Books Education
Literacy as a religious act
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From the remarkable book How the Irish Saved Civilization by Thomas Cahill:
"Like the Jews before them, the Irish enshrined literacy as their central religious act. In a land where literacy had previously been unknown, in a world where the old literate civilizations were sinking fast beneath successive waves of barbarism, the white Gospel page, shining in all the little oratories of Ireland, acted as a pledge: the lonely darkness had been turned into light, and the lonely virtue of courage, sustained through all the centuries, had been transformed into hope."
Tags books, Ireland, Irish, Jews, judaism, literacy, reading, religion
Wendell Berry on education in the presence of fear
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In a speech given right after September 11, Wendell Berry kept his focus on the long-term concerns of a society and the principles of a proper education:
The complexity of our present trouble suggests as never before that we need to change our present concept of education. Education is not properly an industry, and its proper use is not to serve industries, either by job-training or by industry-subsidized research. Its proper use is to enable citizens to live lives that are economically, politically, socially, and culturally responsible. This cannot be done by gathering or "accessing" what we now call "information" – which is to say facts without context and therefore without priority. A proper education enables young people to put their lives in order, which means knowing what things are more important than other things; it means putting first things first.
Tags education, September 11, Wendell Berry
Books Education Libraries Life
Want to Read (∞): on becoming a good reader
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I've officially become a Reader. Reading books is built into my life, to the point where if I haven't read anything for a while (a while being a few days) I feel anxious.
It didn't used to be this way. Regularly reading for fun outside of schoolwork wasn't a concept I grokked until the end of college, which is also when I started keeping track of my reading. In my post-undergrad phase from 2010 to 2012 I read 16 to 18 books per year. In 2013, when I finished grad school, had a long reading-friendly train commute to a summer internship, and weathered a few months of unemployment, I shot up to 49 books. The number continued to rise once I started working in libraries in 2014: 66 that year, 53 in 2015, and my peak of 80 in 2016. I'll be close to that again this year.
But I'll be OK with not one-upping myself, because recently I realized I am trying to one-up myself. Totally separate from the psychic nourishment reading provides me is the equally powerful desire to collect more and more books on my Read shelf, almost for its own sake. Accumulating information and knowledge and units (books in this case) is a key part of my personality—Input, Context, and Learner are three of my top five StrengthsFinder characteristics—so this makes sense. But it can also become counterproductive if collecting-for-collecting's-sake crowds out the deeper benefits of reading, which are many.
What good is reading a lot if I don't remember a lot of what I read? I'm one of those nerds who takes notes of quotes and interesting factoids as I read, usually in nonfiction books. But there are several books I've read, even within the last year, that I remember very little of, if at all, except a general sense of whether I liked it or not. I can't imagine what it's like for people who read 100+ books a year: do they have amazing memories? are they skimming a lot of them? do they do anything else?
I suppose it's the nature of memory when you're not a savant to filter out certain memories and solidify others. To say it was a waste of time reading those forgotten books wouldn't be true because I enjoyed them in the moment, and perhaps they filtered down into my subconscious in a way I don't understand.
But still, I've resolved to slow down a little bit, to not feel the need to rush through every book, and to allow time between books to let them settle and to let myself do other things with my time except read.
I know I'm gonna die one day and there's just not enough time to read everything and that kinda pisses me off. But I'm willing to fail to hit whatever my ideal number of books is, as the benefits of such an arbitrary, artificial, and unsustainable quest will be far fewer than the benefits of quality reading.
Tags Novemblog 2017, reading
Education Media
Raising Kings, pt. 1
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Loved the first episode of "Raising Kings", a three-part series from NPR's Code Switch podcast on a new boys-only public school in Washington, D.C., filled only with freshmen students of color:
All are determined to change the narrative. In Washington, and the rest of the country, that narrative says too many young black men are below-average readers. They're suspended from school at above-average rates and less likely to graduate than any other group. Ron Brown College Prep is a radical effort to change that.
