How Libraries Got Me Through

07 Tuesday Mar 2017

Posted by decollins1969 in 1, Academia, Boy @ The Window, Christianity, culture, Eclectic, Hebrew-Israelite, Mount Vernon New York, Pittsburgh, Pop Culture, race, Religion, University of Pittsburgh, Youth

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Books, Carnegie Library of Pittsburgh, Charles Schulz, Hillman Library, Learning, Libraries, Montgomery County Public Libraries, Mount Vernon Public Library, MVPL, New York Public Library, NYPL, Peanuts, Pitt, Self-Discovery, Transformation

Mount Vernon Public Library’s east entrance, Mount Vernon, NY, July 2, 2016. (http://maps.google.com).

I’ve been enthralled with books since my brother Darren helped me decipher the code of the English language during Christmas ’74. Going to the library for most of my life — especially my growing up years — was always a break from the Grade II bone bruise that my life often seemed to be. I remember the first time my Mom took us to Mount Vernon Public Library, in August ’74. It was only a few blocks from our old place, 48 Adams Street, and about seven blocks from 425 South Sixth. I was too young to get a library card, though, and I started complaining. “May-wa! May-wa!” — that’s what I used to call my Mom (a combination of her name Mary and Mama) — “Why can’t I get a card?,” I cried on my way out the door.

A New Rochelle Public Library card (a close approximation to my first card from 1975), March 1987. (http://flickr.com).

I got my first library card in first grade. It was a class trip, as me and the rest of Ms. Griffin’s class walked to and from Nathan Hale ES to Mount Vernon Public Library. The librarians gave us a tour, during which a thunderstorm erupted. It was sometime in September ’75, a Friday I think. But feeling that small, round-edged MVPL card in my hand with that stamped metal plate on it made my otherwise rainy day. That it had my name typed on it helped as well.

I spend many hours at Mount Vernon Public Library over the years. I needed to. I had so much to learn, more than the 28-volume World Book Encyclopedia set from 1978 could teach me. And certainly more than what my parents and idiot ex-stepfather Maurice knew, much less what they decided not to share. MVPL got me through my spiritual crisis of 1983-84, because I had access to the Qur’an, Torah, and other spiritual texts from which I could make a decision and move on from the cultish Hebrew-Israelites in my family and life. I wouldn’t have considered majoring in history if I hadn’t been able to check out dozens of dusty World War II books between 1980 and 1982. My love for all things Charles Schulz and Peanuts couldn’t have developed without the help of MVPL’s weekly Bookmobile visits at Nathan Hale on Tuesdays or William H. Holmes ES on Wednesdays, usually between 1:30 and 2 pm.

But by the summer of ’80, I began to realize that not all libraries were like the enormity of Mount Vernon’s. Nearby Pelham Library was on the ground floor of Hutchinson Elementary School. It was the size of a small bookstore, with maybe two tables and six chairs to sit in (they didn’t move into their own building until 1995). New Rochelle’s library was 1970s-style modern, with ugly shapes and colors. But both had more air conditioning and bathrooms that didn’t smell or weren’t under repair half the time.

From high school on, I used libraries mostly as a form of escape from my then-idiot stepfather and a gaggle of younger siblings. Or to escape the desperate poverty and chaos that enveloped my life at 616, and to a lesser extent, parts of Mount Vernon and other parts of the New York area. I first got the courage to go into the vastness that was the New York Public Library’s main branch on 42nd and Fifth in the fall of ’84. I infrequently went to White Plains’ public library. At least once between 1984 and 1988, I went to nearly all of the libraries between Wakefield in the Bronx and the various tiny libraries in southern Westchester County. But no library outside of NYPL’s main branch had both the collection and as easy access to the stacks as the one in Mount Vernon.

Carnegie Library of Pittsburgh, Oakland (Main) Branch, front entrance, Pittsburgh, PA, April 5, 2008. (HoboJones via Wikipedia). Released to public domain via CC-BY-SA-3.0.

