People read for various
reasons and different stories appeal to different people. While a person may
find a particular read rubbish, another might find it delightful. Who are we to
judge? Frankly, I don’t like it when people criticize the kind of books or magazines
or even the type of newspaper that someone reads. It does not really bother me
what book a person reads (maybe I’ve yet to come across any).
To me, reading is a humbling experience. Through reading, we are able to
explore the world and expand our horizon. We are exposed to different worlds,
rich with the cultures, histories and traditions of others. From these stories,
we reflect upon our own existence.
Imagine reading about the genocide that occurred to the Jewish community
during the Nazi occupation in Germany or Gatsby’s swinging parties and wealth. Reading
has the twin ability to make us incredibly envious of the monotony of our daily
life, but also to put things in perspective, making us realize just how lucky
we are to be born in conflict-free Singapore.
Beyond that, reading also has the remarkable gift of providing you a
bridge through time and history. When we pick up and read books by Hemmingway
or any other (famous) writers, we are picking up a work completed many years
ago, enjoyed by millions before you and will continue to be enjoyed long after
you. That is the astonishing history that comes with stories that withstand the
test of time. A bonafide historical artifact! To be part of that legacy is, in
my opinion, a great privilege.
So if you ask me what reading is, my answer to you is simple: humbling
One of my earliest memories of reading was the World Book’s encyclopedia
series. Believe it or not, my favourite books as a child were encyclopedias. To
be fair, the thing I loved most about encyclopedias were the pictures. Some of
my earliest memories involved pestering my parents to read them to me as a
bedtime story.
Once in primary school, the TV quickly became a better, easier and far
more exciting companion, so my interest in reading slowly faded. To my parents
consternation, instead of picking up “good” novels (as they would have hoped), all
my reading then revolved around the comic, Calvin
and Hobbes. My parents’ disapproval did not faze me very much. I developed
an affinity to Calvin. Being the only child then, I found myself to have many
similarities with Calvin, who was also an only child in the comic. To this day,
reading Calvin and Hobbes still
provides me a small sense of nostalgia and comfort.
Eventually though, I grew to love “real” novels, and especially enjoyed books
by Roald Dahl. It started when I stumbled upon a copy of Matilda by Roald Dahl, which I read in the school library. From
then on, I had a new obsession. I even recall dragging my parents to the
bookstore to buy for me other Roald Dahl titles. My favourite books by Roald
Dahl include Charlie and The Chocolate
Factory, Fantastic Mr Fox, The Twits and The Witches.
In secondary school, more emphasis was placed on reading by my parents
and teachers. During my teenage years, I started to cultivate the habit of
reading newspapers. As an avid
soccer fan, I always read the sports section first, which meant going through
the newspaper backwards to forwards. I still continue to do this today,
regardless of the newspaper I’m reading, a habit that greatly puzzles people
around me. As with most kids
growing up in the early 2000s, I loved the Harry Potter series, which sustained
me through my secondary school days.
Secondary school also marked my first encounter with Mr William
Shakespeare. My brilliant literature teacher had selected Julius Caesar as the first play of the school term, and I had been
really excited at the prospect of reading it after hearing so much from my
father who did the play for literature in school. “Et tu Brute? Then Fall Caesar!” became more like “Et tu Shakespeare? Then Fall Hafiz!”. I struggled tremendously just trying to decipher
what was going on in the play, and struggled even more to provide sound
analysis and insight. Since then, I never liked Shakespeare very much.
In Junior College my dislike for Shakespeare continued in JC, as I had
to read a wide range of his work, including Othello
and his numerous sonnets. While I appreciated the plot development in his
plays, the language continued to baffle me and I struggled.
Thankfully, JC also introduced me to War Literature, a genre I thought
I’d hate, but ended up developing a passion for. Novels like The Things They Carried by Tim O’Brian, Regeneration by Pat Barker and The Empire of The Sun by J. G. Ballard
brilliantly portrayed the physical
and psychological effects of soldiers and ordinary people going through war. They
were deeply moving pieces of work, and the “young men coming of age” themes
resonated strongly with me at the time. It influenced me so greatly that I
remember being severely disappointed when I was posted to serve my National
Service in the Singapore Police Force (SPF) instead of the Army.
Despite my initial disappointment, I had a great time serving my NS in
the SPF. I only read a handful of novels, mostly “trendy” books of the time (Five People you Met in Heaven by Mitch
Albom, Memory Keeper’s Daughter by
Kim Edwards and The Curious Incident of
the Dog in the Night-Time by Mark Haddon). I did, however, start reading police textbooks that dealt
with law and order. I was becoming a police officer! My romantic notions of
being in a brotherhood of soldiers were quickly extinguished by the
action-packed life of a policeman. Reading soon took the back seat… then moved
to the bonnet altogether.
Then came NIE. For the first time, I was being exposed to local and
regional South-East Asian literature which I found it incredible refreshing. For
the first time, I was reading literary works that made reference to places,
people and events that I actually knew. I continue to feel a strong sense of
engagement and connectivity whenever I read local literature, something that
was definitely not present in my earlier experiences in JC literature. Novels
like City of Small Blessings by Simon
Tay and short stories like The Corridor
by Alfian Sa’at quickly became my favourite literary works, as they were
stories written in reflection of my own community and country. How could I not
feel what Mak felt when she had problems with her neighbour, having lived in a
HDB flat all my life and encountering difficult neighbours myself? This experience
sparked off my interest and love for reading again.
Where I am now? Currently, I am hoping to complete several books (for
fun now, not mandated or prescribed reading) including Life of Pi and Lord of the
Flies, before practicum starts in February. While I now find myself reading
recommended award winning literature novels, I look back and realize how far I
have come.
Yes, reading a large variety of books, novels, texts, comics and short
stories have broadened my perspective of the world greatly. At the same time
though, reading has been my anchor, a grounding and humbling experience that
constantly reminds me of who I really am and my tiny
place in a great big world.
hey Hafiz, I think it is when you expand your reading horizons that you learn to appreciate different worlds, and like you say, it's humbling. The fact that you enjoyed encyclopedias is not unusual. I too loved those and in fact, I just bought my son an Usbourne lift the flap book titled 'How things work' - One question I have, how do we help students read widely and read deeply at the same time?
ReplyDeleteDifferent students have different interest. Perhaps we could find books that they like and work from there. What I'm trying to say is that we should make reading appealing and interesting to students. From there, maybe we can expand their reading list. The more problematic area is to get them to read deeply.
ReplyDeleteCould we do a novel presentation in class? From a list of novels from a specific genre and we get students to present on a novel they have selected. It forces them to read deeply, to know the content well so that they are able to present well. Through this, students are exposed to a variety of novels and the issues that are presented in them. This is somewhat similar to how our literature classes in NIE are like.