NPR and Education Week have been reporting on this school for over a year. The first episode reminded me of This American Life's Peabody-winning series on Harper High School. I'm rooting for the school and the boys to succeed, and am eager to see how this series turns out.
Tags Code Switch, NPR
America Books Education Politics Review
The Vanishing American Adult
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I can't believe it. I think I may have just found a Republican U.S. senator I'd actually vote for.
I'm as surprised as anyone that I read, let alone greatly enjoyed, Ben Sasse's The Vanishing American Adult: Our Coming-of-Age Crisis—and How to Rebuild a Culture of Self-Reliance by Ben Sasse, Republican (but, phew, #NeverTrump) senator from Nebraska. I really think the only reason I picked it up was because Sasse's face isn't on the cover. If it were, it would look like every other politician's memoir and therefore a waste of time.
But this isn't that, not by a long shot. Sasse, a Ph.D in history and former college president, was troubled by the lack of certain skills and self-sufficiency in his college's incoming freshman classes. He doesn't use the term, but it's those darn Millennials he's talking about. Though the book does give off the slightest aroma of Kids These Days and Back In My Day, I'm inclined to endure it because Sasse is largely right.
Part I examines education, which Sasse sees as the root of the current coming-of-age crisis. He's not a fan of John Dewey, who crusaded to make schooling the central influence on children, rather than make it something that was supplemental to the education children should receive at home. (No surprise that the Sasses homeschool their kids.) But he's right about the self-perpetuating nature of bureaucracy and how it runs counter to good education:
Unfortunately, centralized education and bureaucrats tend to see every failure as a product of still not enough centralized bureaucracy. Most of these experts are blind to the possibility that perhaps we are still trying to spoon-feed young adults who we should instead nudge to travel and to read, to work and to become the kind of students to ask questions before being handed a three-point formulaic answer.
One man's boilerplate Republican talking point is another's sensible conservative approach to an evident problem.
Beyond the school walls, Sasse sees a conglomeration of factors that have led to the current coming of age crisis: too much medication, screen time, video games, and porn; living with parents too long and getting married later; too much helicopter parenting and intellectual sheltering and not enough religion. One can debate each of these to death, but taken together it's a potent cocktail for Peter Panism.
Part II gets into the practicalities of cultivating self-discipline and good character and how they can foster a healthy transition to adulthood: avoid age segregation, work hard, consume less, travel, and read a lot. Basic stuff, right? Sasse dives into each of them. As a librarian I was especially tickled by the chapter on reading: Sasse has developed his own "essential reading" library that is impressive in its scope and depth, and even inspired me to pick up The Iliad in my ongoing quest to fill in the gaps of my public education.
I don't foresee any more books by politicians on my reading horizon, so I'm glad I lucked out with this one.
Some Quotes
Production > consumption:
Consumption is not the key to happiness; production is. Meaningful work—that actually serves and benefits a neighbor, thereby making a real difference in the world—contributes to long-term happiness and well-being. Consumption just consumes.
Self-sufficiency > permanent dependency:
Allowing our culture to devolve from one that encourages self-sufficiency into one that indulges permanent dependency is to tolerate a disengagement of the soul akin to permanent training wheels. Letting the next generation believe someone else will solve their problems imperils not only them but our whole society.
Aging > perpetual adolescence:
We latch onto evidence hinting that aging can be put off, perhaps indefinitely. It's no surprise then that our young today inherit a fear of growing up and growing old, and a near allergy to confronting honestly the only certainty in life besides taxes. …
Denying meaningful rites of passage and obscuring the distinction between childhood and adulthood cheats the generation coming of age of something vital. Lowering expectations, cushioning all blows, and tolerating aimlessness not only hurts them, it also deprives their neighbors, who desperately need their engagement.
