Papers and Proceedings of the Thirty-Fourth Annual Meeting of the American Library Association / Held at Ottawa, Canada, June 26-July 2, 1912

by Unknown

POST CONFERENCE TRIP

"Done with indoor complaints, libraries, querulous criticism,
Strong and content, I travel the open road."

So the librarians assembled aboard the "Saguenay." The day in Montreal had been a full and pleasant one and its evening found the post-conference party tired but tranquilly expectant of the joys the boat's departure was to bring. To this some excitement was lent by the dash on board, just as the gangplank was going in, of the New Jersey Library Commission contingent who had lingered too long at the reception tendered the A. L. A. on the White Star liner "Megantic." Many friendly farewells were waved by the A. L. A. members whose official travels ended at Montreal. As the boat started for Quebec, deck chairs were soon filled by those who wished to watch the noble sweep of the river and the graceful skyline of the city with its myriads of lights.

During the short stop at Quebec the next morning only a few strenuous ones ventured ashore. The majority were content with the splendid view of the city with its frowning precipice crowned by the Citadel and the graceful pile of the Chateau Frontenac, below which were spread the picturesque roofs of the Lower Town. It was the Fourth of July and after the flags flourished by the patriotic members of the party had been duly saluted, everyone settled down to the calm enjoyment of a safe and sane fourth. The boat glided past the falls of Montmorency, the lovely Isle of Orleans, the wooded shores of the river where in one place forest fires raged, showing a thin tongue of flame under a hovering cloud of smoke, and on from the stately grandeur of the St. Lawrence to the wild beauty of the Saguenay. It was here that the real business of travel began. Baedekers made their unblushing appearance, most of them bearing on their backs the mystic symbols 917.1. The maps and guidebooks provided by the company were studied while the really "litry" were turning the pages of "A chance acquaintance" or "The golden dog."

At half past six, a landing was made at L'Anse St. Jean but word was given that the real village was some distance beyond, a nice walk—from British standards! A gay start was made but the muddiness of the road and the "recedingness" of the village combined with the ravages of the black fly, which Van Dyke has truly said is "at the bottom of the moral scale of insects," caused even the most valiant to turn back. There were a few who with true Yankee enterprise chartered the only vehicles in sight and came back with glowing tales of the quaintness and charm of the village, but for the majority, it must remain the fair Carcassonne of dreams.

The great Capes of Trinity and Eternity, towering up through the gloom, were passed after nightfall. A searchlight thrown on them from the boat brought out their craggy inaccessibility and made weirdly impressive the statue of the Virgin on one of the terraces of Trinity. At Ha Ha Bay few were up in time for exploring but the view of the charming Bay was to be had from the deck or even from conveniently located staterooms. It had been suggested that here opportunity would be given anglers to make the acquaintance of the "unsophisticated fish" of the region, but if any wonderful catches were made, no stories of them floated to the ears of the feminine contingent. Turning back from here the boat passed through the most striking part of the journey, stopping for some time around the capes of Trinity and Eternity. To attempt to describe the scenic beauties of the trip would be to attempt what was admirably done by the chronicler of the post conference of 1900 (see Proceedings A. L. A. 1900, pp. 174-182.) The pleasing pastime of trying to hit the sides of the capes with rocks thrown from the boat was indulged in by a few of the passengers. Howells tells us that his uninspired hero actually did it. And that was forty years ago! The origin of this custom might be an interesting question for a class in library economy to investigate.

The hours spent at Tadousac will be pleasantly enshrined in the book of memory. The air was fresh and cool and many came and went visiting the salmon hatcheries, and the ancient chapel, strolling through the picturesque streets where they were met with kindly hospitality by the habitants, or driving through the balsam scented woods.

Leaving these pleasant shores, a few hours brought the boat to Murray Bay, where the night was spent. Every one started out for a walk in the morning, but the road led past the shops dealing in homespun, and there was a general halt. These characteristic raids sometimes cause one to pause and wonder whether the greater pleasure of traveling comes from adding new and beautiful slides to our mental collection or new articles of vertu to our domestic equipment. Those who did get beyond the shops were rewarded by a walk through a straggling French village with quaint views and picturesque glimpses most enticing to the amateur photographer. A number also with true tourist thoroughness visited the former summer home of the President of the United States and even took snap-shots on his front steps.

All met for luncheon at the Manoir Richelieu, a meal well served and good. A round of applause was given Captain Koenig as he joined the party and another was given Mr. Gould, the perfect host, whose kindness and thoughtfulness will long be remembered by those whom he personally conducted.

After luncheon vehicles of all kinds, including that most fascinating of all, the calèche, waited to take the party to the Falls. The drive through a beautiful country with fields of clover and daisies and hedges of wild pink roses ended at a pulp mill, where the interesting process of converting the virgin forest into wood pulp was viewed. Beginning at the front door where the bales of pulp were taking their departure, the party went back step by step. To achieve the last a steep chute had to be ascended and the perils of descent seemed so great that nearly all preferred to go around and cross back by some stepping stones. The water was not deep but the stepping stones were small. There may have been other falls but if there were, no one seems to have seen them.

That night was a gay one on board the "Saguenay." It was the culmination of the delightful evenings spent around the piano with music, songs and story telling. At the command of Mr. Bowker who, with his charming wife, made admirable masters of ceremonies on these occasions, in accordance with the precedent set twelve years before by the A. L. A. post conference, all purchases of homespun, coverlets, rugs, and dress patterns were brought out and hung over the gallery rail for a loan exhibit. After they had been duly inspected a war dance was led by Miss Askew, the participants being each clad in his respective purchases. Stories, songs and charades followed and the evening ended in singing the following choice composition to the tune of the "Little Brown Jug."

The A. L. A.'s started one day,
To explore the Saguenay,
Young and old, gay and grim
Twenty-five hers to every him.

Ha Ha Bay, A. L. A.,
Sailing up the Saguenay,
Ha Ha Bay, A. L. A.,
Each from his own library!

Oh, Mr. Gould from Montreal,
Our genial host, beloved of all,
We'll rue the day when we must say
Farewell to you and Saguenay.

During the next two days in Quebec, librarians circulated themselves freely, the torrid heat seeming to cause no appreciable falling off. On Sunday morning various church services were attended, many going to the Basilica. Nearly every one found opportunity to visit the principal sights,—Dufferin Terrace, the Plains of Abraham (where early impressions gathered from school histories of the hazard of Wolfe's climb were somewhat modified), and the lower town, and many, like true "debtors of their profession" visited the library of Laval University. Luncheon was enjoyed on both days at the Chateau Frontenac.

On Sunday afternoon, a much appreciated hospitality was extended the American Library Association by Mr. and Mrs. Henry Porteous, seigneurs of the Isle of Orleans, who entertained with a delightful garden party in their beautiful grounds and gardens. In the evening many found their way to Dufferin Terrace to listen to the music and watch Quebec promenade by.

Monday morning the party was received by Alderman Collier, in the absence of the Mayor, who extended a courteous welcome and after that a street car ride around the city was enjoyed by the party as guests of the City of Quebec.

In the afternoon a special train was chartered to take the party to the church of St. Anne de Beaupré. A courteous priest acted as guide and carefully explained all the wonders of this miraculous shrine. On the return trip the falls of Montmorency and Kent House were visited.

It was with great regret in spite of the heat, that farewell was said to this most picturesque of cities. Good-byes were said the next morning in Montreal and each went on his separate way with the feeling that the past week had been one of pleasure and rich experience long to be remembered.

JULIA IDESON.

[AGRICULTURAL LIBRARIES SECTION]

The first meeting since organization was held on the evening of June 27. Mr. James I. Wyer, Jr., presided. In his opening remarks Mr. Wyer gave a brief account of the events leading up to the formation of the section. He also spoke of the various kinds of agricultural libraries and of their growth and influence.

An address of welcome was delivered by the Hon. Martin Burrell, Canadian minister of agriculture.

WM. M. HEPBURN, librarian of Purdue university presented a paper on

LIBRARY EXTENSION WORK OF AGRICULTURAL COLLEGES

Extension work is now a name to conjure with. Its most popular aspects, the corn train, the wheat special, the farmers' short course, where a thousand or more men and women from the farms gather for a week's instruction, have all been exploited in the newspapers to such an extent that they are well known everywhere. The new methods of extension work were developed in the agricultural colleges or agricultural departments of universities. It seems now as though many of these methods were to be applied in other fields. The moving cause for all this activity is the desire to bring opportunities for education to every man, woman and child in the state who has sufficient energy and ambition to desire them. Along purely agricultural lines the extension work carried on by the State college of agriculture at Cornell, is typical. The December number of the "Announcer" outlining this work contained eight quarto pages giving information under twenty-five separate heads. The work carried on by a university as a whole is best illustrated by Wisconsin, whose university extension division has carried this work further than any other similar department. The phrase, "The university that goes to the people," applied to Wisconsin, and the slogan, "If you can't come to the college, the college will come to you," used by North Dakota agricultural college, illustrate the aims of the workers in this field.

Of course much of this extension work is altogether outside of the sphere of the library, but there are signs that the libraries of agricultural colleges, and of the land grant colleges especially are waking up to the fact that there are public needs which they are best fitted to supply. The extension departments of the various colleges have found a number of problems confronting them in which they need the help of the college library, such for instance as matters relating to the use of books for special study, and the general problem of awakening in the farm community an interest in books and reading. I shall attempt briefly to characterize the various phases which this library extension work has taken, or may take, without more than passing reference to the work of specific institutions.

The first letter of enquiry sent by a farmer to his state college or experiment station, might be said to have originated the entire extension work, and the growth of correspondence between farmers and the college, with its professors and experts, indicates the nature of the demand on the part of the public, and the success of the work of the stations and colleges in arousing this interest. This correspondence forms and always will form a very important phase of university extension work. To get in touch with individuals, to have them take the trouble to write you concerning their needs is a sure indication of their interest. Just as the correspondence of the commercial house is systematized, and form letters used where possible, so the growth of this extension work has led to the publication of brief bulletins, or circulars in place of the elaborate and lengthy bulletins so often issued by the experiment stations on the same subjects.

One of the needs which was soon felt in correspondence was that for a brief list of books on agriculture, which could be sent in response to inquiries from individuals and libraries. This list is sometimes a simple mimeographed list, or a short printed list, or even a more elaborate bulletin, such as the Cornell publication, "What shall the farmer read" or the more recent one, "Reading in the farm home." There is real need for these lists, and every college library or extension department should have such a list available for distribution. There is room perhaps for some co-operation here in order to secure greater uniformity and the opinions of many who are in close touch with the needs of the farming community.

One of the outcomes of the extension work in agricultural colleges, was the forming of reading and study clubs and clubs for social and civic purposes, and the publishing of study outlines for reading courses, which might be taken up individually or by groups. In some cases all the reading necessary was included in the bulletins published, such as the Cornell reading courses. In others special books were assigned which could be purchased from the extension department, or borrowed from it. Thus began the lending of material from the college library or some department of the college, a practice which I believe is destined to grow to large proportions, especially when we secure parcels or book post. In several states this work is now well organized. The University of Wisconsin, the North Dakota agricultural college and perhaps others are prepared to send out what they call package libraries to individuals, clubs, societies or schools for a certain fixed period of time. These package libraries consist of pamphlets, speeches, newspaper clippings, articles clipped from magazines, bulletins issued by the university and other miscellaneous matter.

North Dakota gives a list of subjects on which they are prepared with package libraries in agriculture, biography, education, science, municipal affairs, etc. They will even lend typewritten copies of declamations, dialogues, orations and printed copies of amateur plays.

Wisconsin in addition to its package libraries issues bibliographical bulletins on subjects of general interest, as does the University of Texas. If these package libraries are made more elaborate including larger pamphlets and books, they can be dignified by the name of traveling libraries. So far as is known by the writer, this work is not carried on by the college library except in one instance, the library of Massachusetts agricultural college, where Prof. Charles R. Green has this work in charge. In other colleges it is managed by the extension division or department with, however, the co-operation of the college library and other library interests, as in Wisconsin. It will readily be seen that this work duplicates to some extent, the work of the public library, or at least the work that the public library should be doing. It is evident too, that this work would have its best field in states where there were few public libraries in the smaller towns and villages.

The looking up of references on domestic science, the boy scouts, or the fireless cooker and other similar subjects is supposed to be the work of the public library. It may be that notwithstanding the emphasis placed by the public library on its reference work, and work with schools, the college by its extension service is going to enter this field and do at long range what the public library is not doing for its own local community. If there is sufficient demand from the rural districts for the service given by the public discussion and information divisions of the extension work (as it is often called) it is certainly a strong argument in favor of the extension of the public library service over the counties or townships as is now being done in several states. There is a good field here for co-operation between the local library, the organized library interests of the state, the college library and the extension service of the college or university.

An interesting feature of the work of the extension department at Purdue university is the combination of the printed list of books, the sample library, and the actual sale of books to the farmers. Some months ago by consultation with members of the station staff and actual examination of many volumes, a list of about 75 titles relating to agriculture, was compiled and printed. Several sets of these volumes were then obtained from the publishers, and arrangements made with them for mail orders of these books at certain discounts. The printed lists and sample volumes were taken to county fairs, institutes, farmers short courses, and on special trains. The lists were distributed, the books shown to the farmer, and his order taken on the spot at list price. Many orders come in later by mail. There is good psychology in this method of getting the book to the farmer. He can examine the book for himself, give the necessary weight to the recommendation of the man in charge, and having confidence in the university as represented by the extension department, he trusts it with his money.

During the year and a half that this plan has been in operation 1,350 volumes have been placed in the hands of farmers in the state and the sales have been as high as $475 in a month. Some may see objections to this method of book distribution and there are dangers that must be guarded against, but in Indiana it is regarded as firmly established.

There are problems that can only be briefly referred to here connected with the distribution of agricultural literature, that are partly extension and partly library problems. Many tons of printed matter are being distributed every year by the various colleges and experiment stations. To insure the best use of this material some "follow-up" system and some instruction to the farmer in its care and preservation would seem to be essential. The small circular or bulletin is taking the place of the more elaborate publications formerly issued on the same subject and these are being sent only to those who request them and have a real need for them.

The college should be willing and able to lend books to institute workers, lecturers, clubs, and to other libraries unless this service is already well done by some other agency.

It should also be a clearing house for information relating to agricultural literature and should co-operate wherever possible with the other departments of the institution whose work looks toward the betterment of rural life. The value of books to both young and old in the farm home, may be overlooked by the other departments organized for more practical and perhaps more well defined ends, and in this matter the librarian has both an opportunity and a duty.

Dr. James W. Robertson, chairman of the Canadian royal commission on industrial training and technical education, delivered an address on economic and agricultural conditions in Canada.

Mr. Wyer read a paper prepared by Dr. A. C. TRUE, director, U. S. office of experiment stations, U. S. Department of Agriculture on the subject

SUGGESTIONS AS TO A POLICY OF ADMINISTRATION OF AGRICULTURAL COLLEGE AND EXPERIMENT STATION LIBRARIES

Dr. True said in part:

Fifty years ago next Tuesday, the 2nd of July, the act was passed which authorized the establishment in each state of a college "to teach such branches of learning as are related to agriculture and the mechanic arts," and it was just twenty-five years ago this year that the act was passed which created the agricultural experiment station as a department of the agricultural college.

It seems, therefore, peculiarly fitting that on this jubilee anniversary we should be discussing the relation to each other of these two institutions which have done so much for the agricultural interests of our country, and we believe are destined to do much more.

The agricultural or land-grant colleges authorized by the Morrill act of 1862 were the direct outcome of a persistent demand for an education better suited to the needs of an age of progress than the classical form then in exclusive use. Interest in experimental work grew rapidly and culminated in the passage by Congress and signing by President Cleveland in 1887 of the bill introduced by Wm. H. Hatch, of Missouri, which provided for the establishment of an agricultural experiment station at each of the agricultural colleges, as a department of the college. This act provided the sum of $15,000 annually for the establishment and maintenance of the experiment station. It was later supplemented by the Adams act passed in 1906, which provided for an increased annual appropriation, bringing the sum total of federal appropriation for each station up to $30,000.

In the Hatch act establishing the experiment stations the wording of the law clearly sets forth the fact that the station is a department of the college.

It would seem obvious, therefore, that, since the station is a department of the college, the station library should be considered a part of the college library and thus come under the general direction and control of the college librarian. This involves the presumption that the college authorities appreciate the importance of a well managed library and therefore employ a well-trained and efficient librarian, and have a good library organization.

The work of the experiment station may be broadly grouped under the two heads research and the dissemination of the results of that research. A necessary preliminary to all successful research work is the examination of the records of similar or allied work. These records are contained in books and periodicals, and a moment's thought reveals the fact that the station library lies at the very heart of the station's work and is second to nothing in importance. Even the records of hypotheses tested and found untenable are valuable, as they may save much useless effort and consequent loss of time. The equipment of the station library should, therefore, be one of the first considerations in the organization of the station, and not merely a desirable adjunct if better advocated activities permit.

The function of the agricultural college library is primarily to serve the interests of the professors and students who compose the college, whereas the mission of the experiment station library is to serve the investigators and scientific workers who constitute the station staff. For the college library to accomplish the best results there should be direct and constant intercourse between the professors and the librarian. The latter should be cognizant of the broad outlines of the courses being given and should be specifically informed of theme work about to be assigned and theses subjects when chosen. If the librarian does not know these things before the call for material comes, it may be very difficult to supply just what is wanted. Even with every care there will sometimes be a conflict of interests, but a system of co-operation between the teaching force and the librarian should reduce these conflicts to a minimum, should work for the benefit of all concerned, and make the library a constantly increasing aid in the process of education.

The experiment station library, being designed for the use of scientific investigators, is really a reference collection. It should consist of the records of agricultural investigations the world over and such books of reference in each branch of the station's work as the investigator in charge of that work thinks necessary.

The co-ordination of the interests of the two constituencies,—the investigator on the one hand and the teaching force and student body on the other, is one of the most important problems of the librarian of the agricultural library. It is a task which will require his best ability as an administrator, and will be accomplished only by the exercise of boundless patience and unlimited tact, combined with an impartial sense of justice to everybody. Only when the investigator, professor and student each realizes fully that the librarian's chief concern is to be of service to him, will the ideals of the library be realized.

The vital concern of experiment station workers and the officers of the agricultural colleges in the library and its activities was evinced by the fact that a session of the Association of American agricultural colleges and experiment stations which met in Columbus, Ohio, November, 1911, was devoted to this subject. Nobody knows better than the workers themselves how useful the library may be to them, and their discussion of different phases of its problems was full of suggestions for the improvement of the service.

In the development of the libraries of the agricultural colleges and experiment stations in the various states there have grown up three distinct types of libraries.

The first type is the experiment station library which is kept separate from the college library but under its control and which is devoted somewhat exclusively to the use of the station workers. An example of this type of library is found at the State college of Washington.

The second type is the agricultural college and experiment station libraries combined into a single agricultural library and kept separate from the university library, as at Wisconsin. This type may be considered as belonging to the departmental type of library. Other states which have adopted this plan are California, Iowa, Minnesota, Missouri, Nebraska and Virginia.

In the third type the collections of agricultural literature including the experiment station collections, are consolidated with the college or university collections and administered as one unit. Examples of this type are the libraries of the University of Illinois, the Oregon agricultural college and the Kansas agricultural college.

Under certain conditions the advantages of one type may far outweigh the disadvantages and leave little doubt that this is the best for the particular institution concerned.

In the library of the first type,—namely, the experiment station library kept separate from the college library but under its control, the collections are composed principally of the following classes of literature:

1. As complete a collection as can be had of publications (a) of the U. S. Department of agriculture; (b) of state experiment stations in the United States; (c) of agricultural, horticultural, dairy and live stock and kindred societies; (d) the publications of departments of agriculture, of agricultural schools and societies in foreign countries, all of which literature may be designated as the "official agricultural literature."

(2) Files, at least current ones, of the leading agricultural periodicals of the United States, together with the best of those published in the interest of each of the special branches of agriculture,—live stock, dairying, horticulture, etc.

(3) A collection of reference works both general and agricultural, as well as standard works on agriculture and its various branches and allied sciences.

Few if any of the separate experiment station libraries can be said to have notably complete collections, aside from the "official agricultural literature." Scientific books and periodicals are expensive and most of the agricultural colleges have not felt able to duplicate expensive sets of periodicals and scientific reference works. Therefore, since the college needs such works as well as the stations, the result has been in most cases that they have been filed in the college or university library and the station collections have been limited principally to the "official agricultural literature" described above.

That the experiment station workers should have readily available as complete a collection as possible of the "official agricultural literature," both American and foreign, seems most desirable if not imperative. Whether this material should be filed in the station library or in the college library and to what extent it should be duplicated is a matter for each institution to decide, according to its needs and local conditions. In the case of an experiment station located on the college campus and near enough to the college or university for the station workers to use the general library, there is still much to be said in favor of a separate reference and reading room for the experiment station staff with an assistant in charge, the collection consisting principally of the "official agricultural literature," a selected list of current periodicals and a good selection of reference books of special interest in experiment station work. The ideal plan would be for this room to adjoin the university library like a seminar room. If it is not feasible on account of distance for the experiment station workers to have the collection next to the general library, then it should of course be in the experiment station building or agricultural hall.

Libraries of the second or departmental type,—namely, where the college of agriculture and the experiment station collections are combined, contain in general all the library resources of the institution along purely agricultural lines, including the "official agricultural literature," and in addition a fairly complete collection in the sciences relating to agriculture. Such libraries have a two-fold purpose. They must supply the needs of the professors and scientists in connection with their investigations and in addition must serve the students of the agricultural college. If the college of agriculture and the experiment station are some distance from the university,—so far as to make frequent consultation of the university library impracticable, there is no question but that the college of agriculture and the experiment station ought to have a separate library for their especial needs. If on the other hand they are near enough to the university library to make it feasible for the professors and scientists to use it frequently, it is an open question whether it is wise to separate the agricultural collections. It is then a question of a central library versus a departmental or special library. The nearer the college of agriculture library is to the university library, the more intensive should its collections become.

There is much to be said in favor of the third type of agricultural library,—namely, where the agricultural collections are incorporated with the college or university collections. When the topography of the campus and the location of the buildings are such as to make it feasible for the station workers and the agricultural professors to use the college or university library, the balance of the arguments seems to be in favor of this arrangement, both as regards economy of funds and efficiency of service, if the special needs of the station workers can be and are given proper consideration by providing the really necessary duplicates and an assistant especially qualified to aid in the bibliographical research connected with the investigations of the experiment station. There is a decided tendency toward unity in modern science. This is especially true in the sciences relating to agriculture. The entomologist needs to use botanical books, the botanist must use chemical books, etc., etc. This has an important bearing on library problems and as far as agricultural libraries are concerned, is an argument for centralized collections.

As it is probable that it will be a long time in the future, if ever, before the experiment stations will have sufficient funds to build up complete collections for their special use, independent of the colleges, and since it is a question whether, if funds were actually available, it would be wise to expend them in duplicating to such an extent the college library collections, it seems evident that some compromise arrangement is inevitable. In attempting to work out a satisfactory library plan, every institution should make a careful survey of local conditions, such as the size of the collections, the size of the library staff, funds available, location and architecture of the college and experiment station buildings, and then attempt to work out the best possible policy under its peculiar conditions. In working out such a policy, there are three important points to consider,—the question of administration, the question of convenience and the economy of funds.

As regards administration, attention has already been called to the fact that the station is by law a department of the college and under its control. If fully lived up to, this fact would seem to decide many vexed questions of administration. Sooner or later, it is believed, the colleges and experiment stations will find that there is less to be gained by standing alone than they had supposed and they will realize the advantages of a unified library administration for the institution as a whole.

In considering the question of convenience, distance is the most important factor. This difficulty can, however, to a great extent be minimized by an adequate telephone and messenger service between the library and the various departments of the college. Even for the sake of convenience, it is a question whether any institution is justified in separating its agricultural collections from the college or university library, unless it is prepared to provide an efficient assistant to look after the collection. Because books are near at hand does not mean that they are more accessible.

If an institution is limited in funds and if its total resources in books do not exceed 30,000 volumes, there seems little doubt but that the interests of the station and college can best be served by combining forces and resources in one strong library with adequate service, unless the topographical conditions make this plan impossible. Such a combination certainly husbands the finances, since separate libraries involving a duplication of catalogs and reference books necessitates a considerable outlay of funds.

But whatever the details of the library arrangement for the institution may be, the station should by all means have if possible the services of some person, call him what you will,—librarian, bibliographer, or reference assistant, who may give his time and energy quite fully to the special requirements of the station,—for example, in keeping the official literature complete and up to date, in looking up references, making excerpts, making and taking care of indexes, preparing bibliographical lists, and in doing bibliographical work of a miscellaneous character. There is unquestionably need for librarians trained along agricultural lines. It would seem as though the library training schools of the universities of Wisconsin and Illinois were peculiarly well situated to make a specialty of training librarians for agricultural work.

One of the important duties of such an assistant, regardless of whether the agricultural collections are maintained as a separate library or incorporated with the general library, should be the care and collection of agricultural publications obtainable by gift or exchange. There is now a great accumulation of public and miscellaneous documents, American and foreign, which may be obtained at little or no expense as regards purchase, but the collection, safeguarding and general care of this material is a very considerable task. Too many of the agricultural colleges and experiment stations have not sufficiently regarded the importance of collecting this material and of keeping their files complete and in a readily available form. A large portion of this material is never noted in the bibliographies of the book trade. It must be sought for in catalogs and book lists, in reviews, second-hand catalogs, and in many less obvious places. Much of the material is not for sale and is only obtainable by gift or exchange. It is therefore an important matter that there should be close co-operation between the experiment station and the library in arranging such exchanges. The station bulletins and reports, published by each state, should be the means of obtaining for the station or college library many valuable exchanges from this country and abroad.

In regard to the accessions to the library, whether obtained by purchase or gift, there are certain definite principles which should be followed: first, it is most desirable that all the purchases of books and periodicals for all the collections included in the university and experiment station should be made by the central general library, even the books purchased from the Adams fund, in connection with some definite project; second that all the records in regard to the resources of the library be kept in the general library. Furthermore, all the collections, whether obtained by gift or purchase, should be regarded as the unquestioned property of the institution at large, and under the custody of the librarian.

In regard to the purchase of books from the Adams fund, the fact that the experiment station worker needs in connection with an investigation certain books not already in the library, which books he is allowed to purchase from the Adams fund, is not, in the opinion of the office of experiment stations, reason for assuming that the books should not be purchased through the library or that they shall not be regarded as the property of the library. Therefore, in a library efficiently administered, there would be no inflexible rules which would make it impossible for any experiment station worker to retain in his laboratory for an indefinite period while he is carrying on his investigations, the books which he especially needs to have at hand, regardless of the fact that they were purchased through the library. As far as the office of experiment stations is concerned in the supervision of the accounts of the purchases made by the state experiment stations from the Adams fund, it has interpreted the law to mean that the funds can be used in part for the purchase of books needed to carry on a special experiment in progress but it does not hold that books so purchased must be held as the property of the department. On the contrary, it is inclined to believe that the funds will be safeguarded fully as well if not better, by the purchase of books through the library.

As regards the assignment of funds for the library, there is lacking in many of the agricultural colleges and experiment stations any well matured policy. A hard and fast allotment of funds to departments is of doubtful wisdom. It would be better to be guided more by the use likely to be made of the books by the various departments than to attempt any impartial division among them. In all but a few of the state agricultural colleges and experiment stations the funds available for books are pitiably small. They need to be greatly increased. In some instances the purchase of scientific books seems unduly restricted as compared with expensive apparatus. As long as the funds are meagre, there is the more need for a well equipped, progressive librarian, with a knowledge of the resources of other libraries, who will co-operate with other libraries, and by exchanges and inter-library loans be able to supplement the resources of his own library. The library of the U. S. Department of Agriculture has been glad to lend its books to state agricultural colleges and experiment stations as freely as possible without interfering with the work of the department. The borrowing of a book needed for the special use of an investigator will often avoid the necessity of purchasing it and leave the funds available for the purchase of books of more general use.

The answers to the questionnaire sent out by the Agricultural libraries section disclosed the fact that a large number of the agricultural colleges, but none of the experiment stations, have library committees, and that the college library committee's activities do not, except in a few instances, extend to the stations. It is not the purpose of this paper to discuss general library problems except so far as they touch upon the problems of the agricultural library. No arguments pro or con will therefore be brought to bear upon the desirability of library committees. If, however, it is thought best by an institution to have a library committee, it should by all means be a committee for the whole institution. As already emphasized, the station is a department of the college and there would seem to be no reason for excluding it in the consideration of the library problems of the college, for there is no department of the college whose interest in the library is more vital. It was interesting to note that in one of the state agricultural college libraries, whose growth in the last few years has been remarkable, there is no library committee. In another college with a growing and progressive library, the library committee was referred to as not much help and no hindrance. In some colleges the powers of the library committee are described as merely advisory as to library policies; in others, it evidently has considerable power, the decision in regard to the purchase of books being left largely to the library committee. It is a question whether this latter arrangement is altogether wise. There are certain dangers connected with it. If the librarian cannot be trusted to make a wise selection of books for the college, with the help of recommendations of the members of the faculty and station staff, then the disadvantages connected with a library committee empowered to decide on the purchase of books should be minimized as far as possible by having the library committee rotate in office, in order to insure a fair representation of the needs of all departments of the institution.

In the case of the experiment stations, the decision in regard to the purchase of books in most instances rests entirely with the director or the heads of the departments. This plan, too, has its disadvantages. The ambitious specialist allowed to have his own way without regard to the needs of his fellow workers is apt to purchase books of service only to himself. If there is a library committee for the institution, it would be far better to have the book purchases for the station considered by the committee on the basis of a general policy taking into account the special requirements of the station's work and funds. If there is no library committee, then the librarian of the college should by all means be consulted in regard to the purchase of all books for the station as well as the college. It should, of course, be understood by the librarian, as well as by other officers of the institution, that purchases of books and periodicals for the experiment station under the Hatch Act should be strictly confined to those required in connection with the work of the station and under the Adams act to those directly relating to the approved project of research. It will, therefore, be necessary for the station director to pass on the extent of the library purchases from station funds and the character of the books and periodicals to be thus purchased.

Among the functions, problems and opportunities of the librarians of our agricultural colleges, extension work remains to be considered. The extension work of the agricultural college is now one of its vital activities and is every year enlarging its scope. Leaders are needed for every phase of this work,—for correspondence schools, for farmers' institutes, for movable schools of agriculture, for work on practice farms, and in many other of the activities which are being used in carrying the improved methods of modern agriculture to the farmer himself. The experiment station is an organized effort of science to improve agriculture, and the extension work of the agricultural college is the practical means of reaching the farmer with useful information. The rural problem is one of the burning public questions of the day and upon its proper solution depends much of the progress which we confidently expect. The farmer must himself co-operate in the solution of this problem and the leadership is of a very high order that recognizes as an absolute essential to success, and succeeds in enlisting, an active participation on the part of the farmer in the work of bringing about an improved practice of agriculture. If then the library is as important in all the phases of the work of the agricultural college as we deem it to be, the work of the library should by all means be represented in all the extension work activities.

In conclusion, the above suggestions regarding the administration of the agricultural college and experiment station libraries and their opportunities for service to the investigator, the student and the farmer, may be briefly summarized as follows:

First: The libraries of the agricultural colleges and experiment stations should always be in charge of well-trained and efficient librarians.

Second: The books and periodicals should be selected with reference to the well-considered needs of the various branches of the institution, having regard for the vast amount of literature which may be secured by gift and exchange.

Third: The experiment station collection, even when separately housed, should be considered and administered as an integral part of the college or university library, under the direction of the college or university librarian.

Fourth: The needs of the experiment station staff should be met by the employment of a librarian, bibliographer or reference assistant especially qualified to serve the station in all its interests.

Fifth: In the extension work activities of the college for the more direct benefit of the farmer, the library should have its share.

It is realized that there may be a wide difference of opinion as to the methods to be employed, but the object of this paper will be in part accomplished if it directs attention to the principles upon which a policy of administration should be built. The problems of the library need the combined thought and efforts of librarians, faculties and experiment station staffs in order that it may by its efficiency promote to the fullest extent the work of the agricultural colleges and experiment stations.

Several papers were presented on

SOME TYPES OF AGRICULTURAL COLLEGE AND EXPERIMENT STATION LIBRARIES

The first was by CLARENCE S. HEAN, librarian of the college of agriculture of the University of Wisconsin, on the type

(a) Agricultural College and Experiment Station Libraries Combined and Separate from the University Library but under its Control.

Mr. Hean said in part:

The administrative officers of the University of Wisconsin believe thoroughly in the theory that teaching and research should go hand in hand. That theory practically applied in our college of agriculture and agricultural experiment station virtually combines the two organizations into one.

This agricultural department of the university is housed in a group of buildings at the extreme western end of the campus. The general university library is situated at the extreme eastern end, a full half mile away. It therefore seemed advisable to establish a departmental library for the convenience of our agricultural workers.

In our college the funds received from the United States are not nearly sufficient to finance all of the station work, or research work as we call it. The budget is made up by adding together the income from all sources and apportioning this whole amount among the departments according to their needs and talents. Orders may then be issued by each department, subject to the dean's approval, to the extent of its allotment. When bills are received the head of the department marks with an "R" all items ordered for research (i. e. station) work. The bookkeeper enters items so marked against United States funds until they are exhausted. The library being a department of the college its funds are treated in this same manner. This marking of research items in the bills with an "R" is the only distinction ever made between books purchased for station or for college purposes.

All of the books purchased are classified, cataloged and filed as one collection. It is understood throughout the college that books for the Adams or Hatch investigations are to be purchased by the library. Such books when received are given the right of way in all library processes and forwarded immediately to the investigator who requested them.

The selection of books rests with the library committee. This committee consists of five members of the faculty appointed by the dean for a term of one year, and the librarian, an ex officio member. The chairman of the committee has been reappointed for many consecutive terms. The other members are rotated among the different departments. Lists of books for consideration at their monthly meetings are made up by the librarian. Any member of the faculty, or student either for that matter, may recommend books to go on the list.

The selections having been made, the list is forwarded to the university librarian. It is then checked with the university catalog. Items already available anywhere on the campus are reported back for further consideration. If it is the judgment of the committee that an additional copy is needed in our library it is so ordered, but all needless duplication is avoided. The actual order is made out by the university librarian who has at hand the bibliographical data for such work.

The books are received, accessioned and plated at the general library. They are then forwarded to our college library to be classified and cataloged. All our books are permitted to circulate not only among the students and professors of our own college but among those of any college of the university. In return the same privilege is granted to us by the other colleges. Having a well developed delivery system and a liberal loaning policy, we encourage the policy of a strong central library.

The next paper, prepared by ASA DON DICKINSON, librarian State college of Washington, treated type

(b) The experiment station library separate from the college library but under its control.

Mr. Dickinson said in part:

In the state college of Washington, the experiment station library is said to be separate from the college, but under its control. Our college library building occupies a central position on the campus, not over two hundred yards from the offices of most of the members of the station staff. Part of the lowest tier of the college library book stack is set aside for the accommodation of the station library, the point of division being marked by a gate. A specially designated member of the college library staff acts as station librarian, under the direction of the college librarian. Her salary is paid largely but not wholly out of the station funds. Her duties as station librarian occupy about one-third of her time, but these duties have precedence over her college library work. In the absence of the station librarian, members of the station staff are served by the college library staff.

Our station library is made up almost entirely (1) of publications of the U. S. Department of agriculture; (2) of publications of the state experiment stations, and departments of agriculture and horticulture; (3) of the agricultural, horticultural and kindred periodicals. The college library contains duplicate collections of the first two classes of material. The third class in our experience is relatively of less importance, as it consists chiefly of the popular "farm-papers." The station library, like the college library, has its own card-catalog of U. S. Department of agriculture publications, and its own card-index of experiment station literature.

Students and practitioners of the science of agriculture seem to be specially fortunate in that so much of the valuable material on their subject is published and freely distributed by the federal and state governments. There is perhaps no other science in which the unofficial literature is so relatively unimportant. It is true, the technical journals of the allied sciences contain much that is of value to the experiment station worker. But so far as my experience goes, the use of this is not constant and continuous, as is the case with governmental material. Let us have separate and distinct sets of state and federal "Bulletins," for our college workers and for our station workers, as both classes need to refer to them so frequently. But is not this going far enough? Is it not the wisest policy to confine our station library collection principally to these well-thumbed publications, and to place the less constantly used and more expensive unofficial material in the college library, where it can be of service to a larger public?

MISS MARGARET HUTCHINS, of the reference department of the University of Illinois library described type

(c) Experiment station library consolidated with the university library.

Until 1897 the library of the Illinois experiment station and the university library were separately housed, cared for and supported. In that year the state erected a library building for the university and in it the experiment station deposited its collection of nearly five thousand titles. From that time the station ceased buying books from the Hatch fund, with the possible exception of a very few books for laboratory equipment, and it has never bought any from the Adams fund. The books deposited by the experiment station in the university library were classified and cataloged and became a part of the library. The only difference in treatment from books otherwise acquired was that the experiment station books were accessioned separately so that it would be possible to take them out of the library again if desired. All books and periodicals bought or exchanged for the experiment station since 1897 have been dealt with like those bought or exchanged for the university. The questions of administration come therefore for the most part under the general library policy.

Books are purchased for the university either out of the legislative appropriation for the library or the appropriations for the university and its different colleges and departments of investigation.

1. Library funds.

The library funds are assigned to the various departments in the colleges of the university by a committee on the apportionment of library funds, consisting of the president, the librarian and the deans of the colleges, who act on the recommendations of a senate library committee. This is composed of the president and the librarian and seven members representing the following interests; Agriculture, Engineering, Science, Graduate school, Library, The languages, literature and arts, and The philosophical and social sciences. Besides preparing for the first mentioned committee on apportionment, detailed estimates of the library needs of the various colleges, schools and departments, the library committee acts as an advisory board to the librarian in matters of library administration and policy. The college of agriculture, which in Illinois is of course intimately connected with the agricultural experiment station, receives its share of the library funds for the purchase of books selected by its professors and investigators.

2. Maintenance Funds, called Equipment funds in the Library to distinguish from Library funds.

Books are also purchased out of the legislative appropriations for the support of certain colleges and out of allotments made by the trustees from the general university funds for colleges not specifically provided for by the legislature. In the case of agricultural books these funds have the two purposes: the maintenance fund for the college of agriculture and the experiment station and, second, the appropriations for special departments of investigation in the experiment station.

The general policy of the faculty of the college of agriculture (or the staff of the experiment station) as to purchase of books out of these two different funds for college and experiment station is to buy books for special investigations out of station funds unless they clearly would be of use also to the students and instructors of the college at large. Books needed by the special investigator and the college in general at the same time are duplicated. When books are no longer needed in the laboratory or office for the special work for which they were bought, they are returned for general circulation to the main library by whose staff they were ordered and cataloged. Books already in the library, whether bought out of library funds or equipment funds for any college may be sent to a laboratory, office, or reading room from the main library unless they are needed for reference or class use in the main library or any branch of it.

Exchange.

The library and experiment station also work together in the matter of exchanges. The library exchange assistant arranges for the exchange of experiment station publications the same as for other publications of the university, while the station attends to the actual mailing of its publications, as it has better facilities for this than the library. In this way the library receives from the exchange of the agricultural experiment station publications alone between four and five hundred publications, of which more than one-half are from foreign countries, seventy agricultural periodicals and the publications of ninety learned societies being obtained in addition to the publications of state universities and stations and universities and libraries all over the world. Besides these, the library receives by the exchange of other University of Illinois publications many hundred more publications, some of which are of interest to agricultural scientists and economists.

Advantages of the Consolidation of Station and University Libraries

1. Economy of administration.

No staff of agriculturists or any other specialists trained for scientific or literary research can be expected to order, catalog and care for books as quickly and efficiently as can the well organized library staff of forty, with its order department, gifts, exchange and periodical assistants, and cataloging, binding, loan, and reference departments, whose whole time and attention is devoted to these special lines of library work. The library, too, which handles some thirty thousand new books a year can afford to have more elaborate equipment in the way of trade bibliographies of various countries, catalogs of other libraries, mechanical means for duplicating catalog cards, shelving books, etc., than can such an institution as an experiment station whose money should be spent mostly on salaries of specialists and laboratory and field equipment.

2. Security in preservation of valuable books.

While the majority of agricultural departments at Illinois favor departmental libraries, they all make it conditional—"If we had a proper and secure place for them." All with whom I have talked have also emphasized the advisability, almost the necessity, of keeping all books on the campus, whether in departmental libraries, laboratories or main library, under the central administration and the supervision of the librarian of the university.

3. Opportunity to use books and periodicals purchased by other colleges of the university.

It can readily be seen that books and periodicals purchased especially by the College of Science may also be of use to the Agricultural experiment station. The agricultural faculty also benefit by the periodicals, university publications, etc., received in exchange for publications of other colleges in the university.

4. Greater educational opportunities.

The agricultural experiment station, while receiving the benefits thus enumerated from its close connection with the university library, is able also to extend its circle of influence through the library, which naturally reaches more people than the station could by itself. Not only do the students and faculty of the other colleges of the university have an opportunity to use the agricultural books, but people throughout the state can and do borrow them from the library.

Discussion on the same type of library administration was continued in a paper prepared by Mrs. IDA A. KIDDER, librarian of the Oregon Agricultural College library.

She said in part:

Our policy of one central library was rather thrust upon us by the exigency of our situation than deliberately chosen, for we began with a single librarian and one part time student assistant, but after four years' experience I should pursue the same general course. It is evident, however, that in libraries growing at the almost incredible rate of many of our western libraries, one must have principles of organization and administration, rather than a fixed policy, or inflexible plans.

At the Oregon agricultural college we have the advantage of having all our class room and laboratory buildings located near each other.

We have had no difficulty or complication as to funds, since nearly all our station funds have been used for experiments and laboratory equipment. At first we had almost no college funds for the purchase of books and periodicals, having only such portion of the general equipment fund as could be spared after equipping our rapidly growing laboratories, but at the last session of our legislature the library was granted a fund of $15,000 for the biennium for books, periodicals and binding, and of the Crop Pest fund of $15,000 a year, granted for investigation, ten per cent could be spent for books and periodicals. This has been used and the library has therefore had this biennium, $9,000 a year. Most of the Crop Pest fund has been spent for books directly useful to the station investigator. Of the regular college library fund, the station departments have received their share along with the strictly instructional departments. The library fund is apportioned by the president of the college, after consultation with the librarian, the basis of judgment being the need of the department together with its present equipment. The books purchased from station funds are usually for some specific investigation and are kept in the laboratory collection of the department purchasing. A record is kept of the books purchased under each different fund.

The head of each department is responsible for the books in his laboratory collection, and once a year an inventory is taken. In our general catalog we have the cards of every book kept in a department stamped, under the call number, with the name of that department; thus it is possible to locate from the catalog all books except those out on loan. All our freshmen have one semester's instruction in the use of the library, that is, one lecture and one practical problem a week, with one college credit allowed. During this period we urge the students to feel at liberty to go to any laboratory to consult any book needed for their work, but with all the encouragement we can give them, I feel convinced that the books kept in the laboratory collections do not have the general use from the students which they would have if they were located in the general library.

We expect soon to place in our agricultural building duplicate catalogs of the publications of the United States Department of agriculture and of the state experiment stations. This will be a great accommodation to the men working in the station.

We keep our duplicate reports and bulletins arranged so that at a moment's notice any duplicates may be found. We have one department whose work it is to secure and care for the continuations of value to an agricultural college. This is one of the most valuable features of our organization, and though it was difficult to give the service for such a definite department, from our small library force, it seemed imperative and has proved a wise step. The reference librarian of the college does the reference work for the station as far as called upon. She borrows for the use of the station from a number of other libraries.

It seems to me that the problem of administering the college and the experiment station library, whether separately or combined must always present a number of almost insurmountable difficulties; men engaged in research demand all material for their work closely and immediately at hand, instructional work requires that all the material on the campus shall be easily accessible to its use. To meet these so often conflicting demands without extravagant duplication requires of the librarian a broad-minded impartiality of judgement.

The next topic was a symposium of recent reference books and new periodicals of special interest to agricultural libraries, which was treated under the following heads: (a) New periodicals, by E. Lucy Ogden, Library of Congress; (b) Agricultural reference books, by Elizabeth S. Ingersoll, of Cornell university library, and (c) Reference books in sciences relating to agriculture, by Emma B. Hawks, of the U. S. Department of agriculture library.

Miss Claribel R. Barnett, librarian of the U. S. Department of agriculture library was re-elected chairman for the coming year.

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[CATALOG SECTION]

FIRST SESSION

(Thursday, June 27, 8:15 p. m.)

The first session of the Catalog section was held Thursday evening, June 27, the chairman, Miss Laura A. Thompson, of the Library of Congress, presiding. The reading of the minutes of the last meeting was dispensed with and they stand approved as printed.

The topic of the evening, "Subject headings," was introduced in a paper by Miss MARY JOSEPHINE BRIGGS, cataloger of the Buffalo public library, and editor of the "A. L. A. list of subject headings." In the absence of Miss Briggs, this paper was read by Miss Sula Wagner, of the St. Louis public library.

THE A. L. A. LIST OF SUBJECT HEADINGS

Every cataloger, at least at the beginning of her career, has an ideal of the catalog which she would like to make: a catalog conforming to the most approved rules, accurate in bibliographical detail; consistent in form, in method of entry and in arrangement.

She realizes from the first that the task of achieving this ideal will be difficult; she soon begins to fear that it will be impossible. After perhaps years of endeavor, she questions if it is even desirable.

Absolute consistency in the matter of author entry may be attained by strict adherence to the A. L. A. rules, and the divergences from these rules necessary to adapt them to the varying conditions of public circulating, reference and university libraries are slight and unimportant. But who can frame a code of rules or formulate principles through which consistency in subject headings may be attained? And is consistency so absolutely necessary or desirable? Is not the ideal catalog the one which is best adapted to the needs of the majority of its users; which is so arranged that the reader can find what he wants in the shortest possible time, even at the sacrifice of absolute consistency?

When the work of revising the Subject headings was begun, an effort was made to learn the wishes of all interested in regard to the principles upon which the new edition should be based.

Many of you remember the list of questions that was published in the Library journal and in Public libraries. Some of you sent answers to those questions. They were questions of scope, of principle of selection, and of arrangement. The answers received from librarians, catalogers and reference workers, the opinions of members of the advisory committee upon these and other problems, the ideas expressed by library workers consulted by Miss Crawford in the various libraries which she visited, the suggestions gleaned from correspondence with other library workers and with experts upon various subjects, were all carefully noted by Miss Crawford, and in some instances tabulated so that the varying opinions could be seen at a glance. These notes, together with lists of headings from many libraries, large and small, made up the material from which the third edition of the Subject headings was compiled.

The most casual examination of this material revealed the fact that while on some points there was practical unanimity of opinion, upon others there was the greatest diversity.

The following are not exact quotations, as I no longer have the correspondence at hand; but they fairly indicate the opposing views of some of the writers:

"Expand the list by the addition of necessary new headings, but make few if any changes. The A. L. A. headings are in very general use, and the possible advantage of changes would not compensate for the inconvenience and expense of wholesale alterations in existing catalogs."

"The old headings are antiquated. Do not hamper libraries yet to be by perpetuating phraseology that no longer conforms to modern usage."

"For the sake of uniformity, adopt the Library of Congress headings, even if not always entirely satisfactory for a public library."

"The Library of Congress headings are not at all adapted for use in popular libraries. Disregard them."

"The public library is for the plain people,—use headings they will understand."

"If the public does not understand scientifically accurate headings it should be taught. Do not lower the standard of scientific cataloging."

To choose headings that should offend as little as possible these widely differing advisers, to steer a course between ultraconservatism and iconoclastic radicalism, was the difficult task that confronted me in undertaking the compilation of the new list of Subject headings.

A special effort was made to formulate a principle that should govern the choice of adjective phrase; inversion; or noun, subdivided. Is it better to enter under Chemistry, Physiological, or Physiological chemistry? Under Psychology, Educational, or Educational psychology? Under Negro suffrage or Negroes—Suffrage?

A strict rule for this sort of heading would be a boon to catalogers, but surely not to the users of the catalog. The average reader does not reason concerning the principles upon which the catalog is constructed. The fact that he today finds what he seeks entered under Chemistry, Organic, will not prevent his turning to Electric engineering rather than Engineering, Electric, tomorrow. The adoption of either form of entry to the exclusion of the others would lead to absurdities. Because it is satisfactory to subdivide Railroads, would it be desirable to abandon headings beginning Electric and substitute subdivisions of Electricity for Electric conductors, Electric lighting and Electric power? Or because Botany, Structural, is preferable to Structural botany, should we use Physics, Agricultural, instead of Agricultural physics?

In the end, all efforts to frame the desired rule resolved themselves into something like this: It is necessary to use all three forms of heading; noun with subdivision, adjective phrase, and inversion. Each case must be decided upon its own merits, and that form used under which it is believed that the majority of readers will look,—the majority of readers in each particular library, be it understood. A university library will use many subdivisions because it is convenient for professors and students to have much of the material brought together under large subjects. A medical library will use few, if any, headings beginning Medical, because Medical is understood.

As was stated in the introduction, no radical changes from the second edition were made except in response to what seemed to be a very general demand. There were few dissenting votes to the proposition to abandon the headings Arts, Fine, and Arts, Useful. The majority in favor of Government instead of Political science was less decisive, but still a majority, and the confession heard more than once, "I never can remember the difference between political science and political economy," was a straw that helped to turn the scale. Trade union is no longer a comprehensive term when organizations of teachers and of others outside the trades must be included. The phrase Domestic economy is being superseded in recent books by Home economics or by Domestic science. It is impossible to mention the changes in detail or to give the reasons for each, but no changes were made without careful consideration.

Just how far it is advisable to alter existing catalogs in order to conform to the new headings is a problem that each cataloger must decide for herself. If in your opinion the heading already in use is better than the new one suggested, by all means retain it. If, while admitting a slight advantage in the new heading, you think that the gain is not sufficient to justify the labor of changing, it is much easier to alter your copy of the Subject headings than to erase or re-write catalog cards. But if you are convinced that the new heading is one that will be more readily found by the users of your library, and by the desk attendants who have not catalog training, then make the change, even at the expense of considerable time and labor. And by all means consult the attendants in the circulating and reference departments if in doubt as to the advisability of making a change. They know how books are called for. They know how they themselves look for them; and "see" references are irritating when there is a line of impatient borrowers reaching from the request window to the door.

Such changes as have already been made in the catalog of the Buffalo public library have met with general approval from the loan desk. Recitations and readings; Grammar, English; Spelling, English; Corn instead of Maize; Humor instead of Wit and humor; the transfer of the subheading Best books from Bibliography to Books and reading; and the removal of Immigration from under country, have received especial approbation. The necessity for the latter change was made apparent when it was discovered that the half dozen cards under Immigration were so soiled as to be almost illegible, while those under U. S. Immigration bore no evidence of use; either because the "See also" reference had been overlooked, or because readers were daunted or confused by the complex arrangement of the cards under United States.

In all these cases the new heading differs from both the old A. L. A. heading and from the Library of Congress heading.

Starting with the intention of retaining all headings upon which the A. L. A. list and the Library of Congress were agreed, I soon found that some of these very headings had occasioned the greatest dissatisfaction. If the new list was to be acceptable to any considerable number of those who had taken sufficient interest in the subject to answer Miss Crawford's questions, I must endeavor to get closer to the point of view of the users of the catalog, rather than be governed by theory or established precedent.

The Library of Congress headings are admittedly devised to meet conditions in the Library of Congress,—certainly very different conditions from those of a public library. Moreover, the Library of Congress headings have been, and still are, in a state of development. Many changes have been made in the last dozen years, and as it is plainly impracticable to reprint immediately all cards bearing a discarded heading, libraries purchasing cards printed several years ago will often find headings suggested that are no longer in use by the Library of Congress. Sometimes cards for two editions of the same book bear altogether different headings.

The varying headings adopted by the departmental libraries, whose cards are printed and issued by the Library of Congress, cause still further apparent inconsistency. We cannot be sure that any particular heading was ever approved by the Library of Congress unless the card bears the Library of Congress serial number. The Department of Education, for example, uses Secondary education and Art education, while the Library of Congress uses Education, Secondary, and Art—Study and teaching. The Department of Agriculture has adopted Botany, Agricultural; Fruit and fruit trees; and U. S.—Forestry; while the Library of Congress enters the same material under Botany, Economic; Fruit culture; and Forests and forestry—U. S. Such variations make it impossible for any cataloger using the printed cards to follow blindly the headings suggested thereon, and emphasize the fact that no list of headings can be satisfactory to all kinds of libraries.

Most of the headings for the new A. L. A. list were decided upon before the Library of Congress began to issue its printed lists. On comparing the lists first received, I found cases where the Library of Congress had changed its practice, and as each instalment was issued I made changes in the manuscript already prepared, in order to bring the two lists into closer agreement. Doubtless in the Library of Congress lists yet to be issued there will be many headings different from those in use five years ago, at the time the list which was my guide was copied from the Library of Congress catalog.

Conformity in general to the Library of Congress headings was my aim, and in most cases of doubt the usage of the Library of Congress, if known, was the determining factor in the decision. But when, fortified by the approval of such advisers as were available, including in important cases the member of the Publishing Board who is now president of the American Library Association, I was convinced that some other form of entry would be more helpful to the users of a public library, I adopted that form, even though inconsistent—as in the treatment of English language,—or not altogether accurate—as in the substitution of Corn and Rubber for Maize and India-rubber. I may add that in no case did I decide in opposition to the majority of the members of the advisory committee, though only a few specific headings were submitted to them.

The list, being prepared for moderately large libraries, contains many headings that may well be ignored by the smaller libraries. Not only are most of the subdivisions unnecessary, but so also are many distinctions which would result in separation of material that might better be kept together if the entries are few, such as Charity organization, Infants (Children being a sufficient entry), Soil absorption, Soil moisture.

The list is not intended as a guide to be followed blindly, but to be adapted to individual needs, by the exercise of common sense—perhaps the most necessary part of a cataloger's equipment.

Consideration of cost and weight of the book necessitated limitation of the scope. There was a strong plea for the inclusion of geographical terms, at least in cases of disputed spelling. A list of such names was prepared by Miss Crawford, with full references and definitions. It was estimated that this list would add perhaps one hundred pages to the book, and the Publishing Board did not feel that it was advisable to include them. Very many headings that might be considered as falling within the scope of the book were omitted because their use would be infrequent, and it was thought better that the occasional cataloger should write these headings on the blank pages, rather than that all should be required to pay for an unnecessarily long and correspondingly heavy list.

Just a word in regard to the actual amount of material in the book. The statement of the Publishing Board that the third edition contains about three times the material in the second edition has been questioned on the score that the new edition is printed on one side of the leaf only. It should be remembered, however, that only the printed pages are numbered, so that the list of headings in the third edition occupies 397 pages, double column, while the second edition contained but 193 half pages and 12 full pages. That is, the printed matter in the third edition occupies nearly four times the space filled in the second edition. Moreover, the type is smaller, so that the new page contains twelve lines more than the old one. Therefore, allowing for the blank space occasioned by the disparity of the lists of "See also" and "Refer from" references, it is believed that the estimate of three times the material of the second edition is conservative.

The subject was continued in a paper by Miss MARY W. MACNAIR, of the Library of Congress on

THE LIBRARY OF CONGRESS LIST OF SUBJECT HEADINGS

The list of subject headings issued by the Library of Congress is used also, for reference and comparison, by many other libraries throughout the country. It has been suggested that a statement in regard to the purpose, scope, and manner of printing of the list, might be useful to the librarians receiving it, and possibly valuable as well to others who are interested in the undertaking, and who may be, to some extent, unfamiliar with the Library of Congress catalog.

The printing of the list of subject headings was begun in the summer of 1909. Up to that time, the second edition of the A. L. A. subject headings had been used as a basis for the subjects assigned in the Library of Congress catalog. But so many additions and alterations had been made in our interleaved copies of the A. L. A. list, that the need of an entirely new list of headings began to be urgently felt, although the difficulty had been partially obviated by the printing of lists of additions to the old A. L. A. list, for distribution to the catalogers at the Library of Congress. At this date the third edition of the A. L. A. list was already in preparation, yet it was considered wiser to print a list of the Library of Congress headings, rather than to co-operate in the A. L. A. undertaking, as the headings needed in our catalog differed to such an extent from those required for the average public library.

The distribution of the list to other libraries was not, at first, contemplated. The printing of the subject headings was undertaken to facilitate the work of the catalogers in the Library of Congress, and it was believed that, if supplied to other libraries in its preliminary form, the list would give rise to many queries in regard to unavoidable omissions and inconsistencies. It had not progressed far, however, before many libraries intimated that it would be useful to them to receive the letters as they were issued, and when requests became too urgent for refusal, it was decided to supply copies at a price insuring that only those libraries should order them which had serious use for them. It was considered that 50 copies for distribution outside the Library of Congress would surely be sufficient, but it turned out that the estimate was too small, and, in consequence, there has had to be much reprinting of the early letters of the alphabet. The edition of the letter P, just issued, was 500 copies.

The scope of the list of headings is largely inclusive in its character, covering subjects in all branches of knowledge as far as they have been adopted in the Library of Congress catalog. The names of persons and places are, however, omitted, also names of societies, institutions, and bodies of various kinds, names of treaties and conventions, and systematic names of genera and species in botany and zoology.

The classes theology, and military and naval science are only partially represented in the list, as these sections are not yet re-cataloged. The classes language, literature, and philology, which are now in the process of recataloging, are more fully, but not yet wholly, represented. In the earlier letters of the alphabet, few headings in law were introduced (as it has only been during the past few months that the law headings have been systematically considered), but they are now included in the list, and many of those omitted in the earlier letters are being entered in the lists of additions to the subject headings issued in connection with the main list.

We include in the list the more important subdivisions under a subject. These subdivisions are printed in italics, and separated from the main subject by a dash. One point to which I would especially call the attention of librarians using the list is that ordinarily only those subdivisions are printed under a subject which are distinctive, or peculiar to that subject. General form subdivisions, such as Directories, Periodicals, Societies, etc., which may properly be used under any subject requiring them, are, as a rule, omitted from the list. (A list of these form subdivisions can be found on p. 19 of the "Preliminary list of subject subdivisions," issued by the library in 1910.) Under names of countries only the history subdivisions are included.

Turning now from the consideration of the subdivisions, a few words may be useful in regard to the cross-references from subject headings to related subjects. In general, it may be said that references are made from the more inclusive to the smaller subjects, and not ordinarily back from smaller to larger. We should refer from Grain to Maize and Rye, but not from Maize and Rye back again to Grain. Where practicable, references are made from the most inclusive to somewhat more limited subjects, and from these latter to subjects still more specific, rather than from the inclusive to the specific subjects. We refer from Art to Engraving, from Engraving to Stipple-engraving, not directly from Art to Stipple-engraving. These general principles have been departed from where it has seemed expedient, the desire being to render the list useful and practical, rather than to make it adhere too strictly to rigid rules of procedure.

