UNIVERSITY OF ILLINOIS j, " ** " - - - - Return this book on or before the Latest Date stamped below. University of Illinois Library \ THE 'I I Iff Library Journal OFFICIAL ORGAN OF THE AMERICAN LIBRARY ASSOCIATION CHIEFLY DEVOTED TO Economy ant> Bibliograpbs VOL. 23. No. 8 CHAUTAUQUA CONFERENCE AUGUST, 1898 For Contents See Next Page NEW YORK : PUBLICATION OFFICE, 59 DUANE STREET. LONDON: SOLD BY KEGAN PAUL, TRENCH, TRUBNER & Co., PATERNOSTER HOUSE, CHARING CROSS ROAD. YEARLY SUBSCRIPTION, $5.00. MONTHLY NUMBERS, 50 cts. Prict to Europe, or other countries in the Union^ vas.pir annum; single numbers^ 2j, Entered at the Post-Office at New York, N. Y., as second-class matter. CONTENTS. TITLE. Address of the President Branches and deliveries A. L. A. report on library buildings . . Report on classification and cataloging . Report on legislation and state aid . . . Report on children's reading Report on open shelves Report of the Co-operation Committee . Report of the A. L. A. Publishing Section Report of gifts and bequests Report on travelling libraries AUTHOR. Herbert Putnam . H. C. Wellman . #'. E. Foster PAGE. Library schools and training classes Influence of library schools in raising the grade of li- I brary work ( Elementary library classes for training assistants . . . Instruction of the local librarian by the organizer . . . Summer library schools and classes Instruction in library economy through university ex- I tension methods j Special training for college librarians Special training for children's librarians Apprenticeship as a means of library training . . . . Instruction in the use of reference books and libraries" . Books for th blind Museums of art, history, and science How can central and branch work best be co-ordinated ? Books in branch libraries How far should the selection of books for branches be ( uniform ? ) American libraries and the study of ancient mss .... Relation of seminary and department libraries to the I general university library j Relation of the publishing department of a university \ to its library J What proportion of its funds is a college library justified \_ in devoting to current periodicals ? f Dependence of reference departments on cataloging ) and classification departments ) Use made of the printed catalog cards for articles in ( current periodicals ( Proceedings 113-122 First Session 113 Secretary's report 113 Treasurer's report and necrology 114-116 Report of Committee on Public Documents . 117-120 Report of Committee on Foreign Documents. 121 Report of Committee on "Supplement to 'A. L. A. catalog'" 121-122 Second Session 122-127 Will the interests of the profession be best served, etc. ? 123-125 The library of the library school an index of its work. E. E. Clarke 125-126 Third Session 127-135 Resolutions reported by Public Documents Committee 127-128 Final report of W. F. Poole Memorial Com- mittee 128-129 Report on Co-operation with N. E. A. . . . 129-130 Ljbrary institutes . . . 131 Bishop Vincent's address on The meaning of Chautauqua 131-134 Need of apprenticeship for students. H. P. James 134-135 Technical training and the personal element in library work. Mrs. Speck . . . 135 Fourth Session 135-143 Need of apprenticeship for students .... 135 Assistants' associations. M. S. R.James . . 136 Library examinations and credentials . . . 136-137 Library periodicals. G.M.Jones; T. L. Kelso. 137-138 State and other local clubs. G. M. Jones . . 138-139 Special bibliographical course in New Eng- land genealogy. G. T. Little ... 139 Special bibliographic courses. J. F. Davies. 139-140 Short college course in bibliography. C. H. Gould 140 Use and abuse of aid in research. C. David- son 140-141 Instruction in use of reference-books . . . 141-142 Fifth Session : Public meeting 142-147 Address of Dr. R. G. Moulton on University extension 142144 Address of Barr Ferree on The Brooklyn Institute 144-145 Address of Dr. Leipziger on Lectures and classes 145-146 Address of Dr.^McMahon on "Yellow jour- nalism" 146-147 Address of F. M. Crunden on Endowed news- papers 147 G. E. Wire 18 J. Le Roy Harrison 23 Caroline M. Hewins 35 John Thomson 40 C. W.Andrews 43 W. C. Lane 46 Elizabeth P. Andrews 52 F. A. Hutchins 56 " M. Dewey ; M. W. Plummer ; A. B. Kroeger ; K. L. Sharp; Mrs. S. C. Fairchild; L. E. Stearns: W. I. Fletcher: W. H. Brett; G. E. Wire; Mrs. H. C. Wadleigh 59 W. I. Fletcher 70 C. M. Hetuins ; E. C. Daren : J. F. Davies .... 71 Elizabeth L. Foote 74 H. H. Stanley 74 Katharine L. Shar/> 75 G. T. Little 79 A. C. Moore : F. M. Crunden 80 W. I. Fletcher : R. G. Thwaites 83 j E. L. Adams: A. S. Ames ; J. A. Rathbone ; G. T. \ Little 84 H. Utley Cyrus Adler ; Mary Medlicott A . E. Bestwick James Bain. Jr Gratia Countryman 101 E. C. Richardson 102 G. H. Baker 103 Cyrus Adler 106 W. J. James 107 Willard Austen 108 C. W. Andrews ' no Sixth Session 147-154 Report of Committee on Library Editions of Popular Books 147 Reports of Auditing and Finance committees. 148 Books for the blind 148-150 Responsibility of librarians for warning the public, etc. H. M. Utley ; J. N. Larned 150-152 Function of the library as a bookstore . . . 152-153 Encouragement of private bookbuying. W. H. Tillinghast I53~ *54 Seventh Session 154-158 Amendments to the constitution 154-156 Constitutional revision committee .... 156 Place of next meeting 156 Report of Committe_e on Resolutions . . . 157 The union of medical and public libraries. G. M. Gould 157-158 Eighth Session 158-159 Election of officers 158 Constitutional revision committee .... 159 Large Libraries Section 159-171 First Session 159-163 Discussion on work with schools 159-161 Ownership of branches 161-163 Second Session 163-171 Discussion on branches 163-170 Sunday-school libraries 170 College and Reference Section 171-178 First Session 171-174 Discussion of departmental libraries .... 171-173 Discussion of printed catalog cards .... 173-174 Transliteration of Russian 174 Second Session 174-178 Plan of the Royal Society 175-176 Report of Nominating Committee .... 176 Classification for college libraries 177-178 Elementary Section 178-179 Trustees' Section 180-181 State Library Section 182 Library Schools at the Chautauqua Conference. /. /. Wyer A. L. A. exhibit at the Chautauqua Conference. 183 184 The Social Side of the Conference. Caroline M. Hewins 185 The Niagara Day. Hannah P. James .... 187 Officers and Committees 188 Attendance register 188-194 Attendance summaries 195 Analyses of attendance 195-197 CONFERENCE OF LIBRARIANS LAKEWOOD-ON-CHAUTAUQUA, N. Y., JULY 5-9, 1898. ADDRESS OF THE PRESIDENT. BY HERBERT PUTNAM, LIBRARIAN OF THE BOSTON PUBLIC LIBRARY. Fellow-Members of the Association : T AM a little doubtful under what title I serve as your president to-day, whether de jure or simply de facto. If, however, from a strictly legal standpoint I might question the power of the executive board to fill a vacancy in the presi- dency, yet an interpretation which confers so agreeable an office cannot lightly be repudiated by the beneficiary. Before the end of this meet- ing a constitutional amendment will no doubt be proposed which will establish a definite rule for the future. And in the meantime as I serve under request of Mr. Hayes himself, very cordially expressed I do so in comfortable assurance. Submerging, however, matters of mere form is the grievous fact that I stand before you in this capacity because of your very grievous loss. It was pleasant in London last summer to hear Justin Winsor pay tribute to Richard Garnett as the foremost bibliographer of his time. And yet we of America, paying tribute to Justin Winsor, must go one step further : we must hold him the foremost librarian of his time, foremost in his conception of a work to be done and in the qualities which he brought to its service. The younger of us knew Dr. Winsor only as librarian of a great reference library, with a reputation established as a cartographer un- excelled in his field, as an historian thorough, sincere, untiring in research, content only with first sources; as a bibliographer patient, accu- rate, and prompt to disclaim knowledge where he had not exact knowledge; as an administra- tor careful, practical, economical, capable of shaping large projects, assiduous in detail; and as a librarian generous to the last degree in placing this knowledge and these capacities at the service of others. I have at times heard some wonder expressed with an implication of criticism that Dr. Winsor could administer properly the Harvard College Library and find time for writing history. He found time because he could administer. He had a clear vision of the thing to be done, he had the experience which relieved him from experiment as to meth- od, and he knew how to utilize the capacities of others. He was not, indeed, associated actively with recent movements towards co-operation. He suspected device as a substitute for the man; and he certainly felt that co-operation might generalize to the neglect of particular con- ditions, and that the zeal for associated effort might tend to disparage the service done by in- dividual effort acting with the special knowledge due to direct experiment and with the sense of responsibility due to isolation. In his presi- dential address in 1879 he advanced this cau- tion : "If the outlook for our new library philoso- phy be an encouraging one we must not fall into the error of overestimating it. The old philosophy was not so bad. Great libraries have grown under it, and great librarians have stamped their individuality on their work in a way that our later co-operative methods, if per- fected, may have a tendency, not altogether satisfactory, to repress. What we may do by organization, important as it will doubtless prove, must not lead us to forget that isolation of endeavor has its advantages also, and that the librarian who merges his action in a union of forces loses in some ways while he gains in others." Whatever doubt may have been implied in this suggestion did not withhold Dr. Winsor from the presidency during nine years of the Ameri- CHAUTAUQUA CONFERENCE. can Library Association, organized to advance co-operative undertakings. Few members of the association so constant in attendance at the A. L. A. conferences, few kept so close a watch upon contemporary library endeavor ; and no other librarian was, I suppose, so frequently consulted at crises in the organization and ad- ministration of public libraries throughout the United States. His own later years were passed in a library not much called upon in co-operative under- takings nor dependent upon them. And no American librarian can forget the marvel of his decade of administration of a library of a different type. Panizzi raised a great dome wherein scholars might find studious refuge ; his achievement was no greater than that of Justin Winsor when he widened out his read- ing-room so that it took in a whole city. So the eminence of Justin Winsor was no partial eminence. He had the perception of a work to be done broadening with the oppor- tunities which a democracy offers ; he had sagacity in this choice of economic methods ; he was independent of mere tradition, yet equally independent against innovation and calm against example ; he had profound desire to open the approaches to learning, he was himself a scholar competent to lead the way, but he was too true a scholar to offer royal roads, or to countenance a pretence that to the accomplishment of thorough learning there is any mechanical substitute for laborious in- dividual effort. In the aggregate, therefore, his career offers the best we have offered or are likely to be able to offer in one man of those administrative capacities in which, as a group, we may perhaps excel the members of our pro- fession abroad, and those scholarly attainments in which as individuals we are fairly their in- feriors. It is matter of hearty satisfaction that this career did not close until Dr. Winsor had stood foremost representative of our association at the International Conference of 1897 as he had stood foremost at the conference of 20 years before. Of all the events of the past year that con- ference must rank as the most important. Its importance lay not in the program itself. There were few topics upon it of strictly international concern ; few that would not have been equally appropriate to a stated meeting of a local as- sociation ; and the program as a whole lacked unity and definiteness of purpose. The dis- cussions were meagre and ineffective, and left an impression rather confused and kaleido- scopic. But this was not a conference of views so much as a conference of persons and places. And in this latter character it had a significance most impressive. The conference of 1877 brought together 216 members from n coun- tries. The conference of 1897 brought together 600 members from 21 countries. Holland, Spain, Portugal, Japan, Canada, Jamaica, West Aus- tralia, New Zealand, Ceylon, and South Africa, not represented in 1877 appeared in 1897. The gathering was too great for detailed discussion or even detailed acquaintance. But these might well be foregone for what took their place : the sense of the magnitude of the interests rep- resented, and of the variety of the traditions, purposes, and characteristics entering into alli- ance. That the hospitalities were lavish was to have been expected of our English brethren. For those which made the ante- and post-con- ference excursions a bewilderment of interest the delegates from the United States owe a particular gratitude, which cannot be briefly expressed. The conference had no central bibliographic purpose, nor was it in furtherance of any par- ticular bibliographic project. In these respects it lacked the significance attaching to the con- ferences relating to the Royal Society index. What these have already achieved is very nota- ble. Two first barriers in international co- operation jealousy as to the location of the Central Bureau and disagreement as to lan- guage have been quietly surmounted. Lon- don has been accepted without debate as the place for the Central Bureau, and English as the language. That this latter decision was upon motion of an Austrian delegate adds to the significance. If it is the just desire of the Anglo-Saxon race to meet other nations upon a common ground the satisfaction is not di- minished if the common ground is our ground. The undertaking initiated by the Royal So- ciety is entitled to our hearty admiration and support. It is so, although as to details we may question the decisions reached. For they will have been reached only after a deliberation which at least pays respect to the magnitude of the undertaking. If we cannot pay a quite equal tribute to the Belgian project of an uni- PUTNAM. versal catalog, it is not because we are Anglo- Saxons, but because a natural Anglo-Saxon caution renders us slow to accept so compre- hensive a project entered upon with so meagre a comparison of experience and of counsel. If, however, the enthusiasm of the Belgians appear to have been over-impetuous we may remember that the undertaking sought governmental aid; and this aid might not perhaps have been forthcoming save at the particular time taken advantage of, nor might it have been continued unless interest was sustained by a prompt ex- hibit of results. The Belgians have adopted a classification, and in this respect are a stage in advance of the Royal Society. But there has just come to hand the report of the committee of the Royal Society embodying the preliminary draft of a system of classification to be submitted for con- sideration at an adjourned conference to be shortly held. It will be your right and interest to be represented at this conference. In the meantime the system of classification ought not to be estimated from a. hasty perusal. It may not, as has been suggested, exhibit the strong- est argument for the decimal system yet ad- vanced ; but, if it presents only as many defects as the decimal system, it is for the pur- pose the inferior of the decimal system by every degree. For a catalog which is to be made universally available the classification univer- sally current, or most nearly so, or tending to become so, is infinitely the most serviceable classification; and to my mind although I do not represent a library using the decimal sys- tem that system has now in its favor so weighty a presumption of use and tendency that any competing system must show very near perfection in detail to overcome it. The Bibliographic Conference held at Brus- sels on August 2-4 of last summer included a polite hearing to certain schemes of classifica- tion and other matters in some respects con- tributory; but its chief purpose was to exhibit the Belgian project as it stood, and to secure for it international indorsement. The Belgian Bureau was complimented upon its undertaking and "authorized" to proceed with it. Before disbanding, the conference in a reso- lution expressed "The wish that in higher studies greater weight should be laid upon bibliography," This was carried with two dis- senting votes. We should be glad to know why these t\yo dissenting delegates consider the ambition expressed an unwholesome one. If the gentlemen are with us to-day I trust they will let us hear from them ; otherwise we must regard with caution the projects for education in bibliography which Messrs. Little, Davies, and Gould may later set before us; and we must qualify the congratulations we might otherwise express at the recent establishment of courses in bibliography, bibliology, and library science at Leland Stanford, Dartmouth, and Columbia University, respectively. The conference at Brussels did not close the international opportunities of the year. Later on there came from the Societ6 Bibliographique of Paris an invitation to its 3d Decennial Inter- national Conference. The A. L. A. was re- quested to attend and report its progress during the decade. So far as I know the association failed of representation; nor can I find that it took part in the proceedings of 1887. Accord- ing to the LIBRARY JOURNAL the Societ6 Biblio- graphique is understood to be a Roman Catho- lic organization holding closely to doctrinal purposes, but has meant its invitations to apply to all who " though not sharing its convictions are not animated by a hostile spirit." I trust that our failure to respond will not be ascribed to terror of these reservations. On ordinary religious, as on ordinary political, questions our profession in the United States is, as a profes- sion, without conviction or perhaps one might more conveniently say, its convictions are all the convictions that find their way into print. But we should be pained to divide Catholic from Protestant on a matter of really deep feeling such as notation or classification or charging systems ! These conferences yield interesting oppor- tunity to compare the attitude towards prob- lems of administration held by the various nationalities represented. The difference, for instance, between Germany or Italy and France is a difference both of degree and of kind. If France seems listless, in Germany we see devo- tion, proceeding along the old lines; in Italy enthusiasm, seeking out the new. The moder- nity of the Italian is a surprise to the visiting librarian. I do not know among us, for in- stance, any system of inter-library loan quite so liberal as that which forwards a rare manu- script from Florence to the scholar at Palermo and charges the transportation to the govern- ment. Not even in our own country are the columns of the library journals rnore closely CHAUTAUQUA CONFERENCE. reader suggested improvements more closely studied. In Italy as also in Germany there has been held since the last international conference a national conference. Switzerland preceded them. Let us hope that France will not be long behind them. That libraries should lead in projects of in- ternational alliance and co-operation is in the very nature of things. The community that we each serve may be local; but the work that we do for this community inevitably takes us abroad. We are to help the citizen of to-day to an existence truly contemporary; an exist- ence which takes advantage of the experience that has gone before and of the example that lies beyond our gate. This service discounte- nances geographical and political barriers. It is necessarily international. We are inconceiv- able in isolation. The projects for international conference, ap- preciation, alliance, and co-operation that have distinguished the past two years we may there- fore welcome as a necessary development. And we should omit no effort to assume with dignity and efficiency the responsibilities which they involve for us. In these international under- takings as the leadership with us belongs among our learned institutions to the Smithsonian, the leadership among our libraries belongs to the Library of Congress. How gladly would we accept, if the National Library will assume, this leadership ! We have rejoiced in the ap- preciation which has recognized the splendid possibilities of this institution in so splendid a building; we have rejoiced in every accession to its service of trained capacity; we are ready to accept in good faith as necessary from con- ditions of which we cannot have adequate knowledge a certain proportion of compro- mise with expediency ; we congratulate Mr. Young on his identification with the beginning of a new career for this great institution; we congratulate ourselves for every sympathy that he has expressed for the ideals we have in view, for the work which we have in common; and we solemnly urge upon him to recognize that there is a work for him and for his library which is quite pre-eminent amongst us ; that as his building stands the stateliest monument yet erected to library service, the library itself should stand as the culminating effort of the co-operating library interests of this country. In itself and by itself the Library of Congress has still meagre significance: it is but one of us. As the leader in co-operative effort in this country, and as the representative of this coun- try in co-operative effort among nations as the National Library, in short it has an op- portunity for service, for power, and for repute that might lift it far above and beyond us. The work to be done for a beginning needs no dar- ing imagination to conceive, nor extraordinary resource to carry out : it is simply to make national the work which is being carried on here and there by local experiment, such as the in- dex to scientific serials or the comparative index to state legislation; and to do once for all the work that is being wastefully duplicated a thousand times over such as the cataloging of current publications entered under the copy- right law. If the National Library will but make use of the prestige to which it is entitled, and of the contributory energies that are freely at its service from all over the country, it will find little need of special resources to accom- plish great ends. The past year, which has seen so various projects for international alliance, has seen also extraordinary advance within our own borders. The enthusiasm for association which, not con- tent with the opportunities offered by this single yearly meeting, led to the formation of local li- brary clubs with several meetings a year, has proceeded a step further and brought together the local clubs in interstate conferences. A half-dozen such have been held during the past year, the last of which, at Evanston, repre- sented the library interests of seven states. There is so much to be said, it must be said to so many people, and so many times and in so many forms to the same people, that it would be unsafe to prophesy a limit to such gather- ings. They mean statement of principle, com- parison of experience, exhortation, and that sense of power which comes from comradeship in responsibility ; they begin with the ambition to know and they result in the ambition to do. It is pleasant to see such organization extend- ing into the southern states ; and we congratu- late the Library Club of Georgia on its achieve- ment in the establishment of a state library commission. A new library law for Tennessee shows that the progress in the south is not to be held east of the Blue Ridge. We cannot claim that the general advance has been entirely free from impediment even in the north. In Minnesota a bill for the estab- lishment of a library commission was defeated PUTNAM. through the opposition of Ignatius Donnelly. " It was not," said Mr. Donnelly, " within the province of the legislature to supply the people with books any more than it was with boots." Moreover, he doubted the practicability of what was to be attempted. Books were not read in a single day nor a single week. One member of a family did not peruse them and then return them. They were read by every member of the family. Circulation under such circum- stances was a slow process. Again, how were these different libraries to be sent from part to part of the state ? The whole thing was really a scheme for some dealer to job off a lot of books ; and the $5000 appropriation was in- tended " as a levy to pry a hole in the barrier and in the sacred name of intelligence and edu- cation to let in a flood of extravagance upon the treasury." Grammatic or epigrammatic, Mr. Donnelly may always be depended on to be cryptogrammatic. And there are Donnellys in other parts also. One of them is guarding the treasury of New York City from a similar flood of extravagance. He also is determined that no liberties shall be taken with the sacred name of intelligence and education, even to the extent of T u*W f one per cent, on the assessed valuation of the city. He censures the gift of land for a free public library to an "aristocratic institution" which, he says, gives nothing of value to the city in return. The aristocracy to which Mr. Van Wyck refers is presumably the aristocracy of learning, which has indeed, we fear, conferred little of value on the present administration in New York City. There have been other perplexities in the metropolitan district. In Brooklyn a site for a library building failed on the ground that a public library is not an "educational" institu- tion. In the face of this rebuff we can only take what comfort we may in the fact that a li- brary section of the National Education Asso- ciation was launched at Milwaukee last July, and that in England the attempt to impose in- come taxes upon public libraries was success- fully resisted on the ground that such libraries are educational institutions. But after all, the occasional impediment only adds relish to the general progress ; and with this we have small reason for dejection. Among particular bibliographic projects of note there have been the new volume of " Poole's index," the first volume of the " Cumulative index," the supplement to the Peabody Institute cata- log, the first volume of the "Catalogue of the Bibliotheque Nationale." The co-operative in- dexing of scientific serials entered upon by the Columbia, Crerar, Harvard, New York Public, and Boston Public libraries is already an achievement in having passed the prelimi- naries and being already under way. Its value in itself will be important. Its contribution to the Royal Society index in the experience it will yield as to method and detail may be more important still. The Buffalo library has been made free ; a change which we in conduct of free libraries must, I suppose, welcome as the progress of the chrysalis to the larger natural life and service of the butterfly. The advance as indicated by the general structural develop- ment has in itself been sufficiently momentous. The Columbia Library has been completed and thrown open. The new library building at Providence is not merely well under way, but is to be completed in worthy amplitude, owing to the fine generosity of Mr. Brown ; the com- petition at Newark has resulted in plans among the most interesting yet devised for a library of this type ; a site has been purchased for the St. Louis Public Library which, if only reasonably covered, may give St. Louis a building larger than that at Boston ; and the progress towards a new library building for Cleveland shows that Mr. Brett has still a few books left in spite of the free-access system, the perils of which so shocked certain of our English cousins last summer. And New York City itself has given us the best contribution yet made towards a scientific system in the determination of plans for a library building : consideration of princi- ples, careful and deliberate investigation of ex- isting examples, adoption of precise specifica- tions, embodied in a provisional scheme ; sub- mission of this scheme to the criticism of li- brarians ; an open competition in which, while the specifications were prescribed, other solu- tions of arrangement were invited ; a second restricted competition in which advantage was taken of suggestions advanced in the first ; and a final decision based upon the judgment of experts : the librarian himself adviser of the trustees throughout, and himself a member of the jury of award. We may not all agree as to the perfection of the plans adopted, but we can agree that the method adopted for deter- mining these plans was in fact a method, and one eminently calculated to secure the best results. There were 12 firms of architects in the final competition. Of these, if my in- CHAUTAUQUA CONFERENCE formation is correct, n submitted plans based on the scheme suggested by the trustees ; and 10 of the ii testified that they did so after trying other schemes and discarding them as less satisfactory. The I2th plan disregarded the scheme entirely. It received recognition for its beauty and was rebuked for its disre- gard of administrative requirements. I repeat : I believe that this competition in New York, in its method of procedure, in the constitution of its jury, in the award, and in the rebuke that accompanied the award, is the most important contribution yet made to the science of library architecture as an applied science. Philadelphia's turn is to come next. After suffering long reproach for being without any free-library system whatever she has suddenly expanded a library system whose activity, measured by home use, leads the world. With an appropriation of $1,000,000 she has made a start towards a central structure for this system. We wish her prosperity and trust she will not be content with a building less than the best or facilities less than the amplest, and we hope that in planning for this building she will avail herself of the example in procedure set by New York. If she can improve upon it, so much the better. A few such examples will establish a usage ; and a definite usage as to procedure is the first step towards agreement in the appli- cation of proper principles to the thing itself. It is with the application of proper principles that we as a profession have concern. It is there that, as an association, our responsibility lies, and it is there that the influence of these conferences may be felt. That they have a value to each one of us in the information they yield on particular points each one of us knows. But the service that they render in these direc- tions is one that may be rendered very ade- quately as time goes on by the local associations. What we can do in these national conferences is to gather up the larger experience, to record tendencies, to estimate their effect for good or for ill, to determine principles, and then to throw the entire influence of this national associated opinion into the application of them. The proper exercise of this influence may lead us to inter- fere by counsel or protest in particular cases; for instance, where legislation is proposed, as in the Dingley bill, injuriously curtailing the facili- ties for the education which we exist to extend; or where, in a national department, whose con- duct affects each one of us, and where continuity of policy is important, an apparently satisfac- tory administration is abruptly terminated and an inexperienced one substituted. But, as a rule, our safer influence may be found in the enunciation of general principles, to which par- ticular cases may be referred by the individuals interested as parties. To this end our programs may be most ser- viceable if each be framed to comprehend a complete statement of a single problem the experience, the points at issue, the discussion upon these, and, so far as possible, a determina- tion of the better doctrine or practice. This is the theory upon which the present program has been framed. It takes up not one but two problems, but it attempts a reasonably complete exposition of each. Our first deals with the education necessary to the proper practice of our profession itself. That we do constitute a profession we have casually announced as opportunity offered during many years past. I do not know that we have ever been contradicted, but this does not relieve us from responsibility to make good the boast. We know that ours is not one of the learned professions originally so-called. We must confess that admittance to its privileges requires as yet neither special education nor formal test. It is probably true that a larger proportion of the members of this association to-day are without professional training, except as gained in practice, than was the case when the association was formed 22 years ago. It is very likely true that of librarians to-day a larger percentage 'lack the higher academic training than lacked it before ever librarian- ship claimed to be a profession. But we feel our work to be so high, and so broad, and so deep a one ; we see in it so unlimited a demand for the highest, and broadest, and deepest qualities, that though we none of us may pos- sess them, we feel that the work itself is entitled to them, and rank them by this standard. We have, however, I am sure, too sincere a respect for precision in terms to contend that a profession can be constituted without definite standards, a specialized education and a formal test. Now that as an association we have passed our majority it is very fitting that we should consider and determine all of these pre- requisites. We have reached the age of self* consciousness; we are to pause and consider how we came to be what we are, how others may come to be like us. But something more than this ; for we are to have pregenfed. to us P UTNAM. various methods of training and education, and also the method that consists in training with- out method, and are to determine so far as practicable which of these is calculated to sup- ply the essentials, incidentally perhaps deter- mining what are the essentials. It is 18 years since the British Association at its conference voted it desirable that its coun- cil " should consider how library assistants may best be aided in their training in the gen- eral principles of their profession " ; and Pro- fessor Macgregor doubted the profit of the investigation because librarians couldn't be trained they must be born. It is but 15 years since Mr. Dewey's plan for a library school aroused some astonished opposition in the American Association. It is but 10 years since the first school was inaugurated, which is now parent of a lusty family. Let us not judge the opposition to the proposal as discountenanced by the success of the project. It was, I believe, grounded on a just fear that such schools hold- ing out a restricted specialized training in the technique of library work would induce disre- gard of that thorough general education which should be its fundament. Whether as now con- stituted they are calculated to do so you will have opportunity to hear at this conference. The International Bibliographical Conference at Brussels last August voted one further wish than that which I have already quoted. It was "that an agreement should be reached in the several countries between the associations of publishers, booksellers, librarians, and the In- ternational Institute of Bibliography or its na- tional sections for founding library schools." This resolution seems to have been adopted in gravity and without dissent. I ought to call your attention to it because it indicates that certain authorities should properly be repre- sented in the formation of librarians which have hitherto been lacking in the foundation of library schools. If the businesses of publishing and of bookselling are to establish standards for the profession of librarianship we get at once a lenient concept of the term " profession " which may be of use and comfort. Our second main topic is entirely unrelated to the first. It consists of all those forms of special and popular activity known as exten- sion work. The public library used to speak of itself as an "allied agency" of the schools. On this occasion we reverse the relation and treat the school and the club and the museum and the art gallery as allied agencies of the library. It is natural that this topic should appear on our program, for a certain gentleman in the Philippines is not the only one of his name who has induced schemes of annexation. We are annexing on every side: clubs, mu- seums, art galleries, lecture courses; the only way in which the National Education Associ- ation itself could avoid being annexed by us was in self-defence to annex us first. Like the strong man in the circus, we have been taking on one activity after another until we have become a great aggregate of hitherto unrelated activities. For him to win applause it is sufficient to sup- port these on his own foundations and retain his equilibrium. But we are not content with mere equilibrium. We are not content to stand at rest. And our anxious problem must be to bear this great mass and still move forward. But also it is especially appropriate that this topic be dealt with at this conference, because we meet at the source of the most widely dif- fused extension system on this hemisphere. The Chautauqua system has a most intimate interest to us ; as a system of practical and economic education, inaugurated by a sincere humanitarianism, sustained by an enthusiastic missionary spirit, successful in reaching a vast body of individuals not reached by more formal processes of education, and successful also in bringing these, at least for a time and even if but superficially, into touch with the highest in literature and achievement. Here we are to have opportunity to see Chautauqua in its home ; to hear it from the lips of its chief apostle. There is reason, indeed, for our meet- ing in this place with this program. And with all the enthusiasm of interest, endeavor, and a common purpose that we bring with us ; with the beauty and charm of the place itself, made facile to us by the most hospitable and considerate arrangements for our comfort and enjoyment ; with the inner topics planned for discussion, and with the special local topic for investiga- tion and study if with all these our confer- ence fail of interest and success, the next ad- ministration which is to say the incoming secretary has a task before him which I do not envy. I have already detained you too long from the real business of the session. Taking pattern by our English cousins, whose formality in these details so fascinated us last summer, I now declare the conference OPEN. CHAUTAUQUA CONFERENCE. BRANCHES AND DELIVERIES.* BY KILLER C. WELLMAN, LIBRARIAN PUBLIC LIBRARY, BROOKLINE, MASS. T N the absence of recent reports this paper must attempt rather a description of branch systems now in operations than a mere sum- mary of progress for the year. Closely allied with a branch system are the delivery to schools of books charged on cards, and the travelling library plan of sending small collections for temporary use at schools, charitable and re- ligious associations, hospitals, city institutions, fire companies, etc. In Boston, for instance, all such agencies to the number of 30 are com- prised and administered under the branch de- partment. But discussion must here be con- fined to public agencies of distribution such as stations, reading-rooms, and branches. DELIVERIES. The simplest form of delivery is not a station, but a home delivery by messenger such as is in operation at the Mercantile Library of New York. " For two dollars per year books are delivered to any part of New York south of the Harlem River. No limitations are placed upon the number of books which may be de- livered for this sum, excepting that the extra books which are permitted to be taken in the summer cannot be delivered under this arrange- ment." (77th annual report, 1897, p. n.) Mr. Peoples, the librarian, writes: "We have members who get as many as three and four deliveries each week for at least eight months in the year." The library also sells a postal card to members (not paying by the year) "for five and ten cents each, which insures the delivery and return of one book." " We start the messengers on the deliveries for the resi- dences at about two o'clock p.m. each day. We divide the city east and west and make de- liveries to each side on alternate days ; three times per week on the east side and the same for the west side. The books are carried in straps, and when the bundles are not too large we al- ways utilize the surface street cars. These messengers are regular employes of the li- brary." 8417 volumes were so delivered last year. The advantages of this arrangement over the old system of delivery stations appear to be sufficient here to induce the borrower himself to bear the expense of transportation. I know of no public library employing this system, and, if substituted for delivery stations, it would cut off the poorer public unless the expense were borne by the library. The scheme is of interest, however, as a possible future line of develop- ment. DELIVERY STATIONS. The type of delivery station almost universal is that located in a store and administered by the proprietor. He receives the books returned and forwards them with the cards to be dis- charged at the central library. He also hands out the books charged and sent to him from the central library. Under this arrangement the responsibility of the proprietor is at a minimum, consisting in handing out and receiving books and forwarding them, together with fines, cards, and applications for registration. In many cases he is not even required to compute fines, but the account is sent to him daily from the central library. For such service he sometimes receives a fixed sum ranging from almost nothing to as high as $250 per year, the amount most often paid being, perhaps, in the neighborhood of $100. It is becoming more common now to pay station agents according to their circulation. Here, too, rates vary. Jersey City pays one- third of a cent for each book or borrower's card sent to the library. Newark pays one cent for each volume circulated up to 1000 vol- umes per month, and half a cent for each volume additional. The rate at the Chicago Public Library has been $10 per month for 500 volumes or less, $2 a hundred from 500 to 1000 volumes, and $i for each 100 volumes over * NOTE. The sources of information in the following report are : G. W. Cole, "Branches and deliveries " in the "Pa- pers prepared for the World's Library Congress, 1893 ; " A. E. Bostwick, " Branch libraries " in the LIBRARY JOUR- NAL, Jan., 1898, vol. 23, no. i ; the annual reports of vari- ous libraries, and especially those of the Boston Public Library for 1896-97 and for 1897-98; correspondence with certain librarians, and inspection of branches and deliveries in Baltimore, Philadelphia, Newark, Jersey City, New York Boston. WELLMAN. 1000. At St. Louis, I am told, the free adver- tising consequent on keeping a station is suffi- cient to create competition for the privilege among storekeepers, without any other remu- neration. A compensation based on circulation seems to be preferred by those librarians who have had experience with both. "The new method makes it to their [the sta- tion agents'] interest to interest the local constit- uency, to provide ample and attractive accom- modations, to advertise these, and to win popularity for the station by adequate and at- tentive service." (Boston Public Library, An- nual report, 1896-97.) In spite of the fact that new delivery stations are rapidly being established, their desirability is sometimes questioned. The president of the New York Mercantile Library Association says : " We believe this system [home delivery] far preferable and much more advantageous in every way for our members than the old plan of delivery stations in vogue many years ago, and which had to be abandoned for the reason that it did not give satisfaction either to the library members or to the library management. We are sometimes adversely criticised for not rehabilitating this system. "While delivery stations without opportuni- ties of examining or inspecting the books may answer very well for free libraries, in our opinion they are not suitable and cannot be made to give satisfaction to the classes compos- ing our membership." (Annual report, 1897, p. 12.) The same objections are felt by public libraries. The chief of them are: (i)Two trips necessary, one to apply for the book the other to get it ; (2) the consequent delay ; (3) the liability of not securing a book asked for and the necessity of going without any book until another applica- tion can be tried ; (4) the lack of opportunity to examine the book before selecting. To obviate these difficulties, the Boston Pub- lic Library has developed the plan known as the deposit system. From 300 to 500 volumes are sent to each of the 17 delivery stations and placed on shelves, where they may be handled freely by the public. They are then allowed to circulate directly from the station, being charged and discharged there. Somewhat more than half the collection is fiction, the rest history, biography, travel, literature, science. Great care is taken to choose books of a high grade, and yet of a character sufficiently popular to serve as recreative reading. The library now has more than 5000 volumes devoted exclusively to this use. The character of the collection on deposit at the station is varied by the exchange of 50 volumes monthly. The deposit feature is by no means intended to supersede the regular delivery, but to supple- ment it, and the plan has proved very popular and highly successful. It seems to overcome the main objections to the delivery station, inas- much as (i) if the borrower wants merely an en- tertaining book to read, he can get it without two trips ; (2) he can get it without delay ; (3) if unsuccessful in his application to the central library, he need not go empty away ; and (4) in drawing a book from the deposit, he has the privilege of examining several hundred volumes. But perhaps the strongest claim for the deposit system is based in the fact that by it a better class of reading can be circulated than in almost any other way. With a sprinkling of fiction as a bait, the borrower finds himself handling a set of most excellent books. The practical con- venience of taking one of these immediately rather than waiting to send to the central library will alone determine him many times in favor of a better book. So that even the " best books of all time, which," Mr. Dana says, " no one reads," stand a good chance. A system of this sort must, of course, require more from the station agent. Where a simple delivery needs merely a shelf for storing the books previous to handing them over the coun- ter, a deposit station requires a separate room or section of the store usually at least 12 feet square to accommodate book cases, chairs and a table, where books and catalogs may be consulted. More labor also is demanded from the agent. He must charge and discharge the books, send fine notices, collect fines, remove books in need of binding, pay for volumes stolen, report monthly statistics, etc., etc. For all this, including light, heat, rent, and service, the Boston Public Library pays $12 for the first 300 volumes or less circulated monthly, and two cents for each volume additional. In compari- sons of rate, however, it must be remembered that under this system the central library was last year relieved of recording a circulation of some 150,000 volumes. The deposit system is worthy of considera- tion as the latest and most significant develop- CHAUTAUQUA CONFERENCE. ment of stations. It is noteworthy also that in spite of the attractiveness of the deposit feature, which, since its introduction in Boston two years ago has increased the use of the stations fourfold, this increase has not taken place at the expense of the daily delivery, which has likewise shown a marked gain. TRANSPORTATION. Most libraries prefer to hire their own wagons, at a cost of about $25 per week for horse, wagon, and driver, each team capable of cover- ing nearly 40 miles per day. The employment of such wagons may or may not be more eco- nomical than local expresses according to the number and location of the stations but the greater gain lies in the regularity of the ser- vice. The books are carried in all sorts of boxes, chests, and trunks. The form preferred in Boston, and recently adopted in Worcester, is a heavy wooden ckest, bound with iron straps and corners, two feet long, one foot deep, and one foot wide. It is fitted with a sliding cover, and also a sliding partition to be used when the box is but partially filled. Such boxes cost $5.75 each, wear a long time, and furnish good protection for the books. On the other hand, the Jersey City Library obtains good results with an ordinary, light, extension or "tele- scope " bag, made of cloth or paper material. BRANCH READING-ROOMS. Many libraries in connection with a delivery system maintain branch reading-rooms. These differ from stations in being located in rooms hired by the library, and in being administered by a regular library employe. Besides pro- viding periodicals, they frequently contain ref- erence-books and sometimes books for circula- tion. In Boston a reading-room can be sup- ported at an average cost of $1000 per year. Besides offering attractive quarters for reading to persons without good homes, the reading- room has a great advantage over the station in affording -opportunity for personal work by a skilful attendant in guiding the choice of read- ing. BRANCHES. The term " branch " is used to denote an in- stitution such as may be found in Boston, New York, Philadelphia, Baltimore, and else- where much more elaborate than a mere reading-room, even when the latter contains a stock of books for circulation. For the reading- room is primarily a distributing agency, with provision in addition for recreative reading on the premises, while a branch performs also the more serious uses of a small independent li- brary, and in connection with the central library still other functions. A well-equipped branch, in addition to the work-j-ooms needed for ad- ministrative purposes, provides accommoda- tions for a delivery-room, a general reference or reading-room, a periodical reading-room, a study-room for school classes and clubs, and whenever possible a separate children's room. There are many small branches which do not enjoy such extended facilities, but there are others which approximate such requirements many providing for most of these departments of work and some for all. The plans for the Lawrenceville branch at Pittsburgh include a lecture hall also. Mr. Bostwick's very full discussion of branch administration in the LIBRARY JOURNAL for Jan- uary, 1898, renders unnecessary an extended treatment here. In general a branch has the customary records register, shelf-list, acces- sions book, and catalog ; but at Baltimore and Philadelphia the branch accession books are kept at the central library. The ordering is al- most always done at the central library, while the cataloging is done at the branches in the Agui- lar and Free Circulating libraries, New York, at the central library in Baltimore, Philadelphia, and Boston. In the latter case the cards are print- ed. In Boston there is at the central library a union branch catalog, and a union shelf-list is in progress ; the main register and accessions book include the central library with the branch records in duplicate. "Pratt Institute has a union accession book but no union catalog nor register; Baltimore has a union shelf-list and a printed union find- ing list ; Philadelphia has an official union cata- log at the central library. In New York the Aguilar has no union accession book, register, or catalog ; the Free Circulating has a union shelf-list and is making a union card catalog, a duplicate of which it is intended to place in every branch." (A. E. Bostwick in LIBRARY JOURNAL, Jan., '98.) Baltimore, printing frequent editions of the union finding list, furnishes no other catalog at the branch. Elsewhere a separate card cata- WELLMAN. log is usually located at each. In Boston and at the New York Free Circulating Library sep- arate printed catalogs have been issued in times past, but both issue now union bulletins or lists. In Boston it is intended to make the collections at the different branches fairly uniform, to print a union finding list containing the more import- ant titles which will be found in all the branches, and to supplement this with a complete card catalog at each branch. Uniformity in the numbering of books at all branches exists in Pratt Institute, Baltimore, and the Aguilar, and has been considered of so great importance as to justify renumbering in the New York Free Circulating and the Boston Public libraries. It is, of course, an absolute requisite for union lists. At libraries employing delivery stations the borrower's card is good at either the main li- brary or any station. With libraries having branches the practice is commonly the con- trary. While in Baltimore the same card is good at the central library or the branch, " no person may have out books at two branches at the same time." In Philadelphia a card is good at one branch only, although there is nothing , to prevent a person from having cards at more than one. In the New York Free Circulating Library also separate cards are issued for each branch. The Boston Public Library is peculiar in com- prising branches as well as stations and read- ing-rooms. Great importance, therefore, is at- tached to coordinating these various agencies and welding the whole into one closely joined system. As a means of furthering this end, besides the delivery to stations and reading- rooms, six of the stations are also similarly connected with neighboring branches, and a daily collection and delivery is maintained be- tween the central library and each branch. The same card is good at any agency ; the books may be drawn directly at different branches or stations, or they may be drawn at any one place from any others ; and these books no matter where drawn may be returned at any branch or station, and there they will be discharged from the card, fines collected, and the card handed back at once to the borrower. This free exchange makes possible the per- formance of functions in connection with the central library which would be beyond the re- sources of independent or isolated branches. For, in the first place, any book in the entire system which circulates is accessible at any point. Again, at the request of any school or club or even of an individual studying a special subject, the material in the branch is set aside for use in the study-room. In addi- tion when desired the resources of the branch are supplemented by a special collec- tion sent from the central library to the branch on temporary deposit, and these books may be drawn by the regular card or reserved for use on the premises. Similar collections are also sent on request to the stations and reading- rooms. In this connection portfolios of pictures, re- productions of works of art, antiquities, cos- tume, and illustrations of history or travel are sent from the central library to the branches for exhibition. Such exhibitions sometimes of general interest, sometimes relating to topics under study in the schools are held at each branch monthly. Special sets of illustrations are sent so far as possible whenever asked for, the school teacher not infrequently tak- ing her whole class to the study - room and giving a talk illustrated by the pictures and books. The collections of books in branch libraries vary in size from 3000 or 4000 to 35,000 vol- umes. In Boston, where exchange is easy and the great central reservoir may be drawn on, 15,000 volumes is considered a fair average. It is intended to keep this collection fresh by discarding or transferring to the central library books which pass out of date. According to the recommendations of the Examining Com- mittee, "It is desirable that the books in the branch collection should be as active as pos- sible. Apart from an ample supply of periodi- cals, both popular and solid, the branch collec- tion should consist of : (a), the fundamental works of reference; (b), a carefully selected set of juvenile books; (c), a collection of such books as are needed for cooperation with the work in the schools, and (d), a not very numerous col- lection of miscellaneous books for which there is a popular demand." (Annual report, 1896- 97, P. 57-) At Boston, although many of the branch collections were built up separately, uniform- ity is attempted now, and consequently each new title is purchased for all of the nine larger branches with the exception of a very 12 CHAUTAUQUA CONFERENCE. few special books which seem to be required by the peculiarities of certain districts only. Elsewhere strict uniformity is not usually sought. The introduction of open shelves in branches is the most pronounced tendency of the times. Books rare or costly will naturally be preserved in the central library, while books located at the branches will all be suitable for the general reader. For these reasons a branch offers the best possible field for the success of the open- shelf system. At Pittsburgh the branches now building are constructed with this in view. At Philadelphia free access is general throughout branches and central library. At New York and Boston open shelves are provided in branches recently organized, while alterations are being instituted to facilitate their introduc- tion in others previously closed. At the Enoch Pratt Free Library the shelves at the branches are closed, and the librarian emphasizes his disapproval of allowing free access. With this exception opinion seems unanimously to favor open shelves. In comparing the advantages of branches and stations the greater cost of branches is fre- quently cited in a vague way. To give the matter definiteness I have compiled statistics showing the cost per volume of circulation last year at certain branches and stations. Under branches I have omitted the cost of books and binding, since this item cannot be estimated for stations. If I have read the printed reports correctly the figures are as follows : Cost per volume circulated by Cost per volume cir- culated through stations. tranches. Public Library of ) Free Library, | Newark. f 3 " 2C Philadelphia. \ a '9 c Public Library of ' _ Free Circulating Li- I Chicago, f 2>3C brary, New York, f 4 ' 5C Public Library of I Public Library, I Boston, f 3-7C Boston, f 5-9C In comparing these figures it must be remem- bered, first, that the cost of charging and discharging the books is charged against the branches, but is probably not charged against the stations except in Boston, where this work is done at the stations; second, that in the case of branches the whole cost of all the work done including reference work, co-operation with the schools, reading-room use, etc. has been charged against the circulation for home use, so that the comparative cost may perhaps roughly measure the amount of such work accomplished in each case. Taking these facts into consid- eration, it is by no means certain that for circu- lation alone the cost of a branch need be greatly in excess of the cost of a station, while for the amount of service rendered, if such a comparison is allowable, the branch may yield dollar for dollar better results. The determining factor will in many cases be found in the geographical distribution of population. Where compara- tively isolated districts exist, with a large popu- lation grouped around prominent and accessible centres, there the opportunity will offer for establishing a strong, far-reaching branch; while with a dense population, stretching con- tinuously, without well-defined centres, frequent delivery stations may be preferred. FOSTER. A. L. A. REPORT ON LIBRARY BUILDINGS, 1898. BY WILLIAM E. FOSTER, LIBRARIAN, PUBLIC LIBRARY. PROVIDENCE, R. I. F*HE scope of a report like this is to be in- terpreted as covering the principles and methods which are represented in library plans, as well as the details of such library buildings as have been recently erected ('. e., since 1894). There is an increasing disposition, in all of the operations connected with the planning of a library building, to turn to experts who are competent in their various departments, for trustworthy suggestions or direction. Instances in point are ventilation, heating,* etc. Yet, very obviously, it is in the field of architecture itself that the greatest need for the services of an expert has shown itself, particularly where circumstances have made it desirable to reach the selection of the architect of the building through one of the various forms of competi- tion, rather than by outright choice of some individual. In such instances, a "consulting architect" is required. The wisdom of such a course has been very emphatically demon- strated to those libraries which have adopted it, including the New York, Milwaukee, and Providence public libraries, and the Columbia University Library, for which this service has been performed by Professor William R. Ware, of Columbia University, and the Newark Free Public Library, for which a similar work has been performed by Professor A. D. F. Hamlin, of Columbia University. A like course has since been taken by the Jersey City Public Library, which has also engaged Professor Hamlin as consulting architect. Equally noticeable is the increasing tendency, on the part of library boards, to recognize that the librarian himself is or ought to be the expert authority to be consulted within the field of technical library details. An ideal way of bringing the librarian into closest contact with every successive step in the planning and construction of the building is by making him either the secretary or a member of the com- * In connection with the construction of the Providence Public Library, Professor S. H. Woodbridge, of the Massachusetts Institute of Technology, has been en- gaged as the consulting engineer in all matters relating to heating and ventilation. In regard also to several ques- tions of lighting, an eminent oculist has been consulted. mittee, board, or other sub-organization of the governing body, which has the immediate charge of erecting the building. Should this be done at the very outset, before even the building lot has been secured, the resulting benefit will be seen in the fact that each separate division of the general subject, as it comes up, will be considered, discussed, and finally agreed upon, in the light of the suggestions which the libra- rian is able to bring forward. This has been done in the case of the New York, Newark, and Providence public library buildings. The question of the mutual relation of libra- rian and architect, after the latter has been selected, is also receiving increased attention. It is by no means a new subject, nor has the effort to meet the librarians at least half way been wholly unknown heretofore, as witness the very admirable paper of Mr. Normand S. Patton, an architect of Chicago, before this association in 1889.