Tags Ben Sasse
America Books Education Religion Review Technology
Saint Benedict in Technopoly
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Perhaps it was because I had just finished reading Neil Postman's 1992 book Technopoly: The Surrender of Culture to Technology when I started in on Rod Dreher's latest, The Benedict Option: A Strategy for Christians in a Post-Christian Nation, but I was detecting a subtle yet strong Postmanian vibe throughout the book. Then, when Dreher actually quoted Technopoly, I realized that wasn't a coincidence.
First, a disclaimer: I am (briefly) in The Benedict Option. When Dreher put out a call on his blog for examples of Christian-run businesses, I emailed him about Reba Place Fellowship, the intentional Christian community that over the years has spun off church ministries into actual businesses, like a bicycle repair shop and an Amish furniture store. Months later, in a r
eply to my comment on one of his unrelated blog posts, he told me I was in the book, much to my surprise. And sure enough, on page 189 there was my name and a short paragraph adapted from my email about Reba.
I felt compelled to alert Dreher about RPF not only because I think they are a living, functional example of the Benedict Option in action, but also because I've followed Rod Dreher's blog for a while, really enjoyed his books Crunchy Cons and The Little Way of Ruthie Leming, and hoped his new one would contribute to the conversation about religious engagement in civic life.
The Benedict Option really does feel like the secular successor to Technopoly. The two books share a pessimism about the Way Things Are Now and a dire outlook of what's to come. Dreher's thesis is that Christians have lost the culture wars and need to reconsider their embedded relationship with the wider (Western) culture, in order to strengthen what's left of the Church before a new anti-religion dark age descends. This seems like a natural response to the trajectory of Postman's theory of the Technopoly, which he defines as "totalitarian technocracy" and "the submission of all forms of cultural life to the sovereignty of technique and technology."
Written 25 years ago, several passages in Technopoly would be right at home in The Benedict Option, like the one about the erosion of cultural symbols:
In Technopoly, the trivialization of significant cultural symbols is largely conducted by commercial enterprise. This occurs not because corporate America is greedy but because the adoration of technology preempts the adoration of anything else. … Tradition is, in fact, nothing but the acknowledgment of the authority of symbols and the relevance of the narratives that gave birth to them. With the erosion of symbols there follows a loss of narrative, which is one of the most debilitating consequences of Technopoly's power.
And Technopoly's hollow solipsism:
The Technopoly story is without a moral center. It puts in its place efficiency, interest, and economic advantage. It promises heaven on earth through the conveniences of technological progress. It casts aside all traditional narratives and symbols that suggest stability and orderliness, and tells, instead, of a life of skills, technical expertise, and the ecstasy of consumption. Its purpose is to produce functionaries for an ongoing Technopoly.
Technopoly offers so much more to unpack, much of it specifically related to technology and education, but another nugget I thought aligned very well with Dreher's Benedict Option is Postman's call for "those who wish to defend themselves against the worst effects of the American Technopoly" to become "loving resistance fighters." He defines a technological resistance fighter as someone who "maintains an epistemological and psychic distance from any technology, so that it always appears somewhat strange, never inevitable, never natural."
Religious resistance fighters don't "run for the hills" as critics of the Benedict Option would have it say. (Though Dreher does end the book with Benedictine monks in Italy literally running for the hills after an earthquake destroys their monastery—a reasonable action, but ironic given his frustration for the "run for the hills" criticism.) In fact, the work of resistance requires direct engagement within the larger cultural life. But it also requires deliberate and distinctive separation—if not physically, then spiritually, ethically, and intellectually.
Dreher bemoans the submission of churchgoers to the pressures of secular culture (i.e. the Technopoly), whether it's the now widespread acceptance of gay marriage, the rootless and self-interested browsing of different churches, or the unfettered access to technology parents allow their children. The principles in the Rule of St. Benedict, originally established for sixth-century monks cloistered away from the chaotic post-Rome Europe, offer a way for modern Christians to shore up their spiritual discipline while reconnecting with ancient traditions.
Most of his proposals (neatly summarized here) should not be terribly controversial among committed believers, though some, like pulling your kids out of public school, seem unduly influenced by his alarmism and are much easier said than done.
