College and Research Libraries Indiana University Libraries, 1829-1942 By M I L D R E D H A W K S W O R T H L O W E L L T ~ \ I D T H E L I B R A R I E S at Indiana University develop according to a plan which recognized the changing role of the aca- demic library in higher education? Did the people of Indiana University con- sciously seek to remodel the libraries to meet changing needs? Did they have a well-conceived and unified plan for the development of library services? Or did the library developments, although at- tached to the growth of the university, result from the needs and contingencies of the moment and the pressures gener- ated in the changing university? These questions can be answered in terms of (1) what people said about the library, its scope, etc. and (2) what actually hap- pened in the library. Why did the Hoosier pioneers want a university with a library? T h e majority of early settlers in Indiana were poor, hard-working, southern farm people who were attracted to Indiana because of the liberal land policy. These were the peo- ple who dominated the educational ob- jectives and philosophies of the state and in 1807 passed an act of the Territorial Legislature to incorporate a university and to finance a university library. T h e Hoosiers wanted a university in which capable youths regardless of their eco- nomic status could be educated for intel- lectual leadership. They believed in in- dividual freedom and the worth of the plain people and envisioned a tax-sup- ported system of education ascending in regular gradation from primary schools to a university. T h e university with its library was the ultimate goal in the edu- cational development of the individual. Mrs. Lowell is Lecturer, Division of Li- brary Science, Indiana University. This arti- cle is a condensation of the author's Ph.D. dissertation at the Graduate Library School, University of Chicago, December, 1957. T H E B O A R D O F T R U S T E E S D E V E L O P S T H E L I B R A R Y , 1829-1874 Indiana University had its origin in a legislative grant in 1820. T w o buildings were erected and the first classes in Greek and Latin were started in 1824. T h i s was the only institution of higher education in Indiana at that time and was one of four on the western frontier. A room was provided in the first building for a li- brary, and the trustees directed the first president to select the original collection which he brought to Bloomington when he assumed the presidency in 1829. T h i s collection of books and the private li- braries of the faculty members were the students' only sources for printed ma- terials. Although there was some publish- ing done in the state at this time (news- papers; religious, legal, and literary books; and printed political speeches and broadsides), it was not relevant to the college curriculum. Because of the lack of transportation facilities, it was difficult to obtain publications from the east. T h e first east-west and north-south roads in the state were started in 1830. Indian tribes were still a subject of grave con- cern. T h e only other libraries in the state were private ones at Vincennes and New Harmony, and the Indiana State Library at Indianapolis, for which the first vol- umes came by stagecoach in 1824. At a meeting of the board of trustees in 1837, library rules were adopted, and William R . Harding, tutor of the prepar- atory department, was appointed li- brarian for the academic year; he was followed by James Findlay Dodds in 1838. Theophilus A. Wylie became li- brarian in 1841 and served until 1879. All three librarians carried a full teach- ing load. Reports of the board of trustees frequently referred to the library and its development, indicating both pride and interest on the part of the members. T h i s pride was justified when one realizes the condition of pioneer life at this time. T h e book collection grew slowly by means of occasional appropriations from the board, gifts of documents from the state and federal governments, and a few gifts from individuals. During the period 1829 to 1874, the library was open on Saturday mornings for the circulation of books; this was typical of academic libraries in the na- tion at that time. Non-curricular use of the library was made both by faculty members and by students, but no reading room was provided. T h e board directed in 1842 that a catalog listing the contents of the library be compiled and printed. Catalogs for several academic libraries had been printed prior to this time. A study of the holdings of Indiana Univer- sity Library as listed in the 1842 catalog revealed an unusually fine collection which had been specifically selected for the needs of the curriculum as well as for informational and cultural reading. Many lexicons, dictionaries, concord- ances, etc., were available for use in the curriculum. Trustees provided the library with current historical and literary works which they believed should be available for students and members of the faculty. T h i s library of about five thousand volumes, the law library, and the two literary society libraries were destroyed by fire April 9, 1854. T h e university li- brary collection