* Late in 1897, the Bates & Guild Company, of Boston, who are the pub- lishers of the Architectural Review, and also of the "Brochure series of architectural illustra- tion," planned to issue a " Special library num- ber " of the latter publication, which should treat the subject of library architecture both from the point of view of the architect and from that of the librarian. This number (dated November, 1897), contained a noteworthy arti- cle on " Library architecture" from one of the most eminent of American architects, Russell Sturgis, but gave up seven of its pages to a presentation of the same subject from the librarian's point of view. These pages included an article, by the writer of this report, on " Planning a library ; from the librarian's point of view," and also Mr. Charles C. Soule's ad- mirable paper on " Points of agreement among librarians as to library architecture."! That 'Printed in the LIBRARY JOURNAL, v. 14, p. 159-61. Reference should also be made to the recent series of articles by another Chicago architect, Mr. Oscar Bluem- ner, on " The planning of small library buildings," in Public Libraries, Jan., Feb., March, April, and June, 1898, v. 3, p. 3-4, 39-41. 75-76. "5-17. 201-2. t Reprinted from the LIBRARY JOURNAL, v. 16 ; confer- ence proceedings, p. 17-19. CHAUTAUQUA CONFERENCE. so pronounced a statement of library needs architecturally considered, but presented from the librarian's point of view should have been placed before a constituency of architects, under circumstances so exceptionally favorable, is an occasion for much gratification. Some of the fruits of this increased interest in the subject, by architects, may perhaps be seen in the inter- esting "Competition for the ground plan of a library building for a town or small city," which was arranged for in the number of the same periodical, dated January, 1898. In connection with the announcement of this competition, the competing architects were " strongly advised to read " * the articles above named, in the No- vember number. The plan which received the award (made in February, by the judges, Pro- fessor Francis W. Chandler, of the Massachu- setts Institute of Technology, Mr. Charles C. Soule, and the editor of this architectural jour- nal) is published in the March number, at p. 45. At p. 47 of the same number is an instruc- tive tabulation of all the plans submitted.! Mention should be made of several recent architectural competitions which are of excep- tional interest. The first of these is that of the New York Public Library. The prelimi- nary arrangements were conducted by a com- mittee of the board (with a special advisory committee of three, consisting of the executive officer of the library, Dr. Billings, Professor William R. Ware, of Columbia University, and Mr. Bernard R. Green, of the Library of Con- gress). It was decided to obtain the plans by tw,p consecutive competitions, the terms of which are reprinted in the LIBRARY JOURNAL, June, 1897, v. 22, p. 296-97. The terms of the sec- ond competition, in which twelve architects took part, were published August 2, 1897, and are summarized in the LIBRARY JOURNAL, v. 22, p. 390. The award was made November 10, 1897, the plans of Carrere & Hastings, of New York, being then adopted. A brief description of their plans will be found in the LIBRARY JOURNAL, v. 22, p. 744-45, and the floor-plans and view are reproduced at p. 735. It is not pleasant to be obliged to add that, owing to a peculiarly unenlightened course of action which * January " Brochure series," p. ii. t In the November issue, above cited, (of the " Brochure series,") are published 45 library views, European and American, reproduced in half-tones of exceptional excel- lence. the New York City Comptroller has felt obliged to adopt, this admirable building remains un- built, and not even begun. A letter from Dr. Billings, dated May 19, 1898, says: "The matter is now before the Department of Public Parks and the Board of Estimate and Appor- tionment, and it is impossible to say when action will be taken. I think it probable that ulti- mately the necessary funds will be granted and the work go on to complete the contract made by the city, but this may not be done before next fall, or possibly not for a year." The second instance is that of the Newark Free Public Library. The pamphlet announce- ment of "Conditions of competition" was is- sued June 21, 1897, the plans being called for between September 20 and September 23, 1897. The award was made October 7, 1897, the plans of Rankin & Kellogg, of Philadelphia, being then adopted. The third instance is that of the Jersey City Free Public Library. On the 5th of April, 1898, circulars of instructions were issued to archi- tects. A preliminary sketch competition was closed April 30, 1898, and a second competition was then announced, to close June 24, 1898. The committee of award consisted of three eminent architects, George B. Post, Bruce Price, and A. D. F. Hamlin. A competition has also been held in connec- tion with the Lynn (Mass.) Public Library plans. One of the most elaborate schemes of archi- tectural competition is that embodied in the pamphlet of 39 pages, entitled " Programme for an international competition for the Phebe Hearst architectural plan of the University of California " (including a library building for 750,000 volumes), which is dated " Berkeley, California, December 3, 1897," and which was distributed to architects and others in both con- tinents early in 1898. The estimated cost of the building is not stated, but the fact that the sum of $50,000 has been set apart simply for the purposes of this competition, including the payment of the awards, makes this a note- worthy architectural incident. In leaving this subject it may be said that much is to be hoped for from the increased at- tention, as well as the more intelligent atten- tion, which is now paid to the mutual relation between the architect and the librarian. If now we pass to the second part of the sub- FOSTER. ject and examine briefly the noteworthy de- tails of recent library buildings, regret must be expressed that the response to the request for such details from the various libraries has been so meagre. It is possible, however, to touch on some of the more noteworthy instances, as named be- low. Among instances of buildings not yet be- gun, but now in the earliest stages of prepara- tion, there may be named the New York State Library at Albany (now moving for a location distinct from the State Capitol); * the Cleveland Public Library (now making comparison of plans); and the St. Louis Public Library (which on the 24th of last March purchased a lot 324 x 282 feet for its new building). To these should be added the New York Public Library and the Jersey City Public Library, neither of which has yet advanced beyond the stage of securing plans. Seven libraries, costing in each instance more than $100,000, are now in process of construc- tion, namely, the Lynn (Mass.) Public Library, the Fall River (Mass.) Public Library, the Providence (R. I.) Public Library, the Free Public Library, Newark, N. J., the Wisconsin State Historical Society Library, Madison, Wis., and the Milwaukee Public Library and Museum. The record of noteworthy library buildings which have been opened to the public since January i, 1895, is a striking one. It includes the Boston Public Library, January 31, 1895 ; the Carnegie Library, Pittsburgh, November 5, 1895 ; the Pratt Institute Library, Brooklyn, May 26, 1896 ; the Peoria (111.) Public Library, February u, 1897; the Hart Memorial Library, Troy, N. Y., May 12, 1897; the Kansas City Public Library, September i, 1897; the Chicago Public Library, October 9, 1897 ; the Columbia University Library, October 12, 1897 ; the Li- brary of Congress, November i, 1897 ; the * " I recommend," says Mr. Dewey, "in view of all the facts, that the regents ask for a small appropriation which would enable them to secure, probably most wisely by open competition, plans from our best architects so that before a definite proposition is made to the legislature we may have designs for a building which, in its practical convenience and in its architectural features, shall com- mand respect and admiration." (Director's report, 1897, P- I3-) Omaha (Neb.) Public Library; and the Prince- ton University Library, November 7, 1897.* Several of the public libraries above named show a striking resemblance in general type of architecture. It is obviously only a superficial observation which would classify them as " re- producing " the architecture of the Boston Pub- lic Library building. It would be more correct to say that both the Boston Public Library and the others named below show strongly the in- fluence of the Sainte Genevieve Library f in Paris, as that, in turn, shows the influence of some of the Italian palaces of the Renaissance, such as the Pitti Palace at Florence, or the Pompei Palace at Verona. This is a phenomenon which should possess not only interest, but instructiveness for both the librarians and the architects who are study- ing the future of library architecture. Some of the subordinate bearings may be stated as fol- lows : i. The architectural strong point of this type seems to consist in the symmetry and simplicity of its outlines ; in the main, two parallel lines extended horizontally only so far as symmetry demands.^ It does not include such a feature as a tower as one of its outgrowths, and it *To these should be added several noteworthy build- ings, erected within the past few years, in places other than large cities, whose beauty and expense have borne no relation to the size of the localities in which they are found. These will include the Blackstone Memorial Li- brary at Branford, Ct., the Pequot Library at Southport, Ct., the Robbins Library at Arlington, Mass., the Milli- cent Library at Fairhaven, Mass.; and there should be added the Hearst Free Library, Anaconda, Montana, though this is situated in a city of more importance than the places just mentioned. These are, in each instance, gifts to the community, the total amount of the gift not always being stated, and only inferred from the magnifi- cence of the design and the materials. t See the views of the Library of Sainte Genevifeve, at p. 172 and 177 of the November number of the " Brochure series of architectural illustration," and also other Paris- ian buildings of a similar type, shown at p. 170 and p. 174 of the same number. "A thoroughly and easily recog- nized architectural treatment," remarks the editor " the reasonable and natural result of practical conditions." (Page 171.) \ This may be seen not only in the Boston Public Li- brary above mentioned, but in the Omaha, Kansas City, Indianapolis, Portland (Ore.), Troy, Providence, Fall River, and Arlington buildings, and, to a modified extent, the Newark and Lynn buildings. Views of most of these may be seen in the November " Brochure series of archi- tectural illustration." i6 CHAUTAUQUA CONFERENCE. seems to embody the counsel of an eminent English architect, quoted in a recent paper : " If you have height, do all you can to empha- size it and make it tell;"* and similarly, if you have length, emphasize that. In this case it is length that is emphasized and made effective. 2. Provided the other dimensions are so pro- nounced as to preserve the symmetry above indicated, this is an architectural type that even lends itself well to buildings of so great a height as the Chicago Public Library. f This is a build- ing whose fenestration practically only two horizontal lines of window spaces gives the spectator at first no real conception of its true size, its height being 90 feet. Much the same may be said of the New York Public Library, though this is classified under another heading below. 3. It is also a treatment which lends itself equally well, so far as architectural considera- tions are concerned, to very different treatments of the ground spaces, including the quadrangle, as in the Boston Public Library ; the interior courts in buildings treated like the Library of Congress ;J the stack in the interior of the building, as in the Chicago Public Library ; the stack built parallel to the main building, or even absorbed in it, architecturally, as in the Fall River instance ; and the stack built at right angles to the main building, as in the Kansas City, Newark, and Providence | in- stances. In the last-named instance Provi- dence where the stack building is compelled, by the nature of the library lot, to be a promi- * Quoted by R. Clipston Sturgis, in the " Proceedings" of the American Institute of Architects, 1897, p. 88. t See the view at p. 5 of the special supplement to the Inland Architect, Jan., 1898. J This building is, however, classified under a separate heading below. See Small's " Handbook of the new Library of Congress." See the floor plans, as shown in the separate pamphlets which have been published, descriptive of these two libraries. |] Although the writer's own library (the Providence Public Library) possesses the "right angle" stack plan, instead of the " parallel " one, he would say that in his own judgment the "parallel" method is to be preferred whenever practicable. In the case of the Providence building, the inability to remove a certain building at the time when the stack was constructed is responsible for the adoption of the other method. The Fall River treat- ment is an obvious " variant " of the Milwaukee type of stack, which, perhaps, comes nearest to being regarded as ideal. nent architectural feature, the treatment of this "refreshing" problem to quote Mr. Russell Sturgis* has been conspicuously successful, from an architectural, as well as a practical, point of view. 4. It is a type of architecture which lends itself well to the demands of purely practical considerations, such as lighting, ventilation, and arrangement. While it is true, as stated above, that this is a type which possesses many obvious advantages for library purposes, it does not by any means follow that it should be regarded as the exclu- sively "library" architectural type. When such a feature as a dome is rendered neces- sary, it combines well with the other features of this type, but, when prominently in sight, with the inevitable result of something dis- tinctly different in effect. This may be seen in the Library of Congress, the Milwaukee Public Library and Museum, and other in- stances, f The Columbia University Library building, one of the most exquisitely beautiful buildings recently erected in America for any purpose, while it is of the Renaissance style of architecture, has nothing in common with the type above referred to, the dome in this instance being one which very distinctly emphasizes height. | Finally, in touching on the details of library arrangement, it should be said that the library building of the future will of necessity cover more space than has been planned for in the past, quite independently of the question of the constantly increasing number of volumes. Rooms such as the children's reading-room, the art-room, and the lecture-room are here to stay, and must be reckoned with in plans for *" That, indeed," says Mr. Russell Sturgis, " may be as refreshing a problem for the hard-witted architect to struggle with as he is liable to meet with in this busy modern world." " Brochure series of architectural il- lustration," v. 3, p. 169. t For a different reason, the New York Public Library building belongs out of the category previously indi- cated, for while, indeed, it has no prominent dome, its sky line is broken, on its three principal faces, by a pediment which forms a very prominent and a very beautiful architectural feature. See the views shown in Harper's Weekly, v. 41, p. 1223-25. \ Another building which is at once an exquisitely beautiful structure, and one which belongs outside the type above described, is the Princeton University Li- brary, a charming specimen of English gothic, recalling Magdalen College at Oxford. FOSTER. any library of the larger size. But, more than that, provision must be made for a large use of the books on the premises, in such rooms as study-rooms, reference-rooms, class-rooms, etc. "To estimate the probable number of readers or students who must thus be provided for" as the present writer has said elsewhere " is a distinctly more difficult problem than to fore- cast the annual increase of the books. In most of the libraries where it has thus far been at- tempted the estimate has proved to be too low."* In the two rooms of the Boston Public Library which chiefly stand for these uses Bates Hall and the periodical-room the num- ber of those who can be seated is about 500, and at times all the seats are filled. In the two rooms corresponding to these in the Provi- dence Public Library with a far smaller con- stituency the number is 180. In the plans of the New York Public Library, which met with so emphatic approval at the meeting of this association one year ago.f the number pro- vided for is 800; and in the Chicago Public Li- brary, it is even larger. \ It is evident from a study of these recent buildings that the stack is not yet eliminated as a feature in library arrangement and con- struction. Yet it is noteworthy that the move- ment in the direction of open shelves is very well intrenched, even in those libraries which have a stack. Thus, to take what is perhaps an average case the Providence Public Li- brary will have at least two-fifths of its vol- umes elsewhere than in the stack, these vol- umes being accessible on open shelves, in such rooms as the reference-room, the art-room, the patent-room, the medical library, the edu- cational library, etc. (and an even more strik- ing result has been reached in the Newark building). Moreover, while this is true of these two-fifths, the remaining three-fifths are made accessible to scholars who may need to use them, in a very practical manner, and one which lends itself very well to preserving the same proportions. Directly communicating with the stack, on several of its floors, is a series of special study-rooms. Obviously, there- fore, there is no one of the books in the library, * " Brochure series of architectural illustration," v. 3, p. 179. t LIBRARY JOURNAL, v. 22; conference proceedings, p. 133-40, 154. J LIBRARY JOURNAL, v. 22; conference proceedings, p. 134. whether in the stack or out of it, which can be said to be badly placed for intelligent and con- venient use by readers or students. One other feature of library arrangement should here be mentioned, namely, the de- livery-room. It seems like a truism to say that it should be in close contact with the stack, yet the experience of one of the largest libraries in the country shows that the state- ment is not wholly unnecessary. Acting on the principle that a straight line is the shortest dis- tance between two points, we might naturally wish not only to place the delivery desk at the intersection of all the lines in a horizontal plane, as in the Library of Congress, but also at the centre, so far as the vertical lines are con- cerned. The library of Cornell University makes an interesting approach to this ideal. The delivery desk is not only at the point of junction of two stacks running at right angles to each other, but it is midway of the distance from top to bottom of the seven-story stack, owing to the sharp descent of the hill on which it is built. The Providence Public Library cannot reproduce these conditions, owing to the much less decided slope of the hill, but it makes as close an approximation to it as it can. The delivery room projects into the stack itself, as a tenon extends into a mortise, so that there are stack-floors above and below the delivery desk, as well as just beyond it. Increased attention has recently been paid to the planning and construction of branch libra- ries, at Boston, Baltimore, Pittsburgh, Indian- apolis, and Cleveland. The Lawrenceville branch* of the Carnegie Library at Pittsburgh supplies an interesting instance of a novel type of branch library construction. It may be said that, while there is much to be learned, in the planning of branch library buildings, from the construction of small library buildings general- ly, there is also much to be studied, in this con- nection, in the conditions of the main library itself. The suggestions on branch libraries in the last report of the Boston Public Library, show that the subject is not free from diffi- culties. This last remark, indeed, that the subject is not free from difficulties, may be made of library architecture as a whole ; and yet at no previous time has the outlook for the future been more favorable than it is at present. * See LIBRARY JOURNAL, v. 22, p. 441. i8 CHAUTAUQUA CONFERENCE. REPORT ON CLASSIFICATION AND CATALOGING. BY GEORGE E. WIRE, EVANSTON, ILL. 'T'HIS report covers the period October, 1894- March, 1898, and is designed to include the leading United States and English books and articles on the subjects of classification and cataloging. But little in French and German has appeared which is within the scope of this paper since the report made by Mr. Nelson in 1894. Mr. Nelson referred to the thorough discus- sion of the principles of classification and cata- loging which had been given by Mr. Bliss in 1889 and by Mr. Kephart in 1893 as his excuse for devoting himself entirely to the reportorial side of the subject. I agree with him, and I do not think it becomes me to prepare a mono- graph on these principles which are practically settled with the busy librarian, as far as this generation goes. I make a distinction between classification and cataloging and bibliography, and have aimed to exclude the latter where possible from this report. There are certain schemes more or less tangible to which I briefly refer, but which I think come more under the head of bibliography than they do under my subject as I construe it, and so I leave them with this brief mention. I have somewhat changed the assignment given me, and have made the distinctions noted, so that my sub- ject relates more to the science than the art, rather to the principle than the application. This has been done to shut out consideration of a host of catalogs which hardly deserve mention as such and which have been omitted from this report. The report is divided into six main heads in somewhat connected order. These are Classification, Cataloging, Anno- tated lists, Finding lists, Document lists, In- dexing. This brings into notice certain prom- inent features, not all of them new within the period now covered, but all interesting when viewed as parts of a whole that whole being the bringing the reader and the book together. This is the main idea of library work, and it is worth while to repeat it as something always to be kept in mind. Classification. The Decimal Classification has been very much to the front in England and on the continent, though for two entirely distinct purposes. On the continent it has been made the basis for international work. L. J. 21: 369- 370, has an article on this subject referring to certain other articles which have appeared in various periodicals. Mr. Josephson has an article in Science, Sept. 4, 1896, very fully re- ferred to in L. j. 21 : 475, somewhat on this subject. In relation to this, I may mention a remark recently made to me by Mr. J. C. Dana, of the Springfield (Mass.) City Library Associ- ation, to the effect that they intended to classify their Natural History Museum exhibits on the D. C., so that the object in the museum and the book in the library would have one and the same number. This is not in accord with sev- eral people who have claimed that the D. C. did not make a good working classification for a museum. But, as intimated above, this whole subject of international bibliography is too vast and too intangible at present to be more than referred to in this paper. Mr. W. L. R. Gifford in L. j. 21 : 494-498, gives an exceedingly fair and reasonable view of some of the difficulties we have all met in the D. C., and his conclusion is a wise one and one to be admired. It is interesting to compare the abridged D. C. with the full D. C., and to note that in many respects the lesser is better than the greater. The country subdivisions are all worked out and printed, leaving nothing to the wrongdoing of the amateur. But by far the most interesting development of the D. C. is in England. Our brethren across the sea have discovered the D. C. and are trying to use it, and of course have various and sundry difficulties, most of which we have outgrown. The Library for the past two years has been quite alive with papers on this sub- ject, and those who have not already read them are advised to do so. Space and time forbid more than a passing reference to them. Messrs. Jast, Lyster, and Peddie have boldly taken up the classification, evidently with a firm determination to do or die. Those members of the A. L. A. who went abroad last year can tell better than I just how much courage this action WIRE. required, and just how much antagonism it would be likely to arouse. Mr. Jast claims (Li- brary, 7: 169-175) to be the first to adopt both the D. C. on the shelves and in the catalog. He speaks of one other library having it on the shelves. He mixes up cataloging with his clas- sification, and this will be found to apply to other articles by his brethren. His next paper (Li- brary, 8: 335 -353) refers to the D. C. in a refer- ence library and also in an open lending libra- ry. This is a full, fair, and accurate description of the D. C., originally illustrated with lantern slides and followed by a most interesting dis- cussion in which several members joined. They seemed to think it was too complicated, had too many long numbers, etc., to be readily used ; it might be suitable for Mr. Jast or someone else, but they even preferred the Quinn-Brown classification and notation to the D. C. Mr. Jast in his third article (Library, 9: 340-345) defends the D. C., particularly in the SOD'S, against some criticisms made by Mr. Lyster, whom I shall next consider. Mr. Lyster (Li- brary, 8: 482-492 and again 9: 329-339) con- siders the D. C. very favorably and almost enthusiastically, but of course has some dif- ficulties and perplexities in applying it ; and Mr. Peddie (Library, 9: 346-349) gives a few in- stances of his work in applying the D. C. His main trouble seems to be in the 6oo's. The last papers of Messrs. Jast and Lyster and that of Mr. Peddie were read at the 2oth annual meeting of the L. A. U. K., Oct., 1897, and it is curious to note (Library, 9: 372) that in the discussion most of the opponents seem to have had no experience in close classification, and the president in closing sagely concluded that there must be something wrong about this sys- tem, for here were three exponents, and they could not agree upon certain features ! The greatest triumph of the D. C. is, as has been noted, its adaptation for the great scheme of international bibliography. Passing now to the Expansive Classification, we note with pleasure that since the last report of the 7th classification, History, Philosophy and Religion have been finished. Medicine has also been published. Modesty precludes me from saying any more about the Medicine division other than that it is to my notion the best classification of medicine I have yet seen. Social Science, H I and J, two sheets, 32 p., have appeared. Mr. Cutter expects to have Language, Literature and Book Arts, X Y Z, printed and indexed before this meeting. This classification is increasing in use and a number of libraries have adopted it in its lower subdi- visions. Rowell's University of California classifica- tion has been fully reviewed by Mr. Cutter (L. j. 20 : 214), thus obviating any further refer- ence to it here. Farley's Radcliffe College classification is de- scribed in L. j. 21 : 498. It follows D. C., ex- cept in 810-820, substituting a scheme tending to keep all of one author's works together and also having marks corresponding with the liter- ature division in Harvard College Library. Willcox's Peoria Public Library classification (L. j. 21 : 522) gives a modification of the in- verted Baconian scheme in a hundred classes, roughly speaking. These are divided by lower case letters for further expansion, and these still further divided by letters or figures. The only really new classification is that of Messrs. Quinn-Brown, as set forth in Library, 7 : 75 -.82, and it may be interesting to give the main classes and their designations : A, Re- ligion and Philosophy ; B, History, Travel and Topography; C, Biography ; D, Social Science ; E, Science ; F, Fine and Recreative Arts ; G, Useful Arts ; H. Language and Literature ; J, Poetry and the Drama ; K, Fiction ; L, General works. This has a distinctly Baconian flavor, and the mainly original thing about it is the notation, which is unmistakably faulty. They have in practice mixed up their notation with fixed location in order to avoid a call number fully as long as would result from using either the D. C. or the E. C. This classification seems to be coming in use in England where a change is demanded and the librarian does not want to put in the D. C. Mr. Brown has an amusing " Fiction classi- fication" in Library, 8: 22-31 which is worthy of perusal. Also in Library, g : 143-150 he has some remarks on classification designed for elementary work. Wien, K. K. Hofbibliothek Instructionen fiir die Katalogs arbeiten I Heft, 1895. This gives the classification only, occupying 6 pages, and then a full subject index. The whole thing is very crude according to our notions of classification. Passing from the subject of classification as a whole, we find under the subhead notation some interesting discussions. 20 CHAUTAUQUA CONFERENCE. Mr. Langton has an article in L. j. 21 : 441 - 443 on " Notation," chiefly devoted to bettering the E. C. Mr. Cutter, however, defends him- self admirably, as he always does. Mr. Lang- ton thinks Y 36. D 230 : 7 is to be improved by Ital. Lit. this : Dante The new classification and Div. Com. notation of Harvard has some of these features, as Math, for part of a call-number. L. j. 22 : 253 has a note of a French classification which has some of the points noted by Mr. Langton. Mr. Kephart, in L. j. 22 : 739-741, explains his system of notation mentioned in his paper in the proceedings of World's Library Con- gress, U. S. Com. Ed. Rpt. 1892-3, vol. i, p. 861-897. The latest paper on notation is that of Mr. Adams, L. j. 23:52-53, which is favorably reviewed by Mr. Cutter, L. j. 53-55. Cataloging. A most interesting discussion on corporate entry and authorship has been carried on in the LIBRARY JOURNAL as follows : 21:493-494,22:13, 22:432-435, 22:737, led by Mr. Fletcher, followed by Mrs. Kate E. Sanborn-Jones, Miss E. E. Clarke, Mr. Cutter, and Mr. Schwartz. Passing to England, Mr. Brown in Greenwood's "Library yearbook," 1897, p. 88-92, and in Library, 9:150-156, has given us some good notes on elementary cataloging. Two articles in Library, 8:150- 156, 9:70-73 show some of the poor work done in England. They plead strongly for educated and trained catalogers. In Library, 7 : 161 are some excellent rules, 10 in number, for making references. Maire A., Manuel pratique du bibliothecaire, Paris, 1898. This has, p. 117-180, a good re- sume of cataloging, and on p. 181 - 248 an article on classification valuable for the digests of systems most of them somewhat old ; for in- stance M. Maire quotes from the D. C. of 1885. As aids to cataloging we have produced two works that are more to our credit than a new set of cataloging rules. The " A. L. A. list of subject headings," really the work of Mr. Jones, and the Cutter three-place table, the work of Mrs. Kate E. Sanborn Jones, are two invaluable pieces of work. The subject headings volume ran rapidly out of print, and by the time this paper is presented we are promised a second and revised edition. The Library School at Albany is also getting out an abbreviated form of their rules for the use of summer schools and smaller libraries. The Rudolph indexer, from which so much was expected (see L. j. 20:4, 20:221, 20:300), has failed even in its new home, the machines never having been in use and the shelf-lists having been given up in March, 1898. I pass briefly over the various national and international cataloging schemes, as they do not come within the scope of this report. Mr. Campbell in his " Theory of national and inter- national bibliography," London, 1897, has many and good things to say on this as well as on other related subjects. The Royal Society's scheme is referred to as follows : L. j. 20 : 81, 20 : 82- 84, 20:172-173, 21:276,21:320-37, 21:499- 500, 22 : 454. For notice of the International Bibliographical Institute, see Library, 7:354. An English scheme is referred to in L. j. 19 : 336 ~ 338 and L. J. 467 - 468 and Library, 7 : 325 - 334 ; and a French scheme in L. j. 19 : 334 - 336. For the Brussels conference, see L. j. 20 : 346, 22 : 349 and 23 : 56 - 58. At home the old Library Bureau scheme is treated of in L. j. 21 178 and 21 :3i6, and the new A. L. A. scheme in L. j. 21 : 440, 22 : 5, and the newest of all the co-operative library scheme in L. j. 22:21-22, 22:697, 23: 24-25. As to national catalogs, we have finished the Surgeon-general's Catalogue, ist series, which I had the honor to review in L. j. 20 : 394 - 396, and the War Department has promptly begun another series. The " American catalogue," 1890-1895, has appeared and is an improve- ment, if such could be, on its predecessors. The tables of documents, publishing societies and clubs are great additions. A Canadian cat- alog has also appeared (see L. J. 21 : 512). The British Museum catalog is steadily near- ing completion. There have appeared two monthly catalogs, one by Cedric Chivers and one by Sampson, Low & Co. In France the first volume of the national catalog is a fact; see L. j. 23:205, and Library, 7:49-50. It is prefaced by an account of various attempts at cataloging the library ; it is 8vo, handy size, well printed, full titles, and notes where neces- sary, and it is to be hoped it may be carried to completion. The French have also published a trade list annual under title of " Bibliographic frangaise." The only catalogs in our own country which I shall mention are the two Pea- WIRE. 21 body Institute catalogs, second series, vols. 1-2. These are carried out on the same lines as the first series and need no further mention. Mr. Nelson has since his report had the pleasure of seeing through the press the cata- log of the Avery Architectural Library, which he mentioned in his report. It is a most ex- cellent piece of work in every way. Annotated lists. These only need a men- tion, for they are more familiar than house- hold words: "List of books for girls and women and their clubs," L. j. 20 : 282, 20 : 283, 20 : 327, 20 : 396-398; " Annotated bibliography of fine arts," L. j. 22:211; "Supplement to Reading for the young," L. j. 21 : 474, 21 : 514; " Ladies' Home Journal list of 5000 books," L. j. 20: 187; Wisconsin list, L. j. 18 : 486, 19: 319; Michigan schoolmaster club's list, L. j. 20: 364 of this a new edition is now preparing; Lemcke's "Catalogue raisonnee of world literature," L. j. 20: 363. I mention but three finding lists constructed on this plan. One of the first comes to us from our English cousins, and is the list of the Clerkenwell Pub- lic Library, see Library, 7 : 222. The list of the Lewisham Library (Library, 8: 117-11) is also on this plan. At home I mention the Brookline Public Library fiction list, L. j. 20 : 248, and the Evanston fiction list, L. j. 22 : 721. The latter has several valuable features, such as lists of short stones and lists of college stories, aside from the annotations. Finding lists. The finding list is com- ing more and more to the fore, and the cata- log as a printed aid is going into the back- ground. Time was when a library spent much of its substance on a catalog which was out of date before it was off the press. With the tendency to open shelves in our public libraries, the necessity of an elaborately printed catalog is lessening day by day. These finding lists with us are taking the form of a classed list with author and subject indexes, and are frequently put out in sections. The Chicago Public Li- brary was the one to lead in this, and its example has been followed by others, notably Salem Public Library. The formula for a pub- lic library is a dictionary card catalog up to date for reference and office use and class lists and bulletins for the public. Our English brethren are just beginning to see the light, and some are already trying to escape from the catalog. The question of dic- tionary vs. class catalogs and of catalog vs. name list are burning ones with them. Mr. Jast (Library, 7: 169-175) advocates the class list, and there have been some scathing criti- cisms on poorly constructed class lists and dic- tionary catalogs. Library, 7: 188-192 has a review of some two dozen catalogs and lists, mostly English, showing a reaction in favor of the classed list. But their idea of a classed list seems to be different from ours. We mean D. C. generally, and they mean whatever classi- fication with no index may be inflicted on the library. Mr. Curran (Library, 7:21- 28) has an able plea for fuller annotated entries. Further discussions are : Library, 9 : 41 - 44, by Mr. Jast; Library, 9 : 45 - 69, by Messrs. Brown and Jast; Library, 9 : 173 - 178, by Mr. Dent, and Library, 9 : 174- 189, by Mr. Doubleday. These are all pleas for better work, not only in printed but in manuscript catalog work. The few following examples, widely distrib- uted, will give some idea of the work done here, and also some instances in which linotype has been used to advantage : Buffalo Public Library, Finding list of books and pamphlets : Fiction, Language, and Bibli- ography, August, 1897. This material was put in shape before Mr. Larned's resignation from the library. This is a good finding list, has contents of volumes and series, but no index. Carnegie Library, Pittsburgh, Finding list. L. j. 21 140; noted for the rapidity of its execu- tion, and was done on the linotype under formal printed rules. Newcastle-on-Tyne (Eng.) Public Libraries, Catalogue of Stephenson Branch Library, 1897, has author list, subject list, subject and author list, fiction and juvenile list by titles and sub- ject index. Its chief claim to note is that it is the first finding list in England to use D. C. numbers. They are placed at left of the entry and call-numbers at right of entry. Subject list is arranged on the D. C. New London (Ct.) Public Library Finding list, March i, 1897, Edition 2. Subject, author, and title list. Linotype, full titles and good work, L. j. 22 : 454- Salem (Mass.) Public Library. The finding lists now include all but one section of the li- brary and the chain will soon be completed. The bulletins keep up their excellent lists of new books and reading lists. Scranton (Pa.) Public Library, Finding lists 22 CHAUTAUQUA CONFERENCE. and bulletins are printed from linotype slugs of the bulletins are filed and kept for use in printing finding lists. St. Louis Public Library, Class list, No. i English prose fiction, 1897. So far as possible indexes author and title, author in heavy-faced type. Supplement has lists of best fiction, English and Foreign. San Francisco Free Public Library, English prose fiction, Authors and titles, June, 1897. Has entire rearrangement on Cutter three-place table. Document Lists. Dr. Ames' " Comprehensive index of publications of the United States Gov- ernment," 1889-1893, came out in December, 1894. This is the first intelligent attempt on the part of the government to unravel the maze of documents, except Dr. Ames' own check list. This index is arranged in three columns, giving author or sponsor, title, and where found. Following this comes " Catalogue of Public Documents of the 53d Congress and all Depart- ments of the U. S.," March 4, 1893, June 30, 1895. This is arranged on the dictionary plan, and has been most favorably reviewed, L. j. 22: 4-5, 2: 43- Following this in the scheme of the public documents catalogs, come the Indexes to the 54th Congress, first and second sessions (L. j. 22 : 270 and 22 : 770). Too much praise can not be given for the accuracy and promptness in getting out these, and particularly that of the second session, which came out in eight months from time Congress adjourned. January, 1895, began the issue of the " Month- ly catalogue of government publications," which completes the document scheme. This appears promptly and gives full titles and particulars of documents. The " Check-list of public documents," 1895, 2d ed., by Mr. Crandall (L. j. 21 : 74) is too well known to need any praise. It is a second edition of that of Dr. Ames', giving him full credit, and adopts his serial numbering. A. R. Hasse. List of publications of U. S. Department of Agriculture, 1841-1895. This is a full and valuable record of all available documents of this government department. Indexing. The supplement to " Poole's in- dex " for 1892- 1896, appeared in the latter part of 1897 (L. j. 22 : 724, 22 : 770). A German "Poole's index" has lately appeared under the title " Bibliographic der Deutschen Zeit- schriften-Literatur, heft i, 1897." The French "Poole's index," lately out, is D. Jordel's "Repertoire bibliographique des principles re- vues fran9aises, pour 1'annee, 1897." A rival to the "Annual literary index" has appeared in the "Cumulative index to periodicals " (L. j. 21:278, 21:346, 21:396). The "A. L. A. portrait index " (L. j. 22 : 253 - 255, and 22 : 347 - 348) has made good progress, but is now somewhat in the shadow of the printed card index to serials. Mr. Tandy, of the Denver Public Library (L. j. 22 : 88), makes a strong plea for indexing standard authors, and various popular books have been reported in the LI- BRARY JOURNAL as minus indexes. HARRISON. 2 3 REPORT ON LEGISLATION AND STATE AID. BY JOSEPH LE ROY HARRISON, LIBRARIAN OF THE PROVIDENCE (R. I.) ATHENAEUM. T N preparing this report on the library legisla- tion of the year, the material has been ar- ranged under the convenient geographical di- visions adopted by Commissioner Harris in the various reports on library statistics issued by the Bureau of Education that is, North At- lantic division, South Atlantic division, South central division, North central division and Western division. The work of the year divides naturally into two classes : Actual legislation and legislative effort. The legislation, accomplished or attempted, includes that affecting public libraries, state libraries, library commissions, travelling libra- ries, and school libraries. The report attempts to cover the ground from Jan. i, 1897, to the present time. NORTH A TLA NT 1C DIVISION. Maine Connecticut New Hampshire New York Vermont New Jersey Massachusetts Pennsylvania Rhode Island This grand group of states, in which library legislation has been active for almost half a century, from which came the first public li- brary law, the first school library law, the first law creating a library commission, the first law providing for travelling libraries, and the first law making provision for the profes- sional training of librarians, has found occasion for continued legislative activity. Maine, New Hampshire, New Jersey, and Pennsylvania have passed new laws and amended and sup- plemented old ones. New York has introduced a new education bill, which, like the act of 1892, provides for the government of libraries. New Jersey has joined New York in providing, by law, for a system of travelling libraries, and Pennsylvania has made an earnest effort to be the third state of the group to place on her statutes a travelling library law. The detailed work of the group, given as briefly as possible, curtailing much and omitting much, is herewith summarized, as the other groups will be, under the states forming the divisions. MAINE. March 17, 1897. "An act authorizing the establishment of free public libraries in villages and branch libraries in towns and cities." The act, in two sections, applies to incorpo- rated villages in towns where no free library exists. It empowers a tax of two dollars on each ratable poll for establishment and one dollar annually on each poll for maintenance. The library is entitled to receive from the state treasurer a sum equal to 10 per cent, of the amount annually appropriated for the li- brary by the village. The village libraries established under the act are subject to all the duties and entitled to all the privileges prescribed by the laws relat- ing to free public libraries in towns. Any town in which there is a free public li- brary is authorized to establish and maintain branches. The law is the first to be passed in Maine providing for the establishment of libraries in villages and also the first providing for the es- tablishment of branches. The same tax rate is maintained for village libraries as is provided by the laws of 1893 and 1897 for those of towns and cities, and the fact that the library is to re- ceive the same aid from the state as provided by the library commission law of 1895 is em- phasized. NEW HAMPSHIRE. February 16, 1897. A state library law of this date allows appropriations not necessary for the law department to be expended for other books. NEW YORK. The first public library law in New York, passed in 1835, originated the system of school district libraries administered by the school authorities. This was copied by 21 other states and not abandoned by the parent state till 1892. In 1872 a second public library law was passed, with the township as the unit. In 1892 all previous library laws were practically re- pealed by the act revising and consolidating the laws relating to the University of the State of New York, under the library section of which the libraries of the state are now, for the most part, governed. A new education bill, entirely revising the law of 1892, was introduced during the last session of the legislature. The committee hav- ing it in charge was unable to put it in proper shape for action before the close of a short ses- sion. It was reported, and recommitted in order that amendments might be added, and with the understanding that it would be placed CHAUTAUQUA CONFERENCE. before the legislature early in the next session, that is, in January, 1899. The bill, as printed for the use of the mem- bers of the legislature, covers 241 quarto pages, divided into 753 sections." 27 pages, di- vided into 62 sections, are devoted to libra- ries with the exception of three sections re- ferring to the state museum. The 59 sections regulate the government of the state library, . travelling libraries, various departmental libra- ries of the state, libraries in public institutions, public libraries, chartered free libraries and museums, state teachers' libraries, and school libraries. In view of the importance of the bill and the fact that it will probably soon become law, some of the more important features relating to libraries are herewith given : Supervision. All public libraries, except those belonging to the various state depart- ments and the state teachers' library and the school libraries, which are under the control of the state superintendent of public instruction, are under the supervision of the regents. State Library. Travelling libraries. The regents may es- tablish and maintain travelling libraries, which shall consist of selections of books, to be lent as a whole, for a specified term, for free use under their supervision, to communities, libra- ries, clubs, or other borrowers. Paid help. The regents may, so far as prac- ticable and as demand warrants, provide for the convenience of readers in the state library, or for those using its facilities through corre- spondence, the services of typewriters, stenog- raphers, copyists and translators, and biblio- graphic and other expert library assistants. Instruction in library management. The regents shall on request, in such manner and on such terms as they deem best, furnish ad- vice, instruction, and information to libraries, trustees, or others interested in library man- agement. Indexing. The indexers in the state library, when requested by the officer in charge of any state publication, or by the state printer if such officer shall fail to furnish a proper index, shall as promptly as consistent with their other duties prepare for it a suitable index, and all indexing which is not done by the officers or the clerks who prepared the publication shall be done un- der this section by the state library. Duplicate department. The regents shall maintain a duplicate department. The state printer is obliged to deliver as soon as com- pleted five copies of each publication issued at state expense. Each state library, bureau, board, commission, or officer shall once each year deliver to this duplicate department any copies of its own or other publications in its custody which it no longer requires for official use. These can be sold, exchanged, or dis- tributed by the regents. Public documents for libraries. The state printer shall furnish to the duplicate depart- ment as many copies of each publication printed at state expense as the regents certify to be necessary to enable them to supply one copy to each library conforming to their rules as to preservation and making available for public reference. Transfers from state officers. The librarian of any library owned by the state, or the officer in charge of any state department, bureau, . board, commission, or other office may, with the approval of the regents, transfer to the per- manent custody of the state library or museum a .any books, papers, maps, manuscripts, speci- *mens, or other articles, which, because of being duplicates, or for other reasons, will, in his judgment, be more useful in the state library or museum than if retained in his keeping. Certain other libraries deemed part of state library. All libraries owned by the state shall be considered as branches of the state library, and shall be entitled to all facilities for buying, exchange of duplicates, inter-library loans, or other privileges accofded to a branch. The li- brarian of each such library under regents' supervision shall annually file with the regents a report. Annual report. The regents shall annually report to the legislature, at the opening of each session, concerning the state library and each other library owned by the state. Such report shall include a summary of the reports made by the other libraries in the university. Public Libraries. Establishment. A public library may be established as follows : 1. In a county, by the board of supervisors. 2. In a city, by the municipal assembly or common council. 3. In a town, by the town board. 4. In a village, by the board of trustees. 5. In a union school district, by the board of education. 6. In a common school district, by the trustee. 7. In a school district established by special law, by the governing body thereof. In a county, city, or village of the first class a public library may be established without a vote of the people ; elsewhere it can be estab- lished only on adoption of a proposition there- for at a district meeting or a municipal election. Two or more of the foregoing bodies ma\y unite in the establishment of a library on such terms as the proper bodies may agree upon, and any difference as to their respective rights and re- sponsibilities shall be determined by the ordi nances or decisions of the regents. A municipality or district named in this sec- tion may raise money by tax to establish and maintain a library, or to share the cost as agreed with other bodies, or to pay for library privileges under a contract therefor. Contracts for library privileges. A munici- pality or district may, with the approval of the regents and in the manner provided for the establishment of a public library, contract for the free use of a library by the people of the community. HARRISON. Submission of proposition. On petition of 25 taxable voters, the governing board authorized to establish a public library shall submit the question of establishment at an annual or special election. Trustees. Each library chartered under the law shall, unless otherwise specified in its char- ter, have five trustees, appointed as follows : 1. In a city, by the mayor. 2. In a county, by a county judge. 3. In a town, by the supervisor. 4. In a village, by the board of trustees. 5. In a district conterminous with a village, by the school authorities. 6. In a union school district, except as other- wise provided, by the board of education. 7. In a common school district, trustees shall be elected at an annual meeting. State Aid. Grants of public library money. Library money granted for distribution by the univer- sity for the purposes of this article shall be apportioned in accordance with its rules; and no part of such money shall be spent for books except those approved, or selected, or furnished by the regents ; and the locality shall not share in the grant unless it shall raise and use for the same purpose an equal amount by taxation or otherwise. Taxes. Taxes, in addition to those otherwise authorized, may be voted by any municipality or district, or by the tax-levying authority thereof, except in a common school district, to maintain a public or free library established in such municipality or district, and fixing the maximum amount. Aid to free libraries. The same authorities, in the same manner provided for establishing and maintaining a public library, may grant aid to a registered free library under supervision of the regents; but such aid for the circulating department shall not exceed 10 cents for each volume of circulation of the past year, certified by the regents as of such a character as to merit a grant of public money. Aid may also be granted for the reference department, and to libraries of books for the blind, without regard to circulation. " Home Education." Home edtication. The state or other libraries may carry on or affiliate museums or any other feature of the work of home education. Home education is defined as "that gained by individual reading and study through libra- ries, museums, study clubs, classes, lectures, extension, correspondence, or personal instruc- tion; summer, evening, vacation, or other con- tinuation schools or other agencies not a part of the common school system, for providing educa- tional facilities and opportunities outside ordi- nary teaching institutions." School Libraries. School libraries . The existing school or dis- trict libraries are continued as school libraries. Each such library shall be kept in the school building, when practicable, and shall be for the exclusive use of the school, except that the superintendent, if there is no public library in the district, may, by order on the application of the trustee or board of education, set apart any specified books for the free use of the people of the district. The library shall not be deemed a public library under this article. The su- perintendent and the school authorities of a district, upon the establishment of a charter* d library by such district or jointly by it and one or more of the municipal bodies specified in this article, may transfer to such chartered li- brary, or to an existing public library, any books not needed for the exclusive use of the school. Superintendent to make rules. The state su- perintendent may make, alter, or repeal rules for the expenditure of library money and the administration and care of school libraries. Books for libraries. Books for a school li- brary can be purchased only on the approval of the superintendent. The superintendent may, upon request, select or buy books or ap- paratus for a library or school under his super- vision, or furnish books and apparatus instead of money apportioned. The school library shall consist of reference-books for use in the school-room, suitable supplemental and read- ing books for children, books relating to branches being pursued in the school and books relating to the science and practice of teaching. NEW JERSEY. April 13, 1897. This is a detailed act pro- viding for the taking of land for building by condemnation and follows, it is to be assumed, the usual course of such proceedings. The original act of 1884 is a general act au- thorizing the establishment of free public libra- ries in cities. The supplement of 1895 provides for the purchase of land, the erection of build- ings and the issue of bonds for the same ; while the last act, that of 1897, makes provision, as stated, for condemnation proceedings. April 13, 1898. Amends an act " To estab- lish a system of public instruction," passed March 27, 1874. The law as it now stands requires the state treasurer to pay $20 to every public school to aid in the establishment of school libraries and $10 annually, provided the school also raise $20 for establishment and $10 annually. The money is to be used for books and neces- sary school apparatus. The books purchased must be approved by a committee of five, consisting of the county su- perintendent, two teachers appointed by the superintendent, and two residents of the dis- trict, appointed by the board of education. In cities having a superintendent of schools, the board is made up of the superintendent, two principals appointed by him, and two resi- dents appointed by the board of education. April 20. 1898. "An act to establish and promote state travelling libraries." 