"Education that has life and enters into life; education that makes a living and makes life worth living; education that can use English to express itself; education that does not assume that a doctor must be an educated man and that a mechanic or a farmer cannot be; education that appeals to the masses, that makes better citizens and a greater state; education that supports the imperial position of the State and inspires education in all of the States—that is the education that concerns New York."
"Education that has life and enters into life; education that makes a living and makes life worth living; education that can use English to express itself; education that does not assume that a doctor must be an educated man and that a mechanic or a farmer cannot be; education that appeals to the masses, that makes better citizens and a greater state; education that supports the imperial position of the State and inspires education in all of the States—that is the education that concerns New York."
Mingle with educational men and women, search the educational periodicals and programs, scan the educational books, visit the normal colleges; and I think you will discover that something like this is happening in the educational world: The content of education is being adapted to meet the needs of all the classes and the masses. The method of education is being adapted to the individual. The result is that education is being universalized, socialized, democratized.
In this adaptation of educational material and method, all eyes are upon the individual child. We are studying this child, working for him. We are playing for the batter, tackling the man with the ball. We believe it is more important to developthe undiscovered resource than to run all boys and all girls through the same hopper. A phrase used in theSchool Arts Magazinefor May, 1913, in describing a notable Boston exhibit of art illustration, breathes this spirit: "Instruction in illustration, should be creative and individual from the outset. Models are posed to help in expressing more truthfully the conception of the illustrator rather than as a discipline in abstract drawing."
The true teacher never gives up a boy or a girl. But mind you, we are saving the individual, making a man out of him, not that he may be a self-centered unsocial phenomenon, but that he may be a fellow among men, a useful social unit. We want strong individuality willing and able to live in society.
Perhaps the biggest word in current education is motivation. That word motivation covers a multitude of sins and a multitude of virtues. Motivation does not mean coddling. It does not mean allowing the child to do as he pleases. On the other hand, motivation does not mean forcing an unnatural process or situation upon a helpless child or a helpless public. It does not mean that we are to give something to the child. Motivation is not didactic in attitude.
The spring of action in all of us is impulse. There is no time here to go into the psychology of instinct, impulse, emotion, motive, action, and all that. Suffice it for example that through the play instinct and impulse the wise teacher leads the child to a respect for fair-play, order, law, justice. The child never knows where he got it, but he has what he needed, and he has it indelibly. This process assumes a God-given wisdom on the part of the teacher: to know how that little mind is working, what it needs, how it may be brought to feel the need, and then to lead, draw out, educate that mind—O, miracle of miracles!
A step further in the consideration of the educational process: Perhaps there have been committed more atrocities, more crimes in the name of education, in the high school than in any other period of school life. More fairly stated, the crimes have been in the upper six years of the usual twelve,—in that period which is called adolescence. Why do so many boys and girls drop out of the upper grades? Why do so many youths never complete high school? The vocational training people have one answer, and it consists in letting the boy work at something of which he feels the need. They motivate his work. The boy from the farm can't read Tennyson's "Princess;" set him at theBreeder's Gazetteor the testing of seed-corn; you can teach him English as readily through one task as the other. Only that boy never would learn English from "The Princess,"—and I love Tennyson.
As an example of skillful motivation in teaching may I describe a case which is also an object-lesson to librarians in correlating people and books? It is a third-year high school class in argumentation. After some preliminary study, one day the teacher remarks rather inconsequentially, "Do you know I believe the 'Boston tea party' was an unjustifiable destruction of property, and that unprejudiced historians now admit it?" Now that won't "go" in Kansas any easier than it will in Massachusetts. Teacher is immediately challenged, and she replies, "Well, I'll debate it with you; and I'll be fair and square with you and tell you of some material on your side. But there is one man whose authority I would not want to dispute; you'll surely treat me fairly, won't you?" A young lady member of the class at once puts a motion to the class that it will not be considered fair to use the writings of Edmund Burke against teacher. Does that class depend upon bluffing its way through that debate with teacher? No, it keeps us busy at the library to get material out fast enough, even though we had been previously informed by the teacher that the material would be wanted. Even Dr. Johnson's "Taxation no tyranny" is read with eagerness. Teacher finally agrees to debate even against Burke. IsBurke a bore to that class? Why, the library has to buy additional copies. Of course, the end desired by the teacher all the time was Burke.
More and more, in the instruction of adolescent and adult, the teacher's effort is being directed toward arousing a problem to be solved. Whether by a class lecture, by a class discussion, or by a personal conference, the pupil is brought to feel that it is important for him to find the answer. Is it not important, then, for the librarian to be skilled in drawing out a statement of the problem, or, changing the figure, to recognize accurately the symptoms and to prescribe unerringly? I think librarians having to do with high school and college students should rather frequently visit classes and attend lectures. If this were done, the pupil would less often be ground between upper and nether millstone, and the millstones would think more of each other.
Thus far, educational ideals and practices. Now will they help us any in attempting to formulate a library pedagogy? I believe they will. I believe that the teaching attitude, the study of the individual, the putting of the individual's needs far and away before the observance of inflexible rule and practice, and the determination to correlate people and books and life to the very ends of the earth,—these four stones at least will be in the foundation of library pedagogy.
I am not sure that all educational people will agree entirely with the foregoing statement of educational principles and methods. I am quite sure that I may as well gracefully hand my head now to some of you because of the following library corollaries of the preceding educational doctrines. Some of these are my own beliefs, some are beliefs of educational men regarding libraries:
In the training of librarians, would it be more in accord with modern pedagogy to have less lecturing, less practice work done in the this-is-the-only-way-to-do-it attitude, and to have more of the come-on-and-let's-find-out, the learn-by-doing laboratory spirit?
Educational administration is being remodeled, centralized. If library work is to be more and more educational, school men have said to me, why not make the public library an integral part of the city school system, and the state library and state library commission an arm of the state department of education? It is a terrible thought, but it will not drown by denying it.
When library work becomes educational through and through, and all library assistants are experts in psychology and human nature, the fines system will be a thing of the past.
Conservation of the individual means that it is better to have a book in use than to have it lying peacefully on the shelf entirely surrounded by unbroken rules.
Conservation of society means that it is better to have the library open on holidays and Sundays, when the working man isn't "dead tired," than to report an increased circulation of fiction.
The PRESIDENT: For an object lesson as to the strenuous life we go to Oyster Bay. For library buildings we go to East Ninety-first street, New York, or when he is in Europe we go to Skibo Castle. For information as to the latest inventions we go to the laboratory of Mr. Edison. For full information as to the best in high school work we go to the Girls' High School in Brooklyn. Miss MARY E. HALL.
