LIBRARY
SCIENCE #
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1003
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1938
COLUMBIA UNIVERSITY
SCHOOL OF LIBRARY SERVICE
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1
Reading Interests and Habits of Adults
For use in connection with
Library Service 272
SYLLABUS
FOR THE STUDY OF
Second Preliminary Edition
1
Copyright, 1938
BY
School of Library Service
Columbia University
New York
1
COLUMBIA UNIVERSITY
SCHOOL OF LIBRARY SERVICE
SYLLABUS
for the study of
READING INTERESTS AND HABITS OF ADULTS
For use in connection with
Library Service 272
PREPARED BY
Miriam D. Tompkins
Second Preliminary Edition
Copyright, 1938
by
School of Library Service
Columbia University
New York
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Library Science
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1003
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1938
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Lib Science
Columbia Univ.
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33663
FOREWORD TO 1936 EDITION
OF B. S. SYLLABI
opt
i
The main body of each syllabus is arranged in a series of divisions
or units of study indicated by Roman numerals. In each of these divisions will
usually be found (1) a topical outline of the subject matter; (2) some comment
or explanation designed to give the student necessary preliminary information
or a definite point of view from which to attack the subject; (3) readings and
references; (4) questions for study and discussion; and (5) for some divisions
and certain kinds of subjects, problems, and other assignments.
The topical outline provides a more or less complete check-list by
means of which the student can judge for himself the thoroughness with which he
has covered the subject and will aid him to organize the information he gains
from his reading, from his own observation and experience, and from classroom
and other discussion. It is suggested that the student, whether taking a course
in the subject or not, follow this outline in arranging his notes and other
material he collects on the subject.
Textual matter in the form of brief comment and explanation is intro-
duced as a rule only when it seems necessary because of a lack of suitable
introductory statements available for the "essential" reading list and is never
to be regarded by the student as a substitute for other reading. In future
editions these sections will be modified or amplified in such ways as student
experience in using the syllabus seems to indicate as desirable.
Readings are divided into two main groups: essential and recommended
For some units of certain subjects a list of references is provided, and for
others auxiliary reading, examples to be noted, or works to be studied, and so
forth. Within the separate units all such materials are cited in the briefest
possible form. In the List of Works Referred to, which usually forms a part of
the syllabus, every item mentioned is included with full bibliographical detail.
One of the first steps for the non-resident student when he begins his work on
the subject is a careful checking of this bibliography with the catalog of the
library in which he expects to do his work. If essential readings or indispen-
sable tools are lacking he should arrange to have them purchased or borrowed on
inter-library loan.
For each item in the essential readings the estimated number of words
is given in parenthesis. The object of this is two-fold. Its primary purpose
is to aid the student in gauging the amount of time required to do the indis-
pensable preliminary reading. It is hoped also that it will stimulate the
thoughtful and capable student to measure his reading ability and to take what-
ever steps are necessary to improve it.
No student who expects to make a satisfactory score on the final com-
prehensive examination should fail to master the essential readings. A reason-
able amount of carefully selected reading from the recommended list is advised
and the student who expects to graduate with distinction must read widely in
the recommended list.
We
ii
Questions for study and discussion are not designed to give students
an opportunity to ventilate in the classroom immature and superficial views
based on limited experience. These questions are for STUDY and discussion.
Study comes first; discussion may or may not follow, but discussion not pre-
ceded by study is almost certain to be futile and time-wasting. Personal ob-
servation and experience will, it is true, often throw light on the problems
raised in these questions, but a question that does not require for its answer
the accumulation of facts or the comparison of authoritative opinion, as well
as reflective thinking, is not included intentionally in a syllabus of this
kind.
Assignments and problems constitute the "laboratory work." One of
the best ways to attain the objectives of a course is to work out the problems
and assignments conscientiously and independently. They represent, more nearly
than any other part of the work of the course, a substitute for actual experi-
ence. Through them the student may gain some first-hand acquaintance with im-
portant books and sources of information, as well as some rudimentary skill in
their use. Skill in any profession rests upon a well-balanced combination of
knowledge and practice. Many aspects of the librarian's function cannot be
adequately appreciated or understood by merely listening to lectures or by read-
ing. Questions, problems, assignments are a kind of catwalk for a bridge built
of study and experience, that will in due time carry the heaviest loads without
strain.
Independent work alone has any value. The student who copies results
worked out by someone else deceives no one but himself. If time is lacking,
better do only a part of the problem work.
•
•
June, 1936.
In their 1936 edition all the syllabi are in the most tentative and
preliminary form. Future editions will be changed and amplified in such ways
as may be required by the experience of students and instructors who use them.
To the end of making each syllabus as effective a tool as possible for the
student, and particularly for the independent student, suggestions as to the
content or method of any part of the syllabus will be welcomed from all who
use it in preparing for the final examinations in the subject.
iii
FOREWORD TO 1937 EDITIONS
To qualify for the first professional degree (Bachelor of Science),
or for the professional certificate, in the School of Library Service a stu-
dent is required to take thirty points, or semester hours, in Columbia Uni-
versity, twenty-one of them in "prescribed courses"; four to six points, that
is, two or three courses, from the group of "major electives"; and the balance
of three or five points in additional major electives or free electives.
Syllabi are provided for the seven prescribed and seven major elective courses.
Comprehensive examinations must be passed in the five subjects covered by the
seven prescribed courses and in the two subjects selected for major electives.
A candidate for the degree or for the certificate who wishes to
secure exemption from taking one or more of the prescribed and major elective
courses in order to take an equivalent number of tuition points in specialized
courses, advanced courses, or courses in other departments of the University,
may apply to the Dean for permission to try the comprehensive examination, on
the basis of courses taken elsewhere, extensive experience, or informal study.
A student taking a course in rosidence is required to purchase the syllabus,
and those preparing to take an examination without registering for the course
will find the syllabus indispensable.
β
The student, and especially the casual reader, must bear in mind that
these syllabi follow rather closely the organization of the first-year curricu-
lum of the School of Library Service. Some topics may therefore not be found
in the syllabus in which the reader expects to find them, or may be dealt with
in two or more syllabi. Care has been taken, however, to include at some point
as full a treatment of every important topic as possible in a one-year curricu-
lum, and to avoid unnecessary or undesirable overlapping of content between
the various syllabi.
•
PRESCRIBED SUBJECTS
Following is a list of syllabi available, with information as to the
courses in which they are used and their price. Registered students, and pros-
pective students who have been formally admitted to the School, may secure
copies at a discount from these list prices by filing a written application in
the Dean's office.