But that seems to be his point: Christianity isn't supposed to be easy. Monks don't join a monastery to sit around and avoid the world; they work hard! They take the claims and commandments of their Savior and Scripture seriously and endeavor to follow them.
Postman has been proven right. He didn't live to see today's wholesale surrender to smartphones and Silicon Valley's tech-utopianism, but he'd have a serious case of the "I told you so"s if he did. Whether Dreher's predictions for the demise of Christianity also come to pass remains to be seen, but you don't have to be a doomsday prepping zealot to realize that it is good to hope for the best while preparing for the worst.
Tags Neil Postman, Rod Dreher, Technopoly, The Benedict Option
Education God Nature Politics Religion
Crunchy Cons
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In Station Eleven, survivors of a global pandemic and subsequent post-apocalyptic chaos decamp to an abandoned airport in Michigan and eventually establish a Museum of Civilization, comprised of assorted artifacts from life before "year zero," when the pandemic paralyzed the world and rendered much of the stuff that had comprised their lives useless. The Museum was a place of remembering — the old ways, the things they had once cared about — but also for preparation. Though the world of Station Eleven is dark and uncertain, if civilization were ever to rise again from catastrophe, the wares and wisdom held in the Museum, however haphazard and incomplete, would form the basis of renewal.
This wonderful and trenchant book popped into my mind as I read a different but just as wonderful and trenchant book: Crunchy Cons by Rod Dreher. I've followed Rod's blog for years, and read (and recommend) his memoir The Little Way of Ruthie Leming. Though Crunchy Cons was published in 2006, standing as the Republican Party now is before a dark abyss, ready to jump as soon as Donald J. Trump is named their nominee for president, Republicans need the Crunchy Con Manifesto more than ever.
As a self-proclaimed social conservative, Dreher focuses his criticism and encouragement on his fellow conservatives and those under the Republican Party umbrella. But I couldn't believe, as a moderate independent who tends to lean left but supports some small-c conservative principles, how much I was nodding along while reading this book. Anyone who doesn't fit into tidy political molds or abide all the shibboleths of establishment Democrats or Republicans will feel at home with one of the topics Dreher spotlights, which include consumerism, food, home, education, the environment, and religion.
The original subtitle lays out the thesis well: "How Birkenstocked Burkeans, gun-loving organic gardeners, evangelical free-range farmers, hip homeschooling mamas, right-wing nature lovers, and their diverse tribe of countercultural conservatives plan to save America (or at least the Republican Party)." Bombast aside, the juxtaposition of otherwise contrary stereotypes establishes the general sense of counterculture that pervades the book. Whether Dreher is talking to conservative homeschoolers or liberal organic farmers, their common refrain is a disillusionment or dissatisfaction with the status quo, with the cult of the bottom line and efficiency, or with how "everybody else" does things. It's why Dreher can find more common ground with liberals on anti-consumerism than the free-trade fanatics in his own party, and why he feels more comfortable spending a little more for quality food at Whole Foods than get unethically produced cut-rate meat at the nearest SuperMegaMart.
Take the chapter on Home, or more specifically houses and how their style and place can affect their owners' lives. The McMansions and cookie-cutter homes littering suburbia may be efficiently built and ostensibly indicative of financial success, but as bland, soulless carbon copies they fall short on fostering hominess and familial integrity. (One guy in the book likens getting one to dating the prom queen with a drinking problem: it'll start out nice but quickly sour when someone prettier comes along.)
As an insecure teen I sometimes felt ashamed by my family's simple, one-story house that wasn't as big as some of my friends' houses, that didn't have its own rec room or backyard golf course or enormous kitchen. But in retrospect I'm glad for it, and glad my parents still live there, in a cozy house with character that they didn't hastily buy with a bad mortgage and have to dump when the economy crashed. Despite my siblings and I having our own rooms, the more intimate size of the house allowed (or forced as it sometimes felt) us and my parents into closer proximity. It was harder to flee to our rooms and avoid each other. Obviously the size of one's house doesn't directly correlate with the quality of the family within it, but it does help create a culture — for good or for bad.