Miss Hall spoke extemporaneously upon the enlarging scope of library work in high schools. Some of the points discussed were treated by her in a paper before the section on Library Work with Children at the Ottawa conference, 1912. See Ottawa Proceedings in Bulletin of the American Library Association, v. 6, p. 260-68.
The PRESIDENT: As my eye roves over this audience I see it is thickly sprinkled with punctuation marks. It has been suggested that some of our papers ought to be discussed from the floor. We shall be glad to hear from any librarians who arein this audience, either in the form of experiences or comment.
Mr. OLIN S. DAVIS: While I approve fully all that the last speaker has said, I feel very strongly that the college or high school library should not be too complete and that the student should be encouraged to use the public library. Work should be given to the students in high schools and girls' schools that would require their coming to the public library, because if the children in the grades and high schools do not learn to use the public library in those years they will not be apt to use the library in later years when they have left school.
Miss HALL: I would like to say that the first thing we do with pupils is to take a census of the entering class to find out how many do not have cards in the public library; interview them to see why they have not; even to write letters to the parents and urge them to allow their children to have cards; and to see before the end of the first term that every student in the entering class has a card in the public library, has a note of introduction from the school librarian to the branch librarian of the public library, and to see that the branch librarian of our big cities and the high school librarian work together four years with that student. We have the very closest co-operation.
Miss AHERN: Most of you reading library literature lately have seen considerable criticism of the fact that when students go out from college they do not know how to use the library. That is sometimes the student's fault, but most often it is the fault of the college curriculum. That is a topic we need not discuss here. But I believe librarians will do a great service to those who are going into college activities if they emphasize and elaborate that idea of putting into the requirements for college entrance, a knowledge of how to use library machinery.
There are a good many things that are necessary for students to know before they are able to take up the work in colleges, particularly in literature and language. I am not saying that these should be any less. But here is something that I wonder no one has ever thought of before. It means a good deal more to a student to know how to use the various reference books in the college library on, say, the works of John Milton, than to have read some of the things which are included in the entrance examination. I think the idea of requiring a knowledge of how to use the library for college entrance is the best thing I have heard at a library meeting for a long time, and I hope the librarians who are present will impress that idea on their superintendents of schools, on their high school principals, and on the college authorities, as far as they can. It is a good thing. If we should not get anything else out of this 1913 meeting but to impress on the school people that a knowledge of how to use the library is a necessary requirement for a college course, we shall have gained a great point.
Mr. RANCK: I should like to ask Miss Hall about her experience with reference to the use of the library on the teaching of English and literature in the high school.
Miss HALL: I have been very much interested in this. Our school has been so large it has been very difficult to do all we would like to do. We have not been able to do what has been done in the Detroit or Grand Rapids high school in the way of instruction. But I have been interested in seeing what it has done for the English and the history departments. In the first place, our teachers are coming with their classes for instruction and the teachers are learning a great many things which they are putting in practice. For the last year we have done more with the Reader's Guide in history than ever before. Teachers are assigned to help me in my work. After they heard the talk on the Reader's Guide they said, "We can do this: we will go through the Reader's Guide and we will bring out everything that is really interesting on the history of France, Germany, China, Russia and the Balkan War; we will look over those articles and make a cardof the best things." They are using the Reader's Guide in English more than ever before; they are using reference books more. After the talk on the Statesmen's Yearbook and on the almanacs and some of the yearbooks, such as the New International Yearbook, they are using them almost as textbooks. The Statesmen's Yearbook is in use nearly all the time, as is the New International Yearbook, since that talk. They are using the Reader's Guide for new material—essays that they want on special subjects, and are using it for debate work, informal debates on all sorts of interesting current problems for English work, training the students to do oral debating without any notes, and talks on the topics of the day. They are using encyclopedias more wisely than they used to. Teachers used to send scholars to encyclopedias for everything. And when we talked about the real use of encyclopedias and bibliographies, how the encyclopedia simply gave you a certain amount of definite information and often led to more important things, they began using those bibliographies.
Miss HOBART: I do not know that any librarian has been trying to work out the problem which I have of reaching the public school pupils and teachers. Some of the best things that I have found in that way are these: I made myself familiar, as early in the term as possible, with the teachers and the conditions of their home life. I found that some had very poor places to room, as they are apt to have in small communities, and to those I offered the use of the library rooms for evening use and for time out of school when they wished to correct papers. Our library is warm and light in the winter and cool and light in the summer. And the teachers were extremely glad to have a place where they could come and be quiet and comfortable and do their own work. I think that last year the teachers in our small village practically lived in the library. Even those who had homes there used to make it their abiding place most of their waking hours. For the high school pupils, at the time of their graduating essays, we laid books aside in different places in the library. Many of those children had no proper places at home where they could write. They came to the library and did their work; almost all the work on their graduating essays was done evenings. For six weeks we gave the use of our catalog rooms to two girls who had their books sent there. There were several out-of-town children; to those we gave a room in the basement. They came from school as quickly as possible at noon, ate their luncheon in a very short time and spent the rest of the intermission in the library doing reference work. The expressions of appreciation we have received and the consciousness of the help given to those children in the use of the library has been a great source of satisfaction.
Adjourned.
(Friday morning, June 27, 1913.)
The PRESIDENT: We begin this morning the fifth session of this conference and the theme covering the papers is, "The library's service to business and legislation." Ten years ago it would not have occurred to anyone perhaps that it would be possible to have a series of papers upon this subject, and the surprising expansion of the service in these directions is evidenced by the fact that we have, in order at all to attempt to cover this subject adequately, a larger number of papers on this morning's program than we have on the program for any other of the subjects which have been scheduled. I will ask Mr. C. B. LESTER to start the program with his paper upon
It is now more than twenty years since the need of specialization in the library's work on subjects of legislation was recognized in New York in the creation of a special staff for such work, and it is just about ten years since the successful combination in Wisconsin of such special reference work with the formulation of bills aroused most of the states to the possibilities of usefulness in this field. It would therefore seem worth while to examine the work so far done to discover if possible such principles and tendencies as may be subject to generalization.
