Power of Social Media + Kindness of Strangers = 500 Books!

Welcome and Thank You!

Welcome New Friends!

When I wrote my initial blog post about my quest to create a better library at Matt’s school https://kerryedwyer.com/2015/07/10/one-book-at-a-time/, I thought that in addition to proving to family and friends that I don’t just go to the beach, it might spur some folks to collect and donate books to the school. Shameless, I know, but many of you have started doing just that. Previously, as I was researching the library project, my librarian cousin Patty suggested that I join the ALA Think Tank Facebook page so I could pose questions or might see other questions similar to mine. I joined the page and subsequently on July 13 posted my blog post on the ALA page with the introductory message:

Hello. I am trying to improve a primitive library at a school on the Galapagos Islands (Ecuador). My husband is the school director and I am the volunteer librarian (no MLIS degree, just a passion for libraries and reading). There are many issues to address, but I am starting with trying to build the collection. Does anyone have any ideas as to how to get books here? I think I can obtain some decent book donations via friends and families, school drives etc., but the cost of shipping and (potentially) taxes makes getting the books here challenging. Are there any organizations that assist with this type of project? If you want to see more, I’m including the link to my blog post about the project. Thanks much!

It was simply a request for information and as librarians are an informing bunch, I soon had 28 comments, all encouraging and many with helpful information. One of the responders, Amy Dahl, also reached out with a FB friend request and message: she wanted to collect books for us and deliver them in person! Amy works in a school library in California and to call her a woman of action is an understatement. Within days she had persuaded her husband Harry that this was an opportunity of a lifetime, obtained permission from her district to miss the opening days of school, and obtained substantial book donations in addition to her own. Amy also provided me with practical advice and encouragement as I continued to struggle with organizing the library’s current collection and advancing the project.

As this excitement was unfolding, Matt was making strides with the library box, or natural library. A school parent who is an architect, Corina Gallardo Nelson, drew up the plans and obtained bids from local tradesmen for the work.

 

Library Plans

Library Plans

Matt obtained board approval for the project and building commenced about 2 weeks ago. The structure will be attached to an existing classroom building. A concrete base and side walls will hold the wood library “cupboards”. There will be a leveled area in front of the cupboard with a roof overhead – no walls. Once there is funding, there will also be some tables and benches in the area. On-site the project has progressed to the concrete, clearing of the area, and a pile of lava rocks that will be spread to create the floor of the open air library. The carpenter is working on the cupboards and roof in his workshop.

One month to the day after reading my blog post, Amy and Harry landed on the Galapagos with 3 duffle bags – 150 pounds – of books for the Tomás de Berlanga School! Matt and I met them at their hotel and had our first glimpse of the books. Wow! Amy agreed that instead of taking all 500 books to school, we could bring a sampling of about 50 to showcase to the classes we were visiting. She and I could have spent hours selecting those books, but eventually we headed out so we could show them around town and then have dinner. The best part, besides the books, was that they are wonderful, fun people so we had a great time with them.

The next morning after a quick visit to the fish market so they could enjoy watching pelicans and sea lions trying to steal the fresh catch, we headed off to school. What a welcome they received! Matt was giving them a tour of the grounds when a student came up and said “I know who you are: you are Harry and you are Amy. Where are the books?” We assured the student that we would be visiting his classroom later in the day and he could see some of the books.

We began our classroom visits and the students (and teachers) were thrilled. The children oohed and aahed over the books. One of the best overheard remarks was one boy telling another to smell a book and they both inhaled that new book aroma. In the upper level classes, we talked about how a library works, the overall project and proper book care. In the lower classes, Amy showcased some books and read a few stories. The worst part was when we told the children that they couldn’t keep the books because they needed to be labeled and organized. How disappointed the students were!

At the end of the day, Amy and Harry got to enjoy the bus ride home: due to the school’s location slightly outside of town, teachers and students take buses home every night. We visited again Friday night and then took them to the local market on Saturday morning. We all enjoyed a breakfast of delicious empanadas and some live music before they set sail for a week-long cruise.

Buen Viaje!

Buen Viaje!

Matt and I were sad to see them leave – Amy and Harry quickly became friends  – but I had 500 books to keep me busy. Matt helped me sort the books by reading level. By Monday night they were all set for my new volunteer, Jessi Pfeltz Mahauad, a friend and parent at the school, to help with labeling. Another session or two and these books will be ready for the new library.