Similarly, the choices we make about education can have profound effects on the quality of the upbringing of one's kids. The Drehers are passionate about (and financially capable of) homeschooling their children for several reasons, the biggest one seeming to be that they'd rather take responsibility for their kids' rearing than abdicating it to others:
If you don't educate your children for metaphysical truth and moral virtue, mainstream culture will do it for you. Absent shared commitment to these spiritual and moral verities, it is hard to see how we renew our families, our communities, and our country with an ethic of duty, self-restraint, stewardship, and putting the needs of people, not the state or corporations, first.
Though I'm a proud public school kid, and made it through without the scars others have (and may still harbor), the idea of forming my own children, rather than letting the state and wider culture do it, makes more and more sense as the state of public education gets bleaker and less hospitable to anyone who deviates from state-sponsored directives.
The same theory applies to religion. Though I didn't go to a private religious school, those I know who did seemed to have an equal or even less chance of remaining in the faith as those who got their religious education solely from church. What matters most, I think, is the example that's set by parents and the larger community, more than what is said or dictated. A kid whose parents set a positive example of marriage and life, who let their deeds speak for them rather than adopting a "Because I said so" strategy, will probably be much more likely to buy in to whatever religion or ideology they're steeped in.
Whatever it is, it has to mean something more than whatever the wider culture is providing. "A religion in which you can set your own terms amounts to self-worship," writes Dreher. "It has no power to restrain, and little power to inspire or console in times of great suffering. No matter what religion you follow, unless you die to yourself — meaning submit to an authority greater than yourself — it will come to nothing."
Above all, according to Dreher, the crunchy con values authenticity: "In a world filled with the cheap, the flashy, the plastic, and the immediate, we hunger deeply for things that endure. We are the kind of people who long for the Permanent Things," a phrase borrowed from Russell Kirk, the putative godfather of the crunchy con movement. The book Dreher is working on now concerns the "Benedict Option," a model of community and cultural engagement (or lack thereof) for Christians who find the secular world increasingly hostile to people of faith. I suspect it will dovetail directly from the crunchy con impulse for smaller, enduring, and prudent living, and hope it will provide more practical wisdom for how to live out the crunchy con creed.
My fool's hope for the Republican Party is that whatever emerges from the rubble of the modern GOP will include Crunchy Cons as a foundational text. A party that supports families fully rather than sundering them, that protects rather than pillages the environment, that promotes prudence and virtue over consumption and the bottom line, that values humanity and the living over materialism and Mammon — that's the kind of party I could join.
But until then…
Tags Crunchy Cons, Democrats, Donald Trump, homeschooling, Republicans, Rod Dreher, Station Eleven, The Benedict Option
Education Etc. History Life
Wherein I Missed Third-Grade Field Day and Encountered Cosmic Futility
In third grade I was on a three-strike system at school. Three infractions and I'd miss a fun class event. I was an absent-minded kid, prone to forget things at home like homework or a slip needing a signature or an extra pair of shoes to wear at school during winter. (I remember at least one day of walking around in winter boots all day.) This was also the first year I wasn't in the same class as my twin sister, who, everyone involved quickly realized, was the one who reminded me about things like homework and signatures and winter boots.
My two co-teachers apparently thought this punitive system would make me a better student, more disciplined and less forgetful. There was no limit to the number of infractions I could receive and therefore no limit to the number of events I could miss. Theoretically this should motivate a kid, even one as young and flighty as me at the time, to become more disciplined so as not to miss fun activities.
Theoretically.
First, I missed Cave Day, the culmination of the unit on caves. The classroom was decorated like a dark cave, paper stalagmites and stalactites protruding from the ceiling and walls and a cool tunnel leading to the door you had to crawl through to get in and out of the room. I was not allowed to participate in the fun cave-related activities at all that day. Instead I was sent to the principal's office to complete what was essentially busywork. (Insult, meet injury: at one point I needed to go into the classroom to get something—probably more busywork—but I had to crawl through the awesome tunnel and see the activities going on, yet not participate in them. I felt like a leper. A bitter leper.)
