Book Love

The essence of a book does not change with its form. However, the experience does.”

According to the Cambridge Dictionary, a book is a written text that can be published in printed or electronic form.

But which format, printed or electronic, gives greater reader satisfaction?

Outside, a blizzard seethes. Frozen pellets smash against window panes. Icy air seeps through poorly sealed thresholds and window sashes. Inside, a white-haired woman, book in hand, burrows deeper into her favourite armchair. Beside her, on a cluttered little table, balances a mug of steaming tea. Her legs, warmed by a heavy throw, stretch across a large ottoman. That same blanket furnishes a nest for her brindle terrier. She gazes at her companion. “Two blankets,” she smiles. The Mozart symphony that bathes the room, fades away as the woman returns to the book. Before her, a mystery unfolds.

Did you picture the woman holding an I-pad or a Kobo reader? The answer might depend on your age. Anyone older than fifty would most likely have envisioned a traditional book. One with physical pages that emit a particular and beloved book-fragrance. How pleased I was to learn that print books still outsell e-books and that, in 2019, sales of the former rose and the latter fell.

With regard to the appreciation of books, Carl Sagan wrote:

The essence of a book does not change with its form. However, the experience does.

Page turning. A most rewarding aspect of reading hard copy is the act of turning over a page, maybe licking your finger to do so. In Umberto Eco’s The Name of the Rose, finger-licking is central to the plot. I’ve never observed anyone wetting a stylus or a digit to “turn” a page in an electronic book. We speak of “turning over a new leaf”, not sliding past an old problem.

Maps. Tolkien’s Lord of the Rings and most of my favourite English cozies, feature maps to guide the reader on the adventure. How easy to tuck your finger into the front of the book and glance back whenever you need a reminder of place. Referring back with e-books is less convenient.

Manipulation. Dog-ears, marginal notations, asterisks, NB or nb depending on just how important the passage is, underlining, highlighting—fluorescent pink, yellow or green each denoting a different notable feature.

Name plates. Or inscribed dedications. Without the name and address in the fly-leaf of Charles Lamb’s Selected Essays of Elia, Juliet and Dawsey would never have found each other. How would that be possible with books stored on an e-reader? Unless you lost it. Then the finder might get a sense of who you are by your literary choices but would gather nothing from your handwriting, your thoughts, your inspirations, your scribbles in the margins.

Accessibility. Who among us, buried under our bed-covers, flashlight in hand, has not defied curfew to read just a few more paragraphs, pages, chapters? Okay, you can do that with an e-book. However, the blue-light emitted from it might keep your brain awake for hours.

Hardcover or softcover? The latter is preferable. Something about a hardcover book forbids decorating its pages with miscellaneous notations or symbols. Once, my two-year old took a bright blue marker to several pages of an heirloom World Atlas. I was not pleased. Mind you, that toddler later earned a university degree in applied geography.

When I attended high school, students bought their own texts. As the youngest of four siblings, the English literature books that were passed down to me were filled with informative and sometimes blasphemous side notes. Math texts had solutions to problems filled in. Sad was the day when the department of education decided to pay for texts and loan them to students. The expectation was that the book be returned in pristine condition. How much was lost! Not just the answers to math problems but the various interpretations that English teachers gave to lines of poetry or the motivation of a character.

I have read several electronic books. I enjoyed their content. But, I missed the texture, the odour, and the intimacy of holding a traditionally bound book.

As another blogger wrote:

Traditional books look great,

they smell good,

and they last a really, really long time.”

The Last Shift at the Sanitarium

When the Job Became Incompatible with the Rest of My Life, I Retreated to Another

Riverslea, Homewood Sanitarium, Guelph, Ontario

[Some readers asked how I came to work at Homewood Sanitarium and why I left. Here are the answers.]

The end of the university year catapulted toward me. Like most frosh, I had begun my summer job search months earlier—so far, without success. Bob, a fellow psychology major, asked if I might like to work at Homewood. His aunt was the personnel director there; he could put in a good word for me. Although I grew up in Galt, a short drive from the sanitarium, I had never heard of the place. I did some research, included Bob’s name in my cover letter, secured an interview with the aunt, and began work as a nurses’ assistant the first week of May.

