~\ ~ ia April, 1912] THE LIBRARY JOURNAL T V Olas 7 atNOved. OVER O12 SCHOOL NUMBER Contents PAGE PAGE Frances Forsom Creveranp Liprary, AURORA STATE LIBRARY COMMISSIONS . . 199 ING EY: . Frontispiece | League of Library Commissions, Eastern Epi1TorIAts ee LOT Section Libraries and schools STATE LIBRARY ASSOCIATIONS . 200 School libraries Connecticut Library control District of Columbia Civil service ‘ . Massachusetts Municipal reference libraries Tennessee Springfield, Mass., Library Wisconsin THE USE OF THE LIBRARY IN THE GRADES. — LIBRARY CLUBS 208 Eleanor V. Rawlinson ue yk, “elo Chicago WHAT THE LIBRARIAN NEEDS FROM THE SCHOOLS. Long Island — Mary A. Smith pas tee LOO) P| Rees yeyant | Syracuse THE SPECIAL LIBRARY AND THE LIBRARY SCHOOL. — : LIBRARY SCHOOLS AND TRAINING CLASSES . 209 John Boynton Kaiser . eee ES auiyAS ; : ; . Carnegie Library of Pittsburgh A CONSTRUCTIVE LIBRARY PLATFORM FOR SOUTHERN Chautauqua scHooLs. — Louis Round Wilson . 5 BY Columbia How MAy A PUBLIC LIBRARY HELP CITY GOVERN- aes MENT? — William H. Allen . » 66 WSO Illinois Tue Frances Forsom CLeveranp Liprary. — Missouri { Alice E. Sanborn s ee Ee New York Public Library T 2 < Pennsylvania HE INTERMEDIATE COLLECTION FOR YOUNG PEO- jekeaya PLE IN THE PUBLIC LIBRARY. — Herbert L. Simmons Cowing io ane 189 University of Chicago ed pen we ; ; Tino: SCHEME OF SERVICE OF THE SOMERVILLE PuBLIC eats d inols LIBRARY 5 oh rtse Aen 192 | p ar6 A NORMAL COURSE IN LIBRARY TRA Nei permet 2 As: Met.” ‘ s pee 193 Bibliothéques, livres et librairies. ; BI-STATE LIBRARY MEETING AT ATLANTIC CITY, Coussens. One thousand books for children Marcu 8-9. 1912 Z 194 Richardson. Some old Bergan librarians Se eG | ok Sayers. The children’s library REPORT OF THE BrIsLIOTHEQUE NATIONALE OF Wadlin. The Public Library of the City of RANGE) Gls « 196 Boston LIBRARY POSTAGE RATES . 196 PERIODICAL AND OTHER LITERATURE 219 Tart’s COMMISSION ON ECONOMY AND EFFICIENCY Nores AWD NEWS... 220 RECOMMENDS THE D, C, FOR LETTER FILING . 197 | [pRaRIANS b 227 To tHe American Lisrary INSTITUTE . . 197 228 LIBRARY REPORTS 22 CONFERENCE OF SCHOOL LIBRARIANS ~ 107. menican AMERICAN Liprary ASssocrATION . 198 Foreign Ottawa conference BIBLIOGRAPHY AND CATALOGING 230 Post-conference trip 232 Pabliching Board COMMUNICATIONS An invitation to Westmount CALENDAR 28 INDEX TO ADVERTISERS 4 : PAGE SEMEL Pelee Ne Ep lishite Board ease ners cece oe eos 23 Jienkins; (CW. Re) Co... 7. Bocce mom ace born a Alene cidw.) Gs) & Sons... ee inside front cover | Library Supplies (Dealers in)..........+-+-++-+> 2 PNIICIACAT Um BOOKS C0 srareyebetero, sicvarn fia sicis, «rs, sisi a¥elete 06s 10 | Lippincott (J. B.) Co.......-.+-.2-2++++- eens 14 eimetcanesiINewSps COMpanyace sos. ace ccocenes : 22 | Lothrop, Lee & Shepard Co..........++.+-++--- fh PNICenSOIMm Jegelxs). | COMs ct ects oe cae corse Mee «tes 15 | Lowdermilk (W, H.) & (Gojsnoowss vaoc soc Node a Art Metal Corstruction Company. ............ 4 | McClurg (A. C.) & Coss. cececeee sees ceecess aS Bakermicmiaylor Company... sn) sn'es oni)deieieces es 7 | McIntosh Stereopticon Co......---+++++-++++:: : poke msus Gleate BOOK mOhopmomritcry erases oe 28 Maggs Brothers......-- seeeeessee cere eseeeere 2 Bonnier (Albert) Publishing House........... 28 |) Malkan (Henry)... 2c2.+2006+->2-5° 4th cove ace ooksellersy \@Wirectorye Of bade ckiiee sss cocci. 26 Nelson (Thomas) & Sons...-.-.-++sssseseeeees Z Brockhaus, IA eccciviere the DUG s Oso Se EO oe 25 | Oxford University Press.......--.---++++--+++: Pe Gapesell go-8 Cojctec cies OCR OO bnd 0 ato Binge Eee oe ISIE 16 Publishers’ Weekly, Office of...........21, 24, 2 Bechiverae books Binding Cok. s. skioci «sv oo siset soe 22 | Putnam’s (G. P.) Soms....-+---s+++sseeseeees ‘2 CUTICLE SEE PEL craters crite ereray ove ie eke oats siecelels.oraye 28 | Quaritch, Bernard........ 0 ..--see seer rece eee 20 odd Mead&™ Con nie cunreh temas its bana bis octets 8 Rademaekers, W. H......- .---sceesceseeseces I PtreMe Bin din gt, Comccters cc ciretermesmie pierce crs ov oe Toe RandseNMcNally &Co.jsc s+ faeces eile se ze ect tone b ame bcm COs cere eteemree alaci een eevee ne cite 18 | Scribner’s (Charles) Sons........-.--++++++-+> z iBeldmannesoystem, Migs (Cotca samp tin- clonal 28 evel tee (Cay, Mixoal Wierd Oro aboutocacosconsupuce 13 Globe-Wernicke Co........ .«: EAE Oe iS SotherameChs) -& Codjoei-uy. caret erties aa" 25 Grimth & Rowland Press.ic.44.ass0cs oes sercen Toi otevens: (BAF... & Brows y. .: «teeter ce 2 = A tarper&, Brothers cist os sitern vise esas 38 IEligoins) (Charles) Mi )mocal Coleirets neice’ cle ot «e's Gay Licety Oe Tela > stem hteeteigc, 7 suite yo lee eee & Hinds & Noble...... Psiathto SAAR DRAGAN acree 26 | Underwood & Underwood......-.--+--+---+ vee 7 Piciliston Millpudee eve eee on te see 18 | Van Nostrand (D.) Co....---++++-++ EN BOD dee ig 8@e Gata) kee (Cian cogouc do ohs 1eGuoe oOo ue 2-3 | Wanamaker,» Johiiciise (0) psi otto ne = ea an td 2 THE LIBRARY JOURNAL [April, 1912 Henry Holt iol and Company P< RECENT BOOKS FOR YOUNG PEOPLE Saints and Heroes: To the End of the Middle Ages By Dean Hopces, author of “When the King Came,” etc.'! Illustrated, $1.35 net.* Biographies of Cyprian, Athanasius, Ambrose, Chrysostom, Jerome, Augustine, Benedict, Gregory the Great, Columba, Charlemagne, Hildebrand, An- selm, Bernard, Becket, Langton, Dominic, Francis, Wycliffe, Hus, Savonarola. “Here is much important history told in a readable and attractive manner, and from the _ standpoint which makes history most vivid and most likely to remain fixed in memory, namely, the standpoint of the individual actor.”’