BOUGHT WITH THE INCOME FROM THE SAGE ENDOWMENT FUND THE GIFT OF M^nvQ M, Sage 189X ft.^q..n.5 iFlWil. 3777 Cornell University Library Z718 .F28 Instruction in tlie use of boolcs,and libr 3 1924 029 529 819 Useful Reference Series No. 12 Instruction in the Use of Books and Libraries Cornell University Library The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924029529819 Instruction in the Use of Books and Libraries A Textbook for Normal Schools and Colleges By Lucy E. |:ay, M.A., B.L.S. and Anne T. Eaton, B.A., B.L.S. Librarian and Assistant Librarian in the University of Tennessee and Instructors in Library Methods for Teachers in the Summer School of the South Boston, Mass. The Boston Book Company 1915 E.V. Copyright by The Boston Book Company 1915 Published April, 1915 VAIL-BALLOU COMPANY DINQHAMTON AND hEW VORK PART I : ON THE USE OF BOOKS CHAPTER PAGE I The School Library -13 II Relation Between the Schools and The Public Library . . ... 17 III The Physical Book 25 IV General Reference Books 40 V Special Reference Books Si VI Public Documents 81 VII Magazine Indexes 95 VIII Arrrangement of Books on the Shelves . . . 106 IX The Catalogue iii X Bibliographies 121 PART II : SELECTION OF BOOKS AND CHILDREN'S LITERATURE XI General Principles of Book Selection . . 137 XII Selection for a High School Library . . 149 XIII An Historical Survey of Children's Literature 183 XIV The Present Problem of Children's Reading 221 XV Fairy Tales . . ... . . 233 XVI Poetry .... . 251 XVII Classics for Children ... . . . 264 XVIII Children's Stories 276 XIX Other Books for Children 289 XX Illustrations of Children's Books ... . 306 XXI Choice of Editions ; Children's Magazines ; Some Lists of Children's Books 326 PART III: THE ADMINISTRATION OF SCHOOL LIBRARIES XXII Evolution of the Book 335 XXIII History of Libraries 359 CONTENTS CHAPTER PAGE XXIV Establishment and Equipment of a School Li- brary 375 XXV Book Buying and Ordering 381 XXVI Library Records: Order, Accession, Loan, Peri- odical Check List, Binding, Statistics . . 386 XXVII Classification and Subject Headings . . '. 395 XXVIII Shelf-Listing . .... 403 XXIX Cataloguing 406 XXX Mechanical Processes : Preparation of Books for the Shelves, Mending, Binding . . . 426 XXXI Pamphlets, Pictures and Clippings : Selection, Care and Use . . ... . . . 431 Preface This text-book is the outcome of an actual need in giving courses in Library Methods to teachers. There are excellent teaching outlines such as Miss Gilson's Course of Study for Normal School Pupils on the Use of a Library; Mr. Ward's The Practical Use of Books and Libraries, for high school classes; and the Course of Study for Normal School Pupils on Literature for Children, by Mrs. Harron, Miss Bacon, and Mr. Dana ; but there is no one text-book to put into the hands of normal school students. It is believed that such a. text- book will be a saving of time and effort for both students and instructors. The text has been planned for the use of students in normal schools and for teachers taking normal courses in summer schools. Its purpose is first to teach such students how to use books and libraries so that they may in turn impart this information to children in the schools ; second, to help them acquire that knowledge of literature for children which a teacher must have in order to en- courage in children an appreciation of literature. Col- lege and normal school courses in English literature do not generally put any emphasis on books that have been written for children and hence the teacher misses the very important and practical acquaintance with children's books that she ought to have. Part III is reserved for the purely technical subjects of classification, cataloguing, etc., and of these subjects 8 PREFACE only the elements necessary to the adequate administra- tion of a school library are given. In no sense is this section a manual for librarians in general. It is hoped that the two chapters — " The Evolution of the Book " and " The History of Libraries " — will present in com- pact and convenient form an outline of the historical development of books and libraries. This development, no less than the historical development of school meth- ods, equipment, etc., is an important part of the general history of education, and should be a part of the instruc- tion given to students of Education. It is advisable that students should have practical work with children while studying Parts I and II. Practice teaching will be possible in the Model School connected with the normal school. The best test of a student's grasp of the subjects in Part I would be a series of les- sons in the use of reference books, the card catalogue, etc., given to the children in the grades. The more opportunity a student has for testing the principles given in the section on Literature for Children, through prac- tical experience with the children themselves, learning their interests in books by talking over books with them, by reading aloud and story-telling — the more productive will be that part of the course. The giving of work in children's literature presupposes a collection of children's books, containing at least all the titles included in the book-lists given in the chapters covering the subject, and, if possible, other books as well. It will be impossible for students to do this part of the work adequately without access to such a Model Library. The authors have tried to make specific acknowledg- ment of authorities wherever it is due, and in general wish to acknowledge their debt to all library literature. PREFACE 9 They wish gratefully to acknowledge valuable sugges- tions and criticisms received from Miss Corinne Bacon, former head of the Drexel Institute Library School ; Mr. Frank K. Walter, Vice-Director of the New York State Library School ; Miss Martha Thorne Wheeler, formerly head of the Book Selection Department of the New York State Library; Miss Grace L. Betteridge, Flead of Trav- elling Libraries Section, New York State Library; and Dr. Edwin W. Fay, Head of the Latin Department of the University of Texas, all of whom have read the manuscript either in whole or in part. We are especially indebted to Mrs. Norman B. Morrell for the. pen and ink drawings which we believe add greatly to the usefulness and attractiveness of the book. Part I has been done jointly ; Part II is the work of Miss Eaton ; Part III is the work of Miss Fay. L. E. F. A. T. E. February, 1915. PART I ON THE USE OF BOOKS ON THE USE OF BOOKS Chapter I THE SCHOOL LIBRARY Its Value. — Changing methods in teaching, a broader conception of education, and efficient management of li- braries by expert and trained librarians, have been promi- nent factors in establishing the important place now held by the school library. Pupils are no longer content to follow slavishly the text-book and teachers expect of pupils enough initiative to find the opinions of other authorities than the one studied. History is no longer the acquisition of mere narrative, related within the covers of one book. Sources must be consulted, authorities weighed, effect must be made naturally consequent upon cause. History must also be made more interesting as well as accurate, by the use of pictures, maps, and the stereopticon. The same