CATALOGING AND CLASSIFICATION, for use in connection with
Library Service 201, s201A, s2018, 101A, 102B, s101A,
and s101B
SAMPLE CATALOG CARDS, for use in connection with syllabi for
Library Service 201, s201, s201A, s2018, 101A, 102B, sl01A,
s101B, 206, and s206
S
FUNDAMENTALS OF LIBRARY SERVICE, for use in connection with
Library Service 221 and s221
•
Price
$2.00
$0.75
$1.50
iv
PRINCIPLES OF LIBRARY ORGANIZATION AND ADMINISTRATION, for use
in connection with Library Service 222, s222, and 122
BIBLIOGRAPHY AND REFERENCE, for use in connection with Library
Service 261, s261, 161, and s161
BIBLIOGRAPHY AND REFERENCE, for use in connection with Library
Service 262, s262, 162, and s162
BOOK SELECTION, for use in connection with Library Service 271,
s271, 171, and s171.
HISTORY OF BOOKS AND PRINTING, for use in connection with Library
Service 281 and s281
MAJOR ELECTIVES
PROBLEMS IN CATALOGING AND CLASSIFICATION, for use in connection
with Library Service 206 and s206
PUBLIC LIBRARY SERVICE, for use in connection with Library Service
226 and $226.
COLLEGE AND UNIVERSITY LIBRARY SERVICE, for use in connection with
Library Service 230 and s230
SCHOOL LIBRARY SERVICE, for use in connection with Library Service
234, s234, 133 and s133
BIBLIOGRAPHICAL METHOD, for use in connection with Library Service
266 and $266
READING INTERESTS AND HABITS OF ADULTS, for use in connection with
Library Service 272, s272, and 172
READING INTERESTS OF CHILDREN, for use in connection with Library
Service 276, s276, and 175
MISCELLANEOUS
LIST OF THE PRINCIPAL TERMS CONSTITUTING THE TECHNICAL VOCABULARY
OF THE LIBRARIAN AND BIBLIOGRAPHER, for use in connection with
syllabi provided for candidates for the B.S. degree
LAW LIBRARY ADMINISTRATION, for use in connection with Library
Service s158
Price
$1.50
$2.00
$2.00
$1.50
$2.00
$2.50
$1.50
$1.50
$1.50
$2.00
$1.50
$2.00
$0.50
$3.00
H
The University Library maintains a special library for the use of
students and faculty of the School of Library Service. At least one copy of
every work referred to in the syllabi will be found in this collection
(Entrance Room 608, South Hall). In the case of many titles numerous copies
will be found on the shelves, but the Library does not undertake to provide
enough copies of all the books designated as "essential" reading to insure
that every student will find a copy available at any time that he may want it.
Students should bring with them or purchase, especially in the Summer Session,
their own personal copy of books of which a large part has to be read in con-
nection with one or more of the courses, such as Bostwick, American Public
Library, Joeckel, The Government of the American Public Library, Van Hoesen
and Walter, Bibliography, Wheeler, Library and the Community, and a score of
others, which are carried in stock at the Columbia University Book Store. A
list of the titles which students are expected to provide for themselves if
they have any difficulty in using library copies will be found on the bulletin
board.
June, 1937.
Introduction .
Specific objectives
Divisions of the subject
General overview
Ι
III
IV
II Status of culture, education, and reading in the United States.
The problem of adult learning
Some methods of obtaining information about reading interests
Some investigations of reading interests
Do people read on the subjects of most interest to them?
The problem of the "readable" book
VIII Remedial instruction in reading
IX Some community studies in reading
Some investigations of the reading of special groups
Readers' advisory service in libraries
V
VI
VII
X
XI
List of works referred to
CONTENTS
•
•
Page
1
1
2
4
6
8
11
13
15
18
72224
21
23
24
28
E
.S. 272
1
This syllabus presupposes a mastery of the material in the general
field of Book Selection. It is concerned with problems pertaining to the
building of book collections and developing a program of reading service.
Whereas in the study of Book Selection the student is primarily concerned with
bibliographical matters, such as the tools of book selection, publishers, and
types of books in the various subject fields, here his attention is directed
chiefly to the interests, habits, and needs of all types of adult readers.
Though a comparatively new field of investigation, studies of reading
interests are multiplying rapidly, and each year brings added information and,
often, modification of earlier theories and points of view. A selection has
therefore been made to represent typical studies and outstanding developments.
Some investigations similar in purpose, scope, and results are included in
widely separated units of the syllabus. This is inevitable, as many of the
studies overlap. The experience gained in the use of the first edition has
determined the present arrangement of material.
1.
2.
INTRODUCTION
3.
4.
To survey the reading situation in the United States
To examine the findings of some of the more important investigations
in the field of reading interests
To study some of the fundamental techniques for investigating reading
problems for the purpose of developing the ability to read critically
the accounts of reading investigations, as well as to suggest proce-
dures useful in making original studies
To study some of the methods for stimulating and developing satisfac-
tory reading interests and habits
5.
To provide opportunities for actual experience in giving reading
guidance to groups and to individual readers
SPECIFIC OBJECTIVES
L.S. 272
2
Topical outline
C.
I. GENERAL OVERVIEW
A. Place of reading in modern life
B. Four types of data essential to a study of reading interests
1. Data about readers: what actual and potential readers are like
a. Their social, economic, and educational status
b. Their reading preferences: subjects, style of writing,
physical qualities of reading materials
c. Their actual reading: types of material; quantity and
quality of each type
d. Why some of them read and others do not
2. Data about reading materials: what reading materials are
available
a. The types: newspapers, magazines, books, pamphlets
b. The quantity and quality of each type of material
c. The forces that control the availability of reading
material
are
C
3. Data about sources: the sources from which reading materials
are obtained
a. Bookstores, newsstands, etc.
b. Libraries: public, educational, special, commercial, etc.
4. Data about the effects of reading: what the effects of reading
a. What changes are anticipated?
Desired?
b. Do changes result from reading of specific kinds?
Some important sources of information for obtaining data listed
under B
1. General community surveys
2. Publishers' and booksellers' records
3. Library records.
4. Special investigations and research studies
D. Important procedures used in reading investigations
1. In planning an investigation
2. In gathering the data
3. In interpreting the data
L.S. 272
E.
F.
References
Problems
1.
The library's program for reading guidance
1. In building the book collection
Essential readings (To be read in the order listed)
Wilson. Reader receives new consideration. Lib. jour. 58:353-58
Wellard. Book selection. p. 120-36
(3620)
2.
2. In giving reading guidance to individuals and to groups
3. In stimulating and improving reading habits, interests, and
3.
tastes
Steinbarger. Bibliography of reading interests and habits
Young. Stimulating interest in reading: a bibliography. Lib. jour.
59:316-18
Further investigations required in the study of adult reading interests
and habits
1
3
נא
2.
T
(4836)
Make a study of your own reading interests and habits following the
outline given under B. Analyze your reading preferences and describe
your actual reading as clearly and definitely as you can.