26 CHAUTAUQUA CONFERENCE. The act directs the board of commissioners of the state library to devise methods for the creation of small travelling libraries, and to provide appliances for their operation, direc- tion, and control. The cost is not to exceed the amount annually appropriated by the legisla- ture. The commission selects and purchases the books, provides the mechanical means neces- sary for their transportation and use, makes all necessary rules and regulations, and has the general supervision of the libraries. The measure received the support of the wom- en's clubs of the state, and it was largely through their activity and interest that it was passed. The law is inoperative by reason of the failure of the legislature to make the neces- sary appropriation for putting it into effect. It is expected that an appropriation will be made at the next legislative session. A bill providing for a commission of five members, appointed by the governor ; instruc- tion in cataloging and administration and state aid was passed by the legislature, but failed to receive Gov. Griggs" signature. This measure had the approval of the state library association. PENNSYLVANIA. March 30, 1897. "Authorizing school dis- tricts to aid free public libraries otherwise es- tablished." A supplement to an act entitled "An act for the establishment of free public libraries in the several school districts of this commonwealth, except in cities of the first and second class," passed in 1895. The law as now operative provides that in any school district, except in cities of the first and second class, where there already exists or where there may be established, otherwise than under the provisions of the act of 1895, a free, non-sectarian library, the board having control of the common schools of the district, instead of establishing another public library, may ex- tend aid to such library on terms agreed upon by the managers of the library and the school authorities, and for that purpose may levy a tax as provided in the act of 1895. The managers of the library receiving aid must report to the school board, and their ac- counts are subject to the same audit as those of the board. May 25, 1897. "An act to authorize bor- oughs of the commonwealth of Pennsylvania to make appropriations for the establishment and maintenance of free public libraries." Town councils are allowed to make appro- priations for the establishment and maintenance of free public libraries on condition that the principal authorities shall be represented to the satisfaction of the councils in the management of the libraries. Councils may annually appropriate from the tax levied for borough purposes for the support of libraries not to exceed one mill on a dollar on all taxable property. A law passed in 1895 allowed cities of the first class that is, of more than 600,000 inhabi- tants to levy a tax for the establishment and maintenance of public libraries. Philadelphia was the only city in the state large enough to take advantage of the law. The act of 1897 supplements that of 1895 by providing for the establishment and maintenance of libraries in towns and villages throughout the common- wealth. The librarians of Pennsylvania strongly feel the want of efficient library legislation, and dur- ing the year have worked earnestly for a new law. At a meeting of the Western Pennsyl- vania Library Club, after declaring that the state, though second in wealth and population, ranks last among the 20 important northern states in the number of books in public libra- ries per looo inhabitants, and that this condi- tion is largely due to the lack of progressive library laws, it was resolved that the club was in favor of further legislation to promote the establishment and maintenance of free public libraries throughout the state, and that, in view of the excellent results obtained by means of travelling libraries in other states, and the evident demand of libraries of this kind throughout Pennsylvania, the club favored an appropriation by the state for this purpose. A bill asking for $20,000 for the establishment of a travelling library system, endorsed by the Pennsylvania Library Club and the Western Pennsylvania club, was prepared. There is now a movement on foot to present a bill at the next session of the legislature which will be effective in promoting library interests. SOUTH A TL ANTIC DIVISION. Delaware North Carolina Maryland South Carolina District of Columbia Georgia Virginia Florida West Virginia The activity of this group, which, prior to 1896, had not a general library law on its statute- books, is deeply significant of the interest in library matters now manifesting itself through- out the south. Maryland and North Carolina have passed general laws for the establishment and maintenance of free public libraries. Geor- gia has enacted a law creating a library com- mission, and, through local enterprise and sup- port, has begun the sending out of travelling libraries. Maryland, through its legislature, has made a strong effort to establish a library commission and system of travelling libraries, while private citizens, not willing to wait, have actually begun the work of sending out travel- ling libraries. MARYLAND. April 2, 1898. " An act to create and sustain by taxation public libraries and reading-rooms." The law gives the governing board of any municipality power to establish and maintain a HARRISON. 27 public library and reading-room and to levy an annual tax not exceeding five cents on each $ 100 assessed valuation, provided that the decision of the board be ratified by a majority of votes cast at a regular election. The chief executive officer of the municipality is empowered to appoint, with the approval of the governing board, nine directors, chosen with reference to fitness, not more than one member of the municipal board to be at any one time a member of the library board. The term of office is three years. The law is in 14 sections. The remaining sections provide for the vote on establishment, filling of vacancies, powers of the board which are practically supreme drawing on the " library fund," use of library by non-residents, an annual report, local rules for protection, the receipts of gifts which are vested in the gov- erning board giving of documents issued by the state, and the exemption from taxation of all real estate acquired for the use and benefit of the library. This bill was known as the Bomberger bill. Another measure, which only reached a second reading in the senate, was introduced by Sen- ator Randall, on January 20 So far as its provisions relating to the establishment and maintenance of libraries were concerned there was practically no difference in the bills, but the Randall bill went much further. It provided for a state board of library com- missioners, composed of the secretary of the state board of education, librarian of the state library, president of the state teachers' asso- ciation, and four other persons appointed by the governor, with the consent of the senate. The term of office was for four years. The board was required to give instruction in cata- loging, administration, etc., and was allowed $100 for clerical assistance. Libraries were obliged to make annual reports to the commis- sion. As first presented, the bill contained a section appropriating annually $100 for the pur- pose of establishing and maintaining a "Teach- ers' professional library " for the use of teachers in each county. This was amended by substitut- ing a provision for the establishment of travel- ling libraries and appropriating $1000 for the same. Though the state failed to enact a travelling library law, Maryland is not without travelling libraries. On April 25, 1898, the Maryland State Travelling Library Committee, composed of persons interested in starting the work, was organized in Baltimore, and has already sent out six libraries to various points in Baltimore coun- ty. The headquarters of the committee are at the Enoch Pratt Free Library of Baltimore. NORTH CAROLINA. March 9, 1897. " An act to permit the es- tablishment of public libraries." North Carolina's first public library law al- lows the governing body of any city or town, having more than 1000 inhabitants, to provide for the establishment of a public library. The board of aldermen or board of commis- sioners, as the case may be, may elect a board of library managers, consisting of six members, to serve for six years. The board of managers is declared a corpo- ration, with power to receive gifts and manage and control the library. The governing board of city or town may subscribe to the maintenance of the library and pay to its managers any amount not exceeding two per cent, of the total amount of taxes col- lected, or, in place of this, all or part of the fines collected in the police courts. December 16, 1897. " An act to promote the establishment and efficiency of libraries in the state of Georgia, and for other purposes." The act creates a library commission of five members, appointed by the governor, with a term of service of three years. No member of the commission can in any way be connected with the publishing or selling of books. The commission is required to give advice and counsel to all libraries in the state and to all communities proposing to establish them as to the best means of establishing and maintain- ing, selection of books, cataloging, and other details of library management. The commis- sion may also send its members to aid in organ- izing new libraries or improving those already established. A biennial report is required. No member of the commission, or its secre- tary, is to receive any compensation for services or travelling expenses. As with Maryland, the enthusiasm of a few has refused to wait for the enactment of a state law to send out travelling libraries. During the present year the teachers of Bibb county have organized a system for the schools of the county. It is supported by voluntary subscrip- tions received mostly from teachers and pupils. The system consists of nine cases, each con- taining 18 or 20 books. A regular itinerary is arranged for each, so that every teacher knows where each case is during any particular month. A library remains at a school 30 days, the books circulating among its pupils and patrons. Superintendent Abbott, of Macon, Ga., says in the North Carolina Jouinal of Education re- garding this work: " As a consequence there has been a wave of enthusiasm on the subject throughout the country. The books are read by all members of the family, and the demand for them is growing and constant. The teach- ers are giving their best energies to the work, and we believe it will result in a loftier plane of life, a broader intelligence, a clearer concep- tion of the moral responsibility of the home, and a more thorough appreciation of popular edu- cation as an uplifting and transforming power." SOUTH CENTRAL DIVISION. Kentucky Texas Tennessee Arkansas Alabama Oklahoma Mississippi Indian Territory Louisiana 28 CHAUTAUQUA CONFERENCE. The same encouraging news of an awaken- ing interest in library matters comes from this second group of southern states as from the South Atlantic division. Tennessee has en- acted two public library laws and Kentucky sent out its first travelling libraries. Mississippi in its annotated code of 1892, in a law providing for the government of cities and towns, grants them the power "to maintain one or more libraries for public use and to regulate the same;" while Texas, in 1874, enacted its concise and somewhat famous two-section act providing for the establishment and mainte- nance of free public libraries. KENTUCKY. In May, 1897, the state federation of women's clubs began the work of organizing a system of travelling libraries. They have now in circula- tion 13 libraries, averaging 55 volumes each. The libraries are moved twice a year, in April and October, the teachers at various points act- ing as librarians. The work has been success- fully inaugurated, and will probably be in- creased during the present year. It is of interest to note that the Louisville & Nash- ville Railroad Company gives free transporta- tion to the libraries along its route. TENNESSEE. April 9, 1897. " An act to empower munici- pal corporations having 20,000 population and upwards ... to establish and maintain free public libraries and reading-rooms, and to aid certain free public library associations already established, and to provide for their protec- tion, management, and control ; and to em- power such libraries and library associations to receive gifts of money and other property, and to exempt their property from taxation and execution." The law gives the mayor and city council of each municipal corporation or taxing dis- trict, having a population of 20,000 or more, power to establish and maintain a free public library and reading-room and to levy a tax of not more than one cent annually on each dol- lar of taxable property, such tax to be known as the library fund. The mayor, with consent of the council, is to appoint a board of nine directors, chosen with reference to their fitness, for a term of three years. No member of the municipal govern- ment is to be a member of the board, and not more than six members can belong to the same political party. The powers of the board are practically supreme. The mayor and council, however, have the right to set aside any by-law, rule, or regulation made by it. The board may pur- chase and erect buildings and accept gifts, and has the exclusive control of the library fund. It may extend the privileges of the library to non-residents. An annual report is required. The mayor and city council are given power to aid any free public library association already established, and for that purpose may levy the same tax as that authorized for the support of free public libraries. Provided, however, that the library must be available for public use, have in circulation books to the value of not less than $$oop, and that the aid of the munici- pality is necessary for its continued useful pub- lic operation. An association accepting aid may continue to select its own directors and control its own management, provided that the mayor and council shall have power at any time to appoint three directors, and that the same authorities shall have the power of setting aside its by- laws, rules, and regulations. Local ordinances may be passed imposing suitable penalties for the punishment of persons injuring library property. Library property is exempt from taxation. The act is in 14 sections and detailed. April 29, 1897. "An act to authorize towns of less than 20,000 inhabitants to levy a tax and make appropriations for the establishment and maintenance of public libraries." The governing body of any incorporated town of less than 20,000 inhabitants may, on petition of 20 or more taxpayers, submit to popular vote the question of establishing a public library. If the vote is affirmative, it may levy a tax not exceeding $500 for the support of the library. The management of the library is placed in the hands of the governing body of the town, by committee or otherwise. An annual report is required. Gifts are vested in the board of management. The privileges of the library may be extended to non-residents and local laws passed to protect property. The Alabama Travelling Library Association has recently been organized under the auspices of the state federation of women's clubs. Effort is now making to secure headquarters for the work in Montgomery. OKLAHOMA. The salary of the territorial librarian has been reduced from $1500 to $1000. NORTH CENTRAL DIVISION. Ohio Iowa Indiana Missouri Illinois North Dakota Michigan South Dakota Wisconsin Nebraska Minnesota Kansas The north central division has been mort active in the field of library legislation than either of the other groups, and the laws en- acted and bills presented have been progressive and of a character to practically advance the library interests of the states. Ohio has passed a compulsory library law and a long-needed act HARRISON. 29 providing for the exchange of state documents. Ohio, Illinois, Wisconsin, Missouri, and Minne- sota have either amended or supplemented their library laws, and Ohio and Wisconsin their state library commission laws. Illinois has attempted to pass a bill creating a library com- mission, and Minnesota and Nebraska bills creating a commission and providing for travel- ling libraries. Indiana -has introduced a bill providing for a state library system in connec- tion with the schools of the state, and including provisions for travelling libraries. The North Wisconsin travelling library association has en- larged its work, and a second association has been organized in Minnesota. Iowa and Kansas have agitated the subject of a state library commission. OHIO. February 15, 1898. "An act to authorize cities of the fourth grade of the second class to levy a tax for maintenance of a free public li- brary and school library " (cities of from 5000 to 10,000 population). The act makes it compulsory for the board of education in any city of the class designated to levy an annual tax, if necessary in addition to the annual amount of taxes limited by law for school purposes, of not less than three-tenths nor more than five-tenths of a mill, on all taxa- ble property within city and school district, to be called a "public library fund." The fund when collected is to be turned over to the treas- urer of the library association, and is to be con- tinued as long as the association shall maintain a public library free to all inhabitants. The tax is levied in lieu of all other taxes assessed for school library purposes. April 21, 1898. " An act to amend sections 3996 and 3998 and to amend and supplement section 3999 of the revised statutes of Ohio, as amended April 30, 1891." The amendments of 1891 provide that for the purpose of increasing and maintaining school libraries of city districts the board of education may levy an annual tax of one-tenth of a mill on the dollar valuation of taxable property. This is amended by excepting city districts con- taining cities of the first grade of the first class. By the act of 1891 the board of public library trustees in cities of the first grade of the first class (Cincinnati) was composed of two mem- bers appointed by the board of education of the school district, two by the union board of high schools, and two by the directors of the uni- versity. The president of the board of educa- tion was an ex-ojficio member. The amend- ment makes the seventh member of the board an appointee of the judges of the court of com- mon pleas of the county within which the city is located rather than the president of the board of education. The public library section just noted has five supplemental sections. 1. Residents of a county within which is situ- ated any city of the first grade of the second class, which has established a public library, are entitled to the use of the library and its branches. 2. The board of trustees has the entire man- agement of the library and exclusive control of the library fund. 3. It is the duty of the board to establish and maintain in the city and throughout the county in which the city is situated reading-rooms, branch libraries, and library stations in connec- tion with the main library. 4. For the purpose of increasing and main- taining such libraries the board may levy annu- ally a tax not exceeding three-tenths of one mill on each dollar valuation of the taxable property in the county. The money, known as the li- brary fund, is placed in the custody of the county treasurer, subject to the order of the library board. 5. The amount of any fund previously raised by tax by the board of education for school li- brary purposes and all library funds remaining unexpended are transferred to the county library fund. All funds, bonds, stocks, or other prop- erty held by the board of education or any municipal department for the benefit of a pub- lic library are also transferred to the board of library trustees, to be controlled by them sub- ject to the terms of the respective donations. April 26, 1898. "An act providing for the distribution of state publications through the state library." The supervisor of public printing is directed to deliver to the board of library commissioners any number of copies, not exceeding 200, of every report ordered printed by the governor or general assembly and of all documents printed for any department or office. These copies, with the exception of the senate and house journals and executive documents, are printed in addition to those required by law. The same number of copies are to be given to the commission if the work is done by other than the public printer. When less than 200 copies are required the commission must notify the supervisor of public printing. Any publications remaining in the custody of the secretary of state one year after publication are subject to requisition by the library com- missioners and may be distributed by them. The last session of the legislature, in the general appropriation bill for 1898-99, appro- priated $4000 for travelling libraries. It will be remembered that the state library commission, immediately after its appointment in 1896, de- cided to send out travelling libraries. More than loo, averaging 25 volumes each, have been in successful operation. Mr. Galbreath in his last report says regarding the work : " There can be no question that with proper aid they will prove a popular and potent adjunct to our educational system. The demand for them has already surpassed the sanguine expectations of the friends of the movement. It is encourag- ing that this demand is not confined to any class or section." 3 CHAUTAUQUA CONFERENCE. During the 1897 session of the legislature a bill was introduced by Senator McCord pro- viding for a state library system in con- action with the schools of the state. The control of the state library and state library system was vested in the state board of education, which was also to act as state library board. The state system was to comprise the state library and all local libraries supported wholly or in part by taxation, and the management of the various libraries vested in the local school boards, with general supervision and inspec- tion by the state board. The measure provided at length for the ap- pointment of a state librarian and assistants by the library board ; it outlined the work to be done by the library force to aid teachers in the use of books through reading circles, etc., and provided for the loaning of books from the state library. The bill did not meet with the approval of the Indiana Library Association, and was de- feated in the house on March I, 1897, by a vote of 41 to 39. ILLINOIS. June 10, 1897. "An act to amend section i of ' An act to authorize cities, incorporated towns, and townships to establish and maintain free public libraries and reading-rooms,' ap- proved and in force March 7, 1872," as amended by acts approved June 17, 1887 ; May 25, 1889 ; March 26, 1891, and June 15, 1895. The amendment concerns the tax levy. The act of 1872 provides for an annual tax of one- fifth of a mill on the dollar on all taxable prop- erty in cities of more than 100,000 and one mill in those of less. That of 1887 raises the tax in cities of more than 100,000 to one-half a mill, and in those under to two mills. The act of 1887 keeps the same tax rate, but adds the pro- vision that the annual library tax in cities of more than 10,000 shall not be included in the aggregate amount of taxes as limited by the act of 1872, providing for the incorporation of cities and villages. The act of 1891 retains the same tax rates, but provides that in cities of more than 100,000, after the year 1895, the rate shall not exceed one-half mill on the dollar. The act of 1897 retains the old rate of two mills on the dollar in cities of less than 100,000, but raises it in cities of more than that number to one mill. A bill providing for a state library commis- sion was introduced into both houses on March 12, 1897. Its salient features were the ap- pointment by the governor of five commis- sioners, with a term of service of five years. The commission was to give advice to libraries and to communities proposing to establish free public libraries as to the best means of establish- ing and administering, cataloging, selection of books, etc. It could send its members to aid in organizing libraries and to improve those al- ready established. An annual report was re- quired and f 1000 allowed for expenses. The bill, which received the endorsement of the state library association and the state teachers' association, was adversely reported and lost. At a meeting of the Illinois Library Associa- tion held in January, 1897, it was announced that another bill had been prepared whose ob- ject was to secure a library commission of six members, which should be non-partisan, have charge of the libraries under the state control, and promote the system of civil service in the personnel of the various library forces. A law affecting the state library passed on June 9, 1897, permits the transference of his- toric documents of counties to the state histori- cal or state university library. Accurate copies are to be retained in county offices. WISCONSIN. March 24, 1897. " An act to make the su- perintendent or supervising principal of city or village schools ex-officio a member of the local free library board." The act amends the revised statutes by pro- viding that the library government shall be in- vested in a board of nine directors, appointed by the head of the local governing body, with the consent of the council, provided the head of the schools be made an ex-officio member of the board. March 26, 1897. " An act to authorize the wider use of the books of free public libraries, and amendatory of section 934 of the revised statutes of Wisconsin." The act amends the section by important ad- ditions granting the library boards power to allow the use of a library by non-residents, to exchange books with any other library either permanently or temporarily, and to contract with the board of supervisors of county or gov- erning body of any neighboring town, village, or city to loan the books of the library to the county, town, village, or city. The possibilities of the act are not likely to be neglected. One county board has already dis- cussed a proposition to have the people of the county supplied with books from a flourishing library at the county seat by means of a system of travelling libraries. April 14. 1897. "An act relative to estab- lishing free public libraries in cities, villages, and towns." The act amends the revised statutes, as amended by the laws of 1893 and 1895, by re- ducing its application to towns and villages from 2000 to 1000, doing away with a tax limit and making an affirmative vote in favor of a library tax unnecessary. Under the law as amended the common coun- cil of any city not exceeding 50,000 inhabitants, and the governing board of any town and village containing more than 1000 inhabitants, has power to establish and maintain a public library and reading-room, to maintain a library already established, and to levy an annual tax. April 21, 1897. "An act to increase the effi- ciency of the state free library commission and making an appropriation therefor." HARRISON. This is, perhaps, the most noteworthy of the four Wisconsin amendments of the year. It practically establishes a public library depart- ment under charge of a free library commis- sion. It increases the annual appropriation for the commission from $500 to $4000, gives it an office in the capitol and the option of moving into the building of the State Historical Society, when completed, allows the use of part of the appropriation for the salary of a secretary, directs the superintendent of public property to furnish stationery and supplies, the state treas- urer to pay bills for postage, expressage, dray- age, and telegraphing, and the state printer to print circulars, labels, etc. The commission is now in the midst of an earnest and successful campaign in the interest of the travelling libraries of the state. A unique appeal has been made to increase their number. For every $50 contributed, a travelling library of 50 volumes will be sent from town to town every six months, each library to be named after the donor and cared for by the commission. Responses were received from individuals, clubs, and educational institutions. The commission has also issued a general cir- cular asking for books and magazines to supply isolated farming communities, country schools, logging camps, etc. The North Wisconsin Travelling Library As- sociation, which confines its efforts to eight of the northern counties of the state, has recently decided to enlarge its work. 12 new libraries will be sent out, making 25 in all. The legislature has raised the local tax rate of Milwaukee to eight-twenty-fifths of a mill, annually increasing the funds of the public library from $35,000 to $47,000. MINNESOTA. February 26, 1897. "An act to amend section 307, chapter 10, general statutes 1878, being section 1435, general statutes 1894, relating to the issuance of bonds for the erection of public buildings by cities, boroughs, and villages." The amendment provides that when the coun- cil of any city, borough, or village having a population not exceeding 10,000 determines that it is for the best interest of the municipality to erect a building for the purpose of a city hall, public library, etc., it can issue bonds not to exceed two per cent, of the total assessed valu- ation, provided the question of erection is sub- mitted to popular vote. April 14, 1897. "An act to amend sections 5 and 9 of chapter 106 of the general laws of 1879, relating to the establishment and main- tenance of free public libraries and reading- rooms." The act of 1879 is a general library law in n sections. The act of 1897 amends it by adding to section 5 describing the powers of the board the right to accept, or in its discretion to decline gifts tendered, as provided in section 9 of the old law. Section 9 is added to by allowing the directors to receive money not only for the benefit of the library, but for the establishment of an art gallery, museum, or non-sectarian lectures in connection with the library, and the directors may spend money for collections other than books and serials. A bill was introduced in the state legislature on Jan. 18, 1897, providing for the establish- ment of a system of travelling libraries, sup- ported by the state and managed by a state library commission. The commission was to consist of three members appointed by the governor, with the president of the state uni- versity and the state superintendent of public institutions as ex-officio members. The com- missioners were to be allowed travelling ex- penses, but no salaries. The bill provided for an appropriation of $5000 for 1897 and $3000 annually thereafter. The bill was indefinitely postponed by action of the legislature on Feb. 18. It was recom- mended for passage in the senate, but was opposed in the house by Representative Ignatius Donnelly. His remarks on the bill from one point of view are of interest. In speaking against it he said, in substance : " It is not within the province of the legisla- ture to supply the people with books any more than it is with boots. Books are not read in a single day, nor a single week. One member of the family does not peruse them and then re- turn them. They are read by every member. Circulation under such circumstances is a slow process. Again, how are these different libra- ries to be sent from part to part of the state, granted that the problem of circulation resolved itself into conditions that could be successfully met ? The whole thing is really a scheme for some dealer to job off a lot of books." He closed with a peroration warning his hearers that the $5000 appropriation was intended " as a levy to pry a hole in the barrier, and in the sacred name of intelligence and education to let in a flood of extravagance upon the treas- ury." The bill was reconsidered in the house on March 15, and lost by two votes. The earnest- ness and activity of those interested in the pas- sage of a state law providing for a system of travelling libraries is worthy of note. The question was first agitated in 1893, and for two years a campaign of education was carried on. In 1895 a bill was presented to the legislature, but failed to pass. For two years more the question was discussed in editorials and in clubs, the state federation of women's clubs becoming interested. This federation worked faithfully for the passage of the second bill, defeated in 1897. The matter will be brought to the attention of the legislature for the third time in 1899. Besides the legislation already mentioned, another measure regarding libraries was brought up in the legislature and passed. It was a bill providing that a constitutional amendment be submitted at the next election, giving to women the right to vote for library directors and to hold the office of director, a woman thus having the same rights in the li- brary question as she now has in those con- cerning schools. CHAUTAUQUA CONFERENCE. The Northern Minnesota Travelling Library Association was organized at Duluth on Feb. 14, 1897, at a meeting held under the auspices of the women's clubs of that city. 14 libraries have been pledged and 500 books promised. The libraries are intended for circulation in the mining regions in the northern part of the state. They are supported by private benevolence. The establishment of the northern associa- tion gives the state two travelling library cen- tres. A growing work in this field has been carried on for some time in Hennepin county by the Minneapolis public library. At a meeting of the Iowa State Library Asso- ciation, held on Oct. 12 and 13, 1897, a com- mittee on legislation was appointed and in- structed to exert every possible legitimate influence upon the next legislature for the crea- tion of a state library commission. March 17, 1897. "An act authorizing the holding of an election in incorporated cities of over 10,000 inhabitants for the purpose of vot- ing on a proposition to levy a tax for a ' library building fund ' where a library has been estab- lished under ' An act relating to libraries in cities, towns, villages, and townships, 'approved April 10, 1895." The act provides that when in an incorpo- rated city, acting under the law of 1895, 100 taxpaying voters petition the proper authori- ties, asking that an annual tax be levied at an increased rate of taxation, for the erection of a free public library building, the tax not to ex- ceed one and one-half mills on the dollar annu- ally, and not to be levied for more than five years, and the board of directors deem the building necessary, the question shall be pre- sented for proper vote. If .two-thirds of the votes are in favor of the tax, it is to be assessed and known as the " library building fund." The act is in four sections, of which three pertain to plans, bids, etc. The bill is espe- cially in the interest of the St. Louis Public Library. NEBRASKA. At a meeting of the Nebraska Library Associa- tion, held Dec. 31, 1896, it was voted to present a memorial asking for the enactment of a state travelling library law. On Jan. 18, 1897, a bill to create a public library commission that should have charge of free travelling libraries to be operated throughout the state was in- troduced. KANSAS. The librarian of the state library, in his bien- nial report, 1896, reviews the library laws of the several states where travelling libraries or state commissions are established, and urges the adoption of similar legislation in Kansas. The state federation of women's clubs has taken steps toward establishing travelling li- braries and has effected an organization. WESTERN DIVISION. Montana Nevada Wyoming Idaho Colorado Washington New Mexico Oregon Arizona California Utah Of this last group Montana, Nevada, and California have amended their general library laws. Colorado has attempted to follow the example of other states in the establishment of a library commission, and Oregon has made an effort to secure a general library law. Wyo- ming has enacted laws benefiting its state library. MONTANA. March 3, 1897. " An act to amend section 5039 of the political code of the state of Mon- tana." The section as amended gives the town or city council power to establish and maintain free publrc libraries and provide by ordinance for an annual tax not exceeding one mill on the dollar on the property of the town or city, to be known as the library fund. WYOMING. February 15, 1897. On this date the legis- lature passed a bill giving the proceeds and in- come of 15,000 acres of land to the state law library, and on March 15, 1897, it set aside 15,000 acres for the benefit of the state library for the purchase of miscellaneous books and charts. COLORADO. At a meeting of the Colorado Library Associa- tion, held in December, 1896, it was decided to urge a law creating a state library commission. Such a bill, prepared by the officers of the association, was introduced in the legislature on January 15, 1897. So far as known it has not been enacted. NEVADA. March I, 1897. "An act to amend an act entitled ' An act to provide for free public libra- ries and other matters relating thereto,' ap- proved March 16, 1895." The act as amended provides that the board of county commissioners shall annually levy a tax upon all taxable property of the city, unin- corporated town, or school district of not less than 10 cents nor more than 50 cents on each $100 valuation. The law of 1895 provides a tax of five mills on each dollar of valuation for establishment and one mill for maintenance. In 1897 a bill authorizing the establishment of free public libraries in incorporated cities and school districts was prepared for introduc- HARRISON. 33 tion into the state legislature. It authorizes the municipal authorities of any incorporated city, or the school directors of any school dis- trict not within the limits of an incorporated city, to submit to popular vote the question of levying a tax not to exceed one mill on the dol- lar for the purpose of establishing free public libraries and reading-rooms. When 10 per cent, of the legal voters petition for a tax for library purposes the governing authorities must submit the question at the next election. After the adoption of the act in cities of less than 20,000 inhabitants, five library trustees are to be elected, at the same time and for simi- lar terms as the other town officers. In school districts the school directors are to act as libra- ry trustees. In a city of more than 20,000 inhabitants one citizen is elected from each ward to constitute a board of trustees. A new board is elected yearly. CALIFORNIA. April i, 1897. "An act to amend section 758 of an act entitled ' An act to provide for the organization, incorporation, and government of municipal corporations,' approved March 13, 1883." The amendment provides that the trustees of any free public library, governed by the library law of 1880, shall be elected at a general municipal election, and serve for four years. The act of 1880 provides for the election of five trustees in cities of less than 100,000 in- habitants, and in cities of more than that popu- lation that the chief executive officer and n citizens, appointed by the governor of the state, shall constitute the first board of trustees. SUMMARY OF LIBRARY LEGISLATION. In connection with the report of the year's work the following general statement of library legislation in the United States (giving statistics as compiled by Bureau of Education, 1896,) subjectively arranged, may be of some con- venience : PUBLIC LIBRARY LAWS. The following states have laws providing for the establishment and maintenance of pub- lic libraries : North Atlantic division : Maine, New Hamp. shire, Vermont, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, and Penn- sylvania. South Atlantic division : Maryland, District of Columbia, North Carolina, and Georgia. South central division : Tennessee, Missis- sippi, and Texas. North central division : Ohio, Indiana, Illi- nois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Nebraska, and Kansas. Western division : Montana, Wyoming (coun- ty law), Colorado, New Mexico, Utah, Nevada, Washington, and California. STATES WITHOUT PUBLIC LIBRARY LEGISLATION. South Atlantic division : Delaware, Virginia, West Virginia, South Carolina, and Florida. South central division : Kentucky, Alabama, Louisiana, Arkansas, Oklahoma, and Indian Territory. North central division : North and South Da- kota. Western division : Arizona, Idaho, and Ore- gon. STATE LIBRARY COMMISSIONS. The following states have laws providing for library commissions : North Atlantic division : New Hampshire, Vermont, Massachusetts, and Connecticut. South Atlantic division : Georgia. North central division : Ohio and Wisconsin. Divisions. Population, 1895. Libraries report- ing. Volumes. Increased number of libraries since 1891. Number of people per library, 1895. Decrease since 1891. Books per 100 population, 1895. Increase since 1891. North Atlantic division 178 South Atlantic division 18 *i67 5 South central division 26 501 North central division 8,016,780 175 808 Western division Total 26 * Increase. 34 CHAUTAUQUA CONFERENCE. STATE AID TO LIBRARIES. The following states grant aid to small li- braries : North Atlantic division : Maine, through state library; New Hampshire, Vermont, and Massachusetts, through library commissions ; Rhode Island, through board of education ; Connecticut, through library commission, and New York, through the regents of the state university. North central division : Michigan and Iowa, through the state libraries. EFFORT TO SECURE STATE LIBRARY COMMIS- SIONS. The following states are endeavoring to se- cure laws providing for the creation'of library commissions : South Atlantic division : Maryland. North central division: Illinois, Minnesota, Iowa, and Nebraska. Western division : Colorado. TRAVELLING LIBRARIES. The following states have enacted laws pro- viding for the establishment and maintenance of travelling library systems, supported by the state. North Atlantic division : New York and New Jersey. North central division : Ohio, Michigan, and Iowa. Western division : Montana. TRAVELLING LIBRARIES OTHERWISE MAIN- TAINED. In the following states travelling libraries have been organized and are maintained either by private benevolence, clubs, educational in- stitutions, or municipal libraries. North Atlantic division : Massachusetts, New Jersey, and Pennsylvania. South Atlantic division : Maryland and Geor- gia. South central division : Kentucky, Tennessee, and Alabama. North central division : Illinois, Wisconsin, Minnesota, Missouri, Nebraska, and Kansas. Western division : Colorado. EFFORT TO SECURE TRAVELLING LIBRARY LEGIS- LATION. The following states have endeavored, by legislation, to secure travelling libraries sup- ported by the state. North Atlantic division : Pennsylvania. South Atlantic division : Maryland. North central division : Indiana, Minnesota, Nebraska, and Kansas. SCHOOL LIBRARY LAWS. The following states have laws providing for school libraries. North Atlantic division : Maine, Rhode Isl- and, Connecticut, New York, and Pennsyl- vania. South Atlantic division : Maryland and Vir- ginia. South central division : Kentucky. North central division : Ohio, Indiana, Illi- nois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, North Dakota, Nebraska, and Kan- sas. Western division : Montana, Colorado, Ari- zona, Utah, Idaho, Oregon, and California. HE WINS. 35 REPORT ON CHILDREN'S READING. BY CAROLINE M. HEWINS, PUBLIC LIBRARY, HARTFORD, CT. TI^IVE years ago, in answers to questions on children's reading for the World's Library Congress in Chicago, two libraries, Brookline and Chelsea, Mass., reported that they had children's reading-rooms. Three others, Water- bury, Ct., the Pratt Institute, Brooklyn, and the Gloversville (N. Y.) Free Library, expected to have them soon. The two already in exist- ence were, I think, reading-rooms only, with current magazines for children and bound vol- umes of illustrated papers. Reports came from 125 libraries this year, in answer to three times as many postal-cards. Libraries were asked what they were doing for children and to send copies of special book lists and Library League pledge. The answers have been formulated by the following questions : 1. Have you a children's room or children's department? 2. Have you a Library League pledge ? 3. If not, do you expect to have one ? 4. Do you work with schools ? 5. Do you circulate school duplicates ? 6. Have you branch libraries in schools ? 7. How many books at a time do you allow teachers ? 8. Have children access to the shelves ? Q. Have they a separate finding-list ? 10. Are their books separated in the general finding-list ? 11. Do you use the Maxson book-mark ? 12. Do you give talks in schools? 13. Are talks or lectures to school pupils given in the library ? 14. Do you make book lists on special sub- jects, as holidays ? 15. Is the home reading of certain books re- quired by schools ? 16. Do you circulate pictures? 17. Do you give exhibitions of pictures ? No questions have been asked this year about the kind of books bought for children in public libraries. The report of 1893 showed that the tendency was to buy the best books for children and let the poorer wear out unreplaced. The lists printed every year by the New York Li- brary Association and other clubs are so gener- ally used that it is not worth while to throw a search-light on every library in the country to see whether the " names to conjure with " of a dozen years ago are still on the shelves. It is, - however, refreshing to read a letter in the chil- dren's corner of an agricultural paper where a girl says, " I would as soon read about a rag- baby as about Elsie." The important questions this year are " Have you a children's room?" Have you a children's league?" and "What are you doing for the children ? " It is the irony of fate that a reporter who has no children's room or league should be com- pelled to tabulate answers to these questions, and perhaps some of you may be thinking in your secret souls of the old crab and her daugh- ter. Extenuating circumstances in the case of the Hartford Public Library are stated in its re- port, and briefly summed up they are, no room already unoccupied and a clause in an existing League of Good Order. Of 125 libraries 31 have children's rooms, or will have them within three months, 9 have library leagues, 8 hope to have them soon, 8 use the Maxson book-mark, and 40 send book lists, annotated or otherwise. Among those deserving special mention for well-prepared lists are Cleveland and Evanston, and the most noteworthy work that Cleveland has put forth during the year is the book of references for third-grade teachers compiled by Miss Prentice. The evaluation card from Dayton, which has been noticed in the LIBRARY JOURNAL (Ap. '97), is of much interest. Many libraries make statements in their printed reports of work for children. In the accompanying table the references to reports under "Remarks" are to the written reports sent me by librarians. The reports giving the most interesting ac- counts of personal and individual work come from Atlanta, Ga. ; Bloomington and Evanston, 111.; East Saginaw, Mich.; Kansas City, Mo.; New Brunswick and Plainfield, N. J.; Pratt In- stitute and Union for Christian Work, Brooklyn, N. Y.; Poughkeepsie, N. Y.; Dayton, O.; Paw- tucket and Woonsocket, R. I. Copies of reports will be sent to all librarians asking for them. A report on children's reading would be in- complete without reference to the many letters on the subject in the New York Times and New York Sun this year. Some of them are foolish, some amateurish, but a good list for boys and girls may be made from them if they are sifted down. STATE AND CITY OR TOWN AND LIBRARY. Children's Room or Dept. Lib. League. Lib. League hoped for. Gen. Work with Schools School Dupli- cates. Branch- es in Schools No. Books allowed Teachers. Access to Shelves. CALIFORNIA : Yes Yes... Pasadena P. L Yes .... Ten Yes Riverside F PL Yes ... Five Yes .... Yes ... CANADA: London, Ont. , P. L COLORADO : Yes... Yes . . . Denver P. L La Junta Young Folks' L r...... Yes Yes Yes.... Yes .... Yes .... Yes.... Unlimited. . Yes Yes CONNECTICUT : Yes Yes... Yes... Bristol F P L Yes .... Yes HartfordP. L Clause in Civic Club League of Good Order. Yes.... Yes . . . Yes.... Unlimited. . Two 200 books . . New Haven F. P. L Yes Yes.... Yes.... Yes.... Yes.... Five Six Yes RockvilleP. L Yes .... Yes . . . Six South Manchester P. L Yes .... Unlimited. . Six Yes .... DELAWARE : Yes .... GEORGIA : ILLINOIS : Bloomington, Withers P. L Yes Yes 1 . ! Yes... Yes .... Three Yes Evanston P. L Peoria P. L Yes.... Yes .... Yes.... Yes.... Yes.... Yes.... Eight Quincy P. L Yes . . . Ten Rock Island P. L Yes. .. Yes .... Winnetka P. L Yes .... INDIANA : Yes . . . Yes Michigan City P. L . . , Yes Yes .... Yes IOWA: Cedar Rapids F. P. L Yes .. Des Moines P. L Yes .... Yes MAINE : Bangor P. L Yes . . . Portland P. L Yes Yes .... Three MASSACHUSETTS : Yes . . . Ten Attleboro P. L Yes .... Yes.... Five Boston P. L Brockton P. L Yes Yes.... Yes .... Yes .... Yes.... Six Nom'ly five Yes Yes Brookline P. L Yes . . . Yes Cambridge P. L Yes Chelsea, *Fitz P. L Yes Yes... Everett, Parlin Mem'l L Yes Yes .... Fitchburg P. L Yes . . . Ten Yes HaverhillP. L Yes .... Yes .... Four HolyokeP. L Yes Ten Lancaster, Town L Yes Yes Yes Ten Yes . . . Yes .... Yes Lynn F. P. L Yes.... Six Maiden P. L Yes.. Yes . . . Five Yes Medford P. L Yes Yes.... Melrose P. L Yes Six . . Milton P. L Yes . Yes.. North Adams P. L Yes.... North Easton, Ames F. L Yes . Quincy, Crane L Yes ... Ten Southbridge P. L. Assoc Yes Yes Six Springfield City L Yes :::::::: Six Waltham P. L Yes Four Weymouth, Tufts L Yes . . . Worcester P. L Yes Yes Separate Finding- lists. Books Separated in General Finding- lists. Maxson Book- mark. Talks in Schools Talks or Lect- ures in Lib. Lists on Special Subjects. Required Reading in Schools. Circula- tion of Pictures. Exhibi- tion of Pictures. REMARKS : Yes Yes Yes Yes Yes Yes Yes Yes Yes.... Yes Yes .'.'.'.'.'. Yes Yes Yes.... Yes . . . Yes Yes Yes Yes... Yes Yes.... Yes.... Yes Yes Yes . Yes..../. Yes . . . Yes Yes Yes .... See Miss Wallace's report. Yes Yes.... Yes Yes Yes See Miss Clarke's report. Yes Yes Yes . . . Yes . . . Yes.... Yes.... Yes .... Yes.... Yes Mothers' Clubs formed by teachers and addressed by li- Yes brarians. Yes Yes Separate tables in reading-room. Yes . . . Yes Yes Yes . . . Yes Yes . . . Yes Yes.... Yes One hundred Perry pictures. Yes Yes Yes Yes Yes Yes Yes ... Yes Yes High and grammar schools, one book for every two pupils; primary schools, one book for every three pupils. Yes ... Yes Yes . . . Yes Yes Yes Yes ... Yes ... STATE AND CITY OR TOWN AND LIBRARY. Children's Room or Dept. Lib. League. Lib. League hoped for. Gen. Work with Schools School Dupli- cates Branch es in Schools No. Books allowed Teachers. Access to Shelves. MICHIGAN: Yes . . . Yes Yes Yes Yes Yes MINNESOTA : Duluth P. L Yes . . . Minneapolis P. L St. Paul P. L Yes Yes... Yes .... Yes ... Yes.... Four Yes Winona F. P. L Yes . . . MISSOURI : Yes Yes . . . Yes Yes Yes . . . Yes MONTANA : Butte F. P. L Yes .. Helena P. L Yes .... NEBRASKA : Yes Yes . . . Omaha P. L Yes.... Yes . . . Three NEW HAMPSHIRE: Yes . . . Six Dover P. L Yes Not stated KeeneP. L Yes Nashua P. L Yes .... Ten Sel'td books NEW JERSEY: Jersey City F. P. L Yes... Yes .... Yes .. Six New Brunswick F. P. L Yes Plainfield P. L Yes .... Yes .... Eight Yes NEW YORK : Brooklyn, Pratt Inst Yes . . . Yes Yes Yes Six Buffalo P. L Yes Yes Yes . Yes Yes Yes Yes . . . Yes Yes Yes New York, St. Agnes' F. P. L. . , Yes Yes Yes Rochester, Central L Yes... Yes Yes . . . Rome, Jervis L. Assoc Yes . Yes Yes Yes ... Yes Yes Yes UticaP. L Fes OHIO: Akron P. L Yes Belleville P. L Yes Circleville P. L Yes Yes Ten Yes Cleveland P. L Yes Yes Yes Dayton P. L Elyria, Elyria L Yes Mansfield Mem'l P. L Warren, Warren L. Assoc fes Yes Youngstown, Reuben McMillan P. L Yes Yes ... PENNSYLVANIA : Philadelphia, Apprentices' L Will be opened Yes " F.L in Sept. Yes...:. Pittsburgh, Carnegie L., Lawrenceville branch. Yes Yes Scranton P. L Warren P. L Yes yes Wilkes-Barre", Osterhout F. L Yes RHODE ISLAND: Pawtucket P. L Yes Yes Providence P. L Yes Yes Woonsocket, Harris Inst Yes 'fes VERMONT : Brattleboro F. L Yes Three Burlington, Fletcher F.L Yes St. Johnsbury Athenaeum Yes Woodstock, Williams P. L Unlimited . WASHINGTON : Seattle P. L Yes WISCONSIN : Beaver Dam, Williams F. L Yes .... Yes . Yes Madison F. L Yes Menomonie F. L Yes.... Jnlimited.. Will move this summer f es . . . . Separate Finding- lists. Books Separated in General Finding- lists. Vlaxson Book- mark. Talks in Schools Talks or Lect- ures in Lib. Lists on Special Subjects. Required Reading in Schools. Circula- tion of Pictures. Exhibi- tion of Pictures. REMARKS : Yes See Miss Ames' report. Used in connection with Training School. " See Miss Wal- ton's report. Sends collections to missions and settlements. f es . . . . Yes See Mrs. Whitney's report. Yes Yes Yes .... Yes ... Has a room for children's classes and clubs. Yes Yes Making up order for first home library. Yes Yes . Yes Boys' room with picture papers, minerals, etc. Yes .... Fifty copies of Baker & Taylor list on American history distributed to teachers. See Miss Garland's report. Yes Yes Yes Yes Yes Yes See Miss See's report. Yes Has children's bulletin-board. See Miss Adams's report. Yes Yes .... Yes... Yes . . . See L. j., Nov., 1897 , May, 1898. P. L., June, 1898. Yes Yes See Miss Hull's report. Yes Yes .... Yes ... Yes Yes Yes Cards of illustrations from books sent to schools. See Mr. Sickley's report. Yes Yes Yes . . . Yes .... Yes Yes Has an evaluation card. See Miss Doren's report. Yes Yes Yes Yes " We use them just the same as we do all our patrons. . . . Yes Yes Yes See Mrs. Sanders's report. Yes .... Yes Yes See Miss Ward's report. Yes s Yes .. . Yes Yes Yes . . . Yes . . . Yes The Maxson book-mark originated here. Yes CHAUTAUQUA CONFERENCE. REPORT ON OPEN SHELVES. BY JOHN THOMSON, FREE LIBRARY OF PHILADELPHIA. *T*HE most satisfactory remark to be made on the subject of open shelves is, that the adoption of that system is largely on the in- crease, and that an instance of reversion from an open-shelf institution to a practice of closed shelves is very rare. Hardly a librarian who has adopted open shelves would entertain the idea of returning to old-fashioned methods, now that he and the public whom he serves have found the advantages of free access by readers to the books they wish to consult. It is remarkable that from the moment when the system was first adopted, wherever a letter or a speech is found upon the subject, little or no variation of the arguments for and against the system can be found. The great satisfaction felt by the public and the enormous increase in the circulation of books for home reading are advanced on the one side, and on the other there is brought up the plea of danger from thieves, mutilation of books, confusion on the shelves, and the use of books unfit for indis- criminate consultation ; but notwithstanding the cries by alarmists the movement is making very rapid progress. It is difficult to obtain any very definite statements as to loss of books from those who have charge of libraries in which the open- shelf system is not in use. In one library at the end of 1895 nearly 2000 volumes were unaccounted for and apparently missing from the free shelves. If these "statistics" had been published, fancy the terror which would have arisen in the hearts of librarians. Sup- pose they had been well founded and it had been shown that the books were worth 35 to 45 cents apiece, it would have revealed an aggregate loss of $400 in one year. Fancy the arguments fro and con. Now judge the result, when, two years later, of these books all but 350 to 400 were accounted for. Some had been misplaced, some had been held over by readers, others again were found placed behind books and were lodged probably by delinquent readers at the back of shelves out of sight. I would venture to say that no more valuable resolution could be adopted by li- brarians than to cease publishing the minute statistics which delight so many. Free libraries must be conducted upon the same methods, plans, and principles that are used in carrying on a business. Can you imagine Messrs. Macy, Wanamaker, Stern, McCreery, Siegel & Cooper, Hearn, Altman, and others, meeting together and agreeing to publish annual reports to show how many pieces of lace have been missing from their bargain counters during the years 1621-22? Such an antiquated method of in- juring a business would not have prevailed even in the years I have suggested. Each lo- cality, each library, each branch has its own constituency and must adopt its own protective and aggressive measures. The one thing, and one thing only, that concerns boards of trustees, city councils, the grantors of city appropria- tions, and others who are appointed to watch the interests of the people is, what good result is obtained for the money expended ? Is the business end of any particular library showing a good result ? Is the result worth the expendi- ture ? This is proved or disproved to a large degree by showing the turn-over of a library. By showing, for instance, that with a posses- sion of from 100,000 to 200,000 volumes there has been a circulation of one million, one and a half million, or two millions of volumes ; a turn-over of each volume from 10 to 20 times in a year. But no less by demonstrating that the expenditure incurred in maintaining a free library is justified by its report of the use made of reference-books by readers, which in many libraries equals and possibly exceeds the issue of volumes for home reading. And lastly by the comments made by readers upon the use- fulness of the library in that department. On this point in the Free Library of Philadelphia, for instance, hundreds of letters and interviews commenting favorably on the value of the ser- vice rendered to the student and general public could be reported. When the complaints of service which reach the librarians are fewer and fewer every month, when the public ap- proval received by the notice of the press and the good-will of members of councils are main- tained, the best proof is given that a library is earning its appropriations. THOMSON. The Free Library of Philadelphia has adopted the free-shelf system from the beginning, and the result of its work was shown so success- fully in the first of its 12 libraries (the Wagner Institute branch), that the moment the Free Li- brary was able to move into its present quar- ters and escape the cramped conditions of its 'earliest situation in the three rooms appropri- ated to its service in the city hall, the freest use of the shelves was given to the public. These libraries have surprised even those who were the warmest advocates of the system. The importance of making libraries free and enabling students to use them with the fewest shackles compatible with management will be found true even in the face of the revival of the fossil argument that free libraries are no longer aids to education. A leading newspaper in England congratulated Marylebone on hav- ing refused to adopt the public library system on the ground that no such institutions were wanted in such big places as London, because "students could goto the British Museum and there read everything except a novel." The writer who made this solemn statement must be sadly in want of information as to the many safeguards rightly placed around the books and book-stacks of such institutions as the British Museum and the National Libraries of Paris, Berlin, and Dresden. Eight years ago in one of a series of articles entitled a " Plea for liberty," endorsed with a preface by Herbert Spencer, the very ancient cry that books in a free library were only a method of stealing money out of one man's pocket to enable another man to read useless trash gratuitously, was put forward with the imprimatur of Mr. Spencer. Facts, however, are a great deal stronger than arguments. The reports of losses from the open shelves are not in any way serious. The injury to a library from loss and mutilation of books cannot be shown to be any greater on absolutely free and open shelves than on those carefully guarded by lock and key or by such methods as are still adopted here and there to prevent the people from using the books they have paid for. The best motto for a library is " This library is under the protection of the public." Experience shows every day that the people will not see wrong done without inter- fering, and the attention of attendants is con- tinually called to careless or worse use of books. Mr. Higginson, at the Massachusetts Library Club, hit the point exactly when speaking upon this subject, and quoting Sir Philip Sydney, he remarked, " suspicion is the way to lose that which you fear to lose." The librarian of the Clerkenwell Library, London, reports that the percentage of lost books from the open shelves is insignificant. The report from the Minneapolis Public Li- brary shows that its loss per annum was some 150 books. And yet Chicago, with closed shelves, spoke of 170, and Mr. Putnam found only 47 out of 6000 books in Bates Hall miss- ing after 10 months' use, adding, as is no doubt the truth, that he believed many of them were merely mislaid. The differences of loss in free and* closed libraries are really imma- terial. It is satisfactory to know that the New York Free Circulating Library is making the experiment of open shelves and is in hopes of having the plan adopted throughout their en- tire system. We are all familiar with the re- port of the success of the free-shelf system at Buffalo, and Mr. Elmendorf was thoroughly justified in adding that the success of the movement at Buffalo had gone far to solve the question of open shelves. Experience shows that the loss from theft is very small, and where a theft occurs it is almost invariably the act of some one delib- erate and persistent thief. One man in Phila- delphia stole 84 books ; he visited nine of the principal libraries in the city, and made his selection of useful works on engineering. The books were recovered because a reader in the same house found out what was going on and notified one of the librarians where the books were. The librarian sent and fetched away the books, distributing them amongst the various libraries. The general public are not thieves. Thieves from libraries are a class like burglars. One man commits a large num- ber of burglaries and creates a great deal of trouble ; but this does not prove that the whole population of a village or town is burglar- iously inclined. The benefit of open shelves is indisputable, and the probable loss of two or three hundred books per annum at a total cost of perhaps $150 may be considered small, if the salaries which would be required for one and possibly two more assistants, not to mention page- boys, etc., had to be paid. Libraries must be compared not merely according to the number of CHAUTAUQUA CONFERENCE. volumes in their possession but according to the number of books circulated. If a library with a circulation of 125 books a day loses 10 books a year, that is as much in proportion as if a li- brary with a circulation of 2500 books a day loses 200, the circulation of the latter being 20 times larger than the former. It must be remembered also that the loss of books by theft and from other causes is mere- ly a part, and a very small part, of the gen- eral loss in a public library with a large cir- culation. The general loss from wear and tear, the number of books worn out (absolute- ly torn to shreds from constant use) alone, would be at least 10 times the number of all books unaccounted for in the year. The num- ber of books mutilated is certainly no greater in a library with open shelves than in a closed shelf library; because if a man wants to save himself the labor of copying by cutting out bodily what he wants he will do so as much in one library as he will in the other.' The number of books thus mutilated, to my per- sonal knowledge, is fully equal, if not greater, than the number of books mislaid, lost, stolen, or otherwise unaccounted for. To refer back to the illustration already used, if a store do- ing a business of $5000 a year loses by theft $100 worth of laces from a bargain coun- ter the matter is a very serious item. A like amount taken from the counters of a store like Macy's becomes merely an incident. A loss of 300 books in a library circulating 50,000 books a year is a matter of grave moment. A similar loss in a library circulating from one million to one million and a half of books is a matter of comparatively small importance. If, as is a well-known fact, so large an article as a freight-car can be lost to the railway system to which it belongs for a period of from one to three years, it is not difficult to understand that many books that are treated as stolen are really books that will sooner or later be accounted for. A leakage on books is as much a neces- sity as is a leakage of counter goods in a busi- ness. The fact that some people who are trained in the use of libraries can achieve their ends by the use of the catalog proves very little. Every person using a free-shelf library can still go to the catalog if he or she desires to do so, but in addition to the catalog the free shelves give in- creased facilities. It is no argument to say you can use the catalog, and so need not give the public access to the shelves. Every public li- brary has its catalog, but would do well to have free shelves in addition. The true solution, as it occurs to me, for the management of public libraries is to have reference rooms and shelves for general books on classified subjects such as history, travel, fiction, and biography, absolutely open ; and to have separate rooms or places in which can be stored valuable books that it would be im- possible to leave to be handled largely from curiosity and which would become injured from undue handling. Several copies of the Globe Shakespeare might properly be placed upon free shelves, but Halliwell-Phillips' edition, the facsimiles of the quartos, and the facsimile of the first folio, might be properly remitted to a closed shelf. The general reader who wants Shakespeare will be content with an edition of Rolfe, the Globe, Knight, or Furness. If he wishes to pursue the study of Shakespeare and has exhausted the subject from the free shelves, he can very readily, through the catalog, obtain further editions to study. ANDREWS. 