methods of teaching prevail in all other subjects and it is these methods that have necessitated the en- largement of the school library. Once beyond the text- book and the recitation room requirement, the teacher assumes a broader, if less intensive application on the part of the pupil. For this wider application the pupil must have access to a good working library. Its Purpose. — The purpose of a library in the school 14 THE USE OF BOOKS AND LIBRARIES is first to provide a good collection of reference books for the needs of both teachers and pupils and, second, enough books for supplementary reading in all subjects. The library must be the workshop of the entire school and in our broader conception of education it must also make provision for training the taste of pupils for the oest literature: it must give both material help and en- courage reading that will end in culture. This dual pur- pose belongs to the library of the elementary school, the high school, and the rural school. It varies only in degree. In the rural school, the purpose of the library may very properly and effectively be enlarged to include the interests of the community. Parents of the children and all neighboring farmers whether parents or not should be invited and encouraged to use the school li- brary. Purpose Realized by Work in the School. — The library fulfills its function when certain conditions exist and not otherwise. There must be proper material equip- ment to make the books easily accessible. There mustC be intelligent selection of books for both reference and reading. There must be a competent librarian to or- ganize and administer the library. Where a school can- not afford to employ a regular librarian, a teacher-libra- rian, trained in a normal school with a well-established course in library methods, should be put in charge of the library. The pupils should be given lessons on the use of books and libraries. By a Campaign of Education. — The subject of li- braries has never received its full share of the time nor a very intelligent part in the programs of teachers' in- stitutes. At these institutes, library extension work of great importance and of far-reaching value might be THE SCHOOL LIBRARY 15 done. Both teachers and librarians can give general talks on the need of better libraries ; how to organize libraries in the schools by state aid; how communities can arouse public spirit and work for free public libraries. At farmers' institutes talks can be made on rural school li- braries, county libraries and state travelling libraries. In fact every means of securing and administering a library should be talked about and explained. In addi- tion to these general talks, librarians or teachers, trained in library methods, should give a brief course on the use of books and libraries. Such a course is greatly needed in most places, for while the schools all over the country are eagerly establishing libraries, in very few places is any adequate provision being made for the proper care and administration of such libraries after they are once secured. The Public Library Supplements the School Library. — Except in small towns and rural districts the school is usually not entirely dependent on its own library. The free public library is ready and eager to co-operate with the school,^ but it cannot give the school efficient service without intelligent co-operation on the part of teachers and pupils. With such co-operation the public library can relieve the school of the duty of providing complete library facilities. This important relation between the library and the school is reserved for another chapter. Exercises. 1. Discuss the value of your school library. Is it a storage-place for the books or a workshop for the school ? 2. Give your opinion of the purpose of a school library. Do you differ with the opinion of this text ? i6 THE USE OF BOOKS AND LIBRARIES 3. State the conditions necessary for a school library to fulfill its function. 4. Outline a definite plan for teachers and librarians whereby they may most effectively present the subject of libraries at teachers' and farmers' institutes. Chapter II THE RELATION BETWEEN THE SCHOOLS AND THE PUBLIC LIBRARY In 1896 the National Education Association formed a new department called the Library Department and thus recognized officially the growing feeling that the connec- tion between the public schools and the public library was a vital one. In 1899 a circular was printed and dis- tributed by the Association containing such statements as the following : " There should be most cordial rela- tions between the school and the library. The librarian should know the school and its work in a general way as a very important part of her work, just as the teacher should know the library and its methods as a part of her \york." " The community should be led to regard the library as a necessary part of a system of public educa- tion no more to be done without than the common school. The library should be made an indispensable adjunct of tljie school." In this way the Association emphasized the need for co-operation between schools and libraries. The Place of the School and the Place of the Library in a Child's Education. — In the report of the National Education Association Committee on the Relations of Public Libraries to Public Schools, 1899, the point is brought out that the function of the school is to introduce children to the proper use of books, that it is the school that teaches them how to read and as far as possible what to read, while to the library belongs the task of stimulating i8 THE USE OF BOOKS AND LIBRARIES them to wider reading, of helping them to form the read- ing habit. If the pubHc library is to be the means of con- tinuing a child's education after school days are ended, if it is to be the means of widening and deepening the love for good literature which the school has implanted, then we see that intelligent co-operation and mutual un- derstanding are necessary between schools and libraries. Help Teachers May Expect from the Public Library. — -I. Special Privileges in Drawing Books. — Most public libraries give special privileges to teachers. They are often allowed to draw six or eight books instead of the two or three to which other readers are limited and to keep them for a longer time. In this way a teacher is able to have at hand a small working collection on a topic which her class is studying. 