Need Libraries? Ask Caesar.

This week I've been reading a book about the history of libraries. Even as a writer and librarian, there are a lot of things I didn't know, such as the difference between parchment and paper, the fact that philosopher David Hume was a librarian in Edinburgh, and the actual amount of destruction that took place in libraries when Henry VIII dissolved the monasteries in 1537 (apparently, some books were even sold as waste paper, according to Michael H. Harris, author of History of Libraries in the Western World).

In spite of the mind-numbing frequency with which priceless manuscripts and books have been lost through the ages to invasions, war, disaster, and neglect, the story of libraries is fascinating. Certainly they have been magical places for me, especially the ones I recall from childhood. I clearly remember my first visit to the elementary school library, a place that exuded the mystique of an inner sanctum, largely because of a rule that you had to be in the second grade before you could borrow books. I know some librarians might object to such a policy, but in my case, the effect of the prohibition was to make the library a place of fabulous allure. My first visit took on the character of an initiation: I couldn't have been more thrilled if that quiet second-floor room had contained the Holy Grail (and maybe it did).

Lately, libraries, like many other institutions, have fallen on tough times. I read last week about the difficulties the Los Angeles school district is having in keeping its school libraries open. Funding shortfalls have forced half the district's elementary and middle schools to do without librarians or library aides. Yesterday morning, I read an op-ed piece by the president of the Kentucky Association of School Librarians describing a plan to reduce the number of librarians in the local public high schools from two to one, a plan she believes will hurt students, greatly reducing their opportunities to get help with assignments, college applications, and other needs.

In hard times, granted, belt tightening is necessary, and even so, almost no one believes his/her own department or favorite cause should be subject to cuts. Still, there is something about the idea of reducing students' access to books (and librarians) that seems fundamentally wrong. Don't libraries and education go hand in hand?

I can't imagine my own childhood and youth without the libraries, both school and public, that I haunted like a hungry ghost. No trip to the inner sanctum to pick out my first library book, The Princess and the Woodcutter's Daughter? No one to help me learn how to use the Reader's Guide to Periodical Literature? No Nine Coaches Waiting or Pride and Prejudice, discovered for the first time by browsing in the library of my Catholic school? No mind-blowing journey into Of Human Bondage, a reading experience that helped me see there were other points of view besides the one in my catechism class?

I'm not privy to the amount of soul searching and agony required to hammer out a budget in either the Los Angeles or the Fayette County schools. I assume that only a massive amount of both could lead to a decision to cut library services. Frustration with the administrators and decision-makers in these particular cases may be misplaced, since the tale of how we arrived at such a pass is a long and tangled one that begins far from the halls of the schools or the offices of the school boards.

The real and terrible irony is that, here in the Information Age, with more need than ever for people to learn effective ways to find, evaluate, and use information, the processes by which they gain these skills are, in many cases, not supported. Information literacy is at the heart of critical thinking, crucial for effective citizenship as well as scholastic success. One sometimes gets the impression that, as far as some government officials are concerned, the less people know, the better, but I disagree. The basis for an open, democratic society is an informed citizenship. Besides that, future advances in technology, science, arts and letters, and business depend on an educated workforce with problem-solving abilities, a flair for innovative thinking, and a high degree of information savvy.

Mnemosyne, the goddess of memory, along with her daughters, the Muses, presides over the work of libraries. The accumulated knowledge of what has gone before, combined with the inspiration that gives birth to new ideas, allows societies to move ahead. In the history of libraries, we read of the loss of much that was worthy and beautiful, and of the ways in which the learning of the classical world was kept alive--though hanging by the barest thread at times--in the libraries of Byzantium, the studies of Arabic scholars, and the monasteries of the Middle Ages. Many civilizations, having attained a high degree of advancement, were undone not only by invaders but also by the loss of their culture.

This seems a dire fate to imagine for our society based on budget restrictions in education, which we all hope are temporary and subject to amelioration. But it's possible many of the great cultures of the past never imagined the fates that befell them, either. I'm optimistic that we, as Americans, can figure out ways to support schools, libraries, and literacy, even during an economic downturn, if we set our minds to it. I'm a little concerned about the political will to support such efforts, but on that point I hope to be proved wrong.