43 REPORT OF THE CO-OPERATION COMMITTEE. BY CLEMENT W. ANDREWS, CHAIRMAN, JOHN CRERAR LIBRARY, CHICAGO. *T*HE event of the year to be noticed first in a report on co-operation among librarians is, without question, the Second International Library Conference, held in London, July 13 - 16, 1897. The scope, size, and dignity of the gather- ing seem to make this mention necessary, even though the committee can add nothing to the reviews of its action and results which have ap- peared in the various library journals. Of these the careful and extended reports of HerrMilkau in the Centralblatt fur Bibliotheksivesen (14 : 454- 473) and of Dr. Biagi to the Italian Government in the Rivista delle biblioteche (8 : 8l - 93) are of especial interest as showing the extent of the influence exerted by the meeting. It is to be hoped that the publication of its full proceedings may not be much longer delayed. Mention must be made, also, of the Second International Bibliographical Conference, held at Brussels, August 2-4, 1897. Much smaller than the London Conference, it was also less formal and more enthusiastic. The discussions centred on the question of classification, and especially on the Decimal Classification ; but, apart from this, the speakers urged co-operation in bibliography, the need of instruction in the subject, and the need of critical bibliography. Still another international conference was called by the Societe Bibliographique, to be held at Paris in April, 1898, but notices of its action have not come to hand. The year has seen much of interest in the field of national as well as in that of inter- national enterprise. Since the report of last year was prepared, the first organized meetings of librarians and bibliographers have been held in Switzerland, Italy, and Germany. The for- mation of those societies and of the Australian and Austrian societies noticed in last year's report mark a striking development and exten- sion among librarians of the appreciation of the power to be gained from co-operation. The first conference of Swiss librarians was held at Basel, on Sunday, May 30, 1897. About a dozen gentlemen took part. A short account of its proceedings is given in the Centralblatt fur Bibliothekswesen (14 : 377), from which it appears that among the topics discussed were the not unfamiliar ones of the proper form of catalogs, the tendency of booksellers to over- charge on foreign books, and the Decimal Classification. The subsequent proceedings, also, were not unlike those older associations, comprising an inspection of the new University Library, a formal lunch, an excursion, and a concert. Familiar, also, though somewhat less to be expected in Switzerland than in America, was the desire expressed by the conference that the next meeting might be held in a more central place. From the tone of the article in the Centralblatt, it is evident that the meeting fully met expectations, and that it will be re- garded as a most pleasant beginning of the organized action of Swiss librarians. The proceedings of the " first bibliographical reunion," held at Milan, Sept. 23-25, 1897, under the auspices of the Societa Bibliografica Italiana, have been published by the society. As would appear by the title, the attendance was not confined to librarians, but the topics were matters of interest to them. Besides Dr. Biagi's report on the London conference, the Decimal Classification, co-operative bibliogra- phy, and the means of improving the adminis- tration of non-governmental public libraries, and of rendering them more accessible, were discussed. In regard to the Decimal Classifica- tion, the meeting voted that it could not be adopted in its present form, but that a general classification, with a special symbolic notation, was greatly to be desired, and proposed the nomination of a scientific commission to study the question and report at the next meeting. At another session the conference decided that the Italian Bibliographical Society should under- take the preparation of a bio-bibliographical dictionary of Italian authors, to the end of the century, to be published in a manner similar to that of the Bibliotheca belgica. The first formal conference of German libra- rians was held at Dresden, Sept. 29 -Oct. 2, 1897, as a " Section for Library Economy of the Association of German Philologists and Educa- tors." An account of its proceedings, by A. Reichardt, may be found in the Centralblatt fur Bibliothcksivesen (14:572-581), and a briefer 44 CHAUTAUQUA CONFERENCE. one in a paper by A. G. S. Josephson in Public Libraries (3:127). There were 51 members present, nearly all of whom were directors or librarians of governmental or university libra- ries. The papers read were of the scholarly character that would be expected of such a gathering. The paper by Dr. Dziatzko on the "Attempts at a universal catalog" gave first an historical account of these attempts, then consideration to the present and prospective agencies of such work, and finally a statement of the importance of international, or at least national, agreement as to the form of entry, and more especially of international agreement as to the classification of literature. This last he considered attainable, and best by an ar- rangement of letters and numbers. Dr. Graesel urged the formation of a collection of library appliances, and the meeting voted unani- mously in favor of such a museum. It further voted that it was desirable that the collective catalog undertaken by the Prussian Govern- ment should be extended to cover the larger German libraries generally. In a paper on the aims and methods of the German library move- ment, Dr. Norrenberg laid stress on the need, in addition to the scholarly libraries, of public libraries with purposes and a program which would be considered typical of our own ideals, and also urged the formation of a central au- thority to work somewhat in the manner of our state commissions. If our own country offers less for our consid- eration, yet it cannot be said to have stood still. One more state, Georgia, now has an or- ganization of its library workers, and, as a re- sult, has obtained from the state government the recognition of the importance of library in- terests implied in the constitution of a library commission. A more novel development has been the holding of interstate or joint state meetings. Two such have come to the atten- tion of the committee, one at Evanston in Feb- ruary and the other at Atlantic City in March, and a third is contemplated in connection with the Trans-Mississippi Exhibition at Omaha. Some discussion has arisen as to the probable effect of such sectional meetings on the interest and value of the annual conference; the commit- tee agree in thinking that there are weighty arguments pro and con, but that observation alone can decide the question. In another line of co-operative work, that of inter-library loans, the committee is able to report considerable progress. The Centralblatt fiir Bibliotheks-wesen records the addition of several European libraries to the list of those who agree to exchange mss. ; the Prussian government has formulated rules for the ex- change of books between the libraries of the Prussian universities ; the Boston Public Li- brary and the University of California have taken similar action. The council has fore- stalled a proposition which the committee in- tended to make by placing the subject in the program of the College and Reference Section. The existence in America of reference libraries which do not loan books complicates the prob- lem, for it is a question whether such libraries can justify the grant of a favor to a non-resi- dent which they would not grant to a resident. In regard to co-operative bibliographical work there are several items which seem worthy of mention. The Publishing Section has carried out the plan discussed at the Philadelphia con- ference of printed catalog cards for serial pub- lications, and is able to report progress on the portrait index and on its other undertakings. Details will be found in the report of the Sec- tion. Two suggestions have been received for future work, one of an index to poetry, and the other of a list of the incunabula in this country. It is suggested that the latter should include all known copies, whether in public or private li- braries, but need not have entries fuller than would be necessary for identification in the regular bibliographies. There have come to the committee from more than one source opinions in favor of the preparation of a hand- book of American libraries, as proposed by Mr. Teggart in the LIBRARY JOURNAL for December, 1897. Abroad, the action of the Royal Library at Berlin in undertaking to include in its printed catalog the titles of works in other Prussian governmental libraries which it does not ex- pect to obtain for itself, marks a great advance in the direction of national bibliography. The prospect of co-operation between the Congres- sional Library and the Register of Copyrights in the preparation of the latter's lists gives strength to our hopes for a somewhat similar advance here. The most comprehensive plan of international bibliography is that of the Office International de Bibliographic at Brussels. It is not gener- ANDREWS. 45 ally understood, however, that while the office is at work on the compilation of a universal bib- liography on cards, arranged by the Decimal Classification, it no longer contemplates the publication of such a catalog, but rather aims to induce societies, individuals, or other agencies to publish such parts as may interest each, as for example the bibliography of zoology is pub- lished by the Zurich Council. The plan of the Royal Society for an inter- national bibliography of scientific literature, which was discussed at the Philadelphia con- ference, has advanced during the year. Ac- cording to information received from Dr. Bil- lings, who was one of the delegates to the conference at London in 1896, the committee then appointed to confer on the details has made a report, presenting a somewhat elabo- rate scheme, with detailed financial estimates and with a proposed classification in all depart- ments except two. The governments have been asked to appoint delegates to attend another conference in London some time this year. It is hoped that copies of this report may be re- ceived in time for examination and discussion at Chautauqua. The check list which is to accompany the second edition of Bolton's "Catalog of scientific and technical periodicals " is now being printed, and will be sent out in a few months. It is mortifying to have to add that the delay is largely due to the fact that from 200 libraries addressed, responses were received from 135 only, and that some of these took 12 months to make their report. The mere statement of this disregard of the common good is sufficient to secure its condemnation. Dr. Bolton states that he was much more successful in obtaining the co-operation of foreign scholars in completing his " Bibliography of chemistry," and that the " First supplement " is now going through the press. The union list of periodicals in the libraries of Chicago, to which reference was made in last year's report, has now been compiled and partly edited, and should appear some time in the winter. A similar list of medical periodi- cals in the libraries of Denver is announced as in preparation. The committee conclude their report with a summary of the work and plans of the state li- brary associations as given in the answers to a circular letter of inquiry. The expectation that interesting material could be obtained was not disappointed, but it is to be regretted that nine out of 21 associations did not reply, especially in view of the relative importance of some of the delinquents. California reports that steps have been taken to compile statistics of Cali- fornia libraries, to bring about a system of in- ter-library loans, and to prevent duplication of expensive works in neighboring libraries. Georgia reports the organization of its state association, the holding of two meetings, the adoption of the Southern Educational Journal as its official organ, and the passage of the bill creating the state library commission. Illi- nois reports the continuation of the work of its Bureau of Information, the formation of a li- brary section of the State Teachers' Association (in December, 1896), and suggests a monthly or quarterly list of best books for small libra- ries, the compilation of an accurate list of Illi- nois libraries, and the help of the libraries in the public institutions of the state. Massachu- setts reports the trial of a plan for obtaining se- lect fiction lists at much less expense and with much less trouble than in their previous experi- ments. Each librarian is expected to send in a list of titles of novels actually purchased, which seem worthy, and the final list is made up of those mentioned by at least four contrib- utors. Fuller details are given in the May number of the LIBRARY JOURNAL. This asso- ciation has also in contemplation the prep- aration of joint lists of new books for discus- sion at the same time with other associations. Michigan reports the exchange of special lists of books, and also that a good start has been made on a contemplated bibliography of Michi- gan. Minnesota asks for an extension of the work of preparing lists of best books of the year on a somewhat larger scale than those now existing, and suggests the desirability of an index of poetry. Nebraska reports that it has undertaken to hold a library congress in Omaha in September, and that a movement is being made in favor of travelling libraries. Ohio also hopes to aid the travelling libraries movement, and expects to devote a session to the question of establishing libraries in the smaller communities. Maine, Iowa, New Hamp- shire, and Wisconsin answer that they have not as yet undertaken co-operative work. CHAUTAUQUA CONFERENCE. REPORT OF THE A. L. A. PUBLISHING SECTION. BY WILLIAM 'C. LANE, CHAIRMAN, LIBRARIAN OF HARVARD UNIVERSITY. TN the last report of the Publishing Section, presented at Philadelphia in 1897, the most important subject discussed was the issue of printed catalog cards for current American books, an undertaking which had been con- ducted for several years by the Library Bureau and had been transferred at the Library Bu- reau's request to the Publishing Section. The Library Bureau had already shown that the scheme was practicable and that it could com- mand sufficient support to cover its expenses, and librarians are under obligations to the Bu- reau for demonstrating this, as they are for undertaking and carrying out many other schemes of general library interest and utility. The work has been continued by the Publish- ing Section on practically the same lines that the Library Bureau had followed. It involved, as was pointed out last year, the employment by the Section of a permanent paid secretary, and this has opened the way for a still further extension of the work of issuing printed cards. As was stated in the last report, five of the large libraries the Harvard and Columbia University libraries, the Boston and the New York public libraries, and the John Crerar Li- brary of Chicago had been discussing the feasibility of printing, each for itself, the titles of articles in a certain number of periodical publications, and then exchanging among them- selves the titles so as to give to all the advan- tage of the work done by each. This is a kind of work in which the Publishing Section is naturally interested, and when it was pointed out to the five libraries that if the work were done through the Publishing Section, the results could probably be made available for other libraries beside their own, and the cost to each at the same time diminished, the undertaking was placed in our hands. A list of periodicals to be analyzed, numbering 186 titles, and including, in the first place, the publications of the principal learned societies, and in the second place, peri- odicals specifically devoted to history, philolo- gy, economics, fine arts, and literature, was drawn up by the five libraries and was sent by the Publishing Section to all the libraries and societies of this country and abroad which it was thought might be interested in the under- taking. Subscriptions were asked, either for the complete set of titles to be analyzed, which it was thought might reach about 3000 in the course of a year, or for the titles taken from specified periodicals, the charge for the latter, since it involves a good deal of extra labor and expense, being at a rate about 50 per cent, larger than the charge for the full set. 15 subscrip- tions have been received for specified periodi- cals ; and u, beside those of the five libraries co-operating, for the full sets. The complete subscribers are, of college libraries: Harvard, Columbia, Yale, Princeton, Cornell, and Leipzig; of public libraries, Boston, New York, Worcester, and Providence; the Con- gressional Library, the New York State Libra- ry, the John Crerar Library, the Boston Athe- naeum, the American Philosophical Society, and the Central Library of Florence. The issue of cards was begun in February, and has been continued regularly twice a month ; but during the summer months shipments will be made only once a month, on account of the par- tial suspension of work in the libraries. The cataloging is done by the five libraries that initi- ated the work, the titles being written out on paper ruled for the purpose and provided by the Publishing Section, and the cards are is- sued within three weeks from the time the copy is received. All the details of the work, which are necessarily somewhat complicated, are in the hands of the assistant secretary, and so far all the proof has been read not only by Miss Browne with the copy furnished, but also by myself with the periodicals themselves when- ever they were accessible to me, and to insure accuracy it will probably be necessary to con- tinue this practice. The shipments have var- ied from 73 to 189 titles, the average being 127. The 10 shipments sent up to June 25 have in- cluded 1273 titles, and have involved the print- ing of about 80,000 cards. It was announced in the prospectus that few, if any, surplus sets would b*e printed, but it was thought best to print a small number, and we have now seven LANE. 47 surplus sets complete, which we can use for future subscribers. The number of full sub- scriptions has been more than we dared to hope, but the partial ones have been fewer than was expected, and unless it appears in the course of a year that more subscriptions of this kind will be taken it may be desirable to dis- continue them, for the work of printing and distributing is a good deal complicated by the special treatment involved. The price an- nounced as a maximum in the prospectus was $3 a hundred titles to full subscribers, and $4.50 a hundred to partial subscribers, and the cost of the work having proved heavier than was expected, in the first set of bills sent out it has not been thought safe to lower this rate. But it is confidently expected that a reduction can soon safely be made. In taking up these printed cards for periodi- cals and in considering the future enlargement of work on the same lines the Publishing Sec- tion feels that it is dealing with what is likely to be an important development of co-operative work. This idea has perhaps become already more firmly established than many of us realize, and it will not be amiss to mention in the briefest possible manner the other schemes for printed cards or looking toward their use already in operation or under discussion. The Astronomical Society of Brussels is pub- lishing a current bibliography of astronomy on cards. The Institut de Philosophic of Louvain issues a current bibliography of philosophy in pamphlet form, but printed on one side only of the leaf, so that it may be cut up and mounted. The Concilium Bibliographicum of Zurich, un- der the management of Mr. H. H. Field, issues on cards an admirable current record of zoology and anatomy which has been welcomed by nat- uralists everywhere, and under M. Richet pub- lishes a similar record of physiology. All of these undertakings are affiliated with the In- stitut International de Bibliographic of Brus- sels, which itself issues a Bibliographia Socio- logica and a Bibliographia Bibliographica, the latter printed on one side of the leaf only. Sub- scriptions may be made through the Interna- tional Institute, and the price is much lower than what we have been able to fix for similar work. In Italy the Policlinico, a medical journal of Rome, publishes in its own columns and also separately a bibliography of Italian publi- cations on medicine ; the Obstetrical Society of Rome publishes a current record of obstetrics and gynaecology. A bibliography of Italian musical publications is also in progress. All of the bibliographies mentioned so far give the numbers of the Decimal Classification, so that the titles may be classified on this sys- tem. In Paris Gauthier-Villars issues on cards a bibliography of mathematics, and a current record of photographic material is also pub- lished. In Chartres the Abb6 Langlois is printing on cards a bibliography of the depart- ment of Eure-et-Loir, including everything re- lating to Chartres and its cathedral. In this country Miss Josephine Clark, of Washington, prepared a current record of new botanical species described, which is printed on cards, while Mr. Seymour, of the botanical de- partment of Harvard University, issues a cur- rent bibliography of botanical articles in periodi- cals. The Department of Agriculture also issues cards for agricultural literature. A series of annotated cards for books on English history begun by Mr. W. Dawson Johnston in 1896 will be mentioned later, as the Publishing Section is prepared to take up the work with Mr. John- ston's co-operation and continue it. The Royal Society in London has been for some years forming plans to continue its great index of scientific literature in card form, and we shall probably learn something more of these plans before this conference adjourns. All these undertakings show that there is a wide field for work of this kind if the wisest and most practical way for conducting it can be found, and encourages trials in different direc- tions to see what will best meet the needs of librarians and scholars. To turn now to our other work of the year, we have two new publications to show. One is a new edition of the " List of subject headings," prepared by Mr. Gardner M. Jones, of the Salem Public Library, Mr. C. A. Cutter, of the Forbes Library, Northampton, and Miss Edith Fuller, of the Episcopal Theological School, Cambridge, instructor in dictionary cataloging in the N. Y. State Library School at Albany. Dr. G. E. Wire, who was a member of the com- mittee that prepared the first edition, has also given his assistance to the committee on this one. Not many changes have been made in the body of the List, but a moderate number of addi- CHAUTAUQUA CONFERENCE. tional headings have been inserted, which has increased the size of the List by six pages. The important point, however, which distinguishes this edition from the old one is the addition in an appendix of tables for the arrangement of sub-heads under countries and cities, under the Bible, and Shakespeare, and under the country subdivisions of literature. Mr. Cutter has also contributed a few general notes on dictionary cataloging which will be of service to the be- ginner. Plates have been made, so that the work will not again go out of print as did the first edition. We expect a rapid sale of a con- siderable number of copies and that the cost of printing will soon be covered by receipts. A brief " List of French fiction," by Mr. William Beer, of New Orleans, and Madame Sophie Cornu, of Montreal, has also been is- sued, and forms a new contribution to the series of "A. L. A. annotated lists." It is a little book of only 28 pages, about the same size as Miss Hewins" " Books for boys and girls." It con- tains 186 titles of books, the production of about 70 authors. The object has been to pro- duce a list that will be useful both to libraries and in families as a guide to French fiction which may profitably be given to the general reader and the young person as clean and wholesome reading, and also excellent from the literary point of view. The price is 10 c. a copy, but it is sold in quantity at a much cheaper rate in the hope that some libraries will like to take a large number of copies for distribution to their readers. Beside its obliga- tions to Mr. Beer and Mme. Cornu, the Pub- lishing Section desires to express its gratitude to Mr. George lies, who, with a generosity that we have known before, provided at his own expense for the revision and printing of the list. These three publications form the new work brought out or inaugurated in the course of the last year. I pass on to a brief review of the progress of work already under way and the sales of books already published ; and as no details of expense were given in last year's report, all figures, it should be noted, are for the period of 16 months from Sept. i, 1896 to Dec. 31, 1897. Printed cards for current books. This work has been continued on the same lines as here- tofore, and with the same number of subscrip- tions, about 60 sets being taken. The publish- ers have continued to send us their books, and we hope that they recognize that, in printing and distributing to libraries the titles of them, we give an advertisement which is worth hav- ing. Our chief trouble is still the difficulty of persuading the publishers to send us their \>oo\is promptly on publication, so that the cards can be issued at the same time the books are published. The expense of the work has been a little more than covered, so that it is a distinct advantage to the Section to continue it, in that it makes it possible for us to employ a paid secretary. We are still under obligations to the Boston Athenaeum for the privilege of mak- ing our headquarters in that library, which re- lieves us of all charges for rent. The A. L. A. index. 26 additional copies had been sold up to Dec. 31, 1897, which, with one copy sold since, closes out the whole edition of 750, printed in 1892. The excess of receipts over expenses on the whole edition has been $485.86, which sum has been paid in instalments as received to the editor in accord- ance with our agreement with him, under which wft were to pay him the net profits up to $700. List of books for girls and women. 277 copies of this list have been sold during the period under consideration, and 600 copies of the separate small parts in which it was also issued. The net receipts of $155.80 have been paid over to Mr. George lies, who paid all the bills for manufacture in the first instance, and is therefore entitled to all the receipts until the amount paid is covered. But it is quite evident that. the sales will never cover the original expense. In the course of the year the small parts were offered to students at li- brary schools at two cents apiece, and 434 were sold in this way. The sales have never been as large as we expected, although the book is a thoroughly good piece of work, done by com- petent specialists in the several departments. This is, no doubt, partly owing to the title, which seems to limit its interest and usefulness to a particular class, and partly to the fact that under our present arrangements for publishing we have never succeeded in reaching the book- seller to the extent that we would have liked, so that our books have not been generally for sale in bookstores. Books for boys and girls. Of this little list looo copies were printed at first, and a second LANE. 49 thousand was soon wanted. Up to Dec. 31, 1897, 1079 copies had been sold. We have made the price per 100 only three cents, in order to make it possible for librarians to take large numbers for distribution. We had also hoped that booksellers would find it to their advantage to buy editions of this and of the French fiction list ; but it appears that in consequence of the publishers' names being given in both these lists they are for that reason of less value to the bookseller to use in extend- ing his business. One application has been made for permission to use part of the list and of its notes in a library bulletin. The permis- sion was readily granted on the payment of a small fee, which should contribute toward the expenses of the publication. The Section is glad to have all its publications used in the same way when the request is made. When published they are copyrighted, so that the Section may retain control of their use ; but it is glad to have their usefulness extended in this way as well as by direct sales. Annotated bibliography of fine arts. The ex- pense of printing this book was $744.67, which, with $14.50 K-r advertising and insurance, brought the total cost up to $759. 1 7. 1050 copies were printed. The sales up to Dec. 31, 1897, amounted to 410 copies and the net receipts were $224.48. The sale has been slow, and it is not likely that we shall be able to cover expenses. Here also it would have been im- portant to reach the bookseller more generally. Paper and ink. The sale of this little address by Mr. Swan, the Massachusetts Com- missioner of Public Records, which was re- printed from the LIBRARY JOURNAL, has practi- cally stopped, and the account will now be closed, and the small balance not covered transferred to general expenses. 136 copies were given away by vote of the Publishing Section to students in library schools. Reading for the young. The publication of the supplement of this work, though reported last year, falls into the period which we are re- viewing, and has involved an expenditure of $1077.93. The net receipts from 667 copies sold have been $501.16; so that there is a balance of about $660 which has not yet been returned to us from sales. The book has, however, a steady sale, and a large part of this will come back. TABLE I. A. L. A. PUBLISHING SECTION. STATEMENT OF PROFIT AND LOSS ON VARIOUS ACCOUNTS. SEPT. i, 1896, TO DEC. 31, 1897. ACCOUNT. BALANCE OF PROFIT OR Loss, SEPT. i, 1896. OPERATIONS, SEPT. i, 1896, TO DEC. 31, 1897. BALANCE OF PROFIT OR Loss, DEC. 31, 1897. Lost. Profit. Expenses. Receipts. Loss. Profit. A. L. A. Index. 26 copies sold $99.20 ',077-93 155.80 $99.20 501.16 164.72 (net) 155-80 .18 224.48 (act) 30-33 Reading for the Young. 667 copies sold List of Subject Headings. 106 copies sold 189-49 36.31 $666.26 $128.41 7.17 534-69 39-17 337-77 Fine A rts Bibliography. 410 copies sold 759-17 69.50 337-77 Books for Boys and Girls. 1,079 copies sold Portrait Index.. .. 193.60 3-9 3.90 1,588.96 322.01 1,266.95 General Balance $'38.77 44-39 300.98 11,588.90 $1,588,96 mmm "" 395.36 1,000.00 90.69 149-43 61.17 296.37 Totals . . . 368.53 1,635.48 $1,635.48 $1,635.48 5 CHAUTAUQUA CONFERENCE. All the above items of receipts and expendi- ture are summed up in table no. i, which pre- sents a compendious statement of the account of each of our publications from Sept. i, 1896, to Dec. 31, 1897. An inspection of this table will show that on Sept. I, 1896, there was very little money still tied up in publications and not returned to us by sales, but that in the suc- ceeding 16 months there has been a large increase in the expenditure of the Section, owing to the publication of the " Supplement to Reading for the young," the " Bibliography of fine arts," the " Books for boys and girls," and the work on the " Portrait index." The excess pf expenditure over receipts at the end of this period was $1266.95. How this sum, a con- siderable one for an organization with almost no capital of its own, is provided for is shown in the second half of the same table. The $395.36 is the balance on a general expense and income account on which are entered all items of expenditure not charged to a separate account, and all receipts, such as appropriations received, which may be used for general purposes. A balance of $138.77 on this account Sept. I, 1896, has been increased by $200 received from the association, $100 a gift from the trustees of the Carnegie Library of Pittsburgh, and 98 cents resulting from the settlement of certain mem- bers' accounts. The general expenses for stationery, etc., have been $44.39, which leaves a balance of $395.36 belonging to the Publishing Section available to offset its other expenses. In addition to this we have $1000 on loan from the endowment fund, $90.69 still standing on members' accounts, and $149.43 due to George lies not yet paid. These four items, amounting to $1635.48, suffice to balance the $1266.95 ex- pended on publications in excess of receipts, the balance due the Publishing Section by the Library Bureau ($296.27), and the small cash balances ($61.17 and $11.09). The second table shows cash receipts and ex- penditure for the same period of 16 months. Since Jan. I, 1898, the only items of importance are the receipt of $500 appropriated by the asso- ciation in June, 1897, and of $225 from the Li- brary Bureau, being payments on account. $100 has been paid to George lies on account of the balance due him, and we have presently to meet the expense of printing the new edition of " Sub- ject headings " and a list of books to be indexed for the "A. L. A. index." TABLE II. A. L. A. PUBLISHING SECTION. CASH RECEIPTS, Se^.t. i, 1896 - Dec. 31, 1897. Sept. i, 1896. Balance on hand $ 82.07 Dec. 8, " Loan from Endowment Fund... 250.00 May 34, 1897. Loan from Endowment Fund. .. 500.00 Feb. 26, " Appropriation from A. L. A. . . 200.00 May 27, " Gif t from Carnegie Library, Pitts- burg IOO.OO Oct. 29, " From Library Bureau, on ac- count 75.00 From Houghton, Mifflin & Co., on account sales, A. L. A. In- dex (one year) 84.85 Sale of books 1,132.32 Direct cash sales of publications . . 46.64 Temporary loans from W. C. Lane 300.00 Temporary loan from C . C . Soule. 75.00 $2.745.88 CASH PAYMENTS, Sept. i, 1896- Dec. 31, 1897. To W.I. Fletcher, sales of A. L. A. Index $ 99.20 To Geo. lies, sales of Books for Girls and Wo- men 155-80 To Geo. lies, on account of Bibl. of Fine Arts. . 600.00 Printing Books for Boys and Girls. 2000 cop- ies 69.50 Copying portrait cards of B. Samuel 243.74 Express, postage, stationery, etc 118.27 Salary of Asst. Secretary and Substitute 1,077.50 Services of Janitor. 35.00 Bookcase 20.70 Temporary loans repaid 275-00 Balance, Dec. 31, 1897 61.17 $2,745-88 It will be seen, therefore, that we are doing a larger business than we have the capital for, and that if we are to carry out Jhe plans which we have in view, and which involve a still larger investment of capital than we have hith- erto had occasion to make, we must either have larger sums at our command, or we must ally ourselves with some established publishing house, or we must depend even more than in the past upon our open account with the Li- brary Bureau. For our immediate expenses we must ask the association for another appropria- tion for the coming year. No appropriation has been received from the trustees of the endow- ment fund, because they are holding the inter- est which accumulates on their hands until we are able to pay back the $1000 already loaned to us. They regard this loan as having been made from capital, not from accrued interest, as stated LANE. last year. They intend in future not to loan the Publishing Section any portion of their capital, but under the direction of the association to appropriate to our use the interest that ac- crues. The plans for new work which the Publish- ing Section has in view are mostly for undertak- ings which have been already mentioned in other years. The work of gathering material for the Portrait index has gone steadily on through the year, and about 13,000 cards are already in our hands, the result of the labors of the as- sistant secretary and of many friends collabo- rating with us. We expected also to have the use of the material collected by Mr. Samuel, of Philadelphia, but difficulties having arisen in regard to Mr. Samuel's relations to the work it has been found best to give up the idea of in- corporating this material in our index. We have received many offers of help and many suggestions of additional books to be indexed, for all of which we are grateful. The work of gathering material must still continue for a considerable period, and we shall have to employ all the assistance that our willing friends in many libraries can lend to bring to- gether a sufficiently representative and compre- hensive collection to be worth publishing. We shall probably decide to divide the index into two sections, the first an index of English and American names, the second an index of European and other names. The Annotated bibliography of American his- tory, which was referred to last year, is now definitely under way, and promises to be an interesting and useful book. It is edited by Mr. J. N. Lamed, formerly superintendent of the Buffalo Library. Mr. Larned contributes his editorial labor without remuneration, and Mr. George lies undertakes to bear the ex- pense of all assistance employed in its prepa- ration and the expense of manufacture. With- out this generous help on Mr. lies' part the section would scarcely be justified in taking up the work while so many other undertakings are on its hands. A provisional list of the books selected for appraisal has been printed by Mr. Larned and distributed to those whose assist- ance in the preparation of notes he seeks ; and about 500 titles (approximately one-third of those to be included) have already been as- signed to the men who are to treat them. It is intended that the material of this book shall be printed on cards for catalog use in libraries, as well as in the usual book form. The supplement to the A. L. A. catalog, covering the publications of the last five years, will be issued in the autumn by the New York State Library as one of its bulletins, and a special edition will be printed for our use. In its scope it will differ somewhat from the original list, which undertook to select from the whole number of books in print those most desirable for a small library. The supplement, inasmuch as it covers the publications of five years only, can take a somewhat larger field, and will at- tempt to include all books which a well-equipped library ought to have, except those of purely technical and professional interest, which, be- longing in professional libraries, are not neces- sarily bought by general public libraries. Mrs. Fairchild, of the New York State Library School, who has the work in charge, is organizing committees to be responsible for individual sub- jects. These committees will be composed of well-known scholars, both librarians and others, whose opinions will carry weight and who will undertake to actually examine and pass upon the books in their own fields. A. L. A. index. Mr. Fletcher has already collected much new material for a new edition of his index, and he also has on hand that which has been published from year to year in the "Annual literary index." He has also drawn up a provisional list of books, which might be included if it is found desirable to index them. This list will be sent to a large number of libraries, with the request that they check on it the books which each library owns, and with the invitation to co-operate .in the in- dexing. The list evidently includes many books of secondary importance; but it will be interest- ing and instructive to see how widely these books are owned by libraries, and the extent of their popularity will be regarded in deciding upon their inclusion or exclusion. It is not yet decided whether the new volume will be a new edition of the old index or a supplementary volume; and an expression of opinion in regard to this matter from the owners of the old volume is asked for. Annotated cards in English, history. The Pub- lishing Section proposes to take up the work which Mr. W. Dawson Johnston started in 1896, when he began to issue on cards the titles of the best books relating to English history ac- 5 2 CHAUTAUQUA CONFERENCE. companied by brief critical notes. Mr. John- ston was obliged to discontinue the work after about 25 titles had been printed ; but he is will- ing to begin again and to co-operate with the Publishing Section in the continued issue of the cards. These cards are distinctly different in their character and purpose from those now issued by the Section for current books. They will be issued, not at the time of publication of the book, but generally about six months after publication, so as to give time for the books themselves to be judged and reviewed in peri- odicals. The note will state as concisely as possible the character, source, scope, and value of the work, with references to leading reviews whence the information is drawn. These cards should be useful to libraries, first, as a guide in buying, and second, to supplement or replace the ordinary catalog card. For each title two cards will be furnished, one for author and the other for subject entry, and in addition a paper slip which may be inserted in the book itself for the information of the reader. In order to join on with Mr. Johnston's earlier work, the Section proposes to publish (i) 25 titles of books published in 1897 ; and (2) from 50 to 60 titles of books published in 1898. The cards will be issued quarterly, beginning Oct. i, and it is our intention to print the titles and notes in pamphlet form as well as on cards, for the ad- vantage of students and others, who might find them of more value in this form than on cards. The Section looks forward with great interest to this first experiment in printing annotated cards. It has in Mr. Johnston an editor well qualified to select the titles and prepare the notes ; and it hopes that this small beginning may lead to the same thing being tried in other fields. REPORT OF GIFTS AND BEQUESTS TO LIBRARIES, JULY, 1897 JUNE, 1898. BY ELIZABETH P. ANDREWS, WETHERSFIELD, CT. ' I^HE report of gifts and bequests to libraries in the United States for the year ending July i, 1898, does not give a complete list. It includes those only which have been men- tioned in the library periodicals, those of which notice has been sent to the reporter, and those which had come under her personal observa- tion. A brief summary shows that more than $2,500,000 has been given to libraries, besides buildings and lands valued at nearly $800,000. The number of volumes given to libraries is smaller than in previous years, but many col- lections whose value depends little on the number of volumes have been placed in the larger libraries. Columbia College has been the recipient of the most munificent gift, as it has received more than $1,000,000 to be kept as a memorial endowment fund. I have been asked if I could in this report give any data regarding money given with the condition that it should be kept as an endow- ment fund for buying books. The question came too late for me to make special inquiries, but it seems to be more frequently the case that when money is given for books it is given for a direct purchase rather than an endowment for book-buying. The New York Public Library has received $10,000 for the purchase of Hebrew books, Mrs. Metcalf has given an equal amount to the Milwaukee Public Library for art books, and President Low has given Columbia $5000 for works on the French Revolution and the Reformation. In three instances it is stated that the money given is to be kept as a fund and the income used for buying books. The Lock- port Public Library in New York has received $10,000 by bequest, the income of which is to be used for buying books which have already obtained a permanent place in literature, and the trustees of the Mt. Vernon Library have set a good example to other trustees by sub- scribing $100 toward a book fund. Such a fund would be of great value in any library, and especially in the public library, which should not require any aid in paying its current expenses and where the endowment ought to be kept for special purposes. It would enable the librarian to buy many books which the library needs, but which are too expensive to be bought from the general funds, to fill up deficiencies in some special line and to satisfy the needs of the student without taking from the library its popular character. las* .'S^'OO, fl * -. s3 '- . o - ^i- -- 5 o si- - * - fe - 2 Etchings, engravings, and art-books of late Mr. Hubbard, on condition that it be maintained in a separate gallery called the Gardner Greene Hubbard . tenan gallery. For main ^llx-a 'I ta'^l^ -SjM^lljl l"8 bH 3u;p[ing sjaiqdurej PUB S3(oog ui junoray oo n n . 0' M -4- t 88 S o ' g: U >-;< 3 355i5 333 . u dd && ^^3 v u OO ran CO ra is :S ' -03 o - O n|0 s" pi raO a> *> w >, c A c i SI --2 ^ ? 1 |2pi >. J3 rtbi a v a 1- "! 1 !! ll aSH *el i CONDITIONS OR REMARKS. To establish a public library on. Site, given on condition that city t $ao,ooo for building and approp f 2500 annually for current expei Toward building fund. To be used for the benefit of the si of numismatics; also a fine collec of books and pamphlets. To be maintained as a reference co tion. For a memorial collection to '. Boyle O'Reilly. Income to be used to buy current ni papers. For a library building on cond that the town pay 6% interes Mrs. Spalding during her life-t maintain the library, and call it Spalding Library. The town fused to accept conditions. To fit up the library building give him a year ago. To be paid to the town after the d of his widow for a library buildi For a public library building. For a public library building. Also site for building. 1 -' e -a ^ l- St.: " -a" 3-2 "8 .! B S.S *> p S C" '3 a S 'E-jS a Sis . S^UD o^ : 8 .2JS s-5-5 ^i3 ~ 8 ~ c 2 .c fc 1 -* 3 ' - .2 ~ rt . , . - c ~ 2 1 "* t>-a rt -ls'c3 '"fa " "c *.c O-^^o^^-SH^S 12 1 ST3rt212o~5 i; Crj * rtf ** O .3 rt i 4> " "O'klO'a^ . hflC*~'--t<*2So* J *So^*r3'rt J* *^ ^ c* *^ c *" ffiffl <<> H* J O OH"" "" : H < H fc Saipjmg i : : : I \ : 1 1 1 1 1 ' Si ' " ' " "1 sjsmduiBd pue sjjoog *O*j Ctl : : : | 11 1 1111 1 1 1 1 1 a 8 1 8 o 11 i & Asuow mo in ! J > : : * : o u Js a N c| 1 * -5 1 : | :"c3 *- 2 J3 "3 s>. xi : : : ^ ' : S o "5 o ^J2 *^ ^ *o fd c ^u LJS ttflO*2 m ** t/3 O : ' Si 1 ! s.s.8:c: * J . S rt > o--~fc U -o in v g .j : fc | d a ^2 g : -; t^__z h : : : : .... . u ' '. V t> t> 1 i V S . . 3 . . . -3 3 ' i : 3 Off CD n33 (S3 333 (33 b ? I (S3 c > o- V e CCCTC i I (S3 tl 35 3 (S 33 eS 5 oa 5 33 : : : : '. : : : : : >. : : a : : : : : ^ : : : : : : : : : : : : : : 1 2 > o 'S : : : fr 2 : : * .' ' ,; : : : : : : : : t ; ; ;fi 2 M . iJ o 1 ; : : : t - 'o '*>. S a iJ : 1 1 :::3 . . . * ' o i i :1 : fl J & u S J < k >. , : : J "5 ' : : 2 S S s : 1 - s b : i >> s f i g * lii- S" * ^ EJ .M ^** *H J i- : : -" JB fc^ s ^ u .. C*i ** " - '*PU. 3 - a Z i ^ |; J H. I s CN S ^ DC o> h CJ J ^ "-Cog Z t ^ij ; ; : ij 3 X * S V rtU" "3 : : a. wa, : a i w c _! O O t/3 fc U 55 O H a| ! ' : : : : : : : J t^ g : ; : a" : : jj : : : o H u asl -^< 1 1'S 2 1 II s 11 ; - - III ill ! li| J f HE tj i; o *-* --* ii 35 G II -is S a > . . be .2-S > Si * fe " S3 'Eg 5U 5 iS o 3 j z H 1 : 1 w 6 o .* H < : c ja E- H ^_ u t *~ ^. V) "">, B t--* s*. s. rt cj rt ._ .S v m v ss s S S S5 Z ^ a 0^3 a v u l M -a < a s A. Cil * l ^..258.2 5-2 52.* .ago |-|^ o _ "ola'i 2 1 H~- "^3 SuJ ".3.S o ^8 8-8 | ; g-g llf ff a* 5 * Raff?* 2 a ISS &* eJj * - S22 I L a -o.3 .238 ||- .-fig . g- . b .'~ o |J:a 111 11 "8 , ,y .:: J3 i-, eva ;: m "o o " * "~ja .q s < ic^S - S H S ^5-3 OS'S rt u a 2^0 O S- " '.=! -"5J >> o3 a-* 3 S5"-i^5g rt ^ l^ 5 4iSa s^-0 *#l H tfi; fliii! O.'- 5 jaS-g w ni>.gtifl i'wj^sS'^u- o-^iw" 10 rtt/5 3"" ' ^o"ca'2 < S.Ji u .2 ^"SSSg^o. r 'ra5*&&aicll* ""rt-rt5g ^>> ""..oS^Suc W aS9B28 . *3 to IA 3 *> 9 E.X S - !i fl R *- J3 5 . 3 S 2ii q.,' M ">J3 O* J *- J C-.^HO-tH^O'" o*n*-1wOQ*^i* "M^J4^^Q^*i^44J-*-> fat/5 HO H faH faO fa S iJiJ & b 5 a J U a w 3C^.. ; OSS i- Friends of Reuben Me Millen. Heirs of J. H. Hosier. Andrew Carnegie Andrew TarnCD-ie... I \ K H i H I 1 1 1 ^ u f 1^ fe X W W r. <-> o SJ a j-" H < 1 1 ^ &.' < H PH : :::::: : :: '. u - % 2 '3 2 i/jSg pq v> X& O gwp v fa* cou ffi wjyu James Aram Friend E. D. Smith Mrs. Caroline M< Senator Sawver. oe r * * s ' ' . **- 5 J J J g, o o o i . . *j . . *j 4_i *j : . 8 V . . V V V o o pao o paoaoj v i 3 ^ oo O S SS it OO C dd d&d c OO (S Omi5 PC *I " -w - ooo G ..1 Public Library : i 3 -3 I i ! 5 II 1 a .2 : : ; ;;::&;: . . Public Library b : s ^ i : 8 If 3 : S 3 _o be o_>, ~2 s sy 3 ' O 3^J cu r >< PL,S . . Library Associa i 111 *^ tt> *"^ *" 3 '& o o r i u fa U OH Ol i - . i = If 1 3- 3 " 3 S'S CU fc S J . . Public Library. New York Newark.. . s 1 j i ! II 1 si. i> a 'Ss "= *; in .5 .2 Youngstown... r-ifiicio Greensburg Greenstown Lancaster. . . ! f H' 1 ill -C5 ..H ** (J PH Pk V3C ' * I> " g -8 j : | 2-1 .o 3 s g -: ^ > > 'C * 2 t g g i 2 g: Pk CU S S ^ i 1 1 |1 -s III la 1 11! J b- < < * .S : I ^ 8 CHA UTA UQ UA CONFERENCE. REPORT ON TRAVELLING LIBRARIES. BY F. A. HUTCHINS, SECRETARY OF THE WISCONSIN FREE LIBRARY COMMISSION. *T*HE pioneer travelling library went out from the New York State Library on its first journey Feb. 8, 1893. It was soon followed by others. In 1895 the legislatures of Iowa and Michigan made appropriations to establish such libraries. In 1896 they were established in Colorado, Illinois, Kansas, Kentucky, Louisi- ana, Maryland, Massachusetts, Nebraska, Ohio, Pennsylvania, and Wisconsin. In 1897 they were started in New Jersey, and new systems were founded in states which had other sys- tems. Since Jan. i, 1898, other centres have been made in Alabama, Connecticut, the Dis- trict of Columbia, Minnesota, California, Ore- gon, Washington, and probably other states. The work is extending beyond the borders of our own country, and last winter the legislative assembly of British Columbia appropriated $1000 for it. As to the number of libraries and their volumes, the record is as follows : LIBRARIES. VOLS. Feb. 8, 1893 i ioo May i, 1897 929+10 47,171+500 May i, 1898 1,657+10 73,558+500 To state the growth in another way : the pi- oneer library of 1893 has in five years been followed by 1666 others, and the last year shows an increase of 728 in their number. May i, 1895, there were not a dozen travelling libraries outside of New York state. May i, 1896, there were not more than 50 ; May i, 1897, there were 415 ; and May i, 1898, there were 980, with 33,596 volumes. The first free travelling libraries were sent to villages to serve as object lessons. They in- cluded mainly books for the general reader. Now they take not only fiction, histories, biog- raphies, and books of science, literature, and poetry, for young and old, but they carry with them wall pictures, photographs, lantern-slides, magazines, illustrated papers, and children's periodicals. It is instructive to note the various agencies which have developed the new plan of encour- aging good reading. The great system which has grown up in New York has been main- tained by the state. Its first successors were supported by the states of Michigan and Iowa, but all which have been established since 1895, except those of Ohio and British Columbia, are supported by private philanthropy. The legis- lature of New Jersey, it is true, has passed a law to create free travelling libraries, but has not as yet made an appropriation for them. When Mr. Dewey started the work in New York people in all parts of the country jumped to the conclusion that state aid was necessary for the support of travelling libraries, and they began besieging legislatures for help. They have been successful in only three states. When it became evident that only a few of our legislatures were ready to make so great an extension of our educational systems many good friends of the movement were discour- aged, but others would not brook delay. State Senator J. H. Stout established a system of travelling libraries for the farmers of Dunn County, Wisconsin. Women's clubs in various states collected books to be sent to other clubs. Other organizations were formed whose pur- pose it was to gather travelling libraries for isolated communities. Nearly all these enter- prises met with unexpected success. The founders became enthusiastic, and one system of travelling libraries has led to another until in 20 states there are 37 systems and the inter- est is steadily increasing. The great recent development of the work is due to that new but most powerful factor in our educational life the women's club. In the most of the states of the Union the women's clubs are doing more than the librarians to bring about the establishment and spread of travelling libraries. When they first commenced this work it was mainly for the purpose of sending special libraries to the weaker clubs, but the possibilities of the new plan as a means of helping women and children of isolated com- munities have appealed to them with such force that their money and their sympathy is flowing most freely to the destitute who are not of their own number. It is not necessary now for us to attempt to determine whether the systems of travelling libraries maintained by the state or those main- HUTCHINS. 57 tained by private benefactions are the better. At present there is room for both. It is evident that we can at present get but few state sys- tems. The best way to get state aid in most of the states will be to send out in them good travelling libraries supported by private gifts. In this way those who give and those who re- ceive become missionaries of the cause. In most states there are no central organiza- tions sufficiently well equipped to take charge of great systems. A state system to be satis- factory must cover all the state with its bless- ings. It must be administered by trained people who make library work their business and who have the necessary means and machin- ery to do the work effectively. Collections of books and untrained enthusiasm will not make travelling libraries useful if they are sent to in- different people at distant points. If the new movement is to command and deserve public sympathy and support, great systems should only be established where the libraries can be put in charge of trained libra- rians. Well-equipped state libraries, state library departments, or library commissions should precede state travelling libraries. It is, of course, possible for colleges, libraries, and women's clubs to send travelling libraries to associations of students scattered in various parts of a state, but by state systems I mean those as widely extended as those of New York, Michigan, Ohio, and Iowa, which organize associations of uneducated people in distant communities and train them to use good books to good purpose. Such work to be successful must be carefully and intelligently adminis- tered. Mr. Stout has 34 travelling library stations in Dunn County, Wisconsin. All are in small communities. Most of them are patronized only by farmers. The librarians are farmers' wives, postmistresses, and small storekeepers. The travelling libraries are managed from a well-equipped public library. Once or more each year the librarian of the central library visits each of the outlying stations, asks criti- cisms and suggestions, and interests the libra- rians, the people, and the teachers in the work. When the libraries are exchanged they are gen- erally carried back and forth in a farmer's wagon. Once a year these isolated librarians and their friends gather at the central library to attend a " library institute." They discuss their problems, they report upon their work, they get. inspiration and enthusiasm, and they have a good time. All these things work to- gether to make the libraries and the books the centres of interest in isolated and sordid com- munities and to bring the people into personal touch with the outer world. No system of cor respondence from a state capital can arouse the enthusiasm that comes from the personal contact which is the feature of Mr. Stout's sys- tem, and yet he and others who conduct local systems need the counsel of those who have a wide library experience to draw from. While there is a great field for the small local systems if they are rightly conducted, it should be understood that they will not be successful if they are not managed with tact, intelligence, and patient determination. Untrained readers need the most interesting popular books and magazines ; they must be catered to by librarians who not only wish to please, but who do please. A lot of second-hand books collected from attics and sent into a benighted community on a freight car will kill any enthusiasm for books that it may happen to find. The Seaboard Air Line is buying a large number of libraries to send to the village im- provement associations in the towns along its route in North and South Carolina and Georgia. These libraries will contain a large proportion of volumes upon agriculture and horticulture, and their purpose will be to stimulate citizens to make the towns on the line more attractive. This work is an exarrfple of "enlightened selfishness " which ought to find many imita- tors. A number of railway and express companies send books to the employes along their lines. Among these are the B. & O. and the Boston & Albany railways, the American and the Wells, Fargo & Co. express companies. The New York Y. M. C. A. Railroad Branch supplies members who are employed by the N. Y. Central. All these agencies report a circulation of 70,466 volumes during the past year. The accompanying table gives the principal facts connected with nearly 40 travelling library systems. Philadelphia, New York, Buffalo, Detroit, Milwaukee, and many other cities send small collections of books to schools and socie- ties within their own borders. In this table none of these have been counted as travelling libraries except those of Philadelphia. TABLE SHOWING EXTENT OF TRAVELLING LIBRARY WORK. Remarks. Sent from Denver. Just starting. Clubs are establishing one or more libraries. Mainly history, literature, sociology. Sent for study. Magazines sent with libraries. Sent to communities and clubs of tax- payers. Just starting; 3000 vs. pledged. Sent to mountain districts. Miscellaneous and religious. Just starting. For general readers. To help weak libraries. Miscellaneous and special libraries. Miscellaneous one-third juveniles. Miscellaneous. Miscellaneous. Miscellaneous. Soon to be sent to farming districts. History, literature, child study. Just starting. Books on forestry only. Miscellaneous and subject libraries, pictures, lantern slides. Miscellaneous. Sent to fire, police, and telegraph sta- tions, and clubs. Libraries to be free to all. Carried by teachers to schools. Books, bound children's periodicals, pictures. Books, periodicals, pictures. Books and periodicals. Books, magazines, pictures. Books, periodicals, pictures. Books, periodicals, pictures. Books and periodicals. Sent from city library. Books, periodicals, pictures. Books and periodicals. Books, periodicals, pictures. Co. supt., agent. Q U3 M . ill" ' , 88) JO V) O ^- m Ot OOOOOOO' >O HXp * ^ N W 8 ' &H J m > C*l O\ mo < ^J< c IS T N ^R88 R RS8 in m n o'|| n | i O O O co$i? ? 8 : : : : : ? :s r """ t : ^8^ ( ? 