There is, then, no limitation to the scope of library extension save that enforced by meagerness of resource and physical ability to do. In the proper affiliation and correlation of all these forces which have been enumerated and of others suggested by them, will develop that process whereby the social betterment that today seems but a dream will be brought into reality. The form this combination will assume need give us no concern—whether its local physical expression shall be as in Boston a group of buildings maintained as separate institutions; or as in Pittsburgh, a complete, related scheme of activities covered by one roof; as planned in Cleveland, a civic center with the public library giving it character and substance; or as in New York, where many institutions, remotely located but intimately associated, work toward a common end. Many roads may lead to a common center. Which one the wayfarer chooses is a matter of mere personal preference and of no importance, so that he wends his way steadily onwards towards the object of his attainment. In the evolution of these uplifting processes, the book shall stand as symbol, as the printed page shall serve as instrument.
NEXT STEPS[3]
OF ALL human interests that pertain to intellectual improvement—social evolution, scientific achievement, educational progress, governmental advance, or humanitarian endeavor, none has seemed too unimportant for consideration by library workers. Librarians have sought to identify their work with them all, to achieve contact with every individual, with groups of individuals and with communities as a whole. If intelligent method has sometimes seemed lacking, the enthusiasm and the self-denial of the missionary have been given in unstinted measure. To the home and to the mart, to the school and to the playground, to the workshop and to the laboratory, they have brought—whether asked or unsought—the best at their command.
Not out of abundance has the library attempted so much in such diverse places. Its meager resources have been spread over such vast fields that in spots the substance has seemed tenuous and transparent. Most insufficient, and perhaps least successful thus far, but suggesting the most important function of library activity and presaging its most significant development, is that branch of service associated with grammar and secondary schools. Here lies the most fertile field for strong, vigorous, fruitful energizing of such forces as the library possesses.
Curiously enough, a perception of values which inhere in the associated and co-ordinated efforts of school and library has not, as yet, dawned upon school men to any appreciable degree. Here and there, indeed, a vibrant voice has demanded the joining of effort for practical ends, but the teaching folk as a whole remain impervious to possibilities even when sensible of the need. Nearly four centuries ago, Martin Luther noted the possibilities of the library as an educational adjunct and necessity, and urged the founding of public libraries for the preservation and encouragement of learning.[4]
"No cost nor pains," he urged in the concluding pages of his letter to the mayors of Germany, "should be spared to procure good libraries in suitable buildings, especially in the large cities which are able to afford it."
From his day to ours there appears in printed works on education—whether general or dealing with specialized phases—no recurrent note amplifying this suggestion, except a few casual fugitive references in less than a dozen recent publications, and two treatises that recognize the importance of the subject with some fulness of treatment. Perhaps this sweeping characterization of stolid school-room self-sufficiency should be modified by crediting to Horace Mann a vision that scarcely survived his passing. A historian of educational influences informs us that in Mr. Mann's work for teachers two aspects are apparent—one dealing with preparation, the other with method. Through his labors normal schools became a component part of our school system, and institutes were started for the special training of teachers. Furthermore, he made apparent the value of libraries as school adjuncts, and brought about their establishment. And similarly in backwoods Wisconsin, three-quarters of a century ago, Lyman Draper sought to interest the teaching forces there. His report printed in the 50's—now rare and difficult to procure—is a grouping of opinions, prophetic but yet unrealized, expressed by eminent men of the day as foreshadowing a relationship of school and library.