—Springfield Republican, BOOKS OF PLAYS FOR CHILDREN By Constance D’Arcy Mackay. Patriotic Plays and Pageants $1.35 net. Pageant of Patriotism (Outdoor) Prologue by the Spirit of Patriotism. *Princess Pocahontas. Pilgrim Interlude. Ferry Farm Epi- sode. *George Washington’s Fortune. *Daniel Boone, Patriot. Benjamin Franklin Episode. Abra- ham Lincoln Episode. Final Tableau. March of Players. Pageant of Patriotism (Indoor) Prologue by the Spirit of Patriotism. Silhouette: Lords of the Forest. White Man (Tableaux), cilla Mullins (Tableaux). Dramatic The Coming of the *Princess Pocahontas. Pris- *Benjamin Franklin, Jour- neyman. *George Washington’s Fortune. *The Bos- ton Tea Party. Dramatic Silhouette: The Spirit of *76. *Abraham Lincoln: Railsplitter. Final Tab- Procession of Players. Hawthorne Pageant (For Outdoor or Indoor Production) Chorus of Spirits of the Old Manse. Prologue by the Muse of Hawthorne. *First Episode (In Witch- craft Days). Dance Interlude. *Second Episode (Merrymount). Procession of Player Folk. The scope and appeal of these pageants is at once apparent. The portions of the pageants marked with a star (*) are separate one-act plays which can be produced in school, home, or small theatre. There are sufficient and plain directions for scenes, simple costumes, and staging. The Silver Thread and Other Folk Plays for Young People $1.10 net. Contents :—‘“‘The Silver Thread” (Cornish); ‘The Forest Spring’? (Italian); “The Foam Maiden” (Cel- tic); “Troll Magic’ (Norwegian); ‘The Three Wishes” (French); “A Brewing of Brains” _(Eng- lish); “Siegfried”? (German); ‘‘The Snow Witch” (Russian). The House of the Heart and Other Plays for Young Folks $1.10 net. Ten one-act plays that have stood the test of actual production, “An addition to child drama which has been sorely needed.”—Boston Transcript. leaux. Storr’s Half-a-Hundred Hero Tales Of Ulysses and Other Men of Old. Ed- ited by Francis Storr. Illustrated, large 12mo, $1.35 net. Embodies an attempt to collect the best renditions of the classic stories, so arranged as to give con- nected narratives of the Fall of Troy and the ad- ventures of Ulysses. There are other stories not collected in any one volume. ‘Thirteen are by Haw- thorne, THE DANDELION SERIES By Carrott Watson RANKIN, New Volume. The Castaways of Pete’s Patch Illustrated, $1.25 net. and printing An outdoor tale for girls. Most of the important characters are those readers of “‘Dandelion Cottage like so well. “Surely no gayer lot of castaways ever existed in or out of a book than these five girls... and no party that ever started anywhere in a motor car ever had a more interesting series of adventures.” —Chicago Record Herald “The adventures are just the sort that any girl longs for.”—Living Age. Earlier Volumes. Dandelion Cottage Illustrated, $1.50. Four young girls set up housekeeping in a tumble- down cottage. They have many amusements and queer experiences. roth printing The Adopting of Rosa Marie 4h printing Illustrated, $1.50. The little girls, who played at keeping house in the earlier book, enlarge their activities to the extent of playing mother to a little Indian girl. The results are highly entertaining. The Girls of Gardenville By. CarrotL WaTSoN RANKIN. trated, $1.50. Interesting. amusing, and natural stories of a giris’ club. “Real girls, girls of sixteen, who are not twenty- five. As original as amusing.”—Boston Transcript. 6th printing Illus- Friends in the End By BreutanH Marte Dix. $1.25 net. “Far above the average juvenile. The people are clearly drawn ...a very true atmosphere.”’ —Living Age. “Jo and Dorothea are finely contrasted characters.” --The Chicago Tribune Lilustrated. Tom Strong, Washington’s Scout By Atrrep BrsHop Mason. _ Illustrated. $1.25 net. A story of adventure historically correct. “The boys will like it. What the boys themselves want is something genuinely interesting. If at the same time it carries instruction, they will not reject it on that account, but the interest comes first. ‘The Courant’? has recently received a copy of a ‘boys’ book,’ which strikes us as meeting all the wants in the case. It is really a good and informing work, and the boys needn’t cast it aside because it is good for ’em. If they start, they will read it clear through. It is very cleverly written. The reader never loses interest in the adventurous boy, but, as he reads, the chief events of the Revolution pass in review.”—The Hartford Courant, 34 WEST 33d STREET, NEW YORK A CONSTRUCTIVE LIBRARY PLATFORM FOR SOUTHERN SCHOOLS By Louis Round Wilson,Librarian of the Univ. of N.C. In a gathering of men and women assembled to discuss matters pertaining to the advancement of general education, it may seem inappropriate to raise the question whether or not the modern library, whatever its form, is considered seriously as a helpful, constructive educative agent. Upon first thought, such a question seems wholly uncalled for. Its answer in the affirmative is so obvious that no good reason is apparent to justify its asking. This seemingly is especially true so far as the Southern Educational Association is concerned; for it has expressed itself unmistakably as to its conception of the importance of the library as an educational influence by providing in its constitution for a library department and by giving a place in its general program for the discussai on of vital library topics. furthermore, as members of this Association, we have written laws providing for the establishment of rural school libraries from Maryland to this great state, and all of us who, in our childhood years, hung upon our mother's lips as we heard of fairies and princes, or in our early teens followed the heroes of Cooper and Stevenson across the printed page, or in our maturer years have felt the ennobling, vitalizing influence of some great book, need no argument to win us to a belief in the library. We know it is an indispensable agent in any: educational system, and absolutely so in one from which broad culture and enduring satisfactions are to be derived. Such, seemingly, is true, and yet, with no spirit of faultfinding, but rather with rejoicing that every Southern state has made provision in its laws for school libraries, and with a desire that we may not fall into Read before the Southern Educational Association, Houston, 'exas, Dec. 2, 1911. 