IN

READERS AND VISITORS

IN the main reading room of the central building 20,275 readers consulted 71,685 volumes. Special reading rooms in this building were used by 47,528 readers, making a total for the whole building of 67,803 readers.

Visitors to the building numbered 222,774.

THE

GIFTS

HE material relating to Mexico received an important addition in March by the bequest of the late Thomas A. Janvier and the gift of his widow, Mrs. Catharine Ann Janvier. The books relate principally to Mexican topography and local history, and include numerous works relating to the history of various provinces and towns. The collection was brought together by Mr. and Mrs. Janvier during their travels in Mexico as an aid to the former in the preparation of his guidebook to that country, which was published in 1886.

From a friend of the Library came thirty-one volumes and four pamphlets relating to Christian Science, various works by Mrs. Eddy, including the first three editions of "Science and Health," as well as later editions; the Christian Science Journal, volumes 5-21, 1887-1903, "The life of Mary Baker Eddy," by Sibyl Wilbur, New York, 1907 and 1908, and other works.

From Mrs. Henry Draper the Library received a large framed photograph of a portrait of Aesop by Velasquez, and a fragment of an onyx vase bearing a quadrilingual inscription "Xerxes, the Great King," in Persian, Elamitic, Babylonian cuneiform and Egyptian hieroglyphic. In continuation of her previous gifts the Library also received numerous other works among which may be mentioned "Histoire de Château de Versailles: Versailles sous Louis XIV," by Pierre de Nolhac, two volumes, Paris, 1911, and "The story of George Crowninshield's yacht Cleopatra's Barge on a voyage of pleasure to the Western Islands and the Mediterranean 1816-1817, compiled from journals, letters and log-book by Francis B. Crowninshield," privately printed, at Boston, 1913.

Among the noteworthy gifts to the Art and architecture division was a collection

of 458 volumes and 418 pamphlets presented by Mr. Victor G. Fischer. The material consists almost entirely of catalogues of art sales, many of them illustrated, and includes many catalogues of such noteworthy sales as the San Donati, Beurdeley, Georges Viau, and Tabourier collections. Other important additions to the collections of this division include the following: From Mr. Sam. P. Avery, "Turner's Liber studiorum: a description and a catalogue," second edition, revised, by W. G. Rawlinson, London, 1906; from Mr. John Woodbury, of Boston, an etched portrait of James F. Hunnewell, by O. J. Schneider (12th proof); from Mr. J. C. Cebrian, of San Francisco, "Historia de la Arquitectura Christiana Española en la Edad Media según el estudio de los elementos y los monumentos por Vicente Lampérez y Romea, Arquitecto. (Obra premiada en el V Concurso internacional 'Martorell' Barcelona, 1906.)," tomo 1-2, Madrid, 1908-09, and one other work; and from Mr. James Loeb, of New York, "Die Bronzen der Sammlung Loeb herausgegeben von Johannes Sieveking," München, 1913.

Interesting miscellaneous gifts included the following: From Mr. J. P. Morgan, volume 9 of Curtis' "The North American Indian," 2 volumes of text and plates; the Department of Economy and Efficiency of the State of New York, "State budget report... Appropriations recommended for fiscal year beginning Oct. 1, 1914...;” from the Delta Upsilon Fraternity a collection of 141 volumes and 107 pamphlets, publications of various college fraternities of the United States; from Charles A. A. Düring, of New York City, twenty volumes, mostly musical works; from Mr. Daniel J. Ryan, nine volumes relating to the breeding and racing of horses; and from the United Typothetae and Franklin Clubs of America, nine volumes and two pamphlets, various publications relating to the printing trades.

The following authors presented the Library with copies of their works: Mr. Frank D. Andrews of Vineland, N. J., Mr. Hereward Carrington of New York, Mr. Isaac J. Cox of Cincinnati, Rev. Frank Everett Davison of West Rutland, Vt., Mr. Louis Marinus Dewey of Westfield, Mass., Miss Lizzie P. Elliott of Nashville, Tenn., Dr. Louis F. Frank of Milwaukee,

Wis., Mr. Jacob Heffelfinger of Hampton, Va., Mr. Michael William Jacobs of Har

MARCH WORK

of Keene, N. H., Mr. Floyd W. Mundy and Mr. William J. Wilgus of New York. Additions to the genealogical collection were received from the following: Mr. W. T. Ashbridge of Toronto, Miss Clara A. Avery of Chicago, Mr. Frederick W. Stevens of New York, Mr. George H. Budke of Jersey City, N. J., Mr. Clarence Monroe Burton of Detroit, Mr. Ira Broadwell Conkling of Washington, Dr. E. Alden Dyer of Whitman, Mass., Mr. Walter Geer and Mr. G. A. Maitland of New York, Mr. John B. White of Kansas City, Mo., and Mr. A. Lyman Williston of Northampton, Mass.

