Papers and Proceedings of the Thirty-Fifth General Meeting of the American Library Association Held at Kaaterskill, N. Y., June 23-28, 1913 (part 3 of 3)

Papers and Proceedings of the Thirty-Fifth General Meeting of the American Library Association Held at Kaaterskill, N. Y., June 23-28, 1913 (part 3 of 3)

Another notion that dies hard is one assuming that, since the children's librarian is a woman, prone to turn white about the gills at the sight of blood--or a mouse--she can not possibly enter into the feelings of the ancestral barbarian surviving in the young human breast, but must try to hasten the child's development to twentieth century civilization by eliminating the elemental and savage from his story books.

If those who grow hoarse shouting the above would take the trouble to examine the lists of an up-to-date library they might blush for their shallowness, that they have been basing their opinions on their memory of library lists at least twenty-five years old.

We do not believe that womanly women and manly men are most successfully made by way of silly, shoddy, sorry-for-themselves girlhoods, or lying, swaggering, loafing boyhoods; and it is the empty, the vulgar, the cheap, smart, trust-to-luck story, rather than the gory one, that we dislike.

I am coming to the statement of what I believe to be the problem most demanding our study today. It is, briefly, the problem of the mediocre book, its enormous and ever-increasing volume. More fully stated it is the problem of the negatively as the enemy of the positively good; of the cultivation of brain laziness by "thoughts-made-easy" reading. It is a republic's, a public school problem, viz.: How is it possible to raise to a higher average the lowest, without reducing to a dead level of mediocrity the citizens of superior possibilities? Our relation to publisher and parent, to the library's adult open shelves of current fiction enter into the problem. The children's over-reading, and their reluctance to "graduate" from juvenile books, these and many other perplexing questions grow out of the main one.

I said awhile ago that the new education has had a tendency to make life too soft for children, and to give to their parents the belief that natural instincts alone are safe guides to follow in rearing a child. I hope I shall not seem to be a good old times croaker, sighing for the days when school gardens and folk dancing and glee clubs and dramatization of lessons and beautiful textbooks and fascinating handicraft and a hundred other delightful things were undreamed-of ways of making pleasant the paths of learning. Heaven forbid that I should join the ranks of those who carp at a body of citizens who, at an average wage in America less than that of the coal miner and the factory worker, have produced in their schools results little short of the miraculous. To visit, as I have, classrooms of children born in slums across the sea, transplanted to tenements in New York, and to see what our public school teachers are making of these children--the backward, the underfed, the "incorrigible," the blind, the anæmic--well, all I can say is, I do not recommend these visits to Americans of the stripe of that boastful citizen who, being shown the crater of Vesuvius with a "There, you haven't anything like that in America!" disdainfully replied, "Naw, but we've got Niagara, and that'd put the whole blame thing out!" For myself I never feel quite so disposed to brag of my Americanism as when I visit some of our New York schools.

And yet, watching the bored shrug of the bright, well-born high school child when one suggests that "The prince and the pauper" is quite as interesting a story as the seventh volume of her latest series, a librarian has some feelings about the lines-of-least-resistance method of educating our youth, which she is glad to find voiced by some of our ablest thinkers.

Here is what J. P. Munroe says: "Many of the new methods ... methods of gentle cooing toward the child's inclinations, of timidly placing a chair for him before a disordered banquet of heterogeneous studies, may produce ladylike persons, but they will not produce men. And when these modern methods go as far as to compel the teacher to divide this intellectual cake and pudding into convenient morsels and to spoon-feed them to the child, partly in obedience to his schoolboy cravings, partly in conformity to a pedagogical psychology, then the result is sure to be mental and moral dyspepsia in a race of milksops." How aptly "spoon-fed pudding" characterizes whole cartloads of our current "juveniles"!

Listen to President Wilson's opinion: "To be carried along by somebody's suggestions from the time you begin until the time when you are thrust groping and helpless into the world, is the very negation of education. By the nursing process, by the coddling process you are sapping a race; and only loss can possibly result except upon the part of individuals here and there who are so intrinsically strong that you cannot spoil them."

Hugo Münsterberg is a keen observer of the product of American schools, and contrasting their methods with those of his boyhood he says: "My school work was not adjusted to botany at nine years because I played with an herbarium, and at twelve to physics because I indulged in noises with home-made electric bells, and at fifteen to Arabic, an elective which I miss still in several high schools, even in Brookline and Roxbury. The more my friends and I wandered afield with our little superficial interests and talents and passions, the more was the straightforward earnestness of the school our blessing; and all that beautified and enriched our youth, and gave to it freshness and liveliness, would have turned out to be our ruin, if our elders had taken it seriously, and had formed a life's program out of petty caprices and boyish inclinations."

And Prof. Münsterberg thrusts his finger into what I believe to be the weakest joint in our educational armor when he says: "... as there is indeed a difference whether I ask what may best suit the taste and liking of Peter, the darling, or whether I ask what Peter, the man, will need for the battle of life in which nobody asks what he likes, but where the question is how he is liked, and how he suits the taste of his neighbors."

What would become of our civilization if we were to follow merely the instincts and natural desires? Yet is there not in America a tremendous tendency to the notion, that except in matters of physical welfare, the child's lead is to be followed to extreme limits? Don't we librarians feel it in the pressure brought to bear upon us by those who fail to find certain stories, wanted by the children, on our shelves? "Why, that's a good book," the parent will say, "The hero is honest and kind, the book won't hurt him any--in fact it will give the child some good ideas."

"Ideas." Yes, perhaps. There is another educator I should like to quote, J. H. Baker in his "Education and life": "Whatever you would wish the child to do and become, that let him practice. We learn to do, not by knowing, but by knowing and then doing. Ethical teaching, tales of heroic deeds, soul-stirring fiction that awakens sympathetic emotions may accomplish but little unless in the child's early life ... the ideas and feelings find expression in action and so become a part of the child's power and tendency...."

Now we believe with G. Stanley Hall that, "The chief enemy of active virtue in the world is not vice but laziness, languor and apathy of will;" that "mind work is infinitely harder than physical toil;" that (as another says) "all that does not rouse, does not set him to work, rusts and taints him ... the disease of laziness ... destroys the whole man."

And when children of good heritage, good homes, sound bodies, bright minds, spend hours every week curled up among cushions, allowing a stream of cambric-tea literature gently to trickle over their brain surfaces, we know that though the heroes and heroines of these stories be represented as prodigies of industry and vigor, our young swallowers of the same are being reduced to a pulp of brain and will laziness that will not only make them incapable of struggling with a page of Quentin Durward, for example, but will affect their moral stamina, since fighting fiber is the price of virtue.

Ours is, as I have said, a public education, a republic's problem. To quote President Wilson again: "Our present plans for teaching everybody involve certain unpleasant things quite inevitably. It is obvious that you cannot have universal education without restricting your teaching to such things as can be universally understood. It is plain that you cannot impart 'university methods' to thousands, or create 'investigators' by the score, unless you confine your university education to matters which dull men can investigate, your laboratory training to tasks which mere plodding diligence and submissive patience can compass. Yet, if you do so limit and constrain what you teach, you thrust taste and insight and delicacy of perception out of the schools, exalt the obvious and merely useful things above the things which are only imaginatively or spiritually conceived, make education an affair of tasting and handling and smelling, and so create Philistia, that country in which they speak of 'mere literature.'"

In our zeal to serve the little alien, descendant of generations of poverty and ignorance, let us not lose sight of the importance to our country of the child more fortunate in birth and brains. So strong is my feeling on the value of leaders that I hold we should give at least as much study to the training of the accelerate child as we give to that of the defective. Though I boast the land of Abraham Lincoln and Booker Washington I do not give up one iota of my belief that the child who is born into a happy environment, of parents strong in body and mind, holds the best possibilities of making a valuable citizen; and so I am concerned that this child be not spoiled in the making by a training or lack of training that fails to recognize his possibilities.

It is encouraging to find growing attention in the "Proceedings" of the N. E. A. and other educational bodies to the problem of the bright child who has suffered by the lock-step system which has molded all into conformity with the capabilities of the average child.

The librarian's difficulty is perhaps greater than that of the teacher, because open shelves and freedom of choice are so essential a part of our program. We must provide easy reading for thousands of children. Milk and water stories may have an actual value to children whose unfavorable heritage and environment have retarded their mental development. But the deplorable thing is to see young people, mercifully saved from the above handicaps, making a bee line for the current diluted literature for grown-ups, (as accessible as Scott on our open shelves) and to realize that this taste, which is getting a life set, is the inevitable outcome of the habit of reading mediocre juveniles.

We must not rail at publishers for trying to meet the demands of purchasers. Our job is to influence that demand far more than we have done as yet. Large book jobbers tell us that millions and millions of poor juveniles are sold in America to thousands of the sort we librarians recommend. I have seen purchase lists of boys' club directors and Sunday School library committees calling for just the weak and empty stuff we would destroy. I have unwittingly been an eavesdropper at Christmas book counters and have heard the orders given by parents and the suggestions made by clerks. And I feel that the public library has but skirmished along the outposts while the great field of influencing the reading of American children remains unconquered. Until we affect production to the extent that the book stores circulate as good books as the best libraries we cannot be too complacent about our position as a force in citizen making.

An "impossible" ideal, of course, but far from intimidating, the largeness of the task makes us all the more determined.

This paper attempts no suggestion of new methods of attacking the problem. It is rather a restatement of an old perplexity. I harp once more on a worn theme because I think that unless we frequently lift our eyes from the day's absorbing duties for a look over the whole field, and unless we once and again make searching inventory of our convictions, our purposes, our methods, our attainments, we are in danger of letting ourselves slip along the groove of the taken-for-granted and our work loses in power as we allow ourselves to become leaners instead of leaders. May we not, as if it were a new idea, rouse to the seriousness of the mediocre habit indulged in by young people capable of better things? Should not our work with children reach out more to work with adults, to those who buy and sell and make books for the young? Is it not time for the successful teller of stories to children to use her gifts in audiences of grown people, persuading these molders of the children's future of the reasonableness of our objection to the third rate since it is the enemy of the best? May it not be politic, at least, for the librarian to descend from her disdainful height and make friends with "the trade," with bookseller and publisher who, after all, have as good a right to their bread and butter as the librarian paid out of the city's taxes?

And then--is it not possible that we might be better librarians if we refused to be librarians every hour in the day and half the night as well? What if we were to have the courage to refuse to indulge in nervous breakdowns, because we deliberately plan to play, and to eat, and to sleep, to keep serene and sane and human, believing that God in His Heaven gives His children a world of beauty to enjoy as well as a work to do with zeal. If we lived a little longer and not quite so wide, the gain to our chosen work in calm nerves and breadth of interest and sympathy would even up for dropping work on schedule time for a symphony concert or a country walk or a visit with a friend--might even justify saving the cost of several A. L. A. conferences toward a trip to Italy!

This hurling at librarians advice to play more and work less reminds me of a story told by a southern friend. Years ago, in a sleepy little Virginia village, there lived two characters familiar to the townspeople, whose greatest daily excitement was a stroll down to the railroad station to watch the noon express rush through to distant southern cities. One of these personages was the station keeper, of dry humor and sententious habit, whom we will call Hen Waters; the other was the station goat, named, of course, Billy. Year after year had Billy peacefully cropped the grass along the railroad tracks, turning an indifferent ear to the roar of the daily express, when suddenly one day the notion seemed to strike his goatish mind that this racket had been quietly endured long enough. With the warning whistle of the approaching engine, Billy, lowering his head, darted furiously up the track, intending to butt the offending thunderer into Kingdom Come. When, a few seconds later, the amazed spectators were gazing after the diminishing train, Hen Waters, addressing the spot where the redoubtable goat had last been seen, drawled out: "Billy, I admire your pluck--but darn your discretion!"

The parallel between the ambitions and the futility of the goat, and the present speaker's late advice is so obvious that only the illogicalness of woman can account for my cherishing a hope that I may be spared the fate of the indiscreet Billy.

Miss CAROLINE BURNITE, director of children's work, Cleveland public library, delivered the second paper on this subject, presenting the topic from another viewpoint.

VALUES IN LIBRARY WORK WITH CHILDREN--II

To elucidate principles of value, I shall use, by way of illustration, the experience and structure of a certain children's department where the problem of children's reading and the means of bringing books to them has been more intensively studied in the last nine years than was possible there before that time. At the time we took our last survey of the department it was found that probably about six out of ten of the children of the city read library books in their homes during the calendar year, and that each child had read about twenty books on the average. Four of the six procured library books from a library center; two of the six procured them from collections, either in their schoolrooms or in homes in their neighborhood. In all, fifty-four thousand children read a million books, which reached them through forty-three librarians assigned for special work with these children, through three hundred teachers and about one hundred volunteers. Now, we know that six out of ten children is not an ideal proportion and that fifty-four thousand may endanger the quality of book influence for each child, but both of these statements indicate conditions to be adjusted so that the experience of each reading child may contribute to the whole and experience with numbers may benefit the individual. To accomplish this end, work with the children was given departmental organization. My concern in this paper is with departmental organization as it benefits the reading child, and with the principles and policies which have been developed through departmental unity.

We think ordinarily that one who loves books has three general hallmarks--his reading is fairly continuous, there is permanency of book interest, and this interest maintained on a plane of merit. These three results always justify the reader and those who have influenced him, and if the consequent book interests of the library child were entirely such, they would prove to all laymen, without argument, that the principles are basic. But in the child's contact with the library there are many evidences of modifications of normal book interests; for, instead of continuity of reading, the children's rooms are overcrowded in winter and have comparatively small book use in summer; instead of permanency of book interests extending over the difficult intermediate period, we know that large numbers of those children who leave school before they reach high school have little or no library contact during their first working years and we sometimes feel that the interesting experiences with reading working children, which librarians are prone to emphasize, give us an impression of a larger number than careful investigation would show. As for quality of reading of the individual working child we cannot maintain that it is always on a high plane.

All these conditions we know to be largely the result of environmental influences. Deprived for twelve hours a day, twelve months in a year, of opportunity for normal youthful activities, the child's entire physical and mental schedule is thrown out of balance and his tendency is to turn to reading, a recreation possible at any time, only when there is no opportunity to follow other avenues of interest. The strain upon the ear and eye, and back and brain, is even greater in the shop than in the school, and in the consequent intense physical fatigue the tendency is toward recreations in which the book may have no place. The power of the nickel library over the child can be broken by the presence of the public library, but no intermediate gets away from the suggestion, by voice and print, of the modern novel, with its present-day social interests. Consequently the whole judgment of the results of library work with children can not rest upon these general tests of normal book interests. Rather such variations from the normal are themselves conditions which influence the structure of the work and especially the principles of book presentation. If children are living in an environment which is not the best one for them, all the forces with which they come in contact should tend to correct the abnormal and give them the things their moral nature craves--freer and fuller thoughts, better and freer living, truth of expression, beauty of feeling. We must recognize that books also must be a force in reconstructing or normalizing the influences of their environment. Children with social needs must have books with social values to meet those needs--right social contacts, true social perspective, traditions of family and race, loveliness of nature, companionship of living things, right group association and group interests.

But while the pedagogical and moral values of books, that is the benefits of right reading for children of normal life, were fully analyzed, the children's department of which I speak had almost no written principle to aid in the enormous task of determining the influence of books on children with social needs. Appreciations of the social relationships and the interdependence of characters in books which have proven themselves moving forces in the lives of children, gained through the testimony of men and women who know their indebtedness to them--such books as "Little women," "Tom Brown," "Heidi," "Otto of the silver hand"--gave a fundamental principle upon which to work. Books should construct a larger social ideal for the reader instead of confirming his present one. Then arose this question: Should we have books with weak social values in the library as a concession to certain children, or by having them do we harm most those very children to whom we have conceded them? The gradual solution of this problem seems to me to be one of the greatest services which a library can render its children. So long as this question is in process of solution we may accept the following as a tentative reply: No books weak in social ideals should be furnished, provided we do not lose reading children by their elimination. If such books are the best a child will read and we take them away, causing loss of library reading interest, we permit him to sink further into his environment. With the last principle as a basis, the evaluation of books was accomplished in the evolution of the department. The cumulative experience of librarians working with children showed that many books which lead only to others of their kind were weak in social viewpoint, and that such books were the ones read largely by those children most occasional and spasmodic in their reading. Here was a determining point in the establishment of standards of reading, for it brought us face to face with the question, Shall we consider this situation our fault since we supply such books to children who need something better vastly more than do others, or shall we merely justify our selection by maintaining that those children will under no circumstances read a higher grade of books? However, it was proven at the same time that other books were read also by children with social limitations, which, although apparently no better on first evaluation, lead to a better type of reading and this gave us a fresh impulse to consider the evaluation of books as a constantly moving process, and prompted the policy of the removal of those types of books which were least influential in developing a good reading taste. This was done, however, with the definite intention that an increasingly better standard of reading must mean that no reading children be sacrificed, an end only possible by a fuller knowledge of the value of the individual book to the individual child.

Now let us see what changes have been evolved in the book collections in the department under consideration in the past seven or eight years.

In the first study of the collection and before any final study of books from the social viewpoint had been reached, the proportion of books of the doubtful class to those which were standard was considered, and it was seen that this proportion should be decreased in order that a child's chances for eventually reading the best might be improved. It was obvious that the reading of the young children should be most carefully safeguarded, and this was the first point of attack. As a result, these two types of books were eliminated:

1. All series for young children, such as the Dotty Dimples and the Little Colonels.

2. Books for young children dealing with animal life which have neither humane nor scientific value, such as the Pierson and Wesselhoeft.

At about the same time stories of child life for young children were restricted to those which were most natural and possible, and stories read by older girls in which adults were made the beneficiaries of a surprisingly wise child hero, such as the Plympton books, were eliminated.

The successful elimination of these books, together with the study of the children's reading as a whole, suggested within the next two or three years that other books could be eliminated or restricted without shock to the readers. On the pedagogical basis, certain types of books for young children were judged; on the social basis, certain types of books for older children, with results as follows:

1. The elimination of word books for little children, and the basing of their reading upon their inherent love for folk lore and verse.

2. The elimination of interpreted folk lore, such as many of the modern kindergarten versions.

3. The elimination of the modern fairy tale, except as it has vitality and individual charm, as have those of George MacDonald.

4. The elimination of travel trivial in treatment and in series form, such as the Little Cousins.

5. The restriction of an old and recognized series to its original number of titles, such as the Pepper series. The disapproval of all new books obviously the first in a series.

6. Lessening the number of titles by authors who are unduly popular, such as restricting the use of Tomlinson to one series only.

7. The elimination of those stories in which the child character is not within a normal sphere; for instance, the child novel, such as Mrs. Jamison's stories.

8. The restriction of the story of the successful poor boy to those within the range of possibility, as are the Otis books, largely.

Without analyzing the weaknesses of all these types, I wish to say a word about the series form for story and classed books. The series must be judged not only by content, but it must be recognized that by the admission of such a form of literature the tendency of the child toward independence of book judgment and book selection is lessened and the way paved for the weakest form of adult literature.

The last policies regarding book selection developed on the same principles within the past three years have been these:

1. The elimination of periodical literature for young children, such as the Children's Magazine and Little Folks, since their reading can be varied more wholesomely without it.

2. The elimination, or use in small numbers, of a type of history and biography which lacks scholarly, or even serious treatment, such as the Pratt histories.

3. Lessening the number of titles of miscellaneous collections of folk lore in which there are objectionable individual tales; as, for instance, buying only the Blue, Red, Green and Yellow fairy books.

4. Recognizing "blind alleys" in children's fiction, such as the boarding school story and the covert love story, and buying no new titles of those types.

Reports of reading sequences from each children's room have furnished the basis for further study of children's reading for the past seven months. These have been discussed and compared by the workers, and are now in shape for a working outline of reading sequences to be made and reported back to each room, to be used, amplified and reported on again in the spring.

While those books which are no longer used may have been at one time necessary to hold a child from reading something poorer, we did not lose children through raising the standard, and the duplication of doubtful books in the children's room is less heavy now than it was a few years ago. Also there are more than twice as many children who are reading, and almost three times as many books being read as there were nine years ago, while the number of children of the city has increased but 72 per cent. Furthermore, the proportion of children of environmental limitations has by no means diminished, and the foreign population is much the same--more than 75 per cent. Of course, the elimination of some books was accomplished because there were better books on these subjects, but the general result was largely brought about because in the establishment of these higher standards =we did not exceed the standards of those who were working with the children.= The standards which they brought to the work, and which they deduced themselves from their experience, were strengthened through Round Table discussion, where each worker measured her results by those of the others and thereby recognized the need of constant, but careful experimentation. A children's department can not reach standards of reading which in the judgment of the librarians working with the children are beyond the possibility of attainment, for with them rests entirely the delicate task of the adjustment of the book to the child. A staff of children's librarians of good academic education, the best library training, a true vision of the social principles, a broad knowledge of children's literature, is the greatest asset for any library maintaining children's work.

But it is true inversely that in raising the standards of the children the standards of the workers were raised. By this, I mean that there were methods of book presentation in use whereby the worker saw farther and deeper into the mentality of the child and understood his social instincts better. This has been evidenced in the larger duplication of the better books. The methods are those which recognize group interest and group association as a social need of childhood. Through unifying and intensifying the thoughts and sympathies of the children by giving them, when in association with their own playmates, a common experience of living in great and universal thought in the story hour, the mediocre was bridged and both the child and the worker reached a higher plane of experience. By giving children a chance for group expression of something which has fundamental group interest, not only the children recognized that books may be cornerstones for social intercourse and that there is connection between social conduct as expressed in books and social obligation, but, what is also vastly important, the worker learned that when children are at the age of group activity and expression they can often be more permanently influenced through their group relations than as individuals.

Through the recognition of the principle that there are standards of book use with individual children and other standards of book appeal for groups of children, it was shown that the organization of the work as a whole must be such that all avenues of presentation of literature could be fully developed. It was seen that far less than with the individual child could we afford to give a group of children a false experience or impotent interest, and that material for group presentation, methods of group presentation and the social elements which are evinced in groups of children should receive an amount of attention and study which would lead to the surest and soundest results. This could be fully accomplished only by recognizing such methods as distinct functions of the department, to be maintained on sound pedagogical and social bases. In other words, that there should not only be divisions of work with children according to problems of book distribution, such as by schools and home libraries, but there must be of necessity divisions by problems of reading. Whereas, in a smaller department all divisions would center in the head, the volume of work in the library above alluded to rendered necessary the appointment of an instructor in storytelling and a supervisor of reading clubs, which has resulted in a higher specialization and a greater impetus for these phases of work than one person could have accomplished. Here we have an instance of the benefit that a large volume of work may confer upon the individual child.

With the attainment of better reading results and higher standards for the workers, it was obvious that the reading experiences of the children and the standards of the workers must be conserved, that the organization should protect the children, as far as possible, from the shock of change of workers in individual centers. Within the past two years considerable study has been given to this, and yearly written reports on the reading of children in each children's room are made, in which variations of the children's reading in that library from accepted standards, with individual instances, are usually discussed. However, the children's librarian is entirely free to report the subject from whatever angle it has impressed her most. Also a written report is made of the story hour, the program, general and special reading results, and intensity of group interest in certain types of stories. This report is supplementary to a weekly report in a prescribed form of the stories told, sources used and results. All programs used with clubs are reported and a semi-annual report made of the club work as a whole. A yearly tabulation is made of registration from public and parochial schools, giving registration in all libraries, class rooms and home libraries. By discussion and reports back to individual centers, these become bases for a wider vision of work and a wiser direction of energy with less experimentation.

The connection between work with children and the problem of the reading of intermediates, referred to in the beginning, should not be dismissed in a paragraph. However, it is only possible to give a short statement of it. Recognizing that the reading of adult books should begin in the children's room, a serious study of adult books possible for children's reading was made by the children's librarians for two summers, the reports discussed and books added to the department as the result. A second report of adult titles which children and intermediates might and do read was called for recently and from that a tentative list has been furnished both adult and children's workers for further study. The increasing number of workers in the children's department who have had general training, and in the adult work who have had special training for work with children will make such reports of much value. It may be interesting to know that fifteen of the children's librarians have had general training and six adult workers in important positions have had special training for children's work. Four years ago there were only three in children's work who had had general training and none in adult work with the special training. In order to follow the standards of children's work, there is one principle which is obvious, namely, a book disapproved as below grade for juvenile should not be accepted for general intermediate work. This is especially true of books of adventure which a boy of any age between 12 and 18 would read. It has been possible to raise the standard of books for adults in the school libraries above that of the larger libraries. This will furnish eventually another angle for the study of the problem of intermediate reading.

In conclusion, the chief influences in the establishment of right reading for children are an intensive study of the reading of children in relation to its social, moral and pedagogical worth to them, the right basis of education and training for such study on the part of the workers, the direction of such study in a way that brings about a higher and more practical standard on the part of the worker, and the conservation of her experience. These are the great services which the library should render children, and they can be most fully accomplished through departmental organization.

These papers were followed by a discussion, led by Miss Stearns and Mr. Rush, in which advice was given to those selecting children's books to eliminate, in buying new books, those which would be eliminated later, and the suggestion was made that children's librarians should enter the field of writing children's books. Dr. Bostwick of St. Louis then gave a report on

VOLUME OF CHILDREN'S WORK IN THE UNITED STATES

We may divide the history of work with children into three epochs. During the first, our libraries were realizing with increasing clearness the necessity of doing something for children that they were not doing for adults. During the second this conviction had taken the practical form of segregation, physical and mental, and its details were worked out with definiteness. In the third, in which we still are, the whole administrative work of the library for children is being systematized and co-ordinated. These three stages may be roughly styled the era of work with children, the era of the children's room and the era of the children's department. The first began, in any particular library, when that library began to do anything whatever for children that it was not doing for adults; the second, when it opened its first children's room; the third, when it co-ordinated all its children's work under one administrative head. In most libraries the first period was relatively short; the second relatively long. Some libraries began their work by establishing children's rooms, reducing the first period to zero. Some large libraries are still in the second period, never having co-ordinated their children's work. Here are the approximate dates for a few libraries:

1 2 3 Cleveland 1894 1898 1903 New York 1895 1898 1902 Pittsburgh 1898 1898 1898 St. Louis 1893 1897 1909 Milwaukee 1896 1898 .... Chicago 1904 1904 .... Brooklyn 1899 1899 1901 Boston 1895 1895 ....

I lay no stress on the accuracy of these dates, particularly in the first column, where in some cases they are matters of opinion. Pittsburgh appears as a unique example of a library that stepped full-fledged into all three stages at once, starting off, as soon as it began to do children's work at all, not only with a children's room, but with a definitely organized department to conduct the work.

With the idea of presenting comprehensively some idea of the volume and importance of children's work in the United States at the present time, a questionnaire was sent out to libraries (78 in all) whose total home use was 100,000 volumes or more. Of these 51 responded. These have been divided into five groups, five "very large" libraries, circulating more than 2,000,000; eight "large" ones, between one and two million; seven "medium," between half a million and a million; thirteen "small," between quarter and half a million, and eighteen "very small," from 100,000 to 250,000. The results for each of these groups have been stated separately--averaged where possible.

First, regarding the total volume of work. The answers to the questions show that in 51 of the 78 largest public libraries in the country, graded by circulation--libraries containing altogether nearly 9,000,000 books and circulating a total of over 30 millions--there are now 1,147,000 volumes intended especially for children. Children drew out during the last year 11,200,000 volumes for home use. Volumes for children added during the year numbered 280,000. These libraries have 231 rooms devoted entirely to children and 180 used by them in part, with a combined seating capacity of 15,900. Classroom libraries are furnished for the children in the schools, by 31 libraries reporting, to the number of 5,000.

Children in 46 libraries reporting hold altogether 413,000 library cards. There are 42 supervisors of children's work, with numerous clerical assistants and staffs of 473 persons, of whom at least 177 are qualified children's librarians, 108 are graduates of library schools, and 54 have had partial courses.

The general conclusion deducible from the statistics gathered seems to be that in some ways library work with children has become standardized while in others it has not. Standards, whether permanent or not, we can not tell, have been reached or approximated in the number of books devoted to children's use and, in general, in the proportion of the library's resources, time and energy that is given to this branch of the work. But when we come to the specific number of assistants assigned to it, their supervision, their pay and the grade of experience and training required of them, then we all part company. Not only is there no general agreement here, but some of the discrepancies are so large that we can ascribe them only to the fact that we are still in the experimental stage.

For instance, to take first the fairly uniform or standardized conditions, the fraction of the stock of books allotted to children is about one-fifth in the larger libraries and decreases slightly in the smaller; in the very small it is about one-eighth. The proportion of juvenile books added yearly is much larger; it varies from nearly one-half in the very large libraries down to one-fourth in the very small. This would seem to be a result of the increasing stress laid on children's work. If this proportion is maintained in the annual purchases, that in the total stock may approximate to it in time, although we can not be sure of this without knowing the ratio of the life of a children's book to that of an adult book. The children's books are doubtless shorter-lived, and this would tend to keep the proportion down in the permanent stock. The circulation is still more nearly uniform, being about one-third to children in all the classes of libraries. The proportion of money spent for children is also uniform, being about one-fourth in libraries of all sizes. The same is true of the number of children's rooms, which throughout all classes of libraries, both large and small, are in the proportion of one to every 60,000 to 70,000 of circulation, and of their seating capacity, which is 60 to 70 per room.

Looking on the other side of the shield we find the greatest variation in the proportion of children's cards in use, which runs from less than one-half up to nearly all. From one to five supervisors are employed in each library but some of the very large libraries use only one and some of the small ones as many as three. The same is true of clerical assistants, of which some of the very small libraries report as many as three, while some of the very large get along with as few as two.

Salaries are fairly uniform, although apparently smaller than the work would warrant. Whereas the children's circulation is about one-third the total, the salaries in the juvenile department are from one-seventh to one-eighth the total throughout. In the "small" libraries they are only one-eleventh of the total.

The distribution of library-school graduates is very irregular. Some libraries in all classes have none at all. In the three lower classes no library has a larger number than three. In some of the larger libraries there may be as many as 20 or 30.

I am aware that some of this irregularity, which I have called a lack of standardization, may be due to differences in nomenclature. Assistants, for instance, having precisely the same duties may be described as supervisors in one library and not in another. This will not explain everything, however, and the conclusion is inevitable that in the respects just noted no uniformity has yet been reached by libraries. It seems to me that this lack of standardization has made its appearance in precisely the place where it might have been expected--namely in the third of the three periods already mentioned, that of co-ordination and systematization. This is the latest period; some libraries have not yet entered upon it and most of them are young in it. In other words, children's work is much older than the systematic administration of a children's department, or a system of children's rooms. Hence, children's work in general--the selection and purchase of books for children, the planning of children's rooms and their administration as units--has existed long enough to become standardized. We know what we want, having passed through the stage of experimentation.

This is not true of the administration of a children's department--the grading of assistants, the organization of a compact body of workers with its expert supervision, the settling of questions of disputed jurisdiction that necessarily arise in cases of this kind. It is on this part of their work that children's librarians need to focus their attention for the next few years. It is time, not perhaps to withdraw our eyes from the older questions but to transfer our gaze in part to the newer. We need to talk less about the size of our juvenile collection, methods of selection of children's books, the salaries of our assistants, ways of increasing our circulation, sizes and plans of children's rooms, and so on, and more about the organization and administration of the children's department as a whole--the duties of the supervisor and her assistants; her relations with the heads of other departments and with branch librarians, the measure of control shared by her with heads of branches in case of children's librarians of branches, the existence of separate grades, corresponding to separate duties or variation of qualifications, among the children's librarians; insistence on training adapted to these different grades. Time forbids me to go into details, and I can but suggest these points for your consideration. Into one point, however, I feel like going a little more fully:

We need more special training for children's work. It is the one kind of specialization that we have attempted in our schools, and we must have more of it and more kinds of it. This of course is but a single case in the more varied program of special training that I am convinced we shall have to take up before long. In the course of an interesting debate on this subject in the A. L. A. Council last January it developed that most of the librarians present looked upon specialization as impractical. In particular they believed it impossible for a student to look forward so definitely to special work that he could decide on the special courses that would benefit him. The man that had taken the college-library course might become a superintendent of branches; the qualified municipal reference librarian would go, perhaps, into an applied science room. This may be so now but it cannot long remain the case. Even now we can not carry this line of argument much further without making of it a reductio ad absurdum. Why go to a library school at all when, after all, you may accept the headship of a grammar-school on graduation, or even decide to travel for a hardware house? Why should we attempt to train one man for a lawyer and another for a physician when both may prefer farming? We are getting away fast from the old idea, born of pioneer conditions, that anybody can do anything if he tries. We shall have to travel further enough from it to satisfy ourselves that an expert university librarian will have to be trained for his post and not for that of head of the supply department in a public library. We have learned that a children's librarian does her work better for special training; may it not be that we shall have to make some difference in the future between training, let us say, for supervisory work, for the charge of a branch children's room, and for the duties of an assistant of lower grade?

In closing, let me say again that we need to focus our attention at present on the organization and administration of a children's department, especially on the places where it interlocks with that of other departments. The study of this matter should not be entrusted to children's libraries alone, for the standardization of work involving more than one department should not be =ex parte=. The matter should be in charge of a committee including in its membership both chief librarians and the heads of children's departments--possibly also the children's librarian of a large branch library and a branch librarian.

The volume of the work is now remarkable; its organization has gone beyond that of some other departments in attention to detail; the question of its co-ordination and of interdepartmental relations should now be taken up systematically.

Libraries Very Large Libraries Large Averaged Over Averaged 1,000,000- 2,000,000 2,000,000

Av. number volumes in library 5 658,416 8 286,643

Av. juvenile volumes in library 3 136,080 7 57,348

Av. cost of juvenile volumes Not given 2 $22,000

Av. volumes added during year 5 73,098 8 30,172

Av. cost of volumes added during year 5 $70,976.88 7 $27,244.25

Av. juvenile volumes added during year 4 32,100 6 12,383

Av. cost of juvenile volumes added 3 $18,928.92 3 $7,801.86

Av. circulation for year 5 3,973,150 8 1,214,068

Av. juvenile circulation for year 5 1,451,569 6 501,389

Av. number children's rooms in system 5 23 8 6

Av. number rooms used in part by children 5 7 7 7

Av. seating capacity of children's rooms 5 1,502 8 467

Av. classroom libraries 2 314 7 301

Av. home libraries for children 1 56 3 26

Av. deposit or delivery stations not included in above 4 52 7 22

Av. volumes on shelves open to children 3 129,413 7 52,067

Av. juvenile cardholders 2 34,942 7 28,501

Av. age limit of juvenile cardholders 2 15 7 15

Av. estimate of juvenile cards in use 2 [5]46,332 5 20,845

Av. supervisors of children's work 4 1 to 5 7 0 to 5

Av. salary paid supervisors 1 $2,000 6 $1,174

Av. clerical assistants in children's work 1 2 5 2

Av. salary paid clerical assistants 1 $705 4 $524

Av. children's librarians 4 20 7 1 to 11

Av. salary paid children's librarians 4 $786.82 7 $896

Av. additional assistants giving full time to children's work 3 4 to 83 4 2 to 27

Av. salary of such assistants 3 $560.33 4 $714

Av. assistants giving part time to children's work 1 2 2 10

Av. salary paid such assistants 1 $576 2 $654

Number library school graduates 4 1 to 21 8 0 to 29

Number assistants having had partial library school courses 4 3 to 11 5 0 to 8

Number trained in local library 4 4 to 56 7 0 to 15

Number trained in other libraries 4 3 to 10 7 0 to 1

Pages giving full time to children's work 3 0 to 11 6 1 to 8

Av. yearly salaries for entire staff (not including janitors) 4 $170,453.82 8 $74,503.90

Av. yearly salaries children's department 2 $20,080.00 8 $11,032.33

Libraries Medium Libraries Small Averaged 500,000- Averaged 250,000- 1,000,000 500,000

Av. number volumes in library 7 150,200 13 92,236

Av. juvenile volumes in library 6 26,750 12 16,244

Av. cost of juvenile volumes 5 $21,316 2 $9,750

Av. volumes added during year 7 15,654 13 8,898

Av. cost of volumes added during year 7 $15,001.75 10 $8,851.81

Av. juvenile volumes added during year 6 5,875 13 2,661

Av. cost of juvenile volumes added 6 $4,428.10 3 $2,876.00

Av. circulation for year 7 714,784 13 339,059

Av. juvenile circulation for year 7 227,697 13 122,739

Av. number children's rooms in system 7 3 13 2

Av. number rooms used in part by children 6 3 9 4

Av. seating capacity of children's rooms 7 233 11 150

Av. classroom libraries 7 201 8 83

Av. home libraries for children 1 25 3 3

Av. deposit or delivery stations not included in above 7 12 9 12

Av. volumes on shelves open to children 6 40,326 10 13,721

Av. juvenile cardholders 4 14,470 11 7,056

Av. age limit of juvenile cardholders 3 14 8 15

Av. estimate of juvenile cards in use 4 9,436 7 6,172

Av. supervisors of children's work 5 1 to 2 7 1 to 3

Av. salary paid supervisors 5 $1,070 7 $760

Av. clerical assistants in children's work 4 1 to 3 5 1 to 3

Av. salary paid clerical assistants 4 $600 5 $516

Av. children's librarians 5 1 to 9 12 1 to 3

Av. salary paid children's librarians 5 $648.50 12 $829.16

Av. additional assistants giving full time to children's work 2 2 4 1 to 3

Av. salary of such assistants 2 $690 4 $524

Av. assistants giving part time to children's work ... ... 2 1

Av. salary paid such assistants ... ... 2 $288

Number library school graduates 7 0 to 2 11 0 to 3

Number assistants having had partial library school courses 6 0 to 5 11 0 to 1

Number trained in local library 7 1 to 9 10 0 to 3

Number trained in other libraries 7 0 to 1 9 0 to 2

Pages giving full time to children's work 7 0 to 2 12 0 to 2

Av. yearly salaries for entire staff (not including janitors) 6 $30,844.90 12 $19,984.81

Av. yearly salaries children's department 6 $4,144.75 12 $1,726.33

Libraries Very Small Averaged Under 250,000

Av. number volumes in library 18 58,355

Av. juvenile volumes in library 16 7,496

Av. cost of juvenile volumes 2 $3,843.49

Av. volumes added during year 18 4,405

Av. cost of volumes added during year 17 $4,467.22

Av. juvenile volumes added during year 17 1,247

Av. cost of juvenile volumes added 9 $1,207.01

Av. circulation for year 18 175,928

Av. juvenile circulation for year 17 56,475

Av. number children's rooms in system 18 1

Av. number rooms used in part by children 13 3

Av. seating capacity of children's rooms 17 79

Av. classroom libraries 7 31

Av. home libraries for children 1 6

Av. deposit or delivery stations not included in above 12 4

Av. volumes on shelves open to children 13 5,504

Av. juvenile cardholders 14 5,230

Av. age limit of juvenile cardholders 14 14

Av. estimate of juvenile cards in use 11 2,704

Av. supervisors of children's work 3 1

Av. salary paid supervisors 3 $846.66

Av. clerical assistants in children's work 2 1 to 3

Av. salary paid clerical assistants 1 $420

Av. children's librarians 17 1

Av. salary paid children's librarians 17 $801

Av. additional assistants giving full time to children's work 9 1 to 4

Av. salary of such assistants 9 $512.22 $600[6][7]

Av. assistants giving part time to children's work 4 2 to 7

Av. salary paid such assistants 4 $591

Number library school graduates 16 0 to 3

Number assistants having had partial library school courses 13 0 to 2

Number trained in local library 16 0 to 4

Number trained in other libraries 12 0 to 1

Pages giving full time to children's work 15 0 to 2

Av. yearly salaries for entire staff (not including janitors) 17 $10,159.22

Av. yearly salaries children's department 14 $1,306.01

[5] Not the same libraries as are represented two lines above.

[6] Maximum.

[7] For first year.

SECOND SESSION

The second session of the section was held June 27th, at 2:30 p. m., in the ballroom. Miss MARTHA WILSON, supervisor of school libraries, state department of education, St. Paul, Minnesota, read a paper entitled

POSSIBILITIES OF THE RURAL SCHOOL LIBRARY

On the outermost fringe of library influence they wait--the country children.

To fulfill to them the mission of the library, to make books necessary and accessible, we must take account of the agency which touches the life of even the most remote group--the country school.

Relationships between libraries and schools have long afforded discussion and the librarian is rare who does not feel a sense of her share in the educational work of the town and her responsibility in making her library serve as an adjunct to the school, supplementing or supplanting its library resources.

The country school and its library has in the main been outside this friendly concern or ministration on the part of the town library and but little account taken of it as a part of the library resources or possibilities of a county or state.

The present revival of rural interest has quickened every phase of country life, social, economic and educational.

The country school has shared in the enlargement of interest and is undergoing many radical changes in its spirit, its teaching, its relationships to the neighborhood and the world outside.

While in former times the country child went to school only when not needed at home and received through the year an intermittent schooling, amounting in all to but few weeks a year, compulsory education laws in the majority of states have prolonged the period which he now actually spends in school, and subsidies in state aid for longer terms have lengthened the season through which the school is in operation.

The new emphasis on country life is a transforming effect on the country school, "the ragged beggar sunning" is being replaced by a modern building planned according to state regulations, with regard to comfort and convenience, seats and lighting are seriously considered and the individual drinking cup adds the last touch of modernity.

It is changing its teaching as carefully. The leaders in country school work are striving to give a standing to country service, to reshape it to new country conditions and connect its work very definitely with the neighborhood in which it is placed.

In Minnesota there are three types of rural schools. The first of these is the one-room, one-teacher school in an isolated community where every grade is represented and all subjects taught. The second type is the associated school where several districts have connected themselves with a town school, where the pupils of high school age are received on the same term as their town cousins, and the one-room schools continue the work with the lower grades in the country but under the supervision of the central school. The third is the consolidated school where a number of districts have combined and established in a town, village or open country a modern school for the grades and high school, transporting to it all the children within the radius of five miles.

In all of these schools, the old course of study is adapted to include health instruction, nature study or agriculture, some manual training, sewing and cooking. The high school training departments and the normal schools are making all haste to prepare teachers to fulfill the new requirements while the teachers already at work must bring themselves up to grade at the summer schools. The practical subjects make a strong appeal. A country teacher at the summer school was heard to remark that "the rope-tying lessons were awfully interesting and the course in agriculture was just grand."

As a help in the new order of things a strong school library is needed more than ever. Even in the smallest school there is indeed a collection of books known as the school library, the heritage of the years. These show no design in selection further than meeting the state aid requirement of the expenditure of a certain amount of money every year for library books. The trail of the book agent is over them all: witness the sets; Motley--"History of the United Netherlands," Grote--"History of Greece," Gibbon--"Rome," and such subscription books as "Lights and shadows of a missionary's life" and "The Johnstown flood."

The erstwhile teachers and their interests have left an impress; the correspondence courses which they pursued while teaching are reflected in such books as Hamerton--"Intellectual life"; "The literature of the age of Elizabeth"; and all the Epochs, and Eras and Periods in which they delved for credits; their faith bears witness in the "Life of Luther" found in every school library in one western county and their hopes in "How to be happy tho' married," common in another.

The average number of volumes in each school is impressive in reports, but inspection of the libraries too often shows that the majority of the books are entirely useless in connection with the school work and quite beyond the grasp and interest of the pupils who may be typified by little moon-faced Celestia who trudges two miles through the pine forest to the little log schoolhouse and to whom an illustrated book is a revelation of worlds unknown; Anna, eleven years old, who at the time of our visit was doing the work of the household and caring for her mother and the new baby brother before she came to school, for in this county the size of the state of Connecticut there are but five doctors and fewer nurses; Mary, aged 13, who keeps house for an older brother and his logging "crew" of four grown men; and little Irven, 7 years old, who reads so fast the words can hardly come and who is willing and eager to aver in round childish scribble that his favorite books are "Seven little sisters," Eskimo stories and Fairy stories and fables.

However hard to realize, the needs are simple to state; better books and direction in their use.

In many of the newer libraries there are many good and suitable books and the more progressive county superintendents are paying more attention to their libraries, making use of the suggestive lists furnished them and selecting all the books for the schools in their counties. One proudly reports the purchase in his county in the last year of 2144 =real= children's books. The standardization of the state school list has helped in later years, and as they are obliged to buy from this list there is a pleasing lack of "Motor boys" and "Aeroplane girls."

Some few of the teachers have the notion of the purpose of the school library and are eager to extend its influence. One teacher, combining school work with homesteading, asked for help in getting illustrated books and pictures, explaining that he found it difficult to give images to the words in their texts as the children in his school had never seen a locomotive, a train of cars, a bridge, a tower, a brick or stone building, and the nearest approach to the palace of which they read in their stories was the two-story square frame building in the adjoining settlement. The teacher of Anna and Mary realizing that they would not be allowed to stay in school longer than the law required, having now had more schooling than their father or mother, was trying to give them some simple instruction in household work and was glad to know of "When Mother lets us cook" and the simple books of sewing; and the town girl teaching her first term in the country school tells of her experience in using books of drawing to tame the young "Jack-pine savage" who had been the bully of the school.

The country teacher, as a type, is hardly more than a child herself, born, or transplanted at an early age, into pioneer conditions of work and living with the energies and thought of the family concentrated on getting a start in life in the new land.

In these homes books have not been plentiful, in some the catalog of the mail order house is often the only printed matter in evidence, having apparently displaced the family Bible from its time-honored place on the center table.

In the early schooling and life of the country teacher only the textbooks have left an impress and when she is asked at a country teachers' meeting or in the beginning of her normal school course to name favorite children's books, she puts down the texts she studied in the country schools, the Baldwins, the Carpenters, the Wheelers and the rest.

The stage of poverty and extreme hardship is fast passing. With increased prosperity comes the opportunity for better things, usually desired by the children, not always by the parents.

The school inspector was urging a new schoolhouse. The farmer thought this one good enough. After dinner they went out to see the fine stock and seeing the splendid barns for the stock the inspector said: "You provide such good buildings for your stock you ought to be willing to do something for your children." The farmer still demurred and the inspector pressed the matter. "Do you care more for your stock than for your children?" The farmer became indignant and said: "I want you to know that stock is thoroughbred." If the parents have lost or never had the power to enjoy books, the school and the library must see to it that this asset is given the child in the country, who tomorrow must deal with the problems of the new country life more complex than his fathers have known; the farmer's wife to become emancipated must learn to use the books which will help her, and there must be foundations for the larger citizenship for in spite of all efforts to keep the boy on the farm he will continue to join the ranks of the financiers, the doctors, the judges, the governors and the like.

The newer idea of the use of books and reading in the country schools is taking hold if sometimes vaguely. "I tell them to read library books," she said when asked what use she made of the school library. "Oh no, I have never read any of them myself," and "Little women" and "Captains courageous" and many other live children's books stood in perfect condition on the shelf, though there were a number of children in the school old enough to enjoy them, and only such books had been used as the more adventurous spirits in the school had tasted, found good and passed on to their fellows.

Few children have books of their own--one-third--one-fourth--one in ten being the answer which comes from the teachers to this query. Generally speaking, they read the books in the school library or none at all unless there is a traveling library at hand.

Teachers' training departments in the high schools are doing much to help the country school. In the year's work the students get much of the spirit as well as methods of country school teaching for the training teacher is usually eager to give them all she has of enthusiasm and efficiency and reaches out for all help in her work.

In one teacher's outlines, familiar looking notes on book selection and lists of children's books were discovered. She had patiently copied them from the summer school notes of the librarian in her home town and was using them with her students. In addition to her regular work she looks after the school library which is open to the public and also gives help to schools in the country in the arrangement of their school libraries. In most of these departments some work is attempted on the rural school library with required reading of children's books.

The town librarians find these classes an opportunity to extend their influence by talks in the schools and showing the resources and use of the library. Acquaintance and work with country teachers helped one librarian to put through a long-cherished, long-fought scheme of county extension. As the teachers understand more fully the help they can get from the library the more eagerly they consult the librarian about their work.

The inclusion of talks on children's books, reading and school libraries on the programs of the county teachers' and school officers' meetings, talks and exhibits at district and state educational gatherings and the University weeks have helped to give school libraries new importance in the estimation of the teachers.

The country school library to become useful must be reduced to a collection of books suited to the ages of the pupils as well as to the work in the school. As elsewhere, the best way to get the country child to read the best books is to have no other kind.

Recent library legislation makes it possible for any country or town school library in Minnesota to combine with a public library for service. They may turn over their books not needed in the school and what is more valuable to the library, the fund which they are annually required to spend for library books. In return the library must furnish the school with traveling libraries of books selected from the state school list, suited to the pupils in the school, and the school may also be a distributing point for books for the neighborhood, a real branch.

In some of the associated school districts the central library sends to the associated schools traveling libraries purchased by the district or borrowed from the library commission. In others, the country pupils act as a circulating medium for the central school library. In one town the school and town jointly maintain a good library with a competent librarian in the schoolhouse and it successfully serves the town, the pupils for their reference work and the country 'round about through the country boys and girls who come in every day to school.

The village or open country consolidated school presents yet another opportunity. These schools are the direct outgrowth of the new spirit of country life and are planned to minister to the social as well as the educational needs of the combined districts; and serve as a social center. The library is an important part of the equipment for this work.

State plans for these buildings include a good-sized assembly room, and a room for a library is required. The principal of the school must be shown how the library may help him in his work and he must be assisted in the selection of books not only for the school work but also for the boys' and girls' club, the potato and corn growing contests, the farmers' club, the women's club, the debating societies, literary evenings, and social gatherings which he plans to make features of his school.

Such are some of the possibilities. To make them realities, the teachers must be trained in an understanding of the purpose of a library and a knowledge of children's books, and every library agency in every county and state must be quickened toward the most remote of "all of the children of all of the people."

In the discussion by Mr. Kerr, Miss Burnite, Miss Brown, Miss Allin, Miss Zachert and Miss Hobart, which followed, the following points were made: That the time to accomplish the work in question is when the teachers are in the normal schools, that such work should be based upon the teachers' intensive knowledge of children's books, and that influence may be gained by approaching the superintendents and by using as advertising mediums the school papers to which the teachers subscribe.

Miss Power then gave the chair to Miss Mary E. Hall, librarian Girls' high school, Brooklyn, N. Y. Miss Hall introduced Miss MAUDE McCLELLAND, who told of her work in charge of the library in a high school in Passaic, N. J., pronounced by Miss Hall to be a model of its kind. Miss McClelland made a very happy comparison of the old time school boy and the school boy of today and discussed modern high school methods of helping children to meet actual problems in life.

Miss McClelland said in part:

THE WORK OF A HIGH SCHOOL BRANCH

In the preface to a volume of essays entitled "Literature and life," William Dean Howells defends the doctrine that the tree of knowledge, so familiar to all of us, is in reality but a branch of the tree of life. Literature, instead of having a separate existence of its own, is, as a matter of fact, but a part of life, and all that is necessary to make it a vital force in the lives of human beings is to establish its identity with life.

Now the emphasizing of this unity of literature and life has become the self-appointed task of the modern public library--a task which it is approaching from a number of different angles, such as work with children, work with clubs, work with foreigners, and work with schools. Something of what the library is doing along one of these lines--that of work with schools--may be learned by studying the methods in use in the high school branch of a public library.

Perhaps these methods may best be illustrated by contrasting the school days of two brothers, Adam and Theodore. Now Adam went to school in the good old days when there were no high school libraries, and indeed very few libraries of any kind. At 9 o'clock every morning the active interests of life ceased for him. He then entered the schoolhouse and began the study of a set of lessons, which far removed from real life in themselves, could not be made intensely vital even by the best of teachers, because there was no library in the building upon which the teachers could draw for books and other materials to illustrate the connection between the classics and real life.

The first subject upon his program was ancient history. This he learned with the aid of a textbook, condensed in form, and attenuated in spirit. To him the book was a collection of disagreeable facts to be learned by heart and then forgotten as quickly as possible after examinations were over.