represented about 22 per cent of the more valuable book resources of the state and was a great loss not only to the university but also to the cultural development of the state, which was just emerging from the pioneer era at this time. A new building was erected after the fire, and two rooms were assigned to li- brary use—one for the university library and one for the law library. T h e cur- riculum had expanded to two courses— the four-year "regular course" of classical studies leading to the Bachelor of Arts degree and the three-year "scientific course" leading to the Bachelor of Science degree. T h e new university library re- ceived a good start in 1855 when a book- seller and publisher of Cincinnati offered the university $ 1 5 0 0 worth of books from his stock to be selected by the faculty, and the board of trustees appropriated a large sum of money. After the student newspaper started publication in 1867, students made their library needs known. T h e y recognized the need for a reading room in the library furnished with news- papers and periodicals to be used by all students for recreational reading and by debaters in finding material for their speeches. A new era began for the library in 1875 with the inauguration of a presi- dent who believed in libraries, a regular annual library budget, and provision of larger quarters specifically planned for library use. F O U R P R E S I D E N T S I N F L U E N C E L I B R A R Y G R O W T H , 1 8 7 5 - 1 9 0 4 T h e library's development from 1875 to 1904 was influenced directly by presi- dents Moss, Jordan, Coulter, and Swain. T h e board of trustees continued to make certain decisions relative to the library, but it never again controlled the library as it had prior to the appointment of Dr. Moss in 1875. T h e thinking of these presidents was influenced to some extent by ideas acquired at professional meet- ings and through professional literature. National developments in communica- tion and transportation during the last quarter of the nineteenth century broke down the isolation of professional peo- 424 C O L L E G E A N D R E S E A R C H L I B R A R I E S pie, and scholarly and scientific activity began to center in the colleges and uni- versities. T h i s new intellectual activity, plus several library and publishing de- velopments, in turn affected the develop- ment of all libraries in the nation. Moss's philosophy regarding the place of the library in the curriculum marked the beginning of a wider, more educa- tionally effective type of library service. He built up the natural and liberal arts, outlined programs leading to the mas- ter's and doctor's degrees, and introduced history and elective subjects into the cur- riculum. These curricular changes cre- ated new demands upon the library. Moss was responsible for obtaining an annual budget for the library, for open- ing the library every day, and for ap- pointing a full-time librarian, William Wesley Spangler, who held this position from 1880-1893. Spangler opened a read- ing room where magazines, newspapers, and books were available, and during his regime the library was designated as a depository for all public documents pub- lished in the state of Indiana and by the U. S. government. Only six years after Dewey's decimal classification was pub- lished and when the making of card catalogs was not common, Spangler class- ified the books according to Dewey and prepared a card catalog of the collec- tion. He also offered library instruction. T h i s library of twelve thousand volumes and three thousand pamphlets was de- stroyed by fire on July 12, 1883. Because the campus was too small for the growing university, the board of trustees decided after the fire to acquire a larger site. Provision for the library was made in Wylie Hall, one of the two buildings erected on the new campus. A year and a half after the fire, David Stan- Jordan succeeded Moss as president, and on his second day in office asked the alumni to persuade the legislature to ap- propriate money for replacing the li- brarv. T h e resulting appropriation was the largest received by the library up to that time, and it was not equaled or ex- ceeded until 1879. Jordan made his per- sonal collection of reference books acces- sible to biology students, introduced the major subject system into the curriculum, and encouraged promising alumni to study abroad and prepare for teaching at Indiana University. When these men returned, they brought seminar teaching methods to the campus and started lab- oratory collections of books which later became departmental libraries. New li- brary rules adopted in 1887 gave the li- brarian more authority in managing the library, and authorized the president to decide on the use of books by depart- ments. As the new book collection was ac- quired, it was classified by Dewey deci- mal classification, cataloged in a diction- ary card catalog, and made available on open shelves. By J u n e 1888 the librarian's responsibilities had increased so greatly that it was necessary to employ three catalogers to assist Librarian Spangler. T h e librarian lectured to classes about library classification and to groups of new