THE

EXHIBITIONS

HE exhibition illustrating the "Making of an etching (room 321) — which attracted 5658 visitors during the month - the Brangwyn etchings, fifteenth and sixteenth century engravings, wood engravings by Henry Marsh, and the John Leech memorial exhibit in the Stuart gallery (room 316) and the selection of engravings by Faithorne in the print room (308) remained on view throughout the month. The exhibit of cartoons and illustrations by Sir John Tenniel (described in the March BULLETIN) and the color etchings by C. F. W. Mielatz also remained on view.

were received at the Library 36,749 volumes and 4,656 pamphlets, of which 5,592 volumes and 4,573 pamphlets were credited to the reference department and 31,157 volumes and 83 pamphlets to the circulation department.

Of the reference department receipts 2,993 volumes and 1,143 pamphlets were purchases, 2,595 volumes and 3,416 pamphlets were gifts, and 4 volumes and 14 pamphlets were exchanges. For the circulation department 30,921 volumes were purchases and 236 volumes and 83 pamplets were gifts.

The reference department catalogued 4,523 volumes and 3648 pamphlets; for this work were written 5,494 cards, 5,651 copy slips for the printer, and 262 slips for the duplicating machine. From these 262 slips 1,362 cards were manifolded. Cataloguing of 759 volumes and 754 pamphlets was completed by addition to 3,134 cards.

In the printing office 5,682 titles were set, from which 71,960 cards were printed.

The circulation department cataloguing force wrote 423 cards for the union catalogue, entered 10,285 volumes in the union catalogue and shelf list, and classified 584 volumes. At the branches 8,069 cards were written.

Through the interbranch loan system 10,070 books were asked for and 7,643 were supplied.

THE HE purpose of this thesis is to set forth the present conditions of the rural school library and the influence of certain educational movements upon these conditions, to determine the function of the rural school library, and to discuss possibilities open to it and the means of realizing to the fullest extent these possibilities.

The value of the school library was early recognized, but while there has been no doubt as to this value, the efficiency of these libraries has varied greatly and the vicissitudes of their fortunes scarcely bear

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out the optimistic prophecy of Horace Mann's entry in his diary February 19, 1843. "It (the school library) now needs discreet and energetic management; it will then be able to take care of itself." How this "discreet and energetic management" has changed in adapting itself to changed conditions, changed ideals, and acknowledged failures in administration is nowhere better shown than in the article on "School libraries in New York State" by

2

1 Mann. Life of Horace Mann. p. 173. Boston, 1865. 2 New York Libraries. 2: 192. Jan. 1911.

L. O. Wiswell, which may well be taken as a typical history of the school library movement in general.

Interest has been widespread; from Maine to California, from Oregon to Georgia, we find state education departments, library commissions, teachers' associations, normal schools, public libraries, associations of school officials preparing lists for school libraries, instituting reading circles for both teachers and pupils, and setting aside for due celebration a library day. This campaign for the betterment of school libraries, having passed through the process of filtration which seems to be necessary before any educational movement penetrates to the common or rural school, is at last directing attention toward the rural school library: its conditions, its needs, and its possibilities.

Let us see what the actual conditions are. Since few reports give the exact number and character of the books in the rural school library, these are difficult to ascertain. At first thought, it might seem possible to determine the character of the books by examining the various lists selected for school use; but until as much care and thought have been exercised in the circulating of these lists as jobbers and publishers use in the sending out of their catalogues, we must expect to see the school libraries selected from the latter. The enriched course of study has affected the lists, but it is a debatable point to what extent the actual libraries have been affected.

Wisconsin reports that "few books in the one-room schools have ever been rebound," ," and the consequent physical condition of the volumes is typical.

The maintenance of the libraries is also very uncertain, ranging from state aid, irregular incomes from penal fines too often misapplied by the local authorities and school district taxes, to the ever popular social and school entertainment.