Now, when Adam's brother Theodore entered the school, matters had changed. A branch of the public library had been installed, and the history teacher was no longer handicapped in her work. The members of Theodore's class had all been given special topics for investigation, so when the class in ancient history was called, one pupil drew upon the board the plan of a Greek house, which he had copied from Harper's classical dictionary, while another pupil, who had been to the library and interviewed Gulick's "Life of the ancient Greeks," described the furniture and cooking utensils of the Greeks, and told about the kind of things they had to eat. And Theodore began to realize that after all, those ancient Greeks were real people, just like other real people. So from that history lesson he carried away inspiration from the life of the past toward the living of his own life of the present and future.

The next lesson on the schedule for the day was English. Now, when Adam went to school, he had been rather fond of reading--but that there could be any connection between reading and the English work given him at school never entered his head for a moment. True, they did some reading in the English class, but it was reading in which he wasn't very much interested, though he supposed that in some vague way it probably did him a great deal of good. The real reading, which he did surreptitiously at home was of an entirely different kind. Far from imagining that he derived any benefit from it, he at times even feared that he was endangering his immortal soul. But he felt that the pleasure was worth it. The two kinds of reading, if tabulated, would be about as follows, the comparative amount done being in about the ratio of 16 to 1 in favor of the kind he liked--if he had luck in borrowing books from the boys:

School Reading

Rhetoric and composition. Evangeline. Pilgrim's progress. Selections from Milton. Lady of the lake.

Home Reading

The downward path or A debt of vengeance. Helping himself. A leap in the dark. Trapped in his own net.

The school reading was unexceptionable as to literary character, but, at least for the growing boy of average intelligence, it seemed to lack attractiveness.

When Theodore entered the English class in high school, times had changed. The first thing the teacher did was to give him a list of books for home reading. At the top of the list was written, "These books may be borrowed either from the high school branch or from any other branch of the public library." On the list were such books as "Huckleberry Finn," "Tom Sawyer," "The jungle books," "Story of a bad boy," "The wonder book and tanglewood tales," "Treasure island" and "The man without a country."

Now, these books have literary character; they are attractive; furthermore, they were written by authors who at all times observe with proper respect and deference the laws of the English language.

So, once more, through the aid of the library, we find the connection between literature and the joy of life established.

In the old days, not much had been said about vocations, or working for a living. Indeed, the only ambition considered really worth while was that of going to college and becoming educated. To leave school before graduation was rather a disgrace, and if any boy was, like Lady Macbeth's guests, by force of circumstances, compelled to "go, and stay not upon the order of his going," his method of departure can best be described by the expression, "slinking out." But now, Theodore found the school ready and willing to help all those who had to leave school to go to work; and again, the connection between real life and school was established.

And if Theodore found that the library was not lacking in books that would help in the practical issues of life, neither did he find a dearth of the books that are needed for companionship--the books that we are inclined to group under the heading "Cultural reading." Oliver Wendell Holmes, in one of his essays, says, speaking of libraries, that he has the same easy feeling when among books that a stableboy has among horses. And it is perhaps along this line--that of inculcating a real love for books--that the greatest work of the high school library lies.

In an article on "Children's reading" in Harper's Weekly for May 31 there are some valuable suggestions for the librarian, not least among them that contained in the last paragraph, which I shall quote:

"An excellent suggestion is that in all public schools there should be, as well as the supervisor of drawing, and the supervisor of music, and the supervisor of manual training, a supervisor of the art of reading. For is not reading, after all, an art, and an uplifting, consoling and educative art?"

Mr. SAMUEL H. RANCK, librarian of the Grand Rapids public library, read a full and interesting paper on

THE LIBRARY'S OPPORTUNITIES IN VOCATIONAL GUIDANCE

In October, 1911, the Grand Rapids public library published in its monthly bulletin an outline of the Central high school course in vocational guidance, with a selected list of the library's books on this subject for teachers and pupils. Five thousand copies were printed, and no number of the bulletin we have ever published has received so much attention. Requests for it have come from all over the world, and a number of institutions have purchased as many as 50 copies. This bulletin is now out of print. In the near future, on the basis of our experience of the last few years, we expect to publish a revised edition of the vocational guidance list, which will include much new material purchased on this subject in the last two years.

Although this list has received so much attention outside of the city its greatest success has been in the city itself. It has brought to the library a great number of young people for the books for circulation and to the reference department for the preparation of all sorts of themes on vocational subjects as a part of their high school work in English. It is not an uncommon thing to find from 20 to 50 high school students at one time working on this subject in our reference department. Incidentally this work at the library has been a splendid training for the boys and girls in the use of the reference books, and regardless of any direct effect it might have on their choice of a career it is certain that the consideration of a number of subjects in connection with the possibility of their being followed as a vocation tends to broaden the life of any young person.

At first this work was regarded somewhat as a joke by some of the pupils but there has been less and less of this as time goes on. No work that the library has ever done in the way of making certain classes of books known to its readers has met with anything like the response as has this work of co-operation with the Central high school.

All through this work the thought of the library has been that it is a co-operating agent rather than an institution working independently, and it seems to me that in all work of this kind the teacher and the school through their intimate personal knowledge of the child are in a much better position to guide the boys and girls than is the library. The library's place is simply that of being fully alive and sympathetic with the whole situation, and in putting forth every effort to gather all available data and to supply the needs of those who can use printed material on this subject. It does not of course neglect opportunities for personal influence, but it seems to me that the library can not take the initiative in the same way nor on the same scale as does the school. Through the reading rooms the library has special opportunities to direct the "misfit" who comes to the library for a clue to a better occupation.

Along with the list in our bulletin of October, 1911, which by the way includes only things in the circulating department of the library, we published an outline of work in vocational guidance in the Central high school by Principal Davis. The following is his statement and the outline, as then in use, since modified somewhat on the basis of practical experience.

Outline of Work in Vocational Guidance in the Central High School

By Jesse B. Davis, Principal

"Vocational guidance aims to direct the thought and growth of the pupil throughout the high school course along the line of preparation for life's work. The plan is intended to give the pupil an opportunity to study the elements of character that give success in life, and by a careful self analysis to compare his own abilities and opportunities with successful men and women of the past. By broadening his vision of the world's work, and applying his own aptitudes and tastes to the field of endeavor that he may best be able to serve, it is attempted to stir the student's ambition and to give a purpose to all his future efforts. Having chosen even a tentative goal his progress has direction. In the later study of moral and social ethics he has a viewpoint that makes the result both practical and effective.

"In order to reach all the pupils in the high school this work is carried on through the department of English, which subject all pupils must take. Brief themes and discussions form the basis of the work. Pupils are directed in their reading along vocational and ethical lines and are advised by teachers who have made a special study of vocational guidance. The following outline is but suggestive of the types of themes and discussions to be used. Each teacher is given opportunity to use her own individuality in working out the details of the scheme.

"Outline

First Year

1st Semester--Elements of success in life.

1. Every day problems.

(a) The school. (b) The home. (c) The athletic field. (d) The social group.

2. Elements of character.

(a) Purpose of life. (b) Habit. (c) Happiness. (d) Self-control. (e) Work. (f) Health.

2nd Semester--Biography of successful men and women.

1. Character sketches.

2. Comparison of opportunities of ... with self.

3. Comparison of qualities of ... with self.

Second Year

1st Semester--The world's work.

1. Vocations: Professions, occupations.

2. Vocations of men.

3. Vocations of women.

2nd Semester--Choosing a vocation.

1. Making use of my ability.

2. Making use of my opportunity.

3. Why I should like to be....

4. The law of service.

Third Year

1st Semester--Preparation for life's work.

1. Should I go to college?

2. How shall I prepare for my vocation?

3. Vocational schools.

4. How shall I get into business?

2nd Semester--Business ethics.

1. Business courtesy.

2. Morals in modern business methods.

3. Employer and employee.

4. Integrity an asset in business.

Fourth Year

1st Semester--Social ethics: The individual and society--from the point of view of my vocation.

1. Why should I be interested in

(a) Public schools? (b) The slums? (c) Social settlements? (d) Public charities? (e) The church? (f) Social service?

2. The Social relation of the business man.

2nd Semester--Social ethics: The individual and the state--from the point of view of my vocation.

1. The rights of the individual.

2. Protection of the individual from the state.

3. The obligations of citizenship.

4. The rights of property.

5. The responsibility of power."

The books in the bulletin were arranged in accordance with the foregoing outline, which takes the pupil through the whole four years of high school work. Principal Davis' statement of the aims and methods of vocational guidance as it is being carried on in Grand Rapids is sufficiently clear I think, and does not require any additional explanation. It should be clearly understood, however, that vocational guidance is altogether different from vocational education and from industrial education, subjects with which it is sometimes confused.

To meet the many demands which come to Mr. Davis for information regarding vocational guidance he is now at work on a book which will discuss the whole matter fully. This book will probably be ready in the fall. It will contain a revised list of our books on this subject.

At a recent meeting of the Board of Education this work was organized and systematized for the whole city, for all the pupils in the seventh grade and upwards, with Principal Davis as director of the work.

In the light of our experience we believe that the library, in addition to printing a list of books such as given in accordance with this outline, needs a supplementary list arranged according to vocations. On account of the growing interest in vocational education and industrial education there have been many useful books published within the last few years. When this work was first begun there was a dearth of suitable material on a good many subjects, and it was necessary for the library to depend largely on magazine articles, pamphlets, etc., in the reference department, the best of which we have indexed according to subject, along with our indexing of other material such as college catalogs, to show the institutions where courses are given on particular subjects, etc.

The following are a few of the subjects called for recently, as they were noted in the reference department: Nursing, Teaching, Drafting, Social settlement work, Dressmaking, Library work, Dentistry, Music, Mining engineering, Electrical engineering, Farming, Physical training, Agriculture, Education of defectives, Forestry, Playground work, Stenography, Art, Mechanics, Magazine illustrating, Domestic science, Landscape gardening, Designing dresses, Housekeeping, Social secretary work, Private secretary work, Decorative painting, Baseball managership, Surveying, Civil service, Kindergarten work, Scientific farming, Physical culture.

The purpose in all this work is to endeavor to aid boys and girls to find a work in life that will command their best energies, their intelligent interest, and is adapted to their capacities, thus avoiding so far as possible the bane of young people drifting into the first thing that comes along, whether they are fitted for it or not. This work puts before them the widest possible range of choice of vocation, enlarges their horizon, and then endeavors to ground them in those fundamental moral qualities which are the basis of every successful life.

By putting the right sort of books into their hands in this way the library has a tremendous opportunity for influencing their lives at the most formative period, and at the same time developing in them a more or less serious attitude toward life and its work. The study of the lives of successful men and women and the study of the work and requirements of different vocations can not help but impress upon boys and girls the importance of preparation and conscientious effort as prime requisites for success in any line of work.

We of the library in Grand Rapids are of the opinion that the library alone in such work could do very little. As already stated we believe that the initiative should come from the school. On the other hand, we are firmly convinced that the school alone without the co-operation of the library would be very seriously handicapped. In the first place the school would be required to duplicate unnecessarily a large number of the books which are in our public libraries, and this of course would be an economic waste. In the second place the school would be denying the children one of the best opportunities to come in contact with an institution which aids them in the continuation of their education all through life after they leave school. It is of immense value to the child to get training in the use of the library in connection with the thinking he is giving to his work in after life. A better introduction of the child to the value of books and a public library, the library itself could hardly ask.

But the library's greatest opportunity in vocational guidance is in the fact that all this work is really constructive manhood and womanhood, or if you please, constructive citizenship. And this is not only the greatest work the library can do, but the greatest work any institution can do.

This subject proved a timely one and aroused considerable discussion. Many questions were asked concerning the co-operation of the public library in Grand Rapids with this department of work in the high school. Mr. Ranck announced that Mr. Davis, principal of the Central high school, expects to bring out a book in the fall which shall include outlines and the list of books which has been in such great demand and which is now out of print.

The discussion seemed to show that "vocational guidance" is a legitimate field not adequately covered by libraries. Miss Power now took the chair.

Miss Burnite made a motion to adopt the following resolution:

Whereas, the members of the American Library Association who are engaged in work with children feel the great bond of affection for all those who have rendered that service to child life which the achievement of efficient library service for children signifies;

And whereas, the Dayton public library has suffered the destruction of its children's department and thereby the children of the city are without the influence of good books at the time they need them most;

Be it resolved: that we express to the Board of Trustees, the librarian, Miss Clatworthy, the head of the children's department, Miss Ely, our deep sympathy and the hope that their work may be rehabilitated upon a greater plane of service.

Be it resolved also, that these resolutions be spread upon the minutes of this meeting and the secretary be empowered to forward them to the library officials mentioned with the request that the resolutions be forwarded to the Women's Clubs of the city and especially to the Mothers' Clubs as an expression of sympathy for them also, in the loss of the department of the library which has furthered their own efforts in bettering child life.

The motion was carried and the session adjourned.

BUSINESS MEETINGS

At the business meetings of the section held June 25th at 2:30 p. m. and after the session, Friday, June 27th, the chairman appointed three new members of the advisory board, as follows: For one year, Mr. Henry E. Legler, and, for three years, Miss Linda Eastman and Miss Lutie E. Stearns. Miss Annie C. Moore, Miss Clara W. Hunt and Miss Caroline Burnite were appointed members of the nominating committee and upon their recommendation the following officers for the ensuing year were unanimously elected: Miss Agnes Cowing, chairman; Miss Mary Ely, vice chairman; Miss Ethel Underhill, secretary. Miss Adah Whitcomb and Miss Faith Smith were appointed by the chair to investigate the subject of simplified headings in several different libraries, to confer with the Catalog Section and A. L. A. Publishing Board, and to report to the Section.

COLLEGE AND REFERENCE SECTION

MAIN SESSION

The main session of the College and Reference Section was held on Tuesday afternoon, June 24th, at the Hotel Kaaterskill. Mr. Andrew Keogh, reference librarian of Yale University, presided; Miss Amy L. Reed, librarian of Vassar College, acted as secretary.

The chairman asked for a motion to fill the vacancy on the committee of arrangements which would be caused by his own retirement. It was voted that the Chair appoint a nominating committee; Mr. L. L. Dickerson, librarian of Grinnell College, and Miss Laura Gibbs, cataloger of Brown University, were asked to serve as such a committee.

The session then proceeded to the program for the day, which was the work of Miss Sarah B. Askew, New Jersey public library commission, and of Mr. N. L. Goodrich, librarian of Dartmouth College. In order to secure pointed discussion Mr. Goodrich had caused brief summaries of the papers to be printed and distributed to members of the section two weeks before the meeting.

Miss LUCY M. SALMON, professor of history at Vassar College, read the first paper, entitled

INSTRUCTION IN THE USE OF A COLLEGE LIBRARY

Students who enter college are in an altogether hopeless state, if we are to believe the lamentations poured out in educational reviews and in library journals. In familiar phrase, "they have left undone those things which they ought to have done, and they have done those things which they ought not to have done, and there is no health in them." But it is not given either a college librarian or a college instructor to remain long hopeless, either for himself or for others,--the very nature of his calling demands that somebody do something. Discouragement over ignorant and untrained freshmen dissolves into the bewildering questions of who is to do what, and when, and where, and how. And so the college year begins.

It is undoubtedly true that a very large majority of college freshmen are not familiar with a large library such as they meet in college, that they have never used a card catalog, and that they would not even recognize it if they saw one.

But is it reasonable to expect such knowledge? The majority come from small places where such opportunities are not found, the work of the secondary schools does not demand extensive use of a library, and the mental immaturity of pupils of the secondary school age does not augur well either for an understanding of the intricacies of the card catalog, or for any special interest in the cataloging of books, or in general library history and administration. If the entering student had a knowledge of these things, one reason for going to college would be lacking,--he goes to college to learn what he cannot reasonably be expected to know before that time.

Cheerfully accepting then this condition of ignorance of all library procedure on the part of the rank and file of college freshmen everywhere, and unanimously agreeing that the college student must in some way learn how to use a library, diversity of opinion is found in regard to these two questions:--Is this instruction given better as an independent course to the entering students, or is it better to give it in connection with regular college work? Should the instruction be given by members of the library staff, or by college instructors?

The very fact that this question has been broached is helpful, since it is significant of the great changes that are coming both in library administration and in educational theory and practice. It suggests the increasing specialization in library work, the growing co-operation between the library force and those engaged in the more technical side of education, newer and, we believe, higher ideals of the object and therefore of the process of education, and the reflection of these changes in the development in the student body of independence, self-reliance, and the desire to do creative work.

Assuming therefore that we are all interested in securing for the college student fullness of knowledge at the earliest hour possible, I venture personally to differ somewhat from the report of the majority of the committee of the New England college librarians and to say that from the angle of the college instructor, it seems clear to me that the knowledge is better acquired in connection with regular college courses and that it can best be given by college instructors. It is with most of us a favorite occupation to see how many birds we can bring down with one stone, and this desire is in a sense gratified if we can incorporate knowledge of how to use a library with the subject matter included in a particular course,--it seems a saving of time for student, instructor and librarian. Everything is clear gain that can be picked up by the way.

But quite apart from this general desire to telescope several subjects, there are specific advantages gained by the student when the instruction is given by the instructor of a regular college class. The knowledge acquired falls naturally into its place in connection with definite, concrete work. Abstract theory has little place in the mental equipment of the fresh man, he seeks out relationships, adds new knowledge to what he already has, and quite reasonably is impatient, even intolerant in spirit when new ideas and facts are presented to him that he cannot immediately assimilate. To use a homely illustration, an article of food, like butter, that is essential for our physical diet serves its purpose much better when distributed through other articles of food than if taken independently and by itself. All new ideas in regard to library organization, cataloging, bibliography, searching for material, the handling of books, if gained through the usual channels of college work, are quickly and easily assimilated by the college student. If, however, these same ideas are presented to him unrelated to other work they are in danger of remaining unassimilated and of becoming a hindrance rather than a help.

On the other hand, the advantages in having the instruction given by a regular college instructor are that he deals with small sections of students, not with "numbers which are appallingly large;" that he knows the individual student; that he is able to relate the bibliographical work with the individual student on the one hand, and on the other hand with the special subject with which the student is working.

Personally, I can but feel that the assumption made by the committee of the New England college librarians, by the librarian of the Newark public library, by the dean of the collegiate department of the University of Illinois, and by others in the library field that college instructors are not interested in this matter and would oppose instruction in it is not really warranted by the condition that exists.

May I venture to describe somewhat in detail what is done in one college in showing students how to use books, how to become acquainted with the opportunities of a large library, and how to avail themselves of these opportunities in a direct personal way. In giving this account of what is done in Vassar College, may I emphasize the statement that the work done is by no means peculiar to one college,--other institutions all over the country are doing much that in principle is precisely the same, although the details may vary.

The first aid in knowledge of the library building, of its equipment, and of how to use its collections is given the Vassar College student literally during her first hours on the college campus. She is met by a member of the senior or the junior class and taken about the campus, and it is the duty of these student guides to give every entering student a copy of the =Students' Handbook=. In this she is urged to "become acquainted with the library as soon as possible." "The reference librarian," the =Handbook= tells her, "expects every new student to come to the reference desk to be shown about the arrangement of the library and the use of the catalog and to receive a copy of the library Handbook."

The guides point out the library and they are instructed to urge the new students to seek out the reference librarian at once and to make the library trip immediately. The new student goes to the residence hall where she is to live and she finds on the bulletin board in this hall an invitation to take the library trip. The records kept by the reference librarian show that a very large percentage of the entering students almost immediately avail themselves of this invitation extended by guides and reiterated by =Handbook= and by bulletin boards.

When the new student first enters the library she is given a plan of the building showing the arrangement of the different sections and a handbook explaining in full the library privileges. Armed with this, she is met by the reference librarian and then joining a group of three others she is taken through the library where she makes connections between the plan in her hand, the books on the shelves, "the inanimate reference librarian--the card catalog--" and the animate reference librarian in whom she finds a guide, counselor and friend.

This library trip can be, and is intended to be only general in character. The student gains from it first of all the consciousness of having found in the reference librarian a friend to whom she can always go for help and advice; second, her interest is aroused to become better acquainted with the card catalog and with the general facilities for work afforded by the library; and third she gains a determination to follow the injunction of the =Students' Handbook=, "do your part to make the library an ideal place in which to work."

It is at this stage, after this general instruction given by the reference librarian, that the majority of the entering students meet the officers of the department of history. We give them collectively during the first week, usually the second day, an illustrated lecture on the library. This includes slides showing the catalog cards of a few of the books they will use most in their history work, the cards of the most important reference works, periodicals, and atlases, slides showing the difference between a "see" card and a "see also" card, slides that explain incomplete series, continuation cards, and every variation that concerns their immediate work. Every slide concerns a work on history that is to be used almost immediately, and the form used in cataloging, the notation and the annotation, the hieroglyphics of the printed card, and the bibliographical features of the card are fully explained from the screen.

The students then meet their individual instructors, each one having previously provided herself with a pamphlet called ="Suggestions for the Year's Study, History I."= This pamphlet, besides giving detailed instructions for the preparation of the work, includes a plan of the library; suggestions in regard to its history, as also the description and the meaning of its exterior and interior; a facsimile and explanation of the catalog card of the text book used in the course; hints concerning the general card catalog; an analysis of the general form and different parts of a book; special directions for preparing the bibliographical slips or cards that must accompany every topic presented, together with an illustration of a model card; a full classification, with illustrations under each, of all the works of references the class will presumably use, including general works of reference, dictionaries, encyclopaedias, periodicals, year books, atlases, autobiographical material, including the various forms of =Who's Who?= together with biographical, ecclesiastical and various miscellaneous dictionaries and encyclopaedias; an elaborate chart devised to show the authoritativeness as history of the text book used in the course, accompanied by a full explanation of it; suggestions in regard to the purchase of histories for a personal library; and finally, a recommendation to make use of another pamphlet called =Suggestive Lists for Reading in History=. The main points in the pamphlet =Suggestions for the Year's Study= are talked over between instructor and students, and constant reference is made to it throughout the year.

The next step in the history work is to assign each student one or more questions written on a slip and drawn by lot. These questions are intended to test her assimilation of the bibliographical help already given, and her ability to apply to a concrete case what she has gained. As soon and as often as possible the students in the different sections of this class in history go to the library with the instructor for such additional and special help as they may need.

From time to time the students in History I prepare special topics on limited questions. A bibliography must always preface these topics and if it is in any way at fault, either as regards form or material, it must be presented a second time or as many times as is necessary to correct the defects.

This course in History I is required of every student in college. Those students who elect other courses based on this become acquainted with still other features of the library and acquire added facility in bibliographical work. Every student, for example, who elects the course in American history has a pamphlet called =Suggestions for the Year's Study, History A, AA=. This pamphlet includes a chart that shows the location in the library of all the sections of American history, each accompanied by the Dewey notation for each section, and also the notation for the sections in political science, law and government, American literature, English literature, and English history. It also considers at length the place in the course of the textbook, secondary works, collections of sources, almanacs, works on government, guides to literature, state histories, biographies, travels, and illustrative material. For the latter the students are again referred to =Suggestive Lists for Reading in History=.

Another section of the pamphlet considers specific classes of books which the student uses. It calls attention to the various kinds of bibliographies, as complete, selected, classified, and annotated; to library catalogs arranged on the dictionary, author, subject, and title plan, as also to trade catalogs; to documents classified by form and by contents; to official publications, and the publications of historical societies; to every form of personal record; to descriptions by travelers; and to general and special histories. It also takes up periodicals; manuscripts; special facsimiles, like the B. F. Stevens; geographical material; monumental records; inscriptions, and pictorial material.

Elaborate directions are given for preparing exhaustive bibliographies of the material in the college library on special subjects and suggestions for expanding these in the future as other opportunities for further library work are presented. In addition, tin trays of cards are provided in the American history sections. These are bibliographical cards that supplement but do not duplicate the catalog cards of the general library catalog.

During the year about twenty special topics are prepared by this class, each prefaced by a bibliography of the subject. At the end of the year, one special bibliographical topic is presented. This represents what each student can do in the time given to three classroom hours.

At the end of the first semester of this course the examination given is not a test of what the students have remembered but rather a test of what they are able to do under definite conditions. The class is sent to the library, each member of it usually receives by lot an individual question, and she then shows what facility she has gained in the use of books by answering the question with full range of the library.

Other pamphlets of =Suggestions= have occasionally been prepared for the most advanced courses. At the end of the senior year the students in my own courses are frequently given an examination that calls for the freest use of the library in the planning of history outlines for club work, in arranging for a public library selected lists of histories suitable for "all sorts and conditions of men," and similar tests that show how far they are able to apply present bibliographical knowledge to probable future experiences.

All this instruction and opportunity for practice in bibliography is not left to "the chance instruction of enthusiastic instructors" or to "the insistence of department heads" to quote Mr. Kendric C. Babcock.[8] It is definitely planned, it is systematically carried out, there is definite progression from year to year in the kind of bibliographical work required, and it is directly related to the specific and individual work of every student. From time to time conferences are held by the members of the library staff and the instructors in history and these conferences enable each department to supplement and complement the work of the other and thus avoid repetition and duplication.

[8] =Library Journal=, March, 1913, p. 135.

This division of labor enables the reference librarian to play the part of hostess, to make the students feel at home, to secure their good will and co-operation, to develop a sense of personal responsibility towards the library and its treasures. Her work as regards the library is

largely general and descriptive; as regards the students it is that of a friend and counselor; as regards the other officers of the college it is that of an ally and co-operator.

It is necessary to emphasize at this point the wide divergence between the work of the reference librarian in the college or the university and that of the reference librarian in the public library however large or small it may be.

In the public library the demand made upon the reference librarian is for definite information for immediate use; the library patron wishes, not training in acquiring information by and for himself, but the information itself; no substitution of deferred dividends will satisfy his insistent demand for immediate cash payment; he cares not at all for method but he cares very particularly for instant results. Moreover, no one intervenes between the reference librarian and the library patron,--he alone is responsible for giving the information desired. And again, the reference librarian has to deal with an irregular, constantly fluctuating clientele. The man who wants to know who first thought the world was round and whether he was a vegetarian or perchance a cannibal may never visit the library again, but the effort must be made to satisfy his curiosity. The reference librarian of the public library must always be more or less of a purveyor of miscellaneous information to an irregular fluctuating public.

But the functions of the college reference librarian are altogether different. It is often his duty not to give, but temporarily to withhold information; not to answer but to ask questions; to answer one question by asking another; to help a student answer his own question for himself, work out his own problems, and find a way out of his difficulties; to show him how to find for himself the material desired; to give training rather than specific information; to be himself a teacher and to co-operate with other instructors in training the students who seek his help. All this is possible for him for he deals with a regular constituency and he can build up each year on the foundations of the previous year. But while progression comes for the students, there is always the solid permanency of subject with which the reference librarian deals. With the regularity of the passing calendar there come the questions of the feudal system and of the frontier, of the renaissance and of how to follow a bill through congress. The personnel of the student body changes, but there is always an unchanging residuum of subject matter. On the side of the regular college work there is therefore practically no demand whatever made on the college reference librarian for the miscellaneous information demanded of the public reference librarian,--he is not the one who writes for the daily papers the description in verse of the daily life of the reference librarian.[9] Just what his work is in the college, from the students' point of view is indicated by a recent experience.

[9] =Library Journal=, Oct., 1912. =Public Libraries=, June, 1913.

A class of seventy in American history was recently asked to what extent the members of it had availed themselves of the services of the reference librarian in that particular course and the replies seem to show that their inquiries had chiefly related to the use of government publications, early periodical literature, material not suggested by the titles of books, out-of-the-way material, source material, and current newspaper material not available through indexes. The many tributes to the help received from the Vassar College reference librarian are perhaps best summed up, so it seems to the teacher, in the statement of one student "she shows you how to go about finding a book better the next time."

If then it must be evident that the work of the college reference librarian differs widely from that of the public reference librarian, it remains to consider specifically what division of the field should be made between the college reference librarian and the college instructor. Here a clear line of demarcation seems evident. The college instructor must know the student personally and intellectually, as he must know the conditions from which he has come and the conditions to which he presumably is to go. He must help the student relate all the various parts of his college work and help him relate his college work to the general conditions in which he is placed. Hence he cannot separate for the student the bibliography of a subject from the subject itself. Nor can he turn over to the librarian the instruction in bibliographical work. The reference librarian is the only member of the library staff who in the capacity of a teacher comes into direct personal relationship with the student, but his work, as has been seen, is entirely different.

In this division of the field that leaves to the college instructor the actual instruction of students in the use of books, a large unoccupied territory is claimed by the reference librarian as peculiarly his own. This concerns the "extra-collegiate activities" and includes help on material needed in inter-class debates, dramatics, pageants, college publications, Bible classes, mission classes, commencement essays, and all the miscellaneous activities in which the student, not the instructor, takes the initiative. This work corresponds somewhat closely to that of the general reference librarian in a public library and it demands about one-half of the time of the librarian.

Instruction in the use of the library is facilitated by unrestricted access to the shelves and here the students are able to put their knowledge to the test and to work out their own independent methods.

What are the advantages and the disadvantages of unrestricted access to the library shelves? The question was recently asked a class of seventy students and their replies show an almost unanimous opinion that the advantages are overwhelmingly in favor of the open shelves.

Among the educational advantages enumerated are that this fosters independence and self-reliance, through encouraging personal investigation; that it enables students to see books in relation to other books, to make comparisons, and therefore to select those that are the best to use; that it shows the library resources and, to a certain extent, the breadth of the investigation that has been done in specific lines. "The open shelf is an instructor, a great indispensable helper, an education in itself," writes one student, while another states, "It gives an opportunity to form a closer acquaintance with books already known by name, and for casual acquaintance with books one has not time to draw out and read at length."

On the more personal side the students have found the advantages to be the pleasure found in handling books; the appeal made by titles and bindings; the inspiration that comes from the feeling of kinship with books; the opportunity given for wide acquaintance with books and authors; more extensive reading; the saving of time; the satisfaction of being able to find what is wanted, freedom from the limitations of specific references. "We become interested in subjects and in books we should not otherwise have known at all," writes one, while another asked a friend who replied, "Well, I don't know exactly what it means, but I guess it means that I for one use books I never otherwise would have used."

On the side of the library as a whole, many have found advantages in the opportunity it gives of doing general and special bibliographical work and in the knowledge afforded of the general plan of arrangement, classification, and cataloging. "If we had to stay in a reading room, how much idea of library organization should we have?" is the clinching question of one enthusiastic student.

The moral advantages are found to be the feeling of responsibility towards books and the training given in not abusing the privilege.

But it is in the failure of some persons to avail themselves of these opportunities for moral training that students find the disadvantages of the open shelf. There are the periodic complaints that books are lost, misplaced, hidden, and monopolized; that the privilege is abused; and that the social conscience is lacking. "The open shelf is the ideal system but it is designed for an ideal society," feelingly writes one, while another, more philosophical, finds that the open shelf has its annoyances, but no disadvantages, and that these are probably to be charged up to human nature, not to the system.

Only an occasional one sees any other disadvantages. One student finds herself bewildered and lost in irrelevant material, while another brought up in the atmosphere of Harvard, thinks that the closed stack encourages greater precision and carefulness, "for if you have to put in a slip and wait for a book you are more careful about your choice than you are when you can easily drop one found to be unsatisfactory and lay your hands immediately upon another one." "It may be," adds a third, "that we do not get all we might from a book when it is so easy to get others. I find myself often putting aside a book when I do not immediately find what I want."

With an occasional plaint about the increased noise and that the open shelf really takes more time since it is easier to ask for an authority on a specified subject than it is to look it up for one's self, the case for and against the open shelf, from the side of the student, seems closed, with the verdict overwhelmingly in favor of unrestricted access to the library shelves.

I cannot forbear suggesting two directions in which it seems to me the library work could be extended to the advantage of both library and academic force.

The first is the desirability of having connected with every college library an instructor in the department of history who gives instruction in one or more courses in history and who is at the same time definitely responsible for the development of the bibliographical side of the history work.

The work of the history librarian on the library side would be to serve as a consulting expert on all questions that arise in cataloging books that are on the border lines between history and other subjects. Such perplexing questions are constantly arising and valuable aid might be given in such cases by an expert in history.

Another part of the work of the history librarian from the side of the library would be to keep the librarian and the history department constantly informed of opportunities to purchase at advantage works on history that are available only through the second-hand dealers. It now usually devolves on some member of the library staff to study the catalogs of second-hand books and report "finds" to some officer of the history department. Could facilities be provided for making it possible to have the initiative come from the history side it would seem a distinct gain.

The work of the history librarian would also include the responsibility for the classification, arrangement and care of the mass of apparently miscellaneous material that accumulates in every library but does not slip naturally into a predestined place. All is grist that comes to the history mill, yet it is difficult to know how it can best be cared for. Miss Hasse in her well-remembered article =On the Classification of Numismatics=[10] has shown that the utmost diversity has prevailed in regard to the classification of coins and the literary material dealing with them. This is but one illustration of the uncertainty, confusion, and diversity that prevails in classifying much of the material that seems miscellaneous in character, and that yet should be classified as historical material.

[10] =Library Journal=, September, 1904.

The work of the history librarian on the side of the students would be concerned during the first semester particularly with the freshmen and the sophomores. The bibliographical and reference work now done could be greatly enlarged and extended. It would be possible to explain still more fully the possibilities of assistance from the card catalog; to help students locate the more special histories that might seem to be luxuries rather than the necessities of their work; to make them acquainted with histories as histories, rather than with histories as furnishing specific material; to develop their critical appreciation of books and their judgment in regard to the varying degrees of authoritativeness of well known old and recent histories. Encouragement would be given the students to begin historical libraries for themselves, advice could be given in making reasonable selections of books, and help in starting a catalog. Interest in suitable book-plates for historical collections might be roused as well as interest in suitable bindings, and thus through these luxurious accessories the student be led on to friendship with the books themselves and with their author.

During the second semester the work of the history librarian would be largely with the seniors and would be more constructive in its nature. The seniors are looking forward to taking an active part in the life of their home communities and they will be interested in the public schools, in the public library, in social work, in church work, in history and literary clubs, in historical pageants, fêtes and excursions, in historical museums, in the celebration of historic days, and in innumerable other civic activities, many of which are intimately connected with the subject of history. The history librarian would be able to give invaluable aid to the seniors in preparing lists of histories suitable for public libraries in communities where suggestions may prove welcome; in suggesting histories adapted to all these demands made by personal, co-operative, and civic activities. This constructive work of the history librarian would be capable of infinite extension and variation and its good results would be far-reaching and of growing momentum.

May I suggest one further possible direction in which the activities of the library staff would lend interest to the general work of the college. Every institution needs luxuries and the members of the library staff have it in their power to offer courses of lectures open to all members of the college and also to citizens of the community who are interested in educational questions. Such courses would include lectures on the history of libraries; on the great libraries of Europe and America; on the great libraries of the world; on great editors like Benjamin F. Stevens; on rare books; on books famous for the number of copies sold, of editions, of translations, of migrations through auction rooms; on the famous manuscripts of the world. The possibilities of such courses are limitless.

There are also the courses of lectures that we are all eager to hear on the plain necessities that are of even greater interest than are those that deal with the luxuries. The college wants to hear about the administration of a library and its general problems; about the special questions of cataloging, interlibrary loans, the special collections of the library as well as its general resources. From the standpoint of special departments, lectures might be given by representatives of these departments on the treasures of the library as they concern their special fields.

Joint department meetings of the members of the library staff and the officers of the departments of English and of history for the discussion of questions of mutual interest have at Vassar College proved stimulating and contributed much to a mutual understanding of each other's ideals and to a sympathetic appreciation of the difficulties attending their realization.

"Why cannot all this work with and about books be explained by the librarians,--" college authorities sometimes ask. "That is their business; it is the business of the teacher to teach."

The answer is simple. The good teacher must individualize the student, the good librarian must individualize the book; and both teacher and librarian must co-operate in helping the college student get the utmost possible from his college course in order that in his turn he may help the community in which he lives in its efforts to realize its ideals. The endless chain extends to the farthermost confines of heaven!

Discussion of the paper was led by Mr. J. T. Gerould, librarian of the University of Minnesota. He believed that most college teachers had neither the knowledge nor the enthusiasm necessary to give systematic bibliographic instruction. Training in the use of the library should, he thought be given by a member of the library staff, from a general point of view, introducing the student to reference books not simply in one field, but in all. The time had come for the university libraries to define their position as a distinct educational integer, not a mere adjunct to the academic departments. Of course, to take such a position, the library staff must be thoroughly equipped, and must include trained bibliographers in adequate number.

Dr. E. C. Richardson, librarian of Princeton University, called attention to the fact that the principle of unrestricted access to the shelves required hearty co-operation between the college public and the library staff. It should be recognized that the librarian is not responsible for the correct placing of every book on an "open shelf."

Mr. John D. Wolcott, librarian of the Bureau of Education, Washington, D. C., spoke of the questionnaire on the subject under discussion sent out in October, 1912, by the A. L. A. to two hundred colleges and universities. A summary of the results were included in the chapter entitled "Recent aspects of library development" by John D. Wolcott, which forms a part of the Report of the U. S. Commissioner of Education for the year ended June 30, 1912. Reprints may be obtained from the Commissioner.

Mr. H. C. Prince, librarian of the Maine state library, called attention to the courses in legal bibliography which were being given at various law schools. Those at the University of Chicago, though without credit, were eagerly attended by law students.

Mr. Goodrich reiterated his belief that the libraries should take a definite stand in insisting that college students must be taught how to use library resources to the full. They must learn the many "tricks of the trade," which in his opinion, were better known at present to the librarian than to the teacher. Miss Salmon replied that she thought it less a question of learning the "tricks of the trade" than of adapting the desired knowledge to the individual need and capacity of the student; hence her belief in the teacher as the proper medium of instruction. The discussion could not be pursued for lack of time.

Mr. H. E. BLISS, librarian of the College of the City of New York, read a paper on

SOME PRACTICAL CONSIDERATIONS REGARDING CLASSIFICATION FOR LIBRARIES

I

The letter inviting me to take part in this conference echoes to me now across the busy field of the past month with notes something like this: "Come, if you will, and talk to us and with us, but =please= be =practical=." Perhaps I have elsewhere in-adroitly given the impression that I believe classification for libraries should be a matter of science or of philosophy. I did indeed say in print, some months ago, that "To be practical today and tomorrow, man must be scientific." Upon science, that is verified and organized knowledge, practical common sense is becoming more and more dependent. To be practical without knowledge is in most matters to be ineffectively practical. How practical should we be in classification for libraries, and how should we be practical effectually?

Those who have had to do with classification only in small collections of books for popular use may regard it as a comparatively simple and unimportant thing. They do not see why there should be so much trouble and fuss about it. This we may term the naïve view, to borrow a phrase from recent philosophical literature. But some of those who have undertaken to maintain a classification for a large university or reference library know that it is one of the most difficult and complicated of our problems. They apprehend furthermore that it has not yet been solved satisfactorily. This may be termed the =critical= view. It may vary from moderation to extremes optimistic or pessimistic.

Not a toy librarians want but a =tool=, as we say. The mechanism of a library, however, is not operated by merely mechanical hands. There should be somewhat in library service beyond mere statistical and technical economies. Our arrangement of books should not be inconsistent with the organization of knowledge, lest we fail in an =inestimable= service to the seekers and disseminators of knowledge.

II

Is it feasible economically to adapt this instrument, classification, to that higher service? There are three answers to this question. There is the pessimistic negative. Books are wanted in all possible and impossible arrangements. You cannot make a classification that, even with the customary transfers of charging-systems, will serve all these ever-varying needs. This argument leads to the virtual negation of the very =principle= of classification. If this were wholly true, it were futile to provide a place for bacteriology, for the books would be wanted now under botany, now under pathology, or sanitation, and again perhaps under agricultural science.

Shall we separate such branches or not? The pessimist says: "Whichever you do, classification fails." The optimist answers: "Good classification serves the average or prevailing demand." To more special subjects the pessimist then turns, such as crystallography, eugenics, child-psychology. These he says are claimed in their entirety by two or three different sciences. These arguments, launched against so-called "scientific classifications," are no less hostile to the worthy undertaking of a practical system in such conformity to the consensus of modern science as the conditions permit. But most librarians have not accepted this pessimistic negative. They continue to classify books for average demands, and the interest in the problem increases.

Contrasted is the more prevalent optimistic view. We have good classification. The Decimal Classification is an admirable, successful, at least serviceable system; it is the established, the familiar, the most practical. With all its faults, we love it still. Is not that =naïve=? Then, a consistent, scientific system is an impossibility. The relations and interests in science are ever changing, always complex. The thing would not continue for a decade to be satisfactory.

Another outcome of the naïve optimistic view, as realizing the complexity of scientific specialization, is the doctrine that a simple, practical system may be kept abreast of scientific progress by the addition of new details. This elaboration of schedules is compatible with what we term "expansion." Expansibility is essential to the very life of a notation, but it may be overworked. Certain systems have, I fear, expanded beyond the capacity of their safety valves to save them from explosion. Thousands of the details of those inflated schedules are practically useless even in the largest library. Such abnormal distension of the bibliographical body, or hypertrophy of its special parts, is not now for the first time called a disease of the bibliothecal system. That the subjects and topics are innumerable and of intricate complexity has led to the misconception that a classification for libraries should embody an infinity of captions in infinite complication. An alphabetical subject-index is believed to be all that is requisite to operate this maze of entangled details. This view may be termed the =subject-index illusion=.

Classification for libraries is to be distinguished on the one hand from notation and on the other hand from an arrangement of bibliographical subjects indexed. Notation and index are but correlative to classification, and, however requisite to a practical system, are in truth of minor importance. They are the fingers and the feet of the body and brain that organize the materials of knowledge. Yet it is these fingers and feet that have chiefly occupied the attention of most classifiers.

In the theory of classification subjects are to be distinguished from classes as contents from containers. The subject is that which is denoted by its definition; the class is the aggregate of particular things--books, or other things--that are comprised by the definition. A class may be comprehensive of many subjects or aspects of subjects. Such need not appear in the schedules of the classification, but they should be in its subject-index. Thus, Botany is a subject, to which Botanical Books is the corresponding class; Plant Physiology, a less general subject, has a less comprehensive class of books. Geotropism is a specific subject in the physiology of plants. The question arises, is there a class of books and pamphlets treating especially of this subject, the tendency of plants to respond to gravitation, as a stimulus? "Have you in your library," I might ask individually of the majority, "have you an aggregation of books on this subject?" The A. L. A. List comes nearest in the sub-headings under Plants, where with Movements appears Heliotropism, a kindred subject. This caption Movements is for a veritable class of subjects, and it might indeed comprise Geotropism. That is just what the Library of Congress schedule does, subordinating under QK 771 "Movements, Irritability in plants, (general)", the caption of 776, "Miscellaneous induced movements: Geotropism, Heliotropism, etc." In my own classification, the mark GCM goes with the caption, "Movements, Heliotropism, Geotropism, etc." It seems well thus to provide for a future group of monographs. If I criticise the Library of Congress classification today, or elsewhere, be it remembered that I recognize its correct treatment of this and thousands of other subjects. But is the E. C. justified in reaching into the dim future for subdivisions of specialization such as its NESGD, Diatropism, and NESGL, "Lateral Geotropism?" That is where we must open the safety valve or burst.

The body of the D. C. is congested with thousands of names of persons, places, and events which may be subjects, but hardly for classes of books. Systematic schedules might provide for most of these, reduce the bulk of the system, and make for economy and convenience. The L. C. schedules suffer from similar but more astounding expansion. Class H, Sociology and Economics, is needlessly immense, having 551 p., of which but 51 are index. According to the principle laid down a moment ago, the number of subjects in the index should by much =exceed= those in the schedules.

The "Expansive" Seventh expansion expanded so much with its own specialistic tissue that it could afford to omit such bulk of proper and place names. For instance Aves (Birds), covers 8 pages of fine print; there are all the taxonomic terms, for example, PGSLPI is for Phalacrocoracidæ, some family related to the pelicans; but there appears besides only the single subject Oology (eggs), at the end as PGZ. No place under Birds for their structure, their habits, for the popular bird-books, and for such interesting subjects as their migration, flight, etc., about which there =are= books! However much there is to interest, to commend, and to admire in this great undertaking, it must be admitted that this is not practical classification for libraries. It is the province of the subject-catalog to bring together topics and titles which are too special for classification to bring into collocation.

But let us return to the main question of the feasibility of =better= classification. There are three answers, I said. Two we have considered, the naïve, and the pessimistic, also their offspring, the subject-index illusion, but we have not yet completely answered the pessimistic. This we may now proceed to do in connection with the third answer, which is optimistic and constructive, while at the same time critical. This affirms that better classification is feasible, that it may be sufficiently flexible and durable, that changes and adjustments may be provided for in alternative and reserved locations, that the notation may be quite simple, and that the index may be as full and specific as comports with convenience.

The purpose of library classification is to group books and to =collocate groups= for the convenience of readers and students in their =average wants=. It is not so much for those who want a book, whose author and subject are known, or any good book on a particular subject; for such, the author and subject-catalogs may suffice. But classification is for those who want books, in the plural, directly, without preliminary handling of cards. Three types of such wants are to be distinguished.

(1) To all libraries come (the prevalent type) those who wish a few good books on the subject, or a few facts to be found in the standard books. They do not care to fuss over the card-catalog. The reference librarian, the selective lists, may serve such wants, but close classification usually does so most economically and most satisfactorily. For very specific subjects, however, the subject-catalog in the large library may often best serve this type and may make it less dependent upon free access and close classification.

(2) The second type wants all the good books treating of the subject especially. From these the user himself is to make selection according to his purpose or point of view. Free access and classification are here requisite. A bibliography, if there be one, would be most likely an embarras de richesse.

(3) The third type is that of exhaustive research: all the available literature is wanted, not only the books and pamphlets treating especially of the subject, but also those on related subjects and those of broader scope. Subject-catalogs and bibliographies are needed preliminaries, but access, continued access to the books, is the desideratum. It is for this type that the most carefully guarded libraries give access to their precious collections. Classification, not merely any old kind of subject, or close classification, but good, scientific, close classification, based upon good, consistent, broad classification, is here of paramount importance. The test comes when the student turns from the special to the more general and the related subjects, which are mostly in related branches of science. The tendency to organization in science is rapidly and surely growing. The more consistent with the consensus, to which studies on the average are adapted, however original and divergent their aim, the more convenient will be the classification. It is in subordination of the specific to the broader subject or class and in collocation of related subjects and subdivisions of classes that most systems fail; and here that most classifiers fail to understand either the fault or the remedy.

The difficulties emphasized by the pessimist, the overlapping of studies and the rival claims, arise chiefly from improper subordination. The material is common to the several sciences because these are portions differentiated from larger fields. Child-psychology is part of Psychology. The science and art of education are mainly concerned with the mental. They are related to Physiology and to Sociology as Psychology is related. But to place Education under Sociology, as is done by the D. C. and the E. C. is to answer the relation of second, not of first dependence, and is as false as it were to put psychology under sociology, to put the cart before the horse. Education and Psychology are working together, and their books should be contiguous. How shall we arrange these practically? Well, scientifically, in the order of generality, thus:

I Anthropology. ID to IG Human physiology.

J Psychology. JN Social psychology. JO Child-psychology. JP Education. JQ Educational psychology.

K Sociology and Ethnology. KA Sociology. KE Ethnology.

L History.

The principles of consistent subordination and practical collocation should guide the maker of a system, and his notes should guide the classifier of books. Here indeed should be a "code for classifiers" more intimately articulated than in a separate book. But herein lies the practical art of classification, so to dispose classes, divisions, and subdivisions, that they shall produce a relative minimum of inconvenience under the average conditions of demand and a relative maximum of collocation not only of special classes but of general, as well as a degree of consistency as high as practical conditions permit, and ultimately, as an ideal, a consistency not only with the pedagogic but with the philosophic organization of knowledge. This ideal, I believe, is not beyond approximate realization.

This critical but optimistic view ascribes the failure of library classifications to the dispersion of related material under subject, or close classification, without proper subordination and collocation. The subject-index, however useful to classifiers, is of little value to students. I approve close classification, but find it the more unsatisfactory and baffling as it is the less consistently adapted to good broad classification, with good articulation of related subjects according to predominating interests, and with alternative locations for flexibility to changes and for durability in the progress of science.

III

Having answered the main question of feasibility, we may now take up some minor practical questions, first Notation. It is not likely that reason shall soon remove all traces of prejudice and controversy in this matter. A few propositions, however, are so reasonable that I think they will be accepted. Notation should be brief and simple. Its simplicity depends upon its brevity, though also upon the familiarity and homogeneity of its elements. Letters give brevity. The capacity of three-letter notation, allowing for omission of all objectionable combinations, is about 15,000. Using letters and figures together increases this capacity to about 25,000, omitting confusing mixtures such as K7G and 8B4. Since somewhat more than 10,000 subdivisions seem requisite, the question reduces to this form: "Which is simpler, notation of three letters, or of five figures?" But figures, it is argued, are more familiar. They may be so to bookkeepers, but to the keepers of books! Familiar here means familiar with the numbers of the D. C. Then, are unmeaning combinations like DAL or GWK really more meaningless than numbers like 13859? On the other hand, isn't RAG easier to see and to remember? But the argument, so far as it is not merely prejudiced, is childish. Such combinations as A1, 3B, C42, and CF6, are hardly objectionable, and may prove convenient and economical in class-notation as they do in the author numbers, with which librarians are so friendly. Since they are come to stay, what is the use of arguing for homogeneous notation?

Notation is the more systematic and economical where it reduces in part to schedules applicable to the subdivision of many classes or divisions. This feature appeared to a minor extent in the "form signs" of the D. C., but was carried out extensively and complexly in the E. C. It is apparent also in the L. C., but there is more conspicuous by its absence through hundreds of pages of names of countries, places, and persons. Time does not permit me to describe here the six schedules that economize the system I have worked out: Schedule 1, Mnemonic numerals, constant throughout; Schedule 2, for subdivision by countries, applicable under subjects, where-ever desired; Schedule 3, for subdivisions under countries and localities; Schedule 4, for subjects under any language, except the chief literary languages; Schedule 5, for the chief literary languages; and Schedule 6, for arranging the material under any prominent author.

Some who admit the feasibility of better classification object that a classification modern for the present will be out of date in a generation. This in new guise is the familiar argument that it is useless to clean the house today, for it will need again to be cleaned next week--which all good housewives say is an unreasonable argument. It would be a pity to have fair librarianship called a slouch.

Is it conceivable that your books shall remain forever classified as they are at present? Are there to be no changes, merely additions of new captions? Conservatism is not strange, considering the cost of changing notation; but that cost is small compared with the cost of new building or new collections, and is justified by the service to be rendered. The longer postponed, the larger the cost, the larger the burden. Some libraries are changing now--to what? That change may indeed have to be changed again in a decade or two. But how long, then, should a classification endure--or rather, be endurable? One who would not prophesy may nevertheless give an opinion. I believe that a good classification should last a century--with some minor alterations. I believe that a good library should be willing to reclassify, if necessary, at least some of its collections two or three times in a century. I think that library economy should have been developed with better regard to this problem. It is not practical to arrange books inconsistently with the scientific and pedagogic organization of knowledge. Organization based on consensus is one of the marked tendencies of modern thought and purpose, and is not likely to be overcome by dissenting or disintegrating philosophical counter-tendencies. This organization is more stable than the theories on which it rests, and these are more stable than the popular press would lead us to suppose. New theories, new statements, are assimilated to the established body of knowledge without much dislocation of members. Durability in a system would depend not only upon present consistency with the organization of knowledge, but upon flexibility through reserved and alternative locations, judiciously chosen with regard to tendencies in science. There might be flaws and errors, but all practice, in whatever profession is thus imperfect and tentative.