0.4 to & KutaUNens ie prswaneyeonaycar hmvoratoctigag a Seal troorns To the Pond of the a tHE RAN ‘tas SERIES, ae easoath” ob beldaeeas ‘nemow ha ‘apm pat: edie at ae Koltsoube iferemee tiehenad Te Ge! wt ate Pape? |) uh ay Paras, Y rin Uptien ies |: ey : ietecee? Ty tive | timcatat con wae re . Pay : i A yew 3.0K, pag ie! aA a of the Revilenion rai ab He lew. 4 Morifas eprint + WEST 34 STREET, | NEW ca error by taking for granted what may not in the fullest sense be true, I ask the question in all seriousness, and I believe with justifiable appropriateness, if an analysis of library conditions now prevailing in the South, and for which we are largely responsible, will show our works in full accord with the profession of our faith. Are we, as educators, convinced, and have we expressed our conviction in our works, that the library, as an educational instrument, is an absolute essential if the process of education begun in the child by means of the school is to be carried on and brought to full fruitage in the after-school life of the adult? JI ask it seriously, are we? The question demands an answer, and I shall attempt to give it. An analysis of library conditions now prevailing in the South will reveal the following facts upon which the answer may be properly based. First, it will show that, beginning with the year 1900, or thereabouts, a definite forward movement was made by one or two of the Southern states to provide for state-supported systems of rural school libraries. An examination of the proceedings of this Association and of the Conference for Education in the South will show that from that date until the present, state after state has taken up the work, and from year to year has so added to the number of volumes in libraries already established, and has so increased the number of new libraries, that now scarcely a county in the whole South is without some sort of school library facili- ties. I refrain from figures with a long train of ciphers following in their wake, however imposing they may be, but the number of such collections runs high into the thousands, and the number of volumes is well beyond the two-million mark. Second, it will show that fully fifty per cent. of the graded school systems of our towns and cities have library facilities of varying kinds, and that in many instances the work done by the library is very vital. It will show, in the third place, that through the personal efforts of schoolmen many well-equipped, service- able public libraries have been established and library clubs and associations have been organized for the purpose of making the public libraries of the South more efficient s ervants in the field of general education. teollut add at ton vem Jadw botnet rot siraet ae bos ,seemevoites Ils at motteeup ext aes IT ,outt od peg eleylen® me tk ,evenetatiqordgs eldsttisaut Ne aeesrte tot baa ,dtvo® eft at antitaveto won enotttbmoo ¥ at exiow iso wode {iLtw ,eldtanoqeet yiestel ete ow iio 28 ,ew OA wot test two. to notasetory sdt dtiw brovos Lint soligbvace two beeaerqgxe ew oval has ,beonivaon :,etosseupe iremuttent Leqottisevie me es ,yierdil edd tadd ,atiow wo at fused wolisoubs To,agsoorq edt Tr Iskt nesses etuloada ma-el 4% eo. ‘go bettas o6 od et foodoe. edt to ennom yd bLino sit a2 ct t6 etli Loetise-rotta oft at enat tant {Lut of” tdgvotd || ue ebnamed, soneadines siT Tew ere’ ,vievolttea tr an i Titobs : ays. ‘ovis od tamed ts {tere T bap ae i odd st WR aves yor @nott thace wretdtL to ieee nA tewais eft doidw mogi etost gittwolfot edt Isevet. paper). -beead ylteqotq od Youn th ,O0CL reey edt ftiw antnnised.,.tadt wode ILiw fr teria” 10 @n0 ¢¢ sbao 2aw tnemevom brawtet stin&teb s 8 ,8tvodsetedd to betroruve-stata tof ebhivera of eeteta mroftyoe et to. owt | edi¢ to noltcooimexe MA .eetterdtif£ Lootoe Istut. to eipiayeren toT eofistetnod edt To bas moljatoosed eidd to | egatbesoos titau etsh ¢ad¢ mort tadd wode {liw ddvoe edt mt not¥so. has ,lrtow oft dy ootet ead efata tetts etata donmead atdy af gointert feorrom to taetxe od? ésw' alte tag {Om Q@toted het event 1 atiroqet end mort . ent lowsd avtow ae -otq talinie @ tedt moleylonooe sas ot bootot need even I eit seewied dtyoe elodw edt tuodavotdt altevetq mofttog | etedoset to Sasa he ae Loomer Fake aR ice net ona eh “ub April, 1912] prepared by the normal schools to administer them. Second, it will show that of the Southern states holding teachers’ institutes, few, if any, offer in their courses of study any instruction in the subject mentioned or prepare bulletins for the guidance of the teachers in it. It will show, in the third place, that al- though the movement for state-supported high schools has been begun since the one for rural libraries was inaugurated, adequate provision has not been made by which the special and larger needs of the high school’s library _may be met. The high school library has been placed on the same basis as that of the rural school