enoch pratt library

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Halloween mega post pt. 1! You guys are super creative and adorbs! Me and my lazy witch-hat-headband salute you!

1. Halloween Costume. Competitive Intelligence Librarian, Law Library, New York. I needle-felted the planets (and Pluto!) for the crown. Everything else, I already owned! First place in the office costume contest!
2. Young Adult Librarian, Public Library, Georgia
3. VPL Special Collections - Halloween. Public library, Canada
4. Library Services Specialist, 6th-12th grade library, California. Steampunk!Captain Marvel.
5. Emily Davenport, Librarian, Carter High School, Strawberry Plains, TN USA
6. I am the YA Library Associate in the Southeast Anchor Library of the Enoch Pratt Free Library, the public city library serving the citizens of Baltimore, Maryland. I’m here channeling Billie Joe Armstrong from the band Green Day!
7. Sally, Snow White, a back cat and the Grim Reaper. We are all part of the Publishing and Depository Services team with Public Works, Government of Canada. Sally is our Systems Librarian and the rest of us are Cataloguing and Acquisitions.
8. EVE celebrates Halloween at the Freeport Public Library with tiny WALL-E at my belt, plant in boot, and glowing green plant badge.
9. Dressed as Belle for my archivist job at an academic library in MA aujourd’hui. #bibliophile
10. Library Director, public library, Tennessee, USA. My goth tendencies made a Minnie Mouse costume very easy to throw together.

mtv.com
Baltimore Libraries Stay Open Despite Fires, Rioting

All library locations, including those at the epicenter of the riots, are welcoming patrons today.

With a state of emergency declared and schools closed citywide Tuesday morning, the Enoch Pratt Free Library has chosen to stay open, providing a hub of comfort and community to all Baltimore neighborhoods, including the ones most affected by the mayhem.

There were years when I failed the majority of my classes. This was not a matter of my being better suited for the liberal arts than sciences. I was an English minor in college. I failed American Literature, British Literature, Humanities, and (voilà) French. The record of failure did not end until I quit college to become a writer. My explanation for this record is unsatisfactory: I simply never saw the point of school. I loved the long process of understanding. In school, I often felt like I was doing something else.

Like many black children in this country, I did not have a culture of scholastic high achievement around me. There were very few adults around me who’d been great students and were subsequently rewarded for their studiousness. The phrase “Ivy League” was an empty abstraction to me. I mostly thought of school as a place one goes so as not to be eventually killed, drugged, or jailed. These observations cannot be disconnected from the country I call home, nor from the government to which I swear fealty.

— 

Acting French by Ta-Nehesi Coates

I will confess to having very little experience with fence-patrolling, and virtually none with the idea that if you are holding a book, you are “acting white.” The Baltimore of my youth was a place where white people rarely ventured. It would not have occurred to anyone I knew to associate reading with white people because very few of us knew any. And I read everything I could find: A Wrinkle In Time, David Walker’s Appeal, Dragon’s of Autumn Twilight, Seize The Time, Deadly Bugs and Killer Insects, The Web of Spider-Man. I had a full set of Childcraft. I loved the volume Make and Do. I had a full set of World Book encyclopedias. I used to pick up the fat “P” edition, flip to a random page, and read for hours. When I was just 6 years old, my mother took me to the Enoch Pratt Free Library on Garrison Boulevard and enrolled me in a competition to see which child could read the most books. I read 24 that summer, far outdistancing the competition. My mother smiled. The librarian gave me candy. I was very proud.

For carrying books in black neighborhoods, in black schools, around black people, I was called many things—nerd, bright, doofus, Malcolm, Farrakhan, Mandela, sharp, smart, airhead. I was told that my “head was too far in the clouds.” I was told that I was “going to do something one day.” But I was never called white. The people who called me a nerd were black. The people who said I was going to “do something one day” were also black. There was no one else around me, and no one else in America then cared. This was not just true of me, it was true of most black children of that era who were then, and are now, the most segregated group in this country. Segregation meant many of us had to rely on traditions closer to home.

And at home I found a separate culture of intellectual achievement. This is the tradition of Carter G. Woodson, Frederick Douglass, and Malcolm X. It argues for education not simply as credentialism or certification, but as a profound act of auto-liberation. This was the culture of my childhood and it gave me some of the greatest thrills of my youth.

I was a boy haunted by questions: Why do the lilies close at night? Why does my father always say, “I can dig it"? And who really killed the dinosaurs? And why is my life so unlike everything I see on TV? That feeling—the not knowing, the longing for knowing, and the eventual answer—is love and youth to me. And I have always preferred libraries to classrooms because the wide open library is the ultimate venue for this theater. This culture was reinforced by my parents, and the politically conscious parents around me, and their politically conscious children. The culture was so strong that it could be regarded as a kind of social capital. It was so old that it could also be regarded as a legacy. This legacy is more responsible for my presence in these august pages than any other. That is because a good writer must ultimately be an autodidact and take a dim view of credentials. My culture failed to make me into a high-achieving student. It succeeded at making me into a writer.

I have never had much of an urge to brag about this. I have always known that in failing to become a scholastic achiever, I forfeited knowledge of certain things. (A mastery of Augustine comes to mind.) But what I did not understand was that I had also forfeited a culture, which is to say a tool kit, a set of pins and tumblers that might have unlocked the language which I so presently adore.

Scholastic achievement is sometimes demeaned as the useless memorization of facts. I suspect that it has more to offer than this. If you woke my French literature professor at 2 a.m., she could recite the deuxième strophe of Verlaine’s “Il Pleure Dans Mon Coeur.” I suspect this memorization, this holding of the work in her head, allowed her to analyze it and turn it over in ways I could only do with the text in front of me. More directly, there is no real way for an adult to learn French without some amount of memorization. French is a language that obeys its rules when it feels like it. There is no unwavering rule to tell you which nouns are masculine, or which verbs require a preposition. Memory is the only way through.