That the D. C. is antiquated is not because of any change in science, but because it did not conform to the science of its generation. The welcome accorded to it in the pioneer days was in keeping with the earlier view that classification is a simple thing, as it indeed was for the small popular libraries. That acceptance has mellowed now into an affectionate companionship with a familiar and comfortable conveyance that has proved serviceable so far. Now the thing is said to need repair. But that it cannot economically be reconstructed has been recently demonstrated. It evidently must go on till its thousand pieces fall in a heap together, like the "wonderful one-hoss shay." Loading it with more and more scientific luggage may for a time increase its service, but the rattling of its parts grows all the more distressing to those who ride.

I reserve my opinion of the Expansive Classification and of that of the Library of Congress. It is to the point to say, however, that they are as unsatisfactory in the major principles of practical and scientific classification for libraries as they are valuable and admirable in the details which they have elaborated. They should help to solve the ultimate problem; but, if consistency with science and economy with convenience are feasible and requisite, neither of these systems is fit, nor is either, I think, likely to endure in general use in the future.

The simpler, the more systematic, and the more consistent with the organization of knowledge a classification and notation is, the more economical and the less vexatious will be the operation of classifying books. The subject, scope, treatment, purpose of the book--if that could be stated beforehand--and why not?--by author and publisher, and confirmed by the copyright office or the national library, then the class-notation could in most cases be quickly found through subject-index. That information might be printed in the book and more readily found there than through centralized cataloging and service of cards. Centralized or co-operative classifying however, or assigning of subjects and of the class-marks of an elaborately classified central or national library, would be a service of high value and of very considerable economy. =But= it should be distinguished from standardized classification. As libraries differ and differentiate, so should their classifications. At best a system may serve for libraries of a type, but not for all types. A university need not adopt an unfit classification as more than one has done of recent years. It may translate the centrally assigned subjects and class-marks into its own system, through its own index. Some general conformity, or conformity in special parts, may indeed prove economical and convenient, but standardization of an elaborate system is progress in the wrong direction.

This outline of a large, complex, and unsolved problem of paramount importance is very inadequate. I would propose that a committee be constituted, to articulate with the present committee on a code for classifying, to set to work upon a fuller investigation of this great question of the feasibility of better and more economical classification and notation. If librarians do not provide better classification for libraries, then the users of libraries will very likely in the not remote future provide for better librarians.

In the subsequent discussion, opened by Dr. Richardson and by a paper written by Mr. W. S. Merrill, chief classifier of the Newberry library, Chicago, exception was taken to many of Mr. Bliss' criticisms of present classifications. It was pointed out that the D. C., with all its faults, was yet eminently practical, as evidenced by its widespread use. Mr. Cutter stated that the E. C. classification for zoology, which Mr. Bliss had specially criticised, had been made in just the way Mr. Bliss himself regarded as the soundest, i. e., it had been condensed from material furnished by an eminent scientist; as to its being over minute, it was expanded only half as much as the scientist had proposed. Mr. Charles Martel, chief of the catalog division in the Library of Congress, Dr. Andrews, librarian of the John Crerar library, Chicago, and others also expressed their belief in close classification as a safeguard against confusion and unscientific grouping.

Only a few minutes remained for a paper on "Art in the college library," by Mr. FRANK WEITENKAMPF, chief of the art department, New York public library.

ART IN THE COLLEGE LIBRARY

The problem of art in schools has been frequently discussed. The matter of art in colleges, apparently, has not been so much considered. The cases, however, seem to be dissimilar only in degree, not in kind. In fact, not a little of the material that has been suggested for schoolroom decoration would be equally in place in the college. For instance, names such as those of Gozzoli or Luca della Robbia, on the =Craftsman's= list for schools could just as well be suggested for the college. Also, the average student is probably first to be reached best by recognition of the fact that there are other interests beside the purely aesthetic. In other words, good use can be made of the subject picture, the best possible being chosen. Dr. W. D. Johnston, librarian of Columbia University, where exhibitions "have always been an important auxiliary of lectures" and have included exhibitions of graphic arts, states that these last "are selected and displayed less with a view to artistic than pictorial value." But he adds that more and more attention is given to artistic value, and that in his belief the most valuable exhibits of an artistic nature are those "displayed permanently on the walls of halls, seminar rooms and lecture rooms. On the other hand, those which are exhibited temporarily should, if well selected, and well announced, do much to broaden taste."

The permanent display of pictures which illustrate with distinction certain broad principles of taste, is of undoubted necessity. But the use of the temporary show must not be lost sight of. The oft seen easily becomes the oft unheeded; familiarity breeds contempt. Periodical changes therefore seem advisable, as evidence that there is "something doing." Loans of good prints from private sources, if advisable, might be utilized to excellent effect. For instance, if the library happens to own, or can borrow, a copy of such a publication of color reproductions as the Medici prints, or "Meister der Farbe" or "Alte Meister" (the latter two issued by Seemann of Leipzig), a number of plates from the same might be placed on exhibition for, say, three months. This might be followed by a six-weeks' black-and-white show of good etchings from a private collection, or from the stock of the nearest museum or print dealer. After that, perhaps, a show of Greek art. The guiding principles should be: Keep the exhibit within reasonable bounds as to numbers, make selection with as much discrimination as circumstances will permit, and see that what you offer is made palatable. Dr. E. C. Richardson of the Princeton University library tells me that there a large collection of art photographs is drawn upon for permanent exhibition, the latter rearranged "every now and then" in order to exhibit fresh material, and that there have been a number of special exhibitions. (Incidentally, this university has a great variety of undergraduate courses in art.)

The matter of proper presentation is important. Not what is seen, but what is digested, counts. Good labels are a necessity; summary, with as little dryness as possible, informative, so that the student may see at a glance why a given picture was shown, and what are its good points. If relation to studies can be brought out in these exhibits, all the better. That naturally suggests the possibility of an occasional display of pictures illustrating a given period or personality in a given country. In the recently-printed little volume, "Art museums and schools," containing four lectures by Stockton Oxson, Kenyon Cox, Stanley Hall and Oliver S. Tonks, the significance of the museum to teachers of English, art, history and the classics is considered, and the documentary value of art is properly emphasized. "In order to teach the classics," says Prof. Tonks, "you must know more of ancient life than is to be gleaned from the literature by itself." Viewed in this light, the old Greek vases and other art objects take on a new significance. But the ultimate object of all this must not be lost to sight, the cultural influence sought, the promotion of interest in art as a matter not apart from, but a part of, our daily life, a contribution to general culture. It is well to make it clear that a certain amount of appreciation of art can become as much a matter of course as certain elementary rules of good breeding. "Art," says Croly, in his "Promise of American life,"--"art cannot become a power in a community unless many of its members are possessed of a native and innocent love of beautiful things." These considerations, again, suggest the occasional exhibiting of plates illustrating decorative and applied art, say color plates such as those in Wenzel's "Modern decorative art," or "Dekorative Vorbilder," or similar books, if procurable, or black-and-white plates from books or art magazines. A judicious use of the library's books is advisable, not through lengthy lists in which the bibliographical instincts of the librarian might find vent. Reference to two or three books on a subject--whetting the appetite by displaying them at the same time as the plates exhibited--may lead to an occasional reading at spare moments. It may help also to show the fallacy of the "I don't know anything of art, but I know just what I like" attitude. You can not understand anything worth understanding without some trouble, any more than you can play football or bridge without some practice.

The matter of hanging must depend, naturally, on local conditions: amount and distribution and shape and location of available wall space or other space, financial resources, character of student body, etc. The simplest method is, of course, to suspend the pictures by clips from horizontal wires, but it is not under all circumstances the safest. Pictures may be fastened to a wooden background (usually covered with burlap or other textile) on the wall. In that case, care must of course be taken that thumb-tacks do not pass through the print. The shank of the tack passes close to the picture upon the outermost margin of which its head will then press. Mr. E. R. Smith of the Avery library at Columbia University, lays strips of bristol board over the spaces between the pictures, and overlapping the margins of the same; the tacks pass through these strips. Pictures fastened to the wall may be covered by sheets of glass held in place by strong tacks, or perhaps the brass-headed upholsterers' nails. Where prints are shown unprotected it may prove well to mount them, unless they are printed on thick and strong paper. (At the Newark library they use mounting board bound at the edge with buckram and further strengthened by pigskin corners; this is for prints which circulate among teachers.) Where frames are used with the intention of periodical or occasional change of exhibits, the back can be held by the familiar "button" device which can be easily swung aside so as to admit of changing the picture without extracting nails. Mr. Paul Brockett of the Smithsonian Institution, tells me that there the glass doors of bookcases have been used for exhibiting pictures. At the same place, wing frames--that space-saving device of a dozen frames with glass centered on a standard, and having a certain swing in either direction--have been used. Moreover, these frames were units which could be hung on the standard or placed against the wall. In some of the New York public library's branches, such frames radiate directly from the wall, to save space. A similar device is seen in a certain type of display fixtures, in which the swinging frames reach to the floor, and which may be seen in operation in the lithographic exhibition of Fuchs & Lang, Warren St., New York City. There is no protecting glass here, however, and I presume that the use of this contrivance would be safe only in exceptional cases. Hints to exhibitors may be found in articles such as the one on "Mounting, framing and hanging pictures," by Miss Mabel J. Chase, assistant supervisor of drawing, Newark, N. J., in the =School Arts Magazine= for December, 1912, or in one on "Planning and mounting an exhibit" in the number for March, 1913, by George W. Eggers, who lays stress on the fact that "Every exhibit should definitely tell something." Still continuing the examination of this magazine, one notes in the issue of April, 1913, an article on the "Decoration of an assembly hall in R. C. Ingraham Grammar school, New Bedford, Mass." That relates to a permanent exhibit, and describes the distribution of pictures and other objects in such a manner as to make a harmonious arrangement of the whole room. But there are other periodicals, and there are readers' guides and other indexes and bibliographical aids, and this is not the place for lists.

Now, as to the material to be used for the exhibition. Outside of the resources offered by the library's own collection and the loan possibilities indicated, there are various dealers and other agencies to be taken into account. In the state of New York for instance, the division of Visual Instruction of the Education department has a circulating collection of pictures furnishing ample material for educational extension lectures and for study clubs. This consists of "Braun, Elson, Hanfstängel and Hegger carbons, Copley prints and bromides and Berlin photogravures." These wall-pictures are lent to schools and libraries, framed without glass, for a fee of 50 cents each per year. In other states, I presume state library commissions could give advice. There are the artistic lithographic drawings in color issued by B. G. Teubner of Leipzig at five and six marks apiece, the plates of Seemann's "Meister der Farbe" can be purchased separately, and dealers such as the Berlin Photographic Co., George Busse, the Detroit Publishing Co., Braun Clement & Co. and others could no doubt give lists and advice. Importing book-dealers, French and German, must be considered. Not all of the material furnished by these concerns is equally cheap, but a certain amount of the higher-priced sort will serve for permanent exhibit.

Part 6, devoted to the art department, in John Cotton Dana's "Modern American library economy," is a very useful guide, not only in its record of accomplishment at Newark, but also in its hints as to sources, its list of addresses. Miss Ethelred Abbot's "List of photograph dealers" (Massachusetts Library Club, 1907) is properly emphasized for its usefulness, as is also the "Bibliotheca pædagogica."

For permanent exhibits the reproductions of certain examples in architecture, painting and sculpture which have become classical, are of obvious value. And here, too, the reason for inclusion may well be emphasized to the student, not only by proper labels but also by reference at the proper time in the classroom and lecture hall. Such classics in art will not infrequently be found reproduced better in black-and-white than in color. Should the library decide to procure color work by modern artists, such as the Teubner prints referred to, or the similar ones issued by Voigtländer or by the Künstlerbund of Karlsruhe, care must be taken to select such as are of general, and not merely local, interest. Say for example, the well known "Field of grain" by Volkmann. Such modern work also has the advantage of emphasizing the fact that there is work worth while being done today. It likewise shows the healthy tendency to enlarge acquaintance with home production, home scenery, home customs. We find that, for instance, in Germany, in Sweden, to a certain extent in England, and elsewhere. Much of the foreign endeavor in this direction has found its use in schools, but it involves some big principles in point of view which make a certain amount of its results of use in the college as well. But we should similarly pay attention to the best American work. Noteworthy attempts by American artists to interpret American life and the beauties of our scenery deserve support. One notes with interest the attempt made by the American Federation of Arts' Committee on Art in the Public Schools to call attention to American examples in the fine arts by calling for an expression of opinion as to the best works produced by our artists. T. W. Stevens reported that the Chicago Institution, furthering the utilization of students' work in the decoration of public school walls, "encouraged the adoption of subject pictures for decoration; especially subjects in American history."

The help of the art department, where the college has one, may well be enlisted. (Parenthetically let me state that E. Baldwin Smith in his recent report on "The study of the history of art in the colleges and universities of the United States," Princeton, 1911, summarizes his statistics in the statement that of 1,000,000 students, 163,000 have any art courses at all offered them.) Not only have we such rich collections as those of the Avery Architectural library at Columbia, the Fogg Museum at Harvard, or Yale University, but collections of casts, photographs and books will be found at the disposal of the art departments of a number of other colleges. Such resources might be drawn upon so that some modicum, at least, of art influence may be extended to the rest of the institution. If the direct co-operation of the art department is secured it must necessarily be adapted to the needs of the case with a clear understanding of the fact that general students, and not art students, are to be served. The statement of Dr. Leigh H. Hunt, associate professor of art at the College of the City of New York is of interest here. His 6,000 boys, says he, would like to begin with the human face. They do not necessarily lean to the saccharine, but perceive human interest shown without the aid of the direct anecdote. They stand Memling and Ghirlandajo. "The boys love color," he continues, "and are easily led to love refined color. They admire the early English water colorists--Cox, DeWint; also, Japanese prints." After becoming interested in such refined color, they get a liking for monochromes--delft blue landscapes, sanguines and sepia drawings.

Efforts such as those I have indicated seem particularly called for where the college is away from art influences. But they should not be put aside even where the college is located in a larger center with an art life. Rather should the resources near at hand be turned to advantage. I have seen the statement that over 30 per cent of our museums are connected with educational institutions. Also, in a large city, there are numerous art exhibitions, most varied in character. But the very extent of all these opportunities may serve to keep away the student who has so many other duties and attractions. And, as Prof. Hunt points out, boys living at one end of a large city not only whirl past all such possibilities on their way to college, but in New York, using the subway, they pass under it and not through it. What is wanted is the direct, unavoidable presentation of art to those who are not yet sufficiently interested to seek art for themselves.

In the whole matter the ever-necessary exercise of common sense is commendable. Enthusiasm for the cause must be moderated and adapted to the point of view of the student. The didactic element should be unobtrusive. The student should be interested rather than admonished. Above all he should be led to see that a certain love and appreciation of art is not a "highbrow" affair but a proper, necessary and pleasure-giving part of the equipment of the cultured man. As proper and a matter of course as the avoidance of a necktie of shrieking colors, or as the use of the table knife for cutting only. Farther discussion of this subject, as well as decision as to the practicability of the ideas advanced, must be left to those who have a more intimate acquaintance with the problems, conditions and difficulties involved than can be had by one who has to deal with the readers in a large public library.

Mr. Goodrich called attention to the library of the University of Michigan as one place where ideas like those of the paper had been carried out, made a plea for color prints as against the everlasting black and brown, and suggested the possibilities of pottery and textiles in the way of giving life and cheer to the delivery hall. He referred by way of example to the beautiful drapery curtains in the John Hay library reading room--a vast relief from the ordinary roller shade and just as effectual.

At the end of the session, the nominating committee brought in the name of Mr. W. N. C. Carlton, librarian of the Newberry library, to succeed Mr. Keogh on the committee on arrangements; Mr. Carlton was unanimously elected. His term will be three years; the other members of the committee, Miss Askew and Mr. Goodrich, remain the same as this year. The session then adjourned until Friday night.

COLLEGE LIBRARIANS' ROUND TABLE

The round table for college librarians was held on Friday evening, June 27th. F. C. Hicks, of Columbia university, presiding.

Miss JOSEPHINE A. RATHBONE, of the Pratt Institute school of library science gave a talk on

WHAT COLLEGE LIBRARIANS CAN DO FOR LIBRARY SCHOOLS

In a recent lecture on administrative problems of the college library given to the students of the Pratt Institute library school the lecturer pictured the ideal college library of the future, with a staff consisting of specialists, each with a knowledge of his subject equal to that of instructors or professors plus a library school training, whose recompense should be on the same scale as that for the teaching of those subjects. I remarked afterward that before that vision could come to pass the college librarians should have to act as feeders for the library schools, turning toward librarianship promising material from which the library schools could make the college library specialist of tomorrow. Hence this paper.

There has been a good deal of discussion in the Professional Training section about specialization in library schools--the desirability of having special courses to prepare librarians for technical libraries, for professional libraries, for legislative reference libraries, etc., etc., but I am convinced--and my conviction deepens with my increasing experience--that the time for specialization is before the library school course and not during it. Theoretically it does not seem possible that the same library course should be able to fit students for such different lines as children's work, municipal reference work, cataloging, branch library work, the scientific department of a university library, a botanical garden library, and the librarianship of a town library, but actually that is just what happens; recent graduates of our school are filling just such positions and each one found that her library training plus her previous education, experience and temperament enabled her to fill the special position satisfactorily.

Now what the college librarian can do for the library school and hence for the library profession, is, it seems to me, to make it known among college students that there are opportunities for the specialist in library work--to disabuse the mind of the man or woman who wants to pursue economics or sociology or some branch of science of the idea--almost a fixed idea it would seem--that a specialist in order to continue in his specialty must necessarily teach it, that teaching offers the only pied a terre, the only means of support for the student. Students of sociology and government are beginning to find their way into organized welfare work, it is true, but library work should be presented to them as a means of social service, of at least equal importance with settlement work or organized charity. That it could be so presented I am confident, and by whom if not by or through the agency of the college librarian?

Schools and colleges are devoting an increasing amount of attention to vocational guidance. Will not college librarians make a point of seeing that the possibilities and diversified opportunities of librarianship are presented to the students each year? If they do not care to do this themselves, librarians or members of library school faculties might be found in the vicinity who would be glad to do it.

Once the subject of librarianship is presented to the student and the desirability of entering upon the work through the gateway of library school training is pointed out (I assume that no time need be spent arguing this point--but if I am wrong I shall be glad to discuss the matter with any dissenters later), the college librarian can further the cause by being prepared to advise students as to their choice of a library school. The college librarian should supply himself with the circulars of the several schools and should inform himself concerning the reputation, advantages, requirements, and specialties of the different schools. We all agree that there is no one best library school (except our own), but that each of them offer special opportunities that make them adapted to the particular needs of different students. To direct the inquirer to that school that will best fit him for the particular kind of work he inclines toward would be to serve the profession, the schools, the colleges, and the individual student. Will not the college librarian take this function upon himself and enrich the profession not only with the quiet bookish student who will develop into the old-fashioned librarian for whom there is still room, but with the specialist, the executive, the vigorous and enthusiastic altruist who wants to serve the world by positive, constructive, social work?

The following paper, prepared by Mr. ROBERT S. FLETCHER, librarian of Amherst College, was read by Mr. N. L. Goodrich, of Dartmouth:

THE COLLEGE LIBRARY AND RESEARCH WORK

There was published in 1912 a "Union List of Collections on European History in American Libraries, compiled for the Committee on Bibliography of the American Historical Association by E. C. Richardson, Chairman."

In the preface to this exceedingly valuable work occurs the following extract from the Report of the Committee, December, 1911:

"It is clear from this situation that no library is self-sufficient--even Harvard lacking 930 sets, and all but 12 lacking on the average of 2,153 out of 2,197 works. Even as good colleges as Amherst and Williams, having but 26 and 17 respectively, lack 2,171 and 2,180 respectively out of 2,197, while probably 700 of the 786 institutions doing work of college grade in the United States are worse off than these."

I need hardly say that this is merely a statement of fact and in no sense a criticism or arraignment of any library mentioned or implied. Furthermore, it is undoubtedly true that analysis and reflection will render this statement much less startling than it appears at first glance. Whether we can explain and account for it to our entire satisfaction is a question which seems to me rather doubtful. Let me quote a little more from this same source:

"The most significant fact of the statistics of last year remains, however, substantially unchanged--the fact that only ten or a dozen libraries have as many as 10 per cent of the collections, and that out of 786 institutions which profess to do work of college grade, only about fifty libraries have as much as 1 per cent. The actual situation is even much worse than appears from the figures, since two or three inexpensive volumes of illustrative source books for classroom use are in the list through inadvertence, and undoubtedly swell the record of the minor institutions. It is safe to say that a majority even of the institutions included in the Babcock list have less than one-tenth of 1 per cent of these sets, and yet these are titles which have been gathered from actual references and are the books which are liable to meet any men engaged in historical research at every turn."

If we assume that research work belongs only to the university--that it has no place in the college--we may dismiss these figures as possessing no significance for us, save as they throw some light on the inferior quality of the collections built up by most of our American libraries. If on the other hand we believe that the smaller institution should encourage its teachers to do research work, and should, so far as its resources allow, provide the facilities for such work, then I believe that a study of the conditions responsible for the situation set forth in the Committee's report cannot fail to be of some value. And while I hold no brief for the research worker I am strongly of the opinion that the college which does encourage original research can not but gain a higher quality of teaching, and at the same time acquire a collection of books which, if not notable, shall be at least thoroughly good.

It may be claimed, and in that case must be granted, that such a question as this is practically an academic one, and so pretty largely outside of the librarian's province. That is true, however, only so long as you leave the question unanswered--or answer it in the negative. An affirmative answer would bring the matter home directly to every college librarian in the country. The college which believes in research and encourages its faculty to do it, must have a librarian not only in sympathy with the movement, but one skillful in finding ways and means to make it a success, since in most cases the funds at our disposal for the purchase of books would seem to preclude the possibility of such a thing.

Before going further into the discussion of this phase of the question, let me return for a moment to the report from which I quoted. One or two conclusions may justly be drawn from the figures therein presented. In the first place I think we may safely infer that the situation as regards History, so strikingly set forth, is repeated, and probably in an even worse form, in all the other departments of knowledge. Certainly we should not expect a library which was so weak in the research material of History, to be any stronger in Philology or the Sciences, or in Philosophy and Economics.

The second conclusion follows naturally from this, that the average college library--for it is with the college library that this paper concerns itself--has built up its collection with practically no emphasis on the acquisition of such material.

To say that this general condition exists solely because of the lack of funds is to my mind neither a real explanation, nor a real excuse. It exists primarily because there has never been any pressure from members of the faculty to bring about a different condition.

If we seek a reason for it we shall find it in the fact that research work has by tacit consent been left almost entirely to the university. Its place there--its vital importance in the university scheme of work--has never been questioned. Making all allowance for the difference in conditions I still cannot see why a thing that is confessedly of so much benefit to the university should not also be of help to the college. At the risk of getting a little off the track, and for the sake of making what I mean as plain as possible, it seems necessary to devote some space to a definition of the term research work. I am writing, of course, from the standpoint of an outsider, who expresses a purely personal opinion on a subject which interests him. There can be no hard and fast definition of such a term as this--at least not from a librarian.

I shall suppose then, that research work is of two kinds, both important, but one of them much more important than the other. The first and most common kind is that ordinarily done by the graduate student in the university. It is the gathering of material--the collection of information on some particular phase of some particular subject--and is not only of value in itself, but when taken together with the work done by other students along related lines becomes part of the structure on which scholarship is built. We may call it analytical research work. The other kind is that done by the man of clear vision and wide outlook, mature enough to see that the analytical work is merely material for a bigger thing--call it what you will--the man who can take the information others have collected and impart it in the form of culture. This is synthetic research work. Now the university has much of the former, some of the latter. The college has need only of the synthetic. If its place in the educational world is to be permanent, its contribution to education must be cultural. The type of teacher it needs, and I believe must have, is the man who has done, or is capable of doing, synthetic research work. In his hands teaching takes on a vitality, a spontaneity, a genuineness that no one else can give it. That the book collection of the average college would be sufficient for the needs of men like this is out of the question. There would inevitably arise a demand for the purchase of works of an entirely different kind--a demand that would have to be at least partially met. This demand would be for research material, by which I mean the results of research work, and the problem of such a college library would become a problem in discrimination--the decision as to what of this material it should try to obtain.

It ought not to be difficult to draw a clear distinction between analytical and synthetic research material. Illustrations of the first will readily occur to you, one as good as any being the usual thesis submitted for the doctor's degree. All "source" material is necessarily analytical--is the result of a careful, painstaking, often laborious search for information: information that may illuminate some dark corner of the field of knowledge. But it is never itself illumined by the spark of genius, nor wrought by the loving hand of the artist. It is merely the wood and the stone out of which a complete structure may some day arise.

Now how does the synthetic conception of research apply to History? A modern German writer has compressed the whole significance of it into a sentence: "The writing of History," he says, "is just as truly a =will toward a picture= as it is a knowledge of sources." In other words synthesis of the kind referred to is always the work of the artist, and in the nature of things becomes thereby a contribution to culture. Gibbon's "Decline and fall of the Roman empire," Lamprecht's "History of Germany," Rhodes' "History of the United States"--these are all synthetic: each one existed first as a picture in the mind of the artist, not merely as an array of sources from which the facts of history might be drawn.

"But," you say, "all libraries buy these books and others like them as a matter of course." Yes, we do, but I think the trouble is that we do not make books of this sort our standard, if indeed we have any standard beyond a favorable review or a request from a patron. It is no more true that the result of all synthetic research is cultural than that the result of all artistic endeavor is beautiful. Results here are just as uneven as anywhere else, with much that is good and perhaps even more that is bad, and it is when we come to discriminate that we are apt to go astray. Now a teacher such as I have in mind would keep abreast through the better periodicals of all that was being done in his particular line, and if facilities were furnished, would buy what he knew he needed--monographs, bibliographies, biographies, and some larger works--things that would not only give his teaching a vitality and freshness otherwise lacking, but would help to hasten the day when his own contribution to the world's culture should see the light.

Assuming, then, that a college accepts this view, and proposes to encourage its faculty to do research work, what are the practical ways in which the library can not only co-operate, but further such an undertaking? For I believe there are several. A preliminary statement as to the functions of the college library would seem to be essential. These have often been set forth for us in detail, and I shall only enumerate them here. The first and most important function is, of course, to meet the needs of the students and teachers as they arise in the regular college work. Along with this is the supplying of books for general reading, outside of the curriculum. Most of these books are bought for members of the faculty, who are thereby enabled to keep in touch with the latest developments in their own and other fields, and to avoid the possibility of mental stagnation from too close association with a particular subject. I believe much more might--and should--be done in the way of developing a taste for general reading on the part of the students, but that is another story.

Apart from these what are the functions of the college library? To be, so far as it can the centre of culture for the community in which it is located: to aid the local public library in its work with woman's clubs, and high school pupils: to lend books freely to other libraries. And in our own case there is the added opportunity of being of some assistance to another institution in the same town.

Now these things are all important, and the librarian who does not realize it, who fails to utilize to the utmost the possibilities they contain for intellectual and social betterment, is not worthy of his hire. But the point of view I take in this article compels me to consider them as secondary. The college library exists first of all to supply the book needs of its own students and faculty, and for nothing else. The expenditure of its funds, always insufficient, must be limited to this chief function. It is probable that all these other things I have enumerated can be done without any financial loss to the library, but where any of them means a diversion of library funds it becomes unjustifiable.

I said above that there are several practical ways in which a library--more properly, perhaps, a librarian--can not only co-operate, but further a movement to encourage research work on the part of members of the faculty. My remarks are of necessity limited to my observation of conditions in the institution with which I am connected, and are not to be considered general in their application. At the same time, I am inclined to think that these conditions are reproduced, at least to a certain extent, in most college libraries.

The assistance which the library can render must, of course, be very largely financial. Only by releasing funds from present uses, or by increasing these funds, can we hope to buy material of the kind referred to.

I am convinced, in the first place, that we can save money in the purchase of books, and this not through better discounts, or any choice of agents, but through more care in the selection of the books themselves. In other words, submit all lists of proposed purchases to a more rigid scrutiny. Make all titles answer such questions as "Is this book going to be of real value to this library?" "Is its usefulness to be more or less permanent, or merely temporary?" "Could not our need for it be met by borrowing from another library?"

In our own case, at least, I fear a number of books are recommended by professors or others, and bought by the library, which could not survive any such test. This naturally applies not so much to department books as to those of a general nature, for in the last analysis the teacher must be the judge of what he needs to help him in his work.

Secondly, we ought to save money--I think a considerable sum--on our periodicals. And here the saving effected by dropping some from the list is a double one; not only the subscription price, but the cost of binding. I realize that I am treading on dangerous ground in this matter, and that most professors would say to drop all the books if necessary, but none of the periodicals. And I could wish for enough space to elaborate my side of the question at some length, instead of touching on it only briefly. For I believe it to be of real importance--a thing that every college library must face and decide at some time or other. Here at Amherst we spent last year over 40 per cent of the income from our book funds on periodicals and their binding--a proportion which I cannot believe to be justified. Is there not such a thing as a "periodical" habit, into which all of us, librarians and professors alike, are apt to fall? We keep periodicals on our lists because they have always been there--were there before we came--although on reflection we are sure that no one ever uses them--not even the professor at whose instance they were ordered. In the first place, of course, he =expects= to use them, sometime if not now. Or he is sure that he =ought= to--that they would give him just the impetus he needs in his work. Or perhaps (and I should whisper this) he likes to have it known that the department is taking these things "couldn't get along without them." Now the periodical that cannot prove its right--in terms of usefulness--to be on the shelves of a college library has no place there. And the significance of this for us is the fact that in being there it is keeping something else out! What we spend for it, and for others like it, would enable us to make at least a beginning on the acquisition of our synthetic research material.

These are two of the ways in which it seems to me a librarian in sympathy with this movement could further it. Another, possibly worth mentioning, is to refrain from binding miscellaneous pamphlets and other unbound material, mostly presented to the library, and which we are apt to think may some day serve a purpose. Part of it may--most of it can well be thrown away and the binding money saved.

"But," you say, "even in the aggregate these things do not mean very much; perhaps one or two hundred dollars at the outside--one or two or three research collections a year for your library." No, they do not mean very much, by themselves, or in the purchasing power of money they are instrumental in saving. But they stand for something definite and logical; they are indicative of a determination on the part of an institution to get men of a certain type for its faculty, and to provide them with facilities for doing the broadest and biggest work possible. I may be mistaken, but I am inclined to think such an institution could find more money as it needed more. And the librarian skillful in discovering ways and means would not be contented with his yearly appropriations, but would succeed in interesting trustees and friends of the college to a point where interest would be translated into deeds.

Now there is, of course, another side to all this, and we should be short-sighted indeed not to recognize it. The college library which spent any considerable share of its funds for research material which really belongs only in the university library would have no means whatever of justifying itself--would be worse off than an institution which had no research material whatever. How may we guard against this danger? I must take it for granted that the sort of teacher I have been considering would choose his research material wisely and with the right perspective. In case he failed to do this I should expect the librarian to tell him so. And back of the librarian should be a real library committee; so constituted as to represent the different departments as fairly as possible; having charge of the allotment of book funds; advising and helping the librarian in the shaping of the library's policy; the court of last resort when an expensive and somewhat doubtful set was being considered--I can conceive of such a committee as being one of the greatest factors in the success of this whole undertaking. Let at least two types of teachers be selected for it. The one a man whose chief interest centers in the personal and human side of his students; who puts them first to the extent that his work is with them rather than with books or scholarly endeavor. The other the man I have defined as the synthetic research worker, broad in his sympathies toward his students, but a man who realizes both the need of the age for culture, and his own ability to contribute to it something worth while. By a fusion of such types as these the rights of all would be conserved--the needs of all met so far as possible.

Just a word more by way of summary and I shall be through.

I believe the book collection of the average college library is much below what it might be in point of quality. A possible way of changing this situation for the better is to encourage members of the faculty to do research work. This would also result in a higher standard of teaching--or so at least all the teachers with whom I have talked assure me. It is not necessary to assume that research is essential to scholarship, but merely that it adds something to a man's efficiency and power that can be gotten in no other way. The college librarian, if he cares to, can play an important part in bringing these things about.

You will doubtless find this scheme--represented here only in outline--rather idealistic, but so, I take it, are all educational schemes. I can only hope that you will find also some soundness in its theory--some small addition to the constructive criticism of a condition which I believe to be fundamentally wrong.

Miss MINNIE E. SEARS, head cataloger of the University of Minnesota library, presented a paper on

CATALOGING FOR DEPARTMENT LIBRARIES

Before beginning the discussion of cataloging for department libraries, let me say that as it is a subject which is still in the experimental stage and not yet capable of generalization, the statements made in this paper are based, partly upon information collected from certain university libraries in which this problem is now being worked out, and partly on my own experience in organizing the department catalogs of the University of Minnesota. The other libraries quoted are those of the University of Chicago, Columbia, Illinois, Johns Hopkins, Michigan, Missouri and Wisconsin.

In considering the problem of cataloging for department libraries, we may start with a definition and an assumption. For the purpose of this discussion it may be said that a department library is not a mere handful of reference books on a subject, but a more or less comprehensive collection of books on the subject shelved and used separately from the collections of the main library; and it may be assumed that the necessity for a separate catalog of such a collection is admitted by all.

Assuming this, the first question that presents itself is that of the form of the department catalog. Shall it be an author, a classed or a dictionary catalog, or, since in most cases the department library is a small open-shelf collection, will it suffice to have a shelf-list only, serving also as a classed catalog? The shelf-list would offer the simplest and cheapest solution of the difficulty, but the day when it was accepted as a solution of the entire problem has passed. Not one of the libraries consulted suggests the shelf-list alone as a possible arrangement. An author catalog, at least, is needed in addition, and the majority of these libraries report dictionary catalogs in some of the department libraries, if not in all. Chicago University is to provide for the department libraries outside of Harper building an author catalog and a shelf-list, where printed cards are available, and an author catalog only for the department libraries within Harper building. Columbia, Michigan, Illinois and Minnesota have dictionary catalogs for all department libraries. Missouri has dictionary catalogs in 3, and Wisconsin in 2 department libraries, while Johns Hopkins is to have dictionary catalogs in all department libraries which are outside its main building.

A more difficult question is that of the scope of the catalog. How exhaustive is it possible, or even desirable, to make it? It must, of course, include all books in the department library itself, but shall it also record all books dealing with the same subject to be found elsewhere in the university? Such completeness of record would be the ideal arrangement, and would, undoubtedly, meet with the hearty approval of the university departments. But will not the cost be prohibitive to many libraries, even in this day of printed cards and multigraph? To be of value, such elaborate cataloging should be done thoroughly and systematically and above all, once undertaken, should never be allowed to lapse, or confusion will be the result. The fuller information about related materials in other parts of the library can always be obtained from the main library catalog, if that record is a union catalog of department libraries as well; and if the department librarian is in telephone communication with the reference librarian at the main library, the information can be obtained almost as quickly as if it were included in the department catalog. We may, therefore, conclude that the department catalog complete for its own library but not including related material in other libraries, is the most practicable form under present conditions, although the ideal form is the more complete catalog which expense at present generally prohibits.

The third point which our problem raises is that of variations in cataloging from the rules followed in the general library catalog. The first important variation which suggests itself as possible is in the treatment of analytics. Shall analytics be included in the department catalog, and if so, shall they be the same as those in the general catalog? On this point the practice of our eight libraries varies somewhat. Chicago University is not planning to include any analytics in its department catalogs, and Johns Hopkins includes only a few. Illinois, Michigan and Minnesota, in the main, duplicate for their department catalogs the analytics made for their main catalogs and, as a rule, include no additional analytics. The Columbia practice is more ambitious, as that library includes in its department catalog analytics (mainly articles in periodicals) which are not included in its general catalog. An article in the =Columbia University Quarterly= for March, 1911, states that the department catalogs have analytics for all important serials that bear upon the work of the departments whether shelved there or in the general library, that is, the department library catalog attempts to serve both as catalog and index. These cards are intended for temporary use only, to be removed when the demand for them ceases.

In most university libraries it would be impossible to keep up systematically such elaborate catalogs, and it is not clear that such indexing--for it is indexing rather than cataloging--would be desirable in all places. A catalog can never be made to take the place of a reference librarian, or of an intelligent use of the important annual and other subject indexes to the literature of a subject, such as =Psychological Index=, the various =Jahresberichte=, etc. Moreover, every reference or department librarian naturally does more or less in the way of keeping up card indexes or bibliographies, which are frequently revised and the old material discarded as new and better material takes its place. Such reference indexes are simpler and more practical than serial analytics in a department catalog, since they do not call for expert revision and absolute uniformity of subject headings. On the whole, the tendency of present opinion and practice seems to be that important analytics which are useful in the general catalog are useful in the department catalog also, but that beyond that it is better to encourage the use of the printed indexes and the keeping of an informal reference index for material not yet included in the printed aids.

A more important possibility of variation, where the department catalog is dictionary in form, is found in subject headings. Will the same headings that are found satisfactory in the main library catalog serve equally well in the department catalog as used by specialists? Too much emphasis can not be laid upon the fact that any variation of this kind greatly increases the cost of the cataloging, as the assigning and revision of two sets of subject headings, one for the general and one for the department catalog, will mean that that part of the work is greatly increased, though not doubled. The correct assignment of subject headings presents enough difficulties under any circumstances, and the catalog supervisor should hesitate to multiply these unless there is strong reason for doing so. In libraries which have adopted the Library of Congress subject headings, those headings, with minor variations, will, for most subjects, be found satisfactory in the department as well as in the general catalog. Law will at once occur to all as a subject for which it may be desirable to run two sets of headings. We have done this at the University of Minnesota, using the special Library of Congress law headings in the department catalog, and the regular Library of Congress headings in the general catalog. A point to be carefully considered in adopting more than one set of subject headings, moreover, is the possible confusion of mind that may be produced in the student, the exigencies of whose work require him to use more than one of the library catalogs. Such records are certainly much easier to use when there is uniformity of subject entries, and the adoption of several different sets of subject headings will certainly cause confusion, even to members of the library staff, much more to students.

After the questions of form, scope, and contents of the department catalog, comes the practical question of how best to get the work done. It can be done in either of two ways, by the regular cataloging force of the university or by the department librarians. In most university libraries the cataloging staff is small in comparison with the amount always to be done, and the work of keeping the general catalog up to date taxes all its powers, and leaves no time for extra records such as department catalogs. On the other hand, does not the department librarian have more or less time which, when properly arranged, could be given to cataloging under the direction of the head cataloger? We have found this to be the case at the University of Minnesota. Until three years ago our department libraries were all under the supervision of the various departments, and hence in a more or less chaotic state. Some of these have not yet emerged from chaos. In these three years, however, we have evolved a system by which this work is done by the department librarians, or, in one case, by an assistant in the department library. It has so far proved a perfectly workable system for our given conditions. All the department librarians so far appointed have been either library school graduates or people with equivalent library training, and in addition to that, in some cases, with special knowledge of the subjects of the departments. One of the first duties of the department librarian, on taking charge of his library, has been to organize it, classifying and cataloging it under the supervision of the head of the catalog department, but doing the work in the department library. The question has been raised as to how the department librarian could do the reference work and other work of his library, and at the same time catalog the department books for both the department and general catalog. Of course the cataloging will be intermittent and more or less interrupted, as our rule is that the work for the public must be done first. Until, however, the books of a department library are in order and properly listed, no satisfactory reference work can be done with them. Our own experience has certainly been that the reference work of our department librarians has been strengthened by their work of cataloging. The general library gains also from this work of the department librarian, as the latter does the cataloging of his books for the general catalog at the same time as that for the department catalog, and so the growth of the general library catalog is greatly promoted, without a corresponding tax upon the resources of the catalog department. In as far as possible the work is revised by the head cataloger or a reviser, in the department library, but in some cases of difficult revision it has been found necessary to transfer the books to the catalog department for revision there. At present, whenever printed cards can not be obtained, all cards are actually made by the department librarian, but as soon as we are able to adopt the multigraph, rough copy only will be supplied by that assistant.

After the department library has been thoroughly organized and cataloged, the department librarian goes on with the lighter task of cataloging the current accessions of his library for both the department and the general catalog.

Some of the advantages of thus having the work done by the trained department librarians are:

1. It adds several workers to the cataloging force of the library, and thus makes it possible to do much more in the way of providing needed departmental catalogs. This fact has been of great importance with us at the University of Minnesota, where, with the present cataloging force alone, it would have been impossible to provide these catalogs. Besides, there is the advantage to the general library of getting the cataloging of these same books done for the general catalog.

2. The department librarian should have, and generally does have, special knowledge of his subject, which is of assistance in cataloging, especially in classification and the assignment of subject headings.

3. As the work is done in the department it is easy for the department librarian to consult the professors whenever necessary or desirable.

4. There is a real advantage to the department librarian in the added familiarity with the department books which he has gained in cataloging them. This is particularly true in the case of the librarian who, in the beginning, is not a specialist in his subject, but even the specialist may gain some knowledge from this handling of the material which will help him in the service of his readers. Moreover, if he has actually made the catalog, he can use it more intelligently himself and instruct his students better in the use of it.

Our scheme has certain disadvantages as well as advantages. Some of these are:

1. There is danger that not enough cataloging research work will be done when the cataloging is done in the department library, because many of the important catalog and bibliographical aids are not accessible outside the catalog department--for example, the depository or union catalog of printed cards.

2. There is danger that the existing records will not be consulted enough, because the general catalog is not easily accessible and can only be consulted on special trips to the main library.

3. When the work is thus decentralized, there is much greater difficulty in obtaining from the various assistants work which is even fairly uniform. No one who has had experience in trying to manage such work will minimize this difficulty. For this reason, the revision is more difficult, and must be done with the greatest care, especially in the matter of subject headings.

4. It is sometimes more difficult to get good cataloging from those whose first interest does not lie in this branch of the work, and who are not closely associated with the regular catalogers, and familiar with the many traditions of a catalog department. For this reason we have found at Minnesota, that it is an advantage to have a newly appointed department librarian work in the catalog department for a time before taking up the work in his library.

We have found, however, that with us the advantages outweigh the disadvantages, particularly the one great advantage that it has been a practical way of accomplishing work which could not have been done by our present cataloging department.

Summary

A tabulated summary of the replies received from the libraries circularized has been prepared, but as it is too detailed for reading here, I will omit it, and present, instead, a few conclusions which may fairly be drawn from this summary. While practice is not uniform on any one point of department cataloging, certain tendencies toward uniformity are clearly evident.

1. In the matter of department librarians there is clearly a tendency towards the appointment of trained workers having, whenever possible, some special knowledge of the subject of their departments as well. This, of course, is important, if the cataloging is to be done in the department libraries. All these libraries feel, also, the need for some kind of department catalogs, although the number of such catalogs already established varies from three at the University of Wisconsin to twenty-three at Columbia.

2. There is a pretty general agreement that the dictionary catalog is the most desirable for department libraries. Columbia, Illinois, Michigan, and Minnesota report dictionary catalogs in all organized department libraries, and Johns Hopkins in all department libraries outside the main building. Wisconsin and Missouri report dictionary catalogs in certain department libraries, and Chicago reports author catalogs and shelf-lists. All the libraries using dictionary catalogs report the use, in the main, of the same kind of subject headings in department as in general catalogs, except for certain special subjects, such as law, or for certain highly specialized collections, such as the Avery Architectural library at Columbia.

3. There is a somewhat greater variation in the scope of material to be included. So far, only two libraries, Columbia and Michigan, report any department catalogs covering more than the material in the department libraries, but Missouri and Minnesota report that they intend, eventually, to have their department catalogs include all books on the subject in the university. In the matter of analytics the majority practice is to include the same analytics in both general and department catalogs, although Chicago uses no analytics at all in department catalogs, while Columbia, at the other extreme, includes more analytics in department catalogs than in the general catalog.

4. Present opinion seems to be pretty evenly divided on the subject of whether the actual work of cataloging should be done by the department librarians or by the regular cataloging force, although there is perhaps a tendency to have this work done by the department librarians wherever there are trained workers in charge of the department libraries. Universities in which the work for department catalogs is done by the department librarians, report that the department librarians catalog these same books for the general catalog as well.

In conclusion, let me repeat that if the cataloging is done by the department librarians, too much emphasis can not be laid upon the fact that it is absolutely essential to have all this work done under the supervision of the head cataloger, with the most careful revision. Otherwise there will be as many varieties of cataloging as there are department librarians.

In behalf of Dr. W. Dawson Johnston, of Columbia, Miss Isadore G. Mudge read the following

PROPOSAL FOR A CATALOG OF UNIVERSITY SERIAL PUBLICATIONS

One of the desiderata of our exchange departments, as well as of our reference departments, is a catalog of American university serial publications. This should give in addition to the general title, a full table of contents, and an index of the same. It may be prepared by one library, or cooperatively by the library of each institution issuing such series, and published by a central institution, as the bibliography of American historical societies was published by the Smithsonian Institution, or published as the trade list annual is, each institution printing its own catalog and forwarding it to a publisher to be indexed, bound with the catalogs of publications of other institutions, and so published.

The desirability of such a catalog as a record of American university publications was presented to the Executive Committee of the Association of American Universities at its last meeting. The Committee voted to recommend to the Association the passage of the following resolution:

"Resolved, That the Association of American Universities recommends to each of its constituent universities the preparation of a catalog of its serial publications and the printing of the catalog in a form which will permit the publication of the several catalogs as a collected work, so arranged and indexed as to make it a useful work of reference."

If the members of the College Section are similarly interested in such a catalog, similar action on the part of the section may be desirable. I present this suggestion with some diffidence because although the catalog will save librarians much labor in the long run the preparation of it would involve a large amount of extra labor in the immediate future. In spite of this, however, I hope that it will receive your favorable consideration.

After some discussion it was voted that the proposal be referred to the executive committee of the College and Reference Section for consideration.

The meeting then adjourned.

REFERENCE LIBRARIANS' ROUND TABLE

The meeting of the Public Library Division of the College and Reference Section was held on the evening of June 27. It was called to order by Edwin H. Anderson, who turned it over to Miss Sarah B. Askew of the New Jersey public library commission, who acted as chairman for the evening. The first speaker was Miss MARILLA WAITE FREEMAN, librarian of the Goodwyn Institute library of Memphis, who spoke on

SCIENTIFIC MANAGEMENT, AND THE REFERENCE DEPARTMENT AS A BUREAU OF INFORMATION

What we call "reference work" has been a little in disrepute of late, and there has been some discussion as to the amount of time which may legitimately be spent in helping the curious inquirer to learn how many of the Louis's died a natural death, or whether Helen of Troy wore locks of Titian red. But it is only in the large library that there can be any limitation of what we call the reference department to the handling of such academic quibbles. It is true that in the large library the technical department, the business branch, the art department may limit and thin the quality of work left to the reference librarian, till she (or he) may feel that only the dry bones of the day's research are hers (or his). But in the small library there is no such limitation, and the reference librarian, who may also be the head librarian and the chief cataloger, may come in touch each day with every sort of human interest, from the eager desire of the office clerk to get back to the soil by the road of raising rice in Arkansas or apples in Idaho, to the yearning for economic independence and artistic expression in the soul of the girl who comes to pore over books on design.

To one who is fully awake to the human side of things, there can never be any dull monotony in the life of the reference librarian. I have often wished I had time--and genius--to write the Romance of a Reference Library. It would cover as many pages, and be almost as thrilling as the Thousand-and-One-Nights. I wish I had time to tell you, the Molly-Make-Believe Episode of Goodwyn Institute library, or the Tale of the Telegram from the Nicaragua Revolution.

Now in the small library where one reference assistant must be so many things to so many people in the course of one day, there is special need of scientific management of time, labor, methods, resources. Fortunately, the reference assistant has few =statistics= to trouble with. The only record that seems essential is that of questions asked and topics looked up. A pad of paper, dated, kept at one's elbow, and questions jotted down almost as they are being asked--this gives an interesting basis for monthly and yearly reports, and makes something to show for the day's work much more interesting than mere figures, and does furnish certain figures, especially if we add, after each topic, approximate number of books, pamphlets and magazines used in getting information or material desired.

From these daily sheets interesting deductions can be made, classifications of different kinds and sources of questions asked, what classes of people are users and which are non-users of the library, on what lines the library needs to build up its resources, in what directions it needs to advertise better. Red pencil checks may be placed against more significant topics, for quick summarization at the end of the month. If the question is for school or club work, or likely to recur again, take a pencil and small pad, write Panama canal tolls or labor laws affecting women, or whatever the subject may be, at the top of the pad, and make rapid note of magazine articles, books, etc., looked up. Much time is lost in looking up the same things over and over again, sometimes by one assistant, and sometimes by another. Lists jotted roughly down while material is being looked up, or directly after, may be copied by typewriter on catalog cards and filed alphabetically in a special tray of the catalog case, where they will be quickly available for the next call. For debates, the material listed on cards should be grouped roughly under "general," "affirmative" and "negative." It saves time, also, in collecting books on the reserve shelf for a debate, to mark the places by clipping to the page a slip labelled "affirmative" or "negative." Of course, for debate work the first aid to scientific management is the use, so far as possible, of the work done by others in such invaluable little manuals as the Debaters' Hand-Book series, and the debate pamphlets of the Universities of Wisconsin, Texas, Iowa and others, supplemented by the latest magazine articles in the Readers' Guide.[11]

[11] A brief list, entitled "Debaters' Aids," was distributed in connection with this paper.

The same economic principle applies, of course, to every other class of subjects looked up. Make use of work done by others, whether in the form of bibliographies, indexes, reports and publications of special organizations, or what not. Two small indexes which save much time in the small library are the Pittsburgh Library Debate Index and their Contemporary Biography. Though the latter is now ten years old it is still extremely useful to those libraries which are so fortunate as to own copies.

Another economy of time and money is the using of book-lists printed by other libraries or organizations, checking on them the titles in one's own library, putting the library stamp upon them, and distributing them to the class of users interested. Goodwyn Institute library has recently done this with the booklet entitled: "What to read on business efficiency," issued by the Business Book Bureau of New York.

An important psychological point is always to get one good piece of material before each =researcher= promptly, then other material may be gathered more deliberately. If several people are waiting at once, give each one reference to start on rather than serve one in detail while all others wait their turn. Perhaps this is a small and obvious trifle to dwell upon, but it is a bromidium that trifles make success, in reference work as in anything else.

Returning to the wisdom of using others' work, I must emphasize the importance of collecting the material put out by all sorts of special organizations. We know that every subject now has its literature, from "votes for women" to the extermination of the house fly or the loan shark. And much of this matter, often in pamphlet or leaflet form, is obtainable free or at small cost. Frequently such literature is the latest and most authoritative word upon any subject.

In our scheme of scientific management, therefore, the small library, perhaps even more than the large, can not afford to do without collecting such literature. The pamphlet collection is indispensable. It means work, but in the end by its live usefulness it saves time. By scientific management and intensive use a small library with a good pamphlet collection can get better results than one three times as large whose resources are not up-to-date and thoroughly made use of.

First, a word as to the filing of such material; second, as to sources for securing it. I cannot attempt to offer any new solution to the vexed problem of pamphlet disposal. I will merely state briefly how Goodwyn Institute library handles its pamphlets. We have found the system of filing in pamphlet boxes most convenient and practicable. A box is lettered with D. C. number or inclusive numbers, and with subject or subjects included, as 334.6 Agricultural credit. Pamphlets are counted as received, but not accessioned. If important, catalog card is made under subject, or author, rarely under both. If of slight or only temporary value, they are merely marked with class number, and placed in box without cataloging. Sometimes merely a general catalog card is made to show that the library receives all the publications of an organization, as with the National American Woman Suffrage Association, or with the American National Child Labor Committee. In these cases there would be both author and subject card. Any specially important publication of the association would be brought out by separate card. A check on the pamphlet would indicate whether or not it had been cataloged.

For the small library which has not time to catalog individual pamphlets, it would be sufficient to make one general card for each group, giving class number and subject heading, as: "325 Immigration; for material (or for additional material) on this subject, see pamphlet collection," or merely, "See also pamphlets."