It is at once obvious that any such generalization in a broad sense must be difficult, for this present year shows in legislation both east and west that we have not yet come to rest on such fundamental principles as to method even though there may be substantial unanimity as to policy. The new laws in Vermont (and I think in New Hampshire) in the east—in Ohio, Indiana, and Illinois in the middle west—and in California on the Pacific coast show such differences that it is evident that local conditions must still be very largely controlling. And to go back a full year or more would bring to notice the new work organized in several states through university bureaus but without special legislation, and the proposals before the Congress.
Comparatively little examination shows that the conception of the work to be done differs widely. Mr. Kaiser of the University of Illinois, who is preparing a detailed study of the subject, writes me: "I find that in practically thirty-two states it is attempted in some form or other—the state library as a whole, a division of the state library created within the library, a division created by law, a separate bureau, library commission bureaus, state university bureaus, etc." Obviously this must include practically all states where the state library is other than a law library only or a historical collection only, and must credit with doing legislative reference work those states where general reference work is done on subjects of legislation. But there is a more exact use of the term which takes account of the fundamental principle well suggested in the statement of the Librarian of Congress in his communication to Congress in 1911. "A legislative reference bureau goes further [than the Division of Bibliography]. It undertakes not merely to classify and to catalog, but to draw off from a general collection the literature, that is the data, bearing upon a particular legislative project. It indexes, extracts, compiles." It breaks up existing forms in which information is contained and classifies the resulting parts, and often "adds to printed literature written memoranda as to facts and even opinions as to merit."
Such work as the legislative reference staff should be qualified to do is distinctly informational rather than educational in its reference to the patron. It does the work of research, of gathering, sorting and uniting the scattered fact material wanted and presents the results ready for use. And to be fully effective this work must in some way be co-ordinated with the formulation of legislation, so that the product offered by the legislator may be both firmly founded and properly constructed. This work is so evidently necessary that it will be done in an increasing number of states whether the state library or some other agency undertakes it and protects its efficiency by the impartial, non-political and permanent organization of it which can be there best provided.
Practically all legislation specifically providing for such work has been passed in the years beginning 1907 and it is significant that most of this emphasizes research and drafting. The laws specially providing for such work are as follows:
An analysis of the work done, whether provided for by legislation or by administrative practice, shows certain other facts. The number of the staff in any state is often variable, temporary or part time assistance is often used, and this is true where this work is not a part of the work of a state library or other wider organization. Furthermore, the cost in money is almost impossible to estimate accurately in many places, because of this co-operation with other work. In starting a new work this difficulty in answering the question of what it costs elsewhere must be faced. The best way to meet it seems to be to make the comparison on the basis of the work wanted, definitely planning what is to be done, and asking for a lump sum to cover its estimated cost.
The drafting proposition is a most important element. Some three or four states already have official bill-drafting agencies, other than legislative reference departments, and a number of others definitely depend upon the attorney-general's office for this work. In some states there is opposition to putting this in the hands of a non-legislative agency, and in others the libraries, while ready to handle a specialized reference work, are not ready to undertake drafting. Obviously this work requires highly specialized training, and equally, I believe, it will be agreed that this service should be rendered and that it must be in the closest co-operation with the reference work. There is no doubt in my own mind that the best condition is that of a single agency to perform this dual work, where the establishment of such is possible, and the usual organization seems to include both the expert draftsmen and the special clerical and stenographic assistance.
This service in the primary formulation of bills must inevitably lead to a similar assistance as bills progress toward final enactment. This care as to form through the processes of amendment and revision will ultimately be complete if the enacted statute law is what it should be "to stand the test."
This leads me to certain suggestions of other fields of service in the legislative process which should all tend to better the whole legislative product. Of course, in much of this service the emphasis is placed upon form and make-up of the final product, the discretion as to subject matter resting elsewhere, but that discretionary judgment is to be based upon the most complete information it is possible to furnish. Most of these services are now performed by the libraries or other non-legislative agencies in some states, but of course not all, or indeed many, in any one state. They include editing, foot-noting, side-noting, indexing of session laws, and the preparation of tables of amendments, repeals and similar matter; the proper filing and care of original bills, journals, committee records, and similar matter, after the work of the session is completed; the editing and indexing of the printed journal; editorial work of various forms upon the legislative documents. These are all services needed by our states, useful to the legislative bodies, and only properly handled through some permanent agency. Is the state library that agency? I leave the question for your consideration, and suggest that some uncertainty at present as to just what may be most desirable is evident particularly in the new legislation in Vermont, Ohio, Indiana and California. It has already been brought out in prepared paper and in discussion at this conference that the state library should not be a central public library in its content or its method. It is rather possible to express the field of its activities as that of a collection of special libraries. Into that field would come quite naturally the varied services to the legislative branch of the government which have been suggested. As already stated some of them are now supplied in some states. What we shall ultimately work toward in our states is a complete organization of these allied branches of work, all of which focus about the work of the legislature. Some of these services are at once recognized as within the field of the library—about others there is a decided difference of opinion. But they all have many common elements, many points of contact. They are most effectively to be handled as a group. The tendency will surely be toward a concentration rather than a scattering of these parts of one general work. Plans for such a concentration, adapted to a particular set of conditions, to be sure, have already been put into concrete bill form in New York and the bill was before the legislature this year. The question presents many new features, but is not something to be answered perhaps in the distant future; it is rather, I believe, worthy of a very real consideration in the present.
The PRESIDENT: The second paper this morning, which follows very logically after the one which we have just heard, will be by Mr. DEMARCHUS C. BROWN, state librarian of Indiana, on
The writer of this paper would be more than Protæan if he could say anything new on this topic. All our associations, at least the half dozen I belong to, meet so often that repetition is forced upon us. In the interim very few experiences or ideas worth recording come to us. Biennial or triennial sessions would lead to better results and save money.
The personality and attainments of the librarian (and his staff) are of prime importance in making the state library a dominating influence in the commonwealth. He is the man behind the gun. I put him first. From the negative side,—his position should not be subject to partisan or personal influence. That is a blight to start with and will ruin any institution. We are still afflicted with that curse in places, not only in the state libraries but in official positions generally.
Affirmatively, the head of the state library ought to be a person of scholarly acquirements or at least in deep and appreciative sympathy with scholarship and knowledge. If he is a scholar in a limited field he should be in accord with all who are trained in other departments. He should be able to represent the state in its educational and scientific undertakings, by papers and addresses, whenever called upon. It goes without saying that he should be a trained man in educational or library or literary work and of course an executive officer. His library is a laboratory of all for all in the state and he must be in touch with the work of that laboratory. His library is the distributer of blessings to a great commonwealth, and according to the motto of the "Library Company" of Philadelphia, that is divine (Communiter bona profundere deum est). I'll not quote the Latin—it would be classic, and to be classic is against the regulations of the Zeitgeist. I want him to be an inspirer for all to love art and poetry, and study and history and politics (real); and not merely skilled in the knowledge of card indexes and catalog rules. A certain famous general in the Confederate Army spent so much of his time on details of drill and quartermaster's regulations that he forgot how to fight his army.