In many schools no provision is made for the care of books, not even a shelf being provided. Under such circumstances as these, is it remarkable that the rural school library fails in its work? Fortunately, these conditions are on the wane and with the coming of inspection of rural schools now advocated in many states, bookcases, shelves, and library rooms may prove to be the rule rather than the exception. In Illinois a good collection of

Wisconsin Library Bulletin. 8:187. Nov. 1912.

books, including juvenile books, maps, and dictionaries, is among the requirements for a standard school. Books on rural school management devote chapters to the library and its use and frequently give plans for library rooms or alcoves.

The effect on the library of consolidation of schools is most excellent. Its increased size, made possible by the combination of funds, demands better care and quarters, and the better trained teachers make more efficient use of the books. In Minnesota a library room in consolidated schools is required by law and thirtynine such library rooms were reported in 1912. *

State, county, and township library extension is also affecting vitally the school library problem, both in increasing the efficiency of the libraries by setting up standards and in supplementing school collections. In some cases, as in Indiana, the stock of books belonging to the school, with the exception of reference books, is often turned over to an existing township library and the school becomes a distributing agency rather than an administrative head. The library of Pomfret, Vermont, is an excellent example of a strictly rural community working out its problem in this way. The Brumbaugh Free Library of Van Wert, O., is a good example of county library extension. In California this system won praise from a county superintendent of schools; the value of expert advice in the guidance of the reading of the children being especially mentioned and appreciated.

State extension work is carried on through field workers, organizers, and travelling library systems. "In twentynine states books are made more easily accessible by means of traveling libraries designed especially to reach the rural population." At comparatively small cost in these states a fresh stock of carefully selected books is available to keep alive the interest in books, once it is aroused. Several of these state libraries or allied agencies also send out pictures for school decoration and study. "The travelling library did four things for the township," says a school man, "it furnished a high grade of supplementary books; it provided free many books before they could be purchased; it brought to the farmer's door some of the standard works on agri

Public Libraries. 18:117. March, 1913. Public Libraries. 17:338. Oct., 1912. United States Commissioner of Education. Report, 1911. 1: 162.

cultural subjects; it offered a variety of material and authors from which to select for permanent libraries."

The principle is much the same whether the unit of extension be the state, county, township, or consolidated school district, but it needs a strong, forceful personality on the spot.

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"Better country school conditions and better general conditions go together. The improvement of the country schools keeps pace with, but can not greatly outrun, other sorts of general improvements." Therefore parcel post, rural free delivery, better roads, telephone, farmers' clubs, institutes, Granges, Hesperia, Men and Religion Forward movements, Chautauquas, agricultural trains, rural life conferences, as factors in rural progress, have a wholesome effect upon the rural school library.

Businesslike methods should prevail in the ordering of books and recording their purchase, history, etc. Just as the country merchant needs to keep track of his stock and of those indebted to him, so is it necessary that there be an accurate record of all the books belonging to the rural school library, of those loaned, and by whom borrowed. The accession record answers very well for the list of books and should contain such items as number, author and title of book, publisher and price, of whom purchased, and a space for remarks as to the subsequent history, i. e., "sent to binder," "destroyed because of disease," "worn out," etc. From this record it is possible to tell the total number of books in the library, and if one is lost, to charge a proper amount for its replacement. A new teacher is enabled to tell from this record what books should be in the library. An annual inventory, at least, should be taken to keep this record up to date. A slip system of charging is used with great success by many school libraries. A slip or receipt for the book is signed by the borrower and this is filed until the book is returned. It may then be destroyed. Entry is usually made of the author, title, and number of book in addition to the name of the borrower. In larger libraries or where a community is served, it is best to install one of the regular charging systems. It is necessary that, the record be kept, but ease, simplicity, accuracy, and effectiveness are desirable qualities. In many schools pupils are

Ohio State Library Bulletin. 3:10-13. Mar. 1907. Preliminary report of the committee of fifteen. Madison, Wis. 1912.

given or make neat little booklets in which they may record their own reading from year to year.

A catalogue is most useful and in large libraries an absolute necessity; but if choice must be made between the catalogue and a teacher wise in the lore of books and child life, the choice would be for the latter. It must be remembered that these records are a means, not the end.