In 1967, student nurses were required to spend some of their practical hours in institutions for the mentally ill. That first summer, several informed me that, compared with other psychiatric hospitals in Ontario, Homewood was paradise. A recent letter from my ninety-year-old pen pal confirmed their observations. Pat wrote:

As a student nurse (1949-52) at Victoria Hospital in London Ontario, I spent three months at the old London Psychiatric Hospital. It was a big old grey building up a long walk from Dundas Street. Now gone—thankfully.

One ward I worked on—a women’s ward—had bare pine floors. No finish. Cracks between the boards. One day the patients were fed rotten food. “You know what” [gushed] from them all over the floor and between the cracks. My job—just to keep mopping up the mess.

The beds in the “bed-room” were jammed up close together—just a small cabinet separating them. Windows cracked and broken. COLD!

Another women’s ward. Our job at 7 PM was to put night clothes on the patients and they were then placed in a locked room—to mill around until bedtime.

And yes, I had to hold down people receiving electric shock treatment.

In the 50’s there was a movie called “The Snake Pit” with Olivia de Havilland. It was a pretty true picture of a psychiatric hospital.

The Snake Pit debuted in 1948. A similar themed movie, One Flew Over the Cuckoo’s Nest, premiered in 1975. A few of its scenes resonated with some of my experiences at Homewood, but moreso with the tales related by the student nurses.

In spite of the fact that Homewood’s treatments were more advanced and more curative than other asylums, no institution, no matter how prestigious, no matter how forward-thinking its programs, is free from problems. For me, one of those problems related to staff. Mrs Woodward was an older head nurse who worked solely on B2. I had befriended one of short-term patients on that ward. Sandy was a vet student at the university of Guelph. She developed paralysis in both legs and had to wear braces. As a result, the university required her to abandon the large animal program in favour of small animal doctoring. Devastated by the loss of her dream, Sandy sank into a deep depression and was admitted to Homewood. After a few weeks of therapy, Sandy’s mental health improved. She looked forward to returning to her studies. One afternoon, I stopped short in the doorway of Sandy’s room. Mrs Woodward was inside, alone with Sandy. Nurse W accused Sandy of faking her paralysis. Christ-like, she ordered her to remove the braces and walk! Sandy, frightened, obeyed the order. Stumbled a few feet. Fell to the floor in tears. As Mrs Woodward strode from the room, she glared at me…a smug and satisfied.

Two interns from Ireland did their psychiatric practicum at Homewood. In a lunch-time conversation, one of them mentioned how dissimilar staff assignments in their homeland were compared with Canada. Nurses rotated jobs. They worked on the wards for three months, then were assigned other duties for three months. Over time, they said, if someone worked for long periods with the mentally ill, one’s own sanity could be jeopardized. Is that what happened to Mrs Woodward? No wonder that, after my four months each summer, I was eager to leave Homewood and return to academia.

The first two months of my fourth, and final, summer began as usual with shifts on B 2, 3 and 4. Although I had graduated in June, I chose to take an additional university course to up my chances of securing a teaching post. I requested certain shifts and successfully juggled nursing and coursework. That was, until I was posted to the night shift at Riverslea.

Riverslea stood apart from the other mansions that comprised the Homewood complex. A majestic Edwardian edifice, it sat at the bottom of the hill alongside the Speed River. Built in 1848 by James Goldie for his wife and their eight children, it was later bought by Homewood.

I had never been inside the building and heard nothing of its residents except that they were, in some way, “privileged.” For my first, and only, night shift, I arrived at 10:30 PM, parked close to the grand house and proceeded inside. The change-of-shifts meeting took place in the library. What magnificence! A grand room lined with dark wood shelves heavy with tomes. Damask drapes. Sumptuous sofas. And a plush carpet underfoot. One of the privileges that the patients enjoyed was to live in such luxury.

The nurse-supervisor, an attractive, youngish woman, and I were the only overnight staff. Riverslea housed about a dozen patients. All had retired an hour earlier. The evening report included nothing of note. There was little to do except to be there if someone required help. A soon as the afternoon staff left, pretty-nurse announced, “I am going to sleep on one of the sofas. Wake me up six.” Although taken aback, I complied. She was in charge. She could do what she wanted. But, how unfair. Not only did she get to sleep, she would be paid three times my night’s salary to do it.

For a time I wandered. Although soft yellow light bathed the wide corridors, eerie shadows crept up the walls behind over-stuffed settees and Tiffany-styled lamps on mahogany tables. Heavy draperies trapped the gloom. Unpleasant memories of Miss Havisham’s house arose. No cobwebs and ruined wedding feast, but the residents at Riverslea were patients in a mental hospital.