The seeming incompleteness of references from many subjects, references which obviously are needed to round out the various aspects of subjects is due to the fact that certain headings are not as yet introduced in the Library of Congress catalog. We have been very conservative about introducing new headings until called for by the books in hand, judging that the headings should be made to conform to the literature, rather than the literature to the headings.

The printing of a subject in antique type indicates that, in the library catalog, the subject has country subdivision, as in Education, Labor and laboring classes, Insurance, etc. It may be helpful to add here that the country is subordinated to the subject in our catalog, when it seems desirable to keep the material on a topic together, rather than to distribute it under the country headings. This includes many subjects in technology, science, art, and the social sciences.

The numbers which follow the subject headings indicate where the material dealing with those subjects is classified in the Library of Congress. The explanatory words following these numbers serve merely to guide those interested in the classification scheme. They are in different form from the subject headings, and should not be confused with them. In the matter of hyphens, the Century dictionary has been used as an authority.

At the present time the list of headings has been completed through the letter P. Q and R are now ready for the press, and will probably be issued in the course of a few weeks. The editor of the list sometimes feels it to be a cause for gratitude that the English alphabet is composed of only 26 letters. Should it contain as many letters as some other alphabets, the Sanskrit for example, the day of completion of the list might indeed be far away.

A few words in regard to the printing of the lists known as "Additions and corrections" will, I think, be needed for a full understanding of the subject headings. I have already spoken of the lists of additions issued in connection with the old A. L. A. list, before the Library of Congress list of headings began to be printed. When letter A of our new list was ready for press, there had been four of these lists issued, the additions being cumulated in each successive number. The corrections in the lists appeared but once, and were carried over by the catalogers to copies of the A. L. A. list. The headings in these early supplementary lists have, of course, been incorporated in the Library of Congress list, as far as the letters have been printed.

Even after the new list was begun, it was found impossible to dispense with the "Additions and corrections" lists, as the library catalog grew and expanded. We have continued to issue them from time to time, as occasion has demanded, and have included in them new headings in the section of the alphabet not yet printed, as well as additions to the letters which have already appeared in print.

Each "Additions and corrections" list is cumulative, as far as the additions are concerned, so that a library possessing the main list and the latest supplementary list has a complete record of all the Library of Congress headings which have been printed. As was the case in the lists supplementary to the A. L. A. headings, the corrections noted appear but once, and should be carried over by catalogers to the main list of subject headings.

The classification numbers, and cross references to related subjects, known as the "See also" references, are not included in the supplementary lists. Direct "See" references from one subject to another, or from one form of name to another, are, however, usually included, that the cataloger may avoid the pitfalls lurking for the unwary.

Including the early supplementary lists, there have been, up to the present time, eight lists of "Additions and corrections" issued, and number 9 is ready for the press.

Having now touched upon some general features in regard to the issuing of the list of subject headings, with its supplementary lists, I will conclude with a word as to a later and fuller edition. The list now being issued is a preliminary list, printed as manuscript, and, to some extent, experimental in its nature. While it is being made as complete and inclusive as present conditions seem to warrant, the intention has been to reissue it later in book form, wider in its scope and more inclusive in its references. Concerning the date of issue of the fuller edition, should this desired consummation be brought about, it is impossible at this time to make a statement. Probably it will be best to wait until the remaining classes of books in the library are reclassified and re-cataloged, before any definite decision as to date is reached.

It has been suggested that the next edition of the list might be put into loose-leaf form, with a view to keeping it to date by inserting new leaves, when necessary, in place of old ones. Experiments may be tried along this line, and the relative merits of the various loose-leaf binders investigated. The advocate of this plan suggests that the Linotype slugs be kept standing, and that once a month the sheets on which changes have been made be reprinted, and distributed to the catalogers at the Library of Congress, and to subscribers to the list.

The subject matter of a later list would doubtless agree with the present list in general features, but some minor changes might be found to be desirable. One point to which our attention has been called is the possible advantage of entering subjects in zoology and botany in the plural form rather than in the singular, as most of them have been entered in the present list. Another matter which merits consideration is the substitution of subdivided headings for the inverted forms now in use in certain classes of subjects, as in the headings Oxygen, Physiological effect of, and Man, Origin of. Some other questions to be considered are as to whether it would be advisable to distinguish in the list those subjects which are divided by country and then by city, from the subjects which have direct local subdivision; whether certain classes of headings now included could be advantageously dispensed with; and whether the main subdivisions of the animal and vegetable kingdoms are a valuable feature of the list.

Doubtless other matters will suggest themselves for consideration as time goes on, and we shall hope eventually to publish a list which may commend itself as a valuable tool to library workers. Borrowing the words of Mr. Charles A. Cutter in the preface to his "Rules for a dictionary catalogue" we may say with him: "It is to be expected that a first attempt will be incomplete, and we shall be obliged to librarians for criticisms, objections, or new problems, with or without solutions."

It had been hoped that Mr. J. C. M. Hanson would personally supplement this paper by an informal account of the early practice and experimentation of the Library of Congress. In his unavoidable absence, brief extracts from a personal letter were read by Miss Thompson, who then called upon DR. E. C. RICHARDSON, librarian of Princeton university, to open the discussion with some previously prepared notes on

FUNDAMENTAL PRINCIPLES OF CATALOGING

This discussion by the direction of proper authority is a discussion of the alphabetic subject catalog as suggested by the A. L. A. and Library of Congress subject heads. It is confined to general principles and general principles, of course, always have exceptions. This discussion is, however, free in considering these so far as it pleases.

Some of the fundamental principles may seem more like rules than principles at first sight but it is believed that they are all well principled. However, it is not pretended that they are all the principles in sight; quite the contrary, there is quite a pocket-full of these left each with the memorandum of some principle, big or little, and there are but twenty-one here enumerated. This being a discussion rather than a systematic paper properly refers to matters of recent personal experience. Since the first page of the new subject index contains subjects down to the name "Absolute," there has been drawn a synopsis of all the subject headings used by the A. L. A., Library of Congress, Harvard, Sydney, Princeton and the indexes of the Expansive Classification and Decimal Classification.

This will illustrate the variety of usages which have to be dealt with in attempting to systematize this matter so as to get uniformity and may be regarded as illustrations of the principles enumerated.

1. A catalog is a name list of concrete or specific objects as distinguished from classes of objects; a list of plants in a botanical garden, of mineral specimens in a museum or books in a library, but a list of kinds of plants, minerals or books apart from concrete specimens is not. In the case of books such a list is a bibliography. The book catalog is a directory or guide book to certain concrete books, the bibliography is a list of books in the abstract, applying equally whether its books exist in one place or another, or even if they no longer exist at all.

2. A library catalog is a directory or guide book to books for use. The immediate object to publishers, new book dealers, book auctioneers or antiquarians is sale, the object to the librarian is use. This difference affects both the form of the catalog and the description of the books.

3. Library catalogs in turn may be distinguished into catalogs for the administration (which include chiefly accession catalog and the shelf list) and those for direct use of readers (which include author, subject, title, imprint, etc., catalogs)—the special use in every case modifying the form of the catalog.

4. Catalogs for readers differ according to the two needs of readers which the catalogs try to meet. These needs are (1) To find a given book; (2) to find a book or group of books of a given character. It is not quite exact to say under this second head, that the object is to find information on a given subject or topic, for it may be that the object is to find special forms such as incunabula or Venetian imprints, association books, fiction, poetry, drama, essays, orations, ballads, encyclopedias, dictionaries, periodicals, classes of rarities, books on vellum, etc.

5. The prime object of a library catalog or directory to books for use resolves itself into a matter of the economy of time and of attention. Where there are only two or three books in a man's library there is obviously little need of catalog. As soon as there are many the guide book is needed. Whether, therefore, the catalog is author or subject, the controlling thought in its making is the economy of attention of the user.

6. The alphabetic order is on the whole the quickest reference order. The economic solution for these two needs proves, therefore, to be, the two alphabetical catalogs (1) the author and title catalog, (2) the alphabetical subject catalog. Title catalogs and the like are simply supplementary practical devices to aid inexperienced or forgetful readers.

The author and title catalog is distinguished from the author and catch-word catalog by the entry of anonymous titles under the first word rather than under the most significant word.

6b. Following a natural evolution, the systematic library catalog and the alphabetical classed catalog are practically extinct species, overwhelmed in the struggle for existence by the alphabetical subject catalog's quick and ready reference. This economy is, to be sure, effected for the average use, at a very great expense to the use of a good many readers who wish to consider all related aspects of a topic, but with the growing habit of classification of libraries, there is in fact a handy substitute, for these readers, in the classification, its index, and the shelf list. The alphabet subject catalog has thus become the recognized sole form of subject catalog for users in general.

7. The nature and origin of the alphabetical subject catalog is the same as that of the alphabetical encyclopedia, the alphabetical index to books and alphabetical index to a system of classification. Its rules and applications may, therefore, be guided by experience and practice in these three fields as well as direct experience in the alphabetical subject catalog.

8. Habit being a chief factor in quick reference, it is important that the name of the subject should be that of common usage. By this is not meant necessarily the use of the common people, but the form generally used in book indexes, encyclopaedias, and library classifications. It is greatly to be desired that all encyclopedias, classifications, indexes and alphabetical subject catalogs should use just the same terms—the same form among synonyms, the same practice as to singular or plural, adjectives or substantive entry.

9. At least the names of the subjects in the alphabetical subject catalog should be identical with those of the alphabetical index to the systematic catalog if there is any or the classification of its own library.

10. Whatever names are used must be clearly defined. This is the first principle of subject cataloging, whether the arrangement is alphabetical or systematic, that the subject word shall be so clearly defined that there is no mistaking what is to go under it. It is hard to lay too much stress on this matter. It is the Alpha and Omega of subject cataloging of every sort, besides which even uniform names and the question of arrangement are quite secondary.

11. In choosing the names for classes, the most specific should be used. This is a very important aid indeed to clear definition. The only objection is the splitting of kindred subjects—the same idea which leads to the alphabetical classed or systematic catalog.

Many cautions are issued warning against being too specific—some well founded, but the danger lies almost wholly in the other direction. There may be a limit but the principle is one of the clearest and most important in the whole matter and even the encyclopedias—even the Britannica itself—are getting further and further away from the old Britannica type.

12. The names of subjects so far as they are identical with author catalog entries should be determined by the same rules as in the author catalog. This is another important aid to uniform names which should be strictly insisted on.

13. The alphabetical subject catalog should have a classed index, as the classed catalog or the shelf list must have an alphabetical index. Note that the index to the new Britannica by its alphabetical index recognizes itself as an alphabetical classed encyclopedia rather than an alphabetical subject encyclopedia. Note also that it has the systematic index—the idea which in the end must be applied to every alphabetical subject catalog and which will be fully served automatically if the names of the classification index are identical with the subject headings and the class number attached to each of the subject catalog headings.

14. Sub-headings and sub-sub-headings should be alphabetically arranged. They should not be systematic or chronological.

15. Sub-headings should be chosen by the same rules and principles as main headings and thus make a duplicate list. There may be practical limits to this but principle is clear.

16. The arrangements of titles under main subject or sub-headings need not be alphabetical. Much is to be said for the chronological order of authorship or publication, but almost the only use for alphabetical arrangement by authors under heading is a poor duplication of author catalog use. It might be a real advantage to break the bad habit of using subject catalog for author purposes and on the other hand, the chronological arrangement of titles in the vast number of cases would save turning all the cards as required in the alphabetical order. Nevertheless the alphabetical is now the common method.

17. Complex books may be analyzed for the subject catalog. This is the distinctive advantage of the subject catalog over the shelf list that it can put different articles in the same volume or various subjects involved in one title under all their effective headings. It is obvious, however, that this principle must be limited—to apply in a wooden way would involve all periodicals and essays, a rock on which more than one attempt at subject cataloging has been wrecked.

18. The subject catalog should not be overloaded with references. The principle of economy of attention requires this. Few things are more aggravating in working under subjects than to have to finger over a large number of irrelevant cards. Some of the remedies for this are subdivision, the arrangement in chronological order of publication as above suggested, limiting analysis by excluding all works analyzed in accessible indexes and, where there is more than one edition of the same work, indicating one only and referring to the author catalog for the others.

19. The card should not be overloaded with details. The principle of economy of attention involves reducing the amount of material in a title to its lowest terms (whether on card or printed book) a matter greatly helped by typographical distinctions or corresponding distinction in the breaking of written lines, the location of certain details on certain lines or certain fixed places on the card, the use of red ink, underscoring, and similar details enabling the user to get the essential facts as to the identity of the work and its location in the building in the shortest possible time.

20. The indications on the cards of either catalog should be as brief as may consist with clearness and so displayed on the card as to catch the eye quickly.

21. Subject cataloging is a practical art, not a science. Names will be changed from time to time and a part of the art is therefore to develop a method of record on cards which shall cost the least possible effort for making changes.

Dr. G. E. Wire, of Worcester, continued the discussion of subject headings, with special reference to medical headings in the third edition of the A. L. A. List of subject headings.

Dr. Wire said a lack of knowledge of medical and surgical terms had led the compilers of nearly all the library catalogs into using erroneous headings, "Sees" and "See alsos" and that these errors had been continued in the third edition of A. L. A. subject headings.

A cataloger of good preliminary education, with experience gained in a large library, and with the opportunities to be found in a large library, college, reference or circulating, of consulting books, or people or both, can in time produce a fairly logical system of "Sees alsos" and "Sees," and subject headings in almost any subject except medicine.

Among the changes suggested by Dr. Wire are the following:

Abdomen. The rational references and cross references are:

See also, Intestines, Viscera.

Cross reference should be simply Viscera.

Anatomy. Why refer to Glands and not to Liver, the biggest gland in the body? Why to Chest and not to Lungs? Autopsy should not be referred to; that reference should come from Pathology.

Appendicitis. This is a surgical disease and should be put under Surgery, Practice of, instead of Medicine, Practice of.

Contagion and contagious diseases. Contagion and Infection seem to be confused. We are referred from Infection to Contagion as if they were synonymous terms.

Homeopathy. "See also Medicine" should be used for polemical treatises only. These headings show a bias against Homeopathy which is common in some classifications.

Hygiene. Has 54 "See alsos," most of which are fair but one-half of them could be omitted to the bettering and clearing of the list.

Hygiene, Public. This is better on the whole than Hygiene (plain), more consistent and logical in their references and cross references, thus confirming our contention that it is from lack of medical and surgical knowledge that these lapses occur.

Medicine. I should omit the following special headings, leaving only the general: Allopathy; Anatomy; Anæsthetics; Antiseptics; Autopsy; Bacteriology; Dentistry; Diagnosis; Histology; Homeopathy; Hospitals; Inoculation; Narcotics; Pathology; Pharmacy; Physiology; Stimulants; Surgery; Therapeutics; Vaccination.

From Medicine, Practice of, I should omit all the surgical headings as follows: Appendicitis; Bones, Diseases; Cancer; Erysipelas; Eye, Diseases and Defects; Obstetrics; Surgery; Tumors.

Dr. Wire recommended that a medical mind with suitable library training should have been consulted about these headings before a final printing.

Miss Anna M. Monrad, of Yale university library, outlined the principles and scheme of subject headings for philology and literature applied in the catalog of Yale university library.

SECOND SESSION

(Friday, June 28, 8:15 p. m.)

The second session of the Catalog section was held in the ballroom of the Chateau Laurier on the evening of Friday, June 28, Miss Thompson presiding.

Mr. Keogh, Miss Van Valkenburgh and Miss Mann were appointed by the chairman as nominating committee.

The first paper was by Miss ONO MARY IMHOFF of the Wisconsin legislative reference library, on

CATALOGING IN LEGISLATIVE REFERENCE WORK

The state which studies the laws and experience of other states and countries in order to bring to its own statute books the best features of each, combined with the results of original work, confronts a problem of no small dimensions. The mass of laws put forth by the forty-eight states of this country is so overwhelming that it is practically impossible for one man thoroughly to comprehend their merits and disadvantages. The legislative reference library, therefore, must be of service in helping to select that which is worthy of imitation, at the same time discarding the impractical features.

The reasons for the success or failure of such laws, and the differences in economic or local conditions in two communities must always receive serious consideration by those who are endeavoring to meet the advancing economic demands for properly constructed and better laws. The comparative element of this vast accumulation of material must always be remembered, not only in the care, but also in the gathering of material, if the library is to serve its highest purpose.

Because of this and other well known characteristics of a library of this type, the demands are of a peculiar nature and cannot be met by the ordinary library material treated in the usual library method. It is more or less of a quasi-library, requiring an adaptation of library processes to a combination of office and library work. As a result of this difference, the general library rules for cataloging must be decidedly modified. One is justified in making the catalog of such a library a law unto itself, for each and every one of its class has its own particular problems, environment and limitations, which will probably be met in its own particular way.

Since the problem becomes so largely one of individuality and circumstances, it might be well to consider for a moment some of the essential differences in purpose and treatment of material, and to realize the desirable points to be attained as well as the non-essentials, or things actually to be avoided.

The processes and methods of this kind of a library must in their nature be conducive to rapidity and conciseness of service. Time saving devices are unusually important, not only in the acquisition of material and the actual technical work, but in the delivery of material. The speedy availability of the most serious treatises on the most profound subjects is absolutely necessary. Between sessions many, many hours of the most earnest and serious efforts must be spent in investigation, study and research in order to relieve the pressure of heavy research work as much as possible during the session.

The library deals with business men who are seeking an answer to some special need. They have a definite reason for seeking the information and a definite point of view and they expect the library to answer their questions in a business-like manner. Too much emphasis cannot be placed upon efficiency of service as shown through rapidity of service. The legislator is a busy man and any time saved through devices which quicken delivery of material, or shorten the time devoted by the patron himself, is well worth while. If two hours is necessary on the part of the library worker between sessions to put material into such shape that it may be delivered ten minutes sooner during the legislative session, it should be given cheerfully.

Condensations, digests, and briefs may be prepared during the interval between sessions which will save hours of time during the actual high pressure season of the session itself. Any sort of short-cut brought about by analyticals, or any other devices known to the cataloger, should be used. Shrewdness of judgment and a general discrimination as to what is really valuable is not only highly desirable but absolutely essential.

Since time is such an important element, it might be well to call attention to the fact, that the legislative reference library may be adequately maintained without many of the records which are favored in libraries in general. Do away with as much "red tape" as possible. Simplicity of material, simplicity in service, simplicity in the whole department is to be commended above almost any other one characteristic. Among those records which can be abandoned with perfect propriety in such a department, are the accession book, gift book and withdrawal book. So much of the material is ephemeral in its value that the cost of maintenance outweighs the value received in actual results. The serial list may be exceedingly simple. Records of the number of books cataloged, or circulation statistics are of very doubtful value in this work.

Since the loss of material is inevitably rather large, an inventory is almost essential. However, material is easily replaced, much of it is free and because of this fact, a biennial inventory will prove satisfactory in most cases. There is no need of a complicated charging system. In truth, establish no records of any kind within the library until convinced that its efficiency will be hampered without them. Emphasis is put upon this point, because of the fact that all legislative reference departments have small appropriations in the beginning, and it is during this early period that the library must justify its existence by showing results in active service rather than in catalogs and records. At first there are never enough assistants to do both efficiently. Therefore, let the tendencies be toward those things which will bring into evidence vital things rather than mere good housekeeping.

It might be well to state that the term "catalog" will be used in the broadest possible sense. The definition of the term as it will be used in this paper, might be given as "a record of sources and of material," and not merely a record of material to be found upon the shelves of any one library or institution.

The catalog should be kept as simple as possible in its essentials. Conciseness of title, brevity of treatment, and above all clearness, must always be borne in mind. Sacrifice library school rules if necessary. Let there be no hesitation in enlarging or changing the title if by so doing greater clearness is gained. It must be remembered always that the catalog is made not for librarians with technical knowledge, but for men whose use of it will be that of an untrained student. Let it be such that your constituency may use it without help. Be exceedingly generous with notes, never failing in the case of bills to show whether such bills became laws or failed in passage. If a bill became a law, give the citation. If reports or cases are known by special names, be sure to note that fact. Let there be no ambiguity either in title, subject or note. Annotations as to the substance of material are also highly desirable, particularly when they show whether a given article is favorable or antagonistic, or state the reliability of the author concerned.

The material itself falls into three distinct classes which influence the cataloging treatment; books, pamphlets, and clippings. The books and pamphlets show comparatively little variation from regular cataloging methods. Clippings in the Wisconsin legislative reference department are mounted upon manila sheets, eight by ten, arranged chronologically under classification number, marked with a book number Z and treated as a single pamphlet. They have no author card, being entered merely under the subject-heading necessary, with the author line left blank. This procedure is convenient in some other cases, such as certain extracts from the Congressional record, containing discussions in which various members take part and where it is difficult to enter under any individual or even joint authors.

Since the author phase of the catalog is of less interest than the subject phase which acquires unusual importance, secondary cards may be very largely omitted. Joint author cards are really of very little service. Series and title cards are the exception rather than the rule. Whenever possible it is advisable to make continuation cards instead of entering new compilations or new editions on separate cards. In the case of continuation cards, it is advisable to choose a brief title and pay no attention to such variations as may be given in different editions. For instance, a 1907 compilation of state tax laws might be entitled, "Laws relating to assessment and taxation," and the 1909 one simply "Taxation laws," and the 1911 one "Revenue and taxation laws." These may all be entered upon one card under the simple title, "Tax laws," and the three volumes added as continuations. In short, do not attempt to show the exact detail by means of cataloging, such as is advisable in public libraries. What your patron wishes to know is whether you have the tax laws of that state and what is the date of their compilation. These are the facts which interest him and the number of pages or the particular form of the title, is of absolutely no value to him. This is a good example of that freedom in condensation and changing of titles which is somewhat heretical in its nature, but which after all leads to that saving of time and patience which is so necessary. Use only such imprint as is absolutely essential; omitting on the whole, illustrations, maps, portraits, and plates. In cases of excerpts from periodicals the name of the magazine with the date of that particular issue is usually deemed sufficient.

Because the ordinary patron of the legislative reference library is unfamiliar with library methods, it has been found convenient to file "see also" cards at the beginning of the subjects rather than at the end. For this same reason, the guide cards should be much more numerous than in other libraries, and it is of great advantage to have the main headings brought out upon thirds with the subdivisions of these main headings on fifths of a different color. Blue and manila form a good color contrast for such a scheme.

As has been said before, the comparative feature of this work is one which is worthy of special consideration. Its value can scarcely be over-estimated. The efficiency of the library can be greatly increased by a constant lookout for such material. Every book, pamphlet or clipping, passing through the hands of the cataloger must be most carefully reviewed, not only for its general material, but for any comparative statement which shows either conditions, laws, or tendencies in two or more communities, states, or countries. It may take form as a tabulated statement, a chapter, a paragraph, or even a mere foot-note, but at some future time it may serve as a starting point for an investigation, or give instantaneous help in the question as to "what states or countries have laws similar to this." The advisability of listing such comparative material in a separate catalog must be determined by each library. When it is buried in the regular catalog it requires much longer to answer such questions than when kept in a separate file. If made into a catalog by itself, there should always be a note showing exactly what states or countries are included in the comparison and the dates covered by such material. In other words the comparative entry must be justified either by the title or a note showing that it really is a comparison. Probably two-thirds of such material is analytical in character.

The question of analyticals will be greatly influenced by the subject matter under consideration. Upon certain subjects there are practically no book treatises, and most of the material will be found in the form of analyticals. The amount to be analyzed, the choice of form and the relative value of the material concerned must be determined by shrewd judgment on the part of the cataloger. The entire library will be greatly enhanced by a careful selection of analyticals, but the bulk of the catalog must not be increased unless with good reason.

The percentage of analyticals will be in most cases much higher than in the ordinary library, because so often a few pages are worthy of special notice on account of their comparative nature, the particular view point of the author, or sometimes merely because of the scarcity of material on that subject. As to the cataloging form for analyticals, there is no reason why it should not follow the general rules of the library as a whole. My own preference is for the long form, because oftentimes the short form is not perfectly clear to the legislator. Although advocating simplicity, as a general thing, it should not require clearness to be sacrificed at any time. There is room for discussion on this point and there is difference of opinion, but my conclusion in the matter has been reached after some experimentation. A little more work on the part of the librarian is preferable to the slightest bit of doubt on the part of the legislator.

Since legislators are investigating specific problems, looking at them from a single point of view, and not always considering a subject in its broadest sense or in its relationship to knowledge in general, the question of subject headings, outside of classification, becomes practically the most important single proposition the cataloger has to consider. In practically every case the popular rather than the technical form of heading is desirable. The simple ordinary term should be chosen, for it is under this type of heading that your reader will be most certain to look. In his haste and absorption he fails to realize that there is any possible viewpoint, other than his own. Having but one thought in his mind, he naturally expects to find his material under this subject. Most certainly he should find at least a cross reference. Therefore, one recommendation is to be exceedingly generous in the matter of cross references. Under such conditions it is always wiser not to trust one's own judgment, but to call upon various people asking under what heading they would look for material of a certain type. In this way the cataloger may secure suggestions which are unusually helpful and which put into the catalog the ideas of many persons rather than of one.

For instance, a book or pamphlet relating to the extortion practiced by usurers would be found under a heading such as "Interest" or "Usury." However, there are various other headings under which individuals might expect to find material of this kind, depending upon the particular phase of the question which he had in mind at the time. A busy man, wishing to draft a bill putting the loan shark under control, would be thinking of a loan shark and not of the underlying principle of interest. Another man approaching the question through interest in the installment plan would expect to find material of use to him under that subject. Another man taking a broader view of the subject might look under "Interest." Each of these men would be justified in looking under the particular subject he had in mind, expecting to find either the material or a reference sending him to the chosen heading. Every possible heading which suggests itself is worthy of consideration, for such an investment of time will more than pay for itself in the satisfaction it brings to those who use the catalog. The necessity for painstaking effort and careful thought in this connection is verified by experience.

Special and local names may well be noted on all main cards and cross references made in every case from such forms. For instance, the law governing the sale of stocks recently passed in Kansas, which is popularly known as the "Blue sky law" should be noted as such in the catalog. The "Mary Ann" bill may be called for by that name and if there is no cross reference in the catalog the untrained assistant in the library, or the stenographer, will never find it. The mechanical part of the catalog should be so complete that it does not require acquaintance with all phases of the subject in order that a person may use it intelligently. Therefore, special and local names inevitably need attention.

The contents of a legislative reference library are largely of either an economic or a legal nature, and its patrons sometimes approach the material from the legal side and sometimes from the economic side. In assigning subject headings this fact must never be forgotten. Consequently, the headings will sometimes take a legal turn and sometimes an economic turn. At times it is necessary to compromise and choose one halfway between the two.

Let us consider for a moment the relationship of the economic and the legal material. Justice Holmes, in his book on the "Common law," expresses this relationship unusually well. He says in substance that the growth of the law is legislative; it is legislative in its grounds; that the secret root from which law draws all the juices of life is consideration of what is expedient for the community.

The economic necessity for law precedes the legal expression. The need for a statute is felt long before it is formulated. This is readily recognized by political economists and lawyers. Judge Dicey, in his book entitled, "Law and opinion in England," (Lond. 1905, p. 367) says: "A statute * * * is apt to reproduce the public opinion, not so much of today as of yesterday." Since a legislative reference library is busied with the process of law-making, rather than with the administration or interpretation of law, the trend will be toward the economic headings rather than the legal. The tendency of law is to crystallize, and subjects legal in aspect are likely to be complete in themselves, and therefore less amenable to library purposes. As an example, a subject heading such as "Eminent domain" is legal in its nature. This will be used in the main body of the catalog without a doubt. It may have cross references of both a legal and an economic nature. At the same time "Eminent domain" may be used as a subdivision of economic headings, such as "Railroads," "Street railways," "Telegraphs," and "Telephones." This shows how the legal aspect of an economic question may be brought directly in touch with the economic phase of the question. Another example is "Liquor problem;" as it is used in the subject headings, it is an economic question, yet we use the subdivision "Illegal traffic" which includes purely a legal phase. "Discrimination," a legal term, will cross refer to some specific form under an economic heading such as "Railroads—Rebates." It is often necessary to refer from some rather popular headings to legal forms, such as "Funeral expenses, see Estates of deceased persons." Again it may be necessary to mix the two with a heading such as "Ethics—Business and professional," with cross references from legal headings, such as "Professional ethics," "Legal ethics," "Medical ethics," etc. The general conclusion reached is that there is likely to be either subdivisions or cross references back and forth from any type of heading to any other type, with one exception, namely, an economic subdivision of a legal heading. In our experience in Wisconsin, we have not found this combination of headings either necessary or advantageous. This fact but emphasizes what has already been said, that law once established, becomes permanent and fixed in character.

Geographical divisions as main headings should be used sparingly, but geographical subdivisions of subjects are very helpful. Primary election laws, road laws, tax laws, will all be more available if divided by states, not only in the classification, but in the subject heading. If clearness or rapidity of service demand subdivisions, they should be made, even though there be few cards under each subdivision.

Many helpful suggestions for subject headings and cross references may be obtained from law indexes, law encyclopedias, and the New York index of legislation.

Not only is it necessary for the cataloger to know the material which is in the library itself, but if efficient work is to be accomplished it is decidedly necessary that material not within the four walls should be made available. Let all kinds of knowledge be at the cataloger's command, and make the mechanical devices carry as much of this burden as possible. First of all, material which is in town but which is not contained within your own library, should be noted. Statutes and session laws of all the states should be obtainable though not necessarily a part of the library itself. If a state or law library is near at hand, it is far better to rely upon them as a source of reference than to duplicate such a collection on your own shelves. Articles in law magazines, reports large in bulk, but issued only occasionally, may be noted, when not placed upon the shelves. In Wisconsin we make a distinction between material in existence within the city and that which is in existence elsewhere, such as in the Library of Congress, the John Crerar library, or nearby institutions. A manila catalog card tells us that the material may be found outside of the city, whereas by stamping the name of the library in the place of the call number on a white card, we indicate that the material is in town. Subject entries only are made for material of this sort.

There are many indexes already in existence which will supplement the catalog and call to the attention of the worker available material. One of the most valuable sources of all is found in the experts of the neighborhood. The librarian is too prone to think that all the most useful knowledge is in books or printed form. Some of the best help imaginable can be obtained from men. Every community has within its borders specialists of various types; men who have given their lifetime to the study of some particular question. Make such individuals a portion of the catalog; use them as sources. The telephone is at your command and oftentimes more valuable information can be obtained from some person within telephone call than can be gotten from hours of work with shelf material.

Furthermore, do not limit yourself to the talented man within the community, but use the expert wherever he may be found. Correspondence will often bring information to your door; mount the letters; put them with the clippings or catalog them separately; in case of urgency, telegraph. In fact, have some of the appropriation deliberately set aside for supplementing the catalog by telegrams.

A record of sources, arranged both by places and subjects is of service. Under your subject list enter the names and addresses of those who are specialists. Experts throughout the country will thus be at your command. In the geographical list, put the names of parties to whom you may apply for material relating to a given community. Suppose for instance, that your state is contemplating a Workmen's compensation law and some state where there is no legislative reference department is also considering the matter. This state passes a law on Tuesday, and on Saturday the bill of your own state is coming up for consideration. You need exact information as to which bill is passed, whether it passed with or without amendments; in fact, you must have immediate and full knowledge concerning that law. You may have within your mind some possible source, but during the stress and pressure of the legislative session such a list relieves one of the necessity of remembrance.

The catalog, through its mechanical devices, can carry this burden. The catalog is not merely a record of sources within the four walls, but must endure as a record of all possible available sources, so that time and energy given to "the living part" of the catalog, is well expended.

In addition to the sources already mentioned, there are numerous other possible indexes of value. When the bills are available in printed form, a subject index indicating the final disposition of a bill—whether killed, passed or vetoed—is of inestimable use. Such indexes for the general laws and the local and temporary laws are advantageous. A comparative index, apart from the regular catalog, already noticed, may be mentioned again in this connection. An index of the documents of the state is also a valuable asset, since the publications of most states are rather poorly indexed and have practically no centralized list of subjects. The decisions of the attorney-generals quite often are of as much importance in law conclusions as are the decisions of the courts. They have virtually either vitalized or invalidated laws upon the statute books. In states where statute revisions are rather infrequent, statute indexes may be necessary. These indexes should be made supplementary to the regular catalog. Some of them may be carried along as side issues at the same time as the regular work, and others may be taken up in their entirety to be accomplished as time permits.

Since the importance and value of such a library depends, not upon the quantity, but upon the quality and efficiency of the collection, the disposition of material which has become historical in its nature comes prominently into the foreground. Unless there is constant supervision and reduction, there is an unnecessary and useless accumulation. The working library will never be a large one. After a state policy relating to a given question is established, the library should, within a reasonable time, dispose of the larger portion of the collection on that subject. Its present usefulness from the legislator's standpoint is over. Its future value is as a historical contribution. As a result, there will be continual withdrawals as well as continual acquisitions.

After all, that which makes library work so stimulating and so interesting is the human element. The progress which one may make in its mechanical side, the service of all its books and pamphlets, the importance and the value of the material, depend primarily upon the human side of it. The mere fact that the scholar, as well as the man with a hobby, the student along with the crank, the conservative together with the radical, the theoretical and the practical man, are all brought together in a common place, shows that the mechanical is truly the lesser value in this field of work. However, it is in the making of a more perfect apparatus, in the saving of time and energy, in the additions to its efficiency, that the cataloger receives his reward. The possibilities of this work are so far reaching, that every reasonable device or idea is at least worthy of trial so that there may be every possible advancement in every practical direction. It is a new work and there are few guide posts. We cannot accept other experiences unquestionably. What are virtues in another library may be vices in the legislative reference work. What we most need is a safe and sane balance of judgment, quickness of perception, a sense of foresight, combined with all the special knowledge possible, great discrimination, initiative and the ability to meet any situation, and above all, the disposition to test every new conception or suggestion which may lead to development; in fact, the more of these virtues which the cataloger may possess, the more efficient will be the result, not only in the catalog itself, but in the net results shown by the work in its entirety.

In the discussion following the paper, Mr. W. H. Hatton, chairman of the Wisconsin free library commission, spoke of the importance of knowing not merely books but men and making a wise use of correspondence.

Next on the program was Mr. A. G. S. JOSEPHSON'S query

WHAT IS CATALOGING?

In raising this question I am not concerned with the principles of cataloging, with the difference between cataloging and bibliography, or any problem of that kind. My problem is the much more practical: What part of the work of a library staff is meant when cataloging is spoken of in an annual report? What does it mean when a librarian states that a certain number of assistants have during a certain period cataloged a certain number of books? And, bringing the matter down to a particularly practical point, what does he mean when he says that it costs a certain sum of money to catalog a book? I am not going to answer the question, I want it answered. I don't want it answered right off. I would like to see this section go after the problem and bring in the answer. In a word, I suggest that this section appoint a committee for the purpose of investigating the method and cost of cataloging in a number of representative libraries. I would not be much concerned for the present with the methods of the small public and college libraries, but only with such libraries as may be said to have a special cataloging force; and I would not extend the inquiry to more than a score of libraries at the most.

The following draft of a questionnaire will show succinctly enough what I have in mind:

1. How many persons between the grades of head of department and clerical attendants are connected with your cataloging force? In how many grades are these divided?

2. How many of these are occupied with the actual writing of the titles?

3. How many persons of the grades of clerical attendants and pages are occupied with copying of cards, typewriting headings, filing and other such more mechanical work?

4. Are any persons of a higher grade than clerical attendant doing any of the above kinds of work, and why?

5. Are those of your assistants who write the titles occupied with this all day, or do they change regularly to some other kind of work? If the latter, is such other work treated merely as relief from the drudgery of title writing, or does it occupy a considerable part of the assistants' time? Or, are a certain number of days a week devoted to cataloging (i.e. title writing) all the time, and other days given up to other kinds of work?

6. Are the following items, or any of them, determined by the assistants who write the titles, or by superior members of the staff:

(a) general form and completeness of entry;

(b) author heading and added author headings and cross references;

(c) collation;

(d) subject headings;

(e) classification.

7. What is the average salary of the members of your cataloging force?

There may likely be other questions to be included; some of the above questions may be made more detailed or given a different formulation or bearing. I believe that an inquiry of this kind, if carried out as it should be done, would do much to show us where changes in our methods might be introduced, to the increased efficiency of the cataloging force and to the benefit of its members.

The ensuing discussion, participated in by C. B. Roden, W. S. Merrill, C. W. Andrews and others resulted in the adoption, on motion of Mr. Roden, of the following resolution:

RESOLVED, that the executive board be asked to appoint a committee to investigate the cost and methods of cataloging in accordance with the suggestions in Mr. Josephson's paper.

A report on uniformity in cataloging rules, made by Miss Helen Turvill, instructor in cataloging in the Wisconsin library school, as chairman of a committee appointed at the January, 1912, meeting of the library schools instructors, was presented by Miss Mary E. Hazeltine.

In connection with this report, Miss Hazeltine submitted for inspection a double file of printed rules on cards embodying the present usage of the Wisconsin library school, which it was hoped might serve as a basis for the further work of the committee. One file was arranged numerically as given to the students for class work; the other, alphabetically under topical guides, as the students would have them filed with illustrative sample cards, at the end of the course.[7]

[7] These card rules may be obtained of the Democrat Printing Company, Madison, Wis., $2.50 per set.

The report itself, which was merely one of progress, to be completed at the midwinter meeting, was accompanied by a request for discussion at Ottawa and a list of points on which an expression of the preference of librarians was desired.

• Points for Discussion
• Call number—Position.
• Heading—Second line indention.
• Date.
• Figures—When to be written out.
• Edition—Spacing.
• Omissions to be indicated.
• Supplied information to be bracketed?
• Collation
• To include paging?
• Author abbreviation—
• Women's names.
• Title card.
• Imprint?
• Initial article in curves.
• Author's name.
• Spacing after initials.
• Spacing between name and titles.
• Added entry cards.
• Form of date.
• Contents.
• Form.
• Punctuation.
• Cross reference.
• Form.
• Joint author.
• Analytic.
• Form.
• Position of paging.
• Added edition.

Miss Gooch and Miss Van Valkenburgh, members of the committee, spoke in explanation of its purpose and scope.

Mr. Merrill said that as editor of the A. L. A. periodical cards he was glad to learn that a committee was working to secure greater uniformity in catalog entries.

Among the libraries contributing the copy for the periodical card work of the Publishing board, there is still variation in the mode of entering authors' names: sometimes date of birth is given and sometimes it is omitted; names unused by a writer are looked up and entered upon the card by one library and disregarded by another library; periods after initials are used or omitted; names of joint authors are both given in the heading by one library and only first name is given by another, while there is even diversity about filling out initials of the second author's name.

These divergencies are not only theoretically inconsistent but practically inconvenient, because the printed cards do not conform entirely to the practice of any library. Mr. Merrill said he hoped that agreement upon these points might soon be reached.

The question of methods of bringing the matter to the attention of librarians was informally discussed by Miss Margaret Mann, Miss Bessie Goldberg, Miss Bessie Sargeant Smith, and others, but as the chairman, Miss Thompson, pointed out, the report was but a partial one and not from a committee of the Catalog section. Therefore no action was required.

Owing to the lateness of the hour, further consideration of this subject and also problems of arrangement in a dictionary catalog, which was scheduled in the program, were referred to the incoming section officers.

The nominating committee submitted this ticket: Chairman, Miss Harriet B. Gooch, instructor in cataloging, Pratt institute school of library science; secretary, Miss Margaret Sutherland Mackay, head cataloger, McGill university.

They were unanimously elected and the meeting adjourned.

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[CHILDREN'S LIBRARIANS' SECTION]

FIRST SESSION

(Friday afternoon, June 28th)

The first session was held at the Chateau Laurier Friday afternoon, June 28th. The chairman, Miss Mary de Bure McCurdy, presided. The general topic was "Work of special libraries with children."

MISS MARY S. SAXE, of the Westmount public library of Montreal, read a paper on the subject.

WITH THE CHILDREN IN CANADA

Miss Saxe said they had in Westmount the only properly equipped children's room in any library in the province of Quebec, and that the only library work for children in Montreal was done by the McGill university settlement workers in the slums of that city. The best children's work in the province of Ontario is now done by the public libraries of Toronto, Ottawa, London, Collingwood, Berlin, Sarnia and Fort William. Among the smaller libraries the work done at Galt is particularly worthy of mention, the quality being due, as is generally the case, to the unselfish and enthusiastic work of the librarian. At Winnipeg, although they have a handsome library building and a room set apart for the children, activities seemed at a low ebb when the speaker visited the library two years ago.

"The Church of England in Canada has done a good work up there within the Arctic circle with its Sunday school libraries. The Indian children and the half-breed children, of whom there are many, get all their reading from this source.

"Away out on the Pacific coast, a missionary of this same church became interested in the logging camps that he found among the islands of the gulf of Georgia. He returned to the Bishops of Columbia, and of New Westminster, stating that he must have a boat built, which would be a church, and also an ambulatory library. It was a beautiful scheme—it was also an expensive one. But those of you who care to read of its development in a little book entitled "Western Canada" can do so, and you will learn with delight how well the idea has worked out.

"In the past two years the library movement in Canada, especially in the Northwest, has expanded rapidly. Regina has opened a new public library within the past six weeks, and the work for children is to be well looked after. Calgary, New Westminster, Vancouver, Victoria, all tell the same tale of a long struggle in crowded quarters—and now new buildings and splendid promise of good work. It is most unfortunate for us in Canada, that our distances are so great, our ties have to be mostly railway ties.

"In Westmount we opened the Children's room in January, 1911. We began agitating the dire need of such a department fully seven years before the reality came."

The paper on County work with children prepared by Miss ALICE GODDARD, head of children's department, Washington County free library, Hagerstown, Maryland, was read by Miss Gertrude Andrus in Miss Goddard's absence.

COUNTY WORK WITH CHILDREN

My subject, as announced on the program is "County work with children." In the first place let me say that there is little or nothing to be said about county work with children that does not apply equally to work with adults in the same community. The experience of the Washington County free library of Hagerstown, Maryland, during eleven years of rural work, has been that the books that go into the country homes are read by old and young alike. The reason for this is not far to seek; the children are going to school, for a few months of the year, at least, and are receiving an education that was, in many cases, denied the parents. Before the installation of our library, books, other than an occasional religious periodical, perhaps, were an unknown quantity in the average farm house, so that, even if the farmer or his wife had acquired the reading habit as a child, it had lapsed, through disuse. Consequently, when our books were first brought to the door the same books appealed to both parents and children. One mother told us, with tears in her eyes, that we could never know how she enjoyed hearing the children read the books aloud, for neither she nor her husband could read or write.

At a farmers' institute in Ohio, an enlightened farmer once remarked that the three things that had done most for the amelioration of the lot of the farmer's wife were, rural free delivery, rural telephones and Butterick patterns, and to that trilogy we add rural free delivery of books. How to reach the country children, is, of course, the problem that confronts a county library. The methods of the Washington County free library of Hagerstown, Md., are:

First—The children's room of the central library. This is a large, pleasant room, on the second floor, where the usual activities of any children's room are carried on. Two story hours a week are held, Friday nights for the older children, and Saturday mornings for the younger ones; many of our regular Saturday morning visitors are from the outlying districts; there are three little boys who come "four mile," as they express it, nearly every week to hear the stories, they have been known to be led into the extravagance of spending even their return fare on the train—such are the temptations of city life!—and having to walk home. One very small boy who is with us almost every Saturday is the son of a stage driver, his father brings him in, and leaves him with us for the morning, he is known among us as "sonny," because of characteristics similar to those of Ruth McEnery Stuart's hero.

Any child in the county, so soon as he can write his name, may "join liberry," regardless of "race, or previous condition of servitude," a phrase not without meaning still, in Maryland. The same privileges are extended to all, town and country children alike, two books at a time, with privilege of renewal. Country books may, of course, be renewed by telephone or mail, and frequent cards come to "Dear teacher," or even "Dear friend."

The teachers draw to a practically unlimited extent upon the circulating collection, as well as from the school duplicates, of which more a little later. So much for the work of the main library.

Second—Branches throughout the county. These are deposit stations, placed in the country store, the post office, the toll gates or, in some cases, in private houses, the boxes contain about fifty books, and are returned every two or three months for a fresh supply. A custodian is appointed who keeps track of the books by means of an alphabetized blank book, the book slips being kept at the library, filed by the Browne system, under the name of the station, Shady Bower, Black Rock, etc.

Third—The Boonesboro Reading Room. This village began with a deposit station, and became so interested that a permanent reading room was established, maintained entirely by the village, except for the books, which are supplied by the library; a permanent collection was given, which is supplemented by an exchange every ten days. A fortnightly story hour is carried on here; during the past two years it has become necessary to divide the children into two groups, to the older ones the same series of stories is told as to the older group at the library, Norse myths, Iliad and Odyssey, and, this winter, Chaucer, Spencer and Shakespeare. The latter author, by the way, meets with special approbation among our country friends.

Fourth—Schools. The country schools, as well as those in town, are visited, and collections are sent; with the books are sent pictures, prints of the masterpieces, mounted, and annotated with sufficient fullness to serve as a lesson outline, if the teachers wish to use them so.

Fifth—The book wagon, or to be strictly accurate, one must now say book automobile. About six years ago it was discovered that thirty of the stations were off the line of railroad, trolley or stage, and the question of transportation arose; for a year a horse and wagon filled the need, going out simply for the purpose of carrying cases back and forth. Then the book wagon was built, so constructed as to carry several cases for deposit stations, and at the same time, some two hundred books on its shelves; thus began our rural free delivery of books, and the wagon, with its driver, Mr. Joshua Thomas, became one of the features of the county, until about two years ago, when a most unfortunate accident deprived us of both. A stray engine, coming round a curve, struck and completely demolished the wagon; happily, Mr. Thomas and the horses were across the track, the horses escaped uninjured, and Mr. Thomas, though thrown out and stunned, sustained no injuries other than the shock, which, at his age, was naturally very great. Mr. Thomas has now retired from active labors, and the wagon has been succeeded by an automobile.

Perhaps I can best give you an idea of the work of the wagon if you will come with me, in spirit, for a typical day in the country. The new car is constructed very much as the old wagon was, with room for two passengers, besides the chauffeur, one member of the staff goes on the trips now, for our chauffeur is a chauffeur only, nor is he the picturesque figure Mr. Thomas was.

Let us choose a morning in spring, when red bud and dogwood are in bloom, and the fruit trees are fluffy masses of pink and white clouds, and the tender green of new life is showing on hill side and forest, and the "hills of Maryland" stand out like lapis lazuli against a turquoise sky. It is a fair country, and one can understand why the early settlers tarried in this valley in their march westward, over the very National Road that we shall drive over today; a road full of historic meaning, a road that has seen the covered wagons of the emigrant tide, that has resounded to the tread of advancing and retreating armies, and that is now a thoroughfare for motor cars. We see little, or no actual poverty, occasionally the down-at-the-heels farm of a "poor white," but thrift and comfort are the rule.

We spin gaily along in our motor wagon, stopping at the farm houses along the way; occasionally horses shy at us, and children stick their fingers in their mouths and stare, for automobiles are still somewhat of a novelty on cross roads and lanes, and country horses and children are not so sophisticated as their city brethren. Sometimes we go a mile or more off the main road, to reach one house; we are rewarded in one such case, for we find a girl of sixteen, who has never read Miss Alcott, and we leave her with Little Women in her arms. A swarm of "sunbonnet babies" greets us here, too, and we find a picture book for the older sister to read to them.

At one house we have some difficulty in enticing the farmer's wife out to look at our wares. "He" is out on the farm, and there is not much time for reading. We discover a boy of twelve or thirteen, however, lurking in the background, with a dog at his heels, the dog is a convenient topic of conversation, and Beautiful Joe happens to be in the wagon. An inquiry as to the family elicits the information that this boy is all, except an "orphant boy we took." After some difficulty the "orphant boy" is brought forth from the recesses of the barn, where, we strongly suspect, he has had an eye at a crack all the time, and proves to be the regulation "bound boy" of Mary E. Wilkins, tattered straw hat, patched overalls and all; he, too, has a fondness for animals, and so we drive away, leaving boys and dog looking after us, with Seton-Thompson as a companion.

One wide detour, up a hilly lane, brings us to a house, commanding a wonderful view of hills and valleys, and the Potomac, a winding silver thread in the distance. Here we find the mistress of the house, and a girl of sixteen or eighteen, who "lives there;" they used to get books from the old wagon, they tell us, and it has seemed a long time since they had any. Accordingly, we bid them help themselves, and as we are preparing to drive away, one of them, hugging a huge pile of heterogeneous literature, says to the other, "Law, Bess, we'll fergit to listen on the 'phone!" an unconscious tribute both to us and the rural telephone system.

And now we find that the dinner hour has arrived; sometimes there is a country hotel at hand, but more often we have dinner at some hospitable farm house, which gives us a golden opportunity to make friends with our people. It is noticeable that the conversation is confined almost entirely to us women, the men attending strictly to the business in hand; the women, however, make the most of an unusual event, and between serving and conversation, it often seems to us as though their own wants must be entirely forgotten.

There is a country school on our way, and we stop there to get the key to a church a little farther on, where we are to pick up a case of books; the temptation to a story teller is too great to be resisted, the wagon goes on, to come back a little later, the two rooms are put together, and I have the pleasure of telling "Johnny Cake" and "Seven little kids" to children who have never heard them before. When the wagon appears we suggest a picture, and a grand stampede follows, all the school commissioners and truant officers on earth could not have kept a child in that building—the charm of the Pied Piper was no greater!

"And what do your country children read?" We are often asked, and we like to reply, with considerable pride, that they read good books. When the wagon is being loaded for a trip a large proportion of the books is from the shelves of the children's room, and of the fiction fully 75% bears the mystic symbol "J," showing, as I have said, that the same books are read by parents and children; war stories are always in demand, particularly of the Civil War; Henty is a prime favorite, and of the better Hentys, With Clive in India, Beric the Briton, for instance, we duplicate quite freely. Novels of a religious character, such as Ben Hur are popular, and Pilgrim's progress is always in demand.

And so our day slips by, and before we know it evening is upon us; by four o'clock we see preparations for the night going on in the barn yard. We go home, tired, but with depleted shelves, and the consciousness of a good day's work. May there be many more to come, and may each one of you fare forth with us one day, on some such happy library adventure.

Mr. Henry E. Legler read a paper prepared by Miss JEAN McLEOD, house librarian, Sears, Roebuck & Co., Chicago, on

AN EMPLOYEES' LIBRARY—ITS SCOPE AND ITS POSSIBILITIES

I have been advised that there is only one thing more ruinous to one's reputation than an absent debut to the American Library Association conference, and that is to inflict a maiden paper upon someone else to read. But after absorbing some of Mr. Legler's courage and optimism, I cannot refrain from treading upon this dangerous ground and setting forth a few pet theories. I do not know that Sears, Roebuck & Company needs an introduction or an explanation, but as the character, combined with the magnitude of the house, is quite unique, and is such a vital part of the library work, the foundation of this paper, as well as of the work itself, must of necessity be predicated upon some knowledge of the house machinery.

We are dealing with a mail order retail house, and this paper will be based upon the central plant only. The existence of the outlying factories, not only in Chicago but throughout the country, all under the control of one corporation, opens up a new field in commercial library work, which to my knowledge has never been touched.

The house handles everything—that does not mean the usual stock of a department store, but everything that can be bought and sold. New opportunities arise as your eye wanders down the list of the various departments. Our house directory lists over 200 departments, including jewelry, baby clothes, and farm implements. In fact, a home can be furnished complete from parlor to stables.

Besides the merchandise, we have the various administration and utility departments, which include press rooms, bindery, machine shops, shipping rooms, employment department, restaurant, green house, hospital, barber shop, chemical laboratory, etc. With this cosmopolitan center, condensed under one management, there is no limit to library possibilities. My experience so far has been that everything in print can find a congenial resting place somewhere in the house.

The central plant occupies three square blocks, including five buildings and a sixth in the process of construction. The largest of these, the merchandise building, is nine stories high and two blocks long, and is a condensed village in population and activity. The library is located next to one of the most popular sections in this building, the employees' and house sales department. In this section employees are obliged to call for their personal purchases. This is an added convenience and a time saving arrangement. The printing building, administration building, power house and paint factory complete the group of this seething little city, and make one wish that a branch library might be established in every corner.

Our library is primarily a deposit branch of the Chicago public library. We have about 1600 books on deposit, which give us a circulation of about 4000 a month. In addition to that, our daily express service gives us the resources of the main library stock, and makes it possible to send individual cards with specific requests through the station department. This is a great help in making out lists on special topics, as 25 or 30 books on a subject may be listed and drawn one after the other without further reference. Our circulation for these books runs from between 75 to 100 a day.

In addition to our public library books, we have about a thousand of our own. About 75 per cent. of this collection is light fiction and juvenile books; that is, stories for both boys and girls of the intermediate age. Books of this character are, of course, in the greatest demand, and it is for the right kind of this material that we are constantly searching. This supplementary collection of our own does not in any way detract from our public library books, but rather serves as added bait and leads to the better books of the public library, upon whose resources we depend for our existence.

We subscribe for about 40 monthly and weekly periodicals, both technical and popular. In addition to these, we have several shelves of miscellaneous magazines, composed of month-old copies sent out from the main library, as well as our own old copies, and donations from the employees. All of these magazines we circulate. In fact, we are in no sense a reading room, as the very nature of a busy 8-hour day and 45-minute lunch period will prove. Our charging tray and a few pieces of furniture are the only things we refuse to let go to the homes or departments.

In taking charge of the library last fall, I realized that there were two distinct phases of the work: the commercial or economic, and the social—the first to be established, the second to be developed—both sides equally interesting and offering equal possibilities.

The commercial value must be established not only by becoming familiar with the policy of the house, but by co-operating with the heads of departments and making the library felt as a live agent throughout the house.

Co-operation is best established by the reference work which can to a large extent be created. For instance: One of the buyers in the supply department is dealing with two agents for rubber bands. The contract is a big one. There is much discussion as to which make of rubber band will live the longer. In self-defence, the buyer telephones the library for any information on rubber. Right here is the librarian's chance to make or mar. Perhaps this buyer has no library card, but at the eleventh hour has thought of the library as a last resource. There is one sure way to cure him of ever using the library again, and to persuade this time-pressed business man that the library is a plaything done up in red tape, and that is to send word to him that he must come personally to the library, sign an application, and wait for the book according to our library law. He will probably decide to take a chance on the merits of the rubber bands, and condemn the library as an agent of too slow blood for his purposes.

The point is to get the information and to get it at once to the right man. If we can find something on our own shelves, a boy is sent with the book at once, even if he carries an encyclopaedia with him. If, as often happens, we are not so fortunate, a signal of distress is sent over the 'phone to the reference librarian at the main library, and she sends out material on the next delivery. Not only does this apply to the buyer of rubber bands, but to the chemist who wants material on fabrics, textiles, and lubricating oils; to the manager of the grocery department, on the blending of coffee; to the furniture buyer, on cabinet making and period furniture; to the head of the agricultural department on the silo and the traction engine; to the clerk in the shipping department, on parcels post; to the girl in the correspondence department, on punctuation; to the boy in the automobile repair shop, on the gas engine; and so on indefinitely. A memorandum of these requests makes a busy day for the weekly visit to the reference room at the main library. Books of interest on each particular subject are listed, even to government bulletins. We have even had intrusted to our care material from the public document department, and Mr. Legler's liberality has given us an economic value that will be the stepping stone to a new work, and make the library a factor to be reckoned with by the progressive commercial house.

In our library, as well as in any other, the reference work is not confined to the books alone. The value of magazine material is an old story, but its worth is self-evident in a progressive business house whose aim is to anticipate future contingencies as well as to meet present needs. Before discarding magazines, all the usable material is appropriated and sent to the man or woman interested. Not only does this apply to the man's business, but to his hobbies—a little article for instance, on poultry raising or photographic chemistry will often create public opinion very favorable to the library. So far we have not kept a clipping file of these articles, but that is one of the next steps that could be made quite an important feature.

To keep in touch with the buyers and department heads, the newest books on subjects of special interest stimulate not only the men in charge, who are always ready to respond to new ideas, but arouse new interest among all employees and indirectly lead to promotion through more efficient work. These books are sent right to the department, either to be examined with a view to buying, or, if already purchased, to be circulated in the department. We find that in this way we lose few if any books and our time-honored statistics do not suffer.

And so in many little ways it is possible to creep into the commercial life of an immense concern; to develop gradually from a convenience to a necessity.

The social side of our work is perhaps a misnomer. At least, it is an intangible sort of thing that has no name. Our reason for existence is the same as for any other public library—that is, for the common good. To do any grade of work other than simply handing the books over the counter, it is necessary first of all to become familiar with the personnel of our employees. We have about 8500 employees, and to become personally acquainted with each is, of course, impossible. However, a surprisingly large number can be reached on this footing, and the rest is a question of time combined with a sane democratic attitude. We do not want our people to feel that reform through the library is one of the rules on the application blank, or that the librarian's stamp of approval must go out with every book. Advice, so labeled, is never given.

Of our 8500 employees, one-half are girls varying in education from grammar school to college graduates. One-fifth of this number are under 18 years of age. The work with this last group is intensely interesting, and can be developed in many ways. We have, of course, the usual problem, in trying to direct from Mary J. Holmes and Southworth to a better grade of reading. However, we are not working in the dark to the same extent as is the usual public library. Our girls are all banded together with a common interest, and we are at once on the same big plane. We have access to them at any time of the day. We are a part of the thing most vital to them—their daily work and means of support. They come to the library during the noon hour for a change of scene and to see the other girls, as well as to exchange their books. We give them books for their parties and books for their night school classes. A girl is told by her employer that she will lose her position unless she learns to use good English. In desperation, she comes to the library, and we give her a book, yes, even three books, if she needs them, to help her keep her position. Another girl must be transferred to a less desirable position unless she can increase her vocabulary in order to take dictation more intelligently. She is advised to come to the library, and we are there to see that she gets the right books. The next time she may come without being sent. The girls come to us to find out when the lake boats begin their trips, as well as to find desirable places in which to spend vacations. And so we welcome them each time they come, regardless of what their errand may be, for we want them to feel that the library is theirs, and is a convenience as well as a pleasure.

The work with the girls is so varied, and is such a study in itself, that I have only touched upon its possibilities. However, a book on the subject would not cover the field, but lack of time and consideration for your feelings will prevent further comment, and I will simply outline just a few of the ways in which we try to reach the boys, one-third of whom are under 21 years of age. Aside from the eternal vigilance to blot out all Alger traces, we have many really interesting phases of the work with the boys. We first of all can and do have confidence in the boys. We can get necessary information as to their home conditions, if we wish it. We have, in common with them, as with the girls, their vital interest, the beginning of their career. The influence that can be exerted over these young boys, many of whom are leaving home for the first time, and are, so to speak, "men among men," is tremendous. Often a wavering ambition can be reinforced and a chance for "making good" saved by showing a little unasked interest. We try to give the boys material for both work and play. We post lists of books on the bulletin boards in various departments, and so call attention to books on "choosing a career," or "business efficiency." Then we make up lists on athletic sports, interest in which is stimulated by our athletic association, whose membership includes both boys and girls.