I have put the librarian first in this broadening influence of the state library. All the volumes and equipment and staff will be comparatively a failure without this scholarly, well-trained, wide-awake executive officer.
As to the various ways in which the state library can extend its influence and make itself useful, permit me to suggest a few. This institution can well be the bibliographical center of the state. Every club, school, library, society, and all citizens can be made to know that here information can be obtained about books.
Our own demand is quite large and ought to be larger. There are libraries with meagre equipment, schools with none, people with none, colleges with little—all these may be taught to turn to the central institution for bibliographical information. I consider this a source of wide-spreading influence, valuable and helpful to the whole state. I have placed it second more because I deem it important, not because I think all of these points can be listed accurately as to their relative positions.
Our states heretofore have been very slow in preserving their history, both of the commonwealth and municipalities. This has led, perchance, to the unspeakable commercial county histories with their unspeakable portraits and unspeakable cost, which we are compelled to purchase in order to have something.
The state library's influence should extend over the entire state in an attempt to teach the preservation of history. The library is the natural place for the collection and organization of the history of the state. The archives may well be kept here for reference and use, though some states have a separate archives and history department.
I wish we knew how to preserve history. We don't keep or build memorials, we tear down and throw away. What we want is the new, the fresh, the raw. The old, the seasoned, the ripe, we think is effete (how we like that word in referring to the old advanced civilization of Europe). The state library has a great, unploughed field to cultivate. Personally, I find people ready to burn up newspapers or manuscripts, or sell volumes for junk rather than give them to an institution where they may be preserved. I am trying to teach them otherwise, but succeeding very slowly indeed. I trust some of you are doing better.
The women's clubs are a source of help in extending the influence of the library. They are asking for information of all kinds at all times. We laugh at them, I know. They have papers on Shakespeare, Goethe or Homer at one sitting and dispose of them all. But what shall we do? They are the conservers of culture and reading. Men don't want them, i. e. culture and reading. They are bourgeois, "practical," (à bas with that word and up with refinement and culture which is just as meaningful in books as in a field where we know culture is everything). I know many prosperous country towns without a men's reading organization or club in them, but many women's. If the state library in its state-wide influence, could convert men to reading, it would do a great work. Send your bulletin to the clubs, suggest topics for discussion, and thus distribute the leaven.
So much of our reading and study is done through periodicals of every description that it is made necessary for one central institution to be well supplied with these publications. The periodicals not taken in the average library, college or club, the foreign, like Revue de Deux Mondes, and Dublin Review, for example, and particularly the learned periodicals used only occasionally, should be found in the state library.
The state library can become a source of information, widespread over the state, by this process. Demands come sometimes from remote corners, from a teacher or some ambitious student, and he should never be neglected. This department, I fear, has been in a measure overlooked. We have about a hundred from foreign countries secured through exchange for the Indiana Academy of Science. They are not commonly called for but they form a tie between the library and the scientific men and students over the state.
By no means limit this list to scientific periodicals. Make the selection as broad as human interest, if funds and space permit.
It is commonplace to say that the state library is the document depository of the commonwealth. You know that now. Many people do not realize it, however. Every official publication of the state, counties and municipalities, if preserved here, will be a source for historical research in the future. Nothing of the kind should be thrown away. Many state libraries were founded with this particular purpose in view. The state library is the logical place for the preservation of all documents of the state. From it the municipal authorities, students of state history and political science, teachers, legislators and citizens gather the informationneeded on the documentary history of the state.
All the states have institutions of various kinds—colleges, hospitals for insane, the epileptic, the tubercular, reformatories, etc., etc. Why should the state library not at least supplement the small or large collections in these institutions? Their purpose is not to purchase books, though some are needed. The state library's influence and assistance should enter here, also. Much can be done to enlarge the views and inform the heads of these institutions and to make happy many of the inmates. No demand by a superintendent of a state institution for books to be purchased for and referred to by him would be overlooked in the Indiana state library. The institutions are scattered over the state and the library's influence would be spread in gathering material for the people connected with these institutions. The libraries of the state universities can be supplemented to great advantage, as has been done at least in our own state and in yours, I have no doubt.
The newspapers of the state are not kept with any regularity in the different localities. They are a valuable fund of information for the historian, who must sift rigidly of course. Our attempt is to preserve the papers from each county. We have many instances already of the value of our collection. We believe that a state-wide service is done in this way. I know the newspaper is not what we think it ought to be, but certain conditions of politics, business and social customs are pictures which will otherwise be lost. The librarian in the state library has imposed upon him here an important duty to the commonwealth, and the possibility of rendering great service.
The high schools are fond of debating. The boys are more easily aroused to reading by the discussion of a public or social problem. The local library is usually meagre. If the school principal is kept in close touch with the central library he will know where to send for material. A bulletin on "Debates" with bibliographical lists is of great service to the school men. The state library extends its work to educational centers by this method. The Indiana state library for several years has followed this system and as a result has almost been swamped with requests for debate material. As many as forty high schools in one week tried to overwhelm us, but our staff stood the test womanfully and won.
There are state-wide associations of all kinds in every state. Many of them publish reports or proceedings. The state librarian may well keep his institution in touch with all of these. The library may even be a member of some of them, especially educational, social, literary or artistic. The presence of a member of its staff at their meetings or correspondence may lead to the use of the library by these organizations in a way that will show that the library is the thing to be used—a tool for every man.
Common as it may be to say it, the assistance to the blind of the state by the central library must not be passed by. It is a great joy for any one to note the pleasure these unfortunate people obtain from the collections from which they draw daily. Very few, if any, are able to purchase their own books. The number assisted is small, but the benefit and happiness are great and lasting.
As the state library is the document and the political science center, it follows that legislative and official information are to be secured here. The officials and members of the Assembly ought to be made to know that the state library is, as it were, the fountain head from which to draw. If the library is worth anything or its head and staff worth anything, they should be consulted frequently by these persons in their work of lawmaking. The library has gathered and organized the material and by means of its use by the legislator, the library exerts a state-wide service.
