Support your libraries... or else!
Interpretation
This quote emphasizes the importance of libraries and the necessity to support them to ensure their survival.
Margaret Atwood's quote highlights the crucial role that libraries play in society as centers of knowledge, culture, and community engagement. By urging individuals to support libraries, Atwood suggests that neglecting these institutions could lead to dire consequences, implying that the loss of libraries would result in diminished access to information and cultural resources.
In practice
During a community meeting discussing local funding, one might quote Atwood to rally support for the library's budget.
If I am good enough and quiet enough, perhaps after all they will let me go; but it’s not easy being quiet and good, it’s like hanging on to the edge of a bridge when you’ve already fallen over; you don’t seem to be moving, just dangling there, and yet it is taking all your strength.
I would like to believe this is a story I’m telling. I need to believe it. I must believe it. Those who can believe that such stories are only stories have a better chance. If it’s a story I’m telling, then I have control over the ending. Then there will be an ending, to the story, and real life will come after it. I can pick up where I left off.
What else can I do? Once you've gone this far you aren't fit for anything else. Something happens to your mind. You're overqualified, overspecialized, and everybody knows it. Nobody in any other game would be crazy enough to hire me. I wouldn't even make a good ditch-digger, I'd start tearing apart the sewer-system, trying to pick-axe and unearth all those chthonic symbols - pipes, valves, cloacal conduits... No, no. I'll have to be a slave in the paper-mines for all time.
We love each other, that’s true whatever it means, but we aren’t good at it; for some it’s a talent, for others only an addiction.
I've learned quite a lot, over the years, by avoiding what I was supposed to be learning.
Knowing too much about other people puts you in their power, they have a claim on you, you are forced to understand their reasons for doing things and then you are weakened.
We expect a great man to be a good reader.
Many think of memory as rote learning, a linear stuffing of the brain with facts, where understanding is irrelevant. When you teach it properly, with imagination and association, understanding becomes a part of it.
When you're given a newspaper column, you're not being paid to sit on a fence and scratch your chin and say 'On the one hand this' and 'On the other hand that.' You're getting paid for your opinion.
I cannot imagine myself fitting into the existing curriculum. I am too self-willed for that and have had my own very definite ideas for a long time, very different from the existing ways, as to how architecture is to be taught.
The trouble is not that schools don't work; they do. They're excellent machines for achieving historically accepted purposes. In suburban schools are children of the rich, who grow up to privilege and anesthetic oblivion to pain - and who then use the servants produced by ghetto schools.
We have never been so rich in books. But there has never been a generation when there is so much twaddle in print for children.
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