I had more appreciation for one of the few pleasures offered by my original hometown during my twelve years in Pittsburgh. Within 230 yards of each other were the University of Pittsburgh’s Hillman Library and Carnegie Library of Pittsburgh’s main Oakland branch. If it weren’t for their extensive collections and my alumni status after the spring of ’91, I couldn’t have attended graduate school. Pitt’s policies toward alumni alone saved me $3,000 in book and printing costs, as well as from an additional year of dissertation research. And as many times I could pick up a book, any book, go to the African American Literature section of Hillman, put two lounge chairs together, read, fall asleep, and read some more? The only other thing I could’ve asked for was a blanket and room service!

Since moving to suburban Maryland and DC in ’99, I have been struck by the lack of in libraries around here. Lack of books, lack of extensive interlibrary networks, and a lack of substances over style. The Montgomery County library system had two new ones built in Silver Spring and in Rockville. Each has enough space for a half million volumes, it seems as if their designers built them on the assumption that everyone uses a tablet or an iPhone to read books these days. If it’s nonfiction and a bestseller, they likely don’t have it. Though DC Public Library’s main branch in Gallery Place — the Martin Luther King, Jr. Library — has an extensive collection of DC artifacts and histories, and African American nonfiction and scholarly volumes, patrons cannot borrow these volumes at all. Like the Library of Congress, the MLK library is mostly a museum with books. And by the way, the main branch is now closed for the next three years for modernization, leaving the homeless, researchers, and book lovers like me with even fewer DC area options.

Silver Spring Air & Space Museum, er, Public Library, Silver Spring, MD, June 2016 (http://www.adtekengineers.com/).

Georgetown and Johns Hopkins both have wonderful main libraries with friendly security guards and extra-helpful librarians. But they’re not Hillman. Even as a professor, if I fell asleep in a lounge chair, I’d likely get kicked out. Plus, in our era of smartphones and tablets, most patrons are stuck in social media in between hectic moments for exam cramming and last-minute paper writing. This, though, is still way better than George Washington’s main library, or NYU’s and Columbia’s, for that matter. You can’t walk into either without a form from a staff or faculty member giving you permission to walk through the door.

The building that houses MVPL, built interestingly enough with Andrew Carnegie’s money between 1897 and 1904, is in serious disrepair. The men’s bathroom is nearly always out-of-order, and the collection of Mount Vernon history materials has been closed for years. A friend recently commented on the fact that an older man relieved himself in the snow after leaving the library before going back in to do his whatevers. The money is simply not there to build a brand-new home for one of the largest collections in New York State.

Still, I know how good a library Mount Vernon has. It carries the first three of my former advisor Joe Trotter’s books. I have to go to a university library for that around here. It also has my memoir, and it may have Fear of a “Black” America as well (not so sure about that). I just know that the affluent of Montgomery County have never put that much in resources into the library system I frequent now. I hope and pray that the folks raising the money MVPL so desperately needs for a major renovation, maybe even a new building, are able to meet their goals before my son is old enough to remember when libraries actually held bound books in their collections.

The Emotional, The Personal and Black History

01 Friday Feb 2013

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic, Movies, Patriotism, Politics, Pop Culture, race, Youth

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A Lynching in Marion, African American History, Anger, Black History, Black History Month, Carnegie Mellon University, Comparative Slavery, Emotions, Fear, Fogel and Engerman, Grief, Indiana (1995), Irony, Jim Crow, Larry Glasco, Laurence Glasco, Learning, Lynching, Pitt, Racism, Rage, Roots (1977), Sarcasm, Seymore Drescher, Slavery, Students, Sy Drescher, Teaching and Learning, Time on the Cross (1974), UMUC, University of Pittsburgh

Black History Month 2013 electronic poster, February 1, 2013. (http://dclibrary.org).

After all of these years — and thirty-seven years’ worth of Black History Months — I sometimes forget how emotionally charged Black history can be. After all, I’m an academically trained historian, one whose emotional range varies from sarcastic to ironic with most things US, World and African American history. But ever so often, I’m reminded by my students about the sadness and pain involved in learning history. I surprise myself sometimes at how passionate or angry I can become in revisiting a piece of history that I otherwise would show no emotion for on most days.

Black history, though, can bring out both the water works and the daggered eyes. My African American history students at Carnegie Mellon University surprised me one day in October ’96 during a discussion I tried to have about lynching and the KKK. It was based on the Indiana PBS documentary, A Lynching in Marion, Indiana, about the lynching of two Black men and the almost lynching of a young Black male for allegedly killing and robbing a White male and raping a young White female in 1930.