Are your
reading preferences and your actual reading the same? If they are not,
how do you account for the differences? From what sources do you
obtain your reading material? What are the changes, if any, which you
desire to bring about through your reading?
To what extent does your library have a formulated program for giving
reading guidance? Describe it, following the three items given under
E in the outline.
Make a careful study of the two bibliographies listed under "refer-
ences." Compare them as to (a) kinds of material included, (b) recency
of material, (c) scope of the field covered, (d) arrangement of
material, and (e) type of annotation.
L.S. 272
4
20
II.
Topical outline
A. Some general statistics in regard to cultural facilities
1. Schools
STATUS OF CULTURE, EDUCATION, AND READING IN THE UNITED STATES
C.
a. Elementary school enrollment
b. Secondary school enrollment
c. College and university enrollment
d. Enrollment in organized adult education classes
2. Libraries
a. Number of libraries: public, college and university,
special, etc.
b. Size of book collections
c. Number of books circulated
d. Number of library borrowers
e. Annual income
3. Publishing
a. Newspapers and magazines
(1) Number published
(2) Number circulated
(3) Range in type and quality
b. Books
(1) Number published
(2) Range in type and quality
B. Some statistics in regard to the economic and social situation
1. Wealth, health, public order
2. Variations throughout the United States
The distribution of cultural facilities throughout the United States
1. The sections and states most favored; least favored
2. Causes for inequalities of distribution
a. Social and economic
b. Personal factors
Th
L.S. 272
5
Readings
Essential (To be read in the order listed)
U. S. Office of education. Statistical division. Statistical summary of
education, 1933/34 (3000)
Amer. merc. 24:1-16, 175-88,
Angoff and Mencken. Worst American state.
355-71 (16,800)
References,
Recommended
Blumenthal. Small-town stuff. p. 174-86
Bostwick. Popular libraries of the world
Brooklyn conference on adult education. Making of adult minds. p. 121-38
Brunner and Lorge. Rural trends in depression years. p. 177-248
Cheney. Economic survey of the book industry. p. 17-72
Duffus. Books. p. 1-12, 200-25
Gray and Munroe. Reading interests and habits. p. 3-103, 259-74
Hobbs. North Carolina, economic and social. p. 266-79
Landis and Willard. Rural adult education. p. 33-45
Lundberg, Lomarovsky and McInerny. Leisure. p. 307-44
Lynd and Lynd. Middletown. p. 229-48
Lynd and Lynd. Middletown in transition. p. 252-60, 373-87
Taylor. Rural sociology. p. 256-304
Wight and Carnovsky. Library service in a suburban area
American library directory
A. L. A. Bulletin
A. L. A. Equal chance
Ayer. N. W. Ayer and son's directory of newspapers and periodicals
Publishers' weekly
U. S. Bureau of foreign and domestic commerce. Statistical abstract
Winston. Illiteracy in the United States
Problems
1. Study the tables and charts relating to the social, economic, and
educational situation in the United States which are given in the
articles by Angoff and Mencken and in the other "essential readings"
and "references." Make a chart showing the situation as regards these
factors (see A, B, and C in the outline) for (a) the United States as a
whole, (b) your own state, and (c) your own state as compared with
(1) the most favored state, (2) the least favored state.
Compare the situation as regards schools, libraries, publishing, and
wealth, health, and public order in the United States as a whole with
that in a European nation, such as England, France, Italy, Germany,
Russia, or one of the Scandinavian countries.
In a program for equalizing present library facilities throughout the
United States would you advocate the establishment and development of
more libraries similar to the best of those already in existence, or
do you think some other form of organization and service might be con-
sidered? Analyze this question and develop your answer as completely
as you can.
N
2.
3.
L.S. 272
6
Topical outline
A.
D.
B. Earlier assumptions about adult learning
C.
Recent investigations of the problem
1. Relating to physiological changes with age
a. Strength
b. Vision
E.
Importance of the problem of adult learning
1. To the individual
2. To the social order
III. THE PROBLEM OF ADULT LEARNING
Readings
c. Hearing
d. Reaction time
2. Relating to the ability to learn
a. New skills
b. New subjects
3. Relating to changes in attitudes
4. Relating to changes in interests
a. In volume
b. In intensity
5. Relating to individual differences
Some reasons for adult resistance to learning
Practical applications of the findings of these investigations
1. To the general field of adult education
2. To the field of library service
Essential (To be read in the order listed)
Bryson. Adult education. p. 49-59 (3060)
Lorge. "Never too old to learn." Vital sp. 3:362-65
Recommended
(4200)
Thorndike, Bregman, Tilton and Woodyard. Adult learning. p. 177-94
(6300)
Thorndike. Adult interests. p. 138-59
(6330)
Sorenson. Adult abilities
Strong. Change of interest with age
Thorndike. Adult interests
Thorndike, Bregman, Tilton and Woodyard. Adult learning
Weisenburg, Roe and McBride. Adult intelligence
7°
L.S. 272
7
Problems
1. Make a list of all the facts about adult learning given in the inves-
tigations studied which you think should affect the work of the follow-
ing: (a) the book selector, (b) the readers' adviser, (c) the informa-
tion librarian, (d) the cataloger, (e) the forum leader.
2. Which of the facts about adult abilities should be kept in mind by
persons responsible for the planning and physical equipment of libra-
ries?
3. What further studies of adult abilities do you think should be made?
Why?
"
L.S. 272
8
IV. SOME METHODS OF OBTAINING INFORMATION ABOUT READING INTERESTS
Topical outline
A. Analyses of recorded statistics
1. Library statistics
a. Circulation
b. Registration
c. Reference service
d. Reserve book service
e. Readers' advisory service
f. Bindery
g. Use made of reading rooms
2. Publishers' and booksellers' statistics
B.
C.
a. Reading materials published
b. Reading materials sold
E.
F.
Written statements
1. Questionnaires
2. Checking of prepared lists
3. Reading diaries
4. Records of reading prepared from memory
Oral statements: interviews with
1. Selected groups
2. Individual readers
3. Librarians and booksellers
D. Observation of
1. Selected groups, e. g., readers in libraries, customers in
bookstores, pupils in school, etc.
2. Non-selected groups, e. g., passengers in trains and street
cars, patients in a doctor's office, etc.
3. Individual readers over an extended period of time
4. Reading materials on display in bookstores, on newsstands, in
private homes, etc.
Combination of two or more of methods A-D
The community survey
L.S. 272
9
Readings
Essential (To be read in the order listed)
Drury. Book selection. p. 8-25 (5950)
Waples. Relation of subject interests to actual reading. Lib. quar.
