IIILIBRARIES AND LITERATURE
What a force to be reckoned with would be the combined efforts of school, library and cinema as factors in education. These two former sections have become more united during the last few years. It is only recently that the activities of the Public Library Authorities have been fully appreciated by the Education Authorities. The outlook is now brighter, and a recognized harmony exists; their efforts now being united for the furtherance of educational ideals.
All educational aims should be to broaden, deepen, improve and strengthen the childish imagination, both sympathetic and intellectual. If used without proper supervision, there is not a more harmful agency than the cinema.
Mention is made elsewhere of the CinemaCommission, the London County Council, and the Birmingham Education Committee and what they are undertaking on behalf of the school.
A nucleus could be a collection of twenty films; four dealing with classics; four with the surrounding things of everyday life, forming general knowledge; four dealing with foreign countries, their social life, games, customs, etc.; four dealing with entomology, zoology, etc.; four depicting the commercial life, showing shipbuilding yards, steel works, cotton and woollen factories, pottery manufacture, etc. These films would broaden the views and strengthen the imagination of children.
The nucleus thus being formed, the films could be circulated throughout the surrounding counties, boroughs and towns; being exhibited at the local library once a week. In conjunction with these films, “reading lists” could be prepared of books for home-reading, and widely distributed. A change offilm could be made once a week, which means that before the stock of films had completed one round, five months would elapse, giving ample time in which to procure future additions.
By bringing the cinema within his scope of activities, the librarian adds materially to the usefulness of the library to the community at large, proving the sterling worth of such an institution to the town. How this financial venture is to be met and supported will be the inevitable question, the answer to which is by co-operation; each town or borough taking a share of the burden and contributing financially towards their maintenance. An endeavour must be made to get the local Education Authority interested, and the battle is partly won. Submit to them a practical scheme, on a sound business footing, attractive and definite, and they will, after careful consideration, give unstintingly their financial support.
The whole of the country could be divided into areas, such as North-Eastern, North-Western, South-Eastern, South-Western, etc.,where towns, etc., like Stretford, Manchester, Stockport, Bolton, Wigan, Liverpool, Southport and Chester could all produce a repertoire of film subjects. Each Authority could be responsible for the production of films relative to their own manufacture, which could be mapped out as follows:—
(1) Denton and Stockport, for hat manufacture, showing the whole of the process felt goes through, from the raw material to the finished “Sandringham.”(2) Bradford could give a tour of the woollen mills.(3) Nottingham the lace trade.(4) Hanley the pottery trade.(5) Oldham and Leigh the cotton trade.(6) Atherton, etc., coal mining.(7) Liverpool, the docks and shipping.(8) Kent, for the strawberry and hop-growing industries.(9) Devonport, the dockyards, etc., etc.
(1) Denton and Stockport, for hat manufacture, showing the whole of the process felt goes through, from the raw material to the finished “Sandringham.”(2) Bradford could give a tour of the woollen mills.(3) Nottingham the lace trade.(4) Hanley the pottery trade.(5) Oldham and Leigh the cotton trade.(6) Atherton, etc., coal mining.(7) Liverpool, the docks and shipping.(8) Kent, for the strawberry and hop-growing industries.(9) Devonport, the dockyards, etc., etc.
(1) Denton and Stockport, for hat manufacture, showing the whole of the process felt goes through, from the raw material to the finished “Sandringham.”
(2) Bradford could give a tour of the woollen mills.
(3) Nottingham the lace trade.
(4) Hanley the pottery trade.
(5) Oldham and Leigh the cotton trade.
(6) Atherton, etc., coal mining.
(7) Liverpool, the docks and shipping.
(8) Kent, for the strawberry and hop-growing industries.
(9) Devonport, the dockyards, etc., etc.
There is ample scope for the treatment of such subjects.
As described elsewhere, a Central Bureau could be established, every film classified according to subject, and from this Bureauwould emanate a steady flow of purely educational films—teaching or imparting knowledge in a popular manner.
