Chapter 1

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LIBRARY TRACT, No. 10

Revised Edition of Tract No. 1

WHY DO WE NEED A PUBLIC LIBRARY?

MATERIAL FOR A LIBRARY CAMPAIGN

Compiled by CHALMERS HADLEY Sec'y American Library Association

AMERICAN LIBRARY ASSOCIATION PUBLISHING BOARD 1 WASHINGTON STREET, CHICAGO 1910

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PUBLICATIONS OF THE

AMERICAN LIBRARY ASSOCIATION

PUBLISHING BOARD

_Postage on book publications extra_

Guide to reference books, by Alice B. Kroeger. New and enlarged edition. Cloth, $1.50.

Literature of American history; edited by J. N. Larned. Cloth, $6.00. Supplements for 1902, 1903, paper, each $1; for 1904, 25c.

A. L. A. Index to general literature. Cloth, $10.

A. L. A. Index to portraits. $3.

A. L. A. Catalog. Paper, $1.

A. L. A. Catalog rules. Cloth, 60c.

A. L. A. Booklist (monthly, 10 numbers) $1 a year

List of subject headings for use in dictionary catalogs. Cloth, $2.

Books for girls and women and their clubs. Paper, 25c. Also issued in five parts, small size, 5c. each.

Reading for the young, with supplement. Sheets, $1.

Books for boys and girls, by Caroline M. Hewins. Paper, 15c. $5 per 100.

Children's reading. Paper, 25c.

Small library buildings. Paper, $1.25.

Library buildings, by W. R. Eastman. Paper, 10c.

(_Continued on 3rd cover page_)

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LIBRARY TRACT, No. 10

Revised Edition of Tract No. 1

WHY DO WE NEED A PUBLIC LIBRARY?

MATERIAL FOR A LIBRARY CAMPAIGN

Compiled by CHALMERS HADLEY Sec'y American Library Association

AMERICAN LIBRARY ASSOCIATION PUBLISHING BOARD 1 WASHINGTON STREET, CHICAGO 1910

Compiled from articles and addresses by

Sir Walter Besant 7

E. A. Birge, dean University of Wisconsin, Madison, Wis. 18

William J. Bryan 38

John P. Buckley 32

Waller Irene Bullock, chief loan librarian Carnegie Library, Pittsburg, Pa. 43

James H. Canfield, late librarian Columbia University Library, New York 40

Andrew Carnegie 25, 41

Winston Churchill 16

Frederick M. Crunden, ex-librarian Public Library, St. Louis, Mo. 4, 28, 47

J. C. Dana, librarian Free Public Library, Newark, N. J. 10, 12, 37, 42

Melvil Dewey, ex-director N. Y. State Library, Albany 21

William R. Eastman, chief Division of Educational Extension, State Library, Albany, N. Y. 22, 45

Mrs. S. C. Fairchild, ex-vice director New York State Library School, Albany, N. Y. 10

W. I. Fletcher, librarian Amherst College Library, Amherst, Mass. 6

W. E. Foster, librarian Public Library, Providence, R. I. 44

Chalmers Hadley, secretary American Library Association, Chicago, Ill. 3, 29

Joseph Le Roy Harrison, librarian Providence Athenæum, Providence, R. I. 27

Caroline M. Hewins, librarian Public Library, Hartford, Conn. 5

F. A. Hutchins, University Extension Department, University of Wisconsin, Madison, Wis. 13, 19, 26, 36

J. N. Larned, ex-librarian Public Library, Buffalo, N. Y. 20, 22, 34

Henry E. Legler, librarian Public Library, Chicago, Ill. 17, 30

James Russell Lowell 18

William McKinley 30

Theodore Roosevelt 37

C. C. Thach, president Alabama Polytechnic Institute 9, 39

Alice S. Tyler, secretary Iowa Library Commission, Des Moines, Iowa 47

Irene Van Kleeck 36

MATERIAL FOR A PUBLIC LIBRARY CAMPAIGN

One of the most effective means of conducting a library campaign, especially in its early stage, is through the press. Not only will the reading and thinking part of the people thereby be reached, but any library editorial appearing in a newspaper, will, because of the public notice given it, receive greater consideration than if printed elsewhere. Library Commission workers and library supporters in general, have felt the need of printed material which could be made immediately available in a library campaign. Most library addresses and articles are too long, too scholarly in treatment or have lacked that crisp style necessary for use in the press.

Editors of newspapers are slow to accept for printing, signed editorials which have seen service elsewhere. It is suggested that the material here compiled be made as local as possible in its application to individual communities, and that the editorials be sent to newspapers unsigned by the original writers. The same editorials should not be sent to neighboring communities, at least in their original form. Every attempt should be made to have them appear as fresh and spontaneous as possible. Different editorials should always be sent the several papers in the same city.