2. Classroom Libraries. — It is usual for good-sized public libraries to send out collections of books to class- rooms in the city schools. These collections are called classroom libraries, sometimes circulating or travelling libraries, and consist of frorri 25 to 50 carefully selected volumes, suited to the ages of the children who are to use them. They are sometimes changed during the year, sometimes the same collection is used throughout the year. The best classroom library contains not only books bearing upon the subject matter taught in the grade by which it is used, but also some of the best children's stories, poetry, fairy tales ; books which tell the boy with mechanical tastes how to make furniture, or how to un- derstand electrical contrivances ; and best of all, some of the books which, written primarily for children, have taken their place in the ranks of real literature — Haw- thorne's Wonder Book, Kingsley's Water Babies, Kip- ling's Jungle Book. Unless a school library is efficiently RELATION WITH THE PUBLIC LIBRARY 19 administered, more will be accomplished by a teacher using a classroom library in her own grade, than by send- ing children to a central library in the school building where the books are often poorly arranged, carelessly selected and presided over by an older pupil or busy teacher who has no time nor thought to give to the work of the library. Even when children are near enough the public library to visit it and draw books there is still need for the classroom collections. The report of the Na- tional Education Association Committee on Instruction in Library Administration in Normal Schools, 1906, says : " The public library cannot take the place of the class- room library. The five or ten minutes which a child may have for reading at the close of a study period or during recess on a stormy day would be wasted on a journey to the general school library in another part of the building,- while a trip to the public library would be out of the question." On the other hand the use of the classroom library should not entirely supersede the child's visits to the pub- lic library, where he gains a larger sense of the value of books. 3. Educational Magazines. — Teachers can supple- ment the books which they draw from the public library by much valuable information to be found in the educa- tional magazines. Many libraries have a long list of such magazines, most libraries take at least one; if not, the librarian could be induced to subscribe for one. 4. Reference Work. — Librarians are glad to collect all the material which the library contains on a given topic and to make it easily available for the use of classes which the teacher may wish to send to the library for reference work. 20 THE USE OF BOOKS AND LIBRARIES 5. Picture Collections. — Many libraries make col- lections of pictures which are loaned to the schools. Pic- tures are clipped from old magazines, discarded books, railway and steamship guides and similar material which otherwise would be thrown away. These pictures are mounted on manilla cards or sheets, classified, and loaned to teachers for classroom work. Thus a geography teacher may borrow a set of pictures illustrating life and customs in Japan ; nature study classes may have the use of bird and flower pictures ; or literature teachers may obtain a series of pictures illustrating Longfellow's Evangeline.^ 6. Book Lists. — Many libraries print lists of books for children which are invaluable as aids in book selec- tion. Sometimes they are general lists including all classes of children's books, stories, poetry, biography, handicraft books; sometimes they are limited 'to one spe- cial subject, e.g., nature study, school gardens, games, stories for older girls, historical stories, etc. Sometimes special lists of books for teachers are published and notices of new books on education and of current edu- cational publications are sent to the schools. A good way to promote co-operation is for each school to have a library bulletin board where lists of books recently added to the public library, notices of exhibits held at the library, special reading lists, and similar information of interest to teachers and pupils may be regularly posted. 7. Teachers' Reference Room. — When space and 1 The following pamphlets will give valuable information about the care of pictures; Dana, J. C. The picture collection. (In his Modern American Li- brary Economy, Part 5, section 3.) 35 cents. Salisbury, G. E. Picture collections in small libraries. Wisconsin Free Library Commission. Madison, Wis. 5 cents. RELATION WITH THE PUBLIC LIBRARY 21 funds permit, a special teachers' reference room is pro- vided. Here teachers may find a well selected profes- sional library, educational magazines, a model library of children's books and lists of current educational publica- tions. 8. Model Libraries. — Public libraries which cannot afford the special teachers' reference room often have model libraries of children's books. These are usually arranged by grades, and teachers desiring to find a good book on animal life suitable for 5th grade children, or a collection of poetry which would be useful in 7th grade work may look over the collection and choose the book best suited to her purpose. 9. Special Assistants for Work with Schools. — These various forms of co-operative activity with the schools require a large portion of some one's time, and in libraries where this work is extensively carried on, there is a member of the staff whose special work it is to promote co-operation between schools and library. Besides superintending the sending out of classroom li- braries, she visits the schools, talks to the children about books and tells them how they may use the public library, tells stories perhaps to arouse their interest and gets sug- gestions from the teachers about the kind of help the library can give them in their work. In the children's room at the library she arranges various exhibits of pictures, textiles, bird-life, minerals and flowers. This assistant keeps in close touch with school matters as well as with library affairs. 10. Instruction in the Use of the Library. — One of the duties of the special assistant for work with schools, and one which is usually willingly assumed by the librarian herself when there is no such special assist- 22 THE USE OF BOOKS AND LIBRARIES ant, is the giving of a simple course of instruction on the use of the Hbrary. She may teach the children them- selves, or she may reach them indirectly by instructing teachers and normal school students. Help the Library May Expect from Teachers. — i. Knowledge of the Library's Resources. — Teachers should take the trouble to familiarize. themselves as far as possible with the resources of the public library, find- ing out what it contains that may be of service to them and to their pupils. This familiarity will also prevent • the irritation arising when pupils arrive in eager quest of a book the teacher has recommended. Told that the library does not own it, they gaze sceptically at the desk attendant and murmur doggedly : " But Miss Blank said the book was here." 2. Care in Recommending Books to Children. — If teachers thoughtlessly or through ignorance recommend books by poor or mediocre authors, the child's confidence in the public library is severely shaken when he is told that none of their books are on the library shelves. If in doubt regarding the merits of certain writers of.< books for children, teachers should consult approved lists. Librarians are always glad to answer inquiries. 3. Care of Books. — Much wear and tear on public library books would be saved if children were taught the care of books in the school room. (See Chapter 3.) 4. Prompt Notification of the Library When Reference Material Is Desired. — If a class is com- ing to the public library to work up a topic, notice should be sent ahead so that the librarian may look up ma- terial and place it on reserve. Otherwise the first child to arrive carries off the best references and the pupils RELATION WITH THE PUBLIC LIBRARY 23 following must content themselves with second or third best. 5. Definite Instructions to Children-.