2:48-52 (1572)
(850)
References
A. L. A. Bulletin (April issue of current year)
Cheney. Economic survey of the book industry. p. 17-72
Publishers' weekly (Issue for third week in January of current year)
Waples and Tyler. What people want to read about. p. 38-39
Recommended
Briggs. Reading interests and habits of adults. Sch. and soc. 42:20-21
Hofmann. Lektüre der frau
Waples. Review of Die lektüre der frau, by Walter Hofmann-
1:478-86
Wellard. Book selection. p. 117-62
Problems
1.
2.
Describe each of the library records listed under A 1 of the outline.
What kinds of information does each give? What is the extent and the
accuracy of this information? What are the limitations? How may the
information these records give be of practical use by the librarian?
Study the summary of statistics of your own community library or of a
library near your home community, as given in the summary tables of the
"A. L. A. Bulletin" for April. Read the annual report of the same
library. What information does it give you about the reading situation
in the community? What desirable information, if any, is lacking?
3. Try to record from memory your reading of the past month.
First list
all the books you have read in part or entirely. Use the number 3 to
indicate complete reading, 2 the reading of half or more of a volume,
1 less than half. List from memory the magazine articles which you
read (a) during this past week, (b) during the preceding month. What
did you read in the newspaper yesterday? Last week?
Select an average week in your life and keep a diary of all the reading
that you do during that week, including books read partially or entirely,
sections of the newspaper read, periodical articles, etc. Study your
record carefully at the end of the week and try to determine whether it
is typical of your normal reading interests.
Analyze the reading interests and habits of a member of your family or
of an intimate friend. Do this as fully and definitely as you can.
After you have completed your analysis, have him tell you about his
4.
5.
quar.
L.S. 272
+
10
6.
8.
reading interests and habits. Does his account agree with yours? If
it differs, indicate the differences. How do you account for them?
Observe as closely as you can for one week the reading of an adult with
whom you are closely associated. Make a record of all the items he
reads, as far as it is possible for you to do so. Do not let him know
that he is being observed. At the end of the week show him the record
and try to determine whether it is typical of his normal reading
interests.
7. Keep a record for a week or ten days of the reading which you observe
in subways, buses and street cars. What types of reading, i. e., books,
magazines, newspapers, are most widely read? Give exact titles when-
ever possible. In the case of newspapers and magazines try to observe
the parts or features which are being read. Try to form some estimate
of the readers in each case.
Observe the reading materials displayed on the newsstands in your
neighborhood, in the subways and elsewhere. Does any one type prevail?
Do the types of material vary greatly from one newsstand to another?
L.S. 272
11
Topical outline
A.
F.
G.
H.
Readings
V. SOME INVESTIGATIONS OF READING INTERESTS
Types of investigation
1. By the sociologist: Hart. "Changing Social Attitudes and
Interests"
B. Specific objectives of each investigation
C. Scope of each investigation
D.
Methods used by each investigator (See section III)
E.
Summary of the findings of each investigator
Reliability of each investigation and the validity of the findings
Summary comparison of the findings of these investigations
Implications of these findings for
1. The book trade
2. By the publisher: Haldeman-Julius. "The First Hundred Million"
3. By the journalist: Gallup. "A Scientific Method for Determining
Reader Interest"
4. By the research worker: Waples and Tyler. "What People Want
To Read About"
2. The library
a. In building the book collection
b. In giving reading service and guidance
3. Other adult education agencies, e. g., night schools, forums,
radio program makers, etc.
4. The sociologist: as a means of social diagnosis
Essential (To be read in the order listed)
Hart. Changing social attitudes and interests. (In President's research
committee on social trends. Recent social trends. 1:382-442)
(17,500)
Haldeman-Julius. The first hundred million. p. 1-116 (27,000)
Gallup. Scientific method for determining reader interest. Journalism
quar. 7:1-13 (4,000)
Waples and Tyler. What people want to read about. p. xvii-xxx, 1-34,
187-200 (13,510)
Recommended
Cooper. Investigation of the reading interests of ... occupational
workers. Pittsburgh. Univ. Grad. sch. Abstract of theses. 8:27-32
Gray and Munroe. Reading interests and habits
Johnson. Investigation of reading interests
L.S. 272
12
Į
Readings (continued)
Recommended (continued)
National recreation association. Leisure hours of 5,000 people
Waples. People and print
Witty. Reading interests and habits of five hundred adults.
52:554-62
Educ.
Brucker. Changing American newspaper
Davie. American newspaper. (In his Problems of city life. p. 511-62)
Ferguson. Educating the emotions. A. L. A. Bul. 31:433-41
Nafziger. Reader interest survey of Madison, Wisconsin.
quar. 7:128-41
Journalism
Willey and Rice. Agencies of communication. (In President's research
committee on social trends. Recent social trends. 1:167-217)
Wyman. Magazine circulation
References
Ayer. N. W. Ayer and son's directory of newspapers and periodicals
Cheney. Economic survey of the book industry
Editor and publisher. International year book number. 1938
World almanac
Wyman. Magazine circulation
1
L.S. 272
13
VI. DO PEOPLE READ ON THE SUBJECTS OF MOST INTEREST TO THEM?
Topical outline
A. Study of this problem requires a knowledge of
1. The readers (See section I)
a. Who they are
b. What they read
B.
C.
Do
Readings
,
2. The reading materials
7
materials
c. Why they read
d. What subjects interest them
e. Their preferences as regards forms of literature, style,
etc.
f. Where they get their reading materials
(See section I)
a. What is available on the subjects of interest
b. What qualities characterize these materials
c. Their accessibility to readers
Some studies of the relation of reading interests and actual reading
1. Of factory workers, by Douglas Waples
2. Of college students, by Leon Carnovsky
Tentative conclusions based on these investigations
1. Importance of accessibility
2. Importance of readability
3. Need for "readable" materials on many subjects
Some standards for selecting suitable and satisfactory reading
Essential (To be read in the order listed)
Carnovsky. Study of the relationship between reading interest and
actual reading. Lib. quar. 4:76-110 (10,700)
Waples. Motivation of good reading. Jour. of adult educ. 7:281-85
(2482)
Lyon. Selection of books for adult study groups. p. 160-99
Recommended
Waples. Relation of subject interest to actual reading. Lib. quar.
2:42-70
Wheeler. Methods for making known ... resources and facilities offered
by public libraries. Lib. quar. 5:371-406
(15,000)
L.S. 272
Problems
1.
2.
3.
14
Reconsider Problem I of section I, in the light of the investigations
studied in this section. If you found a discrepancy between your
reading preferences and your actual reading, do these studies suggest
definite reasons for this discrepancy? Do these studies suggest ways
in which you might eliminate or lessen this discrepancy?
