Chapter 3

A general collection of books, then, constitutes an important factor in the selective part of an education. Where shall we place this collection? I venture to say that altho every school must have a library to aid in the formative part of its training, the library as a selective aid should be large and central and should preferably be at the disposal of the student not only during the period of his formal training, but before and after it. This points to the public library, and to close cooperation between it and the school, rather than to the expansion of the classroom library. This is, perhaps, not the place to dispute the wisdom of our Board of Education in developing classroom libraries, but it may be proper to put in a plea for confining them to books that bear more particularly on the subjects of instruction. The general collection of books should be outside of the school, because the boy is destined to spend most of his life outside of the school. His education by no means ends with his graduation. The agents that operate to develop and change him will be at work so long as he lives, and it is desirable that the book should be one of these. If he says good-by to the book when he leaves school, that part of his training is likely to be at an end. If he uses, in connection with, and parallel to, his formal education a general collection of books outside of the school, he will continue to use it after he leaves school. And even so far as the special classroom library is concerned, it must be evident that a large general collection of books that may be drawn upon freely is a useful supplement. For the teacher's professional use, the larger the collection at his disposal the better. A sum of money spent by the city in improving and making adequate the pedagogical section of its public library, particularly in the department of circulation, will be expended to greater advantage than many times the amount devoted to a large number of small collections on the same subjects in schools.

These are the considerations that have governed the New York Public Library in its effort to be of assistance to the teachers and pupils in the public schools of the city. Stated formally, these efforts manifest themselves in the following directions:

(1) The making of library use continuous from the earliest possible age, thru school life and afterwards;

(2) Cooperation with the teacher in guiding and limiting the child's reading during the school period;

(3) Aid within the library in the preparation of school work;

(4) The supplementing of classroom libraries by the loan of books in quantity;

(5) The cultivation of personal relations between library assistants and teachers in their immediate neighborhood;

(6) The furnishing of accurate and up-to-date information to schools regarding the library's resources and its willingness to place them at the school's disposal;

(7) The increase of the library's circulation collection along lines suggested and desired by teachers;

(8) The granting of special privileges to teachers and special students who use the library for purposes of study.

Toward the realization of these aims three departments are now cooperating, each of them in charge of an expert in his or her special line of work.

(1) The children's rooms in the various libraries, now under the direction of an expert supervisor.

(2) The traveling library office.

(3) The division of school work, with an assistant in each branch, under skilled headquarters superintendence.

When our plans, which are already in good working order, are completely carried out, we shall be able to guarantee to every child guidance in his reading up to and thru his school course, with direction in a line of influence that will make him a user of books thruout his life and create in him a feeling of attachment to the public library as the home and dispenser of books and as a permanent intellectual refuge from care, trouble, and material things in general, as well as a mine of information on all subjects that may benefit or interest him.

Some of the obstacles to the immediate realization of our plans in full may be briefly stated as follows:

(1) Lack of sufficient funds. With more money we could buy more books, pay higher salaries, and employ more persons. The assistants in charge of children's rooms should be women of the highest culture and ability, and it is difficult to secure proper persons at our present salaries. Assistants in charge of school work must be persons of tact and quickness of perception, and they should have no other work to do; whereas at present we are obliged to give this work to library assistants in addition to their ordinary routine duties, to avoid increasing our staff by about forty assistants, which our appropriation does not permit.

(2) Misunderstanding on the part of the public, and also to some extent on the part of teachers, of our aims, ability, and attitude. This I am glad to say is continually lessening. We can scarcely expect that each of our five hundred assistants should be thoroly imbued with the spirit of helpfulness toward the schools or even that they should perfectly understand what we desire and aim to do. Nor can we expect that our wish to aid should be appreciated by every one of fifty thousand teachers or a million parents. This will come in time.

(3) A low standard of honesty on the part of certain users of the library. It is somewhat disheartening to those who are laboring to do a public service to find that some of those whom they are striving to benefit, look upon them merely as easy game. To prevent this and at the same time to withstand those who urge that such misuse of the library should be met by the withdrawal of present privileges and facilities uses up energy that might otherwise be directed toward the improvement of our service. Now, like the intoxicated man, we sometimes refuse invitations to advance because it is "all we can do to stay where we are." Here is an opportunity for all the selective influences that we may bring to bear, and unfortunately the library can have but little part in these.

