As Good As New

I read every single piece of literature that I was assigned throughout my academic career.  I didn’t necessarily read it more than once despite the fact that something like King Lear was assigned in four different classes, but I read every work at least once.
My teachers might not believe that, however.

In many university classes, the teachers had a habit of slowly walking up and down the rows of students while talking about our latest assignments.  It was only a few years into university that I realised that they were looking at our books on the desks in front of us, checking to see where exactly our bookmarks found themselves.  When I did realise this, I started randomly dropping a bookmark somewhere near the end of my book before classes.

I had read the book, remember that part.

The thing was that with four or five literature classes at once and the knowledge that I could at times have the attention span of a sea monkey, I had to really prepare myself a reading schedule.  Usually, this meant having read the complete book before the first class during which it was discussed because I did not, in any way, shape or form, want the teacher either revealing the end or giving me hints of what I should be looking out for so that I could figure out the end myself.

For most people this wouldn’t have been a problem.  Coupled to this, however, was the fact that I was raised as a careful reader.  With three avid readers in the house passing each other books back and forth–five if you included my parents once we eventually were at the same reading level–you took care of your books.  We knew that just because we were done with a book, didn’t mean that the book was done for everyone.

So, we were careful.  We didn’t dog-ear pages to keep our spot or crack the spine to be able to fold the book over and hold it with one hand while preparing supper with the other.  Our books looked almost new when we were done with them.

This meant that my books looked new and unused when my teachers were walking up and down those aisles, looking to see who was moving along and who hadn’t started yet.  Ergo, the bookmark trick.  I suppose it mostly worked because I was usually able to answer the random questions that were asked as phase two of student-assiduity testing if really necessary.

The habit sticks with me today.  My books still look pretty good after a reading.  Luckily, I don’t have to convince any teachers of that these days, maybe just my fellow book club members every now and then.  At least they can’t quiz and grade me either way.