The material here compiled is suggestive and sufficiently comprehensive to meet ordinary conditions. Much valuable material has been taken from circulars sent out by the Library Commissions of Oregon, Wisconsin and Iowa.

No better advice could be given in opening a public library campaign through the public press than the following, in the Wisconsin Free Library Commission Circular of Information, No. 5:

1 Citizens of ---- believe in free public libraries. They need organization and courage to attack local problems rather than long homilies on the value of good literature.

2 Public sentiment needs time to ripen. Frequent short articles running through the issues of a few weeks are better than a few long ones.

3 Make the articles breezy, optimistic, with local application. You can get a library if you are in earnest.

4 Appeal to local pride. Civic patriotism is the basis of civic improvement. Give the names of familiar towns of similar size which have good libraries.

5 Do not rely solely on editorials. Get brief communications from citizens, but have each letter make only one point, and that crisply.

6 Do not waste space rebutting trivial arguments. Refute them by affirmative statements.

7 Get brief interviews with visitors from towns where they have good libraries, and with your own townsmen who have visited neighboring libraries.

8 Keep this fact in mind--Your people want a library and only need pluck and a leader.

9 Remember that the worst enemy of the movement is the talker who wants a library very much, in the "sweet bye and bye," when all other public improvements are completed.

10 When it is time to strike--strike hard. Apologies and faint hearts never won any kind of a contest.

CHALMERS HADLEY, Secretary American Library Association.

WHAT A PUBLIC LIBRARY DOES FOR A COMMUNITY

1 It doubles the value of the education the child receives in school, and, best of all, imparts a desire for knowledge which serves as an incentive to continue his education after leaving school; and, having furnished the incentive, it further supplies the means for a life-long continuance of education.

2 It provides for the education of adults who have lacked, or failed to make use of, early opportunities.

3 It furnishes information to teachers, ministers, journalists, physicians, legislators, all persons upon whose work depend the intellectual, moral, sanitary and political welfare and advancement of the people.

4 It furnishes books and periodicals for the technical instruction and information of mechanics, artisans, manufacturers, engineers and all others whose work requires technical knowledge--of all persons upon whom depends the industrial progress of the city.

5 It is of incalculable benefit to the city by affording to thousands the highest and purest entertainment, and thus lessening crime and disorder.

6 It makes the city a more desirable place of residence, and thus retains the best citizens and attracts others of the same character.

7 More than any other agency, it elevates the general standard of intelligence throughout the great body of the community, upon which its material prosperity, as well as its moral and political well-being, must depend.

Finally, the public library includes potentially all other means of social betterment. A library is a living organism, having within itself the capacity of infinite growth and reproduction. It may found a dozen museums and hospitals, kindle the train of thought that produces beneficent inventions, and inspire to noble deeds of every kind, all the while imparting intelligence and inculcating industry, thrift, morality, public spirit and all those qualities that constitute the wealth and well-being of a community.

F. M. CRUNDEN.

WHAT A FREE LIBRARY DOES FOR A COUNTRY TOWN

1 It keeps boys at home in the evening by giving them well-written stories of adventure.

2 It gives teachers and pupils interesting books to aid their school work in history and geography, and makes better citizens of them by enlarging their knowledge of their country and its growth.

3 It provides books on the care of children and animals, cookery and housekeeping, building and gardening, and teaches young readers how to make simple dynamos, telephones and other machines.

4 It helps clubs that are studying history, literature or life in other countries, and throws light upon Sunday-school lessons.

5 It furnishes books of selections for reading aloud, suggestions for entertainments and home amusements, and hints on correct speech and good manners.

6 It teaches the names and habits of the plants, birds and insects of the neighborhood, and the differences in soil and rock.

7 It tells the story of the town from its settlement, and keeps a record of all important events in its history.

8 It offers pleasant and wholesome stories to readers of all ages.

CAROLINE M. HEWINS.

Let the boys find in the free library wholesome books of adventure, and tales such as a boy likes; let the girls find the stories which delight them and give their fancy and imagination exercise; let the tired housewife find the novels which will transport her to an ideal realm of love and happiness; let the hardworked man, instead of being expected always to read "improving" books of history or politics, choose that which will give him relaxation of mind and nerve--perhaps the "Innocents Abroad," or Josh Billings's "Allminax," or "Samanthy at Saratoga."

W. I. FLETCHER.

WHY WE NEED A LIBRARY

A public library in our community would be an influence for good every day in the week.

It would make the town more attractive to the class of people we want as residents and neighbors.

It would mould the characters of the children in our homes.

A good library would get gifts from wealthy citizens. No other public institution offers so fitting an opportunity for a public-spirited citizen to help his neighbors and win their approval and affection.