Goodwyn Institute clips also the local newspapers and a few others for matters of local or special interest, mounts the more valuable clippings on manila sheets, 8x10 in size, numbers them, occasionally catalogs an important one, and files them with pamphlets on the same subjects. To keep the collection from becoming obsolete, or occupying too much space, it should be gone over once a year, and old pamphlets and clippings and their cards withdrawn and destroyed. With many constantly changing subjects in agriculture, engineering, current problems, etc., it becomes instinctive with the reference assistant to bring forth first to the would-be investigator the pamphlet box or boxes on that subject, then the more recent magazine articles, and only last the books.

In Goodwyn Institute library the pamphlet collection is supplemented by a vertical file, arranged alphabetically under the same headings as the pamphlets. In this file are placed letters, circulars, typewritten lists, and the like, not advisable to be placed in the pamphlet boxes. A practical plan for indexing this material is a general card on each subject included, to be filed at end of regular cards in cataloging: e. g. "Levees; for additional material, see vertical file." For the very small library the vertical file is perhaps the most convenient arrangement for disposing of pamphlets and =all= unbound material in one place.

Some of the larger libraries bind in inexpensive form all pamphlets which are considered worthy of preservation, but for the small library this seems necessary only in the case of pamphlets of unusual value or size.

Now as to some of the sources of the pamphlet and ephemeral literature which is so valuable. I can not do better than to remind you again of two lists with which you are probably already familiar. The first is "Social questions of today, selected sources of information, compiled by the Free Public Library, Newark, N. J.," 1911. It may be obtained from the Editor of Special Libraries, State Library, Indianapolis, for ten cents. It includes the names and addresses of organizations interested in social questions, such as the American Civic Association, the Russell Sage Foundation, the Vocation Bureau of Boston, and an index of subjects covered by the publications of these organizations, such as the cost of living, prison reform, sex hygiene, vacation schools.

The second list is entitled "The library and social movements; a list of material obtainable free or at small expense." It may be had from the A. L. A. Publishing Board for five cents. This list includes material on all sorts of sociological questions, from co-operative stores to workingmen's compensation. From these two lists a good working collection of up-to-date, inexpensive pamphlet material on social problems may be obtained. Among recent organizations, born since these lists were published in 1911, are the Drama League of America, the American Commission on Agricultural Co-operation, the Southern Sociological Congress. All these put out valuable and inexpensive reports and publications. It would be a boon to small, and even large libraries, if the A. L. A. Publishing Board would father a new list including and enlarging the material of the two 1911 lists, and adding the most important new organizations and publications which have since come into being.

The recently published index to Special Libraries, Vol. 1-3, makes available, in that indispensable little journal much valuable material on current questions, and sources of information.

For all subjects, technical, scientific, historical, sociological, covered by the U. S. Government publications, and these subjects are innumerable, a convenient guide to selection is offered by the brief classified price-lists furnished by the Superintendent of Documents. The suggestions in the little weekly Government Publications, published by M. E. Greathouse at 510 12th St., N. W., Washington, at fifty cents a year, are also helpful, as are the notes in the A. L. A. Booklist, which now lists many government documents. The "Interesting Things in Print" column in Public Libraries should be carefully scanned, as should the "Periodical and other literature" department of the Library Journal.

To get upon the regular mailing list of as many organizations as possible saves much time spent in writing for individual publications. And even where there is a membership fee, as of $2.00 per year to the Drama League of America, for example, it will bring far more valuable returns in twelve months than the same amount expended in books.

The first labor of writing for and handling a collection of pamphlet literature seems considerable, but when properly organized its daily up-keep is not difficult and its presence in a library goes far to make possible the scientific management of the queries and problems which come each day to the reference desk.

May I rather say the information desk. We librarians are so at home with our own terminology, have talked so long and familiarly of reference desks, reference work, the reference library, that I doubt if we ever realize the foreignness of our language to the shy visitor within our gates. "Ask in the reference room" means worse than nothing to him, but the simple legend "Information desk" will draw him like the kindly and familiar face of a friend.

The idea that a modern library is, or should be, a central Bureau of Information for its town or city is one that we first have to get thoroughly into our own heads, and then impress upon our public. In the effort to find the simplest and most effective way to present this idea to our Memphis public, we tried running the following card in the street cars:

What do =You= want to Know?

You have 12,000 Books, Trade Journals, Magazines on all subjects, and an Information Bureau for =Your= use absolutely =Free= in Goodwyn Institute Library.

We were able to make specially advantageous terms with the street car advertising company, whose representative had himself made use of the resources of the library, and we have been running this card, or similarly worded ones, for over a year. The results, sometimes direct, sometimes indirect, have been very interesting. The card has brought us many business men, and other street car users, who, seeing our invitation daily, recall it from the depths of their subconsciousness when they do want to know. The card is often taken quite literally, as in the case of the young Russian from Odessa, later from St. Louis, who read the sign in the street car which brought him from the railway station. He came straight to the library and to the information desk, told his story briefly and succinctly, and asked how he could find a position as house boy, for which he was qualified. The Jewish Rabbi happened to be in the library at the moment. He called up the head of the Jewish Charities, who on hearing that the lad was from Odessa, said: "Why, that is my native place! Send him along and I will surely find him something." And he did.

Another bright-eyed youth, who worked with a moving-picture corporation in the daytime, but had his evenings free, came in to ask if we had d'Espuy's "Architecture antique." He was overjoyed when he saw it and other folios on the subject, said he was wanting to go on with the study of architecture at night, and had seen our street car card. "That card's a fine stunt," he added. Then there was the case of the two young men who had come down the river by boat from Iowa, looking for work as extra Christmas clerks. They were sent up to us by a policeman, from whom they asked information. We sent them to the Y. M. C. A. Department of Employment, and one of them afterward came back to tell us they had both gotten a job. We do not at all mind being teased a bit about our "Employment Bureau," so glad are we that the policeman and the man-on-the-street should instantly think of Goodwyn Institute library when asked for any information which he cannot give. We desire to be regarded as a sort of central clearing house for general information, even when the question is of so primitive and vital a nature as how a man shall earn his next meal, and to this end we take as our motto "Nothing human is alien to us."

We think it is within our legitimate field to tell the man not that he has come to the wrong place, but to tell him the address of the right place, and sometimes even to give him a note or do a moment's telephoning that will connect him with the right place, and will make him feel that the library's "What do =you= want to know?" means him.

The point I wish to emphasize is: Never let a man go away without either the information for which he has come, or the knowledge as to where he may find it. This does not mean that we must spend precious time in looking up irrelevant questions, or in attempting to handle matters which some other library or organization could deal with more efficiently. It does mean that it is our business as a Bureau of Information to know just where that question can be most effectively handled, and then to direct the inquirer there.

Thus if a man desires a certain address in Los Angeles, we send him to the Cotton Exchange, one block away, which has a full line of directories, open to the public; if a certain government monograph which we do not possess, we refer him to the Cossitt library, which as a government depository has a full collection of public documents; if other than a very simple legal reference, we refer him to the law library, mentioning its hours and restrictions.

If the information desired may be secured by letter, we often give a reader the necessary address and let him write himself. We ought, of course, to save the library's time in this way whenever possible. Yet frequently the information or material to be secured would have a future value to the library itself, or to the city, and whenever this is the case, this advantage, together with the reader's grateful appreciation of the library for getting him what he wants when he wants it, surely justifies us in writing the letter ourselves. Thus, Goodwyn Institute library has recently secured much information and literature on smoke abatement experience of other cities, for engineers suddenly forced to apply modern methods by a stringent city ordinance. Assistance has been given in the same way to the Mississippi Valley Levee Association; to a committee appointed to present a county insanity commission bill to the state legislature; to the city engineer, on the practice of different cities as to grade-crossings and railroad track elevation; again to an individual reader who wished to learn what diseases are native to South Carolina in distinction from those supposed to be cured by residence there; to a local manufacturer on the process of making paper from cotton stalks; to a student on the death rate and prevalence of tuberculosis among negroes; to another on the best methods of alfalfa raising in West Tennessee.

The use of the telephone is encouraged for information needed quickly. If a busy business man wishes to know the name and address of the U. S. Consul in Peru, the 1910 population of Guthrie, Oklahoma, the meaning of a troublesome phrase in a Spanish letter, he appreciates knowing that he can get a prompt reply by calling up the library. The St. Joseph library makes this feature of its information service effectively known by attractive blotters and leaflets sent to business men.

We are all familiar with the insistent demands of club members and of school children, set sometimes, the former by the club system, and the latter by the school system, to subjects beyond their grasp. Of the vexed problem of distributing our crowded hours judiciously among all these demands, Miss Bacon has written most lucidly in her delightful paper on "What the public wants," in the May (1913) Library Journal.

Certainly we do have to learn to discriminate as to the time and attention we give to each demand upon us. Yet each is important to the man, woman or child, who makes it, and however briefly and expeditiously we may dispose of it, let us make the questioner feel that he did well to come to us, that we are for the moment concentrating upon his problem, and that we are giving him the best assistance in our power, even if it be only an address, or a telephone number, or the name of the book in which his question will be answered.

Let me repeat that it is all largely a matter of making our library a clearing house of information, of connecting the man with the answer to his question, rather than of necessarily answering it ourselves. And to this end, and by these means, may the small library be as useful as the large.

The next speaker was Miss SARAH B. BALL, librarian of the business branch of the Newark free public library, who spoke on

WHAT ANY LIBRARY CAN DO FOR THE BUSINESS INTERESTS OF THE TOWN

Have you ever felt discouraged over the purely potential value of your reference books, because they seem to remain forever potential? Have you ever turned the pages of the World Almanac and sighed over perfectly good answers which you could give to questions that nobody asks you? Every reference librarian present knows what I mean. When is wheat harvested in Burmah? Who is the secretary of sanitation in Cuba? How long does it take a letter to go from New York to Melbourne, via Vancouver? Are grapes more nutritious than plums? What are the dues in the Knickerbocker Club? What three nations have dominions on which the sun never sets? How many shipwrecks last year on the U. S. coasts?

These questions are being asked by somebody and being answered in a fashion by somebody. Very often that "somebody" is the editor of the query column in the newspaper. The newspapers of the country have educated the people to turn to them with their questions. How many of those questions could be answered just as well or better by the public library? How often the newspaper itself turns to the public library for the answers? Here is truly an unnecessary duplication of work and a loss of time. Here is also a high-road to popularity and an opportunity for usefulness to a community clearly seen by newspapers and worth cultivating by public libraries.

While we are making laws, librarians might conspire to put through a city ordinance to compel all questioning people to call on the public library as the =first= source of information. As that is manifestly impossible, something must be done to attract the business and trade interests of a town to the public library as a bureau of information. Why? Because the citizens pay taxes to support an institution--the public library--that they may be, by that institution, helped to become not simply better, but also wiser; not simply wiser, but also better informed; not simply better informed in general, but also better informed in city affairs; not simply in city affairs, but also in the affairs of each industrial unit. In a word, the city supports a library that the library may help it to become more harmonious, better governed and more productive.

As the institution is supported for specific purposes, it should not only be prepared to fulfill these purposes; it should also let it be known to all that it is thus prepared.

It should let those who support it know that it can not only help one who seeks general culture; but can also help one who seeks knowledge of city management in any of its countless aspects, or knowledge of methods of productive or distributive processes in any of their countless forms.

Possibly the first thing to do in thus letting its practical powers be known is to introduce into its vocabulary the phrase "business department" or "information department." A wider range of questions comes to a library that uses the words "information" or "business department" instead of "reference department." The words "public library" do not convey to the mind of the average person a suggestion of a tenth of the resources for information that are locked up in the collections of printed things which our cities now maintain.

An inquiring Newarker once said to me "Why should a public library advertise itself? Surely everyone knows where it is and that it contains books."

"Yes," said I, "but, do you yourself know what those books contain? Would you go to the library to learn the elevation above sea level of the street corner on which you live, or for the width of the street? Would you go there to plan your next business trip by using the maps of the cities you will visit, so that time will not be lost in going from one factory to another? If you are trying to sell a patented ticket punch, do you go to the library for the names of purchasing agents of railroads? If you have lost the address of a business correspondent do you telephone to the library or do you set the whole office force on edge hunting for the lost letter? Would you turn to the library for the date of Wilson's Chicago address, or the launching of a new battleship?"

He went away wiser; and left me quite pleased with myself.

Many public libraries have undertaken the task of collecting manufacturers' catalogs from all parts of the United States. Our experience indicates that this is a heavy expense with comparatively slight return. Would it not be better to spend the same amount of time and money compiling information about the industries of one's own town? It is a hopeless task to represent adequately the manufacturers of the United States. It is not a hopeless task to compile information about local manufacturers that will prove of great value. No business directory gives the specific information that is a daily need among the business men of a community. The directory gives, for example, a list of paper-box manufacturers, but does not indicate those who make egg boxes, hat boxes, jewelry boxes, etc. It lists the jewelry manufacturers, but is useless if you want the names of those who make 22-karat wedding rings. Many manufacturers and dealers are sending to distant cities, through habit, for articles made equally well and at the same cost within their own city, for no other reason than that they lack detailed information of the products of their own city. In some places the Board of Trade is the natural clearing house for this information. This is as it should be.

But what about the towns that are without Boards of Trade or whose Boards of Trade are not equipped to give this information? It is safe to say that there are not ten cities in the United States where one can find on file for the use of the public complete and specific information about the industries of that city. To secure this information is not an easy task. It requires circular letters, follow-up letters and possibly personal calls; but the value of thus creating an interest in the public library among those citizens who are paying the heaviest taxes, coupled with the real importance of the information itself, makes it an undertaking of peculiar value to a tax-supported public library. Fortunately the smaller the city the fewer the manufacturers and the easier the task, so that here indeed is a piece of work that may well be undertaken by libraries of many towns and cities.

We have grown in Newark, from being the conventional and rather academic library, to one that has quite large sources of civic and manufacturing and commercial and financial information. The question now is, how shall we get the people to realize the change? We are somewhat in the position of a dry goods store which has transformed itself into a department store, but is visited largely by those who seek only dry goods. We need to advertise our groceries, hardware, furniture and china.

If library architecture would only permit of show windows, as do all our Newark branches, the task would be greatly simplified. What a show window has meant to the business branch can be seen any day. A passerby is first attracted by the bright color of a map showing the London subway system. He pauses to read the old familiar words: "Trafalgar Square," "Tottenham Court Road" and "Ludgate Circus." Beside it is a new directory of the clothing trade, or a book on insurance, a pamphlet on civil service, or a new trolley guide. Finally, his curiosity aroused over the kind of a business house that can have such diversified interests, he looks up at the gold-lettered sign on the window and reads with puzzled expression, "Business Branch and Reading Room of the Free Public Library." Often he peers curiously in to see what kind of people are inside, and, seeing a room full of men, comes boldly in and asks for--a directory of Spuyten Duyvil, or some other obscure place. The window display has broadened his idea of the resources of the public library, which he had hitherto thought of as having nothing to interest him.

Where a library can afford it there are many advantages in establishing a business department. It keeps together closely related subjects, it is very helpful to business men, and it helps in advertising. If a permanent business department is impossible, there is much to be gained by a temporary showing of all that can be gathered relating to business.

All libraries have more of this material than we perhaps realize, surely more than the public realize. By bringing it together and displaying well-printed signs concerning it we are following sound advertising principles. The man who sees a sign in the library, "Our business is answering questions," will not be so absurdly apologetic over "bothering you" with his wants, and will use the resources of the library to better advantage than the man who thinks it is only for lending books.

Other signs that may be used with good effect are these:

"Have you an idea? Patent it. The library will tell you how."

"You support this library. Do you use it?"

"Why guess about things? Your Public Library can give you the facts. Telephone or write."

"A valuable export trade is yours if you follow the consular reports in the Public Library."

"Follow the work of the Legislature. The bills are on file at the Public Library."

Framed signs of the library as Bureau of Information, placed in public places, are good permanent advertisements. Personal visits to the places where questions are being asked--the post office, the railroad, telegraph, newspaper and express offices, and the suggestion that those in charge send to the public library all inquiries they do not wish to be troubled with or can not satisfy, will turn many people toward the library.

If it is the item of expense that stands in the way of business work in your library, have you considered possible economies in other lines? Why not discontinue a certain fashion magazine and add a financial one? Turn down an order for a history of the court of Queen Anne and buy a good history of Wall Street. Get along without that valuable but expensive book on the ancient civilization of the Egyptians and buy a directory of the manufacturers of the world. Deny your worthy scholars the latest commentary on Plato and get your business men the latest book on accountancy. Sacrifice an historical or classical atlas and secure the best maps of your own locality. Decide against the Portuguese dictionary and buy a cable code. Cancel the order for so-and-so's travels in British Guiana and subscribe for the Official Railway Guide.

Here are suggestions for a few resources to be used in meeting business inquiries of a general order, such as come to a library that advertises itself as a Bureau of Information, and some things we have found useful in business work:

1. The latest edition of the city directory, directories of local towns, of the capitol of the state, and of the largest cities of the United States. An exchange of directories one year old with other public libraries has proved quite satisfactory. It increases your resources, and the fact that you ask for year-old directories from local business houses for the purpose of exchange is a good advertisement of the library's business side. The cost of sending a 5-lb. directory to any part of the United States by book-rate express is about fifty cents.

If you cannot afford directories, get telephone books from the American Telephone and Telegraph Co., New York City, at prices ranging from 35 to 50 cents. Many of these contain classified sections. A classified telephone directory of New York may be obtained free by writing to Mr. Reuben J. Donnelly, 37 Fulton Street, New York City.

2. The very best local maps. To spend $30 on a real estate atlas may seem extravagant; but such atlases are usually issued at intervals of 6 to 10 years, and will prove one of the most useful sources of local information.

3. The Official Railway Guide. If the library cannot afford to pay $8.00 a year for it, get a month-old copy from the local railway office. It contains the most complete list of U. S. towns in print and is of value as a gazetteer and in many other ways.

4. The Western Union A. B. C. and Lieber Cable Codes are the only general codes in use. They cost about $32.00.

5. A table for displaying catalogs of business book publishers. This will increase the use of business books and lead to many good recommendations by visitors.

6. A monthly magazine, "Business News," of the Business Book Bureau of New York. It indexes articles in the principal business magazines and lists the important new business books.

7. A typewriter for the free use of visitors. The local office of a typewriter company may place one in the library as an advertisement.

8. Reports of transactions on the New York stock exchange or of transactions in local securities. Local brokers' offices will consider it a good advertisement to place these on file.

9. Trolley guides. Fifty cents spent on these each year will fortify the library against all attacks in that line.

10. Thomas's Register of American Manufacturers, price $15.00. With this in hand you can say that, "The Public Library can give you names of pill-box manufacturers in all parts of the U. S., the name of the man who makes office furniture in Marietta, Ohio, or the place where Rubberset products are manufactured."

11. Kelly's Directory of Merchants, Manufacturers and Shippers of the World. Price 30s. This enables you to say, "The Public Library can give you the name of German manufacturers of mirrors, the dealers in lacquered ware in Tokio, the name of a bank in Warsaw, a forwarding agent in Sydney or the express facilities of Coburg."

With a simple and inexpensive equipment, somewhat like that included in these eleven items, backed by wide advertising in the local press, a public library can attract the business men of a town to use the institution they support, an institution which should be turned to by everyone in the municipality as the very first source of information.

Miss EDITH KAMMERLING, head of the Civics Room of the Chicago public library, presented most ably the work which could be done by any library in the civics line, under the title

A CIVICS ROOM IN A MEDIUM-SIZED TOWN

Perhaps the best method of indicating the scope and material of a civics room in a medium-sized library is to describe what are the essentials of a civics room in a large city, permitting the adaptation of such features of the latter to the former as the locality and conditions may suggest.

A year ago last month a room was opened in the Chicago public library which is known as the civics room. The legend on the door announces "Sociology, Municipal Affairs, Business, Economics, Political Science, and Education." At first people were very curious to see what the civics room was like, and many there were of the idle curious who came to see what we had, but as the subjects dealt with were not what are generally considered as sources of amusement and entertainment, this patronage gradually ceased until now we have only the earnest, studious class.

The work required in assembling and taking care of the material is such as to demand the most concentrated efforts and the most specialized training upon the part of the librarian. She must be familiar with the great issues of the day and must be able to look ahead and assemble material where she sees that a topic is engaging the attention of public-spirited men.

The material which is stored in the civics room, therefore, is less in the form of books than in the way of pamphlets, magazine articles, and newspaper clippings--that which is usually regarded as ephemera. The latest material is not to be found in books, for by the time a subject has been before the public, has been talked about, assimilated, and finally published in book form it is practically an old subject.

One of the first considerations for the librarian is where to obtain this material. Our civics room has a card index of institutions and societies that are interested in the subjects that we cover in our work, and since we are on the mailing list of most of the associations we are pretty well supplied with their publications. The National Municipal Review, published quarterly by the National Municipal League, has a section devoted to new pamphlet material and is a great help in learning of new publications. Other journals of particular value are: The Survey, with its Information Desk, The Municipal Engineer, The American City, and The American Political Science Review.

For magazine articles, of course we have the Readers' Guide, but most of our magazine material is in the form of separates. The branches of our library return innumerable magazines to the main library and these are immediately dismembered and the articles of value and interest to us are taken out and treated as if they were pamphlets. Our newspaper clippings are obtained from 150 foreign and domestic newspapers which our reading room receives daily. Representative material is obtained in this way from all sections of the country. The pamphlets, magazine separates, and newspaper clippings, together with a small, well-selected collection of books and a goodly supply of current magazines upon economic and sociological subjects constitute the material of the room.

If you were to visit our civics room you would see one entire side of the room lined with pamphlet boxes. Each box represents a subject. Collected in one box are pamphlets, magazine separates, and newspaper clippings. The patron is not compelled to read antiquated books in studying his subject, nor is he compelled to go through the Readers' Guide and wait for his magazines to be brought to him. Here, all gathered together, is the latest material to be had. Each pamphlet is classified; each magazine separate is made into permanent form by being stapled in a manila folder with source, title, date, and class number on the cover; each newspaper clipping is classified with source and date and placed in a large manila envelope. We use the Wisconsin Legislative Reference Bureau's expansion of the 300's of the Dewey Classification for classifying our material. Selections from the contents of a typical box will show what kind of material is to be had. The subject is The recall:

Address of Pres. Taft at the banquet of the Swedish-American Republican League. 62d Cong. 2d. sess. Sen. doc. 542. Mar. 9, 1912.

Address on the recall of judges and the recall of judicial decisions at the session of the annual meeting of the Ill. State Bar Assoc. Apr. 26, 1912.

Election and recall of federal judges; speech of Hon. Robt. L. Owen. 62d Cong. 1st Sess. Sen. doc. 99. July 31, 1911.

Federal recall and referendum. Springfield Republican. Dec. 5, 1912.

How the "recall of decisions" would protect the weak from injustice. Chicago Tribune. Apr. 7, 1912.

If recall ever comes, judges will cause it. Dallas News. June 8, 1912.

Importance of an independent judiciary. Ind. Apr. 4, 1912.

Judicial decisions and public feeling; address by Elihu Root. 62d Cong. 2d sess. Sen. doc. 271. Jan. 19, 1912.

A judicial oligarchy. Century mag. Oct., 1911.

The judicial recall. Century mag. May, 1912.

The judicial recall a fallacy of constitutional government; speech by Rome G. Brown. 62d Cong. 2d sess. Sen. doc. 892. Aug. 3, 1912.

Judicial recall is turned down. Baltimore American. July 4, 1912.

Judicial tyranny and the remedy; speech by Isaac R. Sherwood. May 2, 1912.

Life terms and the judicial recall. Chicago American. July 16, 1912.

Nullifying the law by judicial interpretation. Atlantic. Apr., 1911.

Oakland defeated recall nearly 2 to 1. San Francisco Chronicle. Apr. 6, 1912.

Recall for all but judges urged. New York Sun. Jan. 6, 1913.

Recall in Oregon. Washington Post. Sept. 2, 1912.

Recall in Seattle. McClure's. Oct., 1911.

Recall of judges. Ind. Aug. 17, 1911.

Recall of judges. Editorial Rev. Nov., 1911.

Recall of judges; address by James Manahan. July 19, 1911.

Recall of judges; arguments in opposition by Mr. Rome G. Brown. July 19, 1911.

Recall of judges a rash experiment. Century. August, 1911.

Recall of judges and judicial decisions; speech by Hon. Augustus Gardner. Apr. 4, 1912.

Recall of public servants; speech by Hon. Jonathan Bourne. Aug. 5, 1911.

Restricting the judiciary. Chicago Daily News. June 16, 1913.

Right of the people to rule; address of Theodore Roosevelt. Mar. 20, 1912.

Seeks substitute for judicial recall. Indianapolis Star. Aug. 30, 1912.

Study on the recall of presidents. Chicago Tribune. Sept. 23, 1912.

Where the recall is justified. International. Dec., 1912.

Wisconsin Assembly Bill; the interpellation or recall of commissions and other state officers. Jan. 29, 1913.

Wilson explains recall. Springfield Republican. Sept. 26, 1912.

We keep the public informed of what is taking place in the Illinois legislature by having a complete file of the house and senate bills and joint resolutions. These are carefully indexed so that if a patron asks for the bills relating to non-partisan elections, by turning to our index and looking under Municipalities--Non-partisan elections, the bills are easily found. Likewise the ordinances that are passed by the city council are treated in the same way.

We have found from our experience covering a year's work that the subjects that have been most used are as follows:

Initiative and referendum Recall Woman suffrage Immigration Direct election of U. S. senators Minimum wages Child labor Woman and labor Employers' liability Housing Unemployment Labor unions Syndicalism Central banking system Rural credit Socialism Single tax Income tax High cost of living International arbitration Public morals Moving pictures Civil service Commission form of government Smoke nuisance Playgrounds and parks City planning Garden cities Six-year term for president Child welfare Juvenile courts Industrial education Parcel post Business Industrial efficiency Advertising Public utilities Noise Billboards Non-partisan elections

Some of the questions selected at random, show the demands made upon the room. A committee of the City Council is appointed to investigate the question of public service corporation commissions, and the library receives a call for material upon the question "Whether it is better to have public utilities regulated by state public service commissions, or to have them regulated by the City Council." When the investigation of the telephone rates is to be made the history of the telephone investigations carried on by previous councils is looked up. Upon investigating the advisability of electrifying the railway terminals, statistics are demanded showing the amount of damage that is done by the smoke of the railroads in the city limits. Only the live, up-to-date material can be of any value to these city officials, and a knowledge of what other cities have done relative to these questions is necessary.

Newspaper men who are doing such excellent work in keeping the people informed about what improvements are being made to better the conditions in the city, demand a great deal of a civics room. For example: A newspaper man writing a series of articles upon how to improve Chicago, wishing to write an article on housing, sends in a call for information regarding Schmidlapp houses, and it is our business to get him the material. Again he wishes to show how to reduce the cost of living, and sends in a request for information concerning the conveyance of produce from the farmer to the consumer by means of the interurban cars. Or again he wishes to inspire the public with the desire to beautify the city with window boxes and flowers and he wishes to know what European cities are doing along this line.

Civic associations and women's clubs are constantly making demands upon our resources. Such questions as:

What material have you from the budget exhibits of other cities?

Statistics showing the death rate in garden cities as compared with the death rate in cities where the population is congested.

The provision of giving the wages of prisoners to the support of the family.

Public comfort stations.

City planning and garden cities.

The question of working women's wages in its relation to the social evil was studied, during the recent investigation of the Illinois Vice Commission, by students and women's clubs.

Students find our room a boon. They are able to get material there which they are not able to find anywhere else. This spring students at the University of Chicago were working upon a debate on Panama Canal tolls, and they were so eager to use our material that they would stay all day, leaving in relays to eat while a few were left behind to guard the material.

A civics room in a medium-sized town may be made one of the most important assets of the library if it can be arranged that the person in charge does not have to divide her attention with the main work of the other departments of the library. If the staff is limited it would be better to have the civics room situated in a centralized locality, such as the state library, with easy communication with the smaller libraries. These could have an index of what the state library has, and when the need would arise the librarian could communicate her wants to the state librarian and the material could be sent as a package library upon short notice.

And so we find that we can be of assistance to the members of the City Council, women's clubs, civic organizations, newspaper men and students. The future of the work is very bright; new lines of work open up; new opportunities for service present themselves. It is in this work that one can be alive; he can feel that he is a part of the great movement toward the betterment of his city and its people.

Dr. William H. Allen, director of the Bureau of Municipal Research, of New York, made the closing talk of the evening, taking as his subject, "What a city should expect and receive from a library." He made a plea that librarians as individuals should stand for something in the community, should take their place as persons in the affairs of the day as well as see to it that their institutions performed the work to be expected of a library. He also laid emphasis on the fact that the general public did not know of the work being done by libraries and the possibilities of further service and urged that discussions of such work should be given place in the general magazines and newspapers as well as library magazines. He strongly advocated individual thinking, the doing of that which the individual librarian felt to be the best for a given community whether it be in line with general library thought or not, claiming that individuality of action and thought made for a stronger and better administration even if such individuality led to criticism upon occasion.

PROFESSIONAL TRAINING SECTION

The meeting was called to order Wednesday evening, June 25, by the chairman, Mr. Frank K. Walter.

The first paper was presented by Miss MARY W. PLUMMER on

SPECIALIZATION AND GRADING IN LIBRARY SCHOOLS

Although it is twenty-five years since library schools began, one may say that in a sense they are still in the experimental stage. And to say this is really praise, for when schools cease to experiment they are running along safely in ruts and have lost much of their vitality. The same period has been one of great expansion in library affairs,--not only has the country been covered with library buildings where before, to use a Western expression, "there was nothing but sagebrush," but forms of library work and extension have sprung up that were undreamed of twenty-five years ago, new methods have had to be found to meet emergencies and new conditions, social, industrial, and educational, and the library or library commission without several new ideas and aspirations per month is not thought to be doing its full duty. Add to all this progress the reactions that are going on, in library practice, in library architecture, etc., each a faithful reflection of some new light or of some old light looked at a second time, and the scene is one of activity paralleled, so far as the present writer knows, in no other field of endeavor, unless it be that of general education.

Several of the schools carry on an exercise called "survey of the field," merely to keep their classes in sight of this movement, and once a fortnight is not too often for such a class to meet--there is always fresh material for discussion.

A school, however, must experiment within reason and along its own lines. Because some small libraries and new branches are taking down their partitions or building without them is not sufficient cause for the advocacy of the practice in the schools; the much mooted question of the use of the accessions-book must remain for some time a mooted question in the schools--as long, in fact, as the conservative and radical libraries so evenly balance each other on the subject. It is not for the schools to practice or to teach library innovations--their business is to watch innovations and their results and report to their students.

It is open to the school, however, not only to watch but to forecast, to some extent. By dint of observing and listening, one who is not in the actual game often sees what is really happening or going to happen before some, at least, of the participants are entirely aware of it. An instance lies at hand in the subject of cataloging. Up to the present, this has been one of the backbone courses in every school-schedule, though the schools report regularly to their students the progress making in co-operative cataloging and the use of printed cards. As this use extends, it becomes more and more evident that cataloging is to be concentrated in a few expert hands and that most librarians are not going to have to be catalogers any more than the head of a commercial concern has to know by heart the price of every article in his stock, or than a manufacturer has to be able to do at a moment's notice what his expert subordinates are doing.

For the present, libraries still exist which make their own cards, and they still call on the schools regularly for librarians who can catalog, and hope rather than expect to get them. For, in spite of the fact that the schools still teach every student to catalog, as far as the student material will admit, students of their own volition seldom choose to be catalogers. Whether they too have sensed the fact that a change is coming and that the librarianship of the future will have more to do with the inside of the book and its application to the individual, with the handling rather than the making of tools, or whether they simply do not like what seems to them the probable monotony of cataloging, I do not know; but I think the schools will bear me out in the statement that cataloging as a specialty is not the first choice of many students. In view of these facts, I am ready to hazard the prediction that within ten years cataloging will be given in the schools as an elective; and that instead of making catalogs the majority of students will be led to consider the few main principles of cataloging and then taught better how to use and how to criticise catalogs.

Every instructor in cataloging knows that there are students whom it is a waste of time and vitality to try to make into catalogers, and every year good people go out from the schools who should never be engaged as catalogers and whom the schools recommend only for their qualifications for other work. Suppose we concentrated our teaching ability in this line on the students who would make good catalogers and who would elect the study--we should be working with the grain and not across it, the cataloging of the whole country would be uniformly well done instead of open to well-founded criticism in places, as it is now, and the time and strength of the instructor would be saved as well as those of the student whose forte lies in another direction. Another result would probably follow very quickly--more men would go into the library schools. I am told that the detail of cataloging seems to a man too much like making tatting, and one can easily understand that a person competent and eager to handle large matters or to fill an active administrative post would fret over anything involving as much minutiæ as the making of catalog cards.

However, while libraries in general are making their own cards, and while the smaller libraries have to have librarians who can turn their hands to anything, cataloging as well as the rest, it is unsafe for the schools to send out students without this part of the training. It is only as library conditions point overwhelmingly toward cataloging as a specializing study that the schools can change.

Librarians can help very greatly in the matter of specialization by encouraging it and employing specialists for special work wherever possible. Without depreciating in the least the value of an attractive face and an agreeable manner and of taste in dress, in library work as elsewhere, I may perhaps be allowed to put forward the opinion that the librarian who is choosing a cataloger should not be unduly swayed by these to the exclusion of the other requirements. Accuracy, legibility, knowledge of books, ability in research and a taste for it, all go to the making of a good cataloger, and it is discouraging for a school to see the graduate who possesses these qualifications passed over in favor of one who may have a pleasanter address but who can not do the work half so well. And women librarians are swayed by these considerations almost as much as men. The school can hardly be said to blame in such cases--it can only sorrowfully shake its head, knowing that if there is any discredit to be cast upon any one later, a great part of it will probably fall upon the school.

Setting aside cataloging as a specialty in the days to come, to what shall we devote the large place it has occupied in all the general curricula?

It is easy to see that with printed cards and expert service, catalog cards can be fuller in information, can be critically annotated, perhaps, can be made more often for analyticals, subject and author, and that the use of the catalog by the library assistant can be much more constant and more discriminating. Some time can be given in the curriculum to selecting from the catalog, securing from the shelves, examining and comparing the books on a given subject, with the result that the student can get a more thorough knowledge of its literature, greater facility in the use of a valuable tool, and may become more generally intelligent for the purpose of the selection and buying of books, and for recommending or the contrary.

Classification and the study of subject-headings are in themselves so broadening, furnish so good an exercise of the reasoning powers, and afford such fine views of the inter-relations of fields of knowledge, that I doubt if they can ever or ought ever to be set aside as special studies. The study of works of reference, however, offers so large and comprehensive a field that it seems to need division; and this brings me to the other subject of my title, that of grading in the schools.

Probably no one thing has made teaching more difficult, than the wide range of age and experience among the students. In the same class may occur and do occur continually the girl of twenty without much reading beyond high school and college requirements and the summer novel (unless she has fortunately grown up in a cultivated family with the habit of good reading and of discussing books), and the man or woman of from thirty to forty with a knowledge of books, an experience of life and society, and of thoughtful mind, who may have been successful in teaching or in some other profession; and in between range students of all degrees of cultivation, varieties of experience, and types of education. The training fitted for the first class wastes much of the time of the student at the other extreme, and if it be adapted to that extreme may be too strong or too complicated a mixture for the youngest student.

Grading would be expensive, for it would mean more teachers or more specialized teachers. In some of the schools the classes are not large enough to admit of so costly a proceeding; yet without grading, under the conditions described, the school belongs where the ungraded school belongs in the scheme of general education--it is delivering a scattering fire that may or may not hit its object. The entrance examination has been the device employed for unifying student-material in some schools, and it is much better than any other means, it seems to me; but though it may show what is the greatest common divisor of the candidates in the way of education and offer a definite point of departure for instruction, those who examine the papers see such differences, quite apart from the mere answers to the questions, as warn them that they are about to deal with a very varied assortment of intellects, a wide range of cultivation, and with necessities ranging from those of the steady, plodding follower who will never go further than an average assistantship to those of the born administrator or scholar. There is, to be sure, in such a class great benefit for the younger and less experienced students from contact with the others, from discussions that are a little over their heads, but, all the same, teaching addressed to the maturer intellect leaves the other with gaps unfilled, while teaching brought down to the level required by youth and inexperience gets the older student nowhere for the time being. The process is a sort of hitching along that should not be necessary in professional or vocational schools.

Suppose that grading be practicable so far as money and teachers are concerned. Where should lines be drawn? Often the younger person has the more flexible as well as more open mind and the older student may be a little set and may have ceased to take in readily new ideas. How to distinguish the students who can receive and assimilate readily the best and most that can be given? I should say that perhaps a month might have to be spent in making the division by actual testing of the students in class together. With this secured, two curricula might be offered, one prepared for the needs of each class with appropriate methods of teaching, and offering varied proportions of the same subjects. And here I revert to the teaching of reference work. For the higher grade it would be more inclusive, more difficult, dealing more with books in foreign languages, with books on unusual and recondite subjects, such as would be found in large reference or college libraries, while the lower grade might be adapted to the more elementary work to be done in small libraries or in branches.

The "moral" of this plan lies largely in the application of it. If the large reference or college library could be deflected from its main object, the securing of a competent reference assistant, by a sunny smile on the part of a lower grade student, the school's work in preparing the better student would go for naught so far as that library was concerned, and if this happened several times it would result in a confusion of values in the minds of the students. A + a sunny smile - a knowledge of the books would seem to be more than equal to B + a thorough reference equipment - a sunny smile. We may paraphrase here a well-known saying by asserting that, taking all things together, a librarian who can make his own choice of assistants gets the assistants he deserves, with the further assertion that the word personality, as often used now, does not get its full meaning; we forget that it consists not only of what one looks like and sounds like and apparently feels like but of all that one has made one's own out of the realm of knowledge, and all that one has assimilated and made profitable from one's experience.

The charge that the one year's general course is too full would probably become less true if or when grading was adopted. Only those subjects would need be given to a grade and those amounts of a subject which the students were capable of profiting by and the time saved could be used in more effective ways.

There is a very general desire to study administration among both older and younger students. So far as this means covering the whole routine of a library, with lectures on library relationships, management, etc., a course can easily be given; the difficulty arises when students wish to go out as administrators on the strength of such preparation alone; and when library boards send to the schools for students to fill administrative positions and expect the training to ensure administrative ability which, under the circumstances, can not be guaranteed. No matter how friendly may be the attitude of the library connected with a school, it is hardly willing to turn over any of its administrative work to students, nor could it be expected to do so. The ideal thing, of course, would be for the school itself to own a small library as a laboratory in which students could be tested for administrative ability under supervision. But this, too, would take money. When one sees the splendid endowment of a School of Journalism, a School of Technology, etc., one cannot help hoping that some day a School of Librarianship may be endowed which may employ the best of teachers and plenty of them, have its own ample collections, adapted to its needs, and establish its own library as a laboratory in which it may try experiments.

I have not yet touched upon the kind of specialization of which we have heard most in late years--the kind to fit students to be librarians of special libraries. I do not believe that the most energetic critic of the library schools would require them to teach engineering, commercial methods, law and medicine. A demand there certainly is from business houses and manufactories for librarians, but that is not enough for the schools. There must be a corresponding demand from persons wishing to be trained for such places. This, so far as I can learn, has not made itself felt. When applicants begin to come to the schools saying, "I intend to go into an applied science library" (or "an insurance library") "and I want to be trained for that work and that only," then the schools will have to provide such training or declare definitely that that is not a part of their field. Until such a demand arises from would-be students, it would be foolish for a school which has plenty of demand for general training and certain well-defined extensions of it to go outside this province.

A committee of the Special Libraries Association, I learn, is investigating the matter of preparation for special library positions, and it is to be hoped that there may be a very thorough inquiry, and that the committee will state definitely just what the association wants and what it believes to be proper training for such positions. Then the existing schools can decide whether or not they can give such preparation.

Meantime, a suggestion that institutes of technology might take up this special technical work and commercial schools the business library courses, etc., may be worth considering.

It has been suggested that the schools specialize among themselves, and to some extent that has come about naturally; for the school with especially good resources and unusual facilities for teaching a given subject, such as legislative reference or work with children, if it makes known its advantages, is very likely to attract the student who wishes to follow that line of work. Other reasons, however, often weigh more heavily--the location of a school, the personnel of the faculty, a smaller tuition fee, the general reputation and advancement of its graduates, etc.; so that any school may be called upon to give some special work of which perhaps it is not the best exponent. It cannot send the student elsewhere willy-nilly, and it does its best to give him what is wanted. As schools increase in number, a classification of them according to curricula is likely to follow, and this difficulty may be lessened. Even so, there is always the danger to be guarded against that students trained along one line may, through force of circumstances, take positions requiring a kind of training which they have not had. It would be impossible for a mining engineer to do the work of a mechanical engineer and vice versa, but in the work of an average library the cataloger and reference assistant and children's librarian must often change places, and any one of them, rather than be without a position, would as a rule try to do the work of the others. If all have had general training, this would not matter so much, but without that there would be considerable loss of efficiency.

In bringing this heterogeneous paper to an end--a paper which claims to be nothing more than a sort of thinking aloud on some of the problems confronting the schools, I wish to state some conclusions that I feel myself coming to: 1. That we need more good schools. 2. That they need to send out a larger number of trained people. 3. That we need longer, more thorough, and more systematic courses. 4. That with the larger schools some effort at grading is desirable. 5. That the schools would do well to get together and make a comparative study of their curricula, and their resources and facilities for special subjects, and map out tentatively a division of the field. This, while not binding upon any school, might serve for guidance, but no school should monopolize any one subject unless it is the only school having proper facilities for giving it.

Miss CORINNE BACON read a paper entitled

CO-OPERATION OF LIBRARIES WITH LIBRARY SCHOOLS

Before beginning to talk of the ways in which libraries might co-operate to better advantage with library schools, it is but fair to acknowledge gratefully that many libraries are already co-operating with us in a way that often must tax severely their time and patience. In behalf of the Drexel Institute library school, I thank most heartily those libraries that, regardless of the inconvenience to themselves, allow our students to go to them for the practice work that is so valuable to half-fledged librarians. And in voicing the gratitude of Drexel, I feel that I am giving utterance to the feelings of every other school that sends out its students in the same way.

We can give our students but two weeks practice work outside of Philadelphia, because our school year is so short. Perhaps it would be well to lengthen the year by two weeks, in order that the term of work might be lengthened.

There are three things that it seems to me the schools may properly ask of the libraries: advance practice work; direct criticism; a living wage for assistants.

(1) Advance practice work--I mean by this work done in libraries prior to any study of library science. As a rule, the student with a little practical experience gets far more from a library course than one not so equipped. Directors of schools often advise work in advance, but, as far as I know, few schools require it. Pratt Institute begins with practical work in the Pratt library. The difficulties in the way of requiring this work are many. It would bear heavily upon the libraries; it would be an added expense to students living at a distance from good libraries; it would not necessarily prove the applicant's fitness or unfitness for library work, as she might fail at the kind of work she was set to do, and yet be capable of success on some other line.

Yet, on the whole, this would be a better test of fitness than all the questions we directors hurl at kindly and well-meaning friends or former instructors of our would-be students. Don't we ask too many questions as to personality from those whose answers often carry little weight? Why should we not accept all who measure up to a certain physical and mental standard, without troubling our heads so much as to whether they are ideally fit for library work? It would bring us more in line with the professional schools. Moreover, there are almost as many kinds of library work as there are of people!

The chance to work in a real library before beginning the course of study would often clarify the student's ideas about library work, even more than it would clarify the director's ideas about the would-be student. We would have, perhaps, fewer applicants who are not very strong but who "=love= books."

Sometimes I have wondered whether it would not be well to abandon entrance examinations and require instead a health certificate from a physician, a certificate that six months' satisfactory work had been done in his library from a librarian, and a statement that the applicant had read the English Bible through at least three times (this last for its influence on English prose style!).

(2) Direct criticism.

"Indirect criticism" was perhaps the toughest thing in the advanced cataloging course in my honored Alma Mater, and indirect criticism is one of the most trying things that we teachers of library science have to undergo. Librarians can help us by giving us their criticism of our methods and of our students at first-hand.

We have had more or less direct criticism--we would like more.

We have been told (a) That our graduates are not so valuable to certain libraries as their own apprentices. Of course they are not, at first, but they should be more valuable later. (b) That they are wedded to library school methods. I believe there is less justice in this criticism than there was some years ago. (c) That our schools are not "laid out and conducted in accordance with recommendations from experts in pedagogy." We plead guilty. (d) That the schools "almost inevitably tend to exalt technique and routine." I do not think that we mean to do this. We know that culture and gumption are more important than any amount of knowledge of technique and routine, but we expect our students to finish their cultural studies (so far as such studies =can= be finished) before coming to us, and we can not teach gumption. It is heaven-born. We exist largely for the purpose of teaching technique and routine but never for one moment do we mean to exalt them over the weightier matters of the law.

I have gone a little out of the way to answer these few direct criticisms. Some of us have profited by them. Give us more.

We would like direct rather than indirect criticism of our graduates. Unfavorable comments on training in general, or on the training of a particular school, do not take the place of direct criticism of individuals. Librarians would be doing a kindness by writing to the school from which they had a trained assistant who was lacking in ways that reflected on her training and stating plainly what the defects were, so that the school might profit by the knowledge.

Then, too, librarians would often save themselves trouble by co-operating with the schools to the extent of writing for the record of a graduate whom they think of engaging. Many do this, but not all. A librarian or trustee may select an assistant at a conference on account of her good looks and pleasant manners, and when he finds out (it is usually a "he" who makes this error of judgment) that she is not all his fancy painted her, he blames the school that trained her. The school could have told him perhaps, if asked, wherein she was lacking.

(3) A living wage. This is the most important of the three points in which we wish for co-operation. It is getting to be a serious question as to whether women of ability can afford to go into library work. We do not expect luxuries, but to do good work we must keep fit. We need rooms that admit plenty of fresh air and we need nourishing food. We are obliged to dress fairly well. We ought to go to library meetings, and trustees do not usually pay the way of the assistants with the smaller salaries. Recreation is a necessity if we are to keep sane. But how can we afford to travel, or even to see a play or to buy a book, on the salaries many of us get?

I was asked a few weeks ago to supply a college library with a cataloger who must be a library school graduate knowing French and German and the salary offered was $40 a month. If a woman ate poor food, she might be able to save enough out of $40 to pay for her washing--only she couldn't afford to buy any clothes to be washed. She could never see a play, hear an orchestra, or buy a book.

A good cook, on the other hand, would have no difficulty in getting $30 or $35 a month =and maintenance=, which would be equivalent to a salary of at least $50 or $55 a month. Moreover, the cook would not be expected to dress as well as the cataloger (though, as a matter of fact, her Sunday clothes would probably be more costly) or to attend conventions.

The case I have mentioned is by no means an isolated one. A good-looking girl with pleasant manners, who could understand French, German, Spanish and Italian over the telephone, was asked for by a large city library that proposed to pay about $45 a month. Another college library recently wanted a college and library school graduate with experience and various other qualifications for $720 a year. Now if an =experienced= woman with such an education can't get more than $720 a year in library work, the sooner she leaves it for something else the better. A special library belonging to a leading institution in a large city was looking for a woman to reclassify and catalog its collection, but seemed unwilling to pay even $50 a month.

This is not intended as a diatribe against the librarian employer. The trustees and the taxpayers need education along the line of library salaries. Libraries need larger appropriations for salaries. We have passed through a period where method was exalted, we seem to be passing through a period where a fine building is the prime necessity. But after all, a library means primarily plenty of books that are worth while and assistants that know enough to get them into the hands of the right people. And we can not cultivate efficient assistants on less than a living wage.

Do not misunderstand me. I do not mean to imply that a green library school graduate should leap at once into a high-salaried position. Yet the comparison sometimes made with the doctor or lawyer, who are so long in gaining a foot-hold, seems to me unfair. Lawyers and doctors who are good for much, make big money after a while. It is the exceptional librarian who ever gets a large salary. Therefore it is not fair to expect her to spend so many years earning little or nothing as does the doctor or lawyer.

I have spoken particularly of salaries for women. Salaries for men in library work are usually too low, but I have dwelt on the women's salaries because women are discriminated against, not alone in libraries, but in most kinds of work done by women.

The working-woman of today asks no favor because she is a woman. She does ask equal pay with men for equally good work.

I do not mean to over-emphasize the money side of library work, even though I think the "missionary" side of it has been over-emphasized. Why is a shelf-lister any more of a missionary than a bookkeeper in John Wanamaker's store? Why is any librarian any more of a missionary than the editor of a great daily, or than a busy surgeon, or many other folks that might be mentioned? We librarians serve those who know more than we, who are better than we--we are "just folks" like all the rest, equally worthy, if we give good measure in our work, of a living wage.

We of the schools ask of the libraries we try to serve that they send us criticisms of our graduates, that they try them out, and that they pay them, if found efficient, that living wage without which the best work is impossible.

Discussion of both papers followed, after which was read the

REPORT OF THE COMMITTEE ON METHODS OF PUBLICITY FOR LIBRARY SCHOOLS

The Committee on Methods of Publicity respectfully reports to the Professional Training Section as follows:

At the time of the mid-winter meeting at Chicago the members of this Committee met and after consultation with the Secretary of the A. L. A. determined upon a procedure which was carried out as follows:

It was deemed wise to make an effort to reach the students in the colleges and universities through the publication of an article in each of the periodicals published in the various colleges. One form of letter was framed for co-educational institutions, one form for use at men's colleges and one form for use at women's colleges. These were mimeographed and Mr. Utley, who had already prepared a list of college publications, mailed the letter to over 180 publications.

The letter was in no sense an advertisement of library schools; it was rather an attempt to set forth facts relative to the opportunities within the library profession. It called attention to the existence of the various library schools and referred the interested student to the college librarian or to the Secretary of the A. L. A.

Although the Committee flattered itself it had produced a helpful and interesting letter, it cannot learn that it was reprinted to any considerable extent nor that it resulted in interesting many students in the profession.

The Committee is informed that in many, if not in most, of the educational institutions of the country there are groups of persons interested in vocational training. It is therefore recommended that this publicity work be continued, but that the approach for the publication of the article and for the local use of it be made through the persons or groups in each institution which are particularly interested in vocational training. In most cases these persons have an established channel of publicity and can reach the students and the publications better than they can be reached through the direct attack heretofore employed.

Respectfully submitted,

CARL H. MILAM, M. S. DUDGEON, JOSEPHINE A. RATHBONE, Committee on Methods of Publicity.

June 25, 1913.

The following "Account of the work of the library school round table for 1912 and 1913," by Mr. P. L. WINDSOR, was read by Miss Frances Simpson.

ACCOUNT OF THE WINTER MEETINGS OF LIBRARY SCHOOL INSTRUCTORS

In January, 1911, 1912 and 1913, there were held in Chicago, meetings of library school directors and instructors for the discussion of topics connected with library school work. While at first thought it might seem that such discussions should form a part of the programs of this, the Professional Training Section, nevertheless, the meetings have evidently justified themselves and are likely to continue.

Members of the faculties of only the generally recognized library schools have attended these meetings; that is, the plans of the meetings do not contemplate the attendance of instructors in summer library schools or instructors in training classes conducted by public libraries. This limitation on the number of people taking part in these meetings was desired, first, because we who arranged the meetings wished to discuss problems belonging primarily to our own special work and not to attempt the larger field which properly belongs to the Professional Training Section; and second, because we wished the meetings to be sufficiently small in numbers and the participants to be sufficiently specialized in interest to insure informal and frank discussion.

Minutes of these meetings of library school faculties have included copies of reports presented and in some cases have included abstracts of discussions. Copies have been sent to each school.