— Teachers should give children clear and definite instructions before sending them to the library to look up reference topics. If the child knows what he wants and what he is to do with the information when he gets it, library assistants are able to help him intelligently and quickly. If teach- ers would rnake an effort to impress upon their pupils the fact that they do not intend certain topics to be looked up at the public library, as for instance, " What poetry means to me," much time and energy would be saved. It is hard for the librarian to refuse all help and by doing it she is apt to drive the child away from the library. In such cases the responsibility of deciding whether or not help should be given belongs to the teacher and should not be laid upon the librarian. Topics for Discussion. 1. Definite ways in which the public library in your home town can help the school. 2. Discuss the branch of co-operation between the li- brary and the school that seems to you most useful and tell why. 3. What is the average teacher's attitude toward the public library? Does this attitude help or hinder co- operation ? 4. How far is your public library co-operating with the schools? Could it do more with the resources at its command ? 24 THE USE OF BOOKS AND LIBRARIES Suggested Readings. Report of the joint committee representing the American Library Association and the National Education Association on In- struction in Library Administration in Normal Schools. (In National Education. Proceedings. 1906, p. 215-281.) Report of committee on relations of public libraries to public schools. (In National Education Association. Proceedings. 1899, P- 452-529.) Johnston, W. D. The library as a reinforcement of the school. (In Public Libraries, v. 16, p. 131-4. April i^ii.) Jordan, A. M. Co-operation with the schools. (In National Edu- cation Association. Proceedings. 1910, p. 1016-22.) Judd, C. H. The school and the library. (In Elementary School Teacher, v. 11, p. 28-35. Sept. 1910. Also in N. E. A. Pro- ceedings. 1910, p. 1026-31.) Power, E. L. The library in its relation to the elementary schools. (In Public Libraries, v. 11, p. 544-48. Dec. 1906.) Smith, M. A. Library instruction in schools. (In Wisconsin Library Bulletin, v. 7, p. 134-7. July 1911.) Smith, M. A. What the library needs from the schools. (In Library Journal. April 1912, p. 169-74.) Wilson, L. R. A constructive library platform for Southern schools. (In Library Journal. April 1912, p. 179-185.) Button, S. T. School management. Scribner. 1911, p. 204-5. Dutton, S. T. and Snedden, David. Administration of public education in the United States. Macmillan. 1908, p. 572-77. Field, W. T. The school library. (In his Fingerposts to chil- dren's reading. McQurg. 1907. Chapter 6.) Field, W. T. The public library. (In his Fingerposts to chil- dren's reading. McClurg. 1907. Chapter 7.) Moses, M. J. The library and the book. (In his Children's books and reading. Kennerley. 1907, p. 180-89.) Chapter III THE PHYSICAL BOOK We take books so much as a matter of course and our vise for them is so largely for the particular share the author has had in their creation, that we rarely stop to consider their physical features. It is important, nevertheless, to know something of the make-up of a book in order to use it carefully and intelligently. How a Book is Put Together. — Take a sheet of paper, ordinary typewriter size, and fold it as follows : first, end to end, making two leaves and four pages ; second, end to end, making four leaves and eight pages ; Illustration I third, end to end, making eight leaves and sixteen pages. Then take a paper knife and cut the two top folds and the two lengthwise folds on the right, just as you would cut the leaves of a book. The result is a group of leaves called a section. Now, if you will examine your text- 26 THE USE OF BOOKS AND LIBRARIES Illustration 2 book you will see that it is composed of a number of these sections which have been sewed together along their folded edges. In the majority of books that are now manufactured this sewing is done by a machine and the result is not so dur- able as when a book is prop- erly sewed by hand. After the sections have been drawn together in this way, a piece of thin cloth, wider than the back by an inch on either side, is pasted over the back. This cloth protects the stitches and also provides hinges for attaching the book to its cover. A piece of strong paper, just the width of the back, is then pasted over the cloth. . The cover, which has previously been made, is now laid open flat ; the . back of the book is fitted into the back of the cover, and inch strips of cloth, which were left extending beyond either side of the back, are now pasted down to the sides of the cover. The outside half of each fly-leaf is then pasted down on the front and back covers, hiding the cloth strips and putting the inside finish to the cover. If you will look at almost any text-book, you will be able to recognize the strips of cloth beneath the paper. Such Illustration 3 THE PHYSICAL BOOK 27 Illustration 4 is the method used in binding the largest number of our books. It is not the best nor the most durable method, but on account of its greater cheapness it is widely used. (See chapter 30 for the best binding for libraries.) You can see that these strips of thin cfoth cannot stand the strain of very rough handling and hence books are constantly being torn from their covers. It is due to machine sewing and defective kinds of hand sewing that the leaves and sections are so often loosened. Size of Books. — Books are designated as " folio " (fol.) ; " quarto " (4to) ; " octavo " (8vo) ; " duodecimo " These names refer to the number of times a sheet of paper has been folded to form a single section of a book, as follows : " folio," the sheet folded once, usually at the short axis, making two leaves and four pages ; "quarto," the sheet folded twice, making four leaves and eight pages ; " octavo," the sheet folded three times, mak- ing eight leaves and sixteen pages ; " duodecimo," the sheet folded four times, making sixteen leaves and thirty- two pages, etc. Formerly these names indicated the size ( i2mo) ; " i6mo " ; " 32mo.' Illustration 5 28 THE USE OF BOOKS AND LIBRARIES of a book more accurately than they do now, because then, sheets of book paper were uniformly 20x24 inches and hence each fold was an accurate division of that measure- ment, the octavo page being 6x10 inches. These names are not accurate now because book paper is made in sheets of various size. The following table' gives the symbols and sizes of books according to the scale now used : F. A book from 30-35 centimeters outside height. Q. A book from 25-30 centimeters outside height. O. A book from 20-25 centimeters outside height. D. A book from 17.5-20 centimeters outside height. S. A book from 1 5-17.5 centimeters outside height. T. A book from 12. 