Five Questions with Margaret Wagner, Senior Writer and Editor, Library of Congress Publishing Office

This post was written by Margaret Wagner of the Library of Congress.

Margaret Wagner. Photograph by Lee Ewing

Describe what you do at LC and the materials you work with.

I am a senior writer/editor in the Library of Congress Publishing Office (LCPO),the headquarters of the Library’s general publishing program. LCPO produces books, facsimiles, calendars, coloring books, puzzles, and other material based on the Library’s collections and activities — which, given the depth and breadth of the Library’s holdings, is a very broad mandate. Our publications are aimed at a broad, rather than a specialized audience

As my job title indicates, I both edit the work of authors who publish works under the Library’s aegis and write books and other materials. My most recent writing project is America and the Great War: A Library of Congress Illustrated History, published on May 30, 2017, by Bloomsbury Press, in cooperation with the Library. One facet of the Library’s commemoration of the 100th anniversary of World War I, it is a sweeping history of the American experience during that era.  Books such as this are one more way the Library brings its riches to people across the United States and around the world.

In working on this and other publications, it has been my good fortune—and a wonderful, long-term educational experience—to engage in research not only in the Library’s General Collections (principally secondary sources) and in many of the Library’s 21 custodial divisions (e.g., Manuscript, Prints & Photographs, Rare Book and Special Collections, Veterans History Project), where I am guided and informed by curators and specialists as I examine primary documents (e.g., original letters, maps, and scrapbooks). These materials truly bring history alive!

Do you have a favorite item from the Library’s online collections?

Detail of Jefferson’s rough draft of the Declaration of Independence

That’s a very difficult question to answer, since so much intriguing material is added to the digitized collections every year. But among all those millions of items, one that has had special significance to me since I first had the thrill of viewing the original document when it was undergoing treatment in the Library’s Conservation Division, is the Rough Draft of the Declaration of Independence, which online visitors to the Library can access via the webpage for the exhibition, “American Treasures of the Library of Congress” as well as the digitized Thomas Jefferson Papers. Written in Jefferson’s hand, with edits by John Adams and Benjamin Franklin, this document is a moving revelation of the philosophical struggles that impelled and attended the birth of the United States. It is also a testament to the continuing and profound importance, in our democratic nation, of ideas and ideals—and their careful expression through well-chosen words.

Share a time when an item from the collections sparked your curiosity.

What comes to mind almost immediately is not a single item but a small group of letters written by a very young and very well-educated Confederate officer during the U.S. Civil War; he became a lieutenant when only 17 years old. The letters are housed in the Manuscript Division’s Miscellaneous Manuscripts Collection, and as I read through them I was very impressed with this young soldier’s courage, his powers of observation, his stoicism when he was a prisoner of war, and his candor in letters he wrote to his parents. But the Manuscript Division only holds his Civil War letters, and I wondered how he fared after the war. As it happens, a little digging turned up a genealogy of his family in the Library’s General Collections, and from it I learned that he got safely home, trained as an attorney, married, and he and his wife had several children. Two of his sons went into the military and served in the U.S. Army during the Spanish-American War and in World War I. One of those sons, an engineer, wrote several books, and the Library has copies of five of them. So my curiosity led me to discover the saga of a family represented in different parts of the Library.

Union drummer boy John Clem at Point Lookout, Tennessee. James Fuller Queen

Tell us about a memorable interaction with a K-12 teacher or student.

When Cheryl Regan, Michelle Krowl, and I curated the Library’s Civil War Sesquicentennial exhibition, “The Civil War in America,” I was intrigued by how deeply involved visitors became as they looked at the many different primary materials. Young people, usually going through the exhibition with their parents, seemed particularly intrigued by the medical aspects of the war and by Walt Whitman’s knapsack, which he took with him when he visited hospitals in and around Washington, D.C.  They were also intrigued by the story of young Johnny Clem, the famed drummer boy of Shiloh and Chickamauga (who tagged along with a Union regiment at the age of 9); and by the story of an extremely bright and observant youngster from Georgia, Leroy Gresham, whose diaries provide people of today with a unique personal view of the events and emotions he and those close to him experienced during that terrible fratricidal war. These materials helped young visitors realize, I hope, that people of all ages create, bear witness to, and reveal history to later generations.

What’s one thing you’d like to tell teachers about the materials that you work with or the collections in general.

It’s difficult to convey in a short answer the richness and variety of the Library’s collections, spread throughout 21 custodial divisions, and how much they can reveal about almost any topic or era and about cultures around the world. I’ve worked here for many years, and I am constantly amazed.  The online resources are wonderful and constantly growing. But there is much to be discovered in the vast majority of the Library’s 165 million-plus items that have not yet been digitized. Teachers who are able to visit the Library will undoubtedly find treasures, unavailable online, that will excite them and enrich their teaching experience.

 

Do Your Best and Remember . . .

My son is graduating from high school this coming weekend and I am feeling mixed emotions.

On the one hand, I am proud, excited, and looking forward to what the future holds. On the other hand, I feel the winds of change, and with them a bit of sadness and apprehension about what lies ahead.

At times like this, I take comfort in knowing that I am not the first person to feel this way. Connecting with primary sources always helps. (Seriously, it does.)

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This year marks the centennial anniversary of both the U.S. entry into World War I and the Bolshevik Revolution, the events that led to the fall of Russia’s tsarist government and the eventual birth of the U.S.S.R. By analyzing reports in historic newspapers, students can explore the Great War’s role as a possible catalyst in starting the revolution and U.S. responses to the rise of communism in Russia.

Getting Right to the Source with Science-Related Primary Sources from the Library of Congress

Did you know that the Library’s education specialists write a column titled “Right to the Source” in The Science Teacher, a magazine published by the National Science Teachers Association? Each article features a primary source and offers context or historical information. Here are a few from recent issues with additional teaching suggestions.

Information Literacy: Building Observation and Questioning Skills with Newspaper Ads

As we were designing our series of posts on information literacy we were drawn to the American Association of School Librarians “Standards for the 21st Century Learner.” These standards focus on the importance of students being effective readers, not just of printed text but also of images, video and sound recordings.