B M SOD 602 
 
 ®br First Quarter (Erntttru, 
 2ta fork #tair SJtbntrg J^rijool 
 
 1BBM912 
 
 - 
 
 J 
 
 £faw fork #tat* Htbraru §>rijool 
 
 ^inlp nf SJiro Work 
 
 Simratfon Sppartmpnt 
 
 1312 
 
u 
 Pi 
 
 o 
 >< 
 
 £ 2 
 
 w « 
 
 . E 
 
 s * 
 
 O 2 
 
 & x 
 
 •-) ♦* 
 
 8.2 
 
 o * 
 
 ^ 
 
©It? Jtrat (fuarfrr &Mttttrg 
 
 of tbr 
 
 Nmt fork %>UU ICtbrarg l^rijool 
 
 1BHM012 
 
 Jfaui fork ^>tatc Htbrartt ^rimol 
 
 £>latr uf New fork 
 
 Eiittratimt Srtiartmnit 
 
 1312 
 
 Ls5r-Sl2-i8oo (7-17442) 
 

Considerable printed information concerning the New- 
 York State Library School exists but it is scattered 
 through printed reports, in casual comments and notes 
 in professional periodicals and elsewhere, and in its own 
 publications. This close of the first quarter century of 
 the school furnishes a suitable occasion for the publica- 
 tion of this brief compilation whose double purpose is to 
 furnish those who have attended the school a convenient 
 peg on which to hang reminiscences and to give to those 
 who have never been connected with the school a general 
 idea of what it has been these past twenty-five years. 
 
 It is not a formal treatise or an exhaustive study but 
 a collection by many hands with just enough general 
 plan to give logical relation and enough lack of plan to 
 give something of the informality of a conversation 
 between friends. 
 
 The illustrations have been selected with the intention 
 of representing all periods of the school's history and, in 
 spite of its relative rather than fixed location, of giving 
 enough to enable as many former students as possible 
 to recall the very rooms in which they studied. Un- 
 fortunately, no picture of 59 (the northwest tower room) 
 in which the school was located longer than in any other 
 one room, could be obtained. It is also unfortunate 
 that of many of the pictures reproduced only rather 
 poor copies (often halftones) were available. The 
 indistinctness of detail in some of the present reproduc- 
 tions is therefore in reality an evidence of the fidelity of 
 the copies. Special thanks are due to Columbia Uni- 
 versity for permission to reproduce the pictures of the 
 school's early home at Columbia. 
 
 M216G50 
 
Qlnntfttta 
 
 PAGE 
 
 Administrative history of the New York State 
 
 Library School. James I. Wyer, Jr 7 
 
 The genesis of the library school. Melvil Dewey. . . 13 
 
 Chronological summary 24 
 
 Summer session. Corinne Bacon 27 
 
 New York State Library School Association. 
 
 Bessie Sargeant Smith 34 
 
 The New York State Library School from the 
 
 student's point of view 39 
 
 The Columbia College School of Library Economy 
 from a student's standpoint. Mary Wright 
 
 Plummer 40 
 
 In 1890-91. Edwin Hatfield Anderson 43 
 
 New York State Library School 1895-97. Isabel 
 
 Ely Lord 46 
 
 Leaves from a journal of our life in Albany. 
 
 Charles James Barr 5 l 
 
 As it was in 1905-06. Chalmers Hadley 56 
 
 In 1910-12. Mrs Elizabeth G. Potter 59 
 
 Illustrations 
 
 At Columbia College 1887 facing page 
 
 Chief librarian's office title page 
 
 Reading room 7 
 
 Melvil Dewey 13 
 
 Mrs Salome Cutler Fairchild 16 
 
 In the State Capitol at Albany 
 
 Room 31 21 
 
 Room 51 2 4 
 
 Room 5 1 a 27 
 
 Room 71 34 
 
 Edwin Hatfield Anderson 43 
 
 Study room, State Normal College 4 8 
 
 Study room, Guild House of Cathedral of All 
 
 Saints 55 
 
 Study room, State Education Building 5$ 
 
AomittiBtrattur ijtHtorg of tljr 2frm fork £>tatp Htbrary 
 
 ^dionl 
 
 James I. Wyer, Jr, Director of the New York State 
 Library and Library School 
 
 That the first library school was started at Columbia 
 College twenty-five years ago does not mean that Col- 
 umbia was deliberately a pioneer in this form of pro- 
 fessional instruction, nor that in the strictest sense the 
 new enterprise owed its initiative to the college author- 
 ities. The truth is that any renown which may properly 
 accrue to Columbia University from the fact that the 
 first library school in the world was started there, is 
 rather thrust upon the college by the zeal and persist- 
 ence of its then chief librarian, Melvil Dewey, and that 
 the library school was started at Columbia merely be- 
 cause Doctor Dewey happened at that time to be Col- 
 umbia's librarian. It would have started as surely 
 wherever else he might have been. 
 
 The first mention of the Columbia College School of 
 Library Economy seems to occur in a formal written 
 proposition addressed to the trustees of the college and 
 laid before them by the president on May 7, 1883. After 
 a whole year of consideration a resolution adopted by 
 the trustees on May 5, 1884 declared that a school 
 might be opened in the college under the above name 
 after notice of not less than two years. The conditions 
 accompanying this concession were a little difficult : 
 
 First, that the conduct of the school should involve 
 no expense to the corporation. 
 
 Second, that instruction in the school should be given 
 by members of the library staff in addition to their 
 ordinary duties. 
 
 Third, that the school should be conducted in the 
 library building with such accommodations as could be 
 found there. 
 
 Even a casual reading of these conditions suggests the 
 thought that the trustees were only lukewarm toward 
 
the hew proposition if not actually in opposition. That 
 the resolutions were passed at all is probably due quite 
 as much to the fact that Columbia's president, Dr F. 
 A. P. Barnard, was on the side of the school and seems 
 to have been about the only person connected with 
 Columbia College who was. The resolution and ac- 
 companying conditions look suspiciously like a polite 
 and diplomatic way of suppressing the whole business, 
 and doubtless the trustees supposed that long before 
 the end of the two years their versatile and energetic 
 librarian would have turned his attention to other things. 
 Not so however. The trustees knew neither the man 
 nor the importance of his idea. The two years' notice 
 was given and it was hoped to open the school at the 
 beginning of the school year 1886-87. Here however 
 other opposition developed, an opposition significant and 
 interesting even at the present day. Failing to kill the 
 enterprise by damning it with faint permission, a vigorous 
 and bitter fight was made against opening it at all 
 because, forsooth, it would bring petticoats upon the 
 sacred campus of Columbia College. This objection, 
 doubtless urged with all the zeal and energy which mark 
 both sides of the same question which, in other phases, 
 is still with us, caused the postponement of the opening 
 until January 5, 1887. The school continued at Col- 
 umbia until its founder, Doctor Dewey, was called late 
 in 1888 to become secretary of the Board of Regents of 
 the University of the State of New York and Director 
 of the New York State Library. Rather than leave his 
 library lamb to the Columbia wolves, he early arranged 
 the transfer of the school to Albany, presenting the pro- 
 posal to the chairman of the library committee of the 
 Regents of the University in an interesting appendix 
 (no. 5) to the Annual Report of the New York State 
 Library for 1889. It may easily be imagined that there 
 was no opposition to this move from the authorities at 
 Columbia and it certainly was the best thing that could 
 have happened to the Library School, for at the State 
 capital and as part of the State's library machinery, the 
 school undoubtedly has performed a useful function far 
 more appropriate and widespread than any work that it 
 could have done at Columbia. 
 
Under Doctor Dewey the State Library embarked upon 
 a statewide work in library extension. A body of trained 
 library workers was necessary to do this. It was right 
 and proper that the State should conduct the institu- 
 tion which should train such workers. The New York 
 State Library was to be and has ever since been the 
 principal agent in fostering such extension, and had the 
 State Library School never done anything more than to 
 train competent assistants for the State Library itself, 
 during its twenty-three years in Albany, it would still 
 have made large returns to the State for every dollar 
 invested in it. That it has done more, very much more, 
 is a matter of public record in the series of interesting 
 and significant annual reports which have come regularly 
 from the school since its establishment at the capital. 
 
 It is doubtful whether the State of New York has ever 
 done a bit of educational work with noteworthy results 
 so wholly out of proportion to its cost and its pretension 
 as in this Library School. As a pioneer enterprise in 
 training for a new calling it has set standards for library 
 service; it has furnished leaders and trained workers for 
 a rapidly developing profession; it has provided un- 
 equaled opportunities for library training to nearly seven 
 hundred men and women, most of whom have been resi- 
 dents of the State or who afterward remained here as 
 citizens; and through its graduates it has been an im- 
 portant fa-ctor in furthering the rapid growth of libraries 
 in this State during the past twenty-five years. 
 
 No important administrative change occurred in the 
 conduct of the school until 1902, when the entrance 
 requirements were radically altered. Before that date, 
 admission was by examination. A high school education 
 was required after 1 891 -- perhaps no one was ever 
 admitted without such preparation -- but no college 
 work was insisted upon. As the school grew and as 
 library work rounded into the semblance of a profession 
 between 1890 and 1900, it constantly attracted students 
 with either a whole or a partial college course. In 1902, 
 therefore, it seemed wise to the faculty definitely to put 
 the school upon a graduate basis, and to accomplish this 
 admission was restricted to graduates of colleges regis- 
 tered by the University of the State of New York. This 
 
IO 
 
 was an interesting and a somewhat hazardous experi- 
 ment. At that time graduate schools in even the greatest 
 professions were few and the policy of a graduate pro- 
 fessional education a dubious one. Before 1902 the New 
 York State Library School had more than ten appli- 
 cations for every student it could admit. The require- 
 ment of a college degree, however, made it certain that 
 applications would fall off, possibly to the point of making 
 it impossible to attract enough of the right kind of 
 people to continue the school at all. Applications did 
 fall off. Records are not now available indicating to 
 just what extent, but certainly never to the point where 
 the school failed to begin the year with as large an enter- 
 ing class as its limited room could accommodate. After 
 ten years the success of the policy is assured and the plan 
 has been followed by one or two of the younger schools 
 which have sprung up in the wake of that at Albany. 
 
 Another important change in the administrative policy 
 of the school relates to the return for instruction made 
 by its students in work to the State Library. In the 
 early years at Albany the school was to a great extent 
 a sort of glorified apprentice class. Students were regu- 
 larly admitted, paid their liberal fees to the State for 
 tuition, paid for their supplies and books, but in addition 
 to this, they were expected to render a certain stated 
 amount of service each year to the State Library. This 
 plan did not work out very satisfactorily. It was found 
 to take about as much time from the members of the 
 State Library staff to plan and oversee the work of these 
 students as was represented by the actual service they 
 rendered to the library. While the library has always 
 recruited its staff chiefly from the students of the Library 
 School, and while it is abundantly true that but for the 
 school the State Library could never through the past 
 twenty years have done the work that it has for the 
 money that has been appropriated to it for salaries, yet 
 for some years so thoroughly has the school proved its 
 usefulness that it has been frankly recognized as a useful 
 State institution. Separate appropriations are now regu- 
 larly made for it and the old policy of quid pro quo in the 
 matter of payment for instruction by services has been 
 discontinued. 
 
II 
 
 In 1904, when educational unification was accomplished 
 in New York State and the administrative oversight of the 
 school somewhat changed, and when in the year follow- 
 ing Doctor Dewey and Mrs Salome C. Fairchild, who 
 had been connected with the school from Columbia days, 
 resigned, some anxiety arose as to the future of the school 
 among its alumni, now numbering several hundred influ- 
 ential library workers organized as the New York State 
 Library School Association. The alumni and the library 
 profession were promptly reassured by the Regents of the 
 University, who voted on December 14, 1905 that, " It is 
 the purpose to maintain the Library School permanently 
 upon the highest practicable plane of efficiency and use- 
 fulness." This policy, announced seven years ago, has 
 been followed consistently and liberally. The school is 
 stronger today than ever before. It has been formed 
 into a separate division of the Education Department. 
 The Regents of the University and the Commissioner of 
 Education have been genuinely interested in the welfare 
 of the school and have supported the faculty in all plans 
 for its growth and improvement. Had it not been so, 
 the fire of March 29, 191 1, which utterly destroyed its 
 records, collections and equipment, might easily have 
 marked its end. On the contrary, there was no thought 
 or hint of anything but the complete and quickest pos- 
 sible recovery, and twenty-five years' experience have 
 been utilized to plan and organize a new school which, if 
 possible, shall be even better than the old. 
 
 The school has been fortunate in the continuity of its 
 administration. During the first quarter century but five 
 different persons have served as director and vice director. 
 Thus Mrs Fairchild's ideals and sound judgment at the 
 service of the school for seventeen years made it possible 
 to formulate and carry out policies with a minimum of 
 that loss of efficiency which inevitably follows frequent 
 change of executives. 
 
 The growth of the school has never been great in num- 
 bers, for until the occupancy of its rooms in the new 
 building, its members have been strictly numbered by 
 available desks. But the constant effort has been to 
 keep its curriculum abreast of all proved and conservative 
 
12 
 
 library developments and to strengthen and enrich its 
 work whenever possible. 
 
 Despite the fact that its new quarters will accommodate 
 a few more students than in the past, the school has no 
 thought of modifying its entrance requirements or of 
 abating in even the slightest degree its insistence on high 
 personal qualities and an ample preliminary education. 
 

 
 •i J 
 
 y 
 
MELVIL DEWEY 
 
 Founder of the New York State Library School and Director of the New York State 
 Library and Library School, 1887-1905 
 
(SJtje (SruPSiH of tljc ICibraro ^rijnol 
 
 Melvil Dewey, Director of the New York State Library 
 and Library School, 1887-IQ05 
 
 Eighteen hundred and seventy-six is the red-letter 
 year of librarianship. It had become clear that the time 
 had come for the birth of a new profession with new 
 ideals. The old library was largely passive or asleep, a 
 reservoir chiefly concerned in getting in. The new dream 
 was of giving out, a life-giving fountain, an active, ag- 
 gressive, educating force in each community, large or 
 small. The old librarian was a jailer of his books; the 
 new was a missionary eager to carry his message to all 
 who had eyes to read or fingers to feel the raised letters 
 of the library for the blind. It meant revolutionizing 
 the public conception of librarianship. Its promoters 
 were not afraid to be called dreamers or fanatics; they 
 looked squarely into the future and saw that there must 
 come, as fast as hard work could bring them, four dis- 
 tinct factors, among others, in the new world movement 
 to which they pledged the rest of their lives. 
 
