This practice is perhaps easiest in history and geography. It is easy to see how a capable teacher could intensify the interest and enrich the minds of a class about the geography of the East Indian archipelago, by introducing them to the vivid narrative and abundant illustrations of Wallace's most entertaining and instructive book on that region. How, for instance, Palgrave's “Year in Arabia,” Palmer's “Desert of the Exodus,” Lady Duff Gordon's “Letters from Egypt,” O'Donovan's “Merv Oasis,” Atkinson's and Kennan's books on Siberia, Huc's “Travels in Tartary and in China,” and hundreds of other books, each for its locality, all over the world, could be used to give a child clear notions and strong impressions of savage or civilized landscapes and people. It is not too much to say that the study of geography in the public schools of San Francisco, illustrated as it could easily be from books of travel now in the public library, could be made from beginning to end as fascinating as any romance, while it would store the children's minds with a kind and quantity of distinct knowledge about the earth and its people as much beyond the results of ordinary geographical study as gold is better than mud. It would be easy to furnish similar specifications for the study of history, of natural science, and other branches. This is no mere speculation. This system of instruction is regularly practised by Mr. Green, of the Worcester Free Library (the originator and pioneer in it); by Mr. Poole at Chicago, and elsewhere, and with complete success. Besides its immediate result in vivifying and enriching the pupil's minds, this method affords a training in habits of reading of the very best kind, by teaching research, the habit of selecting books, and the practice of comparative thinking.
To sum up: A free public library—
1. As to manners—is a parlor, not a bar-room; a place where not only working men and business men, but ladies and young girls can safely and conveniently come and abide. While not expressly a school of manners and morals, it is much and closely concerned in maintaining a high standard in both.
2. As to objects—is to furnish good books, not bad ones; to satisfy within this limit all demands on it as far as may be; and in particular to be progressive; that is, to supply for intelligent readers what they most require,—the new good books.
3. As to method—should keep the books in the best possible condition for the longest possible term of use, and should not allow them to be scattered, lost, abused, mutilated, or stolen.
Lastly. It is needless to add, under these heads, any of the numerous technical details which crowd the work of an active library; but this exposition would be inexcusably imperfect without a reference to the absolute indispensableness of proper quarters in order to successful library administration. Only the merest reference need now be made to the professional immorality of notorious localities close around this library in its present place. Something more may be said of the unbusinesslike payment by the city of a heavy insurance on $50,000 worth of its property, which must be paid, because the library is in the same building with a theatre. Theatres burn down on an average once in seventeen years; and a theatre risk, although not absolutely uninsurable like a gunpowder mill, is what insurance men call “extra hazardous;” so that not only is the insurance rate high, but the destruction by fire of the library (in its present location) may be looked upon as certain, the only question being, How soon?
A difficulty less obvious and less dangerous, but still a source of constant friction and annoyance, is the present arrangement of the library as one collection, with but one place for delivering books. In a small library, with a small business, this difficulty becomes nothing; but in one as large and as energetically active as this it is a serious disadvantage. Such a library imperatively requires division into two libraries or sections, one to contain all books deliverable without discrimination; the other, all books calling for special care and precaution of any kind. The receipt and delivery desks of these two sections should be separate, and before and behind them there should be plenty of room. In the present library, which is in one large undivided hall, the space is insufficient, both for the public and for the library staff; and books of the two classes above described are intermingled all over the shelves. The result is, crowding, interruption, delay, error, confusion, and dissatisfaction. Very many books might be trusted with a studious mechanic or a literary student which it would be a folly to deliver into the hands of a small boy or girl. Many other extremely desirable objects would be gained by the occupancy of properly arranged library quarters; but of these only two need be mentioned here; separate quarters could be provided for students who need special facilities and assistance, and there could be such arrangements that ladies using the library need not crowd and struggle about among impatient children and miscellaneous masculine strangers.
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