The forty-five minute documentary showed clips of defaced and emasculated Black men hung from trees, beaten beyond recognition and even burned postmortem. It also showed films of KKK rallies in the 1920s and early 1930s Indianapolis and other towns in the state, as well as pictures from the Marion lynching itself. The young Black man in Marion, one James Cameron, was only saved from lynching because a member of White mob actually protected him. It turned out, per usual, that the alleged murder and rape was a false accusation, but Cameron still had to spend four years in jail for a crime he didn’t commit.

Thomas Shipp and Abram Smith, lynched in Marion, IN, August 7, 1930. (Lawrence H. Beitler). Qualifies as fair use under US Copyright laws, as It is the only image known to depict this hanging, and is used here to illustrate the event.

Thomas Shipp and Abram Smith, lynched in Marion, IN, August 7, 1930. (Lawrence H. Beitler via Wikipedia). Qualifies as fair use under US Copyright laws, as It is the only image known to depict this hanging, and is used here to illustrate the event.

My students could barely speak to me or each other after the film, much less be part of a dispassionate discussion of the film. My Black students were tearful and angry, and my White students were pale and scared. I let them express their emotions for about ten minutes, but waited until the next class to draw out a more comprehensive discussion. As this was the first standalone class I’d taught as an adjunct professor, I was a bit unprepared for the how emotional my students became, how personally they took the film and its content.

But I should’ve been better prepared, especially given my own emotions about Black and other histories over the years. I remember the first time I watched Roots, along with millions of other Americans, in February ’77. I cried or was stunned that whole week. Twelve years later, in my undergraduate readings seminar for History majors at Pitt, I found myself angry with my classmates. My eventual first graduate advisor Larry Glasco was leading a discussion on slavery and the Middle Passage. I didn’t know why, but I was angry that whole class. It wasn’t just a knee-jerk anger. It was a low-heat rage, beyond anything my idiotic classmates were saying about slavery in the eventual US not being as brutal as slavery in the Caribbean or Brazil.

The following semester, I took my first graduate course as a Pitt junior, Comparative Slavery with Sy Drescher. We got into a discussion of Fogel and Engerman’s Time on the Cross (1974), a study in which the authors tried to show scientifically that slavery wasn’t as bad for Africans in the US as it was for Africans in the Caribbean and Brazil. Using records from one plantation, Fogel and Engerman tried to show that since few slaves were whipped, that therefore slavery wasn’t brutal for my African ancestors. I was pissed when some of the grad students in my class defended Time on the Cross idea that 1,800 calories a day was sufficient for the average slave. It pissed me off so much that I had to leave the seminar room for five minutes to make sure I didn’t punch someone.

Me really pissed, at CMU PhD graduation, Pittsburgh, PA, May 18, 1997. (Angelia N. Levy).

I see some of this in my UMUC students sometimes. Students who turn every issue in US history into a referendum on race. “Immigrants exploited? Well, not compared to African Americans as sharecroppers!” Or “Jim Crow was really a second slavery,” some of my students have said emphatically, as if Blacks did nothing during Reconstruction or Jim Crow to make their lives better. They feel, and rightfully so for the most part, that Blacks have gotten a raw deal throughout American history, and that it is my job to expose the hypocrisy of racism in every lecture and discussion.

It’s emotional and it’s personal. But it’s also historical, which means not so much putting emotions or personal investment aside as much as it does putting these emotions and personal investments in perspective. I’ve never been dispassionate about history – I’ve just learned how to use my New York-style sarcasm to hide my passion pretty well.

Remembering Harold Meltzer

09 Wednesday Jan 2013

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic, eclectic music, Mount Vernon High School, Mount Vernon New York, Politics, Pop Culture, race, Youth

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AP US History, Bitterness, Confirmed Bachelor, Death, Dedication, Egalitarianism, Eulogy, Friendship, Harold I. Meltzer, Harold Meltzer, Homophobia, Humanities, Humanities Program, Learning, Life, Mentoring, Metropolitan Opera House, Morison & Commanger, Perseverance, Politics of Education, Self-Discovery, Teaching

Harold Meltzer obituary (via Frank Pandolfo), January 9, 2003. (Westchester Journal News).