 1 A monthly journal, which would serve as a means 
 of constant communication among the missionaries of 
 the book. 
 
 2 An American library association for organized co- 
 operative work to be followed as growth warranted by 
 state and local library associations or clubs 
 
 3 A normal school which should select the best candi- 
 dates and give systematic training in methods and a con- 
 stant inspiration for the ideals of the new profession. 
 
 4 A state department to supervise, guide and promote 
 valuable legislation, secure deserved appropriations and 
 with the great power and resources of the commonwealth 
 foster and build up libraries as similar departments were 
 fostering the public schools. 
 
 So on October 3-7, 1876, in Philadelphia during the 
 American Centennial, the leading librarians of America, 
 with a few delegates from other countries, responded to 
 
 13 
 
H 
 
 the urgent calls of those who rashly rushed in where the 
 bibliographic angels feared to tread, and the American 
 Library Association was founded and began its marvelous 
 career of public usefulness side by side with the Library 
 Journal. The school and state department waited only 
 for favorable opportunity. 
 
 When the editor of the Journal and secretary of the 
 A. L. A. went to Columbia College as chief librarian in 
 May, 1883, he made it a condition of acceptance that he 
 be allowed to make this school dream real. At the first 
 meeting of the trustees, May 7, 1883, the new plan was 
 laid before that body. Within three months, August 
 1 6th, the preliminary report was read at the Buffalo 
 A. L. A. meeting. 
 
 Like every radical proposal, it excited criticism and 
 opposition. But its friends made prominent all said in 
 its support and judiciously forgot all opposition — except 
 as they could profit from it. May 5, 1884, the Columbia 
 trustees adopted by unanimous vote the plans submitted 
 by the director of the new school. 
 
 The conditions were a little difficult. They were: 
 
 1 That the conduct of the school should involve no 
 expense to the corporation. 
 
 2 That instruction in the school should be given by 
 members of the library staff in addition to their ordinary 
 duties. 
 
 3 That the school should be conducted in the library 
 building with such accommodations as could be found 
 there. 
 
 On the other hand, it was permitted that a moderate 
 tuition fee might be charged, and that the proceeds from 
 this source might be applied to any expense that might 
 necessarily be incurred in the administration of the affairs 
 of the school. Over two years' notice of the opening was 
 given. The plan of the course was worked out with experi- 
 mental classes made up from the Columbia staff, and meet- 
 ing in the director's office. President F. A. P. Barnard of 
 Columbia, a great educational seer, gave his warm sup- 
 port to the school from the first and urged it at each meet- 
 ing of the Columbia trustees. The chief librarian was 
 duly elected professor of library economy and director of 
 the school. Five or at most ten students were expected. 
 
is 
 
 From forty who applied twenty were se ected. Only two 
 were from New York City; Massachusetts and New York 
 sent five each; the other ten were from ten different states 
 and countries from California to England. January 5, 
 1887 the course began. The Columbia report of the 
 year says: 
 
 A fact exceedingly encouraging to those with whom this scheme 
 originated has been the intense interest manifested by the students 
 of the school in their work, and the untiring industry with which 
 they have followed it up; many of them often remaining at the library 
 to a late hour of the night, engaged in writing up their lecture notes 
 or in practising the methods taught in class. An evidence of their 
 appreciation of their opportunities was early manifested in an unani- 
 mous petition that the school term might be extended a month 
 beyond the limit originally assigned to it, which was from January 
 1st to April 1st. This comparatively brief period was fixed on and 
 announced before the opening in consideration of the fact that the 
 school was an experiment, the success of which was indeed hoped 
 for, but was not certain. 
 
 The director gave seventy-two lectures, W. S. Biscoe 
 twenty-six, and eighty-five other lectures were divided 
 among thirty-seven others. There was an average of 
 three lectures or visits for study of libraries each day. 
 On these visits there were quizzes next day. We quote 
 from the official report: 
 
 Each student states what he learned from the last preceding visit 
 that may be of practical service hereafter. The wide-awake com- 
 ments and discussions impressed the practical lesson of library econ- 
 omy much more closely, after the methods had been seen in actual 
 operation the day before. These examinations often required sev- 
 eral hours, time being taken to compare other methods, and show 
 samples collected from other libraries and at hand in the American 
 Library Association Museum of library appliances, which is arranged 
 in the classroom. These quizzes afforded opportunity to correct any 
 errors and to add to their notes points not appreciated till brought 
 out by discussion, questions and suggestions of the class. 
 Free criticism has been allowed, and there have been champions on 
 opposite sides of most questions, thus guarding against that narrow- 
 ness which assumes that the methods of any one library were neces- 
 sarily the best for others. In this way seventeen libraries were 
 studied from actual inspection, besides many more from printed or 
 written explanations of their methods supplemented with pictures, 
 samples etc., to serve as object lessons. As each topic is discussed 
 in the regular lectures, these visits are again utilized by drawing out 
 from the class the places where they saw the point practically illus- 
 trated. The skill and enthusiasm with which all this work has been 
 
i6 
 
 done have received from visiting librarians, and have merited, the 
 highest praise. 
 
 In many ways there have been expressions of interest in the school 
 beyond what is usual, and in repeated cases it has been intimated by 
 officers or owners that the school is looked to to supply hereafter 
 librarians or catalogers to certain prominent public libraries, and 
 also to comparatively small private collections. No more practical 
 approval of the work here done could be desired than this expression 
 of a wish to secure the services of the graduates of this school. 
 
 In short, the school has been full of hard work, but also full of 
 enthusiasm and helpfulness and inspiration to all concerned. Those 
 who doubted its success have been wholly convinced, when they have 
 seen what has been accomplished in the first year and the abundant 
 promise of still better work in the year to come. 
 
 The University Convocation of 1888 invited the chief 
 librarian of Columbia College to address them on the 
 general relation of libraries to education. At the close 
 of the address the following was unanimously voted: 
 
 Whereas, This Convocation believes that the time has come 
 when certain of our public libraries should be recognized as an 
 essential part of the State system of higher education and as 
 properly a factor with the academies and colleges in the com- 
 position of the University of the State of New York; and. 
 
 Whereas, To secure to the State the full advantages of such 
 recognition, it is necessary that proper provision should be made 
 by the State for advisory supervision and guidance of existing 
 institutions and for stimulating the formation of new libraries; 
 therefore, 
 
 Resolved, That this Convocation requests the Regents of the 
 University to take such action as may seem to them expedient 
 for giving to such libraries as their official inspection shall show 
 to be worthy the distinction, their proper place as a part of our 
 State system of higher education. 
 
 The school was the third and perhaps most important 
 of the four factors necessary for library success; a state 
 department with recognition and appropriations was at 
 ast in sight. There was obviously a great advantage in 
 making the pioneer school a part of the pioneer state 
 department. 
 
 In spite of the great public commendation of the new 
 work, Columbia had no appropriation for its support, and 
 the graver difficulty was the fact that the students were 
 mostly women so that the strong antiwoman faction then 
 dominant at Columbia felt justly that it was a grave 
 
MRS SALOME CUTLER FAIRCHILD 
 First Vice Director of the New York State Library School, 1887-1905 
 
17 
 
 menace to the barriers they had built against the admis- 
 sion of women to the university. These opponents of 
 the school, not for itself but because of the sex of most of 
 its students, threw their whole influence with its best 
 friends who wished to see the larger development pos- 
 sible on y by direct connection with the State Education 
 Department. By this curious combination of friends 
 and foes, the transfer which had been thought too difficult 
 to accomplish was brought about in April 1889. 
 
 The genesis of the library school, of necessity includes 
 these first two years at Columbia. 
 
 January 1, 1889, the proposer of these innovations 
 became secretary, treasurer and chief executive officer of 
 the University and also Director of the State Library. 
 
 At their next meeting held on January 10th, by request 
 of the Regents the new director spoke for an hour in the 
 senate chamber on his plans for the new work and traced 
 the remarkable resemblance between the development of 
 the common school system and the public library as edu- 
 cational forces. The public school, like the library, began 
 as a private enterprise, encouraged by churches, societies 
 of public-spirited citizens and by individual gifts. As its 
 vital importance to the public was more clearly under- 
 stood, the school was taken over for support by public 
 taxation; then step by step education boards or depart- 
 ments grew up in states, cities and towns. 
 
 The present generation, familiar with the wonderful 
 public school organization on which countless millions 
 are spent each year, finds it hard to understand how re- 
 cently there was a Public School Society in the city of New 
 York striving to educate the public to the point of creating 
 public boards and officers to which the society could turn 
 over its work and then disband. The chief lesson in this 
 great public school development was the need of sys- 
 tematic training of teachers, without which no satisfac- 
 tory work could be done. Profiting by the experience of 
 the schools, an absolute essential to satisfactory work in 
 the new field was seen to be provision for selecting and 
 training the best candidates for the new profession of 
 librarianship. 
 
 At this meeting the Regents voted their approval of the 
 Convocation request and pledged their hearty support for 
 
i8 
 
 the campaign outlined for rendering the public a great 
 educational service in the new field. 
 
 Perhaps we should speak of this period not as the 
 genesis but as the exodus, for it was certainly going to 
 the promised land of larger usefulness and opportunity. 
 
 The Regents minutes of their next meeting, July 10, 
 1889, bear this record about the new school (pages 542-48) : 
 
 The Chancellor also submitted in full the report and plan con- 
 cerning the Library School which he had asked the director to prepare 
 tor the use of the library committee. 
 
 [Director's report] 
 
 At the meeting of the Regents on January 12, 1889, the secre- 
 tary read the letter from Acting President Drisler of Columbia 
 College consenting to the transfer of the libra rv school, and gave 
 oral explanations of the work of the school, after which the fol- 
 lowing resolutions were unanimously adopted: 
 
 Resolved, That this Board approves the plan submitted by the 
 Director of the State Library for training librarians and cata- 
 logers in connection with the work of the library, giving them 
 instruction and supervision instead of salary for services rendered 
 to the library. 
 
 Resolved, That the Director of the Library be authorized to 
 employ such assistants as are found best fitted for the work and 
 are willing to give their services for a satisfactory time without 
 other compensation than the instruction and supervision fur- 
 nished by the library. 
 
 Resolved, That this Board accepts the proposition submitted 
 by the trustees of Columbia College through its committee on 
 course and statutes and its acting president to transfer to the 
 State Library the system of training conducted for the last three 
 years in Columbia College under the name of the Columbia 
 College School of Library Economy. 
 
 Resolved, That the library committee be directed to submit 
 to a later meeting of this Board a complete scheme for conduct- 
 ing this library training as a permanent feature of the State 
 Library. 
 
 Under the authority thus given, the Director of the Library about 
 April 1st received from Columbia College the entire collection of 
 books, pamphlets, appliances and other collections bought or given 
 to the library school. With the close of the winter term on March 
 30th, the Columbia authorities carried out their agreement to trans- 
 fer the system of training to the State Library, by formally discon- 
 tinuing the school and after settling all its accounts by transferring 
 #548.05 to the Regents, this sum being the total balance on hand 
 received from tuition fees after deducting all incidental expenses of 
 
19 
 
 the school, for which expenses no payments were ever made from 
 the college treasury. . . . 
 
 Over twenty applications have already been received for admission 
 to our training class next October, so we shall be able to select the 
 best from a large number, thus ensuring a high grade of students. 
 
 The first term has of necessity been an experiment as so many of 
 the conditions were new. That experiment has however proved an 
 entire success. It has been found that the State Library in its 
 organization and appointments, rooms and other facilities is much 
 better adapted to this work than was the Columbia College library. 
 It has also been made clear that the services of the pupils can be used 
 in our library to excellent advantage, so that it will be practicable to 
 carry on the school successfully without asking any large appropria- 
 tion for its support. With the great amount of cataloging and other 
 work to be done in our great library, this apprentice help can be used 
 here to much better advantage than at Columbia, where nevertheless 
 the school proved a marked success without a dollar from the treasury 
 for its support. All its expenses were paid by the fees of $50 for 
 each pupil and at the end of the three years a balance of nearly #600 
 was left with the college treasurer, which has now been transferred 
 to the Regents for the use of the school. 
 
 This experience makes it perfectly safe for the Regents to make this 
 training a permanent feature of the State Library, which under the 
 new law is an integral part of the University. Such a course is justi- 
 fied by the warm approval with which the plan has been received 
 and by the evidence from all parts of the country, and also from 
 abroad, that the school is doing an urgently needed educational 
 work which, if it be maintained and developed to meet the growing 
 demands, will bring great credit to the University. In addition to 
 the many commendations in the press and from individuals, the most 
 noteworthy since the last meeting is the hearty indorsement by the 
 American Library Association at its national convention held in 
 St Louis, May 8th-uth. As this association represents all the 
 leading librarians of the country its action seems entitled to be sub- 
 mitted in full. 
 
 [Extract from official minutes of American Library Association] 
 
 After further approval from prominent members the resolu- 
 tion for a standing committee was adopted unanimously. 
 
 Later in the session the committee on resolutions introduced 
 the following which was unanimously adopted: 
 
 Resolved, That the American Library Association hereby ex- 
 presses its high appreciation of the action of the Regents of the 
 University of the State of New York, in continuing the School 
 of Library Economy; and with a desire to aid in securing the 
 greatest efficiency of the school, the Library Association appoints 
 a committee of three as a committee of correspondence with the 
 authorities of the school. Said committee is hereby instructed 
 to inquire in what way they can be of service in promoting the 
 
20 
 
 objects for which the school is conducted, and to render such 
 service to the extent of their power. 
 