Again, where space does not permit, either in the schools or the local library, the allied sympathy of the managers of the local cinemas could be obtained, and one film could be inserted as part of their programme, securing for them the necessary audience, and at the same time advertising the Education Authority and the Library.
The aim of all libraries is to preserve knowledge for succeeding generations, and films such as those described in the preceding chapter—that portion dealing with history taught by the film—would be of permanent value for reference.
The general idea of providing a permanent record of historical events in the nation’s history is worthy of universal encouragement, and also of making these records easily accessible for public enlightenment.
It has been said that the public library should reflect every phase of mental activity, not only the high and educational kind, butalso of the recreative, the social side of life. A vast amount of enlightenment and instruction, with remarkable force and rapidity, can be conveyed by the aid of the cinematograph. “Every picture tells a story,” whether it be of wonder or beauty, or of travels and national customs; some enlightenment may be gained from the exhibition. The seed sown by the pictures of this or that city, whether abroad or at home, may, eventually, be reaped in improved conditions of life and its surroundings. A clearer conception, a more sensible interpretation of the wonderful things around us, is shown than could ever be conveyed by a professor’s treatise, or an artist’s impressions.
Libraries in general have failed to appreciate the educational value of the cinematograph during the growth of the last fifteen years. For years now the National Board of Censorship has been urging the development of the use of educational films.
The first attempt at anything in the natureof a Lending Library of Films was inaugurated by Gaumont & Co., in 1904. The scheme enabled the amateur or professional possessor of a cinematograph-projecting apparatus, to hire or loan on reasonable terms a selection of film subjects, so that by the outlay of one guinea per night, the private exhibitor could command an inexhaustible supply of film subjects.
There are a number of elements entering into the production, distribution, and the public exhibition of pictures. The raw stock of celluloid from which films are manufactured has a limited existence. The base of the film is usually of a highly inflammable composition. Again, before the pictures are perfected, for public exhibition, the producer’s outfit should include highly perfected cameras, studios, staging, and star actors, and a search, often, for appropriate outdoor settings for the scenes to be enacted. The skilful direction of people and scenes to obtain illusions requires an expert at the business; for it necessitates a high grade of technical ability for the production of scenic, travel, and scientific pictureswith the minimum film waste. Once the picture has been constructed, prepared with subjects and sub-titles, and has been submitted to the Board of Censorship, it must be extensively advertised, circulated amongst exchanges throughout the kingdom, and the commands of the public exhibitors awaited. All these complicated processes have emanated from the regular daily demand of the people for entertainment, not necessarily enlightenment. The manufacturers know the percentage of film subjects demanded, whether tragic, thrilling, artistic, humorous, or educational.
I will give some idea as to the film. Each picture in size is roughly three-quarters by one inch; the average length of a black and white film is 1000 feet, giving a total of 16,000 pictures. When rolled this film fills a tin box—allowing for the fact that it is round—equal to the size of a royal octavo volume, but considerably heavier. Thus it is evident that the question of space is unimportant. The number of films produced and published does not equal the number of books published in the same time. A great number of the filmspublished are unsuitable for preservation, and, therefore, would find no place in a National Historical Repository.
The method of the present classification of books would be applied to the classification of the films, covering, as they do, historical, scientific, artistic, and technical subjects. The life of the film depends upon its treatment. The period varies, but when in daily use it should last for twelve years; and, if every care has been taken, and the film is seldom used, it will last for fifty years. Twenty-five years may be taken as a fair average under ordinary methods. Of course, new films can be reprinted from the old, and therefore, no film need be discarded.
A fairly satisfactory solution of the difficulty of making provision for a regular service of films at a minimum cost would be the appropriation, annually, by the State, of a sufficient sum to allow the purchase of a number of the best films by State Libraries, or (seeing that libraries now come under the protecting wing of the Education Authorities) by a State Department of Education. This increasinglibrary of films could be held at the disposal of Library Authorities who contribute towards its acquisition and maintenance.