Outline the procedure you would follow in planning a year's program
for (a) a group of intelligent and fairly well educated parents inter-
ested in educational problems, (b) a group of factory women of very
limited education, (c) an adult Sunday school class of men and women
with less than a complete high school education, (d) a group of very
earnest and fairly keen labor union members, none of whom has had much
formal education. Your analysis of this problem and your plans for its
solution are all that are required at this time. You need not make
specific reading suggestions.
Has the librarian fulfilled his responsibilities when he (a) identifies
the reading interests of his readers, (b) selects material of the
degree of difficulty needed on the preferred topics, (c) brings this
material to the attention of his readers and makes it readily available?
If not, what further responsibilities do you think he has?
1
$
L.
70
.
Topical outline
A. Evidences of the need for simple reading materials (See section II
and VI)
·
B.
C.
E.
D. Some earlier discussions of readability
F.
VII. THE PROBLEM OF THE "READABLE" BOOK
G.
Readings
Terms used in discussions of readability: an attempt at definition
1. "Readable"
2. "Humanized"
3. "Simplified"
Types of adults for whom simpler reading materials are required
1. Adults of limited reading ability (Junior high school level
or less)
2. Underprivileged readers (Adult illiterates or near-illiterates)
3. Foreign language adults
1. "The Humanizing of Knowledge" by James Harvey Robinson
2. "Readable Books in Many Subjects" by Emma Felsenthal
Some recent investigations of readability
1. "What Makes a Book Readable" by W. S. Gray and Bernice Leary
2. The Readability Laboratory, Teachers College, Columbia
Summary of factors making for readability
1. Physical format
2. Features of organization
3. Style of expression and presentation
4. Content
1
Some experiments in readability
15
Essential (To be read in the order listed)
Robinson. Humanizing of knowledge
(19,000)
A. L. A. Commission on the library and adult education. Libraries and
adult education. p. 52-59 (3000)
(1357)
Tompkins. What is a readable book? Bklist. 30:195-97
Bryson. Adult education. p. 109-14 (1530)
(866)
Bryson. Readable books. Pub. weckly. 127:1411-13
Wellard. Book selection. p. 163-75 (3350)
Gray and Leary. What makes a book readable. p. 1-20, 224-60
(18,414)
Bidwell. Readable writing. Jour. of adult educ. 7:389–92 (1932)
Goslin. Ideas through pictures. Bklist. 32:-343-50 (1600)
1
?
L.S. 272
16
Readings (continued)
Recommended
"Brisbaning" Lippmann; creating a Laboratory of readability. Lit.
dig. 121:33
Bryson. Public forums and readable books. A. L. A. Bul. 27:636-50
Bryson. Readable books. Sur. graph. 25:253-54
Can you read? Professor Bryson's Laboratory in readability. Sat. rev.
of lit. 13:8
Dale and Tyler. Study of the factors influencing the difficulty of
reading materials. Lib. quar. 4:384-412
Felsenthal. Readable books in many subjects
Foster. An approach to fiction. Lib. quar. 6:124-74
Gray and Leary. What makes a book readable
Lorge. English semantic count. Teach. col. rec. 39:65-77
Ogden. A B C of Basic English
Ogden. Basic English
Thorndike. Vocabularies of juvenile books. Lib. quar. 5:151–63
References: Group I
Chancellor. Available reading materials for native-born adult illiterates
and near-illiterates
Morriss, Morse and Phillips. Experimental reading study
Ogden. Basic dictionary
Ogden. Basic words
Thorndike. Teacher's word book of twenty thousand words
Thorndike. Thorndike-Century junior dictionary
References: Group II
Coyle. Brass tacks
Coyle. Uncommon sense
Coyle. Why pay taxes
Crobaugh. Economics for everybody
Fairchild. This way out
Frank. Carl and Anna
Goslin and Goslin. Rich man, poor man
Lockhart. Everyday Basic
Ogden. Basic English applied
Van Loon. A world divided is a world lost
Winslow and Brougham. Money and its power
American primers
Basic books
Cleveland. Public library. Readable pamphlets
Headline books
Problems
1. Examine as many of the books listed under "references: group II" as
you can. Select two books which interest you particularly. Read them
carefully and try to evaluate them for readability by applying the
criteria used by Miss Felsenthal.
L.S. 272
17
2.
Try to rank these same books for their degree of readability by compar-
ing them with the selected graded passages given on pages 244, 245, and
247, 248 of Gray and Leary.
Select two books which you think are suited to the interests and needs
of each of the five groups of readers described in the "Booklist"
article, "What Is a Readable Book"?
4. Follow the discussions of the Readability Laboratory which have
appeared in recent issues of the "Saturday Review of Literature."
(See the "Readers' Guide") Do you consider the opinions expressed
valid? Why or why not? Write a brief editorial setting forth your
opinion.
3.
L.S. 272
18
•
Topical outline
A.
B.
VIII. REMEDIAL INSTRUCTION IN READING
D.
C. Nature of the reading process
1. The physiology of the eye
2. Eye movements
Need for a wide-spread program of remedial reading for adults
1. Evidence of the present reading situation (See section IV)
2. Demand for simple reading materials (See section X)
Summary of past and present methods of teaching reading
1. A B C; word; word and phrase; phonic analysis; thought-content
2. Silent vs. oral reading
3. Reading for different purposes
a. The fixation pause
b. The inter-fixation movement
c. The regressive movement
d. The perceptual span
3. Methods of diagnosing reading skill
Factors influencing the rate of reading
1. The mechanics of reading
a. Eye movements
b. Vocalization
2. Natural factors
a. Maturity
b. Intelligence
c. Types of imagery
d. Reaction time
3. Mental set
a. Character of subject-matter
b. Reader's purpose
c. Concentration of attention
4. External factors
a. Posture
b. Light
c. Physical make-up of reading materials
P
L.S. 272
19
E. Improving the speed of silent reading
1. Factors susceptible of training
F.
Readings
a. Eye movements and the perceptual span
b. Vocalization
2. Specific methods of training
a. Speed drills
b. Use of flash cards
Compression and speed in silent reading
1. Relation between speed and comprehension
2. Methods of improving comprehension
References
c. Forced rapid reading to decrease vocalization
d. Establishing motives for increasing speed
e. Using inherently interesting materials
f. Using charts and graphs to indicate progress in practice
a. Use of meaningful material
b. Vocabulary training
c. Establishing a definite purpose for reading
Essential
Buswell. How adults read. p. 1-83, 139-46 (31,000)
Recommended
Betts. Prevention and correction of reading difficulties
Broening, Law, Wilkinson and Ziegler. Reading for skill
Center and Persons. Teaching high-school students to read
Eurich. Reading abilities of college students
Gates. Reading for public school administrators
National society for the study of education. Committee on reading.
Teaching of reading
Thorndike. Improving the ability to read
Pitkin. Art of rapid reading
Wrenn and Cole. How to read rapidly and well
[Legibility of type; research in readability, Linotype news.