 The committee elected was: Prof. R. C. Davis, librarian, Uni- 
 versity of Michigan; Rev. E. C. Richardson, librarian, Hartford 
 Theological Seminary; Miss C. M. Hewins, librarian, Hartford 
 Library. 
 
 The school is no longer an experiment but a conspicuous success, 
 sure, if properly maintained, to accomplish great good and to win 
 widespread approval for the practical work of the Regents. It is 
 to meet no prospective or imaginary demand but one that is already 
 real and beyond its capacity to supply. Still more important, its 
 development does not involve the labor and mistakes incident to 
 most new enterprises, for its period of first experiments has been 
 successfully passed at Columbia and it is our good fortune to have 
 with us on our stafF nearly even' person who contributed in any con- 
 siderable degree to that success. 
 
 Finally, so long as necessary, the school can be creditably carried 
 on without special appropriation from the Legislature, though of 
 course it is desirable that a small sum should each year be placed at 
 its disposal. 
 
 In view of these unusual facts the Director of the Library feels it 
 his duty to urge on the Regents, through their library committee, the 
 wisdom of such action as shall insure a healthy, normal growth of 
 the important educational interest which has thus been committed 
 to their care. 
 
 Your honorable committee was directed by a resolution January 
 12, 1889, to submit to a larger meeting a complete scheme for making 
 the system of training librarians a permanent feature of the State 
 Library. After very careful consideration and consultation with 
 many eminent librarians specially interested in the subject, the 
 director recommends the following plan for your approval: 
 
 1 That the system of training maintained by Columbia College 
 for the past few years under the name of the Columbia College School 
 of Library Economy, which, under authority of the Regents, was on 
 April 1st transferred to the State Library and which has been suc- 
 cessfully carried on during the few months past, shall be made a per- 
 manent feature of the State Library to be known as the " Library 
 School." 
 
 2 That the school may occupy, for immediate instruction or other 
 purposes, so much as may be needed of the director's room and the 
 room adjoining on the third floor of the library, or, at the option of 
 the library committee, any rooms on the fourth or fifth floors, occu- 
 pancy of which will not interfere with the rights of readers or with 
 the regular work of the library. 
 
 3 That the money paid as tuition fees or given to the school shall 
 be devoted solely to its use and special expenses, and that no charge 
 be made for the use of the rooms, the books or other facilities pro- 
 vided for officers and readers of the State Library; but that so long 
 as the Legislature makes no appropriation for the support of the 
 
I 
 
21 
 
 school, its pupils are to expect no further expenditure, and only such 
 time from the officers of the library as may be a fair equivalent for 
 the services rendered the library by the pupils in their work under 
 supervision. 
 
 4 That the director be authorized to arrange for such lectures and 
 other instruction, outside that given by the library staff, as may be 
 volunteered or paid for out of the money received from the pupils 
 or other sources for the benefit of the school. 
 
 5 That, inasmuch as the school is not a charge on the treasury of 
 the State, pupils from other states who pass the examinations for 
 admission required from residents of this State, may be admitted on 
 the payment of such fee, not exceeding $ioo a year, as may be neces- 
 sary to cover the special school expenses of the year; for the residents 
 of this State, the annual fee shall not exceed #50, and both these fees 
 may be modified or remitted in special cases by the library committee. 
 
 6 That instruction be given for five days of each week from October 
 to June of each year, except legal holidays and Christmas recess. 
 
 7 That the subjects studied be as follows, subject to modification 
 for reasons satisfactory to the director: 
 
 JUNIOR YEAR 
 
 1st October-23d December: 12 weeks' instruction in cataloging, 
 accessioning and elementary library economy. One lecture daily. 
 
 24th December-2d January: 10 days Christmas recess. 
 
 January: 4 weeks on dictionary cataloging, with 1 lecture daily. 
 
 February: 4 weeks on classification, with 1 lecture daily. 
 
 March and April: 2 months on library economy, with 3 lectures 
 daily. 
 
 May and June: apprenticeship work in State Library and visits 
 with teachers to other libraries. 
 
 July, August and September: vacation. 
 
 SENIOR YEAR 
 
 During 9 months, October-June, 2 hours daily work for State 
 Library under supervision. Also 1 hour daily as follows: 
 
 Mondays: seminar, under M. S. Cutler. 
 Tuesdays: bibliography, under W. S. Biscoe. 
 Wednesdays: cataloging, under M. S. Cutler. 
 Thursdays: classification, under W. S. Biscoe. 
 Fridays: library economy, under director. 
 
 Also special instruction as follows: 
 
 October: advanced classification. 
 November: advanced library economy. 
 December: advanced classification. 
 January: advanced cataloging. 
 February: advanced dictionary cataloging. 
 March and April: advanced library economy. 
 May and June: advanced work in the library. 
 
22 
 
 8 That the department of Regents examinations shall, at such 
 intervals as may seem to the officers expedient, conduct examinations 
 in bibliography, library economy, cataloging and classification, and 
 shall award to those who satisfactorily pass the same, suitable pass 
 cards, certificates and diplomas, generally corresponding to those 
 awarded for other studies. 
 
 9 That there be established by the Regents, to be conferred only 
 on conditions to be hereafter prescribed, the degrees of B.L.S. and 
 M.L.S. on examination and, causa honoris, D.L.S. for bachelor, 
 master and doctor of library science. 
 
 10 That the secretary be authorized, on application from any 
 school, library or museum which either is or applies to become a 
 member of the University, to detail one of the staff to visit and give 
 needed advice and assistance in starting or reorganizing the same, 
 provided that the necessary traveling and hotel expenses shall be 
 borne by the institution asking the service. 
 
 11 That the office include in the annual report full information as 
 to the library school, and reprint in separate form, such parts as are 
 needed for wider circulation. 
 
 12 That the receipt of gifts to be disbursed as fellowships, scholar- 
 ships or otherwise to deserving students in the library school, be 
 authorized, provided that such receipt and distribution shall be in 
 accordance with the rules made by the Regents or the library 
 committee. 
 
 13 That for the double purpose of securing better services for the 
 State Library, and to encourage higher attainments among library 
 pupils, the Chancellor be authorized to appoint the most successful 
 students from the school as junior assistants in the State Library, so 
 far as the needs of the library may require and the appropriations 
 for salaries allow, and graduates so appointed may be reported as 
 holding State Library fellowships, and undergraduates as holding 
 State Library scholarships. At least one fellowship yielding $500 a 
 year shall be assigned to that graduate standing highest and passing 
 the best competitive examination therefor, and at least one scholar- 
 ship of the value of $100, $150, $200, ^250, or $300 as may be deter- 
 mined in each case shall be assigned similarly each vear to that under- 
 graduate in the school, who, besides excelling in scholarship, can 
 render in addition to school duties, services in the library of the value 
 of the scholarship assigned. 
 
 Respectfully submitted 
 
 Melvil Dewey 
 
 Director 
 New York State Library, 10 July, 1889 
 
 After discussion of the above report it was unanimously 
 
 Resolved, That the Hoard has heard with satisfaction the report of 
 the director, touching the school for the education of librarians in 
 connection with the State Library, and without committing itself to 
 the details set forth in the report approves the general action of the 
 
23 
 
 director in the premises as well as the continuance of the same, pro- 
 vided no financial liability on the part of the State be incurred. 
 
 (Regents minutes, page 548.) 
 
 These recommendations, with verbal changes, were 
 formally adopted at the Regents meeting of February 12, 
 1891, but the original draft is given here as giving clearer 
 light on the earliest steps that led to the formal announce- 
 ments in the printed circulars. 
 
 December 10, 1890, the Regents on recommendation of 
 the director voted (Regents minutes, page 39) : 
 
 Report on Library School. That the director append to the report 
 of the library for 1890 such a statement as may be necessary to give 
 the Regents and the public a clear idea of the work and methods of 
 the Library School. 
 
 Library instruction. That in view of the growing importance of 
 providing trained librarians and assistants for the libraries of the 
 State, the director be authorized to allow such of the library staff" 
 as may be fitted for the work, to give a part of their regular hours to 
 instruction of those who expect to become librarians. 
 
 Vice director of Library School. That Mary S. Cutler, who has 
 from the first been the director's assistant in charge of the detailed 
 work of the Library School, be given the title of vice director of the 
 Library School. 
 
 This completed the launching of the new school and 
 thereafter the official votes were only about routine 
 matters, the director and faculty being allowed full con- 
 trol of the school in accordance with the votes already 
 passed. 
 
 It will be noted in all this action that the Regents, 
 like the trustees of Columbia, gave their hearty approval 
 to the new idea, but coupled with all their authority the 
 provision that they should not be called on for necessary 
 expenses. This meant that the promoters of the school 
 were compelled to make bricks without straw; they had 
 their regular duties to perform and rather than have the 
 experiment fail of trial, without extra compensation 
 beyond the supreme pleasure of establishing a great work, 
 they gave their evenings, holidays and vacations to 
 unselfish, enthusiastic efforts for the new school. 
 
1883 
 May 7 
 
 August 1 6 
 
 1884 
 
 May 
 
 5 
 
 1887 
 January 
 
 5 
 
 November 
 
 10 
 
 1889 
 January 
 
 12 
 
 April 1 
 
 April 10 
 May 9 
 
 1890 
 June 9 
 
 December 10 
 
 QU]ronnlo0tral Nummary 
 
 Plan for a library school submitted to trustees of 
 Columbia College. 
 
 First A. L. A. committee on " a school of library 
 economy " appointed. (C. A. Cutter, librarian, 
 Boston Athenaeum, chairman; Mellen Chamber- 
 lain, librarian, Boston Public Library; B. Pick- 
 man Mann, librarian, U. S. Dep't of Agriculture, 
 Washington, D. C; Henry J. Carr, librarian, 
 Grand Rapids (Mich.) P. L.; Chester W. Merrill, 
 librarian, Cincinnati (O.) P. L. 
 
 Columbia College School of Library Economy estab- 
 lished by vote of trustees of Columbia College. 
 
 Columbia College School of Library Economy opened 
 for a three months' course (afterward extended to 
 four months) with an attendance of twenty regu- 
 lar students. 
 
 Second year opened and a two-year course estab- 
 lished. 
 
 Approval by Regents of the University of the State 
 of New York of plan for training in librarianship 
 submitted by Melvil Dewey and acceptance of the 
 offer of the trustees of Columbia College, to trans- 
 fer the Columbia College School of Library Econ- 
 omy and its collections to the New York State 
 Library. 
 
 Formal transfer of the school, its collections, and 
 money balance to the Regents of the University 
 of the State of New York. Name changed to the 
 New York State Library School. 
 
 First session in New York State Library. 
 
 Library school committee (now committee on library 
 training) made a standing committee of the A. L. A. 
 (R. C. Davis, librarian. University of Michigan, 
 chairman; E. C. Richardson, librarian, Hartford 
 (Conn.) Theological Seminary; Miss Caroline M. 
 Hewins, librarian, Hartford (Conn.) P. L.) 
 
 First library examination under regular charge of 
 the Regents of the University of the State of 
 New York. 
 
 Mary S. Cutler (Mrs Salome Cutler Fairchild), 
 given the title of vice director. 
 
 24 
 
o -5 
 
 w „ 
 
25 
 
 1 891 
 
 February 12 
 
 July 8 
 
 1892 
 1893 
 
 1894 
 
 
 September 
 
 21 
 
 1896 
 
 
 June 
 
 2 
 
 July 
 
 7 
 
 1897 
 February 
 
 
 December 
 
 
 1898 
 October 
 
 12 
 
 1899 
 May 
 
 23 
 
 1900 
 April 
 
 4 
 
 June 
 
 4 
 
 December 
 
 10 
 
 1902 
 March 
 
 1 
 
 1905 
 September 
 
 22 
 
 Rules for the conduct of the New York State Library 
 School adopted by the Regents. Minimum ad- 
 mission requirements fixed at high school gradua- 
 tion and degrees of B.L.S., M.L.S. and D.L.S. 
 established. 
 
 First public commencement and conferring of first 
 degrees and diplomas by George William Curtis, 
 Chancellor of the University of the State of New 
 York. 
 
 Harriot H. Sexton prize of $100 awarded for best 
 thesis written by a woman student of the school 
 on local public libraries and university extension. 
 
 A. L. A. comparative library exhibit prepared by the 
 New York State Library School for the World's 
 Columbian Exposition, Chicago, and in Decem- 
 ber 1893, added to the school's collections. 
 
 New York State Library School Association organ- 
 ized. 
 
 First lectures (by Mr William Howard Brett) in 
 alumni lectureship series established by the New 
 York State Library School Association. 
 
 First summer course (five weeks) begun. 
 
 School quarters moved from third floor of Capitol to 
 
 fifth floor (room 51). 
 First Library School Register (1887-97) issued. 
 
 Elective courses first introduced into senior year. 
 
 Summer course extended from five to six weeks. 
 
 Lecture room on seventh floor (71) provided for use 
 of Regents and Library School. School quarters 
 removed from room 51 (southwest tower) to room 
 59 (northwest tower) of the Capitol. 
 
 Reunion of New York State, Pratt, Drexel and Illi- 
 nois library schools in New York State Library. 
 
 A. L. A. exhibit prepared by New York State Library 
 for Paris Exposition of 1900 deposited with the 
 Library School collections. 
 
 Admission to regular standing limited to graduates 
 of registered colleges. 
 
 Resignation of Mrs Salome Cutler Fairchiid as vice 
 director of the Library School. 
 
26 
 
 1905 
 
 December 
 
 14 Resolution adopted by the Regents of the University 
 of the State of New York announcing their pur- 
 pose to continue the Library School and its estab- 
 lishment as a separate division of the Education 
 Department. 
 
 1 Resignation of Melvil Dewey as director and ap- 
 pointment of Edwin H. Anderson as director and 
 of James I. Wyer, Jr as vice director of the Library 
 School take effect. 
 June 16 First M.L.S. degree conferred. 
 