In October, 1914, a “Library of Films” was opened in Berlin. This Berlin depository already possesses a very large collection of valuable films, dealing especially with scientific and allied subjects, which is probably unequalled elsewhere. In connection with the library an Intelligence Bureau has been opened, where advice can be obtained on all matters connected with the cinematograph and its uses.
Its resources are inexhaustible and the films may be borrowed for purposes of instruction by Educational Authorities and other allied bodies. It is established for the national preservation of historical and other films, and will become invaluable as the years roll on, from the historic point of view.
I was once asked the question, “Why donot libraries give greater publicity to their activities, means and resources, and not be satisfied with the fact that they are merely performing an everyday public function, expected of them as a municipal institution which gives some sort of return to the ratepayers for the rate levied upon them for its maintenance?”
True, some of the ratepayers are quite satisfied when they can go to the local library and borrow one or two books to while away a few leisure hours during a wet week-end. Herein lies a small conception of what a public library is for.
The library at the present time, if it is to maintain its popularity, must be aggressive and not passive. We must not be content to rest on our oars and survey what we have done with a complacent smile of satisfaction, and say, “I have done my best,” but we must think what we can do next to keep the vision of usefulness of the public library ever before the public. The library is like the tree in nature, once it ceases to grow it commences to decay, and this food for further thought mustbe provided by the initiative of the librarian, providing he is an enthusiast. If cheap stories so often depicted could be replaced by such films as “The Odyssey,” “Hamlet,” “Evangeline,” the cinematograph would become a distinct influence for good.
It has been voiced at some of the conferences that systematized propaganda work is needed. I am glad to see that the Library Association has at last awakened to the fact that the educational value of the Public Library is not known as it should be. The appointment of a “Publicity Committee” shows that a determined effort is being made to launch out into something original, and, I hope, something which will demand world-wide attention.
Anyone interested in Library work cannot fail to see that such a popular and powerful agent as the film must have an effect upon the Public Libraries. Cinemas are not on the wane, but are considerably on the increase. Now that the ban on “luxury building” has been removed, these buildings—in some cases “super-cinemas” embodying every convenience—will spring up everywhere. One veryseldom, if ever, hears of a cinema being “wound up” for bankruptcy; these picture-houses are too popular, and this popularity will remain as long as one generation succeeds another.
The film can arouse an enthusiasm in heretofore disinterested readers, and expose to them the pleasures and joys of life they are missing, and only the totally illiterate can ignore it.
Possibly it is not generally known by librarians that managers of cinemas are genial individuals, willing to oblige in a little library publicity, and where the library is in close proximity, so much the better.
What I refer to is a “screened advertisement” on behalf of the library authorities, calling attention to the fact that the book from which the film is produced may be borrowed from the Central Library and its branches, which medium has been advocated in Mr. Walter Briscoe’s book on “Library Advertising.”
Here is the idea for a permanent local “publicity” campaign, and in due course theLibrary Association, backed up by Government recognition, may launch out into a national programme of recognition.
Some may advocate publicity by means of specially trained orators, who would demonstrate from public platforms in forcible arguments the advantages of the Public library; others may convene dinner-hour meetings and deliver speeches to working men and women as during an election; others may urge the use of public hoardings or electric signs in public places, changing colour every few seconds.
It is admitted that the Press is a powerful organ, proclaiming to every reading individual items of interest within its pages. This is good so far as it goes. Possibly advertising in it would be repaid where the paper has access to every home, and even then there is the possibility of its being overlooked, unless the headline be emblazoned in red. Some people when perusing their favourite papers look for one thing of interest to them only. Some scan the stock and share markets; others devour the racing news; some look at theadvertisement columns in the hope of finding a house to let; the gentler sex invariably peruse the bargain sales—so there is a danger of library matters being overlooked.
Some new tactics must be tried; something which will yield better results, something which will meet the gaze of young or old—and there is that all-powerful national appealing projector, the cinematograph. This will explain with greater efficiency than either the public Press, the hoarse-voiced orator, or any other medium.