5-15 centimeters outside height. Care of Books. — With reasonable care, machine sewed and bound books will stand a good deal of wear and if you will learn and practice intelligent care in handling books, they will last longer. This kind of economy not only aids the individual teacher but it helps the entire school. If money does not have to be spent replacing books worn out before a reasonable time, the school li- brary can be enlarged by purchasing more books. Be- sides Economy, another important reason for handling books with care is Cleanliness. No one likes to use a book that has been marked, thumbed with soiled hands, or that is " dog-eared." The third and most important reason for using books with care is that by the teacher's example, the child is trained in economy, cleanliness, and particularly in unselfishness, if he is made to realize that he must have regard for his fellow pupils who must also use the books. How then shall we handle books carefully? THE PHYSICAL BOOK 29 1. Open a new book properly by holding it on a table back downward. Then press the front cover down until it touches the table, next the back cover, holding all the leaves first with one hand then with the other. Then press down first a few leaves at the back, then a few leaves at the front until the book lies open at the middle. This process should be done a number of times until the stiffness is removed from the back of the book. 2. Do not lay an open book face downwards. 3. Never mark a library book. Do not turn down the corner of a leaf for a book-mark. That is " dog-earing.'' Do not moisten the finger to turn over a leaf, it soils the leaf and may spread contagion. Do not drop a book, it breaks the back. These " don'ts " seem too obvious to mention, yet a great number of people disregard them entirely. Chil- dren observe their teachers' habits to a great extent and will learn something from observation but they need to be given definite instruction in the matter. The two following verses, printed on book-marks and given out to pupils to learn, very often influence them more than a dry, matter of fact talk on the subject: The Library Goops (With apologies to Gelett Burgess.) The Goops they wet their fingers To turn the leaves of books. And then they crease the corners down And think that no one looks. They print the marks of dirty hands. Of lollipops and gum. 30 THE USE OF BOOKS AND LIBRARIES On picture-book and fairy-book, As often as they come. Caroline M. Hewins. " You ARE Old, Little Book " " You are old, little book," the small boy said, Yet your pages are still clean and white. Your covers are stifif and your corners are straight Do you think at your age it is right ? " " In my youth," said the book, " I came into the hands Of children who ' handled with care ' They opened me gently, their fingers were, clean. My margins they kept clean and fair," " They never used pencils as book-marks, nor tried To pull me apart in their strife, With such kindly treatment my strength and my looks Will last me the rest of my life." Annie T. Eaton. Parts of a Book. — Knowledge of the structure of a book will help us to take care of it, but we need to know its parts if we wish to use it easily and intelligently. Books have not always had as many parts as they now have and it would be an interesting study to trace the development of the book, but for our present purpose such a study would lead us far afield. At the present time books vary in the number and arrangement of their parts. This book, for instance, is composed of a title- page, copyright date, preface, table of contents, text, and the index. Other books may have besides these, one ap- pendix or more. THE PHYSICAL BOOK 31 Title-Page. — The purpose of the title-page is more than the word implies. It not only contains the title of the book, but it usually records the name of the author, the edition, if it is other than the first, the place of publication, the name of the publisher and the date of publication. The title as a rule indicates the subject of the book, but this is not always true, if you will recall various titles of Ruskin; e.g.. Stones of Venice, Sesame and Lilies. Just below the author's name there usually follows either the bare statement of his profession or a record of a previous book he has written, thereby establishing some evidence of his ability and authority to write. The important fact that a book is a second or third edition, a " revised " or " enlarged " edition, is usually stated on the title-page. It means that the text has either been changed or enlarged since the previous edition was printed. At the bottom of the title-page, the place of publica- tion and the name of the publisher are generally stated. These are important facts because the place and the name of an old and established firm of sound reputation indi- cate a reliable product. The date on the title-page indicates simply when that particular copy of the book was printed and is not so important as the date of copyright ^ which tells when the book was first published and therefore how old it really is. The copyright date is usually printed on the reverse of the title-page. In scientific works, particu- larly, it is important to notice the date of copyright, otherwise you cannot tell whether the text of the book is based on recent investigation or not. 1 For definition of copyright, see the larger and newer dictionaries. 32 THE USE OF BOOKS AND LIBRARIES Preface. — Unless the book has a dedication, the pref- ace comes next, stating the author's reasons for writing the book, what he has attempted, and to what people he is under obligations for assistance. Table of Contents. — Next comes the table of con- tents, which very often is merely a list of the chapter headings arranged in the order of their occurrence, with a statement of the pages covered by each. Sometimes this table is fuller and gives an outHne in detail of the text. List of Illustrations. — If a book is illustrated with pictures or maps, a list of these illustrations, most fre- quently in the order of- their occurrence in the text and with paging indicated, is usually printed on the first odd numbered page following the table of contents. Such a list is valuable in books with fine and numerous illus- trations, as a means of verifying the completeness of the illustrations in a particular copy. For a book may lack an important illustration either through some mistake when it was originally bound, or through subsequent loss or theft. Introduction. — It is often necessary for an author to contribute information leading up to his subject — a sort of preliminary discourse, something more elaborate than a preface, that bears directly upon the development of the subject. This introductory matter is either ar- ranged separately from the text and called an Intro- duction, or it may be put in as Introductory : Chapter I. In either case it is regarded as a part of the text proper. Text. — The text is the main part or body of the book, as distinguished from the preface, the title-page and THE PHYSICAL BOOK 33 other parts. It is divided into chapters. These usually have headings used as running titles and printed at the top of the right hand page, while the book title is printed at the top of the left hand page. Insert headings in a different type are sometimes placed within the paragraphs to give a running synopsis. Important matter that cannot be incorporated in the text is often printed in finer type as a foot-note at the bottom of the page or as a note in a section at the end of the