Many times a department is discovered where little or no interest is taken in the library. We find that the boys and girls from there never come to the library, and so we take the library to them. In every case the managers are very anxious to co-operate and are willing to have us send a small collection of light fiction to the time clerk's desk. She circulates these as she wishes. So far, we have lost no books in this way, and in every instance new borrowers have been the direct result.

Many of the boys have been obliged to leave school before entering high school or even the upper grades, and in many ways we can supplement their lack of school training—especially if we can discover a gleam of interest in any one subject, such as mechanics, electricity or history.

All our work, our aims, and our possibilities are crystalized in our Library Bulletin, a home product in every sense of the word. The direct object of this little publication is to attract all ages and all classes of our employees. It is sent to every department, and from there distributed personally. We try to have in each issue a section to appeal to popular demand, as well as to promote some special feature. We hope to make this bulletin a strong factor in our work, a lever that will gauge not only the circulation of our books, but will be the connecting link between the library and the employees, and make it the medium of a new energy and a new enthusiasm radiating from our small quarters to every activity of the plant.

And so, in these few pages, I have tried to show that the commercial house library, although in its infancy, has come to stay. And as the pioneering becomes more and more an established fact in library work, more commercial houses will recognize the need. They will be more than ready to respond to the progressive public libraries, whose efforts to expand and to bring their resources to the very centers of civic activity will thus establish a more intelligent relationship and efficient co-operation with their very means of support.

Miss Grace A. Whare, of the Houghton, Mich., public library, was present at the meeting and asked the privilege of presenting a very attractive exhibit of colored slides and illustrations which she used in telling Miss Lagerlöf's Story of Nils. Each of twenty-six illustrations depicted an adventure of Nils.

Business Meeting

The regular business meeting of the section was held at Chateau Laurier, June 29th at 9:30 a. m. Miss McCurdy presided.

The minutes of the last meeting were read and adopted. The chairman announced that the terms of two of the five members on the advisory board had expired and that only one member was appointed at the last meeting, instead of two. This raised the question as to the advisability of having an advisory board since none of the other sections had such boards. It was urged that an executive committee be formed consisting of the three officers of the section and two other members to be appointed by the chairman, and that all the members of this executive committee be actually engaged in some phase of library work with children. It was finally decided, however, to continue the advisory board as heretofore and the chairman was requested to appoint members to fill the vacancies. Mr. Hill and Miss Titcomb were appointed to serve for three years each. The chairman appointed the following committee on nomination for officers: Annie S. Cutter, Gertrude Andrus and Adah Whitcomb. The meeting then adjourned.

SECOND SESSION

(Monday afternoon, July 1st)

The second session of the section was held July 1, at 2 o'clock. The general subject was "Work with high schools." Mr. FRANK K. WALTER, vice director of the N. Y. State library school, read a paper on

TEACHING LIBRARY USE IN NORMAL AND HIGH SCHOOLS

Within the past few years the literature of this subject has become so copious that any original discussion of basic principle has become nearly out of the question. The excuse for papers like this one, which is mostly mere reiteration, lies in the fact that outside of library circles the matter has not been very seriously considered in spite of the constant repetition, and relatively few teachers have as yet attempted to give definite instruction in the use of books.

It is one of the characteristics of the present that we are learning the necessity of saving time and effort by doing better the things we can already do passably well. To this end vocational schools and vocational courses are being established everywhere. If the use of the tools of the trades must be taught in the interests of greater individual development and greater efficiency, there certainly is need of teaching the efficient use of books which are the already recognized tools of the professions and which are more and more coming to be recognized as necessary supplements to the tools of the handicrafts.

So far, it must be admitted, the response on the part of teachers has not been very general or very enthusiastic when courses of instruction in the use of books are advocated. At first sight this may seem strange. The primary purpose of both school and library is educational and many of the principles on which each line of work is based are equally familiar to teachers and to librarians. Let me instance but a few.

1. Education is a continuous process, started but not concluded in school. This is generally accepted and correspondence schools, study clubs, and similar activities are recognitions of its truth.

2. The complexity of modern life is lengthening the period of formal school instruction and the rapid rise of new industrial processes and the social problems arising in consequence, make after-school reliance on either past instruction or individual personal experience unsafe.

3. Education is not confined to books but books of the right kind are the best single aid to education.

4. Modern methods of teaching demand the comparative use of books, not reliance on a single text-book. Modern courses of study emphasize this by their lists of references to material for the use of teacher and pupil. In a pamphlet of 40 pages on "The high school course in agriculture," issued by the University of Wisconsin, 17½ pages are devoted to references to suggested reading. Children now study a subject, not a single text-book or series of text-books.

5. The library is the only continuation school really practicable for all the people at all times and for all subjects, and like any other institution, its value increases in proportion to the intelligence shown in its use.

Contrary to a rather hazy though somewhat general impression, there are only a few choice spirits to whom it is given to love books instinctively and to know them intimately without instruction. The multitude, whatever their rank or fortune, handle them more or less all the time without knowing much about them or caring much about them. It is true that a knowledge of books comes more readily to some than to others, but training will do much for even unpromising people who, without training, would be practically helpless. The need of this training was shown very clearly a decade or two ago when the method of teaching changed rather generally from text-book mastery to the so-called laboratory method. There were few more pathetic sights than many of the older teachers, almost totally untrained in the comparative use of books which the new method involved, and yet forced to give up their reliance on the catechetical method and memorized text-book which could be kept open by the teacher while the pupil recited.

If the library and the school have so much common doctrine and if both recognize in their precept and their practice the importance of books, it seems obvious that some instruction along this line should be given in the high school and, indeed, much earlier. Again, if pupils are to be taught to use books, it seems equally obvious that the intelligent use of books must first be learned by the teacher. That is, there should be a "library course" in the normal school.

If library and school agree so far as to recognize the need of such a course there still remain several general methods of attempting to get the desired results.

(1) By experiment. This is the customary way; the empirical method or, under certain conditions, the inductive method. "We learn to do by doing" was a pedagogical maxim to conjure with some years ago and it has not yet lost its siren's charm. Teachers are still assuming that pupils will learn to use books well by using them without direction, even though an excess of the experimental method has confessedly failed in other directions. We do not often learn to do things in the best way without some direction nor does mere handling of an object teach us much about it. Infinitely more biology can be learned from two or three angle worms studied in a laboratory than from quarts of them used for fish bait. The laissez-faire method and the experimental method without a competent teacher to make it really inductive are both uncertain in result and costly of time and effort.

(2) By sending pupils to the nearest library for all aid outside the text-book and by handing over to the nearest librarian all responsibility for teaching the use of books. Librarians often advocate this method. It is only an application of the specialization which is so common in high schools and by which each subject has its own teacher who may or may not try to correlate his own work with that of his colleagues. The librarian, who at least ought to know about books, is the logical person to plan courses and to give formal instruction and in any school which can possibly have a librarian who devotes her entire time to the library this is the proper course to follow. It happens, however, that many schools which greatly need such a course have no one but the regular teachers to administer the library and to teach its use. In such an emergency no school faculty is complete without at least one teacher who can show the pupils—and her fellow-teachers, if need be—something of the best methods of using books. Moreover, teachers need to know how to use the books connected with their own courses even if they need do little or nothing in the way of general library work.

(3) A third general method remains: systematic training in regularly scheduled classes in the high school and a systematic course in the normal school for the future teachers of elementary and of high schools. This is the plan generally adopted for other subjects and the failure of the schools to provide in their curricula a place for library training can reasonably be attributed only to the fact that librarians have failed to impress on teachers the necessity for such instruction. There are several reasons for the failure. One of the fundamental principles of successful advertising is that the prospective customer must be convinced that the value of the advertised article exceeds its cost. Perhaps we librarians have not always recognized the value of this principle in our own campaigns. We use our library jargon and speak learnedly of "library methods," and "the library world" as though our work were based on some occult secret (which it is not) and as though we who carry it on were a peculiar people (which we sometimes are), and we plan elaborate courses in "library economy" which would strike terror to the heart of any teacher, were any teacher interested enough to look at them.

It is well to remember that, as far as its place in the school is concerned, the library must always be an auxiliary, not an independent affair—an auxiliary of the greatest importance which aids all courses but interferes with none. This is what it is in the increasing number of schools in which the use of the library is being successfully taught and whenever teachers are shown that librarians are urging something that is a time-saver, not a time-consumer, and that the course they suggest is not an independent affair but something which, even in its own lessons and problems can be made to bear directly on the daily work of the school, there will not be much trouble in getting periods in which to teach the use of the library. As we too often present the matter, in the form of courses planned with little reference to actual conditions in the school and with problems compiled from our library-school note-books, or our training-class notes and not from material selected for its direct relation to the subject matter of any course in the school, we are seemingly asking the teacher to become interested in our work, not in a subject that is of importance to teacher as well as to librarian.

No general can plan a successful campaign of invasion without a knowledge of the topography and people of the country to be invaded and no course of study can be successful unless based on sound pedagogy and visibly related to the cultural or vocational need of the persons for whom it is intended. It is also well to remember that in strategy an officer counts for more than a private and that if official recognition is to be secured for any subject, the interest of principals and superintendents, who plan the curricula, is absolutely necessary. Work with subordinate teachers alone will make slow progress.

Another point which we are just beginning to emphasize is the necessity of getting articles in which we desire teachers to be interested, into periodicals intended for teachers instead of confining them to the columns of library periodicals. The advertiser who wants to reach engineers will not send his advertisements exclusively to the "American journal of theology."

Although the high school and the normal school are usually mentioned together in discussions on the general subject of library instruction in schools, there should be decided differences both in content and in general purpose between the courses in the two kinds of schools. In the high school, the purpose should be to teach the pupils to use books efficiently in solving problems arising in their individual experiences. The care and management of libraries can legitimately be taught only in so far as such knowledge helps the pupil to use libraries of all kinds more intelligently. There is no need of detailed instruction in technique, though some elements of method are necessary. The use of the catalog must be taught in order to overcome the prejudices of most readers against card catalogs by teaching the youth before he arrives at obstinate and benighted manhood, that red headings, indentions and other conventions of the catalog are as sensible and necessary as black ruling, red ruling and other conventions of day-book and ledger. A little attention also to the theory of the charging system will help later in preventing honest but inaccurate thrusts at "red tape in libraries."

The general characteristics of reference books should be discussed with the meaning and significance of those universal but little known elements of all modern books, the title page, table of contents and index. The growing popularity of bibliographies of all kinds suggests instruction in their make-up and use while the growing importance of periodicals of all kinds shows the need of knowing how to use the general periodical indexes. In all this work there can be and should be the closest relation to the other work of the school course and the various teachers can easily suggest material of direct use to them which will be quite as interesting and valuable for illustrating the use of the library as set problems compiled exclusively by the librarians. Moreover, such procedure will demonstrate conclusively both to teacher and to pupil the direct value of the library in helping school work to be done better and quicker. Though any teacher can be of help in this way, English, geography, civics and history are particularly good subjects with which to begin this co-operation.

It is doubtful whether the librarian should attempt much formal instruction in book selection in the high school unless it is done with the full knowledge and with the assistance of the other teachers. Otherwise, such instruction will almost inevitably lead to duplication and to conflict with the work regularly given in other courses. Tactful suggestions to teachers on the value of material which they overlook or know nothing about and personal attention to the voluntary reading done by pupils outside the school-room and not connected with the regular work of the school will furnish any school librarian plenty of opportunity for missionary work.

Some description of the anatomy of a book will probably help cultivate a greater respect for books as books and may lessen the tendency to use books badly which is now so prevalent among school children furnished with books paid for by the school board and not directly bought by their parents.

All of this teaching should be very simple. What is perhaps the most successful manual of the present on the subject of teaching the use of books in schools (Ward's Practical use of books and libraries), owes its success largely to its attention to the small details which everybody, large and small, is supposed to know but of which nearly everybody is quite ignorant.

No high school course of this kind is complete unless it cultivates friendly relations with the public library and promotes the use of the library after the pupils have left school, by calling on it for aid while they are still in school. The best school librarians make every possible use of the public library while they are at the same time using to the utmost the resources of their own school libraries.

The amount of time required for such a course as that outlined here and which is substantially the same as dozens of other courses outlined elsewhere, depends considerably on whether any preliminary work of the kind has been given in the lower grades, and, to some extent, on the size and general character of the school's collection of books. Something worth while has been done in five or six lessons, though not much can be done in less than ten or twelve, and the twenty to thirty periods which interested principals have sometimes granted are none too many. The general plan will also depend partly on whether the instruction is all given in one year or throughout the entire high school course.

In the normal school the purpose of the library course should be not only to teach the use of books, but to teach, in addition, the principles of their proper selection and enough of the essentials of library technique to enable the teacher to administer successfully a small school library and to understand the methods used in larger libraries. It should be not only for individual improvement, as in the high school, but designed also to give skill in teaching others how to use the library. It is necessary, of course, to supply any deficiencies in training of the kind that was suggested for the high school, before the administrative side of the work can profitably be taken up.

The technical side of the work, therefore, will be more in evidence in the normal school course. The preparation, adaptation and use of the important records such as the accession book, the shelflist, the catalog and the charging system are necessary parts of the equipment of any teacher who is likely to be put in charge of a school or class-room library. A study of the most common trade lists and a few typical booksellers' catalogs with some comment on trade discounts and the purchase of second-hand books will save much time and trouble later when the teacher is expected to advise as to what and where to buy.

Instruction in simple methods of book repair will yield large dividends in the shape of better cared for and longer lived books.

Simplicity and direct relation to school work are the two things to be insisted upon throughout. Though the subjects and, to some extent, the treatment should be the same as that of the library school, there is neither opportunity nor need of the same variety and extent of instruction and practice which should characterize schools for the professional training of librarians, nor should any school which can afford special teachers in other subjects thrust technical library work upon its regular teachers. To the teacher, the library is auxiliary to her main work and insistence on elaborate administrative methods will defeat its purpose.

This instruction in technique should be simple, but it does not follow that a teacher who has learned merely these elements of technique is fitted in turn to give satisfactory instruction to other teachers or even to administer a school library in the best way. To do this a librarian of wide training and experience is necessary,—one whose knowledge of library theory and practice is wide enough to give the perspective necessary to judge what is essential, and intimate enough to determine what adaptations should be made to fit either general library conditions or special contingencies of individual libraries. Efficient simplicity is the result not of ignorance but of trained judgment and the apparent simplicity obtained by reckless or ignorant amputation of library manuals may be worse than none at all. A well managed school must have a well-administered library and a well-administered library implies a competent librarian, not merely the regular presence of a teacher with rather fewer classes and consequently more leisure than her colleagues.

Indeed, though considerable technique has been suggested as advisable, I am very strongly of the opinion that technique, if by this term is meant the processes of keeping library records, should be thrust upon teachers only as a necessity, not as a desirability. In a school so small that one teacher or a very few teachers at most must do all kinds of work, it will be necessary and therefore it must be taught to these teachers. In larger and better equipped schools there is no more reason for teacher-librarians with a mere smattering of library training than there is logic or justice in compelling the teacher of English or of history to be the principal's secretary.

Of even more importance than technique is a careful study of important reference books. Only a small proportion of the books which would be useful can possibly be obtained and it is very important that the teacher be able to use to the utmost such books as the school may possess. The compilation of reading lists and lists of references, whether for the use of the teacher or the guidance of the pupil, implies the use of bibliographies, footnotes and appendixes and a consideration of the bibliographic aids which are so common in modern text-books and so little used by teachers.

Moreover, the teacher must know some of the principles of book selection, must know a fair number of the best aids to book selection and must know where to find and how to use good book reviews. No approved list of library, library commission, or state department of public instruction can take the place of independent knowledge, though these approved lists are indispensable aids.

The proper relations of school and public library certainly must be taught if any closer and more general co-operation of the two is to be brought about. Both teacher and librarian must be parties to such co-operation and each needs to know the point of view of the other.

There is no general agreement as to the amount of time which the normal school ought to devote to library instruction. In a summary compiled in 1909 by the Newark free public library (Public libraries 14:147), the number of hours devoted to such work in 28 normal schools varied from one lesson to 60. Most of the schools which are recognized as leaders in this work gave about 20 lessons. There is reason to believe that the general situation has not materially changed except that the shorter courses are being lengthened and more normal schools are offering courses in library methods. The small number of lessons in even the good courses makes directness and emphasis on essentials imperative. If all normal school students had been taught to use books before entering the normal school, considerable time which is now used in teaching things which should already be known could be devoted to the methodic and pedagogic side of the subject.

More and more normal schools are putting instruction in library methods on a par with other subjects by giving credits for it. This is only what all ought to do. No normal school is doing its work well if it sends its students out unskilled in the use of the tools of their own trade. A course in the use of books and libraries is no more of a luxury in the general training of any teacher than a gas range and a kitchen sink are luxuries in the equipment of a domestic science department or planes and chisels in a manual training room.

It is not merely altruism that urges librarians to encourage this work. It is highly commendable to increase the good feeling between two members of the so-called "educational trinity," the church, the school and the library, but the benefits to the library will be more direct than mere pleasure in promoting the success of another line of social welfare. To ensure its own permanence, the library must have a reading public in the future as it has in the present and the adult reader of the future is the child of the present. To ensure the further development of the library, not only readers but more readers are needed and the library will be sure of getting them only when school room and children's room work together, and when not only those who come to the library from choice, but all the children whom the community entrusts to the school are taught in the school the latent power in the books the library offers for their use and are taught by trained teachers how best to make that latent power dynamic.

The discussion of this paper was led by Mr. W. J. Sykes, librarian of the Ottawa public library, and formerly head of the English department of the Collegiate institute of Ottawa, who read a paper prepared by Dr. L. B. Sinclair, dean of the school for teachers, Macdonald college.

MISS MARY E. HALL, librarian of the Girl's high school, Brooklyn, N. Y., read a paper on

THE POSSIBILITIES OF THE HIGH SCHOOL LIBRARY

Miss Hall said in part:

To those of us who are interested in the problem of guiding the reading of boys and girls one of the most important recent developments of the modern library movement is the new life which is coming into the high school libraries throughout the country.

The high school library, although an old institution, is just beginning to "find itself" in the library world of today. It not only has a right to exist but has possibilities for doing important work in the future which will fully justify its existence. It must serve not only as a great laboratory for the work of all departments in the high school but as an important experiment station for all our work with young people of high school age and aid us in the public library's solution of the problem of helping the thousands of boys and girls who leave grammar school and the children's room and go out into the adult room of the large public library with no one to guide them in their explorations among the books, and no one to take the friendly personal interest in them that the teacher and librarian of the children's room always felt. Through the high school library and the public libraries' young people's department of which we dream, we must undertake to "follow up" the work begun in the children's room and build upon the foundations which librarian and teacher have already laid.

What are some of the revelations which have been made to those of us who reluctantly undertook this work some eight or ten years ago? In the first place we are, as our high school debaters would say "firmly convinced" of the need of a large carefully selected collection of books within the high school building where they may be had at a moment's notice for reference and reading. We are convinced that we were wrong when in our first enthusiasm over the public library we decreed that the high school library should be limited to books of reference and "required" reading, and that all books to be read for the pure joy of reading should be given over to the public library.

For four reasons I would plead today for a large, well equipped library in every city high school, a library managed according to modern library methods and in charge of a trained and experienced librarian who shall be the equal of the high school teachers in broad education and thorough professional training. This librarian must be able to win the confidence and friendship of pupils and teachers and to enter sympathetically into the life of the school. This library may be under the control of the Board of Education or a joint undertaking of Board of Education and public library as in Cleveland, Newark, Passaic, Madison, Wis., and Portland, Oregon.

My first reason for this new high school library is found in the aims and ideals of the modern high school. It is no longer content to serve merely as a preparatory school for college. It realizes that for the great majority of pupils it must be a preparation for life. As these four years end their formal school education it must make the most of the time. These four wonderful years of high school age are the time when ideals are being formed, when boys and girls are hero worshippers, and the personal contact with teacher and librarian or the reading of good biography may do marvelous things in moulding character and setting up standards. In aiming for social efficiency the modern high school endeavors to prepare for intelligent citizenship, for interest in and service for the various movements for social betterment.

My second reason for this larger and more efficient library in the high school is the need created by modern methods of teaching. The text book today is only a guide,—with its footnotes and bibliographies it is a vade mecum to the interested student to the best books in school and public library on the subject covered. The efficient teacher today uses books, magazines, daily paper, pictures and lantern slides to supplement the text book. Many of these must be at hand in the school building and so classified and cataloged that they are available at short notice. Unexpected questions arise in class discussions and must be settled before the close of the recitation period by a student being delegated to "look it up" in the school library and report to the class while interest is keen. This could not be done in a library even five minutes' walk from the school. There are odd minutes at the close of a recitation when a book from the school library can be borrowed and enough read to make the student eager to finish it. Pictures are wanted to illustrate some topic and are loaned from one class-room to another for every forty minutes of a school day when the teacher finds they help to awaken interest. The whole method of the recitation has changed. "It becomes," says one, "the social clearing house where experiences and ideas are exchanged and new lines of thought and inquiry are set up." One of the most interesting things in the school library work is the use of books and magazines for the three minute talks pupils have to give in English, French, German and Latin as cultivation in the art of oral expression. They may chose anything that interests them or would interest the class,—some interesting bit of news in the morning's paper, some anecdote about a famous person, an account in the Survey of the Camp-fire girls, etc.

The search for material for these three minute talks makes the school library a busy place at times. Students vie with one another to bring to class the most interesting contribution from history, biography, literature, current events, etc. So interested are the students in this kind of library work that some of them began making a rough index of material in newspapers, magazines and books that would be good for such talks. The use of the library depends not so much upon the subject as upon the teacher,—a teacher of mathematics who is a constant reader will get the students to make a better use of the library than the English teacher who prides herself that she has taught Shakespeare's "As you like it" so thoroughly "inch by inch" that her pupils cannot possibly fail in the final examination. The biology teacher whose one cry a few years ago was the need of cultivating the powers of observation now acknowledges that the books in the school library or public library are needed to make the laboratory and field work of greatest value. Even the instructors in the gymnasium feel that books may help. Interesting books such as Mrs. Richards' "Art of living," Dr. Gulick's "Mind and work," Woods Hutchinson's practical talks on the subject of health, etc., are placed on reserve shelves or tables and read by pupils not as "required" reading but because they find them interesting. Students interested in problems in chemistry or in the work of physics come up to the school library for a free study period to look over the books on the library shelves and to read them on the suggestion of the teacher. School library reading is coming more and more to be the result of suggestion rather than compulsion.

History teachers add to the interest of the recitation by suggesting collateral reading which will appeal to the students,—biography, historical fiction, orations, poetry, and drama are all called into play, attention is called to articles in current periodicals and a wise use of the daily paper is made in order to interest students in history in the making. The history teacher posts on the bulletin board interesting subjects for "special topics," brief oral reports to the class on interesting material outside the text book and students eagerly volunteer to look them up in the library and report to the class. "How did the Romans tell the time of day?" "Describe the daily life of a monk," "Methods of travel in the middle ages," etc. Debates also are an important feature of the history recitation: "Which contributed most to civilization, the Greeks or the Romans?"

In English there has been a great revolution recently. Aside from the interesting work in oral expression already mentioned teachers are beginning to realize that training in the power of expression and the cultivation of taste and appreciation must come from extensive reading of good books, rather than intensive reading of a few. Supplementary reading is no longer an "assignment" of a standard work of literature to be taken as a dose of medicine by the pupil with the comforting assurance of the teacher that it "will do him good." With the best English teachers supplementary reading is really an introduction to the best books in school library and public library, books to be read not for marks but for pleasure with the hope that it may mean a permanent interest in good reading, a wise use of the public library and the building up of home libraries. The supplementary reading list of today is a list of many different kinds of interesting books, old and new, which ought to appeal to the average high school boy or girl. There is ample opportunity for each to find something which he will really like and he may take his choice.

The skillful English teacher no longer spoils this reading by requiring an examination as to plot, character development, climax, etc. Instead of this dreaded written report which was warranted to dull the interest in the most exciting novel as it haunted the reader all the way through the book the recitation is occasionally given up to an informal talk about the books the pupils have read and enjoyed—very much such a book symposium as we librarians delight in. The enthusiasm of a pupil in his report on a book will create an immediate demand for it. "I want that book you talked about in class, it must be a dandy one," the librarian hears one student say to another as they browse at noon among the books of fiction. In the more intensive study of the masterpieces of English literature the best English teachers make the study one of training in appreciation and not an "exercise in mental gymnastics" or a process of vivisection. They realize with Burroughs that "if you tear a thing all into bits you haven't the thing itself any more." They have the pupils read other works for comparison,—the Alcestis and Medea and compare them with some of Shakespeare's plays they have been studying. If reading Lycidas, then Theocritus, Shelley's Adonais, Arnold's Thyrsis are read and discussed. In studying Burke, orations by Lord Chatham and Mansfield are read and compared. Students find in this comparative work a great delight and in this work as well as in the debates which English teachers encourage some of them surprise us with their powers of discrimination and their deep thinking. All of this calls for the use of many kinds of books in school and public library.

My third plea for a school library is in the needs of individual students for a guidance in their reading which can be better given by the librarian in the school library than in the busy public library. The school librarian has the teacher always close at hand and can know the problems of these teachers in their work with pupils. Through attendance at the teachers' meeting she can keep in close touch with the school's methods of work and its ideals. She can unify the library work which the school is urging upon the pupils as twenty branch librarians working with groups of these same students cannot do. She comes to know each of these hundreds or thousands of pupils better even than some of the teachers in these large schools who have them in their classes for only six months or a year while she has them in the library every day for four years and comes in close personal touch with them. She knows them through their parents, their teachers, and their friends and can sometimes find the point of contact which certain teachers have failed to find. We must make the school library do for the pupils what the little home library used to do for many of us. In these days of apartment houses and tenements, when families move about so constantly there is little chance for the home library.

My fourth plea for a library within the high school building is that it is absolutely necessary as a connecting link between the high school and public library in our large cities. Wonderful things may be accomplished by the high school librarian, who believes the most important work of the school library is preparation for the best use of the public library and who encourages the use of the public library through all the four years. She can be an excellent "go between" not only for pupils who do not use the public library, but between public library and principals and teachers who have no idea what it can do for them. She can enlighten them on the functions of this institution of the people,—show them how much more it is than what they suppose it to be, "a collection of fiction for those too poor to buy their own books." She can enlighten teachers as to the necessity for giving the reference librarian due notice when material is to be needed by classes on a special topic, and the need for ascertaining whether there really is any available material before requiring reports from students on impossible subjects. She can bring about a personal acquaintance of high school teachers and librarians in public libraries and invite the library workers in public libraries to conferences with teachers in the school library.

She can take a census of each entering class at high school and find how many are not using the public library and why. Such a census shows usually 30% who have no library cards. Some have their cards taken from them by parents when they enter high school lest they read so many books it interferes with their studies. This is a frequent occurrence. In other cases a heavy fine has made a drain upon the purse of some poor mother and she has vowed that not one of her children should have a card in the public library. Many of this 30% have never cared enough for books to have a card in the public library. The librarian who finds these conditions early in the term explains to parents by personal notes and interviews that library cards in the public library will be an absolute necessity for high school work. Students who have never had cards are urged to apply for them at once and they are sent to just the right person in the public library who will take an interest in them, often a personal note of introduction being given to the pupil to make that first visit to the public library easy and pleasant.

In addition to the possibilities in high school library work already mentioned the librarian has opportunities for doing many things not possible or not done so easily in the public library.

1. Creating the right attitude towards the library reading called for by the modern high school.

The old time school library was not a pleasant place. She can introduce public library methods,—an attractive room, plants, pictures, bulletin board, etc. Let them feel an atmosphere of friendliness from the start and bring in the spirit of joy rather than stern duty by making the first visit a delight. An informal "library reception" to each entering class or to groups of 40 or more as they enter the school until all have had this meeting with the librarian, makes a good start. Here the students are shown the beautiful illustrated books, pictures, etc., and librarian and pupils talk over the books they have read and liked. Teacher and librarian call attention to books they may like to read during free study periods and pupils are made to feel that the library reading is one of the pleasures of high school life.

2. The study period.

This has marvelous opportunities for the librarian. Here, every 40 minutes come from 60 to 100 pupils, filling every available seat. Many come for definite reference work, special topics, required reading,—many just to spend a free period in browsing. In our best high school libraries there is as little red tape as possible, even "library passes" being dispensed with at times. Pupils are free to use books as they choose. They crowd around the library bulletin boards for suggestions as to good books to read, interesting magazine articles, a glimpse of the day's news as it had been clipped by seniors and posted in the form of a "model newspaper" under heading, "Foreign affairs, National, State, City, Art, Civic and social betterment, etc." The bulletin boards call attention to special art exhibits in the city, to musical opportunities in the way of opera and concerts, etc. Teachers in the various departments make the department bulletin boards in the library a constant means of awakening interest. The French department posts post cards showing views of places mentioned in their reading. Latin teachers post reading lists on life in the time of Cicero, and pictures of Pompeian houses, furniture, cooking utensils, etc., to make the life real. Often at the close of a study period if all are through their regular work the librarian gives an informal three minute talk on some interesting thing on the bulletin boards, urges the reading of some poem or essay or new book of biography, such as Mary Antin, calls attention to some unusually good magazine article, or to some good edition of a book to buy and own,—Hugh Thomson's illustrated Silas Marner in the Cranford series, Pride and Prejudice in Everyman's series, library binding, as a good edition to take out into the country for summer reading.

3. Instruction in use of books.

In the school library far better than by sending classes out to the public library definite and systematic instruction can be given by librarian on the uses of books. A regular schedule for this work is prepared by principal or head of English department and lessons, lectures, quizzes and problems are given by teacher or librarian as a part of the school work. By working in this close touch with teachers, problems will relate directly to their every day class work.

4. The library as a social center.

Here the librarian in the school finds boundless opportunities not possible in public library work. Parents' receptions are held in the evenings in the large and beautiful library room and the librarian acts as hostess. Here come rich and poor of all nationalities,—learned and unlearned and the librarian meets them all, talk over with them, the boys and girls, shows them what the library tries to do for them and goes over the parents' problems with those who read too much or those who are reading trash,—and last but not least those who do not like to read. The librarian suggests good books and good editions for parents to buy and the number of note books and pencils at work show how eager many are for this help—they delight in the beautiful illustrated books almost as much as the boys and girls.

The noon hour offers great possibilities to the school librarian. Here she is "at home" to all students who want to talk about books. Around her desk is held a daily "book symposium." Absolute freedom and frankness is encouraged. She is aided in her recommendations by the pupils' own comments of approval and their word goes farther with a doubting soul than any word of hers. If a pupil returns a book with "I don't like it," the librarian tries to find where the trouble was. If it was the first page or chapter which seemed uninteresting she points out the place just ahead where it begins to be most interesting, gets a student nearby who read and liked the book to tell just enough to show the doubting pupil what he is missing by not reading it. Or, if on talking with the pupil it seems he would not like that particular book she assures him it is nothing to be ashamed of if one does not like all great books,—that we have to grow up to some, that some may never be interesting to us while absorbingly interesting to others. The personal equation has to be considered.

Library reading clubs are a great power for influencing the reading of high school pupils. It is the age of clubs and organizations. In the books the pupils choose while browsing the librarian finds a point of contact and by the reading clubs can direct the voluntary reading. Interests unsuspected by teachers are revealed to the school librarian. An interest in art by a pupil thought hopeless in mathematics and physics and only a fair student in other things. The librarian in the school has expert aid in this club work. For the library reading club on art she selects the most inspiring and sympathetic art teacher on the faculty. For those who are reading Darwin and Spencer and Huxley, the finest teacher in biology who thoroughly knows the literature and can make the reading mean much. For those interested in civic and social questions, clubs for discussion and debate are formed with English and history teachers for advisers, but all center in the school library and meet there after school. After school, also where the library is large or there are two rooms, students may stay to study,—tenement homes and apartments are often difficult places for quiet work. For our own school a biography reading club has been a great success, the students reading interesting biographies of famous women, Alice Freeman Palmer, Carla Wenckebach, Jane Addams, Florence Nightingale, etc. Also lives of great explorers, artists, musicians, statesmen, etc.

5. Vocational guidance.

This is coming to mean great possibilities. If the librarian is sympathetic and has won the hearts of the students they will come naturally to her as a source of information on what a boy or girl can do to earn a living. It is a serious problem to the high school pupil,—often there is no one at home to help. The librarian must be ready with books, pamphlets, clippings to lay before the student the many possibilities in choosing a vocation. The books on these subjects are the most popular books in the library of a large boys high school. Catalogs of technical and trade schools, etc., should be on file for reference for students desiring to plan special courses in high school to meet their entrance requirements. Where there is a committee of teachers on vocational direction the librarian can be of great service in aiding in collections of books, magazines and pamphlet material.

These possibilities of the high school library make it a most tempting field for any one interested in work with the older boys and girls. The librarian has the opportunity of making the school library: (1) A great working laboratory for all departments which will meet their needs for reference and serve to stimulate interest or awaken interest in the work of class room or laboratory. (2) A preparatory school for the best use of college or public library by training students in the use of a library during the four years in school. (3) Compensation to the students for the lack of a home library. Carefully selected, largely a collection of the best books on the subjects which high school pupils would be interested in and containing all the really great things in the world's literature it affords a browsing place which should mean that inspiring and stimulating contact with books which many have felt in their home libraries, and it should mean also that personal guidance of the reading of the individual which in more fortunate homes parents give to their children. And perhaps quite as important as any other is the possibility of opening up to the high school students and teachers the great resources of the public library. The success of the high school library of the future will depend largely upon its relation to the public library. We are just at the beginning of things today in this matter of co-operation and shall probably see important developments along this line during the next five years.

Mr. Gilbert O. Ward, supervisor of high school branches, Cleveland public library, led the discussion on Miss Hall's paper. He said in part:

High school pupils after all are a very small proportion of the school community. Why should a public library put an expensive assistant into a high school, where, after all, the actual numbers affected are small? One answer is this: High school students like college students, though in a less degree, are a chosen few. They are in a position to become naturally leaders in the community. And it seems to me that public libraries which have the chance to establish high school branches should consider the possibilities of the indirect influence on the community as well as the direct influence on the limited number of high school students.

In considering now the relation between high school library and public library, let us first sum up the needs of the high school, the points in which the public library fails to meet the situation, and the points in which the independent high school library is liable to failure:

The high school needs:

1. Books, freely duplicated, including general reference books, books relating to school work and selected general reading adapted to the abilities and appreciation of high school students.

2. A trained librarian.

The progressive high school needs these in the building as it needs a chemical laboratory in the building. There is no better reason for making a student go to the public library for an ordinary bit of class work, than for sending him to the Y. M. C. A. for his gymnasium work.

The public library fails with the high schools as follows:

1. It generally lacks official standing in the school plan, hence it has to work with the individual teacher or principal as chance offers.

2. Teachers are often too indifferent, careless, or over-pressed by work to come to the public library.

3. Visits to the public library for reference work, inside or outside of school hours, takes up pupils' time, even if the school is convenient to the public library. This difficulty gets worse as reference work increases.

4. Library instruction should cover a number of periods, and if given in the public library, the necessary number of visits deranges schedules, wastes time and raises questions of discipline.

5. The public library is sometimes unable or unwilling to duplicate books freely enough to meet school needs.

6. The public library is not on the spot to answer instant needs.

The independent high school library meets peculiar difficulties and dangers in fulfilling its duty. It is right to say here that the highest point of development in high school libraries has, to the best of my knowledge, been reached in certain high schools in which the library has no connection with the public library, but where it is managed by a well-paid, trained and experienced librarian. Generally speaking, however, especially in the case of high schools which do not employ a trained librarian, I think I may say that the independent high school library at present is likely to be narrow in scope, badly administered, self centered and neglectful of co-operation with the public library, and hampered by red tape getting books promptly through boards of education.

Neither school library nor public library, it seems to me, can alone meet high school needs. The school library needs the public library because of the broadening influence of the usually larger institution. It needs the resources of the usually larger collection. It can often benefit by suggestion and aid in administrative details, especially when in untrained hands.

The public library needs the school library, among other reasons, to bring it into closer contact with the school system officially. The public library, it seems to me, should require the high school librarian to attend its regular staff meetings if she be a public library official or invite her to attend them if she is not. The high school librarian in many cases attends school faculty meetings, and by regularly attending public library staff meetings she can intelligently interpret school to public library and vice versa. The public library needs the high school library so as to get earlier and more certain information of books needed for class use, for the purpose of reserving in the public library or of concentrating them in the school library. Six copies of a title concentrated at call in the high school library and lent from there for short loans, prevent a few students from monopolizing books, and so do much more satisfactory work than twice the number lent from the public library in the usual way. In general, the public library by working through the high school library should work more effectively by meeting the school on its own ground.

It is pretty clear, I think, that the school library and the public library need each other. The questions remaining are: What kind of co-operation is most effective? How can that co-operation be brought about?

I doubt if there is a universal answer for either question. I think that local conditions will have to be studied in each case, and under local conditions I include the school situation, the public library situation, personalities, local politics, etc.

Miss Hall has found a satisfactory answer for the library controlled by the school. The solution which has come under my observation is the administration of the school library by the public library, with a division between school and public library, of the expense.

This plan in one form or another is now being tried with the high school libraries in five cities—Cleveland, O.; Madison, Wis.; Newark, N. J.; Passaic, N. J.; and Portland, Ore. This includes eleven libraries actually in operation, and five others in contemplation. The plan has also been adopted, I am informed, by a number of towns in New Jersey.

In bringing about co-operation, the first step is to make a careful, thorough study of conditions, not forgetting the questions, "What is the attitude of the principal?" and, "Which can pay the higher salary—public library or high school?"

The results under any plan, may we add, depend on the high school librarian. She should have a college education to put her on a par with the teaching staff. She must be adaptable. She must have solid book knowledge, especially of English and history. She must be able to manage a room full of students without fuss or strain. A raw high school graduate with a smattering of technique will not do.

Finally, whatever the public library's part in the scheme of co-operation, the public library must be willing to view the subject from the school side, and be willing to adapt its methods to school needs.

A short business session of the active members of the session followed this meeting. Upon recommendation of the Nominating Committee the following officers were elected: Chairman, Miss Effie L. Power, supervisor of children's work, St. Louis public library; vice-chairman, Miss Alice Goddard, head of children's department, Washington County free library, Hagerstown, Md., and secretary, Miss Hannah M. Lawrence, children's librarian, Buffalo public library.

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[COLLEGE AND REFERENCE SECTION]

FIRST SESSION

(Friday, June 28, 8:15 p. m.)

The first session of the College and Reference section was held on the evening of June 28, in the banquet room of the Chateau Laurier, about 75 people being present. In the absence of Dr. A. S. Root, chairman of the section, and Miss Irene Warren, secretary, the meeting was called to order by Mr. P. L. Windsor, who had at the request of Dr. Root and of Mr. Utley, arranged the program; Mr. S. J. Brandenburg acted as secretary.

Mr. THEODORE W. KOCH, librarian of the University of Michigan, read the first paper entitled

SOME PHASES OF THE ADMINISTRATIVE HISTORY OF COLLEGE AND UNIVERSITY LIBRARIES[8]

The development of college and university libraries has been so rapid during the past score of years that it may be worth while to turn back for a moment and collect a few illustrations of early ideas of library management from the history of the older universities. The most interesting ones for this purpose are those of Oxford and Cambridge, Harvard, Yale and Columbia universities.

[8] Abridged from an address delivered before the New York State Library School and the University of Michigan Summer Library School.

The Bodleian in its reorganized form was opened in 1602 with a stock of two thousand five hundred volumes—a fairly large collection for those days. It had been established in Duke Humphrey's day in a suite of rooms over the Divinity School "far removed" as the old university records put it, "from any worldly noise." The first rules for the government of the library were drafted by Bodley himself. While in general they were wise ones, they reflected the spirit of the times in which they were written. Sir Thomas objected to the inclusion of belles-lettres as beneath the dignity of the institution he was fostering. "I can see no good reason," said he, "to alter my rule for excluding such books as Almanacks, Plays, and an infinite number that are daily printed of very unworthy matters. Haply some plays may be worthy the keeping—but hardly one in forty.... This is my opinion, wherein if I err I shall err with infinite others; and the more I think upon it, the more it doth distaste me that such kinds of books should be vouchsafed room in so noble a library." Scholars were required to leave a deposit in cash as a pledge of good faith when borrowing books, but the deposit was usually a mere trifle compared with the value of the loan. Unscrupulous borrowers willingly forfeited the money and kept the manuscripts. Some volumes were stolen, while others were entered in the catalog as "missing," a distinction with perhaps very little difference. Tradition says that Polidore Virgil had stolen so many books that the authorities were finally compelled to deny him access to the library, whereupon he promptly obtained from Henry VIII a special license to borrow whatever manuscripts he desired and the librarian had to bow to the ruling of the King.

In a manuscript copy of the works of St. Augustine and St. Ambrose in the Bodleian, is written, "This book belongs to St. Mary of Robert's Bridge: Whosoever steals it, or sells it, or takes it away from this house in any way, or injures it, let him be anathema maranatha." Underneath another hand has written, "I, John, Bishop of Exeter, do not know where the said house is: I did not steal this book, but got it lawfully."

At one time folios in the Bodleian were chained to the shelves but the custom was given up and the chains sold for old iron in 1769. That the arrangements at the Bodleian were viewed with favor by library benefactors can be seen from a letter which the worthy John Hollis of London, second founder of Harvard College library, sent to the authorities at Cambridge in 1735: "You want seats to sit and read in and chains to your valuable books like our Bodleian library or Zion College in London. You let your books be taken at pleasure to men's houses and many are lost, your boyish students take them to their chambers and tear out pictures and maps to adorn their walls."

Gibbon in his autobiography has commented upon the sloth of 18th century Oxford and its absolute indifference to study. The records of the Bodleian substantiate the low point to which the intellectual life of the university had ebbed. The registers of books borrowed for the decade 1730-1740 show that only rarely were more than one or two books asked for in a day. In some cases a whole week is passed over without a single entry being made. The indifference throughout the university showed itself in the management of the library. For 92 years, that is, from 1768-1860, the Bodleian was so unfortunate as to be in the hands of only two men, the Reverend John Price, of Jesus College, who died in his eightieth year, and Dr. Bulkeley Bandinel, his son-in-law, who lived to be even a year older than his predecessor. As an illustration of Price's ideas of librarianship we have it noted by Professor Beddoes that "he discouraged readers by neglect and incivility, was very careless in regard to the value or condition of the books he purchased, and had little knowledge of foreign publications." When Captain Cook's Voyages were first published there was quite a demand for the work. Librarian Price promptly loaned it to the Rector of Lincoln College, telling him that the longer he kept it out the better, for as long as it was known to be in the library he would be perpetually plagued by inquiries after it. Price has been compared to the verger who sorrowfully complained that people were continually invading his church and "praying all over the place." However, it must in justice be said that Price's correspondence as printed by John Nichols in his "Illustrations of the literary history of the 18th century," shows him to have been helpful to some of the scholars of his day.

Bodleian's librarians in the eighteenth century were mostly clerks in holy orders and it was not uncommon for them to fail to open the library at all on a Saturday if they were "taking duty in the country," on the following day. There is preserved in the Bodleian a scrap of paper which an angry scholar affixed to the door of the library in 1806 when he found it closed contrary to the statutes. On it were these words in Greek: "Woe unto you who have taken away the key of knowledge! Ye enter not yourself and hinder those who come."

How striking is the difference between the lax administration of the 18th century and that of the 20th can be seen by a study of the Bodleian staff-calendar, an annual of over 400 pages in which are listed day by day the special duties of various members of the staff, with all sorts of suggestions for the improvement of the service.

King George III in his famous interview with Dr. Johnson asked whether there were better libraries at Oxford or at Cambridge. The sage replied that he believed the Bodleian was larger than any library they had at Cambridge, at the same time adding, "I hope whether we have more books or not than they have at Cambridge we shall make as good use of them as they do,"—a reply which I always like to associate with the remark of Dr. Cogswell: "I would as soon tell you how many tons the Astor Library weighs, as how many volumes it contains."

While the university library at Cambridge has never been the recipient of such large and rich donations as has the Bodleian, it is today one of the best stocked university libraries in the world. Its first benefactor was Thomas Scott of Rotheram, archbishop of York, who not only gave 200 books and manuscripts, but also the first library building. Despite other benefactions the collection appeared "but mean" in the eyes of John Evelyn when he visited it in 1654.

Among the earliest gifts to one of the college libraries at Cambridge there are some volumes which raise curious questions. According to Dr. Montague R. James, the provost of King's College, Cambridge, one book has the Bury bookmark and evidently came from that source; another belonged to the canons of Hereford, another to Worcester, and another to Durham. How and under what conditions did the early collegiate and monastic bodies part with these? "Was there not very probably an extensive system of sale of duplicates? I prefer this notion," writes Dr. James, "to the idea that they got rid of their books indiscriminately, because the study of monastic catalogs shows quite plainly that the number of duplicates in any considerable library was very large. On the other hand it is clear that books often got out of the old libraries into the hands of quite unauthorized persons: so that there was probably both fair and foul play in the matter."

The most famous librarian of Cambridge University library was Henry Bradshaw, who not only left a strong impress upon the paleographers and historians of his day, but did much for librarianship by his contributions to bibliography and his work on the printed catalogs issued by the Cambridge University library. He believed in making the library as accessible as possible to those who were entitled to its use. The watchwords of his administration were "liberty and discretion," liberty for the people to go freely about the whole library, examining and borrowing such books as they liked, and discretion on the part of the administration in putting such extremely moderate restrictions upon this freedom that the security of its most precious books were safeguarded and the presence of the books most constantly needed for reference was assured without undue interference with freedom of access to the shelves or the borrowing of books from the library.

His management of the university library was not in all respects satisfactory, due mostly to the fact that the staff was very inadequate to the task of the attempted reclassification of the large collection of books, and also to the crowded condition of the building. Bradshaw did not have a marked capacity for working through subordinates. "He could not," said one of his assistants, "bring himself to allow any one to answer letters for him." He used to carry large numbers of unanswered letters in his coat pockets and would sometimes take them out and show them with a certain mischievous glee and say in his droll way, "I am too wicked. What shall I do?" No one knew this failing better than himself. He once remarked to Thomas Buchanan Read, who wanted some information from him, "You had better come and get what you can by word of mouth. I offend lots of my friends by not answering their letters, or by losing them like yours." One friend, to whom he had long promised a visit and who could not get a definite answer to his invitations, sent Bradshaw two post cards on one of which was written "Yes," and on the other "No," asking him to post one or the other. Bradshaw promptly posted both, although by the next mail he wrote to say that he would come,—and he kept his promise.

Bradshaw used to say that whenever he was asked to send back an interesting book he "suffered from a chronic paralysis of the will and could not return it until the fit had passed away." In matters of routine business he was, however, seldom behind time and his library accounts were always accurately kept. He was very strict about the observance of the library rules and could never tolerate seeing books mishandled. Dr. Zupitza, a great friend and admirer of Bradshaw, tells how one day he was making notes in ink from the famous manuscript of Bede's "Ecclesiastical history," in the Cambridge University Library when Bradshaw happened to notice him. "You Germans have no reverence," said the librarian as he rushed at the ink bottle and carried it away. A manuscript of that character was not to be approached with anything more dangerous than a lead pencil.

Bradshaw had no personal ambition and was only too eager to give away such information as he possessed. He put his vast store of knowledge at the disposal of his large group of friends and their books were all the better for his bibliographical zeal. He himself left comparatively little finished work. "My province," he once wrote, "is to give help on certain details which most people don't care about."

Before leaving Oxford and Cambridge, a word must be said about the individual college libraries. Many of these date from the 15th century when it was the exception rather than the rule for university students to own books. Books were rented from both booksellers and tutors. The college libraries then, as today, did not have enough copies of text-books to go around. The statutes of St. Mary's College, Oxford, dating from 1446, forbade a scholar the continual use of a book in the library for more than one hour or at most two hours, for fear that others wanting the book might be hindered from the use of it. Most of the two score colleges of Oxford and Cambridge have their own libraries, many of them filled to overflowing with precious manuscripts and old authors. While the manuscripts, like those of Corpus Christi, naturally attract scholars from all over the world, the libraries are now comparatively little used by the students of the universities themselves. This is not surprising when it is known that to some of them no books have been added for a century or more. There is no union depository catalog in a central place showing what these libraries contain and very little correlation, although there has been some specialization, as in the dramatic collection at Trinity College, Cambridge, or the modern history at Merton College, Oxford.

Several years ago when I visited the Bodleian Library, I was shown around the portion known as "Duke Humphrey's library," and when I admired the old parchment bound volumes in the alcoves my guide remarked sententiously: "These books were on these shelves when the Pilgrims sailed for America." That remark points to an essential difference between many of the old world libraries and those of this country. The museum feature which is so strong in the administration of some of the European libraries is much less prominent in those of the United States.

Illustrations of university library history in this country naturally begin with Harvard. The library there was begun on the death of its first benefactor in 1638 with his bequest of 320 volumes. The Mathers were among the largest collectors of books in their day in New England but few of their possessions passed into the college collection, most of the Mather library having been destroyed in 1775 during the battle of Bunker Hill. About the close of the 17th century Cotton Mather said of the Harvard College Library that while it was "far from a Vatican or Bodleian dimension" he considered it the "best furnished that can be shown anywhere in the American regions." The fire of 1763 which destroyed the first Harvard Hall destroyed also the entire college library, housed in an upper room, with the exception of one volume: Downame's "Christian Warfare," which was out in circulation at the time. "May Harvard Library," wrote John Barnard of Marblehead, "rise out of its ashes with new life and vigor, and be durable as the sun, tho' the building is a nuisance." This contemptuous sounding phrase, intended to describe the ruined building, can again almost be justified in connection with the overcrowded and outgrown structure of today. The first general catalog of the library, printed in 1790, containing 350 pages, devotes 100 pages to theological tracts, 50 to religious books, 3½ to Bibles, ¾ of a page to periodicals, 4 to books of travel, and ten to Greek and Latin authors—all of which shows how closely the college had held to its original purpose as a training school for the ministry.

There was practically no change in the curriculum at Harvard College during the first two centuries of its existence. The old classical course as pursued by our forefathers required comparatively few books. With the introduction of such studies as modern history and languages, the sciences and economics, came the demand for access to many books, both old and new.

That books were regarded as a first essential in the establishment of colleges in the New World is shown not only by the terms of John Harvard's will, which bequeathed one-half of his estate and all his library "towards the erecting of a college," but also by the picturesque founding of Yale College. Eleven ministers met in New Haven in 1700 agreeing to form a college. Each member brought a number of books and presented them to the body, and laying them on the table said these words, or to this effect: "I give these books for the founding of a college in this colony." Then the trustees as a body took possession of them and appointed the Rev. Mr. Russel of Branford as keeper of the library, which at that time consisted of about 40 folio volumes. The library with the additions which came in was kept at Branford for nearly three years, and was then carried to Killingworth. In 1765 the library had grown to 4,000 volumes, showing a growth of only 60 volumes a year through two generations.

Other American university libraries showed equally modest beginnings. In a letter from President Manning to Dr. Llewellyn, 1752, is found the following reference to the early efforts made on behalf of the library of Brown University: "At present we have but about 250 volumes and these not well chosen, being such as our friends could best spare," a statement which was equally true of many other college libraries of that period.

The vicissitudes of American university libraries in their early years would seem to have been enough to discourage any but the stoutest hearted librarian. Thus the King's College buildings in New York having been required by the British for a military hospital, the books were deposited in the City Hall or elsewhere. Three years later some 600 or 700 volumes were found in a room in St. Paul's Chapel. How they got there is a mystery, but they were all that remained of the nucleus of what is today the Columbia University Library. Mr. John Pintard, the founder of the New York Historical Society used to say that he remembered seeing the British soldiers carry away the books from the college library in their knapsacks and barter them for grog. Horace Walpole in his Memoirs sneers at the Prince of Wales, afterwards George III, for presenting a collection of books to an American college during the Revolutionary War, and says that, instead of books, his Royal Highness ought to have sent arms and ammunition.

In his report as secretary of the Smithsonian Institution for 1850, Prof. C. C. Jewett wrote: "Our colleges are mostly eleemosynary institutions. Their libraries are frequently the chance aggregation of the gifts of charity; too many of them discarded, as well-nigh worthless, from the shelves of donors. (But) among them are some very important collections, chosen with care and competent learning, purchased with economy and guarded with prudence."

In 1850 Marshall College at Mercersburg, Pa., reported that "the college library is distributed among the professors—each professor having charge of those books pertaining to his department." Until comparatively recent years the periodicals subscribed to by one of our western state universities were sent direct to the homes of the professors interested and whether they were brought to the library later for binding depended upon the whim of the professor.

One of the striking contrasts between the college library of today and that of the middle of the last century is shown by a comparison of the hours of opening. The Chinese character for "library" means "a place for hiding books," and if some members of the present day faculties think there is still justification for this pictograph, what would they say of the apology for a library which their predecessors had to contend with? In 1850 the libraries at Amherst and Trinity, for example, were open once a week from 1 to 3 p. m., at Princeton one hour twice a week, at the University of Missouri one hour every two weeks. At the University of Alabama there was a rule that "the books shall ordinarily be received at the door, without admitting the applicant into the library room." Harvard with its 28 hours of opening per week was as usual in the vanguard of progress, but contrast even those liberal hours with present day schedules of 89 hours and even more per week and you see that there has been considerable progress along this line.

"A quarter of a century ago the library in most of our institutions," said the late President Harper in an address delivered in 1894, "even the oldest, was scarcely large enough, if one were to estimate values, to deserve the name of library. So far as it had location, it was the place to which the professor was accustomed to make his way occasionally, the student almost never. It was open for consultation during perhaps one hour a day for three days a week. The better class of students, it was understood, had no time for reading. It was only the 'ne'er do well,' the man with little interest in the class-room text-book, who could find time for general reading. Such reading was a distraction, and a proposition that one might profit by consulting other books which bore upon the subject or subjects treated in the text-book would have been scouted. All such work was thought to be distracting. The addition of one hundred volumes in a single year was something noteworthy. The place, seldom frequented, was some out-of-the-way room which could serve no other use. The librarian—there was none. Why should there have been? Any officer of the institution could perform the needed service without greatly increasing the burden of his official duties."

That the college library of the middle of the last century was little more than a storehouse for books, in which the undergraduate had very little interest, is amply substantiated by the reminiscences of older graduates. "To those of us who graduated thirty, or forty, or more years ago," said the late William Frederick Poole, "books, outside of text-books used, had no part in our education. They were never quoted, recommended, or mentioned by instructors in the class-room. As I remember it, Yale College library might as well have been in Wetherfield, or Bridgeport, as in New Haven, so far as the students in those days were concerned."

In the old days at Columbia College, freshmen and sophomores were allowed to visit the library only once a month to gaze at the backs of books; the juniors were taken there once a week by a tutor who gave verbal information about the contents of the books, but only seniors were permitted to open the precious volumes, which they could draw from the library during one hour on Wednesday afternoons. In 1853, the salary of the librarian of Columbia was raised to three hundred dollars! Professor Brander Matthews, who graduated from Columbia in 1871, says that the library was at that time small and inconvenient and that he never entered it to read a book and never drew one from it during all the time he was an undergraduate.

The rules of the old days forbade the use of any lights in the Harvard Library, "excepting only when the librarian is obliged to seal official letters with wax he may with proper precautions use a lighted taper for that purpose." This recalls an entry in the diary of John Langdon Sibley, who records spending "four hours with a lantern and cloak in the chilly cellar" where he found many books and pamphlets not in the College Library.

Mr. Sibley, who spent 36 years in the service of the Harvard Library, has frequently been pictured as typical of the old style collector and custodian of books. The story is told of his having once completed an inventory of the library and, when seen crossing the yard with a particularly happy smile, was asked the reason for this pleased expression. "All the books are in excepting two," said he. "Agassiz has those and I am going after them." Exaggerated as this picture of him undoubtedly is, it must be said that he did lay much more emphasis upon the collecting and preservation of books than upon their use.

His successor, Justin Winsor, was the author of the remark which has come to be regarded as one of the truisms of modern librarianship: "A book is never so useful as when it is in use."

In his second annual report (1879) Mr. Winsor thus summed up his idea of library management: "Diligent administration, considerate forbearance, care that no rule is enforced for the sake of mere outward uniformity, and the establishment of reciprocal confidence between the government and the users of the library, open the way to many relaxations of old established prohibitions, which could not be safely allowed if a less conciliatory spirit prevailed. There should be no bar to the use of books, but the rights of others, and it is to the credit of the mass of library users that, when a librarian manifests that single purpose, he can safely be liberal in the discharge of his trust."

Mr. Winsor had an exceptional faculty for organization and administration. For some time after he left the service of the Boston Public Library it was hardly noticeable that there was no librarian. This was due to the fine organization which Mr. Winsor had effected and did not prove, as Alderman O'Brien of Boston argued, that Mr. Winsor's services could easily be dispensed with. He found time for writing history during the years of his librarianship at Boston and at Harvard because he knew how to administer. No doubt in his later years the historian in him overshadowed the librarian.

The salient feature of Mr. Winsor's administration of the Harvard College Library lay in the fact that he extended very materially the use of books by students. He instituted the system of "reserved" books by which the instructor is enabled to have gathered in an accessible place the reading which he required of his classes,—a device absolutely essential in the new method of teaching which substitutes the reading of authorities for the old time study of text-books.

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And what as to the buildings in which these libraries are housed? The earlier ones like those of Harvard and Yale, were suggestive of Gothic chapels, while the later ones, like Michigan, Illinois and Cornell, are based upon an ecclesiastical motif, and have the questionable addition of a clock tower, the usual accompanying chimes helping to break into the quiet which it is so desirable to maintain in any library. Harvard's Gore Hall was an attenuated copy of the chapel of St. John's College, Cambridge, England, and necessarily ill adapted to the needs of a library. It was poorly lighted, poorly ventilated, hard to warm in winter, damp in parts during the spring and autumn. There were no private rooms, no working room, no conversation room, and no reading room worthy of the name. The only saving thing about the management was that the advice of old John Hollis was not followed and both students and professors were allowed to draw books for use in their rooms and homes.

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In some cases where the library building has been presented as a gift or as a memorial, trouble has arisen from the proverbial difficulty about examining too closely into the lines of the proposed gift. Notable illustrations of this are found in the libraries of Columbia University, the University of Pennsylvania and the late but not lamented library of Leland Stanford University. The Columbia University Library, the gift of ex-President Low in memory of his father, was designed by McKim, Mead & White after the plan of the head of the firm, the late Mr. Charles F. McKim. Some of you may be familiar with the story of the visitor to Mr. McKim's studio asking how he was getting on with the plans for the new library. "Oh, everything is going lovely," said he. "You see there on the wall the outline of the facade and the layout of the building. I have worked up all the details of the reading room and the large dome—but I don't know where to put the darned books."

"Today," wrote President Harper, "the chief building in the college, the building in which is taken the most pride, is the library. With the stack for storage purposes, the reading room for reference books, the offices for delivery, the rooms for seminary purposes, it is the center of educational activity. The staff of assistants is often larger than the entire faculty of the same institution thirty years ago."

