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.