For the last seven years，I have worked as a reading enrichment teacher，reading classic works of literature with small groups of students from grades six to eight.I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary－minded children of Manhattan’s upper classes—into a less competitive setting.The daughter of immigrants，with a father in prison，she perhaps felt uncomfortable with her new classmates.I thought additional“cultural capital”could help students like her develop better in high school，where they would unavoidably meet，perhaps for the first time，students who came from homes lined with bookshelves，whose parents had earned Ph.D.’s.

　　Along with Of Mice and Men，my groups read：Sounder，The Red Pony，Lord of the Flies，Romeo and Juliet and Macbeth.The students didn’t always read from the expected point of view.About The Red Pony，one student said，“it’s about being a man，it’s about manliness.”I had never before seen the parallels between Scarface and Macbeth，nor had I heard Lady Macbeth’s soliloquies (独白)read as raps (说唱)，but both made sense；the interpretations were playful，but serious.Once introduced to Steinbeck’s writing，one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that all these people hate each other，and they’re all white.His historical view was broadening，his sense of his own country deepening.Year after year former students visited and told me how prepared they had felt in their first year in college as a result of the classes.

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