8^ 8 i i i i ~ 5 o r . i : i '. " < a H j> e o\ "i *!!" iiii pspunoj ll 00 00 vo OC OO 00 OO OC V) 00 Ov C O tx ' 00 NO IAOO OOOOMOO^OOOIxn 1 OC 00 .0000 00 CO 00 00 CO 00 M 00 00 00 C I^O *O t^OO VO^O VO*OVOOOOOOO I^OO OO OO '*O*Ov C\OO\O O\OO\OvOO\ OO\O\O\ a V S ft H . Women's Clubs . Women's Clubs . Teachers' clubs, etc. . Country schools . Clubs of taxpayers... . Schools and churches . Small communities... . Farmers, generally.. . Small libraries . Granges, farmers' cl'b etc. ; ass'ns of ta i. Local associations... . Mining towns, farmei : : : : : 2 : : : : : : | : : z :% | i : j j j $%S fl'G :\l |g ^ 25^ |a.S '-3. ; |S ilO*"**- O"- aj St*<"ij "^ *T U^CAb UijCoC'* U ft * G ^ V i- *- . 1 U *T1 4) ^^ 4> fc "O ^/ . C ** "3 bC C ** ' . Farmers n Farmers . Farmers Farmers . Farmers Managing officer. . Mrs. F. H.Moore . Dotha S. Pinneo . Mrs Z. A.Dixson . Miss F. M. Le Baron. . Johnson Brigham a- Source of funds. . Woman's Club . State Federation.. Wnman'erillhs.. H A J o 3 . : 5 Sj S o a "c : f. .t SJ E C O rt C . State Federation . Howard Library. . "Friends" aifts... < : c^i o : 5 = M : uuC "a "c'cl a j a a | . Women's Club.... . Women's Clubs... . State Federation. 5.2 * ' ' .2.2 : ' 'O' i3 f a"* j 5Q g o of~ i'-;uo = 'u,o <'a^? Distributing station. . Denver .. Norwalk . Chicago . Elgin . DesMoines... Ijllil |j |jj ]| . : a JJ : nisi aj* s|p jj i Colorado... Connecticut N C C i s * Ill U o *>j!S :.<" a - : 11 !' S.S .S ss s Missouri... Nebraska... New Jersey New York. Ohio Pennsylv'ni Tennessee.. Utah... .23 So &8 :: ]\ : DEWEY. 59 LIBRARY SCHOOLS AND TRAINING CLASSES.* NEW YORK STA TE LIBRARY SCHOOL. BY MELVIL DEWEY, DIRECTOR. THESE statements are intended to bring out as the characteristic of each school the special lines in which it is particularly interested. Of course, in many things all the library schools are doing much the same work on similar plans, but the special characteristic of the Albany school may be stated as being its desire to do the work that it is not practicable to do any- where else. In this direction we are constantly thinking of what the other schools can do with their equipment and trying to supplement their work, so that together we shall cover the field. First in the work of the school, the rooms, the fittings, and the physical facilities for doing the work must be considered. The recent removal of the Albany school to additional rooms gives it now a suite of 300 feet on the fifth story of the capitol building, with abundant room, so that the regular school and the summer school can be in session at the same time, and there is no longer necessity, as heretofore, for an abso- lute limitation to 30 desks. Previously, however good the material available, it was impossible to take more than that number of appli- cants, but hereafter that limitation will be re- moved. Second, our recent laws and the last action of the Regents give us an authority and a finan- cial support that we have not before had, so that we shall be able to strengthen the work in many directions. After 10 years' experience of the work of the school, those who were most fearful of what they called " newfangled no- tions " have been convinced that their fears were groundless and have given their cordial approval. The faculty of the school is being enlarged. We feel that there should be certainly one school and as many more as we can afford and as endowments will admit where there shall be means enough and room enough and time enough to do the work that clearly ought to be done without being handicapped by the lack of any of these essentials ; and our future * Distinguishing characteristics of each presented by a representative of its faculty. in Albany indicates that we can take more students, have a larger faculty and more means, beginning with this year, than ever before. We feel keenly the danger of putting into the li- brary profession people of inadequate train- ing. The popularity of the library movement has drawn to it many people who have had no basis of preliminary education. The educa- tional experience of the world is that you can- not turn out good professional people from a professional school unless you have a basis on which to build when they come into the school. Without a foundation of training on which to build, it is impossible to reach satisfactory re- sults. If there is to be a good grist, you must put good grain into the hopper. I tell our classes, "The greatest service you can do to the schools is to keep out people that ought not to go, and the next best thing is to send there the people who have natural qualities and previous education, and perhaps a library ex- perience that promises to make them useful in this great work." For we are entering on a more active campaign than ever before. There never was a time when there was so large a de- mand for trained librarians, but training for li- brarianship without a basis to begin on is of little avail. The New York State Library School is steadily raising its standards. We have voted to decline candidates for the summer school unless they have had considerable experience in library work. We are afraid of the people who come for a short course and delude themselves with the idea that they are professional librarians because they have attended a school for two weeks. The register of the school shows it has filled, during the 10 years of its existence, 535 positions, more than half of them outside New York state, scattered through the entire United States and four or five foreign countries. We have one single object in view to con- tribute the most possible to the advancement of American librarianship. My message from the Albany school is that we will try in various ways to do the work that some of the other schools may not find it practicable to do, so that, all together, the different agencies for training for librarianship shall accomplish the maximum amount of good ; and if it seems that elsewhere 6o CHAUTAUQUA CONFERENCE. they can do better work than we are doing, so far as lies in our power we shall aid that work, regardless of our own comfort or of the selfish interest of our geographic vicinity, to the ex- tent of the large facilities placed in our hands, and will contribute to it the best that we can do for librarianship as a whole. PR A TT INSTITUTE LIBRARY SCHOOL. BY MARY W. PLUMMER, DIRECTOR. SINCE this paper is to be limited to the dis- tinguishing characteristics of the Pratt Institute Library School, it is unnecessary to speak of the things in which it is like all the other schools, the body of its curriculum, for instance, being much the same as that of the New York State Li- brary School. Two systems of cataloging, the classed and the dictionary, are taught, and both the Decimal and the Expansive Classification. All sides of library economy receive due atten- tion, and whereas in the earlier days of the school only the methods of our own library were taught, these things are now studied comparatively by means of library visits, the study of library reports, blanks, etc. I doubt if it is a distinguishing characteristic that we lay great stress upon the personality of the candidate for the school, but it certainly is a characteristic. And we have been led to do so by experience. We have found that it does not profit much for a student to be a walking- encyclopaedia of library-science if he or she has not common-sense, adaptability, tact, and a moderately prepossessing manner. By our entrance-examinations we aim to test the appli- cant's general information and book-culture ; by two or three interviews, by correspondence, and through the kind offices of fellow-libra- rians where interviews are impracticable for ourselves, we try to gauge the chances of the candidate's success after graduation. A college diploma, if it came from the foremost college or university in the country, would not be accepted in lieu of our own examination, though we are glad to have it in addition, it is unneces- sary to say. We might lessen for ourselves very consider- ably the work of examining if we admitted only or gave precedence regularly to students possessing a college diploma ; but there are young men and women, young women espe- cially, who are destined to do not only excellent but scholarly work in the profession who would be barred out of it by such a restriction, among them many to whom the knowledge and love of books has been an enclosing atmosphere all their lives and who have genuine culture such as the four years at college do not necessarily give. For the sake of these exceptions we pre- fer not to give unvarying precedence to the col- lege diploma. Another reason for this is, that from our observation, we are inclined to think that the forward movement among libraries comes quite as much from the increase in the number of small libraries and from the reor- ganizing of medium-sized libraries as from any considerable changes in the methods of college and reference libraries. These average libra- ries want trained heads and trained help, but they cannot always pay large salaries. The college graduate, with one or two supple- mentary years of special training, is warranted in looking higher, if possessed as well of the necessary personal qualifications ; the wide field of the average library remains for those who, whether college graduates or not, are willing to accept moderate, even small, salaries while winning their spurs and gaining their experience. This enlargement on the fitting of the supply to the demand leads to what is perhaps the chief distinguishing characteristic of our school its close connection with a good-sized circulating library in which the students may fit themselves to meet the practical problems that will confront them in almost any library to which they may be called. Throughout the year the library is their object-lesson sometimes, perhaps, their warning. In the last three months, it is their workshop, in every department of which they work with the books or serve the pub- lic. In regard to the value of this third term, I am glad to be able to quote the students them- selves. One says: "The most valuable thing that has been gained from the work of the cir- culating department has been the ability to maintain one's equilibrium and to be perfectly self-possessed in spite of a crowd ; also a cer- tain amount of accuracy with speed." "The great gain from the work in the various refer- ence-rooms has been the wider acquaintance with books and a vital interest in the work and the people one works for." "The most con- genial work was perhaps the work in the chil- dren's room. Scope was allowed for personal PL UMMER. 61 and independent work in a way not possible in ther departments." Another says: " The practical work of the last three months, as a whole, has been useful in giving an insight into the management and methods of a library which could only be acquired by actually doing the work in the different departments." A good point is made by another, who says: " The chief gain from the reference-work has been the knowledge of the importance of proper proportion in work." Another speaks of the work of registration as "giving many ideas on the work from the public's point of view." The loan-desk has shown the " necessity of knowing not only the standard works on a subject but the best books under various circumstances." Every winter those of the class who are either philanthropically inclined or eager for practical experience, or both, have an opportunity of serving in the libraries of several missions or settlements in the evening, and usually a num- ber embrace this opportunity. The keeping of statistics and the care of sup- plies are two minor points in which instruction is given. Typewriting proves extremely valua- ble when put into practice in the third-term work, and while it might be learned elsewhere, it could not in so few lessons, nor could it so well be adapted to the special work needed by libraries. The courses in English and American litera- ture have been dropped, as no longer neces- sary for the majority of those who take our examinations ; and in the place of them we have a course in current periodicals. Next year we shall experiment with a course in con- temporary novelists, American and foreign, those who do not yet appear in histories of lit- erature and who must be studied through their own works. This will be a carefully watched course, in which the students will do most of the work, the instructors supplying criticism of it and giving the librarian's standpoint. Technical German is another feature of the first year's work. Dr. Edouard Reyer's " Hand- buch der Volksbildungwesens" is the text- book used, only the section on libraries being read. The study of the German language is second- ary in this: the forms are learned gradually, by the few who do not already know the language, and the rest of the time is devoted to transla- tion into English and to acquiring as large a vocabulary as possible. By eliminating all study that does not strictly pertain to our ob- ject, much ground may be covered in the nine months, and a good technical as well as general vocabulary may be acquired. So much for the first year, with its instruction, its practical work, its visits to libraries, etc., its lectures by librarians and others. When a stu- dent has done thoroughly well throughout this course, we do not say that he or she is fitted for any library position or for every kind of library work. All have had the same training, but all had not had the same advantages previously as to education, association, etc., and all have not the same personal and temperamental equip- ment. The practice work during the third term, which the head of every department watches, reports on, and is interested in, has given us ideas as to the fitness of each student for this or that line of work, and our recom- mendations are made accordingly and most con- scientiously. The fact that 25 of the present staff are graduates of our library school gives them a particular interest in calling attention to flaws and suggesting improvements in the train- ing, from their now practical point of view. For the second-year work, though this is quite in its infancy, well-defined lines are laid down. It is no reflection on a first-year student that he or she does not enter for the second- year work, since the second is not a completion or extension of the first, but a special course to enable those whose talents lie in a particular direction to specialize in that direction, or at any rate to learn as much as we can teach them. We have begun our second-year work with a historical or bibliographical course, for which few are adapted, while positions are compara- tively few. Therefore we do not claim that it is a strictly utilitarian course. But it must be said that in the general waking-up of libraries and the humanitarian impulse given to library work, there is danger that the historical side may be forgotten; and if it is one of the first duties of a professional man to know his tools and of the artist to know the medium in which he works, then librarians should know more of the historic background of the book of to-day. For this historical course, an entrance exami- nation in French, German, and Latin is given. The practical work of the course is obtained at the Lenox Library among its incunabula, mss., 62 CHAUTAUQUA CONFERENCE. and i6th century books. A knowledge of the authorities is gained, a course of reading on subjects connected with the course is required, Italian is taught for use with old books as well as for contemporary studies in bibliography. During the coming year the students in this course will have a series of lectures on Latin palaeography at Columbia University. Such a course as this belongs properly in a university, but the universities do not give it, and if library students wish this knowledge there should be some place where they can get it. This is one special course. A second one projected is that for training in work with chil- dren. The fact that the kindergarten depart- ment of the institute can be depended on to supply a considerable part of the instruction necessary for this course will make its establish- ment comparatively easy. In all these special courses our aim is to affiliate, in the informal sense of the word, with institutions that can give the special instruction, while the library and the library school continue to adapt this in- struction to library needs, bringing forward for study the library problems on which the in- struction must be brought to bear. These special courses will always be elective, and generally conditional on there being at least three students who wish to take any one of them. The final examinations in the special work are set by the lecturers or instructors giving the course, and their approval is necessary in order to obtain the certificate for second-year work. By taking the entrance examinations of the in- stitute set for students who wish to take the normal courses in other departments, library school students who do the two years' work become entitled to the institute's diploma as well as to the certificate of the library school. DREXEL INSTITUTE LIBRARY SCHOOL. BY ALICE B. KROEGER, LIBRARIAN. THE Drexel Institute Library School was started in the fall of 1892. The course of study, lasting one year, has from the begin- ning aimed to include the two chief phases of a librarian's education technical study of the methods of library administration and an al- most equally technical study of books. Work begins on the ist of October with a class gen- erally limited to 20 students. Library economy lessons are given on Monday, Wednesday, and Friday, while Tuesday and Thursday are re- served for cataloging, to which special attention is given. The library economy lectures comprise the various technical branches, which are described fully in the circular of the school. General lectures on library science include library build- ing, library extension, children's reading, and other general topics relating to library science, as well as lectures on the history of books and printing. Brief instruction in proof-reading is given during the second term. The study of literature extends throughout the year on three days of the week. The plan of the literature course has been from the be- ginning to make it practical and bibliographical rather than critical. It is of the utmost im- portance for any one engaged in a library to be familiar not only with the great books of all time, but particularly to know the writings of English and American authors of the present day, many of which are called for constantly by readers, and with which our would-be libra- rians are too often unacquainted. Until we see from the results of entrance examinations a marked improvement in the knowledge of books and authors displayed by applicants, we must at least give a small frac- tion of the time to this broad side of the libra- rian's education. Especially helpful to the student in the literature classes is the handling of the authorities and reference-books on this subject and the preparation of lists of works by and about the authors discussed. A more technical knowledge of books is gained by the instruction in the use of refer- ence-books and bibliographies, which is in- tended to give to the students such familiarity with these tools of the librarian as will enable them more quickly to meet the needs of the reading public. A thorough study of the ref- erence-books in common use is made, and ques- tions are assigned to illustrate their use. Lectures given by some of the professors of the institute in the literature of their subjects enable the students to become acquainted with the names of some of the authorities in several subjects, such as architecture, economics, Amer- ican history, etc. Before graduation each stu- dent is required to submit a reading list, or reference list, on some selected topic. Practical work in the library is required of students in order to familiarize them with some of the important details of library management. SHARP. The class is instructed during the first week in the general arrangement of the institute library, the location of books, and methods employed in the process of lending books to borrowers, without taking up any of the prin- ciples involved. Students serve their time at the delivery-desk in regular order. The practical work in the order department, classification, etc., is given after each subject has been thoroughly discussed in class and is kept up during the entire year. The names of students, with work assigned, are bulletined on the morn- ings devoted to library economy. Practical work in cataloging begins in Janu- ary, at which time the students are able to make all entries for a book with the exception of assigning subject headings. The subject entries are discussed fully in the second term and practical demonstrations of the difficulties of dictionary cataloging are given. Cataloging for the library is assigned only on cataloging days. The library of the institute now numbers 22,000 selected volumes. With a comparatively small growth during the year, we have usually been able to find sufficient practical work to give the class a fair comprehension of the sev- eral departments of library management. The library received two large gifts of books during the past three years, which provided work for two classes. This year the school has had the opportunity of cataloging and classifying, at the library, a private collection of several hundred volumes. Next year there promises to be more than enough, since the library has recently accepted a gift of about 1500 volumes. All this, in addition to the regular routine work of the library, is of the greatest importance in the thorough education of a library stu- dent. In a one year's course there are necessarily many important topics connected with library management which can be gone over but hastily, if at all. The essential considerations which we try to bear in mind are to make ear- nest, conscientious, and, if possible, thorough workers in those lines of the subject which our graduates are most likely to need in their future experience as library assistants or librarians of small libraries giving suggestions throughout the year as to possible self-improvement in their specialty by further study after they have left us. UNIVERSITY OF ILLINOIS STA TE LIBRARY SCHOOL. BY KATHARINE L. SHARP, DIRECTOR. FROM September 14, 1893, to July i, 1897, this school was known as the Department of Library Science of Armour Institute of Tech- nology, Chicago. It started with only a short elementary course to meet a certain demand which was felt in the middle west, and its connection with a technical school was at first considered peculiarly fortu- nate. As conditions changed, or were more fully appreciated, the course was extended, but it soon became evident that the school could not meet the demands upon it without larger quar- ters and more generous equipment. The offer of the University of Illinois in 1897 to adopt the department, its students, and its technical equipment, and to make it the State Library School, presented a welcome oppor- tunity. The decision to move was not made hurriedly nor without consultation in the east and in the west, and when the transfer of the school and its property was made, with the good will of Armour Institute of Technology, in September, 1897, the friends of the school felt that a new era for it had begun. EQUIPMENT. The state of Illinois has just erected for the university, at a cost of $160,000, one of the most beautiful and convenient library buildings in the country. The library is 167 x 113 feet. The main floor contains the reference-room, the periodical reading-room, the conversation-room, the li- brary school lecture-room, and the delivery- room, which opens into the second story of the book-stack. The second floor contains the library school class-room, four seminar rooms, and the administrative offices of the university. The basement contains well-lighted rooms, which are at present used for various collec- tions. The book-stack forms a rear wing to the building, separated by a fire-proof wall. This will eventually contain five stories, ac- commodating 150,000 volumes. At present only three stories are fitted with shelving, while the upper portion is floored to form a class-room for the library school. Here each 'student has a desk specially fitted for library work and has easy access to the collections of the school in 6 4 CHAUTAUQUA CONFERENCE. this room and to the book-stack directly be- low. The libraries now embrace about 40,000 vol- umes, and the last legislature appropriated $20,000 for additions within two years. This affords unusual opportunities for the library students. REQUIREMENTS. The requirements for admission from 1893- 97 were a high school course or its equivalent. Candidates were required to take examinations in general history, general literature, and gen- eral information. In 1897 they were obliged to take examinations also in one year each of French and German. College graduates whose records were satisfactory were admitted with- out examination. As these were admitted first and others in the order of their preparation, and the number in each class was limited, there were very few students who had only a high school preparation. In 1898 candidates for technical library work had to present satisfactory credits for two years of university work. High school candidates must now enter as freshmen in the university and take the course outlined in one of its col- leges for two years. Candidates are urged, however, to complete a general college course before taking the technical work, and an en- couraging number of graduates are applying. LENGTH OF COURSE. The course at first was so planned as to offer but one year of instruction, so arranged that it could be supplemented by a second year of ad- vanced work if desirable. In 1895 a second year was added and has been given ever since. Now the course covers four years beyond the high school, consisting of two years of regular college work and two years of technical library work. It has not seemed wise to restrict admission to the graduating class by extra examinations or by personal decision, and it seems quite im- possible in a state institution to refuse promo- tion to those who have won that right by their records, although strenuous efforts are made to deter those who seem personally unfitted for the work and to turn their energies in other directions. DEGREE. The degree of Bachelor of Library Science (B. L. S.) will be conferred on those who com- plete the course outlined. At Armour Institute of Technology no degree was given. Former graduates who possessed the present requirements will be counted as alumni of the University of Illinois, but they cannot receive the degree, because they have not been in residence. EXPENSES. At Armour Institute of Technology the tu- ition advanced from $60 to $75 per year, which was high in comparison with other schools, but in harmony with other departments of the insti- tute. At the university tuition is free, the matricu- lation fee is $10, and the term fees for inciden- tal expenses are $22.50 for the year. INSTRUCTION. The course at first was modelled after the junior year at the New York State Library School, although English literature was re- quired, owing to the lower standards of admis- sion, and later typewriting was added. As long as the course was limited to one year, the tendency was to crowd into it as much advanced work as the students could carry. When a second year was added no change was made in the first year, and the uneven division of work was soon manifest. The effort now is to restrict the instruction to library topics, accord- ing to the recommendations of the A. L. A. Committee on Library Schools in 1895, and to more evenly divide the work. The earlier ten- dency was to magnify technical details. The effort in the future will be to give a broader knowledge of books. Cataloging. Instruction is given according to Dewey's "Library school rules " and Cutter's " Rules for a dictionary catalogue." At first the course taught the construction of a classed catalog, and the classed catalog of Armour In- stitute of Technology afforded practice through- out the year. Dictionary cataloging was taught later in the year for a period of six weeks, but there was no practical opportunity to apply it. Experience showed that nearly all of the students went out to libraries for which the dic- tionary catalog was more convenient. Therefore, without -any intention of deciding in favor of one form in preference to the other, but rather for practical reasons, the main in- struction was given on dictionary cataloging, and the Armour catalog was changed to this SHARP. form to afford practice for the students. This course has proved much more satisfactory than the former method. Advanced cataloging has been taught in various ways. Until this year a study of prin- ciples was based upon a comparison of 10 codes, ranging in date from the British Museum to the latest edition of the " Library school rules." This year the study was based upon a proposed code for cataloging government documents. This will be continued, and a course on prepar- ing a printed catalog will be added. The students will prepare for the printer the com- plete list of books used for instruction in diction- ary cataloging, with the index by principles, will select the paper, decide upon the type, and read the proof. Order and accession, In teaching methods of ordering books a list of American and foreign requests with several inaccurate items is given to the students. They must verify this and prepare orders and write any necessary instruc- tions to the agent. In a short time the Ameri- can books are delivered with a bill which needs correcting and necessitates correspondence. La- ter a custom-house affidavit is sent to each one, and this is executed before a notary public. The foreign books, with bill, are then deliv- ered and all records of the transaction are com- pleted. The same books are accessioned. Formerly trade bibliography was taught before students took this work. Hereafter it must be combined with the order department, because of the change in the course. Classification. The Dewey Decimal Classifi- cation is taught in the junior year, with merely an introduction to the Cutter Expansive Classi- fication for the sake of comparison. This latter system is carefully studied in the senior year, together with other well-known systems, for an understanding of principles rather than for de- tails. Both at Armour Institute of Technology and at the university the practice of the stu- dents is with the Dewey Decimal system. Reference. Lectures in the junior year are given on reference books in groups, such as indexes, dictionaries, cyclopaedias, atlases, handbooks of history, handbooks of general information, quotations, statistics, etc. At the risk of losing interest because of infrequent recitations, this subject has been carried through the year rather than grouped in one term, in order to familiarize the students as early as possible with the moit used reference books, while studying other subjects. From the very opening of the school great stress has been laid on the actual preparation of reference listi for posting, and students have had opportunities to show their ingenuity in suggesting and pre- paring timely lists. Their speed has also been tested by the preparation of class and society lists needed at a specified time. Advanced students study government, state, and society publications. They have also a short practical course in indexing. Bibliography. There is a tendency to merge in other subjects the work formerly given under this head. Instruction is given in the junior year in the trade bibliography of America, England, France, and Germany. Reading lists and short bibliographies are included in refer- ence work. In the senior year subject biblio- graphies have been given by specialists and an original bibliography has been required of each student before graduation. The students have in this way received many valuable lists, but they have not had enough class exercises upon them to make them familiar with them. This omission was excused for lack of time, because the original bibliography was so absorbing. The faculty has finally reached the conclusion that it is better for the student to have more of these special bibliographies from authorities, with time for class drill after each, than to be- come very familiar with one subject to the ex- clusion of all others or at the risk of extreme superficiality. Library visits. This school, like those in the east, has made a practice of visiting libraries annually for comparative study of methods. While in Chicago, one visit was made and dis- cussed each week. This year the class spent one week in Chicago, making two visits a day, and devoting many days to discussion on their return. It is doubtful if these visits will be repeated, at least in the same way. The plan now is to have a member of the staff thoroughly revise the library school notes, on a much more thorough basis, and to keep these up to date. These will be supplemented by photographs and models, if possible, and will be made the basis of comparative study of principles at the university during the junior year. This will give the students a clearer idea of details, and it will relieve librarians of the task of minute explanations which they have so graciously 66 CHAUTAUQUA CONFERENCE. repeated for several years. If it seem best, later the seniors may visit Chicago to study broad questions, and to obtain final material for their theses. Laboratory work. This term for practical work has been adopted since the connection of the school with the university. Formerly this work was done at pleasure during the day, and it was of a very miscellaneous character. This lacked system, and did not give satisfactory results ; it wasted the time of the staff and inculcated ir- regular habits on the part of the students. Now regular laboratory hours are assigned ; definite work is distributed beforehand, and an instructor is in charge ; tardiness or absence from laboratory is as serious as from a recita- tion. The plan next year will be still better, by concentrating work in the laboratory upon one subject for a definite time. For example : during one term the juniors will make reference lists, and during the other term they will cata- log, while the seniors may classify or may do miscellaneous work for a review. In order to learn the details of office work which cannot be taught in class, each student acts as assistant for a time to each member of the library staff in turn. Each member of the staff has a senior assistant and a junior assist- ant at the same time. Formerly these worked independently, but now the senior has charge of the junior's work and makes a report upon it each week. This was devised as a slight test of the executive ability of seniors, as trustees always ask about that quality when engaging librarians. SUMMARY. While the school has a past, it seems to be just beginning, and it can hardly be said to have distinctive characteristics at this period of change. It is believed that the following points are peculiar to it : It is one of the recognized schools of a state university, and is accepted upon equal terms. Its director is a full professor in the univer- sity, and other members of the staff occupy corresponding positions. It has the advantage of assistance from a large university faculty. It has the environment of university life. Its tuition is free at present. It must be for others to say whether there are any peculiar merits in its surroundings or in its methods. NEW YORK STA TE SUMMER SCHOOL. BY MRS. SALOME CUTLER FAIRCHILD, VICE-DIRECTOR. THE test-question in all discussion on library instruction, whether the issue be broad ques- tions as to the number, distribution, and rela- tion of schools or to the methods of any individual school, ought to be How will the plan proposed affect the library interests of the country, broadly speaking and in the long run ? Judging by this test we conclude that a summer library school should be carefully differentiated from other schools. We believe that the libraries of the future, like the pulpit and the bar of to-day, will be managed by trained men who have prefaced their experience by a college course and by thorough special training. We believe that two years is not too long for this special training. But in passing through the transition period from the era of apprenticeship training to that of professional schools it follows that there are in our libraries a large number of men and women with high ideals, who are doing fine work and have already proved their fitness for their places, but who feel the limitations of their lack of earlier training. They can get a leave of absence for six weeks, and a brief, systematic course will help them to supply de- ficiencies and to gain a conception of the work as a whole. They will return more efficient library workers, and the institution giving such a course will have served general library inter- ests. We shall, therefore, continue to offer a summer course. It will last for six weeks, and will be held in May and June, because at that time we can offer instruction from a full, ex- perienced faculty, instead of from one or two people not much accustomed to the work. The school will be limited to those holding library positions and doing good work. While a general course is outlined, facilities will be given to those wishing to devote the time to special lines of work. We believe that library interests would be seriously hindered by allowing those who have had no library experience to take a six weeks' course with us and to flatter themselves that they have thus prepared themselves for pro- fessional service. It may be that the summer school is only STEARNS. 67 a temporary expedient. It may be that the time will soon come when the library profession will be so distinctly recognized as such that all important positions will be filled by graduates of regular library schools, and the minor places will be filled by those training in the library in a course something like the civil service course adopted at the Los Angeles and since used by the Pittsburgh, Dayton, and other libraries. Until that time comes the summer library school has an important function to perform in library development. WISCONSIN SUMMER SCHOOL OF LIBRARY SCIENCE. BY L. E. STEARNS, LIBRARIAN WISCONSIN FREE LIBRARY COMMISSION. THE need of some form of library training for those who cannot afford to attend the longer terms at the regular library schools was recog- nized in Wisconsin in 1895. Through the munifi- cence of the Hon. J. H. Stout a summer school of library science was then established in con- nection with the University Summer School at Madison, with Miss Katharine L. Sharp as director. Senator Stout paid the expenses of the school the first two summers ; but the school is now self-supporting, a fee of $15 being charged. The purpose of the school is not to make the inexperienced fit for library service, but to give those in charge of small libraries and library assistants some knowledge of elementary library methods. The course comprises a six weeks' term, from July 6 to August 13 each year. The instruction follows the treatment of a book in logical order from the time it is entered in the accession-book until it has been classified*, cataloged, loaned, repaired, and re- bound, with 24 lessons in the Dewey and Cutter classifications. The work does not end with theoretrical lectures merely, but from three to five hours a day of independent work is expected of each student, tending toward self- reliance in future work. This independent work is carefully revised and returned, each student thus carrying home a full set of samples, which are invaluable for future reference. It has been thoroughly demon- strated that the summer school is not, as was feared, a harmful short-cut to superficial training, but rather a good step in the right direction. The school's reputation in its home may be inferred from the fact that of the students who attended the school in 1895 two were from Wisconsin, in 1896 eight came from Wisconsin, and in 1897 there were 12 from that state; while others came from as far west as Montana and as far east as Ohio. The summer school has proved an active and living factor in the promotion of library in- terests in Wisconsin. New libraries are spring- ing up in every little hamlet. These libraries must largely depend for their administration upon the local, inexperienced applicant. Through attendance at the summer school many points dealing with administration are gained, and, best of all, the students become imbued with what has come to be known as the true library spirit. THE SUMMER SCHOOL CLASS AT AMHERST, MASS. BY W. I. FLETCHER, DIRECTOR. BEGINNING in 1891, the Sauveur Summer School at Amherst, Mass., has had a depart- ment of Library Economy. This course was established by me with the thought of giving all that I could of personal instruction in five weeks (recently the course has continued six weeks) to such as might offer themselves, with the expectation, which has been fully justified, that most of those seeking this instruction would be already engaged in library work in some capacity, more commonly as librarians of small libraries. The work was looked upon as a laying of foundations, in the case of those just mentioned, to be compared with the shoring up of buildings already erected, to dig down and put solid foundations under. It has been understood to be the one chief advantage of this course that it consisted mainly of lectures by myself, explanatory of library rules and practice. My purpose has been not to familiar- ize the pupils simply with what might be con- sidered as the best rules and methods, but to prepare them to prove all things for themselves and hold fast to that which is good. Classifica- tion has been discussed historically and as phil- osophically as possible. Cataloging has been taught with Cutter's rules as a basis, but with the attempt to get at the governing principles underlying the rules, and to enable the pupils intelligently to adopt practice either in con- formity with the rules or an intelligent non- conformity. 68 CHAUTAUQUA CONFERENCE, All other departments of library work are talked over in the same fundamental and radical way, comparatively little attention being given to details. In the practical work, of which the pupils do a good deal, they are constantly under my supervision, and are encouraged in every way to do independent and self-reliant work. Constant intercourse with one whose expe- rience covering every department of work in nearly every sort of library for nearly two- score years is coupled with the firm belief in the application to librarianship of all that is best in one, and in the pursuit of it as worthy of any one's highest ambition this, perhaps, is the one distinguishing feature of the Amherst School. If this statement lacks something of the modesty which accompanies true great- ness it should be noted that only so could I conscientiously answer the question asked me. SUMMER SCHOOL OF CLEVELAND PUBLIC LIBRARY. BY W. H. BRETT, LIBRARIAN. THE Cleveland Summer School in library science is arranged for in compliance with a resolution of the Cleveland Public Library board, which authorized the librarian to ar- range for such a class, provided that the fees received were made to cover the actual outlay, but giving permission to use the rooms and material of the library and the time of such members of the library staff as should take part in the instruction, provided that this could be done without serious interference with the work of the library. The board reported its hearty approval of the plan and its appreci- ation of the value of special training for library work. The time selected was the six weeks begin- ning Aug. i and ending Sept. 10. The aim of the school is to give as much accurate and thorough instruction in library methods as may be compressed into six weeks of close application and hard work. The school will open with three preliminary lectures on the afternoon of August i, and will be continued throughout the six weeks with three lectures of one hour each in the forenoon and five hours' practice work in the afternoon, until the last two days of the term, which will be devoted to tests. Among the subjects taught will be accession- book and shelf-list, three lectures each; dic- tionary cataloging, 30 lectures; Decimal Clas- sification (unmodified), 16 lectures; reference work, eight lectures; and one to three lectures each on other subjects will make a total of 102 lectures. The primary purpose of the school is to give the assistants in our own library who desire it an opportunity to secure some part of the dis- cipline and training of the regular schools giv- ing the full two years' course. It is hoped that it will be a benefit to all who attend, and that to some at least it may give a larger outlook on library possibilities and a better appreciation of the need of thorough preparation for library work, which will induce them to carry their preparations much further in or out of school. The aim is to make the instruction so thorough that it may form not only an introduction to but an integral part of a more complete library training. The class is limited to 24, as the necessity of correcting daily four hours' practice work for each pupil renders it practically impossible to secure a larger class. The formal applications for membership were about twice that number, and many more letters of inquiry were received which did not lead to actual application. These came from as far east as New York City and as far west as Utah. The class as made up contains 18 members of the staff of our own library, two who have passed the library exami- nation and are eligible to appointment, and four others. The requirement for admission is a diploma from a reputable high school or its equivalent. For the members of our library staff who take part in the instruction this school means a large amount of extra work without extra com- pensation. If all the instruction were paid for the fees would necessarily be greatly increased. For the assistants in the library not taking the course it means extra hard work during the summer and a sacrifice of inclination and con- venience in the arrangement of their vacation, in order that all not in the school may be in the library during the time. To those taking the course it means six weeks' hard work, the sacri- fice of their salary for that time, and the pay- ment of the fee and other expenses. For all, we hope the compensation will be found in the greater efficiency of our library. WIRE. 69 OHIO STA TE UNIVERSITY SUMMER SCHOOL. BY DR. G. E. WIRE, DIRECTOR. THE summer school in library training con- ducted by Ohio State University is part of the summer school of the university and is graded as a regular course, running regularly for three hours five days in the week. The fees are $15 for the six weeks' course. There are stu- dents now in attendance from the city and from outside the city, but there are as yet none from outside the state. The course is intended to be as brief and practical as it can well be made in six weeks. Students are taught the principles of classifica- tion and cataloging, and are also given lectures on the various phases of library work, on book- buying and binding, preparing books, charging systems, etc., the aim being to cover as fully as possible the field of modern library work as especially adapted to small public libraries. The instruction is rather eclectic : one student is learning cataloging with a view to a posi- tion in the state university library, and she is allowed to follow the rules of that institution. Another follows the rules of her own library; and this plan has been generally carried out. The school is flourishing, its attendance being one-third of the pupils in the summer school. It has just made a beginning, and is not yet half-way advanced with its work. LOS ANGELES PUBLIC LIBRARY TRAINING CLASS. BY MRS. HARRIET CHILD WADLEIGH, LIBRARIAN. THE board of directors of the Los Angeles Public Library organized a class for training pupils in the elements of library science in November, 1891. The board was impelled to this action by a pressure from three directions : the officers themselves were vitally interested in establishing and maintaining the highest possible standards throughout the library ; the use of the books had been made entirely free to the public in 1890, and the usual increase in circulation followed ; and, lastly, there was needed some permanent check against the "in- fluence " which often urged the worthiness of certain applicants rather than ability or fitness for the work. Accordingly in October, 1891, the board voted, "That previous to being given paid em- ployment all applicants be required to take a course of training not to exceed six months ; examination of candidates shall be held at stated intervals, these examinations to be gen- eral in character, aiming only to determine whether by previous education and natural adaptability the applicant is warranted in under- taking library work ; that satisfactory evidence of such qualifications being given, the candi- dates be accepted, providing they shall be not less than 17 years of age and shall have filed a written application agreeing to serve three hours daily without salary for a period of six months." Classes were limited to six members and applications were received from various parts of the United States, for this was the pioneer training class. A high school education or its equivalent was expected, and candidates were advised to be especially familiar with general history and literature, as well as with current events. A short reading list covering these subjects was printed at that time and has been a guide ever since. The full history of the foundation of this class was given in a paper read by the librarian, Miss T. L. Kelso, before the World's Library Congress in 1893, and has been published in the papers of that congress by the Bureau of Education. That paper contained the course of study and forms used by the class. The class is the special charge of the first assistant librarian, who makes out the study lists and superintends the time. Pupils are scheduled in each department of the library in turn, to be instructed by those in charge and continue at each point, for at least one week, until the circuit has been made. After two months' work an apt pupil is frequently called upon for substituting. At the end of the six months' term each department reports to the librarian upon special fitness, accuracy, punc- tuality, neatness, and despatch, as shown by each pupil while in that detail. Lectures are given at least twice a week, and systematic study is required in the various departments of library science. Comparative study in methods of classification, of loan and charging systems, the study of reference-books, of bibliographies, and of best authorities in various classes, all are given attention and dis- cussed, while the practical working of our own library and the intricacies of the Dewey classi- fications as found on our own shelves are given some time at every meeting. CHAUTAUQUA CONFERENCE. Before final examinations each pupil prepares bibliography and a thesis upon a technical subject is written, and this work is represented in the final percentage. A grade of 70 per cent, is required for passing, and 85 per cent, entitles a pupil to take a second course of six months in advanced cataloging. As soon as certificates are granted, pupils are eligible for substituting, although the board does not guarantee positions to graduates. Appointments are made in order of rank, and to-day in a staff of 30 only two remain who have not served in the training class, and both of these had been on the regular library staff before the training class was inaugurated. In January of this year the board of directors still further perfected these civil service rulings by reorganizing the staff upon a basis of individual attainments. Four classes of attendants were named : class A, salary from $50 to $70, required a college education or equivalent in special knowledge; class B, salary $40 to $50, high school course; class C, salary $30 to $40, and class D, $20 to $30, same requirements. Each member of the force was allowed to make her own choice of class and submitted answers to a set of 100 questions prepared by the board. It was decided, however, that heads of de- partments should be members of class B. The graduates of training classes were made mem- bers of class D, and as a recognition of years of service from those without special equip- ment it was decided that every graduate should serve in class D at least one year at a class D salary. Since 1891 about 200 applications have been received and 42 pupils from 10 different classes have been graduated. This system of appren- ticeship has been more than any other factor the basis of the vigorous and efficient service which accomplishes with ease the extraordinary amount of routine work demanded from the Los Angeles Public Library. But more than all else, the training class gives and keeps alive pride in and enthusiasm for our profession, which, in view of our isolated position, could be derived from no other source. INFLUENCE OF LIBRARY SCHOOLS IN RAISING THE GRADE OF LIBRARY WORK. BY W. I. FLETCHER, AMHERST COLLEGE LIBRARY. ""DAISING the grade of library work" is a somewhat ambiguous expression. If the grade of library work be estimated by the culture and abilities and success of the libra- rians of some of the leading libraries it might appear that the introduction of library schools has not raised the grade. It is doubtful whether we shall ever have librarianship in this country of a higher grade in these respects than that of Jewett and Poole and Winsor, of Lloyd P. Smith, and Noyes of Brooklyn, none of whom ever profited by any school training in library work. In fact, it may well be doubted whether it will ever appear that the men foremost as bibliographers and scholarly librarians, or ever as skilful and shrewd and wise librarians, adorning and elevating the calling, owe their power to library school training. If this is true we would look elsewhere for the results of such training in raising the grade. Nor should we look in vain. It has been somewhat character- istic of our foremost librarians that they were, and worked as, men of genius rather than men of routine. Consequently matters of mere routine .were left by them to subordinates, and in their hands failed to receive the systematic study and attention which they deserved. It will now be found that very much of the detailed work of the larger libraries is in charge of library school graduates, and that their training is showing its influence in distinctly raising the grade of this detailed and routine work, infusing into it system and method, and bringing it into con- formity with the best established practice. A small detail that might be mentioned as illus- trative of this point is the almost universal use at present of vertical handwriting in catalog work, a great improvement which must be at- tributed very largely to the influence of the library schools. To the same influence is due much of the progress to be observed in the mat- ters of charging systems, library accounts, etc. But it is in another field that we shall note the chief influence, or at any rate the most marked and noteworthy influence of the library schools in " raising the grade." This is in the HEW INS. smaller libraries, of from 3000 to 20,000 vol- umes, scattered all over the country, which are now in charge of librarians who have been trained in a library school or training class. In libraries of this class the grade of work done all through has been so distinctly raised that the comparison of the average small library of to-day and of 20 years ago is a contrast rather than a comparison. Very many of such libra- ries are now thoroughly well classified; their catalogs are nearly as good examples of good systematic work as those of the largest and best libraries. Into these libraries the newest meth- ods in charging systems, information desks, use of books in the schools, bulletins, finding lists, and so on, have been largely introduced. And very much, to be sure not all, but still very much, of this change which has taken place, and is taking place to-day more rapidly than ever, is due to the influence of library schools and training classes. This is, after all, the tru- est " raising of the grade " not adding to the height of the mountains, to be sure, but filling in the valleys so that there comes much nearer being a level, not a dead level of conformity, but a very much alive level of attainment and usefulness apparent in the library work of the country. ELEMENTARY LIBRARY CLASSES FOR TRAINING ASSISTANTS. HARTFORD PUBLIC LIBRARY CLASS. BY CAROLINE M. HEWINS, LIBRARIAN. THE problem which presents itself to a li- brarian who has a staff that has not received special training is how to make the loan- clerks something more than machines; how to give them a sense of responsibility and inter- est in their work, and a broader outlook upon it than through the iron grating that keeps the public away from them ; and how to excite in them ambition that will lead them to library school training, or if that is impossible, to study and fit themselves for heads of departments or small libraries. The girl who has had only a high school course has usually some knowledge of Latin, but not enough to read a Latin title easily at sight. She has studied perhaps a little French or German, but does not read them for pleasure. She has passed her examinations in ancient, mediaeval, and modern history, but she does not know the difference between a Jacobite and a Jacobin, thinks James I. of England and James i. of Scotland the same, and cannot dis- tinguish between Sir Thomas More and Thomas Moore, Edmund Spenser and Herbert Spencer. She does not know that Froude and Macaulay are of no use to a reader who wishes a bird's- eye view of English history, and has no skill at all in determining the comparative merits of authors or editions. She has studied "English literature," but does not know books. She has read for pleas- ure authors like Rosa Carey and Captain King, and although she may know the names of De Quincey and Charles Lamb, she has never heard of anything by either except some bit that she had to get up for task-work and then forgot. Of the "pastures large and fair" of literature she has never had a glimpse. She does her work well and accurately so far as charging and discharging books are concerned, but is in danger of degenerating into a ma- chine if she is not taught to use the world of books about her. If she is asked in an emer- gency to do a bit of reference-work or suggest the best book on any subject she is useless. This is to a large extent the fault of the teach- ing which pays more attention to preparing for examinations than to teaching the use of books as tools or as friends. A class of half a dozen girls, the younger members of the Hartford Public Library staff, who have had a high school course or its equivalent, has come to my office almost every Wednesday morning since last October. The heads of departments were first asked if they were willing to take, the juniors' work for two hours on Wednesday morning, and expressed their willingness to do it if they might have an hour of their own in the office on another day. The winter's work has been unmethodical and desultory, for its aim has been more to in- terest the girls in reading for themselves and working up subjects than to follow out a pre- scribed course. Soon after the first meeting of the class the figure-head of Farragut's flag- ship, the Hartford, was carried in procession through the streets and deposited in the capi- tol. The girl who prepared the best reading list on Farragut had it sent to one of the daily papers with her name. 7 2 CHA UTA UQ UA CONFERENCE. Since Mrs. Dixson's " Index to prose fiction " was published, every member of the class has checked a page a week. These checked pages have been read over and commented on in class, errors corrected, and additions sug- gested. They have also checked Sturgis and Krehbiel's " Bibliography of fine art." In the first lessons they were told some of the uses of dictionaries and encyclopaedias, when not to use the Britannica and how to find refer- ences in Appleton's "Annual cyclopaedia." They learned, too, the many uses of the World and Tribune almanacs, the "Statesman's year- book," biographical dictionaries and gazetteers. I gave them a list of the most useful sets of mag- azines indexed in Poole, that they might not waste time in the "search for the absolute," and also taught them how to find the right vol- ume when there has been more than one series. Early in the winter a course of lectures on men of the American Revolution was given to pu- pils in the public schools, and the class pre- pared reading lists on Washington, Samuel Adams, Patrick Henry, and Jonathan Trum- bull. We have had talks on literary periodicals, and every girl has taken on herself the reading of one. A little book published last winter, " Sphinx-lore," has furnished questions on pseudonyms, authors, and books, that have taught the use and limitations of books like Brewer's handbooks, and introduced the class to Notes and Queries. Examination questions from other libraries, from Boston to Los An- geles, have been freely used. When an exhibition of autotypes was given in the winter the class made lists of artist-biog- raphies. They have had problems such as have really come to us, like " Make a list of novels illustrating American society for an intelligent young Hindu in India who is a graduate of one of the government colleges," "Find the an- nual imports and exports of steel to and from the United States," "What books of the last year would you recommend for a small country li- brary that has $25 to spend ? " We have talked over children's books and lists for children, lists of short stories and ghost stories, novels of Queen Elizabeth's time and of Waterloo. We have had some les- sons in classification on a blackboard, and a good deal of running comment on new books, ar- ticles in Public Libraries and the LIBRARY JOURNAL, and meetings of various state library associations. After the hour in the office the class works another hour in the reference-room on the Squeers principle. The effect of the weekly meetings is seen in an increase of self-depend- ence, alertness, interest in books, and ability to find what is in them. DA YTON PUBLIC LIBRARY CLASS. BY ELECTRA C. DOREN, LIBRARIAN. AN elementary course of library training for library assistants and those applicants found ac- ceptable for position has just come to a close in the Dayton Public Library. It was undertaken at the expense of the library, solely with a view to the organization of its own work and for the purpose of raising the power of assistants holding minor positions in it. Note-taking, library hand, book numbers, the elements of classification and cataloging, use of reference-books, library rules and regu- lations, conduct of school and travelling libra- ries, routine in loan, bindery, and inventory ac- counts and accession work were the subjects in which instruction and practice were given. For the details concerning the constitution of this class, the compensation, appointment, and the general results of the venture, reference is made to the annual report of the Dayton Public Library for 1896-97, and its forthcoming one for 1897-98. The reasons for elementary training for library assistants are found in necessity the one inclusive reason and emphatic necessity being economy and effectiveness in library ad- ministration. The fact that a public institution is expected to draw the larger part of its working force from the community which support! it, the fact that such help is for the most part un- trained in library method, and the fact that skilled intelligence alone can construct, use, and preserve the records whereby a library becomes an instrument for the distribution of books, and at the same time is able to identify and locate each item of library property, force to an issue the problem of better training for the library assistant. Responding to these facts is the one that there are now trained specialists in library economy ready to do effective work and to im- part method. DA VIES. 73 Lack of education, want of knowledge in clas- sification or of the construction of the catalog, are great handicaps to the usefulness of any assistant. They make him, if not an absolute obstruction in the way of the searcher, to whom he gives wrong or misleading information, at least a slow and indifferent helper. He works hard, perhaps, but blindly, and too often the not knowing how to work discourages and deadens his effort, so that it drags and finally fails altogether. Given desire upon his part for training and confidence in his ability to profit by it, the aim of the instructors must be for correct form, ac- cording to a definitely stated standard of thor- oughness, accuracy, and speed. It is standard which must be enforced, for it is exactly here that the locally trained assist- ant has been most neglected, and here, too, is precisely where great waste and oftentimes serious friction arises in the administration, involving not only loss of library time through faulty method but waste of actual energy and library material. The poison of a vague dis- satisfaction arising from unequal distribution of burdens permeates the atmosphere, the unsys- tematic or showy, blustering worker being even less content than the one who carries forward the routine and bears the brunt as best he may. Instruction by class training has specific ad- vantages. It is systematic; it is purposeful; it is uniform; it is limited. It substitutes tan- gible results, as evidenced by class work in the place of mere opinion in judging of an assistant's abilities. It furnishes a basis for intelligent selection and comparison of the capacities of several assistants for a variety of work, and it faces the worker with something definite to do according to a definite way of doing. The drones and the unfit do not find such an atmosphere congenial, and the library service becomes to a certain extent self-adjusting. If made the prime qualification for appointment, it relieves the administration of much embarrass- ment from pressure of political and social influence in the selection of assistants. Thus, too, is furnished under existing con- ditions a body of workers prepared to receive and to follow the more highly trained directors, to relieve them of burdensome detail, and to further in an economic manner the library's permanent working resources. BUTTE (MONT.) PUBL 1C L IBRA RY CLASS. BY JOHN F. DAVIES, LIBRARIAN. INSTEAD of giving theories, I would give a short chapter from experience. It has been to my pleasure and profit if it was not as prof- itable to others as it might have been to have had one training class. In 1895 one of our assistants resigned, and it was decided by the board of trustees to fill the place after an apprenticeship term of service. The trustees conducted an examination which was not in- tended to be easy enough for any one to obtain a high percentage on, but was meant to be so complete as to indicate to the trustees pretty fully the knowledge and capacity of candidates. From this examination six apprentices were se- lected, who served in the library for about three months, four hours a day each, but were so dis- tributed that only two were on duty at any one time, two in the morning, two in the afternoon, and two in the evening. The salary of the va- cant apprenticeship was divided among the six. The librarian had previously had no direct acquaintance with any system of training in vogue. He knew some things that should be done ; he did not know how some other things should be done, while the trustees had more or less pronounced views of their own. Just at that time the "Public library handbook" of Denver appeared, and we obtained a number of copies and used them as text-books. The ap- prentices were put directly at work in the library shelving books, charging, and doing other routine work. At the same time daily conferences were held between the appren- tices and the librarian. Sometimes these were in the nature of recitations, sometimes they were talks, sometimes examinations, the idea being that the Denver handbook should be studied and comments made with special ap- plication to the methods in use in our library. After the first week or two a daily drill in the Dewey classification was had. After this course the trustees held an oral examination of the apprentices and one was chosen to serve in the library. The one question asked by the trustees that had the most influence in deter- mining the final choice was this: "What do you do with a book from the time it comes into the library till the time it goes out?" That was a practical question and the assistant who could answer it most satisfactorily had an excellent chance of appointment. 