People who remain ignorant or illiterate need no longer remain in this stage. If they do not know the alphabet, they can be taught it; if they cannot write they can be shown how to wield a pen, and the various styles of writing—backhand, roundhand, copper-plate or script, all by means of text-books obtainable at the library.
The poorest man, without any visible means, living in a garret, has this store of wealth at his disposal just for the asking. Anyone wishing to become acquainted with a foreign language to aid him in his business can learnby the “self-taught series.” Thousands of people in these circumstances could be made acquainted with the treasures of the library by means of the film.
The Public Library “Lending Department” would make an admirable film, showing, as it would, borrowers selecting their books and being assisted by the library assistants. Continuing, the books themselves could be shown in the process of opening. In the natural history section the various phases of nature would be seen by the eye; the philology section would disclose the people of the various ages, dressed in keeping with the period, and the language they spoke; and the literary section would open to view the poets of the various ages and the poems they wrote.
A book-stack would revolve; a book would open in the historical section on the history of England, showing early Britons in their prehistoric dress, and these would change as the various periods in the nation’s history was passed through.
Here is the chance of a lifetime for the exponents of the uses and utility of the Library of which they should take every advantage. There are some people who do not even know that public libraries actually exist in their midst, and what facilities they freely offer. They have yet to realize that the Library is in reality the People’s University, instituted to enable everyone to acquire knowledge and enlightenment.
It would not be impossible to prepare a film on a much wider scale, the production of which would probably run into similar figures to those of the biggest “releases.” (I hope readers will not blame me for being an idealist!) For national publicity purposes a film on “The Public Library: its Evolution and Possibilities” could be prepared, depicting the remarkable modern growth of this valuable institution. The veil of obscurity could be torn aside, and that erroneous impression dispelled that the library is a very modern institution. The interested person could retrace his steps in the annals of library history as far back as it is possible to go.
Before our eyes would actually be shown the fact that books themselves were not always of the material so familiar to us. Knowledge could be extended far beyond the invention of the printing-press; metal, stone, bricks, walls, pillars, and even the rocks of Nature’s own production were used to convey information to succeeding generations. We should be brought into close contact with the libraries of Assyria, Babylonia and Chaldea, the three ancient empires of which the most is known. There will be seen the palace-temple of Nippur, founded not later than 2280B.C., the “tomes” classified and catalogued on shelves in the most approved manner, some 200,000 clay bricks being exhibited.
The period of the Greeks would prove interesting, storing the archives in the temples of the Gods, during the sixth centuryB.C.The Romans would be pictured amassing their libraries as spoils of war; the first to be established in 168B.C.by Aemilius Paulus—thelibrarian being a slave or freeman. Time progresses with the passing of the film—Bishop Alexander is seen establishing the first Christian library at Jerusalem inA.D.212. The libraries later meet with a catastrophe, being swept away by the invasion of the Goths and barbarians of the Western Empire in the fifth century. From the fall of the Western Empire to the Revival of Learning in the fifteenth century the libraries passed into the hands of the monks, who were the collectors of the Middle Ages. Here they could appear, working in the monasteries, writing on parchment rolls. Every Benedictine house was equipped with a library.
Interest quickens as the rapid growth of libraries in England becomes apparent—at Jarrow, Lichfield, Whitby, and other places in the North of England. The gradual developments from these libraries to early town libraries, the various types, remodelled to suit the requirements demanded by mental enlightenment, would all create interest and pleasure.
The modern library would prove the mostinteresting. The shelves upon shelves of books, closely classified, yet so simple, would evoke admiration. The visual procession of saints and sages, warriors and martyrs, the upholders of justice and freedom, as they stepped from their places upon the shelves, would create wonderment.
Single shelves bridge the intervals of time; generations upon generations of men congregate there.
From the film, the demonstration shows that through the medium of books one can witness the plague of Athens or London, without contagion; follow Caesar upon his marches; stand by the side of Agricola as he regards Ireland and says that some day he will “go over and take it”; rove the Dark Continent with Stanley, and learn the secrets of artificial and natural flight with Sir Hiram Maxim. Similarly, readers would transport their thoughts according to the nature of the literature indulged in by them.