students about the library and its use. At about this time library instruc- tion similar to that offered by Spangler was being given at Amherst, Bowdoin, Colgate, California, Cornell, Wellesley, Iowa State Agricultural College, Johns Hopkins, and Michigan. T h e rapidly growing book collection and the reestablishment of the law school and its library in 1889 created pressure for a separate library building. Maxwell Hall, completed in 1891, was designed to house the main university library, the law library, and some teach- ing departments. Because there was ex- tensive development in university library building at this time in the United States, this building benefited from pro- fessional library opinion, from improved building techniques, and from architec- tural thought, which was increasingly emphasizing functionalism in planning. T h e provision of a reference reading N O V E M B E R 1 9 6 1 425 room in the building reflected the ac- ceptance at this time of the theory of reference service by American libraries generally. John Merle Coulter, a botanist, who served as president from 1891 to 1893, carried forward Jordan's educational and scientific ideas, including the encourag- ing of research, and, in addition, offered extension classes to the people of the state. Departmental libraries for botany, zoology, and mathematics were an- nounced in 1891, and within a few years departmental libraries also existed for geology, chemistry, and physics. Dr. Joseph Swain, who succeeded Coul- ter as president in 1893, called attention in his inaugural address to the necessity for increasing library facilities. Through- out his nine years as president, he was keenly interested in the development of the library and chose the librarians with great care. Swain considered it highly important that the library be as useful as possible to students and professors and believed it was necessary for a librarian to be trained for the work. Some other colleges and universities at this time were beginning to employ professionally trained librarians. While searching for a librarian to replace Spangler, he ap- pointed Louise Maxwell as acting librar- ian from 1893 to 1896. She found it nec- essary to change Spangler's open-shelf policy because of damage to the books, separated the stacks from the reading room, and instituted a system of stack permits. Alexis V. Babine, librarian from 1896 to 1898, brought to his position a knowledge of book discounts and order- ing practices used by other libraries. He limited the circulation of books because he wished the collection to be available in the library at all times, employed stu- dent assistants, and created another read- ing room. During his term as librarian, from 1898 to 1903, George Falvel Dan- forth instituted a reserve book system, provided a faculty reading room, and the library hours were lengthened. Danforth devised a new classification scheme, and the book collection was reclassified and recataloged. He taught the first summer library course offered in Indiana, and edited two ambitious bibliographical works, one of which was the United States Catalog; books in print, 1899. Each of the four presidents from 1875 to 1904 worked diligently to increase the library appropriations, and as a result library expenditures in 1903 were almost 2000 per cent greater than in 1875. By the end of this period, the administrative organization had become so complex, the president was able to give less and less time to the details of library manage- ment, and a strong library administrator became necessary. Simultaneously, dur- ing these years the librarian had gradu- ally become increasingly important in guiding the library's development, and during the first quarter of the twentieth century, Jenkins, appointed in 1904, dominated library management and con- trol. T H E J E N K I N S A D M I N I S T R A T I O N , 1904-1921 T h e administration of William Evans Jenkins, from 1904 to 1921, reflected the new profession of librarianship which had been evolving nationally and the growing body of knowledge in library science. He had studied at the New York State Library School, had a wide knowl- edge of books and understood their worth and use in instruction and research. He had a grasp of established principles of library management and at the same time was capable of working out innova- tions to meet changing conditions. Dur- ing his administration, he established policies in regard to purchasing, catalog- ing, building, use, library science courses, reference service, and classification which were sound and offered solutions for cur- rent problems as well as objectives for the future. Greater continuity and better planned development of the library were possible during Jenkins' administration because 426 C O L L E G E A N D R E S E A R C H L I B R A R I E S the same librarian and the same presi- dent served during these years. William Lowe Bryan took office as president Au- gust 1, 1902. He recognized the needs of the state and believed the university should provide professional and graduate training. As a result, the university cur- riculum was expanded greatly with the addition of new courses, departments, and