Part 38

CO-OPERATION BETWEEN A. L. A. AND GENERAL FEDERATION OF WOMEN'S CLUBS.

Miss STEARNS: The American Library Association has fallen into a most successful alliance with the National Educational Association, as is demonstrated by the continuation of our meeting at Detroit. Now, the A. L. A. has never realized all that the General Federation of Women's Clubs has done for the promotion of library interests. This is the first time in the history of the A. L. A. that the women's clubs have been recognized on our program, and I move that the A. L. A. Council be requested to form an alliance between the American Library Association and the Federation of Women's Clubs for the promotion of library interests. _Voted._

In the absence of Miss MARIE S. DUPUIS, the chairman read by title her paper on

THE WOMAN'S CLUB AND THE TRAVELLING LIBRARY.

The woman's club and the travelling library seem made for each other. So perfectly does the travelling library supply a suitable channel for the energies of the woman's club, and so admirably does the woman's club seem fitted for the work of sending out travelling libraries, that the one seems the natural and perfect complement of the other.

What a box of well-selected reading matter means to a rural community probably only those know who have lived in a rural community without the box. Others must draw upon their imaginations to picture farm homes without other current literature than a weekly local paper whose "patent inside" contains all the news they receive of the world's work; homes where the family Bible--not always present--and the children's school books form the only bound volumes of the family library, where even the deservedly ephemeral literature of the daily paper and the 10-cent magazine are unknown, though rural free mail delivery will soon alter this.

With numberless such communities on the one hand, we have on the other numerous women's clubs organized for self-improvement and "mutual aid," to use the fine phrase of Prince Kropotkin. And so closely are human interests interwoven that "mutual aid" means self-improvement, and self-improvement "mutual aid." It is doubtful if any form of educational endeavor undertaken by women's clubs is so fruitful in good results as the travelling library. It is the most practical form of educational work as yet undertaken by these organizations. The work of the Illinois Federation of Women's Clubs in this direction has been under the supervision of the library extension committee of that organization. More than one-third of the clubs of the state are now engaged in travelling library work. The number of libraries in circulation has doubled in the past year.

The plan usually adopted in the formation of a travelling library is for each member of a club to donate one or more books. A Parmelee or other suitable trunk bookcase is purchased for the collection, usually consisting of about 50 volumes, a record-book is provided, each volume is furnished with a library catalog and the rules for borrowers recommended by the committee, and the library is then ready to begin its travels.

Several libraries are grouped into county circuits--a unique feature of the Illinois plan--of four or more to a circuit. Two years has been found to be the average life of a travelling library, and a circuit of four libraries remaining in each community for six months will thus supply four communities with travelling libraries for two years.

With regard to the composition of the travelling library, the committee recommends that each library consist of about 50 volumes; that of these one-half shall be juveniles; that fiction shall be carefully selected, preference being given to standard works, those which have stood the test of time; that everything of a theological bias shall be excluded; that biographies, travels and nature studies and stories are particularly desirable, with other suggestions for particular communities or of a general character. We lay particular stress upon the proportion of juveniles being at least one-half, for the reason not only that children and young people are generally the most numerous class of readers, but also because many adults, unaccustomed to much reading, find juvenile literature more readily comprehensible. Considering the fact that our libraries are almost wholly the result of voluntary donation, it is remarkable and, indeed, extremely gratifying that the libraries sent out are of such a high degree of literary excellence. The outcome of the heterogeneous tastes of club members, they seem admirably adapted to the equally heterogeneous tastes of the communities to which they are sent. Improvement, however, is always possible, and for the coming year we have model lists of books drawn up as guides, if not patterns, for future libraries.

In states where a public travelling library system does not yet exist, the women's clubs seem excellently qualified for inaugurating and maintaining such a system until the time comes, as it surely will, when every state has its library commission and its travelling library fund.

TRUSTEES' SECTION.

A meeting of the Trustees' Section of the A. L. A. was held on July 6 in parlor C of the Fountain House, with Dr. Leipziger in the chair and Thos. L. Montgomery acting as secretary. There were 75 persons present. Dr. Leipziger made an opening address, outlining the work that might be discussed by the section.

Mr. Soule urged the election of trustees for a term of years only, and in the opinion of those present three years seemed the proper limit.

The question of whether members of the board of education should be admitted to library boards excited considerable discussion, in which Mr. Cooke, of Iowa, Mr. Porter, of Cincinnati, Mr. Crunden and the secretary took part. It was generally conceded that members of the board of education should not be trustees of libraries _ex officio_, but that there was no objection to electing them as individuals.