library, although it is clearly ap- parent that a more comprehensive library is essential to the best work of the high school, and a larger income for library purposes is absolutely necessary. Fourth, it will show that, although with the establishment of high schools, high school. inspectors have been appointed and sent here © and there within the borders of the state to aid in the standardization of courses and in the solution of local problems, no library in- spectors have been appointed to do a similar _ work in the field for the libraries, although, on account of the fact that no instruction is given teachers in this all-important subject by the normal schools and institutes, there is a correspondingly greater need for the ser- vices of such a field worker. It will show, in the fifth place, that the State Teachers’ Associations have yet to form library sections or to give place in their pro- grams in a large way for the discussion of library problems. I note with genuine pleas- ure a tendency last year and this on the part of teachers’ associations to give librarians an opportunity to present library topics. This year, at least in three states, the Teachers’ Assemblies and Library Associations are meet- ing in conjunction and exchanging speakers; but this is as yet by no means the general practice. Sixth, it will show that in securing legisla- tion for the establishment of library commis- sions and for the operation of systems of traveling libraries, or, to put it differently, in the endeavor to extend library privileges to - the whole people, the betterment associations, the women’s clubs, the literary and historical associations, and the library associations have THE LIBRARY JOURNAL ISI been the principal aggressors. They have led the fight, and so far as victory has been won it has largely been won by them. Further analysis, however, is unnecessary. I think the point I am trying to make is by this time clearly patent. There is, in all seri- ousness, a timeliness and appropriateness in my question; for if we but admit the facts as they are, we are forced to acknowledge that in the matter of providing such library training as will best bring out the resources of our libraries we have been woefully neg- ligent, and in the work of general state-wide library extension we have been satisfied with too small a part. If we hark back to the ever- convincing test that trees are judged by their fruits, we are driven to the admission that in this all-important matter our actions have belied any professions we have made to the contrary. We have not thought through the matter, and have not given it the large, care- ful consideration it demands and of which it is eminently worthy. We have but made a beginning in the right direction, A thorough analysis also reveals the causes producing this condition. In an attempt to formulate a plan by which the condition may be remedied they must be taken into account. Briefly stated, they are three: First, we have been so obsessed with theo- ries and methods of how to teach that we have lost sight of the alarming fact that 80 per cent. of us are out of school by the time we are I2 or 14 years of age, and that if we are not trained in that time as to the use of books and the value of reading as a means of enriching our experience and quickening our inner life, the mere how of reading will avail us but little. The object of our teaching has been too much to teach how to read rather than the reading habit, and to cram our minds with unrelated facts rather than to train us in the use of books from which in after years we can find for ourselves the chart for our daily sailing. Second, we have had, through keenest ne- cessity, to provide the schoolhouse, increase the length of term, and train the teacher in what we have rightly or wrongly conceived to be the fundamentals. Third, too many of us have not known how to use books ourselves, and have experienced but little delight and inspiration in what we have read. To-day many of us stand helpless 182 THE LIBRARY JOURNAL before an encyclopedia which contains the information of which we are in need, and a card catalog overwhelms us. We have not known how to help ourselves, and failing in this we have not seen the necessity of train- ing our children to help themselves. Again, far too many of us have never felt the fire of imagination kindled by nursery rhyme, fairy story, and tale of heroic adventure. In my own experience I was twenty-five before I became acquainted with “Alice in wonder- land” or read a line of Aladdin and his won- derful lamp, and I expect to make my first genuine acquaintance with Andersen and Grimm and their troop of fairy folk during the next few years, while my two little ones don their gowns in the evening twilight and climb and rest upon my knee before they are off for dreamland. Through them I hope to be led, even this late, if possible, into that wonderland which I failed to discover in my childhood in which fairy and prince and the dream-children of Eugene Field and the little boy and snowy-haired Uncle Remus are for- ever at play. The very pathos of it, that so many of us have grown to maturity without having experienced the subtler influences of the book touching and moulding us in our tender years! How can it be otherwise that we should be blind leaders of the blind, hav- ing thus failed to see the light? Or how can we be other than strong, rugged men, if such we are, possessed of undisputed power, yet power not full and complete, because in our early years that which gave swiftness to fancy, alertness to thought, breadth to vision, depth to character, in