Some of the topics discussed would be of no general interest to even the Professional Training Section, as they pertain so closely to school work. Others are of such a nature that we ourselves would not, with any freedom, discuss them before as large a meeting as a section meeting. Our frank, informal discussions have been characteristic.

Among the questions proposed for discussion and sent to the various faculties in advance of the meeting, are such as these:

1. Is it desirable, and if desirable, is it practicable to make the work of the first year of the two-year schools and the work of the one-year schools more nearly alike? Many junior students in a two-year school enter library work without taking the senior year's work; if the courses in one-year schools are better preparation for library work than the first year's work of the two-year schools, then these juniors are at a disadvantage as compared with students from a one-year school. Some students in the one-year schools may wish to go to a two-year school and take a second year of training; as the courses are at present arranged, this second year's work is almost impossible, because it does not fit on to the work that the student has had.

2. Do we use the most approved pedagogical methods in our class room work? Do we lecture too much, and give too few quizzes, conferences and reviews? Do we depend too much on the student's taking full notes, when the proper use of printed outlines, or carefully selected required readings supplemented by a few notes would yield better results? Shall the course in cataloging be put at the beginning of the course, or later? How much do we use the stereopticon?

3. Would it be practicable for several schools to secure a lecturer on some special subject in library economy who should give the regular work in that subject in each of these schools? An example of a beginning in this direction is Edna Lyman Scott's work in several schools.

4. Would it be possible for the several schools to combine in securing a lecturer each year to give a short series of lectures on some one subject, these lectures to be seriously worked up, and to be published after being delivered? The final publication of the lectures, and the combined remuneration from several schools, might be a sufficient incentive to capable persons to do their best work.

5. Are the subjects now in our curricula properly balanced? Is too much time given to learning cataloging and other routine, and consequently too little to a consideration of methods of extending the use of the library by the public?

6. Is it as easy to secure transfer of credit from one school to another as it should be?

Information on the following subjects connected with library school work has been collected, reported on and discussed in our meetings.

1. The cost of library schools and a rough analysis of their expenditures.

2. Specialization among library schools.

3. Book selection as a course in library schools.

4. The method of revising students' work.

5. Efficiency of administration in library schools.

6. Non-essentials in our library school courses.

7. Certain pedagogical problems connected with our library school instruction.

The following officers were elected for the coming year: Chairman, Corinne Bacon; Secretary, Julia A. Hopkins; Program committee, Mary W. Plummer, Alice S. Tyler, Frank K. Walter.

PUBLIC DOCUMENTS ROUND TABLE

The government documents round table was called together at 8:15 p. m., June 26th, by George S. Godard, state librarian of Connecticut, chairman of the committee on public documents. Mr. F. W. Schenk, law librarian of the University of Chicago, was asked to serve as secretary.

The chairman, after brief introductory remarks relating to the progress which had been made in the matter of printing, binding, labeling and distributing public documents, both national and state, introduced Miss Mary A. Hartwell, assistant chief cataloger in the office of the superintendent of documents, Washington, who read a paper prepared by Superintendent of Documents Frank C. Wallace, stating his position upon the many questions and resolutions suggested at previous conferences of the American Library Association relative to the distribution, indexing, assignment of volume numbers, and publication of daily bulletins by the document office.

Mr. Wallace's paper follows:

PAPER BY THE SUPERINTENDENT OF DOCUMENTS

I regret the necessity of being compelled to adopt this means of addressing your Association, as I feel a better understanding could be had of what we are trying to do for the libraries if it were possible for this office to be represented at your conference. I have read with much interest the proceedings of your last conference, and a part of my paper will endeavor to explain some of the questions which were discussed and made the subject of resolutions.

=Distribution of Bills and Other Publications Now Withheld From Distribution to the Libraries.=

There is no doubt but that some libraries, even under the present liberal distribution of government publications, fail to receive everything they should, and I am thoroughly in accord with the opinion expressed during your discussion that means should be provided to enable the libraries to receive those publications of a public character that are now withheld from distribution. It is gratifying to note that in Senator Smoot's printing bill, which has been reintroduced in the present Congress, there are provisions intended to supply remedies for certain existing conditions.

Section 65, paragraph 1, to which I refer, provides that a sufficient number of copies of those publications of Congress which do not bear a congressional number, including the committee publications now withheld from distribution to depositories and those printed elsewhere than at the government printing office, shall be supplied to the libraries. It is also worded so as to prevent the departments from withholding some of their publications from the depositories.

The printing committee no doubt had in mind when this provision was framed that, under the provisions of the existing law, too much discretion is given the departments, with the result that, contrary to the spirit of the printing law, libraries are being deprived of certain classes of publications that are really of a public character.

The question as to the best method to be employed in the distribution of bills is not so easy of solution. It would not be practicable for this office to attempt to carry even a limited supply, as the work involved in storing them in an accessible manner would involve an expenditure that I do not believe could be justified by the results.

During the 62d Congress there were introduced 28,870 House bills and 8,589 Senate bills, and you can readily see that to handle an adequate stock of all those bills would be considerable of an undertaking. At the present time the only distributing agencies for copies of bills are the House and Senate document rooms at the capitol, but, although they sometimes furnish bills on request, the copies they receive are not intended for general public distribution. It seems to me that the solution supplied in your suggestion, that the text of all public bills upon which committee reports are made should be printed with the reports, is the most logical one that has ever been presented, but it would not be practicable to include also the testimony taken at hearings held by the committees, for in many cases the testimony would fill several large volumes. Besides, section 65, already referred to, provides that the libraries shall receive such hearings. Of course this section is not yet law, but we are permitted to hope that it may become so.

This is desirable from more than one point of view. It is often the case that committee reports refer to sections of the bill under consideration by number without quoting the language. In such cases the report may be unintelligible to any reader who has not a copy of the bill before him. In fact, nearly all committee reports not accompanied by the bills to which they relate may properly be classed as incomplete and imperfect publications.

The question of cost involved in printing the text of bills as appendixes to the committee reports upon them is not serious. While the number of bills introduced in Congress and receiving a first print is prodigious, and the cost of printing them in 14-point type with as many white lines as type lines is tremendous, it must be remembered that only a very small percentage of the bills introduced ever get so far as a committee report, and of these a considerable number are already printed with the reports by order of the committees, and the cost of printing the remainder in solid 8-point is so very much less than the cost of printing them in the extended bill form that it is almost negligible.

I do not think it is too late for the Association to submit to the joint committee on printing an amendment providing for the printing of the text of bills and resolutions as appendixes to the committee reports upon them. The pending bill may not pass, or may be extensively amended before passage, or may not be acted upon at the present special session, but I consider it probable that a general printing law of some kind will be enacted at a comparatively early day, and that the American Library Association may, by proper effort, secure the incorporation in it of the desired provision for the printing of the text of bills with the committee reports.

=Reasons Why Catalogs and Indexes Cannot Be Issued More Promptly=

The need for the prompt issue of the catalogs is thoroughly appreciated, as we understand they are the only means of information the general public have for knowing what the United States government is publishing.

The Monthly Catalog is required to show what documents have been published during a month. Evidently, therefore, its compilation cannot be completed until after the close of the month. The compilation, however, is always completed within three or four days after the month closes. Sometimes the printing does not follow as quickly as one would like. This may seem strange to libraries, to whom the Monthly Catalog is perhaps the most important of all the public documents. If, however, they were in Washington they would soon realize that there are several other government concerns, some of them larger and more exacting than the public documents office. There is one known as the Congress of the United States, which calls for thousands of pages of printing where the documents office calls for one, and which, when it calls for the right of way in the government printing office (or anywhere else), is able to get it. The printing of the document office receives every consideration in the government printing office which it is possible to give, but it cannot command the right of way over Congress, the White House, or the cabinet.

It has been a long time since the Monthly Catalog has failed to be mailed during the month following its date, often by the middle of the month. It is to be noted, also, that its information is quite different from that of "press notices." It enters only documents that have been actually received, and its descriptions are minute and accurate. In its preliminary pages it gives such advance information of forthcoming documents as can be officially secured and vouched for. There is a habit in some government offices of giving the newspaper reporters information of proposed publications before the copy is ready for the printer, and sometimes before pen has been put to paper. Plans thus prematurely announced are subject to change and the advance notice may thus mislead the reader. Readers of the Monthly Catalog are not thus misled.

The superintendent of documents is confident that those librarians who keep well informed recognize his purpose to do everything for the great library interests of the country that the limitations of the law and the executive pressure upon his and other administrative offices for economy make possible.

The main cause for delay in the preparation of the copy for the document catalogs and indexes is that publications are ordered printed as documents that do not materialize until long after the close of the Congress to which they have been assigned, thus making it necessary to delay publication of the catalog and indexes until sufficient information can be obtained for making the entry.

It is hardly necessary to explain why the document catalog is being issued in one volume to cover the entire Congress instead of at the close of each regular session, as provided by law, because a very complete and detailed explanation has been given in several of the annual reports. It is evident our explanation has been considered satisfactory by the printing committee, as the new printing bill provides for the document catalog to cover a whole Congress.

I will also refrain from a long discourse as to why the work on the catalogs has been behind, as I know the librarians are only interested as to the promptness in the printing of these bibliographical aids in the future. The copy for the 61st Congress catalog will be ready for the printer sometime during the coming summer and that for the 62d Congress before the adjournment of the 63d Congress, which will be as near as it will be possible to issue this catalog after the period covered.

This leaves it to the Monthly Catalog and the Document Index to bridge the gap and supply the current information from one Document Catalog to another, which, although not as complete and as comprehensive as the Document Catalog, serve as excellent substitutes during the interim.

=Assignment of Volume Numbers to the Congressional Series=

There is probably no question concerning public documents to which this office has given more consideration than the devising of a plan by which it would be possible to assign the volume numbers to the congressional series as soon as the documents are printed.

There are two very material advantages to be gained, were it possible to solve this question; one that of eliminating the necessity for the public printer to supply storage room for these documents and reports prior to the preparation of the schedule; and the other that the work of the librarians in cataloging these documents and reports would be greatly facilitated by having all of the necessary information at the time the publication was cataloged. The greatest handicap to a solution of this problem is the lack of information concerning the publications which have not been printed and to which document numbers have been assigned. Even now, after the session is closed, we are compelled to hold up the schedule for weeks and sometimes months to learn the title, paging, and other necessary information regarding certain publications to which numbers have been assigned, but which are not printed.

At the present time in preparing the schedule, we endeavor to maintain a numerical arrangement in binding the Senate and House Reports after having classified them as public or private in accordance with the provisions of the printing law. The Senate documents are brought together first by subject and then by number, but, with the House documents, on account of the introduction in this series of all the annual and serial publications, an effort is made to preserve, as far as possible, a departmental and subject arrangement.

It might be well to explain at this point that, although the only volumes distributed to the libraries now as numbered congressional publications are those of which Congress is the author, and of these there are consequently no other editions, the schedules and index must of necessity, on account of the wording of the law at the present time, be made to cover a complete numbered set still provided for the exclusive use of Congress.

There is about only one way to accomplish the numbering of the volumes as soon as printed under the present law, and that is by disregarding entirely any sort of an arrangement and assigning the next open volume number as the documents and reports appear. Of course, the index would furnish the key to these miscellaneous volumes. Such a plan is now being considered by us, and it is hoped that before July 1 some plan can be devised which will permit of a more prompt shipment of the documents and reports to the libraries.

=Publication of a Daily Bulletin=

The resolution of the Association passed at Pasadena, May, 1911, favoring the publication of a daily or weekly bulletin of the document issues by the superintendent of documents, has not been forgotten or overlooked, but up to the present time the project appears no more feasible than it did at the beginning.

The documents office has not the authority of initiative except to a very limited extent. Its activities are all prescribed and defined by law. It is from the law that the superintendent of documents derives his authority to compile and publish the Monthly Catalog, the Document Index, the Document Catalog, and the series of price lists. It would hardly be proper or prudent for him to begin the issue of another periodical without first asking the permissive or directory action of Congress. Asking does not always mean getting. Legislation concerning the document service has been found heretofore somewhat slow and difficult in the securing. I do not feel that I could predict with any confidence that legislation authorizing a daily or weekly bulletin could be secured at all.

If it could, an appropriation to make it operative would be needed, because it is not practicable for the members of the present cataloging force to undertake any new work. They are working under high pressure to bring the Document Catalog up to date and to keep the Document Index and the Monthly Catalog there.

The embarrassment caused librarians by calls for documents which have been noticed in the newspapers but not yet announced in the Monthly Catalog is not so much due to delay of the Monthly Catalog as to premature announcement in the newspapers. It is the practice of various government bureaus to pass along to the newspaper men information of new publications as soon as they are sent to press or even sooner. Of course readers of the newspapers assume that the documents noticed are already available for sale or distribution, whereas the fact is that various causes may tie up the documents in press for months or even years. The most prolific cause of such delays is changes--changes in "copy," changes in "proof," changes even to the substitution of entirely new matter after a first draft has been put in type. The number and extent of such changes in printing the public documents are almost unbelievable, and they are of course highly embarrassing to the libraries and to the public when premature announcement of the forthcoming issue of the delayed document has been made.

If the publishing bureaus could be induced to withhold information of new documents until such documents had been actually printed, bound, and delivered, the embarrassment experienced by librarians would be obviated. It is hardly practicable, however, for the superintendent of documents to make any suggestion in the matter to the publishing offices. Some of them at least would be likely to resent such a suggestion from him as being meddlesome and out of his sphere. As to whether such suggestion from the American Library Association would be welcomed or heeded, I do not venture to express an opinion.

Premature announcements are not always accurate. The announced publications are often changed in the making, and sometimes are not published at all.

Of course, the Monthly Catalog, being an official document and an accurate one, cannot take any chances on premature announcements. All of its entries stand for documents actually received, carefully examined, and their origin fully inquired into. This is not work to be hastily done. Sometimes a surprising amount of time and trouble are expended in finding out whether a document belongs in some series, whether it is the beginning or ending of that series; if the latter, then whether the same subject or subjects are to be pursued in some other series, and the variety of similar details which libraries and collectors should have, and for which they look to the documents office, because in too many cases such particulars cannot be ascertained by examination of the document itself.

A month is the shortest time in which such matters can be sifted out and brought into orderly catalog form. Lists issued at any shorter intervals must necessarily be memoranda rather than catalogs, and the work done on them must be performed again in a more orderly manner for the official monthly, annual, and biennial catalogs.

=Explanation of Section 8 of the Legislative Appropriation Act Centralizing the Distribution in the Office of the Superintendent of Documents=

The long cherished hope for a central distributing office has been realized nominally, but the provisions of law creating it, I am sorry to say, correct only the evils that existed from a mechanical standpoint, in that they prevent the double hauling and wrapping that were necessary prior to the change. There remain as many distributing agencies as before, as the authority to distribute the publications consigned to this office continues with the issuing office. The libraries have been afforded no relief, because now, as before, if a dozen selected pamphlets are wanted, it may mean the writing to about as many different places. This is a rather difficult proceeding, as most persons are unfamiliar with the machinery of the government and are frequently in doubt whom to address to secure the desired publications. The departments have always been rather reluctant to relinquish control of the distribution of their documents, and the new printing bill, should it be enacted as it now reads, would give back to them even the mailing of the daily miscellaneous requests.

Instead of providing for such a step backward, it is the opinion of this office that a provision should be inserted that would discontinue entirely the free distribution by the departments (except to collaborators and sufficient copies for official use), and would permit the superintendent of documents to supply free copies to public libraries and sell copies to the public at a nominal cost.

At the present time the departments have only a limited supply, which results in a few applicants obtaining free what others have to pay for.

There is probably not a librarian who hasn't experienced the inconvenience of the present arrangement, as it is a daily occurrence for us to have to refer their requests to the issuing office or quote the prices.

=Need for Co-Operation on the Part of the Librarians to Improve the Publication and Distribution Methods of Government Publications=

The most striking example of the need for co-operation is that we are today fighting for certain reforms in the methods of publication that were asked for sixteen years ago.

The first superintendent of documents had hardly entered upon the duties of the office before he recognized the faulty methods of publication and distribution which he well knew served only to prevent the public document from occupying the position its general standard of efficiency warranted.

It is hard to understand why the untiring efforts of those interested in promoting the use of the public document have been practically ignored when you stop to think of the annual cost in compilation, printing, and distribution.

We all know that every conceivable subject is treated in the public documents, and when we think of their value to the historian, student, and public in general, it is hard to understand why any obstacles should be put in the way of making them readily accessible and encouraging the librarians to give them the proper place on their shelves.

Now, as to the faulty methods which obtain in the publication of the public documents, very little has been accomplished in the way of reform. That the present methods cause needless expense in mechanical production and needless difficulties in their use, there is no question. Chief of these faulty methods is that of reprinting the same book several times under different numbers and titles. I do not mention this as a new discovery, because every superintendent of documents has endeavored to have the law changed to eliminate from the congressional series those publications of which a departmental edition is printed.

One edition for one book is the only logical manner of issuing government publications, and the Smoot bill which has again been introduced goes a long way towards correcting the present evil.

Section 45 provides that all publications of which there is a department edition printed, except the annual reports of the executive departments, shall not be numbered in the congressional series, and section 65 provides that all copies additional to the original order of the department should be identical with those ordered by the department.

We are seriously opposed to the exception of the annual reports, and with the hopes of eliminating any exceptions we have just written the Senate committee on printing as follows:

"No reason is known to this office why the annual reports of the executive departments and independent offices should be excepted from the operation of the salutary provision that departmental publications shall not be printed a second time with changes to indicate (erroneously) that they are documents emanating from Congress.

"The reasons which have induced the prohibition of second and varying prints of department publications generally, apply with at least equal force to the annual reports, which are the most distinctively and obviously departmental of all departmental issues. They are so distinctive that it is safe to say they are always known and called for by their departmental designations, never by their congressional numbers. Everybody knows at once what is meant by War Department Report, 1912, but nobody knows offhand what is meant by House Document 929, 62d Congress, 3d session. There is nothing whatever to indicate that these two designations mean the same publication, which is really not a House document at all, but a publication of the executive and not of the legislative branch of the government. And, of course, the same is true of the annual reports of all the executive officials.

"The addition of congressional document numbers to executive reports adds nothing to their value or to their accessibility. The second set of designations is merely confusing and troublesome. To spend money on such a second print is to spend it only to buy harm instead of good.

"The numerous and conclusive considerations which have been sufficient to place in the bill the prohibition of the second and superfluous editions of other departmental publications apply with at least equal if not even greater force to annual reports, and to except them from the general prohibition seems therefore illogical and contradictory and a long step toward defeating the proposed reform and the economies which it is intended to promote.

"If it is not desirable to protect the annual reports from the waste and confusion of double editions, then it is hard to see why any publications should be so protected. The annual reports, so numerous, so important, so certain to be continuously issued for all time to come, are 'the very head and front of the offending' in the double printing abuse, and with them the reform should begin.

"To except the annual reports seems to amount to discrediting if not to virtually abandoning the whole reform--the most vital of all reforms in connection with the public printing, that of permitting but one edition for each publication, by which it may always be known and identified and kept free from confusion with others."

There is no question that the librarians are in sympathy with what we are trying to do, so now is the time to join forces and make every effort to have this bill embody the necessary provisions to correct all existing evils.

The librarians must give the movement impetus, and we believe if sufficient organized effort is directed in the proper channels good results will be bound to follow.

Mr. Wallace's paper was received with enthusiasm because it showed his close and intimate knowledge of matters pertaining to the publication and distribution of documents. A spirited discussion followed the reading of the paper, all through which expressions of appreciation were made concerning the service which had been rendered by the document office in recent years towards prompt and efficient distribution of publications delivered to that office.

Miss Hartwell, informally representing the superintendent of documents, answered many questions relative to the serial numbers on government documents and urged if consistent with the policy of the American Library Association that action be taken suggesting to Congress that annual reports now listed in the congressional set of documents be omitted inasmuch as they are not now in the depository set and such omission would facilitate the publication of the Documentary Index.

The discussion also brought out the consensus of opinion that the libraries would be more satisfactorily served if all publications were sent out under the direction of the superintendent of documents.

Henry J. Carr, librarian of the Scranton public library; Miss Edith E. Clarke of Syracuse University, and Herbert O. Brigham, state librarian of Rhode Island, were appointed a special committee to prepare a suitable resolution of thanks to Mr. Wallace for his excellent paper and to draft suitable resolutions to be submitted to the Council for its approval, urging that the recommendations in Mr. Wallace's paper relative to publication and distribution of documents be approved by the American Library Association, this committee to report at an adjourned meeting of the session to be held at 12:15 p. m. on Friday.

The second paper of the evening, prepared by Mr. FRANCIS A. CRANDALL of Washington, D. C., on certain phases of the public document question, in his absence was read by Charles F. D. Belden, state librarian of Massachusetts.

Mr. Crandall's paper (in part) here follows:

PROPOSING AN EXECUTIVE GAZETTE

The committee on department methods, known to the public as the Keep commission, was the agency through which, about seven years ago, President Roosevelt hoped to reorganize and energize the government service in Washington.

The Keep commission organized for helpers twelve so-called assistant committees, their total membership being about seventy, all supposed to be experts in the several branches of inquiry assigned to them.

On one of these assistant committees, the one on "The organization of editorial work and an official gazette," the writer had the honor to serve.

We held more than one hundred meetings, and examined as witnesses almost if not quite every man and woman who had any official relation with the work of preparing manuscripts for printing. We learned after a while that the President wanted an official gazette, and expected us to devise the means of creating it. I think that nearly all the members from the start deemed the scheme impracticable and chimerical. It became clear that it would be a costly enterprise, and we could not find any department that had the money for it.

Soon after this Mr. Keep left Washington, and the Keep commission, though nominally still living, dwindled rapidly, and brought forth little if any more fruit.

The members of the assistant committees were left stranded, with desks full of unprinted manuscripts as the only results of their prolonged labors. From one of these desks I have withdrawn the report of a subcommittee of the assistant committee on the organization of editorial work and an official gazette. Though it was written half a dozen years ago, it seems that an element of interest yet remains in its proposal for the publication, as an alternative to the impracticable official gazette, of an executive gazette. This proposal has not had any exploitation whatever.

In the hope that it may in this way be brought to the general notice of persons interested in the methods of publication and preservation of the historical records of the government it is now offered for the consideration of the American Library Association.

The London Gazette, which is the model most generally thought of when the term official gazette is used, was begun in 1665, and may be looked upon as a survival of the pre-newspaper age, for though there were newspapers before the Gazette, they bore little resemblance to what we now know by that name, and the daily press--the significant part of the press of our day--was not born till a generation later. We may assume that when the Gazette was begun its semi-weekly issues were sufficient to carry all the official information that the government of that day wished to offer to its subjects. But this long since ceased to be true. The English government now has a host of publications which do not appear in either of the three Gazettes--London, Edinburgh, and Dublin--of the United Kingdom, nor in any of the multitude of gazettes which are issued in the various British dependencies, from Canada and Australia to Borneo and the Andaman Islands. The country has outgrown the London Gazette, and by its growth has been forced into that specialization and subdivision of its official publications which we see even more notably in our own country. No doubt for the Andaman Islands a monthly gazette covers the whole ground, everything being printed in it and no occasion being found for any other official publication whatever. This may be true of many small countries, but it is not conceivable for a great and growing country like ours.

The specialization of official publications seems to be an inevitable result of the growth of public interests and the public service. By recent methods documents are printed relating to special branches of the public service and sent only to those employed in such branches. Economy of both time and labor as well as economy in printing are thus promoted. This subdivision is carried out with much minuteness. The Daily Bulletin of the Railway Mail Service, relating solely to the affairs which its title indicates, is printed in Washington in an edition of 1,500 copies and supplied to all offices in the department and sent out to the different division superintendents throughout the country. These superintendents extract from it the matters which affect their divisions and redistribute these parts to their subordinates in general orders. Thus everybody in the postal service gets that information and those orders which he needs and he does not get and consequently does not waste any time upon that information and those orders which he does not need. The hydrographic office's weekly, Notice to Mariners, containing only the latest information as to aids and hindrances to navigation, would seem to be a sufficiently specialized publication to be supplied to sailors without further ado. Part of the edition is issued in the complete form, but economy and efficiency are further promoted by additional subdivision. The weekly publication, not a large one to begin with, is split into many parts, often a dozen or a score, and one of these leaflets is supplied to the mariner who needs information as to those waters only into which his own voyage will carry him. The Yearbook of Agriculture, the Annual Reports of the Smithsonian Institution, the National Museum, the American Historical Association, the Chief of Engineers, the Chief of Ordnance, the Bureau of Education, and other publications which are made up of distinct papers or chapters that permit of separate publication, are split up and each chapter or paper printed in a pamphlet by itself, so that the authors and others who ask for copies of special papers may have these alone and the cost of supplying them with whole volumes thus be saved. Even pamphlets of moderate size, like the bulletins of the Department of Agriculture which report the proceedings of the conventions of official agricultural chemists, economic entomologists, and other bodies of government specialists, are split into fascicules with which the popular demand for information on special parts of the work of these scientific bodies may be met at least cost.

Any publication, by whatever name or in whatever form, which undertook to include all of these and the other and almost innumerable specialized publications of the government, and to have itself supplied to all who now receive the existing publications, would of necessity be of enormous bulk and be printed in an enormous edition, and it seems to your committee that it must break down of its own weight. We think it absolutely essential to the success of an official gazette that all of these specialized class publications should be most rigorously excluded from its pages. Specialization seems to be a natural and proper development of the public printing, and it would hardly be practicable, or wise if practicable, to arrest it.

For these reasons, your committee, in casting about for material which might properly and usefully be carried in an official gazette, should one be issued, has endeavored to choose that only which is of interest to all classes and not alone to any one class, whether in or out of the public service. The list which represents the judgment of the committee in this respect is still very long. We have not suggested the discontinuance of any publication on account of its inclusion in a gazette, because in all the letters we have received from public officials, and all the questions we have asked them, we have not yet found one who is of opinion that any publication now existing can be superseded by publication in a gazette without injury to the public service.

Opinion among officials as to a gazette is radically divided, the number for and against appearing to be about equal, though the adverse argument appears to be the stronger. Opinion in the committee is also widely divided, and we are unable to make a unanimous recommendation on the desirability or feasibility of issuing a gazette on the model of the London Gazette or of any other official gazette known to us.

Your committee, however, thinks it a duty to submit for consideration an alternative plan, based on a suggestion offered in one of the official letters received in reply to its inquiries. This alternative is an executive gazette, to contain all of the official papers and messages of the President and such other occasional matters of special and immediate importance as the President may think it advisable to have officially published. Such matter might perhaps at times be drawn from the diplomatic correspondence with other governments or from reports made by American ambassadors, ministers, or consuls, or from the findings or rulings of commissions or other official bodies or other sources for which no special method of official publication is now provided.

The weight of this suggestion lies in the fact that every word officially put forth by the chief executive is of universal interest and of historical import, and no official vehicle for its complete and authentic publication is now provided. It is printed in the Congressional Record, in the newspapers, on separate sheets, in the collected volumes of statutes, and sometimes not at all. These publications are so scattered and each different kind so incomplete that the most industrious librarian or other collector can never be sure that he has all. When the congressional compilation of the messages and papers of the Presidents from Washington to McKinley was made the originals were gathered from all sorts of public documents and old newspaper files and miscellaneous sources. When it chanced that some of the old papers were preserved in public offices the compilers--especially at first--did not know where to look for them. That compilation as finally made is commendable, but nobody can say that it is complete. It served, however, to demonstrate--what indeed all students knew before--that there is no place where all the official utterances of the head of the government may certainly be found. If they were all to be printed in one publication--if the faith of all Presidents were pledged that all official papers should be given publicity in one known publication, and if that publication were so published by volume and number that any historical student or collector might know to a certainty when he had secured all of these publications, then it seems to your committee that something of real moment would have been accomplished.

It is true that the publication of presidential messages in an executive gazette would contradict the unanimous opinion of the committee that any sort of an official gazette should be wholly colorless from a partisan point of view. Still, it seems of high state importance that all of the official utterances of the chief executive, without exception, should be collected and published in some known and accessible place. Whether this consideration is of more or less importance than that of keeping a gazette free from partisanship the committee does not undertake to decide. It submits the suggestion without expression of opinion on its own part.

The adjourned session of the government documents round table was called to order by Chairman Godard at 12:15 p. m. on Friday, June 27th. Mr. Carr, reporting for the special committee, reported certain resolutions, which were unanimously adopted and referred to the Council with the request that they be officially adopted by the Association and copies of the same be transmitted in official form to the joint committee on printing, the public printer, and the superintendent of documents.[12]

[12] For text of these resolutions see minutes of the Council, page 256.

AMERICAN ASSOCIATION OF LAW LIBRARIES

FIRST SESSION

(June 24, 1913, at 8:30 p. m., at the Hotel Kaaterskill.)

The meeting was called to order by President Poole, twenty-eight members being present.

The address of welcome, which was to have been delivered by Mr. Frank B. Gilbert, of the Department of Education of New York State, was given in the form of a telegram from him, as he was unavoidably prevented from attending.

President Poole addressed the association as follows:

This is the eighth annual meeting of this Association. We had hoped to have with us Mr. Frank B. Gilbert, who is one of the charter members, formerly of the New York State Law library, but this morning I received the following telegram:

"Unable to be present tomorrow night. Unexpected official business requires attention tomorrow afternoon. Hope your meeting will be successful."

I think we will have to take the welcome from the last six words.

The next item on the program is the President's address. I am not going to make any address because you would not be edified.

I would call your attention, however, to a few things which have appealed to me during the past year, and which, with suggestions which will come from the members present, will make perhaps a basis for our work during the coming year.

In my library, and I have no doubt in a good many of the libraries represented here, there have been calls for practice and form books, and perhaps for other local books of states outside of one's own state, and you have all probably experienced difficulty in getting proper information regarding such material. This need is coincident with the possibility of developing our Law Library Journal. It occurs to me that we might organize a committee to publish in our Law Library Journal, once a year, a list of local practice and form books, giving the title, author, number of the edition, date of publication, cost and publisher--the idea being to include in the list, not all the books, but the best books, and to place the choosing of that list in the hands of parties familiar with such books. If a list could be published every year it would be of considerable advantage.

Another suggestion has come to me--I think from Mr. Hewitt--that we put in the Law Library Journal, in some such way as described above, references to the court rules of the highest courts of the several states and any important local courts that are represented in the published reports. I do not refer to the text of the rules and the many amendments, but where they can be found, date of adoption, etc.

There is another matter which will come up at one of the sessions, viz., the movement for uniformity in the publication of session laws. You will hear more about that later, but it is worth our consideration. You all know the rather baffling way in which session laws are published; hardly any two states are alike, and the states change their methods from year to

year, causing a great deal of confusion and difficulty in finding material.

You are perfectly familiar with the chief work which this Association has accomplished, viz., the publication of the Index to Legal Periodicals and Law Library Journal. We can congratulate ourselves, I think, on a fairly successful year. The editorial work has been done very well, and the promptness of publication has shown some improvement. Mechanically, we have it on a better basis than ever before, and there is no reason why the publication should not continue and become actually self-supporting. Now, as you know, it only partially pays for itself. The Association pays a certain amount of the costs. We hope to increase the subscriptions among practicing lawyers, and plans have already been made for doing this.

We should, I think, take more pains with the Law Journal portion. We have not done with that all that is possible. Personally I think that the editor, working as he does at present--I mean by that, under his present contract and with the time at his disposal--can hardly be expected to do very much more; but we can make a good deal more out of the publication if we improve the Law Journal--make it more readable, so that people will subscribe for the Journal alone. I do not think you can say that anyone would pay $5 a year for what is in the Law Journal now. I wish that matter could be taken up later and discussed, and that steps might be taken to bring about an improvement in that respect.

The report of the Treasurer was read by Mr. Redstone of the Social Law library in Boston.

Under the head of the Report of the Executive Committee, the letter from Chairman C. W. Andrews, of the special committee on the relations between the American Library Association and affiliated societies, was considered.

Reports of the special committees were made by Mr. A. J. Small, of the Iowa State Law library, chairman of the committee on legal bibliography; by Dr. G. E. Wire, of the Worcester County (Mass.) law library, chairman of the committee on reprinting session laws; by Mr. O. J. Field, of the Department of Justice, chairman of the committee on Latin-American laws.

The first Round Table was held on Wednesday, June 25, 1913, at 9:30 a. m.

The report of the committee to confer with the Library of Congress on subject headings was given by Mr. Hewitt of Philadelphia, and a discussion ensued. This was followed by a symposium on architectural plans and furnishings for law libraries, participated in by Mr. Frederick D. Colson, of the New York State law library, Mr. Godard, Mr. Poole, Mr. Hicks, Mr. Schenk and Mr. Hewitt.

At the second session, Wednesday, June 25th, at 2:30 p. m., Mr. Colson gave an account of the destruction and rebuilding of the New York State library. Mr. Frederick C. Hicks, of the Columbia University library, read a paper on "Law libraries and the public," which was followed by a statement by Dr. Wire on the Massachusetts system of county law libraries.

A paper on the work in the University of Minnesota law library, by Mr. Arthur C. Pulling, librarian, will be printed in a future issue of the Journal, Mr. Pulling being unable to attend.

The nominating and auditing committees were appointed by President Poole, as follows:

Nominating Committee: George S. Godard, chairman; Mrs. M. C. Klingelsmith, E. J. Lien.

Auditing Committee: O. J. Field, chairman; William R. Reinick, Mary V. Fisk.

The vouchers, etc., sent by Mr. Whitney, not having arrived owing to the delay of the express company, the auditing committee were instructed to report to the executive committee as soon as the material could be examined.

The committee on resolutions, consisting of Mr. A. J. Small, Mrs. Klingelsmith and Mrs. Hoover, reported the following resolution on the death of Charles J. Babbitt, which was ordered spread upon the minutes:

"WHEREAS, after a long and untiring service in his life work our friend and fellow member Charles J. Babbitt has this year completed his work and become a graduate member of our fellowship, and through his death this Association has lost an active member, a kind friend and valued associate, who has left behind him an enduring memorial in the good work which while living he accomplished:

"BE IT RESOLVED, that this Association has met with an irreparable loss, and that we extend our sympathy to the bereaved family, and that this resolution shall become a part of the record."

Then followed the report of the committee on shelf classification of law textbooks, consisting of Miss Gertrude E. Woodard, George N. Cheney, E. A. Feazel.

Remarks on cataloging and classifying law textbooks in the Library of Congress were made by Mr. Martel of the Library of Congress.

Messrs. Schenk and Butler spoke on the matter of increasing the efficiency of the Index to Legal Periodicals and Law Library Journal. Additional features of the Journal were considered, and Mr. Schenk was authorized to include in the Journal during the coming year:

List of Reports as currently issued.

List of textbooks dealing with local forms, practice, etc.

References showing where to find the court rules of the local courts, the decisions of which appear in the published Reports.

The following officers were elected for the year 1913-14:

President--Franklin O. Poole, Association of the Bar of the City of New York; First Vice-President--Frederick W. Schenk, Law Library, University of Chicago; Second Vice-President--O. J. Field, Department of Justice, Washington, D. C.; Secretary--Miss Gertrude E. Woodard, Law Library, University of Michigan, Ann Arbor; Treasurer--E. Lee Whitney, Vermont State Library, Montpelier; Executive Committee--President, ex-officio, First Vice-President, ex-officio, Second Vice-President, ex-officio, Secretary, ex-officio, Treasurer, ex-officio, E. O. S. Scholefield, British Columbia Legislative Library, Victoria; A. J. Small, State Law Library, Des Moines, Iowa; C. Will Schaffer, Washington State Law Library.

The meeting adjourned with a resolution by Mr. A. J. Small thanking each officer and member of the association who had contributed to its work; and with a final word from Mr. Butler urging all to work for the success of the Index during the coming year.

LEAGUE OF LIBRARY COMMISSIONS

Tenth annual meeting at Kaaterskill, N. Y., June 25-27, 1913

FIRST SESSION

(Wednesday, June 25, 2:30 p. m.)

Round Table on Organizing Small Libraries

The meeting was called to order by the President, Mr. Milam. A roll-call by states showed that sixteen were represented: Indiana, Illinois, Kentucky, Maryland, Massachusetts, Maine, Michigan, Minnesota, Missouri, New Jersey, New York, North Dakota, Rhode Island, South Dakota, Vermont and Wisconsin. The President then introduced the leader of the discussion, Miss Zaidee Brown, of Massachusetts. The outline of the discussion, as printed on the program, was as follows:

1. Methods suggested by the state organizer for Accessioning Classification Shelf-listing Cataloging Should it be attempted? Should L. C. cards be used? Loan system Mechanical preparation of books

2. Average time required for above processes, and average cost per 1,000 volumes

3. Help from local sources Volunteers, paid workers, trustees Help from neighboring librarians

4. Kinds of supplies and cost

5. How the organizer may interest the people of the town in the library

6. Board meeting: Budget and other administrative problems

It was stated that for this discussion "small library" meant any library with less than 5,000 volumes.

* * * * *

As to the accession book, the general opinion seemed to be that there was more reason for keeping it in a library without trained service than in a larger one, and that the trustees usually liked to have it kept. A very simple entry was recommended. Miss Brown suggested that where, in reorganizing, it was necessary to accession the books already in the library, the quickest way was to number them when the first, or shelf-list, card was written. These cards might be kept in numerical order, and the accession book written from them, thus saving one handling of the books. She said one reason for keeping an accession book in a small library is that the accession number may be used for charging; this led to a discussion of the use of Cutter numbers in a small library; Miss Wright, of Vermont, uses them and has found no trouble. Miss Brown thinks they add considerably to the labor and expense of reorganizing, and she has found them likely to fall into confusion with untrained librarians. No conclusion was reached.

As to classification, the preference was for a simplified form of the D. C., using only three figures in most cases, and combining some classes.

The leader then asked how many organizers favored a dictionary catalog, with an untrained librarian. Miss Hazeltine, of Wisconsin, said that in that state they start only a shelf-list, to be used as a classed catalog, until the librarian can attend summer school, and then a dictionary catalog is made. Miss Askew stated that in New Jersey a dictionary catalog is made even for a small library, if the librarian and trustees wish it. In Vermont, also, the organizer starts a dictionary catalog.

Miss Frances Hobart, librarian at Vergennes, Vt., reported that when she classified she placed a slip in the book giving the class and book number, and the subject headings to be used, for the guidance of the cataloger. These slips are kept, to form a rough shelf-list, and serve the purpose in assigning Cutter numbers. A number of those present said that they thought it not necessary to make a shelf-list simply for taking an inventory, as many libraries do not take inventory, and it is not worth the labor of the shelf-list. Mr. Olin Davis, librarian at Laconia, N. H., described a method of taking inventory from the accession book, thus making a shelf-list for that purpose unnecessary. The discussion showed that in some states the custom of the state organizer is to start a dictionary catalog, and to make a shelf-list only if Cutter numbers are used, or if the additional labor can be easily afforded. Miss Brown, of Massachusetts, said that she preferred, with an untrained librarian, to make an author and title catalog, and to use the shelf-list for a subject catalog. She makes an alphabetic index to the shelf-list, which also serves as a guide for classification, and includes in this index analyticals and secondary subject cards. She feels that this method reduces to a minimum the difficulty of assigning subject headings, and the danger of scattering material through doing this poorly. The objection to her method was made that such a catalog is not so easy for the public to use; she admitted this, but said that in a small library the catalog is mainly a tool for the librarian. Mrs. Budlong, of North Dakota, recommended using the order card for the shelf-list.

The discussion showed that in New Jersey and Vermont the organizer usually starts a dictionary catalog; and in Minnesota, Indiana, Wisconsin and Massachusetts the shelf-list is used as a subject catalog unless the librarian has at least summer school training.

As to the use of Library of Congress cards, the general testimony seemed to be that the labor of ordering them, and adding numbers and headings, is about equal to that of making simple cards, with a typewriter. Miss Brown stated that the added expense for cards per 1,000 volumes is about $35, if the order is by author and title. Miss Farr, of Maryland, said that she could catalog about 1,000 volumes a month, making a dictionary catalog, if she made her own cards, and about 1,100 if she used Library of Congress cards--showing that the labor is nearly the same.

It was not possible to give definite estimates of the cost of reorganization or the time required, as conditions vary so greatly; but some general averages were obtained. Mr. Milam, of Indiana, stated that the cost of supplies and labor, including the time and expenses of the state organizer, was about $50 to $60 per 1,000 volumes. One organizer said that a cataloger should average 40 volumes a day, assigning Cutter numbers and making a dictionary catalog. Miss Askew, of New Jersey, thought this number too small, and said she expected one person to make a dictionary catalog for 1,000 volumes in two weeks. Miss Brown, of Massachusetts, said that the number of volumes done in a week varied from 500 to 1,000 volumes, according to the amount of local help received. She finds it possible to get volunteer workers for a good deal of the work, including writing the cards, and doing the mechanical work involved by a new charging system. This estimate is not for a dictionary catalog, but for an author and title list, and a shelf-list for non-fiction with subject index--no imprint being given on most of the cards. To show the cost of reorganization where there was practically no volunteer labor, Miss Brown gave the figures for a library at West Bridgewater, Mass., which contained about 6,500 volumes. The state library commission gave about a week of Miss Brown's time, which is not included in the estimate, a cataloger was engaged at $75 a month, and an assistant at $50. Local workers were paid about twelve cents an hour. The books were accessioned, classified, an author and title catalog made, and a shelf-list for non-fiction with subject index. Book-pockets and book-cards were placed in the books. Copy for a printed catalog was made. This catalog was later printed, at a cost of about $125. The entire cost of the work, including printing the catalog, was between $600 and $700, or about ten cents per volume. The time required was about seven weeks.

As to the question of how the organizer might interest the people of the town, there was a discussion on whether the organizer did better work if she stayed at the hotel, or was entertained in a private family. She can, of course, become better acquainted if in a family, but Mr. Milam said that he thought the hotel preferable because there would be no drain on her vitality outside library hours. It developed during the discussion that in several states the commission pays the living expenses of the organizer in the town. In Massachusetts, the library is expected to meet this expense, but the state sometimes helps buy the supplies.

As to the meeting of the Board, Mr. Milam said that he thought the organizer should always meet the Board, and if possible leave with them a suggested budget for a library of that size. Miss Brown said that she carried with her sample copies of a number of selected lists and library aids, and showed them to the Board of Trustees.

A number of organizers spoke of addressing clubs, schools, and other bodies in connection with the work.

After the Round Table, Mr. Milam appointed the following nominating committee: Miss Clara Baldwin, chairman; Mrs. Percival Sneed, Miss Zaidee Brown. The meeting then adjourned.

SECOND SESSION

(Wednesday, June 25th, 8:30 p. m.)

The topic of the second session was libraries in state institutions and in federal prisons. Mr. Milam, the president, called the meeting to order. Miss Julia A. Robinson, supervising librarian of the state institutions of Iowa, opened the discussion. Mr. Jenkins, of New York, who was announced on the program, was unable to be present. Miss Robinson spoke first of the need of providing good reading matter in state institutions; and pointed out that such libraries have the advantage of those in the outside world, in that they need not compete with so many conflicting interests in their patrons. Of the two possible kinds of supervision; by an outside authority, such as a state library commission, or by an official of the board controlling the state institutions, the latter is preferable if the appointment of such an official is not dominated by politics. An official appointed by the Board of Control has greater authority, can maintain a closer supervision of the books admitted, and can obtain more help from the inmates of the institutions. As to methods employed, the book selection should be carefully made to suit the various classes in the different institutions; and the organization should be as simple as possible. In Iowa, they use an accession book, the decimal classification, and a simple form of shelf-list. In all the institutions, reading rooms for the use of the inmates under proper supervision add to the usefulness of the libraries. The librarian is usually an officer or employee of the institution, but should possess a knowledge of the books in her own library, and a sympathetic acquaintance with the inmates which will enable her to assist them in selecting the books which will be most helpful to them. She should also have sufficient time to give proper attention to the library. Inmates often make good assistants, but should work under close supervision and should not be allowed to select the books. In the prisons, where the readers do not have access to the shelves, printed finding lists are necessary.

Miss Florence R. Curtis, of the University of Illinois Library School, next spoke on libraries in prisons. She called attention to the fact that nearly eighty per cent of those in prisons will be out of prison in from one to ten years. They should be regarded as citizens in the making, to be helped in every way possible. Of those who enter, about ninety per cent are literate; and over seventy-five per cent have attended school beyond the sixth grade. About fifty per cent of those sent to prison are so-called "accidental criminals," that is, they have yielded to an impulse, but are not habitually criminal. Before they leave prison, however, they have received an education of a sort in crime. They know the criminal class, its leading men, etc., they know the methods of crime, and they have learned to regard the law as more favorable to the rich than to the poor, and how best to evade it. Besides this, they have become acquainted with unclean literature, circulated secretly; and with vice and dissipation. Guards in the prison often peddle drink and drugs to the prisoners. As to what they have learned that is good, she enumerated the following: The prisoner may have learned a trade, but the trades taught often do not help in earning a living outside. The prisoner may have attended a school. Usually the school is held for four months, is taught by a volunteer prisoner, and aims only to teach the elementary subjects. The prisoner has attended the church service. Last, the prisoner may have had the use of the prison library. Miss Curtis examined the catalogs of thirty prisons. Perhaps three-fourths of the books might be regarded as deadwood. Often the libraries contain vicious books, which give wrong ideas of the relations of men and women, and of the family; create a false idea of life; and make dissipation attractive. The works of Chambers, Elinor Glyn, Phillips, Mrs. Southworth, and others of similar grade, are found in large numbers in the prison libraries. The prisoner has so much time to think over what he reads, that especial care should be taken that his reading should be wholesome. Books dealing with shady business methods, religious unrest, race prejudice, the detection of crime, etc., are all bad. All fiction added to the library should first be read by a person of good judgment, with respect to its effect on the prisoners. The selection of suitable books does not represent the whole duty toward the prisoner. Personal guidance in the choice of books is most desirable. The chaplain is not always the best person to give such guidance as he may not be familiar with modern fiction and he has other duties. The superintendent is not always interested in the reading of the prisoners. The superintendent of a reform school stated flatly that the physical care of the girls was the main duty and interest of the institution. A librarian appointed by the Board of Control will make the most careful selection of the books. The librarian should also visit the institutions and give as much personal guidance to the reading as possible. It should be noted, however, that this is not a place for an immature person, nor a sentimental one.

Miss Curtis said that the duty of the state library commission, as to prison libraries, was to try to rouse the superintendents, and bring about a better condition.

Miss Stearns, of Wisconsin, asked about the use of magazines in prisons. She had visited a prison, with the chaplain acting as librarian, where they took dozens of magazines, and had given up buying books because the magazines were so popular. Among those especially in demand were World's Work, Current Events, and Cosmopolitan. Miss Robinson, of Iowa, said that they took magazines for the prisons, but in no case were magazines bought to the exclusion of all books. Where it is regarded as necessary, the magazines are expurgated by clipping out certain articles. Miss Curtis said that in Illinois prisons many magazines are taken, and are very popular. The men are allowed to form magazine clubs, and to take any magazine not positively disreputable; and many of the cheaper lower-grade magazines are taken.

Miss Clarke, librarian of the public library at Auburn, N. Y., where there is a state prison, said that she had investigated prison libraries in New York state, especially in Auburn, in connection with the work of a committee of the New York State Library Association. She regards conditions in New York state as discouraging. In Auburn, the selection is not so bad, but the men are allowed little if any selection. A convict assistant chooses fifty volumes for fifty cells. These are passed out, and each one is kept a week. It is then passed on to the next cell. An educated ex-convict in a letter printed by Richard Harding Davis in the New York Sun, stated that he was unable for a year to get a book he wanted, though nobody else wanted it. They have no printed catalogs or lists. In the women's prison, in Auburn, the prisoners are allowed to select books, and one of the teachers had done some work with reading clubs. Miss Clarke stated that in New York state prisons, the teacher of the prison school is not a convict. The prison school is allowed $50 worth of books a year. The hope for improvement in New York state, in library conditions in the prisons, is through the appointment of a librarian in each prison, or a library supervisor of all state penal institutions.

Mr. Wellman, of Springfield, Mass., asked how to rouse interest in prison libraries in a state where there is no interest. Miss Curtis said that one should avoid rousing general public criticism, as this would antagonize the prison authorities; that it was better to use the slow method of getting the heads of the institutions and the board controlling the prisons interested. The state library commission should do this. A general article in the press on the value of good prison libraries might be desirable, but one should by all means avoid anything approaching a sensational story about special cases. As an example of how to rouse interest, Mr. Wynkoop spoke of the number of New York Libraries, published in February, 1913, which was devoted largely to libraries in state institutions. Copies of this were sent to all trustees of state institutions in New York state, to members of legislative committees dealing with charitable and reformatory institutions, to members of sociological societies, to mayors and sheriffs, to most of the leading newspapers of the state, and to others of influence. About 700 copies were sent out in this way. There have been some evident results. In Syracuse, Rochester, Bath, Jamestown, and some other places, the papers have had notices about the need of better libraries in prisons and jails, and the authorities have in some cases taken steps to improve conditions. In answer to questions, Mr. Wynkoop said that he did not make direct criticism of the present library conditions in prisons, but spoke of the poor economy of spending so little on them. The maximum amount spent on the library of any institution in New York state is $500, though expenditures for other purposes may run into the millions.

It was suggested that public libraries should supply local jails with reading matter. Miss Clarke stated that in the state prison at Auburn, magazines are taken for the officials, but are not loaned to the prisoners. An offer of discarded but usable books from the public library to the jail was refused, because the prisoners would cut out the pictures and put them on the wall.

Miss Charlotte Templeton, secretary of the Nebraska public library commission, next spoke on libraries in reformatories. This is a somewhat more hopeful group than the prisons. The inmates are often below the average physically, somewhat bitter, and frightened, and sobered by their first contact with the law. The reformatory must build them up; physically, mentally, and in the power of self-support. In this the library is a valuable adjunct. It should contain simple books on civics, books to help the foreigner learn English, and books on the technical subjects taught in the prison. There is also a use for books as a means of recreation. These may put the inmate in a better attitude toward life, and may be the entering wedge for more serious reading. They should, therefore, be the first line of attack. Again, a prisoner may accept moral training from a book that he would not from a person. The books on conduct are much read. Jordan's "Self-control," Grenfell's "Men's helpers," and some of the new thought books are much read. One prisoner said, "If I had had that book three years ago I should not be here now." Magazines are generally taken, but as a supplement to the collection of books. They include many on current events and on technical work, and some that are taken mainly for their pictures. Country Life and Baseball are very popular. In conclusion, Miss Templeton said that the reformatory library is much like a public library, and should be administered in a similar way. In this way, the inmates would become familiar with the use of such a library, would form the "library habit," and be more likely to feel at home in the public library on their release.

Miss EDITH KATHLEEN JONES, librarian at McLean Hospital, Waverley, Mass., then read the following paper:

SOME PROBLEMS OF THE INSTITUTION LIBRARY ORGANIZER IN THE STATE HOSPITALS

Last year I had the pleasure of telling you something of library work in one of the large private hospitals for the insane; this year I want to speak of some of the problems the institution organizer will meet when she undertakes to set in order the libraries of the state hospitals.

In the first place, unless she is fortunate enough to be appointed by the State Board of Control or State Board of Insanity or their equivalent, she may at times feel that she is looked upon a little bit as an outsider by the hospital staff, as one who does not understand hospital conditions and who belongs to an entirely different order of things. She may even meet what seems to her indifference or actual antagonism on the part of a few superintendents.

The fact is, the library to librarians is of supreme importance, but the library to the average hospital superintendent is merely one method of providing entertainment or employment for his patients. He is much more interested in the new social service movement and the study of eugenics and heredity than he is in the general library, which, to his mind, is simply a part of the therapeutic system and even as such ranks far below useful employment and arts and crafts work.