I also continue to sort and label the books at the school. When Amy reviewed the collection, she agreed with me that many of the current books should not be on the shelves. A basic library premise, which seems counterintuitive to some, is that more is not better. A lot of books that no one ever reads on your shelves is not healthy for a library. It only makes it harder for children to find the “good” books and makes the space less inviting. This, in turn, makes children lose interest. As it currently stands, we probably have books to fill no more than 25% of the new library with recently donated books and the decent books currently on the shelves. I have also been researching and planning the library training for teachers and students and a check out system that will ensure the books are returned. Because it is so hard to get books here, it is imperative that students return them because we cannot simply charge a fine and replace the books. So there is still a lot of work to be done to obtain new books, get the library up and running, and promote a culture of reading in the school. But 500 books is a fantastic start!

THANK YOU AMY & HARRY TORRES

and

CAPSTONE PUBLISHERS, BEARPORT PUBLISHING, MRS. NELSON’S BOOK FAIRS, BARNES & NOBLE, EVAN LYONS, MIA & NICHOLAS RODRIGUEZ, RYDER, REID & ROYCE VITALE, GRACE MILLER ELEMENTARY SCHOOL, and JOHN BARNYAK

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WANT TO HELP? SPREAD THE WORD OR DONATE TO THE LIBRARY PROJECT!

If you are inspired by Amy and Harry’s generosity and action, please help us! This would be a great project for children who have a benevolent spirit or service requirements for school, church confirmation, Scouts etc. because they could also connect with school children on the Galapagos Islands. Books, funds or both would be greatly appreciated. If you are interesting in helping, please contact me directly, but these initial guidelines may assist you:

  • If you know someone traveling to the Galapagos Islands, ask whether they are willing to bring a box of books or even just a few. If you know someone traveling to Ecuador, they can mail the books from the mainland to the islands. We already have many donated books in the US waiting to be sent here.
  • Please collect books that are interesting to children. I am happy to provide a wish list and reading levels, but you  also can ask a child what his or her favorite books are. Non-fiction books about animals (especially sea animals), nature and dinosaurs are always a hit. Series are a good bet too. While some books are great classics, many books that libraries are discarding are being discarded for a reason: they are dated and no one wants to read them. Library book sales, your own shelves and second hand stores are great places to look, but not every book needs a home in the Galapagos. https://amzn.com/w/2OPJUUA6G2N4D
  • The school is kindergarten through 12th grade and books at all levels would be appreciated. We have a special need for early readers and books at a 1-5 grade level. Multiple copies of books are welcome as they would allow for a class to use them for a reading circle. 
  • Books in Spanish are also appreciated. While we want to improve the students’ English proficiency, we also want to encourage a love of reading in their native language.
  • Gently used, please! Dust covers are not necessary, but scribbled in, ripped or grimy books are best discarded.
  • Coloring books, work books, and sticker books are best for your local charity for a single recipient to enjoy.
  • Funds will need to be raised to get the books here. Unfortunately, this is not within the school’s budget. For example, previous shipments were sent via USPS and cost $122 for a box of 40 books that weighed about 27 pounds and $80 for a box of 50 books that weight about 18 pounds. The value of each box was listed at $10, or resale value for used books, which negated paying an import tax. 
  • Patience, please! The shipped books took 3 months to arrive but were well appreciated when they did.

For more information about the school, visit its Facebook page (courtesy of Matt) https://www.facebook.com/tdberlanga or its website at http://www.scalesia.org/tomas-de-berlanga-school

Yoga in Peru

Last year, my friend Luzma invited me to join her for a yoga class. I had taken yoga in the US and missed it, so I readily agreed. In addition to a yoga class, it proved to be an excellent Spanish class – left, right, up, down, breath in/out, parts of the body…I felt like I was getting a double bang for my buck. The instructor and other ladies in the class were very nice to me and patient with my limited Spanish skills and lack of cultural knowledge. For example, I learned that even in an exercise class, you greet everyone individually and give them the customary kiss on the cheek (in Peru, always one kiss, and everyone goes to the left). This means that even if you are already sitting on your mat, you get up every time someone enters the room. What a far cry from an exercise class that my friend and and I took for several years in Wisconsin during which we never learned anyone’s name and I am sure the instructor never knew ours! I also learned that the infamous Peruvian tardiness applied to classes as well – often I waited 15 minutes for anyone to arrive and once, because the class was held in a daycare, a father and I waited a half hour for anyone to show up to open the building. He was understandably upset; I just tried to be very “in the moment” and go with the flow, which is not my usual habit. The instructor, Patty, is a wonderfully kind woman and an excellent teacher and taught yoga how I like it: not as a exercise class but as a true yoga class designed to open your mind and body.