It is the province of the traveling libraries department to lend collections of books to groups of citizens in localitiesapart from libraries. This does not hinder the state library from doing much for the farmer individually and in farmers' institutes. Addresses may be delivered, bibliographical lists on agricultural subjects sent and books loaned if the law permits it, and I think it should.
In our own library we have letters and requests from farmers; we preserve the records of their institutes and granges. One who had only half an hour a day to read asked for a volume of Jefferson, Shakespeare, or a good book on chiggers. If he could find out how to get rid of the chiggers, I would prefer that book to Jefferson, whose apotheosis is sadly overworked. That farmer's request was not so fascinating as that of a teacher who wanted a book on "the history of the human people." This is a sample of Indiana readers. Indiana, the home of authors! (I want to express my opinion in parenthesis here, that this Indiana literature talk is also sadly overworked.)
All this concerns special classes of people and books. But the general reader must be looked after. If democratization of books and reading is our keynote, and I think it is, then the citizen who wants to read on history, poetry, art, sociology, religion, must not be neglected. State-wide means much. It means an open mind for all the demos.
Our central library shall not be a trade shop, not for the bourgeoisie, but a mentor, a guide, a place of refinement and culture. Not for the practical man only—he usually does not know anything and does not want to; he has no breadth of view. Looking up a trade item or a report or some figures is good and useful; so is loving a poet because it is at the foundation of character and education.
We have recently been informed—no, we have been told—that to talk about reading, culture, the love of knowledge, is "flapdoodle." A citizen may be benefited by knowing how many miles of railroad are in his county, or what amount of money his city spends, but he will be just as much benefited by reading a lofty poem of André Chénier, Le Jeu de Paume for example, or a stanza of William Dwight Moody's, not that he will make money, but something far better.
What I want to say is that the state library shall extend the love of learning, of literature, or art and all their kin to the furthest boundaries of the state in order that all may know that here is a fountain whence all may receive instruction and refreshment. Why should the business man not read something besides the newspaper, the statements of which are denied the next day? Yet most men read nothing else. If his own town library is small let him call upon the state library and let the state library be ready to help. I believe that lending books must still be granted to the state library. We have calls from lovers of reading from every corner of Indiana, from men who love culture, knowledge and literature. These we propose to accommodate as long as the law permits. This observation is made because it has been said repeatedly that the state library shall deal in documents, reports and reference books.
We have many foreigners in Indiana. When these cannot secure what is wanted at their local library I want them to come to us, as recently happened when the Roumanians wanted the text of their native poets and something about their provincial capital Nagygebin.
I trust that we may all have one great library for reference with a minimum of popular fiction—a library that is a guide to scholarship and knowledge, a library where every man who loves to read may turn himself out to grass and browse, browse deeply. Herein will we have state-wide influence.
May I group these influences as a summary:—the personality, fitness and scholarship of the State Librarian; the bibliographical center may well be the state library; the legislative reference for the Assembly and officials; the gathering and preserving of the history and archives of the state along with the encouragement among the people to preserve local historical material; the collecting of newspapers representing the entire commonwealth; the creation of a periodical center in the state library; close connection with schools, colleges and all kinds of organizations, social, literary, commercial, etc.; assistance for all the state institutions, educational, charitable, and correctional; close relation with the women's clubs; assistance to the farmer and the foreigner in isolated localities; the center for general culture and love of knowledge where every citizen may continue to go to school.
The PRESIDENT: Mr. Lester in his paper referred to the bill-drafting department of a legislative reference bureau and Mr. Brown has just referred to the man behind the counter. We may perhaps feel that modern conditions require two men behind the counter in government: the one who prepares the ammunition and the one who fires it; and perhaps the more important is the one who prepares the ammunition; the one who draws up the law, leaving to the legislature the more perfunctory service of applying the match. Mr. MATTHEW S. DUDGEON has served in the capacity of director of the bill drafting department of the Wisconsin legislative bureau and I believe that since he has assumed the duties of the executive officer of the Wisconsin Library Commission he has continued to perform that service. We shall be glad to hear from him this morning as to
In an address before the New York Bar Association the Honorable Joseph E. Choate says that we in America are suffering seriously from plethora of legislation. He suggests that this whole mass of legislation pabulum that is made up and offered to the people from year to year, ought to be more thoroughly 'Fletcherized,' more completely masticated, before it is poured into the body politic for digestion. "If that were done, I am sure," he says, "that we could get along with half the quantity and it would do us just as much good." The volume of legislation now being considered is, in fact, appalling. The legislature of one Eastern state had before it at its last biennial session four thousand and eighty-one distinct bills. A Western state this year has asked its legislature to consider three thousand, seven hundred and thirty-eight measures. A Southern state actually passed at its latest session one thousand, four hundred and sixty different enactments.
Unlike the hookworm, however, this disease is neither new nor newly discovered, nor is it like the chills and fever, indigenous to our newly settled American continent. Over three hundred years ago Montaigne discovered a superabundance of legislation in France. "We have more laws in France," he says, "than in all the rest of the world." And going back still further to the first century A. D. we find Tacitus complaining that there are too many laws in Rome. "So that as formerly we suffered from wickedness," he says in his Annals, "so now we suffer from too many laws."
We may safely conclude then that the enactment of many laws which are not so fully "Fletcherized" as they should be, is a complaint which long ago became chronic among bodies politic generally and that it is high time that some cure be found for the ailment. How can the quantity of laws be diminished and the quality improved? How can our legislative acts be masticated so that one-half as many may do us as much good?
The problem of thus improving legislation and producing "the law that stands the test" is indeed a most serious one.
Requirements.Let us suggest the proposition that a law that stands the test must first be one which violates no provision of the constitution; second, it must be founded upon a sound economic basis; third, it should be capable of efficient administration: that is, it should be a practical, workable, usable thing; fourth, it must fit into its surroundings both legal and social. It must, as Blackstone has suggested, fit the situation as a suit of clothes fits the man. Some laws which are perfectly sound in good old occidental England have been found to be entirely impossible in oriental India. A measure which suits the Anglo-Saxon Yankee in Connecticut may be entirely out of place among the mixed peoples of the Philippines.
The law that stands the test must have all these qualities and this is the law which all the American states are striving to produce. Such a law may, of course, possess these characteristics and yet not be in every sense satisfactory. It may not accomplish all that was hoped for it; it may contain errors; it may need amendments, and still it may be a law which, in a proper sense, stands the test. To give a method by which a law may be created which will stand the test will not therefore be to suggest that a method has been discovered which will produce perfect legislation.