74 CHAUTAUQUA CONFERENCE. INSTRUCTION OF THE LOCAL LIBRARIAN BY THE ORGANIZER. BY ELIZABETH L. FOOTE, NEW YORK PUBLIC LIBRARY. 'T'HE organizer may have from one week to three or four months in which to convert the novice into an expert, and the library to be organized meantime may range from a few hundred to some thousands of volumes. For- tunately, the amount of technical information necessary is somewhat proportionate to the size and expectation of the library, and, therefore, to the length of the instructor's stay. The professional organizer must usually carry her own library of text and reference books to avoid waiting for those ordered for her pupil's use. Moreover, she will have her own plenti- fully annotated and marked, with all exceptions and modifications desired, and supplemented with a set of sample catalog cards for all prob- able complications. The equipment will in- clude: 1. The system of classification to be used, either abridged D. C. or a short form of the Expansive. 2. Cutter and Sanborn author tables. 3. Cutter rules for a dictionary catalog, last edition. This in preference to the library school rules, because it contains the A. L. A. rules and Mr. Dewey's statement of distinctive points, and full discussions of important principles; also it can be obtained at no cost. 4. Mr. Dana's " Denver Public Library hand- book." 5. Miss Plummer's " Hints to small libraries." 6. A. L. A. catalog. 7. World's Congress papers. 8. Public Libraries file. Instruction has to go on simultaneously with progress of work in the library ; hence a course something like this for the shortest possible period: 1. A lesson in assigning Cutter numbers put at once to practice on fiction and next on biogra- phy, subject to frequent revision, with explana- tion of errors. 2. An introductory lesson, or lecture, in classification at close of first day, with direc- tions to study preface and general heads at home, in order to observe intelligently work done by organizer. 3. Shelf-list work, put at once to practice. 4. Lecture, introductory, on general contents and use of all the books used as helps; namely, those mentioned above. Hints for subsequent intelligent self-instruction. 5. Have pupil copy intelligently such annota- tions and sample cards as she will be likely to need in her work. This may be evening work at home. 6-8. Three lessons in card-writing, covering all most common forms likely to be used. Use Miss Plummer's book, sample cards, and notes. 9. Accession and order work. 10. Loan system and intercourse with readers. II -12. Care of periodicals, repairs, binding records, etc. Use Miss Plummer's book as guide in all these details. The course may be expanded if the time allows, and will be, of course, supplemented by the constant practice work and questions that arise during the day. It is best to take the first half-hour in the morning for systematic teaching, then a few minutes before closing in the afternoon to review the day's work and assign a subject for home study. SUMMER LIBRARY SCHOOLS AND CLASSES. BY HARRIET H. STANLEY, LIBRARIAN PUBLIC LIBRARY, SOUTHBRIDGE, MASS. TS there a real demand for the so-called sum- mer library school ? How should its course be arranged ? The persons whose needs the summer school may expect to supply might be classified into three representative groups : i. The librarian in a small town or village intelligent, interested, and fond of books, but ignorant of the conclusions and methods now generally accepted by librarians as the result of years of experience ; not knowing, either, just how to put herself on the tracks of doing her work in the best and most economical way. It is likely that if this person should undertake a full library school course, even if not barred out by entrance examinations, it would be with a SHARP. 75 view to obtaining a more responsible and re- munerative position, and not in her capacity as librarian of that town. In her present position, if she purposes to retain it, she needs the ad- vantages of a course which shall not make severe requirements in time, expense, or en- trance qualifications. 2. The untrained assistant in a library of moderate size. The librarian may be thor- oughly capable and anxious to instruct, but because the library has not money enough to provide a properly large or efficient staff a heavy burden of work falls upon its head, and he finds it impracticable to give more than a necessary minimum of instruction to his sub- ordinates. The inducements which the library can offer the assistant are too slight to com- pensate for a long course of study; a brief one, however, will not only aid her to do her work satisfactorily and with more pleasure to her- self, but will economize the librarian's forces, and so render more effective the administration of the whole library. 3. The person who has been engaged in li- brary work for some years, in whom experience has developed excellent practical judgment and who is so well informed as to be valuable in the library. The circumstances of her indi- vidual position may be such that she needs more technical up-to-date knowledge in some directions. A long course of training is in no way necessary, but she wishes to come more actually into touch with modern opportunities than can be done by reading or at library asso- ciation meetings. She wants a short but not elementary course. It is evident that students of the first and second groups require a similar grade of in- struction in similar subjects. The student of group 3 needs something different. A sat- isfactory course in order fitly to economize the time and efforts of all students should have two divisions to its program, an elementary and an advanced, in which, though certain parts may be required, certain parts also may be elective. Otherwise, some members of the class are often trying to comprehend what is in ad- vance of their education and experience, while again others are obliged to occupy themselves with matters which, though new in the treat- ment of details, they have already essentially mastered. Persons intending to train themselves for librarianship should be discouraged in looking upon the summer school as a quick and inex- pensive substitute for a more complete training and as affording sufficient preparation. It can- not be such. Its use and aim should be to make more skilful those workers already in the field, in the less responsible positions or in positions where they have already proved their useful- ness and wish to increase it. INSTRUCTION IN LIBRARY ECONOMY THROUGH UNIVERSITY EXTENSION METHODS. BY KATHARINE L. SHARP, DIRECTOR OF BUREAU OF INFORMATION OF ILLINOIS STATE LIBRARY ASSOCIATION. INSTRUCTION in library economy by uni- versity extension methods was first given in December, 1896, by the University of Chica- go, at the request of the Bureau of Information of the Illinois State Library Association. The Illinois State Library Association at its organization meeting at Springfield, 111., on January 23, 1896, authorized, as one of the means for promoting library interests through- out the state, the creation of a Bureau of Information for one year, hoping to gather some material to put into the hands of a possi- ble state library commission. Its object was to furnish a medium through which all who were interested in the details of library organi- zation and administration, and who desired information upon the best methods in library economy and management, might direct their inquiries. The nature and number of inquiries soon convinced the Bureau of Information that it would greatly aid libraries in the state if some means were provided to give to the general public information in regard to the scope of library work and the use of libraries, without touching technical details. The idea was not to train library assistants, nor to interfere with nor to criticise local libraries. The best agency already organized seemed to be the university extension division of the University of Chicago. CHA Ul^A UQ UA CONFERENCE. The university extends its teaching beyond its class-rooms in four different ways : (i) by lecture-study courses; (2) by organizing even- ing and Saturday classes in Chicago and its immediate suburbs ; (3) by correspondence courses ; (4) by directing the work of local study-clubs. The class-study department was considered best suited to library economy, as the subject was too new to justify support in a popular lecture course. Its general plan is stated as follows : " For the benefit of the large number of persons in and near Chicago who wish to avail themselves of university instruction, but who have not the leisure to attend its regular sessions, the University of Chicago organizes evening and Saturday classes in convenient places outside its walls. These classes are conducted by university instructors, meet once a week for a two-hour session, and do as far as possible the same grade of work that is done in the university. The privileges of these classes are open to all. No entrance examina- tion is necessary. Each course must consist of 12 lessons of two hours each. A class will be formed if at least six people desire it and will support it by paying six dollars apiece for the 12 lessons and their share of the instructor's travelling expenses." The class-study department was asked to offer courses in library economy, and the fol- lowing topics were suggested in order to make the plan clear : i, Library extension; 2, Library training; 3, Home libraries; 4, Travelling libraries; 5, Li- braries and schools; 6, Libraries and clubs; 7, Book-buying; 8, Bookbinding; 9-12, Refer- ence-books or Administrative principles. The first two classes were organized by the president of the American Library Association, at the public library in Cleveland, Ohio, in De- cember, 1896. Instruction was given by the director of the department of library science at Armour Institute of Technology, Chicago, and the classes numbered 20 and 19 respectively. The students were all members of the public library staff, and this necessarily modified the course from the original plan, which was in- tended for the general public. The following course was given : i, Library economy publications ; 2, Library training ; 3, Library associations ; 4, Travelling libraries ; 5, Circulating department ; 6, Refer- ence department ; 7-9, Reference-lists ; 10, Clas- sification; n, Library service; 12, Question-box. A second course was begun in January, 1897, at the University of Chicago, under the instruc- tion of the assistant librarian of the university. The class numbered 15, and the following sub- jects were treated : i, Historical resume of library economy up to 1879 ; 2, Inception of the modern library move- ment ; 3, Effect of the movement on university extension ; 4, Travelling and Home libraries ; 5, Library schools for training librarians ; 6, Co-operation in methods and materials ; 7, Book-buying ; 8, Bookbinding and care of books ; 9, Manuscripts. Old and rare books ; 10, How to obtain the greatest good from the library ; n, Reference-books and how to use them ; 12, Historical sketches of some of the great libraries of the world. A third course was also begun in January, 1897, at Geneva, 111., under the instruction of the reference librarian of Armour Institute of Technology, Chicago. The class varied in number from 10 to 30, and consisted of club women, teachers, and library trustees, besides the local librarian. The course was as follows: i, Library ex- tension; 2, Libraries and schools; 3, Children's reading ; 4, Library training ; 5, Library asso- ciations ; 6, Travelling and home libraries ; 7, Selecting and buying books ; 8, Classification and cataloging ; 9, Bookbinding and the care of books ; 10-11, Use of reference-books ; 12, Li- braries and clubs. A fourth course was begun in February, at Aurora, 111., for the benefit of the public library staff. The class numbered n, and was in- structed by the assistant librarian of the Uni- versity of Chicago. This completed the work of the first year and convinced its promoters that it was worth con- tinuing. The instruction this year has been given by the assistant librarian of the University of Chi- cago. The subject has been presented to all of the clubs in the Illinois Federation of Wo- men's Clubs, and much general interest has been expressed. The schedule of attendance, however, shows a majority of library assistants. These desire technical courses, and thus change the original purpose of this method of instruc- tion. It was not recommended for the purpose of fitting people for library positions in a short time, but rather for the purpose of arousing public sentiment to an appreciation of the mod- ern library. There is great need of trained teachers and SHARP. 77 reduced expenses. Instruction must besimple f accurate, to the point, and up to date. There should be one or more lecturers free to go to any part of the state and stay during a course, in order to minimize travelling expenses. Friends of the movement believe that the original plan could be carried out if there were in the state one person who was free for this work and who possessed organizing and teach- ing ability as well. Much work of this nature could be done by organizers, although they were not recognized as members of the exten- sion faculty of any university. Thus far, the trained teachers have been in Chicago, engaged in their own work. When a class was desired at a distance from the city it meant that the class must defray the in- structor's travelling expenses each week, and the instructor must endure the fatigue, or that the instructor must leave his own work for two weeks or more. The plan of work supposes one lesson each week, which would require 12 trips and return. This would usually prevent a town from taking the course. When the classes were conducted at Cleveland, Ohio, the instructor stayed for two weeks and lectured twice each day. This ma- terially reduced expenses, but it allowed no time for preparation or reading between lec- tures, and it was too great a strain for the lecturer. The following outline is offered as an illus- tration of the course proposed. The selection of subjects is made with a view to give funda- mental information about the library move- ment of to-day, and to explain a few reference- books which would be most useful in ordinary reading. There is no attempt at historic or exhaustive treatment. The object in view is practical usefulness, in order to cultivate an enlightened public sentiment helpful to our local libraries. LIBRARY ECONOMY. Outline of Lectures. i. Library economy publications. Manuals, statistics, and periodicals pub- lished in the United States. Purpose is to emphasize importance of collateral reading in all library work, and to give a practical reference-list as a basis for the course. References. References to reviews are given under spe- cial items. Students are expected to examine the books themselves. Exercises. a. Give statistical account of the development of libraries in Illinois since 1876. b. Write a review of any one of the man- uals. c. Write a review of the current number of LIBRARY JOURNAL or Public Libraries. 2. Library training. Opportunities for systematic training in the United States explained and com- pared. Suggestions for individual study. References. U. S. Bureau of Education. Papers prepared for the World's Library Congress, 1893. p. 764-71- Circulars of information of the various schools. LIBRARY JOURNAL 20: 202-3, 239-41, 272-3, 303 - 5- LIBRARY JOURNAL 21 : Cg3 - 97. LIBRARY JOURNAL, Wisconsin supplement, 1896. p. 24-25. Wisconsin State Library Commission. First biennial report, p. 86-91. Exercises. a. Make a tabulated comparison of the library schools, as to requirements for admis- sion, length of course, opportunities for apprentice work, and tuition. b. Prepare an answer to the common query : What is there to study in library work ? 3. American Library Association. Showing the debt which librarians owe to the national association and its in- terest to the general public. References. American Library Association Handbook. Papers and proceedings of (last) annual meeting. Exercises. a. Explain in detail the organization and work of the Publishing Section. b. Review the papers of the last annual meeting of the A. L. A., mentioning the ones of interest to the public. 4. State and local associations. Urging co-operation. * References. LIBRARY JOURNAL : Dept. for state library commissions " " " " associations. " " library clubs. Circulars and handbooks issued by the associa- tions. Exercises. a. Propose plans in detail for securing a state library commission in your own state. b. Outline a plan for a meeting for organization of a city library club. 7 8 CHAUTAUQUA CONFERENCE. c. Give program of work for a year which a li- brary club might profitably undertake in your own town. 5. Travelling libraries. Explaining the movement and emphasiz- ing local possibilities. References. Forum, 18:616-21. LIBRARY JOURNAL, Wisconsin supplement, 1896. p. 3-5- 21: 29-31. 21: 60-62. Exercises. a. Outline the possibilities for travelling libra- ries in your own community. b. Outline the possibilities for home libraries in your own town. 6. Circulating department. Explaining principles underlying routine^ dwelling upon the part which the public takes in the transaction. References. U. S. Bureau of Education. Paper prepared for the World's Library Congress, 1893. p. 898-906. Plummer. Hints to small libraries, p. 32-41. Denver Public Library Handbook, p. 46-57, 62 - 90. Exercises. a. Suggest improvements in the circulating de- partment of your town library as it affects the public. b. Discuss the principles of registration, fines, and reserves as applied to your town library. 7. Reference work. Scope and methods explained, with a view to help club women and teachers. References. U. S. Bureau of Education. Papers prepared for the World's Library Congress, 1893. p. 976-92, 982-93. Exercises. a. Suggest improvements in the reference de- partment of your town library which seem possible to you with the present staff. b. Make an outline for one year of suitable occasions for reference-lists in your town library. 8. Indexes. Comparison and explanation of indexes to general and technical periodicals and general literature. Only the most com- mon books selected. Exercises. a. Make list of references on general subject, to be assigned. b. Make list of references on engineering sub- ject, to be assigned. 9. Dictionaries. Comparative study of best-known works with a view to selection. References. Worcester's dictionary. 1892. pref. p. 57-69. Encyclopaedia Britannica. 7:179-93. Exercises. a. Select any common word and compare its entry in the different dictionaries, noting fulness and form of definition, illustra- tions, and quotations. b. Select any technical term and compare its entry as above. c. Select any compound word, any disputed spelling or pronunciation, and compare its entry in the different dictionaries. 10. Encyclopaedias. Comparative study of scope and use of best-known works. References. Encyclopaedia Britannica. Ed. 9. 8:190-204. Baldwin, Ja. Guide to systematic readings in the Encyclopaedia Britannica. Exercises. a. Select some American industry and compare its treatment in the different encyclo- paedias. b. How full a record of the proceedings of the U. S. Congress can you find ? 11. Classification. Study of general principles, with sugges- tions for classifying. References. U. S. Bureau of Education. Papers prepared for the World's Library Congress, 1893. p. 861-98. Dewey. Decimal classification, Cutter. Expansive classification. Library notes, v. 3, no. n. Exercises. a. Explain in detail how your local library is classified. b. Classify by Dewey Decimal Classification 25 books assigned. c. Classify by Cutter Expansive Classification 25 books assigned. 12. Binding and repair. Study of materials and processes, with practical suggestions about repairing books. References. Matthews. Bookbindings, old and new. U. S. Bureau of Education. Papers prepared for the World's Library Congress, 1893. p. 907- 16. Exercises. a. The importance of the tool in artistic binding. b. Describe binding of 25 books assigned. c. Repair private books and present for ex- amination. LITTLE. 79 SPECIAL TRAINING FOR COLLEGE LIBRARIANS. BY GEORGE T. LITTLE, LIBRARIAN OF BOWDOIN COLLEGE. 'TWERE are two things for which college li- brarians should be specially trained. First, to steal. I do not mean to steal books, or money, or any material object, for I believe in the eighth commandment and wish my fel- lows to live up to it. I mean that the college librarian should learn how to steal the ideas, the knowledge, and the time of the members of the faculty. He is to get hold of these ideas and this knowledge without paying a fair equiva- lent in the labor of his own brain. To get something for nothing is stealing, but the trans- action in this case is not immoral, for the first party is none the poorer and the librarian is surely the richer. Let us take a single illustration of this kind of theft in which the college librarian should be an expert. A new professor of American his- tory has come to the college. He believes that the history of the United States can best be taught through the study of documents. That teacher is going to send his students to the li- brary, and the students are going to call for help, and the librarian who has not time for a private course in American documentary his- tory must prepare to steal, politely and ex- peditiously, a great deal of necessary knowl- edge. He obtains at once the idea that the set of congressional documents on which the dust of ages has long reposed in peace is a most valuable and available portion of the library. He ascertains the comparative value and the use to be made of the different classes of these documents. His own common sense might say that the Senate and House journals would be rarely referred to. The common sense per- haps the uncommon sense of the professor tells him just the opposite. He realizes, in ad- vance of its probable early disappearance, that part 2 of volume i of Senate executive doc- uments of the second session of the 48th Con- gress will be cited more times than a thousand of its yellow-skinned fellows. In a word, the librarian must so manipulate the professor's knowledge that he can reach by a short-cut cer- tain vantage-points in the course to which the students will attain later in a more dignified and more legitimate manner. The second thing a college librarian must learn is to tinker. He must mend where he would prefer to make, and still more to buy ready-made. He easily succeeds in stealing some fine ideas which unfortunately demand costly apparatus to carry them into execution. He looks with envy upon the public library that enjoys that admirable invention, a mill tax ; upon the proprietary library where the personal convenience of the owners is an unanswerable argument for the desired expenditure, while he is penned in by poverty that stares him in the face whenever he would make an advance. Under these circumstances it is the ability, in- herited or acquired, to tinker that mitigates the situation. Out of the odds and ends available some substitute can be got together. Take for instance the ever-recurring need of more shelf room. The ideal provision is an addition to the stack or a new building. Either is beyond his reach. Yet ingenuity may construct a new room among the rafters of the roof, or per- sistence win possession of disused rooms in other college buildings. To fit these with ap- proved shelving would cost at the least $100 for every 1000 volumes, an expenditure quite out of the question for him ; but with the local carpen- ter, some spruce boards, and a pot of shellac, he provides the needed shelves at half this cost. It is a lamentable fact that the one char- acteristic of college libraries is poverty those that have and get what they want can be counted on your fingers yet since it is so, those who attempt to run them should learn how to tinker, not merely in these matters of material equipment but also in the serious and perplexing problems of the proper supply of intellectual resources. In conclusion, how can the librarian learn to do these two things ? How can he gain the re- ceptive and the inventive cast of mind ? There is no royal road, yet any one who has the earnest and persistent desire can follow the commonplace path which I have to recommend, namely, occasional intercourse with those who possess these qualities and a constant study of the lessons Dame Experience is ever giving her pupils. 8o CHAUTAUQUA CONFERENCE. SPECIAL TRAINING FOR CHILDREN'S LIBRARIANS. BY ANNIE CARROLL MOORE, PRATT INSTITUTE FREE LIBRARY. "C*VERY kind of specialized work presupposes, on the part of those who undertake it, personal fitness, general training in the general work of which the special work forms a part, and special training in the special duties to be undertaken. The main pofnts to be considered, therefore, in the subject of special training for children's librarians, are : 1. Personal fitness, including general educa- tion. 2. General library training in its relation to special training for children's work. 3. Special training in library work with chil- dren. Personal fitness. Personal fitness for a given work may, and often does, supply a lack of special training for it, but no amount of special training can ever supply the lack of personal fitness. The children's librarian should be first of all well educated, refined but not too limited in her tastes possessed of sound common sense, clear judgment, and a keen sense of humor, gifted, it may be, with that kind of sympathetic second-sight that shall enable her to read what is often obscure in the mind of the child. If I were to be asked to make out a set of examination questions for the admission of stu- dents to a special course of training for library work with children they would be so formulated as to bring out the following points : 1. Some personal knowledge of children, based upon recollection of one's own childhood and upon contact with children. 2. Some personal knowledge of children's books, gained through actual reading of the books as distinguished from the knowledge ac- quired from the reading of reviews or of anno- tated lists. 3. Some personal appreciation of good pic- tures. 4. The recognition of related things and the tracing of their connection in books, in art, and in life. The questions might be as follows : i. (a) Characterize some of the people you liked best as a child, mentioning the relations in which you knew them. (b) Characterize some of the people you dis- liked, giving reason for repugnance if you had any. (f) Have you outgrown your early likes and dislikes ? Illustrate, if possible, by characteris- tic incidents. 2. Did you have many friends as a child ? 3. Have you known any one child or group . of children intimately within the past five years, and in what relation ? 4. Did you as a child care for nature ? and were you taught to observe carefully ? Mention some of the earliest observations you are abfe to recall. 5. At what age did you begin to read ? Men- tion, if you can, the first book you read with real enjoyment. 6. Did the characters in books impress you as a child with the reality of living people ? If so, have you retained this faculty ? Mention some notable instances. 7. What do you consider the 10 best books for children under 14 years of age? 8. Characterize the author and the style, and outline the story of one of the 10 as you would tell it to some child of your acquaintance. 9. (a) What kind of pictures did you care for as a child; that is, what subjects interested you most? Mention by subject any that you may remember. (b) What kind of pictures do you care for now ? Mention six by subject, giving the name of the artist, if possible. 10. (a) Mention six events or incidents of the Revolutionary War that you would choose to il- lustrate by pictures for children under 14 years of age. (b) Mention 10 books stories, poems, biog- raphy, or history that you would select to inter- est children in the Revolutionary War. (c) Mention and briefly characterize three of the leading characters of the Revolutionary War with whose portraits children should become familiar. Questions might be multiplied, but these, if taken in connection with reading aloud (both poetry and prose), would serve to bring out the main factors in library work with children. Perception of the underlying principle of all true educational work (illustrated by question 10) might be very dim, but the capacity or the non-capacity for its development would be clearly evidenced by a paper written in answer to the above questions. General library training. The children's librarian can hardly have too much practice in chasing fugitive facts, in compiling reference- MOORE. 81 lists, and in meeting different kinds of people in connection with a great variety of subjects. She will need sufficient practice in all kinds of routine work to enable her to accomplish such work easily and with a well-regulated economy of time and strength. In the classifying and the cataloging of her books and in the preparation of bulletins and analytical lists the children's librarian will put to the test her training in classification and in cataloging. It has been possible during the past two years to give to the students of our general course in library training some practice in the more distinctive features of children's work. They have been brought into contact with the children through the ordinary channels of waiting upon them. They have been brought into contact with the children's books by means of analytical work, by solving problems for individual children, and by making lists upon various subjects for children of varying age and of different tastes. They have been brought into contact with pictures by clipping from old papers and magazines, classifying the clippings by subject for exhibition work or for scrap-books. They have been given some practice in mounting pictures and in printing copies of the text to be used for exhibitions. They have analyzed the children's papers and magazines for the weekly bulletin, and new books have been offered for their inspection before being placed upon the shelves. The class has listened to lectures upon the various phases of children's library work as carried on by other libraries. They have been directed to the best children's lists and to the best articles upon children's reading. Careful observation of their work, which, through lack of time, has been more or less superficial, and some comparison of experience strengthens our conviction that there is great need for a special training in library work with children; and this brings me to Special training for library -work with children. I have outlined what seem to us to be the most urgent needs of the children's librarian: Knowledge of children; of their books; of good pictures ; and the recognition of their interrelationship, or a sense of the fitness of things. These needs might be met, in part, in a special course, with regard to the children, by a judicious alternation of practical experience with children and of reading and studying about them, and in the reading of poetry and biography; with regard to children's books, by actual reading of the books themselves and by a great variety of field work of the nature of that which is so admirably presented in the Cleveland " List for third-grade teachers." It will be impossible to give to the special student of children's work a thorough acquaint- ance with children's books until we shall have become better acquainted with the books them- selves rather than with their reputations, for we do not yet know our books well enough to use them as we might. Constant comparison of experiences by children's librarians con- cerning the books children of different libraries are reading, and have read, and what they think about them, would do more than anything else just now for the cause of children's reading. It is not enough to give students lists of best books or lists of tabooed books; they will need clear, definite statements re- garding the contents of the books. If we are to be told, as we often are, that our children's histories are inaccurate, that their books of science are out of date or that they are filled with errors, that their stories are sentimental or sensational, that they are lacking in stimulus or that they are too stimulating then we need to be told more. We need to know just where to find the good points and the weak points. Is there not a tradition among librarians con- cerning children's authors and children's read- ing at present, and would it not be well worth while to begin to consider a list of children's books that shall be carefully evaluated by spe- cialists and annotated by the children them- selves? With pictures there are possibilities as great, if not greater. The student should be taught to look at pictures from the double standpoint of their art value and their practical utility in the illustration of a given subject. One needs to be capable not only of recognizing, appreciat- ing, and using the best when it is to be had, but equally capable of using the material at hand in the most effective manner possible. There are many subjects which might enter into the special course of training for library work with children story-telling, both repro- ductive and original, with pictures and without 82 CHAUTAUQUA CONFERENCE. their aid, would be worthy of consideration. Practice in the condensation of a subject with- out sacrificing the interest, if subjected to the searching criticism of the children, would be one of the most valuable parts of the training. This exercise might take the form of brief biographies, stories, or descriptions, to be used in connection with picture exhibitions and with scrap-books. By some such means, perhaps, we may come to the better solution of the most difficult of all our problems enough interest- ing and well-written children's books to go around. Some knowledge of the public school curric- ulum is absolutely essential, likewise a knowl- edge of local topography. The possibilities resulting from co-operation with teachers and parents, and some of the means of effecting such co-operation, should be pointed out. The relation of child-study and of experimental psychology to the problems of our work is yet to be determined. That a certain amount of practical psychology is essential to any success- ful work with children is beyond dispute. The multiplication of subjects in such a course as has been suggested would defeat its very object, which is, training in clear thinking on the subjects of children, books, and pictures, and in the perception of their interrelationship, rather than in imitation and dependence on the letter of what has been taught or on mechani- cal devices. To be capable of understanding and appreciating children and of knowing what is inside of their books implies, of necessity, the power to bring them together, or, if need- ful, to keep them apart. II. BY F. M. CRUNDEN, LIBRARIAN, ST. LOUIS PUBLIC LIBRARY. IN previous discussion on the subject of train- ing for library work there was a consensus, expressed or implied, that training alone will not make a librarian, that the foundations of su:cess in the profession consist of innate quali- ties, intellectual and temperamental. The woman I assume the children's libra- rian to be a woman who takes up this particu- lar branch of library work should possess certain added qualifications. In addition to the intelligence, judgment, tact, enthusiasm, and self-devotion that all librarians must have she should possess a sympathetic nature and a winning personality, accompanied by a proper amount of personal dignity that commands respect, as her amiable and sympathetic quali- ties win affection. She should have a love for children that overlooks all lack of cleanliness or attractiveness, that overcomes all shrinking born of dainty refinement, and that sees in the dirtiest, most uncouth child the possibility of a useful, even a noble, man or woman. Her training, like that of all librarians, should begin with a liberal education. That is a cardinal doctrine. Her education should be of a kind to give her a wide interest in various fields of science and some exact knowledge in each. She should have an intimate acquaintance with the best literature, as the only solid founda- tion of a correct literary taste and the only source of a broad culture. The natural qualities presupposed would pre- vent her absorption in her own self-culture, which may become as selfish a pursuit as the accumulation of money. She would deem it her duty to acquire a direct personal knowledge of books likely to be suitable for children. She would, therefore, not rely on reputation, which is often misleading, and she would know what books to recommend for each particular case. Fortunate it is for the children's librarian, and for the young folks she serves, if she is aunt or godmother to several children, whose mental development and reading tastes she can closely observe. As a finishing touch to her preparation, desir- able, though not essential, I would suggest a short experience as a teacher. It is through the teacher that her larger influence must be exerted, and her own experience in this capa- city will give her the teacher's point of view and aid her in securing that unity of effort that is most fruitful of results. She will know not only what are the difficulties encountered in the school-room, but also what difficulties exist only in the teacher's imagination or prejudice or lack of enterprise. The strongest argument as to the practicability of a thing is that you have done it yourself. FLETCHER. APPRENTICESHIP AS A MEANS OF LIBRARY TRAINING. BY W. I. FLETCHER, AMHERST COLLEGE LIBRARY. TD Y apprenticeship here is meant, as I under- stand it, training in library work by doing library work, as opposed to the idea of training by special study. On the face of the matter, apprenticeship has a great, almost overwhelming, superiority it is practical. It generally involves what is called beginning at the bottom of the ladder. In its favor may be cited all the cases of successful merchants who began by sweeping out the store and carrying parcels, the railroad presi- dents who commenced as firemen, and the Lord High Admirals who first shipped as cabin-boys. The rough school of life has proved an admira- ble school for all these men, and they can doubt- less better direct the labors of multitudes of men because they have themselves been in these men's shoes. So, in favor of apprentice- ship for librarians it can be said that any man is a better librarian for having had experience at pasting labels in books, running through stacks picking out books for the patrons of the circulating department, dusting books and clean- ing shelves, copying old shelf lists, opening parcels of books, and at all the minutiae of the commonest daily routine. There is truth in all this, but there is also much truth on the other side. To offset the advantage of such experience as the "appren- tice" has must be placed the fact that he must spend many hours and days doing over and over work in which there is no longer any training value except that which comes from the patient performance of tasks no longer in- teresting. Could the " apprentice " pass from one kind of work to another so fast as the former has lost its instructive value to him, ap- prenticeship would approach much nearer an ideal method of training. But it must be ad- mitted that if the time spent on this repetitious performance of one task and another after it has been deprived of its educational or training value could be devoted to study it would count for much more as a preparation for the future. Undoubtedly to many in the future, as it has done to those in the past, apprenticeship will offer the only means for training, owing to the exigencies of the case which require an imme- diate need of support. But after all there can be no more reason for commending the apprentice system as superior to the technical school system in library work than in other occupations. We now believe in giving the boys who are to be electricians, as well as those who are to be ministers, the best general and then the best technical training available. None the less must "apprenticeship" as a means of library training, fine as its results have been in the past, yield the palm to the more philosophical and more truly effective system of the library school. II. BY R. G. THWAITES, SECRETARY OF THE WISCON- SIN STATE HISTORICAL SOCIETY. ANY discussion of the apprentice system in- volves a consideration of the merits and demerits of the professional training school. To the would-be librarian the library school presents the obvious advantages of daily de- tailed instruction from, and stimulating personal contact with, teachers skilled in their art, and reasonably rapid progress along the pathway of knowledge, the pupil being employed upon details no longer than is necessary to acquire a certain facility therein. The disadvantages of such a training appertain to all professional schools, and are equally obvious. They in- clude a lack of working familiarity with a many- sided public, which cannot be gained from lectures, and can only come from long experi- ence and observation ; a liability to undue in- fluence from instructors who, however gifted and enthusiastic, are apt, from the nature of their calling, to be warped by fads, and to instil into their inexperienced pupils notions and meth- ods which, though attractive in theory, may not stand the tests of the practical library world ; and the cultivation of the opinion that the possession of a school diploma marks the fin- ished librarian. Many a graduate has con- fessed to me that the first two or three years in the workaday library world were a disillusion- izing period, when the edges had roughly to be filed down in order to fit practical conditions. On the other hand, the apprentice moves CHAUTAUQUA CONFERENCE. slowly, often tediously. Perhaps forgotten by her chief, whose time and attention are other- wise occupied, she remains an inordinate period in each stage of her work, no doubt mastering the details, but sometimes harboring the senti- ment of the drudge. I can imagine a condition of affairs under which the ambitious apprentice might well chafe, and wish she had chosen a shorter though less practical road to knowledge. Yet, the apprentice who is under an ideal chief who displays an active interest in her, moving her along as fast as she is fitted, must inevitably obtain better all-round training, at least for that particular library, than the graduate of any school. In the nature of things, however, it is seldom practicable thus considerately to treat an apprentice, therefore the professional school will, despite its drawback, always find pupils. Better, I think, than either method singly pursued, would be a combination of the two. Such a combination is found to work admirably in the legal and medical professions ; and of course, in practice, this already obtains in our own. As I have already said, the graduate of the library training school must, before she can be regarded as a competent librarian, inev- itably unlearn much that she has acquired at the school, and learn many new things not possible there to be taught ; in other words she becomes an apprentice after she becomes a grad- uate. There is a distinct loss in this order of procedure a loss through the discouragement which always accompanies disillusionizing. We should adopt the young lawyer's or the young physician's method. Spend the year after college graduation and I hope the time is nor far distant when few librarians will resolve to enter upon their novitiate without a college training or the equivalent of it as an unpaid apprentice in some live library (a library with a training class preferred) ; study the methods in vogue, try to understand something of the art of dealing with the public, endeavor to get thoroughly in touch with the spirit of library work as a profession, and thus go up to the library school with some practical understand- ing of what it is all about. The vacations of the school should also be spent, again without ex- pectation of salary, in the service of some large library. Experiences of this sort, intermingled with correcting and applying the theories of the school, should soon convert the carefully pre- pared graduate into a serviceable library worker, her period of disillusionizing reduced to the minimum. INSTRUCTION IN THE USE OF REFERENCE - BOOKS AND LIBRARIES. IN NORMAL AND PREPARATORY SCHOOLS FOR TEACHERS. BY EMMA LOUISE ADAMS, LIBRARIAN OF THE PLAINFIELD (N. J.) PUBLIC LIBRARY. BEFORE training in the use of libraries and reference-books can form part of the school system it is evident that teachers must be pre- pared to give such instruction. There are in the United States nearly 400 public and private normal schools, with a yearly enrollment of over 84,000 pupils. Many of these students have not had even a high school education, and come from districts whose educational facilities are of the slightest, and where libraries, beyond the scant and often poorly selected school libraries, are unknown. The importance of incorporating instruction in the use of books in these schools will thus be seen. While this instruction need be but elementary, it should be sufficient to bring about two ends a recognition of the public library as an important adjunct of the school system, and a familiarity with the best and commonest-used reference-books, that will enable teachers to use to the best advantage the books to which they have access, or to make valuable their recommendations for school or public library. The normal school should possess a carefully selected library, whose librarian, as well as the regular instructors, should be able to impart both knowledge and enthusiasm. For upon the librarian usually falls the training in the use of the library, and upon the instructor, training in the use of books. Briefly, such a course should include: (i) Care of books, mechanical make-up, binding, quality of paper, typographical appearance, standing of the better-known publishers in these respects. (2) The book itself, uses of the ADAMS. title-page, preface, table of contents, introduc- tion, and index. (3) Reference-books, begin- ning with the more general and commonest- used types, as dictionaries, encyclopaedias, and atlases. A selection should be made of each class, and the individual merits compared and noted, until the student should know at once in which to look for information on a given subject. Special reference-books would naturally be studied at the same time as are the subjects which they cover, together with the value in these special fields of the more general reference-books. (4) Uses of index-books, as periodical and newspaper indexes, "A. L. A. index" and supplements, indexes of government publications, catalogs of large libraries, etc. (5) Instruction in children's reading. A teacher should know not only what books to use to illustrate a topic, but also what books to recommend for recreative reading. This is important. (6) The value of the best books, reference only in a larger sense, in il- lustrating a topic, and how to find out which these are. So trained, the teacher of English history, for instance, if unable to find the special reference- books on the subjects, will know how to use to the best advantage the more general ones, as the Britannica, Larned, " Dictionary of national biography," etc. ; in whch history to look for illustrations of English life from contemporary sources; how to find which books on a given subject are most exhaustive, which most popular in treatment, and which to be recommended with a word of warning as to individual bias of the author. She will also know where to find stories or poems illustrative of some noted person or event. Rightly taught, this course should be not only thoroughly helpful and suggestive, but broadening and stimulating. Out of it would naturally grow an appreciation of the public library and a desire to use to the full the facili- ties which it offers. The need of library rules and regulations should be explained, together with the usual teachers' privileges, and various forms of co- operation with schools. Naturally, the usage in this respect of libraries in the state in which the normal school is situated would receive special attention, as well as the state laws re- specting school libraries. Library methods of making their contents known, the card catalog, bulletin-boards, etc., enough of the Dewey and Cutter classifications to enable users to help themselves in open-shelf libraries all this should be taught. The nor- mal school should have for examination by stu- dents a collection of finding-lists, bulletins, and lists prepared especially for assistance in school work. Such a system in operation in all our normal schools, modified as experience and individual needs would suggest, could not fail to advance rapidly the work of co-operation with schools and a more intelligent use of libraries. REPORT. Owing to the fact that but 20 replies were re- ceived in answer to a circular letter of inquiry sent to over 40 of the foremost normal schools, I can make but a partial report of the actual work being done in this line. The states represented are 12, namely: Cali- fornia (2), Colorado (i), Connecticut (i), Illinois (i), Iowa (i), Massachusetts (i), Michigan (i), New Jersey (i), New York (4), Ohio (i), Penn- sylvania (3), and Wisconsin (3). All of these have libraries ranging from 500 volumes to 19,000, an average of 7400. Appar- ently when there is a good public library in the vicinity the school pays less attention to build- ing up a collection of its own. These are chiefly reference libraries, although in some of them books are circulated at certain times or for a very limited period. Frequently the stu- dents have access to shelves. In answer to the question "What instruc- tion is given students in the use of reference- books ? " but one reports " None." Nine report informal or individual instruction, and 10 do work ranging from informal talks by librarian or heads of departments to the compilation by students of lists of all books, articles, etc., in the library on a given topic. In several cases these are put in such form as to be accessible for future use. Ypsilanti reports that books are brought into the class-room and explana- tions made as to their use, relative value, etc. Instruction in the use of libraries usually de- volves upon the librarian, who gives it chiefly by talks and by personal assistance. Five re- port special instruction in the use of card cata- log, classification, shelf-lists, bulletin-boards, etc.; 5 report personal aid, which, as one libra- rian significantly adds, "means that we give special assistance every day." In Whitewater, Wis., the custom of having students serve as apprentices has been popular. Several publish for the use of students circu- lars of information relating to the library. A notably good one is that of the Indiana normal school, in which is set forth clearly and briefly the purpose and aim of the library, with ex- planation of the card catalog, classification, in- dexes of periodicals, etc. Greeley, Col., in ad- 86 CHAUTAUQUA CONFERENCE. dition to instruction in the classification system, very practically gives advice as to the choice of school-room libraries. One enthusiastic grad- uate of the New York State Library School gives instruction in library work. Several ap- pear to think that practice in the use of the library is all that is necessary. Most satisfactory is it to know that in all but two of these institutions instruction is given in children's reading, both recreative and supple- mentary. This usually comes under the de- partment of methods, and is done chiefly by the preparation and discussion by pupils of lists of juvenile books. The Wisconsin superin- tendent of Instruction publishes annually a list of books for district school libraries, and after these have been read they are discussed by pupils. Thus it will be seen that although these re- plies represent but a fraction of the normal schools, and that even in these the work does not assume the importance which we believe is due to it and hence is not done so methodically and systematically as it otherwise would be, nevertheless a very considerable beginning has been made, which we cannot doubt will be in- creased as its advantages are more perceived by us. IN HIGH SCHOOLS. I. BY ANNE SEYMOUR AMES, LIBRARIAN OF THE MT. VERNON SEMINARY, WASHINGTON, D. C. So much has been said about the need of bibliography in a school curriculum and the possibilities of a professorship of books and reading that I have confined myself to the specific work of one school, to a personal ex- periment made this past year in Washington, not in a high school, but in one of the broadest and best private institutions in the country. Its grade is that of Ogontz, its register shows the names of about 125 girls, while its library is unusually well stocked with reference-books, with magazines, bound and current, and with standard works of literature and history. The librarian was given untrammelled permission to put her experiment on probation for a year, and by Oct. i, 1897, the Washington school opened with a department of bibliology, and work was mapped out for the entire year. There were four distinct library lines : I, Lectures on books and literary institutions ; 2, Reading lists in connection with class work ; 3, Current events by means of talks, discus- sions, and daily bulletins ; 4, The regular duties of a reference librarian. By half-past 10 daily the bulletin-board con- tained a gleaning of the morning paper's best news, grouped usually under the two headings, Foreign and Home. Short notes, whenever necessary, were inserted to enlighten obscurities of fact or location, as, for example, in recording the annihilation of an Abyssinian army by 3000 Somali seven lines were added to define the location, area, condition, and religion of Somaliland. Everything that could be pro- cured in the way of maps or illustrations was utilized. The opening of Congress was signal- ized by pictures of prominent congressmen grouped around Vice-president Hobart for the Senate and Speaker Reed for the House, with a forecast of important measures likely to be passed during the session and a synopsis of the president's message. There were two general discussions by mem- bers of the school. One was on the annexa- tion of Hawaii, and took the form of a public debate. The other, on the mayoralty issue in New York City, was emphasized because, al- though the campaign was local, the principles involved were national. Spirited mass-meetings were followed by a mock election carried out in every detail. The librarian gave four current events lec- tures on : The Spanish war in its geographic and international importance, with the relative strength of the two navies ; Rival claimants for the Spanish throne ; Parties and statesmen .in Spain ; Clara Barton and the work of the Red Cross. There were special bulletin-boards, with maps, statistics, and condensed accounts, for : The Behring Sea controversy ; The Alaskan gold fields ; Important events of 1897 ; Necrology of 1897 ; The Spanish war. A second phase of the library experiment was its bibliographic work. Any teacher who, wished to give her girls supplementary reading in connection with class study could have a special shelf in the reading-room reserved. All the books and magazine articles in the li- brary bearing on that subject were put on this shelf, and a bibliography giving exact page references appended. The most direct library feature, however, came through the chapel lectures which were given twice a week to the whole school. The first eight were on books of reference, and the two things that regulated the choice of topics and books from such a bewildering mass of RATHBONE. material were the needs of the school and the equipment of the library. As far as possible, too, the well-selected books already on the reference-shelves were chosen so that practical use could be substituted for theoretical knowl- edge. The first talk was on " How to make periodi- cal literature available," and Poole, the "An- nual literary index," and the "Cumulative index " were all taken up. The second lecture, on "The best encyclopaedias," was made very practical, and was supplemented by notes on the bulletin-board which the girls copied. For instance, in the "Encyclopaedia Britannica" such facts were brought out as that articles were written by specialists ; that large subjects were put under one general head, and hence that minor topics would not be alphabeted under their own name ; that there were no biog- raphies of living people, and that the index volume was indispensable, not only in giving minor references, but in grouping all that could be found in any volume on that subject. A selected list of biographic dictionaries was first explained in a lecture on " Biography; its value and text-books," and then posted on the bulletin-board to be copied and used for refer- ence. Two talks were given to " Handbooks of general information." Books of quotations, of course, had to have a separate lecture, while the subject, " How and where to find the best and most authoritative current events," seemed to interest the girls especially. The Christmas month suggested book re- views, and one of the best booksellers in the city cheerfully agreed to,exhibit at the school, on the day of the lecture, all the books that were discussed. One talk was on recent ju- venile literature, the other five in the course did not specialize, the object being to give a pro- portion of solid and lighter reading in each lecture. In the long winter months three courses were taken up. The first was on " Three great liter- ary institutions": The French Academy; The Sorbonne ; The University of the State of New York. The whole school was held responsible for these lectures, and a much-dreaded chapel quiz came every second or third lecture morn- ing. The next course was on " The making of a book," and covered nine lectures. The first, on " Gutenberg and the invention of printing," brought in also the subject of block-books. The second took up "Caxton, the first English printer." "Prince printers of Italy" intro- duced us to the Aldi, and the Elzevirs were behind them only one lecture. ' ' William Morris and the Kelmscott Press " was an enchanting subject, while "The making of a Bible" gave acquaintance with the great codexes, which were met again in the talks on famous libraries. There were two lectures on "Book illustra- tion " ; one practical and elementary on the history and processes, the other on modern illustrators. The last lecture in this course, on " Ex libris," was not purposeless, since if the fad for book-plates should spread among so many girls of means, what more encouraging start for as many personal libraries ? Last of all was the course on " Some famous homes of books," covering eight lectures and three quizzes, on the following subjects : An- cient libraries; Mediaeval libraries; The British Museum (two lectures) ; The Bibliotheque Na- tionale ; The St. Petersburg Imperial Library ; The Vatican ; The Library of Congress. During the coming year the class-work study of books of reference and of leading literary magazines in their animus, staff, and book re- views is to be made a required part of the senior course. Weekly lectures to the whole school are to be given on current events, while the bibliographic and bulletin-board work is to be extended. While this library venture has been truly pioneer and experimental, yet its popularity among the students is its earnest for betterment and expansion. IN HIGH SCHOOLS. II. BY JOSEPHINE A. RATHBONE, PRATT INSTITUTE FREE LIBRARY. As my text I have taken an editorial which appeared in the LIBRARY JOURNAL for April, 1898, emphasizing the need for elementary bibli- ographic training in high schools; training in the use of ordinary reference-books, diction- aries, encyclopaedias, atlases, etc. "Nor," to quote, "would such instruction add another study to an already crowded curriculum, for, wisely planned, it could be combined with other studies, history, geography, English, in such fashion as to impose little effort and to bring forth admirable results." But the writer adds, 88 CHAUTAUQUA CONFERENCE. " it is one of the things that is not being done." I ventured to believe the last statement too sweeping, because I knew just such work had been carried on successfully in the Pratt In- stitute High School for several years, and when this opportunity offered I determined to see if other high schools were not awakening to the importance of training their students to use bibliographic tools. Accordingly, lists of questions were sent to about 40 of the leading high schools of the country asking what were their library facili- ties, whether they gave systematic instruction in use of reference-books, to what extent stu- dents were referred to reference-books in con- nection with their studies; whether the students were encouraged to do collateral reading, to look up assigned topics, and collect and sift material, using the library as a laboratory; with what studies such work was carried on, and whether such instruction in the use of the li- brary was given by the teachers or by the librarian. Replies were received from about 30 high schools, and while some of the answers were blank or monosyllabic, many full, generous, de- tailed replies showed that such work had been done and that the subject was one of interest on which much thought had been expended. To the question, " Is there a systematic effort in your school to train the students in the use of dictionaries, encyclopaedias, atlases, etc. ? " 15 high schools replied affirmatively; seven others said that it was done incidentally or in individual cases; while only six returned a negative or blank response. In four cases it was stated that more systematic work in this direction was planned for the coming year or in the near future. It seemed a hopeful sign that in those high schools where the best work was done the posi- tion of librarian was of recognized importance. In three cases the librarian had full charge of the work of training students in the use of the library, and in five other cases the librarians assisted the teachers. It is not so very long ago that the care of the college library was incidental to some professorship, and to now find high schools with their own librarians is indeed encouraging. A table showing full details of the answers to these questions is appended. In the Pratt Institute High School this train- ing in the use of, books is carried on by the departments of English and history. Its aim is, in the freshman year: 1. To show the student how to study; to give familiarity with dictionaries, encyclopaedias, atlases; to make clear their arrangement, in- dices, etc.; to use them in map-drawing and laboratory work. 2. To introduce the students to the library for laboratory work throughout the course, (a) To routine of the circulating department; (t>) To reference-books, Poole's index, biographical dictionaries, etc. ; (c) To the photographs and il- lustrated books in the art reference department. 