Most people can quickly name a teacher who made a difference in their lives.  That's one reason people support good schools.  You can help them remember the same feelings of gratitude they have for a librarian.  Who knows – you might add one more person to the growing alliance in support of investment in libraries.  For example, I remember:

• The town librarian who fed my passion to read everything about whales when I was in the 5th grade, and the librarian in the 7th grade who taught us how to outline a book;
• The librarian in high school who rescued me from study hall for a whole year and allowed me to explore a curriculum far deeper than the one offered in the rest of the school;
• The librarian at Columbia University who gave me the tools to do research;
• Mary Alexander, the school librarian who helped me become the best history teacher I could be in my first year; and
• The librarian in my community today who always thanks me when I show up to vote on the library budget.  

Libraries are essential education partners.  They provide the information that teachers and parents need to ensure that every child has access to a quality education.  They provide the vital research materials that college students and faculty need to develop the leaders of tomorrow.  People go to libraries to prepare for job interviews, to learn English, and to become literate in their own language.  I remind business audiences everywhere that libraries are economic development engines.  People want to live where there are good libraries.

Research shows that effective school libraries support student achievement – raising reading scores and achievement levels even in the face of the most difficult obstacles.  Recently I visited a school that used to be a low performer but is rising fast now – in part because of a fine library program closely aligned to classroom teaching.  Public library summer reading programs keep almost one million children in New York reading over the summer and, research shows, that helps them return to school ready to learn.

Yet more than 900 school libraries and 400 public libraries lack essential services, and more than half our public libraries are over 60 years old.  That is why the Regents have advanced New Century Libraries, our legislative proposal that will bring need-based aid to our libraries; help renovate buildings; and support NOVEL, New York's Online Virtual Electronic Library.

The Regents and I are committed to making New Century Libraries a reality.  We don't intend to back away, and neither should you.  Library advocates have become increasingly persuasive and their numbers are growing.  We continue to inform government leaders and policy makers about the importance of libraries and library systems.  And our efforts are having an effect.  Lawmakers understand the critical roles that our libraries play, and support for the legislation is growing.  

We will continue our efforts to involve influential partners in understanding and promoting New Century Libraries while at the same time strengthening the commitment of the partners we already have.  The list of New Century Libraries supporters is growing.  It includes your organization, the New York State Reading Association, the New York State School Boards Association, NYSUT, and the American Council for the Blind.  Think about the organizations you are active in and speak to them about becoming a New Century Libraries partner.

According to www.wordorigins.org there is a legend that swans sing an exquisitely beautiful song before expiring.  There's no truth to it but that's the legend and origin of the phrase.  The phrase Swan Song dates back to 1831, although English language literary allusions to the legend date back to Chaucer c1374.   In case you’re not familiar with the “Swan Song” theme or concept, some dictionaries relate it to the final performance or effort, while others treat the words as a synonym and call the “Swan Song” “the last hurrah.”

Well folks, unfortunately, this is my swan song.  Thanks for the opportunity to serve as editor of NYSALB's newsletter TRUSTEE over these past years.  Your responses to the newsletter's columns, columnists and challenges is also most appreciated.  Everything, including my tenure as editor though, is subject to the proverbial “Swan Song.”

All good things must come to the end or so say the sages.  Many of you who have served in non-profit organizations have probably been subjected to the Swan Song syndrome at the conclusion of your tour of duty or board term-limit.  My editorship of the TRUSTEE newsletter meets the board term limit of (three, three year terms) criteria and now has come to a conclusion.  NYSALB Trustee Sam Patton, has graciously taken over the task.  

Surviving fiscally for libraries has become a great deal tougher since I started editing this quarterly newsletter in 1995.  More and more articles, from a great variety of editorial contributors, have been directed to the subject of funding.  Today, advocacy has become the watchword and with it the subject of a tremendous number of articles and discussions.

To our new editor, Sam Patton, and to a growing newsletter I wish continued success.  

So long … it's been fun and a great learning experience.  I look forward to the next chapter!

In our time, public libraries in New York State and other states go through an annual craziness.  Although public libraries provide a basic, fundamental function for civilized society, they still must scratch, scramble, plead, and advocate for enough money to stay alive for one more year.  One of the legitimate arguments for funding that they advance is that public libraries help to equalize the discrepancies that exist among various classes and groups in our society in regard to access to intellectual and cultural resources, books, literature, information, etc.  Public libraries have in fact a good record of bringing opportunity for such enrichment to poor people who otherwise could not afford it.

However, another facet of our functions was brought to mind by a recent article in the New York Times: “Schools, Facing Tight Budgets, Leave Gifted Programs Behind” by Diana Schemo, March 2, 2004.  The title reveals the theme of the story, and the case examples are school districts which are “…struggling with shrinking revenues and new federal mandates that focus upon improving the test scores of the lowest achieving students.”

How to deal with such a fiscal and political environment? For schools, according to an administrator, the formula is to “…satisfy federal and state requirements first … then do as much as we can for the majority and work on down.”  As a consequence, “… school districts across the country have turned to cutting programs for their most promising students.” For example, in an Ozarks district almost exactly the population size of my library’s village area in upstate New York, the “50 or so gifted children” have seen elimination of all the programs geared to their potentials.

