Miss LUCY M. SALMON, professor of history at Vassar College, read the first paper, entitled
INSTRUCTION IN THE USE OF A COLLEGE LIBRARY
Students who enter college are in an altogether hopeless state, if we are to believe the lamentations poured out in educational reviews and in library journals. In familiar phrase, "they have left undone those things which they ought to have done, and they have done those things which they ought not to have done, and there is no health in them." But it is not given either a college librarian or a college instructor to remain long hopeless, either for himself or for others,—the very nature of his calling demands that somebody do something. Discouragement over ignorant and untrained freshmen dissolves into the bewildering questions of who is to do what, and when, and where, and how. And so the college year begins.
It is undoubtedly true that a very large majority of college freshmen are not familiar with a large library such as they meet in college, that they have never used a card catalog, and that they would not even recognize it if they saw one.
But is it reasonable to expect such knowledge? The majority come from small places where such opportunities are not found, the work of the secondary schools does not demand extensive use of a library, and the mental immaturity of pupils of the secondary school age does not augur well either for an understanding of the intricacies of the card catalog, or for any special interest in the cataloging of books, or in general library history and administration. If the entering student had a knowledge of these things, one reason for going to college would be lacking,—he goes to college to learn what he cannot reasonably be expected to know before that time.
Cheerfully accepting then this condition of ignorance of all library procedure on the part of the rank and file of college freshmen everywhere, and unanimously agreeing that the college student must in some way learn how to use a library, diversity of opinion is found in regard to these two questions:—Is this instruction given better as an independent course to the entering students, or is it better to give it in connection with regular college work? Should the instruction be given by members of the library staff, or by college instructors?
The very fact that this question has been broached is helpful, since it is significant of the great changes that are coming both in library administration and in educational theory and practice. It suggests the increasing specialization in library work, the growing co-operation between the library force and those engaged in the more technical side of education, newer and, we believe, higher ideals of the object and therefore of the process of education, and the reflection of these changes in the development in the student body of independence, self-reliance, and the desire to do creative work.
Assuming therefore that we are all interested in securing for the college student fullness of knowledge at the earliest hour possible, I venture personally to differ somewhat from the report of the majority of the committee of the New England college librarians and to say that from the angle of the college instructor, it seems clear to me that the knowledge is better acquired in connection with regular college courses and that it can best be given by college instructors. It is with most of us a favorite occupation to see how many birds we can bring down with one stone, and this desire is in a sense gratified if we can incorporate knowledge of how to use a library with the subject matter included in a particular course,—it seems a saving of time for student, instructor and librarian. Everything is clear gain that can be picked up by the way.
But quite apart from this general desire to telescope several subjects, there are specific advantages gained by the student when the instruction is given by the instructor of a regular college class. The knowledge acquired falls naturally into its place in connection with definite, concrete work. Abstract theory has little place in the mental equipment of the fresh man, he seeks out relationships, adds new knowledge to what he already has, and quite reasonably is impatient, even intolerant in spirit when new ideas and facts are presented to him that he cannot immediately assimilate. To use a homely illustration, an article of food, like butter, that is essential for our physical diet serves its purpose much better when distributed through other articles of food than if taken independently and by itself. All new ideas in regard to library organization, cataloging, bibliography, searching for material, the handling of books, if gained through the usual channels of college work, are quickly and easily assimilated by the college student. If, however, these same ideas are presented to him unrelated to other work they are in danger of remaining unassimilated and of becoming a hindrance rather than a help.