so far as it is furnished through reading, was mostly lacking? But to dwell too long upon the analysis of the conditions or the causes giving rise to them is beside the point. The real matter is yet before us, and I pass immediately to a very brief consideration of the subject of my paper, which, according to the official pro- gram, is a Constructive library platform for Southern schools, or a course of procedure by which the library conditions generally pre- vailing in the South may be improved by the efforts of the schools. If it were my high privilege to assist in writing a platform for Southern schoolmen or in mapping out a plan by the operation of which the library would be made a more effi- cient agent in the work of public education, [April, 1912 a privilege which I think it is the duty of the Southern Educational Association to avail it- self, I should have it look to the accomplish- ment of the following ends: ADDITIONAL SCHOOL LIBRARIES First, continuing the practice already so ' splendidly begun of placing libraries in the rural schools, every public school in the South should be equipped with the best school li- brary possible. The few years constituting the school period are too brief in themselves, and the training too limited, to chart the pupil’s whole course. He needs to learn how and where to find his bearings after the shel- tering haven of the school has been left and he is driving before the winds on the high sea. In the case of the primary schools, a serious fault which injures the efficiency of the present system and which needs consider- ation is that of close supervision. Neither the state superintendent nor the county superin- tendent watches after the use of the library as carefully as could be desired. Of course, the difficulties involved are great and the fail- ure is pardonable, but if it can be avoided it should be. To do this effectively it may be necessary to follow the plan recently adopted by California as a whole and by sections of other states—namely, of employing a county superintendent of school libraries. Another weakness of the system is that adequate pro- vision is not made by which the individual collections can be freshened up from time to time. It is true that books are added occa- sionally, but some plan should be devised by which an exchange of collections could be made, if desirable, between neighboring schools. In this way each school would retain its reference books, but if its main collection was not a duplicate of that of the neighboring school, an exchange could be effected by means of which renewed interest could be created and each school would be benefited. Instruction in the use of books should be given, and such selections should be read and assigned for commitment to memory as would insure the formation of habits of reading and standards of taste. | In the high schools, a larger list of refer- ence works should be provided, and the cel- lection should be so amplified that in the spe- cial classrooms and the general library ma- terial could always be fourid at hand which April, 1912] would stimulate interest in the prescribed work, and would further develop the habit of reading and fix standards of taste, In other sections of the country, where the library has been used to great profit in the schools, the presence of from 25 to 50 volumes in each classroom, known as classroom libraries, in- sures, in connection with the general library of the school, the most effective method cf providing library material for every pupil. In order that the range of choice might be larger than it is at present, the superintendents of public instruction, in connection with library commissions or individual library workers, should compile adequate lists from which every need of the high school library could be met. Among the many excellent lists of this kind which would be unusually sugges- tive and helpful, are to be mentioned the one prepared for the secondary schools of Oregon, copies of which may be had from the Library Commission of that state, and the list pre- pared for the National Education Association and published at a cost of ten cents the copy, in its reports on the Relation of public libra- ties to public schools in 1899, These two lists, revised and adopted to meet the needs of spe- cial localities, are in every sense admirable, and I commend them most heartily to you. NORMAL SCHOOL INSTRUCTION IN LIBRARY METHODS After the libraries have been secured and proper methods of administration of the sys- tem have been devised, provision should be made for the training of teachers in the use of books and children’s literature. It is not sufficient to set the bookcase beside the teacher’s desk or place it in a corner and let it stand there. It must be properly used. It is the clear duty of the departments of peda- gogy of the various state universities, of the special normal schools, and of the conductors of summer schools and teachers’ institutes to give this instruction. If we wish guidance in this matter, there are a dozen splendid manuals which can be had at a nominal price, and the extensive report of the National Edu- cation Association, submitted, adopted, and printed in 1906, are at hand. SCHOOL LIBRARY INSPECTORS In continuation of this instruction, the state should provide a school library director or in- THE LIBRARY JOURNAL 183 spector, who should not merely have charge of the distribution of the state appropriations for school libraries, but should visit, as the high school inspectors do, the various school libraries in the state and give them the benefit of personal advice and suggestion