Nature of subjects considered.It should be remembered also that the difficulties of legislation arise not only from the multitude of subjects presented, but because many of the subjects are in themselves most difficult of comprehension. The Right Honorable James Bryce has said that the task of legislation becomes more and more difficult and that many of the problems which legislators now face are too hard not only for the ordinary members but even for the abler members of legislative bodies because they cannot be understood and mastered without special knowledge.
To illustrate: The legislature of a middle western state has had before it at a single session laws upon the following subjects: A comprehensive code of court procedure, initiative and referendum, recall of all officers except judges, home rule in cities, excess, condemnation, woman's suffrage, workmen's compensation, regulation of industrial accidents by commission, income tax, state aid to public highways, conservation and control of water power, forest reserve, system of industrial education, system of state life insurance, the formation of farmers' co-operative associations, limitation of the hours of labor for women, child labor, public school buildings as civic centers, and teachers' pension.
There does not exist in any learned society nor in any university in the land a single man who can do more than converse intelligently upon all of these subjects; yet this state expected its absolutely untrained legislators to understand these matters thoroughly, to express a wise judgment upon them, and to record their judgment in such form as to force it upon an entire state.
Lack of training on the part of the legislators.Of the one hundred members of the lower house of the legislature which voted upon all these measures sixty-five had never had any previous legislative experience. Only thirty had had the advantage of any college education. While nineteen of the one hundred were lawyers, they were for the most part young, inexperienced men, whose contact with public questions had been limited. Thirty of the one hundred were farmers, thirty-one were in business, six were doctors or dentists, eight were mechanics, three were school teachers. Yet these men, without experience, or training, or special fitness were forced to vote upon all these difficult economic and industrial problems, and also upon about two thousand other more or less important measures.
Necessity for unbiased information.It is of course evident that what the legislator must have is a source from which he can obtain complete information upon all sides of a controverted question. A court which purports to administer justice after hearing the contention of only one party to a transaction would open itself to ridicule. Yet this is precisely the method pursued in legislation. The legislator begins without any independent knowledge of the subject. Such knowledge as he obtains is brought to him ordinarily by a lobbyist. He receives many private suggestions whose source he hardly knows. He attends a committee hearing on a bill seeking to increase the taxes levied upon railroad property, for example. Here the bestdata and legal arguments that money can buy is ably and forcibly presented by the railroad attorneys. They give figures to show that the railroads are already taxed more than other forms of property. They quote economists to the effect that the proposed taxation is unsound and unscientific. They cite court decisions demonstrating to a certainty that the proposed measure is unconstitutional. They argue, wheedle, misstate, and finally convince the legislator that the measure is absurd. No similarly exhaustive arguments in behalf of the bill can be presented, for no talent comparable to that of the railroad attorneys, and in fact no talent at all is retained by the people in behalf of public interests.
This is the legislative librarian's opportunity. As the Right Honorable James Bryce has said: "No country has ever been able to fill its legislatures with its wisest men; but every country may at least enable them to apply the best methods and provide them with the amplest material."
Legislation elsewhere.It is to be remarked that the legislative questions before all civilized communities are essentially similar. Everywhere are problems growing out of crime and pauperism; problems relating to hours of labor, child labor, and wages; employer's liability; compulsory insurance; workman's compensation; problems arising out of inheritance, income taxation, and the regulation of public service corporations. Nothing is so new, however, but that some other legislature has worked upon the problem or is working upon it. Take, for example, such a question as employer's liability or workman's compensation. Fifty legislative bodies are working upon or have worked upon this single question. In at least three foreign countries and in one American state it has been adequately solved. The other forty-six have failed in part or altogether, either because of uneconomic and unscientific approach or because of constitutional limitations. Formerly and up to within the last ten years no effort had been made to profit by the experience of these fifty other legislative bodies. The typical American way is to let the legislators stumble along, ignorant of the results of similar experimentations elsewhere, trying out expensive, independent experiments, which inevitably end in ineffectual enactments.
What the legislator most needs to know, then, is what efforts other communities are making to solve the problem before him and how they are succeeding, to the end that good measures which have succeeded elsewhere may be adopted and their failures not repeated. Where successful legislative work is done the first effort is always to get copies of every law on every subject which is likely to be legislated upon at the current session. All data bearing upon the success or failure of this legislation in other states and countries must be collected, digested, tabulated and placed in such form as to be readily available to the legislator. If a measure has failed or been repealed the reasons for the failure or repeal are sought. If it has been successful its provisions are carefully studied and analyzed with a view to adaptability to local needs. Experience shows that in some cases it is necessary to prepare a translation of good foreign legislation which has never before been translated into English.
But no law from another jurisdiction can be safely transplanted without careful consideration. The local constitution must be studied. In such a case as the workman's compensation act referred to, it was necessary for a commission to make a close, scientific study of the causes and character of the industrial accidents within the state, to investigate the rates of the casualty insurance companies in the different industries, to discover what co-operation for the prevention of accidents could be secured from employers and employees. Hearings were held at various industrial centers within and without the state; scores of witnesses were examined; manufacturers, labor unions, engineering experts and economists were called upon. In short, the problem was treated in a thoroughly scientificmanner. Contrary to the usual practice, the case was prepared and presented to the legislature with the same thoroughness and care as is usual when an important case is prepared and presented to the court. As a result the law, although not perfect, stands the test.
Drafting.When the legislature has discovered what measures have proved successful elsewhere and what local conditions demand, it is still helpless because the members know nothing of legislative forms and cannot use with sufficient accuracy the language expressive of its conclusion. Assistance in bill drafting is necessary. Experience has shown that the man who does this must be either a trained lawyer who is also a practical political scientist or a practical political scientist who is something of a lawyer. It is often found too that in its original form a measure is unconstitutional and a lawyer's knowledge is necessary in order to devise some means of whipping the constitutional devil around the judicial stump. For example, the workman's compensation law of England, enacted too literally in its original form, is clearly unconstitutional in America and has been so declared by the courts of our state. In another state, however, the legislative lawyers who were engaged in drafting the bill, seeing clearly the judicial stump and the constitutional devil, by a simple but clever device passed what was in effect the English law, but in such form that when it came before the Supreme Court it was not only declared constitutional but was commended.
Fault not with legislators but with the system.If legislation be bad the fault is, then, not with the legislator. The average legislator is a keen, bright, honest man, who has been successful in at least a small way in his business or profession. He is ignorant of legislative subjects not because he is an ignorant man, but because his knowledge is of other things. The fault is not with him. It is inherent in our unscientific system of legislating.