Have I wandered too far from my theme? The good that a public library may do, the influence that it may exert, and the position that it may assume in a community, depend very largely on the ability and tact with which it is administered and the resources at its disposal. Its public services may be various, but probably there is no place in which it may be of more value than side by side with the public school; and I venture to think that this is the case largely because education to be complete must select as well as train, must compel the fit to step forward and the unfit to retire, and must do this, not only at the outset of a course of training but continuously thruout its duration. We speak of a student being "put thru the mill," and we must not forget that a mill not only grinds and stamps into shape but also sifts and selects. A finished product of a given grade is always such not only by virtue of formation and adaptation but also by virtue of selection. In human training one of the most potent of these selective agencies is the individual will, and to train that will and make it effective in the right direction there is nothing better than constant association with the records of past aims and past achievements. This must be my excuse for saying so much of libraries in general, and of one library in particular, in an address on what I have ventured to give the name of Selective Education.

THE USES OF FICTION[2]

[2] Read before the American Library Association, Asheville Conference, May 28, 1907.

Literature is becoming daily more of a dynamic and less of a static phenomenon. In other days the great body of written records remained more or less stable and with its attendant body of tradition did its work by a sort of quiet pressure on that portion of the community just beneath it--on a special class peculiarly subject to its influence. To-day we have added to this effect that of a moving multitude of more or less ephemeral books, which appear, do their work, and pass on out of sight. They are light, but they make up for their lack of weight by the speed and ease with which they move. Owing to them the use of books is becoming less and less limited to a class, and more and more familiar to the masses. The book nowadays is in motion. Even the classics, the favorites of other days, have left their musty shelves and are moving out among the people. Where one man knew and loved Shakespeare a century ago, a thousand know and love him to-day. The literary blood is circulating and in so doing is giving life to the body politic. In thus wearing itself out the book is creating a public appreciation that makes itself felt in a demand for reprinting, hence worthy books are surer of perpetuation in this swirling current than they were in the old time reservoir. But besides these books whose literary life is continuous, though their paper and binding may wear out, there are other books that vanish utterly. By the time that the material part of them needs renewing, the book itself has done its work. Its value at that moment is not enough, or is not sufficiently appreciated, to warrant reprinting. It drops out of sight and its place is taken by another, fresh from the press. This part of our moving literature is what is called ephemeral, and properly so; but no stigma necessarily attaches to the name. In the first place, it is impossible to draw a line between the ephemeral and the durable. "One storm in the world's history has never cleared off," said the wit--"the one we are having now." Yet the conditions of to-day, literary as well as meteorological, are not necessarily lasting.

We are accustomed to regard what we call standard literature as necessarily the standard of innumerable centuries to come, forgetful of the fact that other so-called standards have "had their day and ceased to be." Some literature lasts a century, some a year, some a week; where shall we draw the line below which all must be condemned as ephemeral? Is it not possible that all literary work that quickly achieves a useful purpose and having achieved it passes at once out of sight, may really count for as much as one that takes the course of years to produce its slow results? The most ephemeral of all our literary productions--the daily paper--is incalculably the most influential, and its influence largely depends on this dynamic quality that has been noted--the penetrative power of a thing of light weight moving at a high speed. And this penetrative power effective literature must have to-day on account of the vastly increased mass of modern readers.

Reading is no longer confined to a class, it is well-nigh universal, in our own country, at least. And the habit of mind of the thoughtful and intent reader is not an affair of one generation but of many. New readers are young readers, and they have the characteristics of intellectual youth.