Second, I missed Jungle Day, which was a huge day in my elementary school. Huge. They'd bring (what felt like then) enormous jungle gyms into the gymnasium and turn the byzantine structures into a colorful, interlocking jungle, crawling with paper vines and canopies and animals that healed you if you got "bit" by a snake while climbing through the maze. Jungle Day was off-the-chain fun in my previous years, but I was yet again on-the-chain in my classroom not participating in it.
Finally, I missed Field Day. Everyone remembers Field Day because it was the last big event of the school year. It was the pinnacle, the prize for making it through the year. We played the entire day: relay races, water games, snacks galore… that's what we lived for. Yet there I was in—you guessed it—my classroom doing—you guessed it—busywork. There was no point in me being there. The school year was over. I didn't flunk the grade. Yet there I slouched beneath the flickering florescent lights, toiling through Lord knows what kind of fill-in-the-blank pabulum, and encountering for the first time in my young life the concept of cosmic futility. My sister, pitying her woeful twin, snuck away from Field Day and visited me as if I were in prison. She brought me a popsicle from the festivities, though I'm not sure how she smuggled it past the guards.
So whose fault was this? If we're getting legalistic here, it was mine. Within the parameters set for my circumstances, I failed to meet the agreed upon standards of behavior. But did these punishments fit the crimes? Or were my teachers overzealous? I'd like some perspective on this, especially from teachers, because, clearly, I'm still bitter twenty years later about this series of unfortunate events. I wonder if my teachers were under some kind of pressure, even before No Child Left Behind and Common Core, to get me up to snuff. Or maybe it was their own idea.
Regardless, the thing about Edna Krabapple having Bart Simpson write a sentence on the chalkboard over and over is that it doesn't work. It's not going to reform Bart, and it's going to make him resent school, teachers, and exercises in cosmic futility. Luckily, that didn't happen to me (except for resenting exercises in cosmic futility). I mostly enjoyed my K-12 education and benefitted from it, and after getting a bachelor's and master's degree I'm currently employed in a profession I like. So why does this continue to stick in my craw?
I got a measure of clarity a few years ago when I visited that school for the first time since I left it in 1998. It was the end of summer, so the school was open for orientation and teachers meetings. My dad and I stopped by the administration offices first so I could ask permission to walk around and thus not become the pair of unknown men wandering an elementary school. The clutch of teachers chatting around the front desk asked who I was; I told them my name and those of my sisters, and one teacher said she remembered us. I rattled off the names of the teachers I had there over the years, and when I mentioned my third-grade teachers, specifically the one I disliked the most, one of the teachers present gave a look to another, as if to say: "Oh, that one…"
And suddenly I realized I, perhaps, wasn't alone. Maybe Mrs. Three-Strikes had rubbed other teachers the wrong way too, made their lives unpleasant all those years ago. I greatly desired to share my tale of woe with those present, to commiserate and swap stories from the trenches, but decided against it. Instead, I wandered the empty halls, reminiscing about the many better times I'd had at the school that had hardly changed at all since I left it.
The library at the center of the school, now with newer books and no catalog, was still where my classmates and I had coveted Goosebumps books almost as much as Warheads candy. The gym, now seeming a lot smaller after I'd grown a foot or two, was still where once a year the wilderness of Jungle Day had reigned. The cafeteria, now with some upgraded kitchen appliances, was still where in fourth grade I lost in the sudden-death overtime finals of the all-school Geography Bee (congrats, Valerie). The computer lab, now replete with sleek, slim computers, was still where I learned how to use MS Paint on Windows 95.