I wished I were a coffee drinker. How I relished the fragrance of that brew. Too bad that my ingesting it caused nausea and tremors. The strong tea I drank had no effect on my alertness. The only other time I had stayed up all night, a young man and I had sat on a rock and watched the sun rise over Lake Muskoka. It’s easier to stay awake with a friend by your side.

At five AM, I vomited. At six AM I awoke sleeping beauty. At eight AM I attended an unsuccessful job interview. A ten AM I fell asleep in a lecture hall.

The following day, I asked Bob’s aunt if I might be exempted from night shifts. “Not possible,” she said. I resigned my position.

**********

In the twelfth grade I worked part-time serving tables in the dining room of a respectable local hotel. The hostess, Miss Priscilla Heyboer, an elderly British woman, insisted that every detail of proper service be observed. Serve from the left; take away from the right. Cutlery one inch from the edge of the table. Linen serviettes folded in such a way that they unfurled swan-like when a diner pick one up by its near corner. We were forbidden to sit down in our white uniforms because, “No one wants to look at a creased bum.” I bought two front-buttoned uniforms. At break times, I opened the bottom half of the closures and sat on a tall stool. Once, two diners at a small table ordered a pot of tea with their meal. I set the pot as near as possible to its “ideal” place. Miss Heyboer emerged from the shadows, gave me a “You-know-better-than-that” smile and gave the couple an apologetic “She’s-new-here” smile, then shifted the teapot one inch to the left.

Over the years, when I needed to make decent money fast, I returned to serving. With the precise training I had, it was easy to find work. I was over-qualified for most of the places where I applied, but that didn’t bother the owners. When I left Homewood in July, Bobby, of Bobby’s Diner, hired me on the spot—even when I told him I couldn’t come in until noon. The place closed at eight. I never worked another night shift.

Katie’s Wisdom: Look Not at the Problems, but at the Potential

The potential possibilities of any child are the most intriguing and stimulating in all creation.”  

Ray L. Wilbur, third president of Stanford University

Although I graduated from university and then teachers’ college, I became a good educator only after I had spent two years working with mentally handicapped children. They are not called that today. It’s politically incorrect. Even so, my diploma says that I am certified to teach “Preschool Education for the Mentally Retarded.” It is a wonder that the certificates were not recalled when the language changed. Then recalled again.

Katie supervised the nursery program at Sun Parlour School. Her enthusiasm and knowledge inspired everyone who knew her. When Katie’s oldest boy was a few months old, Katie worried about his lassitude. Healthcare professionals told her not to fret–all children matured at their own rate. A second son soon followed. Katie noticed that he too seemed “slow.” She suspected that her sons’ lethargy related to the chloroformed cotton held to her face during their births. In both cases, the nurses said that the baby was coming too fast. They had to slow down the process. During the birth of her third son, Katie deflected the hand holding the “slowing-down” cloth. The vagina spat out the child. Much later, Katie learned that, because they had spent too long in the birth canal, the older boys had suffered a lack of oxygen to their brains that resulted in mental retardation. The third, non-chloroformed son graduated in veterinarian medicine.

Rather than lament her situation, Katie resolved to see the highest potential in every child. She carried that positive approach to work every day.

Four Foster Children

James

Autistic James had a sixth toe on each foot. In his chubby five years he had never walked. We asked his foster mother how James spent his days. With a small, almost embarrassed, smile, she informed us that he lay on the floor and gnawed on the tires of a tricycle, contented as a cud-chewing cow.

Katie knew not only that James could walk, but that he wanted to walk. We placed two chairs facing each other about six feet apart. Katie sat on one, I on the other. Katie held James upright between her knees and pointed him in my direction. Then, still holding his hips, she gave a little shove. I reached forward, grabbed his hands, guided him to me, took him onto my lap, then jiggled him up and down and up and down and up and down and told him what a terrific job he had done. Although James never laughed, his eyes grew bright and nearly met mine. Over and over we played the “go get teacher” game. In time, James walked, unassisted, the entire two meters.

A few days later, James’ foster mother raged into the schoolroom. Fury shook her voice. “Why did you teach him to walk?” How much simpler it had been when James lay on the floor biting tricycle tires. His caretaker valued easily earned government money more than a child’s independence and self-worth.

