we’re putting more books into boys’ hands and nurturing a culture that makes reading feel not like a task, but a habit of heart and mind. That’s where the library plays its part. We’re not just here to check out books or keep things quiet. We’re here to help cultivate what Mr. Jones calls “a literary life.” One of my favorite moments is when a boy runs up to say, “You have to read this.” That sentence says a lot. He’s found something that moved him. He’s ready to pass it on. He knows his voice matters. That kind of voice takes years to build. It grows out of rich, joyful reading experiences, moments when a story is more than an assignment. It grows through partnerships with families who prioritize reading at home. That’s why we always encourage parents to read with and to their sons, even after they’ve learned to read on their own. The rhythm matters. So does the modeling. And in a world of distractions, the quiet presence of a book matters more than ever. At Cathedral School for Boys, we talk often about shaping boys who are scholars, leaders, and people of character. The library supports that work in quiet but essential ways. Here, boys ask questions, test ideas, challenge assumptions, and find delight. They become curious, thoughtful citizens of the world. They begin to understand that their own stories are just as worthy as the ones they read. That’s the power of reading. It grounds us in who we are. It stretches us toward who we might become. And it reminds us how to live in community with others.
time, encouragement, and intention. That’s true both at school and at home. Mr. Jones recently raised a concern we share: since the pandemic, reading scores have dropped across the country. The causes are many, but two stand out. First, schools have strayed from research-based reading instruction. Second, screens have claimed more and more of children’s attention. THE LIBRARY IS A PLACE WHERE BOYS BEGIN TO FIGURE OUT NOT JUST WHAT THEY LOVE TO READ, BUT WHO THEY ARE BECOMING. At Cathedral, we’re responding. A few years ago, we adopted a phonics-based reading program in the Lower School that emphasizes daily, explicit instruction. The results so far are promising. We continue to adapt through assessment, collaboration, and a new task force dedicated to literacy. At the same time,
ABOUT THE AUTHOR:
Alli Decker is the librarian at Cathedral School for Boys. She believes in the power of books to build empathy, spark curiosity, and grow lifelong readers.
2025–2026 RED&GOLD
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