Mr. EASTMAN then read his very interesting paper on

LIBRARY BUILDINGS.

(_See_ p. 38.)

Mr. MAURAN, of St. Louis, spoke on

THE RELATION OF THE ARCHITECT TO THE LIBRARIAN.

(_See_ p. 43)

Mr. Patton, of Chicago, said that the two papers showed the lack of any antagonism between the professions. He considered it absolutely necessary that the architect should be selected before anything else, in order that he should be familiar with all the librarians' requirements, and that the interior arrangement was the only matter that should be thought of then. The plan of giving premiums is bad, because it is no temptation to the skilled architect, but it is to the mere draughtsman. He also thought that library architecture must become a specialty.

Mr. Dewey asked, "What is the best way to get the combined judgment of several architects without offence to the profession, and yet give a proper remuneration for their labor?"

Mr. Patton answered that there was no objection to such consultations on the part of the profession, and that it was becoming more common every year. The objection to competitions was that there was no expert to make a fair decision. Competitions, as a rule, did not produce such good results as the appointment of a well-equipped and competent architect, to plan and oversee the work from the beginning. Under any circumstances expert advice might be had and should generally prove useful, especially when members of a library board were not prepared to give thorough attention to the architectural problems. Personally, he had often been employed as consulting architect, just as a physician might be called in that capacity.

Mr. Eastman stated that in the case of the Utica Public Library $150 had been given to each of ten architects for small sketches or outlines incorporating the requirements of the board.

Mr. Dewey thought that every state commission should have an expert, to whom should be referred all suggestions for plans for libraries, in order that the bad features may be called to the attention of the library board. In the case of very large institutions the national library should be appealed to.

This was by far the most interesting meeting that has been held by the section, and the interest taken in the discussion promises well for the future meetings.

Dr. Leipziger declining to serve as chairman, and the secretary having declined the nomination, Mr. D. B. Corey was elected chairman and T. L. Montgomery secretary for the ensuing year.

THOMAS L. MONTGOMERY, _Secretary_.

PROFESSIONAL INSTRUCTION IN BIBLIOGRAPHY: ROUND TABLE MEETING.

An informal "round table" meeting for the consideration of present and possible methods of professional instruction in bibliography, was held on the morning of Monday, July 10, in one of the parlors of the Fountain Spring House. A. G. S. JOSEPHSON was chairman, and J. I. WYER, Jr., acted as secretary.

The meeting was called to order at 10.30 a.m. by Mr. JOSEPHSON, who opened the session with a paper on

A POST-GRADUATE SCHOOL OF BIBLIOGRAPHY.

In looking over the various definitions of the word bibliography, I have found two main groups, one narrow, one broad.

The narrow definition has been thus expressed by Prof. C V. Langlois: "Bibliography is the science of books. As library economy treats of the classification, the exterior description of books, of the organization and history of libraries; as bibliography treats of the history of the book as a manufactured product (printing, bookbinding, bookselling); so bibliography in the precise meaning of the word, is that particular part of the science of the book which treats of the repertories and which provides the means of finding, as promptly and as completely as possible, information in regard to sources."

As an example of the broad definitions I choose the one by M. E. Grand in "La grande encyclopédie" He defines bibliography as "the science of books from the point of view of their material and intellectual description and classification," and goes on to say that "there are three principal things to be considered in the study of bibliography: classification of books, ... (_bibliographical systems_); description of books (_bibliographical rules_); and the use of _bibliographical repertories_."

If we compare these two definitions we see that here the same word has been used for two distinct subjects, the one of which includes the other. Without here going deeper into the intricacies of these definitions, I will, for the purpose of this discussion, accept the broader of the two.

The question what instruction in bibliography should contain is already answered in the above definition itself.

The study of _bibliographical systems_ for classification of books presupposes the study of the theoretical systems of classification of knowledge and this presupposes the study of the history of the sciences.

_Bibliographical rules_ govern the practical art of book description, what is technically known as cataloging. There are various codes of rules, more or less arbitrary, as they are more or less the outcome of a compromise. But under all arbitrariness one will discern some underlying theory as to what a description of a book should contain. Such theories are founded on the practice of printing and publishing: thus the intelligent study of bibliographical rules presupposes the study of the history of printing and publishing.