3. Such laboratory work to consist of library reports (i.e., reports based on work done in the library) on themes suggested by the work. Effort at brief original composition, including, besides the regular routine: (a) Sifting material; (b) Letter-writing ; (c) Brief biographies ; (d) Word histories; (e) Original imaginative work. In the sophomore and junior years the labo- ratory work is increased by: (a) Written class reports; (^)Oral summaries of reading done; (c) Reading aloud of selections made from authori- ties found in the library; (d) Reference-lists compiled by students in the library. The second week of the year is devoted to introducing the freshman class to the library. The students are brought over in small sections, taken to the different departments, shown the use of the card catalog, are taught where to find the dictionaries, encyclopaedias, biographical reference-books and atlases, and each pupil is given some problem to look up connected with the lessons of the previous week. To stimulate interest in language, and at the same time to take the student to the reference- books, the teacher tells them the derivation of words having an interesting story, like echo, narcissus, and tells them to find out and bring into class the history of other words. In re- sponse to the inevitable question, " But where shall we find them ?" they are told how to use the dictionaries, encyclopaedias, classical dic- tionaries, etc. Thus the desire is created first, and they soon learn to use the books that meet their needs. An introduction to the atlases follows a request that the students bring in maps illustrating some book they are reading in class, as " Tales of a traveller," or " Ivanhoe," or the requirement of a map in which the lo- cation of Sherwood forest may be seen. RA THBONE. 89 Later on comes practice in collecting and sift- ing material for brief biographies. Facts are collected by several students and assorted- sifted, and arranged by an editor (each student in turn). Distinguishing characteristics of the person chosen for subject, incidents showing habits, thought, etc., are retained; lists of dates, traits common to most men, prosy details, are rejected, and the whole woven into a complete sketch. Debates on subjects germane to their work form part of the course in junior English, preparation for which creates a demand for " Poole's index," Matson's " References for lit- erary workers," and " Briefs for debate." Laboratory work plays an important part in the historical courses as well. At the beginning of each course talks are given on the reference and standard books of the subject, and evalu- ated lists furnished each student for collateral reading, reports on the progress of such read- ing being made from time to time. Special topics are assigned each student to report on. Preliminary to making his report a list of articles on the special subjects compiled by him at the library is submitted to the teacher, and it is required that each report be accompanied by a list of the authorities on which it was based. As a result of the bibliographic training thus received the reference librarian testifies that the pupils of the high school are the most per- sistent, faithful, and intelligent users of the library. That such work, instead of increasing the burdens of the students, adds new zest, interest, and life to their studies, one has only to visit the class-rooms of the Pratt Institute High School to become convinced. REPORT ON LIBRAR.Y WORK IN HIGH SCHOOLS. The following questions were sent to certain high schools: 1. Have the students of the high school free access to a library either (a) Connected with the school itself, or (3) A free public library ? 2. Is there a systematic effort to train the students in the use of dictionaries, encyclopae- dias, atlases, etc. ? 3. Are they referred to the important'refer- ence-books in connection with the different subjects of instruction ? 4. Are the students encouraged to do col- lateral reading in connection with their work, to look up assigned topics, to collect and sift ma- terial, using the library as a laboratory in which to experiment? 5. Have you any special methods for carry- ing on such work, as lectures, problems, etc. ? 6. In connection with what special branches of your courses of study is such work carried on ? 7. Is such instruction given by members of your teaching force or by persons connected with the library ? SELECTED ANSWERS RECEIVED.* Question I : 1. A free public library, supported by board of education, located in high school building. 2. Besides several libraries in the school building, and the public school library, each class-room is equipped with "Webster's un- abridged," four encyclopaedias, several atlases, gazetteers, Hayden's "Dictionary of dates," etc. 3. Pupils use New York Free Circulating Library to a certain extent, and special privi- leges are hoped for in the near future. 4. School opened in September, 1897, and work along these lines has not yet been organ- ized. 5. Next year school will enter a new build- ing, where there will be a reference-room and more systematic effort to teach pupils the use of a library. Question 2 : 6. There is an unsystematic effort, and con- sequent result dependent on department heads, and these vary in their requirements. 7. A definite system, though contemplated, has not as yet been undertaken. 8. In every study the use of the library is encouraged. In some subjects the teacher pro- vides a kind of card catalog of topics by cross- references to such material as we have. 9. Librarian gives talks to students in groups and does much individual work. We shall have more systematic work after this year than has been practicable in the past. 10. The school librarian meets each class in the library two or three times at the beginning of the year. At these meetings the use of the works of reference is explained, the different departments of the library are taken up some- what in detail, the books shown and commented upon, and practical exercises are given to train the pupils in the matters presented. n. To some extent there is room for im- provement. They use the books hard'ii not well. 12. There is an effort to do so through talks and sending pupils to the library to do some reference work. The school enters a new building next fall, in which there will be a reference library room, and it is hoped this will afford further training in a more systematic way than now possible. Question 3 : 13. It is the practice of our teachers to prefer that their students shall collect their material from standard works on special subjects rather than from encyclopaedias, etc. *The number of each answer will be found in its proper place in the following table. 9 CHAUTAUQUA CONFERENCE. 14. More generally done in some departments than in others. Question 4 : 15. With exception of word "laboratory." 16. Material for term essays for nearly all courses except mathematics is furnished by the library. Collateral reading required, in litera- ture, English, and science. In English, a certain number of books required to be re- ported on. 17. School board supplies a number of books for supplemental reading. The students are not only encouraged to read; it is a require- ment. Collecting and sifting material is work for mature minds. 18. Every teacher advises her pupils with regard to a continual and judicious use of the books and requires them to follow her advice. 19. Besides several thousand books of our own we have a special set of 2000 books. These are in sets of 30, mostly in literature, German, English, and Latin, so that a class may take the entire set at one time. 20. Course 6 in history (English) and course 8 in history (American) consist almost entirely of this kind of work. 21. In the English and history departments this method of study is used, but so as to leave a good opportunity for independent reading on books they select and on which they report. Question 5 : 22. One teacher gives one or more talks on the use of dictionaries. The assistant librarian of the library of Michigan University asked and received permission from the board of education to give a series of talks to the students of the high school, but pressure of work has so far prevented its accomplishment. 22. Regular drill in the use of the library for such purposes has been contemplated and will probably be carried out in the near future. 24. Special topical work, giving each pupil the opportunity of individual study of some one subject. 25. Much of our essay work in the third year is based on history. 26. Not yet established, but we are working toward that end. 27. In the biological and physical depart- ments the pupils are expected to prepare lec- tures, the material for which comes partly from laboratory work and partly from re- search in the library, the books to be used being generally named to them. This is also done in the department of history, where topics are assigned for investigation. It is a method very largely followed in the classical depart- ment. Lists of works especially helpful, pertaining to any general subjects, to which the attention of the pupils is directed for some little time, are usually posted in the recitation-rooms where such work is being done. A catalog of the books in each department is also found in the rooms belonging to such department. The work is all done under the direction of the librarian, who is a member of the teaching force. 28. Writing of themes and essays in prepara- tion of which collateral reading is necessary. In history, students are required to prepare a progressive series of historic maps. 29. We have had no formal lectures or problems, but informal talks in the separate school-rooms. There is a strong effort being made to train pupils to use the very valuable free public library in this city. Lists of refer- ences to good books in this library are being printed and distributed, and these books are placed in a separate department of the public library where pupils may have free access to them. Pupils are expected to read at least one of these books a month. Also, our teachers hand lists of books to be used for reference in connection with class work to the librarians, who kindly place the books on different tables in the reference- room of the library for the free use of the pupils. The lady at the head of the history depart- ment in this school found out that the public reading-room was not used by pupils as it should be. She required each of her pupils to make for her an original plan of the reading- room. In this way the pupils were obliged to become familiar with the room, which might be the first step toward its use. This school enters a new building next fall, in which there will be a reference library room, and it is hoped that this will afford further training in a more systematic way than is now possible. At the beginning of this school year all the pupils in the school were required fo fill out blanks concerning their reading during the long vacation. Although some very good reading was done, especially by the entering class, it was evident that the public library was not used as it should be. Next year some talks may be given to pupils on the subject. Question 7 : 30. No answer will do full justice to either librarians or teachers, owing to the novelty of the subject and our failure until this moment to realize the value of an affirmative answer to question 2. 31. The library aids us greatly by reserving such books as any teacher may desire in alcoves where they may be consulted. We have never arranged for such instruction; it could be done to advantage. 32. In all history, rhetoric, and literature classes direct instruction in use of the library is given. Next year we propose greatly ex- tending the work of the librarian, who will meet all the students of the school. 33. One teacher takes charge of the library and assists any who need it in their work. 34. This informal instruction or effort to interest and train pupils to use the public library is largely the work of teachers, but the librarians are interested in it and are very helpful. ' RA THE ONE. 9 1 TABULATION OF ANSWERS RECEIVED.* PLACE. SCHOOL. Question i. Question 2. Question 3- Question 4- Question 5- Question 6. Question 7- Allegheny H. S. Both 3,1 Not sys- tematic, 6_ In indi- Yes, 16 Vary with teachers. No," Special methods. History, English, German. Literature, English, History, Science. Every de- partment. 3- Mainly by librarian. Teachers. Teachers. Teachers. Both, main- ly by li- brarian. Both. Teachers with aid of reference dept. Librarian assisted by teachers. Teachers. 3 1 - Both, 32 . Teachers. Both. No, 13 .... Yes, 16 Yes," With cer- tain sub- jects. Yes T o certain extent. Yes ... Yes Yes, "... Yes Yes," I n certain courses. Yes Yes Baltimore. Western Female High School. Boston. Girls' High and Latin School. Boston Pub. Lat. S. Brooklyn B. H. S. Brooklyn ...Erasmus Hall. Both, 2 ... Both Both b b 6S Both a, in some schools ; 6, also. Both Both ; a, small. Both Both, 1 ... Both Both Both b Both vidual cases. Yes Inciden- tal. Yes In indi- vidual cases. Yes Yes Yes No Yes No No Yes, 8 .... Yes, 9 .... No Not en- tirely sys- tematic. Incident- ally. Yes In some subjects. Yes.. Yes Yes... Yes Yes .... Yes Yes To books in school lib. Yes Always . . Yes Yes ... Yes Yes Yes No, 23 '!!!!.' History, English. History, English. Literature. . Literature, English, German, Latin. History, English. History, Natural science. History, Literature, Science. History, Language, Literature, Rhetoric. History, Literature. History, Literature. English, History. Yes See ante . . . No No Yes No No......... Yes, 2 * See 9 25 No 26 No No Brooklyn Pratt Inst. H. S. Buffalo H. S. Chicago H. Schools. Cleveland H. S. Columbus, O H. S. DesMoines, West H. S. Denver H . S. Detroit H. S. Evanston, 111 H. S. Hyde Park, 111 H. S. Kansas City H. S. Milwaukee H. S. T o fullest extent, 20 . Yes Yes Yes Yes Yes New York B. H. S. New York G. H. S. Philadelphia Central H. S. Philadelphia. Central Manual Training H. S. Pittsburgh H. S. Portland, Me H. S. Providence H. S. Springfield , Mass H. S. Utica.N. Y H. S. a, 3 A,* Both Both Both Both Both 6, 5 Both Yes, I0 ... Incident- al to oth- er work. Yes Yes ii Yes Yes Yes,"... Yes Yes, 14 ... To limit- ed extent. Yes Yes Yes Yes Yes Yes, part of regular work. Yes Yes Begun in some de- partments. Yes, 21 Yes Collateral read ing but hardly la- boratory work. Yes Collateral reading. Yes, except not much sifting ma- terial. Yes 27 No No Yes, 28 Classics, History, Science. English, History. History, Literature, Science. Every de partment Civics, Economics, Psychology. English, History, Classics, Science. Librarian. Teachers alone. Teachers. Teachers. Teachers. Teachers. 34- No No No * Superior numbers given in table refer to fuller answers, which precede this tabulation. 9 2 CHAUTAUQUA CONFERENCE. IN COLLEGES. BY G. T. LITTLE, BOWDOIN COLLEGE LIBRARY. COLLEGE librarians have the advantage, in their respective college faculties, of a number of experts who are directly interested in the proper use of the library by students, and whose assistance in accomplishing this end can and ought to be obtained. Real, active, and continuous co- operation between professors and librarian is essential to successful work in this direction. Without attempting to elaborate a statement with which all will agree, I wish to mention three points which personal experience has forced upon my attention. The first is, the need, in some cases, of very elementary instruction. In every freshman class there are a few students, otherwise well prepared, who think that an English dictionary is merely to show them how to spell a word, who rarely consult an encyclopaedia, and who never heard of " Poole's index." Upon them the ordinary introductory lecture, setting forth the varying character and scope of dictionaries and encyclopaedias, is almost wasted. Yet to such the librarian especially owes his aid, as does a teacher to the pupil that does not realize he is near-sighted. Unfortunately, the remedy is not so simple as a prescription from the oculist. To apply it means great expenditure of tact, of time, and of toil. When there is good ma- terial in the patient, the glory of the cure is worth the trouble it has cost. My second point is, that sometimes a ten- dency appears in college students to neglect or underrate the authority of ordinary books of reference. This in a measure may be due to modern methods of instruction. In breaking away from the text-book, and in seeking infor- mation from actual experiment or from original sources, the immature mind is occasionally con- fused as to the best channel in which to ob- tain new facts. The professor in history gives a boy a topic for investigation. He charges him not to go to the encyclopaedias or general histories, but to verify every statement from first-class, if possible from the original, authori- ties. The lad remembers his instructor's slight- ing allusions to mere compilations, and forgets that the purpose of the exercise was to train his own powers of judgment, selection, and ex- pression. Hence he has recourse to the cen- sus of the United States to find the population of some town which Lippincott's gazetteer, standing at his elbow, would give him just as well. He asks for an exhaustive work on the flora of Switzerland, when all he wants is to know the scientific name of alpen-rosen. He writes letters to friends in other colleges to ascertain their college colors, though a more authoritative statement is at hand in the World almanac. The college librarian, by having a consider- able amount of reference work done under his own eye and in replying to questions asked him, can keep this laudable impulse to go to the bottom of things from interference with the more usual and expeditious methods of obtain- ing desired information. My third point is, that there should be a constant effort to increase the number of reference-books used by the student. College boys are naturally lazy. Having become accustomed to one reference-book which is fairly responsive to their inquiries, they do not trouble themselves to get acquainted with another of the same class. Now, however ex- cellent a reference-book may be, it should not be allowed to act as a barrier against other supplementary works. For instance, in search- ing for brief articles I find many students in- clined to stop short after consulting "Poole's index." Nor is it to be expected, perhaps, that they should pass on to use the "A. L. A. in- dex," the catalog of the library of the Peabody Institute, or the subject index of the library of the University of California, unless they have been previously encouraged to use these vol- umes as possible helpers. In a word, besides introducing your students to well-known per- sonages on the reference shelves, see that they have at least a speaking acquaintance with others not so famous. UTLEY. 93 BOOKS FOR THE BLIND. BY H. M. UTLEY, LIBRARIAN OF THE PUBLIC LIBRARY, DETROIT, MICH. 'T'HE fact that there are several distinct forms of types used in printing books for the blind complicates somewhat the question of supply- ing them for use in public libraries. Ordinarily a library which undertakes to provide a supply of such books cannot do so in each of the sev- eral systems of print, and so it is certain to dis- appoint some readers. It is unfortunate, though not surprising, that there should be a variety of forms of printing. These have been invented independently by persons who have become intensely interested in the matter. All the systems in use in this country have been de- veloped during the current century. In fact, most of them have reached their present stage in quite recent years. They have been under- going a process of evolution. They are now being tested on an extended scale and are likely to illustrate again the survival of the fittest. We may hope that within the next 25 years educators will have settled down upon the one thought to be on the whole best adapted to the purpose, and then the present complication will have disappeared. What the winning system will be is a matter of opinion. It is a question which it is not worth our while to discuss here. The pioneer of these various forms of print- ing was Valentin Haiiy, who in 1786 issued in Paris his first book embossed with letters close- ly resembling the beautiful legal manuscript of the time. The book was produced with very great labor, the printed pages being gummed together back to back. Haiiy admits that he had seen a letter printed by Mile. Paradies from type made for her by one Kempellen, but no one before that time had ever tried seriously to make printing available for the blind. * Following this achievement of Haiiy various at- tempts at printing were made, both in England and in this country, notably at the Pennsylvania Institution for the Blind, with types modelled somewhat after the same forms. In this latter institution the type ultimately assumed almost exactly the form of Roman capitals. In Great Britain an alphabetic system was devised by James Gall, a printer of Edinburgh, using only * Mary C. Jones in Scribner's Magazine, 12 : 375. the lower-case letters of the Roman alphabet, modifying the outlines slightly into angles. This was later superseded by the alphabet in- vented by William Moon. His letters were for the most part arbitrary symbols, using the Ro- man letters as bases. A considerable number of books were printed in the Moon type, and it is used to this day quite extensively in Eng- land. Dr. S. G. Howe, of Boston, devised an alphabet about 50 years ago, using both Roman capitals and lower case, modified into slightly angular shape. This form of printing has been the most extensively used of any in this coun- try in recent years, and is quite largely em- ployed at the present time. The Friedlander system first used in the Pennsylvania Institu- tion was subsequently modified so as to include both capitals and lower case, and a large num- ber of books have been printed in Philadelphia in this form of type. There are several serious objections to these systems of embossed letters, whether of the Moon type or the Boston or Philadelphia forms. They occupy so much space that the volumes produced are necessarily exceedingly bulky. Of course, the printing can be upon one side of the page only ; the letters must be large and distinct from each other. Some idea of the character of this printing may be gathered in the fact that the whole Bible printed in the Moon type makes 65 thick folio volumes. Then, it is found that the reading of this print is exceedingly slow and tedious, even in the case of experts. The fingers must be passed entirely over each letter to get its exact shape, and this requires time. Persons whose fingers have become calloused with work or with age make out the letters with great difficulty, if at all. The books are printed upon a light manila paper, which is strong and presents a hard surface. * But with much reading the letters become worn down so as to be illegible. A most serious objection to these systems of Roman letters or variations of them is that they cannot be written by blind persons. Mile. Mulot, of 1'Ecole des Jeunes Aveugles, of An- gers, France, has, however, recently devised a 94 CHA UTA UQ UA CONFERENCE. frame, or stylographic guide, by means of which a blind person can write upon a sheet of common note paper, printing the ordinary form of letter. The paper to be written upon is placed upon a sheet of blotting paper with a sheet of carbon paper between. The stylus brings the letters out in relief upon the note paper, so that they can be easily read by the blind ; they are also slightly colored by the car- bon paper, and so are easily read by the eye. This system is claimed to have great advan- tages over any system of arbitrary characters which can only be read by those who have learned them. A writer in the Catholic World of April, 1895, laments that this system has not received recognition from teachers of the blind in France, which neglect he attributes to jeal- ousy. In fact, the element of jealousy appears to have entered largely into the adoption and rejection of the several systems. Even Dr. Howe could see nothing of good in any system but his own. Apparently the battle of the sys- tems is still on, and this must be taken into the account by any library which is considering the question of supplying books for the blind. The systems which now meet with most favor among educators of the blind in this country are the Braille and the New York point. The former is not exactly the system proposed by Louis Braille, about 1836, but is a modification of it, as his was an adaptation of a system invented by Charles Barbier in 1819. The principle, however, remains the same through all the modifications. This con- sists of combinations of six dots or points in two parallel vertical lines of three each. These six points can be combined to give 63 different signs, including accents, punctuation, figures, algebraic signs, musical notation, etc. After the 26 letters of our alphabet have been used this leaves a margin for a number of phonetic word or syllable signs of most frequent use. The New York point, so called, is the inven- tion of Mr. William B. Wait, superintendent of the New York Institution for the Blind, who, some 30 years ago, adopted the principles of the Braille point. He discarded, however, the fixed cell and placed his six points in two horizontal, instead of vertical, lines. The ad- vantage of this is found in a combination of cells as well as points, and it is claimed also a saving of space, though this latter claim is not universally conceded. The space gained in printing in points as against the line letter is enormous. Although the printing can be upon one side of the leaf only, one of Shakespeare's plays is given com- plete in an oblong I2mo about 3 inches thick. The printing is upon bond paper of fine texture and stands use for a very long time without becoming defaced. The paper is not perforated, but is so indented as to bring out the points in sharp relief. On account of the embossed sur- faces it is necessary to fill out the back of the book with stubs. This makes the book quite thick and apparently bulky, but it is very light and not at all troublesome to hold in the hand. The ease and rapidity with which point print can be read are greatly in its favor. The points are so distinct that the finger covers a whole character at once and recognizes it im- mediately. One familiar with the letters can read almost as rapidly as common print is read with the eye. I personally know of a case in which a man upwards of 60 years of age, becoming entirely blind within the last three years from the effects of la grippe, learned the Braille alphabet within a few days and is now able to read books printed in that type with tolerable fluency. He had been a workingman all his life, and his hands, hardened with toil, were far from sensitive, as might be expected in one of his age. He could make out nothing whatever of books printed in the line letter. A library contemplating supplying books for blind readers is not only confronted with the serious problem of the system, or systems, of print which it will furnish, but it should also carefully study the question of the probable demand for such books. The United States census of 1890 gives the average number of blind persons of all ages in a population of 1,000,000 for the whole United States as 805 ; for the North Atlantic division as 777 ; and the North Central division, as 783. In all probability a considerable number of these are of extreme old age and so would never be- come readers of library books. The latest census of Michigan gave the state a popu- lation, June i, 1894, of 2,241,641. Of this population, 1484 are reported blind. But of the blind, 56 were under 10 years of age and 503 were over 70 years, leaving 925 between the ages of 10 and 70 years who might become possible readers of library books. The same census shows 86 blind persons between 10 and 70 years of age in Wayne County, in which the city of Detroit is situated. ADLER. 95 In 1896 the Detroit Public Library placed upon its shelves no volumes for the blind. Of these, 66 volumes, all printed in the Braille type, were purchased at a cost of $105. 44 volumes, all in line letter of either the Bos- ton or Philadelphia pattern, were donated by blind friends. Special efforts were made to advertise the fact that the library had a sup- ply of books for the blind. The newspapers were very kind in this matter, and through their instrumentality the names and addresses of many blind persons were obtained and per- sonal interviews were had with them. No restrictions were placed on the use of the books and no formalities were required. They were loaned out upon cards or they were al- lowed to be taken without any security, and to be taken outside the city, anywhere in the county. The Michigan School for the Blind kindly donated a number of copies of the Braille alphabet upon separate sheets, and these were loaned to persons who did not know that system and wished to learn it. The library statistics of 1897 showed the use of 77 books, all in the Braille type. The number of different persons using them I cannot give definitely, but certainly it was less than 20. My observation in this matter has convinced me that most blind persons are exceedingly shy and sensitive, so far as their misfortune is con- cerned. While a few are bold and appear to go about without much difficulty, most are quite helpless. Some one must lead them, and a desire for a book must be very earnest and some friend must be very self-sacrificing to spend the time and take the trouble to escort them to the library for the purpose of making a selection. I have known cases where members of the family could not spare the time and kind neighbors have volunteered. The taste of our blind readers thus far ap- pears to run to poetry and works which stimu- late the imagination. Shakespeare's plays are always in demand, and the poems of Byron, Longfellow, Bryant, and Lowell show more use than any volumes of history or theology. The blind children, even those well along in age, seem most delighted with the tales from the Thousand-and-one Nights, with Cinderella and similar literature, commonly absorbed by the average child when quite young. In my opinion a public library which has placed on its shelves books for the blind should give them as extended use as possible. I should not hesitate to send out a book by mail to any part of the state, even if I were to pay the postage myself. The books are not heavy and if well wrapped will suffer no injury in the mails. One library might well supply all the blind readers in a state or in a large section. For that reason it will be wise for any library before entering upon the project of buying books for the blind to be certain that no other library in its vicinity is already supplying the whole demand. This work might well be handled by a state library, especially by one which has an organized system of travel- ling libraries. MUSEUMS OF ART, HISTORY, AND SCIENCE. BY CYRUS ADLER, LIBRARIAN OF THE SMITHSONIAN INSTITUTION. 'T'HE efficiency of the museum depends upon the method of arrangement and the cor- rectness and quantity of information furnished to the public, with each object, by the label. "An efficient educational museum," said the late Dr. G. Brown Goode, the most distinguished museum administrator of his time, " may be de- scribed as a collection of instructive labels, each illustrated by a well-selected specimen." Every museum requires a good working library for its own staff and a small collection of popular books relating to the exhibits ac- cessible to every visitor without restriction. The museum is, above all other agencies, the most valuable ally of the library. It awakens the visitor to a new interest in objects which he would never take up in books, and it serves to vivify the impressions already received from the printed word. In small communities the museum and library should go hand in hand. In large communities they must be differentiated. The collections shown should always be dig- nified, and of permanent, not ephemeral, value. A small collection of good historical portraits or autographs is worth more than a wall-full of faddish posters. Every library contains on its shelves museum material. If it possess early or rare imprints, valuable bindings or manuscript, they should 9 6 CHAUTAUQUA CONFERENCE. be exhibited in cases. All finely illustrated works should have the plates removed and placed on exhibition ; such works are, again to quote Dr. Goode, " museum specimens mas- querading as books." They will then be seen by a hundred persons where but one would otherwise have examined them. II. BY MARY MEDLICOTT, REFERENCE LIBRARIAN CITY LIBRARY ASSOCIATION, SPRINGFIELD, MASS. IN these days when the public library is often called "the people's university" we see more and more that the three sister-branches of literature, art, and science must be found work- ing hand-in-hand for the instruction and educa- tion of the people. Also, in these days of tech- nical training and object lessons for all classes of scholars, from the very youngest of kinder- gartners to the most advanced of women's clubs, it is not enough to provide books for reading or even for study. We need to illus- trate such study by the sight and the handling of the very things we study about. But is this any part of the function of a public library? Does not the very derivation of the word "li- brary " imply that it deals only with books ? and does not the word "museum" denote a building or collection devoted to the study or worship of the muses, among the old titulary divinities ? Read what is said on the subject by Edward S. Morse in the Atlantic Monthly for July, 1893: " It certainly is time to direct public attention to the importance of the museum as an ad- junct to the public library. The tendencies of modern public-school education, which intro- duce Sloyd as part of its work, and ask for pictures and casts to decorate the barren walls of the school-room, are indications that the time is ripe to found, in a modest way, mu- seums of science, art, and history in our smaller towns and villages. . . . " The absence of a public demand for muse- ums in the past has arisen from the methods of public instruction. Lessons from books and not from nature have been the tiresome lot of school children. . . . Agassiz said : ' The pupil studies Nature in the school-room, and when he goes out-of-doors he cannot find her." . . . This undeniable condition of many schools in the land emphasizes the necessity of museums where the objects may verify some of the lessons learned at school. Thomas Greenwood expresses his belief that the mu- seum of the future must stand side by side with the library and the laboratory as a part of the teacher's equipment of the college and the university, and in the great cities co-op- erate with the public library as one of the principal agencies for the enlightenment of the people." Mr. Morse says again : " If the public library is established primarily for edu- cational purposes, surely the public museum should come in the same category. The po- tency of an object in conveying information beyond all pages of description is seen in the fact that in the museum a simple label asso- ciated with a veritable object is often sufficient to tell the story at a glance ; the eye seizes the essentials at once." Instead of quoting more, let me advise any who have not read this valuable paper to do so at once ; those who have read it will like to do so again in this connection. It has been reprinted in pam- phlet form, and is called " If a public library, why not a public museum ? " We are doing some work in connection with our own library that may be of interest in these lines though probably we are only taking the very initial steps in this line of work for such work grows wonderfully when you once begin it. In the first place let me explain our almost unique position in the field, giving us greater freedom of action, and so increased opportuni- ties for work. The governing power of our library is in the hands of the City Library Association, a corporate body which elects direc- tors from its own members. Three of the num- ber are taken ex-ojficio from the city govern- ment, including the mayor and superintendent of schools. Thus we are in touch with the political and educational sides of the city life. This association holds all the property of the library buildings, books, etc. The city gov- ernment makes a yearly appropriation (and a generous one) toward the running expenses of the library, which is utterly free to all the people in the city. So it is a public library, while not under city government control. We have some endowment funds besides, which are gradually being increased, and this condition of affairs works in two ways, both as regards library and museum. The generous appropria- tion from the city each year leads individuals to give money, books, works of art, or specimens of science to keep pace with the public spirit thus officially shown. The public spirit and gener- MEDLICO TT. 97 osity of individual members of the association offer a strong reason to the city government for dealing generously and in a broad-minded spirit with the needs of the library. All this applies also to the work of the museum, which has been founded by individual gifts. The museum work dates back nearly 40 years, when the " Museum of Natural Science, Art, and Curiosities" was established and located in the city hall in connection with the city library. When the library was moved into its own home in 1871 the museum was given one room in the same building. In 1895 the new museum of art and science immediately adjoining our library, and forming part of it, was opened to the pub- lic. Now, in 1898, we are in the midst of erect- ing a third building for a museum of natural history, leaving building no. 2 for an art mu- seum, with lecture-rooms, etc. Thus the acorn is growing into the oak, with far-reaching branches and roots. I have said the museum is under the same care and management as the library. The librarian is the director of one and all, with a curator and assistants for each museum. The curator of the natural history museum is the head science-teacher in the high school. The curator of the art museum is the gentleman to whose munificence we owe most of the treasures contained in the building, and thus, in large measure, the building itself. These art collec- tions consist chiefly of specimens of Oriental art, of great variety, and are most useful in illustrating industrial art. Bronzes, wrought ironwork, majolica, ivory carvings, tapestries, are a few of the subjects represented. We are soon to have a set of casts for practical use in drawing and kindred lines of work. Some of the best books upon art, and containing repre- sentations of the pictures of artists of all times, are placed in the library of the art museum, many of them having been transferred from the main library. The Arundell collection of pic- tures is also there, Ongania's great work on San Marco, and many others. The Museum of Natural History contains, among other material, valuable specimens of woods, not only a set of Hough's woods, mounted in frames, so that they can be studied from both sides, but other specimens of woods in different forms and stages of preparation for use from the section with bark on one side to the polished slice cut across and lengthwise. Also we have some beautiful specimens of birds, with their appropriate settings or sur- roundings of bough or grasses, in tree and field. These were prepared by Mrs. Mogridge, who has done good work for the Field Colum- bian Museum, the Museum of Natural History in New York, and also for the Smithsonian In- stitution. These are all the gifts of individuals, and include a few only of the various kinds of material shown. Library and museum work together, and for purposes of study we call on each other for aid, taking books back and forth when necessary. For our Sunday exhibits of pictures and books in any special line, or on some subject of current interest, we use material the best for the pur- pose wherever we can find it. In the library we make up lists to aid in geological work done in connection with the natural history museum, or for the use of lecturers on any of these topics, or similar ones, in the lecture-rooms of the building. Some specimens of this work may be seen in the exhibit of educational material. The teachers of drawing hold weekly classes in the lecture-rooms, and we can aid them both from library and art museum with pictures and other material to illustrate their teaching. The museum is open a part of every day, and is as free to visitors as the library of which it is a part. This in itself is a means of educa- tion, and is being more and more appreciated, especially as it is open on all holidays. Another instance of co-operation between library and museum may be given. Lately, a well-known teacher of a private school in the city died after years of service. Her pupils wished to erect some memorial of her work, and preferred that it should be in connection with the library. The memorial is to take the form of a. library for the natural history mu- seum, and it is hoped to make it a working library in this department, containing the best and most valuable books in these branches of science. It will be known as the "Catherine Howard Memorial Library," and will be housed in its own beautiful room in the new natural history museum. It is another instance of the saying that to him who hath more shall be given. I have only touched on a few of the lines of mutual work as we are finding them develop between library and museum, and are finding them also most valuable aids to education and to the intellectual life of the city. How the coming years shall develop this work we are waiting and hoping to see. 9 8 CHAUTAUQUA CONFERENCE. HOW CAN CENTRAL AND BRANCH WORK BEST BE CO-ORDINATED ? BY ARTHUR E. BOSTWICK, LIBRARIAN OF THE N. Y. FREE CIRCULATING LIBRARY. 'T'HE central library, in a system of small li- braries, is not an essential feature, but only an accident ; or, rather, it is an outgrowth of conditions that are not necessary, although they are general. The history of most libra- ries with branches, as the word " branch " itself implies, is that of a centrally located institution intended at first to do the library work for a whole town, but ultimately, either by reason of the growth of the place or of the enlarged ideas of the management, found to be inadequate to its task. To remedy matters the most natural course in such a case has been to supplement the work of the main establishment by smaller, subsidi- ary stations, or libraries, in those parts of the city not reached by the former. According to the degree of dependence on the central library these took the form of delivery stations, dis- tributing stations, or true branches. But, in most cases, owing to the mode of development as outlined above, they have retained their sub- sidiary character, and the parent library re- mains always the main or central library. That this line of development, though usual, is neither necessary nor universal is shown by the history of library growth in New York City, which is most instructive in connection with the present subject. There is no one institution in New York that does all the kinds of library work done by the public libraries of Boston, or Chicago, or St. Louis. The reference work is done by the New York Public Library, and the circulation work by several institutions. Given in order of size these are the New York Free Circulating Library, with 10 branches ; the Aguilar, with four ; and the Cathedral, with four ; besides several others with only one. None of these has a central library in the same sense that the great libra- ries at Boston or Chicago have ; and the rea- son, in this case, too, is an historical one. Our own institution began with a small lend- ing library all that the funds at the disposal of the projectors would permit. It was in- tended to do only local work. When oppor- tunity offered, another similar library was founded in a different locality, and so on, till at present we have 10 of them, all strictly co- ordinate ; none subordinate to any other. It is obvious that to cover such cases as this and in New York they are the only cases our subject must be slightly broadened and our question recast, so as to read "How can branch library work be best co-ordinated ? " And the first thing that we shall have to discuss is whether we shall have a central library at all. For most libraries this has been answered by the logic of events. Boston and Chicago have central libraries ; New York has none. But there are growing places where the ques- tion is still a live one places that have now but one library and that will need half a dozen in the near future. Shall the first library be treated as a central library, leaving the others to act a subsidiary part, or shall they be made co-ordinate with it ? The special functions performed by a central library and its staff may be divided into two classes general administrative functions and purely library functions. Among the former I should class the work of the librarian's office, the cataloging work, the purchase of books, binding and printing. The latter include gen- eral reference work, the storage and circulation of such works, whatever they may be, as are not generally lent from branches, the supply of books to distributing or delivery stations, etc. The administrative functions are connected only indirectly with library work, and while they are very properly carried on in the central library, if there is one, it is not necessary that they should be carried on in a library building at all. They may be located wherever it is con- venient to have them; either scattered about in different buildings, or, better, located in a sepa- rate structure by themselves. This latter plan (although, so far as I know, it has never been adopted anywhere else) was advocated by the writer in his last annual report and will probably be carried out in the near future. So far as the administration depart- ments are concerned, then, there is no special reason for a large central library. Coming now to purely library functions, there is certainly reason for a large, centrally located BOSTWICK. 99 reference department for students; and one of these is enough, even in a large city like New York. Where there is a central library build- ing the reference library is naturally located there; otherwise there is no reason why it should not be put in the most convenient one of several co-ordinate branches. In New York this problem has not troubled us, for the refer- ence work of this class is practically all done by the public library. As to the circulating work, it is very doubtful whether a large central library with a very large circulation, aided by branches each with a much smaller circulation, represents a normal and stable state of affairs. We find in New York that people will not come readily to bor- row books more than about three-quarters of a mile. If the central library draws them in any considerable numbers from more remote re- gions it must do this by means more or less artificial. Of course, in every circulating libra- ry there is a large number of books that go out very seldom. These it is probably best to store at some central spot, for those who want these books are generally willing either to wait for them or to travel a greater distance to get them. But there is no reason why they should be stored all together, for such books should be nearest to the portion of the public that wants them; and this points clearly to specialization and distribution. In one part of the city, we will say, is a large medical school. In the branch nearest to this should be gathered all those medical works intended for circulation that are not given out to the general public; in a special residence district are numerous women's clubs that have taken up with vigor the study of sociology; in another district the history per- centage is much above the average, showing that for some reason there is a special demand there for this class of literature. A study of local conditions, aided by close following of the class percentages for each branch, will thus indicate pretty clearly how these books should be distributed. There will, however, always re- main a remnant some librarians are bold enough to call it rubbish, although none are quite courageous enough to treat it as such which must be stored centrally. So far, a central library building has not been seen to be a necessity, although nothing that has been said would justify the abandonment of the central system where it has been already adopted. In growing towns, where the library system may either spread homogeneously or centralize and send out tentacles, I should cer- tainly advise the system of co-ordination, be- cause I believe that it best subserves the needs of the community. But there is a final consideration that may perhaps turn the scale in favor of the central building ; which is, that an architecturally striking building is the very best advertisement that a library can possibly have. And I know of nothing that needs advertising more than a library. This is impressed so strongly on my mind every day that, although I believe the coequal branch system to be the best in all other respects, I am quite ready to advise a central building of striking architectural beauty simply because it will represent to the public the library idea as nothing else can. In thus discussing the relative merits of these two systems we have gone pretty well over the ground of how best to divide the library work among them ; in other words, how to co- ordinate the work. But certain questions are common to the two systems. For instance, what administrative functions is it best to intrust to the separate branches ? It is conceivable, for in- stance, that each branch should attend to its own administration and that the different branches should have no common bond except, perhaps, control by a common board of trustees. At the other end of the scale would be a central administration that should rigidly control the whole system. Between these extremes are any number of golden means, and which one shall be adopted depends on local conditions. I had occasion about a year ago to collect statistics showing how the different libraries in the United States stood in this matter ; and to these, published recently in the LIBRARY JOUR- NAL,* I may refer you for details. In these there appeared a very strong tendency toward centralization toward union catalogs, union shelf lists, the uniformity of classification and numbering, cataloging and distribution from a central point, and so on. In all these particu- lars we in our library are strong believers in centralization (which in this sense is a thing apart from a main or central library), yet along with this centralization should go as complete local independence and elasticity of system at *L. j., Jan., 1898, p. 14. CHAUTAUQUA CONFERENCE. the different branches as is consistent with it. Americans never take kindly to red tape, and uniformity for its own sake is nowhere more out of place than in a library. Dr. Holmes' advice, "Don't be consistent, but be simply true," is a good one for all of us. It has always seemed to me that where branch libraries exist the great mistake to be avoided is that of doing the same work in a number of different places instead of in one place. Nevertheless, this is partly a necessity because of the peculiarity of human nature that makes branch libraries necessary at all. Here is a book that goes out about a dozen times a year, say twice at each of six branches. It is certainly a waste to buy one copy for each branch when one should do the work for all. This is true a priori, yet when it comes to a practical test we have always found in New York that nine people out of 10 will refuse to take the book unless it is on the shelves of the branch that they are using ; they prefer second choice now to first choice to-morrow. The reflections induced by this fact, regard- ing why and how most people read, are not cheerful ; but we are not obliged to reflect on it ; the facts are before us, what shall we do with them ? In New York we have made a manful effort to throw open the stock of books in our 10 branches to all of our members. We allow any one to draw books from any branch, furnishing each, on request, with a temporary transfer, which acts as a simple guaranty of good standing ; we send for any desired book from another branch ; we publish union bul- letins and lists ; we post conspicuously in each branch a list of the addresses of all the other branches ; yet, I am sorry to say, this has been done mostly in vain. At present it seems best to duplicate, except in the case of those books that, though needed seldom, are then so eagerly sought that the asker will wait longer or go further for them. In closing, I may say that all study of the best way of operating a library composed of branches, so as to get the greatest amount of good from the whole stock of books, has only served to strengthen our belief that for New York, and presumably for other large cities, the best work can be done by a system of small libraries at small distances apart. Also, that each of these should have its own perma- nent stock of books, although temporary inter- change and free general use should be en- couraged ; in other words, the libraries should be true branches, though each should be pre- pared to act at the same time as a distributing or a delivery station. BOOKS IN BRANCH LIBRARIES. BY JAMES BAIN, JR., LIBRARIAN OF THE PUBLIC LIBRARY, TORONTO, CAN. TD RANCH libraries, except in special cases where they are really sub-central libraries, average from 10,000 to 15,000 volumes. Man- chester, with ii branches, averages 13, 844 v.; New York Free Circulating, with 10 branches, 12,346 v.; and the Enoch Pratt Free Library, with 6 branches, 11,036 v. The more recently instituted branches are rather smaller, and the older rather larger. It is a solecism in library economy to say that the books should be provided in accordance with the actual and prospective wants of the readers. An inspection of a number of reports of our principal libraries reveals the fact that from 70 to 85 per cent, of the books read in the branches are prose fiction. This enormous proportion appears so universal that it marks the branch library as a source of recreative read- ing and not of study. It seems impossible to reverse it, and the bright spot is the hope that the branches may more and more relieve the central library from this troublesome portion of its duty, allowing greater time and space for its legitimate and more valuable work. In making provision for a new branch at least 40, if not 50, per cent, of the books should be prose fiction, including under this term juvenile literature. The proportion seems large, but in practice 3500 novels and 1500 juveniles will not be found too great a number to start with. It departs widely from the scale laid down in the catalog of the A. L. A. library, but reflec- tion will show that the latter is intended to be complete in all its parts, while the branch is a section of a larger library removed to the vicin- ity of its readers. COUNTRYMAN. 