Close to home, New York State has cut all the money that had previously supported programs for the “gifted”, and districts are left to scramble for block grants if they wish.  Programs for disabled children are mandated, but there is no political mandate to cultivate the “gifted”, to develop their potential, and to ward off their frustrations.  Political and educational authorities are ambivalent at best about such goals, even questioning their legitimacy.  One principal is described in the article as maintaining “… that very bright children do not deserve (emphasis mine) specially tailored classes, especially when the district is focusing on bringing all children up to a minimum standard (emphasis mine) of competence.”

Let's step back for a moment from looking at money and mandates.  Glance up at the societal consequences of such choices as I've described.

First, there is a lesson about words.  Currently, the unfortunate word, “gifted”, carries a connotation of special, unfair privilege as though it were like unearned wealth or political power that is given to a spoiled brat by his or her Daddy -- all qualities that merit suspicion.  In fact, inequalities of natural talent are not oppression; they are not at all “unfair” advantage to the few.  The word, ”gifted”, when applied to the unusually talented, was intended to refer to a gift from God.  That “gift”, which can appear from any segment of society, deserved from the rest of us both respect and nurturing …and, from the individual in question, a sense of responsibility to use it productively.

Second, the world's geniuses, doctors, engineers, technicians, and other skilled professionals are increasingly produced in other countries, not here.  You may have noticed that many of these talented people come here to work for us in what still remains the world’s largest economy as we consume the resources that the leaders, talents, and efforts of previous generations had built.

Third, in regard to ideological attitudes toward the “gifted,” there seems to be a curious symbiosis between the ideologies of the distinctly right and left.  

On the right, corporations “buy” talent and skill.  Except for the very top management, highly developed talent or skill is just another commodity or raw material that is bought at the cheapest possible price.  It is cheaper to buy it overseas, and, furthermore, the costs of developing it in the first place are not borne here at home.  When our school (and library) programs at home bring our population to only “minimal standards of competence,” the workforce that emerges is a happy combination: adequate, cheap, and not disruptive.

On the left, our national history is seen as having imposed gross inequalities of opportunity upon millions of people.  Therefore, counterbalances are required; so any program that brings these disadvantaged people up to minimum standards is a means to counteract artificial and socially imposed barriers to their reaching the levels of accomplishment that are otherwise potential within them.  This premise that.

inequalities should be corrected can lead to a perception that the real differences in talents that are shown in “gifted” children (and adults) are also somehow unfair, e.g.  “…very bright children do not deserve specially tailored classes.”

Fourth, I fear that an unholy alliance (to re-coin a phrase) between the right and left ideological opposites on this issue of “gifted” children may worsen our country’s future in the long term.  Since talent and accomplishment are indeed important resources for our society, there is no inherent justification in acting to help some reach their potential and refusing to help others reach their potential, just because it may be greater.  Such refusal is not only discriminatory against the individual but it hurts the country.

The lesson for public libraries?

Public library policy and practice should explicitly recognize a responsibility toward helping the “gifted” as well as helping our traditional clientele.  Budget-time rhetoric may continue to emphasize traditional themes to those politicians who are misled by the ideological distortions of what is the meaning of “gifted” children and adults.  But, in practice, libraries can be more clear-eyed, and they certainly can find ways of encouraging unusual talent without feeling embarrassed or somehow constrained by these distortions.  One simple (and low cost) program would be to cooperate with schools to identify such children, and then to design special reading programs or other library innovations.  The key to it is to find, or encourage them to find, challenges for themselves.

Bring up the guys who lag behind, but also push ahead those who can go faster and farther; for they will be those who will bring us along in the future.

What is the most unusual event that has occurred in your library? I would bet that many of our libraries have unusual stories to tell, that are somehow ‘library’ related. Here is one from our East Fishkill Community Library.

On January 14, 2004 a young couple came to the Town Hall to be married. They had many family and friends with them, and the Town Hall was so busy with other meetings they couldn't all fit into the available space. So Judge Thomas Wood and the wedding party came next door to the library to see if they could find space. They not only found space, but the staff came up with decorations, and added witnesses. So that afternoon Naval Airman First Class Michael Walters and Meagan Van Aken were married in the reading rotunda of the library, with their families, friends and most of the staff as pleased witnesses. Airman Walters was originally from Hopewell Junction, and is now stationed in Florida. The photos here show the couple in the library. We wish them both a happy future.

Now it is the readers' turn. Please share any unusual events that have taken place in your library. Send me information and pictures if possible. I’d like to feature stories from all over the state.

I owe a “Thank You” to Mr. Charlie Young who sent me a copy of “The Oswego Public Library – A History.” They are starting a fund drive for an addition and renovation. He quotes a letter of February 8, 1963 written to Miss Juanita Kersey, the Director of the Oswego City Library, by Marion H. Vedder, Associate Library Supervisor in the Division of Library Extension, stating in part… “We have searched our files and have found only one library which was chartered in New York State before the Oswego City Library. On April 20, 1835, the Young Men's Association of Troy was chartered. The name was changed to Troy Public Library Feb. 28, 1903.”

From the discussions and letters I received after my first “Circuits” on older libraries, I believe this substantiates Oswego's claim to be the “Oldest Public Library in New York State continuously operating in its original building.”

Thanks to all who wrote and sent photos. I look forward to hearing from more of you on a variety of subjects, and will publish your stories as space permits.