I used to make use of late opening on Monday evenings, and call in on the way home from the station. I would browse through the beautifully illustrated children’s books and choose six to bring home to read to the girls. The rather stern lady checking out the books said “I don’t like Dr Seuss – it’s just playing with words.” Poetry, then.
Rachel was excited when I brought them home, and tired and impatient for dinner though I was, I loved sitting with her nestled against me on the bedroom floor, enjoying each other’s complete attention as I pointed to the words and she followed. Children’s books had become much brighter since I was a boy. There was Quentin Blake, with his wonderful, affectionate drawings of beaky, friendly people.
And Martin Waddell whose books sometimes achieve a strong emotional pull, every bit as powerful on parent as on child.
I loved watching her respond to the theatricality of the books. One simply described a walk in the country on a summer’s day, but as you turned one page there was a double page spread of a brightly coloured tractor harvesting a field, showing a brilliant blue sky, a sea of golden wheat, the cloud of dust around it, and a frenzy of birds wheeling overhead: I watched delighted as she experienced the shock and joy of turning the page to see that dramatic picture.
I included some educational books, and Rachel was keen to be educated. One was a well-written simplified guide to space and the solar system. It was thrilling to watch her bright eyes as she took it all in, asking question after question, each one showing she had understood the previous answer.
I loved these exhilarating teaching moments, aware that I would not always be able to answer Rachel’s questions, that she would some day no longer look to me for answers, and that she might one day even lose her boundless appetite for learning. The last of these, I’m glad to say, looks unlikely to happen.