 1906 
 January 
 
 1908 
 June 
 
 1 
 
 October 
 
 1 
 
 March 
 
 29 
 
 1911 
 March 
 
 3° 
 
 September 
 
 18 
 
 1912 
 August 
 
 26 
 
 October 
 October 14 
 
 2 
 -15 
 
 Resignation of Edwin H. Anderson and appointment 
 of James I. Wyer, Jr as director of the New York 
 State Library and Library School take effect. 
 
 Frank K. Walter appointed vice director of the 
 Library School. 
 
 Destruction of the New York State Library and 
 Library School quarters by fire. 
 
 School exercises resumed in the State Normal College. 
 School quarters temporarily removed to Guild House 
 of Cathedral of All Saints. 
 
 School quarters in new State Education Building 
 
 occupied. 
 First session in the new school quarters. 
 Reunion of former students and visiting librarians 
 
 and dedication of State Education Building. 
 
^ s 
 
Summer ^PBatott 
 
 Corinne Bacon '03, Librarian, Drexel Institute Library, 
 and Director, Drexel Institute Library School 
 
 The New York State Library School offered its first 
 summer course in 1896. 
 
 The aim of this summer school was then, as it is now, 
 to offer to librarians of small libraries and to assistants 
 in larger libraries, who felt the limitations of their lack 
 of training, a short course which would broaden their 
 outlook and make them more efficient library workers. 
 Since the second year, only librarians or assistants already 
 in positions or under appointment to paid positions have 
 been considered eligible for entrance. At one time a 
 year's experience in a library was required for admission. 
 Library interests would suffer seriously if those having 
 no library experience should be allowed to take a six 
 weeks' course and to think that they were thus fully pre- 
 pared for professional service. It has seemed wise of 
 late years not to refuse training to inexperienced workers 
 already appointed to paid positions. This is quite dif- 
 ferent from allowing all who wished to do so to take the 
 six weeks' training in order to secure positions. 
 
 In planning the courses, the needs of the workers in 
 the smaller libraries, and more especially in the smaller 
 libraries of New York State, have been given the prefer- 
 ence. 
 
 Because of lack of accommodations or of instructors, 
 it has often been necessary to limit the number of 
 summer students. A large school with few instructors 
 does not result in the most profit to each individual 
 student. Summer school students differ so widely in 
 age, education, ability, and even in library experience, 
 that any collective handling of them will fail of the 
 utmost profit unless supplemented by many personal 
 interviews. When it has been necessary to limit the 
 number admitted, preference has always been given to 
 
 27 
 
28 
 
 librarians from New York State. No charge for instruc- 
 tion has been made to New Yorkers. To others, a fee 
 of $20 has been charged for the general course, while 
 special charges have been made for shorter courses. 
 
 Entrance examinations have not been required. At 
 first, candidates were expected to have completed a 
 full high school course or its equivalent, as a minimum 
 of general education. Of late years even this educa- 
 tional requirement has been dropped so far as librarians 
 from New York State are concerned, though still enforced 
 upon those coming from other states. 
 
 Thirteen sessions of the summer school have been 
 held, beginning in 1896 and ending in 1910. The ses- 
 sion of 1897 was omitted because of the confusion and 
 labor incident to the transfer of the regular library school 
 to its new quarters on the fifth floor of the State Capitol, 
 and because of the absence of several of the State Library 
 staff at the International Library Congress in London. 
 No session was held in 1906 because of the illness and 
 subsequent resignation of Mrs Salome C. Fairchild, who 
 was to have been in charge of the special course in selec- 
 tion of books, announced for that year. 
 
 The omission of the summer sessions of 191 1 and 1912 
 was due to the fire of 191 1 which left the State Library 
 sorely crippled in regard to proper accommodations. 
 
 The course has usually covered six weeks. The three 
 exceptions to this were in 1896 (5 weeks), 1898 (between 
 4 and 5 weeks), 1902 (between 5 and 6 weeks). 
 
 The first summer school was held from July 7th to 
 August 10th, 1896. Seven of the succeeding sessions 
 began in May and five early in June. This change in 
 date was made for three reasons: (1) the faculty of 
 the State Library School and others in charge of depart- 
 ments of the State Library, many of whom would be 
 away during July and August, would be on hand to lec- 
 ture or to hold personal consultations with students; 
 (2) outside lecturers could be heard by both the regular 
 Library School and the summei school; (3) summer 
 school students would have the chance to meet the stu- 
 dents in the regular course, which was likely to prove 
 of advantage to both. 
 
29 
 
 The following instructors have been in charge of the 
 school: 
 
 1896 Myrtilla Avery Class of 1895 
 
 1898 Harriet Howard Stanley Class of 1895 
 
 1 899-1900 Mary Floyd Williams Class of 1899 
 
 1901-03 Mary Louisa Sutliff Class of 1893 
 
 * 4" -* >Corinne Bacon Class of 1903 
 
 1907-10) y J 
 
 The lectures have been given by the faculty of the 
 Library School and other regular members of the State 
 Library staff, and by visiting librarians. 
 
 Three hundred and fourteen students have attended 
 the 13 sessions. Of these, 19 were men and 295 women. 
 One hundred and ninety-six came from libraries in New 
 York State and 118 from libraries in other states. Of 
 this latter number, Massachusetts led with 19 students; 
 Ohio sent 14; Indiana 10; Connecticut 9; Pennsylvania 
 7; Iowa, Illinois, New Jersey, Texas and Virginia 5 
 each; Missouri, Tennessee and Washington, D. C. 4 
 each; Michigan 3; California, Georgia, Kentucky, Minne- 
 sota, Vermont and Washington (state) 2 each; Alabama, 
 Delaware, Louisiana, Maine, Maryland, New Hamp- 
 shire and Wisconsin 1 each. 
 
 Four summer students afterward entered the regular 
 
 Summary of Attendance 
 
 TOTAL 
 
 ATTEND 
 
 ANCE 
 
 
 FROM 
 
 WOMEN 
 
 NEW 
 
 
 YORK 
 
 20 
 
 II 
 
 14 
 
 8 
 
 17 
 
 9 
 
 25 
 
 16 
 
 20 
 
 7 
 
 28 
 
 22 
 
 19 
 
 1 1 
 
 15 
 
 9 
 
 5 
 
 2 
 
 36 
 
 33 
 
 4i 
 
 27 
 
 27 
 
 20 
 
 28 
 
 21 
 
 FROM 
 OTHER 
 STATES 
 
 1896. 
 I898. 
 I899. 
 I9OO. 
 I90I. 
 I902. 
 
 General. 
 General . 
 General. 
 General . 
 General . 
 General . 
 
 1903 I Cataloging and classification 
 
 1904. 
 
 1905. 
 1907. 
 1908. 
 
 1909. 
 1910. 
 
 Totals 13 
 
 Bibliography and reference 
 work 
 
 Administration 
 
 General 
 
 General and two special 
 courses 
 
 General 
 
 Two special courses (con- 
 secutive) 
 
 21 
 
 IS 
 20 
 
 28 
 20 
 32 
 20 
 
 15 
 
 S 
 39 
 
 4i 
 
 30 
 
 3H 
 
 ?9 
 
 295 
 
 196 
 
 10 
 
 7 
 1 1 
 12 
 
 13 
 10 
 
 9 
 
 14 
 
 8 
 
 9 
 118 
 
Four plans have been tried in arranging summer 
 school courses, (i) The general course (1896-1902, 
 1907-9) covering classification, book numbers, cata- 
 loging, trade bibliography, reference work, accession- 
 ing, shelflisting, bookbinding, loan systems, book selec- 
 tion and ordering, rooms and fittings, administration of 
 a small library. The ground covered has varied some- 
 what in different years as to the number of subjects 
 covered and the length of time given to each. (2) The 
 special course (1903-5) with one or two subjects run- 
 ning through the entire session. (3) General and special 
 courses (1908). (4) Special courses, consecutive, three 
 weeks each (1910). 
 
 It is mpossible to state here the number of lectures 
 given and names of lecturers for each year of the general 
 course. In 1909, which may be considered a typical 
 year, 85 lectures were given, 39 of which required from 
 2 to 4 hours technical work in connection with them. 
 Other lectures called for collateral reading or examina- 
 tion of library material. The subjects were as follows: 
 
 SUBJECTS 
 
 Cataloging 
 
 Classification and book numbers 
 
 Book selection 
 
 Principles 
 
 Aids 
 
 Morality in fiction 
 
 10 novels of 1909 
 
 7 recent books on sociological topics. 
 
 A. L. A. booklist 
 
 Some interesting biographies 
 
 N. Y. S. L. best books list 
 
 Editions 
 
 Publishers (3) 
 
 Administration 
 
 Reference 
 
 Work with 
 
 hildren . 
 
 Trade bibliography 
 
 Rooms and fittings 
 
 Loan work 
 
 Shelflisting 
 
 Accessioning 
 
 Bookbinding 
 
 Government documents 
 
 The State Library 
 
 Mending 
 
 Work of the Division of Visual Instruction 
 
 Work of the Division of Educational Extension. 
 
 NUMBER OF 
 LECTURES 
 
 19 
 12 
 
 LECTURERS 
 
 Miss Bacon 
 Miss Hawkins 
 Miss Bacon 
 
 Miss Bascom 
 Mrs Harron 
 Miss Wheeler 
 
 j Miss Brown 8 
 ) Mr Wyer 1 
 Mr Walter 
 I Miss Lyman 4 
 | Miss Eaton 1 
 Mi Hiscoe 
 Mr Eastman 
 Miss Bacon 
 
 Miss Rhodes 
 
 Mi Walter 
 
 Mi Wyer 
 ft 
 
 Miss Crissey 
 Mr Abrams 
 Mr Eastman 
 
3i 
 
 NUMBER OK 
 SUBJECTS .„,»„„.,.„ LECTURERS 
 
 J LECTURES 
 
 The psychological moment i Miss Freeman 
 
 Ideals of librarianship I Mr Wynkoop 
 
 Book-buying i Mr Peck 
 
 The library in a small town as the center of educational 
 
 activities I " 
 
 Albany i Miss Wheeler 
 
 In 1903, the following announcement was made: 
 
 ' To meet the growing demand from librarians unable 
 to afford the time and expense of the two-year course, 
 we offer instruction in rotation in three great groups of 
 subjects: administration, cataloging and classification, 
 reference work and bibliography. A librarian may in 
 this way take six weeks of instruction each summer 
 . and so in four years take the general outlook 
 and the three special courses, thus completing with earnest 
 work a very creditable course. . . . It is possible 
 that in future the general course may be given up and 
 students desiring it referred to the Chautauqua Summer 
 Library School." (Handbook, 1903, pages 269-70.) 
 
 It was afterward proposed to give a fourth special 
 course on selection of books, but this was omitted because 
 of Mrs Fairchild's illness. 
 
 A return to the general course brought us, in 1907, 
 39 students, 33 of whom were New Yorkers, and in 1908, 
 41 students, 26 of whom were New Yorkers. In 1908, 
 a special course in work with children was also given, 
 but the majority of the New Yorkers elected the general 
 course. 
 
 These figures seemed to show that we could best serve 
 the libraries of our own State by offering a general 
 course, supplemented by special courses. 
 
 Special courses in reference work and in selection of 
 books were offered in 1908, but so few students applied 
 for these subjects that the courses were not given. 
 
 In 1909, a general course was announced, also special 
 courses in reference work and government documents. 
 Again such a small number of students applied for the 
 special courses that they were not given. 
 
 In 1910, a fourth plan was tried. Two consecutive 
 courses were offered, each to last three weeks. Students 
 
might enter for either course or for both. This accom- 
 modated those librarians who could not take more than 
 three weeks for study, and yet enabled those who could 
 take six weeks to cover more varied ground than in the 
 special course of previous years. Those who took both 
 lines of work covered all the subjects treated at length 
 in the general course except administration, selection of 
 books and work with children, and covered more ground 
 in reference, government documents and bibliography 
 than had heretofore been possible in the general course. 
 
 This plan appeared to work well and the faculty were 
 considering the advisability of giving the general course 
 (announced for 191 1) every other year, with special 
 courses in the alternate years, when the fire put an end, 
 temporarily, to summer school work. 
 
 In closing this account of one of the most interesting 
 and important activities of the State Library, three 
 tributes are due. 
 
 A tribute of appreciation should be given to the 314 
 students whose faithful work and unfailing enthusiasm 
 made the hours of teaching them a pleasure. Only 
 those who have tried it know what it means to give all 
 of one's vacation to hard work in hot weather, as did 
 many of these students. It is to be hoped that this 
 will not be necessary in so many cases in the future. 
 Much is being written of efficiency and of scientific 
 management. Library efficiency means a trained and 
 rested librarian, and trustees who manage their libraries 
 scientifically must come to realize both the necessity 
 of training and of playtime. 
 
 One of the best known librarians in New York State, 
 without lectures from whom no summer school seemed 
 complete, will be greatly missed in future sessions. Mr 
 A. L. Peck's unconventional, terse, stimulating way of 
 putting things, his unfailing humor, his spirit of help- 
 fulness to those in small libraries will never be forgotten 
 by those who heard him. 
 
 And last, but not least, to Mr William R. Eastman, 
 for twenty years a member of the State Library staff, 
 is due from the instructors in charge of the summer 
 school, as well as from its many students, a measure 
 of appreciation and gratitude that is hard to put into 
 
33 
 
 words. Mr Eastman's knowledge of the problems of 
 the smaller libraries, his sympathy with their many diffi- 
 culties, his youthful enthusiasm, his desire for the suc- 
 cess of a school which would give the untrained librarian 
 a broader view of her work, as well as help to solve her 
 technical difficulties, has contributed in a very large 
 degree to such success as the school has so far attained. 
 