Colin

Colin’s too-small sneakers had holes in their bottoms. In winter Colin went bootless. Katie asked his custodian to provide him with size-appropriate, intact footwear suited to the Canadian climate. His foster parent claimed there was not enough money. Katie’s influence stretched far into the school’s community. Soon, Colin had both shoes and boots—the proper size and without holes. We kept them at the school. Had he gone home with them, a different child would have profited.

Billy

Although it may be wrong for teachers to have pets, Billy was everyone’s favourite. Happy, healthy, huggable Billy, a down’s syndrome child. Each day his foster mom sent him to school with a supply of freshly-laundered bibs to catch the perpetual drool that escaped his mouth. Down’s kids have trouble with tongue-pointing. To strengthen the muscles, and thus improve his speech, Katie devised a game for Billy. Billy and I sat close to each other on tiny facing chairs. I held a bright lollipop in front of me. Billy reached out his tongue and tried to lick it. Many times when his tongue refused to stretch far enough, I moved the candy closer to reward his heroic efforts.

Government officials decided that Billy had been too long with one family. He was becoming attached. When the authorities told his foster parents that Billy was being moved, they filed for his adoption.

Cathy

Cathy may have been six, but looked four. Because her body absorbed nutrients poorly, she was forever hungry. One day in the playground, I watched as Cathy reached through the chain-link fence, clutched some green tomatoes, dragged them out, then smashed several into her mouth. Seeds and juice smeared her face. Her euphoric smile refused to fade at my reprimand.

One afternoon, Katie made one of her unannounced visits to Cathy’s home. The deplorable condition of both the premises and the other foster children prompted Katie to call children’s services. Representatives from that authority duly paid their own visit. Reported that everything was “fine.” Nothing of concern. “Did you notify them of your coming?” Katie inquired.

“Of course we did.”

The situation reminded me of a lazy high school teacher who sat at his desk reading stock market reports while the class did assigned work. One day, the principal sat in at the back of the room for a prearranged inspection. As he left the room, a student commented, “Sir, that was amazing! Why don’t you teach like that all the time?”

Two weeks into the summer vacation, Katie called me with news of Cathy. One morning, another youngster in the household came down the stairs and told her foster mom that Cathy was dead. The mother rebuked her. The child insisted. The mother relented and went to investigate. On the floor beside the bed, lay Cathy’s corpse. No charges were laid. The family continued to foster children.

*************

I chose not to return to Sun Parlour School that fall. My first child was two months old. I wanted to stay home and enjoy him longer. But, it was more than that. Just like my time working in the sanitarium came to an end, I knew that the emotional toll of “special” education was too great for my sensitive nature. A few years later, I went back to teaching teenagers. This time I took with me the invaluable tools that Katie had given me:

  • See potential not problems
  • Set each task just a little higher that a child’s present learning—create a challenge, not frustration
  • Praise the smallest accomplishment—with honesty and enthusiasm
  • Remember, always, that every child wants to be successful

Over the next twenty-nine years of my teaching career, I continued to hone those abilities. Further, even though I acquired other useful insights and skills, I still view Katie as my greatest inspiration.

Postscript

Peter

I was teaching a ninth grade remedial English class. Reading levels ranged from grades two to six. The lesson: “How to Write a Five Sentence Paragraph.” First, list three things that you like about yourself and give support for each. Some of the students had a tough time with that. I furnished examples: I have a good sense of humor—I can make my family laugh. I like the way I dress—I have a unique fashion sense. I am a good friend—I am always there for my pals. It is easy after that—an opening sentence to introduce the topic, three supporting sentences with examples and a concluding sentence.

I toured the room. Seventeen pupils scribbled. One sat sullen. Stared at a blank page. I took the chair beside Peter’s. “What do you like about yourself?” I whispered.

“Nothing.”

“I’ll tell you what I like about you. Are you okay with that?”

A small nod.

“I like your mischievous grin. It suggests that there is a fun-loving part of you. Also, I notice that you always stand up for your friends. I saw that in the hall today when you stepped in to protect little Martin. Third, you are handsome.”

Peter wrote down the first two suggestions but balked at the last. Embarrassed. “I can’t say that!”

“Well, I think you’re good-looking. But, you could say instead, I like that I am strong, or fit, or healthy.” Peter wrote his five-sentence paragraph. I wondered if it was the first time an adult had praised him.

Thank you Katie for teaching me to believe in every child.