This indifference or antagonism does not arise from any personal feeling nor is it confined to the library. It is the natural outcome of the peculiar organization demanded in a hospital for the insane, a general distrust of any outside interference in any department, and a thorough conviction that each hospital is entirely competent to manage its own affairs. In one state the state board refused the offer of the state library committee to organize its institution libraries for these very reasons. In another state, where the possibility of the state board appointing an institution librarian of its own is under discussion, one superintendent remarked that he "could only say this; if it must come he was thankful it was coming from the =inside=, through the board and from one who knew hospital conditions."

Another reason for this seeming indifference on the part of the superintendents is that, in the East at any rate, a state hospital is =always= poor. It is poor and it is crowded, and its superintendent is harrassed with having his requests for better accommodations for his patients, a new power house, larger kitchens and laundries, or quarters for his married men nurses turned down; with trying to get larger appropriations from the state legislature; with endeavoring to feed and clothe and house 1,200 patients on an appropriation and in quarters designed for 1,000 at the most. He probably has cut down his expenses in every conceivable direction, and he can not see the use of spending money for books which the majority of his patients will not read. And there is this to be said for his point of view, that while there are many educated and cultivated persons in all the state hospitals, the majority of them are foreigners and illiterates from the mill and factory-hand classes and from the slums of the cities. In New York state alone, in 1906, forty-six per cent of the whole number of patients admitted to the New York hospitals were of foreign birth. And I might add, to show the menace of the class of people we are letting into our country, that forty-six per cent of the insane were aliens, while only twenty-six per cent of the whole population of the state were of foreign birth. Add to these the outcasts from the slums and you have a good idea of the make-up of the state hospitals and asylums, and you will not wonder that many superintendents shake their heads when libraries are mentioned.

It would, therefore, seem to be one of the duties of the organizer to prove to the superintendent that even if three-fifths of his patients are illiterate, reading should be provided for the educated two-fifths; that she, from her knowledge of books and editions, can provide a thoroughly readable library which will meet the requirements of all classes, from college professors to the dregs of humanity, for a much less sum than he can do it, and from her experience she can interest the patients in books. For after you have the library, you still have a set of people to deal with who lack initiative and must be aroused to interest in anything. She must also impress upon him that shelf-and-book or even accession numbers mean nothing, and that when, as in one library I know, all the books are covered and there is no hint of author or title on the back, the library is converted into a sort of literary grab-bag which is funny to the librarian but exasperating to the patient. She must convince him that an unclassified library represents a tremendous waste, especially when it is not supplemented by a subject catalog. She must be able to prove to him from the experience of other hospitals that the old-fashioned method of letting a library run itself is not conducive to growth and that there must be some one whose chief duties are to the library. She can assure him from figures that he is not getting out of his library what he should, if out of 1,000 patients only 60 use the library during the year and 50 books a week is a large circulation. She can tell him of one hospital of 220 patients which has from 75 to 100 regular readers, not counting nurses and employees, and averages 25 books a day, or 8,900 a year; of another of about the same size which often gives out 50 books a day; of a third, which, with a population of 2,000 gave out last year 15,862 volumes to 344 persons. She can guarantee him that if he will let her weed out obsolete stuff and fill in with the sort of books the patients want and train some patient, nurse or stenographer to act as librarian in her absence at other hospitals, his library circulation will be doubled or trebled the first year.

Having convinced the superintendent of the utility of the organized, central library, the institution librarian is now free to turn her attention to the patients, getting acquainted with them, learning their tastes in books, interesting them in reading and in pictures. And just here I would say that in the state hospitals the doctors are always glad to have anything new suggested in the way of employment, and that if the organizer can manage it so that the patients can help her in the care of the charging-system, mending and cataloging, her efforts will be much appreciated by all concerned.

The institution organizer will soon find that each hospital differs from every other in construction, management, and especially in the character of illness. The asylums for the chronic insane present the most hopeless feature, yet even here there are enough who read to make it worth while to furnish libraries. Moreover, in the asylums, the nurses have to be taken into account. Their work is so hopeless and uninteresting compared with that in hospitals for acute and recoverable cases that more must be done for them in order to get and keep even ordinarily good attendants. And where, as in many cases, the chronic insane are being transferred to farm colonies way out in the country, far from any city or even large town, the library can, if it will, help very decidedly by offering means of study and education to the nurses and staff as well as diversion to the patients. Therefore, one can venture to buy for an asylum a much better selection of books from the point of view of general culture than for the ordinary hospital.

I have said so often that a hospital library must be formed for entertainment, not for education, that it must be simple in organization and carried along on unconventional lines, that I speak of these points again only to emphasize them. If one looks upon institutional work from the point of view of educative influence it is discouraging work; but if one thinks of it as an adjunct to the therapeutic service of the hospital, as a means of bringing some pleasure or at least forgetfulness of self for a time to an afflicted class and employment for hours which otherwise would be passed in complete idleness and utter dejection, it is inspiring work. But in the selection of books this point of view must be kept always in mind.

Yet this is just what those unaccustomed to hospital conditions fail to grasp. Not three months ago a hospital in a far-off western city sent a representative to see our library and get all the information he could in regard to the sort of books they should put into their beautiful and expensive new buildings. I showed him a list of some 1,200 of our most popular books selected as a basis for the little catalog Miss Carey, Miss Robinson, Miss Waugh and I have made out and annotated, and which is now being printed by the A. L. A. Publishing Board. The first thing he noticed was the omissions. "Why," said he, looking at Science, "you have nothing by Spencer, or Darwin or Huxley on this list. Aren't they the standard thing? Oughtn't I to get them for our library?" "Not if you want a library which will be read," was my prompt reply, and I showed him the records of our sets of these scientists, taken out at the most three or four times in the history of the library.

A year or so ago I attempted to find out from our cards just what was the most popular sort of fiction in our library. Of course the book of the moment is the one read at the moment, so it would be manifestly unfair to include these and I took only those books published prior to 1901. It may interest you to know in their order the 25 most read books, that is, of the old favorites. The date unfortunately excludes Mr. Pratt, the Virginian, Kim, Rex Beach and Oppenheim. They are, The Choir Invisible, Janice Meredith, Saracinesca, Sant' Ilario, Don Orsino, Vanity Fair, The Lilac Sunbonnet, Old Chester Tales, Dr. Lavender's People, When Knighthood was in Flower, The Sowers--taken out 20 times in the last three years; The Seats of the Mighty, The Battle of the Strong, Adventures of Sherlock Holmes, Memoirs of Sherlock Holmes, Treasure Island, Cape Cod Folks and The Right of Way, 22 times; A Little Moorland Princess, Dorothy Vernon, Kidnapped and The Cardinal's Snuff Box 25 times; Richard Carvel 29 times; The Old Ma'amselle's Secret 40 times and The Second Wife by Miss Marlitt 43 times. This shows pretty conclusively that even our people, all of whom belong to the cultivated and educated class, want light, interesting stories of romance and adventure, and the average state hospital reader wants something even lighter than these.

I have been asked again and again if the right reading really cures. One dare not affirm this; its influence is negative rather than positive. But I =can= say this: I have known of many cases outside as well as in the hospital where persons have been positively harmed by morbid or hysterically sentimental books. Our people are inclined to be pretty emotional anyway, and whatever appeals to that side is to be deplored.

To sum up the qualities which determine the suitability of books for a hospital library, I can do no better than quote from the "Foreword" of the catalog mentioned above:

In making this list the editors have endeavored to keep in mind the following points:

1. Books in a hospital are for recreation, not for instruction, and therefore should consist principally of fiction, picture books, travel, biography, light and popular science and outdoor books.

2. They must be wholesome--not morbid, or gruesome, or depressing. Good detective stories and tales of adventure, however thrilling, if not horrible, and if they do not make vice attractive, are to be recommended, as they, more than almost anything else, hold the attention.

3. Illustrated books and books of pictures are invaluable, as a patient often will look at pictures when he is too ill to read.

4. The newest fiction is called for and read, yet the old favorites remain much in demand. With so much ephemeral stuff among the "best sellers," it is a delicate task to select the really good novels which will last, and there is a great temptation to fall back on the old and tried books to the exclusion of the more modern. The editors have tried to combine the two in just proportion, and also to give a few titles of the better class of the "second rate" which have proved popular.

5. It is not enough to provide books for those who wish to read. There are always many patients who are unable to take any initiative towards selecting any form of entertainment or employment for themselves, and for these should be provided light and simple stories which will not tax the brain or require any concentration of attention, but which will serve to stimulate their interest in things outside themselves. These are not necessarily children's books, but often the simple language and quiet wholesomeness of certain books for young people will bridge a patient over this period of mental inadequacy and pave the way towards a real enjoyment of maturer reading.

In addition to these five simple rules for selecting the reading for a hospital library, the editors would emphasize another very important point: Many of the readers will be elderly persons with failing eyesight, who demand large, clear type. This is hard to procure in cheap editions of standard authors and old favorites, but it is suggested that it is well worth while to take a little pains in selection and even to pay a higher price, in order to get an edition of convenient size, shape and weight, in serviceable binding, with large, clear type. Such an edition will last longer and will invite, not repel the reader.

Complete sets of the works of standard authors, with the exception of Shakespeare, Scott, Dickens, and possibly George Eliot, are not recommended for hospitals. Only a few of the more popular stories of each will be read.

I want to say just a word in regard to the housing of hospital libraries. Of course the ideal arrangement is a separate building which is open all the time, but I know of only three or four such in the country. In most state hospitals the library was an afterthought and the books are crowded into one or two more or less inaccessible rooms to which the patients can come only once or twice a week and which can not possibly be made attractive. Often there is absolutely no other room to be had in the hospital and the librarian must make the most of it and do her utmost to beautify it with rugs and baskets made by the patients and flowers from the hospital greenhouses. But sometimes a little ingenuity will solve the problem in some such unique way as in the State Infirmary at Tewksbury, Mass., where the superintendent conceived the idea of moving their very good little library (classified and cataloged too) from its one small dark, inaccessible room in the administration house to the large, light chapel which hitherto stood idle six days in the week. Here low shelves have been built in between the windows on the wide side aisles and stacks fitted into the alcove rooms each side the chancel. Long narrow tables with plenty of books and magazines have been placed in these aisles and the library is now open practically all the time.

The Hospital for Epileptics at Monson, Mass., has met its problem somewhat differently. The superintendent here is having two large sunny rooms fitted up with bookshelves, one for the men where they can smoke and one for the women where they can sew. These shelves will be kept filled with books from the central library (in an office in the administration house which it shares with the medical library) administered by the stenographer-librarian, but under the direct supervision of a patient for each room. The patients themselves are very enthusiastic over the proposed change and have made out lists of books they want.

In Massachusetts, the ideal so far as use of the library goes, is found at the Foxborough Hospital for Inebriates, where only men patients are admitted. Here they have a separate building containing one large room with low bookcases all around it and two tables covered with periodicals and newspapers in the center. Here the men can come when their day's work is over or at the noon hour and read and smoke.

I wish I had time to speak of the importance of interesting the nurses in the library and getting their co-operation, and of the possibility of holding classes on books and reading for them. I know of no hospital where they have time for such classes at present, but there is a movement on foot towards requiring better education as a condition for entering the training schools for the general hospitals, and some day some hospital will inaugurate classes in literature.

Miss Jones agreed with Miss Robinson's statement that the libraries in state institutions should be administered by an official appointed by the Board of Control.

Miss Flexner, of the Louisville free public library, then spoke of an experience in placing books in a county jail. Within the last six months, the public library offered to place a deposit in the county jail, and found that the jailer was willing. Permission was also obtained from the Fiscal Court. In November, about 100 volumes, all fiction, were sent, to be retained four months. On their return, it was found that over 1,800 issues had been made--a heavy circulation. In the next lot, was placed about 15 per cent of non-fiction, carefully selected. On their return, it was found that books by Marden and Grenfell had been popular. Mrs. Sangster's "Sweetest story ever told," a life of Christ, had been well used, while Mrs. Wharton's "House of mirth" had been read but twice. "Rebecca of Sunnybrook Farm," "Kim," and Mrs. Whitney's "Ascutney street" were each read 26 times in 6 weeks. Books on useful arts were so much in demand that they were renewed. The books are charged by the chaplain. When a suspicious looking gathering of the men was investigated by the jailor, it was found that one who could read was reading aloud to those who could not.

In the discussion, it was stated that a list of books for use in insane hospitals is to be published soon and that copies are to be on sale by the A. L. A. Publishing Board. Several speakers mentioned a union catalog for prison libraries, with annotations to guide the prisoners in the selection of books.

The committee on libraries in federal prisons made a report, in which they stated that an earnest attempt had been made to secure an appropriation of at least $2,500 for the establishment of a library in the penitentiary at Atlanta and a like amount for Leavenworth, and $500 for books for McNeil Island, but that the effort had been unsuccessful. The attempt will be renewed this coming year. The committee was continued.

THIRD SESSION

(Friday, June 27, 1913; 8:30 p. m.)

A third adjourned session of the League was held for the transaction of remaining business. The meeting was called to order by the President.

Miss Martha Wilson, supervisor of school libraries in Minnesota, spoke on co-operation between library commissions and state boards of education. Miss Mendenhall then gave a summary of the work done by the library committee of the N. E. A. on library instruction in normal schools. She stated that a questionnaire was sent to 200 normal schools, and the results show that most of the normal school libraries need reorganization. In the 200, about 50 have trained librarians. These are mainly in the far West. The Committee makes the following recommendations: 1, that library organizations try to have the subject of library training in normal schools presented at educational meetings; 2, that trained librarians be appointed in all normal schools, with the faculty and salary rank of heads of departments; 3, the publication of a manual for normal school librarians by the U. S. Bureau of Education; 4, the publication in educational periodicals of articles on the greater use of libraries by schools, and on related topics. It was suggested that the library commissions might help in carrying out the last recommendation. Miss Mendenhall was asked whether she favored putting the school libraries under the state library commissions, or under the state boards of education. She said that she believed the function of the school library to be distinct from that of the public library; that the two should co-operate but not combine. Miss Stearns of Wisconsin said that the question of the relation of the state library commission to the state board of education should be discussed and more clearly defined; that there is a decided tendency to place the library commission under the state board of education, or to merge it with it, as has already been done in one state. There was not time for adequate discussion of this subject, and the suggestion was made that it be taken up at a future League meeting.

Mrs. Minnie Clarke Budlong, director of the North Dakota public library commission, read the following report of the committee on the establishment of new commissions:

REPORT OF COMMITTEE ON ESTABLISHMENT OF NEW COMMISSIONS

This committee has been requested to report on two topics--"a plan for the League to follow in giving aid in the organization of commissions in states now without them," and also a draft of "tentative provisions for a model library law to be used with the model commission law."

An A. L. A. committee of which Dr. Arthur E. Bostwick is chairman, has made a valuable report on points to be covered by a model law relating library to municipality, printed in the 1912 proceedings. The same committee has under consideration the drafting of the points covered into a model charter, and the League committee decided that action on its own part was unnecessary at present.

The other topic assigned this committee cannot be disposed of in so brief a manner. It is a question of theory and of insight, of sympathetic understanding and action.

There are eleven states without library commissions: West Virginia, South Carolina, Florida, Mississippi, Louisiana, Oklahoma, New Mexico, Arizona, Nevada, Montana and Wyoming. These states contain one-eighth of the population of the country, and have only one-twentieth of the libraries.

The first step toward aid is to learn how library commissions have been established in other states. Letters sent to 36 states elicited 22 replies. Perhaps a distinction should be made between library commissions and state libraries, or boards of education, such as New York, California and Oregon. But there have been included in this report all states doing extension work, regardless of name or title of organization.

The questions asked were:

1. How did the demand for a commission arise?

The answers received are practically unanimous. There was a need felt and provided for by a few far-sighted library workers. Eight give the credit of the initiative to library workers or associations. Seven give it to women's clubs or the state federation. Five say librarians and women's clubs were co-partners in the work, and three, Maryland, Wisconsin and Nebraska, include teachers in this partnership.

2. Who drew the law?

The law has usually been drawn by or under the supervision of a few interested workers, such as president of state library association, superintendent of public instruction, president of university, or legislative committee of state federation. In Kentucky use was made of the model commission law.

3. What was done to secure its passage?

One would expect a wider range in replies than this question elicited. "A friendly legislator took it in charge" sums up the story in most states. Personal letters and interviews of library workers and club women with members of the legislature, and particularly with members of committees, seem the usual methods. In some states the measure was defeated one or more times before influence enough was brought to bear to secure its passage. In Nebraska, the measure failed twice until pushed by the federation and teachers. Even if no general demand is formulated, there must be a desire expressed by organizations strong enough to impress legislators.

4. What literature was used?

At first, there was no literature available and the majority report "none used" or "nothing special." Idaho, Minnesota and Kentucky mention the Wisconsin publications particularly, also some from Iowa. Five speak of special leaflets prepared or statistics used from traveling library reports or from the League Handbook.

5. How long did it take?

The time required varies from "a few weeks" to fourteen years. Nine secured the desired legislation in one session. Six used two to four years. Nebraska required five years; Minnesota, six years; Tennessee, eight years, and Illinois, fourteen.

6. When was your law passed?

Massachusetts passed the first library commission law in 1890. Since then similar laws have been enacted in 36 states, concluding with South Dakota and Arkansas in 1913.

7. Has it been amended--if so, when and how?

It is interesting to note how few amendments except increase in appropriation have been made in library laws. This emphasizes the importance of careful framing of the law in the beginning. A study of the chief points of the law in other states with such changes as will adapt them to the conditions in the new state should always be made.

Five states report no amendment. Two report increase in membership of commission. Ten report increase in appropriation, or minor changes. Missouri and North Dakota have had their annual appropriation repealed on the theory that it is not constitutional to bind succeeding legislatures. Oregon has made the most radical amendment, changing this year from library commission to state library.

The conclusion of the matter seems to be that the initiative is with a few interested people, working through library associations, women's clubs and teachers, on the legislators, and that it may often be accomplished in one session after public opinion is sufficiently formed to bring the necessary pressure to bear.

These summaries lead to the following suggestions for aid:

1. A collection of material should be made which would include all pamphlets and articles on the practical establishment of library commissions. Effort should be made to include the special leaflets prepared in each state during its campaign. Some states, notably Kentucky, have prepared maps for circulation to arouse interest. A collection of all such special material kept for loan would be found suggestive and helpful in other states.

2. If possible some one should be sent by the League as an organizer to assist for a short time in the establishment of new commissions. This organizer should understand conditions in that section of the country, and should be able to advise wisely, talk with legislators persuasively, and address library meetings and state federations enthusiastically. Something may be accomplished by correspondence and by leaflets, but much more is possible to the trained observer on the field. Conditions even in neighboring states differ widely, and require study on the field for helpful understanding.

3. Special training for library commission workers. There is need of electives in the lines in which commission work differs from public library work.

4. Discussion of practical questions at League meetings. This is already being done and should be continued so long as there is need of a place where workers may discuss their individual problems.

5. It is suggested a committee be appointed to look after the needs of new commissions after their organization, as well as before the law is passed. There are many problems arising at home and abroad in which new workers would be glad of assistance, were there some particular committee to which they could apply.

Respectfully submitted,

MINNIE C. BUDLONG, Chairman, ELIZABETH B. WALES, ASA WYNKOOP, WILLIAM FREDERICK YUST.

June 23, 1913.

The report was accepted and the committee continued.

Miss Elizabeth B. Wales, secretary of the Missouri library commission, read the following report of the committee on charter provisions:

REPORT OF COMMITTEE ON CHARTER PROVISIONS

Since the meeting at Ottawa your committee has somewhat awaited the action of the council committee, which had been working on the library law of the state from the standpoint of its relation to the free will and initiative of the municipality. It was thought that the work of these committees might duplicate each other. As the report of this committee covering statute law does not seem to meet the point at issue, namely, safeguarding the interests of the library under the adoption of a new form of municipal government, your committee would make two suggestions concerning such safeguard:

1st. That it may be done by interesting the legislation of the charter bill in a definite provision establishing the public library as a city department.

2nd. That it may be done by inserting phrases in such bill, practically accepting the existing state law.

In the first case the essential points to be covered are: the provision of a proper fund, the appointment of a competent board. If all the duties of said board are settled and all its powers defined, the section will be a long and involved one. Your committee therefore recommends safeguarding the state library law as the better plan.

To do this, care must be taken to insert the proper phrases under sections which (a) define the general duties of commissioners wherever inclusive terms are used. For instance, "and have power to administer and control all other departments or activities of said city," the clause "except such as are already provided for in the statutes" would guard the library law existing; (b) under the rulings on civil service, the same clause would be effective in protecting library service, "except officers whose appointment is already otherwise provided for in the statutes"; (c) under the section concerning establishment and care of public institutions and buildings the exception must be more definite, e. g., "except that nothing in this law shall be construed to affect the existing state library law."

The chairman of your committee was not successful in securing these amendments to the commission government bill in Missouri, but found the fathers of the bill willing to consider them, and entirely ignorant of any possible disturbance of the existing library law under the new charter provisions. Moreover, good lawyers claim that a partially excepting phrase under the general definition of powers in this case makes it probable that no such disturbance need result. This opinion can not be confirmed, however, until a test case gives us a Supreme Court decision.

Briefly, then, your committee recommends protection on the charter law of existing statutory provisions for libraries, rather than a special charter provision.

Respectfully submitted,

ELIZABETH B. WALES, Chairman, A. L. BAILEY, A. E. BOSTWICK, Committee on charter provisions.

June 27, 1913.

In the absence of the Chairman, the Secretary read the following

REPORT OF THE COMMITTEE ON LIBRARY POST

The committee appointed by the League to assist in obtaining favorable postal rates for library books reports as follows:

As the members of the League are aware, the provisions of the general parcel post law were so changed immediately before its enactment that printed matter was excluded from the privileges of the parcel post rates. Consequently the long-distance lobbying which the committee and the profession indulged in, favoring the parcel post law, went for naught.

Since that time the committee has been in correspondence with a number of members of Congress favorable to the admission of library books to parcel post rates. During the winter the committee communicated with all of the library commissions and with many state and city libraries asking their co-operation in interesting their representatives in so changing the law as to admit books. While reports indicate that this co-operation was furnished, and several Congressmen stand ready to favor a change, the results have been nil. This failure to get any results whatsoever is partly due to the fact that special legislation had entirely engaged the attention of Congress.

The committee desires to call the attention of the League to the fact that it is not at all certain that to be included in this original parcel post law would be a great assistance to the libraries in circulating books. For practical library use the changed rates would be of little or no advantage, except for points within the fifty mile zone. Take, for example, a book weighing a trifle over one pound (and this is a very ordinary-sized book). It can be sent anywhere within the postal union for nine cents under the present third class rates. By parcel post rate it would cost six cents to send this book to a point in the city or along any rural route centering in the city. It will cost eight cents to send this book anywhere within the fifty mile zone. Above the fifty mile zone the parcel post rate will exceed the third class rate as indicated below.

150 mile zone--ten cents--1 cent excess over existing 3rd class. 300 mile zone--twelve cents--3 cents excess over existing 3rd class. 600 mile zone--fourteen cents--5 cents excess over existing 3rd class. 1,000 mile zone--sixteen cents--7 cents excess over existing 3rd class.

and so on, until it will cost twenty-four cents to send the book more than 1,800 miles by parcel post as against the nine cents under existing third class rates--an excess of 15 cents.

These facts are the occasion for, and justify the opposition which some publishing houses and other commercial houses sending out books or catalogs exhibited to including printed matter within the parcel post law. In some ways it would be unfortunate at this time to admit books to the parcel post rates, since accepting these unsatisfactory rates might prevent further re-adjustments for some time to come. It might be wiser to make an effort to get better rates.

It is the committee's judgment that there is much in common between the library authorities and some of the commercial forces which opposed admitting printed matter to the parcel post, that we have all much in common.

It is therefore recommended that the committee be directed to use every effort to get into communication with the forces which have opposed the admission of printed matter to the parcel post rates in order that these forces may be united with library authorities in an effort so to adjust rates as to be more advantageous to all than the present parcel post rates would be.

In conclusion, the committee reports that it seems unlikely that any further legislation will be immediately enacted.

Respectfully submitted,

M. S. DUDGEON, Chairman, ZAIDEE BROWN, MARY E. DOWNEY.

June 25, 1913.

The report was accepted, and the committee continued and directed to carry out the recommendation contained in the report.

The following reports of the publication committee and the committee on study outlines were read:

REPORT OF PUBLICATION COMMITTEE

The publication committee of the League respectfully reports:

That they have had under consideration during the past year two publications, neither of which the committee has found necessary to publish, but both of which are to be published elsewhere.

Application was made to the committee for a new edition of Mrs. McDonald-Jones' "Magazines for the small library." At about the time this request was received it was learned that Mr. F. K. Walter had prepared a manuscript for publication which was substantially such a revision. The committee held a meeting at the mid-winter meeting of the Western Section of the League and recommended to the A. L. A. Publishing Board that this be published. We are informed that the Publishing Board has issued this and that it is now obtainable.

The committee has also had under consideration during the year the publication of a "Reading list for the insane" prepared with great care by Miss Miriam E. Carey of the Minnesota public library commission. The committee hesitated to recommend the publication of this since it seemed that the demand for it would be so limited that it would be difficult to obtain returns for the money expended. The committee is informed, however, that the list will be printed by the A. L. A. Publishing Board and that suitable arrangements for its distribution to libraries will be made.

The committee reports that the committee on study outlines, which was originally a subcommittee of the publication committee, has, as shown by their report submitted herewith, arrived at a satisfactory form of study-club outline.

It is therefore recommended that immediate steps be taken to secure the preparation of study outlines to be printed at once. If no other procedure can be found the committee suggests that after a list of the most desirable subjects to be covered is made up, a limited number of subjects be assigned to each active commission, with agreement on their part to prepare at as early a date as possible suitable outlines on these subjects, conforming each as nearly as may be to the form adopted by the League; that all these outlines be submitted to some one person to be edited in order to secure substantial uniformity of form and to insure that the outline will be useful in other states and that the committee be authorized to secure the immediate printing of these if this can be done on a basis which is financially sound.

Informal discussion of this plan with several of the commissions indicates that the work can be done in this way. It is strongly urged that this work should be inaugurated at once.

Respectfully submitted,

MATTHEW S. DUDGEON, Chairman, FANNIE RAWSON, CAROLINE WEBSTER, CARL H. MILAM.

June 25, 1913.

REPORT OF THE STUDY OUTLINE COMMITTEE

Those who were in attendance at the meeting of the League of Library Commissions in Chicago in January, 1911, will recall the general discussion of the need of study outlines to be used in traveling library work in connection with study clubs, and that the publication committee was asked to investigate and report as to the feasibility of the League's undertaking the preparation of such outlines, to be utilized by the various traveling libraries. Mr. M. S. Dudgeon, as Chairman, reported progress at the Pasadena meeting in May, 1911, and submitted suggestions toward a uniform plan. Later Miss Margaret W. Brown of Iowa, who had been active in club work in her own state, as Chairman of the Literature and Library Extension Committee of the State Federation of Women's Clubs, was made Chairman of the special committee on study outlines.

In view of the possibility of the various library commissions contributing one or more study outlines for League use, it seemed important that a general scheme for preparing these should be agreed upon, and Miss Brown presented such a scheme for discussion at the Chicago mid-winter League meeting in January, 1912, relating to the basis and form for preparing these outlines, based on a single text with a small group of collateral references. This was worked out very carefully, and tested by preparing a few outlines according to the proposed scheme, which had proved very acceptable; and it was suggested that the various commissions use the plan in preparing outlines, with the thought of securing uniformity in preparation and printing. The Chairman conferred with such thorough students of literature as Mrs. Francis Squire Potter and Mrs. H. A. Davidson, both having practical experience in study club work, the former being Chairman of the Literature and Library Extension Committee of the General Federation of Woman's Clubs, and the latter well known as the editor of the Study Guide series.

At the annual meeting of the League at Ottawa in June, 1912, definite recommendations were made to the League conforming to the plan presented at the Chicago meeting the January preceding, and the League voted to authorize an expenditure not exceeding $100 for the preparation and printing of a few outlines. The scheme commended itself to certain publishers to such an extent that the League was assured that there would be no financial risk in having these printed, as it seemed reasonably sure there would be a demand for them not only on the part of traveling library systems, but public libraries generally, and the General Federation of Women's Clubs and the various state federations.

These plans would doubtless have been consummated before this, had not the Chairman, Miss Brown, found it necessary to give up her work on account of the condition of her health, thus making it impossible to pursue the matter further, involving as it did many details and careful editorial supervision of the material to be put in print. Your present Acting Chairman consented to carry on the work until the time of this annual meeting, hoping to carry out Miss Brown's plans as to printing a few outlines, as a visible result of the long period of investigation by the committee; she regrets that many things have conspired to make this impossible. Hence, this report is made chiefly with the desire of "keeping history straight" up to this point, and transmitting to your next committee a statement of progress up to this time.

This report is made with the firm belief that no more important project is under consideration by the League than this, and that if it is kept clearly in mind that these outlines are to meet a real need of a large class of intelligent, ambitious women of this country who have not college preparation, but are eager students, the outlines will be utilized in a very resultful way.

Before the Chicago meeting in January, 1913, a request was made by this committee for a list of subjects for which study outlines were most in demand by the various state traveling libraries, and a summary of the answers received showed an increasing demand for aids in the study of public questions rather than literary or cultural subjects. Definite statements were made by several library commissions as to the need of outlines on civic improvement for small towns, civics, conservation, household economics, municipal housekeeping, etc.

The plan submitted by Miss Brown as Chairman of this committee as a part of her report at the Ottawa meeting is attached hereto.

Respectfully submitted,

ALICE S. TYLER, Acting Chairman, M. S. DUDGEON, CARL H. MILAM.

Plan for Preparation of Study Outlines

Basis

A. One book selected as foundation for Outline.

If a single book suitable for text can not be found, outline to be based on fewest number of books necessary for the purpose.

Text selected to be authoritative, reasonable in price, readable and stimulating.

B. Five to ten books as collateral reference.

Selected to cover subject matter in study outline and amplify the text.

Publisher and price given for all books included, for use in purchase.

=Note=: A more extended list of books can easily be prepared by any library where additional material is available.

Lessons Should Be Outlined By:

C. Question method.

Five to ten definite questions on each lesson.

D. Or, Topical method.

Topics assigned under each lesson should be those which present special phases of the general subject.

The two methods may sometimes be satisfactorily combined.

Written papers, if included under either question or topical form of study outline, should be assigned only for subjects which require some degree of original thought; all information to be derived from textbooks and encyclopedias should be covered by the regular lesson for oral discussion.

=Note=:--Number of meetings of study clubs vary. Probably not less than sixteen or more than twenty-six lessons. Many average two meetings per month, October to May.

Explanatory Notes on the Plan of Preparation of Study Outlines

A. The use of a few designated books (or a single book) as a basis for common study of the same subject, or closely related topics, provides the means by which the unity and co-ordination is secured, which is essential for effective and satisfactory results.

Each member may, if she so desires, provide herself at nominal cost, with the source references necessary to cover the essential points contained in the outline.

B. The books for collateral reading should be carefully evaluated and selection based upon their real value in supplementing text, from the standpoint of reliability, readableness and stimulative quality, also that the price shall not be prohibitive of purchase by clubs, local public libraries and duplication by traveling libraries of large number of copies for use in supplying many different clubs.

Any local or traveling library may easily provide additional books for collateral reading whenever the collection permits. It is not, however, deemed advisable to have such extended lists incorporated in the outlines; as a demand would thus be created which could not be supplied by the small library, and therefore would become a handicap and embarrassment.

C. In outlining lessons by the Question method the questions should be so formulated as to stimulate discussion, not simply to be answered in the affirmative or negative.

The Question method permits a free expression of individual opinions based on personal reading. Such "discussion awakens the keenest interest through the activity of different minds upon the same fact or idea," as each member is expected to prepare herself to answer all questions.

The Question method is indorsed by many educational experts as a desirable method for the conduct of study classes, and has been found to be practical and satisfactory by many study clubs.

D. In outlining lessons by Topical method, care should be taken to include no more topics than can be thoroughly discussed, and such phases of the subject assigned as topics as will amplify the general subject which has been studied in common by all members from text upon which the outline is based.

The reports were accepted, and it was voted that the publication committee be instructed to secure the preparation of study outlines, as suggested in their report.

The Secretary then read her report on the year's work, noting the publication of the 1912 Yearbook of the League, and the preparation by the President of an exhibit for the meeting of the N. E. A.

Following is the financial statement for the year.

Balance on hand, Aug. 1, 1912 $180.08 Received from dues 115.00 Received from sale of Handbook and Yearbook 28.50 ------- Total $323.58 Expenditures. Printing Yearbook and programs $175.25 Stationery and postage 36.43 Clerical help and multigraphs 26.55

N. E. A. exhibit, supplies and clerical help 31.00 Miscellaneous 5.26 ------- Total $274.49 Balance on hand, June 30, 1913 $49.09

Miss Baldwin of Minnesota, suggested that the League send to Miss Tyler, of Iowa, a telegram expressing regret for her withdrawal from active commission work, and appreciation of her services to the League. It was voted that Miss Baldwin be directed to send such a telegram. The following telegram was sent:

"Congratulations and best wishes from the League of library commissions, with sincere regret that you were absent from this meeting, and the hope that you will consider yourself a life member of the League, to which you have rendered such valuable service."

The meeting then adjourned.

SPECIAL LIBRARIES ASSOCIATION

FIRST SESSION

The first session of the Fifth annual conference of the Special Libraries Association was opened in the parlor of the Hotel Kaaterskill, on Tuesday afternoon, June 25, 1913, with the president in the chair.

Mrs. A. W. Von Hohoff of New York, opened the meeting with a paper entitled, "Municipal reference work in New York City." She spoke of the necessity out of which this collection had grown and the lack of ease with which information of this character had been previously obtained. In the short space of time during which this new library has been established over 1,000 people have consulted it, mostly employees of the city. It is serving especially those employees who are studying for civil service examination leading to advancement in the city's work; newspaper men, lawyers and real estate dealers have also found it of value. A short resume of the kind of literature on its shelves was given. This library aims to keep New York City in close touch with the activities and movements of other cities.[13]

[13] For full paper see "Special Libraries," 1913.

The second paper on the program was by Mr. N. C. Kingsbury, Vice-President of the American Tel. & Tel. Company, upon "The library--A necessity of modern business."[14]

[14] For full paper see Library Journal, Aug., 1913.

Few people realize, who have had any connection with the library movement, that specialization has come to mean what it has. Almost no one would have supposed that even a large public service corporation was maintaining five distinct library collections, two at least of which are in charge of trained librarians. This paper, suggestive as it was of the increased activity along library lines in the business world, led to interesting questions.

It was followed by a paper by Mr. Andrew L. Bostwick, municipal reference librarian of St. Louis, entitled "Relations between the municipal library and legislators." He emphasized the necessity for bridging the gap between the average librarian and the average city assemblyman, also the potency of personality which should bring about a close and cordial relationship between the library and its readers. He spoke of the light manner in which municipal libraries were often created and the subsequent selection of the librarian. The different kind of legislators as existing in the average city were aptly held before the audience in no unmistakable terms; and finally, the choice of a proper librarian with his necessary qualifications was presented, together with the manner in which the data accumulated

within the library should be put into the hands of the legislator.

Dr. W. Dawson Johnston, librarian of Columbia University, presented the next paper entitled, "The relation between special and general libraries."[15] "The rise of the special library is undoubtedly due to the limitations of the general library. These have been limitations of location as well as limitations of service. A general library can not in the nature of things be everywhere and even when it is located so as to serve excellently the needs of a special institution, it can not render the service of a collection selected for a specific purpose. There must then be special libraries for special institutions, societies, clubs, and offices.

[15] For full report see "Special Libraries," 1913.

"The special library, however, has its limitations also. It is in danger of having the disadvantages of a private library without the advantages of a public library. This is so true as to remind one of Charles Lamb's description of pamphlets as books which are no books. In similar manner we are sometimes compelled to look upon special libraries as libraries which are no libraries at all, especially where they are so small and so little used as not to require the services of a librarian.

"There are too many special libraries which are not to be distinguished from general libraries except by their location, too many that are simply inferior general libraries, too many that may simply be described as general libraries gone wrong."

He discussed the policy in the elimination of books in each type of library, the matter of the conditions of transfer from a special library to a general one, the relations between the two in respect to bibliographic service, and in conclusion said: "The special library forms an important auxiliary to the general library and especially to the university library, and more important as subjects of research become more practical in character. The general library, because of its comprehensiveness and size must in the nature of things be more useful and must in the aggregate be more used. But if a special library is well selected, that is, if only the best and latest books are admitted to its shelves, it must be proportionately more used than the general library and with better results. Some time may be wasted in finding a special library and in gaining admission to it, but little is wasted in it, while in the general library the time wasted in getting books and in reading books which were better left unread is simply appalling."

Following this very interesting discourse, a paper entitled, "The library of the School of Architecture at Harvard University--The treatment of collections relating to landscape architecture, including city planning," by Miss Theodora Kimball, librarian of this library, was read by title in the absence of the author.[16]

[16] A reprint can be obtained from the Secretary of the "Spec. Lib. Assn."

(1) See forthcoming issue of "Special Libraries."

Miss Helen R. Hosmer, of the General Electric Company, Schenectady, N. Y., presented the last paper of the afternoon, entitled "The library of the research laboratory, General Electric Company."

"Research expects rebuffs, expects to accept a small advance instead of a revolution, expects to make mistakes, and frequently to fail, but intends to let no lesson go unheeded, and to learn from every stumble.

"Inasmuch as every special library comes into very close contact with those it serves, it is not strange the research library partakes of the same nature that pervades the research laboratory. It too is, in this case particularly, a field for experiment.

"The object in view is of course to render as readily available as possible all the information contained in the library on subjects of present or possible future interest to the laboratory staff.

"The main sources of this information are two: first, the scientific and technical literature, consisting of books, periodicals, pamphlets and special publications, clippings, and abstracts from the technical literature, compiled by the publication department of the company, and second the reports from the various laboratories of the company."

The handling of the different classes of material in this library is minutely described and covers several unique features, both in the kinds of material handled and in the methods used. In concluding, she said: "We are attempting to build up a system requiring the minimum amount of work for maintenance, sufficiently simple to appeal to the most hurried research mind, flexible enough to admit of continued improvement without demolishment, and yet adequate to the varied needs of practical scientific investigation."

Mr. R. R. Bowker, of the Library Journal, added some very interesting thoughts along the general trend of the meeting drawn from his many years of experience in library and commercial fields, which were much appreciated by all those present.

SECOND SESSION

The second session of the Association was called to order in the Ladies' Parlor at 3 p. m., June 26th, by the president.

A few general introductory remarks were made by the president regarding the purpose of this session which hinged chiefly about the question of handling clippings.

Honorable Robert Luce in a very carefully prepared address then discussed, under the title, "The clipping bureau and the library," the internal working of the clipping bureau which bears his name. Probably few librarians have realized the enormous volume of detail handled by the large clipping bureau in the course of a day's work. Mr. Luce in his paper has carefully brought home that fact and urged that many users of material from clipping bureaus, and among them librarians, had never learned how to correctly judge results of clipping-bureau service. This judgment should be used upon the mass result rather than upon detail. An interesting description of the method of caring for a collection of 20,000 or more articles of his own proved an important part of the paper. A discussion of the "scrap book" and its function in the library was also handled. An earnest plea was made for co-operation on the part of the librarians ordering material from the clipping bureau. The employment of the clipping bureau is a step in the line of efficiency. "No man accustomed to business methods can fail to be struck with the waste therein due to the employment of high-grade minds on low-grade work. When some part of the working time of a public servant possessing intellectual acumen is put into manual labor that can be as well performed by a youth without special training, there is economic loss. When your subordinates handle the scissors and the paste-brush, you are paying them for work that can more quickly and much more cheaply be done in our cutting rooms."

A significant question by Mr. Bowker brought out the following facts: "After the reader marks the newspaper it goes to the cutter. There is very seldom any loss there. Occasionally an item is slashed or overlooked, and when the clippings have been cut and pasted they go to the sorter, whose duty it is to sort them by groups. We have the clippings divided into 128 classifications. We allow each customer one of those classifications." Mr. Luce answered many other questions raised by different speakers.[17]

[17] See full discussion in "Special Libraries."

Following Mr. Luce's paper, Mr. Jesse Cunningham, librarian of the School of Mines and Metallurgy, Rolla, Missouri, reported as the Chairman of the clipping committee his investigation of the use and methods of handling and filing newspaper clippings. A very careful digest of a questionnaire sent to over thirty selected libraries, discussed the matters of obtaining clippings by these various libraries, the arrangement of the material for clipping, the service rendered by the clipping bureaus, classification and methods of filing, as well as the indexing and eliminating of dead material, closing the report with a discussion of the use and value of clippings, their disadvantages, the purchasing of clippings on special subjects and the several conclusions arrived at by the committee. A most excellent report was rendered. The committee was continued and requested to extend its inquiries along the lines indicated.

In the absence of Dr. J. Franklin Crowell of the Wall Street Journal, his paper upon the "Clipping methods of the Wall Street Journal library" was read by title.

Mr. H. W. Wilson of Minneapolis, followed with a paper entitled, "Problems of printed indexes in special fields."

"The need for printed indexes in special fields has been made manifest by the thousands of fugitive scraps of indexes that libraries here and there spend their time and energy in producing for temporary use.

"First steps toward printed indexes are both fragmentary and inadequate. It seems to be time to take the next step in the development of index-making, a step which involves concentration of scattered ideas--a step which should be successful because it means comprehensiveness, thoroughness, uniformity, economy and efficiency.

"The special fields of literature in which printed indexes are most likely to succeed are thought to be as follows, in about the order mentioned: Industrial arts, agriculture, education, social problems.

"It will scarcely be necessary to defend here the alphabetical index as opposed to the classified arrangement. While a classified list of articles has its value in informing specialists what has been published in their respective fields in one particular month, or year, it is almost useless as a book of ready reference in a library--useless even to the technically trained, exasperating to the layman.

"In a classed list the responsibility for finding an article rests with the searcher."

The great difficulty caused by unsatisfactory nomenclature especially in rapid-growing new technical fields, was dwelt upon at some length. In conclusion, he said, "At least one new field should be opened up each year."

In the general discussion which followed, the questions of paper for clipping mounts, adhesives, and preservatives, were touched upon.

THIRD SESSION

The third session of the Association was held on Thursday evening, June 27, 1913, opening with the president in the chair and about thirty persons present.

Mr. Samuel H. Ranck of Grand Rapids, reported as Chairman of the municipal yearbook committee.[18]

[18] Report on file with Sec'y of S. L. A.

In the absence of Mr. H. H. B. Meyer, his paper entitled, "The division of bibliography of the Library of Congress as a clearing house for bibliographical information," was read by Mr. Bruncken of the same library.

"I am planning, in the interval before the next meetings of the state legislature, to prepare a list of the subjects which have been investigated by the several state libraries or state legislative reference bureaus." This will enable the division of bibliography to inform an inquiring librarian what states have taken up any question his own state legislature might be interested in. Several fixed forms of cards for doing this work in order to eliminate extensive correspondence are shown.[19]

[19] For paper in full see forthcoming "Special Libraries."

Miss Marie F. Lindholm presented a paper entitled "A review of the chief sources of special library collections."[20]

[20] For special reprint address Public Service Commission Library of New York, or the Secretary's office.

While the author has been for some time connected with a prominent public service commission, the very careful and painstaking enumeration of sources of material can but prove of unusual value to almost any special library in the country. Under thirteen main headings the paper treated of a general reference foundation, reference sources of particular value to public service commission or corporation libraries, chief reference sources for a financial library,

those for a municipal reference library, current books and special reports, periodicals, government and state reports, society publications, company and trade publications, legislation, legal decisions and briefs, manuscripts, original records, blueprints, maps, etc., and finally co-operation in special library work. Should one about to form a library of almost any character have before him this paper he would without serious effort gather about himself, without other help, a splendid foundation upon which to build his immediate specialty. Much complementary discussion followed.

Following this the report of the Secretary-Treasurer discussed the widening aspects of the Association, the growth of its membership, both in numbers and in distribution, the financial condition of the society, the large number of inquiries which had been received by the secretary's office, indicating the spread of the special library idea, the methods for advertising the Association and its activities which are of interest to the members, the results obtained in the past year through the Responsibility Districts established at the beginning of Mr. Handy's administration, the value and possibilities of the employment exchange operated through the secretary's office, and the contemplated brochure advocated by the Executive Board for placing before interested parties the important facts, such as the Association's growth, scope, purpose, constitution, membership, committees, printed literature available, etc.

After receiving the report of the Executive Board and accepting the same in toto and transacting such other business matters as remained, electing new officers, etc., the meeting adjourned sine die.

GUY E. MARION, Secretary.

POST-CONFERENCE TRIP

Saturday noon, June 28, the post conference party left Hotel Kaaterskill with feelings of mingled pleasure and regret. The conference week with its happy reunion of old friends was past, and the prospect of a week of travel with its unknown possibilities of sight seeing and impromptu library conferences banished the depression that follows the breaking up of a happy party. Vexing details, as paying unusually large hotel bills, arguing with the drivers about double payment of bus fares and exorbitant tipping of porters to insure prompt delivery of trunks at the station, were soon forgotten. For a week we were to be care-free, shifting all responsibility and planning to our genial conductors, Mr. F. W. Faxon and Mr. C. H. Brown. Even trunks were forgotten, not only by the party, but by the railroad people until the casual inquiry of one of the party brought them to light and started them again on their journey.

The rapid descent by the Otis Elevating Railway with the accompanying ringing sensations in the ears made us realize the great height at which we had lived the past week. We soon found ourselves in the heavier, warmer air of the sea level speeding towards Albany through the fertile farms of the Hudson Valley. We caught occasional glimpses of the Hudson, bearing on its sluggish tide the graceful, white-sailed, pleasure crafts and the clumsy, but vitally freighted, canal barges.

Comfortable quarters in Albany were found at the Hotel Ten Eyck, and the party spent the evening at the new Education Building visiting the new State library and library school. The building is considered one of the most beautiful in the world. It is certainly very beautiful when considered alone, but it is a pity that it could not have had a larger site and more advantageous setting. The general plan of the building with its magnificent distances gives a corridor appearance to all the library rooms except the reference room, which is superb in its general effect and equipment. The lighting scheme of this room, which is both direct and indirect, is very effective. The absence of mural decoration is a marked feature, and the room in all its appointments is obviously set apart for serious study and work. The individual desks, which were planned by the librarian, attract immediate attention, as they are admirably arranged to give good light, convenience, and privacy to the student.

The new library school with its splendid outfit was of great interest to former students in the party who remembered the cramped and migratory quarters in the old school. Every feature that experience had suggested and foresight could devise seemed to be there to aid and inspire the student. The older students noticed with pleasure the portraits of Mr. Dewey and Mrs. Fairchild which adorned the walls of the main class room. Miss Woodworth had prepared a temporary exhibition of class photographs which aroused pleasing memories. The interest was divided between gratification at the growth in strength of character and success of the earlier classes and mirth at their costumes. A permanent exhibition which is the special pride of Miss Woodworth is the collection of work by the school alumni. This contains library reports, bulletins, and lists prepared in whole or in part by former students. There are also many books along historical and literary lines, photographs of libraries planned or remodeled by library school graduates, and photographs of the former students. This collection was most interesting in its tangible evidence of the success of the students. Miss Woodworth wants to make this collection as nearly complete as possible and a credit to the school. All former students are urged to send her a set of all their work, either printed or typewritten, and photographs of their libraries and of themselves, both when they were students and as they are now. All material sent to the school before the fire was burned.

On the next day, Sunday, all departments of the library were open to the visiting librarians and all went a second time to see by daylight the splendid rooms, so admirably equipped and planned to give quick and efficient service to the reader. All left the library with a feeling of admiration for the knowledge, skill, and executive ability of those who had created from nothing in less than two years one of the great world libraries.

On Monday morning at an early hour we were hurried to the train to secure seats in the dining-car. Our English friend was aghast at this American custom of "first come, first served" so early in the morning, and we had to admit that in this case a previous booking of seats would have been more comfortable. We had the unexpected comfort, however, in this case, of early breakfast in a stationary dining-car. Our route that morning was through the Mohawk Valley along the Erie Canal with its placid mode of travel. Glimpses of the foothills of the Adirondacks broke up the monotony of the journey through this level country and gave us hints of the mountain scenery to come. The name "Adirondacks" suggested the rough, mountain wilderness and we were eager to reach it. At Utica we turned north and soon began to climb. The country became wilder and occasional log houses suggested pioneering. At Fulton Chain station we left the main line of the Adirondack division of the New York Central and in a short time our special car, which was now rather hot and dusty, was deserted at Old Forge for the little steamer on the First Lake of the Fulton Chain. We were in the wilderness at last and enjoyed to the utmost the few hours' ride through this chain of beautiful lakes. Hills and mountains were on all sides clothed with the forests in all their glory of early summer greenery. There were few signs of civilization and we felt as remote from our daily tasks of doing good to others as the most reprobate could desire.

Early in the afternoon we reached Eagle Bay Hotel at the head of Fourth Lake, our headquarters for several days. Our long delayed dinner was most welcome, as glorious air and scenery somehow fail to satisfy all physical needs. That afternoon, while exploring the shore of the lake, we made our acquaintance with the Adirondack open camp, or "lean-to", lined with balsam boughs on which to sit or lie in the evening and spin yarns while the campfire blazes in front. We all wanted to try the game and those who had cameras took appropriate pictures. We must have come at the wrong time of the year, however, for, alas for the romance of an Adirondack lodge, no one seemed to care to brave the attacks of the mosquitos and flies which filled the woods about sundown. All sought the refuge of the hotel piazza enveloped in a stifling smudge from burning green hay or retired early to well screened bedrooms to catch up on the lost sleep question.

Tuesday morning we started for Blue Mountain Lake over the Raquette Lake Railroad. Until within a few years this country was an almost unbroken wilderness and the road even now runs through the heavy woods in a clearing so narrow that the trees shade the train and the full effect of the forest can be enjoyed. The trip through Raquette Lake, the "queen of the Adirondacks" which owes it name to its very irregular outline, gave many opportunities for those with cameras to get fine pictures. From Raquette Lake there was a short trip along Marion River winding through a stretch of forest famed for deer hunting. Then came a portage to Utowana Lake of about a mile by a primitive train of discarded Brooklyn open horse-cars drawn by a diminutive locomotive over a creaking railroad.

Our English friend was much interested in the fauna of the Adirondacks and we hoped at this point we could show him at least one bear. Perhaps the Adirondack bears like those in the Yellowstone are shy early in the summer visitor season, for we did not get a glimpse of one of them. The only fauna we saw aside from the birds were chipmunks, red squirrels, one woodchuck, and two rabbits. In Eagle Lake we passed the famous old eagle's nest and some of the ladies were in raptures over the herons which they thought were eagles. We passed beavers' houses, which we admired on faith, since no one had ever seen beavers working on them. On Blue Mountain Lake even the most self-contained became enthusiastic over its beauties. From its charm of outline, its wooded and rocky islands, its purity and loveliness, it well deserves its claim as the pearl of all the wilderness waters. It claims with Lake Placid to be the loveliest lake in the eastern states. Across the lake is Blue Mountain with its blue dome rising to a height of 4,000 feet. Its forest clad side slopes directly to the water's edge inviting the mountain climbers to try their mettle. We left the steamer here and were carried by automobile about a mile up one of the hills to the Blue Mountain House where we had a glorious view of the lake. It seemed a pity to waste time on dinner, but we did and found it most delectable. Although the thermometer stood in the nineties, four of the men, our English friend among them, climbed Blue Mountain. The less strenuous rested and enjoyed the view and the beauties of a wonderful garden nearby in the woods. The return trip to Eagle Bay made in the cool of afternoon and evening was enjoyed perhaps even more than the morning trip.