in addi- tion to that given from time to time by the central office through bulletins and _ special letters. This person should be a trained libra- rian as well as teacher, and his work should be the standardization of school library methods. The suggestion I am making is not an experiment. It has been carried out in practice in a number of large city school systems and in several states, and has yielded splendid results. The recent experience of a congregation of which I know will possibly give point to what I have been urging. At considerable expense and very great sacrifice it purchased and installed a splendid pipe organ. The Sun- day following the installation, the membership gathered full of pleasurable anticipation. The deep bass pipes, the tremulous flute notes, the subtle overtones and the splendid harmonies —the thought of all of these and the comfort and spiritual rapture they could impart pos- sessed every mind. But when the moment came for the instrument to win joyous, rev- erent tribute from every heart, the minister arose and announced that as yet its stops were not fully understood by the organist. In the meanwhile, it would be necessary to use the old reed organ. And so the new in- strument, capable of filling every heart with a glow of spiritual fervor, stood silent in its splendid beauty, while the congregation sat cramped in purse and starved in soul. In what whit is the case of the community dif- ferent which has taxed itself to procure a school library without at the same time hav- ing secured a teacher so trained in the sub- tleties and power of books as will enable him to make its splendid resources touch the plas- tic boy and girl and enrich the fountains of his or her life with the perennial warmth of song and story? INSTRUCTION OF PUPILS IN THE USE OF BOOKS Instruction should not only be given teach- ers through normal instruction and library methods standardized through inspectors, but definite instruction should be given every pupil in the use of books. Special periods in 184 the course of study should be devoted to this work, The pupil should be taught the pur- pose of the preface of a book, how to distin- guish between the table of contents and the index, how to use the index, even if it is to a set containing two or more volumes; how to consult dictionaries, encyclopedias, atlases, maps, etc., and how to use a card catalog. If need be, he should be taught to classify and catalog a small collection. In this day of modern business methods, when one can- not carry in his memory all the facts essen- tial to the conduct of the business in which he is engaged, it is absolutely necessary that he employ scientific time and labor-saving de- vices. Among these, along with the adding machine and cash register, is the alphabetic card or printed index. The mastery of this index principle, whether the pupil is to be a librarian, a banker, a lawyer, a physician, a politician, a traveling salesman, a merchant, or what not, is one of the greatest assets he can acquire, because it enables him to aid himself. If he goes to college, it opens the college library’s resources to him. If he be- comes a banker, he will find the principle employed in the handling of notes and loans. If he becomes a lawyer, he will use it in citing cases with which to support his brief. If he tends the man who is parching with fever, it will enable him to consult his med- ical library for the further study of the dis- ease from which his patient is suffering. Even if we leave out of consideration the moral and cultural value of the reading which such training will lead to, the training in itself is invaluable, for through it the boy becomes a self-educated man and is capable of continuing his education in his after- school career. In our manual training classes the boy is taught the use of tools; in our agricultural classes he is taught farm meth- ods and the use of implements; in our busi- ness courses he is taught the administration of the store and the keeping of its accounts. It yet remains for us in our libraries to teach the use of books which will make of per- manent value, through study after school, all that he has been taught in the other branches. In whatever work he engages, he will find this part of his training of service, and long after his geometry and Latin are forgotten he will find himself still in possession of a THE LIBRARY JOURNAL [April, 1912 key which will unlock the store of informa- tion bearing upon the infinite problems of his daily life. THE ESTABLISHMENT OF LIBRARY COMMISSIONS) Every schoolman should busy himself in securing legislation in his state providing for. the establishment, equipment and adequate fin- ancial maintenance of a free library commis- sion, which, composed of educators and libra- rians alike, should act independently of the superintendent of public instruction’s office, but should maintain to all libraries in its . state an advisory, helpful relation. It is the duty of the schools to aid in securing this legisla- tion, although they are not the only ones who may be benefited by it. The experience of thirty or more states of the Union points un- mistakably to the conclusion that library work for the whole people yields the largest re- turns when such a special board of library commissioners and library organizers main- tain a public office and offer their services to any community, school or club for the im- provement of its library facilities. These should be the active agencies for the forma- tion of library sentiment, and by them every library problem should be considered and in so far as possible