 

The class would have been harder with my limited Spanish had I not already practiced  yoga in English. One day Patty talked to the class about mandalas. Everyone seemed very enthusiastic and a date was set on which we would make mandalas. I hoped I was misunderstanding: it sounded like some sort of art project, and I am far from artistic. Ever since getting a mean frown face on my apple drawing on the first day of first grade, any art project fills me with great anxiety, particularly one in a group setting. I went home and googled mandala and discovered that a mandala is (more or less) a circular, cosmic design that represents the universe and is used as a meditation tool. Apparently we were going create our own mandalas in class. I was stressed out just thinking about it, which kind of defeats the purpose of yoga. Adding to my stress was that I had to go buy craft supplies to make my mandala. Here, you cannot just go to Target, browse and then select from an vast array of art supplies; you go to a stationery shop where everything is in a case or back on shelves, which means you need to know what you want and how to ask for it. I had no idea what I wanted apart from possibly skipping yoga class on the appointed day, but managed to come home with colored markers and a large sheet of poster board.

Mandala day arrived. We spread out our mats and our art supplies and began some meditation exercises before being let loose to make our mandalas. We were supposed to let the drawing just happen- meditate, draw, meditate, draw. I did my best to go with the mandala flow and actually was okay with the process. Then, to my horror, Patty began walking around the room and talking with each student about her mandala. More horrifying was that most students cried during the discussion. Apparently, I was missing something. It kind of reminded me of a cassette tape I have from when I was about 5 and I am pounding out a made-up tune on the piano and telling my dad what it meant (it was obviously around Easter as it was all about Jesus being crucified and resurrected, pretty deep for a 5 year old)! Sweet Patty got to me and we chatted about what I thought my mandala meant, but it did not bring me to tears. The final step in the mandala process is to burn it. I actually put mine up on a shelf and forgot about it, but will make sure to burn it soon!

Mandala

Mandala

Patty lost her space early this year and my classes ended. I missed them terribly and was delighted when she contacted me to say she was ready to teach again. Now, I have a private lesson twice a week. So far we have been able to have class outside in her backyard; despite the beginning of the rainy season, the rain usually holds off until the afternoon. I love having class outside despite the noise and occasional neighbor peeping at us!

Reading in a Second Language: A New Empathy for Slow Readers

I am a voracious reader. I have never understood how someone doesn’t get the same thrill from reading that I do. Reading transports you to a different world and introduces you to different people, albeit not usually real ones in my case as I much prefer fiction to non-fiction. I was in a book club for years (and still am an absentee member who greatly appreciates that my club will arrange meetings around my infrequent visits) and more than once my friends and I would comment that we missed the characters when we finished a book that we liked. When I was eating my breakfast as a kid, I would read the cereal box if nothing else was handy. In short, I can’t imagine a world without reading.

Some are old friends, some I was given - who says no to books in English when you live in Peru?

Some are old friends, some I was given – who says no to books in English when you live in Peru?

I am also lucky to be a fast reader. In my case, this skill is inherent and learned: in a “gifted and talented” summer school class when I was in middle school, we learned to speed read, among other things. I don’t recall any of the other things but speed reading aided me considerably while I was an undergraduate English major and, later, a law student. I am a hopeless procrastinator, so being a fast reader was even more necessary to my success. And it assisted my legal career as well – I could quickly read or skim many cases or regulations to locate what I needed. In retrospect this skill probably did not help my billable hour requirements…

So in my ongoing effort to learn Spanish, months ago I bought this:

My first novel in Spanish - don't judge

My first novel in Spanish.

Before you judge my reading choice, hear me out. First, I have been trying to find “To Kill a Mockingbird” in Spanish (“Matar un Ruiseñor”) for months. (See this post about my quest in Argentina: https://kerryedwyer.com/2014/01/27/our-highbrowlowbrow-day/.) It is my favorite book, wonderfully written and I know the text well, but despite stopping at every bookstore I pass in South America, I can’t find it. So instead of starting with an amazing classic, I went to the opposite end of the spectrum. I thought a light, chick-lit read would be perfect because I could get fast gratification when I zipped through it, the language would be easy and repetitive, and it would include always-useful slang. I resolved to read the book carefully – not just for the general gist, which would be relatively easy – but to actually understand the grammar and the words. Months later (okay, several vacations interrupted my task) and I am only on page 250 in a book that in English would take me two days to read.

It’s discouraging. I have come to hate this book. I don’t think I would have loved it had I read it in English, but I would have whipped through it, found it mildly amusing and moved on. Now I find it tedious because I am reading so slowly and never gain any momentum. While I have learned some words and improved my recognition of verb tenses, I probably learn more from the primary readers that I borrowed from the school library and the 3rd grade reader I use with my Spanish tutor.

So now I get it: reading isn’t always fun. Book selection is far more important when you are reading at a slower pace because you are investing more of your time in a book. Continuous stopping and starting ruins the flow of reading, so you need to connect more with the book in order to remember what you read several days prior. I can’t imagine reading as much as I read in English if it took me ten times as long to finish a book. I would simply lose interest unless the book was really great. And this book isn’t.

Pure stubbornness is the only reason I will see this project through to the end.