15 (no. 9):1; 8; 16 (no. 2):2
Luckiesh. Science of seeing
Mergenthaler linotype company. Legibility of type
Educational records bureau. Summary and selected bibliography of research
relating to the diagnosis and teaching of reading
L.S. 272
20
}
at
Problems
Do you
1. Try to recall the method by which you learned to read.
remember any special difficulty that you had (a) in training your
eye to move from left to right, (b) with vocalization, (c) in
establishing an even rhythm in your reading?
How may Lord Bacon's injunction, "Some books are to be tasted, others
to be swallowed, and some few to be chewed and digested," be inter-
preted in relation to the directions given by Pitkin for improving
rate and comprehension in reading?
Do the exercises suggested by Pitkin in Part V of his "Art of Rapid
Reading." Rate yourself fairly and then undertake a program for
improving your reading speed, following Pitkin's directions and those
given by Wrenn and Cole.
What do you consider to be the librarian's responsibility in detecting
the needs for and promoting instruction in remedial recding?
this question fully.
Explore
L.S. 272
2.
3.
4.
•
1
21
IX. SOME COMMUNITY STUDIES IN READING
Topical outline
A. Kinds of information essential to a community reading study
1. What population area does the library seek to serve?
2. What per cent of the population are readers?
3. What sex and occupational groups do the readers represent?
4. What other agencies for the distribution of reading operate
in the area and what proportion of the total amount of reading
does each supply?
C.
5. What kinds of reading does each group obtain from each source?
6. To what extent is the reading of library patrons confined to
library materials?,
7. How do sex and occupation affect the amount of library borrowing?
8. How do sex and occupation affect the selection of library
borrowing?
9. What reading does the adult community prefer?
a. In newspapers
b. In magazines
c. In books
10. How does the reading of a given community compare with that of
other communities?
B. Value of the data pertaining to community reading
1. As an index of culture and social intelligence
2. As an indication of the relative value of reading compared with
other sources of ideas, e. g., conversation, the radio, moving
pictures, etc.
3. As an indication of the role of the public library in the
general reading situation
Some recent community investigations
1. New York studies
a. New York Public Library survey
b. Woodside area, Queens Borough Public Library
c. Flushing
2. Chicago studies
a. Hinsdale
b. South Chicago
3. St. Louis study
•
L.S. 272
22
Readings
1
Essential (To be read in the order listed)
Wellard. Book selection. p. 117-62 (10,500)
Hopper. New York public library survey. (In Institute for librarians
Library trends. p. 310-43) (8000)
Problem
Recommended
Compton and Wheeler. As Baltimore and St. Louis see it. A. L. A. Bul.
26:720-23
Gray and Munroe. Reading interests and habits. p. 141-209
Hunt and Newberry. A day's work of the Racine, Wisconsin, public
library. Lib. jour. 59:106–10
Wilson and Wight. County library service in the South. p. 81-141
Wight. Methods and techniques of library surveys. (In Institute for .
librarians Library trends. p. 344-60)
Read one of the following studies and outline clearly but briefly
(a) the objectives of the study, (b) the procedures used, (c) the data
obtained, (d) the conclusions drawn from the data, (e) your own critical
comments on the value, limitations, or usefulness of the study.
1. Compton. Who reads what?
2. Carnovsky. Community studies in reading. II. Hinsdale. (In Lib. quar.
5:1-30)
3. Queens borough public library. Woodside does read!
4. Ridgway. Community studies in reading. III. Reading habits of adult
non-users of the public library. (In Lib. quar. 6:1-33)
5. Waples. Community studies in reading. I. Reading in the lower East Side.
(In Lib. quar. 3:1-20)
L.S. 272
23
7
Topical outline
A.
The voluntary reading of college students
B. The reading of college alumni
C. The reading of teachers
D.
The reading of various other occupational groups
E.
The reading of inmates in correctional institutions
X. SOME INVESTIGATIONS OF THE READING OF SPECIAL GROUPS
G
F. The reading of Negroes
G.
The reading of various nationality groups
H. The reading of various rural groups
References
Cannons. Bibliography of library economy
Education index (Consult references under "Reading")
Gray and Munroe. Reading interests and habits. p. 275-98
Gray. Summary of investigations relating to reading (also Supplements)
International index (Consult references under "Reading")
L.S. 272
Problems
10
t
Î
Library literature
Readers' guide to periodical literature (Consult references under
"Reading")
Steinbarger. Bibliography of reading interests and habits
U. S. Office of education. Library. Bibliography of research studies in
education. 1930/31, p. 395-403; 1931/32, p. 239-43; 1932/33, p. 289-96;
1933/34-34/35
Waples and Tyler. What people want to read about. p. 284-308
Read the introductory statement to each annual "Summary of Investiga-
tions Relating to Reading," by Gray. Note the trends of reading
studies from year to year as indicated by (a) types of readers studied,
(b) types of problems studied, (c) changes in emphasis on topics from
year to year, (a) the number and range of studies for each year.
2. Select one of the groups listed in the "topical outline" in whose
reading you are interested. Examine the bibliographies listed under
"references" and note studies which have been made of the group.
Select for study one or two of the investigations which seem to be
particularly interesting and significant. Prepare for each study a
brief outline indicating (a) the procedures followed in making the
investigation, (b) the data obtained, (c) your opinion of the signifi-
cance and value of the investigation. For some groups, such as the
college students, there are a very large number of studies. In such
cases try to select studies which appeal to you as interesting and
important. For other groups you may have difficulty in locating any
material.
1
24
Topical outline
A.
B.
C.
XI.
READERS' ADVISORY SERVICE IN LIBRARIES
Evolution of readers' advisory service
1. Origin and early history
2. Present status
Functions of the readers' adviser
1. Threefold character of fundamental functions
a. Service to individual readers
b. Service to organized groups
c. Information file of community adult education
facilities
2. Other functions
a. Organization and maintenance of records of service
b. Analysis and interpretation of these records
c. The development of the general book collection and of
other tools of service
d. Information service regarding the role of the library
in the general adult education program
Organization of readers' advisory service
1. As a separate department of the library
a. Personnel required
b. Location of the department
2. As an integral part of the general service
3. Essential equipment
a. Bibliographical tools
b. Special collections of books
4. Essential records
a. Of individual readers served
b. Of organized groups served
c. Of recommended books
d. Of all reading lists, courses, and study outlines
prepared and issued
D. Contacts with readers
1. Publicity work
2. Interviewing the reader
a. How?
b. Where?
新
​L.S. 272
25
E.
L.S. 272
F.