solved. They should main- tain public offices at the state capitals, and be in readiness to serve anyone in the state at all times. In Maryland, North Carolina, Ken- tucky, Missouri and Georgia, such commis- sions exist as separate state departments, but only in Kentucky and Missouri is the appro- priation made by the state in any sense ade- quate. In North Carolina, Missouri and Ken- tucky trained librarians have been employed as field secretaries and are rendering an en- larging, useful service. In Virginia, Tennes- see, Alabama and Texas library extension is provided for by the state through the state library or the department of archives and his- tory. This arrangement, however, even if appropriations are equal, is not as satisfactory as that in which the commissions are sepa- rate; for the work of library extension is apt to be subordinated to that of the department with which it is connected. It suffers, too, from the lack of standing out singly and dis- tinctively as an office having special work to be performed and of an importance second to nothing. April, 1912] TRAVELING LIBRARIES To do their work properly, it is a matter of wide experience that these commissions must not only publish bulletins for the dis- _semination of knowledge concerning library matters, send out library organizers, encour- age communities to establish new libraries and to improve old ones, etc., but they must be enabled to aid schools, rural communities, villages and towns by sending out a well- organized collection of traveling libraries. Up to the present, Virginia, Missouri and Tennessee have been the only states in the South to operate an extensive system of this kind, but during the present year over six hundred cases of fifty volumes each are in circulation and are rendering a splendid ser- vice. By means of such a system, any rural primary school may have its library shelves replenished by a loan; the debating and ref- erence sections of the high school library can be supplemented for a given period; a village - community can be supplied with a collection of books on agriculture, public health, do- mestic science, etc., in addition to a repre- sentative list of fiction, travel, history, bio- graphy and other forms of literature; a town which has never had a public library can receive a case and make it the nucleus of a free public library. Books can be brought to all the people, and the library idea can be crystalized into a. general forward library movement. Here, certainly, is a splendid field for cooperation on the part of the schoolmen with the librarians, and every effort possible should be made to bring about the proper establishment of these offices. ENLARGEMENT OF SERVICE OF STATE LIBRARIES The state library, whenever it is expedient, should be made to contribute to the library needs of the state. In the South state libraries have until recently been little other than doc- umentary collections, and have served few others than the state officers and members of the legislatures. Under the newer order of things, when every genuinely progressive li- brary is extending its usefulness in as many directions as possible, it should not be so re- stricted either in the character of its contents or in the extent of its service. In the South, especially, where large city public libraries are few and where distances to other large libra- THE LIBRARY JOURNAL 185 ries of other sections are great, it becomes more and more imperative that the state library should build up a strong reference collection and extend its privileges to any in- dividual or library in the state. Among the Southern states which have adopted this plan, Virginia has met with most signal success. MORE PUBLIC LIBRARIES The services of the free public library must be secured for all of our towns and cities, and must be more systematically utilized by our pupils and teachers. Unfortunately for the South, development in this field has been slow. The library’s place and usefulness must be more fully understood. Its work with children, its codperation with the schools, its helpfulness to study clubs, its contributions of books and periodicals and sets of stereop- ticon views to surrounding rural communi- ties, its public lectures, its activities in a thousand helpful directions—all this is too far-reaching in its influence for good and in its educational import for the South to miss. It must be secured at whatever cost. If there are no constructive library laws upon our statute books which will stimulate the estab- lishment of such libraries (and in several states there are not), they must be written and enacted. Public sentiment in favor of libraries must be cultivated. Vigorous local tax campaigns for the maintenance of libra- ries, as well as of schools, must be waged and won. The library must be directed in- telligently and made to serve. This is our work as educators. If we perform our duties well our labor shall not be in vain, and our reward will be great. The analysis of library conditions existing in the South to-day has been made, and a plan or platform, by the adoption of which it can be changed and changed for the better, is before you. I realize fully that it is one man’s analysis and one man’s plan, but until a more comprehensive and more thoroughly thought-out policy is laid before you, I pre- sent it to you, and in the name ofthe children of the Southland, whose duty and high privi- lege it is ours to prepare for participation in a large, well-rounded life, I call upon you to adopt it and see to it that the good which it contemplates for your children and your children’s children is happily realized. 