£mu $nrk $5>t<\ti ICtbrarrj ^rljool Aasnnation 
 
 Bessie Sargeant Smith '97, Supervisor of Smaller 
 Branches Cleveland (0.) Public Library 
 
 As the number of the alumni of the New York State 
 Library School increased and the influence of the school 
 became more far-reaching, a desire was expressed by 
 many of the graduates that there might be some tan- 
 gible means by which the mutual relations of alumni 
 and school should be strengthened. This desire brought 
 definite results in September 1894, when a meeting 
 of several students was held at Lake Placid during 
 the conference of the American Library Association. 
 At this time a committee consisting of one member from 
 each class was selected to consider the advisability 
 of forming a permanent association. After a few days 
 Mr J. L. Harrison, the chairman, reported that this 
 committee was in favor of such an association and read 
 a constitution which the committee had drafted. This 
 constitution was adopted, an association formed and Miss 
 Katharine L. Sharp formally elected as its first president. 
 Despite its substantial and enthusiastic beginning the 
 association maintained a passive existence for a few years 
 until Miss Isabel E. Lord was chosen secretary-treasurer, 
 when it took on new vigor. Much of the present firm 
 basis upon which the organization stands is due to the 
 thought given it during the years of Miss Lord's service. 
 
 The association was formed with three objects in 
 view: to promote social intercourse among its members, 
 to advance the interests of the New York State Library 
 School and to cooperate in the work of the American 
 Library Association. In its second year the associa- 
 tion showed definitely its very real wish to fulfil these 
 objects in its decision to establish an alumni lecture- 
 ship at the school. The lectures were to be delivered 
 by persons of high professional standing who should be 
 selected by the executive committee of the association 
 after consultation with the school faculty. The subjects 
 
 34 
 

35 
 
 of the lectures were designed to be of special interest 
 to undergraduates and were determined upon by the 
 persons giving them. The following year, 1896, Miss Ada 
 Alice Jones, chairman of the committee, reported at the 
 annual meeting of the association that Mr W. H. Brett 
 had been selected for the first of the alumni lecturers 
 and that the time of his stay at the school had been the 
 occasion of both pleasure and profit for the students. 
 Other lectures on the alumni foundation were given by 
 Mr C. W. Andrews, who discussed the subject of bibliog- 
 raphy; Doctor E. C. Richardson, who gave some unusually 
 scholarly lectures on classification, which have since 
 appeared in book form; Mr W. D. Orcutt, so well fitted 
 to speak on the special subject of fine printing; Miss 
 Isabel E. Lord; Mr F. A. Hutchins; and Mr J. I. Wyer, Jr. 1 
 The undergraduates hearing these lectures expressed 
 the unanimous opinion that they had been well worth 
 while and that they had brought fresh viewpoints from 
 outside. Much regret therefore was manifested when 
 it seemed wise to discontinue this arrangement, but after 
 careful consideration and consultation with the faculty 
 it was deemed expedient to use whatever funds were 
 at the disposal of the association in ways more needed. 
 This resulted in the establishment of a student loan fund 
 to be drawn upon for the benefit of good students in 
 need of some financial assistance to finish their second 
 year at the school. The distribution of the fund was 
 made upon the recommendation of the faculty. By 
 this means the association hoped to further good librarian- 
 ship and add excellent librarians to the profession. 
 Assistance thus offered has been requested to a limited 
 degree only, but in each instance has been given with 
 profit and received with expressions of appreciation. 
 
 In 1900, to give further evidence of interest in the 
 school, a committee was appointed to ascertain facts 
 regarding the instruction and work in the library school 
 and to report the following year. At the next meeting 
 the chairman of the committee, Miss Edith E. Clarke, pre- 
 sented a report which had been compiled after much 
 careful investigation. It was then voted to continue 
 
 1 A full list of lecturers and subjects is given on pages 37-38. 
 
36 
 
 this work under an advisory board whose purpose should 
 be " to learn the condition of affairs in the New York 
 State Library School, to obtain the opinion of former 
 students regarding its work and interests and to suggest 
 any changes or improvements that may seem to them 
 advisable." This close-range inspection of the various 
 courses given has enabled members of the advisory board 
 from their own actual experiences in the field to offer 
 many suggestions. On their recommendation certain 
 changes have been made: a more adequate course of 
 instruction in public documents has been added to the 
 curriculum and has proved advantageous; the instruc- 
 tion in cataloging has been adapted to meet more fully 
 the demands of public library work; the course in business 
 methods has been enlarged and outside librarians with 
 practical experience have been invited to lecture on this 
 subject; some splendid lectures on the subject of binding, 
 which had not hitherto been given, were presented ; lec- 
 tures on the use of technical books have been included; 
 the subject of work with schools has been developed and 
 the study of " the Library and the community " intro- 
 duced as an elective. Many of these additions to the cur- 
 riculum had been under advisement by the faculty but 
 were put more speedily into operation because of the sug- 
 gestions of the advisory board. Our board always has 
 had a very real interest in the welfare of the school and 
 it is because of mutual confidence that the relations 
 between it and the faculty have been most friendly. This 
 board has also accomplished much in bringing the school 
 and its alumni closer together and in increasing the feel- 
 ing of vital interest in the work of the school on the part 
 of the alumni. A great deal of this has come about 
 through the personal efforts of Mr A. L. Bailey who for 
 several years has given his time and service unstintingly 
 as chairman of the board. 
 
 An effort has been made to help members become 
 acquainted with each other and to advance social inter- 
 course among them. The annual dinner has become a 
 regular feature of the association. This is held during 
 conference week of the American Library Association 
 when a larger number of alumni are gathered together 
 than at any other time, and without doubt the circles of 
 
37 
 
 acquaintance of many alumni have in this way been 
 enlarged. The feeling of esprit de corps thus fostered 
 has borne evidence in the interest graduates often show 
 in the work of other graduates. 
 
 As a body the association has been always in the fore 
 in seeking to cooperate with the American Library Asso- 
 ciation. Its members serve on various committees of 
 the A. L. A. and have proved ready to give help in other 
 ways whenever asked. That a place on the regular pro- 
 gram of the A. L. A. is given our association is ample 
 proof that we have made ourselves a body with force 
 enough to be recognized. 
 
 While the growth of the membership has not been 
 large, it has been continuous and, in proportion to its 
 possibilities, commensurate with that of alumni asso- 
 ciations of other schools. Membership in the associa- 
 tion is open to all former students who have been at 
 the Library School at least one year and who pay an 
 annual fee of one dollar. There is evident in the asso- 
 ciation an ever increasing sense of the responsibility it 
 owes to its Alma Mater which is fundamentally the reason 
 for its existence and to which each member looks for 
 the highest ideals of librarianship. 
 
 The following is a complete list of the lectures of the 
 alumni course supported by the association: 
 
 YEAR AND LECTURER 
 
 POSITION 
 
 NO. 
 
 SUBJECTS 
 
 
 
 
 LEC. 
 
 
 I896 
 
 
 
 
 
 William Howard Brett M. A. 
 
 Librarian 
 
 Public Li- 
 
 3 
 
 Librarianship. Cleve- 
 
 
 brarv, 
 
 Cleveland, 
 
 
 land Public Library. 
 
 
 0. 
 
 
 
 History 
 
 1897 
 
 
 
 
 
 Frederick Morgan Crunden 
 
 Librarian 
 
 Public Li- 
 
 O 
 
 Withdrew at a late hour 
 
 M. A. 
 
 brary, 
 Mo. 
 
 St Louis, 
 
 
 on account of ill 
 health 
 
 1898 
 
 
 
 
 
 Herbert Putnam B.A. Lir.D. 
 
 Librarian 
 
 of Con- 
 
 2 
 
 Library buildings; eve- 
 
 LL.D. 
 
 gress 
 
 
 
 ning lecture, illus- 
 trated. Administra- 
 tion of Boston Public- 
 
 1899 
 Frank Avery Hutcnms 
 
 
 
 
 Library 
 
 Sec. Wisconsin Free 
 
 3 
 
 Work of the Wisconsin 
 
 
 Library 
 
 Commis- 
 
 
 Free Library Com- 
 
 
 sion 
 
 
 
 mission 
 
38 
 
 YEAR AND LECTURER 
 
 1901 
 
 Ernest Cushing 
 M.A. Ph.D. 
 
 Richardson 
 
 1902 
 Clement Walker Andrews M.A, 
 LL.D. 
 
 1903 
 Charles Ammi Cutter 
 
 1904 
 William Howard Brett M. A. 
 
 1 90S 
 James Ingersoll Wyer, Jr M.L.S. 
 
 1906 
 Isabel Ely Lord B.L.S. 
 
 1907 
 William Dana Orcutt 
 
 Librarian Princeton 
 University Library 
 
 Librarian John Cre- 
 rar Library, Chi- 
 cago 
 
 Librarian Forbes Li- 
 brary, Northamp- 
 ton, Mass. 
 
 Librarian Cleveland 
 Public Library and 
 dean Western Re- 
 serve University 
 Library School 
 
 Librarian University 
 of Nebraska Li- 
 brary 
 
 Librarian Pratt In- 
 stitute Free Li- 
 brary, Brooklyn 
 
 University Press. 
 
 Cambridge, Mass. 
 
 NO. 
 LEC. 
 
 Classification theoret- 
 ical and practical: 
 the order of sciences; 
 the classification of 
 books. (14+248P. D. 
 N. Y. 1901. Scribner 
 $1.25 net ) 
 
 Guides to scientific 
 literature 
 
 Notes from the art sec- 
 tion of a library. 
 (22p. O. Bost. 1905. 
 A. L. A. Publishing 
 Board (Library tract, 
 No. 5) ) 
 
 Relations of the public 
 library and the li- 
 brary school to other 
 educational activities 
 
 United States govern- 
 ment documents. 
 (78p. O. Albany 
 1906. (Library School 
 Bulletin 21) ) 
 
 Some notes on the prin- 
 ciples and practice of 
 book-buying for li- 
 braries. (i8p. O. 
 N. Y. 191 1. Library 
 Journal) 
 
 2 The art of printing 
 
®ljr 2frui fork Bttxtt ICtbrary §>riiool from tljr &tua?nt*B 
 
 Point of Hinu 
 
 Two classes of persons are chiefly responsible for the 
 New York State Library School and its influence on 
 library work. The faculty, among whom changes have 
 fortunately been few and usually rather widely sepa- 
 rated in time, have been a continuous body and it is 
 they who are in most part responsible for the contents 
 of the course and the technical methods taught. A 
 general summary of what they have been able to do along 
 these lines appears in the annual reports of the school. 
 The school's traditions, its prestige and its influence are 
 largely due to the personal and intellectual qualities of 
 its students and their professional attitude both as stu- 
 dents and as active librarians. They have in no incon- 
 siderable degree contributed to the changes in curriculum 
 which have from time to time been made and on their 
 continued interest and cooperation the future of the 
 school will in large measure depend. 
 
 This chapter has been devoted to a series of articles by 
 former students because of the students' part in the making 
 of the school and because no chronicle of faculty doings, 
 or summary of formal courses offered or record of exam- 
 ination grades can give an adequate idea of the spirit 
 which is the basis of the individuality of any institution, 
 unless such official record is supplemented by some 
 account of what the students did and what they thought 
 of the school while they were an active part of it. The 
 articles cover, at or about five-year intervals, the entire 
 period of the school's life. None are written by any 
 one at present officially connected with the school and 
 no comment on curriculum, on faculty, or on general 
 conditions is due to official suggestion or has been censored 
 by official editing. They are therefore a record of what 
 those who have been here really think or have thought 
 of the school and its work. 
 
 The articles are in many cases frankly reminiscent 
 and full of personal allusions which will interest those 
 
 39 
 
4° 
 
 who have been students here rather than those who have 
 not. This, indeed, is one of the main purposes of this 
 chapter: to enable every one who has ever been con- 
 nected with the school to refresh his memories of its 
 past and n this way to preserve and increase his interest 
 in its present and its future. 
 
 ®ljr (Unlumbia (EoUrne ^rltool of ICtbraru iErmumui from a 
 g>tuurnt's ^tattupmnt' 
 
 Mary Wright Plummer '88, Principal, Library School 
 oj the New York Public Library 
 
 Perhaps no body of instructors ever had a more expect- 
 ant class or one more ignorant of the subject to be entered 
 upon than were most of the members of the School of 
 Library Economy on the 5th of January last. It is 
 almost a wonder that the ferment of energy and enthu- 
 siasm with which we listened to and attempted to follow 
 our instructions did not burst out the walls of the super- 
 annuated building, for it was a clear case of new wine 
 in old bottles. 
 
 We began at once on our work under the instructors 
 appointed, applying ourselves first to the attainment of 
 the library hand. Later we were allowed a choice be- 
 tween this and a printed hand, and several adopted the 
 latter. 
 
 More than one family were astonished in these first 
 days to receive letters written and superscribed in char- 
 acters abjured since childhood, for the enthusiasm went 
 so far as to make this almost a test of class spirit. 
 
 If I remember right, the next step was acquaintance 
 with the accession book, as being simplest. We used 
 loose sheets similar to those of the condensed accession 
 book. From this we went on to gain a slight knowledge 
 of the writing of shelflists and condensing of titles, 
 giving but a short time to this as we were to return to 
 it later. 
 
 1 This article, which was read by Miss Plummer at the Thousand Island Conference 
 of 1887, is here reprinted, by her permission, from the Library Journal (12:363-64). 
 To keep its strictly contemporary character, no changes have been made, even though 
 tin- conditions as described in the paper have in many cases been greatly changed. 
 
4i 
 
 The writing of catalog cards came next. For some 
 time this was done on slips of author and subject sizes, 
 until we could be trusted to take the regular cards. Piles 
 of books were brought up to us to be cataloged, and we 
 took them as they came, without selection. Our pre- 
 vious instruction on the slips had been in systematic 
 order — biographies for a few days, then analytical, 
 then works in series, etc., so that we might master the 
 writing of one kind of card before going to another. 
 
 During practice hours the instructors remained with 
 us, overseeing our work, making suggestions, and answer- 
 ing questions with almost infinite patience. The time 
 was all too short, however, to conquer thoroughly the 
 vast amount of detail, and the apprenticeship term was 
 of great value in confirming our uncertain impression 
 of what we had been taught. From carding we went to 
 classification, which proved fascinating but difficult. 
 Only a few of the class elected to devote themselves to 
 this during the apprenticeship term, the majority pre- 
 ferring to work at cataloging. Some weeks were spent 
 in carding according to the dictionary system, and with 
 this the term virtually ended. 
 