It's easy to look back through a telescope with the rose-colored lenses of memory and recall the good times, as I did while taking a literal walk through memory lane. But looking at specific moments through the wrong end of the telescope, as perhaps I've done with my misadventures in third grade, can produce a distorted view disproportionate to everything around it. My tenure at that school was one collective memory of many that came before and after. It was a single ring in a tree that's still adding layers of experience—triumphs and disappointments and everything in between—from other kids who have walked the same hallways I did.
Still, I'll bet they got to go to Field Day.
Tags field day, Goosebumps, teachers
How I Got to Now: A Librarian Year
This week I celebrated my one-year anniversary of librarianship. In my application essay for library school I wrote that I'd been a frequent library user for most of my life, yet had never considered working in one until recent epiphanies changed my outlook. Perhaps I thought of it like working at a movie theater—another regular haunt of mine—in that the prospect of seeing movies for free belied the much less glamorous reality of terrible hours, meager pay, and lots of cleaning. I simply never imagined myself on the other side of the reference desk or at the helm of a book cart. I didn't lack imagination; I merely had, as Steven Johnson put it in How We Got to Now, a "slow hunch" that gestated for years and then illuminated only once the conditions were ripe.
My "plan" entering college was to become a high-school history teacher. I loved history and thought I might be a good teacher, so abracadabra: that's what I'd do. History major, education minor, future set. But that first fall semester I took a writing class and wrote a few pieces for the school newspaper. That I could write about music, film, and essentially anything else I could conjure and get it printed in ink with my name attached to it for campus-wide distribution was a stunning revelation, and a disruptive one. This new storyline challenged the vocational narrative I'd slapped together to have something to tell people who asked at my high-school graduation party what I'd do with my life. But before winter break I'd changed majors to English (with an emphasis in journalism) and bumped history down to a minor (because you can't have just one economically unviable field on your diploma). I never regretted the decision, nor did I forget the privilege of being able to make it at all thanks to scholarships and financial aid.
And yet, four years later, clad in a black gown I'd never wear again, holding a diploma I think I maybe know the current whereabouts of, I wondered what was next. As a newly christened liberal arts degree-holding humanities major—Oh great, another one—my skills and knowledge base were just unspecific enough to ensure that my first few jobs would have little to do with what I learned in college. But long-term planning has never been my thing. I have no idea what I'm having for lunch today, let alone where I'd like to be in five years. My strategy has been akin to what Anne Lamott describes in Traveling Mercies, how when her pastor prays for direction, "one spot of illumination always appears just beyond her feet, a circle of light into which she can step." Life has felt more like that to me than following a line or climbing a ladder: hopping from one bright spot to the next and hoping for illumination. Hop, then hope, ad infinitum.
My post-graduation bright spot appeared after I'd spent a few months abroad and came home broke. One rent check away from having literally zero dollars, I worked as a cashier for a few months, which gave me much-needed income for the price of my soul, and then started part-time at Barnes & Noble as a bookseller. (That remains an all-time favorite job.) I would've stayed at Barnes & Noble indefinitely had another bright spot not appeared. A college friend of mine who'd taken a job at a university had entered its library and information science program and was telling me over and over how much I'd like it, that I should look into it. Who works in a library? I thought. But I looked into the program and realized, Oh, I would work in a library. Classes in archives (where my interests strongly laid at the time) coupled with a field that emphasized organization, books, cultural fluency, and intellectual freedom? Are you kidding me? That "circle of light" was blinding, so I leapt into it with a smile.
Confirmation came quickly. Library school, in my experience at least, was where being a nerd was nearly a prerequisite, introverts were abundant, and the male-to-female ratio was very much in my favor. (Exhibit A: Meeting my future wife in my first class.) But I was starting from 000. I'm pretty sure I was the only one in class who had never worked in a library. Lucky for me this was a built-in expectation: Because there is no bachelor's degree in library science, everyone in some sense was starting from scratch. The learning curve was steeper for me, but that made things more fun. I wasn't that long-time library worker grudgingly returning to school to sit through classes I could teach myself to get that expensive piece of paper that shattered the glass ceiling of professional certification and magically allowed me to earn more money; I was a guy who accidentally made a great candidate for librarianship and happened to like it too. Because I loved history most of my 36 credit hours trended toward archival work, but I also enjoyed classes on storytelling, metadata, bookbinding, and digital libraries. In this new world everything I looked at was a delicious possibility. I felt like a kid with a golden ticket bouncing around Willy Wonka's sugary wonderland, except the edible mushrooms were finding aids and the chocolate river was the archives/cultural heritage track of my MLIS.