The importance of the university library in the educational work of the institution is being recognized more fully each year. "Much of the usefulness and attractiveness of the university for its students," said President Eliot in his annual report for 1905-06, "depends on the size of the library, on the promptness with which it obtains the newest interesting books, and on the efficiency and liberality of its administration. Any need of the library is therefore a need of the whole university."

The second paper was then read by Mr. WILLARD AUSTEN, assistant librarian of Cornell University. His paper, an abstract of which follows, was entitled

RIGHTS OF THE USERS OF A COLLEGE AND UNIVERSITY LIBRARY AND HOW TO PRESERVE THEM

The problem of administering a college or university library with due regard to the rights of all the users is far from simple. A college or university community is not a democracy, where all have equal rights. The natural division into two great classes, the mature teacher and the immature student is the first apparent cause for the modification of privileges. The need of materials for teaching as opposed to the needs of the student suggests other modifications. The need for books of research at home or in the laboratory that may also be wanted for general reading, introduces a third factor that may disturb any set of rules that may be framed.

Any reader should be allowed to use any book in the library when and where it is most convenient to do so, so far as this can be done and preserve the rights of other users and preserve valuable materials not easily replaced for future generations of users. The ability to shift any book from the place where it is little needed to the place where it is much needed, at a moment's notice, is the ideal.

Users may be roughly grouped as follows:

1. Instructors of all grades, those whose need for books is primarily for teaching.

2. Those doing research work, which class may include teachers, graduate and undergraduate students.

3. Students needing books for collateral reading.

4. General readers of all classes, and all persons are general readers when not reading for a definite purpose, but for general culture.

Obviously the rights of all these classes are not of equal importance.

To outline the means of protecting their rights, it is necessary to classify users by certain of their characteristics which bear no relation to the groups named above. First, the conscientious worker who, while using many books, never retains one beyond his real need for it, and who constantly bears in mind the possible need that others may have for a book he is using. Library rules are not made for such. The next and most difficult class to deal with are those who want to gather about them all the books they can conveniently lay hands on, with the thought, that they will "come handy some day." A large class, running down to the lowest ranks of college students, comprise those who think they must have all the material on a subject at hand at one time. Another class, largely college students, is made up of those selfish persons who, having a task, ride rough shod, if necessary, over the rights of others in doing it. Then there is the small class that can be designated by no other names than thieves and vandals, those who steal books, and cut out text or illustrations.

An adequate code of rules and regulations should be drawn up, care being taken that all rules should be made for the sole purpose of preserving rights and property. Of first importance are the regulations for getting books back into the library. A time limit of one month on all books not in use for instruction or research has been fairly successful. All bound volumes of periodicals may be limited to two weeks or one month. A limit may be put on the number of volumes a user may have out at any one time. A requirement that all books must come back to the library, once a year, regardless of the use being made of them, will keep in the library many books that have been left lying around after being used.

Within the library the problem of making all books available for use when needed is not a simple one. Reserve collections, and the recall of books when needed are familiar practices; but when the demand for a book is very great, its use by one person may be limited to one-half or one hour as the case may call for. The failure to return a reserved book when due interferes seriously with others' rights. In these cases students must be made to respect the rights of others, even at the cost of losing their own privileges which is often a more effective discipline than a money fine. The library shares with other departments of the college or university the duty of teaching students a due regard for the rights of others. The problem of detecting the few thieves and vandals who curse all used libraries, may require professional advice. Few seem to be brought to justice, in spite of all efforts.

Whatever measures are employed to protect the users' rights and the library property, they must have their foundation in a system of classification and notation that clearly indicates in every record the character of the book and its relation to other material in the library; and in a system of record of use that tells not only where a book is when out, how long it has been out, and who is responsible for it, but also tells the life history of that book from the time it comes into the library until it is worn out.

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After the discussion of Mr. Austen's paper, Mr. F. K. W. DRURY, assistant librarian of the University of Illinois, presented a paper on

DO WE NEED A SHORT STORY INDEX?

Is not this the day of the index? Have we not Poole, the Reader's Guide, the Portrait and the Engineering Indexes, Granger's Index to Poetry and Recitations, and the Index to Victrola Records? What Granger is to poetry, may we not compile for the short story? For if this is the day of the index, is it any less that of the short story?

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If we agree to omit fairy stories and folk tales and most juveniles what is the extent of short story literature? In a very brief survey of the field did I not find 404 English and American authors and 37 foreign authors in English translation whose stories have attained book form?

Let us credit each author with ten titles and we have at once 4,400 stories worthy of recognition. And these do not include the vast horde of stories—literally thousands—that have appeared and are appearing monthly, weekly, yea even daily, in the magazines of the hour.

How recent then shall we make our list? Shall we anticipate the Get-rich-quick Wallingford tale announced for next month? Where shall we draw our line?

How inclusive shall our list be made? Shall the Saturday Evening Post and the two Sunday magazines be indexed? Or shall we stay within the circle of the Readers' Guide and the Magazine subject index? How many of the news-stand best sellers shall be admitted? Mr. Wyer shows us the million circulation figures of the Woman's World, Comfort, the Vickery and Hill list of three (Happy Hours, Hearth and Home, and Good Stories), yet these are not taken by our libraries and if indexed could be consulted with difficulty. Where shall we draw this line?

Again, how far abroad shall we go? Shall the short stories in foreign tongues fraternize with their English cousins? Or shall they be aliens and only admitted when really anglicized? Do we need an index? Let us test our present resources. How do you find in which volume of Kipling is printed "Thrawn Janet" or his "Man who would be king?" How many copies of "The necklace" can you supply? Granger tells you it is in Cody's "World's greatest short stories" and your catalog may show it in De Maupassant's works, or his "Odd number." But how would you find out that this classic is also in "Little French masterpieces," in Esenwein's book on the short story, and probably in several other places.

Somebody comes in and asks for "Napoleon Jackson" and you do not find it in the volumes you have by Ruth McEnery Stuart. Perhaps it is loaned out. Would not such an index show that this story appeared in the Century for January, 1902, under the title "The gentleman of the plush rocker"?

Vainly have I searched through catalogs and bibliographies and even biographies to find in which book of stories by "Adirondack" Murray may be found "A busted ex-Texan." The book itself must be in hand to find this information. Try to search down a particular title by Stockton, or Bret Harte and you will soon despair.

Have we not then three distinct classes of publications which can be indexed with profit?

(a) Collected stories of authors, of whom we have listed at least 4,400.

(b) Periodical sets, which Poole indexed by titles only, but since 1900 the Readers' Guide has by both author and title.

(c) Collections of stories, of which 73 at least are available today.

Can we not characterize or classify our short story by some such terms as those used in the Philadelphia free library Catalog of Prose Fiction, published in 1904?

Have you ever been disappointed in reading a story? Have you not often wished to know if it were a "good" one or "worth while" before you began it? Indeed, have you not often refrained from reading one for fear of wasting your time?

How can we tell about these short stories? Are they good or bad? Detective or amorous? Psychological or mysterious?

Have you ever seen a short story reviewed? Have you any way of knowing? Must we read every one to find out?

Some may be characterized from the author. The Sherlock Holmes series are obviously detective stories. We can be pretty sure of Ambrose Bierce and Edgar Allan Poe. So stories in Harper's have a general tone quite characteristic.

Here at once is a most important and a most difficult part of such an index. Is not the value of Granger immensely increased by the topical index? Are we not laboring patiently to classify our novels by subjects? Why not also the short story?

We may now ask ourselves: What would be the scope of the entries? For discussion, we suggest:

1. Author list; giving author, title, number of words, location, character.

2. Title index.

3. Subject or character index.

You will readily see the elements of a dictionary catalog here, and it is debatable whether to separate the entries in the three groups as above, or to alphabet them together. Shall we double star the 100 best and star the 500 next?

Are not these questions too perplexing, is not the labor of compilation too arduous, and is not life too short for the reading and classifying all these titles, for one person to attempt this task alone? It has seemed so. Hence this question mark rampant, hence this interrogational presentation, hence this request for co-operation. Without the subject characterization one man could do it, but would not one of the most valuable features be omitted?

With definite assignments, under an editor-in-chief, is not this index possible? Is it not needed?

In the discussion it was brought out that the Chicago public library had made a list of fairy tales, that the Cleveland public library had begun a list of short stories not in periodicals, and that titles of stories frequently occur in reference lists on subjects like, for example, Hallowe'en.

After a discussion of Mr. Drury's paper, Mr. ROBERT KENDALL SHAW, librarian of the Worcester (Mass.) free public library, spoke on the subject

IS THE ESTABLISHMENT OF A CENTRAL REFERENCE BUREAU DESIRABLE?[9]

This subject has been so fully treated in recent years, notably by Mr. Lane in an address at Oberlin college in June, 1908, and in several reports of the Association of college librarians, that only an outline will be attempted here.

[9] Abstract.

A natural preliminary inquiry presents itself: Is reference work in all its phases adequately performed already? With a well trained library staff, whose work may be supplemented by the inter-library loan; by writing letters; by the use of the priceless though incessant telephone; or by seeking the aid of some such bureau of inquiry as that of Thos. Nelson's Sons, The Boston Transcript, The New York Times or Notes and Queries, are we keeping our public satisfied, and the voice of conscience still?

If not, and if the question of creating some central agency for auxiliary reference service is to be discussed, shall this central agency take the form of a central lending library, with its permanent building, book reservoir and staff to administer it, or of a central reference bureau, which will receive all kinds of inquiries, and answer them, as far as possible, by consultation in libraries already existing, or in other institutions which may possess the desired information?

That a central lending library, equipped and maintained under the auspices of the A. L. A. is today or even tomorrow impracticable, can scarcely be denied by intelligent librarians. The writer believes that no adequate endowment could be secured; that if any funds were obtained for this purpose, years would be required to build up a useful collection; that such a collection would, to a great extent, duplicate existing material; that running expenses would be far greater than for an information bureau, and that there are, in short, other more pressing needs.

If a central reference bureau is to be established, what form shall it take? Shall it be attached to some institution already in operation or exist independently? The latter seems preferable, as it could then maintain a consistent policy, unhampered by political or other undesirable influences; proceed unhampered with singleness of aim and method; be governed by persons disinterested and none others; and restrict its collections exclusively to the purposes which its founders intended it to pursue.

Where should such an agency be established? At some library center like Boston, New York, Philadelphia or St. Louis? At A. L. A. headquarters? At the Library of Congress or under the auspices of some active state library commission? The two institutions specifically mentioned are already doing a large work in this direction.

The duties and opportunities of this bureau would be: to collect and co-ordinate the public-service records of American libraries and cognate institutions (e. g. supply information on special collections, subject bibliographies, reading lists, etc.); by questionnaires, visits and in other ways obtain supplementary information along these and similar lines; to get results printed and disseminated; to furnish definite information on lending conditions now obtaining in American libraries, and, when possible, to improve them; and to serve as a free registration and employment agency for librarians and library assistants. Although this last suggestion has not been proposed, to the writer's knowledge in earlier schemes, its importance as a practical measure, is obvious. To the large body of faithful and efficient workers who have not enjoyed the benefits of a library school training such an agency would render signal service.

The unfortunate but frequently recurring repetition of reference research would, in large measure, be prevented if librarians were enabled to derive prompt assistance, in case of knotty problems, from a competent central agency. Their duty to dispatch to this agency solutions to such questions of probably common interest as they had themselves discovered, would be equally obvious.

The trend of library thought in the thinking world today is toward centralisation and co-ordination of effort; witness the sense of the Brussels conference of 1910 that central information bureaus should be established in all countries of progressive library spirit; the success and practical value of the gigantic Gesammtkatalog; and the expected benefits from the youthful Boston co-operative information bureau.

That American librarians are looking toward a fuller development of inter-library loans, and away from a central reference bureau, is the consensus of the recent (1910, March and May) symposium conducted by the Library Journal. Our duty now is, by sympathy, interest and contribution, to forward the work of the Library of Congress and the A. L. A. headquarters, and to make our own lending conditions the most generous in our power.

Mr. C. H. Gould, chairman of the committee on co-ordination, stated that the subject just presented had a close relation to several matters before his committee, and gave a résumé of their report submitted in print to a general session of the conference.

Dr. Andrews, as a member of the Committee, added that in his opinion photographic reproductions might prove a satisfactory substitute for many inter-library loans. The installation of a cameragraph in the John Crerar library had proved of much more use than had been anticipated, not only in regard to the number of copies made, but also in regard to the scope of the material thus copied. It had been found in many cases that these photographic reproductions could be furnished for less than the cost of transportation of the volume, and that besides they gave a permanent record to the borrower. The only obvious limitation was the impossibility of reproducing copyright material.

After further discussion, the chairman asked Dr. W. K. Jewett, librarian of the University of Nebraska, to serve as chairman of the nominating committee and to select two others to serve with him. The session then adjourned.

SECOND SESSION

(Monday, July 1, 2:30 p. m.)

The second session was held Monday afternoon, July 1, in the ballroom. The first paper was by Mr. J. C. M. HANSON, associate director of libraries, University of Chicago, and was read in his absence by Mr. M. G. Wyer, librarian of the State University of Iowa. The paper follows.

SOME OBSERVATIONS ON THE DEPARTMENTAL LIBRARY PROBLEM IN UNIVERSITIES, WITH SPECIAL REFERENCE TO THE UNIVERSITY OF CHICAGO

• List of references
• Departmental arrangement of college libraries, by Edith E. Clarke. Library journal vol. 11, 1899, p. 340-343; vol. 16, 1891, p. 264-268.
• Reference, seminary, and departmental libraries at Cornell university, by W. Austen. Library journal, vol. 18, 1893, p. 181-183.
• Function of a university library, by H. L. Koopman. Library journal vol. 19, 1894, p. 24-30 of Conference Report.
• The departmental libraries of the University of Chicago, by Z. A. Dixson. Library journal vol. 20, 1895, p. 375-377.
• Notes on the government and control of college libraries, by G. W. Harris. Library journal vol. 22, 1897, p. 55-57 of Conference Report.
• Relation of seminary and departmental libraries to the general university library, by George H. Baker. Library journal vol. 23, 1898, p. 103-106 of Conference Report.
• First Report of W. C. Lane, librarian of Harvard university, 1898, p. 2-5. Compare also his 5th Report, p. 215.
• The Problems of the departmental system in university libraries, by W. W. Bishop. Library journal vol. 26, 1901, p. 14-18.
• Report of College and reference section, 1902. Library journal vol. 27, p. 172-178 of Conference Report.
• Relation of the departmental or group libraries to the main library, by Dr. E. D. Burton. Library journal vol. 28, 1903, p. 19-23 of Conference Report.
• Discussion in College and reference section, 1903. Library journal vol. 28, 1903, p. 170-175 of Conference Report.
• The future university library, by B. Ranel. Nation vol. 84, March 21, 1907, p. 263.
• The university branch library, by W. Austen. Library journal vol. 28, 1908, p. 220-222.
• Plea for the central library, by J. Bascom. Educational review, vol. 38, Sept. 1909, p. 139-149.
• Departmental libraries, by F. C. Hicks. Columbia university quarterly, vol. 13, March, 1911, p. 185-195.
• Departmental libraries in universities and colleges, by Henry E. Bliss. Educational review, April, 1912, p. 387-409.
• Ueber die Bibliotheken der Preussischen Universitätsinstitute, von Dr. Naetebus. Zentralblatt für Bibliothekswesen, vol. 23. 1906, p. 341-367.
• Allgemeine Grundsätze für die Vermehrung der Preussischen Staatsbibliotheken, von W. Erman. Zentralblatt für Bibliothekswesen, vol. 25, 1908, p. 429-433.
• Bemerkungen zu dem Ermanschen Entwurf "Allgemeine Grundsätze für die Vermehrung der Preussischen Staatsbibliotheken," von J. Franke. Zentralblatt für Bibliothekswesen, vol. 26, 1909, p. 12-22.
• Für die Seminarbibliotheken, von F. Behrend. Zentralblatt für Bibliothekswesen, vol. 26, 1909, p. 23-25.
• Erlauterung und Begründung der Allgemeinen Grundsätze für die Vermehrung der Preussischen Staatsbibliotheken, von W. Erman. Zentralblatt für Bibliothekswesen, vol. 26, 1909, p. 97-121.
• Universitätsbibliothek und Institutsbibliotheken, von Karl Bücher, 1910.
• Zentralization der Bibliotheken, von Hugo Zimmer. Zentralblatt für Bibliothekswesen, 28. jahrg. 1911, p. 446-469.

The pros and cons of the departmental system have been summarized in several of the articles mentioned above. In his annual report as librarian of Harvard college for 1898 Mr. Lane calls attention, on the one hand to the more convenient use of books in a small collection, and in case of scientific subjects, the possibility of having the books in or near the laboratory. On the other hand he emphasizes the increased difficulty of consultation on the part of persons not immediately connected with the department, less careful supervision, increase in expense of administration, less security from fire, lack of that reinforcement which every department of a general library receives from all related departments, tendency to narrowness, and growth of special collections beyond a convenient size.

On September 28, 1900, Professor E. D. Burton, the present director of the libraries of the University of Chicago, and Professor H. P. Judson, now president of the university, presented before the faculty briefs for and against the following proposition: That a limit should be placed in the near future to the development of the departmental library system. The affirmative urged that it was for the advantage of the departments whose interests and relationships are widespread, notably of philosophy, history, political economy, political science, and sociology, that all the library resources of the university should be gathered in one building and brought under one administration and catalog system. The convenience of scholars coming from a distance demanded concentration also facilitated the practical administration of the libraries. As departments grew and the number of books increased, the departmental library system became unwieldy.

In the negative the following advantages of the departmental system were emphasized: The importance of close connection with the classrooms, especially the seminar rooms. For the departments which have laboratories the retention of the libraries in connection with the laboratories was indispensable. Granting the importance of serving the convenience of visiting investigators, their convenience must always be subordinated to that of the large number of students and professors of the university. Practically all the valuable results of concentration could be secured by a catalog of all the departments in the general library and a system of underground book railways and telephone communication.

The latest summary which has come to my attention is one by Mr. Hicks in the Columbia university quarterly for March, 1911.

There is little that can be added to the arguments presented in these statements. Perhaps the following points in favor of the departmental system might be emphasized:

(1) Books in the same room with the reader and free access to them is a great inducement to study. It increases the use of books, makes it easier for the investigator to consult books in use by others, and also to consult with colleagues in regard to questions which arise during the investigation. The student feels more at home, less subject to inspection and observation by officials. This adds to the pleasure which he may take in his work and to the feeling of personal responsibility for the collection of books with which he is working.

(2) The ability of a departmental library to make collections of minor publications in the line of its special investigation to an extent difficult or even impossible for the general library may also be conceded.

Against the system more emphasis should be placed on the following:

(1) As Mr. Lane points out segregation of books in departments tends to narrowness. While seminary methods of instruction should lead the student to avail himself of the entire resources of the university library, the departmental system as carried out in many universities tempts him to limit his investigations to the departmental library. The narrowing influence of this must be obvious to those who have observed how various subjects and classes overlap and intertwine, how material of importance is found in unexpected places, in general collections, transactions and proceedings of societies and institutions, government reports, and encyclopedic works, not in the departmental library, the loss therefore of that reinforcement which each department should receive from all other related departments.

(2) The use of the departmental library is often limited to students of a particular department. It becomes difficult therefore for others to gain access. If admitted, they are hampered by special rules and arrangements unfamiliar to them. Books are as a rule not allowed to circulate and their withdrawal for use in connection with other related works becomes difficult.

(3) Many valuable books of reference which cannot well be duplicated are placed beyond the reach of the majority of students and professors.

(4) It increases the liability to loss, because when there are many departmental libraries open many hours a day it becomes practically impossible to provide in all of them adequate supervision at all times.

(5) The growth of the departmental libraries beyond a convenient size and the incidental disadvantages of inadequate shelf space, disorder, lack of accommodation for students, the relegation of less used books to garrets and cellars.

(6) To provide fairly complete catalogs, author, title, and subject, for a large library is becoming more and more difficult as the collections increase in size. To provide these catalogs also for a number of departments, or to furnish copies of the sections likely to interest a given department, would require an expenditure of time and money quite beyond the means of any university, and entirely out of proportion to the advantages to be gained therefrom. The absence of satisfactory catalogs in departmental libraries will therefore have to be reckoned with and must be emphasized as one of the most serious disadvantages of the system.

I realize that no argument is likely to change the conviction of certain professors and departments, that the departmental system is the only one which merits consideration, or the view on the other hand of other professors and students, perhaps also the librarian, that a strong general library with small working collections in the departments, largely duplicating books in the general library, is in the interest of the great majority and offers the only reasonable solution. It may, nevertheless, be convenient to have at hand a summary of the question with references to the literature on the subject, especially if governing bodies should be called upon to regulate the issue as has been the case in Italy and Prussia.

The development of the departmental, problem in university libraries dates back to about 1870. While a great many seminar collections, especially in Germany, were started prior to that year, they had not as yet reached a size which called for funds, special administration, or space, to a degree sufficient to embarrass the general library and the university.

It may have its interest to give a brief outline of the development of the system in Prussia. It should prove suggestive as furnishing a parallel to our own situation.

In his "Eine Reise durch die Grösseren Bibliotheken Italiens,"[10] Dziatzko speaks of the Italian government regulations of 1885-1889 governing the relation of the departmental libraries to the general university library. The Italian regulations specified among other points the following:

[10] Beiträge zur Theorie und Praxis des Buch—und Bibliothekswesens. Sammlung Bibliothekswissenschaftlicher Arbeiten. 6. heft. p. 106-109.

Departmental collections are to be considered as part of the university library. The library commission of the university is to superintend the departmental libraries through the director of the university library. Second copies of books already in the university are to be purchased only in case of the most pressing necessity, and periodicals are not to be duplicated. Books are to be transferred from one library to another according to definite agreement. Books are to be accessioned in the university library and to be entered in its author catalog and stamped with the university library stamp. The approval of book appropriations on the part of the ministry depends on compliance with these regulations. The library commission had apportioned the annual book appropriations as follows: six-tenths to departmental libraries, laboratories, clinics, collections, etc., four-tenths to the general library.

Whether the Prussian ministerial regulations adopted soon after were based on the Italian is not known; but the similarity of the problem has undoubtedly led to considerable uniformity in the measures adopted.

It was in 1891 that the situation in the Prussian universities had reached a point where some government intervention seemed called for in order to regulate the relations between the university libraries and the so-called institutsbibliotheken. The regulations formulated (printed in the Zentralblatt für Bibliothekswesen, 1897) specified in part as follows: Departmental libraries cannot dispose of their books; when no longer needed they are to be turned over to the university library. They are reference libraries and no books can be loaned except by order of the university council, or at Berlin which has no council, by the ministry. All students of the university are admitted to the use of the departmental libraries. The university library shall make an author catalog of the books in the departments, one copy for the departmental library, the other for the union catalog in the general library. The university library can loan books to the departmental library for a semester, provided they can be spared.

While the government passed the regulations it neglected to provide sufficient appropriations to carry them out, the result being that the union catalog referred to was begun at only two universities, Berlin and Bonn, and at the former lack of help soon caused a considerable accumulation of arrears. The experience gained showed that, an indication in the catalog of the general library, that a given book can be found in a department is of little value. The general library has not on that account been able to dispense with the purchase of a copy, the distance to the departmental library and the difficulty of securing access making it necessary to duplicate. Occasionally a student has been referred to a departmental library, but it has not happened frequently enough to warrant the extra expenditure, or the duplication of catalogs. It has on the other hand proved of great assistance to the departmental library, and in Bonn its continuance is strongly urged by the departments. The same holds true of Berlin, although instances have been recorded where a department has refused to accept the catalog prepared by the general library.

In other respects the departments have neglected to follow the regulations. It has been said, for instance, that instead of turning duplicates over to the university library certain departments have disposed of them through exchange or have sold them outright to book dealers.

In his report before the Versammlung Deutscher Bibliothekare, 1896, Dr. Naetebus gives an excellent survey of the departmental libraries of the Prussian universities, reporting in all on 367 different collections. A perusal of his report and of the discussion which followed shows that the problem in Prussia is in most respects similar to our own.

In the Zentralblatt für Bibliothekswesen, 1909, p. 103, et seq., Dr. Erman criticizes the regulations of 1891 for not specifying or providing means for enforcing them. Incidentally he says with reference to the development of the departmental libraries, that while the original plan had been to make the books most urgently needed by students in seminars and laboratories more convenient of access than was possible in the overworked and overcrowded university libraries, various circumstances had co-operated towards gradually making these collections more comprehensive than they were intended to be, to include in fact almost all the literature in a given field or in related and overlapping fields of knowledge, thus making the departmental libraries quite independent of the university library. While the original plan had seemed to furnish welcome relief to the university libraries, its recent extension had threatened seriously to cripple them.

It was perhaps the lack of funds on the part of the university libraries which had caused the difficulty in the first place. The departments finding that certain expensive books could not be obtained through the university library began to purchase them for their own use. As the funds of the departments were too small to permit of extensive purchases, every effort was made to increase them by special and extra appropriations, this being so much the easier as the directors of the departments were frequently the most influential and powerful men in the faculties, and funds which otherwise would have fallen to the university library were thus diverted to the departments, extending the size and scope of their working collections far beyond the bounds originally intended.

Dr. Erman states that many professors have according to his own experience sought to secure practically all new accessions of value for the departmental library, leaving for the general library only the books seldom or never asked for. To discontinue the university library altogether and divide its collections among the departments would seem a far simpler and more logical plan, and there should be no hesitation in considering its realization provided there seemed any hope that forty departmental libraries would replace the university library and perform its functions in a satisfactory manner. Unfortunately, such a solution seems out of the question. It would prove disastrous to the university in various ways. There would be lost to it the one department alike common to all members of the faculty and to the student body. Very few work in so narrow a field that they would be served by consulting only one of the departmental libraries. The younger instructors and students who might not have any department, would be at a great disadvantage. If the university libraries were ever discontinued Dr. Erman thinks that there would soon arise an irresistible demand for their restoration. He also thinks that the increase in the administrative expense resulting from a departmental system would be so great as to be practically prohibitive.

In Germany as with us, the desirability of some modus vivendi by which university libraries and the departments could be made to work in harmony and mutually assist one another, has repeatedly been emphasized. As it is, the professor to whom a general library was once a vital question, but who has now at hand a well equipped departmental collection, is likely to lose all interest in the former and devote himself entirely to the development of the latter. Here in America the separation may not as yet have reached the point where, as in a case cited by Dr. Erman, a professor on being elected to the library council said to him that this was the first intimation he had had of the existence of a university library. At the same time, we have here and there evidence of a strong drift in this direction, particularly so in universities where the departmental system has been most fully developed.

Another eminent German librarian who touches on this problem is Dr. Milkau. In Kultur der Gegenwart, Abt. 1, p. 579, he states that in certain universities the total appropriation of all departmental libraries sometimes equals or even exceeds that of the general library. Originally intended as collections of reference books to be used in connection with instruction, they have gradually grown to considerable size, so that their supervision and regulation is year by year becoming more difficult. Dr. Milkau would not abolish the departmental libraries; on the contrary he freely grants their great value and superiority in some respects to the university library. There must, however, be co-operation between the departmental libraries one with another, and with the university library. Purchase of sets and expensive books must not be decided upon regardless of what is already in the university. Each department must limit itself strictly to its own particular field and omit all works not urgently needed, or of some permanent value. He offers as a remedy for the problem the following: To limit the size of the departmental collection, setting a maximum number of volumes not to be exceeded, a cure which seems a little too radical to find favor with all parties concerned.

In the discussion on the report of Dr. Naetebus referred to above, Dr. Gerhard, of Halle, insisted that the only way to secure relief would be through radical measures on the part of the government, viz., to cut down the departmental appropriations to a point where they would be forced to restrict purchases to the books most urgently needed for use in connection with instruction, the appropriations thus saved to be turned over to the university library. Dr. Roth, of Halle, complained of the lack of system in the development of the departmental libraries due to the frequent change of directors. He, however, considered the power of departments to secure books through gift and exchange an important and valuable factor, one not to be underestimated. Dr. Erman, Breslau, agreed with Dr. Gerhard and stated that there must be a readjustment of the funds appropriated for the purchase of books for the university and departmental libraries. There could be no complaint with the development of large and comprehensive collections in the departments, if at the same time the university libraries received enough to secure at least a small part of the books needed to keep their collections up to date. There would never have been so large a development of the departmental libraries if the university libraries had been in a position to answer the demands made on them. As it is, when an expensive book is wanted and the university library has not the funds to secure it, there immediately appear from two to three copies in as many departmental libraries, while there is no copy in the university library. The situation which results is intolerable. If in Breslau instead of 31,000 marks a year for the university library and 31,000 for the departmental libraries, the former had 40,000 and the latter 20,000, it would mean an immense improvement for all concerned.

Dr. Geiger, Tübingen, and Dr. Frankfurter of Vienna, reported that essentially the same or even a worse state of affairs exists in Wurtemburg and in Austria.

The radical measures recommended by Dr. Gerhard and others were not approved by Dr. Naetebus, especially on account of the ability of departmental libraries to secure gifts and exchanges not within the reach of the university library.

Since this discussion took place I understand that the book funds of the Prussian university libraries have been materially increased, thus somewhat relieving the situation. After this brief survey of the conditions existing in certain European universities it may be of interest to turn to one of the two American universities in which the building up of departmental collections has preceded the development of a strong general library.

Departmental Libraries at the University of Chicago

The extraordinary development of the departmental library system at the University of Chicago is due largely to a number of causes and conditions, many of them accidental and peculiar to the university. The main reason was probably the lack of a general library worthy of the name; also the fact that some of the strongest men on the faculty favored the departmental system.

In the president's report (Decennial Publications, first series, 1903, vol. 1, p. 266-290) is found an "Outline history of the legislation of university bodies on the question of departmental libraries and their relation to the general library." The first sentence reads: "The system of departmental libraries for research work, supplementing the general library of the university, dates from the organization of the university itself." This would indicate that the departmental libraries were considered supplementary to the general library. However this may have been at the outset, later developments show that the general library has been so entirely outstripped and overshadowed by the departmental collections that in 1910, at any rate, when the writer had his first opportunity to observe conditions at close hand, the general library was found to consist of some 75,000 volumes of odds and ends, a mere conglomerate which would have been of little service, except for the fact that it was the only collection on the campus from which books could be drawn somewhat freely and to which undergraduates had general access. Appropriations for books amounted to $25,265, of which the general library had only $1550; the departmental libraries, $23,715. (See above, Dr. Gerhart's complaint about the situation at Halle, 31,000 marks for the general library, 31,000 for the departments).

While the original plan had no doubt intended that departments should abstain from ordering books of interest to several departments, that books of general interest therefore should be purchased only by the general library, the latter was unfortunately prevented by lack of funds and equipment from meeting these demands, the inevitable result being that the departments soon ceased to look to the general library and ordered for their own use any book to which a professor might have occasion to refer in his courses, regardless of whether it was in the general library or in another departmental library. Whether in placing orders he was intruding on the domains of a related department may or may not have been considered. At any rate books on exactly the same subject are now found in a number of departmental libraries, editions of the same book are separated and there is duplication of copies to an extent hitherto unheard of, as far as I know, in any university library.

That the president and faculty have been aware of the situation and have tried to find a solution, of that there is evidence enough.

Mr. Bishop in his articles in the Library journal, vol. 28, has given a survey of the discussion which took place at the University of Chicago in 1898-1901. A full report is found in the Decennial Publications, first series vol. 1 quoted above, and in the University record vol. 5. It has been referred to also by Mr. Henry E. Bliss in his recent article in the Educational review, April 1912.

The solution attempted, perhaps the only one possible at the time, consisted in a grouping of related departmental collections. The following group libraries were formally approved by the library board in 1899: Classical, Modern Languages, and Historical. In 1900 the university senate approved the general plan that all departments having laboratories should retain their libraries in the same building with the laboratory, those not having laboratories should as a rule be transferred to the general library building when one was erected. I have already referred to the briefs presented by Dr. Burton and Dr. Judson in October, 1900, on the proposition that a limit should be put in the near future to the development of the departmental library system. The University Congress after discussing them adopted two resolutions: (1) That it is the judgment of this body that the departmental library system should be retained. (2) That a committee of three for each of the several groups of departments recognized by the Board of libraries, laboratories and museums be appointed, the committee to consider and to recommend, respecting the group represented, what is best for it and the university in general. The report of this committee appeared in the University record Nov. 9 and 16, 1900. These reports from the different groups and departments are of interest in showing the sentiment in the various departments of the teaching body. They were briefly as follows: Of the Classical Department five favored the departmental system, two a general library. The Modern Language group was unanimous in favor of centralization. The Haskell group (Divinity School, Semitics, and Comparative Religion) proposed the maintenance of branch libraries of books likely to be in constant use by students in connection with the ordinary class work to be kept in the lecture hall building, that no books should be permanently assigned to these branch libraries of which there was not another copy in the general library. The Historical group held to the departmental library system, but was not so particular about the control of the libraries. Like the Divinity School, it preferred locating the departmental collection in one building with the general library and related departmental libraries. The Philosophical group recognized the great value of location of related departments in the same building, but held strongly to departmental control of the library and free access of students to books in which they are interested. If these two things could be granted, they would advocate a single building for all departments. The Mathematical group was non-committal, it emphasized however that Astronomy and Mathematics must be kept together and that books in these libraries are used almost exclusively by students of the two departments named.[11] The Biology group recommended that upon erection of a suitable library building a separate room be assigned to the Biology library. That arrangements be made for telephone communication and speedy transfer of books to laboratories, that special books and periodicals needed by the department for constant use be kept in each laboratory building as a branch of the departmental library, that books in such branch libraries be rendered easily accessible at all hours, and that provision for adequate supervision of these branch libraries be considered an indispensable preliminary to their establishment. The Chemical group wished the Chemical library to be retained in Kent Chemical Laboratory, but preferred to see the proceedings of academies and journals of general scientific interest kept in the general library, also that a reference shelf containing books of interest to those who are taking undergraduate work in chemistry be maintained in the general reading room of the general library, and that special books needed for consultation in connection with laboratory work be kept in the laboratory. Physics considered the departmental library as indispensable to the department. The Geology group reported most unqualifiedly in favor of departmental or group libraries that should embrace essentially all the literature pertaining to the group so far as practical considerations would permit. The full statement of this group deserves to be read. It is a most emphatic defense of the departmental system. The statement of the Modern Language group and of Professor Hendrickson of the Classical group contain the strongest statements on the other side of the question.

[11] NOTE—Later on Mathematics decided that their library must be kept in the Mathematical building.

On November 4, 1900, these reports were referred by the library board to a committee of three, one of whom was the Associate Librarian, Mrs. Dixson. The committee reported on March 16, 1901 (see University record March 22, 1901) in favor of maintaining the departmental system, but recommended the centralization as far as possible at one point in a central building of the administration of the libraries, and of the books of the university not in use in the departments. After much discussion of the report and a later modification of it, it was decided to refer the matter to a commission consisting of professors and trustees appointed for the purpose of making a thorough study of the entire problem. The outcome of the work of this commission was a decision to place in buildings connecting with the general library the following departmental or group libraries: Philosophy, History and Social Sciences, Classics, Modern Languages, Oriental Languages, the Divinity School, the Law School. That further, the departmental libraries of Chemistry, Physics, Geology, and the Biological sciences, be retained in the department buildings of these departments, it being understood that these departments may place such books as they desire in the general library building. The library of Mathematics and Astronomy should be associated with the library of Physics.

Time will not permit any detailed consideration of the report of the commission. It was approved by the Congregation, August 28th, 1902, and adopted by the Board of trustees September 12th of the same year. It is the plan laid down in this report that has in the main been followed in the location and erection of the Harper Memorial library, dedicated on June 11, 1912, and which it is also proposed to follow in the separate buildings to be provided for the Historical Group, Philosophy, Modern Languages and Classics. When completed this plan will bring the Humanities, with the exception of Geography into buildings adjoining the General Library, connected with it or with one another by bridges.

Since the adoption of the report nearly ten years have elapsed during which there has been some progress in the direction of centralization, at any rate of management and control of libraries. A somewhat uniform system of rules and regulations was adopted in 1911. In the same year a common system of catalogs and classification was finally approved.

The catalogs will include:

(1) A dictionary catalog for the public in the general library, duplicated in part in the catalog department (Official catalog).

(2) Classed catalog for the public in the general library, duplicated in part in the catalog department (Shelf-list on cards).

(3) Author catalog and shelflist on cards for the departmental libraries located in buildings not connecting with the general library.

(4) Author catalog only for departmental libraries located in the general library, or in buildings connecting with it.

N. B. Catalogs in the departmental libraries will not according to the present plan include analyticals or other added entries which may be provided in the dictionary and classed catalogs of the general library.

Even with the limitations here indicated the catalog plan as outlined may seem a little ambitious and likely to prove expensive and difficult to maintain. In view of the present situation, as well as the outlook for the future, even assuming that departments which in 1900 favored a departmental system should be indisposed to change their attitude, it seemed nevertheless the safest plan to adopt. The general library aims to build up a strong central reference collection. This collection should be classified and cataloged so as to yield the best possible results. Merged with the catalog of the general library will be one covering all the departmental libraries. It would, of course, be desirable to provide every departmental library with as exhaustive a catalog as the one proposed for the general library. The expense however, even in this day of printed cards would, I fear, be practically prohibitive. Moreover, it is doubtful if many of the departments would find the expected relief in an elaborate author and subject catalog of their collections as they stand. This last statement may seem to require some further substantiation, and I shall in the following endeavor to present the necessary proofs and illustrations.

It is no doubt true that heads of departments and their associates frequently take a personal pride in their departmental library and feel a certain responsibility for its growth and development. I have known cases where a department would resent any suggestion that a part of its books might to good advantage be transferred to the general library or to another department in exchange for material in these libraries bearing more directly on the special line of study which the department is supposed to represent. The fact remains, nevertheless, that these libraries frequently show in their development a lack of that strong coordinating influence so essential to systematic growth. A detailed examination of their collections soon reveals the fact that books have been ordered principally with reference to their use in connection with courses given in a department, no one apparently questioning the right of one department to poach on the premises of another or on that of the general library. There has resulted, therefore, a situation which cannot be remedied by any catalog, no matter how exhaustive or how perfect. This leads me to go a step further and to venture the assertion that the lack of a strong central library can not be compensated by merely bringing together related departmental libraries into the same or adjoining buildings. It is even doubtful if it would be worth while to prepare an exhaustive union catalog of such libraries without considerable migration of books from one department to another.

A few illustrations taken at random from the books which have come under my observation during the past month or two in connection with the recataloging, will, I think, bear me out in this statement.

General works on science are in a number of libraries, mainly in Geology, Biology, and the general library, but also in a number of other departmental libraries.

The History library includes many books which deal solely with Education, Medicine, Music, Art, Religion, Technology, and other subjects, overlapping, therefore, practically with all other departments. The main duplication, however, seems to be in Church History with the Divinity library, in History and Topography with Geography, in Ancient History with Classics and in Education and other subjects with the general library.

The Modern Language library duplicates chiefly material in the libraries of History and Geography, besides of course the general library. It is, however, the one department which strongly favors consolidation of books on the same subject, and if the other departments in or connecting with the general library will agree to such consolidation, its duplication, except with Geography and the Classical Department, should cease after the transfer of its books to the general library building. The fact that this library has on its shelves works like Alumni Oxoniensis, Catalogue of the Advocates Library, "Ersch and Gruber," La Grande Encyclopedie, Dante's Dictionnaire biographique et bibliographique des hommes les plus remarquables, Haebler's Typographia Iberica, etc., will therefore prove an advantage.

The Classical library presents one of the most vexing problems of our library situation, one not solved by a most liberal duplication. Its collections overlap mainly with those of History, Sociology, Science, Political Science, Economics, Literature, Divinity, and the general library. I am not now referring to texts and translations of classical authors, but to modern books on ancient history, government, administration, and the like. What tends to aggravate the situation is the fact that this library possesses also the only set on the campus of certain important general, literary and bibliographical periodicals, e.g., Revue critique. Although this department is in the near future to occupy a building connecting with the general library, it has always taken a strong stand against any merging of its collections with those of other libraries. There is, therefore in this case little hope of relief through consolidation.

Books on Education have been a source of particular trouble inasmuch as they have been purchased extensively by a number of departmental libraries. Mediaeval literature and the history of the middle ages is again a field which has been developed by the Classical library, Modern Languages, History and the general library. General books on Literature may be found in Philosophy, History, Modern Languages, and the general library, and likely also in the Classical department. Books on Evolution treating the question strictly from the biological standpoint may be in Philosophy and History, but not in Biology. Whether the reverse holds true, I have not as yet been able to verify by an actual examination of the Biology library. Naturally books on Experimental and Physiological Psychology may be found in Philosophy, Psychology, and also in the Biology library.

Books on Metallurgy while chiefly in Geology are also represented in the library of Commerce and Administration. This holds true also of Engineering, Shop Management, and Agriculture. The latter subject is freely represented also in Botany, Economics, and in the general library.

Geography, which is connected with the departmental library of Geology in a building not to connect with the general library, buys extensively in History, also in Economics, Natural conservation of resources, Soils, Economics, Botany, Plant Industries, etc., etc.

Meteorology is represented in Geology, in Physics, Astronomy, and in the general library. Books on Water Supply, Irrigation and the like are in Geology and Geography, Chemistry, Economics, and the general library. Books on Fisheries, Whaling, and related subjects may be found in Geography, Biology, and the general library. Commerce is largely represented in Geography, Economics, the general library, Commerce and Administration, and the Classical library. Canals, Waterways, and Railroads, are mainly in Geography and Economics, but also in the general library. Mining is in Geography and Geology, and also in Economics. Marine Biology will be found in Geography and Geology as well as in Biology. Geology has a considerable number of books on Physics and Chemistry. Books on various industries are found in Economics, in Geology, and in the general library. Commercial Geography is somewhat evenly divided between Geography and Commerce and Administration.

Another great difficulty is the separation of volumes of the same work. For instance, there is in no library a complete set of the Statesman's Year Book or the Almanach de Gotha, but partial sets in at least two or three libraries. This holds true also of several bibliographical periodicals and annuals, e.g., Le Soudier's Annuaire de la Librarie française.

The instances here cited consider only the duplicating and overlapping of independent books or monographs treating the same subject, or the same phase of a subject; it does not take note of the duplication common to all libraries because of the inclusion in encyclopedias, general periodicals, and other comprehensive works, of material on a special subject; neither does it refer to the duplication which may be proper in such subjects as Railroads, Waterways, etc., where one department takes up the technical and another the economic phase of a subject.

It would be possible to go on citing hundreds of illustrations similar to the above, but time will not permit. When the work which practically took its beginning in October, 1911, viz., reclassification and recataloging of the libraries, has been completed I dare say that anyone connected with the work who may have had time to make notes by the way, would be in a position to furnish valuable information as regards the practical workings of a departmental system similar to the one which has grown up at the University of Chicago.

I have stated that the bringing together of related departmental libraries under one roof and the thorough cataloging of all the books on the campus in the manner indicated above, will not furnish a satisfactory solution of our problems. This I believe can only come about through some exchange of books between departmental libraries which shall bring together, not necessarily all books on the same subject, but at any rate the bulk of the material which deals with a special phase of a subject, and the various volumes of a periodical, annual, or similar work which I trust all are agreed should stand together.

It resolves itself then into a question of reclassification or rather relocation of a part of the book resources of the university, and a partial surrender of the right on the part of the departments to determine absolutely the physical location of every book purchased on their recommendation. Personally, I feel rather hopeful that when the cataloging of a number of libraries has been completed and their resources brought together in a common catalog, the members of the various departments will see for themselves the advantage to all concerned of a partial redistribution.

In a small way the general library has inaugurated such redistribution by indirect purchase of general bibliographies and reference works from the departmental libraries, a sum equal to the cost of the work at the time of original purchase being transferred from the book appropriation of the general library to that of the department. Some of the departments have been most willing to agree to such transfers. If it can be put into effect in the libraries which are now to be brought under the same roof, i.e., the Humanities with the exception of Classics and Geography, it will go far toward the establishment of what it is hoped may prove a fairly efficient central library. The centralization of catalogs and reference books alone would in time make it desirable for the departments more and more to consult the general library. A real consolidation of the resources of the Historical Group, Modern Languages and Literatures, Religion and Theology with the present general library will, it is hoped, prove to be even more effective.

I have already stated that Geography would remain outside of this consolidation and probably also the Classical department, in spite of the fact that the latter is soon to occupy a building connecting with the general library. It is hoped that in both cases arrangements can in time be devised which, while satisfactory to the departments, shall prove effective in checking the almost unrestricted duplication of material in other libraries which now obtains.

It is true that ten years ago other departments of the Humanities also held that while related libraries might to good advantage be brought under one roof, there should be no merging of their possessions. Considering, however, the lack of co-ordination in the development of the same libraries, the overlapping and intertwining of their respective fields, it is difficult to believe that this view can prevail for any length of time.

I have endeavored in the above notes to show that the departmental problem is practically the same in various countries. In Italy, Germany, and Austria as well as in America the development of departmental collections to a point where they have become a perplexing and troublesome problem to government and university authorities is due primarily to the inability of the general university library to provide books and conveniences desired by the departments. Neither a union catalog nor the most exhaustive duplication of books, service, and equipment has so far served to offset the weakening of the central library which has been an inevitable result of the rapid growth of departmental collections.

Possibly Mr. L. N. Wilson of Clark university may have pointed out a partial solution to some of our perplexities. He states that at Clark university not only is the drafting of the classification schedules attended to by the professors, but also the actual classification of the books. Where the faculty is willing to undertake these duties the librarian is naturally relieved of a great and difficult responsibility. While the plan has evidently worked out in a satisfactory manner at Clark, it would seem a difficult or even impossible expedient for certain other universities, particularly the largest ones. There would be difficulty in securing the necessary volunteer service. Then the librarian would no doubt have to exercise infinite tact in his efforts to co-ordinate and harmonize the work of so many volunteer classifiers. That some coordinating influence would be required we may take for granted. Personally, I see little relief in the direction here indicated. As for the University of Chicago, I imagine that we are, in common with most university libraries destined to have the departmental problem with us in some form or other as long as there are collections of books to be administered in connection with departments and courses of instruction. We shall watch with great interest the development of the plans of sister universities, a number of which are said to contemplate the strengthening and extension of at least a part of their departmental collections.

I may say in conclusion that judging by observations at Chicago I should be disposed to agree entirely with Dr. Gerhard of Halle, and others of our German colleagues, when they state that there can be no objection to the building up of strong departmental libraries, provided this can be achieved without crippling the general library. But where the departmental libraries are developed at the expense of the general library, and where willingness to co-operate, or to observe the most necessary restrictions as regards the fields to be covered is lacking, there the interest of the great majority both of faculty and students are made to suffer for the convenience of the few, a convenience which is, besides, in many cases only imaginary, and based on a lack of knowledge and appreciation of the possibilities of a general library, and no doubt also of the limitations of departmental libraries. As previously stated, the general library is the one department common to the whole university, the department which should have no ax to grind, and which under normal conditions might, therefore, be trusted to preserve an impartial attitude and to safeguard the interests of all departments alike without fear or favor.

In closing this paper it is difficult to refrain from expressing the opinion that whatever the policy adopted with reference to its library system, a university owes it to its constituency to see that a strong and well balanced general library constitutes an integral part of the scheme. The establishment of the latter should, when possible, take precedence over that of large departmental collections. When it becomes necessary to organize the latter, they should be considered distinctly a part of the general library and be placed under its control. A partial or nominal control on the part of the general library is not likely to prove effective or to furnish the best possible service for the greatest possible number.

Dr. W. K. JEWETT then presented a paper on

THE PROPORTION OF UNIVERSITY LIBRARY INCOME WHICH SHOULD BE SPENT ON ADMINISTRATION

The college librarian, like every other department head in the institution, is anxious to spend as much as possible for the development of his department and is consequently seeking to get his appropriation increased as often as possible. It is usually of assistance to him in securing the favorable attention of the authorities to be able to show that the prevailing tendency among institutions of similar rank is to do that which he requests in his own case. Sometimes the librarian is asking more money for books, sometimes more money for administration and frequently more money for everything. While preparing an estimate for the authorities of our own institution, I recently collected data from 25 representative college and university libraries in different parts of the country and was interested to compare the data and draw what conclusions I could from the examination and from my own knowledge of the standard of accomplishment in the respective institutions. All but one of these libraries have over 60,000 volumes. I was able to separate them into three groups with reference to their book expenditures; those spending $5,000 a year or less, those spending between $5,000 and $20,000, and those spending $20,000 or more.

Six of the 25 libraries were in the first group, spending not to exceed $5,000. In all of these the expenditure for library administration exceeded that for books, in some cases by more than 100%. By amount spent for library administration I mean the amount spent for salaries and wages of persons employed in library work. In other words I mean to include student assistants and to exclude janitors.

Twelve of the 25 libraries were in the second group, spending more than $5,000 and less than $20,000 for books. Ten of these spent less for administration than for books, one spent more and the remaining library spent the same for administration as for books.

Two libraries in the group receive gifts of considerable sums each year for the purchase of books, the buying of which is done through the library so that for all purposes of comparison it is as though their book funds were increased just so much. I have regarded the gift money as equivalent to part of the book fund, although the actual payment is made by the giver without its passing through the hands of the college treasurer. Aside from these two, only one library in the second group receives any great number of volumes by gift. The average number of volumes received by gift is about one-third of the number received by purchase. The proportion of income used for salaries ranges from 35% to 45% leaving out the two libraries above mentioned which spent 50% and 52% for salaries.

Seven libraries made up the third group composed of those spending $20,000 or more for books. I omitted to obtain any figures from Harvard, Yale or Chicago as they are known to be making extraordinary expenditures at present in reorganizing or recataloging. Of the seven, two spent less for salaries than for books, two spent the same for each and two spent more for salaries than for books. The seventh library like two of those in the preceding group has considerable sums placed at its disposal each year for book buying but the disbursement is made by the donor and not by the university treasurer so that exact figures for calculating percentages are not available in its case. The proportion of income employed for salaries by the other six ranges from 40% to 60%.

From this brief comparison of data it is possible to draw the conclusion that with the smaller libraries a certain minimum of administration cost is necessary in order to operate the library at all and that this does not necessarily increase with the growth of the book fund. Where the book fund is less than $5,000, it is no reflection on the capacity of the librarian if his salary expense exceeds that amount although it is evidently his duty to devote his principal efforts to securing increased book appropriations. After the book fund has passed the $5,000 mark, the librarian should be prepared to give most excellent reasons for letting his salary roll exceed or even equal the book fund in case his governing board should begin to make comparison with the figures of other institutions. If his library is in what I have called the second group and his salary expense exceeds 45% of the total income, he ought to stand ready to show cause at short notice for some one is likely to attract the attention of the president to the fact any day.

If on the other hand his salary roll represents less than 45% of total income, the librarian may well resist the suggestions of professors to call for more book money and instead devote his annual appeals to securing additional needed assistance and more adequate compensation for the members of his present staff.

With the libraries of the great universities the case is different. An institution that can spend upwards of $20,000 a year for books has more complex needs and more varied activities than the smaller colleges and universities. The quality of service demanded of the library is higher and much less is forgiven by the ambitious holders of highly paid chairs. The pressure of research work demands greater facilities for the prompt purchase and cataloging of "rush" books. More accomplished reference librarians must be had to meet the needs of clients in a great institution with a large number of graduate students. Catalogers of special qualifications must be provided to handle the books in oriental and other languages not commonly encountered in the ordinary college library. In the work of a large cataloging department there is more opportunity for lack of uniformity to creep in, and the need of accuracy in an enormous catalog is more vital than in a small one. Therefore the work of the revisers has to be more painstaking and time consuming than in a smaller collection where everything is simpler. Reclassification of whole sections of books whose classification is now out of date, must be undertaken. Bibliographies have to be compiled for professors. The preparation of publications, like the catalog of a special collection, is called for while the smaller library may never print anything more extensive than a list of its Poole sets. The duties of the shelf department in a great library are more complicated than many persons dream of and in all the departments fuller and more accurate records are needed. More extended routine in the order department is required in order to prevent unintentional duplication. Messenger service for the delivery of books in response to telephone calls from other buildings may be furnished. The maintenance of an efficient exchange bureau is needed in order to conduct the exchange of university publications with the innumerable minor learned societies all over the world. These publications are often called for in the great universities, although one could not reasonably expect to find them in the lesser institutions.

In fact for many reasons the proportion of income required for administration in libraries of the first rank increases with the size of the collection itself. It is a fair inference therefore that a university library with a book fund of more than $20,000 a year is justified in maintaining a pay roll in excess of that sum without fear of criticism.

The committee on nominations, reporting through Dr. W. K. Jewett, chairman, recommended that the by-laws of the Section be so amended that, instead of electing a chairman and a secretary each year as heretofore, a committee on arrangements consisting of three members be elected, the one first named by the committee this year to serve for one year, the second to serve two years, and the third to serve three years; one member to retire each year hereafter and his successor to be then elected for a three year term.

On motion the recommendation was approved unanimously.

The committee then recommended that the following persons be elected as the committee on arrangements: Mr. Andrew Keogh, Mr. N. L. Goodrich, and Miss Sarah B. Askew. On motion the recommendation was adopted and the three declared elected. The session then adjourned.

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[PROFESSIONAL TRAINING SECTION]

The meeting of the section was held at the Chateau Laurier, Tuesday morning, July 2. Mr. M. S. Dudgeon, chairman of the section, presided.

Mr. FRANK K. WALTER gave an account of the new quarters and resources of the New York state library school.

Mr. Walter said that the new quarters in the new State Education building would probably be ready by October first of the present year, and would provide the most spacious rooms belonging to any library school. The present temporary quarters, however, are comfortable and fairly commodious. A good working collection of reference books and trade and subject bibliographies has already replaced that destroyed by fire. When present orders have been filled the new collection will be better than the old.

The collection of illustrative material, thanks to the untiring industry of Miss Florence Woodworth, is growing by leaps and bounds. About 4,000 administrative blanks and forms are mounted and classified and a large number are as yet unmounted. About 1,400 pictures and plans of library buildings (including post-cards) are mounted and filed.

There is an excellent collection of works on bookmaking, ancient and modern, and a fair number of examples of printing of various periods and of beautifully bound books. About 150 mounts show binding material, book illustrations, type faces and other material illustrating printing and binding processes.

Mention must be made of the "Alumni collection" which the New York State Library Association is collecting for the school. Its aim is "to cover all books, pamphlets, clippings, etc., written by students of the school and biographical or professional material relating to them," together with portraits of the students and library buildings erected under their supervision.

The "class work collection" numbers about 2,300 volumes and is intended primarily for class use, particularly in cataloging, classification and subject headings, in selection of books, and in printing and binding.

All of this material is listed in a separate dictionary catalog prepared expressly for the school's use. More than 10,000 cards are already included in this catalog which is growing rapidly as more material becomes available for use.

The collections of the New York State library will be available as soon as the new building is ready. Including such documents and other volumes as can be temporarily shelved for use, upwards of 200,000 volumes will probably be available. These include an excellent set of United States documents, a very fair collection of state documents, many important foreign documents, and a good working collection of statutes, law reports, legal periodicals and legal treatises.

Mention must also be made of the 700 annuals and serials (including reports, bulletins, etc.), on various phases of library work which are currently received and filed and of about 500 bound English and American periodical sets (including most of those listed in the various periodical indexes) besides the numerous foreign periodicals, transactions, etc., currently received.

Miss AGNES VAN VALKENBURGH, instructor in cataloging at the library school of the New York public library, read a paper on

TRAINING OR TEACHING

It may be well at the start to explain the terms used, to be sure that we are looking at the matter in the same light. Teaching, in this instance, I understand to mean that assistants shall have had library school instruction, while training is the instruction which is given in the library or department itself to fit the applicant for the special work she is to do. When I say assistants, I also mean librarians of the smaller libraries, such positions as the library school student has been called upon to fill.

There are two points of view in looking at the question, that of the assistant and that of the employer. On the first there can be little discussion, as the same principles are here involved which underly all education. It is certainly better for any person to have a view of the whole field rather than of one small part of it. I was talking to the head cataloger of a large department the other day, and she said that one of her main troubles was in getting the assistant who has been given a certain part of the work to do, to see that any other parts are necessary or important. If the curriculum of our library schools does not give our students this broader view, we are not living up to our opportunities.

No library school, or any other school, for that matter, turns out a finished product. I cannot say to you that the best pupil in my class at the end of one or even two years is a first-rate cataloger. I can only say that I hope and think that she understands the principles and their relation to the rest of the work, and with experience will prove competent, having shown capabilities which point in this direction. On the other side, I have talked with many library people of experience and they all say that, anxious as they are to give the persons under their care all possible instruction, they are so busy with the pressure of accomplishing so much work every day, that when they find a person who does one kind of work well, they are very apt to keep her at that, rather than to give her an opportunity to do all the kinds of work, for the sake of her education.

I always have the greatest admiration, not unmixed with reverence, for those who can conduct the business of a large department and a training class at the same time, as either alone seems to me to take all the energy of an ordinary person; also the more people you have to do work which can be done by fewer, the greater the economic waste.

From the point of view of the employer there is something to be said on both sides. Nowadays the old plea is seldom heard that library school people know too much and have no idea that any method is feasible but the one they have been taught. I did have once a graduate from a so-called library school, to assist in my department while I was ill; after she had been there about a week, she announced that she did not like the way the library was classified and during my brief absence she thought she would re-classify it. We had about 150,000 volumes at that time and more than a million cards in our various catalogs. Thus did ambition disqualify her, as we had regretfully to let her go, but fortunately her kind is rare enough to be interesting.

The other objection to the employment of trained people is the question of expense. The niece of the president of the board must have occupation and is willing to work for her spending money, so as an economical measure, it would be a good thing to employ her. This has two fallacies: First, someone has to pay for the education of every person and it is better from the point of efficiency to have this done by the employee herself rather than by the institution. Secondly, we should all be willing to pay for what we get, and you certainly get more for your money in employing the skilled person than the amateur.

Miss Sutliff, after years of experience as a library school teacher, and with both apprentices and graduates, said to me that she thought that a person who was trained for a certain piece of work, at the end of one year, did that work better than the school graduate, but at the end of five years the second was a much better employee.

There is also this to be said on both sides of the question. There are people constitutionally unfit for library work, training or no training, just as there are people who can never run an aeroplane or climb a greased pole or be a third-term president; they are not fitted for it, and all of us have had more or less experience with these both in school and out. They may be excellent people; in fact, it is exactly this class of whom her friends say, "Isn't it too bad Mary never married; she would make such a fine wife for some good man."

I have had a green girl who could never be taught to write a dozen catalog cards correctly because she had no bump of accuracy; I also had a library school graduate with the same failing, and when I mildly suggested that the number of corrections seemed excessive, she replied, "Oh yes, but, you see, I knew you were going to revise them, so I was not more careful." She also did not remain with me.

There are many bright girls who will pick up knowledge of all parts of the work on their own initiative and without any special effort on your part, will be perfectly qualified to step into your place should necessity arise. There is one danger which may be mentioned here and that is the possible injustice done to this exceptional person when library boards refuse to consider any person except library school graduates. During the time students are at school, they and the faculty are carefully considering for which branch of the work they are best adapted, so the employer runs less risk in this respect also, than when he takes an unknown quantity which he hopes may fit some particular place. If the various library schools are not turning out people with broader horizons and greater adaptability, they are not doing their full duty; but if the students they have taught are better qualified for the work, this fact should have due consideration in the selection of assistants or librarians.