101 The position of the branch must govern the character of the remaining divisions of the library. Where it is placed in a suburb sur- rounded by the residences of cultured people the natural demand will be for books of a higher character. Your most recent memoirs, travels, history, and essays will be in constant demand. The cost per volume will naturally be higher here, and additions will require to be more fre- quently made. If it is a poor district, a more widely popular literature will be asked for and old favorites will be in request. Economy may be attained by transferring to such a branch a considerable number of dupli- cates which have passed the stage of new books at the central library. Nothing will test the competency of the libra- rian more than this gauging the requirements of a district. He will bear in mind that eight out of every 10 readers who come for a book want something that will interest them, while the students in search of material will go to the central library; and he will also remember the other two who may not be able to reach the central and who crave something more sub- stantial. Every branch should have its sec- tion suited to the locality. If a factory or mills are near, a fair representation of ele- mentary books on the mechanical arts should be there. Or it may be painting, music, some branch of the natural sciences, or some foreign language. But no effort should be made toward special collections. These should pertain to the cen- tral and be loaned to the branch when necessary, as when required by teachers and scholars of an adjacent school for special study. The branch library should never be self-dependent. The central library must always be within call. Additions should be made regularly, each branch having its stated time for receiving them weekly, fortnightly, or monthly type- written or printed bulletins to be posted on a fixed day. I have found bound volumes of magazines in great demand at the branches ; and as most librarians have a surplus of current numbers, binding affords an inexpensive method of mak- ing considerable additions to the shelves. The average price per volume paid for books for the branches in the Toronto Public Library is about 75 cents ; and I think this should cover the requirements of most libraries, though the wants of the locality and the balance at the credit of the purchasing account may alter this amount. No branch should be without a small, well- selected number of reference-books. However few in number, they should be good, and should include directories, dictionaries (English, French, and German), encyclopaedias, atlases, gazetteers, biographical dictionaries, almanacs, and such other works as will commend them- selves to the librarian. HOW FAR SHOULD THE SELECTION OF BOOKS FOR BRANCHES BE UNIFORM? BY GRATIA COUNTRYMAN, PUBLIC LIBRARY, MINNEAPOLIS, MINN. TN branch departments, as in all other library departments, the policy must be determined by one great principle the benefit of the library patron. The selection of books for branches will therefore be uniform only so far as the patronage of each branch is uniform. As an example of my meaning, we have in Minneapolis three branches situated in the neighborhood of three branch high schools, consequently such books as are used by high school pupils and teachers are duplicated to advantage in all three branches. On the other hand, one branch is situated in a Scandinavian district, and we have shelved there several thousand books in the Swedish and Norwegian languages, besides works especially interesting to Scandinavians, all of which would be out of place in another branch which has a large Ger- man patronage. In selecting books for the branches the closest study should be made of the class of people who will use the branch and the books bought in accordance with their tastes and de- sires. When a particular subject is occupying general attention books on that subject will be wanted everywhere. New fiction and popular books are acceptable everywhere, as are the standard 102 CHA UTA UQ UA CONFERENCE. juveniles, but beyond these any attempt at uniformity might be dispensed with. We have adopted a practice which seems to us advisable: We utilize the knowledge and experience of the branch assistant, allowing him to hand in lists of books which are espe- cially desired at his branch. No'one at the cen- tral can possibly gauge the exact needs of a branch library ; but if an intelligent branch assistant will make suggestive lists and encour- age readers to make suggestions, so that the librarian may have some definite idea of what is wanted, the branch will be better served than in any other way. To the question implied in this topic How shall books in branch libraries be classified? there seems but one answer, which is, classify the branch library exactly as the central library is classified. Circumstances alter cases, and a branch may have had a separate existence as a separate library before becoming a branch. In that case the original classification may per- haps be retained for convenience, but in the end it will probably be more convenient to change the classification into uniformity with that in the central. It may be urged that a branch which com- monly contains from 300010 10,000 books would be satisfied with a much less complicated classi- fication than the parent library, and could be dealt with as if it were a small independent library. It may be urged, too, that the branch patrons could more easily find books if grouped in larger, broader classes than is possible at the central. This might be a fair argument if the branch were wholly independent of the central, with- out interchange of books, but in most cases the relation is more intimate, and readers use either branch or central as suits their convenience ; and it is vastly more convenient for them to find the same book classified in the same way, with the same call number, whether shelved in one place or the other. We send weekly lists of additions to all branches and stations, and frequently print them in the daily papers ; these would lose considerably in value if the call numbers were not uniform throughout. We shelf-list, acces- sion, and catalog all branch books as duplicates of the central books, and this enables us easily to make transfers at any time from one branch to another or from the central to any branch. This ease of transfer is not the least of reasons for a uniform classification. Very often books can be spared from the central shelves, or books" that are no longer useful at one point can be used at another point, and transfers are neces- sary. The selection of books cannot very well be uniform, but the classification cannot ideally be otherwise. AMERICAN LIBRARIES AND THE STUDY OF ANCIENT MANU- SCRIPTS. BY ERNEST C. RICHARDSON, LIBRARIAN OF PRINCETON UNIVERSITY. *T*HIS morning (May 28) I have been visiting the library of the Archaeologico-Epigraphic Seminary of the University of Vienna and have found there an epitome of one of the branches of the subject on which I promised some two weeks ago to prepare a five-minute paper for the A. L. A. a capital little library of some 3000 volumes, without a manuscript or an inscription, but admirably suited to the study of both mss. and inscriptions, and with plenty of facsimiles of both. The occasion of this branch of the subject is a double one. First, it is the experience of American students of ancient mss. (and every student of history, language, literature, or theology must be such in these days) that they lose much time in the use of the great European collections through lack of proper previous training at home. In the second place, Pro- fessor Smith of the American school at Rome has just been expressing, on this ground, his regret that the instruction which he has been giving in palaeography had not been given beforehand in the various American universities. The old excuse that we have no ancient mss. in America is no longer valid, for modern re- productions are so good that they quite fill the place of the mss. themselves for most purposes of instruction. The chief thing necessary to prepare the American student for work abroad BAKER. 103 is a good collection of treatises, facsimiles, squeezes, etc., such as that of the seminary just mentioned, and this every considerable American library can provide. In this way they can provide at least for the elementary and preliminary study of mss. But, further than this, American libraries can now, through the reproductions of whole mss., provide mss. for actual use in advanced work in text-critical studies. The old so-called fac- similes copperplate or even typographical were expensive, and very unsatisfactory ; but modern processes have made it possible to have most excellent facsimiles, at reasonable prices e. g., the beautiful Vatican Virgil, for $12, as good for most purposes as the original, which is worth say 1000 times as much but un- attainable at any price. Almost any library may therefore 'practically own a collection of the very best mss. I have said that the origin of the first branch of this paper was personal experience and a remark of Professor Smith's. The immediate occasion of the second was, (i) seeing the Vat- ican's Virgils side by side with their reproduc- tions not then published, and (2) finding that a manuscript which I myself wished to re-collate was to be reproduced at once a fact which un- der the circumstances saved me at least two weeks of the ail-too brief time of a bibliograph- ical journey. It certainly is not creditable to American li- braries that the European ones should be richer in facsimiles than they. Nevertheless this is the fact. I wonder if it will not cease to be the fact, however, during the next few years. RELATION OF SEMINARY AND DEPARTMENT LIBRARIES TO THE GENERAL UNIVERSITY LIBRARY. BY GEORGE H. BAKER, LIBRARIAN OF COLUMBIA UNIVERSITY LIBRARY. THHE modern American university, as devel- oped up to the present time, seems to require for its library equipment not alone a general library, the common storehouse and workshop of all the members of the university and of the general public, but also departmental libraries and facilities of some sort for the car- rying on of research, both by the individual student and by the instructor and his class, in what is known as the seminar method. The essential characteristics of the individ- ual university and its organism will necessarily modify the nature and the relation of these sev- eral libraries. Accidental circumstances have, in like manner, shaped the relations inside uni- versity library systems without any essential and permanent reason. To some extent the same relations must obtain in the college li- brary as in the university library. The uni- versity library, properly speaking that is, a collection of books large enough for original research and gathered and maintained prima- rily for that purpose is clearly to be dis- tinguished from the college library, which may well always remain limited in extent and be made up of material gathered from a dif- ferent standpoint and with much smaller out- lay. At the outset the university library proper may well consist of two distinct sections. First, a reference collection on the open shelves of the reading-room, restricted from circulation out of the building, but absolutely free to read- ers. The reference collection should always be limited in number, 5000 to 10,000 volumes, perhaps, and should consist of those compends and dictionaries which present in all fields facts in their briefest and most accessible form, and still further of standard works, kept up to date, in all branches of human knowledge, together with the leading monuments of literature. Such a library of reference, strengthened by stand- ard periodicals, as indexed by the systems in use, would go far toward being an ideal college library. The second section is the general body of books as arranged and administered for circu- lation and other use. Departmental libraries are collections of books, usually looked upon as a part of the general book stock of the institution, selected for the special use of a department and usually kept in a convenient place in the building or section of a building devoted to that depart- ment. Such departmental libraries may be lim- ited to a few standard dictionaries and refer- IO4 CHAUTAUQUA CONFERENCE. ence-books in the field of a department and kept in the professor's study or upon shelves in the recitation-room or laboratory ; or it may consist of a liberal selection, or again substan- tially the whole body of books upon a particu- lar subject. These books may also be chiefly duplicates of works in the general library, or not. The separate law libraries in institutions like Harvard, Cornell, or the divinity school and zoological libraries at Harvard are de- partmental libraries carried to so large an ex- tent that they become separate libraries in special fields. The departmental libraries in Harvard, which are in the library administra- tion of that institution considered as such, range from collections of a dozen volumes to those numbering 2000 or 3000. Those in Columbia vary in the same manner, the zoological depart- mental library being still larger, and approach- ing in its character and policy the separate li- brary of the Museum of Zoology at Harvard. The departmental libraries at Harvard are un- derstood to be made up largely of duplicates, while the separate libraries of the law school, etc., are only in a small degree duplicated in the general university library. At the Chicago University, if I am rightly informed, the de- partmental libraries comprise, substantially, all of the books in their several fields belonging to the university, or, at least, all of much practical value for research. At Johns Hopkins University the university library does not exist, but instead there are several special libraries; some, like that of po- litical science, being very large and impor- tant. At Columbia we have seven or eight depart- mental libraries, varying largely in extent and in the plan on which they were formed. The largest, the zoological library, contains the lar- ger part of the books belonging to the university in its field, which duplicate in but a small de- gree the general library. The next in size, numbering 1000 volumes or more, is the geo- logical library, which is essentially a library of duplicates, being the library of the late Prof. J. S. Newberry, strengthened by the duplicates from the university library. The departmental libraries of mineralogy, metallurgy, chemistry, etc., are limited to collections of the most im- portant books and periodicals in their several subjects, and are, with the exception of a few standard works, not duplicated. The depart- mental library of music consists of scores and technical works, with a few books in musical history and biography, and is thus far not duplicated. Some of the departments will have no depart- mental libraries, considering them unnecessary and burdensome, while others content them- selves thus far with a few reference-books and duplicates, and do not withdraw any books from the general library. With the exception of the departmental library of Greek and Latin, which is almost entirely in duplicate, all the departmental libraries are in the pure and ap- plied sciences, including mathematics. The de- partment of philosophy is collecting from pri- vate sources a few books and will have a small collection. In general it may be stated that at Columbia the literary, historical, and socio- logical departments expect to do their library work in the library building, in the seminar rooms or in the general reference library. All departmental libraries at Columbia are still largely in the elementary stage, and it is a ques- tion how far they will be found permanently useful. My own belief is, that for the descrip- tive sciences, like botany, zoology, etc., pretty large collections will be found useful and will be maintained; while for other pure sciences carefully selected small bodies of standard reference-books, duplicated from the general library, will be all that will be found necessary. When these branches are to be studied histori- cally it can be done to a better advantage in the general library among the larger collections. The departmental libraries of the descriptive sciences need not be duplicated, if we except a few standard systematic works. The difficulties in the way of departmental libraries of much size would seem to be first the cost of purchase and the additional cost of administration, and then danger of losses, in- convenience of access for the reader not belong- ing to the department, and the difficulty of carrying on any system of loaning to students any of these books. In theory, departmental libraries should not loan their books, for they are supposed to be always at hand for consulta- tion. It is difficult to refrain from loans made as a favor or otherwise. At least three depart- mental libraries, that have been in existence for some years at Columbia, have been sent back to the general library for reasons resting on these difficulties. BAKER. 105 SEMINAR LIBRARIES. Where the departmental library contains sub- stantially all the most important part of the books in the subject involved, as is the case, we are informed, in the Johns Hopkins University and University of Chicago, the work of the department, including its seminar exercises and studies, is carried on in these departmental libraries. When at Columbia the plans for a new library- building were at their inception, the librarian, in a formal communication made to the presi- dent and trustees, set forth three principal ways in which the instructor and the advanced stu- dent might be brought into immediate contact with the books of his department for study or for the carrying on of seminar exercises. The first method was that prevailing at Johns Hopkins and to a large extent at Chicago : the creation of a number of special libraries stored in the rooms of the special departments, and only loosely connected, if connected at all, with the general library. Up to a certain extent this meth- od serves very well the needs of the members of the individual departments, but very poorly the needs of the rest of the university and its read- ers. Much duplication must necessarily occur, and as these collections grow they become large and unwieldy, requiring special custodians and assistants, until it is to be believed the system will break of its own weight. The second methodinstanced was that followed at Cornell and in the new building at Princeton, namely, to put the great body of books in a general stack, and to create in the library build- ing a number of rooms, not necessarily adjacent to the stack, to be devoted to the special depart- ments for seminar purposes. In these rooms there is to be kept permanently a certain selec- tion of important books in the subject of the special department, and there are to be placed there from term to term other temporary groups of books selected with a view to the special work of the term. By this system the very great advantage of a university library over a group of libraries without any organic rela- tion is gained ; the books are all in the library building and at the service of every one. For the purpose of a special department, how- ever, only a small part of the resources of that department is immediately at hand. In the conduct of any seminar exercises, or in the prosecution of any research by an investigator, the book wanted at the moment is quite likely not among those selected and placed in the room, but must be brought, with more or less delay, from its place in the stack. Likewise, if the number of books temporarily placed in the seminar room is considerable, I should expect to find that much labor and inconvenience was caused to the library administration in their transfer and in getting them thus out of their regular places when needed for a reader. The third method which was proposed for the library at Columbia, and which was adopted, was to store the books in apartments of a nor- mal height of 15 to 16 feet, admitting a two- story stack, with reading-room spaces for special students, officers, and for seminar pur- poses in the best-lighted portion of the room and extending to its entire height. We have in Columbia in the parts of the new building thus far devoted to library purposes 18 such small rooms, directly in the rear of which are shelved in two-story stacks, as far as classifica- tion can accomplish it, all the books which the library possesses belonging to the respective subjects. The rooms and the books follow each other in the regular order of the classification. We thus have a combined book and seminar room. These rooms have now been used through one college year, and I believe the tes- timony of the officers and students will agree with the views of the librarian that it is an ad- mirable arrangement. Readers are admitted to these special study- rooms only by a card issued by the librarian; in the case of a matriculated student, on the recommendation of the professor at the head of the department. In the new building at Columbia it has been found impracticable to admit to the shelves all readers indiscrimi- nately to the extent this was done at the old building ; but a most adequate substitute is provided in a carefully selected reference li- brary of about 10,000 volumes in the general reading-room. On the other hand, the special student, who is best fitted for free admittance to the shelves and is best served by it, has the largest freedom the special reading-room is his study and that of the professors and offi- cers of the department, in so far as they may elect to make use of it. In our library these special rooms are separated from each other by folding doors, which permit rooms of any size io6 CHAUTAUQUA CONFERENCE. to be formed. The whole apartment is under the special care of an attendant, who is respon- sible for the good order of the shelves. He finds that his books are put much less in disor- der by the limited and specially fitted class of readers who have access to the shelves than they formerly were by the miscellaneous pub- lic. It is perhaps worth while to bear in mind that seminar work, so called, as conducted in our universities and colleges, may be divided into two general grades, namely : elementary work, in which a large class of beginners, oftentimes of undergraduates, is taught seminar methods, and more advanced seminar work, in which a much smaller number carries on a higher grade of investigation, requiring a much larger range of literature. It is possible that at Columbia we shall find that our rooms, which are especially designed for the latter class and for original research, are not so well adapted for the former sort of work, which can be carried on with facility in seminar rooms of the type followed at Cornell and Princeton, and in the recitation-rooms or departmental rooms of the special departments. This grade of work in the Latin and Greek de- partments in Columbia is now carried on in the departmental library. It is of course apparent that all books in de- partmental or special libraries should be cata- loged and in general looked after by the gen- eral library. The immediate responsibility for the safety and use of these departmental libra- ries must, however, rest with the depart- ment. RELATION OF THE PUBLISHING DEPARTMENT OF A UNIVER- SITY TO -ITS LIBRARY. BY CYRUS ADLER, LIBRARIAN OF THE SMITHSONIAN INSTITUTION. \"\ /"HILE American colleges and universities occasionally issued special publications from time to time, the regular issue of univer- sity publications in this country dates back to the organization of the Johns Hopkins Univer- sity, in 1876. Following the lead of Johns Hopkins, many larger universities and colleges, and even some of the smaller ones, issue publi- cations in greater or less number and with more or less regularity. This function of the college and university is practically a new one, being a departure from the old mere teaching lines and more akin to the functions of a learned society. As the object of the publication department of a university is to spread new truth, and as the matter published is usually not marketable in the ordinary sense, the best use which can be made of it is to offer it in exchange for the publications of other colleges, universities, and learned societies. In this way the double ob- ject would be secured of making the university and its research work known and at the same time of adding to its own library material of great value. The work of exchange of such publications can only be carried out successfully under the direction of the librarian or with his constant co-operation. To secure the best results from this exchange requires the carrying on of a careful and vigilant correspondence, with a full knowledge of the needs of the library. A li- brarian with good administrative ability would find this duty not one of difficulty, if he had proper assistants, and he would have the satis- faction of seeing his own library added to in one of its most important departments. The library and publication department of the Johns Hopkins University are now and have been for some time under a single head, and the splendid results reached there amply prove the wisdom of this plan. While not exactly a parallel case, it may be interesting to state that more than three-fourths of the Smithsonian Library has been secured by such a system of exchanges. JAMES. 107 WHAT PROPORTION OF ITS FUNDS IS A COLLEGE LIBRARY JUSTI- FIED IN DEVOTING TO CURRENT PERIODICALS? BY W. J. JAMES, LIBRARIAN OF WESLEYAN UNIVERSITY. ''PHE patrons of a college library may be di- vided into two general classes, which make very different demands upon the re- sources of the library. The first class is made up of the great majority of the undergraduates; the second class of members of the faculty, graduate students, and a few advanced under- graduates. The needs of the first class, the undergradu- ates, may be met by supplying books called for in connection with the courses of study they are pursuing, general reference-books, some periodicals of general character, and the stand- ard works of literature. The supplying of the demands made by the second class is much more difficult and brings us face to face with the question under dis- cussion. We must supply the investigator, be he professor or student, as fully as possible with the records of work done by other in- vestigators. He goes to these records, not only for results, but for methods. They are the very breath of life to his own work. They stimulate and correct (sometimes, indeed, they render superfluous) the work he is carrying on, and they furnish starting-points for new investigations. Many of these records are first published in periodical form. Although some of them may be republished later in more per- manent form, still one who desires to follow current investigation and discussion in almost any department of knowledge must do it in the periodicals. The general or special treatise, even when written by an acknowledged author- ity and containing a summary of the latest discoveries and theories, is soon out of date and must be supplemented by the periodical article. The element of time is also of great importance in this connection. A given article may be re- printed in more or less modified form, either independently or in the author's collected works, or its substance may be given in a treatise, but the investigator will almost always want to see the article as originally published, not as modified by the author or as epitomized by some one else, and very frequently he will want to. see the article as soon as it appears. In our most progressive departments at Wes- leyan University calls are constantly made for periodicals before the numbers have been issued. We must, then, supply periodicals, but can- not purchase all that are published. They are, moreover, constantly increasing in number. Are there not too many now, and is not further increase to be deprecated ? Part of this increase is due to the minute subdivision of human knowledge characteristic of our age, each division having one or more journals of its own. In so far as this furnishes us with a journal of weight and influence in its special department, the increase is to be counted, on the whole, an advantage. A large part of the increase is, however, due to the multiplication of journals covering substantially the same ground. Such increase is, in large measure, to be deprecated, leading, as it does, to the publi- cation of " organs," partly for advertising pur- poses, and encouraging the publication of inferior work or of work of minor importance unduly padded. This increase in the number of periodicals has been very marked during the past few years, and renders it increasingly difficult for college libraries, especially those with small incomes, to furnish their readers with any adequate representation of the work being done in the great departments of investigation. We must, however, make a choice and supply our readers with a selection of representative peri- odicals. This selection must be made with the greatest care. In fact, there are few decisions in the management of a library which are more important in their immediate results or more far-reaching in their ultimate conse- quences. Suppose the choice made, and made wisely. It is not a final choice, but is subject to revision. Some periodicals die and must be replaced. Even if none die, others are started and challenge our favorable consideration. Librarians are, however, conservative, abhor- ring parts of sets, and do not always have io8 CHAUTAUQUA CONFERENCE. sufficient moral courage to substitute a better periodical for an inferior one. On the other hand, a new periodical cannot be added without careful consideration. A book may be bought without mortgaging the future, but a new peri- odical is usually a permanent drain upon a small fixed income. Hence the importance of a wise first choice in selecting a list of peri- odicals, and of mature consideration in chang- ing or increasing the original list. One may try the plan of purchasing extracts and reprints, but I cannot recommend that course even as a partial solution of the problem. Reprints are not always easy to find when one wants them, and frequently cost much in time and money. The library in the small college must make the best possible selection of periodicals (in- cluding the publications of learned societies), and must then trust to the generous courtesy of some larger library for the use of peri- odicals less often needed. When college libraries are situated in the immediate neighbor- hood of other libraries of a similar character, by avoiding, so far as possible, the duplication of periodicals an important increase may be made in the number of available periodicals. A considerable part of the library income must, in my opinion, go for current periodicals. How large must that part be ? Mr. Potter, in his paper read last year, said that the Harvard library was spending over a third of its income for that purpose. Mr. Andrews, of the John Crerar Library, said that he had "asked the committee to set aside one-half the funds for the purchase of back sets of periodicals and one- half the current funds for subscriptions to new periodicals." In the Wesleyan library the ex- penditure for current periodicals is constantly increasing, and taking the last six years into account we have spent on current periodicals almost one-half of the entire amount spent for books and periodicals. This agreement in prac- tice with Mr. Andrews' demand upon his trus- tees is certainly striking. The conclusions I have reached may be briefly stated as follows : I believe that in college libraries the money spent for current periodicals should be from one-third to one- half of the entire amount devoted to the pur- chase of books and periodicals. I believe also that in college libraries with small incomes the proportion of the income spent for periodicals should be greater than in libraries having large incomes. The libraries with small in- comes will not be able to buy the expensive books and sets which the richer libraries are called upon to furnish. They will also find, I believe, that a given sum of money invested in current periodicals will give more stimulus to advanced, independent work than the expendi- ture of the same amount for books. In conclusion, I desire to call attention to the necessity of giving mature consideration to this question, which is of so much importance to the institutions we represent. DEPENDENCE OF REFERENCE DEPARTMENTS ON CATALOGING AND CLASSIFICATION DEPARTMENTS. BY WILLARD AUSTEN, REFERENCE LIBRARIAN OF CORNELL UNIVERSITY LIBRARY. 'T'HE important questions which must be answered with the least possible delay by the reference department are: i. What has the library on any given subject ? 2. Has the li- brary a particular work or magazine article known to give the information wanted ? The best memory cannot be depended upon to an- swer such questions except in a general way. When such information is to be exact, records must be resorted to, and the reference librarian is at once wholly dependent upon the records of the departments which have had to do with getting the material ready for use. There are, of course, several ways in which these successive records may be kept. Proba- bly no two persons would make any two of them in just the same way, and yet, from the point of view of the reference department, there is a choice of ways. That some record be made is by no means sufficient. It is of the utmost im- portance that every record be made in such a way that the information it gives may be had with the least possible expenditure of time and patience. It is by no means sufficient that the person who makes a record can manipulate it expeditiously, since it cannot be expected that A USTEN. 109 the keeper of a record shall be always at his post or cease his work to answer questions which he has already answered by his records. I have no intention of saying that records should be so kept that the users of a library can invariably answer their own questions with- out troubling the librarians. What is meant is that records should be so made that any person officially called upon to answer any questions from the records may be able to do so without any appreciable delay and without calling for the assistance of the recorder. No definite, hard, and fast lines can be laid down to guide one in determining the form of entry to be used, since the needs and conditions of the particular library must determine the form in any particular instance. Yet there are general principles which maybe stated that will do much toward facilitating the use of a library and thereby gain it a reputation for usefulness. The principal sources of information upon which a reference librarian must depend in get- ting at the resources of the library are the records grouped under the main heads of order, accession, classification, and catalog depart- ments. Time does not permit the mentioning of more than one or two specific cases in each of the groups, enough to show the general drift of the thought as regards what might be done to increase the efficiency of a library. With the records of the order department the "department of use" has little to do directly, since by the time a book becomes really available for use a fuller and more satisfactory record is made elsewhere, and the instances are few where this record will alone give the desired information. The records of the accessions division include the receipt and placing of periodicals, publica- tions of learned societies, etc. When several hundred periodicals are currently received memory cannot be relied upon to state how often a periodical is received, where kept, how often bound, etc., etc. Nothing will serve the purpose short of a complete list of all material periodically received, arranged in so simple a form that it takes but a moment to determine all the particulars regarding any publication. Except as a final authority to determine whether a particular book has ever been added to the library, the classification records do not play an important part in ready-reference work. The marks, however, that the books receive in this department, and which become the call numbers, are of the greatest importance. When the classification marks used indicate the rela- tive location of the several divisions of a library and this ought always to be the case then no division should be wanting in such a determining mark. Of all the preparatory records, those made by the catalog division are perhaps the most important. Hard is the lot, indeed, of a refer- ence librarian who has to supply information from an incompletely cataloged library. And next to an incomplete catalog stands an anti- quated catalog. It is never too late to make an important change in methods of cataloging. Better to begin at once and have the later entries made in the most helpful form than to continue doing as has been done just because it has been so done. Tradition is a curse to a catalog, indeed to the whole library, when it stands in the way of important methods. All will agree that a catalog should be so constructed that the largest possible number of persons shall be able to use it without assist- ance from an expert. That it is impossible to so construct a catalog that every inexperienced person will be able to use it without assistance will also be agreed to. How to make a catalog so that the largest number of persons shall be able to use it with the least assistance is a problem which every library should duly consider. The way in which different persons approach a catalog is an interesting study to one who is in a position to observe how different minds work when in search of the same fact. Nor is such observa- tion interesting simply. From it may be drawn certain conclusions that are of value in deter- mining forms to be used. Without particularizing, the best general plan to follow in making a catalog is to de- termine broad fundamental rules, that shall take account of the way the average mind ap- proaches the problem, where this is possible, and follow out these with least possible varia- tion. Exceptions to the general rule are confusing here, as in other parts of the library. If it be possible to give the reader a few general directions that he will be able to retain and apply he will soon come to find his way easily in all parts of the catalog, save the more in- tricate. But if every general rule is weighted with exceptions, then he soon comes to feel CHAUTAUQUA CONFERENCE. that there are no fundamentals to which he can anchor. It is possible to carry the number of exceptions to such an extent that even the library officials themselves are in doubt just where to turn for a particular entry, and thus delay and waste of time for both reader and official results. Throughout the whole range of library records there is the possibility of little irregu- larities, little deviations from general principles creeping in that will eventually cause delay and vexation when they reach the department of use. Every reference librarian knows from experience the delays which some such varia- tion, though slight in itself, has caused. No one without considerable experience in getting at the contents of a library realizes how much as" sistance may be had from little devices in the records and how much hindrance is often caused by equally small irregularities. This leads me to say that no important steps should be taken in the establishment of any vital record (and when once established no de- viation, however slight, should ever be made) without consultation with some one of ex- perience. Library machinery should result from a combination of theory and experience, either of which if left alone works against its best interests; combined in right proportions they serve the largest number of users with the least expenditure of force. USE MADE OF THE PRINTED CATALOG CARDS FOR ARTICLES IN CURRENT PERIODICALS. BY CLEMENT W. ANDREWS, LIBRARIAN OF THE JOHN CRERAR LIBRARY. IMPORTANT as this subject is in itself, it ac- quires greater interest from its connection with the plan outlined in the report of the com- mittee of the Royal Society, and the experience gained in our own experiment will influence very decidedly our judgment of that plan. It is therefore doubly to be regretted that our ex- periment has not been in operation long enough to enable final judgment to be pronounced, nor even to have brought to our notice all the points on which discussion would be useful. Yet it has been in operation long enough to justify the expectations with which it was un- dertaken and to confirm the views held by some of us as to the best lines of development and limit. In regard to the use of the printed catalog cards as author entries, there is little to suggest. There are two main reasons for the prepara- tion of an author catalog : first, to be able to determine more easily whether or not a given book is in the library; second, to bring together and record all the available literary work of a given author. As the present plan is neces- sarily confined to a small proportion of peri- odicals actually in any library it is evident that the second object, so far as it applies to peri- odical literature, is so imperfectly attained that it may be dismissed from consideration. It might be said that the first object is suffi- ciently attained by knowing whether the peri- odical containing the article referred to is in the library or not, and this would be so were it not for the fact that many contributions to the peri- odical publications of societies, especially of the great academies, are republished as separate works and quoted as such without reference to the original source. Unless these titles are represented in the catalog, the librarian, with all his bibliographical aids, will be deceived sometimes, and the readers, relying on the public catalog only, will fail frequently to ob- tain what is actually in the library. The ex- pense, moreover, of the author entry is a mini- mum one, for one card is sufficient for each article, and they are arranged in the simplest manner. For that matter the attainment of the second object of an author catalog and the in- clusion of joint authors, translators, editors, titles, etc., would involve no extravagant ex- pense. These could best be made as manu- script cross-references, for their proportion to the whole number is very small. For instance, jn the first 50 titles examined there was only one such additional entry to be made. It is, however, in the subject catalog that these cards find their most important use, and by this use the inclusion or exclusion of a ANDREWS. given serial, the number of copies subscribed for, and other questions should be mainly de- termined. It would appear that many of our subscribers have not yet placed these cards in their subject catalogs; but in view of the im- patience of the public over cross-references, it would seem that this would have to be done eventually if the greatest use is to be made of them. Their treatment will vary somewhat ac- cording as the catalog is alphabetical or classed, and of course no library will decide this ques- tion with reference to these cards. Yet the trend of scientific bibliography is so distinctly toward the classed arrangement that especial regard may well be paid to it. An examination of the classification (by the D. C.) of the 200 titles, more or less, already prepared by the John Crerar Library shows that in over two-thirds of the cases it has seemed desirable to give two entries of the titles, and that in a very appreciable percentage more than two have occurred to us. That these duplicate and triplicate entries are desirable, if not absolutely necessary, and that they have been made conservatively, is shown by the fact that our average of the titles of books is dis- tinctly larger, averaging fully two entries to a title, and that the committee of the Royal Society assumes that on the average three will be needed. An examination of the sample slips submit- ted by the Royal Society, however, shows that in part, at least, they propose to index rather than to classify the articles, and against this attempt I wish to protest as strongly as pos- sible. One advantage of a classed arrange- ment over an alphabetical is to lessen this ten- dency; but even with the latter I believe the average number of subject entries for articles in serials can be kept down to two without great loss of efficiency, and that an average of three would be ample. A more serious difference between the classed and the alphabetical arrangements would be felt in the choice of periodicals. The tendency of the alphabetical catalog is always toward an index, and it does not so readily admit of reference once for all to a serial as a source of information on a number of topics related in matter but of course scattered in the alpha- betical arrangement. For example, the Zeitichrift fur Psychologit und Physiologie der Sinnesorgane would itself, in either a classed or alphabetical catalog, be en- tered under psychology and physiology. Now, if cards are printed for the articles on the spe- cial senses sight, hearing, etc. they will be arranged in a class catalog as subdivisions of these subjects and will prove almost entirely unnecessary; but if arranged alphabetically they would be separated, and this separation might be made an argument for the analysis of the periodical. It is hardly our province to consider the use which might be made by private subscribers, but my advice is always to arrange according to some one of the printed classifications. As classification is a serious drain on the time and brains of library workers, it might be well to try the experiment of giving on the cards the classification ot the library preparing the title. This addition should be inconspicuous and in a place where no library would wish to place its own shelf or class mark, so that it could be ignored or translated. The schemes of the various libraries being once given, if not alphabetical, the translation could be made largely mechanical. The main thesis of the position taken by the majority of the libraries which inaugurated the plan was that the work should furnish an analytical catalog rather than a topical index. Carrying out this idea, the decision as to whether a particular serial should be analyzed or not would rest upon several considerations, of which the form, importance, subjects, and location of the articles contained in it are the most im- portant. 1. A serial should be analyzed on account of the form of its articles, when they possess sepa- rate title-pages and separate or double pagina- tion, because they are then bibliographical entities and entitled to representation in the catalog. They, too, are often reprinted and referred to without reference to their serial source. 2. The importance of the articles, even if measured by the material standard of length, should largely influence the selection. 3. The subject matter of the articles should be considered. Some subjects are of interest to several classes of readers and to readers with- out technical training ; others but to specialists. Geography, history, and archaeology are exam- ples of the first; special languages and special sciences of the second. It would seem reason- 112 CHAUTAUQUA CONFERENCE. able to analyze the first class before the second, other considerations being equal. 4. The location of the article, i.e., the char- acter of the serial in which it occurs, should be considered. In my opinion this is most weighty, and in connection with the importance of the articles should be decisive. The real question is whether the aid rendered the reader is worth the expense, and this would depend upon whether that aid could be readily obtained in other ways. Now the student of any particular science (using the term in its'broadest sense) generally knows, or at least ought to know, enough to consult the serials which treat exclusively or largely of that science. But he usually does not recollect that there may be an occasional valuable paper on the subject in the Memoirs, let us say, of the Vienna Academy; and if he did he would lack the time necessary to search through, not only the publications of the Vienna Academy, but those of the hundred or more similar societies throughout the world. Is it not a reasonable undertaking for the li- brary to do this work once for all the scholars in all the sciences, and still more reasonable that 15 or 30 libraries should combine to divide the labor and the expense? The same con- clusions have like weight in regard to other serials than society publications if they are of the same general character, i.e., if they do not readily occur to the student as a possible source of information. An examination of the list of 184 serials at present analyzed will show how far these prin- ciples have governed their selection. Of the first 50 known to me n had all four considera- tions form, importance, subject, and location in their favor; nine, all but the form; 21, two, for the most part, subject and location; one, the subject alone; and eight, none. The latter figure is proportionately too high, for in all there are only 23 such. The John Crerar Library analyzes four of these, or nearly its full share, and they may be taken as typical. They are Revue d' Assistance, Revue Penitentiaire, Socie'te' de Statistique Journal, Zeitschrift fur Psychologie und Physiologie der Sinnesorgane. In not one of them does the form of the arti- cle require a catalog entry; the articles are mostly short, the subjects are of interest to specialists only, and the periodicals are all such as would naturally be consulted by these spe- cialists. Would it not be better to drop them, and others like them, and add in their place others of a more general character ? I should be glad to see the list extended in three direc- tions : first, to include all American societies and serials of a general character containing scholarly work; second, to include the more im- portant and general technical serials; third, provided the plan of the Royal Society as finally adopted should not supply card entries, as its committee seems to anticipate, to include the general scientific serials. FIJRST SESSION. THE PROCEEDINGS. LAKEWOOD-ON-CHAUTAUQUA, N. Y., TUESDAY - FRIDAY, JULY 5-8, 1898. FIRST SESSION. (THE WALDMERE, TUESDAY MORNING, JULY 5.) THE meeting was called to order at 9.50 a.m. by President PUTNAM, who introduced R. N. MARVIN, of the executive committee of the James Prendergast Free Library of Jamestown. Short addresses of welcome were made by Mr. MARVIN and by Hon. F. W. STEVENS, chairman of the reception committee. R. N. MARVIN. It is not my province to deliver a speech, but I extend to you in behalf of our local library a cordial welcome, and assure you of our pleasure that you have come to the shores of our lake to hold your gather- ing this year. I have to introduce to you the Hon. F. W. Stevens, chairman of our recep- tion committee. F. W. STEVENS. It is a pleasant privilege to welcome the American Library Association in behalf of the citizens of Jamestown and Lakewood to our community. We know that you are engaged in a great and important work, in which we sympathize and approve, and we are glad to have the influence which emanates from your association to awaken even more local interest than already exists, though we have nothing to complain of in that particular. We welcome you, and hope that you may have a successful and pleasant meet- ing. Response was made by Mr. PUTNAM, who then delivered THE PRESIDENT'S ADDRESS. (Seep, i.) COMMITTEE ON RESOLUTIONS. The president announced the following Com- mittee on Resolutions as appointed by the ex- ecutive board : J. N. Larned, C. H. Gould, J. K. Hosmer, Miss Mary W. Plummer, Miss Anne Wallace ; later W. C. Lane was appointed in place of J. N. Larned, resigned. MELVIL DEWEY made his SECRETARY'S REPORT. MELVIL DEWEY. In a general report of the secretary I should like to talk to this body for five hours. But I am going to set an example in keeping this report within five minutes, be- cause it is an absolute impossibility to get through the program unless we follow this plan. After 25 years of constant work the two most important subjects with which we have to deal are the two that we have as the central topics for this year the Training of librarians and Home education. Whatever laws we may get, however great our endowments or beautiful our buildings or large our collections, we know that what makes the libraries of this country are the librarians and the assistants the men and the women behind the books and unless we can put into the profession in the years before us our best material we cannot achieve our best results. There is no subject that is of more practical importance to the library progress of the next few years than this question of library training, and our program covers that training in every form. The other question, Home edu- cation, has been recognized all over the civil- ized world as the great problem of modern education. With that recognition goes the recognition that that work can be done best and cheapest through the libraries. We have chosen from the whole field these two most essential topics. If our friends who have come here are going to persist, in spite of the warn- ings of the programs and individual requests to give five-minute speeches, in spending 10 or 12 or 15 minutes, we shall lose a great deal of the important material that is before us for consideration. I will set an example by closing the secretary's alleged report with this exhortation. GARDNER M. JONES read the CHAUTAUQUA CONFERENCE. TREASURER'S REPORT. RECEIPTS. Balance on hand June i, 1897 (Philadelphia conference, p. 130) $1102 20 Fees from 711 annual memberships, at $2 each : For 1895, i.... $200 For 1896, 4 800 For 1897, 245 490 oo For 1898, 459 .- 918 oo For 1899, 2 4 oo $1422 oo Fees from n fellows at $5 each : For 1897, 2 $10 oo For 1898, 9 45 oo $55 oo Fees from 29 library members at $5 each : For 1897, 3 $15 oo For 1898, 26 130 oo $145 oo $1622 oo Fees from two life memberships at $25 each : Clement W. Andrews $25 oo W. L. Glenn 25 oo Sale of conference proceedings i 50 Interest on deposit, New England Trust Co 19 57 $1693 07 $2795 27 1897. PAYMENTS. June 10. Chase's express, for treasurer $ 60 June 10. C. A. W. Spencer, treasurer's notices i 50 June 10. Kay Printing House, extra covers, etc., Cleveland proceedings 15 51 June 10. Publishers' Weekly, postage, etc. , Cleveland proceedings 63 35 June 12. N. E. Browne, clerical work for treasurer 25 oo June 19. W. H. Brett (Cleveland conference), stationery, etc 6248 June 22. Lizzie C. Allen, clerical services for treasurer 12 oo June 22. R. P. Hayes, secretary, circulars, etc. 104 80 June 25. R. P. Hayes, check deducted last year 50 Sept. 30. T. A. Fenstermaker, reporting Philadelphia conference 250 oo Oct. n. N. E. Telephone & Telegraph Co 300 Oct. 11. W. H. Brett (Cleveland conference), telegrams and telephones 6 22 Oct. ii. W. A. Stewart, drawing for proceedings 6 oo Oct. n. N. Y. Engraving and Printing Co., plates for proceedings 3 oo Oct. 11. Library Bureau, attendance register and circulars Brussels conference 16 45 Oct. ii. J. M. Haines, typewriting proceedings 2 50 Nov. 17. Publishers' Weekly, printing and binding Philadelphia proceedings 763 70 Nov. 17. Publishers' Weekly, postage and mailing " " 63 29 Nov. 17. Chase's Express, for treasurer 40 Nov. 17. Newcomb & Gauss, stationery for treasurer 9 50 Nov. 17. C. F. Williams, circulars Chautauqua conference 12 50 1898. Feb. 24. Gardner M. Jones, postage for treasurer 17 oo Feb. 24. Daniel Low & Co. , candlestick and express to Rowf ant Club 10 40 May 2. Newcomb & Gauss, stationery for treasurer 5 50 May 20. William C. Lane, treasurer Publishing Section 50000 June 28. Melvil Dewey, payment to Trunk Line Association 17 oo June 28. Kate Emery Jones, clerical assistance to treasurer 34 oo June 28. Gardner M. Jones, postage, etc., for treasurer 22 91 $2029 ii Balance on hand June 30, 1898: New England Trust Co., Boston $50406 Merchants' Bank, Salem 262 10 $766 16 $2795 27 FIRST SESSION. Of the amount on hand $50.00 is for life 142 copies of Denver conference (1895). memberships and should be paid to the trus- 22 " " Cleveland conference (1896). tees of the Endowment Fund as soon as they 454 " " Philadelphia conference (1897). are ready to receive it. 900 " " President Larned's address. The payments may be summarized as fol- 25 " " Trustees' Section, Cleveland con- lows : ference. Proceedings, including delivery: Respectfully submitted, Cleveland conference ........ $ 78 86 GARDNER M. JONES, Treasurer. Philadelphia conference ...... 838 49 Necrology. $917 35 t wi i liam Rice) D .D. (A. L. A. no. 208, Stenographer, Philadelphia con- , ... . , ., c . ,- , , ,,, > ~.. 1879), librarian of the Springfield (Mass.) City erence ...................... $25000 Lib Born in Springfield, March 10, 1821; Secretary and conference expenses: died - n that rf Aug ^ ^ Jn j86l fae Phtladelphia conference ...... $177 oo became Ubrarian of the Springfield City Li- Lake wood conference ........ 29 50 . . . , ,. . 3 brary Association, and gave his best energies Treasurer's expenses : to the enlar S ement of the library and the exten- sion of its influence. The library then con- ton ............... $ tained about 6800 volumes, with a list of 280 subscribers. In 1864 the city made its first ap- "* propriation, in return for which free reference Publishing Section ............. 500 oo uge wag giyen tQ ks inhabitants . In l87I the ellaneous .................. _^5 present library building was erected at a cost of $100,000. In 1885 the library was made en- $202911 tirely free to the public. It now contains 100,000 The present status of membership (June 30, volumes and has an annual home circulation of 1898) is as follows : over I5O>OOO vo lumes. The growth of his li- Honorary members ............. .......... 2 brary is but an index of that personal influence Life fellows .............................. 2 i n which Dr. Rice was most distinguished and Life members ............................. 29 successful. Annual fellows (paid for 1898) ....... - ..... 9 (Ste article by Miss Mary Medlicott, L. j., SeJ>t., Annual members (paid for 1898) ........... 459 1897. Library members (paid for 1898) ........... 26 2. Mrs. Hannah Rebecca Galliner (A. L. A, - no. 8n, 1890), librarian emeritus, and for 25 Total ................................ 527 years librarian of the Bloomington (111.) Public The number of members in good standing Library, now the Withers Library. She was is the largest in the history of the association, born in Chester County, Pa., in 1832; died During the period covered by this report 137 in Bloomington, Oct. 19, 1897. In 1870 she new members have joined the association and was elected librarian, the library being at that seven have died. ti 6 under the private management of an as- There are now on hand th following publi- sociation of women. During the gradual de- cations velopment of the library, its maintenance as a , .,.. , , , QQ ,v free, tax-supported institution, and its final es- 2 copies of Milwaukee conference (1880). . _. j T i j c tabhshment in the handsome Withers Library 32 Thousand Islands conference . building, Mrs. Galliner was constant and de- , 00 , voted in her service, and to her unflagging en- 79 " " St. Louis conference (1889). . ,, . ., . , thusiasm and work Us growth and present m- 17 " " White Mountain conference , . fluence are largely due. (L. j., Nov., 1897.) 24 " " San Francisco conference (1891). 5 " " Lakewood, N