book. These notes are referred to either by numerals, or letters, or by the device of a star, a dagger, or a double dagger. Appendix. — The appendix contains matter supple- mentary to and illustrative of the text. Examples may be found in Bryce's American Commonwealth and Fiske's History of the United States. Index. — An index is " a detailed alphabetic list or table of the topics, names of persons, places, etc., treated or mentioned in a book or series of books, pointing out their exact positions in the volume" (Century Diction- ary). In some books, the index is arranged in more than one alphabetic list; e.g., in Donaldson's Growth of the Brain — where the subjects are in one list and the names of people mentioned in the text, in another. In a book of poems there are usually two indexes, one of titles and another of the first lines of the poems ; e.g., Tennyson's Poetical Works (Cambridge edition). In a volume of collected poems from various authors, there is usually a third index, of the names of the authors ; e.g.. Page's Chief American Poets. In Bartlett's Famil- iar Quotations there are two indexes : one of authors cited, and a second index of words, not subjects, with 34 THE USE OF BOOKS AND LIBRARIES enough of a phrase to identify the quotation in the text.; e.g., Pit, monster of the, 329 they'll fill a, as well as better, 87 whoso diggeth a, 829 Books in Sets. — Besides these types of indexes for single volumes, books in sets have various arrangements as follows : 1. A book in more than one volume with the index in the last volume : Example — Bryce — American Com- monwealth. 2. A book in more than one volume with an index in each volume : Example — Stubbs — Constitutional His- tory of England. 3. A book in more than one volume with an index in each volume and a general index in the last volume. Sometimes the general index is in a separate volume: Rhodes — History of the United States, 6 vols, and Cambridge Modern History, 14 vols. There are still other arrangements, variants of the above, but they are unusual and will not be found very often in books that are used in the average library. Each entry in an index is followed by a number which refers to either the page or the paragraph in the text where the information is to be found. The usual method is to refer to the page rather than the paragraph. When an index has any feature different from the usual method, directions for its use are generally printed in smaller type at the beginning of the index. The follow- ing are typical entries with abbreviations that are com- monly used. Consult a dictionary for the meaning of the abbreviations : THE PHYSICAL BOOK 35 From the index to Thatcher and Schwill — Europe in the middle ages. History, divisions in, i / Irish missionaries, 69, 104 ff ItaHan arts, 630-35 From the index to Hall — Adolescence. 2 vols. Agriculture, i. 172 et seq. From the index to Bryce-American commonv^realth, 2 vols. American Constitution. See Constitution Federal courts. 6"^^ Judiciary (Federal) Legal profession. See Bar Lynch law, i. 338; ii. 617 Tammany organization, ii. 103, 106, 189, 195, 381 sqq Thirteen original British colonies, i. 19, 249 ; each a self-governing commonwealth ib Atlas Indexes. — An index to an atlas enters the names of all places mentioned in the atlas with a refer- ence after each name to the map and the position on the map where each place can be found. Some atlases are fuller and give after each entry such statistical informa- tion as population, area, railway station, express office, telegraph, etc. The following are typical entries from atlases that should be in every college library: Century atlas : Corinth, Gulf of, Greece 99 F 4 Greece (see Gortho) 99 G 5 Mississippi, 21 11 43 G i Rand, McNally & Co. — Library atlas of the world. 2 vols..: (In Volume i — The United States — there is an index for each map) 36 THE USE OF BOOKS AND LIBRARIES Example from the map of New York (State) Plattsburg, Clinton, C-27 (Rys 40, ff) # f < £ . . . 11138 Pleasant Beach, Onondaga (Ry 38 mail Syracuse) (In volume 2 — Foreign Countries — there is a gen- eral index) Aragon, Chile, C-16 . . . 40 Aragon (Region), Spain, C-30 . . 54 Ancient kmgdom, now a captaincy general of Spain; founded 1035 Aragon (R), Spain, D-28 ... 54 Shepherd, W. R. — Historical atlas : Corinth, in Greece 15 C b Corinth in Miss. 208 C c Corinth, Gulf of 14 C a Concordance. — A concordance is a kind of index. It differs from an index in purpose and therefore in what it contains. The purpose of a concordance is pri- marily to enable a student to study a book or the com- plete works of an author more thoroughly. For this reason it lists in alphabetical order all words contained in the text, with citations of the passages in which the words occur. There are concordances of the Bible, of the works of Shakespeare, Dante, Browning, and other great authors. Exercises and Problems. 1. Get from your librarian a book that is ready to be discarded. What is left of it take carefully apart and see for yourself how it was put together. Write out an explanation of the process you have discovered. 2. Suggest other ways than those mentioned in the text of training children to handle books carefully. Test your suggestions on pupils in the model school. THE PHYSICAL BOOK 37 3. What is the date of publication of the copy of Bryce's American Commonwealth in your college library ? When was the book first copyrighted? How many editions have there been? State in what part of the book itself this information is given. 4. Read the preface to Gayley's Classic Myths in Eng- lish Literature. To what other book is the author par- ticularly indebted? For what purpose was the book written? Consult the preface of Monroe's Source Book of the History of Education, Greek and Roman Period. What is the author's purpose in writing the book? Does he indicate his plan? 5. Compare in arrangement and fulness the tables of contents in Button and Snedden's Administration of Public Education and F. W. and J. D. Burks' Health and the School. What do Button and Snedden say about "the library and the school"? How did you find the information? If you wish to know what the authors of Health and the School say about " training children in the knowledge and practice of health," will you find the information under health or under child in the index? Boes the table of contents direct you tq the information ? Is Lowell's essay " On a Certain Con- descension in Foreigners " to be found in his book en- titled My Study Windows, or in his Fireside Travels? 6. Look in Watt's Vegetable Gardening for an illus- tration of " various types of hand weeders," and for an illustration of " paper pots and the equipment for mak- ing them." Consult Earle's Two Centuries of Costume in America (2 vols.) for illustrations of the following: a Puritan dame ; slashed sleeves ; coat and waistcoat ; business suit ; stomacher ; bonnets ; Quaker hats ; uniform of a Continental ofiEcer. Look in Bulfinch's Age of 38 THE USE OF BOOKS AND LIBRARIES Fable for an illustration of the Laocoon. Compare the list of illustrations in Bulfinch with the list of illustra- tions in Gayley's Classic Myths. Which has the better arrangement ? 