_Bibliographical repertories_ contain the systematic records of printed documents and the study of these repertories is what is called bibliography in the narrow sense. While the branches of study previously referred to may by some be regarded as of less value to the librarian there is surely none who will deny the necessity of his being thoroughly familiar with the literature of bibliographical repertories. However, I do not think that I am alone in the contention that all the different branches of bibliography in the broader sense are of the utmost importance to the librarian.

Dr. Dziatzko has pointed out that in such an eminently practical occupation as that of the librarian it is particularly important not to neglect altogether some kind of theoretical studies. There can be no studies of greater importance to the librarian than those just enumerated, namely, history of literature--the word taken in its broadest sense--history of the book in all its phases, and the study of bibliographical literature.

The library schools have done much to encourage the professional spirit of librarians and to develop the technical side of their work. It is, however, felt that something more is needed, something that a professional school or a training class cannot give, namely, solid bibliographical scholarship. This can, in my opinion, not be acquired except at a university with a faculty of specialists and an extensive equipment of bibliographical literature as a part of a large university library.

A post-graduate school of bibliography, such as I have in mind should offer instruction to two classes of students. The one class would be students in the other branches of instruction who would select as a minor one of the subjects offered by the school, and who should be required to pursue in the school the bibliographical study of their main topics and the preparation of the bibliographies that should be required as a necessary accompaniment to every dissertation. The other class would consist of persons wishing to prepare themselves for the professional work of the librarian and bibliographer. They would choose as their majors the studies offered at this school, and could choose as a minor any other scholastic subject. It would be of great importance to the would-be librarian, could he, while pursuing his special studies, be allowed to do university work in some other subject of his choice, such as literary history, philosophy, American history, mathematics, or the like.

As thorough bibliographical knowledge is the foundation for the work of the librarian, the central subject of instruction in the school should be the study of bibliographical repertories and of the record literature. This study should include seminar work in the handling of literary tools, in hunting up references on special questions, and in the preparation of bibliographical lists. This leads to the study of bibliographical methods. The principles of book description should be discussed, the leading codes of rules studied comparatively, their merits and defects discussed, but none should be taught as the one to be absolutely followed.

History of printing and bookselling comes next, preceded by an introductory consideration of palæography, particularly that of the 15th century. The steps leading to the discovery of printing with movable types, and the spread of the art over the world should be followed. Examples of the products of the first printing presses should be studied and described. Of later periods in the history of the book the most important seem to be the later 16th and the 17th centuries in England, and the 19th century in Germany.

A parallel study with that of the history of printing might be classification of knowledge and of books, with the history of science. The student might well be given his choice between these two topics, while that of bibliography in its narrower sense should be required of everyone. The history and interrelation of the various sciences is a subject of great importance not only to the classifier, but to the library administrator in general. It should be covered by special lectures by the representatives of the various sciences, connected by a theoretical course in the theory of classification, and followed by seminar work in classification of books.

A course preparing for the professional work of librarianship cannot be complete without the study of library administration. While we are not particularly concerned with this to-day, it should be said that this subject would naturally be a required one, and would cover particularly the history of libraries and of the methods of library administration. The technical training in the minor topics of library economy would not have any place in a school of this description.

I had hoped to be able to present at this meeting some statements from university authorities in regard to the establishment of a post-graduate school of bibliography at some university. I have not, however, succeeded in getting any statement of such definiteness that I can present it here. I can only say that the president of one of the larger western universities seems to look with some interest on the proposition. A letter from Dr. W. T. Harris, Commissioner of Education, says:

"It is very easy for me to say that I believe post-graduate courses in bibliography to be a most excellent thing, but whether there should be such a school established in Washington--I have no conviction on this question. I am not in a condition to say whether it would not be a most excellent thing to establish such a school in connection with the Library of Congress. Mr. Putnam is proceeding in a very intelligent manner to make the Congressional Library of use to the whole country. Would not a school of bibliography here in Washington have the best opportunity to do, so to speak, laboratory work in bibliography, and this in connection with the national library? I am not able to affirm an opinion on this question. The subject is very important and your letter was a letter which I wished to answer to some purpose, but I have not been able to do it, and this is merely an explanation of why I have not been able to do it.

"You very well name the studies of such a school: The literature of the subject; the use and handling of books as literary aids; bibliographical methodology; comparative history of literature and the sciences; classification of knowledge accompanied by the study of the various systems of classification of books; palæography, history of printing.

"It seems to me that one-tenth of all the librarians educated for the purpose of working in a library should take just such a course of instruction as this. This would give them directive power in the most important part of the librarian's duty."