186 mMOW MAY A PUBLIC) LIBRARY HELP CITY GOVERNMENT? In three general ways may a “‘trary pro- mote efficient government in its community: 1. By doing efficiently the traditional ser- vice of a library, 7. e., by being prompt, up to date, pleasant to look at and to be with. 2. By stimulating and encouraging efficient team work among the social, educational and governmental agencies of its community, such as women’s clubs, boards of trade, teachers’ assciations, debating societies, etc. The only fountain of youth ever found is the library that exerts a constant pressure from all sig- nificant old truths, plus properly related and digested new truths. 3. By being efficient as a conscious influencer of government standards, conscious student of community needs, conscious helper of those who are trying to understand and improve government. Direct service to government can never fully compensate for failure to be an efficient library, any more than benevolence can take the place of efficient citizenship. But direct service to government will almost inevitably increase a library's general efficiency, because the library will find it easier to be efficient if it constantly measures itself against what it might do and ought to do for the thing near- est to everybody in its community, 7. ¢., city government. Interest in government increases interest in every other library service, because all other human activities reflect themselves somewhere, some way, in things done, or things not yet done which ought to be done, by government. I doubt if any act of the New York Public Library ever made so strong and direct an appeal to so many people as its announcement that it would welcome an opportunity to or- ganize for the city government a municipal reference library on government business. It is not without significance that the great manufacturer, who started a foundation for widening the bounds of human knowledge, started another foundation for promoting the efficient use and interpretation of knowledge, helped start the municipal research movement and a national training school for public ser- vice, should also be the author of “Triumph- ant democracy” and the public library king. Libraries are exotic growths until they dis- cover and serve the governments which in the main support them. City government needs the public library’s help. Without the help of libraries, govern- ment cannot reach the efficiency which we have the right to demand. Without adequate help from government, libraries can but par- tially fulfil their mission. Library aid is indispensable to government, Outline of an address by the director of the Train- ing School for Public Service, conducted by Bureau of Municipal Research before the 16th annual meet- ing of the New Jersey Library Association and Penn- sylvania Library Club, Atlantic City, March 9, 1912. THE LIBRARY JOURNAL [April, 1912 because classified facts are indispensable to sound judgment, and classified facts are im- possible without libraries. No town, not even New York City, can have or will have a large number of fact centers. Hence, if- communities are to have available for their government their own experience and that of other communities, they n ist have libraries willing and eager to collect, classify and dis- seminate this experiet.ce. The library cannot do what it is expected to do without money—more money every year. It is not reasonable to expect, or to permit, the public to give the money unless it under- stands the only kind of service which a whole community will understand, and regard as a personal favor, service to the agents of every- body, which means government officials and those wishing to effect government action. For purposes of discussion, I beg to sug- gest the following definite steps which the public library in any community, no matter how small, including even the school library in a community which has as yet no other public library: 1. Keep an up-to-date “Who’s Who and What’s What in Town Government.” 2. Note especially new steps and proposals for improving government. 3. Make this information easily accessible at the library. 4. Arrange to take the library’s help to pub- lic officials and those studying public ques- tions, if they fail to come to the library. No knowledge becomes universal which is not easy to obtain. That is the motive and the secret of successful advertising, and that is why cigar stores are located at every turn, instead of being placed on fifth floors or back alleys. 5. Separate and advertise information bear- ing upon current public questions as they arise, as libraries now separate and advertise new fiction. 6. Ask officials how the library may help them. 7. Tell officials how the library may help them. As Librarian Bostwick, of St. Louis, wrote to St. Louis officials regarding their municipal reference library: “No ordinance need be passed, and no de- partment of the city government need try any new scheme, measure or device without first having full knowledge of what other cities or corporations have done along similar lines, and with what degree of success.” 8. Describe briefly in your local paper or in your bulletin, as the New York Public Library is now doing, the new accessions of docu- ments that relate to local problems, documents that include practical special mention of arti- cles in magazines. Such advertising would undoubtedly lead special students to supple- ment your current funds for books and docu- ments. 9. Offer to help answer circular or special letters of inquiry which come to city officials, and then file the results for later use by other