schools. From 1904 to 1921, the en- rollment increased more than two and one-half times, the library staff doubled, and the number of volumes in the library and the circulation almost tripled. Many problems in library administra- tion resulted from the practice of giving the instructional departments autonomy over their own book budgets. Jenkins analyzed these problems and offered solu- tions which were not accepted, but he did make some fundamental changes in the methods of purchasing books and in the handling of departmental balances. By utilizing printed Library of Congress cards (available three years earlier), cata- loging was speeded up and done in more detail; the card catalog was essentially remade between 1904 and 1908. He vis- ited many libraries and examined the building plans of many others in work- ing out the design for a new library building which was ready for occupancy in December 1907. T h e library rules which limited circulation of books to overnight did not meet with his ap- proval, as he believed a library existed to be used. Upon investigating the poli- cies of other universities, he found no important university library restricted circulation as did Indiana, and more liberal home use rules were put in force in October 1906. Jenkins organized and taught the first credit course in library science to be of- fered at Indiana; he outlined a course leading to the degree of A.B. in library science; and he offered a five-hour course in library apprenticeship for the training of library assistants. He employed the first professional reference librarian and offered reference service to the public libraries of the state. Jenkins was the first librarian to become a member of the faculty library committee, and because of his influence, the committee of 1912-13 studied the library needs of the university in detail and compared the library with those of other universities. As a result of this study, the financial status of the li- brary was greatly improved in the fol- lowing years. Although the disadvantages of the Danforth classification system had been felt for many years, Jenkins hesitated to reclassify because of insufficient staff, lack of agreement among libraries as to the ideal classification, and cost. After the United States entered World W a r I, the library staff was less busy because the book budget and enrollment were lower; it was necessary to replace the classifier who had done all the classifying since the Danforth scheme had been adopted; and eight college or university libraries were utilizing the Library of Congress classification and found it satisfactory. T h e time seemed right for reclassifica- tion. Due to the energy and efficiency of Ida Wolf, the reclassification project was made so unobtrusively as to be almost unnoticed by the users of the library and the cost was negligible. F A S T E R G R O W T H , A L E X A N D E R , A N D T H E L I B R A R Y C O M M I T T E E , 1921-1942 T h e library expended at a much faster pace between 1921 and 1942, when Wil- liam Albert Alexander was librarian, than it had during any previous period. T h e acceleration in acquisitions grew out of national developments in scholar- ship and research, which in turn affected developments at Indiana University. These advances resulted from the coop- eration of American professional organ- izations, the wealth that flowed into the universities and other research centers, the dislocations in Europe which inter- fered with the intellectual pursuits of their scholars, and the improved dissemi- N O V E M B E R 1 9 6 1 427 nation of the findings of scholarship. American librarians participated in de- veloping tools useful in research projects such as bibliographies, catalogs, finding lists, dictionaries, encyclopedias, micro- film, and microprint. T h e Association of Research Libraries was organized for the purpose of developing and increasing the resources and usefulness of research col- lections. Indiana University Library was a member of this organization and staff members produced a Union List of Seri- als in Indiana Libraries. Many changes in Indiana University stemmed from or were related to the national advances in knowledge and re- search. These included changes in cur- riculum, increased enrollment, the edu- cational philosophy and objectives of President Wells, the work of the most active library committee in the history of the library, and the recommendations of three library surveys. T h e curriculum was expanded to include new subjects and to meet new demands of scholar- ship; four new schools were added, and there were many changes in the College of Arts and Sciences. University enroll- ment almost doubled in the twenty-one years. As the number of students, schools, courses, and the pressures for more ade- quate research materials increased, the need for better library facilities and serv- ices became evident. A study of the university library was included in Report of a Survey of the State Institutions of Higher Learning in Indiana made in 1926. T h e surveyors recommended that the book collection be materially strengthened by accelerat- ing the rate of acquisitions and that more staff be