We put a group of farmers, grocers, and mechanics at work upon some great sociological problem. They can have no adequate knowledge of the subject. We do not give them compensation enough to pay their living expenses while they work. We allot them only a few hours to consider a given question. We provide for them no information. We furnish them with no legal counsel. Assuming, however, as is often true, that these men are men of integrity and humanity and common sense and that their ideas are sound, they enact a good law that forbids, for example, the employment of children in hazardous and immoral surroundings. In this they have accomplished an important and intelligent constructive work.
Then we hire the best trained minds in the state and put them in our courts. We pay them higher salaries than any other public servants. We give them large libraries in which is found the accumulated legal lore of the past. We grant them, for the questions before them, all the time they can use,—weeks, months, often literally years. These talented, high-minded gentlemen, by dint of industrious delving and assisted by highly paid and highly trained attorneys, discover at last in the depths of their moth-eaten law books some mummified eighteenth century idea which has become petrified into a constitutional provision. They shake their heads and decide that the splendid, humane, up-to-date, common sense legislation is unconstitutional and void because of some minor constitutional objection. They cannot be, and should not be, criticised, for they are clearly performing a duty. Neither can these judges substitute anything in place of the law which they destroy, for the work for which we pay them so well in money and honor and position is only critical,—and their function is in this case destructive.
The law making function as important as the judicial.Now, creative work the world over has always been recognized as requiring greater intelligence, better training, keener initiative than the purely critical. Yet, in legal matters this principle has been entirely ignored. In every way we exalt the interpretive, critical, evendestructive, judicial process. We neglect and belittle the constructive creative process of law making.
The conclusion of the whole matter is that the making of the law is in principle as important,—in fact, more important, than the interpretation of it.
The legislative function must be as carefully performed as is the judicial. Men should be prepared for law making as are men for the judicial bench. They must be men of the same calibre, of good ability, of high intelligence, of absolute integrity, of broad sympathies, and of big vision. Not until we have an agency of this type assisting in law making, not until the making of laws is recognized as a distinct and important governmental function, co-ordinate with, if not superior to the judicial function, not until each state has a bureau which will, as the Honorable James Bryce says, supply the legislators with the amplest material and enable them to apply the best methods, can we hope to have laws which in the highest sense "stand the test."
The PRESIDENT: We go now from the legislature to the business man, the man who makes the wheels turn around. Those of you who had the opportunity to hear the striking address, at a meeting of the Special Libraries Association the other day, from a business man of Boston need not be reminded of the tremendous possibilities that lie in this extension of the library service. Mr. S. H. RANCK, of the Grand Rapids public library, will discuss
On first giving consideration to this paper I was inclined to believe that the story of the personal use of the library (the public library) by business men would be almost as brief as the traditional story of snakes in Ireland. Few librarians have the means of knowing how many business men use their institutions, but where statistics of registration indicate the occupation of card holders it would appear that the library gets almost as many bartenders as bankers.
To get some definite data on this subject I had the library records investigated of the 198 officers and committees of the Grand Rapids Association of Commerce, the leading business organization of our city, with a membership of 1,300. These 198 men (and a few women) represent our most active business concerns, as well as a few professions. Of this number only 53, or 27 per cent, have live library cards. In looking over the names I recognized 38 of those without cards as persons who either individually or through their employees in the interest of the house, have used the library more or less for reference purposes. There are of course others who use the library in this way without my knowledge.
These figures indicate that the library is serving directly only about 50 per cent of the livest business men of the town. The specific questions I propose to discuss are, Why do business men use the library relatively little? What can the library do to get business men to use it more?
Progressive business men use the library because they recognize the enormous value of new ideas and of new knowledge to their business, no matter where they get them. The trouble is that public libraries can't always furnish them the knowledge they need. And furthermore not all business men are progressive. There are standpatters in the business, as well as in the political world. However, there is no class of men who have a better idea of the potential power of print, rightly used, than the business men who advertise. Such men are always ready to meet the library more than half way.
In discussing this question I should have preferred to use the term "business men" in a liberal sense. We are all more or less "business" people at times, but for this occasion I am directed by our president to limit it to that one of its 24 different meanings which applies to employer rather than employee in "the occupations of conducting trade or monetary transactions" andin "employments requiring knowledge of accounts and financial methods."
Before proceeding further permit me to state my conviction that the greatest service the library is doing for business men is not to business men personally, but rather for them through their employees,—in supplying knowledge and in promoting the general intelligence and the social welfare of the community. These things are of the greatest importance to every employer, for they are the foundations on which all efficiency is built. The social welfare work of the Panama Canal, much of it the kind libraries are doing, is a conspicuous example of the immense financial value of such work.
The male portion of adult society we may roughly divide, so far as occupations are concerned, into manual workers (laborers and mechanics), professional men, business men, and drones (the idle class) who, like the lilies of the field, neither toil nor spin, but who frequently outshine Solomon in the gorgeousness and variety of their array. They live a parasitic life on the productive labor of their fellow men, giving no adequate return. In the administration of our public libraries most consideration has been given to the idle class and to the professional classes. Real service for the manual workers and business men has been largely neglected until within recent years.
There are several reasons for this neglect. Among these may be mentioned the following: Working men and business men are expressing themselves in deeds and in things rather than in words and books; and therefore until recently there has been relatively little worth-while material available for the libraries to put on their shelves for the men directly engaged in industrial or commercial pursuits. Furthermore there has been a long standing prejudice on the part of these men (those who are rule-of-thumb men) against the reliability and the utility of things in print for their everyday work. And in certain quarters this prejudice still exists to a very considerable extent. They are inclined to look upon the writers and users of books as theoretical and impractical.
A further handicap in the use of libraries by business men, is the fact that so few of us in library work know the contents of books and things in print that might be useful to them in their daily work; and oftener we know still less of the problems business men must deal with. Therefore we cannot relate the inside of books with their work.
Much of the work of the public library is a kind of salesmanship, even though there is no direct exchange of the coin of the country. Salesmanship in its best sense is service, and service is what a city is buying for all its people when it puts into its annual budget a more or less (usually less) adequate sum of money for its library. As things are today I fear that in too many cases the public instead of drawing a plum from the library pie is not infrequently handed a lemon.