We were beguiled on this excursion as on others by frequent comparisons between English and American customs and scenery. This added much to our enjoyment and knowledge because we could look at things from two points of view. One observation which struck us as novel was that the English mountains were better than the American because they were usually treeless. Aside from the economic axiom according to which this is a fault, we considered this position untenable, as we thought the barren, dead, English mountains we had seen would be much more beautiful if clothed with living green. However, when we were told that it was more enjoyable climbing English mountains because there were no underbrush and trees to impede one and shut out the view and the breeze, we agreed it all depended on the point of view and the weather.

The next morning, Wednesday, after a swim in the lake, some climbed Eagle Mountain just back of the hotel. This was an easy climb and from the "shelter" at the top there was a fine view of the lake. This beautiful lake region is still wild and primitive, there are few pretentious camps or hotels and it is not generally known. More should visit this country to enjoy its beauty before it becomes the resort of wealth and fashion. At noon we left this beautiful spot and, with many regrets, parted with Mr. Brown, our efficient guide to this region. We went on by train by way of Carter and Saranac Inn Station to the Lake Placid Club, our headquarters for the next four days. A delay in train connections at Saranac gave us a chance to ride about this famous resort where Stevenson once spent a winter in search of health. One of the interesting sights was an imitation Alaskan camp with log huts and Esquimaux dogs for the use of a moving picture making company, when showing scenes in the wild northwest. The imitation of the northwest was so good that it took considerable mental effort to realize we were still in the Empire State with civilized life all about us.

So many good things had been planned for us at Lake Placid, that we were often at a loss what to choose. We usually tried to do everything. The first evening Mr. Dewey welcomed us and the other librarians, who had gone directly to the Lake Placid Club from the Catskills, with a good supper in a special dining room where we could all eat together. He then outlined the plan of entertainment during our stay, delegating his son, Godfrey, to carry out details and attend to our comfort and well-being. To these three, Mr. Melvil Dewey, Miss Katharine L. Sharp, and Mr. Godfrey Dewey, the party is most grateful for the welcome they received and the good time they enjoyed. The Lake Placid holiday will be long remembered with delight by those fortunate enough to enjoy it.

The entertainment included automobile tours on several days to the famous places in the Adirondacks, covering a territory that would take several weeks to explore in the ordinary way. When we left Lake Placid we felt we ought to suffer from a case of Adirondack travel indigestion.

Thursday morning two parties were ready to start at 6:30 in the Stanley steamers driven by Mr. Godfrey Dewey and Mr. Hubert Stevens for an all day trip of about 110 miles. It was a glorious day and the early morning ride in the cool, bracing air made us forget every care and worry. We followed the West Branch of the Ausable River, with the road crossing it many times and often winding beside it on narrow ledges with the mountains towering above us where we could get the proper thrills of danger. We all felt confidence in our chauffeurs and enjoyed equally the swift runs on the level state roads, the racing up the steep mountain roads and the swift plunges into the valleys. We stopped for a moment at the beautiful Wilmington High Falls and then sped on to Ausable Chasm. We explored the Chasm and made the trip by boat through the gorge. This seemed a bit perilous and, although assured there had never been an accident, we took our places in the boat with an uneasy feeling. The ride on the swift, deep river in this wonderful cleft in the mountain was, however, all too short. We would have lingered to enjoy the wonders and beauty of the gorge festooned with vines and banked with ferns which found a congenial home in its limestone walls, but there was a long journey ahead. We climbed the walls of the Chasm to our waiting automobiles and were soon speeding south, with Lake Champlain on our left and the Bouquet River for company along our road. Occasional stops were made to take on water, sometimes from the hose at a friendly hotel, sometimes from a brook, and once from the stock drinking-trough at a farm house where the agitated farmer's wife was fearful that our great machine was going to pump the trough dry. At Westport Inn we joined the other party, and had a rest on the cool piazza and a good dinner. In the afternoon we ran west through Elizabethtown to the mountains again, stopping for a moment to cheer our friends in the other car who had punctured a tire. Our turn to stop for repairs came soon, when our friends extended their advice and sympathetic aid and passed on. In a few miles more we began to climb a narrow mountain road which seemed impassable in places, and were enjoying the wild scenery when another tire puncture held us up in a lonely place, remote from the telephone. A family touring party in another automobile stopped to offer aid, but they could not help us. The women in that party inquired if there were wild animals thereabouts and, when assured that there were lynxes, bears and other fearsome beasts in the woods, they besought their men folks to hasten on before the dark should overtake them. For a number of miles we crept along in a crippled condition to St. Hubert's Inn, where we waited several hours till a new tire could be sent from home. The rest of the trip was largely after dark over rough, narrow, precipitous roads along the Cascade Lakes where we had our fill of the spice of danger of mountain night travel. We reached home too late to attend the council fire at Iroquois Lodge.

Friday, July Fourth, was celebrated by the absence of fire-crackers and fireworks and other nerve racking and dangerous devices. Instead, a competitive prize fire drill by the Club fire department was held. Guests could thus see how secure against harm from fire life and property are at the Club. Under Miss Sharp's guidance, a tour of the Club property was made in the afternoon, and we saw how the comfort and well-being of the guests were cared for in the various departments, such as the laundry and the kitchens. Informal tea was served at Miss Sharp's cottage, The Larches, where Mrs. Frederick M. Crunden assisted Miss Sharp in dispensing good cheer. That evening the party enjoyed an informal banquet, with Mr. Dewey, Miss Sharp, and other resident members of the A. L. A. present. Just as the dinner closed, the bonfire on the lake was started and the beautiful and unusual spectacle was enjoyed of viewing the fire through a curtain of water from one of the powerful fire hydrants.

On Saturday several short automobile rides were taken in the morning, including one to the home and grave of John Brown, of Ossawatomie, now the property of the State. In the afternoon the party was taken by launch to Moose Island in Lake Placid and had a picnic lunch before a camp fire in a typical Adirondack shelter fragrant with fir balsam boughs. On the ride home mist and rain lent mystery to the beauties of the lake, and just before the trip ended double rainbows proclaimed the end of the storm and a fair day for the morrow. That night a delightful dinner was given the party at Iroquois Lodge which was graced by the presence of Mrs. Dewey. A charming feature of the dinner was the arrangement of lighting wholly by candles in rustic candlesticks of white birch, some of which were used to light our way home through the woods, and treasured afterwards as souvenirs. After dinner the company assembled in the council chamber and listened to a graphic story by Mr. Dewey of the origin and growth of the Lake Placid Club. Originally planned to afford an inexpensive, sane, healthful vacation for educational and literary workers, including librarians, it had surpassed all expectations in its success and growth. Before the party broke up the thanks and appreciation of all for the good time enjoyed at Lake Placid as Mr. Dewey's guests were voiced by Mr. Hill, Mr. Thwaites, and Miss Ahern. Mr. Jast brought a message of appreciation from over seas where, he said, Dewey is a household word in the library world. All spoke in a reminiscent vein and expressed the hope that Mr. Dewey might again take active part in library work.

A small party climbed Whiteface that day and had a rather rough experience, particularly on the descent owing to the heavy rain.

On Sunday automobiles carried the party through Saranac to beautiful Loon Lake, one of the famous, old-time Adirondack resorts, where we stopped for a few minutes, and then went on to Paul Smith's on lower St. Regis Lake, perhaps the oldest and best known Adirondack hotel. Here, as at the Westport Inn, we were guests of the proprietor at a fine dinner. The hotel also arranged a boat trip for us through the Lower St. Regis, Spitfire, and Upper St. Regis Lakes where we saw some of the finest of the Adirondack camps. On our way home we visited two famous sanitariums for the cure of tuberculosis, the state institution at Ray Brook and Trudeau's Sanitarium, a private, endowed hospital. On this trip no breakdowns marred the pleasure, and, aside from a little delay in starting owing to the agitation of a timid lady from Chicago who found herself alone on a rear seat with two mild men, all events came off as scheduled. It might be noted in passing that on all the automobile trips there were at least two and sometimes three men in each car, a marked advance as compared with the famous White Mountain coaching trip with one man to a coach.

This day, which was perfect in its sunshine and cool, bracing air, was the climax of the trip. With keen regret we gathered to bid good-bye to our hosts at Mrs. Dewey's afternoon tea. This Post Conference will long be remembered as one of the best of them all.

The party broke up that night. A few stayed on for a rest at Lake Placid and the others took their ways homeward. Some journeyed down Lake Champlain and Lake George, and one stopped at Saratoga to be lost in wonder at the huge hotels where all the A. L. A. might easily be housed in comfort and elegance should that body ever meet there.

JOHN G. MOULTON.

ATTENDANCE SUMMARIES

By Position and Sex

Men Women Total Trustees 4 4 8 Library Commissions representatives and organizers 8 15 23 Chief librarians 109 160 269 Assistants 65 310 375 Library schools instructors 2 21 23 Editors 3 4 7 Commercial Agents 27 1 28 Others 25 134 159 --- --- --- Total 243 649 892

By Geographical Sections

6 of the 6 New England States sent 150 5 " 5 North Atlantic States and District of Columbia sent 462 5 " 6 South-eastern States 14 7 " 8 North Central States 208 3 " 6 South Central States 14 9 " 14 Western States 17 3 " 3 Pacific States 13 Canadian Provinces 11 England 1 Germany 1 Norway 1 --- Total 892

By States

Alabama 1 Arizona 1 California 4 Colorado 1 Connecticut 33 Delaware 1 Dist. of Columbia 26 Florida 1 Georgia 10 Idaho 1 Illinois 67 Indiana 11 Iowa 13 Kansas 1 Kentucky 12 Maine 4 Maryland 10 Massachusetts 82 Michigan 31 Minnesota 11 Missouri 18 Nebraska 3 New Hampshire 7 New Jersey 47 New York 316 North Carolina 1 North Dakota 1 Ohio 41 Oklahoma 2 Oregon 2 Pennsylvania 59 Rhode Island 13 South Dakota 1 Tennessee 1 Texas 6 Vermont 11 Virginia 2 Washington 7 Wisconsin 16

Foreign Countries

Canada 14 England 1 Germany 1 Norway 1 --- Total 892

By Libraries

Libraries having five or more representatives:

Brooklyn Public L. 27 Chicago Public L. 26 Cincinnati Public L. 5 Cleveland Public L. 13 Detroit Public L. 5 Grand Rapids Public L. 7 Library of Congress 9 Louisville Free Public L. 8 New York Public L. 49 New York State L. 19 New York State L. School 25 Newark Free Public L. 7 Queens Borough Public L. 5 Philadelphia Free L. 10 Pittsburgh Carnegie L. 5 St. Louis Public L. 5 Yale University L. 8

=Note=: Those who participated in post-conference trip only are not counted in above statistics.

ATTENDANCE REGISTER

*Prefixed to a name indicates participation in post-conference trip in the Adirondacks.

**Prefixed to a name indicates that the person went directly from the Catskills to Lake Placid.

+Indicates went as far as Eagle Bay only.

Abbreviations: F., Free; P., Public; L., Library; ln., Librarian; asst., Assistant; trus., Trustee; ref., Reference; catlgr., Cataloger; Br., Branch; sch., School.

Abbott, Alvaretta P., ln. P. L., Atlantic City, N. J.

Abbott, Mabel L., asst. Wellesley Coll. L., Wellesley, Mass.

Acker, Margaret, ln. P. L., Ossining, N. Y.

Ackerly, Belle, Poughkeepsie, N. Y.

Adams, Benjamin, chief circ. dept. P. L., N. Y. City.

Adams, Leta E., head catlgr. P. L., Rochester, N. Y.

**Ahern, Mary E., editor "Public Libraries," Chicago, Ill.

Allen, Dr. Wm. H., director Bureau Municipal Research, New York City.

Allin, Eugenia, organizer Ill. L. Ext. Com., Decatur, Ill.

Anderson, Adah M., asst. ln. Humboldt Br. P. L., Chicago, Ill.

Anderson, E. H., director P. L., New York City.

Anderson, Mrs. E. H., N. Y. City.

Anderson, John R., bookseller, New York City.

Andrew, Mrs. Kate D., ln. Steele Memorial L., Elmira, N. Y.

*Andrews, C. W., ln. The John Crerar L., Chicago, Ill.

Andrus, Gertrude E., supt. child. dept. P. L., Seattle, Wash.

Annis, Mrs. Newton, Detroit, Mich.

Appleton, Helena D., secretary P. L., East Orange, N. J.

Armstrong, Mary E., asst. catlgr. P. L., Brooklyn, N. Y.

Arnold, Lillian B., ln. Carnegie Stout P. L., Dubuque, Ia.

Askew, Sarah B., organizer N. J. P. L. Com., Trenton, N. J.

Avery, John M., ref. ln. State L., Montpelier, Vt.

Ayer, T. P., supervisor of binding Columbia Univ. L., New York City.

Babbitt, Grace E., ref. ln. P. L., Washington, D. C.

Bacon, Corinne, ln. Drexel Inst. L., and dir. L. Sch., Philadelphia, Pa.

Baer, Harriet I., br. ln. P. L., Chicago, Ill.

Bailey, A. L., ln. Wilmington Inst. F. L., Wilmington, Del.

Bailey, C. H., Buffalo, N. Y.

Bailey, L. J., ln. P. L., Gary, Ind.

Bailey, T. D., Library Bureau, N. Y. City.

Bailey, Mrs. T. D., N. Y. City.

Baker, Julia A., ln. Austin Br. P. L., Chicago, Ill.

Baldwin, Bessie L., asst. P. L., N. Y. City.

Baldwin, Clara F., sec'y Minn. P. L. Com., St. Paul, Minn.

Baldwin, E. L., asst. P. L., N. Y. City.

Baldwin, Emma V., sec'y to ln. P. L., Brooklyn, N. Y.

Ball, Fanny D., ln. Central High Sch. L., Grand Rapids, Mich.

Ball, Sarah B., ln. Business Br., F. P. L., Newark, N. J.

Banks, Mary, ln. P. Service L. of N. J., Newark, N. J.

Barber, Clara V., asst. L. of Congress, Washington, D. C.

Barickman, Mrs. Rena M., ln. P. L., Joliet, Ill.

Barker, E. Elizabeth, ln. Y. M. A. L., Albany, N. Y.

Barker, Tommie D., head ref. dept. Carnegie L., Atlanta, Ga.

Bartlett, S. R., ln. Lockwood, Green & Co., Boston, Mass.

**Bascom, Elva L., Wis. F. L. Com., Madison, Wis.

Bastin, Dorothy, asst. P. L., Chicago, Ill.

Bates, Helen C., chief order dept. P. L., Detroit, Mich.

Bayer, Bertha, 2558 Fulton St., Toledo, O.

Becker, Emily F., ln. P. L., Catskill, N. Y.

Belden, C. F. D., ln. State L., Boston, Mass.

Belding, Mrs. Ellinor F., child. ln. Adriance Mem. L., Poughkeepsie, N. Y.

Bell, Bernice, head child. dept. F. P. L., Louisville, Ky.

Bell, Madelene M., senior asst. child. dept. F. P. L., Worcester, Mass.

Bell, Mary B., Louisville, Ky.

Benham, Mrs. Margaret E., asst. ln. P. L., Niagara Falls, N. Y.

Bennett, C. W., Bigelow Binder Co., N. Y. City.

Bennett, Mrs. M. M., Brooklyn, N. Y.

Betteridge, Grace L., head Trav. L. Sect. State L., Albany, N. Y.

Bigelow, F. B., ln. N. Y. Society L., N. Y. City.

Bishop, W. W., supt. of Reading Room, L. of Congress, Washington, D. C.

Blackford, Benjamin, supt. of supplies P. L., Brooklyn, N. Y.

Blackwelder, Paul, asst. ln. P. L., St. Louis, Mo.

Blair, Mellicent F., asst. catlgr. P. L., Brooklyn, N. Y.

Blake, Mrs. Elveretta S., Lagrange, Me.

Blakely, Bertha E., ln. Mt. Holyoke Coll. L., So. Hadley, Mass.

Blanchard, Alice, Montpelier, Vt.

Bliss, H. E., ln. Coll. of City of New York, N. Y. City.

Bliss, L. E., Jr. stud. N. Y. State L. Sch., Albany, N. Y.

Blumberg, Theresa, br. ln. Tremont Br. P. L., N. Y. City.

*Blunt, Florence T., asst. P. L., Haverhill, Mass.

Bogle, Sarah C. N., director Training Sch. for Child. Lns., Carnegie L., Pittsburgh, Pa.

Booth, Mary J., ln. Eastern Ill. State Normal Sch., Charleston, Ill.

Borden, Fanny, ref. ln. Vassar Coll. L., Poughkeepsie, N. Y.

Bostwick, A. E., ln. P. L., St. Louis, Mo.

Bostwick, A. L., municipal ref. ln. P. L., St. Louis, Mo.

Bowen, Mrs. Enrica H., stud. N. Y. P. L. Sch., N. Y. City.

Bowerman, George F., ln. P. L., Washington, D. C.

Bowker, R. R., editor "Library Journal," N. Y. City.

Bowker, Mrs. R. R., Glendale, Stockbridge, Mass.

Bowman, Ethel M., Plainfield, N. J.

Bowman, Florence M., ln. P. L., Plainfield, N. J.

Bowne, Carolyn A., asst. ln. P. L., Perth Amboy, N. J.

Brainerd, Jessie F., ln. P. L., New Rochelle, N. Y.

Bredin, Edith, asst. ln. Hiram Kelly Br. P. L., Chicago, Ill.

Brett, Clara A., asst. ln. P. L., Brockton, Mass.

Brewitt, Mrs. Theodora R., ln. State Normal Sch. L., Lewiston, Idaho.

Brigham, Gwendolyn, asst. A. L. A. Headquarters Office, Chicago, Ill.

Brigham, Herbert O., ln. R. I. State L., Providence, R. I.

Brigham, Johnson, ln. State L., Des Moines, Ia.

Brigham, Mrs. Johnson, Des Moines, Ia.

Brigham, Miss, Des Moines, Ia.

Britton, Jasmine, child. ln. P. L., Spokane, Wash.

**Brooks, Maud D., ln. P. L., Olean, N. Y.

+Brown, Charles H., asst. ln. P. L., Brooklyn, N. Y.

Brown, Mrs. C. H., Brooklyn, N. Y.

Brown, D. C., ln. State L., Indianapolis, Ind.

Brown, Gwendolen, br. ln. P. L., Brooklyn, N. Y.

Brown, Helen Dawes, 48 Elm St., Montclair, N. J.

Brown, Walter L., ln. P. L., Buffalo, N. Y.

Brown, Zaidee M., agent F. P. L. Com., Boston, Mass.

Browning, Eliza G., ln. P. L., Indianapolis, Ind.

Bruncken, Ernest, asst. reg. of copyrights L. of Congress, Washington, D. C.

Brundage, Nellie M., child. ln. P. L., Brooklyn, N. Y.

Bucher, Mrs. Paul (Ethel A. Sherwood), order asst. N. Y. State L., Albany, N. Y.

Bucknam, Edith P., chief cat. dept. P. L., Jamaica, L. I.

Budlong, Mrs. Minnie C., sec'y N. D. P. L. Com., Bismarck, N. D.

Burnett, Marguerite, Brooklyn, N. Y.

Burnham, Adele, stud. N. Y. State L. Sch., Albany, N. Y.

Burnite, Caroline, director child. work P. L., Cleveland, O.

Burns, Anna, ln. in charge central circulation P. L., N. Y. City.

Burritt, E. I., N. Y. City.

Burwell, Ethel I., stud. N. Y. State L. Sch., Albany, N. Y.

Butler, H. L., American Law L., N. Y. City.

Butler, Mrs. H. L., 7 Glenada Pl., Brooklyn, N. Y.

Cady, Lora, Sag Harbor, L. I.

Camp, David N., pres. and chairman L. Com., New Britain Inst., New Britain, Conn.

Campbell, Mrs. Jennie, asst. Yale Univ. L., New Haven, Conn.

Cargill, J. V., asst. ln. P. L., Milwaukee, Wis.

Cargill, Mrs. J. V., Milwaukee, Wis.

Carlton, W. N. C., ln. Newberry L., Chicago, Ill.

Carr, Henry J., ln. P. L., Scranton, Pa.

Carr, Mrs. Henry J., Scranton, Pa.

Carroll, May I., asst. P. L., Chicago, Ill.

Carson, W. O., ln. P. L., London, Ont.

Carter, Julia, ln. child. br. P. L., Cleveland, O.

Carter, S. J., ref. ln. P. L., Milwaukee, Wis.

Caswell, Edward A., N. Y. City.

Chamberlain, C. A., Edison Electric Co. L., Boston, Mass.

Chamberlayne, Ellen F., asst. P. L., Binghamton, N. Y.

Chamberlin, Edith J., Bradford, Vt.

Chase, Jessie C., supt. Br. Libs. P. L., Detroit, Mich.

Chase, Kate B., br. ln. Cornell Square Br. P. L., Chicago, Ill.

Chase, Mrs. Mildred H., br. ln. F. L., Newton, Mass.

Cheney, Lucy, ln. F. L., Rutland, Vt.

Chivers, Cedric, bookbinder, Brooklyn, N. Y.

Christiansen, Bolette, Kongsvinger, Norway.

Christman, Jennie L., catlgr. State L., Albany, N. Y.

Christopher, Katharine M., stud. N. Y. P. L. Sch., N. Y. City.

Clark, Elizabeth V., ln. Carnegie F. L., Connellsville, Pa.

Clark, Mrs. George E., Skaneateles, N. Y.

Clark, Mabel, stud. N. Y. State L. Sch., Albany, N. Y.

Clark, S. M., asst. Richards L., Warrensburg, N. Y.

Clarke, Edith E., instr. Syracuse Univ. L. Sch., Syracuse, N. Y.

Clarke, Elizabeth P., ln. Seymour L., Auburn, N. Y.

Clatworthy, Linda M., ln. P. L. and Museum, Dayton, O.

Clement, Edith M., asst. Trav. L., N. Y. State L., Albany, N. Y.

Cloud, Josephine P., supt. of circ. P. L., Minneapolis, Minn.

Coe, Mrs. Frances R., reviser of catalog, P. L., Somerville, Mass.

Colcord, Mabel, ln. Bureau of Entomology, Dept. of Agriculture, Washington, D. C.

Colcord, Maude B., ln. Loring Reading Room, Plymouth, Mass.

Colson, F. D., law ln. N. Y. State L., Albany, N. Y.

Congdon, Mrs. William M. (Anne W.), L. visitor and director of Trav. Libs., Providence, R. I.

Cook, O. S., trus. F. P. L., New Bedford, Mass.

Cooper, Isabella M., instr. Simmons Coll. L. Sch., Boston, Mass.

Copeland, Lora A., asst. P. L., Brockton, Mass.

Corliss, Mary, asst. Adriance Mem. L., Poughkeepsie, N. Y.

Cornew, Elsie M., asst. P. L., N. Y. City.

Cornew, Mrs. H. K., Trenton, N. J.

Coughlin, Joseph D., Hampton, Va.

Cowley, Amy, stud. N. Y. State L. Sch., Albany, N. Y.

Cowper, Virginia S., L. Dept. John Wanamaker, N. Y. City.

Crain, Lucy B., supt. of child. work P. L., Somerville, Mass.

Crandle, Inez, ln. Dimmick Mem. L., Mauch Chunk, Pa.

Craver, H. W., ln. Carnegie L., Pittsburgh, Pa.

Craver, Mrs. H. W., Pittsburgh, Pa.

Crissey, Jane H., asst. P. L., Troy, N. Y.

Crosby, Caroline R., Milford, N. H.

Cunningham, Jesse, ln. Mo. Sch. of Mines, Rolla, Mo.

Curtis, Florence R., instr. Univ. of Ill. L. Sch., Urbana, Ill.

Custer, Florence B., Philadelphia, Pa.

Cutter, William P., ln. Engineering Societies L., N. Y. City.

Cutter, Mrs. William P., N. Y. City.

Dame, Katharine, catlgr. State L., Albany, N. Y.

Daniells, W. N., stud., Madison, Wis.

Darby, M. Claire, ln. Accountancy Ref. L., Ernst & Ernst, Cleveland, O.

Darrow, Helen W., asst. ln. Skidmore Sch., Saratoga Springs, N. Y.

Dauchy, C. A., asst. ln. Adriance Mem. L., Poughkeepsie, N. Y.

Davis, Georgia S., statistician P. L., Grand Rapids, Mich.

Davis, Mary G., child. ln. P. L., N. Y. City.

Davis, Mary L., ln. P. L., Troy, N. Y.

Davis, O. S., ln. P. L., Laconia, N. H.

Davis, Mrs. O. S., Laconia, N. H.

Dayton, Hazel I., asst. Osterhout F. L., Wilkes-Barré, Pa.

Dean, Florence M., asst. P. L., Brooklyn, N. Y.

Dean, Mathew, 1180 Dean St., Brooklyn, N. Y.

Dean, Mrs. Mathew, 1180 Dean St., Brooklyn, N. Y.

Decker, Cora M., asst. ln. P. L., Scranton, Pa.

Decker, C. V. A., Kingston, N. Y.

Dice, J. H., stud. N. Y. State L. Sch., Albany, N. Y.

Dick, Margaret S., stud. N. Y. State L. Sch., Albany, N. Y.

Dickerson, L. L., ln. Grinnell Coll. L., Grinnell, Ia.

*Dickey, Helene L., ln. Chicago Teachers' Coll. L., Chicago, Ill.

Dickinson, Asa Don, editorial dept. Doubleday, Page & Co., Garden City, N. Y.

Dickinson, Mrs. A. D., Garden City, N. Y.

Diephuis, Albert, P. L., St. Louis, Mo.

Dilks, A. Irene, Bureau of Municipal Research, Dayton, O.

Dingman, Annie P., Yale Univ. L., New Haven, Conn.

Dixon, Vera M., ln. Applied Science L., Columbia Univ., N. Y. City.

Donnelly, June R., teacher L. Economy Washington Irving High Sch., N. Y. City.

Doren, Electra C, R. F. D. 13, Dayton, O.

Dougan, Alice M., asst. catalog dept. N. Y. State L., Albany, N. Y.

*Dougherty, Anna R., chief art dept. F. L., Philadelphia, Pa.

*Dougherty, H. T., ln. Sayles P. L., Pawtucket, R. I.

*Dougherty, Mrs. H. T., Pawtucket, R. I.

Drake, Jeannette M., ln. P. L., Sioux City, Ia.

Drake, Ruth B., asst. catlgr. P. L., Cincinnati, O.

Draper, Anne E., ln. Bureau of Chemistry, Washington, D. C.

Draper, Miriam S., ln. Child. Museum L., Brooklyn, N. Y.

Du Bois, Isabel, br. ln. P. L., Fort Wayne, Ind.

Du Bois, Mrs. Lanetta E., New Paltz, N. Y.

**Dudgeon, M. S., sec'y Wis. F. L. Com., Madison, Wis.

Duff, Ida J., child. ln. Bushwick Br. P. L., Brooklyn, N. Y.

Duncan, Anne S., Port Huron, Mich.

Dutcher, Marion F., catlgr. Adriance Mem. L., Poughkeepsie, N. Y.

Dwyer, Winifred G., asst. F. P. L., Bayonne, N. J.

Earhart, Frances E., ln. P. L., Duluth, Minn.

Eastman, Edith L., asst. ln. Wesleyan Univ. L., Middletown, Conn.

Eastman, Linda A., vice-ln. P. L., Cleveland, O.

Eastman, William R., Albany, N. Y.

Eastwood, Mary E., asst. N. Y. State L., Albany, N. Y.

Eaton, Alice L., ln. Norman Williams P. L., Woodstock, Vt.

Ehle, Mary E., ln. Potter Br. P. L., Utica, N. Y.

Elder, Vera, asst. P. L., N. Y. City.

Elliot, Mrs. Portia W., Albany, N. Y.

Ellis, Ruth M., catlgr. Hamilton Coll. L., Clinton, N. Y.

Elston, Catharine, ln. Univ. of Pittsburgh L., Pittsburgh, Pa.

Engle, Emma R., chief child. dept. F. L., Philadelphia, Pa.

Entler, Marguerite H., asst. L. Assn., Portland, Ore.

Evans, Adelaide F., head catlgr. F. P. L., Louisville, Ky.

Evans, Alice G., ln. F. P. L., Decatur, Ill.

Evans, G. H., ln. P. L., Woburn, Mass.

Evans, Margaret H., child. ln. P. L., Buffalo, N. Y.

Everhart, Ethel, child. ln. P. L. Br., N. Y. City.

Ewing, Ariel M., Philadelphia, Pa.

Fairbanks, Ellen A., Woodstock, Vt.

Farquhar, Alice M., br. ln. P. L., Chicago, Ill.

Farr, Mary P., L. organizer, Philadelphia, Pa.

Farrell, Winnifred, ln. Merrick P. L., Brookfield, Mass.

Farrington, Chas. E., br. ln. P. L., Brooklyn, N. Y.

Fauteux, Aegidius, ln. Bibliotheque St. Sulpice, Montreal, Canada.

*Faxon, F. W., mgr. L. dept. Boston Book Co., Boston, Mass.

*Faxon, Mrs. F. W., Boston, Mass.

*Faxon, Mrs. Marcus, 86 Huntington Ave., Boston, Mass.

Feazel, E. A., ln. Law L. Assn., Cleveland, O.

Feipel, L. N., catlgr. U. S. Naval Academy L., Annapolis, Md.

Feipel, Mrs. L. N., Annapolis, Md.

Field, O. J., chief clk. Dept. of Justice, Washington, D. C.

Field, Pearl I., supervisor of special deposits P. L., Chicago, Ill.

Finney, Byron A., ref. ln. Univ. of Mich. L., Ann Arbor, Mich.

Finney, Mrs. B. A., Ann Arbor, Mich.

Fisher, Mary C., Ossining, N. Y.

Fisk, Mary V., ln. Toledo Law Assn., Toledo, O.

Fison, H. W., ln. P. L., Malden, Mass.

Flagg, C. A., ln. P. L., Bangor, Me.

Fletcher, Fanny B., trus. Fletcher Mem. L. of Ludlow, Proctorsville, Vt.

Flexner, Jennie M., head of circulation dept. F. P. L., Louisville, Ky.

Foote, Elizabeth L., br. ln. P. L., N. Y. City.

Ford, Eva M., asst. sec'y A. L. A., Chicago, Ill.

Fossler, Anna, supervisor serial dept. Columbia Univ. L., N. Y. City.

Foye, Charlotte H., senior asst. John Crerar L., Chicago, Ill.

Francis, Gertrude, East Orange, N. J.

Franke, Helena C, ln. F. P. L., Bound Brook, N. J.

Freeman, Abigail A., Brooklyn, N. Y.

Freeman, Alice M., Boston, Mass.

Freeman, Marilla W., ln. Goodwyn Inst. L., Memphis, Tenn.

Freidus, Abraham S., chief Jewish division P. L., N. Y. City.

Frost, Elizabeth R., ref. ln. Silas Bronson L., Waterbury, Conn.

Frost, Sarah L., ln. Phillips Academy, Andover, Mass.

Fuller, G. W., ln. P. L., Spokane, Wash.

Fuller, H. de W., asst. editor N. Y. "Nation," N. Y. City.

Fuller, Mrs. H. D., N. Y. City.

Fullerton, Caroline Q., ref. ln. F. P. L., Louisville, Ky.

Fulton, Edith, br. ln. F. P. L., Philadelphia, Pa.

Gamble, William Burt, chief. Tech. Div. N. Y. P. L., N. Y. City.

Gardner, Anna M. D., Troy, N. Y.

Gardner, Mrs. I. J., N. Troy, N. Y.

Garland, Caroline H., ln. P. L., Dover, N. H.

Garvin, Ethel, custodian special libs., P. L., Providence, R. I.

Gaston, Ethelwyn, Newark, N. J.

Gates, Edith M.. senior asst. F. P. L.. Worcester, Mass.

Gates, Marguerite L., F. P. L., Newark, N. J.

Gault, Bertha H., catlgr. Mt. Holyoke Coll. L., South Hadley, Mass.

Gaylord, H. J., bookseller, Syracuse. N. Y.

Gaylord, Mrs. H. J., Syracuse, N. Y.

Geddes, Helen C, head catlgr. Bryn Mawr Coll. L., Bryn Mawr, Pa.

George, C. A., ln. F. P. L., Elizabeth, N. J.

George, Mrs. C. A., Elizabeth, N. J.

George, Miss, Elizabeth, N. J.

Gerber, May M., child. asst. P. L., N. Y. City.

Gerould, J. T., ln. Univ. of Minn. L., Minneapolis, Minn.

Gibbs, Charlotte M., Wareham, Mass.

Gibbs, Laura R., catalog reviser Columbia Univ. L., N. Y. City.

Gilkey, Malina A., asst. catalog div. L. of Congress, Washington, D. C.

Glenn, M. R., ln. American Bankers' Assn., N. Y. City.

Godard, G. S., ln. Conn. State L., Hartford, Conn.

Goddard, W. D., ln. Naval War Coll. L., Newport, R. I.

Goding, Sarah E., 1st asst. F. L., Philadelphia, Pa.

Goeks, H. M., ln. Mott Haven Br. P. L., N. Y. City.

Goeppinger, Eva C, asst. P. L., So. Norwalk, Conn.

Goldberg, Bessie, head catlgr. P. L., Chicago, Ill.

Gooch, Harriet B., instructor Pratt Inst., Sch. of L. Science, Brooklyn, N. Y.

Goodell, Frederick, asst. P. L., N. Y. City.

Goodrich, N. L., ln. Dartmouth Coll. L., Hanover, N. H.

Goodwin, J. E., ln. Univ. of Texas, Austin, Tex.

Gould, C. H., ln. McGill Univ. L., Montreal, Canada.

Goulding, P. S., catalog ln. Univ. of Ill. L., Urbana, Ill.

Goulding, Mrs. P. S., Urbana, Ill.

Grabau, Mrs. Mary Antin, Scarsdale, N. Y.

Graf, W. H., N. Y. City.

Grant, Agnes M., asst. P. L., Detroit, Mich.

Grasty, Katharine G., ln. Eastern High Sch. L., Baltimore, Md.

Graves, Eva W., stud. N. Y. State L. Sch., Albany, N. Y.

Gray, Elizabeth P., Washington, D. C.

Gray, Florence B., asst. leg. ref. dept. N. Y. State L., Albany, N. Y.

Green, C. R., ln. Mass. Agricultural Coll. L.. Amherst, Mass.

Green, Janet M., br. ln. P. L., Chicago, Ill.

Green, Lola M. B., catlgr. legal dept. Am. Tel. & Tel. Accounting L., N. Y. City.

Greene, L. E., Haines Falls, N. Y.

Gunter, Lillian, ln. P. L., Gainesville, Tex.

Guntermann, Bertha, 1st asst. order and accession dept. F. P. L., Louisville, Ky.

Gwyn, Julia R., br. ln. P. L., Brooklyn, N. Y.

Hackett, Ann, asst. Carnegie-Stout L., Dubuque, Ia.

Hackett, Irene A., ln. F. P. L., Englewood, N. J.

Hadley, Anna, ln. Gilbert Sch. L., Winsted, Conn.

Hafner, Alfred, bookseller, N. Y. City.

Hagey, E. Joanna, ln. P. L., Cedar Rapids, Ia.

Hagey, Mrs. E. M., Cedar Rapids, Ia.

Haines, Mabel R., ln. F. P. L., Summit, N. J.

Hall, Drew B., ln. P. L., Somerville, Mass.

Hall, Mrs. D. B., Somerville, Mass.

Hall, Mary E., ln. Girls' High Sch., Brooklyn, N. Y.

Halliday, Sara L., N. Y. City.

Halpert, Freda, asst. Carnegie L., Duquesne, Pa.

Halsey, Francis W., N. Y. City.

Halsey, Levantia, Umadilla, N. Y.

Hammond, Marie A., catlgr. Miami Univ. L., Oxford, O.

Handy, D. N., ln. Insurance L. Assn. of Boston, Boston, Mass.

Handy, Mrs. D. N., Boston, Mass.

Hardy, A. Marie, N. Y. P. L. Sch., N. Y. City.

Hardy, Mary T., asst. ref. dept. P. L., Grand Rapids, Mich.

Hardy, Sue, N. Y. City.

Haring, Freda, Richland L. Co., Quakertown, Pa.

Harris, Miss F. S., Roxborough L., Philadelphia, Pa.

Harrison, J. L., ln. Forbes L., Northampton, Mass.

Harron, Mrs. Julia S., P. L., Cleveland, O.

Harrsen, Meta P., asst. P. L., N. Y. City.

Hartwell, Mary A., catlgr. Pub. Doc. Office, Washington, D. C.

Hastings, C. H., chief of card section L. of Congress, Washington, D. C.

Hatfield, Addie E., prin. and ln. State Normal Sch., Oneonta, N. Y.

Haupt, Lura P., br. ln. P. L., Cleveland, O.

Hawkins, Eleanor E., head catlgr. P. L., Kansas City, Mo.

Hawkins, Enid M., ln. Stevens Inst. of Technology, Hoboken, N. J.

Hawkins, Jean, instructor N. Y. State L. Sch., Albany, N. Y.

Hawkins, Mrs. W. M., Buffalo, N. Y.

Hawks, Emma B., asst. ln. Dept. of Agriculture L., Washington, D. C.

Hawley, Josephine, asst. ln. P. L., Scranton, Pa.

Hayes, Edith P., P. L., Somerville, Mass.

Hayes, Ethel M., acting ln. Tufts Coll. L., Tufts College, Mass.

Haynes, Emily M., ln. Worcester Polytechnic Inst., Worcester, Mass.

*Haynes, Frances E., asst. ln. Mt. Holyoke Coll. L., So. Hadley, Mass.

Haynes, Susan L., ln. Joshua Hyde P. L., Sturbridge, Mass.

Hazeltine, Mary E., preceptor Univ. of L. Sch., Madison, Wis.

Hedrick, Ellen A., catalog reviser Yale Univ. L., New Haven, Conn.

Heitkamp, Aline A., br. ln. P. L., Brooklyn, N. Y.

Hemans, Ida M., ln. N. Y. State Normal Sch. L., Geneseo, N. Y.

Hendrick, Ellen A., New Haven, Conn.

Hennessy, Edith M., Hotel Belmont, N. Y. City.

Herber, Elizabeth R., chief child. and bindery depts. F. P. L., Bayonne, N. J.

Herman, Mary L., sec'y Town Room, Boston, Mass.

Hewitt, L. E., ln. Law Assn. of Philadelphia, Pa.

Hicks, F. C., asst. ln. Columbia Univ. L., N. Y. City.

Hicks, Mary L., asst. ln. P. L., Evansville, Ind.

Hiersemann, A., bookseller and publisher, Königstr. 29, Leipzig, Germany.

Higgins, Alice G., child. ln. P. L., Utica, N. Y.

**Hill, Frank P., ln. P. L., Brooklyn, N. Y.

Hill, Galen W., ln. Millicent L., Fairhaven, Mass.

Hill, Helen, ln. William Penn High Sch. L., Philadelphia, Pa.

Hinsdale, Louise G., ln. F. P. L., East Orange, N. J.

Hiss, Sophie K., head catlgr. P. L., Cleveland, O.

Hitchler, Theresa, supt. catalog dept. P. L., Brooklyn, N. Y.

Hobart, Frances, ln. Bixby Mem. F. L., Vergennes, Vt.

Hodges, N. D. C., ln. P. L., Cincinnati, O.

Hoff, Mary C., Stamford, Conn.

Hoff, Susan H., Stamford, Conn.

Holliday, Sara L., Lederle Laboratories, 39 W. 38th St., N. Y. City.

Holmes, Dagmar O., asst. P. L., N. Y. City.

Holmes, W. C., asst. tech. ln. Carnegie L., Pittsburgh, Pa.

Hopkins, Jessica, ln. P. L., Paducah, Ky.

Hopkins, Julia A., instructor Pratt Inst., Sch. of L. Science, Brooklyn, N. Y.

Hopkins, Ruth G., child. ln. P. L. Brooklyn, N. Y.

Hopper, F. F., ln. P. L., Tacoma, Wash.

Horne, Lulu, ln. City L., Lincoln, Neb.

**Horton, Mabel P., Brooklyn, N. Y.

Hosmer, Helen R., ln. General Electric Co., Schenectady, N. Y.

Hough, R. B., author and publisher, Lowville, N. Y.

*Howe, Harriet E., head catlgr. P. L., Minneapolis, Minn.

Hubbard, Mrs. Georgia M., head Hist. R. and Binding, Grand Rapids, Mich.

Hubbell, Jane P., ln. P. L., Rockford, Ill.

Hughes, H. L., ln. F. P. L., Trenton, N. J.

Hulburd, Anna A., asst. Univ. of Ill. L., Urbana, Ill.

Hull, Fanny, br. ln. P. L., Brooklyn, N. Y.

Hunt, Clara W., supt. child. dept. P. L., Brooklyn, N. Y.

Hunt, Marietta L., asst. ln. L. Assn., Portland, Ore.

Huntting, H. R., bookseller, Springfield, Mass.

Huston, Caroline B., director of Haines Falls F. L., Haines Falls, N. Y.

Hutchenrider, Rose, 1st asst. Waco P. L., Waco, Tex.

Hutchinson, Mary D., br. ln. P. L., Cleveland, O.

Hutchinson, Susan A., ln. Museum L., Brooklyn Inst., Brooklyn, N. Y.

Hyde, Sara G., reviser Yale Univ. L., New Haven, Conn.

Ibbotson, J. D., Jr., ln. Hamilton Coll. L., Clinton, N. Y.

Imhoff, Ono M., ln. National Progressive League, N. Y. City.

Ingalls, Florence L., stud. N. Y. State L. Sch., Albany, N. Y.

Jameson, Mary E., stud. N. Y. P. L. Sch., N. Y. City.

*Jast, L. Stanley, honorary sec'y L. Assn. of Great Britain and ln. Croydon P. Libs., London, Eng.

Jeffers, LeRoy, asst. ln. and chief book order dept. P. L., N. Y. City.

Jennings, J. T., ln. P. L., Seattle, Wash.

Jessup, Maud M., P. L., Grand Rapids, Mich.

Joeckel, Carleton B., supt. circulation dept. Cal. Univ. L., Berkeley, Cal.

Johnson, Florence A., ln. Town Room, Boston, Mass.

Johnson, Josephine M., asst. P. L., Chicago, Ill.

Johnson, Sally W., Mt. Airy, Philadelphia, Pa.

Johnston, R. H., ln. Bureau of Railway Economics L., Washington, D. C.

Johnston, W. Dawson, ln. Columbia Univ. L., N. Y. City.

Johnstone, Ursula K., asst. P. L., Brooklyn, N. Y.

Jones, E. Kathleen, ln. McLean Hospital, Waverley, Mass.

Jones, Gardner M., ln. P. L., Salem, Mass.

Jones, Marion E., asst. Harlem Br. P. L., N. Y. City.

Jones, Mary L., ln. Bryn Mawr Coll. L., Bryn Mawr, Pa.

Jones, Mildred K., asst. Utica P. L., Utica, N. Y.

Jordan, Alice M., custodian child. dept. P. L., Boston, Mass.

Josephson, A. G. S., catlgr. John Crerar L., Chicago, Ill.

Josselyn, L. W., ln. P. L., Jacksonville, Fla.

Kammerling, Edith, asst. in charge civics dept. P. L., Chicago, Ill.

Keator, Alfred D., stud. N. Y. State L. Sch., Albany, N. Y.

Kelley, Grace, asst. John Crerar L., Chicago, Ill.

Kellogg, Mrs. R. C., trus. Richards L., Warrensburg, N. Y.

Kelso, Tessa L., Baker & Taylor Co., N. Y. City.

Kendall, Alice G., "Library Journal," N. Y. City.

Keogh, Andrew, ref. ln. Yale Univ. L., New Haven, Conn.

Kerr, W. H., ln. State Normal Sch. L., Emporia, Kan.

Kessel, Martha C., stud. N. Y. State L. Sch., Albany, N. Y.

Kiennicutt, Mrs., Worcester, Mass.

Kikelhan, R., Haines Falls, N. Y.

Kilbourne, F. W., editor of Publications, P. L., Brooklyn, N. Y.

Kilbourne, Mrs. F. W., Brooklyn, N. Y.

Kimball, Florence B., catlgr. Sayles P. L., Pawtucket, R. I.

Kimball, W. C., chairman N. J. P. L. Com. and trus. P. L., Passaic, N. J.

Kimball, Mrs. W. C., Passaic, N. J.

King, Elizabeth McB., catlgr. legal dept. Am. Tel. & Tel. Co., N. Y. City.

King, Ellen, br. ln. F. L., Philadelphia, Pa.

Kingsbury, N. C., vice-pres. Am. Tel. & Tel. Co., N. Y. City.

Kinney, Grace E., card section L. of Congress, Washington, D. C.

Klingelsmith, Mrs. Margaret C., ln. Biddle Law L., Univ. of Pa., Philadelphia, Pa.

Knodel, Emma, ln. Guiteau P. L., Irvington-on-Hudson, N. Y.

Knowles, Leah M., P. L., Trenton, N. J.

Koehl, Stephen, Tablet and Ticket Co., Woodhaven, L. I.

Kostomlatsky, Zulema, stud. N. Y. State L. Sch., Albany, N. Y.

Krause, Louise B., ln. H. M. Byllesby & Co., Chicago, Ill.

Krouse, Edna L., ln. F. P. L., Scottdale, Pa.

Lange, Alma G., child. ln. Withers P. L., Bloomington, Ill.

Lansing, Pauline D., order clerk P. L., Buffalo, N. Y.

Lapp, J. A., director Ind. Legislative Bu., Indianapolis, Ind.

Laskey, Julia, Washington, D. C.

Latham, Calhoun, ln. and supt. P. L. Bridgeport, Conn.

Latimer, Louise P., supervisor of work with Schs., P. L., Washington, D. C.

La Tourette, Alexandrine, ln. Carnegie P. L., Iron Mountain, Mich.

Lauder, E. Louise, asst. catlgr. P. L., Binghamton, N. Y.

Leach, Howard S., asst. to ln. Princeton Univ. L., Princeton, N. J.

Lease, Evelyn S., ln. Kellogg-Hubbard L., Montpelier, Vt.

Leavitt, Miss M. V., charge ref. gifts P. L., N. Y. City.

Lee, G. W., ln. Stone & Webster, Boston, Mass.

Leeper, Rosa M., ln. P. L., Dallas, Tex.

Legler, Henry E., ln. P. L., Chicago, Ill.

Legler, Mrs. Henry E., Chicago, Ill.

Lemcke, Ernst, pub. and bookseller, N. Y. City.

Leonard, Grace F., ln. Providence Athenaeum, Providence, R. I.

Leonard, Mary, br. ln. P. L., N. Y. City.

Leonard, Miriam L., 1st. asst. catlgr. P. L., Minneapolis, Minn.

Lesch, R., Detroit Pub. Co., 15 W. 38th St., N. Y. City.

Lester, C. B., leg. ref. ln. N. Y. State L., Albany, N. Y.

Lewinson, Leah, br. ln. P. L., N. Y. City.

Lewis, Cecilia, child. ln. P. L., Cleveland, O.

Lewis, W. P., stud. N. Y. State L. Sch., Albany, N. Y.

Libby, Marie C., Summit, N. J.

Lichtenstein, Walter, ln. Northwestern Univ. L., Evanston, Ill.

Lien, E. J., ln. State L., St. Paul, Minn.

Light, Matilda M., Dayton, O.

Lindgren, Elin, Pratt Inst. F. L., Brooklyn, N. Y.

Lindholm, Marie F., asst. ln. P. Ser. Com. L., N. Y. City.

Linton, Gussie W., asst. ln., Johnstown, Pa.

Little, George T., ln. Bowdoin Coll. L., Brunswick, Me.

Lockwood, M. E., Haines Falls, N. Y.

Loring, Nano G., asst. ln. Coburn F. L., Owego, N. Y.

Lowenstein, Nina H., asst. P. L., Brooklyn, N. Y.

McAneny, George, pres. Borough of Manhattan, N. Y. City.

McAlarney, Kathrine H., asst. child. dept. F. L., Philadelphia, Pa.

McCambridge, Maria M., br. ln., Youngstown, O.

McCarty, Harriet D., ln. P. L., Sewickley, Pa.

McClelland, A. F., Passaic, N. J.

McClelland, Maude, ln. Girls' High Sch., Passaic, N. J.

McCombs, Charles F., stud. N. Y. State L. Sch., Albany, N. Y.

McCormick, Ada M., indus. and civics dept. P. L., Fort Wayne, Ind.

McDonagh, M. P., trus. P. L., London, Ont.

MacDonell, Mrs. A. F., ln. P. L., Bay City, Mich.

McDonell, Mrs., Bay City, Mich.

McGuiness, C. L., N. Y. City.

McKibben, Mrs. Florence, ln. P. L., Mt. Pleasant, Ia.

McKnight, Elizabeth B., ln. Barringer High Sch. Br. F. P. L., Newark, N. J.

McNeil, Laila A., catlgr. P. L., Brookline, Mass.

McVety, Margaret A., chief of Lending Dept. F. P. L., Newark, N. J.

Madden, J. H., ln. American Brass Co., Waterbury, Conn.

Malone, Marcella, br. ln. Queens Borough P. L., N. Y. City.

Maltby, Mrs. Adelaide B., br. ln. P. L., N. Y. City.

*Mann, B. Pickman, bibliographer, Washington, D. C.

*Mann, Mrs. B. P., Washington, D. C.

Mann, Laura, ln. Central High Sch. L., Washington, D. C.

Marion, G. E., ln. Arthur D. Little, Inc., L., Boston, Mass.

Markowitz, Augusta, br. ln. P. L., N. Y. City.

Martel, Charles, chief catalog div. L. of Congress, Washington, D. C.

Martin, Lena, ln. P. L., Gadsden, Ala.

Martwick, Mr., mgr. Tablet & Ticket Co., N. Y. City.

Marx, H. F., ln. P. L., Easton, Pa.

Massee, May, editor A. L. A. Booklist, Chicago, Ill.

Massey, Orpha Z., ln. Retail Credit Co., Atlanta, Ga.

Masters, Lydia W., asst. F. P. L., Watertown, Mass.

Masterson, F. Adele, ln. L. and Hist. Soc., Goshen, N. Y.

Matthews, Etta L., ln. Jacob Tome Inst. L., Port Deposit, Md.

Matthews, Harriet L., ln. P. L., Lynn, Mass.

Matthews, Nan, ward principal, Chestertown, Md.

Maurice, Nathalie A., ln. Madison Square Church House L., N. Y. City.

Mayo, Lillian L., 1st asst. South Br. P. L., Brooklyn, N. Y.

Medlicott, Mary, ref. ln. City L., Springfield, Mass.

Mendlowitch, Pauline, filer P. L., N. Y. City.

Merrill, Julia W., chief br. ln. P. L., Cincinnati, O.

Mettee, A. H., ln. L. Co. of Baltimore Bar, Baltimore, Md.

Milam, C. H., sec'y and state organizer P. L. Com. of Ind., Indianapolis, Ind.

Miller, Clara, ln. McClymonds P. L., Massillon, O.

Miller, Louise V., ln. F. L., Dobbs Ferry, N. Y.

Miller, Ruth T., child ln. P. L., Cleveland, O.

Miller, Mrs. Warwick, br. ln. F. P. L., Louisville, Ky.

Mix, Faith, asst. Br. Dept. P. L., Chicago, Ill.

Monrad, Anna M., reviser Yale Univ. L., New Haven, Conn.

Montgomery, Thomas L., ln. State L., Harrisburg, Pa.

Montgomery, Mrs. T. L., Harrisburg, Pa.

Moore, Annie C., supervisor Child. Rooms, P. L., N. Y. City.

Morgan, Margaret, br. ln. P. L., Providence, R. I.

Morley, Linda H., br. ln. F. P. L., Newark, N. J.