Miss JOSEPHINE A. RATHBONE, vice-director of the Pratt institute school of library science, described a projected normal course.

A PROJECTED NORMAL COURSE AT PRATT INSTITUTE SCHOOL OF LIBRARY SCIENCE

Much has intervened, but possibly some of you may remember that some thing was said on Saturday about specialization in the library school course. Discussion among the library school directors present showed a consensus of opinion that specialization is undesirable in the first year of a two years' course and practically impossible in a one year course, nor did any radical plan of differentiation of function among the schools, other than that which has come about already by natural causes, commend itself as possible at present at least.

The only practicable form of specialization therefore seems to be along the line of advanced courses for those who have acquired the fundamentals of technique and who have had sufficient experience to determine clearly the direction in which their aptitudes lie. Such a course we are making toward at Pratt Institute and it is of our plans and aims for this normal course in library training that I have been asked to speak today.

The inception of the course came about not as the result of a desire to do some new thing, but as a solution of two pressing problems with which I found myself confronted last summer; one of these problems is common, I am sure, to all library school directors, the difficulty of finding teachers for their faculties or of supplying from their graduates demands of public libraries for directors of training classes. The other problem was local and peculiar to ourselves, and by reason of it a possible solution was indicated for the former. This was the suggestion made by the librarian of the Brooklyn public library that the Pratt Institute Library school take over the instruction of the Brooklyn public library apprentices. As the professional school of Brooklyn, it was clearly our duty to perform this function for the public library of Brooklyn, and it only remained to find a way,—first, that would satisfy the needs and requirements of the Brooklyn public library system; second, that would so strengthen the Pratt Institute school as to recommend the plan to our trustees; third, would help to alleviate the professional situation of which I had become so acutely concerned.

In response to this need, almost an answer to prayer, for the idea occurred to me in church, came the conception of a normal course to fit advanced students for teaching positions in the profession. Now for a normal course three elements are requisite. Knowledge of the subjects to be taught, training in pedagogical methods and directed practice in teaching. The necessary knowledge of the subjects taught could be obtained by admitting to the course only those who had already acquired library technique. Pedagogical training could be given at Pratt Institute where there already existed a splendidly organized department of education and for the practice teaching there was the apprentice class of the Brooklyn public library for which the normal students could prepare and conduct the courses in library economy under the direction and supervision of our instructor of proved success in teaching. These two indispensable factors inherent in our situation seems to mark the Pratt Institute library school as distinctly the place of all others in which this experiment of training for teaching positions in library work could be tried. Now, does the need exist for librarians who are trained to teach? What is the situation?

There are ten or eleven library schools offering courses of one or two years. There are probably twice that number of summer library schools. There are training classes in all of the larger libraries and many of the medium sized libraries. There are many normal schools in which library courses are now given and the trend in this direction is unmistakable. There are school departments in many of the larger libraries in which more or less actual teaching is done, and in which a librarian who was at the same time a teacher, who understands the teachers' point of view would connect school and library the more completely. Many of you know that these positions are not easy to fill. But could a course be planned that would fit candidates for such positions? I believe so.

I am not going to degrade pedagogic training for teachers. That battle has already been fought out in the educational world. Of course, the best teachers are born, not made, and some few heaven sent may teach the better for not having learned how, but there are not enough of them to go around and the greater majority teach the better for training in tried and approved methods, applied under competent direction.

The normal course will therefore consist of two main parts—theoretical training and practice teaching.

The first part embraces educational psychology, a forty-eight hours' course, a thirty-six hours' course in the history of education, a general survey with a supplemental course on American public education—high schools, normal schools and colleges—a thirty-six hours' course in the theory of education taking up the conduct of recitations and giving the presentation of subjects, examinations, etc. A study of public institutions, both civic and philanthropic, will also be included. So much for the theoretical side. The practical application of the theory of education to the teaching of library technique will be made by the preparation of the courses for the Brooklyn apprentices and the conduct of the classes. The plan for this work is as follows: The normal students will spend a month before the teaching of the apprentices begins in the study of the Brooklyn public library system and in the preparation for the classes they are to conduct under the direction of Miss Julia Hopkins who is to have charge of this work. This work has been planned in consultation with the Brooklyn public library librarian and staff and between us we hope to work out the ideal apprentice course. I will go into this somewhat fully in order to show its value as teaching experience for the normal student.

1. There are to be two apprentice classes a year, beginning in October and March respectively. To these classes four months of instruction will be given. This gives each normal student the opportunity of preparing and conducting different courses each term.

2. The four months of instruction will be followed by three months of practical work in selected branches of the Brooklyn public library, during which time the apprentices will learn the technical details of branch work under the supervision of the branch librarian, thus freeing the course of these details and making it possible to spend the class room time on the broader professional and culture side of the subjects taught.

3. 160 hours of instruction will be given to apprentices, on three days of the week, Mondays, Wednesdays and Fridays, the alternate days to be devoted by them to study and preparation. Full library time will be required of them, which will ensure three hours of preparation for each hour of class room work or lecture. This means the compiling of full reading lists by the normal students to accompany the instruction.

4. The subjects taught fall into three groups, cultural, technical and professional, with strong emphasis on the first and an effort to correlate the first two quite closely. Besides a review of the classics of literature, there will be a study of the important literature of different subjects—history, biography, sociology, science, and to this study will be related as far as possible both parallel courses of classification and reference books, the apprentices being thus required to handle a great many books and to get at their subject contents quickly. They will be required also to make a great many short reading lists on related topics. In the course in children's work, which Miss Clara Hunt will supervise, emphasis will also be laid on the book. Miss Hunt will examine and criticize the lectures prepared by the normal students. We wish to strengthen this phase of the work both because it is needed by the apprentices and because it will be of the utmost value to the normal students, especially to those who go into normal school work later.

The technical courses will take up the usual subjects. In classification the emphasis will be laid on the subject content of the classes to add to the general information of the apprentices and the course related, as I said before, to the study of the literature of the subjects.

In cataloging the emphasis will be laid on an intelligent understanding of the use of a catalog rather than on the details of cataloging. On the professional side the course will be stronger than is usual in apprentice courses.

Now of what value will this course be in providing teaching experience to the normal student?

1. As preparation for directing apprentice classes in public libraries I feel that it will be of direct utility.

2. For giving instruction to high school students in bibliography, reference works, classification and the use of the catalog it would seem to give adequate training.

3. For conducting courses in normal schools these mentioned subjects plus the course in children's books and perhaps the history of libraries would seem to be a good preparation.

4. The courses in classification, reference work, history of libraries, work with children, loan desk work, compare favorably in length of time given to them and in thoroughness with the average one year library school course and the preparation, to say nothing of the conduct, of such courses would be an excellent foundation for the teaching of the same subjects in a library school.

In addition to these main features of the course, the pedagogic training and the practice teaching, there will be lectures on normal and high school library work and permission has been obtained from the public school system for the normal students to have practical work in the library of the buildings, training school and in some of the high school libraries. Opportunity to study the organization and methods of presentation of other library schools has been promised.

The first year or two will, of course, be experimental and experience alone can show how the whole thing will work out, but we feel that the opportunity is a great one and we mean to approach it open-mindedly and to allow it to develop organically.

Its success will, of course, depend on our securing the right kind of material for the class and for this we must look to the profession at large and especially to the other library schools. We do not want large classes, ten would be the outside limit, five or six the desirable number. But our own school could not supply even so many, and if you believe the plan a good one, the need real, and if the theory of differentiation of function seems wise, I ask you to send us those of your students who seem fitted for such work, and by coöperation, council and support help us to make the course a benefit to the whole profession.

There seems to be some misapprehension in the profession as to the relation of the Brooklyn apprentice class and the general course of our own school. So far as our one year course is concerned the only connection is that the Brooklyn public library has graciously permitted us to put our students in the branches of the Brooklyn public library for practical work, while the apprentices are invited to attend the course of lectures by librarians. There is no thought of combining the two classes in class-room work, which would not be advantageous to either group.

Miss Mary W. Plummer gave the following outline of the work done during the past year at the library school of the New York public library and the plans for the second year.

REPORT ON THE NEW YORK PUBLIC LIBRARY SCHOOL

During the past year we have done four things: Trained thirty students for the one year certificate; given partial training to members of the library staff, to be continued or completed the coming year; given the same to members of other library staffs, to be continued or completed, both to be recognized by pass-cards; and tested three sets of probationers for the lowest grade of the library service.

There is nothing especial to be said about the first class, except that out of twenty-five who were able to do the full year's work, more than twenty applied for the second year and the diplomas. Of these, three asked for the unpaid practice, amounting to fifteen hours per week, and taken as an equivalent for their tuition. These three will probably take two courses of the three offered for the second year in administration, advanced cataloging, and reference work, and in work with children.

The remainder have applied for paid positions at not less than $50 per month, with one course in the school. As members of the staff for the time being, they will have no tuition to pay.

The second type of student we hope may increase in number as time goes on. One branch librarian took about half the course, carrying on her regular work and responsibilities, and seemed none the worse. Others took single subjects in which they were interested. One assistant from a suburban library did the same, commuting daily. These, of course, were assigned only a nominal amount of practice, since they had their regular work. For these as well as the probationers the entrance examinations of the school were insisted on. The probationers being usually too young for the school, were allowed three conditions, since they have plenty of time to work them off before old enough to enter the school. Others take the probation first, and if appointed to the staff, serve six months or more, and can then enter the school as staff members without tuition.

They understand that they are not in any sense a class, that they are not being trained but merely tested, that the school is responsible only for the original selection of the probationers, and though it may take and does take an interest it has no real jurisdiction after this selection is made.

Mr. Brett announced that the Cleveland public library would introduce a training class for children's librarians in which the students would be given practical work for five days and receive five-sixths of the regular salary. The remainder of the time will be given to instructions and lectures.

Mr. W. H. Kerr stated that the State normal school at Emporia, Kansas, had a course in library work which required one-fourth of the time in the four years.

Miss Hazeltine presented the card code of over five hundred cataloging rules which had been prepared by the Wisconsin library school for instruction in its school, after consultation with, and assistance from many librarians.

In response to a question by Miss Mary E. Hall as to what was being done to train librarians to take charge of school libraries, the discussion turned to that subject.

Several of the schools mentioned that practical work in school libraries was given their students. Emphasis was laid on the point that high school students who had taken a course in the high school in library methods were not qualified to have charge of school libraries.

A preliminary report was presented from the chairman of the committee on the uniformity of forms of catalog cards in simplified cataloging.

REPORT OF COMMITTEE ON UNIFORMITY OF FORMS OF CATALOG CARDS

The committee on revision of cataloging practice appointed by the library schools instructors at their meeting in January, 1912, wishes to make a brief report of the work done.

As a preliminary step in securing opinions from the various schools on the extent of the work and the forms that the code should take, the following plan was tried. A sufficient number of the galley proofs of a new edition of the rules compiled by the Wisconsin library school were secured and, on May 6, sent to all of the library schools; also to one or two individuals whom the chairman thought might be interested in the project from the teaching point of view. It was thought that this code, which had proved a practical one, might at least serve as a basis for comments. The schools were asked whether they desired to co-operate in the attempt to secure uniformity in practice, and if they approved of the form in which the Wisconsin code was to be printed, that is, on cards; and lastly, to show by their comments the points wherein their practice varied.

Replies have been received at this date from all of the schools, and from them the following conclusions are reached:

First, there is a general interest in the subject of securing unification in instruction; but there seems to be some doubt as to whether we are to attempt to cover all of the points of a complete cataloging code, or only matters of spacing, indention, punctuation, etc.

Second, the majority of the schools returned the proofs fully annotated for the changes which they desire. On the whole, these comments showed that the differences are not great and that uniformity on many at least can be secured, if so desired by the schools.

Third, a general discussion of the subject will be helpful, before any final decision can be reached in regard to a co-operative code.

The committee accordingly decided to ask that there be a discussion of the matter at the Ottawa conference and a notice to this effect was sent to each school.

A list of the points for discussion has been made out.[12] The committee will hope to make a final report at the midwinter meeting.

[12] See Catalog Section Minutes, page 246.

HELEN TURVILL, Chairman.

The membership committee, consisting of Miss Josephine A. Rathbone, Miss June R. Donnelly and Mr. Paul Blackwelder, was continued. The program committee, consisting of Miss Mary W. Plummer, Miss Mary E. Hazeltine and Mr. Frank K. Walter, was also continued.

Mr. Frank K. Walter was elected chairman for the coming year and Miss Agnes Van Valkenburgh, secretary. Adjourned.

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[TRUSTEES' SECTION]

(Friday, June 28, 8:15 p. m.)

The Trustees' section met on Friday evening, June 28, at the Chateau Laurier. Mr. W. T. Porter, of Cincinnati, chairman of the section, presided and Mr. T. L. Montgomery, librarian of the Pennsylvania State library, acted as secretary.

The first item on the program was a paper prepared by Dr. OTTO J. KLOTZ, trustee of the Ottawa public library, which was read in his absence.

THE TRUSTEE'S DUTY TO THE LIBRARY

Dr. Klotz said in part:

It should be assumed that when one accepts the appointment as library trustee he accepts therewith the duties and responsibilities of such position. He who treats them with indifference is a source of weakness to the board. There is no room on a library board for a man who accepts the appointment "just for the honor of it." The trustee must be seized with the fundamental idea and principle that the public library is the people's university, that it is the fountain to which all have access, whose wholesome waters shall give renewed life and intellectual strength.

The trustee's first duty is to see that the library receives adequate municipal support. This is seldom an easy matter. It generally requires a good deal of missionary work,—through the newspapers, through personal appeals to councillors, through public addresses before the council or otherwise. The public must be told of its need, which it frequently does not recognize. The trustee must exercise the influence of an educator.

The work of the trustee is often discouraging and disheartening, and may take years to attain a particular end. Our public libraries act favors the carrying out of some definite plan, because an appointee holds office for several years, giving him an opportunity of thoroughly familiarizing himself with the whole range of library affairs to the great advantage of the best interests of the public and of the library. A further advantage of this tenure of office is that it permits of what is in athletics called "team work." We know how effective it is in this latter respect, and so it is too with a library board. I have reason to refer to this, because all libraries in Ontario are not so constituted that "team work" can be efficiently carried out. I allude to libraries whose board has no fixed continuity. With a continuity to the board definite plans may be formulated that one knows in advance will take years to carry out, but if there is no continuity to the board, each new board will have its own notion, using the term notion advisedly, in contradistinction to the matured plan, for it is not to be expected that new men, thrown into new surroundings, faced by problems wholly or nearly wholly foreign to them, can act with that intelligence, with the large-mindedness essential to the best interests of the community. The fault lies not with the men, but with the system.

One of the first considerations is the public. The trustee should know his public well, just as a physician can only treat his patient intelligently after having made a thorough diagnosis. The people of one town may differ from those of another town, their industries and interests may be different so that a successful course adopted by a board in one place may not meet with the same success in another, and as the people, the citizens, are to be beneficiaries of a public library, it is all-important that their needs be closely studied. It must ever be the aim of the trustee to try to give the greatest good to the greatest number, without however neglecting to provide opportunities within reasonable limits commensurate with the funds available to the exceptional artisan, mechanic or bright young man who is anxious to pursue his work beyond the ordinary. It can be truly said that even those who do not use the library are to a greater or less extent benefited by it through the environment of those who do use it. One of the functions of a library, and one that generally appeals most to those that control the purse strings, is to increase the industrial productiveness of the people of the respective town or municipality. Take a town for example whose industries are almost wholly those of cabinet making. It should be the duty of a trustee to see that the library and reading room is especially rich and complete in all that pertains to cabinet making; to carpentering; the different kinds of wood; designing; drawing and everything that may further the artisan's skill and thereby his productiveness. For we must ever remember that the commercial success of a nation rests on the skill and productiveness of its artisans. This function of the public library is one that may be measured in dollars and cents, but the other function—of making better men and women, of character-building, of brightening homes by the perusal of good literature, of wholesome fiction, of making better citizens, of appreciating the rights as well as the responsibilities of citizenship, these things can not be measured in coin, but they make for a nation's progress and stability.

The most important office is of course the librarian, and the success of the library depends more upon him, or her, than upon any one else; for a poor library board and a good librarian are preferable to a good board and poor librarian.

Hence it is a most important duty of the trustee to see that the services of a good librarian be obtained, not merely an automaton that hands out books and checks off those returned. The day of utilizing men or women whose usefulness in other fields has vanished is past and such should be kept out of the library. What is wanted is a person who has enthusiasm for the work, who has studied library work and methods, who in an unostentatious and quiet way will be helpful to the readers, who can guide particularly the younger readers in their choice of literature, who can encourage the formation of reading clubs and societies, who can make the library and reading room, especially for small libraries, cheerful and attractive by little devices, and by his or her own attitude to the users of the library add much to its usefulness and influence for good. The next duty of the trustee is to see that adequate remuneration be given for the services rendered. The good librarian is in love with his work and is quite willing to sacrifice something on that account to follow a chosen vocation. But that is no reason why inadequate remuneration should be accorded. Let the librarian feel that he is getting a fair reward for his services, co-operate with him, assist him in his endeavors to improve the usefulness of the library, let him feel that he has the good-will of the board, and do not throw all the responsibility of the whole management and its aims upon his shoulders. Do not dampen his enthusiasm and zeal by indifference and simply perfunctory attendance at meetings, or absence altogether. The library requires the undivided attention of both librarian and trustees. Bear in mind that it is an educational institution of the town with a larger attendance than that of the schools. It cannot too strongly be urged upon the trustees and board that a mere collection of books does not constitute a public library, it requires the connecting link, the librarian, to bind those two words more closely together—the public and the library, and the more intimately will they be connected the more efficient the librarian is.

A trustee should make a point of becoming somewhat acquainted with what other libraries are doing, as found in reports and publications. He may at times get thereby new ideas or pointers that may be applicable in his own library. Again if he has occasion to travel and has an hour or so to spare in a town or city where there is a public library, he should go there, "nose" about, and he will find that the visit is profitable. The trustees should within their means make the library and room or rooms as cheerful and comfortable as possible. Let the rooms be well lighted and the light so distributed as to be restful to the eyes. Try to make the library the most attractive place in town. That in itself is a standing temperance sermon, without being preached, which many people do not like.

Believe in the library as an educational institution for all the people, young and old; believe in the library as an aid for technical education; believe in the library as a good thing for your town; and believe in the library as making for a strong and progressive nation.

This paper was followed by one by Mr. WALTER R. NURSEY, inspector of public libraries of the province of Ontario, on

THE TRUSTEE'S DUTY TO THE PUBLIC

Mr. Nursey said in part:

It is well for us all to remember, to whatever country we owe allegiance, we should be stirred by one purpose only, a common purpose that recognizes neither international barriers nor impalpable lines of latitude; our great aspiration being to increase the spread of pure literature, the democracy of letters through the coöperation of the public library which as an educational factor is soon destined to be recognized as of equal importance with university, college or school.

Before submitting to you my views on the trustee's duty to the public let me briefly recite library conditions that at present prevail in Ontario. Ontario, practically, is the only province in the Dominion of Canada that has an aggregation of public libraries, 434 in all, supported in part by the local legislature, under the fostering care of a sympathetic minister of education and a very liberal government.

The first library organized in this province, then Upper Canada, was at Niagara-on-the-Lake in 1800. In 1835, the first legislation dealing in any way with the library movement was passed and the same year the first government aid was granted. In 1851 a new act was introduced creating what was known for many years as the Mechanics' Institute, the authorities believing that technical books for the working classes were not less important than those for the learned professions. At this time only $2,000 per year was appropriated and this was found utterly insufficient for the purpose. In 1869 general literature was recognized in Upper Canada in this connection, in addition to the acquisition of technical books. In 1882, the first free library was organized in Canada, at Toronto.

In 1900, following upon the good example set by your organization, the Ontario library association was instituted, but it was not until 1909 that the present Ontario public library act was passed by the legislature, under which all public libraries, free and association, are now organized and controlled. Today we have 140 free libraries and 244 association libraries in this province operating under the provisions of this act.

In Ontario, whether the library is free or association, the financial and domestic affairs of both are under the supervision of a board of trustees, the only difference in these two boards being that in the case of the free library, the governing body is called a library board and in the case of the association library, a board of management; the financial responsibilities are not altogether the same, for while the trustees of the free library are custodians and paymasters of an income derived from the special rate levied yearly for library purposes by the municipality, the board of the association libraries have no fixed income to disburse, being supported largely by the fluctuating fees of the members.

The rates levied to support a free library vary, and are based principally, as in many instances in your own country, on population, and range from a minimum rate of one-quarter of a mill on the dollar to a maximum of three-quarters of a mill. In the case of both of these classes of libraries, government aid, of course, is extended in the form of a yearly grant based upon the annual report of the expenditure of the library upon books and paid in conformity with the libraries act, subject to departmental regulations.

Once a library in Ontario accepts a government grant, it automatically becomes a public library. Thenceforward it is amenable to the provisions of the statute and failure to keep open or render an annual report to the department of education for two consecutive years, is the signal for dissolution. In other words, it commits suicide. The minister may then take possession of all its books, its magazines and periodicals and dispose of them as he may deem best. Further, if a library fails in any year to comply with the regulations, the minister has power to withhold the whole or a portion of the government grant for that year.

The Ontario act, as you have seen, provides for two classes of libraries, both of which are public libraries; the business of both classes being administered by a board of trustees, one of whom is elected chairman, and while the responsibilities of these boards is greater in the case of the free libraries, both have equal, if not similar obligations as custodians in law of the people's interests.

Before proceeding to submit my own ideas of what appears to be the most important, if perhaps the unwritten duties of a library trustee to the public, and which I present with extreme diffidence in the presence of so many experts, let me briefly enumerate what are the legal obligations of a trustee in this Province as set forth in the statute regulating the same at the present time.

These powers are vested in the mayor, or reeve, as the case may be, with three other members appointed by the local municipal council, three by the local public school board or board of education and two by the separate school board representing the Roman Catholic section of the community; nine trustees in all who elect their chairman and retire annually in rotation. These trustees forfeit their position if they absent themselves from three consecutive monthly meetings without leave.

The legal duties of these trustees consist in the general management, regulation and control of the library and reading room entailing the securing, erecting or renting of the necessary buildings for the purpose of the library and reading room, and the purchase of books, newspapers, magazines, maps, etc., illustrative of the arts and sciences for the library reading room and museum. These responsibilities are further increased by the necessity for keeping the building and its contents in a proper state of preservation and repair and to provide the necessary fuel, lighting and other necessaries and accommodations and also the appointment or dismissal at pleasure of the officers and servants of the board.

The board is also obliged to make rules for the use of the library reading room and museum and for the admission of the public thereto and for the general management of the library; its reading room, museum, evening classes and art school, and of all property under its control. For breaches of any of its rules, it may impose penalties not exceeding $10.

At least two out of these nine trustees, should be women; women who have won a record for activity and good common sense in their departments of business.

It is also the duty of the faithful trustee to encourage the public to realize that it is the librarian, not the trustee, who is the real pilot of the ship, and jealously uphold the hands of that important official. Unfortunately the library has sometimes been converted into an asylum for the village derelict whose unfitness for any ordinary business pursuits would seem to be the highest passport possible, his incapacity emphasizing in the minds of some trustees his apparent suitability for the position.

Summarizing the situation, we find the general importance of the position of a trustee viewed from the "library act" point of view, to be that

(1) He holds the property of the library in trust for the whole community.

(2) That the board has the same standing as any other corporate public body, town council, school board, board of education, etc.

(3) That the trustees alone can manage public library affairs and that they have the exclusive authority to pay rent, to build or to sell property, subject to the statutory provisions.

(4) That they have the power both to raise and expend money for library purposes.

(5) That they can demand certain moneys from the municipal council, ranging from a quarter of a mill up to three-quarters of a mill on the dollar of the total annual assessment at the will of the ratepayers.

(6) That the trustees alone are empowered to employ or dismiss the librarian and other members of the staff.

(7) And that they alone are responsible to the public.

Their importance, if further evidence was wanting, is established by the development of the library movement in the Province of Ontario, demonstrated by the fact that as individuals, they have been active in founding and maintaining the Ontario library association. Hence it is easy to understand that the hope for the real and lasting expansion of library work largely depends upon the educating of the trustee up to the sane realization of his responsibilities.

In order to have a fair understanding of the trustee's many obligations, we must consider the duties he is called upon to perform in connection with his own library. He should be present and assist at the Easter meetings of the Ontario library association, and attend the library institutes which are yearly held in each of the 14 library districts into which the province has been carved for this purpose. As an evidence of the material of which the ordinary trustee is made, it is well to note that out of nine presidents who up to the present time have filled that office in the Ontario library association, between the years 1900 and 1912, six at one time or another have been library trustees. Eighty trustees were active officers of these library institutes in 1911, and of these at least 75 gave papers or addresses during the year ending April, 1912.

Wonderful opportunities for extending the influence of clean literature is held by every trustee in the hollow of his hand, and the literature of the library, taken in all its bearings, forms the great line of demarkation between the human and the animal kingdom. Hence, the sound and intelligent coupling of morally well-balanced men and women should be sought, not merely the professional educationist, who, not infrequently is apt to be somewhat narrow in his vision; "not the mere literary triflers or amateur reformers" nor the league of superficial progressives who amuse themselves by lopping off the branches of an evil, but rather the strong and impatient workers, the real trail-makers who strike at the roots. Often in a rough and most unpromising exterior we find the very elements and characteristics we have long sought in vain.

In and out of season, first, last, and all the time in addition to his statutory obligations the trustee should make the welfare of the librarian his greatest concern. What the pilot is, what the sails are, what the wheel and the propelling power are, individually and collectively to the ship—so is the librarian to the library. It is quite conceivable that a library could exist without a trustee, but almost inconceivable that it could exist without a librarian.

In Ontario we are doing all we can to elevate the status of the librarian, as well as her status in the army of intellectual workers. We have summer schools and library institutes to encourage her in her ambitions and to improve her knowledge. I am persuaded that on the walls of every library might well be written in large characters, and without any suspicion of disrespect, "God bless our Librarian." I refer of course, to the faithful efficient librarian with a proper conception of her own duties who should be honoured in the community by virtue of her position entailing such profound responsibilities. Her smallest act of official consideration, to her juvenile readers especially, leaves a widening ripple of influence, the far-reaching effect of which can scarcely be over-estimated. The librarian, unless it is obviously inopportune, should also without doubt be invited to attend every meeting of the trustees and share their undivided confidence, and the importance of her position and her individuality should never be dominated or overshadowed by the personality of the trustee. Her suggestions wherever possible should be respected, deferred to and acted upon, and every point strained to give her a living wage as nearly commensurate as circumstances will permit, with a due and extreme regard for the importance of her task,—at best, a somewhat thankless one.

I am a strong advocate for Sunday opening wherever it can be accomplished without interfering with the conscience or freedom of the employee, and if exempt from hardship. I further believe that every trustee should permit the purchase of books relating to any religious belief providing that they are not of a controversial nature, and that he should actively co-operate with the librarian in the selection of the really best current literature, both books and periodicals, giving fiction, say a 50% maximum at the most.

Last, but not least I maintain that it should be a man trustee's greatest pleasure and manifest duty to secure the co-operation of at least two capable women workers to share his responsibilities as co-trustees.

Discussion brought out the interesting fact that the Ontario library association included in its membership almost as many trustees as librarians. Mr. Bowker suggested that those from the states interested in library development should seek to follow the Canadian example in this respect, and obtain more active participation from trustees in the library association. Dr. C. R. Charteris, president of the Ontario library association, gave further word on the relation of trustees to the library organization in Canada, and Mr. T. W. Banton, trustee of the Toronto public library, who had been present at the Magnolia conference, spoke of his disappointment at finding so little participation by trustees in that meeting. The officers of the section were re-elected for another year: Chairman, W. T. Porter, trustee Cincinnati public library; secretary, T. L. Montgomery, librarian Pennsylvania State library.

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[PUBLIC DOCUMENTS ROUND TABLE]

A Public Documents Round Table was held on July 1, Mr. George S. Godard, State librarian of Connecticut, in the chair. Miss Elizabeth M. Smith of New York state library was appointed secretary.

The preliminary report of the Committee on public documents already printed was read, in order to bring briefly before the session the status of the bills now before Congress relating to the printing, binding and distribution of public documents.

The chairman reported his efforts to bring to the conference the Superintendent of Documents, Mr. August Donath, to present in person a paper on the new printing bill. A failure of Congress to provide in the appropriations for traveling expenses for this and similar purposes, made this impossible. The chairman, Mr. Godard, reported that he had laid before the Senate Committee on appropriations the advisability of appropriating funds to pay expenses of the Superintendent of Documents, or some other competent official, while trying to get into closer relations with the depository and other document libraries. The secretary read a letter from the clerk of the Committee on appropriations reporting that Mr. Godard's letter would be called to the attention of the committee at the proper time. The following letter from Mr. Donath on the subject of public documents, dealing especially with the new printing bill, was read by Mr. Geo. N. Cheney of the Court of Appeals library, Syracuse, N. Y.

Office of Superintendent of Documents,
Washington June 8, 1912.
My dear Mr. Godard:

Complying with your kind invitation to send to your committee a paper dealing with the subject of public documents from a standpoint of interest mutual to your association and to this office, I herewith submit a few words covering the subject as briefly as its intelligent discussion will permit. I deem it a privilege to be able to address those to whom this is a live subject, and regret all the more that Congress does not seem inclined to endorse recommendations, repeatedly made, that would bring the members of your association and the official in charge of this branch of the public service into more intimate intercourse. This would surely be in the interest of better service on the part of this office and a clearer interchange of expert opinion that could not be otherwise than beneficial to the cause which the law creating our connection was intended to serve.

The idea underlying the legislation that created "designated depository libraries" was undoubtedly the intent to create five or six hundred places throughout this broad land where the history of the country, as expressed in the printed page, should be accessible to the public. A very good intention, and one very largely impractical. When it is remembered that the yearly output of public documents is nearly a thousand, and that a steadily increasing amount of shelf room is required to make all these accessible, even those who only have a superficial acquaintance with the subject will see that to live up to the requirement which accompanies the designation is beyond the ability of perhaps the major number of the libraries now regularly supplied. Only in the larger cities and the most prosperous communities are there libraries able to cope with this "contract." Added to this cause for failure to carry out the intent of thus creating permanent places accessible to the student of the history of his country has been the right of a Senator or Representative to change the designation at the beginning of a Congress, thus leaving the discarded institution with a partial supply of public documents, and starting the new selection with a void that is never filled. Poor business, surely. And it is this condition that the official now in charge of the Public Documents Division has worked very hard to have amended.

I am glad to be able to state that light seems to have broken on this matter. After repeated searching inquiries on the part of the Printing Investigation Commission the true situation seems to be understood, and the measure popularly known as the New Printing Bill, which deals with the whole subject of the public printing, promises to establish a connection between the libraries of the land and this office that shall be of more benefit to the public and at much less expense than the operation of the law of January 12, 1895, permitted. At present writing this bill has passed the Senate, has been favorably reported, with amendments, to the House, and appears to be in shape for speedy final action. It contains many provisions that make for economy in the public printing, but I will only mention what is of more immediate interest to the libraries of the country.

To begin with, the law will permit selection, at stated intervals, of the class of publications that a designated library is able or desirous to handle. What a relief that will be can best be appreciated by the officials in charge of the smaller libraries. It will serve them, and it will likewise save money to the Government. The volume of literature sent out from here that later is returned can only be realized from personal observation. My personal acquaintance with it began on the day I took charge of this office. There were mountains of it, and in a few months, so the Public Printer informed me, he desired to lay before the Committee on Printing his report recommending how much of the accumulation seemed worth returning into stock, and how much should be sold as waste paper. However, the subject has become so familiar to the law-making body that remedial action is now apparently in sight.

The bill likewise assures that permanency to a designated library without which the original intent, above fully stated, is defeated. Once designated, no change in the political representation in Congress from that particular locality will affect the library's status. Thus the two causes that have operated to nullify the intent to create permanent depositories of the country's history will be removed. And while the question of selection may at first seem somewhat of a problem to many librarians, I feel confident that this matter will soon work smoothly and satisfactorily. I should not forget to mention that besides the privilege of thus curtailing their receipts from this office, libraries may also, in certain cases, receive duplicates that they find desirable.

Among other provisions of the new bill that will appeal to your committee I may mention that it goes a long distance in carrying out the slogan, "one edition for one book," by taking out of the numbered Congressional series all annual and serial publications and those of which a Departmental edition has been printed, the only exception being the Messages of the Presidents and the Annual Reports of the heads of the nine Executive Departments. This elimination of document numbers will materially reduce the size of what is commonly known as the "sheep set," and I also expect that it will enable a speedier delivery of this class of publications, besides permitting a return to the old custom of placing the serial number on each volume.

I believe the foregoing covers in as condensed a form as the subject admits the matters just now of greatest interest in the discussion of the subject of public documents. I need not assure you, and through you your associates, of the earnest desire on the part of this office to co-operate to the fullest possible extent with the good work that the libraries of the country are doing in advancing the intelligence of a people whose will is the foundation of our Government. The greatest menace to a government of the people is ignorance, and no agency is superior to the libraries of the land in combating this foe of free institutions.

In the hope that these remarks will be kindly received, and assuring you of my personal regard, I have the honor to be,

Very respectfully,

AUGUST DONATH,

Superintendent of Documents.

GEO. S. GODARD, Esq., Chairman,

Committee on Public Documents,

American Library Association.

Before discussion was opened, the secretary of the meeting read a courteous letter from Hon. Reed Smoot, Chairman of the Senate Committee on Printing, expressing regret at his inability to deliver at the Conference an address on the general topic of printing, binding and distribution of Government publications, and referring with appreciation to the intention of the A. L. A. Committee to deliver to him a concise report of the suggestions made by the librarians interested in Government publications. Discussions followed.

Mr. Henry J. Carr, a former president of the A. L. A. and a veteran document librarian, advocated concentrating the efforts of the association on getting the bill through in its present form, on the ground that it was now so nearly satisfactory, and had already been so long in preparation, that further delay would be unfortunate.

Mr. J. D. Thompson, formerly chief of the Department of Documents in the Library of Congress, now librarian of the Columbia University Law library, introduced the question of a limited distribution of bills. The following suggestions were made:

By Mr. Thompson (1) that public and private bills form separate numbered series, the former to be distributed to libraries requesting, or, if necessary, subscribing through the Superintendent of Documents, or (2) that the text of any bill under consideration should be included in the printed report on the same.

By Mr. Thorvald Solberg, United States Registrar of Copyrights, that every bill which has passed one house should be printed in a permanent form convenient for library use.

By Mr. Clement W. Andrews, librarian of the John Crerar library of Chicago, that bills not favorably acted upon should also be included in any scheme to be suggested; that better provision be at the same time recommended for supplying reports of hearings to interested libraries.

By Mr. William R. Reinick, chief of the Public Documents Department of the Philadelphia Free library, in favor of Mr. Thompson's suggestion of separate series for public and private bills, and of better distribution of reports of hearings.

By Mr. Herbert S. Hirshberg, reference librarian, Cleveland public library, that bills be printed in the Congressional Record.

By Miss Edith E. Clarke, now chief cataloger in the library of Syracuse university and formerly on the staff of the Superintendent of Documents, that the Superintendent of Documents be given a certain specified number of copies of bills to be distributed to libraries on request.

By Mr. R. R. Bowker, editor and publisher of the Publishers' weekly and the Library journal, that bills favorably reported be included in Committee reports; that reports of hearings be included in the document series; that the Superintendent of Documents be given the power to distribute, on request, copies of individual bills.

By Mr. Solberg, that texts of bills be included in committee reports whether reported favorably or not.

In conclusion the following resolution was introduced by Mr. Thompson:

RESOLVED, that the Committee on Public Documents recommend to the proper Congressional authorities that there be appended to each Committee report on a public bill, when printed (1) the text of the bill and (2) the testimony taken if stenographically reported and not confidential.

This resolution was adopted.

Further suggestions regarding other provisions of the printing bill were made as follows:

By Mr. Thompson: That unbound numbered documents be distributed in advance of the bound volumes, and that librarians be given option as to the form they prefer.

By Mr. Andrews: That some provision be introduced which should place in the hands of some one higher in authority than the blanket clerk, the power to place documents in the confidential non-distributable class and thus keep out of that class documents of general library interest which are not confidential.

The chairman then introduced the subject of daily lists of documents, with a suggestion that lists be prepared in the Senate and Assembly Document Room and printed daily in the Congressional Record, of all documents received the day previous in the document rooms. Such a list should meet with favor from Congress because prompt notice of publication would be valuable to Congressmen as well as to libraries.

Doubts of its practicability were raised by Mr. Solberg and Mr. Andrews. The latter referred to the difficulty rising from the fact that the Congressional Record was published only during the sessions, and suggested that the public printer furnish the lists. Miss Laura A. Thompson considered the difficulty raised by Mr. Andrews a small one because fewer documents and documents of less immediate interest were issued when Congress was not in session.

Miss Clarke stated her opinion that the Superintendent of Documents should issue the list as a daily bulletin. Mr. Ernest Bruncken of the office of the United States Register of Copyrights, by letter advocated this plan. Mr. Godard stated that the Superintendent of Documents was unwilling to undertake it. Mr. Thompson stated that the necessity of sending it out by mail daily made it impracticable. It was decided to take no action on this particular matter. The following resolution, however, was moved by Miss Clarke and carried:

WHEREAS: The reading public of the United States are looking more and more to the libraries and especially to the depository libraries, to supply to them and advise them about all the publications of the United States Government, and

WHEREAS: The librarians must of necessity largely depend for information as to these publications, upon the catalogs and bibliographical aids issued by the office of the Superintendent of Documents, and

WHEREAS: Promptness in the printing of these bibliographical aids is most essential to the timely use of current government material. Therefore be it

RESOLVED, That the librarians of the American Library Association assembled at Ottawa, respectfully urge the Superintendent of Documents to use all reasonable haste in the compilation, printing and distribution to libraries, of the Monthly Catalog of United States Public Documents and of the Document Catalog, so that they may be available in libraries as soon as possible after the periods covered by the same.

Mr. James I. Wyer, Jr., director of the New York state library, Albany, called attention to the withdrawal of free distribution of the specifications and drawings of United States patents, and moved the following resolution, which was carried:

RESOLVED: That the librarians of the for a limited free distribution of the bound volumes (or less desirable, the unbound volumes) of the Specifications and Drawings of the United States Patents, the Superintendent of Documents, perhaps, to designate or determine such libraries upon presentation of good reasons.

Mr. Charles H. Hastings, chief of the card section in the Library of Congress, expressed regret at the impossibility of printing on Library of Congress printed cards the volume numbers of the documents in the Congressional series, since the documents were not assigned to volumes until some time after publication.

The following resolution, proposed by Mr. Thompson, was adopted;

RESOLVED: That the Committee on Public Documents recommend that arrangements be made at the Government Printing office for the assignment of bulletin or document numbers at a later stage than at present, in order that they may correspond more nearly with the order of publication, and that wherever possible, documents be assigned to their volumes in the Congressional series at the time of publication in order that the volume numbers may be used in cataloging.

Mr. Solberg called attention to the unsatisfactory method of numbering Treasury decisions and decisions of the Attorney General.

Attention was called to the House amendment making centralization of distributors in the office of the Superintendent of Documents obligatory to all departments. A similar provision was stricken out of the Senate appropriation bill.

Mr. Thompson and Mr. Solberg opposed obligatory centralization and suggested that the association register with the Senate Committee on Printing its disapproval on the grounds both of economy and of promptness of service.

Mr. Bowker expressed a hope that the association would strongly endorse the attempt now being made to establish a legislative reference department at the national capital.

Mr. Wyer moved that the Committee on Public Documents send a resolution of thanks to the Senate and House Committees on Printing and to the Superintendent of Documents, for their uniform courtesy and careful consideration of the several suggestions made.

This motion was carried. The meeting then adjourned.

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[AMERICAN ASSOCIATION OF LAW LIBRARIES]

Seventh Annual Meeting, Ottawa, Canada, June 26-July 2, 1912

FIRST SESSION

(June 27, 1912, 2:30 p. m., at the Chateau Laurier.)

The meeting was called to order by President Godard, forty-four being present.

The president introduced Mr. H. H. Bligh, K.C., librarian of the Supreme Court of the Dominion, who welcomed the association to Canada and expressed the hope that the sessions would be profitable and that the stay in Ottawa would be enjoyed. He invited the members of the association to visit his library.

President Godard then addressed the association.

The report of the treasurer was read by the secretary, as follows:

To the American Association of Law Libraries:

Your treasurer respectfully reports the following receipts and expenditures: on August 24th I received a statement from Mr. F. O. Poole, former treasurer of the association, and a list of receipted bills which total $943.71. These receipts are expenditures made by Mr. Poole on behalf of the Association since the balancing of his books on May 5, 1911.

For the period from Aug. 26, 1911, to June 24, 1912, the following receipts and expenditures were made: It might be well to state here that your treasurer was elected at the annual meeting of the Association held at Pasadena in May, 1911, but the financial affairs were not turned over to him until the above date.

Receipts
F. O. Poole, to balance account	$ 88.58
Subscriptions for Index	666.50
Dues	316.00
Advertising	263.75
Overpayment of dues	.26
Overpayment of subscriptions	4.00
$1,335.09
Expenditures
Treasurer, printing & supplies	$ 37.87
G. G. Glasier, express	3.96
H. L. Butler, typewriting for 1911	11.35
The Index
Composition, printing & binding No. 2 & No. 4 and storage on back number as per bills	447.45
Salary of Karl Ed. Steinmetz as Mgr. Editor as per agreement with Executive Committee	400.00
Salary of Frederick W. Schenk as per agreement with the Executive Committee	80.00
Printing the report of the Committee on Sessions	1.75
Wrapping and shipping No. 2 of the Index	10.41
Wrapping and shipping No. 4 of the Index	12.52
Supplies furnished the Editor of the Index, and express	19.05
Return of overpayment of dues	.25
Refund of subscriptions	4.00	1,028.61
Balance in First Nat'l. Bank, Montpelier, Vt.		$306.48

Your treasurer wishes to express at this time his appreciation of the many favors of the different officers of the association.

Respectfully submitted,

E. LEE WHITNEY, Treasurer.

The secretary reported that aside from arranging the program of the annual meeting, taking up details with reference to the election of new members, and other routine matters, the Executive committee had been obliged to meet the situation arising from the much regretted resignation of Mr. Gilson G. Glasier, as editor of the Index, after the publication of the first number of volume 4. It was finally decided to engage Mr. Karl E. Steinmetz, as editor of the balance of volume 4 at slight increase in compensation over the amount he received for indexing. The negotiations consumed so much time that after the publication of No. 2 of volume 4. It was decided to omit the third number, and to proceed forthwith with the preparation of the annual number which was to contain all index material of the year, including that which would have appeared in the third number.

At the meeting of the Committee in Cleveland, December 29-30, there was received from Mr. Schenk a proposition for doing the indexing and editing of volume 5 of the Index which was so favorable to the association that the Committee decided to accept it. Arrangements were effected which the Committee believed would place the work on a firm basis.

Members were urged to do their best to secure new subscribers.

On motion by Mr. Small, the president was directed to appoint an auditing committee, a nominating committee, and a committee on resolutions, of three members each, which committees were directed to report at a later session during the convention. The president appointed the following committees:

Auditing Committee: Mrs. M. C. Klingelsmith, Miss Frances D. Lyon, Harold L. Butler.

Nominating Committee: A. J. Small, E. A. Feazel, C. J. Babbitt.

Committee on Resolutions: E. M. Borchard, F. B. Crossley, F. O. Poole.

Dr. G. E. Wire, chairman, reported progress on behalf of the committee on the Reprinting of Session Laws. This report, together with other reports and papers not set out in this number, will be found in the Law Library Journal published by this association in conjunction with the Index to Legal Periodicals.

Mr. George N. Cheney, chairman, on behalf of the committee on the list of law libraries and librarians, reported progress.

Mr. O. J. Field, chairman, on behalf of the committee on Latin American Laws, reported that that committee had received but one response to about thirty letters sent to various South American legal institutions. This reply came from Brazil, and called attention to the fact that the National Press of Rio de Janeiro had for sale the public laws of the country. The committee hoped to report additional information at the next annual meeting.

Mr. Poole, temporary chairman of the committee to confer with the Library of Congress on shelf classifications for the law department, reported that a series of questions had been propounded by the Library of Congress, a copy of which had been sent to each member of the committee, and that replies thereto had been received from Mr. Hewitt and Mr. Babbitt, which replies had been transmitted to the Library of Congress. No further action was taken by the committee pending further word from the Library of Congress, which library since that time has seemed to be fully occupied with other matters.

Mr. A. J. Small, chairman of the Committee on Bibliography of Bar Association Proceedings, reported that a complete list, prepared by Mr. Francis Rawle, of Philadelphia, had been received by the committee, but that, in accordance with Mr. Rawle's request, details given in this list—many of which were in very abbreviated form—would have to be put into bibliographical shape before publication. It was further reported that arrangements would be effected whereby this work might be done, and publication secured.

Mr. Small, chairman of the Committee on the Bibliography of American Statute law, reported progress.

On motion of Mr. H. L. Butler, it was voted to accept the reports of the special committees so far received, and to continue all the committees, subject to such change in personnel as might seem necessary to the incoming president, and further, that all committees be directed to report at the next annual meeting.

Mr. John B. Kaiser, librarian of the Department of economics and sociology of the University of Illinois, read a paper on library school training for employees of law libraries. This was followed by an animated discussion.

On motion, it was voted to adjourn, to meet again on June 28th, at 9:30 a. m.

SECOND SESSION

(June 28, 1912, at 9:30 a. m., at the Chateau Laurier.)

President Godard called the meeting to order and stated that the first matter to be taken up was the consideration of the "Tentative list of subject headings for a law library catalog" prepared by the Library of Congress.

Mr. Edwin M. Borchard introduced the matter. He stated that the list had been prepared primarily for the use of the Library of Congress in its own catalog and in the work of printing catalog cards for distribution. It was hoped that the list in its final form would be of help to law libraries throughout the country, and to this end criticisms of the tentative list and suggestions were asked for.

Mr. Borchard then took up the headings in regard to which there might be difference of opinion, and explained the decision reached by his library. He pointed out several cases where changes had already been made in the list.

Considerable discussion ensued on various points.

At the suggestion of Mr. Borchard, the president was, on motion, directed to appoint a committee of three to confer with the Library of Congress on the matter of these subject headings.

The president announced the committee as follows: George N. Cheney, Luther E. Hewitt, J. David Thompson.

On motion, the resolutions committee was directed to draw up and present at a later session of the convention, a resolution of thanks to the Library of Congress for undertaking this work.

The president announced that the nominating committee was ready to make its report.

The nominations presented by this committee were as follows: President, Franklin O. Poole; 1st Vice-President, Frederick W. Schenk; 2nd Vice-President, Mrs. M. C. Klingelsmith; Secretary, Miss G. E. Woodard; Treasurer, E. Lee Whitney; Executive Committee, E. O. S. Scholefield, O. J. Field, E. J. Lien.

On motion, the report was accepted and the president was directed to cast one vote for the candidates mentioned.

The president announced that he had cast the vote and that the above officers were elected to serve during the ensuing year.

On motion, the meeting adjourned until June 30, at 9 p. m.

THIRD SESSION

(June 30, 1912, 9 p. m., at the Chateau Laurier.)

Mr. Butler, of the auditing committee, presented a report on behalf of the committee, as follows:

The auditing committee begs to report that it has audited the books of the treasurer for the year ending June 24, 1912, and finds same to be correct.

Respectfully submitted,

MARGARET C. KLINGELSMITH,
FRANCES D. LYON,
HAROLD L. BUTLER.

On motion, the report was accepted and the treasurer's report was approved.

Mr. Poole, on behalf of the committee on resolutions, presented a number of resolutions acknowledging the services to the profession of the Massachusetts State library in publishing a list of American statute law, and the catalog of foreign statute laws; of Mr. Francis Rawle in presenting to the association for publication his list of Bar Association proceedings; of the Library of Congress in compiling a list of subject headings for law library catalogs, and the Guide to the legal literature of Germany; and to all those who contributed to the program of the meeting, and had been instrumental in making the stay of the members in Ottawa so pleasant and profitable. There was also presented a resolution in acknowledgment of the life work of William J. C. Berry, one of the charter members, and formerly librarian of the Association of the Bar of the City of New York, and of Stephen B. Griswold, the only honorary member of the association, and formerly state law librarian of New York. All these resolutions were unanimously adopted.

Mr. A. J. Small stated that he had received many requests for information regarding shelf classifications of text books in his library and moved that the president appoint a committee of three to gather information regarding such classifications in the several libraries and prepare the same for publication. After discussion the motion, being seconded, was duly carried. On motion it was voted to appropriate $25.00 for the expenses of the committee. The president announced the committee as follows: Miss G. E. Woodard, G. N. Cheney, E. A. Feazel.

The business of the association having been completed it was on motion, voted that the meeting adjourn sine die.

In addition to the above sessions, the association met in conjunction with other bodies in two joint sessions, the first with the National Association of State Libraries and the Special Libraries Association, and the second, with the Bibliographical Society of America and other bodies.

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[LEAGUE OF LIBRARY COMMISSIONS]

Ninth Annual Meeting at Ottawa, Canada, June 28-July 1, 1912

FIRST SESSION

(Friday, June 28, 2:30 p. m.)

The first session was called to order by the first vice-president, Mr. C. H. Milam, of Indiana, in the absence of the president, Miss Cornelia Marvin, of Oregon.

It was voted to waive the reading of the minutes of the last annual meeting. The financial report of the secretary-treasurer was read and accepted.

The chairman appointed as a nominating committee to report at the last session, Charlotte Templeton, A. L. Bailey, and Mrs. Percival Sneed.

Miss Elizabeth B. Wales then presented the following report on charter provisions for public libraries in cities having the commission form of government.

REPORT ON CHARTER PROVISIONS FOR PUBLIC LIBRARIES IN HOME RULE OR COMMISSION GOVERNMENT CITIES

The present chairman took charge of the work about May 1st. The committee found the time remaining so short that it was deemed inadvisable to attempt to prepare material for the League at this meeting. Therefore your committee begs leave to report progress and submit an outline of its plans for criticism and suggestion.

The discussion of the subject seemed to indicate that the difficulties might fall into two classes. Cases involving a satisfactory library law in danger of change, and difficulties occasioned by attempt to better the original law under the Commission government; and a further division including cases where the commission law as passed was inapplicable to the library government, or conflicted with the law. The committee suggests dealing with the matter by statute law rather than by city charter provision, and would suggest as a method, that:

(a) Two provisional sections be drafted, one to insure the continuing in force of the state library law already on the books, to be used in states where such continuance is for the interest of the library; another to provide for the organization and control of the library under commission government by a definite statement in the commission law to override all former statutes, to be used in states where the present law is not satisfactory.

(b) These sections be submitted to the heads of library commissions for criticism, accompanied by a letter of explanation embodying the question, "Would such state law meet the problems of libraries in commission governed cities in your state?"

Another and perhaps better way of securing the result would be to write to library commissions and ask these questions:

(1) What difficulties have arisen in the library administration of commission governed cities in your state?

(2) What remedies would you suggest to meet these difficulties?

(3) Would you incorporate these suggestions in the laws of your state or in the charters of your cities?

The committee also suggests that a letter be written to Mr. Richard S. Childs, stating the main difficulties experienced and requesting an opinion regarding the best method of meeting them. Mr. Child's known interest would no doubt bring an enlightening answer to any communication of reasonable length.

Miss Tyler has generously permitted the committee to use the letters received by her in the preparation of her paper for the Pasadena conference, and to these cities one or two questions might be sent bearing upon the special conditions developed. This "second appeal" may be made extremely valuable by careful treatment; for instance, there are twelve cities which have experienced change in the number of trustees representing the effect of the law in California, Iowa, Illinois, Michigan, and S. Dakota; three report a board elected by the Commission or council instead of appointed by the mayor; again the Michigan law, and also that of Massachusetts and North Carolina; two (Lewiston, Iowa, and Decatur, Ill.) report supervision of buildings and grounds by city committees; two (Des Moines and Tacoma) mention the value of increased publicity; one (Colorado Springs) reports civil service; there were in this first inquiry between twenty and thirty "no change" reports; some of these said no change "as yet." There were many special points noted in the letters which would repay investigation by the committee.

We shall hope for a generous coöperation from the members of the League, if it be your pleasure to continue this committee.

Respectfully submitted,

ELIZABETH B. WALES, Chairman,
CARL H. MILAM,
M. S. DUDGEON,
ARTHUR L. BAILEY.

The report was accepted and the committee continued.

In view of the work being done by a committee of the A. L. A. Council on library laws and charter provisions, the League committee on the motion of Miss Tyler, was instructed to coöperate with the A. L. A. Council committee.

Mr. M. S. Dudgeon reported the work of the Committee on Library post as follows:

REPORT OF COMMITTEE ON LIBRARY POST

Your committee on library post reports as follows:

The present status of federal legislation is thus given in a letter received from the Hon. John J. Esch, member of Congress from Wisconsin.

"The post office appropriation bill, as it passed the House recently, provided for a rural parcels post with rates of 5 cents per pound, and 1 cent for each additional pound up to eleven pounds. These rates, however, are confined to parcels emanating in the town from which the route runs, or along such route, with the right of interchange of packages from route to route. As few books exceed a pound in weight this would mean a charge of 5 cents. The post office appropriation bill is now before the Senate. What action it will take remains to be seen. The House bill contained a provision for the appointment of a commission to investigate the whole subject of a general parcels post, the commission to make its report to Congress by the opening of the next regular session in December."

Parcels Post vs. Library Post

Our League president forwards the following letter from a Washington correspondent who is evidently perfectly familiar with the subject:

"I am in receipt of your letter of May 17th, asking me whether there is any hope of getting a library post, and in reply will say that if you mean a special act providing for a library post, separate and distinct from other postal service, I do not think that there is any hope of getting it in the near future.

"I do think, however, that the parcels post bill which Senator Bourne has proposed, if passed at this Congress, will very rapidly develop into a law which will be entirely satisfactory for library purposes. The average library book weighs slightly over a pound, but will come easily within two pounds. Under Senator Bourne's bill the rate on rural routes would be 5 cents for the first pound and 1 cent additional for each additional pound; within the fifty mile zone, 6 cents for the first pound and 2 cents for each additional pound; within the two hundred mile zone, 7 cents for the first pound and 3 cents for each additional pound. These rates were decided upon with a certain margin of profit to the government so that there would be no possibility of the government sustaining loss. It was believed that it would be disastrous to the parcels post movement to have any loss at the beginning. Such a loss would serve as an excuse for the abandoning of a parcels post. I am very certain that if this bill should be passed one year's experience would demonstrate that the rural rate could be reduced to 4 and 1 cent, making 5 cents for a two pound package; the 50 mile zone could be abolished and the rate for the 200 mile zone fixed at 5 cents for the first pound and 1 cent for each additional pound. The 200 mile zone, at that rate, ought to give you as good a library post service as you can expect to have within a number of years. I do not think that you can expect to get a law enacted which will provide for the carrying of library books at less than cost. It is no argument to say that the government is now carrying newspapers at less than cost. It made a mistake in establishing such a rate, but having made it, it cannot easily increase the rate.

"You ask whether there is anything the library people can do to forward this matter. My opinion is that the one thing you could do would be to help get sentiment back of a general parcels post so that a bill on a zone basis with rates varying according to distance, will be passed by this Congress. When we once get a law of that kind, its development will be very rapid. The trouble will be to get the first law on the statute books."

Senator Bourne's Bill

The bill introduced by Senator Bourne seems to be all that we can hope for at present. A summary of it follows:

Postal rates on parcels vary with distance, thus protecting local merchants and competing with express companies.

Third and fourth classes of matter are combined.

A special rate of one cent an ounce up to four ounces is provided for circulars and small packages of goods.

Rates are as follows:

Local, city and rural delivery only, 5cts for the first pound and one cent for each additional pound.

Within 50 miles zone, 6cts for the first pound and 2cts for each additional pound.

Within 200 miles zone, 7cts for the first pound and 3cts for each additional pound.

Within 500 miles zone, 8cts for the first pound and 5cts for each additional pound.

Within 1,000 miles zone, 9cts for the first pound and 5cts for each additional pound.

Outside 2,000 miles zone, 12cts for the first pound and 10cts for each additional pound.

These rates are based on a careful computation of the actual cost of collecting, distributing and delivering packages, plus the actual cost of transportation.

Weight limit, 11 pounds and maximum charge 12cts, the international limit and rate.

Committee Progress and Recommendations

The committee has canvassed the situation carefully and corresponded at some length with many persons. It has also suggested that the various commissions take up and follow the matter with their respective congressmen. Many commissions have done this. South Dakota, at its annual library association meeting adopted a formal resolution to be forwarded to senators and congressmen for the state.

The committee recommends:

1. That the secretary of each commission which has not already done so immediately communicate in a personal letter as already suggested with each senator and congressman from his state.

2. That each state commission at its next annual meeting adopt a resolution endorsing a parcels post law similar to Senator Bourne's measure, urging low rates on rural routes, and a zone system and send such resolutions, signed if possible by all the members of the commission, to each senator and congressman in the state.

3. That each state library association do the same.

4. That this League adopt such a resolution, and that the secretary from each commission sees that such resolution reaches the senators and congressmen in his state.

5. That efforts to secure a separate library post law be abandoned for the present.

Respectfully submitted,

M. S. DUDGEON, Chairman.

The report was accepted and the committee continued and the secretary of the League was instructed to place its recommendations before the Council of the A. L. A., in order to secure the coöperation of that body. The members of the League were particularly urged to assist the committee in its efforts.

A report of the committee in state school library systems, in the absence of Miss Martha Wilson, the chairman, was read by the secretary. It consisted chiefly of a summary of the school library laws of the different states. The report was accepted.

The report of the committee on study clubs outlines, prepared by Miss Margaret Brown was read by Mr. Dudgeon. It was as follows:

REPORT OF COMMITTEE ON STUDY OUTLINE

The committee finds that the difficulties encountered by traveling libraries in attempting to supply satisfactory and adequate reference material to the many study clubs largely dependent upon them for books, is chiefly because of the miscellaneous program, covering a wide variety of subjects.

In addition to this, many traveling libraries receive requests for study outlines or are asked to prepare them; hence it was decided by the committee that a plan should be submitted for the preparation of study outlines.

This plan once in use by traveling libraries preparing outlines, would bring about a certain standardization, thus making an outline prepared by one useful to all. Such a plan could not only be utilized by traveling libraries but by other organizations concerned in providing outlines for study clubs.

A plan was presented at the midwinter meeting of the middle-west section of the League, which after discussion has been revised and is herewith again presented with the following recommendations:

First. Plan for preparation of study outlines.

Basis.

A. One book selected as foundation for outline. If a single book suitable for text cannot be found, outline to be based on fewest number of books necessary for the purpose. Texts selected to be authoritative, reasonable in price, readable and stimulating.