7. Consult the index of Gayley's Classic Myths : ( i ) For the entry Hercules and find to what English poem there is a reference. (2) For a poem of E.' C. Sted- man's and on what pages quoted. (3) For the attributes of Apollo. (4) For the meaning of Nirvana. (5) Is the god of war entered under Ares or Mars? Why? (6) What great series of operas are based on the Nibelungenlied ? 8. Consult the index of Fiske's Old Virginia and Her Neighbors (2 vols.). On what pages do you find the longest account of " horse-racing " ? The " London Company " ? In the index of Holmes's Autocrat of the Breakfast Table find the following entries : minds ; woman ; women ; voices ; authors ; conversation. How do such entries differ from the entries in Fiske's Old Virginia and Her Neighbors and in Bryce's American Commonwealth ? 9. In the Oxford Book of English Verse find the two poems beginning: "Be it right or wrong these men among," and " Out of the night that covers me." Give authors and titles of the poems. Can you find the same poems in Palgrave's Golden Treasury? Can you find in both these collections the poem beginning : " That time of year thou mayst in me behold " ? Give author. Find in Bartlett's FamiHar Quotations the following: (i) A quotation about Autumn; (2) " the course of true love never did run smooth." State author and particular work from which it is taken. (3) Select a famous quotation from Longfellow. (4) Name three other THE PHYSICAL BOOK 39 American poets, selections from whose works you find. 10. Using the Century Atlas, find Louisville, Ky., in the index. Find it on the map and interpret all the statistical information given about it. Consult the index of Shepherd's Historical Atlas and locate on the map the following: Hagerstown; Ilissus River; Scala Santa; Toulouse in France. Consult Bartlett's Concordance to Shakespeare and see whether he records Shakespeare's use of " had better " or " would better." In what play of Shakespeare's does the word " mobled " occur ? Chapter IV GENERAL REFERENCE BOOKS The Reference Collection. — One of the purposes of a library is to provide a place where people may go to find information, to " look up things." This purpose is served by the " reference collection," which may range in size from a copy of Webster's Unabridged, standing on a window sill in a schoolroom, to the well-filled shelves around the walls of a large reading room in a Library. In either case we should learn where and how to look for material. General Reference Books. — This chapter deals with the backbone of the reference collection, the books which are bought first and used most, the general reference books. By general reference books is meant, of course, those books which treat of all kinds of subjects, as dic- tionaries and encyclopedias. A few of the most impor- tant will be discussed.^ Dictionaries. — Webster's New International Dic- tionary of the English Language, based on the Interna- tional Dictionary of 1890 and 1900, now completely revised in all departments, including also a dictionary of geography and biography, being the latest authentic 1 A very full list of reference books, both general and special, may be found in A. B. Kroeger, Guide to the study and use of reference books. Ed. 2, Chicago. 1908. American Library Association Publishing Board. $1.50. (Supplement. 1909-10, 25 cents.) A suggestive list of 100 reference books for a small library is given. GENERAL REFERENCE BOOKS ' 41 quarto edition of the Merriam series. W. T. Harris, editor-in-chief. Springfield, Mass. Merriam. 1909. $12. " A revised edition, adding many new words and in- corporating in the main vocabulary all the supplementary lists included at the back of the earlier editions, except the Geographical Gazetteer and the Biographical Dic- tionary. Each page of the main part is in two sections : familiar words in the upper part and unusual words in the lower." Kroeger. Supplement. The first dictionary to be bought for the school li- brary. New Standard Dictionary of the English Language; designed to give . . . the orthography, pronunciation, meaning and etymology of all the words and the mean-' ing of idiomatic phrases in the speech and literature of the English speaking peoples, together with proper names of all kinds, the whole arranged in one alphabetical order. Isaac K. Funk, editor-in-chief. N. Y. Funk and Wag- nails. 1913. $12. The Standard puts the derivation of a word after the definition and gives the common meaning first, while Webster's New International puts the etymology first, and jn giving definitions begins with the original or literal meaning. The Standard uses two keys to pronunciation and as the new and less familiar one is given first place, the result is somewhat confusing. Both dictionaries are illustrated by cuts inserted in the text and by plates. The Century Dictionary and Cyclopedia, with a new atlas of the world ; a work of general reference in all departments of knowledge. William Dwight Whitney and Benjamin E. Smith, editors-in-chief. Rev. ed. 12 V. N. Y. Century Co. 191 1. $75. 42 THE USE OF BOOKS AND LIBRARIES " The plan includes three things : the construction of a general dictionary of the English language which shall be available for every literary and practical use ; a rnore complete collection of the technical terpis of various sciences, arts, trades, and professions than has yet been attempted ; — and the additions to the definitions proper of such related encyclopedic matter with pictorial illus- trations, as shall constitute a convenient book of general reference." (Preface to ist edition.) Volumes i-io contain the dictionary proper, volume ii, the cyclopedia of names, including geography, biography, mythology, history, ethnology, art and fiction; volume 12, the Century atlas. The most comprehensive American dictionary. It is fully illustrated and is encyclopedic in character, giving fuller definitions than is usual in dictionaries. Desk Dictionaries. — Good desk dictionaries are : Webster's Collegiate Dictionary. Merriam. $3. Student's Standard Dictionary. Funk. $2.50. Concise Oxford Dictionary of Current English adapted from the Oxford Dictionary. Clarendon Press. $1 net. Encyclopedias. — The New International Encyclo- pedia; ed. by D. C. Oilman, H. T. Peck, and T. M. Colby. 17 v. N. Y. Dodd, Mead & Co. 1909. $85. Perhaps on the whole the best encyclopedia for ready reference. It furnishes reliable information, full enough for all ordinary purposes, without being too technical for popular use. There are excellent lists of additional references at the end of each important article. It is fully illustrated. It may be supplemented by the New International Yearbook, a compendium of the world's progress. Published annually since 1907. N. Y. Dodd, Mead & Co. $5 a volume. The second edition of this encyclopedia, to be complete in 23 volumes, is now in course of publication. GENERAL REFERENCE BOOKS 43 Americana; universal reference library . . . ed. by F. C. Beach and G. E. Rines. 22 v. N. Y. Scientific American compiling department. 1912. $132. Similar to the New International. Especially full on scientific subjects and on, North American topics. Fully illustrated. Contains signed articles and lists of refer- ences at the ends of some of the articles. Encyclopedia Britannica. Ed. 11. 29 v. Cambridge (Eng.) and N. Y. Cam. University Press. 