Recently I had the pleasure of dining with the vice-president of a department store that employs over 2,500 people to sell nothing but clothes—wearing apparel. He told me that the great secret of the success of his institution, through whose doors there enter from 30,000 to 40,000 people every day (and remember that nearly all these people enter with the expectation of parting with some of their good money), is the fact that every employee has instilled into him or her the fact that the salesmanship that brings success is service and that it is founded on knowledge; for, said he, "No one can sell goods satisfactorily unless he knows all about them,"—where they are made, how they are made, what they are, their history, etc. And these things everyone in this store is systematically taught. Incidentally, I may add that this department store starts its people at a minimum wage higher than the minimum in many libraries, and the maximum for women in this store is double the maximum of the highest paid women in library work in this country. This store uses the public library of its city and has a library of its own whose librarian is atthis convention at the expense of the store. When a department store finds such a policy a wise one the business men responsible for its management will be the first in the community to support a policy of library service based on knowledge. But business men must be shown that the library is delivering the goods.
The business man places his establishment so far as possible where it will best serve the purposes of his business, and he spends loads of good money in the first place, and annually in the form of taxation, to get his building at the right place. Besides getting his establishment at the right place he also spends more loads of good money to arrange it for the economic and expeditious handling of his affairs in it. So far as libraries relate to serving the business man, as well as nine-tenths of the other people in the community, I am convinced that 95 per cent of the library buildings of the country are badly located, and furthermore that the large proportion of these buildings are badly arranged for the work they have, or ought, to do.
The place to serve the people is where the people daily congregate and pass by in the largest numbers. This is never on a side street or in the "best" residence section of the city. Your average "best" citizen today gets more satisfaction out of his public library in showing his visitor from out of town the Greek temple set back in a beautiful grove or garden as he whirls by in his six cylinder, 60 horse-power, seven-passenger touring car than in using the books and periodicals inside. Such a building in such a setting has a value as a work of art, but not as a library for service. Incidentally, it is only fair to say that business men in most of our cities are largely responsible that we have library buildings for show rather than for use.
Every block that separates the library from the principal lines of the movement of the people, every foot that people must walk from the sidewalk to the entrance of the building and then to its books, every step that must be climbed above the level of the sidewalk to reach the first floor, are all so many hurdles, barriers, which the people are obliged to overcome before they can get to their own books, whether it be to use them for business or pleasure, for education or recreation. The bad location and arrangement of library buildings in the United States are keeping hundreds of thousands of potential users and supporters of libraries away from them and out of them every day of the year. And there is no class of persons in the community more affected by such things than business men, for they recognize (consciously or unconsciously) better than any other class the commercial value of time and convenience.
Let me put this a little more concretely. The library building in which I work is better located and arranged than the average library building of the country. And yet the total distance walked to and from the sidewalk by all those who enter that building daily is nearly 35 miles to the point where the library begins to serve them. Furthermore each one of the thousand and more persons who daily enter this building, in addition to the energy he uses in walking 180 feet to and from the sidewalk must lift his own weight and the weight of the books he carries seven feet above the level of the sidewalk. In other words the location and arrangement of this building with reference to the sidewalk requires the people who use it daily to take an extra walk of almost the distance from Baltimore to Washington and at the same time carry a weight equal to that of a ton of coal 350 feet to the top of a skyscraper and down again. And all this is in addition to the walk of 450 feet from the nearest car line, which few people use, 800 feet from the car lines which are generally used, and over 400 feet from the nearest thoroughfare. The library to be a friend to man, and to serve him, must "live in a house by the side of the road where the race of men go by."
The business man who studies usually buys his own printed matter that deals directly with his work, and in this respect he is usually far ahead of the library bothin knowledge and in material at hand; and the bigger his business the more is this likely to be the case. The librarian will almost invariably find such a man a most helpful person in the selection of things to be purchased and in the relative value of both authors and books. It should be the business of every librarian to know intimately, as far as possible, all such men in the community.
Our public libraries must largely increase on their shelves the number of things in print that are of real service to the business man in his work. First of all we must know what these things are, and next we need to have the nerve to spend money for them much more freely than we have ever done before. This is expensive and most such expenditures will not show in the statistics of circulation. As an illustration of this let me refer again to the institution I have the honor to serve. For a number of years we have been spending $400 a year for books in only one line of business. Besides the books, we take some two dozen current periodicals on the same subject. All are used to a considerable extent and the use made of them by only a dozen men is of the greatest commercial and financial importance to our city. And yet so far as the figures of circulation are concerned the expenditure of $450 of our annual book fund for this one business is practically nothing.
We must get away from the idea of measuring the usefulness or the efficiency of the library by the number of books issued for home use. So long as this idea dominates our public library work we can never do our best for the community, and especially the business part of it.
We need of course many books for the business man in our circulating departments, but these by no means meet the need. Many of these books are out of date in a few years at the best. To keep up to date there is necessary a liberal purchase of yearbooks, transactions and publications of industrial, technical and commercial associations which bring down to date annually, and in convenient form, the latest knowledge in their respective fields. For progressive business men such works are vastly more important than encyclopedias, important as encyclopedias of all kinds are.
Then too we must pay greater respect to the material published in pamphlet form. On a multitude of subjects some of the latest and best things have appeared in this form. Most of us do not handle this material properly, if at all. In many libraries pamphlets are regarded and cared for with about the same degree of disrespect as were public documents in most libraries twenty years ago, and I regret to say, in many libraries today. And as for the public use made of pamphlets, it is practically nothing.
But more important for the wide-awake business man than books, documents and pamphlets, is a large collection of current periodicals relating to every kind of business activity in your city, with clipping files on many subjects, for it is only through these that it is possible to keep up with the latest information or for the library to supply the thing that is most needed at the minute. As an illustration of such use I recall several recent instances of business men getting up briefs in connection with the proposed Underwood tariff bill. The latest information, even when compiled sometimes by government authorities, was secured from technical or trade journals before it could be received from the Government Printing Office.
In short the best work the library can do for the business men personally is in the building itself, supplemented by extensive use of the telephone and the mails (reference or information work if you please), and not by issuing to them for home use books whose information at the best is rarely less than a year old, but in reality is more likely to be five, ten, or even twenty years old. The circulating book has a most important place and I would not for one moment take from it the importance that is its due. My plea is that we recognize more fully for our businessman, and especially the so-called small business man—the man of small business, or the young man who hopes to establish a business of his own, the great importance of library assistants who know the contents and the relative value of books, pamphlets and periodicals, and who understand the art of library salesmanship whereby the business man gets the things he really needs.