B. Five to ten books as collateral reference. Selected to cover subject in study outline and amplify the text. Publisher and price given for all books included, for use in purchase. 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 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 text books 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 a month. October to May.

Second. That this committee be authorized to draw upon the League treasury for a definite sum for the employment of a capable compiler to prepare outlines based on this plan.

Third. That if possible the coöperation of some publisher be secured to print the outlines thus prepared, or others passed upon by the committee, and furnish them at reasonable cost to the various commissions operating traveling libraries and to club and individuals desiring them.

Fourth. That the study outline committee be constituted a sub-committee of the publications committee and be empowered to select subjects, revise and pass upon all outlines submitted, before printed.

MARGARET BROWN, Chairman.

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 point 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 in 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 then 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 endorsed 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 the 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 the text upon which the outline is based.

The report was accepted. On the motion of Mr. Bliss it was voted that the chairman of the committee be authorized to draw upon the treasurer of the League for any amount not to exceed $100.00 to defray the expenses of preparing some experimental outlines carrying out the plans suggested in the report. It was moved by Mr. Dudgeon that the chairman be instructed to enter into negotiations with some publisher to secure coöperation in printing study outlines approved by the committee, to be sold to study clubs and library commissions at reasonable cost. Carried. On the motion of Mr. Bliss, it was voted to continue the study outline committee, with Miss Brown as chairman, and to authorize the committee to select subjects, revise and pass upon all outlines before printed.

Adjourned.

SECOND SESSION

(Saturday, June 29, 8:30 p. m.)

As there were several important committee reports still to be received it was voted to hold a meeting on Monday afternoon at 4:30 to complete the transaction of business. Mr. Milam then turned the meeting over to Miss Miriam E. Carey, of Minnesota, and the evening was devoted to the consideration of libraries in institutions.

Miss E. KATHLEEN JONES, librarian of the McLean Hospital, Waverley, Mass., read a paper on

LIBRARY WORK AMONG THE INSANE

I have been asked to talk about two things to-night,—our library at McLean Hospital in Waverley, Massachusetts, and my idea for organization among the state hospitals of the different states. By dint of considerable money, much thought and labor and an unlimited amount of interest and coöperation with the librarian on the part of superintendent and trustees, we have been able to build up at the McLean Hospital something which approaches pretty near our ideal of what a library in a hospital for the insane should be. But in regard to the second subject I feel a little diffident, since there are several among you who have actually organized the institution libraries of your different states and combined them under one head, while I have only dreamed about it. Still, the dream and the vision must always be forerunners of accomplishment, and you also must have dreamed before you were able to build.

At McLean Hospital we have two libraries,—one for the use of the patients, which was started in 1835 with 160 volumes and now numbers over 7,000, and a medical library organized in 1887 and containing over 5,000 volumes. The two are kept entirely distinct with separate accession-book, catalog, classification and finances. The medical library comprises a fairly good department in general medicine and a very fine one in chemistry; but of course, its principal features are books and periodicals in psychology and psychiatry. We take 85 medical and chemical journals, most of them German, and the care of these periodicals alone is no slight task for the librarian. I will just say incidentally that, unable to find any classification for medical books which seemed at all adequate to our needs we have evolved one for ourselves, using the decimal idea in numbering. It is a thoroughly satisfactory scheme for us and we hope some time to print it for the benefit of the medical libraries in other hospitals for the insane.

Although our general library for the patients has been in existence for seventy-five years and more, for the first six decades it was conducted in a rather desultory manner, as indeed, most libraries were at that time. It was not till 1895 that any attempt at classification and cataloging was made, and not until 1904 was a trained librarian installed and the whole department put on a business basis. The expenditure of the annual appropriation was at that time put into the librarian's hands with directions to build up the library at her own discretion, subject, of course, to the approval of the superintendent and trustees. That the business basis is the only successful one, these figures show:—in 1904, after seventy years, the library numbered only 4,000 volumes, with few new books but a large assortment of old sermons and evangelical biography, and its circulation was about 5,000. During the eight years of the new regime, more than 3,000 volumes have been added and the circulation has increased to over 8,500.

During its seventy-five years of service our library has exemplified at least four important things:—first, as has been shown, that one cannot get such good results from the old desultory method of having a few books on the wards looked after by nurses, or even in a central library run by a stenographer in her spare moments, as from an organized, central library with a trained librarian at its head. Second, that although the business basis is the only successful one, the administration of it should be as simple and free from "red tape" as possible. The nearer a hospital librarian can keep her library to the idea of the private library and the more friendly and personal relations she can establish with the patients the more good she can accomplish. The third point I would make is that unless they are very ill and destructive, books are treated as carefully by the insane as by the users of the public libraries. Last year, out of 8,686 volumes taken out by patients and nurses, only 9 were lost or destroyed, and of these only two were charged to patients. It is the proud boast of one of our head nurses who has under him the next to the most violent and destructive ward on the men's side, that he has had out for his patients over 450 volumes in the last two years, and has not lost or had mutilated one single book!

The fourth and most important lesson we have learned is that the value of a well-selected library can hardly be over-estimated as a therapeutic agent. I do not mean by this that a cure can be effected simply by reading the right books; that of course is absurd. But it is a fact recognized by all psychiatrists and at the basis of the treatment of the insane in all hospitals today, that whatever takes a patient's mind off himself and his own troubles and directs his thoughts into other and more wholesome channels, contributes to his recovery. And when amusement pall, handicrafts tire and golf and tennis are too strenuous, books and pictures will almost always help. It is for this reason that we have to be so careful of the kind of reading, especially of fiction, which we put into the hands of our patients. They must be wholesome stories; anything dealing with suicide or insanity is strictly tabu; also stories which are morbid or would be apt to arouse a morbid train of thought. With these exceptions the insane want and should have the same books which you and I read. Moreover, and I wish I could say this loudly and emphatically enough to be heard over the whole country, the insane are not imbeciles and they are not children, and they resent it when they are treated as such just as much as you or I would. If the old ladies like to reread the stories they loved when they were young, so do old ladies everywhere, but they do not want kindergarten stories. And they are as interested in what is going on in the world and in keeping up with the times as anyone.

About once a week I go to Boston, look over the new books, select the ones I like the looks of and have them sent out "on approval." Every book of fiction is read by me, or if it is distinctly a man's book, by someone of the staff in whose literary judgment I can rely. The books which are kept are then classified and cataloged and either sent directly to some patient or ward where I know they will be appreciated, or else placed on the "new book shelves." Neither staff nor nurses are allowed to have the new books until the patients have read them. The patients come over four evenings a week to the library, the men Mondays and Fridays and the women Wednesdays and Saturdays. Our library consists of two large and very beautiful rooms with open shelves and open fires. Some of the patients roam about and browse among the books, others sit at the tables and look at pictures and magazines, while still others join the ladies of the house who generally sit in the front library in the evening with their fancy-work and the fire. Sometimes we play cards with them.

Besides these four evenings, certain patients are sometimes allowed to come over in the daytime, and the nurses come in at any time of day to get books for some particular patient or for their ward. These "traveling libraries" on the wards are our most successful means of reaching those patients who are too feeble, or too ill, or who lack the initiative to come to the library and select their own books, but who will often get interested in a book which lies on the sitting-room table of their ward.

I am often asked what kind of books aside from fiction the patients call for. I suppose books with pictures would rank first, for patients who are too ill to read will often look at these by the hour. These picture-books comprise art books, of which we have a very fine collection bought and added to each year with money from a bequest to the hospital; Black's travel books; Country Life in America, etc. Next come the nature and out-of-door books; then literature, especially Longfellow, Whittier and Tennyson. History is seldom called for by the patients,—sociology and economics never; yet our nurses, especially our Canadian nurses who want to know about conditions in the States, frequently ask for these, and we have books on all these subjects; for, though our hospital motto is "Patients first," we find that whatever increases the intelligence of the nurses increases their efficiency, and we are glad to have them avail themselves of every opportunity for reading and study.

Frankly humorous books I have learned never to give to a depressed patient, and Miss Carey tells me she has had the same experience. If a patient is much depressed he seems to resent being cheered up if he knows it, and we all have realized in ourselves that unless we are in the mood for it there is nothing in the world so dreary as an avowedly funny story. Neither is there any call for collections like the "International library of famous literature," and the "Library of American literature," and in this matter too, Miss Carey agrees with me. Short stories also are at a discount here. The patients want novels which shall grip and hold their attention in spite of themselves. We all know that the complete librarian is supposed to have an extra sense of intuition, and I think I unconsciously say to myself in selecting books for the patients, "If I felt the way that patient looks as if he felt, what kind of books would I want?" Sometimes, though, one makes mistakes. For instance,—we have one patient, a dear old lady, somewhat prim, a little austere, a typical New England aristocrat of the old school, with whom one immediately associates "Cranford" and "Oldfield" and Mrs. de la Pasture. But this dear lady wants detective stories, if you please, and the more gruesome and bloodier they are the more she revels in them. In her estimation, "The Marathon mystery" and "The Boule cabinet" and "The Mystery of the yellow room" totally eclipse "Down our street" and "Queed" any day.

But while short stories are seldom called for, the "short story in long dresses" and bound by itself, is very popular with patients who are physically weak and unable to hold large volumes or to read very long at a time. I always keep a collection of these little books in a special bookrack so I can lay my hands on them at any moment. They comprise such titles as "Pigs is pigs," "The good Samaritan," "Philosophy Four," "Stickeen," "The perfect tribute," "Songs from Vagabondia," "The friendly craft," etc. Then I have other racks on tables and window shelves which I keep filled with different books, changing them often. And I find that shifting the books on the shelves every little while brings into prominence some which have heretofore been overlooked. In short, I try to keep something new in the library all the time, even if only a new plant or arrangement of flowers, for the patients in a hospital of this sort are very dependent on outside agencies for diversion and interest, and their attention must be caught and held by some means or other.

So much for the reality: now for the dream.

Because the library in our hospital has been such a success, because it has so thoroughly proved its therapeutic value, I dream of the time when one as efficient shall be in every hospital in the country. The fact that ours is a private hospital means that we are not helped by the state; it also means that most of our patients, but by no means all, are on a paying basis; it most emphatically does not mean that we have the monopoly of the educated class. While it is true that there are many illiterates in the state hospitals, it is also true that there are in them thousands of men and women as well educated, as refined, as great lovers of books as those in our private hospital. For the majority, it is the question of money, not of education, which determines a patient's place in the state or the private institution. If our people value our library so highly, what must be their deprivation when because of lack of funds they have to go to state institutions where there are no books and periodicals or at best only a few old ones, never changed and seldom added to.

The state says it cannot afford to appropriate for each of its hospitals and asylums an annual sum sufficient to build up such a library as ours and maintain so many trained librarians, and the state is justified. But I have dreamed of a coöperation by means of which there shall be in every state one trained librarian who shall organize into a library what books there already are in each institution, advise and train in library methods those in charge, and buy from an annual appropriation such as the state can afford, new books which shall be sent from one hospital to another in the form of traveling libraries, and after they have gone the round be divided up among the individual institutions,—thus slowly building up each library. This organizer should be in the employ either of the State Board of Insanity (or its equivalent) or else of the State Library Commission. It would seem that the former would be more satisfactory and less complicated, as the state institutions already are under their control, but in some states the library commission seems to have have been entirely successful in co-operating with the state board. One thing seems certain, that unless the state board and the hospital superintendents can be interested in the scheme little can be done; while with their interest and coöperation success is insured.

That this dream is practical has been proved in Iowa, Minnesota, Nebraska and a few other states. In New York, most of the state hospitals seem to have fairly good libraries, and the one at Middletown, N. Y., ranks very nearly with McLean in the number of volumes, and seems to be carried on very efficiently. In Trenton, N. J., there is a state hospital which has a memorial library with a good annual appropriation and which adds about one hundred and fifty books a year. I have with me the figures of the hospital libraries in nineteen states, if anyone cares to see them.

In my dream I see equal library advantages to every state hospital in the country, and I hear from them all the words they will say to you who are able to realize these dreams,—words our patients at McLean have said to us over and over again,—"You don't know what this library has meant to me!" This is an opportunity for intimate helpfulness and real, practical usefulness which I hope everyone of you will try to introduce into his state.

In the discussion that followed, Miss Jones said the McLean Hospital library had an appropriation of about $300 a year for books alone for the patients, but thought that a state hospital library could get on nicely with less. Miss Templeton gave an account of state institutional work in Nebraska where the policy has been to get library work in these institutions under the control of the state library commission.

Mr. Dudgeon said that a list of simple industrial books had been prepared with much care for the prisoners in the Wisconsin state prison. Also that the chaplain helped in recommending reading for the prisoners, those who expected to get out being especially anxious to keep up with events and not be Rip Van Winkles when released.

Miss Carey, of Minnesota, said their state commission has made special efforts to know what the libraries of the institutions were doing, how many readers they had, and how many books they circulate. She said this familiarized the institutions with the commission and so the officers were glad to put the burden off on the commission. She thought it was impossible to do anything until the officers of the institutions were on your side; that this must be worked for until secured.

After discussion the session adjourned.

THIRD SESSION

(Monday, July 1, 4:30 p. m.)

The third session of the League opened with a report from Mr. F. F. Hopper, of Tacoma, on the work of the Committee on federal prison libraries. His report was as follows:

REPORT OF COMMITTEE ON LIBRARIES IN FEDERAL PRISONS

The report of this committee made by Mr. Hadley at the Pasadena meeting, outlined correspondence with the Department of Justice in Washington, which Department has supervision of the penitentiaries including their libraries. After repeated efforts by Mr. Hadley, the department seemed to become interested in the libraries in the prisons, and friendly to suggestions for improving them, but the officials considered that proper library facilities were dependent upon the provision by Congress of a system of education for the prisoners. However, the department already had the authority to appropriate money from its own funds for the purchase of books for the prison libraries. In his report, Mr. Hadley recommended that a bill be introduced in the next Congress for an annual appropriation for books and their care in penitentiary libraries.

In 1911 catalogs of the libraries in the penitentiaries at Atlanta and at McNeil Island were prepared by the prison librarians and printed. After these were submitted to the Department of Justice, it seems to have been decided to adopt a definite policy for the annual expenditure of money for the purchase of books for one of these libraries, that at McNeil Island. This decision was probably hastened by the disclosures the catalogues made in regard to the kind of books already in the libraries. It is evident that fiction constitutes almost the whole of the collections. At any rate in January the attorney general wrote the secretary of the American Library Association that the department would spend $100 annually for the purchase of books for the library at McNeil Island, and requested that a list of books be prepared, none of the books to be fiction, but chiefly history, biography and science. Mr. Utley asked the present chairman of your committee to prepare the list since the Tacoma library is the nearest to McNeil Island and the present chairman was somewhat acquainted with the conditions and needs there. A list of 500 titles, with a first choice of books to cost $100.00 was considered, but the list was reduced to 175 titles, since it was deemed best to provide only for purchase for two years. Since the library already contained considerable fiction and the public libraries of both Seattle and Tacoma frequently send the prison selected books from their discards, it was fortunate that the department wished no fiction on the list.

We have learned from the Department of Justice in the last few days that similar purchases were not contemplated for the much larger prisons at Atlanta and Leavenworth. No attempt was made to secure the introduction of a bill in Congress providing for an annual appropriation for books and their care in the penitentiary libraries, since it was already so late in the present session; since the new interest of the department under the present law appeared promising; and since it seemed desirable first to secure the discussion and coöperation of the American Prison Association and other societies interested in prison administration and reform. It was hoped that a member of this committee could present the subject of libraries in the federal prisons at the meeting of the Conference of Charities and Corrections in Cleveland during the present month, but it was not possible to carry out the plan. The American Prison Association has formally invited a member of the committee to discuss the same subject at the annual meeting of the association at Baltimore in November, and it is highly desirable that the invitation be accepted. It should be possible to interest and secure the powerful backing of the American Prison Association in securing the passage of any contemplated legislation looking to the improvement of prison libraries.

The warden of the prison at McNeil Island secures some fifty magazines as gifts by merely begging them from the publishers! At both Atlanta and Leavenworth, the only new magazines the prisoners see are those which they subscribe for themselves or which are sent by their friends.

In the Atlanta prison, a regular school is conducted, and whatever books are purchased from the general funds are school books. A school should be established at McNeil Island. At present there are no facilities for such work there but with the example of the one at Atlanta, it should be possible to urge effectively that the department establish a school at McNeil Island.

In the coming year the commendable start which the Department of Justice has made in purchasing books for the prison at McNeil Island, should open the way for successful efforts in persuading the department to undertake much more liberal purchases of books for the libraries of the much larger prisons at Atlanta and at Leavenworth.

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It is earnestly recommended that a vigorous presentation of the needs of the prison libraries be made to the department by someone in person, backed by all the influence obtainable. It is also urged that a list of fiction suitable for prison libraries be co-operatively made with the utmost care. The needs of the prisoner in his reading for recreation are very special, and many books entirely suitable for the open shelf room of a public library should be ruthlessly excluded from the prison. Expert knowledge of the psychology of the prisoner should in some way be obtained in preparing a list of fiction for reading in prison. It is better that the prisoner read not at all than that he should be given many of the books eminently fit for one in the normal conditions and relations of life.

FRANKLIN F. HOPPER, Chairman.

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Mrs. Sneed supplemented Mr. Hopper's report with a report of conditions in the federal prison at Atlanta and of conferences which she had had with officials from Washington. It was her opinion, based on advice from the prison authorities that the only way to accomplish anything is for some one to go to Washington, put the case plainly before the Department of Justice and ask that an appropriation be made for libraries in the federal prisons. Mr. Dudgeon moved that Mrs. Sneed, Dr. Owen and Mr. Hopper act as a committee representing the League with full power to act, and that the League pledge itself to hearty coöperation. Carried. Miss Tyler moved that the secretary of the League send a communication to the Council of the A. L. A., stating the progress of the committee and asking for its coöperation. On the motion of Mr. Dudgeon, $50.00 was placed at the disposal of the committee to carry on its work.

The report of the publications committee was then presented by the chairman, Mr. M. S. Dudgeon. At his suggestion the recommendations of the committee were voted on as they were read.

The League adopted the first, second and third recommendation of the committee; took no action on the fifth, and adopted the sixth. The report of the committee was then accepted.

REPORT OF THE PUBLICATIONS COMMITTEE

Your committee respectfully reports the following:

1. A very definite demand has been presented to the committee from the various commissions calling for the publication of a buying list of about one thousand titles for use by small libraries. The committee has investigated the matter and is glad to report that Miss Zaidee Brown's list has been revised and brought up to date by Miss Webster of New York, and that this will admirably meet the demand. After going over the matter with Mr. Utley, it appeared that no advantage would result should this committee handle this publication. The committee recommends that the separate commissions deal directly with the New York state library. The committee is informed that the commissions will be circularized by the New York authorities for this purpose. The price is exceedingly reasonable, probably not exceeding two cents each in large quantities. It seems likely that arrangements can be made so that each commission can stamp or print upon the title page such matter as it sees fit.

We understand that copy of the list is now ready for the printer. When printed this list will also contain a magazine list.

2. It was suggested by the president of the League that the committee collect and print short paragraphs suitable for publication in newspapers during local campaigns for a library. The committee recommends that this be undertaken by one of the commissions as a sub-committee, rather than by the publications committee.

3. Mr. Gillis of California, has suggested that each commission prepare a list of the best material available treating of the history of its state. This seems to the committee the function of the state library rather than the commission and it recommends that this request be referred to the National Association of State Libraries.

4. It was suggested that the committee reprint Moulton's "Aids to Library Work with Foreigners." This matter was referred to the A. L. A. Publishing Board, which has arranged for its publication.

5. The committee has been asked also to consider the publication of a buying list for traveling libraries, to be followed by a periodical supplement probably issued in mimeograph form. The questionnaire submitted to the commissions indicates that there would be only a limited use of such a list, many commissions maintaining that present aids are sufficient. The commissions exhibited so little interest in the matter that this question is submitted to the League without recommendation.

6. The loss resulting from the susceptibility of the trustee or librarian of many of the smaller libraries, to the subtle wiles of the eloquent book-agent, calls for some authoritative pronouncement upon the value, or lack of value, of subscription books. To make such a pronouncement seems to be the function of the A. L. A. Publishing Board. The committee therefore respectfully recommends that such board be requested to make proper provision for such pronouncement.

Respectfully submitted,

M. S. DUDGEON, Chairman,
ZAIDEE BROWN,
MARY E. DOWNEY.

In the absence of the chairman of the committee on uniform financial reports for library commissions, the following report was read by the secretary:

REPORT OF COMMITTEE ON UNIFORM FINANCIAL REPORTS

The difficulties confronting the compiler of statistics of expenditures of library commissions or library extension departments are obvious, owing (1) to variations in organization and scope of work in different states, (2) to variations in accounting systems which must conform to the state accounting system, and (3) to variations in methods of appropriations. For example, in some states definite appropriations are made for certain departments of work, in others certain expenses such as printing, binding and office supplies are paid from the general state fund for all departments. In view of these facts, many commissions are of the opinion that a uniform accounting system which will meet the needs of every state is impracticable.

Your committee collected the financial reports of each library commission, or other state department doing library extension work and made a careful comparison of the items included.

It was found that these items could practically all be grouped under a few general headings, as given in Table I. It was further suggested that another summary giving approximate totals for various departments be added, as outlined in Table II.

The committee therefore submits this summary of expenses, as a tentative form, to be used in the annual report of the League for purposes of comparison.

The work of the committee has shown that such a summary can readily be made from the financial reports of the several commissions as they are now published and it is believed that this table would be a useful addition to the yearbook.

The outline here presented is not regarded as final, but is submitted for your discussion and amendment.

CLARA F. BALDWIN, Chairman.

• TABLE I.
• Summary of Expenditures
• Books and binding
• Direct aid
• Pamphlets for distribution
• Express, freight and cartage
• Office supplies and furniture
• Periodical clearing house
• Periodical subscriptions and memberships
• Postage
• Printing
• Salaries
• State institutions
• Summer school
• Traveling expenses
• Traveling library boxes
• Miscellaneous
• Total
• TABLE II.
• Summary of Expenses by Departments
• Field work
• Instruction
• Traveling library
• Direct aid
• Legislative reference
• School library work (for Oregon)
• Educational reference (for N. Dakota)

The report was accepted.

The secretary then presented the following report of what the League Yearbook should contain.

LEAGUE OF LIBRARY COMMISSIONS' YEARBOOK

In accordance with the request of the president of the League, the secretary has made the following outline of the matter which should be included in the Yearbook to be published this coming autumn:

• List of members of the League.
• Officers.
• Committees.
• Constitution.

Report by states, giving under each the names of the executive staff, a list of the publications in print, and new legislation pertaining to library extension, any distinctly new phase of work taken up, and in the case of a new commission a full account of its form of organization and scope of activities.

Traveling libraries: Number of volumes in fixed groups; number of volumes on open shelves; loans.

Number of requests in answer to which books have been sent; number of volumes sent out.

Requests classified as follows: Groups of taxpayers, public libraries, schools, institutions, study clubs, individuals, other organizations.

Summary of public library conditions by states: Population, number of towns of over 2,000; number of libraries supported by tax; number of libraries supported by associations; number of subscription libraries; number of library buildings; number of trained librarians.

Financial report according to the recommendations of Miss Baldwin's report.

The report was accepted.

The nominating committee then presented the following names as officers of the League for the ensuing year:

For president, Mr. C. H. Milam, Indiana; for first vice-president, Miss Elizabeth B. Wales, Missouri; for second vice-president, Dr. Thomas M. Owen, Alabama; for secretary-treasurer, Miss Zaidee Brown, Massachusetts; publications committee: M. S. Dudgeon, Wisconsin, chairman; Miss Fannie C. Rawson, Kentucky; Miss Caroline F. Webster, New York.

It was voted to instruct the secretary to cast the ballot for these officers.

The meeting adjourned.

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[SPECIAL LIBRARIES ASSOCIATION]

Fourth Annual Meeting, Ottawa, Canada, June 26-July 2, 1912

FIRST (GENERAL) SESSION

(Thursday, June 27, 2:30 p. m.)

In the absence of the president, the vice-president, Herbert O. Brigham, state librarian of Rhode Island, called the meeting to order in, the ball room of the Chateau Laurier.

The VICE-PRESIDENT: Ladies and Gentlemen, we will open the session this afternoon with the consideration of a general topic, which will be taken part in by Mr. Dudgeon and by other speakers who will discuss Mr. Dudgeon's paper. It so happens that this year we have been so fortunate as to have the article reprinted beforehand in the publication of the Special Libraries Association, so that doubtless many of you are already familiar with the paper.

I am going to appoint on the nominating committee Messrs. George W. Lee of Boston, John A. Lapp of Indianapolis, and Miss E. V. Dobbins of New York City.

We are very fortunate in having with us to take the main paper for this opening session a man who has been actively engaged in special library work for some time in the west, one who is very familiar with the development of the "Wisconsin idea" of legislative reference work, and closely associated with Dr. McCarthy in developing that idea.

I take great pleasure in introducing to you Mr. M. S. Dudgeon, secretary of the Wisconsin library commission, who will talk upon the subject of "The plan, scope and results of special libraries."

Mr. DUDGEON: Mr. Chairman, Ladies and Gentlemen—There are those who maintain that there is no such thing as a special library in a class of its own, but that what we call a special library is simply a general reference library which by the needs of its patrons has become somewhat specialized in its methods and in its equipment. On the other hand, there are those who maintain that a special library has so distinctly a different function and purpose, that its scope is so different, that its equipment is so different, and that the equipment, the qualities and the characteristics of those who man the library are so different, as to entitle such an institution to an entirely different classification; that it is not a general reference library, but a special library, something entirely different. It seems to me to be more or less a distinction without a difference, more or less a play upon words. I have, at the request of the Program Committee, written down what seemed to me the perfectly obvious things that might be said about the scope and purposes of the special library. You have the paper before you as printed in "Special Libraries," and will probably be fortunate enough to escape some detail, as I will try to shorten this somewhat in the reading.[13]

[13] Mr. Dudgeon's paper appeared in full in "Special Libraries," June, 1912, pp. 129-133.

The VICE-PRESIDENT: I think we all have a clear understanding of just what a special library means, and I think we should all notice especially the allusion that Mr. Dudgeon made to the reference library as compared to the public library, in the definition of the use of the book.

I think one of the finest examples of a special librarian one can find is in our absent president. Dr. Whitten is doubtless one of the best authorities today on public utilities, and he has this month gone to London, where he is spending the summer investigating public utilities for the National Civic Federation. That, I think, accounts for his absence, and we regret very much that he is not here.

I am going to ask Mr. Josephson of the John Crerar Library, Chicago, to lead the discussion.

A. G. S. JOSEPHSON: I am afraid that you will not find my paper what you expected it to be, a discussion of Mr. Dudgeon's paper. When Mr. Lapp wrote me some time ago to ask if I would not discuss the question, I began to try to make up my own mind as to what a special library was. I had made my mental notes on that subject, and when Mr. Dudgeon's paper came and I read it and undertook to discuss it, it happened that my own ideas came first.[14]

[14] Mr. Josephson's discussion will appear in a later issue of "Special Libraries."

The VICE-PRESIDENT: I am going to ask Mr. W. P. Cutter, librarian of the Engineering Societies of New York City, to contribute either by a paper or an oral discussion of Mr. Dudgeon's address.

Mr. CUTTER: I do not know that I have anything to offer as a contribution to the discussion of Mr. Dudgeon's very interesting paper and Mr. Josephson's very interesting discussion of it. I might, perhaps, with my usual liking to express things briefly, say that I consider a special library as one that serves people who are doing things, and a reference library one which serves people who are thinking things. The former are not thinking about doing things, they are already doing them. I think that applies also to people who are serving as legislators, who are making laws; to sociologists, who are making attempts to handle crime and other sociological questions. I believe that the development now in the public library world is in the direction of service to the public. For twenty-five or twenty-six years now we have been talking about, first, books, and then about places for storing books, buildings to put them in, methods of cataloging them, charging them, of making picture bulletins for children and all that, and we have finally arrived at a discussion of the methods of serving the people who are really doing things. It has taken about twenty-five years to arrive at that point, and I think we are reaching that goal. I noticed, although I was not present at the meeting this morning, that in two reports of committees of the American Library Association, an instrument was mentioned which has been used in one library, at least, to my knowledge, for the reproduction of material for people who are doing things, a reproduction of printed material, manuscripts, maps, drawings, etc. This is the first time that has come up, I think, in a report in the American Library Association on the reference side.

The VICE-PRESIDENT: I hoped that Dr. McCarthy, the head of the legislative reference department of the Wisconsin library, and Mr. Galbreath, former state librarian of Ohio, who is now secretary of the Constitutional Convention of Ohio, would be present today. In their absence the discussion is now open to the members, and I hope there will be a very general and free discussion.

JOHN A. LAPP: I have not very much to say except to emphasize one or two points which Mr. Dudgeon brought out in his paper. One of those points is the fact that the material which we deal with in special libraries is not found in books. In a short experience of only four years, I think, outside of those references to legal works, to law periodicals and law books, I have not been able to do one-tenth of my work from books or from published material. Most of the work, the real work, which has been done by the legislative reference department of Indiana has been done through work which we have prepared, which we have drawn up from the general material scattered here and there in obscure sources and from letters which we had written to experts outside. I say scarcely one-tenth, and I do not know but perhaps that is too liberal. One-tenth of the questions we have been able to answer from published material. That would seem to me to be the most distinguishing point about the special library. I believe that the heads of the industrial libraries, the manufacturing libraries, the commercial libraries, will agree with me on that point.

The subject of the training of special librarians is the one subject here upon which there seems to be, thus far, a division of opinion. I have always believed that the person who has a general knowledge of the subject, with a library training, is the person who is best qualified to do the work of a special library. I think that is true particularly in legislative and municipal reference work; but, on the other hand, it should be emphasized that if that person did not have a pretty good knowledge of library work, or if he did not have a pretty efficient librarian with him, he would make a sorry failure, as Mr. Dudgeon has suggested. At the same time, I do not believe that the librarian who is trained as a librarian merely, who loves books and so on, can get hold of the real vital part of the work in a way that the person who is using the special library demands. On the whole I am inclined to believe that the best working arrangement is to have a man in the library who has a knowledge of the subject matter and a person who knows something about library work and library training, and then to have him supplemented by some one who knows the library side of it, with a bare knowledge of the other subjects, and, working together, they can bring about a very efficient special library service. That is the ideal of a special library combination. I think it has worked out in most cases. But, again, speaking from personal knowledge, I do not think that I could ever do very much in legislative reference work if I were a librarian without the other training. Whatever I had of librarian training, through the school, when I went into the work, might be placed in very small compass—I haven't told this before but I will confess now that when I began I knew very little about librarianship. If my assistants knew that at the time, at any rate, I have never told It before, but I have learned something about it since that time. But I think I could have made a better success of librarianship if I had had more library training. On the other hand, I do not believe I could have gotten along if I had not had the other side of the subject more largely. So I agree with Mr. Dudgeon on most points as to that question; but I would suggest that the person who is in charge, if he is not fairly well grounded in librarian skill and librarian art, should have some one with him who would keep him off the rocks, because he will go on the rocks if he does not have some one to guide him.

The special library meets a very special need. That has been pointed out many times. We deal with material that is not in print. We manufacture it. Many times we must color it with our own opinions. Some people say that in public affairs, in municipal and legislative reference work, we should not allow our own personality or our judgment to enter into the work. I should like to find a librarian who is able to keep from doing that. If I have knowledge which to me seems certain, if I know a certain fact and have the information right at hand, I cannot refrain from telling the person who ought to know that fact; I cannot refrain from telling him that a certain thing is right, or a certain thing is wrong. While we must all do it diplomatically, it is out of the question, I believe, for a man to be efficient as a special librarian, even in dealing with the public affairs in libraries, to avoid giving his own opinions on subjects. What is the use of his getting a knowledge of the subject if he cannot really use it? But he should use it very discreetly.

The special library was very well described by Mr. Cutter when he said it was a library for those who do things, while the reference library is for those people who think of things. This is the age of efficiency. I believe that the librarian is the efficiency engineer, or ought to be the efficiency engineer, of the educational world. I think the general reference librarian ought to be that, and I think the librarian of the special library, particularly of the manufacturing and industrial library, can be to a large degree the efficiency expert of such a concern.

GUY E. MARION: I think the people who are present here would take a good deal of satisfaction in knowing who the people are that are actually and most vitally interested in special library work, and I have analyzed an up-to-date membership list which I hold here in my hand, of which I should be glad to show copies to any who may be interested. We have now grown to a group of 224 people who are interested. That is a growth, roughly, of twenty-five per cent since our last meeting in New York City. There are four insurance libraries in the country. There are nineteen people who are interested in public utilities. There are five financial libraries. There are among the commercial, technical and scientific libraries (many of which are in manufacturing concerns), forty-eight. Among the public affairs libraries, which cover the legislative reference departments of state libraries as well, there are something like thirty-six. It is interesting to note that the public libraries have themselves been sufficiently interested to know what we are doing, so that forty-five of them have become members of this association, to be in touch, I presume, with what we are aiming for. There are twenty-nine colleges and universities interested; and of miscellaneous people whom we can hardly classify, not knowing where they belong, there are thirty-eight. In this connection I think it is worth while to say to you, many of you who frequently change about the country, or are looking for advancement, that it would not be amiss for you to fill out one of the little blanks showing your qualifications, the things in which you are interested. At the present moment I know of the largest automobile concern in this country, the automobile trust, which is looking for an active, wide-awake librarian, probably a man. Those opportunities are coming to the attention of your secretary quite frequently, and we shall always be glad to have you keep in touch with us by filling out one of these little blanks. We may be able to readjust you.

The VICE-PRESIDENT: The Secretary has an announcement to make in regard to city planning.

Mr. MARION: I think it would not be amiss for me to speak of three or four of our bibliographies. There has been one list published under the direction of Mr. Meyer of the Library of Congress, called "Selected list of references on the short ballot," which is easily obtainable at our headquarters; also a list of references on street railway service by Robert H. Whitten, our president. There was prepared by Mr. Dana, "The social questions of today," which is a very useful compilation of subjects, and institutions and people interested in social questions. Then, in addition, our May number of "Special Libraries" has published probably the most remarkable collection of city planning items that has ever been gathered together. It was done co-operatively between the Library of Congress and the Department of landscape architecture of Harvard university. (Here the Secretary read a notice of a later complete bibliography of City planning which will be published by the Library of Congress in which a new complete classification scheme for the arrangement of all the articles will be used.)

I think that the classification alone will be exceedingly useful to you who ultimately, with the growth of American cities and their rapid development, are going to be forced to take an interest in the subject of their re-arrangement. This is going to become more and more a vital problem, it seems to me, in the future here in America than it ever has been in the past; and when the final list is published it will consider not only American experience, but also European, appertaining to that subject.

GEORGE W. LEE: I should think this might be a good chance for people to express themselves as to the need of bibliographical matter to go into "Special libraries," as members who receive "Special Libraries," whether they think the trend of articles is about right and to make suggestions. Possibly it might be some guide to the editorial committee to know whether the material they are putting in is about right, or whether there are certain things that might with advantage be inserted. Then the question comes, are you helping, yourself, to make up these bibliographies?

The VICE-PRESIDENT: Perhaps Mr. Lapp can speak of the various ways in which we made the bibliographies, working with the Library of Congress methods and various others.

Mr. LAPP: That question might properly come up later, but I just mention at this time that we should be thinking about it, and report at a later session of this organization, this week. The matter is very important to us, because we have some difficulty in selecting. We have some difficulty in knowing just what the members of the association desire most, and at the present time we have a working arrangement with a number of people who are supplying things regularly. We should be glad to enter into arrangements with others if the demand seems to be great. Just now we have an arrangement with the Public Utilities Committee, which supplies every two or three months a summary of the best public utility references of the period before. We also have an arrangement with the Library of Congress, through Mr. Meyer, by which we receive a bibliography for every issue, a short bibliography on some obscure subject, some subject that is not covered in any systematic bibliography, or not covered adequately; and the desire is to get questions which would be of the widest interest and at the same time not conflict with something that has already been published, because the whole purpose of the Special Libraries Association is to do those things which nobody else does. If we find that we are doing something now which somebody else can do better, we should be very glad to transfer it to them, and merely undertake those things which nobody else does. We have an arrangement also by which we are going to receive some of the best references to material on city documents, beginning with the next issue. That I think will add very materially to the value of the publication, because city documents, as you know, are now almost inaccessible for the reason that no one knows that they are published until they are perhaps out of print, and they cannot be obtained.

I would like to take this opportunity of asking all our friends to contribute whenever they know of anything that is done or that has happened regarding a bibliography or in the way of a special locality that you think should be mentioned, that you send a note to the editors, or send us a copy of the publication itself. This is purely a co-operative enterprise, and it is by co-operation that we get the real value of the work. The hope is to cover the whole country, so that if a man is working on a subject in Boston some one in San Francisco can learn about it, and, if he is thinking of doing the same thing, have him co-operate and perhaps get that thing done better; and any information which can be given which will facilitate that plan will be of very great value to the association and be a very great help to the editors.

Mr. CUTTER: The first statement Mr. Marion made, about obtaining assistants for the people who need them, is, I think, the most searching question in connection with special libraries. It seems to me it would be wise for this association to communicate with graduating classes of some of our universities and suggest to the members of those classes well enough in advance that the library profession is a desirable thing for young men to enter. I think it would be a very wise thing for this association to take that up, and tell them the reasons why, and the demand for assistants. At the present time I have knowledge of several positions, but the specification is made that men are desired, as most of our business men are so ignorant that they do not know how efficient women are.

I would say in regard to what Mr. Lapp mentioned, that I have some 250 bibliographies on engineering subjects, some of them too special, but some of them would, I think, be of general interest, and I will take the opportunity of sending him a list of these.

The VICE-PRESIDENT: It might be of interest to note what has already been printed in connection with the Library of Congress, to show the character of the publications received from that source. You will recall, for instance, a bibliography on the drinking habit, the short ballot, on anti-cigarette ordinances and laws, the open shop, public utility rates, the pardoning power, compulsory voting, preferential voting, and, finally, city planning, and, also, I might say, one on the administration of charities and correction boards, a rather technical subject, which appeared in the April number, 1911.

(There here followed a discussion led by Mr. C. A. George, of Elizabeth, N. J., in which he asked for information as to the real purpose of the Special Libraries movement. Mr. Josephson, the vice-president, and Mr. G. W. Lee, of Stone & Webster, Boston, offered replies to the questions asked.)

Mr. DUDGEON: My connection with this association was due to this conception, that in my business, which was legislative work, etc., I conceived that there was a great deal in books that ought to be brought to the attention of the people who were doing the work, and I was glad to join an association whose special function seemed to be to help one another devise ways and means of getting book knowledge into the hands of the actual workers. Now, that seems to me to be somewhat of a distinct proposition. I think Mr. Cutter's definition justifies our existence. We are specialized in getting knowledge out of books and out of the experience of others into the hands of workers rather than into the hands of people who are just thinking about working. It seems to me that it is quite distinct although hard to distinguish.

Miss LINDHOLM: I believe in the effort to make the business public more appreciative of the work we are doing, we should write more articles about our work and our libraries. I think if there were articles written for the different electrical, engineering, automobile and manufacturing periodicals it would help a great deal.

Mr. CUTTER: I would suggest, Mr. President, that you can combine all those periodicals the lady mentions by writing articles for the Wall Street Journal. That is the place where the people read things.

The VICE-PRESIDENT: The editor of the Wall Street Journal was with us at our September meeting and gave us a very interesting description of his own part of the work in connection with the business, and the information bureau established by the Wall Street Journal. I sometimes think we fail to note the speed with which that information must be obtained, either in the reference department or the newspaper. They will sometimes employ a mere mechanical device to save two minutes in connection with the information given.

I think Miss Lindholm's suggestion is a very good one and possibly can be worked out by getting more and more in touch with the trade periodicals. Many of those trade periodicals are not taken by the public libraries, are not listed in any indexes of periodicals, and much of the material afforded there is of unusual value.

Mr. CUTTER: I would suggest that we have a committee on publicity for the association.

The VICE-PRESIDENT: The committee have a plan to advance for that which I think they will bring out at the next meeting.

SECOND (FIRST JOINT) SESSION

(Friday, June 28, 2:30 p. m.)

The second session was a joint session held in conjunction with the National Association of State Libraries, the American Association of Law Libraries and the Bibliographical Society of America. Mr. George S. Godard, acting secretary-treasurer of the National Association of State Libraries, called the meeting to order and occupied the chair.

Before beginning the regular program, Mr. Beer, librarian of the Howard Memorial library at New Orleans, called attention to a bibliography of French fiction, which he had come across during his travels in Europe last year. He said in part: "I discovered that there was being published at Lisle on the borders of Belgium by a Roman Catholic priest the most honest, the bravest review of fiction that exists in any language. He does not fear to mention every book which is published. He praises those which are good, and he scathes with the most bitter sarcasm and truthfulness those that are absolutely bad. He is the Abbé Bellian. If a young lady goes to buy a book she is asked if that particular book is in the list of Abbé Bellian. If it is not that store refuses to supply it to any one who is not of lawful age. It has been supplemented by a monthly publication which is very reasonable in price. It has been published since 1903." He urged that all become familiar with this book in order that the supply of French books generally throughout the United States in our libraries may be much more carefully selected and be more representative of the great French fiction. Dean Walton of the McGill University law school, Montreal, prepared a paper entitled "Legal systems of Canada, with a list of statutes and other legal papers of the Province of Quebec." This paper opened the formal program and was read by Mr. Charles H. Gould. This paper was followed by another entitled "Present Status of legal bibliography" by Dean Wigmore of the Northwestern University law school. This was read by Mr. Edwin M. Borchard, law librarian of the Library of Congress, in connection with his own paper on "The bibliography of international and foreign law, with an account of the method of building up the collections of foreign and international law in the Library of Congress." After reading Dean Wigmore's paper and discussing the present literature in this field and existing bibliographies, Mr. Borchard called attention to the effect which the increase in foreign travel had had upon all law library problems in America, bringing in as it had the wider international relations from year to year. He said "There are three points of view that have guided us" (in the formation of the Library of Congress collection) "the practicing lawyer's necessity of knowing foreign law, the legislator's necessity for knowing the solution of social and economic problems, the scientific object, the students' need of developing the science of law." He dwelt at some length upon the methods which he had used in arriving at the best selection of foreign continental law books. Through his connection as international law expert at the Hague Fisheries Arbitration he was enabled to get first hand judgment regarding the actual books by foreign lawyers. Further in the name of the Government by correspondence he approached the law departments of universities, judges of Supreme Courts, practicing lawyers, etc., of other countries. In Latin America he worked through the consuls and ministers of the United States to get such information. By these methods the books were ordered and many have now arrived. The question now presents itself as to how to make available this new material. This is being done by the publication of guides to the foreign law. "The first guide, the guide of the law of Germany, appeared about a month and a half ago.... It undertakes to furnish an introduction to the German system as a whole, and to the principal leading institutions, as parts of the system in some detail, mentioning particularly the important literature and how to use it, what the American lawyer in terms of his own law may expect to find in these European books.... The guide of the law of France is now in course of preparation, and will probably appear about the first of next year. We hope then to continue with Austria, Spain and Italy, which we consider the important countries. Later we may publish Belgium and Switzerland in one volume, perhaps including Scandinavia, and then one volume for the law of Latin America. If we do not get to the publication of guides we will publish the material that we have received, editing it with perhaps bibliographic notes of such information as we can convey in order to open up this bibliographic source to the general investigator.... We are getting many letters every week in Washington from lawyers throughout the whole United States, asking for information on foreign law.... Comparative law is a field which is now getting great impetus, partly through the work of developing legal collections, partly through the necessities of a case. We are no longer an insular nation. Growing international relations are making necessary some knowledge of foreign law and the desirability of its knowledge to legislators is admitted, I think, without a question."

Mrs. Margaret C. Klingelsmith, librarian of the Biddle law library of the University of Pennsylvania, followed with a paper upon "The books of the beginnings." Prof. Archibald McGoun of McGill university next presented a paper entitled "The bibliography of Canadian law." Dr. G. E. Wire of the Worcester county law library of Massachusetts opened the discussion. Speaking of the ordinary bar library for the working lawyer, he urged that there was needed an extension of Mr. Soule's Manual referred to in Dean Wigmore's article. He advocated also a much shorter list of citations than that employed in Soule. He further referred to the need of some publication on Spanish American bibliography, which would cover such things as the number of Porto Rican reports in a given series. He would like also some publication which would give the various codes and compilations of laws, both official and unofficial, in advance of "our law book friend" who comes along to tell us about it. From the practical standpoint he said that books on foreign laws were so much more useful when translated, that in the average law library the same books in the original language would be rarely used.

THIRD (SECOND GENERAL) SESSION

(Monday, July 1, 1912, 2:50 p. m.)

The third session was the second session for discussion of problems peculiar to the special library and was called to order by Vice-President Brigham.

The VICE-PRESIDENT: We have one paper which remains from our first session, and I am going to call for that paper first.

That will be a paper by Mr. T. J. Homer, member of the Massachusetts bar, on "The Boston co-operative information bureau." The development of that bureau is interesting and is the first attempt, I think, in this country co-operatively to work the libraries by exchange of publications, and I think probably you can be supplied on application with copies of their bulletins which some of us have here, and which will show you the extent of the movement. I am going to ask Mr. Marion to read Mr. Homer's paper.[15]

[15] This will be published in full in the Library journal and reprinted in Special Libraries.

The VICE-PRESIDENT: We will now proceed to the regular program for the day. We have a paper by Mr. D. N. HANDY. The topic has been changed by the speaker so, that it reads, "The library as a business asset; when and how?" and I introduce now Mr. Handy of the Insurance Library Association of Boston.

THE LIBRARY AS A BUSINESS ASSET; WHEN AND HOW?[16]

I feel that this subject of the asset value of the special library is one that is bound to be constantly growing in interest, because, of course, the tendency of business is to scrutinize carefully the things which it pays money for, and unless it can be shown that the library has some asset value, naturally, the library will come in for the first cuts in the budgets, and, later on, a complete cutting off. When the subject was assigned me by Mr. Marion he put the subject as "The library as a business asset." I have therefore discussed the subject from that standpoint, and inasmuch as it seemed to me that the whole thing resolved itself into a few very general and broad principles I have not made any attempt to consider details at all, but have assumed one or two things that it seemed to me must lie at the bottom of the whole proposition and must decide for us whether the library is to find a place among commercial assets and is to receive from business the support to which as an asset it is entitled.

[16] Abstract. The full paper will appear in "Special Libraries."

An asset, in business, is a debt-satisfying possession. In determining business solvency assets are set over against liabilities, and if the former exceed the latter, the business is said to be solvent. The term assets is applied technically to material possessions. But there are possessions other, and even more essential than material: these are the moral, out of which assets grow. At the foundation of every business lie courage, competency, integrity, perseverance. These cannot be computed or averaged, but their commercial value is everywhere recognized.

Wherefore, let us at the outset agree that when we speak of the library as a business-asset, we speak not of its value as so many books and pamphlets, but of its value as a contributing agency to those more fundamental possessions to which material assets owe their existence.

What, then, has the library contributed and what may it in the future hope to contribute that will add to business courage, integrity, competency, perseverance In a word, to business efficiency?

The answer is found in a measure in our conception of a library and its function. Shall we then describe what we have in mind when we speak of the library that may become a business asset?

It certainly is not any collection of books and pamphlets under any custodian and handled probably more often by the janitor than the manager. That is not the kind of library that we have in mind. Our library is a collection organized and planned for a definite end....

The measure of its value is to be sought in increasing efficiency of personnel; wider outlook, clearer vision, firmer grasp, greater fortitude.

It would be pleasant to think of the precise manner in which a library might entrench itself in business favor, until it became admittedly indispensable. Such an experience is not uncommon. Libraries there are today—adjuncts of successful business houses—which stand on a plane of equality with every other department; whose directors are in every sense advisers; whose position in importance and dignity yields precedence to none. They add efficiency to the entire staff, and by breadth and merit bring distinction to the business they serve.

The asset value of a library is dependent upon a variety of conditions.

Foremost among them, I should say, must be a condition of receptivity on the part of business itself.

Again, and only second in importance, is the attitude of the library towards business. If the library shall cling to traditional aims; shall overestimate the importance of conventional methods; shall hold disdainfully aloof from those adaptations and changes which alone can make it useful to business, then its asset value will never be large or general.

Finally, assuming business and the library to agree as to their mutual helpfulness, the lines along which they are to co-operate, if the results are to be satisfying to both, must be susceptible of being easily seen and followed....

At no time in the history of the modern business world has the opportunity been so favorable for a lasting alliance between the library and business. Business was never more complex, nor more moral. Greater wisdom is required to develop it. It is more sensitive. Results come quicker, failure follows more promptly on the heels of error—success almost anticipates the footsteps of sound judgment. Consequences are more far reaching. Disaster to one involves many—while bankruptcy carries overthrow and panic to hundreds of others.

The greater demands of business are seen not only in the enormous growth of industrial enterprises, and the larger responsibilities of management, but in the increasing numbers of college and university men who are seeking business careers.

Again, an almost revolutionary change has taken place in the public attitude towards business of every kind. It matters not what it is. The idea now is that men live for service; that men organize socially, commercially, and industrially for service. And if any organization is unable to undergo this test it must reform, or stand aside and let a better take its place. This I take it is the interpretation of the great unrest which has possessed England and America in the last decade....

All these—this increasing complexity, growing sense of social responsibility, demand for an increasing inflow of college men into business—spell opportunity for the library as an indispensable adjunct for business enterprise. Answering for our first condition, then, it may be said that business is in a receptive mood, and that it stands ready today to welcome among its productive forces the library organization.

But if the library is to be truly an asset to business enterprise, the library itself must recognize not only its opportunity but its responsibility. The failure of the general library to lead in this work of aiding business in the solution of its problems has been inevitable. Business wants its own technology; it wants pamphlets, clippings, reports—all sorts of special things which no public library with all its other obligations could ever hope to get and to classify.

Hence the need of specialized libraries and special methods. It is evident that the special library has a whole field of methods yet to amplify, systematize and unify. If the library is to help business it must be organized as business is organized. To get everything on a subject may be necessary for some purposes, and is always interesting to the bibliographer; but to get the adequate thing is the business-librarian's ideal of service, and if he misses it he may wake up surprised to find his labor unappreciated.

Business is multiplying short-cuts, motion-savers, "efficiency" getters in every department; it will tolerate nothing less from the library. It is for the library to prove its value—to demonstrate its practical worth by adjusting itself to the business environment. It must not follow too closely the traditions of general library work. It ought to be familiar with general library methods; but it should never lose sight of the fact that general library methods were devised with an eye single to general library problems. The problems of a business library are different.

This, then, is the duty of the business library if the title to asset-value is to go unchallenged. And the library may be certain that business will not take it at its own appraisal but will demand to see for itself whether its claims are justified.

Business libraries in many cities are justifying their existence and are gradually making for themselves a secure place among the assets of the enterprises which they represent.... Finally, how are the library and business to co-operate for their mutual advantage?

It is evident that in this respect business has to perform a duty even greater than we have laid upon the library itself. If the library is under obligation to adapt itself to the needs of business, business is under special obligation to place its resources more completely at the disposal of the library. It must take the library seriously and plan for it accordingly....

Business fails to appreciate the ally that it might have in the well conducted library. It appreciates and at times is mildly grateful for the library's service; but it has shown no great discernment when it came to an understanding of the means by which the service was rendered. It asks for and expects results; but has little appreciation of the price at which results must be bought.

An indispensable requisite of a business library is a librarian thoroughly conversant with the main facts of the business. He must know its theory and history. He must be freed from routine at least to the extent necessary to enable him to become an expert in the materials which he handles. He must be treated as a literary adviser and given the opportunity to develop literary discrimination and judgment in the field which he covers. Then he becomes more than a custodian of books; he is a counselor, impressing his personality upon a unique source of business inspiration, namely, the business literature of his collecting and bringing direct to his superiors the information which they will know how to use for the good of the business as a whole.

Subordinates, working under him, will assemble, classify, card index, bulletin and distribute, while the library itself will stand on a level with manufacturing, accounting and selling. It will be a department of the business, organized like other departments, for efficiency....

The library may adapt itself to business, but it is for business to say whether the adaptation shall be thoroughgoing and effective. Is the library, then, a business asset? My answer is that it is such just in proportion as business is willing to let it be. When business shall treat it as it treats other factors of business success, discerning its possibilities of usefulness, encouraging and planning for its development, adapting it to the requirements of business activity, then it will justify itself unquestionably....

Business has already awakened to the possibilities of library help, and wherever it has done so with insight and courage it has answered for itself the question which we have here proposed. In banking, in finance, in engineering, in applied chemistry, in insurance and in numerous other fields, business has set itself to the task of adapting library methods to business needs. Special collections administered for special requirements are springing up in every large city, and the liberality with which these are beginning to be supported is in some respects an indication of business' own estimate of their value.

The VICE-PRESIDENT: The matter is now open for discussion, and I will ask Mr. Morton, librarian of the United Gas & Fuel Company, to be the first speaker.[17]

[17] Mr. Morton's discussion will appear in "Special Libraries."

The VICE-PRESIDENT: The next speaker is Miss MARGARET E. MURRAY, librarian of Wm. Filene's Sons, Boston, who will address us on the subject

THE EARNING POWER OF A SPECIAL REFERENCE LIBRARY ON RETAIL DISTRIBUTION

The Wm. Filene's Sons Company of Boston are retailers of men's, women's, children's and infants' wearing apparel and employ at present about 900, but in a few months will employ 2000 employees. Among other innovations they have made provision for a Business Reference Library in their new building, which they are to occupy this coming fall, and which is, so far as we know, the first in this line of business.

It is planned to have on file all information relating to the business and such other information as may be helpful to the management and all other employees in the discharge of their duties, such as daily papers, technical and general reference books, trade journals, newspaper clippings, and typewritten material.

The library was created because there was a definite need for a central clearing house of information on the latest and best in retail distribution and because it was urgent that one department should be responsible to care for safely and mobilize the valuable information, books and pamphlets scattered throughout the various offices of the organization.

Now what will the earning power of this special reference library be? It will be in exact proportion to its use and efficiency, based on just how well and how often it can make or save a dollar for the business. It will depend largely on how aggressive the library policy will be in creating needs and meeting the needs for its material, and although it may not be able to show quite as tangible a profit and loss statement as a merchandise department, still there should be the same effort and desire to know the stock on hand the first of the month, the purchases, the expenses of the department, the stock on hand at the end of the month (having in mind depreciation) and the sales, which would be services rendered.

The more efficiently and oftener the reference library serves the organization, the more time it saves high-priced executives, and helps the rank and file, the more certain it will become a permanent paying department of the business and make itself indispensable. This is in general how the earning value will be determined. However, if the library is to succeed, such general statements will not be sufficient.

The chances for service and making definite contributions toward business efficiency in a large retail establishment are innumerable, and especially in a progressive house like the one with which I have the honor to be associated.

But such service and such contribution must be made very definite, must be made very specific and must be applied to every member of the organization.

For some years past our company has been experimenting with profit sharing agreements, and one of the difficulties has been for general profit sharers, men and women in non-selling departments, working for the whole store, to show what has been his or her contribution toward profits.

Therefore, if a reference librarian, who would be termed a general profit sharer, fails to study, position by position, just how he or she can contribute to the needs of the men and women connected with the organization, the library will not be recognized and felt as a money making investment. It is, therefore, along these lines that the Filene reference library will be operated.

In all the initial steps and preparatory work of organizing, the methods of the legislative reference libraries are as far as possible being applied.

The work of some of the successful legislative reference libraries is divided into three main divisions—comparative, critical and constructive, and in analyzing the store material on hand, it is found that pretty nearly all of these main divisions of reference work have in the past been practically ignored. In isolated cases, comparative work has been attempted, as for instance, furnishing specific information from some other store on some store policy for some one manager, but it has not been disseminated and placed at the service of all. The need of having this work done has been recognized and in the future will be done through the library.

Retail distribution has its laws and policies, but the laws and policies are, to a large degree, empirical. They are the result of years of effort and experience, and what was good five years ago, may not be good today. All policies are constantly changing.

Therefore, the first work, and at present in hand, before the library can start on its aggressive mission is to tabulate, classify, index and fit for use the present valuable information scattered throughout the offices of the management, destroying everything obsolete or whatever has become a permanent part of the store organization.

For it is imperative in a fast growing business employing an increasing number of executives, that new employees should profit to the fullest extent by the experience of past years and how other people have handled problems new to us, and the library can assist very definitely by placing in their hands brief summaries on important subjects connected with the business, revised copies of duties of various positions, bibliographies on important subjects related to the business, and any other material that will help them absorb in the shortest possible time the fundamentals of the business.

Perhaps it may be of interest to mention briefly what special subjects, both general and technical, the library must watch out for. The best way is, with apologies, to give you an idea of the personnel of the management. The Filene brothers and their partners are public spirited citizens; one brother, Mr. Edward A. Filene, with a few other men, organized the present successful Boston City Club and was largely responsible for the amalgamation of the numerous commercial organizations of the city into the present Boston Chamber of Commerce, and was chairman of the recent Metropolitan Plan Commission of Massachusetts. The other brother, Mr. A. Lincoln Filene, served for three years on the State Commission for Industrial Education and is now a member of the Executive Board of the National Society for the Promotion of Industrial Education, and also contributed largely in time and money to the Boston Vocational Bureau. The other partners are also serving on special committees of various organizations and are all, with the Filenes, very keenly interested in labor problems, the relations of employers to employees, and each has on his desk the best books on scientific management, as Taylor's, Gantt's, Emerson's and Brandeis'.

Therefore, first of all the business reference library will have on its shelves six or seven of the best books on scientific management, also books on organization and finance. Then will be added special books on bookkeeping, auditing, insurance, statistics, advertising, decorating, buying, selling, materials, and subjects of interest to the Filene Co-operative Association (an organization consisting of all employees and members of the corporation, each member having a single vote) such as pensions, arbitration, compulsory insurance, co-operative housing, etc.

Perhaps it might also be well to add that this association has maintained a library of all the popular fiction for the past twelve years, and no fiction will be placed in the new business reference library.

The librarian is also custodian of all the private contracts, leases and corporation records, and is expected to prepare digests of any important papers at any time.

This is what the Filene library expects to do and must arrange for resources to actually obtain and devise ways and means for the dissemination of information needed.

The VICE-PRESIDENT:—We have with us today Miss E. V. Dobbins, who is librarian of the Edward Accounting library of the American Telegraph & Telephone Company, New York City, and she will add to the discussion.

Miss DOBBINS: I desired not to write a paper, because I might write one too long and not say much in the end, so I thought perhaps it would be interesting just to tell you why our immense corporation found it necessary to have a library. We have a large engineering library; that is, we have a very fine collection of technical books—unfortunately, as yet, no librarian; we have a splendid legal library, and I represent the accounting library. Two years ago our comptroller, who is an authority on accounting in the United States and has some reputation abroad, decided that it was necessary to get together the material, and they were good enough to offer me the position, which I was very glad to accept. So we collected what few books we had. We didn't have much. We bought largely. All our men are authorities on the particular subjects with which they deal, so, consequently, in buying books for our library we cannot select, as we used to in the public library, with due respect to the library, any and all books on a particular subject. We have to have the last word upon it. Accounting is a peculiar subject inasmuch as there are only about four or five authorities—I may be wrong, that is all I could ever find. If anybody knows of any more I should be more than glad of the information.