employed to take care of the ad- ditions. T h e 1927 legislature appropri- ated $50,000 for each year of the next biennium for the library, and four addi- tional staff members were employed. Herman B. Wells, who succeeded Dr. Bryan as president in J u n e 1937, believed that, in addition to providing superior education to undergraduates, the univer- sity's research program should be ex- panded, the influence of the university should reach out to all parts of the state, and the people of the state should be drawn to the campus for educational ex- periences. T o implement the expanded research program, the library committee, between 1937 and 1942, was given the re- sponsibility by the board of trustees to (1) spend wisely a special library fund appropriated for each of these five years, and (2) consider all problems of library administration. T h e purposes of the fund were to purchase basic books and journals for research and graduate study which involved greater expenditures of money than ordinary departmental book budg- ets would provide; book collections for new departments and for departments whose library resources were inadequate; and special collections which came on the market and were needed for a de- partment's research program. During the last year of the fund, the library com- mittee was given the responsibility of al- lotting all book funds to departments as well as the special library fund. Between 1938 and 1942 the library was surveyed by three groups of people. All departments of the university, including the library, were surveyed in 1938 by a faculty committee. T h e following year, the ALA board of education for librari- anship surveyed the state to ascertain whether or not there existed in Indiana a need for a school which would train librarians for all types of libraries. T h e Indiana University Library was included in this survey to determine its suitability for use by a library school on the cam- pus. Late in 1939 President Wells and the trustees asked the American Library Association to make a survey of the li- brary. As a result of these surveys, all librar- ies on the campuses, both in Blooming- ton and in Indianapolis, were integrated into a unified system under a director of libraries, all university money appropri- ated for purchase of library books was to 428 C O L L E G E A N D R E S E A R C H L I B R A R I E S be allocated by the director, the library budget was increased, and library in- struction was offered during the academic year and eventually became the division of library science. Dr. Robert A. Miller accepted the appointment as director of libraries and assumed his position March 1, 1942. Mr. Alexander continued as li- brarian until his death July 8, 1943. D E V E L O P M E N T O F B R A N C H L I B R A R I E S Collections of books designed to serve the needs of a specific group of faculty members and students have been called by various names at Indiana University— seminar, departmental, laboratory collec- tion, and branch library. Some of these collections and reading rooms were short- lived, others persisted through the years and survived to the present. T h e semi- nars were located in rooms in the central library set aside for that purpose; the departmental and branch libraries and departmental collections were usually located in another building. T h e pattern of development of branch libraries at Indiana University followed in general that for other American uni- versities. T h e oldest branch library at Indiana was that for law, which existed in 1847. An 1850 report listed branch li- braries in universities for law, medicine, and theology. After the seminar method of instructions was introduced from Ger- many in the 1870's, departmental librar- ies in other subjects were established in many American universities. Indiana University faculty members who had used these libraries abroad found them useful and desired the same type of col- lection on the campus. Libraries for zoology, botany, and mathematics were in existence in 1891-92, a geology library existed in 1894, one for chemistry in 1895, and physics in 1902. From the time the library moved into its first building (Maxwell Hall) in 1891, there has been a faculty library commit- tee. T h i s committee from 1891 to 1932 was predominantly composed of faculty members in the humanities and social sciences. Probably representation of the sciences on the committee was not con- sidered essential since each science had its own departmental collection. In many large library systems, most of the human- ities and some of the social sciences have remained in the general library building. T h e School of Medicine Library in Indianapolis came into existence when the school was founded in 1908. Depart- mental libraries in anatomy, physiology, and astronomy existed in 1913. T h e School of Dentistry Library in Indianap- olis was organized in 1927 just two years after Indiana University purchased the school. T h e Indianapolis Extension Cen- ter Library and the Music Library in Bloomington were organized about this same time. T h e Business and Economics Library was started in 1937, University School Library in 1938, and Fine Arts