It could be shown that no matter what our tastes are, whether they be inventive or whether we prefer to be in the company ofa celebrated humourist, the library will supply all wants.
Other activities in connection with the Library could be shown: the travelling libraries setting out to the rural districts, the door-to-door calls, the issuing of books to our isolated brethren. Lastly, our work with the children in the juvenile library and reading rooms, and the establishment of libraries in the schools.
What more material can the publicity exponent desire than lies here within his reach—the film for perfect propaganda work? It only needs to be utilized. By means of one human effort for the creation of such a film, its duplication to any number, its use either in the libraries, the local cinema, or public hall, the whole of the population of England could be enlightened simultaneously or gradually, and the efforts of the publicists would be rewarded by the Public Library being placed in its right sphere as an educational institution; its use to the community would be recognized and the demand upon its resources would be increased.
We as librarians, custodians of books, must acknowledge the significance of the cinematograph. We have in projectors a valuable aid to our works as educators. The “movies” are the coming apostles of education; in them we have the world in miniature, and its value as an educative force can hardly be over-estimated. In a very few years every well-equipped library will be installed with its own cinematograph apparatus, and possibly its own asbestos-lined cinema-operating room, as at Stockport, for instance.
A film on the making of a book could be made decidedly interesting, showing the many processes that go to the making of a book; from the arrival of the manuscript to the purchase of the book at a shop, and the customer reading it at home. Such a film has been prepared by Messrs. Doubleday Page & Co., Garden City, New York. The film can portray the living characters of books, and readers usually derive more pleasure from reading after the characters have been portrayed upon the screen.
Much enlightenment may be derived from the film. There are some people, who during their lifetime spend too much time on petty details, a fair proportion of every community are totally incapable of following any line of thought to its logical conclusion. Some people, whilst reading a book, have to depend upon a bookmark to locate the place where they are reading, instead of being able to pick up the book and recommence, remembering where they discontinued previously. Concentration of thought whilst reading, a complete assimilation of the facts contained in the book, and the capability of understanding what has been read, would obviate the necessity of any temporary bookmark. The fact of remembering what has been read will readily indicate the place to recommence reading.
Some people will read a novel, and at the end cannot recall the characters in the book, or what part they have taken in the story. Such a hapless habit is to be deprecated. Others possess a more retentive memory andread a book with a definite purpose, and at the conclusion, or even some considerable time afterwards, could enumerate every detail, fit in every character, the moral they present, and even tell one the defects therein. To such people as the forementioned, the film would be of great assistance; not only to give a correct rendering, visually, of the book, but to help them to remember facts and characters.
There are the class of people, few in number, who own and use their own libraries, and have little use for the Public Library. Another class, slightly larger, but still, numerically, only a small portion of the population, know books and use the Public Library freely and with intelligence. The remainder, or more than half the average community, need to be taught its value and purpose.
The “movies” make their appeal through the rapidity with which the plot of the story is carried along, and the exaggerated emphasis with which the different points are broughtout. It is a primary or kindergarten for the schooling of those people into the region of emotional experiences. By co-operating with the “movies” the Library in time might be able to grade the work so that a brief and simple love-story might be heard or read with understanding. The repetition of the visual presentation of the idea possible in a moving picture would help to make its meaning clear.
Take a novel as an example: in this case Ethel M. Dell’s “The Keeper of the Door.” The chief character is the doctor or surgeon, who makes every endeavour to retain life in the human body, he being the keeper of the door, not allowing the spirit to depart. There is something really beautiful as this picture is portrayed: the vigilance of the doctor, and the kindness and patience of the nurse; yet in spite of all this attention the activity of the patient is slowly waning, and then the last breath is taken and human life ceases to be.
Other features create interest—the surroundings, the way the characters play their part, and the emblematical representationsall create a longing to read the book. In reading, the whole scenes return as witnessed; greater interest is created, and one cannot imagine a person losing his place of reading, or the inability to fit the characters in their places, even after some considerable time has elapsed.