G.
c. Information essential: methods of recording
(1) Informal records
(2) The "case history"
Readings
d. "Follow-up" service
Preparation of the reading course
1. Distinction between "book lists," "reading courses," "study
outlines"
2. Sources of information about suitable books
3. Form and arrangement of the course
4. Supplying course material to readers
Readers' advisory service in schools and colleges
1. Fundamental importance of this service
2. Special requirements as to personnel, organization, presentation
of material
3. Relation of readers' adviser to the library staff, the teaching
staff or faculty
The future of readers' advisory service
Essential
(To be read in the order listed)
A. L. A. Commission on the library and adult education. Libraries and
adult education. p. 27-38 (5000)
(13,950)
Flexner and Edge. Readers' advisory service
Mackintosh. Long distance reading courses in business and science.
A. L. A. Bul. 29:586-89 (1600)
Byrnes. Library consultant service at Teachers college. Sch. and soc.
42:864-67 (1500)
McGlennon. Readers' adviser. Wilson bul. 12:181-83
(2200)
Gray and Munroe. Reading interests and habits. p. 129-40 (3400)
Brooklyn conference on adult education. Making of adult minds. p. 25-43
(5500)
Recommended
Chancellor. Future of informal education in libraries. Pub. lib.
35:89-92
Flexner. Fitting books to readers. Wilson bul. 12:198-201
Flexer. New experiences with books. Jour. of adult educ. 7:412-15
Flexner. The readers' adviser meets the college graduate. A. L. A.
Bul. 27:18-22
Flexmer. Readers' advisory service. N.Y. Public library. Reference dept.
Bul. 41:463–72
Hussey. Readers' advisory service in a woman's college library. Lib.
jour. 61:916-19
Individualizing library service. Pub. lib. 33:279-301
Mason. Adult education and the public library. Lib. jour. 58:830-32
Reading courses. Adult educ. and the lib. 1 (no. 4):-3--35
Tompkins. Those who follow reading courses. Adult educ. and the lib.
3 (no. 2):35-43
Witmer, Feagley and Alexander. Library consultation services as
developed at Teachers college
26
References
Farquhar. Tools for the readers' adviser. Lib. jour. 55:1008-10
Flexner. The readers' adviser needs modern tools. Bklist. 34: 135,-36
Flexer. Tools for the readers' adviser. Adult educ. and the lib.
5 (no. 1):3-11
Becker. Reader's guide book
Bennett. On "culture" and "a liberal education"
Bennett. What books can do for you.
Brebner. Classics of the western world
Cleveland. Public library. Readable pamphlets on subjects of general
interest
Dickinson. Best books of our time
Dickinson. One thousand best books
Drury and Simnett. What books shall I read?
English and Pope. What to read
Everyman's library. Reader's guide to Everyman's library
Keller. Reader's digest of books
Loveman. "I'm looking for a book"
Michigan. University. Library. Alumni reading lists
Morrison. Introduction to the world of books
Morriss, Morse and Phillips. Experimental reading study
Morse. Map of the world of knowledge
Neilson. Roads to knowledge
North Carolina. University. University extension division. University of
North Carolina extension bulletins
Oxford reading courses
Speare. The essay
Valentine. Biography
Valentine. The English novel
Phillips. Easy books for new Americans
Simnett. Books & reading
Trinity college. List of books for a college student's reading
Viewpoint series
Drury. Viewpoints in modern drama
Horton. Viewpoints in essays
Rathbone. Viewpoints in travel
Tappert. Viewpoints in biography
See also Syllabus for Library Service 271, section IV, p. 10
Problems
1. Visit a readers' adviser's office and find out all that you can about
the objectives and organization of the service. Follow the "topical
outline" above. Students registered for Library Service 272 will be
given an opportunity to visit a readers' adviser's office in or near
New York.
2.
Select a subject in which you are genuinely interested but about which
you have not read extensively, and prepare a reading course in it for
yourself.
L.S. 272
27
3.
4.
5.
I
Select a member of your family or an intimate associate for whom you
would like to prepare a reading course. Conduct an interview with
him to obtain the essential information and record this information
in the form of a case history (see Gray and Munroe reference above).
Prepare a reading course for him.
Select an organized group with whose activities you are familiar.
Plan a brief study outline for it, indicating your reasons for select-
ing the subject chosen and your chief objectives in developing the
outline.
Read the case studies in "The Reading Interests and Habits of Adults"
and "The Making of Adult Minds in a Metropolitan Area." Select the
case study of one reader for careful study. Plan a reading course for
this reader.
6. Outline briefly but carefully the procedure you would follow in
establishing a special department for readers' advisory service in
your own community library. If such a department is already estab-
lished, outline possible plans for its further development.
L.S. 272
28
LIST OF WORKS REFERRED TO
The blank space at the left of each item provides a place for noting
the call number. The student will probably find that he saves much time in
the long run if when he begins his work he looks up and records here the call
number and location of each item in whatever library he does his work. In the
School of Library Service he will find this information posted on the appropri-
ate bulletin board and also available in the library (Room 606) so that all
he has to do is to copy the call numbers into his own syllabus.
Call no.
American library association.
Bulletin. Chicago [etc.] American library association. v. 1 (1907)
to date. monthly.
American library association.
The equal chance; books help to make it. Chicago, American library
association, 1936. 32 p.
American library association. Commission on the library and adult
education.
Libraries and adult education; report of a study made by the
American library association. Chicago, American library associa-
tion, 1926. 284 P.
American library directory, 1935. A classified list of 9,947
libraries, with names of librarians and statistical data, comp.
by Bertine E. Weston. N.Y., Bowker, 1935.
485 p.
American primers
Chicago, University of Chicago press, c1934-
1936 (no. 1, 1936- no. 1-9 (in process)
Angoff, Charles and Mencken, Henry Louis.
The worst American state. (In American mercury, v. 24, p. 1-16,
175-88, 355-71, Sept.-Nov. 1931)
Ayer, firm, newspaper advertising agents, Phila.
N. W. Ayer and son's directory of newspapers and periodicals.
Philadelphia, Ayer. v. 1 (1880) to date.
annual.
Basic books. [no. 1-5, Edited by Paul Grabbe. [N.Y., Basic books,
inc., c1935-36, 5 v
Becker, Mrs. May (Lamberton)
A reader's guide book "The reader's guide" in "The Literary
review" of the New York evening post. N.Y., Holt [1926, X,
376 p.
Bennett, Jesse Lee.
On "culture" and "a liberal education" with lists of books which
can aid in acquiring them. Baltimore, Arnold, 1922.
92 p.
➖➖➖➖➖➖
1
L.S. 272
29
Bennett, Jesse Lee.
What books can do for you; a sketch map of the frontiers of knowl-
edge, with lists of selected books.
N.Y., Doran [c1923, x, 320 p.
Betts, Emmett Albert.