We go largely into economics. We also take up public utilities and reports of county and state governments and city reports. We do some little work in scientific management. I do not think the sympathies of the officials lie very largely in the direction of scientific management, however. Everybody there is supposed to know his job and do it. We are very fortunate in not being handicapped for money. We can buy whatever is out, just as soon as it is out, and as many copies as we find it necessary to have. We deal primarily with the accounting department, which includes the statistician's department too, and the executive department. Those are two very big departments and they keep us pretty busy all the time. We have quite a file of pamphlets. We do not give as much care to the pamphlets as we do to the books. When we came to the question of cataloging I realized that we had a very big piece of work on our hands, and we were short of help, and it was essential that we have everything up to date just as quickly as we possibly could. So I bought Library of Congress cards, and it was a very happy inspiration, for we had everything done by sub-headings and everything assigned in about two weeks, and of course that helped considerably.

The library is used frequently and primarily by the officials and the directors. The employees of the company have the privilege of coming, and they come often and freely. The comptroller has told me time and time again that he could not measure in actual money value the service the library has given the house and himself primarily. We take all the leading economic and scientific journals and they circulate. I have a list of the names of the various men to whom they go. I tried to have a specified time for their return, but I am sorry to say it did not work out. Our desks are all equipped with telephones, so we telephone, and if they can find them they return them. When they cannot find them the oldest office boy, Joseph, is enlisted. I think he was the leader of the Boy Scouts. He knows generally where to get them. I think he says they are generally behind the desks, but in any event we get them, and if they are very badly torn, mutilated or marked, we buy other copies to bind. The leading magazines we bind as soon as the volume is completed. They form the largest part of our reference work. I go over those magazines very carefully and find what I would like to bring out more prominently than in a bound magazine, and we catalog those particular subjects, buy extra copies, put them in the pamphlet file, catalog them and put them in the pamphlet catalog, so that if by any chance the bound volume is out and a particular article is sought, we have it. We find in those two places we can generally meet all the needs of the library. I do not think any of the people of the corporation have really ever become familiar with the actual library side of it. They look upon a shelflist as something fearful and awful, and they do not understand it, but as long as they get what they want when they want it, they seem thoroughly happy. Speaking in a quite impersonal way, I think our library is quite a business asset, because I can candidly say that the men who are at the head of our corporation would not tolerate it five minutes if it were not.

The VICE-PRESIDENT: We were to have a paper by Miss Abbott of the reference department of the Studebaker Corporation of South Bend, Ind. She was hindered, however, in the preparation of this paper, and also from coming to this meeting, but the paper will be furnished later and printed in "Special Libraries."

The VICE-PRESIDENT: I would like to inquire whether Mr. Pack, Secretary and Comptroller of the Toronto Electric Light Company is here.

Mr. LAPP: Mr. Chairman, I have a letter from Mr. Pack which I wish to read. When Mr. Pack was asked to be present at this meeting he said he would write his views at least, if he could not come. He has written a general statement of his belief in the special library.

(Mr. Lapp here read the letter which is available at the office of Secretary.)

Mr. MARION: May I ask whether Miss Tutt, who is present, I think, might not have something to say in relation to the automobile library, inasmuch as she is actively representing Miss Elizabeth Abbott here?

Miss TUTT: Mr. Chairman, I scarcely feel prepared to say anything about her library, particularly as an automobile library, for I do not know that she has done anything especially in the automobile work of her library, her work taking up all lines. Her work has grown to such an extent that she told me just a day or two before I left that she really did not know but that they would have to get another name for it; she had not as yet found anything in the corporation that she had not been called upon to do, so that she was at a loss to know just what it was that she was expected to do. It has developed wonderfully and very satisfactorily. It has been up-hill work, as you all know. The corporation has changed hands, gone into various companies, come back again, and she had it all to meet and arrange. All that work and all the papers and records have just simply piled up, are all being sorted out now, indexed and put in order. She is doing a wonderful work. The other institutions there in South Bend are watching very closely her work and I think it will be but a short time before the other factories will be following suit; but so far as the automobile part is concerned, there is nothing any more special in that than in any other line of work that she has done; that is to say, nothing that I know of.

The VICE-PRESIDENT: I am going to ask Mr. Marion, our secretary, who is at the head of a technical library, to take part in this discussion.

Mr. MARION: I must say, as one of the other speakers, that I have not prepared a paper, believing that in such an assemblage of essayists and discussers it would not be impossible to find some very good material from which to talk extemporaneously. I have not been disappointed. Two or three points I will mention in what may be only a rambling discussion, but they may be worth while to some of you.

Mr. Handy mentioned in a passing way only the entrance of a large number of college men into business today. I do not think he put the matter nearly strong enough. It is this very entrance of well-educated men into business, rather than coming in through the long process of experience, entering, that is, half way up the scale of life, equipped with a fine technical training, making them already professional men, as the physician steps into the community a professional man, that has forced business to equip itself along a little different line. It seems to me this is one of the great telling reasons why more and more special libraries are going to be built up in manufacturing concerns and industrial plants; for with these men coming in, they do not come as mechanics wanting a plane, a saw or a hammer; they come primarily wanting books and nothing else. They have been trained to the ample use of books for four and sometimes six years previous to their entrance to business, and to take books away from them would be like taking the plane or saw or hammer away from the carpenter. So these men must be provided for, and I think that is one of the chief causes that is compelling business to adopt libraries.

Regarding the type of librarian that is required for administering this sort of a library, I think enough emphasis has not been put upon the keen aliveness which is required in these people, if I may be pardoned for saying so, in comparison to those who are employed in public institutions, where the term of office is likely to run anyway for a year. In business, we have to make good, and to make good seriously, daily. Our reputation is at stake every time a question is asked.

Then it seems to me there is no opportunity for the quiet type of librarian who would like short hours and the freedom to come and go at leisure. It requires primarily some one of tireless vitality and one who is ready to sacrifice himself to build up not only the efficiency of his own department, but to support other departments when they may be overworked.

This brings me to the point of the preparation for special librarianship. I question very much whether the librarian who is prepared through the regular source of supply, the library school, today, is going to become just the type of person to take up this special library work. It seems to me the more I consider it that a great many of the most successful special librarians are those who have grown up through business, at least to a certain degree, and have taken on the library training in their own quiet moments. If this is the case, would it be worth while for the library schools to consider a list of special libraries where candidates for their certificates or diplomas might go to spend a fraction of their summer vacation in actual special library work and receive credit in their schools toward their diplomas? I think that that might be worked out with more careful thought.

Mr. Morton mentioned the fact that the statistics of the library do not show up against the operating department, the manufacturing department, etc. I want to say that with the Arthur D. Little, Inc., Library, we are now obliged to pass in time slips. In other words, the library has been put upon a par with the other departments, the chemical, the research and the engineering departments, and at the end of every month we are given an opportunity to show what we have done in the way of results.

If there has been a quiet month of course there will be little put in the way of service, in time, but the time slips show and it is up to the library to maintain its standing, to show just what it has done during the month in actual time, because with a concern of the nature of ours, which is a consulting and engineering corporation, time is a great element. Mr. Handy touched upon that, but not half emphatically enough. In the insurance library I am sure he does not appreciate it. The monthly report is based primarily on the time spent on different problems, and these time slips are all assorted and tabulated against special pieces of work which are generally known in an engineering organization by what is called a job number; and so the librarian's time is now being accounted for in the same way that that of the head of the research department is being accounted for. It seems to me that that is a step in advance and indicates progress.

It occurred to me to say to you that while I have been here at this conference I have received application for another membership, so that while we came with 224, we now have 225 members. The Metropolitan Life Insurance Company have requested their librarian to become a member of this association, so that we grow daily.

Mr. Brigham has called my attention to the fact that it ought to be brought out forcibly here how necessary it is for every one of you people, no matter what part of the country you may go to, to bring to the attention of this association officially, either through the secretary or the president, the birth of every such library that you may know of. Business does not know us. We know business of course, but until this association has had a much wider publicity campaign than we have been able with our meager means to give it, business cannot come to us and cannot get the help that we can give it. If, then, when you go to your respective places, you would be alive to the creation of every special library in your part of the country, and when you know of a collection of books where a librarian might be necessary, you would bring it to our attention, we would write them and tell them of the service that we can render them.

I think the thing that has impressed me most in the discussion that has gone on just now is the fact that the company that employs Miss Dobbins has three special libraries. That is unique, it seems to me, that one corporation should employ three special libraries; not merely one, but a library for the legal department, another for the accounting department and a third for the engineering department. That it seems to me represents a pretty high development of the special library idea.

Miss DOBBINS: May I just interrupt a moment to say that I too submit a report at the end of every month. It was my own suggestion, for I wanted the company to know that we were doing something, and we would possibly be lost sight of in such an enormous place. So I sent in a report, very brief, just giving the number of books circulated in the various departments, the number of pamphlets and the reference work done. They said they were very glad to get it, and that it put us on a working basis.

The VICE-PRESIDENT: Before opening a more general discussion I would like to have the secretary make a few announcements regarding certain things of interest.

Mr. MARION: I have here a bound volume of "Special Libraries" that all may see everything that has been published to date. I think it would be of interest to some of you who are not familiar with its contents. We also have for sale, if any one cared to purchase them, three copies of Volume 2 complete. Then we have for distribution to any who might care for it, "The earning power of chemistry," which is written by Mr. Little, the president of the concern which I serve. As you know, Mr. Little is, today, one of the foremost industrial chemists in this country, if not in the world. He is also this year, by a very fortunate circumstance, it seems to me, president of the American Chemical Society. I say fortunate because this year America is entertaining the International Congress of Applied Chemistry that meets in Washington and New York in September. This is a review to convince the business man of the usefulness of chemistry in solving his everyday problems. It is a reprint of a free public lecture delivered to the business men of Indianapolis last June. It is simply a talk upon business from another angle. In the same way Mr. Handy's talk is equally strong, it seems to me, from the library standpoint.

We have also for sale here, should any one care to purchase it, the city planning bibliography which was published as the May issue of "Special Libraries." It is 25 cents a copy. This was compiled by Harvard university and the Library of Congress.

I have a few copies left of "The library as an adjunct to industrial laboratories," a paper which I submitted originally to the American Chemical Society at its Boston meeting, and describing in minute detail my own personal library. It may be of interest to some and you are welcome to it if any of you wish to take it away.

Mr. HANDY: I was particularly interested in Mr. Marion's discussion, and in one suggestion more especially, that the library school might specialize somewhat more along the lines of special library work. While I think that might well be brought up as a subject of discussion this evening, I should like to say just now that it seems to me, in the first place, that there is a great dearth of properly prepared assistants to do the kind of work that is needed in the special library. I think the libraries that specialize in business library work have found that to be true, and that these library schools in general are not particularly adapted to meet that requirement. It occurs to me, then, that it might be possible for special libraries, possibly through the co-operation of the American Library Association, to get the library schools of the country, at some time in their course, to offer a more specialized course which could be taken by those students who intend to specialize in library work, and that in that course an attempt be made to develop the special library attitude, which is absolutely and wholly different from the general library attitude, toward the subjects handled. It seems to me that several exceedingly good things could come of it. In the first place, if the library schools would do for special libraries as they do for general libraries, that is, if they would select a certain number of libraries, which measure up to certain standards, throughout the country, and assign pupils to those libraries, with the understanding that before they could be qualified they would have to measure up to a certain standard; then a student who spent a certain amount of time in such a library would receive credit for special library work in the library course, exactly the same as students do now in general library work. Then I think you would find that you would get, in the first place, more specialized students; in the second place, I think you would lift the plane of special library work immensely, you would lift it to a much higher plane of professionalism and you would find that your directors and your people who pay the money to support these libraries would vie with one another to be qualified by the leading library schools in the country, and I think that in itself would be an inducement to a good many halting business concerns to support, as they are not supporting now, their libraries; they would see the advertising value of being endorsed by the leading library schools in the country, if they did not see anything else, and they would pay the money necessary to bring their own libraries up to that degree of efficiency.

On the other hand, it seems to me that the special library is offering an exceptionally interesting field to young women going into library work, and that the library schools as at present organized are not pointing the way to them as they should; and possibly the library schools are not in a position to do it. I did not mean to consider this at this point, but I do think that is one of the subjects that might be seriously considered now or this evening, and, if necessary, a committee appointed to go over the whole subject, and possibly co-operate with the American Library Association or the library schools, whichever might be necessary, to bring it to a focus.

The VICE-PRESIDENT: It might be of interest to know that in Simmons we have a library school which appoints special courses with a view to fitting women especially for economic and business library work.

Do you desire, Mr. Handy, to put your suggestion in the form of a motion now or later?

Mr. HANDY: My motion, then, would be this, that the subject of co-operation between the library schools and the special libraries, with the aim of preparing students especially for special library work, be taken up at the conference this evening. (Carried)

The VICE-PRESIDENT: Before we take up any further discussion, out of respect to the Chairman of the Municipal Year Book Committee, I wish to ask for a report from that joint committee, of which Mr. Ranck is chairman.

Mr. RANCK: I can only report progress again. I had hoped to be able to report something very definite at this time. Our committee had a meeting in New York in June, after the Pasadena meeting, at which time there were present Mr. Baker, the editor of "Engineering News;" Professor Hart of Harvard; Professor Rowe of the University of Pennsylvania; Mr. Woodruff of the National Municipal League, Dr. Whitten of the New York Public Service Library and myself. I think that includes all of the persons who were present.

The committee discussed first of all what should be included in a municipal year book, and as a result of that discussion, which lasted three hours, in the City Club, Mr. Woodruff was delegated to take up with certain publishing houses the project of putting this thing through. I have had several letters from Mr. Woodruff within the last few months, or weeks, on this subject, and he hoped to have a definite announcement ready for this meeting. The delay has been on account of the fact that the head of one of the publishing houses, the one that seemed most favorable toward this project, and a publishing house that is in the business of making year books and encyclopedias, was in Europe, and so Mr. Woodruff could not get that thing put through. However, he is in hopes that it may be put through almost any day.

I may say that thus far the prospects of our having for the cities of the United States and Canada an American municipal year book, are altogether favorable.

The VICE-PRESIDENT: Do you wish the committee to be continued?

Mr. RANCK: I think we have this in hand and that perhaps we might continue it.

The VICE-PRESIDENT: This committee has rather a unique function anyway. It speaks for both the State Libraries and the Special Libraries associations, a joint committee.

Mr. RANCK: And there was brought into it the National Municipal League and several others.

The VICE-PRESIDENT: Doubtless the National Municipal Review will contain in time notes of the proceedings of that committee, so that the members will be informed. Could it not be done that way?

Mr. RANCK: As soon as the thing is definitely decided I will notify the secretary.

The VICE-PRESIDENT: Yes, but I mean it would be available for any one to read in the National Municipal Review which appears from time to time.

Mr. RANCK: Probably, yes. If I may be permitted, I should like to say a word about another matter that was under discussion this afternoon. I was very much interested in what was said about present engineering training and the kind of training of men who are going into business, in their use of books, and their demand on libraries. A few weeks ago I had the privilege of going through one of the largest electric lamp factories in the country, one of whose branches has 2000 people employed, and I was particularly interested in the corps of professional men. I went there to visit a friend of mine who is a physical engineer. He was a professor at the University of Pennsylvania, was afterward at the head of the department of physics in one of our state institutions, and was taken from that into this concern, and within the last three years that concern has engaged, I think, four or five doctors of philosophy, four or five men who have been professors in technical schools, and they are going at that business altogether different from the rule of thumb method; and that type of men who are accustomed to use books and who do use them are coming into demand more and more. One thing my friend said, that impressed me very much, was this, that in going about to a number of engineering schools, Cornell, the State College of Pennsylvania and several others, he has been talking to the boys taking engineering courses, of the chances and opportunities for going into that sort of work. These companies are after technically trained men from the colleges and universities and they send men like him out to talk to the boys and try to get them to come into their works. Another thing he emphasized, and which I think we must keep in our mind all the time—it is a thing we emphasize as librarians of the public libraries, but it has a bearing in the work of this organization as well—he said he was telling the boys at Cornell and those other engineering schools that while engineers have to deal with things, they have to know science; yet that more than half of the problems of the average engineer are problems of men rather than problems of things. In other words, that the humanities must be studied; that you must know sociology—that was referred to here this afternoon—and economics, just as much as chemistry and business and all that sort of thing. In short the two must go together.

Mr. G. W. LEE: Mr. Chairman, you have a question box there which has been forgotten all about, and I am not very sorry.

The VICE-PRESIDENT: No, I haven't. I am going to put it in for discussion, the whole thing.

Mr. LEE: There were no questions, I think, except the question box. I should like to question that. There ought to be some machinery at these conferences for introducing the new members; some method by which we can all let it be known what we especially want to know; some way to meet the people that have this information.

Now, what I want to say about the question box is that it seems to me that the Special Libraries Association might introduce a circular that tells about the next conference of the American Library Association, and could put in a little slip saying, "Please send to headquarters a statement of what you want to know, what is your specialty." It would help immensely. People come here to get some information; they want to know about filing photographs, about dry-goods libraries and so on, and we ought to make it possible for them to get something out of the convention without trying too hard.

The VICE-PRESIDENT: I think Mr. Lee has raised a very natural question. I have talked with some of the older members of the American Library Association, and it seems to be the feeling that we have lost something since we have grown so large. With eight hundred members, it is almost impossible to know every one personally, as it was when there were only a couple of hundred in attendance at the meetings. The New York library meeting in September will bring together as many people as used to come to the American Library Association meetings ten or fifteen years ago. I do not see any way out of it except to follow some definite method from headquarters so that the American Library Association itself can arrange the matter. It is not a matter of hospitality necessarily, but oftentimes the stranger within our gates is the one that suffers in these respects. After you have been to three or four conventions you enjoy yourself, but the first year it is difficult to know people.

Mr. MORTON: I should like to offer a suggestion with regard to the difficulty of the newer members getting to know the older ones. I find out that the way to get acquainted is to pitch in and do some work. Then they have to know you. I would therefore suggest putting the younger members on the various committees and make them work and work hard; then they will come to know people.

The VICE-PRESIDENT: You have brought up a very important point, and that is what we might call the committee system. The system has often failed by being limited to three members. The chairman does the work and sends around to the other members to sign up; or they live at various points of the country and the chairman forgets to do the work or for various reasons fails to report. The way to get the best results is to appoint a committee of one and get the work done by that committee, and if he does not do the work, discharge him and get another person in his place who will do the work. We are suggesting now a re-arrangement of that method by which we can get, I think, better results, in answer to your remarks.

Mr. MARION: I wonder if Mr. Handy would develop a little the idea that was brought out in a conversation that he held with me some little time ago in Boston, in which he pointed out the sort of large opportunities that come to the special librarian, that do not come to the public librarian, and cannot from the very nature of things.

Mr. HANDY: I had in mind especially when I was talking with Mr. Marion a man who at present holds the position of assistant manager in New York of the Fire Insurance Exchange. I think his salary is between six and seven thousand a year. It happens that he is a very bright fellow, and he is taking charge also of evening classes in the New York University school of commerce and accounts, which adds another thousand dollars a year to his salary. I am speaking, in this, simply from the standpoint of salary. He started in as a special librarian. He came into opportunities solely through the close personal contact with superiors who were looking for exactly this kind of advisory and expert service that I tried to emphasize in my paper. Of course, he made good in the smaller position, and through making good there got the opportunity to go to New York in the first place, in a position, which while not particularly better than the one he had occupied as librarian, was better in opportunities and much beyond anything that any special library would be likely to offer; and he has so far made good in New York that he has come into the opportunity that I spoke of, and he has the present salary, which of course carries with it responsibilities; but it seems to me it will be a great many years before in general library work one would find an opportunity like that for advancement, because it was all done in about seven or eight years. It is that possibility of getting in close contact with the heads of great industrial organizations and great enterprises, and by making one's self extremely serviceable and valuable there, that makes the special library a particularly promising field either for bright men or bright women. It is not the library service in itself but it is the opportunity of getting into close contact with men who have made great successes in business, and that opportunity, I think, does not come to the general librarian. The person entering the general library must expect that the top of the work is simply the library opportunities themselves, and, of course, they are somewhat limited. A person entering special library work feels that the top is the whole vast industrial or commercial enterprise in which he is engaged, and if he has the adaptability—and that is precisely the thing which we have been trying to emphasize as necessary in library work,—he naturally, as time goes on, sees the field of opportunity broadening, and the opportunity comes for him to step out of the more restricted into the larger, more active field.

I know another person who received a very interesting offer, with a considerably larger salary and greater executive responsibilities, due entirely to the fact that he had made good in special library work; to the fact that that work brought him into contact with superiors who were able to help him into a broader opportunity. I think that is well worth emphasizing for either men or women interested in this meeting.

Mr. LAPP: Just that fact is the reason why we should have some means of training special librarians. The good men are being drawn off so rapidly that it is impossible for the demand to be supplied, and I am glad that the question of training librarians is coming up, and I hope that when it does come up we shall have some provision made for a committee that will work out a complete scheme in co-operation with the American Library Association and the library schools for the training of special librarians. But right there we should also emphasize the fact that it is not merely the librarians that should be trained, but we should train the directors of the establishments, and it ought to be emphasized in all special library work that there is a difference. I would agree with many who have spoken before, that the director of an establishment need not necessarily be a person trained in library work, although a person trained in library wok could make a good success of it if he also had an insight into the business. But I would emphasize the fact that we need a training for directors of establishments and we also need a special training for librarians and assistants. It is a great deal in the library world as it is in the college world, that the men who become really worth while as college professors, in the commercial departments at least, and in the engineering departments, unless they have a taste for the teaching work which would prevent their leaving it, do not stay very long in the business of teaching, and the college must continually recruit new men, and that is a difficulty that is going to confront the Special Libraries Association and people who are establishing special libraries, more and more. I believe that if the number of concerns today that ought to have special libraries and would profit wonderfully by them, were to attempt to get special librarians or directors of departments, they would fail completely and the whole movement would go to the bad, simply because you could not supply the people who would be competent for the work. The same thing is true of municipal reference departments. It is unfortunate if they are established and men who are not qualified are put in charge. The same thing is true of legislative reference departments. We might better wait for years rather than establish them before we can put them in charge of people who appreciate the work to be done, and who have the ability to do it. So that I think our big problem is to keep the special library movement from growing too fast for us to supply the men and women who can do the work; and I would emphasize again that we need two or three different kinds of training; one for those who are to have general direction of the work, for those who are to do the actual work on the library side, and also for the assistant side.

Mr. LEE: One difference is that in the public library you are being asked questions all the time, and in the special library you are being asked questions two-thirds of the time, and the other third you ask questions yourselves, so you get the benefit of variety; part of the time you are a student, and the rest of the time you are a librarian, and there is that stimulating, broadening effect, and to me it has been a very uplifting effect.

Mr. MORTON: Mr. Marion spoke of the training of the librarian, also Mr. Lapp and one or two others. I do not know whether our position is particularly unique, but some months ago I lost my assistant, and instead of going to a library man I considered myself extremely fortunate to get a man who was a graduate chemist, a civil engineer, a mining engineer and a man who had had wide experience in all of those branches. It seems to me that for technical business the practical training in the particular line of business is of far greater value than training in any library system, simply on account of the nature of the information that they are called upon to produce.

Miss LINDHOLM: I wish to add a word to what Mr. Lapp has said, to point out the fact that even if we should try to give courses in special library work in the library school, there would not be any teachers in the library school qualified to give these courses, because they would not have the special library experience, and we ourselves are too busy running our special libraries to give the courses, so that it is really a matter quite far in the future, I should think. Last spring I read in the Library Journal a very good article on a course for legislative reference librarians, but that is the first article of the kind I have ever seen, although I had often thought about it myself.

Another thing that would help out in trying to give some idea of special library methods to new people, would be for those of us who have gotten our libraries well in hand, our systems, etc., to get up a series of little handbooks on how to organize a financial library, a public utilities library, a legislative reference library and so on, those who are perhaps library school students could use these pamphlets as text-books. This would necessitate our starting in the publishing business and having a publishing board, like the American Library Association.

Miss HOAGLAND: I think we should fail in our whole duty toward the library profession, and especially to the profession of the special librarian, if we did not take some account of this growing demand for training in special library work. I think that we appreciate the great difficulty of combination of the technical work that is necessary in library training and the special library field that each might wish to occupy. It has seemed to me that it was possible to make a combination by giving a minimum of library training, and then for students to specialize in some business lines and learn the bibliography of that trade. Of course, that is a very difficult operation in the ordinary library school, but I believe there are places in the country where that might be acquired, where many businesses are present, capable of furnishing the libraries, and where students can take, say, three months of technical training, which would include typewriting of records, and then can be sent into the field to learn that field, the school to furnish them the special bibliography for that special work. In that way I believe we could develop a series of libraries that would train for special librarianship.

Miss MILLER: There is already one school, the Wisconsin school, which gives regular instruction to such students as wish to take up legislative reference work. They are given from one to two months library experience during those two months in the winter when the other members of the class go to the public libraries. They at least get the principles of legislative reference work.

The VICE-PRESIDENT: If there is no further discussion, we will take up the reports of committees, and the first will be Mr. Lapp's report, as editor of the publication.

Mr. LAPP: There is very little to report in regard to the publication. It has been issued regularly since January, 1910, and the third volume is now nearly completed. The growth of subscriptions has been gratifying, and the publication has been able to do what was done on the membership which we have had. We hope to have an increased membership, because there are a number of things which we can do. We have now regularly established several sources of information, we are going to have others, and out of those we will publish, I think, a better, more useful magazine the coming year than we have in the past. We have a connection with the Library of Congress by which a special bibliography is furnished every month upon some obscure question. We have a connection with the New York public library by which we receive municipal documents. We have a connection with the Public Utilities Committee by which we will have public utility references and the others, insurance references and so on. The publication will issue also some special bibliographies such as the one that was issued recently on city planning. It will take up certain others and publish them as means permit.

The main thing I want to ask as editor of "Special Libraries" is that the editor should receive co-operation from persons connected with the association. This is a co-operative enterprise and every one should co-operate. Whenever you know of anything which has happened in your community in the special library interest, or of any publication that does not get into the ordinary sources, furnish that to the editor and it will be scattered over the country through "Special Libraries."

A new system will be organized following this meeting, we hope, by which the country will be divided into districts in each of which there will be one person who will be responsible for that district, and we hope in that way to keep in closer touch. We will also have a representative in the different classes of special libraries so that no one will be left out, and we will get reports from all persons who are representing the different departments in the special libraries, which now number perhaps seven or eight that are active different classes of libraries.

I want to ask for suggestions also from the members of the association about things that we want published. I would be glad to receive letters. I do not receive enough of them; and, another thing, I do not receive criticisms. There are many things we would like to know about the publication, many things we would like to learn. We would like to hear from you either one way or the other on the publication.

The VICE-PRESIDENT: I will call for the report of the Committee on Public Utilities, Mr. Morton.

(Mr. Morton rendered a brief report which is available in the secretary's office to those who may be interested to see it.)

The session then adjourned.

FOURTH (EXTRA) SESSION

(Monday, July 1, 8:15 p. m.)

After an informal interchange of ideas among a small group of people who gathered in the private dining room, the business session, continued from the afternoon, was called to order by Vice-President Brigham. In view of the small attendance and in order to allow greater publicity the meeting was adjourned to Tuesday, July 2, 9:30 a. m.

FIFTH (SECOND JOINT) SESSION

(Tuesday, July 2, 9:30 a. m.)

The second joint session was attended by the National Association of State Libraries, the American Association of Law Libraries and the Special Libraries Association delegates, and was presided over by Mr. Brigham, vice-president of the Special Libraries Association. The meeting was held in the ball room of the Chateau Laurier.

Mr. Charles J. Babbitt of the Massachusetts state library read the first paper, entitled "Snags, stumbling blocks and pitfalls among the session laws." During the course of his paper Mr. Babbitt touched upon some very interesting phases of these questions. In the absence of Mr. James MKirdy, Mr. Thomas Montgomery, state librarian of Pennsylvania, presented his paper, entitled "Bill drafting." Following this, in the absence of Dr. John H. Arnold, librarian of the Harvard Law School, Mr. George S. Godard read his paper, entitled "The history of the growth and development of the Harvard university law library." Great regret was expressed at the absence of Dr. Arnold, who may now be looked upon as the father of law libraries.

Following this Mr. Lapp discussed the question of co-operation between legislative reference departments. This address also covered a report upon the same subject as well as a report on legislative reference service. Mr. Godard followed with general remarks, in which he called attention to the great changes in our present social life, brought about by improvements in our methods of transportation, so that now our view point is so much broader that in the drawing of bills we can no longer overlook what other states are doing, hence the great necessity for co-operation and wider knowledge in this field. He reviewed briefly the work of the Law Reporting Company and tried to point out how service such as they had rendered might be made practical. He appealed for a national legislative information bureau, and he questioned whether this could ever be brought about by co-operation, but rather insisted that it must be a definitely established service run for profit or subsidized by government support. The chairman called attention to the library law abstracts which are probably present in every state library in one form or another. In these abstracts minute subjects are touched upon which are difficult to get at. The material usually exists only in carbon form. As a result of an interview with a commercial concern, the chairman found that with the use of the multigraph this firm would agree to furnish three hundred copies for $1.00 a folio with $5.00 for composition and general work. This would mean on a thirty folio, a total of $35.00 for an issue of three hundred copies. He suggested that such material be sent to a central agency and believed that such a scheme could be worked out successfully. Mr. Babbitt called attention to several interesting instances where the assistance of such a scheme would have been invaluable in furthering greater publicity for material which was only found through co-operation among the state libraries. Dr. Clement W. Andrews believed that this sort of work should be done at the American Library Association headquarters and thought with competent operators this was the most practical way to have it done. He also called attention to the fact that the Illinois State Bankers Association had asked the John Crerar library to undertake an analysis of the State Banking Association publications. He offered to send circulars covering that work to any state or law libraries that might find them of usefulness.

Mr. D. N. Handy of the Insurance Library Association of Boston spoke in regard to the recently organized legislative bureau of the National Board of Fire Underwriters. One of the chief functions of this bureau will be to bring together an abstract card index of the laws in the various states in the country bearing on fire insurance. Recently the Association of Life Insurance Presidents has completed a card index abstract of the laws bearing on life insurance, comprising something like four thousand cards. Mr. Godard offered further discussion which he finally followed with a motion to the effect "that our committee on resolutions prepare suitable resolution directed to Congress, endorsing the bill now before Congress looking toward the permanent establishment of a legislative bureau at Washington and expressing our hope that it may be established in the very near future, and at the same time expressing our willingness to co-operate in any way that we can." Mr. Montgomery, as chairman of the Committee on resolutions then offered several resolutions.[18]

[18] These resolutions will be found in full in the proceedings of the National Association of State Libraries, which will be printed by that association.

Mr. Johnson Brigham of Iowa then opened up the discussion of the relation between state libraries and legislative reference bureaus, to which Mr. Montgomery replied. General discussion followed in which several told of the actual working relations between these two jurisdictions in their several states. The meeting adjourned at 12:24 p. m.

SIXTH (BUSINESS) SESSION

(Tuesday, July 2, 12:25 p. m.)

At the close of the second joint session, a business meeting of the Special Libraries Association was called to order by Vice-President Herbert O. Brigham in the ball room of the Chateau Laurier.

The VICE-PRESIDENT: The first business is the report of the secretary-treasurer.

Mr. MARION: The membership has increased, from September, 1911, from 171 members, until June, 1912, to 224 members, which is an increase of thirty per cent. The bulletin has increased in pages from 12 to 16. The financial situation seems to be very satisfactory. We have a cash balance of $292.15. There seems to be an increased call for special librarians in heretofore unknown fields. The following statement indicates the condition of the treasury as of the date given:

SPECIAL LIBRARIES ASSOCIATION

July 1, 1912.

Financial statement of the books as of the above date.

Receipts
Cash on hand Sept. 27, 1911	$119.07
Membership fees and subscriptions	415.80
Sale of back numbers	85.28
Sale of reprints, bibliographies, etc.	31.13
Advertising	12.00
$663.28
Expenditures
Rent of hall at New York meeting	15.00
Stenographic work of New York meeting	15.00
Postage, telegrams, express, etc.	41.08
Storage cabinet for editor's office	13.25
Indexing of volume 1	10.00
Printing	275.50
Bank Exchange	1.30	371.13
July 1, 1912, Cash on hand	$292.15
Accounts Receivable	144.10
Accounts Payable		no bills rendered

GUY E. MARION, Treasurer.

On motion of Mr. Montgomery the report was received.

The CHAIRMAN: The report of the executive board of the Special Libraries Association is brief. It is proposed during the coming year to readjust as far as possible the committee system and substitute therefor representatives for certain sections of the country, so that the persons who represent those sections shall be responsible for the part in which they are located. It is entirely a matter for the board. I think that will be the extent of their report, in brief, and I will now call for the report of the nominating committee, Mr. Lee.

Mr. LEE: The nominating committee respectfully submits the following list of officers for the ensuing year:

President: D. N. Handy, Boston.

Vice-President: R. H. Johnston, Washington.

Secretary-Treasurer: G. E. Marion, Boston.

Executive Board: Officers ex-officio: O. E. Norman, Chicago; Florence Spencer, New York.

There being no counter nominations, on motion, the secretary cast a ballot for the association, and the chair declared the nominees elected for their respective offices.

Mr HANDY: Will it be in order now to take up the matter of special education for the special training of library assistants?

The CHAIRMAN: That comes under the head of new business, which we are now taking up. You are quite in order.

Mr. HANDY: I would make a motion that a committee of three be appointed by the President, upon the training of special librarians, with instructions to report upon this matter at the next annual meeting.

The motion was seconded by Mr. Lapp and carried.

Upon motion of Dr. Andrews the meeting adjourned sine die.

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[ATTENDANCE SUMMARIES]

By Position and Sex
Men		Women	Total
Trustees	21	0	21
Library Commissions representatives	9	12	21
Chief librarians	103	130	233
Assistants	50	191	241
Library schools	1	13	14
Editors of lib. periodicals	2	2	4
Commercial agents	24	3	27
Others	38	105	143
Total	248	456	704
By Geographical Sections
6 of the 6 New England States sent			99
5 " 5 North Atlantic States and District of Columbia sent			179
5 " 6 South-eastern States sent			12
7 " 7 North Central States "			203
3 " 6 South Central States "			23
7 " 11 Western States "			26
4 " 7 Pacific States "			16
5 " Canadian Provinces "			144
England "			1
Japan "			1
Total			704
By States
Alabama			1
California			8
Colorado			4
Connecticut			17
Delaware			1
District Columbia			20
Florida			1
Georgia			5
Illinois			82
Indiana			17
Iowa			10
Kansas			5
Kentucky			5
Louisiana			1
Maine			5
Maryland			6
Massachusetts			53
Michigan			34
Minnesota			9
Missouri			17
Nebraska			4
New Hampshire			7
New Jersey			13
New York			99
North Carolina			2
Ohio			45
Oklahoma			1
Oregon			1
Pennsylvania			40
Rhode Island			8
South Dakota			1
Texas			1
Utah			1
Vermont			9
Virginia			3
Washington			6
West Virginia			1
Wisconsin			15
By Provinces
Alberta			1
British Columbia			1
Manitoba			3
Ontario			125
Quebec			13
Saskatchewan			1
Foreign Countries
England			1
Japan			1
Total			704
By Libraries
Libraries having five or more representatives:
Brooklyn Public L.			8
Chicago Public L.			22
Cleveland Public L.			24
Detroit Public L.			8
Grand Rapids Public L.			6
Illinois, L. of Univ. of			10
Indiana State L.			5
John Crerar L.			7
Library of Congress			10
McGill Univ. L.			9
New York Public L.			7
New York State L.			12
Ottawa Public L.			11
Pittsburgh Carnegie L.			11
St. Louis Public L.			12
Toronto Public L.			10

Note: Those who participated in post-conference trip only are not counted in above statistics.

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[ATTENDANCE REGISTER]

* Prefixed to a name indicates participation in post-conference trip on the lower St. Lawrence and Saguenay Rivers.

** Prefixed to a name indicates participation in post-conference trip only.

Abbreviations: F., Free; P., Public; L., Library; ln., Librarian; asst., Assistant; trus., Trustee; ref., Reference; catlgr., Cataloger; Br., Branch; sch., School.

Abbot, Etheldred, asst. ln. P. L., Brookline, Mass.

Ahearn, Mrs. Thomas, Ottawa, Can.

*Ahern, Mary Eileen, editor "Public Libraries," Chicago, Ill.

*Alexander, W. H., asst. ln. Assn. of the Bar, New York City.

*Alexander, Mrs. W. H., New York City.

Allin, Eugenia, organizer Ill. L. Ex. Commission, Decatur, Ill.

*Anderson, Mrs. C. N., Detroit, Mich.

Anderson, Edwin H., asst. director P. L., New York City.

Anderson, John R., bookseller, New York City.

*Anderson, Margaret M., asst. P. L., Detroit, Mich.

Anderson, Robert B., asst. ln. Harvard Law L., Cambridge, Mass.

Andrews, Clement W., ln. John Crerar L., Chicago, Ill.

Andrus, Gertrude E., supt. child. dept., Seattle, Wash.

*Anthony, Grace F., New York City.

Arbique, Georgette, asst. P. L., Ottawa, Can.

Archer, Frances R., ln. P. L., Talladega, Ala.

Arms, Jessie L., 1st asst. catlgr., Univ. of Iowa, Iowa City, Ia.

*Askew, Sarah B., organizer P. L. Commission, Trenton, N. J.

Ault, A. W., trus. P. L., Ottawa, Can.

Austen, Willard, asst. ln. Cornell Univ. L., Ithaca, N. Y.

Austen, Mrs. Willard, Ithaca, N. Y.

Ayer, Clarence W., ln. P. L., Cambridge, Mass.

Babbitt, Charles J., asst. State L., Boston, Mass.

Baer, Harriet Irene, Hebrew Institute Br., P. L., Chicago, Ill.

Bailey, Arthur L., ln. Wilmington Inst. F. L., Wilmington, Del.

Baker, Charlotte A., ln. State Agric. Coll., Fort Collins, Colo.

Baker, Herbert W., Ottawa, Can.

Baker, Mary N., ln. P. L., Elwood, Ind.

Ball, Fanny D., ln. Central High Sch., Grand Rapids, Mich.

*Banks, Mary, ln. P. Service L. of N. J., Newark, N. J.

Banton, T. W., trus. P. L., Toronto, Can.

Barickman, Mrs. Rena M., ln. P. L., Joliet, Ill.

*Barnett, Claribel R., ln. U. S. Dept. of Agric., Washington, D. C.

Barnett, J. Davis, sec'y-treas. P. L., Stratford, Ont.

Barnstead, Winifred G., asst. catalog dept. P. L., Toronto, Can.

Barry, May H., asst. Geological Survey L., Ottawa, Can.

*Bascom, Elva L., editor A. L. A. Booklist, Madison, Wis.

Bates, Helen C., chief order dept. P. L., Detroit, Mich.

Bates, Mary R., asst. ln. Univ. of Vt., Burlington, Vt.

Baxter, Miss, asst. ln. P. L., London, Ont.

Beatty, Alma, ln. P. L., Pembroke, Ont.

Beer, William, ln. Howard Mem. L., New Orleans, La.

*Bell, Madelene M., senior asst. child. dept. F. P. L., Worcester, Mass.

Bergman, F. W., mgr. Chateau Laurier, Ottawa, Can.

Bergold, Bertha R., asst. Lincoln L., Springfield, Ill.

Bergold, Mrs. E., Springfield, Ill.

Berry, Ethel I., N. Y. State L. Sch., Albany, N. Y.

Billingsley, Mary P., asst. ln. State L., Topeka, Kas.

Black, Mary J. L., ln. P. L., Fort William, Ont.

Blackwelder, Paul, asst. ln. P. L., St. Louis, Mo.

*Blanchard, Grace, ln. P. L., Concord, N. H.

Bligh, Harris H., ln. Supreme Court L., Ottawa, Can.

Bliss, Robert P., asst. sec'y F. L. Commission, Harrisburg, Pa.

Blodgett, Evelyn M., catlgr. State L., Montpelier, Vt.

Bogle, Sarah C. N., director Training Sch. for Children's Lns., Carnegie L., Pittsburgh, Pa.

Booth, Mary J., ln. State Normal Sch. L., Charleston, Ill.

Borchard, Edwin M., law ln. L. of Congress, Washington, D. C.

Borresen, Lily M. E., ln. P. L., Two Harbors, Minn.

Bostwick, Andrew Linn, technical ln. P. L., St. Louis, Mo.

Bostwick, Arthur E., ln. P. L., St. Louis, Mo.

Bostwick, Mrs. A. E., St. Louis, Mo.

Bowerman, George F., ln. P. L., Washington, D. C.

*Bowker, R. R., editor "Library Journal," New York City.

*Bowker, Mrs. R. R., Stockbridge, Mass.

Boyd, Anne M., ln. James Millikin Univ., Decatur, Ill.

Boyd, Edward J., mgr. Cassell Co. Ltd., Toronto, Can.

Boyd, Mrs. W. P., Arthur, Ill.

Boyle, Gertrude M., asst. catalog dept. P. L., Toronto, Ont.

Brandenburg, S. J., ln. Miami Univ. L., Oxford, O.

Brett, William H., ln. P. L., Cleveland, O.

*Briggs, Walter B., ln. Trinity Coll., Hartford, Conn.

*Briggs, Mrs. Walter B., Hartford, Conn.

Brigham, Herbert O., ln. State L., Providence, R. I.

Brigham, Johnson, ln. State L., Des Moines, Ia.

*Brown, Alice Harris, ln. Kingsbridge Br., P. L., New York City.

Brown, Demarchus C., ln. State L., Indianapolis, Ind.

Brown, Geo. A., chairman Carnegie P. L., Campbellford, Ont.

Brown, Walter L., ln. P. L., Buffalo, N. Y.

Browning, Eliza G., ln. P. L., Indianapolis, Ind.

Brydone, William, trus. P. L., Clinton, Ont.

Bryson, Dr. Mary, Ottawa, Can.

Bucher, Mrs. E. A. Sherwood, asst. U. S. Dept. of Agric. L., Washington, D. C.

Bulmer, Jeanie N., ln. Y. W. C. A., New York City.

Burpee, Lawrence J., Ottawa, Can.

Burpee, Mrs. L. J., Ottawa, Can.

*Burr, Clara J., Rocky Hill, Conn.

Burrell, Hon. Martin, minister of agriculture, Ottawa, Can.

Burrell, Mrs. Martin, Ottawa, Can.

Butler, H. L., Am. Law L., New York City.

Butters, Mary T., ln. P. L., Niagara Falls, Ont.

Byam, C. A., chairman P. L., New Liskeard, Ont.

Calder, Mrs. Mary E., ln. P. L., Fenelon Falls, Ont.

Caldwell, Clara A., asst. P. L., Cleveland, O.

Caldwell, Lena E., ln. P. L., Flint, Mich.

*Calhoun, Alexander, ln. P. L., Calgary, Alta.

*Calhoun, Marion, asst. ln. Geological Survey L., Ottawa, Can.

*Calhoun, Mrs. R. C., Ottawa, Can.

Cameron, A. W., ex-pres. Ont. L. Assn., Woodstock, Ont.

Carey, Miriam E., organizer P. L. Com., St. Paul, Minn.

Carr, Henry J., ln. P. L., Scranton, Pa.

Carr, Mrs. Henry J., Scranton, Pa.

Carson, W. O., ln. P. L., London, Ont.

Carswell, F. Edina, Toronto, Can.

Carswell, R., law book publisher, Toronto, Can.

Carswell, Mrs. R., Toronto, Can.

Carter, Bertha, asst. catlg. dept. State L., Indianapolis, Ind.

Casey, Magdalen, ln. Archives L., Ottawa, Can.

Caswell, E. S., sec'y-treas. P. L., Toronto, Can.

Champion, Miss J. H., ln. P. L., Sault Ste. Marie, Ont.

Chapin, Artena M., ln. A. K. Smiley P. L., Redlands, Cal.

Chapman, Effie Louise, ln's sec'y, P. L., Seattle, Wash.

Charlton, Miss M. R., ln. Medical L., McGill Univ., Montreal, Can.

Charlton, Ruby, N. Y. State L. Sch., Albany, N. Y.

Charteris, Dr. C. R., pres. Ontario L. Assn., Chatham, Ont.

Chase, Kate B., asst. P. L., Chicago, Ill.

Cheney, George N., ln. Court of Appeals L., Syracuse, N. Y.

Cheney, Mrs. George N., Syracuse, N. Y.

Chidester, Maud, children's ln. P. L., Evanston, Ill.

Chipman, Frank E., managing director Boston Book Co., Boston, Mass.

Chivers, Cedric, bookbinder, Brooklyn, N. Y.

Clapp, Clifford B., catlgr. Dartmouth Coll. L., Hanover, N. H.

*Clark, Mrs. George Edward, Skaneateles, N. Y.

Clark, Geo. L., State L., Lansing, Mich.

Clark, Mrs. G. L. Lansing, Mich.

Clarke, Edith E., head catlgr. Syracuse Univ. L., Syracuse, N. Y.

*Clarke, Elizabeth P., ln. Seymour L. Auburn, N. Y.

*Clayton, Reta, Ocean Grove, N. J.

Cleavinger, John S., ln. P. L., Jackson, Mich.

Cleland, Ethel, asst. & catlgr. leg. ref. dept., State L., Indianapolis, Ind.

*Clement, Caroline B., asst. P. L., Manchester, N. H.

Climie, Janet, asst. P. L., Listowel, Ont.

Climie, Lillie, ln. P. L., Listowel, Ont.

Cobb, Edith H., asst. F. P. L., New Bedford, Mass.

*Cochran, Mary R., ln. Walnut Hills Br., P. L., Cincinnati, O.

Colby, Adah M., supt. of branches and apprentices, P. L., Brooklyn, N. Y.

Colegrove, Mrs. Mabel E., Heermance Mem. L., Coxsackie, N. Y.

*Cotter, Minnie B., ln. P. L., Derby, Conn.

*Craig, Jennie A., custodian English Seminar, Univ. of Ill., Urbana, Ill.

Craver, Harrison W., ln. Carnegie L., Pittsburgh, Pa.

Craver, Mrs. H. W., Pittsburgh, Pa.

Crevecoeur, P. B. de, ln. Fraser Institute, Montreal, Can.

Crocker, Mary, chief open shelf dept. P. L., St. Louis, Mo.

**Crosby, Caroline R., Milford, N. H.

Crossley, F. B., ln. Northwestern Univ. Law L., Chicago, Ill.

Cruikshank, D. P., mngr. Library Bureau, Ottawa, Ont.

Cruikshank, Mrs. D. P., Ottawa, Ont.

Cunningham, Jesse, municipal ref. ln. P. L., St. Louis, Mo.

Curtiss, Frances, asst. P. L., Detroit, Mich.

Cutter, Annie S., supervisor sch. dept., P. L., Cleveland, O.

Cutter, W. P., ln. Engineering Societies L., New York City.

Cuttle, A. H., chairman L. board, Collingwood, Ont.

Cuttle, Mrs. M. A., Collingwood, Ont.

*Dakin, Maude I., asst. L. of Congress, Washington, D. C.

Dale, Dorethea P., asst, P. L., Cleveland, O.

*Dame, Katharine, instructor N. Y. State L. Sch., Albany, N. Y.

Daout, Emilieu, vice-pres. Librarie Beauchemin, Montreal, Can.

Datz, H. R., Library Bureau, New York City.

Davis, Eva, asst. P. L., Toronto, Can.

*Davis, Georgia S., asst. P. L., Grand Rapids, Mich.

Davis, Mary I., 1st asst. Carnegie West Br., P. L., Cleveland, O.

Davis, Mary L., ln. P. L., Troy, N. Y.

Davis, Orlando C., ln. P. L., Waltham, Mass.

Davison, Mrs. Hannah P., ln. P. L., San Diego, Cal.

DeCelles, Alfred D., ln. of Parliament, Ottawa, Can.

Dewar, A. F., Ottawa, Can.

**Dewey, Mrs. Melvil, Lake Placid Club, N. Y.

Dice, J. Howard, N. Y. State L. Sch., Albany, N. Y.

*Dickerson, L. L., ln. Iowa College L., Grinnell, Ia.

*Dill, Maude, Decatur, Ill.

Dinsmoor, Kate E., head catlgr. State L., Topeka, Kas.

*Dinsmore, Lucy C., ln. Walker Br., P. L., Minneapolis, Minn.

*Dobbins, Elizabeth V., ln. Am. Tel. & Tel. Co., New York City.

Doren, Electra C., Dayton, O.

Dougan, Alice M., N. Y. State L., Albany, N. Y.

*Dougherty, Anna R., chief art dept., F. L., Philadelphia, Pa.

Dougherty, Harold T., ln. Sayles Mem. L., Pawtucket, R. I.

*Dougherty, Helen R., Philadelphia, Pa.

Dow, Mary E., ln. P. L., Saginaw, Mich.

**Drury, Miss C. K., New Brunswick, N. J.

*Drury, F. K. W., asst. ln. Univ. of Ill., Urbana, Ill.

*Drury, Mrs. F. K. W., Urbana, Ill.

**Drury, Mrs. J. B., New Brunswick, N. J.

Drysdale, Sara E., head circ. dept., P. L., Ottawa, Can.

Dudgeon, M. S., sec'y Wis. F. L. Com., Madison, Wis.

Duefel, Jennie, P. L., Decatur, Ill.

Dunham, B. Mabel, ln. P. L., Berlin, Ont.

Durfee, Jennie T., Decatur, Ill.

Dwight, Edith C., ln. Ont. Agric. College L., Guelph, Ont.

Eakins, Wm. Geo., ln. Law Soc. of Upper Canada, Toronto, Can.

Eaman, Mabel, asst. John Crerar L., Chicago, Ill.

Eastman, Linda A., vice-ln. P. L., Cleveland, O.

Elliott, Caroline L., ref. ln. P. L., Chicago, Ill.

*Elliott, Edith L., clerk Democrat Printing Co., Madison, Wis.

Elliott, Thos. E., trus. P. L., Kenora, Ont.

Ellis, Helen, asst. P. L., Brooklyn, N. Y.

*Ellis, Victoria, ln. P. L., Long Beach, Cal.

Elmendorf, Mrs. H. L., vice-ln. P. L., Buffalo, N. Y.

Eno, Sara W., ln. Stetson Univ. L., DeLand, Fla.

Erb, Frederic W., supervisor loan div. and asst. ln., Columbia Univ. L., New York City.

Erskine, Edith, ln. Mark White Sq. Br., P. L., Chicago, Ill.

Estabrooke, Mrs. Kate C., Maine L. Commission, Orono, Me.

Evans, Mrs. Alice G., ln. P. L., Decatur, Ill.

Fatout, Nellie B., Pacific Br., P. L., Brooklyn, N. Y.

Faxon, Frederick W., L. mgr., Boston Book Co., Boston, Mass.

Faxon, Mrs. F. W., Boston, Mass.

*Faxon, Mrs. Marcus, Boston, Mass.

Feazel, Ernest A., ln. Law L., Cleveland, O.

Fellows, Jennie D., instructor N. Y. State L. Sch., Albany, N. Y.

*Fenton, Polly, catlgr. P. L., Milwaukee. Wis.

Field, O. J., chief clerk Dept. of Justice, Washington, D. C.

Field, Pearl I., sen. asst. P. L., Chicago, Ill.

Field, Ruth K., asst. P. L., Cleveland, O.

*Fison, Herbert W., ln. P. L., Malden, Mass.

*Fix, Arminda L., Walla Walla, Wash.

Flexner, Jennie M., classifier F. P. L., Louisville, Ky.

Ford, Eva M., Chicago, Ill.

*Forstall, Gertrude, asst. catlgr. John Crerar L., Chicago, Ill.

Foster, Consul-General John G., Ottawa, Can.

Foster, Mrs. J. G., Ottawa, Can.

Fuller, George W., ln. P. L., Spokane, Wash.

*Furness, Margaret, sen. asst., John Crerar L., Chicago, Ill.

Gamble, Wm. B., chief tech. div., P. L., New York City.

Gay, Helen K., ln. P. L., New London, Conn.

Gaylord, H. J., Gaylord Brothers, Syracuse, N. Y.

Geddes, Helen C., asst. Univ. of Ill. L., Urbana, Ill.

George, C. A., ln. P. L., Elizabeth, N. J.

George, Mrs. C. A., Elizabeth, N. J.

*George, Lillian M., catlgr. Purdue Univ. L., Lafayette, Ind.

Gerould, J. T., ln. Univ. of Minn., Minneapolis, Minn.

Gifford, Florence M., asst P. L., Cleveland, O.

Gill, Anna, asst. P. L., St. Louis, Mo.

Glasgow, Ellen, Richmond, Va.

*Gleason, Celia, asst. ln. P. L., Los Angeles, Cal.

Godard, Geo. S., ln. State L., Hartford, Conn.

Godard, Mrs. Geo. S., Hartford, Conn.

Goldberg, Bessie, head catlgr., P. L., Chicago, Ill.

Gooch, Harriet B., instructor Pratt Inst., Brooklyn, N. Y.

Goodchild, F. D., publisher, Toronto, Can.

Goodchild, Mrs. F. D., Toronto, Can.

Goodrich, Nathaniel L., ln. Dartmouth Coll., Hanover, N. H.

Gosnell, R. E., Dom. Mss. Com., Victoria, B. C.

*Goss, Agnes C., ln. State Normal Sch. L., Athens, Ga.

*Gould, Charles H., ln. McGill Univ., Montreal, Can.

Grant, D. M., trus. P. L., Sarnia, Ont.

Grant, Sir James, Ottawa, Can.

Grasty, Katharine G., ln. Eastern High Sch. L., Baltimore, Md.

Greene, Ainslie W., chairman P. L., Ottawa, Can.

Greene, Chas. S., ln. F. L., Oakland, Cal.

Greene, Mrs. Chas. S., Oakland, Cal.

*Greenman, E. D., asst. U. S. Bur. of Educ. L., Washington, D. C.

**Greenman, Mrs. E. M., Albany, N. Y.

**Greenman, E. May, asst. State Educ. Dept., Albany, N. Y.

Griggs, Lillian, asst. Barr Br., P. L., St. Louis, Mo.

Gymer, Rose C., ln. Perkins Br., P. L., Cleveland, O.

Hadley, Chalmers, ln. P. L., Denver, Colo.

Hall, Bessie G., Trav. L. Dept., McGill Univ., Montreal, Can.

*Hall, Drew B., ln. P. L., Somerville, Mass.

**Hall, Mrs. Drew B., Somerville, Mass.

Hall, Ernest S., ln. P. L., Plattsburgh, N. Y.

Hall, Mary E., ln. Girl's High Sch. L., Brooklyn, N. Y.

Hamilton, W. J., chairman P. L., Fort William, Ont.

Handy, D. N., ln. Insurance L. Assn., Boston, Mass.

Hardenberg, Bessie, asst. P. L., Scranton, Pa.

Hardy, Judge A. D., trus. P. L., Brantford, Ont.

Hardy, E. A., sec'y Ontario L. Assn., Toronto, Can.

*Hardy, Mary T., asst. ln. P. L., Grand Rapids, Mich.

Harris, Miss A. M., ln. P. L., Guelph, Ont.

Harrison, Joseph LeRoy, ln. Forbes L., Northampton, Mass.

Hartshorn, W. H., Maine L. Commission, Lewiston, Me.

Hasbrouck, Mary K., ln. P. L., Ogdensburg, N. Y.

Hastings, C. H., chief of card section, L. of Congress, Washington, D. C.

Hatton, Wm. H., chairman Wis. F. L. Com., New London, Wis.

Hawkins, Eleanor E., head catlgr., P. L., Kansas City, Mo.

Hawkins, Mrs. W. M., Buffalo, N. Y.

Hawley, Mrs. Joseph R., Chicago, Ill.

*Hawley, Mary E., asst. catlgr. John Crerar L., Chicago, Ill.

*Hay, Flora N., ref. ln. P. L., Evanston, Ill.

*Hayes, Ethel M., acting ln., Tufts College L., Tufts College, Mass.

Hazeltine, Mary E., preceptor L. Sch. of the Univ. of Wis., Madison, Wis.

Henderson, Lucia T., ln. James Prendergast F. L., Jamestown, N. Y.

Henley, Lillian, asst. ref. ln., State L., Indianapolis, Ind.

Hepburn, William M., ln. Purdue Univ., Lafayette, Ind.

*Herrick, Cate E., New Haven, Conn.

Hewins, Caroline M., ln. P. L., Hartford, Conn.

Hewitt, Luther E., ln. Law Assn., Philadelphia, Pa.

Hildreth, Eugene W., Publisher, Boston, Mass.

*Hill, Edith M., 1st asst. St. Clair Br., P. L., Cleveland, O.

Hill, Frank P., ln. P. L., Brooklyn, N. Y.

Hill, Grace, N. Y. State L. Sch., Albany, N. Y. (Ft. Dodge, Ia.)

*Hills, Elizabeth C., ln. Cobleigh L., Lyndonville, Vt.

Hinchey, Comptroller Edward H., Ottawa, Can.

Hirshberg, Herbert S., ref. ln., P. L., Cleveland, O.

Hirshberg, Mrs. Herbert S., Cleveland, O.

Hoagland, Merica, director Indiana L. Sch., Indianapolis, Ind.

Hodge, Cordelia B., F. L. Com., Harrisburg, Pa.

Hodge, Mrs. J. M., Harrisburg, Pa.

Holmden, Kate, asst. P. L., Ottawa, Ont.

Honeyman, J. R. C., ln. P. L., Regina, Sask.

Hookstadt, Carl, asst. L. of Congress, Washington, D. C.

Hooper, Louise M., ln. P. L., Brookline, Mass.

Hopkins, Jessica, ln. P. L., Paducah, Ky.

Hopper, Franklin F., ln. P. L., Tacoma, Wash.

*Horsfall, Elizabeth L., Br. ln., F. L., Newton, Mass.

Hough, Romeyn B., Lowville, N. Y.

Houston, Charlotte S., asst. McGill Univ. L., Montreal, Can.

Hubbard, Anna G., order ln., P. L., Cleveland, O.

Hubbell, Jane P., ln. P. L., Rockford, Ill.

Huestis, A. E., trus. P. L., Toronto, Can.

*Hughes, Howard L., ln. P. L., Trenton, N. J.

Hunter, Adam, ln. P. L., Hamilton, Ont.

Huntting, Henry R., bookseller, Springfield, Mass.

Hutchins, Margaret, ref. asst. Univ. of Ill. L., Urbana, Ill.

*Hutchinson, Helen, ln. Am. Medical Assn., Chicago, Ill.

Hutchinson, Susan A., ln. Brooklyn Inst. Museum L., Brooklyn, N. Y.

Hyde, Sophie, head order dept., Univ. of Minn. L., Minneapolis, Minn.

*Ideson, Julia, ln. Carnegie L., Houston, Tex.