Harold Meltzer obituary (via Frank Pandolfo), January 9, 2003. (The Journal News).

Harold Meltzer, my favorite and best teacher of all, died on January 2, 2003 at the age of sixty-six, ten years ago last week. He was all too young and all too bitter about his years as a history teacher at Mount Vernon High School. But then, dealing with entitled parents and unrepentant administrators in Mount Vernon, New York for thirty-five years would do that to most people. Despite that, Meltzer was a rock, the first teacher since my elementary school years that I genuinely trusted with my family secrets and my inner self. He was the first and maybe only teacher I had in my six years of Humanities who actually seemed like he wanted to teach us (see my post “No Good Teaching Deed Goes Unpunished” from May ’11).

I met Meltzer on our last day of tenth grade, after three days of finals and Regents exams, on June 21, ’85. He had summoned fourteen of us to “Room 275 of Mount Vernon High School,” as the invitation read. We had all registered to take Meltzer’s AP American History class in eleventh grade, our first opportunity to earn college credit while in high school.

Meltzer started off talking to us about Morison and Commager — who I now know as the great consensus historians of the ’50s, until the social history revolution made their textbooks irrelevant by the ’80s — as we sat in this classroom of old history books and even older dust and chalk. Meltzer himself looked to be in his late-fifties (he was actually a day away from his forty-ninth birthday), tall and lanky except for the protruding pouch in the tummy section. His hair was a mutt-like mixture of silver, white and dull gray, and his beard was a long, tangled mess.

Met Logo and A full house, seen from rear of stage, at the Metropolitan Opera House (former bldg, 39th Street), for a concert by pianist Josef Hofmann, November 28, 1937. (National Archives via Wikimedia). In public domain.

The way he spoke, and the way his eyes looked when he spoke made me see him as a yarmulke-wearing preteen on his way to temple. The force with which his words would leave his mouth hit me immediately. As much as I noticed how frequently spit would spew out of Meltzer’s mouth, the rhythm of his speech was slow and sing-song, like an elder or grandfather taking you on a long, winding, roller-coaster-ride of a story. Most of all, I knew that he cared — about history, about teaching, about us learning, about each of us as people. Maybe, just maybe, for some of us, he cared too much.

But for at least for me, Meltzer’s eccentric space in which he told Metropolitan Opera House stories and talked about egalitarianism extended beyond the historical. He was the first teacher I had since before Humanities who’d ask me if things at home were all right, and knew intuitively that things weren’t. He was the first to ask me about how poor my family was and about hunger. And he was the first teacher ever to ask if I had a girlfriend. Needless to say, these questions were unexpected. Yet through these questions, Meltzer had begun to crack my thin, hard wall of separation between school and family.

Because Meltzer cared deeply about reaching students — about reaching me — our student-teacher relationship because a friendship after high school and a mentoring one as well. I wasn’t looking for a mentor, and Meltzer was only being Meltzer. Still, his stories about his battles with MVHS administrators, Board of Education folk, and with upper-crust parents who believed their kids were entitled to A’s just for showing up, were filled with lessons of perseverance, patience, and looking beyond everyday headaches in order to reach people. While this wasn’t a factor in my going to graduate school and spending a significant part of my life as a history professor and educator, these stories have helped me over the years.

1972 Dodge Dart Dark Green (similar to ’74 Dodge Dart Meltzer owned when I was at MVHS), December 25, 2009. (http://www.fotosdecarros.com).

But unfortunately, it was a factor in why Meltzer became embittered and took early retirement in June ’93. The end of the Humanities Program, the intolerance of some administrators toward Meltzer as a “confirmed bachelor,” the lack of decency — forget about gratitude — from many of his most successful students. Those changes, these things, all would take a toll on any teacher who’d stay after school day after day to run Mock Trial, to facilitate study groups, to work on letters of recommendation for students. But no, most of my former classmates who had Meltzer between ’85 and ’87, all they could say was that “Meltzer was weird” or that “I didn’t understand” his lessons.

I’m thankful that I did have Meltzer as a teacher, friend and mentor between ’85 and ’02. I’m thankful that I had a chance to interview him for what is now my Boy @ The Window manuscript in August and November ’02, just a couple of months before he passed (see my post “Mr. Meltzer” from June ’09). I’m glad that despite his physical and psychological pain, Meltzer welcomed me with open arms and answered my questions about his life and his career. I just wish that my former classmates and some of Meltzer’s more cut-throat colleagues had taken the time to really know the man.