The prevention and correction of reading difficulties.
xiv, 402 p.
Ill., Row [c1936,
Blumenthal, Albert.
Small-town stuff.
Bidwell, Percy Wells.
Readable writing. (In Journal of adult education, v. 7, p. 389-92,
Oct. 1935)
Chicago, University of Chicago press [1932,
xvii, 416 p. (The University of Chicago sociological series)
Bostwick, Arthur Elmore.
Popular libraries of the world
association, 1933. 316 p.
Evanston,
Chicago, American library
Briggs, Eugene Stephen.
Reading interests and habits of adults.
v. 42, p. 20-21, July 6, 1935)
Brebner, John Bartlet.
Classics of the western world, ed. by J. Bartlet Brebner and members
of the faculty of Columbia college, with forewords by John Erskine
and Everett Dean Martin. 2d ed., rev. Chicago, American library
association, 1934. 128 p.
(In School and society,
"Brisbaning" Lippmann; creating a Laboratory of readability for
simple, direct English. (In Literary digest, v. 121, p. 33,
Feb. 22, 1936)
Browning, Angela Marie, Law, Frederick Houk, Wilkinson, Mary Stanclyffe
and Ziegler, Caroline Louise.
Reading for skill; practice exercises for remedial reading and
library skill ... N.Y., Noble [c1936, xiii, 399 p.
Brooklyn conference on adult education.
The making of adult minds in a metropolitan area; Brooklyn
conference on adult education, Frank Lorimer, research editor.
Macmillan, 1931. xiv, 245 p.
F
Brucker, Herbert.
The changing American newspaper. N.Y., Columbia university press,
1937. x, 111 p.
Bryson, Lyman Lloyd.
Adult education. N.Y., American book co. [c1936, v, 208 p.
N.Y.,
Brunner, Edmund de Schweinitz and Lorge, Irving.
Rural trends in depression years; a survey of village centered
agricultural communities, 1930-1936 ... N.Y., Columbia university
press, 1937. xvi, 387 p.
L.S. 272
30
1
Bryson, Lyman Lloyd.
Public forums and readable books. (In American library association.
Bulletin, Dec. 15, 1933. v. 27, p. 636-50)
Bryson, Lyman Lloyd.
Readable books. (In Publishers' weekly, v. 127, p. 1411-13, Apr. 6,
1935)
Bryson, Lyman Lloyd.
Readable books. (In Survey graphic, v. 25, p. 253-54, Apr. 1936)
Buswell, Guy Thomas.
How adults read. Chicago, University of Chicago [1937, xiii,
158 p. (Supplementary educational monographs no. 45, Aug. 1937)
Byrnes, Mrs. Hazel (Webster)
Library consultant service at Teachers college, Columbia university.
(In School and society, v. 42, p. 864-67, Dec. 21, 1935)
Can you read? Professor Bryson's Laboratory in readability.
Saturday review of literature, v. 13, p. 8, Feb. 22, 1936)
(In
Cannons, Harry George Turner.
Bibliography of library economy; a classified index to the profes-
sional periodical literature in the English language relating to
library economy ... from 1876 to 1920. Chicago, American library
association, 1927. 680 p.
Carnovsky, Leon.
Community studies in reading. II. Hinsdale, a suburb of Chicago.
(In Library quarterly, v. 5, p. 1-30, Jan. 1935)
Carnovsky, Leon.
A study of the relationship between reading interest and actual
reading. (In Library quarterly, v. 4, p. 76-110, Jan. 1934)
Center, Stella Stewart and Persons, Gladys L.
Teaching high-school students to read; a study of retardation in
reading N.Y., Appleton-Century [c1937, xviii, 167 p.
Chancellor, John Miller.
Available reading materials for native-born adult illiterates and
near-illiterates; report of an inquiry ... [mimeographed, [n. p.,
1933, 35 p.
Chancellor, John Miller.
The future of informal education in libraries. (In Public libraries,
v. 35, p. 89-92, 141-43, Mar., Apr. 1930)
Cheney, Orion Howard.
Economic survey of the book industry, 1930-1931; final report. N.Y.,
National association of book publishers, 1931. xiv, 337 p.
Supplementary report of the Economic survey of the book
industry, for bookbinding executives; special roport. N.Y.,
Employing bookbinders of America, 1932. 70 p.
1
L.S. 272
31
✓
Cleveland. Public library.
Readable pamphlets on subjects of general interest, selected by
the Readers' adviser's office, Cleveland public library, 1934
Chicago, American library association [1934, 2 pts. in 1 v.
Compton, Charles Herrick and Wheeler, Joseph Lewis.
As Baltimore and St. Louis see it. (In American library associa-
tion. Bulletin, Sept. 1932. v. 26, p. 720-23)
Compton, Charles Herrick.
Who reads what? Essays on the readers of Mark Twain, Hardy,
Sandburg, Shaw, William James, the Greek classics ... with an
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117 p.
Cooper, Elizabeth Eathel.
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Coyle, David Cushman.
Brass tacks. [Rewritten, in part, from the author's The irrepressible
conflict; business vs. finance, Washington, National home library
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Coyle, David Cushman.
Uncommon sense. Washington, National home library foundation, 1936.
147 P.
(National home library)
Coyle, David Cushman.
Why pay taxes. Washington, National home library foundation, 1937.
182 p.
(National home library)
Crobaugh, Mervyn.
Economics for everybody; from the pyramids to the sit-down strike.
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Dale, Edgar and Tyler, Ralph Winfred.
A study of the factors influencing the difficulty of reading
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Davie, Maurice Rea.
The American newspaper. (In his Problems of city life
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N.Y.,
Dickinson, Asa Don.
Best books of our time, 1901-1925; a clue to the literary labyrinth,
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of a list of one thousand best books, selected by the best authori-
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Asa Don Dickinson. Garden City, N.Y.,
Garden City, N.Y., Doubleday, 1928. xi, 405 p.
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One thousand best books, the household guide to a lifetime's reading;
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Drury, Francis Keese Wynkoop.
Book selection. Chicago, American library association, 1930. xiv,
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(Library curriculum studies)
Drury, Francis Keese Wynkoop.
Viewpoints in modern drama; an arrangement of plays according to
their essential interest. Chicago, American library association,
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Drury, Francis Keese Wynkoop and Simnett, William Edward.
What books shall I read?
An adaptation, revised and enlarged
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Boston, Houghton, 1933. xii, 327 p.
Duffus, Robert Luther.
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Editor and publisher.
International year book number. N.Y., Editor and publisher co.
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The Education index ... a cumulative author and subject index to a
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Educational records bureau.
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The reading abilities of college students; an experimental study.
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Everyman's library.
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0
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Woodside does read! See Queens borough public library, New
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Queens borough public library, New York.
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L.S. 272

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