Iles, George, New York City. (Trustee Hackley School L., Tarrytown, N. Y.)

Imai, K., director, P. L., Osaka, Japan.

Imhoff, Ono Mary, asst. ln. legislative ref. dept., Madison, Wis.

Imrie, William, ln. P. L., Tillsonburg, Ont.

Ingersoll, Elizabeth S., supt. order dept., Cornell Univ. L., Ithaca, N. Y.

Inman, Grace E., 1st. asst. F. L., Olneyville, R. I.

Inman, Harris W., Providence, R. I.

*Jackson, Emeline, asst. P. L., Winnipeg, Man.

*Jackson, Henrietta, asst. ln. P. L., Winnipeg, Man.

Janvrin, Charles E., ln. Nat. Hist. L., Univ. of Ill., Urbana, Ill.

Jardine, Isabella, ln. P. L., Hespeler, Ont.

Jellinghaus, Carl L., asst. editor "Library Journal," New York City.

Jenkins, Frederick W., ln. N. Y. Sch. of Philanthropy, New York City.

Jenkins, Mrs. F. W., New York City.

Jennings, Judson T., ln. P. L., Seattle, Wash.

Jerome, Janet, asst. child. ln., P. L., Denver, Colo.

*Jessop, Edith, Columbus, Ga.

*Jewell, Agnes H., asst. ln. P. L., Adrian, Mich.

Johnson, Josephine M., asst. P. L., Chicago, Ill.

Johnston, Louise, ln. P. L., Stratford, Ont.

Johnston, R. H., ln. Bur. of Railway Economics, Washington, D. C.

Jolicoeur, Marie E., asst. P. L., Ottawa, Can.

Jones, E. Kathleen, ln. McLean Hospital, Waverly, Mass.

Jones, Mabel Delle, ln. P. L., Charleston, W. Va.

Jones, Mary L., ln. Bryn Mawr L., Bryn Mawr, Pa.

Josephson, Aksel G. S., chief catlgr. John Crerar L., Chicago, Ill.

Josephson, Mrs. Aksel G. S., Chicago, Ill.

Josselyn, Lloyd W., ln. Univ. Club, Chicago, Ill.

Jutton, Emma R., loan ln. Univ. of Ill. L., Urbana, Ill.

Kaiser, John B., ln. Dept. of Economics, Univ. of Ill., Urbana, Ill.

Kaiser, Mrs. John B., Urbana, Ill.

Keator, Alfred D., asst. P. L., Brooklyn, N. Y.

Keefer, Jessie G., asst. P. L., Scranton, Pa.

Keith, Kate, gen. asst. child. dept. Carnegie L., Pittsburgh, Pa.

Kelso, Tessa L., The Baker & Taylor Co., New York.

Kennedy, Annie A., ln. P. L., Kingston, Ont.

Kennedy, Ellen L., sec'y to ln. P. L., Chicago, Ill.

Keogh, Andrew, ref. ln. Yale Univ. L., New Haven, Conn.

Kerr, Mrs. Jessie, ln. P. L., Brussels, Ont.

Kerr, Willis H., ln. Kansas State Normal Sch., Emporia, Kas.

Kerr, Mrs. W. H., Emporia, Kas.

Kimball, W. C., chairman N. J. P. L. Com., Passaic, N. J.

King, Dr. W. F., Dominion Astronomer, Ottawa, Can.

Klingelsmith, Mrs. M. C., ln. Biddle Law L., Univ. of Pa., Philadelphia, Pa.

Koch, Theodore W., ln. Univ. of Mich., Ann Arbor, Mich.

Koch, Mrs. T. W., Ann Arbor, Mich.

*Koerper, Anna C., asst. order div. L. of Congress, Washington, D. C.

Kohler, Minnie M., ln. P. L., Moline, Ill.

Kopp, Adeline E., ln. P. L., Palmerston, Ont.

Krause, Louise B., ln. H. M. Byllesby & Co., Chicago, Ill.

Lagergren, Anna C. asst. Univ. of Chicago, Chicago, Ill.

Lamprey, Mary L., ln. Ames F. L., North Easton, Mass.

Lane, Harriet, ln. P. L., Freeport, Ill.

Lapp, John A., leg. ref. ln., State L., Indianapolis, Ind.

Lapp, Mrs. John A., Indianapolis, Ind.

Larmouth, Mrs. L. P., Ottawa, Can.

Latham, Calhoun, ln. P. L., Bridgeport, Conn.

Laurier, Sir Wilfrid, Ottawa, Can.

Law, Marie H., asst. Carnegie L., Pittsburgh, Pa.

Lawrence, Hannah M., child. ln. P. L., Buffalo, N. Y.

Le Sueur, Dr. W. D., Ottawa, Can.

Lease, Evelyn S., ln. Kellogg-Hubbard L., Montpelier, Vt.

Ledbetter, Mrs. Eleanor E., ln. Broadway Br., P. L., Cleveland, O.

Lee, George W., ln. Stone & Webster, Boston, Mass.

Legler, Henry E., ln. P. L., Chicago, Ill.

Legler, Mrs. Henry E., Chicago, Ill.

*Lehman, Reba F., ln. P. L., Hazelton, Pa.

Leitch, Harriet E., ln. Edgewater Sub. Br., P. L., Cleveland, O.

*Leslie, Eva G., child. ln. P. L., Cleveland, O.

Lewis, Eleanor F., head of circ. & ref. depts. Northwestern Univ. L., Evanston, Ill.

Lewis, Sarah Virginia, 1st asst. circ. dept. P. L., Cleveland, O.

*Libbie, Frederick J., book auctioneer, Boston, Mass.

*Libbie, Mrs. Frederick J., Boston, Mass.

*Lindholm, Marie F., ln. P. Service Com., New York City.

*Ling, Katherine G., asst. ref. ln. P. L., Detroit, Mich.

Locke, George H., chief ln., P. L., Toronto, Can.

Loeffler, Olive N., asst. child. dept., Carnegie

L., Pittsburgh, Pa.

Lomer, D. A., asst. McGill Univ. L., Montreal, Can.

*Loomis, Nellie A., ln. P. L., Columbus, Wis.

Lovi, Henrietta, chief order div., P. L., Chicago, Ill.

*Lucht, Julius, Brooklyn, N. Y.

Lyman, Bertha H., ref. ln. P. L., Providence, R. I.

Lyman, Edna, story teller and lecturer on children's work, Oak Park, Ill.

Lyon, Frances D., sub. ln. State Law L., Albany, N. Y.

McClelland, E. H., technology ln., Carnegie L., Pittsburgh, Pa.

McCormick, M. C., asst. L. of Parliament, Ottawa, Can.

*McCrum, Blanche P., Lexington, Va.

McCurdy, Mary de Bure, supervisor of sch. div., Carnegie L., Pittsburgh, Pa.

McCurdy, R. M., ln. Mercantile L., Cincinnati, O.

Macdonald, Mrs. A. C., ln. P. L., St. Thomas, Ont.

*McDowell, Grace E., ln. Winthrop Station Br., P. L., Brooklyn, N. Y.

McElroy, Annie, asst. P. L., Ottawa, Ont.

MacEwen, Violet M., asst. P. L., Westmount, Que.

MacGuiness, Miss C. L., Assn. of the Bar L., New York City.

Mackay, Margaret S., head catlgr. McGill Univ. L., Montreal, Can.

McKellar, Janet C., ln. P. L., Ingersoll, Ont.

McKillop, Samuel A., ln. South Side Br., P. L., Milwaukee, Wis.

*McLachlan, Nancy C., ln. F. P. L., Hannibal, Mo.

McLenegan, Chas. E., ln. P. L., Milwaukee, Wis.

McLenegan, Mrs. Chas. E., Milwaukee, Wis.

*McLoney, Ella M., ln. P. L., Des Moines, Ia.

MacNair, Mary W., asst. L. of Congress, Washington, D. C.

Macnaughton, Prof. John, McGill Univ., Montreal, Can.

Manche, Hellene, asst. P. L., Cleveland, O.

Mann, B. Pickman, bibliographer, Washington, D. C.

Mann, Mrs. B. Pickman, Washington, D. C.

Mann, Margaret, chief catlgr. Carnegie L., Pittsburgh, Pa.

Marion, Guy E., ln. Arthur D. Little, Inc., Boston, Mass.

Marquand, Fanny E., asst. catlgr. P. L., Cleveland, O.

*Martin, Mary P., ln. P. L. Assoc., Canton, O.

Martyn, A. E., Ottawa, Can.

Mason, Mrs. Anna P., asst. P. L., St. Louis, Mo.

Massee, May, head open shelf dept. P. L., Buffalo, N. Y.

Masson, Annie A., catlgr. P. L., Ottawa, Can.

*Matthews, Harriet L., ln. P. L., Lynn, Mass.

Mears, Igerna A., asst. P. L., Cleveland, O.

*Mell, Mildred, chief of Staff, Univ. of Ga. L., Athens, Ga.

Merrill, Wm. Stetson, chief classifier, Newberry L., Chicago, Ill.

Mettee, Andrew H., ln. L. Company of the Bar, Baltimore, Md.

Metz, Corinne A., ln. Brumback L., Van Wert, O.

Milam, Carl H., Sec'y P. L. Com., Indianapolis, Ind.

Milam, Mrs. Carl H., Indianapolis, Ind.

Millard, Alice G., ln. P. L., Galt, Ont.

Miller, Mrs. A. J., Muskegon, Mich.

Miller, Lulu F., ln. Hackley P. L., Muskegon, Mich.

*Miller, Zana K., ln. Wis. Tax Com., Madison, Wis.

*Moir, Elizabeth, ref. ln., P. L., Toronto, Can.

Monchow, Carrie M., ln. F. L., Dunkirk, N. Y.

Monrad, Anna M., asst. Yale Univ. L., New Haven, Conn.

Montgomery, Thomas L., ln. State L., Harrisburg, Pa.

Montgomery, Mrs. Thomas L., Harrisburg, Pa.

Morningstern, Wm. B., head tech. dept. F. P. L., Newark, N. J.

Morningstern, Mrs. Wm. B., Newark, N. J.

Morse, Anna L., ln. Reuben Macmillan F. L., Youngstown, O.

Morton, F. B., Philadelphia, Pa.

*Moulton, John G., ln. P. L., Haverhill, Mass.

Murray, Margaret E., ln. Filene Ref. L., Boston, Mass.

*Myers, Frances E., child. ln. P. L., Brooklyn, N. Y.

Naughton, Jane, Watertown, N. Y.

Nichols, Albert R., asst. ln. P. L., Providence, R. I.

Norman, O. E., ln. People's Gas Light & Coke Co., Chicago, Ill.

Norton, Mary K., ln. P. L., Proctor, Vt.

Nursey, Walter R., inspector of libraries, Dept. of Education, Toronto, Can.

*Nutting, Geo. E., ln. P. L., Fitchburg, Mass.

*Nutting, Mrs. Geo. E., Fitchburg, Mass.

O'Flynn, Josephine, instructor of apprentices, P. L., Detroit, Mich.

*Ogden, E. Lucy, asst. L. of Congress, Washington, D. C.

Oko, Adolph S., ln. Hebrew Union College L., Cincinnati, O.

O'Meara, Eva J., asst. McGill Univ. L., Montreal, Can.

O'Shaughnessy, Margaret, principal asst. P. L., Chicago, Ill.

Owens, Alpha L., asst. John Crerar L., Chicago, Ill.

Palmer, Margaret, ln. P. L., Hibbing, Minn.

*Palmer, Mary Bell, ln. Carnegie L., Charlotte, N. C.,

Paoli, Mrs. Minnie B., loan ln. P. L., Cleveland, O.

Parent, Dr. R. H., Ottawa, Can.

Parker, John, acting ln. Peabody Institute, Baltimore, Md.

*Partch, Isa L., asst. P. L., Detroit, Mich.

Patten, Katharine, ln. Minneapolis Atheneum, Minneapolis, Minn.

Pattengill, Henry R., Lansing, Mich.

Patterson, J. Ritchie, supt. binderies div., P. L., Chicago, Ill.

Patterson, Mrs. J. R., Chicago, Ill.

*Patton, Adah, classifier, Univ. of Ill. L., Urbana, Ill.

Peacock, Joseph L., ln. Memorial & P. L., Westerly, R. I.

Peck, Nina A., asst. P. L., Cleveland, O.

Peoples, W. T., ln. Mercantile L., New York City.

Peoples, Mrs. W. T., New York City.

Perley, Hon. George H., Acting Prime Minister of Canada, Ottawa, Can.

*Peters, Mary G., ln. F. P. L., Bayonne, N. J.

*Petty, Annie F., ln. State Normal and Indust. Coll. L., Greensboro, N. C.

Phelan, John F., supt. dept. of branches, P. L., Chicago, Ill.

Phelps, Edith Allen, ln. Carnegie L., Oklahoma City, Okla.

Phillips, E. C., Oneonta, N. Y.

Phillips, Mary E., ex-ln., Oneonta, N. Y.

Pillsbury, Olive E., ln. Davis Sq. Br., P. L., Chicago, Ill.

Plummer, Mary W., director L. Sch., P. L., New York City.

Pollard, Annie Archer, 2nd asst ln., P. L., Grand Rapids, Mich.

Poole, Franklin O., ln. Assn. of the Bar L., New York City.

Porter, W. T., trus. P. L., Cincinnati, O.

Potter, Mrs. Frederick W., Oakland, Cal.

Power, Effie L., supervisor of child. work, P. L., St. Louis, Mo.

*Pratt, Adelene J., Asbury Park, N. J.

*Pratt, Edna B., organizer P. L., Com., Trenton, N. J.

*Preston, Nina K., ln. Hall-Fowler L., Ionia, Mich.

Proulx, Adelard E., ref. asst. P. L., Ottawa, Can.

Putnam, Herbert, ln. L. of Congress, Washington, D. C.

Quinn, Florence, asst. P. L., Chicago, Ill.

*Rabardy, Etta L., asst. Boston Atheneum, Boston, Mass.

Ranck, Samuel H., ln. P. L., Grand Rapids, Mich.

*Rand, Mrs. H. T., Boston, Mass.

Randall, Bertha T., ln. East Liberty Br., Carnegie L., Pittsburgh, Pa.

Raney, M. Llewellyn, ln. John Hopkins Univ. L., Baltimore, Md.

*Rankin, Eliza J., ln. P. L., Newark, O.

Rankin, H. M., Chatham, Ont.

Rankin, Ina, asst. P. L., New York City.

Rankin, M. S., Chatham, Ont

Rathbone, Josephine A., vice-director Pratt Inst. Sch. of L. Sci., Brooklyn, N. Y.

Rawson, Fannie C., Sec'y L. Com., Frankfort, Ky.

Read, Eva G., Hon. ln. Women's Can. Hist. Soc., Ottawa, Can.

Reece, Ernest J., Cleveland, O.

Reed, Amy L., ln. Vassar Coll. L., Poughkeepsie, N. Y.

**Reed, Edith.

Reed, Lois A., asst. ln. Univ. of Rochester L., Rochester, N. Y.

Reese, Rena, asst. ln., P. L., Denver, Colo.

Reid, Adelia, asst. ln. State L., Lansing, Mich.

Reid, Jennie S., ln. P. L., Chatham, Ont.

*Reid, Marguerite McQ., foreign dept., P. L., Providence, R. I.

Reinick, Wm. R., chief pub. doc. dept., F. L., Philadelphia, Pa.

Reque, Anna C., classifier P. L., Chicago, Ill.

Richardson, E. C., ln. Princeton Univ. L., Princeton, N. J.

Richardson, Mabel K., ln. Univ. of So. Dak., Vermillion, S. D.

Ritchie, Hazen, chairman P. L., Peterborough, Ont.

Robb, Miss M. I., ln. P. L., Woodstock, Ont.

Robbins, Mary E., ln. & chairman L. Faculty, Simmons College, Boston, Mass.

Roberts, Mrs. Blanche W., ln. Bates College, Lewiston, Me.

*Roberts, Flora B., ln. P. L., Superior, Wis.

Roberts, Mary H., order asst. Univ. of Ill. L., Urbana, Ill.

Robertson, J. P., ln. Provincial L. of Manitoba, Winnipeg, Man.

Robertson, Dr. James W., C. M. G., Ottawa, Can.

*Robinson, Helen F., Divinity Sch. L., Philadelphia, Pa.

Robinson, Rev. L. M., ln. Divinity Sch. L., Philadelphia, Pa.

Roden, C. B., asst. ln. P. L., Chicago, Ill.

Roden, Mrs. C. B., Chicago, Ill.

*Rolland, Anna P., asst. ln. P. L., Dedham, Mass.

Rose, Grace D., ln. P. L., Davenport, Ia.

Ross, L. I., asst. McGill Univ. L., Montreal, Can.

Rowe, Carrie A., clerk of files, Office Specialty Co., Toronto, Can.

Rowell, W. C., rep. of H. W. Wilson Co., New York City.

Rule, Elizabeth E., asst. ln. P. L., Lynn, Mass.

Rush, Charles E., ln. P. L., St. Joseph, Mo.

*Russ, Nellie M., ln. P. L., Pasadena, Cal.

Ryan, M. Lillian, sen. asst. Br. dept., P. L., Chicago, Ill.

Sanborn, Alice E., ln. Wells Coll., Aurora, N. Y.

Sanborn, Henry N., stud. N. Y. State L. Sch., Albany, N. Y.

Sanborn, W. F., ln. P. L., Cadillac, Mich.

Sanborn, Mrs. W. F., Cadillac, Mich.

Sargent, Abby L., ln. P. L., Medford, Mass.

Sargent, Jessie M., 1st asst. circ. dept., P. L., St. Louis, Mo.

Saxe, Mary S., ln. P. L., Westmount, Que.

Scarth, Mrs. W. B., Ottawa, Can.

Schenk, Frederick W., law ln. Univ. of Chicago, Chicago, Ill.

Schenk, Mrs. F. W., Chicago, Ill.

Scott, Mary McKay, Ottawa, Can.

Scott, Victoria, ln. P. L., Owen Sound, Ont.

*Secombe, Annabell C., ln. P. L., Milford, N. H.

Seemann, Samuel, Pittsburgh, Pa.

Settle, Geo. T., acting asst. ln. F. P. L., Louisville, Ky.

*Sewall, W. F., ln. P. L., Toledo, O.

*Sewall, Mrs. W. F., Toledo, O.

Seward, Wm. F., ln. P. L., Binghamton, N. Y.

Seymour, May, Lake Placid Club, N. Y.

Shattuck, Helen B., ln. Univ. of Vt., Burlington, Vt.

Shaw, Robert K., ln. F. P. L., Worcester, Mass.

Sheaf, Edith M., ln. F. L., Herkimer, N. Y.

Shearman, Edna M., Dept. of Labor, Ottawa, Can.

Sheetz, A. Coleman, 2nd asst. State L., Harrisburg, Pa.

*Sheldon, Philena R., asst. L. of Congress, Washington, D. C.

Shepard, Rhoda C., asst. P. L., Cleveland, O.

Sherwood, Kittie W., Cincinnati, O.

Shortt, Mrs. Adam, Ottawa, Can.

*Sibley, Mrs. Mary J., acting ln. and director L. Sch., Syracuse Univ., Syracuse, N. Y.

Silverthorn, Bessie B., asst. ln. Kellogg-Hubbard L., Montpelier, Vt.

Simms, Clara A., asst. sec'y A. L. A., Chicago, Ill.

Simpson, Mrs. J. B., Ottawa, Can.

Sine, Clifford, sec'y P. L., Gananoque, Ont.

Small, A. J., law ln. State L., Des Moines, Ia.

Smith, Adam F., Office Specialty Mfg. Co., Toronto, Can.

Smith, Arthur B., ln. State Agric. Coll., Manhattan, Kan.

Smith, Bessie Sargeant, P. L., Cleveland, O.

Smith, Mrs. Elizabeth, ln. P. L., Chadron, Neb.

Smith, Elizabeth M., ref. asst. N. Y. State L., Albany, N. Y.

Smith, Elizabeth W., Portland, Me.

Smith, Frances, Chadron, Neb.

Smith, Rev. G. L., ln. P. L., Forest, Ont.

Smith, Geo. Dana, ln. Fletcher F. L., Burlington, Vt.

Smith, Jessie F., Forest, Ont.

Smith, M. E., trus. P. L., Niagara Falls, Ont.

*Smith, Robert L., asst. ref. ln. P. L., Brooklyn, N. Y.

Sneed, Mrs. Percival, prin. Atlanta L. Sch., Carnegie L., Atlanta, Ga.

Snyder, Mary B., ln. Nelson Br., P. L., Queens Borough, N. Y.

*Solberg, Thorvald, reg. of copyrights, Washington, D. C.

*Speck, Mrs. Laura, asst. P. L., St. Louis, Mo.

Spencer, Lois A., ln. Spies P. L., Menominee, Mich.

Spereman, Patricia, catlgr., Dept. of Educ., Toronto, Can.

Sperry, Helen, ln. Silas Bronson L., Waterbury, Conn.

*Sperry, Ruth, Waterbury, Conn.

Sprague, Joanna H., ln. P. L., Salt Lake City, Utah.

Sprague, Katherine T., Buffalo, N. Y.

Sproule, Jessie, asst. P. L., Ottawa, Can.

Staton, Frances M., asst. ref. dept. P. L. Toronto, Can.

Steele, Elizabeth K., ln. P. L., Lorain, O.

Steiner, Bernard C., ln. Enoch Pratt F. L., Baltimore, Md.

Stetson, Willis K., ln. F. P. L., New Haven, Conn.

Stevens, W. F., ln. Carnegie L., Homestead, Pa.

Stevenson, Luella M., 1st asst. Carnegie F. L., Braddock, Pa.

Stewart, Mrs. McLeod, Ottawa, Can.

Stewart, Margaret M., ln. P. L., Brockville, Ont.

Stimson, Florence, loan desk asst. Univ. of Cincin. L., Cincinnati, O.

Streeter, Margaret E., ln. P. L., Muncie, Ind.

Strohm, Adam, asst. ln. P. L., Detroit, Mich.

Strong, George F., ln. Adelbert Coll. L., Cleveland, O.

Stuart, W. H., bookseller, Philadelphia, Pa.

Stuart, Mrs. W. H., Philadelphia, Pa.

Sutherland, Elizabeth M., Ottawa, Can.

Sutton, Edith, ln. P. L., Smith's Falls, Ont.

*Swezey, Anne D., ln. P. L., East Chicago, Ind.

*Sykes, W. J., ln. P. L., Ottawa, Can.

Sykes, Mrs. W. J., Ottawa, Can.

Talcott, Mary K., ln. Conn. Soc. of Colonial Dames, Hartford, Conn.

Tamblyn, W. W., Bowmanville, Ont.

Templeton, Charlotte, sec'y P. L. Com., Lincoln, Neb.

Templeton, Mrs. Robert, Sturgeon Bay, Wis.

Thain, Mabel A., ln. P. L., Oak Park, Ill.

Thayer, Maude, ln. State L., Springfield, Ill.

Thomas, Herbert I., Ottawa, Can.

Thomas, Mrs. Herbert I., Ottawa, Can.

Thompson, H. F., representative of B. F. Stevens & Brown, London, Eng.

Thompson, J. David, law ln. Columbia Univ., N. Y. City.

Thompson, Laura A., asst. L. of Congress, Washington, D. C.

Thompson, Laura E., asst. P. L., Grand Rapids, Mich.

Thuman, Jane E., child. ln. F. P. L., New Bedford, Mass.

Thurston, Elizabeth P., ln. F. L., Newton, Mass.

Thwaites, Reuben G., supt. Wis. Hist. Soc., Madison, Wis.

Tilton, Edward L., architect, New York City.

Tinkham, Mabel, catlgr. and ref. ln. P. L., Gary, Ind.

Titcomb, Mary L., ln. Washington Co. F. L., Hagerstown, Md.

Tobitt, Edith, ln. P. L., Omaha, Neb.

Tracey, Angie E., asst. ln. P. L., Lewiston, Me.

Tremblay, Amedee, Ottawa, Can.

Turnbull, John, trus. P. L., Toronto, Can.

*Turner, Louise G., asst. P. L., Detroit, Mich.

*Tutt, Virginia M., ln. P. L., South Bend, Ind.

Tyler, Alice S., sec'y Iowa L. Com., Des Moines, Ia.

*Underhill, Adelaide, assoc. ln. Vassar Coll. L., Poughkeepsie, N. Y.

*Underhill, Ethel P., child. ln. F. P. L., Worcester, Mass.

*Utley, George B., sec'y A. L. A., Chicago, Ill.

*Utley, Mrs. George B., Chicago, Ill.

Van Benschoten, Miss M. M., ref. ln. L. Assn., Portland, Ore.

Van Duzee, Edward P., ln. Grosvenor L., Buffalo, N. Y.

Van Valkenburgh, Agnes, instructor L. Sch., A. P. L., New York City.

Vincent, Dr. George E., president Univ. of Minnesota, Minneapolis, Minn.

Wadlin, Horace G., ln. P. L., Boston, Mass.

*Wagner, Eva K., Dedham, Mass.

*Wagner, Sula, chief catlgr. P. L., St. Louis, Mo.

Wales, Elizabeth B., sec'y Mo. L. Com., Jefferson City, Mo.

Walker, A. R., ln. P. L., Belleville, Ont.

Walker, Mrs. A. R., Belleville, Ont.

Walter, Frank K., vice-dir. N. Y. State L. Sch., Albany, N. Y.

Walter, Mrs. Frank K., Albany, N. Y.

Ward, Gilbert O., supervisor of high sch. branches, P. L., Cleveland, O.

*Ward, Helen M., ln. Scripps Br., P. L., Detroit, Mich.

Warner, Mrs. Cassandra W., asst. in charge of loan desk, Bryn Mawr Coll. L., Bryn Mawr, Pa.

*Warner, Nannie M., asst. F. P. L., New Haven, Conn.

Watts, Irma A., leg. ref. bur., State L., Harrisburg, Pa.

Weaver, A. B., Buffalo, N. Y.

*Webber, Anna Louise, ln. Silsby L., Charlestown, N. H.

Weber, Jessie Palmer, ln. Ill. State Hist. L., Springfield, Ill.

Webster, Caroline F., L. organizer, N. Y. State L., Albany, N. Y.

*Welles, Jessie, supt. of circulation, Carnegie L., Pittsburgh, Pa.

Wellman, Harold O., asst. to chief of circulating dept. P. L., New York.

Wellman, Hiller C., ln. City L. Assn., Springfield, Mass.

Whalen, Gladys E., Hay Mem. L., Sacket's Harbor, N. Y.

Whare, Grace A., ln. P. L., Houghton, Mich.

Wheeler, Sumner York, treas. Essex Co. Law L. Assn., Salem, Mass.

Whitcomb, Adah F., ln. Hiram Kelly Br., P. L., Chicago, Ill.

*White, Anne R., ln. Washington & Lee Univ. L., Lexington, Va.

Whitmore, F. H., ln. P. L., Brockton, Mass.

Wilcox, Helen C, Mt. Vernon, N. Y.

*Wildman, Bertha S., Carnegie L., Pittsburgh, Pa.

*Wilkins, Lydia K., Washington, D. C.

Wilkinson, O. A., rep. Globe-Wernicke Co., Cincinnati, O.

Wilkinson, Mrs. O. A., Cincinnati, O.

*Williams, Carrie L., asst. F. L., Newton, Mass.

Williams, Lizzie A., ex-ln., Cambridge, Mass.

Wilson, Mrs. Cora McDevitt, bookseller, New York City.

Wilson, H. W., president H. W. Wilson Co., Publishers, Minneapolis Minn.

Wilson, Mary Augusta, child. ln. Blackstone Br., P. L., Chicago, Ill.

*Winchell, F. Mabel, ln. P. L., Manchester, N. H.

Windsor, P. L., ln. Univ. of Ill., Urbana, Ill.

Wink, Mrs. J. S., ln. P. L., Port Arthur, Ont.

Wire, Dr. G. E., dep. ln. Worcester Co. Law L., Worcester, Mass.

Wire, Mrs. G. E., Worcester, Mass.

Wise, Flora E., asst. F. L., Newton, Mass.

Wolter, Peter, manager L. dept. A. C. McClurg & Co., Chicago, Ill.

Wood, Mable J., Herkimer, N. Y.

Wood, Mary W., ln. Blackstone Br., P. L., Chicago, Ill.

Woodard, Gertrude E., law ln. Univ of Mich., Ann Arbor, Mich.

*Woodman, C. Belle, Springfield, Mass.

*Wootten, Katharine H., ln. Carnegie L., Atlanta, Ga.

Wright, Charles E., ln. Carnegie F. L., Duquesne, Pa.

Wright, Ida F., asst. ln. Lincoln L., Springfield, Ill.

*Wright, Rebecca W., sec'y Vt. L. Com., Montpelier, Vt.

Wyer, James I., jr., director N. Y. State L., Albany, N. Y.

Wyer, Malcolm G., ln. Univ. of Iowa, Iowa City, Ia.

Wyer, Mrs. Malcolm G., Iowa City, Ia.

Wyse, Cornelia, asst. catlg. dept. P. L., Chicago, Ill.

Yust, William F., ln. P. L., Rochester, N. Y.

Zachert, Adeline B., director of child. work F. P. L., Louisville, Ky.

---

[INDEX]

Accessioning (of books), rpt. of com. on lib. administration on, [105]-6.

Adams, Zu, died, [81].

Affiliation of other than local, state and provincial associations, rpt. of com. on conditions governing, [196].

Affiliation of state library assns. with A. L. A., recommended amendment to constitution affecting, [192]-3; rpt. of com., [196].

Agricultural libraries section, proceedings of, [213]-27.

Ahern, Mary Eileen, chrm. com. on co-operation with N. E. A., [194]; "Day in Toronto," [208]-9.

American Association of Law Libraries, proceedings of, [312]-5.

American Library Association, president's address (Elmendorf), [67]-71; secretary's rpt. (Utley), [75]-81; treasurer's rpt. (Roden), [81]; rpt. of trustees of Carnegie and Endowment fund, [91]-2; rpt. of Executive board, [192]-4; rpt. of Council, [195]-200; election of officers, [204]-5; attendance summaries and register, [354]-66.

A. L. A. and certain other national associations, relations between, rpt. of com. on, [195]-6.

A. L. A. Booklist. Rpt. of Publishing board on, [86].

A. L. A. Catalog, 1904-11, suggestions regarding (Elmendorf), [84]; rpt. on (Bascom), [84]-6.

A. L. A. changes in officers and committees (rpt. of secretary), [79].

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. newspaper paper. See Newspapers. program. See Program. public documents. See Public documents. resolutions. See Resolutions. travel. See Travel.

A. L. A. Constitution, recommended amendment to, and by-law to, adopted, [192]-3.

A. L. A. Council, amendment to constitution relative to election of members to, proposed, [192]-3; rpt. of, [195]-200.

A. L. A. Executive board, rpt. of, [192]-4.

A. L. A. membership (rpt. of secretary), [77]-8.

A. L. A. necrology (rpt. of secretary), [79]-81.

A. L. A. publishing board, rpt. of (Legler), [83]-90; recent publications, [83]-4; policy of, [84]; periodical cards, [87]; advertising, [87]; financial rpt., [88]; sales, [89]-90.

A. L. A. representatives at other conferences (rpt. of secretary), [78]-9.

Anderson, Edwin H., discusses paper on library schools by Hadley, [153]-4; member finance com., [194]; member program com., [195]; first vice-pres., A. L. A., [204].

Andrews, Clement W., rpt. of finance com., [81]-2; re-elected member Publishing board, [194]; chrm. finance com., [194]; informal rpt. as member com. to promote printed cards in relation with international arrangements, [196]; reports for com. governing affiliation of other than local, state and provincial assns., [196]; presents rpt. of com. on memorial to F. M. Crunden, [203]; reports on use of cameragraph, [279]-80; addresses public documents round table, [310].

Andrus, Gertrude, reads paper by Alice Goddard, [247].

Arnold, John H., "History of the growth and development of the Harvard university law library," [351].

Askew, Sarah B., member com. on arrangements College and ref. section, [294].

"Assistant and the book" (Hazeltine), [134]-8.

Assistants, type of (Tobitt), [138]-42; "Efficiency of the library staff and scientific management" (Strohm), [143]-6.

Attendance summaries and register. See American Library Association.

Ault, Mrs. Herbert, [205].

Austen, Willard, "Rights of the users of a college and university library and how to preserve them," [275]-7.

Babbitt, Charles J., "Snags, stumbling blocks and pitfalls among the session laws," [351].

Bailey, Arthur L., rpt. com. on bookbinding, [93]-5; chrm. com. on bookbinding, [195].

Baldwin, Clara F., represents A. L. A. at Montana assn., [79]; rpt. of com. on uniform financial reports, [327]-8.

Baldwin, Emma V., member com. to investigate cost and method of cataloging, [193].

Banton, T. W., addresses Trustees' section, [307].

Barnett, Claribel R., chrm. Agricultural libraries section, [227].

Bascom, Elva L., rpt. on A. L. A. Catalog, 1904-11, [84]-6.

Bay, J. C., member com. on code for classifiers, [193].

Beer, William, participates in discussion, [334]-5.

Belden, C. F. D., member com. on federal and state relations, [195].

Berry. W. J. C., [315].

Billings, J. S., member com. on international relations, [195].

Biscoe, W. S., member com. on code for classifiers, [193].

Bishop, W. W., member of Council, [205].

Blackwelder, Paul, member com. on federal and state relations, [195]; member membership com. Professional training section, [301].

Blair, Emma H., died, [79].

Bligh, H. H., welcomes Am. Assn. of Law Libraries, [312].

Blind, rpt. of com. on work with the (Delfino), [114]-5; com. on, [195].

"Book advertising: information as to subject and scope of books" (Roden), [181]-7; "B. a.: illumination as to attractions of real books" (Miller), [187]-92.

Bookbinding, rpt. of com. on (Bailey), [93]-5; com. on, [195].

Bookbuying, rpt. of com. on (Brown), [95]-6; "Breadth and limitations of" (Brown), [124]-7; com. on, [195].

Books, knowledge of, among lib. assistants (Hazeltine), [134]-8; (Tobitt), [138]-42.

Borchard, E. M., addresses Am. Assn. of Law Libraries, [314]; reads paper by Wigmore, [335]; participates in discussion, [335].

Bostwick, Arthur E., speaker at Ala. lib. conference, [79]; chrm. com. on lib. administration, [79]; rpt. of com. on lib. administration, [102]-13; discusses library schools, [154]-5; re-elected member Publishing board, [194]; chrm. com. on library administration, [194]; rpt. of com. on gov. of Am. libraries, [196]-9.

Bowerman, George F., letter from, regarding meeting in Washington, [193]; member com. on library administration, [194].

Bowker, R. R., responds to welcome by Laurier, [160]-1; member com. on international relations, [195]; speaks on printed card work abroad, [196]; addresses Trustees' section, [307]; addresses public documents round table, [310].

Bradley, Isaac S., died, [79].

Brett, Wm. H., discusses paper on library schools by Hadley, [151]-2.

Briggs, Mary J., "A. L. A. list of subject headings," [227]-31.

Brigham, Herbert O., presides Special Libraries Association, [329].

Brigham, Johnson, participates in discussion, [352].

Brown, C. H., member com. on bookbuying, [195]; member travel com., [195].

Brown, Demarchus C., member com. on federal and state relations, [195].

Brown, Margaret, rpt. of com. on study outlines, [319]-20.

Brown, Walter L., rpt. of com. on bookbuying, [95]-6; "Breadth and limitations of bookbuying," [124]-7; chrm. com. on bookbuying [195].

Brown, Zaidee, secretary-treasurer League of Library Commissions, [328].

Bruncken, Ernest, member public documents com., [194].

Burnite, Caroline, member of Council, [205].

Burpee, Lawrence J., reads messages of greeting, [66]-7; [181], [205].

Burrell, Hon. Martin, address, [57]-8; addresses Agricultural libraries section, [213].

Butler, H. L., [313], [314].

California Library Association, resolution to invite A. L. A. to California for 1915, [200].

Cameragraph, use in John Crerar library (Andrews), [279]-80.

Canada, conservation in (Robertson), [161]-9.

Canada, resolution relative to a national library for, [202].

Cards, Printed Catalog, informal rpt. by C. W. Andrews on work of special com. to co-operate in development of, in relation with international arrangements, [196].

Carey, Miriam E., member com. on work with blind, [195]; presides at session of League of Library Commissions, [320].

Carpenter, George O., member com. on library training, [194].

Carr, Henry J., moves message of greeting be sent to F. W. Faxon, [181]; addresses public documents round table, [309].

Carson, W. O., member of Council, [196].

Catalog rules for small library, rpt. from com. on, [101]; com. on, [195].

Catalog section, proceedings of, [227]-47; resolution from, [193].

Central reference bureau, Is the establishment of a, desirable (Shaw), [278]-9.

Charging systems and methods, rpt. of com. on lib. administration, [106]-13.

Charter provisions for public libraries in commission governed cities, rpt. on (Wales), [316]-7.

Charteris, C. R., addresses assn., [146]; addresses Trustees' section, [307].

Cheney, George N., addresses Am. Assn. of Law Libraries, [313]; member com. on subject headings, [314]; member com. on classification, [315].

Children's librarians' section, proceedings of, [247]-68.

Chivers, Cedric, discusses preservation of newspaper paper, [118]-20.

Clarke, Edith E., addresses public documents round table, [310].

Classifiers, code for, proposed and committee appointed, [193].

Claxton, P. P., telegram of greetings from, [170].

Cleavinger, John S., member com. on library administration, [194].

College and reference section, proceedings of, [268]-94.

Commission governed cities, rpt. on charter provisions for public libraries in (Wales), [316]-7.

Connaught, Duke of, telegram from, [66].

Constitution, See A. L. A. Constitution.

Co-ordination, rpt. of com. on (Gould, Putnam, Lane, Gillis), [96]-101; com. on, [195].

Crunden, Frederick M., died, [80]; memorial on life and services, [203]-4.

Cutter, W. P., member com. on code for classifiers, [193]; participates in discussion, [330], [333], [334].

Dawley, F. F., member finance com., [194].

Delfino, Emma R. N., rpt. of com. on work with blind, [114]-5; chrm. com. on work with blind, [195].

Departmental library problem in universities. Some observations on (Hanson), [280]-92.

Dickinson, Asa Don, proposes clearing house for periodicals, [193]; addresses Agricultural libraries section, [223]-4.

Dobbins, Miss E. V., participates in discussion, [341]-2, [343].

Donath, August, letter from, [308]-9.

Donnelly, June R., member membership com. Professional training section, [301].

Drury, F. K. W., "Do we need a short story index?" [277]-8.

Dudgeon, M. S., presides third general session, [146] ff; member public documents com., [194]; member com. on gov. of Am. libraries, [196]; member of Council, [196]; presides Professional training section, [295]; rpt. of com. on library post, [317]-8; rpt. of publications com., [326]-7; chrm. publications com., [328]; addresses Special Libraries Assn., [329].

Education through the library: "Open door, through the book and the library" (McLenegan), [127]-32.

"Efficiency of the library staff and scientific management" (Strohm), [143]-6.

Election of officers. See American Library Association.

Elmendorf, Mrs. H. L., president A. L. A., responds to welcome, [58]-9; president's address, [67]-71; represents A. L. A. at conferences in Ohio, Pennsylvania, Washington, D. C. [78]; suggestion regarding A. L. A. Catalog, [84]; participates in discussion on library schools, [154]; accepts gavel in behalf of A. L. A., [169]-70.

Executive board. See A. L. A. Executive board.

Farley, Caroline A., died, [81].

Faxon, Frederick W., message of greeting to, [181]; chrm. travel com., [195].

Feazel, E. A., member com. on classification, [315].

Federal and state relations, rpt. of com. on (Steiner), [102]; com. on, [195].

Federal prisons. See Libraries in federal prisons.

Field, O. J., addresses Am. Assn. of Law Libraries, [313]; member Executive com. Am. Assn. of Law Libraries, [314].

Finance, rpt. of com. on (Andrews), [81]; com. on, [194].

Financial reports, rpt. of com. on uniform (Baldwin), [327]-8.

Foster, Hon. J. G., welcomes assn., [57].

George, C. A., discusses library schools, [158].

Gibson, Irene, died, [80].

Gile, Jessie S., died, [80].

Gillis, J. L., rpt. of com. on co-ordination, [99]-101; member com. on co-ordination, [195].

Godard, George S., rpt. com. on public documents, [115]-6; chrm. public documents com., [194]; presents res. from public documents com., [200]; presides public documents round table, [307]; presides Am. Assn. of Law Libraries, [312]; presides joint session, [334]; participates in discussion, [351]-2.

Goddard, Alice, "County work with children," [247]-50; vice-chrm. Children's librarians' section, [268].

Gooch, Harriet B., chrm. Catalog section, [247].

Goodrich, N. L., member com. on arrangements College and ref. section, [294].

Gould, Charles H., rpt. com. on co-ordination, [96]; chrm. com. on co-ordination, [195]; reads paper by Walton, [335].

Grant, Sir J., addresses assn., [169].

Greene, Charles S., member com. on work with blind, [195].

Griswold, Stephen B., died, [81]; resolution concerning, [315].

Hadley, Chalmers, represents A. L. A. at Pacific N. W. Lib. Assn., [78]-9; "What library schools can do for the profession," [147]-51; member com. on library training, [194].

Hall, Mary E., "Possibilities of the high school library," [260]-6.

Handbook, biographical data for, [193].

Handy, D. N., "Library as a business asset; when and how?" [336]-9; participates in discussion, [345]-6, [348]-9, [352]; pres. Special Libraries Assn., [353].

Hanson, J. C. M., member com. on code for classifiers, [193]; "Some observations on the departmental library problem in universities, with special reference to the University of Chicago," [280]-92.

Harvard university law library, History of (Arnold), [351].

Hasse, Adelaide R., member public documents com., [194].

Hastings, C. H., addresses public documents round table, [311].

Hatton, Wm. H., "Publicity for the sake of information," [72]-5.

Hawks, Emma B., addresses Agricultural libraries section, [227].

Hazeltine, Mary E., "Assistant and the book," [134]-8; presents card code for catalog rules, [301]; member program com. Professional training section, [301].

Hean, C. S., "Some types of agricultural college and experiment station libraries," [222]-3.

Heney, Mr., presents Drummond's poems in character, [181].

Hepburn, Wm. M., "Library extension work of agricultural colleges," [213]-6.

Hewitt, L. E., member com. on subject headings, [314].

High school library, Possibilities of (Hall), [260]-6.

High schools, Teaching library use in normal and (Walter), [255]-60.

Hill, Frank P., rpt. of com. on preservation of newspapers, [116]-8; discusses library schools, [155]-6.

Hinchey, E. H., welcomes assn. to Ottawa, [57].

Hirshberg, H. S., addresses public documents round table, [310].

Hitchler, Theresa, chrm. com. on catalog rules for small libraries, [195].

Hoagland, Merica, participates in discussion, [350].

Hodges, N. D. C, member com. on co-ordination, [195].

Homer, T. J., "Boston co-operative information bureau," [336].

Hopper, F. F., rpt. of com. on library work in federal prisons, [324]-6.

Hutchins, Margaret, addresses Agricultural libraries section, [224]-6.

Ideson, Julia, "Post-conference trip," [211]-3.

Imhoff, Ono M., "Cataloging in legislative reference work," [238]-45.

Ingersoll, Elizabeth S., addresses Agricultural libraries section, [227].

Insane, Library work among the (Jones), [320]-4.

Institutional membership, by-law regulating vote of, [192].

Inter-library loans, rpt. com. on co-ordination, [96]-101.

International relations, com. on, state they have no rpt., [102]; com. on, [194]-5.

Isom, Mary F., second vice-pres. A. L. A., [204].

Jennings, J. T., member com. on gov. of Am. libraries, [199]; member com. on resolutions, [202].

Jewett, W. K., "Proportion of university library income which should be spent on administration," [292]-4.

Johnston, R. H., vice-pres. Special Libraries Assn., [353].

Jones, E. Kathleen, "Library work among the insane," [320]-4.

Josephson, A. G. S., discusses library schools, [158]; chrm. com. to investigate cost and method of cataloging, [193]; "What is cataloging?" [245]-6; discusses paper by Dudgeon, [329].

Josselyn, L. W., teller of election, [205].

Kaiser, John B., [314].

Kelso, Tessa L., addresses assn., [71]; discusses library schools, [156].

Keogh, Andrew, member com. on arrangements College and ref. section, [294].

Kidder, Mrs. Ida A., addresses Agricultural libraries section, [226]-7.

Kimball, W. C., trustee of Endowment fund, [205].

Kingsbury, David L., died, [80].

Klingelsmith, Mrs. M. C., second vice-pres. Am. Assn. of Law Libraries, [314]; member auditing com. Am. Assn. of Law Libraries, [314]; reads paper at joint session, [336].

Klotz, Otto J., message from, [58]; "Trustee's duty to the library," [302]-4.

Koch, T. W., member com. on co-ordination, [195]; member Executive board, [204]; "Some phases of the administrative history of college and university libraries," [268]-75.

Lane, Evelyn N., died, [80].

Lane, Wm. C., rpt. com. on co-ordination, [97]-9; member com. on international relations, [195]; member com. on co-ordination, [195].

Lapp, John A., member public documents com., [194]; participates in discussion, [330]-1, [333], [349], [350], [351].

Laurier, Sir W., addresses assn., [159]-60; presents gavel on behalf of Canadian librarians, [169].

Lawrence, Hannah M., sec'y Children's librarians' section, [268].

League of Library Commissions, proceedings of, [316]-28.

Lee, George, W., participates in discussion, [332], [347], [349].

Legislative reference work, cataloging in (Imhoff), [238]-45.

Legler, Henry E., rpt. A. L. A. publishing board, [83]-90; presides second general session, [101]; chrm. program com., [195]; president of A. L. A., [204], [205]; reads paper by Jean McLeod, [250].

Lester, C. B., member public documents com., [194].

Librarianship, aim and definition of (Putnam), [59]-66.

Libraries, government of, and their relation to the municipal authorities, rpt. of com. on (Bostwick), [196]-9.

Libraries in federal prisons, rpt. of com. on (Hopper), [324]-6.

Library, Public: "a leaven'd and preparéd choice:" president's address (Elmendorf), [67]-71.

Library administration, rpt. of com. on (Bostwick), [102]-13; com. on, [194]; "Proportion of university income which should be spent on" (Jewett), [292]-4.

Library extension work of agricultural colleges (Hepburn), [213]-6.

Library post, rpt. of com. on (Dudgeon), [317]-8.

Library schools, proposed inspection of, [113]; "What l. s. can do for the profession" (Hadley), [147]-51; discussion of above paper (Brett, Anderson and others), [151]-8.

Library training, rpt. of com. on (Root), [113]; com. on, [194].

Lien, E. J., member Executive com. Am. Assn. of Law Libraries, [314].

Lighting and ventilation of libraries, rpt. of com. on (Ranck), [196], [199]-200.

Lindholm, Marie F., participates in discussion, [334], [350].

Little, Robbins, died, [80].

Locke, George H., member com. on co-operation with N. E. A., [194].

Louisville, invitation from, [193].

Lucas, Stella, died, [80].

Lyon, Frances D., member auditing com. Am. Assn. of Law Libraries, [314].

McCurdy, Mary de B., presides Children's librarians' section, [247].

McGoun, Archibald, "Bibliography of Canadian law," [336].

Mackay, Margaret S., sec'y Catalog section, [247].

McLenegan, Charles E., "Open door, through the book and the library," [127]-32.

McLeod, Jean, "Employees' library—its scope and its possibilities," [250]-4.

MacNair, Mary W., "Library of Congress list of subject headings," [231]-4.

Macnaughton, John, addresses assn., [169].

Magazine binders, rpt. on, [95].

Mann, Margaret, member com. on catalog rules for small libraries, [195]; member Council, [204].

Manual of library economy. Rpt. of Publishing board on, [86].

Marion, Guy E., participates in discussion, [331]-2, [343]-4, [345]; presents rpt. as sec-treas. Special Libraries Assn., [353]; sec.-treas. Special Libraries Assn., [353].

Martel, Charles, member com. on code for classifiers, [193].

Marvin, Cornelia, member com. on library training, [194].

Merrill, W. S., chrm. com. on code for classifiers, [193]; discusses uniformity in catalog entries, [246].

Milam, Carl H., "Publicity for the sake of support," [120]-4; presides League of Library Com., [316]; pres. League, [328].

Miller, Grace, "Book advertising: illumination as to attractions of real books," [187]-92.

Miller, Zana K., participates in discussion, [350].

MKirdy, James, "Bill drafting," [351].

Monrad, Anna M., discusses subject headings, [238].

Montgomery, T. L., member com. on federal and state relations, [195]; secy. Trustees' section, [307]; participates in discussion, [352].

Montreal, day in (Roden), [209]-11.

Morton, F. B., participates in discussion, [339], [347]-8, [349].

Municipal yearbook, rpt. on (Ranck), [346].

Murray, Margaret E., "Earning power of a special reference library on retail distribution," [339]-41.

Murray, Rose G., member com. on bookbinding, [79]; member com. on bookbinding, [195].

National education association, rpt. of com. on co-operation with (Ahern), [101]; official greetings from, [170]; com. on, [194].

Necrology. See A. L. A. necrology.

New York public library school, rpt. on (Plummer), [300]-1.

New York State library school, account of new quarters and resources (Walter), [295].

New Zealand Libraries Assn., greetings from, [67].

Newberry, Marie A., member com. on co-operation with N. E. A., [194].

Newspapers, rpt. of com. on preservation of (Hill), [116]-8; discussion on subject, [118]-20.

Normal and high schools, Teaching library use in (Walter), [255]-60.

Normal course at Pratt Institute, proposed (Rathbone), [297]-300.

Norman, O. E., member Executive board Special Libraries Assn., [353].

Normandin, Monsieur, sings Canadian folk songs, [181].

Nursey, Walter R., "Trustee's duty to the public," [304]-7.

Ogden, E. Lucy, addresses Agricultural libraries section, [227].

Ontario, history and condition of libraries in, [304]-7.

Ontario Library Association, greeting from president of, [146].

"Open door, through the book and the library" (McLenegan), [127]-32.

Owen, T. M., member public documents com., [194]; second vice-pres. League, [328].

Paper, rpt. of com. on preservation of newspaper (Hill), [116]-8.

Parker, William E., died, [81].

Patterson, J. R., member com. on bookbinding, [195].

Peck, Adolph L., died, [80].

Perley, Hon. Geo. H., welcomes assn. to Canada, [57].

Perry, E. R., member of Council, [205].

Phelan, J. F., member travel com., [195]; teller of election, [205].

Plummer, Mary W., member com. on library training, [194]; member com. on resolutions, [202]; rpt. on N. Y. public library school, [300]-1; member program com. Professional training section, [301].

Poole, F. O., addresses Am. Assn. of Law Libraries, [313]; pres. Am. Assn. of Law Libraries, [314].

Porter, W. T., presides Trustees' section, [302]; chrm. Trustees' section, [307].

Post-conference trip (Ideson), [211]-3.

Power, Effie L., chrm. Children's librarians' section, [268].

Pratt Institute school of library science. Proposed normal course at (Rathbone), [297]-300.

Prisons, See Libraries in federal prisons.

Professional training section, proceedings of, [295]-301.

Program com., [195].

Public documents, rpt. of com. on (Godard), [115]-6; com. on, [194]; res. from com. on, [200].

Public documents round table, proceedings of, [307]-11.

Publications, recent, of A. L. A. publishing board, [83]-4.

Publications committee of the League of Library Commissions, rpt. of (Dudgeon), [326]-7.

Publicity for the sake of information (Hatton), [72]-5; p. for the sake of support (Milam), [120]-4.

Publishing Board. See A. L. A. Publishing board.

Putnam, Herbert, address, [59]-66; rpt. com. on co-ordination, [96]-7; chrm. com. on international relations, [194]; member com. on co-ordination, [195]; speaks of proposed Leipzig exhibit of book arts, [196].

Ranck, S. H., member public documents com., [194]; rpt. com. on ventilation and lighting of libraries. [196], [199]-200; member com. on gov. of Am. libraries, [199]; reports for municipal yearbook com., [346]; participates in discussion, [346]-7.

Rathbone, Josephine A., discusses library schools, [155]; member of Council, [196]; "Projected normal course at Pratt Institute," [297]-300; membership com. Professional training section, [301].

Rawson, Fannie C., member publications com. League of Library Commissions, [328].

Reference work. See College and reference section.

Regina, Sask., message of sympathy to, on account of cyclone, [170].

Reinick, W. R., addresses public documents round table, [310].

Resolutions, rpt. of Com. on (Thwaites), [201]-2.

Richardson, E. C., member com. on. international relations, [195]; "Fundamental principles of Cataloging," [234]-7.

Robertson, James W., presides preliminary session, [57]-ff; presides fourth general session, [158]-ff; addresses assn. on Conservation in Canada, [161]-9; addresses Agricultural libraries section, [216].

Roden, Carl B., represents A. L. A. at Wisconsin assn., [79]; rpt. of treasurer, [81]; "Book advertising: information as to subject and scope of books," [181]-7; member com. on bookbuying, [195]; "Day in Montreal," [209]-11.

Root, A. S., rpt. com. on lib. training, [113]; chrm. com. on lib. training, [194].

Sanders, Minerva A., died, [80].

Sawyer, Mrs. Harriet P., member of Council, [196].

Sawyer, Laura M., member com. on work with blind, [195].

Saxe, Mary S., "With the children in Canada," [247].

Schenk, F. W., first vice-pres. Am. Assn. of Law Libraries, [314].

Scholefield, E. O. S., member Executive committee Am. Assn. of Law Libraries, [314].

Schools. See High Schools, Library schools.

Schwab, J. C., member com. on co-ordination, [195].

Secretary's rpt. (Utley), [75]-81.

Settle, George T., invites A. L. A. to Louisville on behalf various organisations, [193].

Shaw, R. K., "Is the establishment of a central reference bureau desirable?" [278]-9.

Short story index, Do we need a (Drury), [277]-8.

Shortt, Mrs. Adam, welcomes assn. on behalf women's clubs, [57].

Sicotte, L. W., died. [80].

Sinclair, L. B., discusses paper by Walter, [260].

Small, A. J., member public documents com., [194]; addresses Am. Assn. of Law Libraries, [313].

Smith, Elizabeth M., sec'y. public documents round table, [307].

Smith, Faith E., member com. on library training, [194].

Smith, Laura, member com. on work with blind, [195].

Smith, T. Guilford, died, [80].

Smoot, Reed, letter read from, [309].

Sneed, Mrs. Percival, member of Council, [196].

Special Libraries Association, proceedings of, [329]-53.

Spencer, Florence, member Executive board Special Libraries Assn., [353].

Social side of the conference (Thwaites), [205]-8.

Solberg, Thorvald, addresses public documents round table, [310].

Steiner, Bernard C., rpt. com. on federal and state relations, [102]; chrm. com. on federal and state relations, [195].

Strohm, Adam, "Efficiency of the library staff and scientific management," [143]-6; member com. on library training, [194]; member com. on gov. of Am. libraries, [196].

Study outlines, rpt. of com. on (Brown), [319]-20.

Subject headings, papers and discussion on, [227]-38.

Sutliff, Mary L., member com. on catalog rules for small libraries, [195].

Sykes, W. J., reads paper by L. B. Sinclair, [260].

Thompson, J. D., addresses public documents round table, [309]; member com. on subject headings, [314].

Thompson, Laura A., presides Catalog section, [227].

Thwaites, Reuben G., represents A. L. A. at inauguration Geo. E. Vincent, [79]; rpt. of com. on resolutions, [201]-2; social side of the conference, [205]-8.

Tobitt, Edith, "Type of assistants," [138]-42.

Toronto, day in (Ahern), [208]-9.

Travel com., [195].

Treasurer's report (Roden), [81].

Tremblay, Amedee, [181].

True, A. C., "Suggestions as to a policy of administration of agricultural college and experiment station libraries," [216]-22.

Trustees' section, proceedings of, [302]-7.

Turvill, Helen, rpt. on uniformity in cataloging rules, [246], [301].

Tutt, Virginia M., participates in discussion, [342]-3.

Tyler, Alice S., elected to Executive board, [79]; rpt. of com. on relation of A. L. A. and state library assns., [196].

"Type of assistants" (Tobitt), [138]-42.

Underhill, Caroline M., member com. on library training, [194].

Uniformity in cataloging rules, rpt. of com. on (Turvill), [246], [301].

Utley, George B., rpt. of sec'y, [75]-81; represents A. L. A. at conferences in Ohio, Minnesota, Nebraska, North Dakota, Indiana, Wisconsin, [78]-9; lectures before library, sch. Iowa, New York, Illinois; member program com., [195].

Van Valkenburgh, Agnes, member com. to investigate cost and method of cataloging, [193]; "Training or teaching," [295]-7; sec'y Professional training section, [301].

Ventilation and lighting of libraries, rpt. of com. on (Ranck), [196], [199]-200.

Vincent, George E., address by, [170]-81.

Wales, Elizabeth B., rpt. on charters provisions for public libraries, [316]-7; first vice-pres. League, [328].

Walter, Frank K., discusses library schools, [156]-8; member Council, [204]; "Teaching library use in normal and high schools," [255]-60; gives account of new quarters N. Y. State library school, [295]; member program com. Professional training section, [301]; chrm. Professional training section, [301].

Walton, F. P., prepares paper for joint session, [335].

Ward, G. O., discusses paper by Mary E. Hall, [266]-8.

Warren, Irene, member com. on co-operation with N. E. A., [194].

Washington, D. C., suggested for 1913 conference, [193].

Webster, Caroline F., member publications com. League of Library Commissions, [328].

Welles, Jessie, "What do the people want?" [132]-3.

Wellman, H. C., reads paper by Grace Miller, [187]; member Executive board, [204].

Whare, Grace A., addresses Children's librarians' section, [254].

What do the people want (Wells), [132]-3.

Whitney, E. L., rpt. as treas. Am. Assn. of Law Libraries, [312]; treas. Am. Assn. of Law Libraries, [314].

Wigmore, J. H., prepares paper for joint session, [335].

Windsor, P. L., member com. on code for classifiers, [193]; presides College and reference section, [268].

Wire, G. E., discusses subject headings in medicine, [237]-8; addresses Am. Assn. of Law Libraries, [313]; participates in discussion, [336].

Wood, Harriet A., member com. on co-operation with N. E. A., [194].

Woodard, Miss G. E., sec'y Am. Assn. of Law Libraries, [314]; member of com. on classification, [315].

Wyer, J. I., Jr., represents A. L. A. at conferences in Iowa, Illinois, Missouri, [78]; presides third general session, [133]; member com. on conditions governing affiliation of other than local, state and provincial assns., [196]; presides Agricultural libraries section, [213]-27; reads paper by A. C. True, [216]; addresses public documents round table, [311].

Wyer, M. G., reads paper by Hanson, [280].

Transcriber's Notes:

Simple typographical and spelling errors were corrected.

Corrected paragraphs on p. [301] in REPORT OF COMMITTEE ON UNIFORMITY OF FORMS OF CATALOG CARDS. The problem seemed to be that the lines of the two separate paragraphs were intermixed during typesetting.