 It was not merely during the appointed hours of prac- 
 tice that we worked, for there seemed to be a general 
 disposition to fill up the odd moments. Some busied 
 themselves with cyclostyling, some with the Hammond 
 typewriter, others with reference work and the elabora- 
 tion of their lecture notes. 
 
 For one or two weeks our notes were taken down by 
 ear, without much idea of what they meant, in the faith 
 that some day we should look them over and find that 
 practical experience had made them comprehensible. 
 This proved true only in a measure, but the plan now 
 inaugurated of a short term of practice before the lecture 
 course will do away with this difficulty. The questions 
 asked will probably be more intelligent and notes can 
 be taken with full understanding. 
 
 It is greatly to be hoped that the lecture courses in 
 the future may be arranged so as to bring together dis- 
 courses on the same or kindred topics; by this means, 
 the mind may remain upon one subject until it be exam- 
 ined on all sides, avoiding the waste of energy that must 
 
4^ 
 
 come from a continual change of the subject under con- 
 sideration. Such an arrangement would also facilitate 
 the taking of notes in topical order. 
 
 As to our interest in the lectures, I think some of the 
 eminent librarians who had hardly said their last word 
 before they were surrounded by eager questioners and 
 greeted with individual applause, can answer for that. 
 The lectures might be divided into two kinds — the 
 technical and the inspiring; the former aroused practical 
 discussion, the latter enthusiasm, and the combination 
 was a good one. It was noticeable that nothing that 
 appealed to the missionary spirit appealed in vain. 
 
 When the apprenticeship term began, the value of 
 actual and constant practice soon became evident. 
 Reference books and aids to cataloging that had been 
 but names to us became a continual need, and we soon 
 learned to form a judgment, albeit a crude one, of their 
 relative merits. 
 
 There has been expressed by several of the class, in 
 my hearing, a doubt whether it is best for the school to 
 attempt to teach more than one system of cataloging, 
 considering the short time during which many of the 
 class have the benefit of its instructions. In school 
 parlance, we found ourselves " mixed up " by the dif- 
 ferent methods taught, so that when we came to be 
 apprentices we had to relearn some things in order to 
 do our work correctly. 
 
 The convenience of training in languages was very 
 apparent, more so, doubtless, than if our apprenticeship 
 had been in an ordinary library. To meet a want in 
 this direction, a class in German was started, under one 
 ol the staff, and proved helpful. Several of us would 
 be glad if the third year's course might include a review 
 at least of our studies in languages, ancient as well as 
 modern. 
 
 The plans with which many entered the school suffered 
 changes and may undergo more before the end of the 
 apprenticeship year. Our ignorance of the many depart- 
 ments, the infinite detail, and the higher aims of librarian- 
 ship, led us to make hasty choice of future work, which 
 was modified or reversed as we gained insight. Fitness 
 for special lines developed itself and seemed almost to 
 
f^jpi 
 
 EDWIN HATFIELD ANDERSON 
 Director, New York State Library and Library School, 1906-08 
 
43 
 
 force a choice in some instances. One feeling however 
 was common to the class, that, whatever place and 
 whatever division of labor might fall to our lot, we 
 should not be satisfied with less than our best work, 
 now that we had a standard. With the untried enthu- 
 siasm of tyros we even yearned for small libraries in 
 straitened circumstances, that so we might show how 
 much could be done with a little. 
 
 I have intimated that the class was ambitious, in- 
 dustrious, conscientious, enthusiastic; all this would 
 sound like self-praise if I had not intended all along to 
 account for it in great part by the patient painstaking, 
 the persevering energy, and contagious zeal of the faculty 
 of the school. If the class be called a success, it is 
 greatly owing to the ability and the generous spirit with 
 which it was managed. 
 
 din 1830-01 
 
 Edwin Hatfield Anderson '92, Assistant Director, New 
 York Public Library 
 
 My days at the Albany Library School during the 
 winter of 1890-91, are now so far away that I have 
 rather vague recollections of them. I can therefore only 
 touch upon a few points which stand out after the lapse 
 of twenty-one years. 
 
 Librarians are sometimes inclined to smile when appli- 
 cants for positions give a fondness for books as a reason 
 for wishing to take up library work. Yet I remember 
 it was my own inclination in this direction which brought 
 the library school to my attention. 
 
 Having been some years out of college when I entered 
 the school, I naturally found the close study of the many 
 details of library work, and especially the minutiae of 
 cataloging, very irksome. When I tried to learn to 
 write catalog cards in " library hand," I felt like an ele- 
 phant trying to do fancy needlework. I shall never for- 
 get the gory red of the reviser's corrections on my cards. 
 I was inclined to cavil at many of the minute, not to 
 say fussy, details of cataloging. I still think some of 
 
44 
 
 them were fussy; but I had not been long engaged in 
 practical library work before I saw reasons for most of 
 those minute details. I suppose there is no more assured 
 maker of college curricula than the freshman, and I 
 remember that during my first term in the school I 
 had little doubt that I could vastly improve its curri- 
 culum. Now, after twenty years' experience as a li- 
 brarian, during which I have had more or less to do with 
 the management of three library schools, I am not so 
 confident. 
 
 In general I believe the advantage of library school 
 training over mere experience in a library without the 
 special training, is due to the fact that at the schools 
 there is a concentration of experience. If one learns 
 only one library's methods, it is a comparatively narrow 
 experience. At the schools various methods are studied 
 and discussed and a broader view of the general situa- 
 tion acquired. The individual libraries are prone to 
 self-satisfaction with their own methods; and self-satis- 
 faction is a sure sign of arrested development. 
 
 For personal reasons it was necessary for me to get all 
 I could from the school in one school year. I was for- 
 tunate therefore in being allowed to attend many of the 
 lectures given before the senior class as well as those 
 given before my own. Thus, in an informal way, I 
 was able to take in one year an eclectic course, supple- 
 menting my junior work with some senior lectures. 
 
 On the personal side it is interesting to note that two 
 of my classmates, Miss Sharp and Miss Robbins, became 
 heads of other library schools, and another, Miss Foote, 
 of a training class in a large library; while Miss Kroeger, 
 who was a senior when we were juniors, afterward had 
 the responsibility of the management of still another 
 school. Counting myself, therefore, who later stood 
 godfather, as it were, to two schools and for two and one- 
 half years was director of the New York State Library 
 School, there were five of us at Albany in the winter of 
 icSoo-91 who were afterward called upon to administer 
 such schools. 
 
 Unfortunately it was necessary for me to earn a little 
 money while pursuing my studies. So for several months 
 I acted as librarian of the Albany Y. M. C. A., devoting 
 
45 
 
 part of my afternoons and most of my evenings to it. 
 As a result of this overwork I grew thin and pale, and 
 when I returned home my friends seemed to think I 
 had been through a long and severe illness. I shall 
 never forget the search for a " job " which followed. I 
 thought for a while the library profession was determined 
 to get along without my services. In those days it was 
 not necessarily an advantage to have had library school 
 training. The school was new and not very well known, 
 and among librarians the old idea of learning by doing, 
 rather than by special study, was in popular favor. 
 Like the colleges and universities, and more especially 
 like the schools of engineering, law, medicine, the arts 
 etc., the library schools have had to demonstrate their 
 practical usefulness before employers could be persuaded 
 to look with favor upon their product. Any new kind 
 of school begins with a strong prejudice against it. It 
 was long the prevailing idea that the place to study law 
 was in a law office, not in a school. But the advantages 
 of organized study in the modern law school are no longer 
 questioned; and among sensible people the advantages 
 of study in a good library school are now generally con- 
 ceded. It was not so, however, in 1891 and after some 
 anxious search it was with considerable relief that I 
 accepted the first position I could get, that of cataloger 
 at fifty dollars a month. When I see today how the 
 libraries are competing for the output of the library 
 schools, I realize how conditions have changed in twenty- 
 one years. The demand for school-trained people is 
 now greater than the supply. 
 
 Schools, of whatever sort, can only put their students 
 in the way of learning; they can not really educate them. 
 Colleges and universities can only familiarize their stu- 
 dents with the use of the tools of knowledge. So the 
 library schools can not produce well-rounded nor fully 
 informed librarians. They can only point the way which 
 the student must afterward travel for himself. Further- 
 more the schools can only do their best with the human 
 material which comes to their hands. If the student 
 has not in himself the making of a first-rate librarian, 
 the school can not put it there. Robert G. Ingersoll once 
 said that colleges were places " where brick bats were 
 
46 
 
 polished and diamonds dimmed." The rhetoric is pung- 
 ent, but the facts are otherwise. Ingersoll made the 
 mistake of expecting the colleges to manufacture dia- 
 monds. They can refine, not transmute, the material 
 with which they work. The like is true of the library 
 schools; and we have no right to expect that they will 
 turn out library geniuses unless they have potential 
 geniuses upon which to work. Just now, it seems to 
 me, the best way to improve the product of the schools 
 is to persuade better equipped people to attend them. 
 
 £foro lork #tat? library ^>rlj0fll 1B95-9T 
 
 Isabel Ely Lord '97, Director, School of Household Science 
 and Art, Pratt Institute, Brooklyn, N. Y. 
 
 On October 2, 1895, the class of 1897 gathered (at 
 9.30 a. m. as duly ordered by letter) and its members 
 seated themselves meekly behind the class of 1896, in 
 31a, which was then the lecture room of the school. 
 Miss Mary S. Cutler met them and gave out the program 
 (with one m) for the fall term, distributed lists of faculty 
 and of both classes, and gave the necessary information 
 as to " settling in." There were but ten seniors, but 
 they loomed very large to the juniors, who numbered 
 twenty-two. Only the presence of two men in the class 
 enabled the juniors to hold up their heads before the 
 wholly feminine senior class. 
 
 Tables that served as desks for the students were in 
 31 and 33, with Miss Cutler's quarters in the far corner 
 of 31 -- very literally the center for the life of the school. 
 Those juniors who had entered on examination found 
 in their odd moments time to discuss such quotations 
 as " Give a sketch of American literature from the begin- 
 ning with special reference to spirit and tendency, not 
 to individual authors." " Mention and characterize in 
 a few words ten famous persons who have died within 
 the last year." " Outline the most important work of 
 the egislature of your own state during its last session." 
 " Choose for careful description some one great insti- 
 tution from the 13th century." And still the wonder 
 
47 
 
 grew how any had passed. Or they compared notes 
 as to the results of the letter received in the summer 
 from Miss Cutler and beginning: " Allow me to call 
 your attention to the importance of mastering the library 
 hand before the opening of the term." 
 
 But there were not many odd moments, with a pro- 
 gram that called for five lectures of cataloging a week, 
 with a minimum of forty hours' work, one reading sem- 
 inar, with nominally four hours' and really at least ten 
 hours' work, four hours of general lectures, and at least 
 four of reading, and with all the ways of a library to 
 learn. There were yellow requisition slips to be filled 
 out for everything we needed to buy, and manila V slips 
 for anything we needed to use for " the State." There 
 were the mysterious abbreviations to be learned that 
 were now to be our signatures, and which began such 
 brief (V slip) notes as " Please write a trifle larger hand," 
 " Make the words a trifle more compact," " Please in- 
 sert Joaquin Miller in title," ' Please see F. W. before 
 you go." 
 
 Into all this the class plunged with energy and a due 
 amount of gaiety. To them fell the unusual fortune 
 of having Miss Ada Alice Jones as instructor in elementary 
 cataloging, and to the credit of the class be it recorded 
 that in their saddest moments of depression on the 
 impossibility of living up to A. A. J.'s standard, they 
 still rejoiced that she was training them. The time 
 flew till the day of reckoning in December, when the 
 examination in elementary cataloging tested the class - 
 and it met the test. " Real " cataloging began early 
 in those days, and at least one member of the class of 
 1897 still has a copy of the first card she wrote for the 
 New York State catalog, on December 2, 1895. The 
 time flew again till the close of the year and 1896 departed, 
 with two B.L.S. degrees and three diplomas. Septem- 
 ber 30, 1896 brought the class of 1897 back, reduced now 
 to fifteen, but with eighteen juniors to " train in." The 
 reduction was partly due to the fact that this was the 
 first year of the application of the doctrine of " election " 
 to the senior class. Grades were given promptly, so 
 that one was not kept in suspense as to whether one had 
 " satisfactorily completed " a subject, but by the new 
 
4* 
 
 ruling one might pass gloriously as far as grades went 
 and yet not be " invited " as the polite term was, to 
 continue. Of course we all felt we were personally fitted 
 to do library work, but we had no way of knowing 
 whether the authorities of the school agreed with us. 
 Some of the reduction was for personal reasons that 
 lost us members we were loth to lose. We certainly 
 mourned our lessened numbers. One of the first efforts 
 of that politically exciting year was to discover that all 
 but one senior and all but three juniors were unreserv- 
 edly " gold " and only curiosity brought them all out 
 one day to watch Mr Bryan drive by. 
 
 Soon came, in February 1897, the move to the fifth 
 floor, because the Senate committees wanted our quarters, 
 and we packed up cheerfully, not realizing that soon 
 the Library School would be sent higher yet, until finally 
 fire should eliminate the old familiar body that we knew, 
 leaving only the spirit to find itself a new dress in the 
 beautiful building now almost ready for it. In our 
 fifth floor quarters we were provided with real desks, 
 an improvement that was much appreciated by every- 
 body, but perhaps most by the cleaning women, since 
 now a library school student could actually put a few 
 things away. 
 
 But we had little time to play with our desks when the 
 Publishers' Weekly had to be checked in order to show 
 our intelligence as to the selection of books, and when 
 everybody's number came back every week fairly gay 
 with red checks that expressed disapproval. Many a 
 student gained then that fear of a wrong purchase that 
 inhibits his or her action today, when he or she sits in 
 high places; one shudders even now to think of one's 
 responsibility. 
 