The river brought me past a few archival internships and volunteer gigs during school, which I parlayed into a (paid!) summer internship at a large corporate archives. But after such a wonderful opportunity, and the apex of my library school adventure, in the fall of 2013 I was back in the dark. The doldrums of unemployment followed, which I dotted with odd jobs, some freelance archiving, and intermittent despair, until I got a kinda-sorta-library-related warehouse job I was, two months later, summarily laid off from.
Things were dim. But then, another circle of light: an interview, then a second, and then a job offer. Time to hop again. I was a librarian. (Part-time, anyway. Though now I've started another part-time librarian position so I figure that equals one full-time job, minus health care.) Yet even after I said yes, I felt ill-equipped. I'd taken the wrong classes and banked the wrong type of internships to feel fully qualified for the position. But I'd learned a valuable lesson about hiring in my previous lives as an RA and housing coordinator: credentials do not (necessarily) a qualified candidate make. The letters after your name can get you a meeting, but they aren't magic. You gotta hope the people in charge can work a crystal ball, and can see a résumé as a blueprint to build from and not a final product. I hopped, then I hoped.
My idea of the perfect job is a role that hits the sweet spot in the middle of the Venn diagram of one's skills, interests, and passions. Being a librarian does that for me. I'm a reader and culture omnivore; I'm good at making complicated things understandable and enjoy seeing people succeed; and I ardently believe—personally and professionally—in what libraries do. I'm also only a year into this thing. The tectonic plates beneath the crust of the library world are grinding and shifting, and I don't know what the occupational earthquakes will do to it. But I'll be along for the ride, probably off in the 900s looking for my next presidential biography. Jean Edward Smith's Grant has been whispering sweet nothings to me…
Tags Anne Lamott, archives, Dewey Decimal Classification, librarians, library school, MLIS, Steven Johnson, Willy Wonka
Books Education Libraries Teach Me How to Dewey
DDC 370-379: Trigger warning – School
No Comments on DDC 370-379: Trigger warning – School
A Teach Me How To Dewey production
This Is How We Dewey:
371 School management; special education; alternative education
372 Elementary education
373 Secondary education
374 Adult education
375 Curriculums
376 No longer used—formerly Education of women
377 No longer used—formerly Ethical education
378 Higher education
379 Government regulation, control, support
A fitting section to happen upon as we approach back-to-school season. It's a time of year that is bittersweet for me: while I do miss the camaraderie and intellectual rigor of being in school, I don't miss BSing papers, having to take math, and the peaks and valleys of semester after semester of different work. But every trip to Target these days brings all this back, especially seeing all those school supplies that would be on the list every year but that I would never use. I mean, who uses hole-punch reinforcement stickers?
Anyway, this section goes out to all those teachers returning from the sunny beach and getting back into the classroom to prepare for another year. I had a handful of terrible teachers in my day, but also some great ones. Here's to hoping for your kids that you're the latter.
The Dew3:
How Lincoln Learned to Read: Twelve Great Americans and the Educations That Made Them
By Daniel Wolff
Dewey: 370.973
Random Sentence: "He'd sworn off that, but there was this: this hunt for ideas."
True Notebooks: A Writer's Year at Juvenile Hall
By Mark Salzman
Dewey: 373.11
Random Sentence: "You stealin' my chips?"
Be Honest: And Other Advice from Students Across the Country
Edited by Ninive Calegari
Dewey: 371.8
Random Sentence: "You are not our last salvation."
Tags books, Dewey Decimal Classification, education, school, Teach Me How To Dewey, teachers