Narrative--the recapitulation of one's own or someone else's experience, the telling of a story--is the earliest form in which artistic effort of any kind is appreciated. The pictorial art that appeals to the young or the ignorant is the kind that tells a story--perhaps historical painting on enormous canvasses, perhaps the small genre picture, possibly something symbolic or mythological; but at any rate it must embody a narrative, whether it is that of the signing of a treaty, a charge of dragoons, a declaration of love or the feeding of chickens. The same is true of music. The popular song tells something, almost without exception. Even in instrumental music, outside of dance rhythms, whose suggestion of the delights of bodily motion is a reason of their popularity, the beginner likes program music of some kind, or at least its suggestion. So it is in literature. With those who are intellectually young, whether young in years or not, the narrative form of expression is all in all. It is, of course, in all the arts, a most important mode, even in advanced stages of development. We shall never be able to do without narrative in painting, sculpture, music and poetry; but wherever, in a given community, the preference for this form of expression in any art is excessive, we may be sure that appreciation of that form of art is newly aroused. This is an interesting symptom and a good sign. To be sure, apparent intellectual youth may be the result of intellectual decadence; there is a second as well as a first childhood, but it is not difficult to distinguish between them. In general, if a large proportion of those in a community who like to look at pictures, prefer such as "tell a story," this fact, if the number of the appreciative is at the same time increasing, means a newly stimulated interest in art. And similarly, if a large proportion of those persons who enjoy reading prefer the narrative forms of literature, while at the same time their total numbers are on the increase, this surely indicates a newly aroused interest in books. And this is precisely the situation in which we find ourselves to-day. A very large proportion of the literature that we circulate is in narrative form--how large a proportion I daresay few of us realize. Not only all the fiction, adult and juvenile, but all the history, biography and travel, a large proportion of literature and periodicals, some of the sciences, including all reports of original research, and a lesser proportion of the arts, philosophy and religion, are in this form. It may be interesting to estimate the percentage of narrative circulated by a large public library, and I have attempted this in the case of the New York public library for the year ending July 1, 1906.

Class Per cent. Estimated per Fiction cent. of narrative Juvenile 26 Adult 32 ........... 58 58 History ................. 6 6 Biography ............... 3 3 Travel .................. 3 3 Literature .............. 7 3 Periodicals ............. 4 2 Sciences ................ 9 3 Arts .................... 3 1 Philos. & Relig. ........ 2 1 Foreign ................. 5 4 --- -- 100 84

In other words, if my estimates are not too much out of the way--and I have tried to be conservative--only 16 per cent. of our whole circulation, and 38 per cent. of our non-fiction, is non-narrative, despite the fact that our total fiction percentage is low.

I attach little importance in this regard to any distinction between true and fictitious narrative, people who read novels do not enjoy them simply because the subject matter is untrue. They enjoy the books because they are interesting. In fact, in most good fiction, little beside the actual sequence of the events in the plot and the names of the characters is untrue. The delineation of character, the descriptions of places and events and the statements of fact are intended to be true, and the further they depart from truth the less enjoyable they are. Indeed, when one looks closely into the matter, the dividing line between what we call truth and fiction in narrative grows more and more hazy.

In pictorial art we do not attempt to make it at all. Our museums do not classify their pictures into true and imaginary. Our novels contain so much truth and our other narrative works so much fiction, that it is almost as difficult to draw the line in the literary as it is in the pictorial arts. And in any case objections to a work of fiction, as well as commendations, must be based on considerations apart from this classification.

To represent a fictitious story as real or an imaginary portrait as a true one is, of course, a fault, but the story and the portrait may both be of the highest excellence when the subjects are wholly imaginary. It should be noted that the crime of false representation, when committed with success, removes a work from library classification as fiction and places it in one of the other classes. Indeed, it is probable that much more lasting harm is done by false non-fiction than by fiction. The reader, provided he uses literature temperately, has much less need to beware of the novel, which he reads frankly for entertainment, than of the history full of "things that are not so," of the biased biography, of science "popularized" out of all likeness to nature, of absurd theories in sociology or cosmology, of silly and crude ideas masquerading as philosophy, of the out-and-out falsehood of fake travellers and pseudo-naturalists.

In what has gone before it has been assumed that the reader is temperate. One may read to excess either in fiction or non-fiction, and the result is the same; mental over-stimulation, with the resulting reaction. One may thus intoxicate himself with history, psychology or mathematics--the mathematics-drunkard is the worst of all literary debauchees when he does exist--and the only reason why fiction-drunkenness is more prevalent is that fiction is more attractive to the average man. We do not have to warn the reader against over-indulgence in biography or art-criticism, any more than we have to put away the vichy bottle when a bibulous friend appears, or forbid the children to eat too many shredded-wheat biscuits. Fiction has the fatal gift of being too entertaining. The novel-writer must be interesting or he fails; the historian or the psychologist does not often regard it as necessary--unless he happens to be a Frenchman.