A library in ---- would be the center of our intellectual life and would stimulate the growth of all kinds of clubs for study and debating.

It is a great part of our education to know how to find facts. No man knows everything, but the man who knows how to find an indispensable fact quickly has the best substitute for such knowledge. We need a library to carry forward in a better manner the education of the children who leave school; to give them a better chance for self-education. We need it to give thoughts and inspiration to the teachers of the people, those who in the schoolroom or pulpit, on the rostrum, or with the pen attempt to instruct or lead their fellow citizens. We need it to help our mechanics in their employments, to give them the best thoughts of the best workers in their lines, whether these thoughts come in books or papers or magazines.

WISCONSIN FREE LIBRARY COMMISSION.

The public library is an adult school; it is a perpetual and life-long continuation class; it is the greatest educational factor that we have; and the librarian is becoming our most important teacher and guide.

SIR WALTER BESANT.

WHAT A LIBRARY DOES FOR A TOWN

1 Completes its educational equipment, carrying on and giving permanent value to the work of the schools.

2 Gives the children of all classes a chance to know and love the best in literature. Without the public library such a chance is limited to the very few.

3 Minimizes the sale and reading of vicious literature in the community, thus promoting mental and moral health.

4 Effects a great saving in money to every reader in the community. The library is the application of common sense to the problem of supply and demand. Through it every reader in the town can secure at a given cost from 100 to 1000 times the material for reading or study that he could secure by acting individually.

5 Appealing to all classes, sects and degrees of intelligence, it is a strong unifying factor in the life of a town.

6 The library is the one thing in which every town, however poor or isolated, can have something as good and inspiring as the greatest city can offer. Neither Boston nor New York can provide better books to its readers than the humblest town library can easily own and supply.

7 Slowly but inevitably raises the intellectual tone of a place.

8 Adds to the material value of property. Real estate agents in the suburbs of large cities never fail to advertise the presence of a library, if there be one, as giving added value to the lots or houses they have for sale.

A. W. in NEW YORK LIBRARIES.

HELPFUL THINGS DONE BY LIBRARIES FOR TEACHERS AND CHILDREN

1 Graded lists (sometimes annotated) of books suitable for children are printed as part of the library's finding lists.

2 Bulletins of books for special days are printed.

3 Lists of books on special subjects are printed.

4 Topics being studied in the schools are illustrated by special exhibits at the libraries.

5 Study rooms in the libraries are maintained for the pupils of the high schools and the higher grammar grades.

6 Children's or young people's rooms are maintained at the libraries, where the children may come into personal contact with a trained children's librarian and with hundreds of books on open shelves.

7 Story hours or readings for children are conducted at the libraries.

8 Training in reference work, in the use of books and libraries, in the use of finding lists, card catalogs, indexes, etc., is given by library assistants: (a) to teachers at the library; (b) at the library to individual pupils and classes that come there; (c) at the schools to the pupils in their rooms.

9 Lectures on classification, bibliographies, and catalogs are given by members of the library staff for teachers and normal school students.

10 Special study rooms for teachers are provided.

11 Special educational collections are shelved for use by the teachers.

12 Cases of about 50 books (traveling libraries as it were) are prepared by libraries and sent to schoolrooms to remain for a year or less, teachers to issue books for home use.

13 Branch reading--and delivery--rooms are opened in schools, in charge of library assistants, with supply of books on hand for circulation and facilities for drawing others from the main library.

14 Assistant librarians are placed in charge of work with schools.

15 In large cities complete branch libraries are established in schools on the outskirts of the cities.

16 Special collections of books are furnished to vacation schools.

17 Special cards are issued to teachers on which they may draw more than the usual number of volumes at a time.

18 Teachers and principals are allowed to draw a number of volumes for (a) reading by children at school; (b) reading by children at home.

PUBLIC LIBRARIES.

LIBRARIES, A PUBLIC BENEFACTION

A library is not a luxury; it is not for the cultured few; it is not merely for the scientific; it is not for any intellectual cult or exclusive literary set. It is a great, broad, universal public benefaction. It lifts the entire community; it is the right arm of the intellectual development of the people, ministering to the wants of those who are already educated and spreading a universal desire for education. It is the upper story of the public school system, while it is a broad field wherein ripe scholars may find a fuller training for their already highly developed faculties. It is above all a splendid instrument for the education and culture of those vast masses of boys and girls that are denied the high privileges of the systematic training of the schools.

C. C. THACH.

The function of the library as an institution of society, is the development and enrichment of human life in the entire community by bringing to all the people the books that belong to them.

SALOME CUTLER FAIRCHILD.