Library about 1940. By the late 1920's, there was a trend in American university libraries away from small and relatively inaccessible collec- tions towards larger and readily avail- able collections. W i t h the change in the 1930's from narrow departmental courses to broader divisional courses and the concept of general education, some uni- versity libraries achieved a greater cen- tralization of book resources by combin- ing or eliminating departmental libraries and bringing all branch libraries into a unified system under the supervision of the university librarian. At Indiana between 1937 and 1940 ten departmental libraries were com- bined to form four stronger branch li- braries; and in 1942 all branch libraries were brought under the control of a di- rector of libraries. Indiana University in 1942 had thirteen branch libraries of varying sizes with wide differences in housing and personnel; ten of these were on the Bloomington campus—Biology, Business and Economics, Chemistry-Bac- teriology, Fine Arts, Geology and Geog- (Continued on page 462) N O V E M B E R 1 9 6 1 429 Indiana University Libraries (Continued, from page 429) raphy, Law School, Medical, Music, Swain Hall, and University School; and three in Indianapolis—School of Medicine, School of Dentistry, and Extension Di- vision. These libraries originated in one of three ways: (1) as a planned sepa- rate collection and reading room, (2) as a laboratory collection to serve a science; or (3) as a collection in the office of a dean or departmental chair- man. C O N C L U S I O N S T h e question was posed at the begin- ning of this study as to whether the li- braries at Indiana University developed according to a plan which recognized the changing role of the library in higher education or whether the development resulted from the working of pressures generated in the changing university. T h e facts would seem to show that the libraries were changing in the direction of a university library but not according to an idea deliberately conceived and carried into effect. T h e library in the frontier university reflected a respect for books as instru- ments of general culture and had only a tenuous connection with the curricu- lum and program of instruction. T h e board of trustees, representing the pres- sures of the general public for more "practical" collegiate education, selected titles of contemporary works in litera- ture, travel, biography, and history which they believed should be read by students. Faculty members seem to have selected titles which had closer relevance to the curriculum and which represented the classical-education point of view. Con- siderable dependence on the private collections of faculty members for curricu- lar use was evident until late in the nine- teenth century; apparently the library did not adequately meet the needs of the instructional program, and it prob- ably was not expected to. In fact, the lack of pressure on the part of faculty members for the acquisition of these ma- terials in the university library may re- flect their philosophy about the relation of the library to instruction. Nine years before the university li- brary provided a reading room, students recognized the advantages of a place where newspapers and periodicals were available as well as books. T h e rooms of the student literary societies served in a limited way as reading quarters, and their libraries had current newspapers that were used to prepare debates several years before the university library itself subscribed to newspapers. T h e growing importance of the library to the university in the last quarter of the nineteenth century is evident from the institution of regular appropriations, the employment of experienced librar- ians, the concern with buildings and reading rooms, the longer hours of open- ing, the instruction in library use, and the expressions of interest from both officers of instruction and students. T h e development of graduate studies and research and the institution of the elec- tive system were significantly parallel with the increasing emphasis on library service during the last quarter of the nineteenth century. As the departments of instruction multiplied, library services grew by accretion rather than by plan. T h e r e was ample room in Maxwell Hall when it was built in 1891 to house the small collections of books in the various science laboratories, but the collections were allowed to remain in the depart- ments and develop into departmental li- braries. Unfortunately for the university as a whole, there was no plan for the 462 C O L L E G E A N D R E S E A R C H L I B R A R I E S development of either the central library or the departmental libraries. In general, the sciences and schools developed sep- arate libraries while most of the social science and humanities collections re- mained in the central library. T h e rigid allocation of book funds to departments under departmental supervision contrib- uted to the creation of separate small collections. Departmental libraries con- tinued to develop in a haphazard fashion with no centralized control until 1942, depending upon the professional associa- tions for standards