But with this danger of literary surfeit or over-stimulation, I submit that the librarian has nothing to do; it is beyond his sphere, at least in so far as he deals with the adult reader. We furnish parks and playgrounds for our people; we police them and see that they contain nothing harmful, but we cannot guarantee that they will not be used to excess--that a man may not, for example, be so enraptured with the trees and the squirrels that he will give up to their contemplation time that should be spent in supporting his family. So in the library we may and do see that harmful literature is excluded, but we cannot be expected to see that books which are not in themselves injurious are not sometimes used to excess.

I venture to suggest that very much of our feeling of disquietude about the large use of fiction in the public library and elsewhere arises from our misapprehension of something that must always force itself upon the attention in a state of society where public education and public taste are on the increase. In this case the growth will necessarily be uneven in different departments of knowledge and taste, and in different localities; so that discrepancies frequently present themselves. We may observe, for instance, a quietly and tastefully dressed woman reading, we will say, Laura Jean Libbey. We are disconcerted, and the effect is depressing. But the discrepancy may arise in either of two ways. If we have here a person formerly possessing good taste both in dress and reading, whose taste in the latter regard has deteriorated, we certainly have cause for sadness; but if, as is much more likely, we have one who had formerly bad taste of both kinds and whose taste in dress has improved, we should rather rejoice. The argument is the same whether the change has taken place in the same generation or in more than one. Our masses are moving upward and the progress along the more material lines is often more rapid than in matters of the intellect. Or, on the contrary, intellectual progress may be in advance of manners. Such discrepancies are frequently commented upon by foreign travelers in the United States, who almost invariably misinterpret them in the same way. Can we blame them, when we make the same mistake ourselves? M. Jules Huret, in his recent interesting book "En Amerique," notes frequently the lapses in manners and taste of educated persons among us. He describes, for instance, the bad table-manners of a certain clergyman. His thought is evidently, "How shocking that a clergyman should act in this way!" But we might also put it: "How admirable that professional education in this country is so easily obtained that one of a class in which such manners prevail can secure it! How encouraging that he should desire to enter the ministry and succeed in doing so!" These are extreme standpoints; we need of course endorse neither of them. But when I find that on the upper west side of New York, where the patrons of our branch libraries are largely the wives and daughters of business men with good salaries, whose general scale of living is high, the percentage of fiction circulated is unduly great, I do not say, as I am tempted to do "How surprising and how discouraging that persons of such apparent cultivation should read nothing but fiction, and that not of the highest grade!" I say rather: "What an evidence it is of our great material prosperity that persons in an early stage of mental development, as evidenced by undue preference for narrative in literature, are living in such comfort or even luxury!"

Is not this the right way to look at it? I confess that I can see no reason for despairing of the American people because it reads more fiction than it used to read, so long as this is for the same reason that a ten year old boy reads more stories than a baby. Intellectual youth is at least an advance over mental infancy so long as it is first childhood--not second. It is undoubtedly our duty, as it is our pleasure, to help these people to grow, but we cannot force them, and should not try. Complete growth may take several generations. And even when full stature has been obtained, literature in its narrative modes, though not so exclusively as now, will still be loved and read. Romance will always serve as the dessert in the feast of reason--and we should recollect that sugar is now highly regarded as a food. It is a producer of energy in easily available form, and, thinking on some such novels as "Uncle Tom," "Die Waffen nieder" and shall we say "The jungle"? we realize that this thing is a parable, which the despiser of fiction may well read as he runs.

THE VALUE OF ASSOCIATION[3]

[3] An address delivered before the Library Associations of Iowa, Nebraska, Kansas, Missouri, Indiana and Ohio, October 9-18, 1907.

Man is a gregarious animal; he cannot think, act, or even exist except in certain relations to others of his kind. For a complete description of those relations we must go to a treatise on sociology; our present subject is a very brief consideration of certain groups of individuals, natural or voluntary, and the application of the laws that govern such groups to the voluntary associations with which we are all familiar in library work. Men have joined together to effect certain things that they could not accomplish singly, ever since two savages found that they could lift a heavy log or stone together, when neither one could manage it alone. Until recently the psychology of human groups has received little study. Le Bon, in his book on "The Crowd," gives the modern treatment of it. A group of persons does not think and act precisely as each of its component individuals would think or act. The very act of association, loose as it may be, introduces a new factor. Even the two savages lifting the log do not work together precisely as either would have worked singly. Their co-operation affects their activity; and both thought and action may likewise be affected in larger groupings even by the mere proximity of the individuals of the group, where there is no stronger bond.