MEANING OF THE PUBLIC LIBRARY

Cities and towns are now for the first time, and chiefly in this country, erecting altars to the gods of good fellowship, joy and learning. These altars are our public libraries. We had long ago our buildings of city and state, our halls of legislation, our courts of justice. But these all speak more or less of wrongdoing, of justice and injustice, of repression. Most of them touch on partisanship and bitterness of feeling. We have had, since many centuries, in all our cities, the many meeting places of religious sects--our chapels, churches and cathedrals. They stand for so much that is good, but they have not brought together the communities in which they are placed. A church is not always the center of the best life of all who live within the shadow of its spire.

For several generations we have been building temples to the gods of learning and good citizenship--our schools. And they have come nearer to bringing together for the highest purpose the best impulses of all of us than have any other institutions. But they are all not yet, as some day they will be, for both old and young. Then they speak of discipline, of master and pupil, instead only of pure and simple fellowship in studies.

And so we are for the first time in all history, building, in our public libraries, temples of happiness and wisdom common to us all. No other institution which society has brought forth is so wide in its scope; so universal in its appeal; so near to every one of us; so inviting to both young and old; so fit to teach, without arrogance, the ignorant and, without faltering, the wisest.

The public library is to be the center of all the activities that make for social efficiency. It is to do more to bind into one civic whole and to develop the feeling that you are citizens of no mean city, than any other institution you have yet established or than we can as yet conceive.

J. C. DANA.

PUBLIC LIBRARIES, A WORLD-WIDE MOVEMENT

The world-wide library movement of the past few years is an important factor in the educational world. The public library is now recognized as one of the most effective of the preventive measures advocated by modern social students. It is considered an essential part of any system of public education, affording opportunity for self-education, and supplementing the average five years of school life. Educators now realize that the school offers but the beginning of education, and that the library is its necessary complement and supplement. This increase of library facilities has greatly influenced school work, in bringing home to teachers the fact that it is as important to teach what to read as to give children the ability to read. The library of to-day is not wholly for recreation, but it is the people's university. It is entitled to the same consideration which is given to the public schools, and to the same sort of support. The whole conception of the library has changed as practical men of affairs have come to the realization of the fact that they must have accessible the records of past experience and experiments.

OREGON LIBRARY COMMISSION.

THE PUBLIC LIBRARY

We all believe in public libraries. We frequently discuss the library we are to get "bye and bye." We do not find that it is helping the boys and girls who are growing up in our town now. Will the next generation need it more than this? Will the children of the next generation be dearer to us than the boys and girls that now cheer our firesides? Will they use a library better because their parents have not had such privileges?

We all want a library, for ourselves, for our neighbors, for the good name of our village. Why not get it now and be getting the good out of it?

It is only a question of method.

The library when built should benefit all the people, and therefore it should be built by all the people. Give us all a chance to help, and then the library will belong to all of us.

WISCONSIN FREE LIBRARY COMMISSION.

LIBRARIES AND HAPPINESS

The great purpose of a public library is to promote and unite intelligence. It brings together the products of the wise minds of the world. It holds within its walls a collection of all the wise and witty things ever said: these it marks and indexes and offers to its friends.

It is in its community a sort of intellectual minuteman, always ready to supply to every comer something of interest and pleasure. It puts good books, and no others, into the hands of children. It tells about Cinderella and informs you on riots in Moscow. It offers you a novel of modern Japan and a history of Venice of the past. It knows about the milk in the cocoanut, the floods of the river Nile, the advantages of education, the evils of legislation, how to plan a home, why bread won't rise, and can tell more about the mental failings that give Jamaica and Venezuela trouble than most of our congressmen ever dreamed of.

Reading is the short cut into the heart of life. If you are talking with a group of friends about, for example, different parts of the United States, and some one happens to mention a city or town in which you have lived, note how your interest quickens, and how eager you are to hear news of the place or to tell of your experience in it. This is a simple every-day fact. The same thing you have observed a thousand times about any subject or talk with which you may be familiar. We learn about many things just by keeping alive and moving round! Those things we have learned about we can't help being interested in. That is the way we are made. If we knew about more things our interests would be greater in number, keener, more satisfying; we would talk more, ask more questions, be more alert, get more pleasure.

The lesson from this is plain enough: if you wish to have a good time, learn something. You like to meet old friends. Your brain, also, likes to come across things it knows already, to renew acquaintance with the knowledge it has stored away and half forgotten. The pleasures of recognition and association; the delights of renewing your friendships with your own ideas are many, easy to get, never failing. But if you wish to have interests and delights in good plenty you must know of many things. If you wish to be happy, learn something.

This sounds like advice to a student. It is not, it is a suggestion to the wayfarer. For this learning process may be as delightful as it is to gather flowers by the roadside in a summer walk.

J. C. DANA.

LIBRARY WORTH SELF-DENIAL