**Morris, Louise R., F. P. L., Summit, N. J.

Morrison, Bird, br. ln. P. L., Chicago, Ill.

Morrow, J. F., Chicago, Ill.

Morse, Anna L., ln. Reuben McMillan F. L., Youngstown, O.

Morton, F. N., ln. United Gas Improvement Co., Philadelphia, Pa.

Morton, Mary E., catlgr. P. L., London, Ont.

*Moulton, J. G., ln. P. L., Haverhill, Mass.

Mudge, Isadore G., ref. ln. Columbia Univ. L., N. Y. City.

Mueser, Emilie, N. Y. City.

Mulford, Anna, trus. John Jermain L., Sag Harbor, N. Y.

*Munroe, E., Cambridge, Mass.

Murray, Margaret E., ln. Filene Ref. L., Boston, Mass.

Muzzy, A. Florence, asst. N. Y. P. L., N. Y. City.

Myers, Frances E., Brooklyn, N. Y.

Nason, Sabra L., acting ln. P. L., Waterloo, Ia.

Nelson, Peter, asst. archivist, State L., Albany, N. Y.

Newberry, Marie A., ref. asst. P. L., N. Y. City.

Newhard, Mabel, ln. P. L., Virginia, Minn.

Newman, Frances, stud. Carnegie L. Training Sch., Atlanta, Ga.

Newman, Magdalen R., catlgr. Nat'l Museum L., Smithsonian Inst., Washington, D. C.

Nissley, Mabel H., Leg. Ref. Bu., Harrisburg, Pa.

Nodek, Mathilda S., ln. Hebrew Inst. Br. P. L., Chicago, Ill.

Nolan, Dr. E. J., ln. Academy of Nat. Sci. L., Philadelphia, Pa.

Norman, Carl, mgr. Albert Bonnier's Pub. House, N. Y. City.

Norris, Loraine, br. ln. F. P. L., Louisville, Ky.

Norton, Dorothea G., child ln. P. L., Yonkers, N. Y.

Noyes, Charlotte G., ln. General Electric Co. L., Schenectady, N. Y.

Nunns, Annie A., sec'y to supt. State Hist. Soc., Madison, Wis.

O'Connor, Alice K., stud. P. L. Sch., N. Y. City.

*Ogden, E. Jane, asst. Art Dept. F. L., Philadelphia, Pa.

Oko, A. S., ln. Hebrew Union Coll. L., Cincinnati, O.

Olcott, A. V. S., 38 W. 39th St., N. Y. City.

Oliphant, C. J., Longmans Green & Co., N. Y. City.

*Osborn, L. P., ln. Peabody Inst. L., Peabody, Mass.

*Osborn, Mrs. L. P., ln. Peabody Hist. Soc., Peabody, Mass.

Otter, Alice, Wayne, Pa.

Overton, Clara S., asst. child. ln. P. L., N. Y. City.

Overton, Florence, ln. Yorkville Br. P. L., N. Y. City.

Overton, Miss J. M., child. ln. N. Y. P. L., N. Y. City.

Page, Benjamin, Meriden, Conn.

Palmer, Mary B., ln. Carnegie L., Charlotte, N. C.

Palmer, Maud, Wareham, Mass.

Paltsits, V. H., chrm. P. Archives Com. of Am. Hist. Assn., N. Y. City.

Parker, Glen, Baker & Taylor Co., N. Y. City.

Parker, John, ln. Peabody Inst., Baltimore, Md.

Parsons, Mary P., N. Y. State L., Albany, N. Y.

Partch, Isa L., br. ln. P. L., Detroit, Mich.

Patterson, Edith, ln. P. L., Bloomsburg, Pa.

Peacock, J. L., ln. Memorial & P. L., Westerly, R. I.

Pearson, Edmund L., "The Librarian," Boston Transcript, Newburyport, Mass.

Pearson, Mary K., child. ln. P. L., Cleveland, O.

Pendry, Eliza R., child. ln. Hiram Kelly Br. P. L., Chicago, Ill.

Peoples, W. T., ln. Mercantile L., N. Y. City.

Peoples, Mrs. W. T., N. Y. City.

Perry, Everett R., ln. P. L., Los Angeles, Cal.

Perry, Mrs. E. R., Los Angeles, Cal.

**Peters, Mary G., ln. F. P. L., Bayonne, N. J.

Peterson, M. Leona, ln. P. Sch. L., Kane, Pa.

Phelan, J. F., chief of Branches, P. L., Chicago, Ill.

Phelps, Anna R., L. organizer N. Y. State L., Albany, N. Y.

Phelps, Edith A., ln. Carnegie L., Oklahoma City, Okla.

Phillips, Mary E., ex-ln., Oneonta, N. Y.

Pidgeon, Marie K., stud. N. Y. State L. Sch., Albany, N. Y.

Pierce, Frances M., ln. Fletcher Mem. L., Ludlow, Vt.

Pinneo, Dotha S., ln. P. L., Norwalk, Conn.

Plummer, Mary W., prin. L. Sch., P. L., N. Y. City.

Poole, F. O., ln. Assoc. of the Bar L., N. Y. City.

Porter, W. T., trus. P. L., Cincinnati, O.

Power, Effie L., supervisor child. work, P. L., St. Louis, Mo.

Powers, W. H., ln. So. Dak. Agric. Coll. L., Brookings, S. D.

Pratt, Anne S., catlgr. Yale Univ. L., New Haven, Conn.

Pratt, Edna B., organizer N. J. P. L. Com., Trenton, N. J.

Preston, Nina K., ln. Hall-Fowler Mem. L., Ionia, Mich.

Prevost, Marie L., asst. ln. F. P. L., Elizabeth, N. J.

Price, F. H., asst. F. L., Philadelphia, Pa.

Prince, H. C., ln. State L., Augusta, Me.

Pritchard, Martha C, organizer., Scarsdale, N. Y.

Proudfoot, Helen, stud. N. Y. State L. Sch., Albany, N. Y.

Prouty, Louise, ln. Lorain Br. P. L., Cleveland, O.

Pugsley, Maud M., br. ln. F. P. L., Newark, N. J.

Putman, Herbert, ln. L. of Congress, Washington, D. C.

Radford, Mary R., ln. F. P. L., Muskogee, Okla.

Ranck, S. H., ln. P. L., Grand Rapids, Mich.

Randel, Mrs. H. H., Tablet & Ticket Co., N. Y. City.

Raney, M. L., ln. Johns Hopkins Univ. L., Baltimore, Md.

Rankin, G. W., ln. P. L., Fall River, Mass.

Rathbone, Josephine A., vice-dir. Sch. of L. Sci., Pratt Inst., Brooklyn, N. Y.

Rawson, Fannie C., sec'y Ky. L. Com., Frankfort, Ky.

Ray, Frances K., Medical ln. N. Y. State L., Albany, N. Y.

Redstone, E. N., Boston, Mass.

Reed, Amy L., ln. Vassar Coll. L., Poughkeepsie, N. Y.

Reeves, Frances E., Schenectady, N. Y.

Reich, Pauline, 1st asst. Br. P. L., Cleveland, O.

Reid, Adelia, asst. ln. State L., Lansing, Mich.

Reinick, W. R., chief P. Doc. Dept., F. L., Philadelphia, Pa.

Reque, Anna C., classifier, P. L., Chicago, Ill.

Reynolds, Margaret, ln. Milwaukee-Downer Coll., Milwaukee, Wis.

Rhoades, Rachel, ref. ln. P. L., Superior, Wis.

Rhodes, Isabella K., asst. Ref. Dept. N. Y. State L., Albany, N. Y.

Rice, P. N., asst. ref. ln. Ohio State Univ. L., Columbus, O.

Richards, Miss C., trus. Richards L., Warrensburgh, N. Y.

Richardson, E. C., ln. Princeton Univ. L., Princeton, N. J.

Richardson, Margaret, Waterloo, Ia.

Robbins, Mary E., ln. & chrm. L. faculty, Simmons Coll. L., Boston, Mass.

Roberts, Effie I., asst. ln. Carnegie L., Wabash, Ind.

Roberts, Mary H., asst. ref. ln. State L., Indianapolis, Ind.

Robinson, Helen F., dean's sec'y and head of R. R. Harvard Divinity Sch., Cambridge, Mass.

Robinson, Julia A., supervising ln. State Institutions of Ia., Des Moines, Ia.

Robinson, Rev. L. M., ln. Phila. Divinity Sch., Philadelphia, Pa.

**Robinson, Sylvia, Brooklyn, N. Y.

Rockwell, Anna G., ln. New Britain Inst., New Britain, Conn.

Roden, C. B., asst. ln. P. L., Chicago, Ill.

Rogers, Katharine B., head catlgr. F. P. L., Trenton, N. J.

Rogers, Mary E., New Britain, Conn.

Rolland, Anna P., ln. P. L., Dedham, Mass.

Root, Mrs. Mary E. S., child. ln. P. L., Providence, R. I.

Roper, Eleanor, br. ln. Queens Borough P. L., Flushing, N. Y.

Rosenthal, Herman, in charge Slavonic Div., P. L., N. Y. City.

Rowell, W. C., Eastern rep. H. W. Wilson Co., N. Y. City.

Royall, Rebecca, ln. Carnegie L., Cleburne, Tex.

Ruckteshler, N. Louise, ln. Guernsey Mem. L. & Follett Mem. Supreme Ct. Law L., Norwich, N. Y.

Rupp, Alice, N. Y. City.

Rush, C. E., ln. F. P. L., St. Joseph, Mo.

Rush, Mrs. C. E., St. Joseph, Mo.

Russell, Florence, ref. ln. F. P. L., New Haven, Conn.

Ryan, M. Lillian, asst. P. L., Chicago, Ill.

Sackett, Josephine T., stud. N. Y. State L. Sch., Albany, N. Y.

Sanborn, H. N., ln. Univ. Club, Chicago, Ill.

Sanborn, W. F., ln. P. L., Cadillac, Mich.

Sanborn, Mrs. W. F., Cadillac, Mich.

Sanderson, Edna M., registrar N. Y. State L. Sch., Albany, N. Y.

Sargent, Abby L., ln. P. L., Medford, Mass.

Savage, Etta V., stud. N. Y. State L. Sch., Albany, N. Y.

Sawyer, Mrs. Harriet P., chief Instruc. Dept. P. L., St. Louis, Mo.

Saxe, Mary P., ln. Westmount L., Montreal, Can.

Schaanning, Maja, stud. N. Y. State L. Sch., Albany, N. Y.

Schenk, F. W., law ln. Univ. of Chicago, Chicago, Ill.

Schenk, Mrs. F. W., Chicago, Ill.

Scholefield, E. O. S., ln. Provincial L., Victoria, B. C.

Schooley, Altie, br. asst. P. L., Passaic, N. J.

Schwab, J. C., ln. Yale Univ. L., New Haven, Conn.

Sears, Minnie E., head catlgr., Minnesota Univ. L., Minneapolis, Minn.

Secombe, Annabell C., ln. F. L., Milford, N. H.

See, Alice, stud. N. Y. State L. Sch., Albany, N. Y.

Settle, George T., ln. F. P. L., Louisville, Ky.

Settle, Mrs. George T., Louisville, Ky.

Severance, H. O., ln. Univ. of Mo. L., Columbia, Mo.

Sewall, W. F., ln. P. L., Toledo, O.

Sewall, Mrs. W. F., Toledo, O.

Seward, W. F., ln. P. L., Binghamton, N. Y.

Shaver, Mary M., classifier & catlgr. Vassar Coll. L., Poughkeepsie, N. Y.

Shearer, A. H., Newberry L., Chicago, Ill.

Shelly, Adah, ln. P. L., Sault St. Marie, Mich.

Sherwood, Grace, dir. Legis. Ref. Bu., State L., Providence, R. I.

Shivers, Anne O., ln. F. P. L., Perth Amboy, N. J.

Shoemaker, Katharine H., ln. Stephens Mem. L. of Manaynuk, Philadelphia, Pa.

Sibley, Jessie G., child. ln. P. L., N. Y. City.

Sibley, Mrs. Mary J., acting ln. Syracuse Univ. L., Syracuse, N. Y.

Simpson, Frances, asst. dir. L. Sch., Univ. of Illinois, Urbana, Ill.

Slomann, P. F. V., stud. N. Y. State L. Sch., Albany, N. Y.

Small, A. J., law ln. Iowa State L., Des Moines, Ia.

Smith, Bessie Sargeant, supervisor Smaller Branches P. L., Cleveland, O.

Smith, Elizabeth, inst. Syracuse Univ. L. Sch., Syracuse, N. Y.

Smith, Elizabeth M., head Order Div. N. Y. State L., Albany, N. Y.

Smith, Ellen G., ln. F. P. L., Walla Walla, Wash.

Smith, Faith E., dir. Training Class, P. L., Chicago, Ill.

Smith, Florence S., br. ln. P. L., Kansas City, Mo.

Smith, Irene, asst. Open Shelf Room, P. L., Denver, Colo.

Smith, Laura, chief Catalog & Ref. Depts., P. L., Cincinnati, O.

Smith, Mary A., ln. P. L., La Crosse, Wis.

Smith, Mary A., ln. F. L., Madison, Wis.

Smith, Miriam G., New Rochelle, N. Y.

Sneed, Mrs. Percival, princ. Carnegie L. Training Sch., Atlanta, Ga.

Snyder, Mary B., br. ln. Queens Borough P. L., L. I. City, N. Y.

Sornborger, Harriet B., ln. Bancroft Mem. L., Hopedale, Mass.

Spaulding, F. B., asst. P. L., N. Y. City.

Speck, Mrs. Laura, asst. P. L., St. Louis, Mo.

Sperry, Earl E., ln. & dir. L. Sch., Syracuse Univ. L., Syracuse, N. Y.

Spofford, Edith C., 340 W. 85th St., N. Y. City.

Spofford, Mrs. Edith F., ln. Bu. of Mines L., Washington, D. C.

Spofford, Mrs. Lucinda F., br. ln. P. L., Somerville, Mass.

Stearns, Lutie E., chief Trav. L. Dept., Wis. F. L. Com., Madison, Wis.

Stebbins, H. L., asst. ln. Assoc. of the Bar L., N. Y. City.

Stebbins, Mary F., child. ln. P. L., Cleveland, O.

Stechert, F. C., pres. F. C. Stechert Co., Inc., booksellers, N. Y. City.

Stechert, Mrs. F. C., N. Y. City.

Steele, Edith McH., 1st. asst. Silas Bronson L., Waterbury, Conn.

Steele, Elizabeth K., ln. F. P. L., Lorain, O.

Steele, Ruby E., ln. P. L., Ansonia, Conn.

Steiner, Bernard C., ln. Enoch Pratt F. L., Baltimore, Md.

Stetson, Willis K., ln. F. P. L., New Haven, Conn.

Stevens, Edward F., ln. Pratt Inst. F. L., & dir. Sch. of L. Sci., Brooklyn, N. Y.

Stevens, Mrs. E. F., Brooklyn, N. Y.

*Stevenson, Luella M., 1st. asst. Carnegie F. L., Braddock, Pa.

Stewart, Edna S., Williamsport, Pa.

Stewart, Rose G., chief catlgr. F. L., Philadelphia, Pa.

Stollberg, Luella E., child. ln. P. L., Toledo, O.

Stonehouse, M. E., asst. L., Y. M. A., Central L., Albany, N. Y.

Strohm, Adam, ln. P. L., Detroit, Mich.

Strong, George F., ln. Adelbert Coll. L., Western Reserve Univ., Cleveland, O.

Strong, Mason, 7 Wall St., N. Y. City.

Studwell, Florence, N. Y. City.

Sturgis, Sarah L., Fort Wayne, Ind.

Subers, Helen D., L. organizer, Ashbourne, Pa.

Suter, Martha W., asst. in Book Selection & Annotation, N. Y. State L., Albany, N. Y.

Sutherland, Miss, Westmount L., Montreal, Can.

Sutherland, Elizabeth M., Internat. Joint Com., Ottawa, Canada.

Sutliff, Mary L., instr. N. Y. P. L. Sch., N. Y. City.

Swartout, Jessamine E., ln. Heermance Mem. L., Coxsackie, N. Y.

Tarr, Anna M., ln. F. P. L., Clinton, Ia.

Taylor, Grace A., sr. asst. P. L., Brooklyn, N. Y.

Taylor, W. B. A., chief Ref. Accessions Div., P. L., N. Y. City.

Taylor, Mrs. W. B. A., N. Y. City.

Templeton, Charlotte, sec'y Neb. P. L. Com., Lincoln, Neb.

Thain, Mabel A., ln. P. L., Oak Park, Ill.

Thayer, Maude, ln. State L., Springfield, Ill.

Thompson, Dorothy H., asst. P. L., Grand Rapids, Mich.

Thompson, Grace, asst. F. P. L., Newark, N. J.

Thompson, Laura E., supt. of Branches P. L., Grand Rapids, Mich.

Thompson, Mary, Grand Rapids, Mich.

Thomson, John, ln. F. L., Philadelphia, Pa.

Thornton, Ella M., State L., Atlanta, Ga.

**Thwaites, R. G., supt. Wis. State His. Soc., Madison, Wis.

**Thwaites, Mrs. R. G., Madison, Wis.

Tiefenthaler, Leo, ln. Municipal Ref. Br., P. L., Milwaukee, Wis.

Tilton, Edward L., architect, N. Y. City.

Tobias, Ella F., asst. in charge Engineering L. Univ. of Mich., Ann Arbor, Mich.

Tobitt, Edith, ln. P. L., Omaha, Neb.

Todd, Mary E., head of Periodical Dept., P. L., Syracuse, N. Y.

*Tolman, Mary M., Manchester, N. H.

Townsend, Eliza E., supt. of Br. Work, P. L., Spokane, Wash.

Townsend, Ruth H., br. ln. Queens Borough P. L., Far Rockaway, N. Y.

Towsley, Lena G., asst. child. ln. Pratt Inst. F. L., Brooklyn, N. Y.

Travers, Rebecca B., child. room, 58th St. Br. P. L., N. Y. City.

Tripp, Geo. H., ln. P. L., New Bedford, Mass.

Tripp, Mrs. G. H., New Bedford, Mass.

Turvill, Helen, instr. Univ. of Wis. L. Sch., Madison, Wis.

Underhill, Adelaide, assoc. ln. Vassar Coll. L., Poughkeepsie, N. Y.

Underhill, Caroline M., ln. P. L., Utica, N. Y.

Underhill, Ethel P., child. ln. F. P. L., Worcester, Mass.

Utley, George B., sec'y American Library Assoc., Chicago, Ill.

Utley, Mrs. George B., Chicago, Ill.

Utterwick, Katharine A., asst. P. L., N. Y. City.

Vail, Alice I., stud. L. Sch. Pratt Inst., Brooklyn, N. Y.

Vaile, Lucretia, stud. N. Y. S. L. Sch., Albany, N. Y.

Valentine, Amy, 1st. asst. P. L., N. Y. City.

Van Valkenburgh, Agnes, inst. L. Sch. P. L., N. Y. City.

Vasbinder, Lida C., Leg. Ref. Sec., State L., Albany, N. Y.

Voge, A. L., 1st asst. Card Sec. L. of Congress, Washington, D. C.

Von Hohoff, Mrs. A. W., ln. Munic. Ref. L., N. Y. City.

Vrooman, Mrs. Kate B., Brooklyn, N. Y.

Wadlin, Horace G., ln. P. L., Boston, Mass.

Wait, Marie F., ln. Peddie Inst., Hightstown, N. J.

Wait, Maud A., 1st. asst. Central Circ. Br. P. L., N. Y. City.

Wales, Elizabeth B., sec'y Mo. L. Com., Jefferson City, Mo.

Walker, Catherine, stud. Carnegie L. Train. Sch., Atlanta, Ga.

Walkley, R. L., stud. N. Y. State L. Sch., Albany, N. Y.

Walter, Frank K., vice-dir. N. Y. State L. Sch., Albany, N. Y.

Walton, Miss G. M., ln. State Nor. Coll., Ypsilanti, Mich.

Wandell, Caroline, instr. Syracuse Univ. L. Sch., Syracuse, N. Y.

Ward, Helen M., supt. of circulation, P. L., Detroit, Mich.

Ward, Ruth L., sr. asst. Br. P. L., Brooklyn, N. Y.

Warner, Cassandra, ref. ln. P. L., Kansas City, Mo.

Warner, Philip W., bookseller, Leary, Stuart & Co., Philadelphia, Pa.

Warren, Althea H., ln. Sears, Roebuck & Co., Chicago, Ill.

Waters, Alice G., ln. Essex Inst., Salem, Mass.

Waters, Caroline E., ln. College for Women, Cleveland, O.

Watson, W. R., chief Div. of Educ. Extension, N. Y. State L., Albany, N. Y.

Webb, K. Louise, asst. P. L., Brooklyn, N. Y.

Webb, Nelle F., catlgr. Withers P. L., Bloomington, Ill.

Weber, Mrs. Jessie P., ln. Ill. State Hist. Soc., Springfield, Ill.

Weitenkampf, Frank, chief Art Dept. P. L., N. Y. City.

Wellman, H. C., ln. City L., Springfield, Mass.

Wells, Marion H., child. ln. P. L., Brooklyn, N. Y.

Wetzell, Bertha S., catlgr. L. Co. of Phila., Philadelphia, Pa.

Wheeler, H. L., stud. N. Y. State L. Sch., Albany, N. Y.

Wheelock, Mary E., chief Binding Dept. P. L., St. Louis, Mo.

Whipple, Nellie M., asst. ln. P. L., Somerville, Mass.

Whitaker, Amelia, stud. Carnegie L. Training Sch., Atlanta, Ga.

Whitcomb, Adah F., ln. Hiram Kelley Br. P. L., Chicago, Ill.

White, Ella, child. ln. P. L., Cincinnati, O.

White, Gertrude F., child. ln. F. P. L., New Haven, Conn.

White, H. Elizabeth, ln. P. L., Passaic, N. J.

White, Mabel G., 1st. asst. br. ln. P. L., N. Y. City.

Whiteman, Edna A., supervisor Story Telling, Carnegie L., Pittsburgh, Pa.

Whitmore, Frank H., ln. P. L., Brockton, Mass.

Whitney, Esther, Brooklyn, N. Y.

Whittemore, Gertrude, ln. Narragansett L. Assoc., Peace Dale, R. I.

Whittemore, Grace M. (Mrs. Everard), ln. P. L., Hudson, Mass.

Wigley, Laura M., asst. Queens Borough P. L., L. I. City, N. Y.

Wilcox, B. C., 317 E. 18th St., N. Y. City.

Wilken, Harriet E., ln. F. L., Fayetteville, N. Y.

Willets, Lora A., asst. Br. P. L., Brooklyn, N. Y.

Williams, Carrie L., asst. F. L., Newton, Mass.

Williams, Jennie C., instr. Margaret Morrison Carnegie Sch., C. I. T., Pittsburgh, Pa.

Williams, Ora, asst. L. organizer P. L. Com., Indianapolis, Ind.

Williams, Sophie, asst. catlgr. Hamilton Coll. L., Clinton, N. Y.

Williamson, Susan M., Elizabeth, N. J.

Willigerod, Alice, ln. P. L., Hazelton, Pa.

Willigerod, Mrs. Oscar, East Orange, N. J.

Wilsey, Della M., Pomona, Cal.

Wilson, H. G., sec'y P. L., Chicago, Ill.

Wilson, Mrs. H. G., Chicago, Ill.

*Wilson, H. W., pres. H. W. Wilson Co., publishers, Minneapolis, Minn.

*Wilson, Mrs. H. W., Minneapolis, Minn.

Wilson, Margaret S., asst. ln. Norwalk L., Norwalk, Conn.

Wilson, Martha, state supervisor of Sch. Lbs., St. Paul, Minn.

Wilson, Mrs. R. H., bookseller, N. Y. City.

Wing, C. F., New Bedford, Mass.

Wing, Mrs. C. F., New Bedford, Mass.

Winnett, W. H., trus. P. L., London, Ont.

Wire, Dr. G. E., deputy ln. Worcester Co. Law L. & dir. P. L., Worcester, Mass.

Wolcott, J. D., ln. Bu. of Educ., Washington, D. C.

Wolter, Peter, mgr. L. Dept., A. C. McClurg & Co., Chicago, Ill.

Wood, Frances E., sr. asst. P. L. Br., Brooklyn, N. Y.

Wood, Grace I., 1st. asst. Carnegie L., Cleburne, Tex.

Wood, Mary W., ln. Blackstone Br. P. L., Chicago, Ill.

Woodard, Gertrude E., Law L. Univ. of Mich., Ann Arbor, Mich.

Woodcock, Mabel E., purchase asst. State L., Albany, N. Y.

Wooding, C. L., ln. F. P. L., Bristol, Conn.

Wooding, Mrs. C. L., Bristol, Conn.

Woodruff, Eleanor B., ref. ln. Pratt Inst. F. L., Brooklyn, N. Y.

Wootten, Katharine H., ln. and dir. L. Train. Sch. Carnegie L., Atlanta, Ga.

Wright, C. E., ln. Carnegie F. L., Duquesne, Pa.

Wright, Ethel C., Cleveland, O.

Wright, Purd B., ln. P. L., Kansas City, Mo.

Wright, Rebecca W., sec'y Bd. of L. Com., State House, Montpelier, Vt.

Wright, Ruth M., ln. State Nor. Sch., Tempe, Ariz.

Wyche, Benjamin, N. Y. Life Ins. Co., Atlanta, Ga.

Wyer, James I., Jr., dir. N. Y. State L., Albany, N. Y.

Wyer, Mrs. J. I., Jr., Albany, N. Y.

Wyer, William, Albany, N. Y.

Wynkoop, Asa, inspector P. Lib's, State L., Albany, N. Y.

Young, Gladys, stud. P. L. Sch., N. Y. City.

Young, Mrs. Olive P., John Jermain L., Sag Harbor, N. Y.

Yust, William F., ln. P. L., Rochester, N. Y.

Zachert, Adeline B., direc. of child. work, P. L., Rochester, N. Y.

INDEX

Abbott, Lyman, letter from, 83.

Accessioning (of books), rpt. of com. on library administration, 126-8.

Affiliation of state library associations with A. L. A., amendment to constitution and by-law affecting, 167-8.

Affiliation with other than local, state and provincial library associations, rpt. of com. on, 256-7.

Agricultural libraries section, round table, 258-9.

Ahern, Mary Eileen, reads letters at symposium, 82; discusses work with college students, 198; discusses library in relation to business, 218-9; member of council, 236; chrm. com. on co-operation with N. E. A., 241.

Allen, William H., addresses Reference librarians' round table, 342.

American Association of law libraries, proceedings, 362-4.

American Library Association, president's address, 73-82; secretary's report, 99-103; treasurer's report, 103; rpt. of trustees of Carnegie and endowment funds, 111-3; rpt. of executive board, 237-42; rpt. of Council, 242-57; election of officers, 236; attendance summaries and register, 392-408.

A. L. A. Booklist, 105.

A. L. A. committees on blind. See Blind. bookbinding. See Bookbinding. bookbuying. See Bookbuying. co-operation with N. E. A. See National Education Association. co-ordination. See Co-ordination. federal and state relations. See Federal and state relations. finance. See Finance. international relations. See International relations. library administration. See Library administration. library training. See Library training. program. See Program. public documents. See Public documents. travel. See Travel. ---- constitution, amendment to, 167; by-law to, adopted, 168. ---- Council, amendment to constitution and by-law relative to election of members to, 167-8. ---- Executive board, 237-42. ---- membership (rpt. of secretary), 100. ---- necrology (rpt. of secretary), 102-3. ---- publicity (rpt. of secretary), 100-1. ---- Publishing board, rpt. of (Legler), 105-10; periodical cards, 105; Booklist, 105; new publications, 106; reprints, 106; A. L. A. catalog, 106-7; Manual of library economy, 107; advertising, 107; foreign lists, 107; financial report, 108; sales of publications, 109-10. ---- registration for library position (rpt. of secretary), 101. ---- representatives at other conferences, 101-2.

Anderson, E. H., rpt. as member of finance com., 111; presides second session, 144-ff; president of A. L. A., 236-7; chrm. program com., 242.

Antin, Mary, "The immigrant in the library," 145-9.

Andrus, Gertrude E., "How the library is meeting the changing conditions of child life," 188-93.

Andrews, C. W., rpt. as chrm. com. on finance, 104; moves amendment to by-law, 168; discusses library in relation to business, 219; chrm. finance com., 241; participates in fiction discussion, 255; rpt. as chrm. of affiliation com., 256-7.

Arnold, Sarah Louise, telegram from, 170.

"Art in the college library" (Weitenkampf), 315-9.

"As others see us," symposium, 82-98.

Attendance summaries and register. See American Library Association.

Ayer, C. W., obituary, 102.

Babbitt, C. J., memorial on, 364.

Bacon, Corinne, "Co-operation of libraries with library schools," 347-50; chrm. Professional training sect., 352.

Bacon, Corinne, reviews Brieux, "La femme seule," 236.

Bailey, A. L., member of council, 236; mem. com. on library training, 241; chrm. com. on bookbinding, 242.

Ball, Sarah B., "What any library can do for the business interests of the town," 336-9.

Bascom, Elva L., resignation as editor Booklist, 105.

Belden, C. F. D., mem. public documents com., 241; mem. com. on federal and state relations, 242.

Bennett, Arnold, letter from, 83.

Best, Mrs. A. S., letter from, 83-6.

Bill drafting, "Law that stands the test" (Dudgeon), 206-10.

Billings, J. S., obituary, 102; memorial resolution on, 169-70.

Bishop, W. W., participates in fiction discussion, 256.

Blackwelder, Paul, reviews Hine "Modern organization," 236; mem. com. on federal and state relations, 242.

Bliss, H. E., "Some practical considerations regarding classification for libraries," 309-15.

Blind, rpt. of com. on work with, 136-9; com. on, 242.

Book, evolution of the. "World of print and the world's work: president's address" (Legler), 73-82.

Bookbinding, rpt. of com. on, 113-4; com. on, 242.

Bookbuying, rpt. of com. on, 114-25.

Books and reading. "The friendly book" (Walton), 224-9; "How to discourage reading" (Pearson), 230-6.

Bostwick, Andrew L., presents paper on relations between the municipal library and legislators, 382.

Bostwick, Arthur E., represents A. L. A. at North Dakota, Minnesota and Iowa meetings, 101; chrm. com. on administration, 241; "The quality of fiction," 253-4; "Administration of a catalog dep't," 266-7; "Volume" of children's work in the U. S., 287-91.

Bowerman, G. F., mem. com. on administration, 241.

Bowker, R. R., member of Council, 236; mem. com. on international relations, 242; discussion, 384.

Brett, George P., letter from, 86.

Bronson, W. C., letter from, 86.

Brown, C. H., mem. travel com., 242.

Brown, D. C., "State-wide influence of the state library," 202-6; mem. com. on federal and state relations, 242.

Brown, Zaidee, leads discussion, 364.

Browne, Francis Fisher, tribute to, 168.

Bruncken, Ernest, mem. public documents com., 241.

Bucknam, Edith P., sec'y of Catalog section, 275.

Budlong, Mrs. M. C., presents rpt. of com. on establishment of new commissions, 374-6.

Burnite, C., "Values in library work with children," 282-7.

Business branches. "What any library can do for the business interests of the town" (Ball), 336-9.

Business men, making the library useful to (Ranck), 210-4.

Business organizations, libraries in (Krause), 215-8.

Cable, George W., letter from, 86.

Carey, Miriam E., mem. com. on work with the blind, 242.

Carlton, W. N. C., member of executive board, 238; mem. com. on arrangements College and reference section, 319.

Carnegie, Andrew, letter from, 83.

Carpenter, George O., mem. com. on library training, 241.

Carr, Henry J., chrm. resolutions com. public doc. round table, 359, 362.

Carson, W. O., participates in discussion, 254.

Catalog cards, simplified forms of, 274-5.

Catalog dep't, administration of a, from a cataloger's point of view (Smith), 271-4.

Catalog dep't, administration of the, from a librarian's point of view (Hopper), 259-66; same (Bostwick), 266-7.

Catalog dep't, relation of the, to other dept's (Winser), 268-70.

Cataloging, rpt. of com. on cost and method of, 239-41.

Cataloging, request for permanent com. on, 241.

Catalog section, proceedings, 259-75.

"Cataloging for department libraries" (Sears), 325-30.

Charging systems and methods, rpt. of com. on library administration, 128-31.

Charitable institutions. See Institutions.

Charter provisions, rpt. of com. on relations between the library and the municipality, 243-5.

Charter provisions, rpt. of League com. on, 376-7.

Child life, changing conditions of (Smith), 184-8; how the library is meeting the (Andrus), 188-93.

Children, section on library work with, proceedings, 275-300.

Children, values in library work with (Hunt), 275-82; ditto (Burnite), 282-7.

Children's work in the U. S., volume of (Bostwick), 287-91.

Churchill, Winston, letter from, 86-7.

"Civics room in a medium-sized town" (Kammerling), 339-42.

Clarke, Elizabeth P., discusses prison libraries, 368.

Classification, some practical considerations regarding, for libraries (Bliss), 309-15.

Classifiers, com. on code for, rpt. of, 238.

Claxton, P. P., letter from, 87-8.

Cleavinger, J. S., mem. com. on administration, 241.

Coit, Bertha, obituary, 102.

College and reference section, proceedings, 300-42.

College librarians, what c. l. can do for library schools (Rathbone), 319-20.

College library and research work (Fletcher), 321-5.

College library, art in the (Weitenkampf), 315-9.

College library, instruction in the use of a (Salmon), 301-9.

Constitution. See A. L. A. constitution.

"Co-operation of libraries with library schools" (Bacon), 347-50.

Co-ordination, com. on, 242.

Countryman, Gratia A., second vice-president of A. L. A., 236.

Cowing, Agnes, chrm. sect. on work with children. 300.

Crandall, F. A., "Proposing an executive gazette," 359-61.

Craver, H. W., member of executive board, 236.

Crowell, J. F., paper read by title, 385.

Cunningham, Jesse, rpt. as chrm. of com. on clippings, 384.

Curtis, Florence R., discusses prison libraries, 367.

Cutter, W. P., mem. com. on federal and state relations, 242; discussion, 315.

Cutter, W. P., reads letters at symposium, 82.

Davis, Jesse B., Outline of work in vocational guidance (quoted) in paper by Ranck, 297-8.

Davis, Olin S., discusses library work with schools, 198; discussion, 365.

Dawley, F. F., member finance com., 241.

Dayton public library, resolution of sympathy for, 300.

Defectives and dependents, book influences for (Robinson), 177-82.

Delfino, Mrs. E. N., mem. com. on work with the blind, 242.

Department libraries, cataloging for (Sears), 325-30.

Doane, W. C., obituary, 102.

Dramatic taste, development of, 83-6.

Du Bois, W. E. B., letter from, 88.

Dudgeon, M. S., "Law that stands the test," 206-10; mem. public documents com., 241; chrm. com. to investigate insurance rates, 246.

Duff, Ida, acts as sec'y of sect. on work with children, 275.

Election of officers. See American Library Association.

Elmendorf, Mrs. H. L., re-elected member of publishing board, 237.

Ely, Mary, vice-chrm. of sect. on library work with children, 300.

Endowment funds, rpt. of trustees, 111-3.

Executive board. See A. L. A. Executive board.

"Executive gazette, proposing an" (Crandall), 359-61.

Exhibits, library school, 182-3.

Faxon, F. W., chrm. travel com., 242.

Federal and state relations, rpt. of com. on, 126; com. on, 242.

Federal prisons, libraries in, 366-8.

Fiction, quality of,--symposium, 246-ff.

Field, O. J., second v.p., Am. Assn. of law lib., 364.

Field, Pearl I., reviews Tarbell "The business of being a woman," 236.

Finance, rpt. of com. on (Andrews), 104; com. on, 241.

Fitzgerald, J. F., letter from, 88-9.

Fletcher, R. S., "The college library and research work," 321-5.

Flexner, Jennie M., discusses libraries in jails, 373-4.

Foreigners, library work among (Antin, Maltby, Rush), 145-58.

Foreigners. See also Immigrants.

Freeman, Marilla W., "Scientific management, and the reference department as a bureau of information," 331-6.

"Friendly book" (Walton), 224-9.

Garland, Hamlin, letter from, 89.

Gillis, J. L., mem. com. on co-ordination, 242.

Godard, G. S., chrm. public documents com., 241; presides Public documents round table, 352.

Goldthwaite, Lucile, mem. com. on work with the blind, 242.

Gooch, Harriet B., presides Catalog section, 259.

Goodrich, N. D., discussion, 309; reads paper by Fletcher, 320.

Gould, C. H., chrm. com. on co-ordination, 242; participates in fiction discussion, 256.

Grading, specialization and, in library schools (Plummer), 343-7.

Great Britain, present conditions and tendencies of library work in (Jast), 139-44.

Green, C. R., presides Agricultural lib. sect., 258.

Griffis, W. E., letter from, 89.

Hadley, Chalmers, mem. com. on library training, 241; mem. com. to investigate insurance rates, 246.

Hall, G. Stanley, letter from, 89-90.

Hall, Mary E., addresses assn. on enlarging scope of library work in high schools, 197; participates in general discussion on subject, 198-9.

Hartwell, Mary A., reads paper by Sup't of Doc., 352; discussion, 358.

Hasse, Adelaide R., mem. public documents com., 241.

Hawks, Emma B., acts as sec'y Agricultural lib. sect., 258.

Henderson, C. R., letter from, 90.

Herrick, Robert, letter from, 90-1.

Hicks, F. C., presides College librarians round table, 319.

Hill, Frank P., letter from, regarding participation in Leipzig exposition, 238; mem. com. on international relations, 242; participates in fiction discussion, 255.

History, what can the library do to encourage the study of American?, 92-3.

Hobart, Frances, discusses work with schools, 199; discussion, 365.

Hodges, N. D. C., mem. com. on co-ordination, 242.

Hohoff, Mrs. A. W., presents paper on municipal reference work in N. Y., 382.

Hopkins, Julia A., sec'y Professional training sect., 352.

Hopper, F. F., "Administration of the catalog dep't from a librarian's point of view," 259-66.

Hosmer, Helen R., paper on the library of the research laboratory, General Electric Co., 383.

Hospitals. "Some problems of the institution library organizer in the state hospitals" (Jones), 369-73.

Hough, Emerson, letter from, 91.

Howe, Frederic C., letter from, 91-2.

Hunt, Clara W., "Values in library work with children," 275-82.

"Instruction in the use of a college library" (Salmon), 301-9; questionnaire sent out by A. L. A., 309.

Institutions, library work in charitable and penal. "Book influences for defectives and dependents" (Robinson), 177-82; "Some problems of the institution library organizer in the state hospitals" (Jones), 369-73.

Insurance rates for libraries, com. to investigate, 246.

International relations, com. on, 242.

"Immigrants as contributors to library progress" (Maltby), 150-4.

"Immigrant in the library" (Antin), 145-9.

Irwin, Jennie S., obituary, 102.

Irwin, Wallace, letter from, 92.

Jameson, J. F., letter from, 92-3.

Jast, L. Stanley, "Present conditions and tendencies of library work in Great Britain," 139-44; participates in fiction discussion, 256.

Jewett, W. K., obituary, 102.

Johnson, Clifton, letter from, 93.

Johnston, W. D., "Proposal for a catalog of university serial publications," 330; paper on relation between special and general libraries, 383.

Jones, Edith K., "Some problems of the institution library organizer in the state hospitals," 369-73.

Jordan, David Starr, letter from, 93.

Jusserand, J. J., letter from, 93-4.

Kerr, Willis H., "Normal schools and their relation to librarianship," 193-7; mem. of council, 246.

Keogh, Andrew, presides College and reference section, 300.

Kingsbury, N. C., presents paper on the library as a modern necessity, 382.

Kimball, Theodora, paper read by title, 383.

Kammerling, Edith, "A civics room in a medium sized town," 339-42.

Kiser, S. E., letter from, 94.

Koch, T. W., represents A. L. A. at Indiana meeting, 101; mem. com. on co-ordination, 242.

Kohlsaat, C. C., letter from, 94.

Krause, Louise B., "Libraries in business organizations; their expanding function," 215-8.

Labor saving devices, 133.

Lane, W. C., mem. com. on international relations, 242; mem. com. on co-ordination, 242.

Lapp, J. A., mem. public documents com., 241.

Larson, C. A., obituary, 102.

League of library commissions, proceedings, 364-82.

Lee, Gerald Stanley, letter from, 94-5.

Lee, Jennette, letter from, 95-6.

Legislative reference work, present status of (Lester), 199-202; "The law that stands the test" (Dudgeon), 206-10.

Legislative reference work. See also Municipal reference library.

Legler, Henry E., president of A. L. A., presides at sessions, passim; president's address, 73-82; represents A. L. A. at Ohio, Illinois-Missouri and South Dakota meetings, 101.

Leipzig exposition, rpt. of com. on international relations respecting participation in, 237-8; special com. on, appointed, 238-9.

Lester, C. B., "Present status of legislative reference work," 199-202.

Librarianship, ideal of, 95.

Libraries, rpt. of com. on relations between, and the municipality, 243-5.

Library administration, rpt. of com. on, 126-33; com. on, 241.

Library commissions, rpt. of com. on establishment of new (Budlong, chrm.), 374-6.

Library, instruction in the use of a college (Salmon), 301-9.

Library plans (rpt. of secretary), 101.

Library post, rpt. of com. on, 377-8.

Library post. See also Parcel post.

Library schools, co-operation of libraries with (Bacon), 347-50.

Library school instructors, account of the winter meetings of, 351-2.

Library schools, proposed examination of, 134-6.

Library schools, rpt. of the com. on methods of publicity for, 350.

Library schools, specialization and grading in (Plummer), 343-7.

Library schools, what college librarians can do for (Rathbone), 319-20.

Library training, rpt. of com. on, 134-6; com. on, 241.

Lighting, rpt. of com. on ventilation and, of library buildings, 245-6.

Lindholm, Marie F., presents paper at Special Lib. assn., 385.

Locke, G. H., mem. com. on co-operation with N. E. A., 241.

Luce, Robert, addresses Special libraries assn., 384.

McAneny, George, "The municipal reference library as an aid in city administration," 219-24.

McClelland, Maude, "Work of a high school branch," 295-6.

Maltby, Adelaide B., "Immigrants as contributors to library progress," 150-4.

"Man in the yards" (Rush), 154-8.

Martel, Charles, chrm. of Catalog section, 275.

Marvin, Cornelia, member of council, 236; mem. com. on library training, 241.

Massee, May, elected editor Booklist, 105.

Matthews, Brander, letter from, 96.

Mendenhall, Ida M., library instruction in normal schools, 374.

Merrill, W. S., presents rpt. for com. on code for classifiers, 238; discussion, 315.

Meyer, H. H. B., presents paper at Special libraries assn., 385.

Milam, C. H., presides at League of lib. com., 364.

Mitchell, S. Weir, letter from, 96.

Montgomery, T. L., mem. com. on federal and state relations, 242.

More, P. E., letter from, 96.

Moulton, J. G., "Post-conference trip," 386-91.

"Municipal reference library as an aid in city administration" (McAneny), 219-24.

Municipal reference library. See also Legislative reference library.

Municipal reference work. "A civics room in a medium-sized town," 339-42.

Municipal yearbook, rpt. on (Ranck), 385.

Municipality, rpt. of com. on relations between library and, 243-5.

Murray, Rose G., mem. com. on bookbinding, 242.

National Education Association, rpt. of com. on co-operation with, 125-6; com. on, 241.

Necrology. See A. L. A. necrology.

Negro. "What of the black and yellow races?" (Yust), 159-67.

Newberry, Marie A., mem. com. on co-operation with N. E. A., 241.

"Normal schools and their relation to librarianship" (Kerr), 193-7.

Oklahoma City, extends invitation for 1914 meeting, 238.

Organizing small libraries, round table on, 364-6.

Owen, T. M., mem. public documents com., 241; mem. com. on federal and state relations, 242.

Page, T. N., letter from, 96.

Parcel post for books, rpt. of com. on federal and state relations, 126.

Parcel post. See also library post.

Patterson, J. R., mem. com. on bookbinding, 242.

Pearson, E. L., "How to discourage reading," 230-6.

Pension systems (rpt. of secretary), 101.

Phelan, J. F., mem. travel com., 242.

Plummer, Mary W., mem. of council, 246; "Specialization and grading in library schools," 343-7.

Poole, F. O., mem. finance com., 241; presides Am. assn. of law lib., 362; addresses same, 362-3; president same, 364.

Post-conference trip (Moulton), 386-91.

Power, Effie L., presides at section on library work with children, 275.

Pratt Institute, library exhibit at, 182-3.

Prince, H. C., discussion, 309.

Prisons, libraries in, 366-9.

Professional training section, proceedings, 343-52.

Program com., 242.

Public documents, com. on, 241.

Public documents, resolutions concerning printing and distribution of, 256.

Public documents round table, 352-62.

Publication committee, rpt. of, 378-9.

Publicity, rpt. of the com. on methods of, for library schools, 350.

Publishing Board. See A. L. A. Publishing Board.

Putnam, Herbert, presents minute on J. S. Billings, 169; member of executive board, 236; chrm. com. on international relations, 242; mem. com. on co-ordination, 242.

"Quality of fiction"--symposium, 246-ff.

Questionnaires, 132-3.

Ranck, S. H., discusses proposed by-law to constitution, 168; discusses questionnaires, 183-4; "Making a library useful to business men," 210-4; mem. public documents com., 241; mem. com. to investigate insurance rates, 246; mem. of Council, 246; "The library's opportunities in vocational guidance," 296-9.

Rathbone, Josephine A., describes exhibit at Pratt Institute, 182-3; reviews "The great analysis," 236; "What college librarians can do for library schools," 319-20.

Reed, Amy L., acts as sec'y College and reference section, 300.

Reference librarians' round table, 330-42.

Reference work. "Scientific management, and the reference department as a bureau of information (Freeman)," 331-6.

Research work, college library and (Fletcher), 321-5.

Richardson, E. C., mem. com. on international relations, 242; discussion, 309, 315.

Rider, Mrs. Gertrude T., mem. com. on work with the blind, 242.

Robbins, Mary E., mem. of council, 246.

Robinson, Julia A., "Book influences for defectives and dependents." 177-82; mem. com. on work with the blind, 242; discusses prison libraries, 366-7.

Roden, C. B., reads letters at symposium, 82; rpt. as treasurer, 103.

Root, A. S., chrm. com. on library training, 241.

Ropes, W. L., obituary, 102.

Rural communities, library work in. "The woman on the farm" (Stearns), 173-6.

Rural school library, possibilities of the (Wilson), 291-4.

Rush, Charles E., "The man in the yards," 154-8.

Salmon, Lucy M., "Instruction in the use of a college library," 301-9.

Sawyer, Laura M., chrm. com. on work with the blind, 242.

Schaffer, C. W., mem. exec. com. Am. Assn. of law lib., 364.

Schwab, J. C., mem. com. on co-ordination, 242.

Schenk, F. W., serves as sec'y Public documents round table, 352; first v.p. Am. assn. of law lib., 364.

Scholefield, E. O. S., exec. com. Am. assn. of law lib., 364.

Schouler, James, letter from, 96-7.

Schools and libraries, co-operation between, 87-8; as civic centers, 91-2.

Schools, library work with, 193-ff.

Schools. "Possibilities of the rural school library" (Wilson), 291-4.

Schools. "Work of a high school branch" (McClelland), 295-6.

Scientific management, and the reference department as a bureau of information (Freeman), 331-6.

Secretary's report (Utley), 99-103.

Sears, Minnie E., "Cataloging for department libraries," 325-30.

Serial publications, proposal for a catalog of university (Johnston), 330.

Sheldon, E. W., trustee of endowment fund, 236.

Small, A. J., mem. public documents com., 241; mem. exec. com. Am. assn. of law lib., 364.

Smith, Faith E., "Changing conditions of child life," 184-8; mem. com. on library training, 241.

Smith, Laura, "Administration of a catalog dep't from a cataloger's point of view," 271-4.

Sneed, Mrs. Percival, participates in fiction discussion, 256.

Soule, C. C., obituary, 103; memorial resolution on, 169.

Special libraries association, proceedings, 382-6.

Specialization and grading in library schools (Plummer), 343-7.

State library, state-wide influence of the (Brown), 202-6.

Stearns, Lutie E., "The woman on the farm," 173-6; discusses prison libraries, 368.

Steiner, B. C., reviews Crispi's Memoirs, 236; chrm. com. on federal and state relations, 242; participates in fiction discussion, 254.

Stevens, E. F., "Working library for the artisan and the craftsman," 176-2.

Strohm, Adam, mem. com. on administration, 241.

Study outline com., rpt. of, 379-81.

Tarkington, Booth, letter from, 97.

Taylor, Nelson, obituary, 103.

Technology. "The working library for the artisan and the craftsman" (Stevens), 170-2.

Templeton, Charlotte, discusses prison libraries, 369.

Thomson, John, mem. of council, 246.

Thwaites, R. G., reads letters at symposium, 82.

Tomlinson, E. T., letter from, 97-8.

Travel committee, appropriation for expenses voted to, 239; membership of, 242.

Treasurer's report (Roden), 103.

Trowbridge, J. T., letter from, 98.

Tyler, Alice S., member of council, 236; mem. com. on library training, 241; congratulatory message to, 382.

Underhill, Ethel, sec'y sect. on library work with children, 300.

Use of a college library, instruction in the (Salmon), 301-9.

Utley, George B., rpt. of sec'y, 99-103; represents A. L. A. at Illinois-Missouri and Oklahoma meetings, 101; lectures before library schools, 102; mem. of program com., 242.

Ventilation and lighting of library buildings, rpt. of com. on, 245-6.

Vocational guidance, the library's opportunities in (Ranck), 296-9.

Wadlin, H. G., "The quality of fiction," 246-53.

Wallace, F. C., paper by, 352-8.

Wales, Elizabeth B., presents rpt. of com. on charter provisions, 376-7.

Walter, F. K., reviews Weyl, "The great democracy," 236; presides Professional training sect, 343.

Walton, G. M., "The friendly book," 224-9.

Warren, Althea H., reviews Antin, "The promised land," 236.

Warren, Irene, mem. com. on co-operation with N. E. A., 241.

Weitenkampf, Frank, "Art in the college library," 315-9.

Wellman, H. C., presents minute on C. C. Soule, 169; first vice-president of A. L. A., 236; resigns as non-official member of executive board, 238; mem. of program com., 242.

Whitlock, Brand, letter from, 98.

Whitney, E. L., treas. Am. assn. of law lib., 364.

Wildman, Bertha S., obituary, 103.

Wilson, H. W., paper on problems of printed indexes in special fields, 385.

Wilson, Martha, "Possibilities of the rural school library," 291-4; speaks on co-operation between library commissions and state boards of education, 374.

Windsor, P. L., "Account of the winter meetings of library school instructors," 351-2.

Winser, Beatrice, "Relation of the catalog dep't to other dep'ts," 268-70.

Wolcott, J. D., discussion, 309.

"Woman on the farm" (Stearns), 173-6.

Woodard, Gertrude E., sec'y Am. assn. of law lib., 364.

Wood, Harriet A., mem. com. on co-operation with N. E. A., 241.

Wootten, Katharine T., reviews Goldmark "Fatigue and efficiency," 236.

"Working library for the artisan and the craftsman" (Stevens), 170-2.

World of print and the world's work; president's address (Legler), 73-82.

Wynkoop, Asa, discusses prison libraries, 368-9.

Yust, W. F., "What of the black and yellow races?" 159-67.

Transcriber's Notes:

Simple spelling, grammar, and typographical errors were corrected.

Punctuation normalized.

Anachronistic and non-standard spellings retained as printed.

Bold markup is enclosed in =equals=.

Sans serif font markup is enclosed in ~tildes~.

Assigned missing anchors for the second and third footnotes at the end of the table on p. 291.

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