“Books are each a world; and those we know
Are a substantial world both pure and good;
Round these, with tendrils strong as flesh and blood,
Our pastime and our happiness will grow.
And books are yours
Within whose silent chambers treasure lies
Preserved from age to age; more precious far
Than that accumulated store of gold
And orient gems, which for a day of need
The Sultans hide deep in ancestral vaults.
These stores of truth you can unlock at will.”
BOOKS AND LIFE
The influence of books on the community has been used in this address by Dean (now President) Birge as a basis for discussing their reaction on special groups, especially those differentiated by age and sex, and how far the library should be guided by it and take advantage of it. It is perhaps the best general treatment of the group features of socialized library work by a speaker of authority, not a professional librarian.
Edward Asahel Birge was born at Troy, N.Y., Sept. 7, 1851, graduated at Williams in 1873 and since 1875 has been a member of the University of Wisconsin faculty, serving successively as instructor in natural history, professor of zoology, dean of the college of arts and sciences, acting president, and finally in 1919, president of the University. He has also served as a director of the Free Library at Madison, and in 1906 was president of the Wisconsin Library Association, before whom this address was delivered.
The aspect of the subject to which I would call your attention is the often observed fact of the extent to which modern life in all of its phases, is becoming based upon books. I say in all of its phases, for we are concerned with the present extent of this relation between books and life with its rapid increase, rather than with its existence. Ever since the beginning of human society men have based their actions on the teachings of experience. Part of these teachings each individual has directly derived from his environment, and he has supplemented and enlarged them by means of those coming from the remembered experience of others, often belonging to an older generation. Later in history there were added those teachings derived from books—from the recorded experience of others. With that enlargement of the basis of human action which comes from the remembered experience of others we, as librarians, have nothing to do, and, indeed, there is little to say about it now which could not have been said with equal propriety, one, two, or twenty centuries ago. With books the case is different. The last century, the last generation, the last decade—each has seen the transfer of the basis of action from the oral to the printed word, which could be paralleled by no other period of equal length in the history of civilization. The story of this transfer from talk to print, from rule of thumb to textbook, from tradition to school, from practise to science, is long and intensely interesting. I can touch only a few phases of it.
First consider the lengthening of the school period for children. I do not think it is possible accurately to compare the present length of this period with that which existed a century or a half ago; nor would such a comparison interest us. It is enough for our purpose to know that years have been added to the school life of many thousands of the youth of all classes. As a single illustration, consider the effect of the high school, whose development into a large and popular institution, an institution affecting great masses of the people, belongs almost wholly to the period within the life of the generation now on the stage. A half century ago the public high school was almost unknown and the private academy reached very few persons. Only a generation ago the number of students in secondary schools was hardly one-tenth of the present number. The attendance on institutions of secondary grade has thus increased five times as rapidly as the population. Within the past fifteen years the attendance in the high schools of Milwaukee has more than trebled, while only a little more than fifty per cent. has been added to the population of the city. In Racine almost exactly the same ratio holds, and so for many other cities of the United States, the increase being least marked in New England cities, and greatest in the cities of the West.
The formative influence of the high school youth are far more extensively and exclusively books than were those of his father or grandfather, who probably began to learn his trade, or his business, at about the age when his boy enters the high school, and who therefore, during the period of adolescence, received his training from action rather than from study, from oral rather than from printed experience.