 The " library trip " of the first year was to Springfield, 
 Hartford, Northampton, Boston, Salem, and Wellesley. 
 The working hours each day were approximately seven- 
 teen, and the number of questions on the official mimeo- 
 graphed list was 179. The social events are counted 
 into the schedule, as they were practically required, 
 and it would be untrue to memory not to record that 
 the Pratt Institute Library School came soon after us, 
 with a much lighter schedule and a vigorous freshness 
 
n 
 
 w a 
 
 (£ PC 
 
 •^ U 
 
 Pi c 
 
 O .a 
 
 * m 
 
 & a 
 
 O to 
 
 o 
 

49 
 
 that made them distinctly unpopular with the weary 
 N. Y. S. L. S. The proud reward for our trip was a 
 Transcript editorial of which one sentence read " The 
 interest which this company of young women has awak- 
 ened is due quite as much to their sincerity and earnest- 
 ness as to the novelty of their position." But Pratt was 
 included in that too. 
 
 The second year's trip took the school to Vassar, 
 Newark, and Greater New York, with a meeting of the 
 New York Library Club. It seemed less strenuous than 
 that of the year before, but that may have been because 
 of longer experience. 
 
 The social side of the school life centered at 3 1 5 Madison 
 avenue, where Mr and Mrs Dewey always left the latch 
 string out for the library school. Many an informal 
 dance did they enjoy there, and whenever dear Mr 
 Cutter was a guest he waltzed about ecstatically with 
 the tallest girl obtainable. At the opening of their 
 senior year the juniors gave a party for which the fol- 
 lowing invitation was printed on a lurid red folder, with 
 three black pins stuck viciously through, and a witch 
 riding a bicycle depicted at the beginning: 
 
 Ninety-seven witches of experience dire 
 
 In the ways of black art and tricks of red fire 
 
 Hereby command ye blithsome, careful mortals 
 
 Fearful to draw nigh unto the Dewey portals 
 
 When in the lurid light of Hallowe'en 
 
 Dark secrets of the future ye may glean. 
 
 At eight — At ten 
 Away again ! 
 
 It is good evidence both of what good times we had, 
 of what archaically early hours we kept. 
 
 But out of all the many impressions of class instruc- 
 tion, class discussion, private books examined, books 
 read, books studied, discussion, library routine, hours 
 of grind, moments of gaiety, there arises one impression 
 so much bigger and so much more enduring than all 
 the others that it dominates them wholly — the impres- 
 sion of personalities embodying for us the ' library 
 spirit." Not the rules we learned, the books we cata- 
 loged, the facts we acquired or the decisions we made, 
 but the people who gave us our start in library work — 
 they were the big thing. 
 
50 
 
 First came our faculty. In and out from time to time 
 Mr Dewey flashed, giving us in terse, vigorous, staccato 
 phrases, practical directions and ideals all mixed inex- 
 tricably, but with a power of incentive that sent us long 
 and far. Miss Jones set a standard of accuracy and of 
 patience in detail that none of us have ever reached; 
 Mr Biscoe awed while he inspired us to a desire for some 
 infinitesimal part of the knowledge that was his; Mr John- 
 ston goaded us almost to desperation and certainly to 
 sp endid effort and some good results by his swords of 
 witticism drawn and thrust while he looked his laziest; 
 Miss Wheeler set us a standard of judgment that we 
 struggled for then and after; and dear little Miss Wood- 
 worth comforted and encouraged us and greeted each 
 birthday with a rose. But always from that desk in 
 the corner came what counted most. It was Miss Cut- 
 ler's ideal of life and work that we saw clearest, her 
 patient consideration of every point, her insistence on a 
 philosophic, an ethical, and an economic basis for our 
 work, her never-failing sense of justice, her ignoring of 
 the pettiness of personalities, her generous giving of the 
 very best she had -- it was all these that made the largest 
 influence of the New York State Library School for 
 many and many who still bless her name. 
 
 From outside they came too — Mr Larned, with his 
 scholarly calmness and his simple, fine ethical standard; 
 Mr Brett, with the beautiful childlike quality that made 
 his splendid achievement dear to us all; Mr Foster, whose 
 modesty was even greater than Mr Brett's and from 
 whom we gained a further glimpse of the characteristics 
 of the true scholar; Miss Hewins, with that quality in 
 both literary judgment and wit that made her seem 
 almost too good to be true; Miss Hannah James, whose 
 vigorous common sense and relentless holding high the 
 standard stirred us to shame at our own lack of accom- 
 plishment; Miss "London" James, bringing her broad 
 social interest and her own delightful freshness in point 
 of view; Mr Solberg, whose gentleness was so palpably 
 that of strength; Miss Sharp, whose mental clearness 
 and brilliancy alternately incited and discouraged us; 
 Mr Dana, gloomy and discouraging without, but offering 
 us much food for thought and inspiration to achieve; 
 
5i 
 
 Mr lies, who flew in and out almost as fast as Mr Dewey, 
 leaving a trail of pungent and wise sayings; and dear 
 Mr Cutter, more beloved perhaps than any, who in the 
 very citadel of the D. C. raised his lance for the E. C, 
 never making converts, so far as one knows, but gaining 
 the respect, the admiration, and the warm affection of 
 every one of us. 
 
 These are they who come back as one writes currente 
 c alamo, so that they are real impressions. From them 
 the class of 1897, like its predecessors and successors, 
 got the greatest thing that any school can give — an 
 ideal lived out by fine personalities. Whether one has 
 been able to do much or little, whether one has occupied 
 a hidden corner in the big library world, or has sat on 
 the throne (larger or smaller) of administration, or has 
 slipped out of that world altogether, wherever one has 
 gone and whatever one has done, the library school 
 years have had their harvest. 
 
 Uraura from a Jtourttal of (fur IGtfr in Albany 
 IGrst uir iflornrt! 
 
 Charles James Barr '02, Assistant Librarian, John 
 Crerar Library, Chicago, III. 
 
 As Twain remarks of the Innocents on the Quaker 
 City, it was a carefully expurgated company of aspirants 
 who found themselves " enrolled among the select " 
 in the fall of 1900, with the privilege of letting loose their 
 intellects on the accumulated store of knowledge com- 
 monly denominated library science. Fourteen seniors 
 had returned to deal patronizingly with the thirty-five 
 newcomers. Nineteen hundred two was blessed with a 
 plentiful stock of genuine feminine enthusiasm most 
 refreshing to one who had accustomed himself to an 
 attitude of standing by to watch the young folks play. 
 The presence of an occasional scoffer, or one whom the 
 bitter experience of the pedagogue had made more or 
 less indifferent to the appeal of the uplift, but added to 
 the zeal of the more ardent elements in the class. 
 
5* 
 
 The school that year had rather an unusual percent- 
 age of male stock — unlucky thirteen ? — which fact pos- 
 sibly added some interest for the faculty in the outcome 
 of the year's work. Nine promising youths (?) entered 
 with the class of 1902 and did their best to look wise 
 and take a leading part in all weighty discussions of 
 " the modern library movement." 
 
 Room 59 could not accommodate all the newcomers, 
 as well as members of the faculty and staff whose duties 
 warranted the honor of assignment of space in school 
 quarters. The restraining influence of the latter in 
 curbing the effervescing spirits of students with social 
 proclivities could hardly be dispensed with, even from 
 eight to ten p. m. " Conversation even in low tones 
 strictly prohibited! " In consequence three of our " Hah- 
 vahd " men were relegated to 56. 
 
 The faculty of that day had seen little change of per- 
 sonnel from those who had helped to found and build 
 up the school. Mr Dewey and Mrs Fairchild were 
 still in charge and doing their part to inspire students 
 with lofty ideals lor their chosen profession and an appre- 
 ciation of the fellowship which prevails among the rank 
 and file of those engaged in the work. 
 
 As was to be expected of classes made up so largely 
 of graduate students, many of whom had already wrung 
 a meager living from the work-a-day world for longer or 
 shorter periods, all had soon settled down to serious 
 routine work, which involved faithful attendance upon 
 lectures and long periods of detailed study during the 
 open hours of the library. To some of the ardently 
 ambitious it was a matter of regret that the doors closed 
 at ten o'clock at night, as they were primed for their 
 best efforts at that hour. For others it became an estab- 
 lished routine that an hour thereafter must be given up 
 to wild dissipation, the details of which can not be here 
 mentioned with propriety. (There were no moving- 
 picture shows in those days!) 
 
 Aside from the excitement of the chase after the mastery 
 of the proper use of capitals, commas and semicolons in 
 manuscript cataloging, there was the joy of doing " State 
 time - a term eschewed by the faculty, but so aptly 
 suggestive that it appealed strongly to the student mind. 
 
 
S3 
 
 The long hours of durance vile devoted to the State 
 were sometimes regarded as a means by which the toil 
 of the staff was lightened at the expense of the unre- 
 munerated student, who must have experience. 
 
 A goodly number, however, braved the terrors of the 
 civil service and found themselves entitled to serve as 
 members of the staff on terms that helped to keep the 
 wolf from the door. This service had in it an element 
 of real experience which appealed to the man who hoped 
 to nail a good job at the conclusion of his course. 
 
 The lectures provided by the school from those out- 
 side gave many opportunities to know the " lights " of 
 the profession at first hand. A mere enumeration of 
 the treats offered would prove the value to those who sat 
 in rapt attention, but space forbids. The lectures pro- 
 vided from the fund of the alumni association were note- 
 worthy for their scholarly character. 
 
 Occasionally discussion of affairs of state attracted us 
 to the legislative halls where we were privileged to note 
 how the machinery of government is run. It is unlikely 
 that the students of that day will soon forget their 
 opportunity to hear Mark Twain discuss in his inimitable 
 way the proposal to regulate the practice of osteopathy. 
 His venerable aspect and his dry humor made him the 
 center of interest, rather than any logical argument he may 
 have endeavored to persuade himself he was presenting. 
 
 The experience of boarding-house life in Albany had 
 an element of interesting novelty for those who had the 
 sense of humor to help them to take its characters at 
 their true value. The social life of the school and the 
 student body had much to offer that was thoroughly 
 enjoyable. A variety of outdoor recreation was offered 
 through the generous thoughtfulness of the faculty and 
 the resourcefulness of the students themselves. Mr 
 Dewey's surrey, generously contributed, gave many a 
 pleasant hour as relaxation from work that would other- 
 wise have made Jack a dull boy. Skating parties in 
 winter enjoyed the Pine Hills pond and the hospitality 
 of Mr and Mrs Fairchild. 
 
 The circus, the dog show (" I haven't done the same 
 thing since, have you?"), the omnipresent street grind 
 organs, and the stock companies at the theaters all 
 
54 
 
 attracted their quota of patronage in parties of students 
 who were ready to go " dutch." It was that spirit of 
 casting aside the formalities and going in for a lark which 
 made for good fellowship and established so many genuine 
 and lasting friendships. This atmosphere was perhaps 
 more novel to those who had come from universities 
 and colleges exclusively for one sex, than to those of 
 us who had been undergraduates at coeducational insti- 
 tutions. 
 
 Indoors the ladylike game of ping-pong was then in 
 vogue and had its devotees who enjoyed a " quiet game." 
 The Regents' tower room was frequently the scene ot 
 activity, until the Regents overheard and enforced the 
 law. Dancing appealed to a sufficient number so that 
 evenings devoted thereto were frequent and a " lovely 
 time was had." The occasional presence of the faculty 
 members and their families at these functions added zest 
 to the game and kept us all young in spirit. Spectators 
 were excluded; every one in attendance was required to 
 take a turn. 
 
 The classes were repeatedly indebted to Mr and Mrs 
 Dewey for their generosity in opening their home for 
 festivities and receptions. Not least among these occa- 
 sions was the Hallowe'en party given by the class of 
 H)02 to 1003. A feminine committee with all the re- 
 sourcefulness of born hostesses and full-Hedged kinder- 
 gartners combined, kept the male contingent on the 
 jump for some days previous, and on that memorable 
 night served up an article of entertainment that for 
 variety would put the modern vaudeville show to shame! 
 Resides the customary decorations, stunts and kt eats," 
 there were a sheet and pillowcase disguise and a real 
 live fortune teller whose marvelous powers of character 
 reading made many a man tremble tor fear his buried 
 past would be revealed. To cap the climax of the even- 
 ing there was the famous " parlor-football " contest with 
 the faculty pitted against naughty-three, for the little 
 silver trophy engraved " Presented by the class of 1002," 
 and intended to pass on from year to year as an incentive 
 to future contests. Fortunately the faculty won this 
 initial game in spite of the fact that they were handi- 
 capped by the early departure of the sublibrarian in 
 
< £ 
 
 ►J — 
 
 « 6 
 O a 
 ° °. 
 
 ►_. 4) 
 
 8o 
 
 p 
 p 
 
 H 
 
55 
 
 charge of bibliography and classification. It was whis- 
 pered among the naughty-threes that the faculty were 
 surreptitiously aided by the extra wind of the breezy '02s, 
 but thus the juniors were taught a necessary lesson in 
 humility. 
 
 The famous valentine party of February 1902 will go 
 down in history as the red-letter social event of library 
 school days. The clever variety of entertainment, the 
 attractive decorations and the scintillating wit and 
 humor of the verses dedicated to St Valentine made the 
 event one that will be long remembered by those present. 
 Doubtless more than one man has since had a tender 
 spot for the game of hearts. 
 
 The school junkets of 1901 and 1902 were as complete 
 a realization of delights long anticipated as rarely falls 
 to the lot of the eager enthusiast. The earlier trip 
 included New York and vicinity, Philadelphia, Baltimore 
 and Washington. We visited three new buildings, those 
 of New York University, Jersey City and Newark. 
 Classes were organized into committees that spent the 
 precious moments in critical examination of methods, 
 conscious that the day of reckoning would come when 
 reports must be submitted in class. However, there 
 were those who stole away long enough to store up memo- 
 ries of rathskellers, facetious barkers on " Seeing Wash- 
 ington " cars and similar excitements. To those of us 
 who hailed from the " woolly west " where there are no 
 centers of culture, the wonders of the metropolis and the 
 capital city were a revelation. 
 