In the narrowest field of activity the rural school library must serve as a tool for teachers and pupils and should therefore contain reference books, such as dictionaries, books of facts, atlases, etc., which will aid in the regular school work and which will permit of training in the use of books as tools. While these books should be of the first rank and both teachers and school officials warned as to the worthlessness of many of the subscription books, too often found in these collections, their attention should also be directed to the many aids, catalogues, and pamphlets which can be procured at small cost or none at all."

Instruction in the care and use of these same books as tools is a necessity. Pupils should know how to care for a book, how to open it properly, how to protect it; they should be able to tell where to find an index, a table of contents, the names of the author and publisher, when the book was published and where; they should know the resources of that valuable tool, the dictionary. With this knowledge the pupil will be able to use other books and other libraries. To use other libraries, however, the pupil must know where they are located and upon what terms he may use their collections. Knowledge of what the state library is willing to do and upon what conditions should be his. In giving such information, the rural school library is fulfilling its function as a tool in the same sense as a mitre box guiding the saw, or as a signboard serving the automobile tourist. It directs him to libraries already existing in school district, township, county, and state.

A disturbing factor is the crowded programme of the rural school. Even a model programme lists thirty classes daily, and the larger the school, the more difficult is the situation. Fortunately this work of instruction in the care and use of books correlates easily with the regular school work, and so this objection is partly met.

A list of such material will be found in Appen

dix A.

Secondly, the rural school library may contain reading to supplement the work of the school but still closely related to the curriculum. This means a wellselected stock of books which treat of the subjects taught, in a manner which interests and appeals to boys and girls. In this, teachers will find at hand many aids, such as lists of books tried by other teachers or librarians. Even the lack of funds need not necessarily cramp this work, as there is available a vast amount of supplementary material put out by manufacturing concerns, railroads, publishers, and the like, which is absolutely free or obtainable at slight cost.

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But there is open a much wider field of activity than either of these. It is possible for the rural school library to take an active part in the movement for the betterment of rural conditions. In fact, as far back as 1897, a committee of the National Education Association on rural schools reported: "To carry good reading material, whether of science, literature or fiction, prose or poetry, into the schools and homes of the rural districts must be a part of any educational scheme which has for its object making country life more endurable or more attractive," " and again in 1905 before the same association C. P. Cary says, "If we can, however, broaden the scope of the school library in hamlets and districts where the schools have been consolidated, to include something of the work done by the public libraries of the cities, we can not only magnify the work of the school, but we can make it in the best sense the intellectual center of the community." The Country Life Commission of 1908 speaks of the rural library interested in its community as "one of the most promising of these newer agencies."

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99 12

To do this work effectively, the rural school library must contain the right books and have as administrative heads teachers who are familiar with books as literature and books as tools and who can pass on this information to patrons and pupils.

The problem of books may be, indeed will be, solved by a live teacher. "Such teachers would find a way to get books, and what is better, would make such good use of them that the children's lives would

10 A suggestive list of such material is given in Appendix B.

11 National Education Association. Proceedings. 1897:397.

12 National Education Association.

1905:855.

Proceedings.

13 Report. New York, 1911, p. 114-15.

be enriched." " The great need is a leader who knows the books, the community, and the means of bringing them together; one who understands the advantage of cooperating with existing agencies, such as Grange, rural improvement and school patrons' associations, farmers' clubs and institutes, and of utilizing the corn, agricultural, nature study, and Audubon clubs already formed; one who appreciates the value of the old-fashioned singing school, the spelling-bee, lyceum, rhetoricals, literary societies, reading and debating clubs. As Mr. Bailey says, "Books are not the only means of developing the reading habit; with the great majority of people they are not the first means used... The library should organize clubs until it becomes an organism with its organs entrenched in the community and all of them responsive and alive... It must have a progressive, constructive, and dynamic program.

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This need is general. President Butterfield says, "The key to the solution of the country life problem in America is adequate leadership... In the last analysis everything goes back to the development of leaders who understand the problem of rural life; who can voice the real needs of the people and who can apply the constructive program." 10

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Perhaps no other field has a brighter outlook for the development of leaders than that of the rural teaching profession. First, because qualifications are steadily being raised. "Under normal conditions, it is now possible to maintain a teaching standard that is reasonably satisfactory and to enforce laws that would have been impossible even ten years ago, so rapidly has the improvement progressed.' Secondly, there already exist so many agencies which may be used to give teachers the necessary knowledge and inspiration. Such, for instance, are the universities and colleges, normal schools, training classes, teachers' associations, institutes, and reading circles.

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