of collection and serv- ices rather than integrating their devel- opment with the needs of the university as a whole. During the years these de- partmental libraries were evolving, there is no evidence that the university librar- ians directed or planned for their growth and integration. Throughout the history of the library, up to 1942, the librarians of the central library acted chiefly as housekeepers rather than as officers of instruction and were concerned with classification schemes, cataloging, rules and regula- tions, housing, personnel, etc. Some li- brarians were aware of general library development and utilized ideas gained from observing practices in other librar- ies to improve the internal organization of the central library. T h e activities of the library staff at the level of teaching and research were rather limited prior to 1942; some library instruction was of- fered, several guides to the libraries were printed, exhibits and displays designed to stimulate reading were arranged, and some bibliographical projects were done. T h e members of the library staff par- ticipated in the activities of professional library organizations and served on campus committees. T h e most instrumental personal agents in the library development were the major officers of instruction in the uni- versity. T h e presidents, especially those after 1875, obtained appropriations from the general assembly, argued the library's cause before the board of trustees, searched widely and diligently to find well-qualified persons to fill the position of librarian, recommended titles and areas in which acquisitions were desir- able, cooperated with the librarian in disciplining students, helped the board of trustees and/or librarians to make library rules and regulations, and ap- pointed faculty members to serve on the library committee. T h e deans and department heads were active in outlin- ing acquisition programs and selecting titles for departmental collections, in serving on the library committee, in pro- moting the acquisition of research ma- terials in the central library, and in de- veloping branch libraries. Some faculty members seem to have been aware of the changing role of the academic library and they consciously sought, through the development of de- partmental libraries, to remodel library service to meet changing needs. T h e de- partmental libraries resulted from the desire of some faculty members that books be near classrooms and/or labora- tories for easier access and so that closer supervision of both students and books could be exercised. Some faculty mem- bers gave generously of their time over a period of years to build up collections in their subject fields. Both faculty mem- bers and librarians were active in utiliz- ing campus publications as exchanges for other publications. Although attached to the growth of the university, Indiana University Li- braries developed chiefly as the result of the needs and contingencies of the mo- ment. Pressures were generated in the changing university by individuals (mem- bers of the board of trustees, the presi- dents, members of the faculty, and stu- dents); by fashions and trends in library development; by surveys of the library; by the addition of graduate study and research to the university program; and by changes in teaching method and in curriculums. N O V E M B E R 1 9 6 1 463 T h e findings of this study, which show the library to be affected by the various pressures in the university, really indi- cate it to be a secondary growth of the university. Such a secondary growth, in spite of the best and most enlightened attempts to plan library development, is almost certain to respond to whatever twists the university development takes. T h i s growth could be unified and logical only if university developments were characteristically unified and logical. When the growth of the university itself is in response to external pressures and stresses, as it often was at Indiana, the library is compelled to develop in a some- what similar manner. Although Indiana University Libraries in 1942 were under the direction of a new administration with a firmer and better planned control, it is likely that irrational forces will continue to help shape the library inso- far as the development of the university itself is subject to such forces. Bibliomania reprinted with permission of Emory University Quarterly I like the looks Of books. I like to cast my eyes along the rows Of stately folios Or, ranged on neighboring shelves, Quartos and dumpy twelves. I love the multicolored bindings, whether Cloth, buckram, or leather. I like the smells of papers, pastes, and inks, Spiced like a bed of pinks. A book in weight and format subtly planned Is comfort to the hand. And there's no hue more pleasing to the sight T h a n black on white. A page of Caslon or of Baskerville, Or rarer still, Broad Gothic letter firmly set And inked like jet, With fair-proportioned margins rising high, Delights the eye. There is no limit to a book's appeal; Its looks, its feel, Give me such pleasure that I scarcely need T o read. —Thomas H. English 464 C O L L E G E A N D R E S E A R C H L I B R A R I E S