “ concept when it comes to inculcating good values in children. The teacher had indeed done a good job. Lily’s mother decided she would pay a visit to the school and laud the teacher for the same.