 And now to pass to the closing days of our connection 
 with the school; it was a happy arrangement that brought 
 the A. L. A. conference of 1902 to Magnolia, and per- 
 mitted the attendance of the school in a body after its 
 visit to the libraries of New England. What could be a 
 more perfect realization of Paradise than New England 
 in June ! Magnolia with its rocky coast, its sailboats 
 manned with well-schooled salts, a glorious moon at its 
 best, and who could be lured to meetings or even dances 
 indoors ? Then there were the attractions of the " Pop 
 concerts," the Harvard Yale game and other commence- 
 ment festivities. All this was a fitting climax to two 
 years of preparation for a new work; for, while it may 
 
56 
 
 have made the toil directly after seem prosaic, it wove 
 into the memories of our days in Albany a glimpse of the 
 joys of librarians at play, and it is then, if they have a re- 
 deeming sense of humor and do not take themselves too 
 seriously, that they are at their best. 
 
 " I now at the close of the examination in Auld Lang 
 Syne declare that prior to this examination I had no 
 knowledge of what questions were to be proposed, and 
 have neither given nor received more aid than I could 
 get." 
 
 C. J. Barr 
 
 As it was tit 1905-00 
 
 Chalmers Hadley '07, Librarian, Denver (Col.) Public 
 
 Library 
 
 " Nothing now is left but a majestic memory " was 
 doubtless our thought when news of the State Library 
 conflagration was received. In our mind's eye we saw 
 the flames burst from below into the school above and 
 then curl upwards, while we exclaimed with the excited 
 student in her grief: "Well, room 71 is warm at last! " 
 
 Recollections of library school really begin with the 
 trip to Albany when first we realized the importance of 
 the letter " S," in every phase of New York life, from 
 sausages to Sing Sing. There were Spuyten Duyvil, and 
 Shinnicock, Shawangunk, Shinhopple, Seawanhaka, Sem- 
 pronius, Schaghticoke, and finally that classic suburb of 
 the capital city, Saugerties. 
 
 Every little city has an odor of its own and in Albany 
 there prevailed a faint mustiness as of a house long closed. 
 All senses were awed, however, when we beheld the red 
 roofed pile which surmounted the hill. The fame of its 
 million dollar stairway had gone abroad, but its steps 
 were trod by the lords of the State and not by meek library 
 students whose way led past the Lunacy Commission and 
 Charity offices to the elevator. 
 
 Fortune smiled that first Albany day, for the lift was 
 lifting and we were hoisted to the accompaniment of di- 
 verse creakings which dropping oil from above failed to 
 assuage. Cordial greetings warmed our hearts and then 
 we beheld Santa Florence, patron saint of students, gentle 
 
57 
 
 of voice and manner, but withal a collector of bears. 
 Evidences of thoughtfulness abounded and assistance was 
 given in search for boarding houses. Popular places were 
 on Beaver, Tiger and Fox streets, but many timid stu- 
 dents from the far west beyond Schenectady preferred 
 living on Dove or Swan. Elk street was a favorite, but 
 fewer residents on that aristocratic thoroughfare openly 
 took boarders. 
 
 The first day was devoted to inspecting the city and 
 estimating its resources for a two years' sojourn. The 
 most esteemed pleasure of Albanians seemed to be the 
 consumption of " contrabands," a mint-flavored molasses 
 confection. For the less extravagant, there was always 
 Washington Park, a converted cemetery, with its beauti- 
 ful paths where one could walk sedately. One soon 
 realized the wisdom of locating the library school in a 
 secluded spot, far from human distractions, where there 
 was every incentive to complete the library course as 
 quickly as possible. 
 
 The second day promised excitement, for then would 
 come the official inspection of newcomers. Expectations 
 were high for it had been specified that all admitted should 
 " have freedom from marked physical defects " - mental 
 ones were not mentioned. Surprise therefore was un- 
 bounded when we beheld a manly youth bending wild- 
 eyed over cramped fingers as if fatally twisted. These 
 contortions ceased entirely, however, with the mastery of 
 library handwriting, long before the writer became editor 
 of the Publishers' Weekly. 
 
 We gazed about with interest and noted the talented 
 woman responsible for the high price of red ink and the 
 registrar of pleasant mien. 
 
 The Websterian gentleman to the left already has per- 
 fected his plans to capture the vice directorship of the 
 school. Behind him sits a strawberry blonde from Michi- 
 gan with a love for fine raiment. Gorgeous in his silk tile, 
 he mingles in the Elk street parade on Sunday, while the 
 lower class gazes in admiration. 
 
 School work began with book selection and John Hali- 
 fax, Gent., was considered for admittance to public 
 libraries. Having seen that book for years in libraries, 
 all felt safe in recommending it. 
 
58 
 
 Then came the opening reception at the Deweys. Who 
 will ever forget the thrilling personality of the host or his 
 hospitable home? Floors were cleared for a dance to 
 music from the pianola, presided over with the same suc- 
 cess that the Booklist now enjoys. 
 
 A start was made in classification and the ladies dis- 
 covered that in 920, but one point separated them from 
 idiots, cranks and fools. This narrow margin also di- 
 vided limbus patrum from limbus infantum and in spite 
 of a very general impression, neither proved to be con- 
 tagious diseases. 
 
 Then came the deluge — classification, book selection 
 and cataloging, with this order reversed every forty-eight 
 hours, until all sense of time and direction were lost. 
 
 In November Albany became surcharged with excite- 
 ment, due to the annual boarding up of Moses' statue in 
 the park. On Thanksgiving day the coveted invitation 
 to the director's home fell to our foreign friend, the 
 Viking, who described two notable dishes enjoyed as 
 " a great bird and a russet pie which was formally 
 parted." 
 
 In December the junior class asserted itself in favor of 
 less cataloging. The faculty listened politely and cata- 
 loging continued without a break. 
 
 January saw the egg blowing contest, and the flames 
 which finally melted the silver trophy were not fiercer 
 than the windy efforts to win the little cup. The month 
 was notable for the arrival of the new reference librarian, 
 a Wiry gentleman from the West and an extraordinary 
 live one. 
 
 The coming of the new director of the school made a 
 notable spring which was marked also by examinations. 
 The State of New York is a suspicious commonwealth 
 and to prevent fraud, desks must be cleared. Following 
 a portentous silence, a bell is struck which paralyzes the 
 students' few working brain cells and then follows a wild 
 rush and the devil take the hindmost. It was then that 
 the problem came: ' Plan a library building to cost 
 #25,000 for a city of 10,000 inhabitants, the annual book 
 increase being 1000 volumes." The most interesting de- 
 sign showed a marble edifice with four courts, covering a 
 city block, with fountains and gold fish and a statue of 
 
w w 
 M 8 
 
 o 
 
59 
 
 Minerva by MacMonnies at the entrance. The designer 
 has since devoted herself entirely to cataloging in 
 Cincinnati. 
 
 The annual trip of library inspection was interesting. 
 For two weeks, at the rate of three a day, libraries were 
 visited and copious notes were taken concerning the pins 
 which supported the book shelves, the demonstration of 
 picture bulletins, and the actual space required by a reader 
 for his complete comfort. Statistics and libraries became 
 somewhat confused at the last and the institutions which 
 stood out most vividly as successful ones were those where 
 lunch had been served. 
 
 School work was over and then instead of a period for 
 mental and spiritual discipline, the year appeared all 
 beautiful in time's procession. Friends were made, 
 foundations laid and we realized with Jean Paul that 
 memory is the only Paradise out of which we could not 
 be driven. 
 
 din 1910-12 
 
 Mrs Elizabeth G. Potter '12, Instructor, Library School 
 of the University of Wisconsin 
 
 To the members of the class of 19 12, assembling for the 
 first time, the massive Capitol seemed like a mysterious 
 maze, whose winding corridors led in every direction 
 except that in which we desired to go. The cheerlessness 
 of the halls, the crowded reading-room with its sea of 
 strange faces cast over us a shadow of apprehension; but 
 when the threshold of the library school study room had 
 been passed we seemed surrounded by that warmth and 
 cheer which will forever be associated with Albany. The 
 clasp of the hand and the tone of the voice gave a message 
 of welcome and we instinctively felt that our instructors 
 were also our friends. 
 
 As we drew the little slips of white paper which would 
 decide the desks we were to occupy during the coming 
 year, we glanced about to see whom our classmates were 
 to be and listened to their voices. There came to us the 
 soft drawl of the southerner, the broad vowels of the New 
 Englander, the refreshing breezy phrases that told of the 
 
6o 
 
 great plains of the middle West, and now and then the 
 unfamiliar words of a foreign tongue. In fact a more cos- 
 mopolitan group would be difficult to find. Here were 
 those who still seemed to be wearing the mortarboard and 
 gown of college days and others whose maturity bespoke 
 years of experience in library work and in that still larger 
 school of the world. But all had assembled for the same 
 purpose and were filled with the same earnest enthusiasm. 
 
 If some had entered the school with sordid motives; if 
 the lure of salary or fame had led them to take up this 
 work, all such thoughts were quickly dispelled. For were 
 we not to be the " educators of future generations " and 
 the leaders in a great cause' It was somewhat appalling 
 at first to realize that we were to raise the standard of 
 culture throughout the country, but we went bravely to 
 work, following our leaders through the maze of bibliog- 
 raphy, and carefully concealing our catalog cards, gaudy 
 with red ink, in a box plainly marked " In case of death 
 to be destroyed without opening." 
 
 And so the busy days sped by. We lived and worked 
 like one great family. Our faculty, devoted to our inter- 
 ests, planned every detail of our work with careful con- 
 sideration, the colored janitor gave the desks of the 
 southern girls an extra polish, and Jerry, as he regulated 
 the speed of the elevator, inquired with concern whether 
 we had found the " economic family." 
 
 Of course there were days when we declared that the 
 work was too heavy; when we thought that one of our 
 friends in the Capitol was right when he said, " They do 
 hand it out to them library students pretty liberal and 
 they ain't forgettin' Sundays and holidays either"; and 
 there were times when we told each other how we would 
 run a library school, but in the end we looked back at our 
 grumbling with a smile, declaring there were few flaws in 
 the course provided for us. 
 
 Spring had just begun to take the chill out of the air, 
 when we awakened one morning to find the New York 
 State Library in ashes. As we stood on the street corner 
 watching the smoldering flames, which now and again 
 burst forth with renewed energy and played with awful 
 beauty within the narrow confines of the tower, we won- 
 dered how this great library could ever be restored. But 
 
6i 
 
 we did not doubt that the work would go on, for we knew 
 our director and his staff. It was not long before we were 
 all assembled in the aud torium of the State Normal Col- 
 lege, and Mr Wyer standing before us held up one poor 
 charred volume saying, " My friends, this is the New York 
 State Library." Upon so small a foundation were plans 
 quickly laid for the future; comfortable quarters were pro- 
 vided at the State Normal College, lectures delivered, 
 books purchased, and with only a day's interruption our 
 work proceeded with its former interest and efficiency. 
 As we looked upon the blackened walls of the Capitol 
 we realized how great a calamity had fallen on the State 
 but we were also filled with admiration for the courage 
 and energy of our faculty. There was no faltering, no 
 hesitation but a marvelous spirit of determination to 
 save what was possible from the ruins and to rebuild 
 upon the same broad lines. 
 
 To the class of 191 2 there was one gleam of light in the 
 darkness. The fire had been terrible but if it had to be, 
 we were glad it had come at this time. Our recent exam- 
 ination in shelf and accession work had caused us many 
 pangs of anxiety but out of the blackness peeped a silver 
 lining. Everything had been destroyed so our examina- 
 tion papers were no more. But our joy was short lived 
 for everything was lost except one small iron box and this 
 contained the examination papers, only blackened a little 
 along the edges. 
 
 Then came the library trip, when we traveled from 
 place to place, invested with somewhat the same feeling 
 of importance that took possession of David Copperfield 
 when he donned his first suit of mourning. In the eyes of 
 the library world we were refugees from a great fire and 
 received with unusual interest. We told and retold the 
 story of the conflagration and dwelt with pardonable 
 pride on all that had been accomplished in the succeeding 
 weeks. 
 
 On our return we found our room at the Normal College 
 provided with unhoped-for conveniences and equipped 
 with an excellent working library. So the year ended 
 with a little fun intermingled with the long hours of cata- 
 loging and the bond between faculty and students was 
 
62 
 
 drawn more closely because of the great crisis through 
 which they had passed together. 
 
 The next fall we assembled, our own class somewhat 
 diminished in numbers, but not in enthusiasm. The 
 gloomy loft of the guild house of the Cathedral of All 
 Saints had been transformed into a pleasant study room 
 and the walls lined with a splendid collection of books. 
 In spite of the fire there seemed to be no lack of material 
 for our work and we delighted in the soft strains of music 
 which came to us from the choir boys in the cathedral. 
 
 Soon the strange faces of the juniors became familiar 
 to us. We entertained them; they invited us to a dance; 
 the months slipped by and we separated to do practice 
 and research work in various parts of the country. All 
 too quickly June arrived and our two years at Albany 
 became but a memory. 
 
 Our course had been varied and broken, but was there 
 one who was not glad and proud to belong to the " fire 
 class? " We had lost much in the form of lecture notes 
 and books, but we had gained far more in seeing the cour- 
 age with which men and women could face a great disaster 
 and the ability and perseverance which made it possible 
 to build a new library on the ashes of the old. 
 
RETURN TO the circulation desk of any 
 University of California Library 
 or to the 
 NORTHERN REGIONAL LIBRARY FACILITY 
 Bldg. 400, Richmond Field Station 
 University of California 
 Richmond, CA 94804-4698 
 
 ALL BOOKS MAY BE RECALLED AFTER 7 DAYS 
 
 • 2-month loans may be renewed by calling 
 (510)642-6753 
 
 • 1-year loans may be recharged by bringing 
 books to NRLF 
 
 • Renewals and recharges may be made 4 
 days prior to due date. 
 
 DUE AS STAMPED BELOW 
 
 JUL 1 7 2000 
 
 12,000(11/95) 
 
1IC BERKELEY LIBRARIES 
 
 lillliil