F. M. Crunden: Touching the subject before this meeting, I want to corroborate the statement made by Mr. Dana regarding the progress that comes quickly if you once induce the teachers of a city to accept, even in a small measure, the co-operation of the library. Only a few years ago we almost had to beg the teachers to use our books. We had to offer every inducement to them, and they did it, most of them, rather reluctantly. Now the great majority of our schools use the library books. Not long ago I asked three questions of the teachers using the library in their work: What value do you place upon the library in supplementary reading? What effect has it had thus far on the progress of your pupils in their studies? Is it an aid to the pupils? All these question were answered most satisfactorily to us. Several say the library books are worth as much as any study in the curriculum, while two of them say that the library books are worth all the rest. And regarding discipline, the universal testimony is that the library is an aid to the discipline. In the school where most reading is done, the principal tells me that the problem of discipline has been practically eliminated; they give no more thought to it, because the children are interested and pleasantly occupied, so they do not get into mischief. The library has aided in all studies, is the basis of language work, has improved the language of the children, and has given an interest to the school work that it did not have before. Now if the teachers can only understand that this is going to lighten their work instead of increasing it, they will accept the co-operation of the library.
Dr. Canfield: Just one word to express my appreciation of the fairness with which Mr. Dewey put before you the position of the teachers and to add this statement: You are all likely to forget that you determine the lines of your own work and that a teacher's work is laid out for her by other people, and it takes about all the time and strength of the pupil to meet the immediate demands of the curriculum, which is often very unwisely laid out. I want to add to that, as a proof of the interest taken by teachers, I know of my personal knowledge that the teachers of the high schools of New York have frequently placed their personal endorsement upon library cards for the pupils they have sent to the libraries and for whose books they are personally responsible. They cannot prove their interest in any better way than that.
Mr. Dana: I just want a moment to correct a possible impression that I was finding fault with the educational profession of this country. I was not finding fault with them, but finding fault with ourselves. If we are not yet a power to the teachers of this country, then it is our own fault. We do not as yet understand our own fitness, especially in relation to schools and reading in the schools, and we do not even know what we want to do, or what books to recommend. We do not know what the field of work in the schools is. How, then, can we expect to teach it; to urge a thing in regard to which we are not yet free of all doubts? The fault is our own possibly, and yet it is not all our own fault. It is largely a question of necessary time.
In the absence of Dr. E. C. Richardson, chairman, the secretary read the
[ REPORT OF COMMITTEE ON INTERNATIONAL CO-OPERATION.]
The Committee on International Co-operation in taking up the work referred to it by the Association has limited itself this year to a consideration of the question of a uniform standard of book statistics. This question is a two-fold one, first, what should be called a book, second, when statistics are classified, what are the most practical and useful classes?
In respect of the first matter, it recommends that all books for statistical purposes be divided into two or three classes. (1) Books of 50 pages or over; (2) books under 50 pages; or, where books of under eight pages are regarded at all, books of from eight to 49 pages; and (3) books under eight pages.
In respect of the second question, the chairman has prepared a comparative table of the usage of the Publishers' Weekly, Bookseller and Newsdealer, Publishers' Circular, Bibliografia Italiana, Hinrichs and Reinwald, arranging these in the order of the Dewey classification. This was printed by Mr. Bowker for the use of the committee, and is herewith submitted.
Table showing classification of book trade statistics.
Some of the chief matters for attention are the questions of Biography, whether by itself or scattered in classes; Literary History and Art, by itself or under Philology, or under Bibliography, or scattered; Juveniles, by itself or divided among Fiction, Poetry, Education, etc.; Scientific School Books, Geographies, etc., under subject or under Education; Art of War, Commerce, etc., under Economics or Technology. All these conflict somewhere in usage shown and in the judgment of the various members of the committee, although there is a majority for keeping Biography as a separate class—contrary to unanimous foreign usage.