The secretary read a paper by Dr. JOH. LECHE describing the

COURSES IN BIBLIOGRAPHY OFFERED BY PROF. DZIATZKO AT THE UNIVERSITY OF GÖTTINGEN.

The first and so far the only professorship in the auxiliary sciences of librarianship in Prussia was founded in 1886 in Göttingen as a consequence of the growing importance of libraries. This professorship has been filled since its foundation by Professor Dr. Carl Dziatzko.

The courses of lectures given have so far been as follows:

Library administration. The laws of authors and publishers in the history of bookselling. Books in the Middle Ages. (The above courses have not been given in later years.) Books and writing in ancient times. History of printing and bookselling: (_a_) previous to the Reformation. (_b_) since the Reformation. History and development of modern librarianship.

The lectures are held three times a week and have the same strictly scientific character as other university studies.

They demand therefore real co-operation between lecturer and students, putting before the latter, as they do, a rich and critically sifted material which gives them, in a way, a sharp outline only which they will fill out more or less fully according to their diligence in carrying on their studies. The lectures are made particularly attractive and stimulating through the exhibition of important examples of printing, if possible original works referred to or quoted in the lectures, etc.

Beside these public lectures, Prof Dziatzko gives once a week a bibliographical seminar for a smaller circle. The majority of the members of this seminar are the library volunteers who naturally are more numerous in Göttingen than at other Prussian university libraries. If it is true of the public lectures that valuable results are gained only by real co-operation of the students, these seminars directly demand independent work of the members. A considerable part, in fact half of the allotted time, is given to description of incunabula according to the rules formulated by Prof. Dziatzko and published in no. 10 of his "Sammlung bibliothekswissenschaftlicher Arbeiten." Apart from the importance of incunabula for the history of printing, they are particularly suited to bring out questions of various kinds relating to bibliography and librarianship. The remaining seminar hours are given up to reviews and papers by the members. In most cases the subjects are selected at the suggestion of Prof. Dziatzko, but it is preferred that the members should select their own topics. The papers deal with the most varied subjects: questions of a purely practical nature alternate with scientific and historical investigations of bibliographical topics. (Several of these papers have afterwards been prepared for publication in Prof. Dziatzko's "Sammlung bibliothekswissenschaftlicher Arbeiten.") The papers are followed by judicious criticism by Prof. Dziatzko and discussion by the members of the seminar. Whatever time is left is devoted to reading of old manuscripts, exhibition of bibliographical rarities and curiosities, important new publications, etc.

In connection with the palæographical studies just mentioned it should be noted that a special seminar in palæography, given by another professor, Dr. Wilhelm Meyer, is attended by many as a supplement to their bibliographical studies.

A. S. ROOT, librarian of Oberlin College, supplemented this letter with a description of his work with Dr. Dziatzko, stating that the real strength and power of the work consisted in the bibliographical seminar and the work with incunabula. In this work each student has assigned to him the work of a special city or a special press. He studies the books, catalogs them, and submits his work to Prof. Dziatzko for review. These papers are then discussed by the members of the seminar and sharply criticised by Prof. Dziatzko. The new literature of bibliography added to the library is periodically examined and discussed by the class.

G. W. HARRIS, librarian of Cornell University, gave in outline, the substance of a course of 15 lectures on bibliography, delivered one each week during a half year at Cornell. The nature of these lectures is general because in each department more or less stress is based on the use of special bibliographies, and each thesis for an advanced degree at Cornell must be accompanied by a satisfactory bibliography of the subject treated. The large collection of early imprints representing many of the different presses affords excellent opportunity to inspect and study examples of early printing. Mr. Harris was of the opinion that work in the bibliography of special subjects should be given by the heads of the departments concerned. Mr. Harris gave the following

SYNOPSIS OF LECTURES ON BIBLIOGRAPHY, CORNELL UNIVERSITY.

LECTURE.

I. Definition--Advantages of knowledge of bibliography; Range of bibliography; Antiquity of books. Ancient materials--Clay tablets of Assyria, Assyrian libraries--Palm leaf books of India--Birch bark books of Cashmere--Maya books and mss.

II. Papyrus and its importance, preparation, grades, roll form of books--Papyrus mss. and Egyptian literature.

III. Papyrus paper among Greeks and Romans--Methods of bookmaking and publishing in Greece and Rome. Writing instruments and inks--Mss. of Herculaneum--Public libraries of the ancients--Alexandrian and Roman libraries.

IV. Wax tablets of the Romans--Introduction of parchment--Change from roll form to square form of books--Results of this change--Palimpsests.