World Book Encyclopedia’s Insidious Effect

15 Tuesday Mar 2011

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic, Marriage, Youth

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616, 616 East Lincoln Avenue, Ass-Whuppin', Imagination, Intellect, Learning, Mrs. Shannon, Parent-Teacher Conference, Peter Cottontail, Reading, Reading Level, Reading Scores, Runaway, Running Away, Teacher Crush, Third Grade, World Book Encyclopedia

World Book Encyclopedia, 1978 Edition, March 15, 2011. Source: http://cgi.ebay.com

I’ve talked about how World Book Encyclopedia literally changed my life from a reading standpoint between December ’78 and April ’79. It was after running away from home to get away from my new stepfather, the now-and-forever abuser and idiot Maurice Washington. I talked about how after my mother gave me an ass-whuppin’ that seemed to last forever, I was forbidden from having any playtime for six weeks. I punished myself, my mother and my idiot stepfather by picking up the A volume of World Book Encyclopedia and began to read it. “I’ll show them!,” I thought.

I made a point of reading and reading. By the time I decided to go outside again, it was April ’79, well past my six-week grounding. And my SRA test for fourth grade confirmed that I had raised my reading score from 3.9 (just barely at the fourth grade level) to a 7.4 (the equivalent of an above average seventh grader). So much for punishing my mother and myself!

Many of my former classmates, and certainly a number of my closest friends, have heard parts and various versions of this story over the years. But I’ve hardly ever told the story of how I had access to the ’78 edition of all thirty or so volumes of World Book Encyclopedia in the first place. That started because of a teacher crush, the second one I had in my first four years of K-12. This one involved my third grade teacher at William H. Holmes Elementary, Mrs. Shannon. She was fun, funny, beautiful, and dressed like a young Sue Simmons from WNBC-TV New York did when she started working for Channel 4 earlier in

Sue Simmons, circa 1978, March 15, 2011. Qualifies as fair use under US Copyright laws because of low resolution of picture and relevance to subject matter of blog.

’77-’78.

Like most crushes I’ve had over the years, this one snuck up on my eight-year-old self and hit me in the head like a 90-mph fastball from Randy Johnson. And like the crushes I’d have when I reached Humanities in middle school and high school, I acted weird throughout February and March ’78. I became shier than I already was. I found myself daydreaming during reading time, not following instructions for assignments, just generally out of sorts.

Then there was the Easter play, the Peter Cottontail play. I wanted to play the lead role of Peter the Bunny, but all Mrs. Shannon wanted me to be was a stupid flower. I was mad, acted out, and she punished me by taking me out of the play all together. Following that, I refused to talk to her in class the next day. “You don’t have to speak,” Mrs. Shannon said as she sent me to sit in the corner until I was ready to talk again. I stayed in that corner the rest of the afternoon.

The following week, this week thirty-three years ago, Mrs. Shannon called for a parent-teacher conference with my mother and soon-to-be idiot stepfather. My mother, who had only been to two meetings at my schools since kindergarten, now found herself finding out that I was a bad student. Well, not exactly. Mrs. Shannon told them, “He has the ability. He has the potential. He just doesn’t want to concentrate.” Then she suggested that my mother could find a way for me to focus through World Book Encyclopedia. “It’ll draw out his imagination,” Mrs. Shannon said.

That’s all I thought and talked about on my way home with my mother. I brought it up so much that my mother said, “Alright already!” after two days of me constantly asking about it. We met a World Book sales person, and my mother wrote a check for $310, which was a lot of money for her. Within a week, four or five boxes reached 616, by far the largest order of books I’d see until grad school.

I didn’t start reading them immediately, and my mother complained about “spending all that damn money” on these books. But after December 2, ’78, my Saturday of running away from home, the investment began to pay off, and with it, the ability to think and imagine while being as weird as I wanted and needed to be, and others believed me to be as well. It’s a bittersweet memory, how I became a brainiac, how a teacher crush put me on a path of intellect and writing, of constant remembering and of painful transformations. How insidious knowledge — and the search for it — can be.