1910. (A. L. A. specification binding. $5 a volume.) The best and most scholarly encyclopedia. Indispensa- ble to the large library, the university, college and large normal school library, but too complete and scholarly for popular use. The arrangement is by general rather than specific subject, the index volume referring to the place in the general alphabet where a specific subject may be found. Although the nth edition arranges material by smaller subjects than the earlier editions, it is still necessary to refer constantly to the index volume in order to be sure of finding all material on a subject and in order to use the encyclopedia intelligently. The signed articles are by well-known specialists and valuable bibliographies are appended. Appleton's New Practical Cyclopedia : a new reference work based upon the best authorities and systematically arranged for use in home and school, ed. by Marcus Ben- jamin and others. 6 v. N. Y. Appleton. 1910. $9-75- " Recommended to small libraries or to grammar schools unable to afford one of the larger encyclopedias. Articles are very brief but up to date and simply written. System of cross references is good. Good illustrations and maps." A. L. A. Catalog Supplement, 1904-11. 44 THE USE OF BOOKS AND LIBRARIES Everyman Encyclopedia; ed. by Andrew Boyle. (Everyman's library.) N. Y. Dutton. 12 v. Rein- forced cloth, $8, pigskin, $12. " For small libraries perhaps the best cheap encyclo- pedia. Articles are concise, accurate and well up to date, and though many are written from the English stand- point, the work is general in scope, a fair amount of space is given to American subjects. . . . Subjects are sub- divided under many heads and cross references are ade- quate. Type small but legible. Illustrated." A. L. A. Booklist, Nov. 1914. One Volume Reference Books. — Champlin, J. D., ed. Young Folks' Cyclopedia of Common Things. Ed. 3. N. Y. Holt. 1906. $3. Champlin's series of young folks' cyclopedias are ex- cellent for work with children. They contain brief, sim- ply written articles and are illustrated.^ Harper's Book of Facts, a classified history of the world, embracing science, literature, and art. New ed. Ed. by C. T. Lewis. N. Y. Harper. 1906. $8. A useful reference book when brief, concise accounts of events, persons, and places are desired. Chronological outlines of the history of cities and countries are given under their names. Statesman's Year Book. London. Macmillan. $3. A valuable annudl containing " statistical and descrip- tive information regarding all the countries of the world 2 Champlin, J. D. Young folks' cyclopedia of literature and art. Champlin, J. D. Young folks' cyclopedia of persons and places. Kd. 6. Champlin, J. D. and Bostwick, A. E. Young folks' cyclopedia of games and sport. Uev. ed. Champlin, J. D. and Lucas, F. A. Young folks' cyclopedia of natural history. Published by Holt at $3 each. GENERAL REFERENCE BOOKS 45 and revised every year. It has a high reputation for ac- curacy and is the most important of the yearbooks. Ar- rangement : British empire; Foreign countries; alpha- betically. Refers at end of each country to statistical and other books of reference concerning it. Index." Kroeger. Statistical Abstract of the United States, issued by the U. S. Bureau of Statistics. Washington. Government Printing Office. Free. &"• A mine of useful information. Includes " annual sta- tistics of population, finance, commerce, agricultural and other products, irrigation, education, etc. for the cur- rent year, and in many cases for a number of years past." Kroeger.'' Newspaper Almanacs. — A useful reference book within the reach of even the smallest library is a good newspaper almanac. These almanacs usually cost twen- ty-five cents and contain a vast amount of information on all sorts of subjects. Recent statistics, political, edu- cational, agricultural ; astronomical information ; weights and measures ; college and university presidents ; ath- letics ; election returns ; foreign governments ; are some of the topics included. The most useful is the World Almanac. N. Y. World. 25 cents in paper (35 cents by mail), cloth 50 cents. The above are a very few of the standard reference books, yet even in selecting these there is room for dis- crimination. Because the Britannicamay be the standard encyclopedia, it does not follow that the school library should purchase this expensive work, when the New In- ternational or the Americana will serve school purposes 3 Two other useful reference books, issued annually are: Hazell's Annual. Lond. $1.50, and Whitaker's Almanack. Lond. $1.50. 46 THE USE OF BOOKS AND LIBRARIES better. While the New International and the Americana supplement each other to a certain extent, it is hardly wise for the school library, unless its resources are large, to buy both. And the library having either the New International or the Americana, naturally need not add the smaller and less valuable Appleton's New Practical Cyclopedia. Points to be Considered in Judging a General Ref- erence Book. — There are certain points to be considered in judging general reference books, most of which you will find illustrated in those cited in this chapter. First, the editor or editors, are they authorities? Second, the date, is the book recent, or must it be supplemented by other material to bring it up to date? If it is an ency- clopedia, are the articles signed, and are there bibliogra- phies, that is, references to additional material at the end of the articles ? Is the system of cross-references satisfactory? That is, are you referred from one, part of the work to others which contain related material, or if you turn to one heading or spelling not used are you referred to one which is ? Examples : Cleopatra's needle. Obelisks (Harper's Book of Facts). In this case the word " see " is omitted. Bee-balm, see Oswego tea (Americana). Mnlock, Dinah Maria, an English author, see Craik, Dinah Maria (New Int.). Machine, machinery {engineering). See Mechanical pozvers-ma- chines; Metal working machinery ; Wood working ma- chinery; etc. (New Int.). Kuyp, Albert. See Cuyp, Albert (Americana). Cynics, at the end of the article on cynics we find. See Cyrenaics {Americana). How to Use Reference Books. — Before attempting to use a reference book, students should devote a few moments to reading the title-page, glancing over the GENERAL REFERENCE BOOKS 47 preface or introduction, and looking for special features, such as indexes, cross references, bibliographies, etc. If abbreviations are used, look for a list giving the full names of the works indexed. A few minutes given to a calm examination of the book before using it, whether in working out a problem in this course or in looking up some question for your own purpose, will save time in the end and keep you from a fruitless search for a magazine called " Ind " or from wondering why you cannot find references to magazine articles in a volume whose title-page clearly states that it indexes only books. Exercises. The following questions are divided into two groups ; those in the first group are to be answered with the aid of dictionaries only, those in the second group with the aid of encyclopedias and the other general reference books mentioned in this chapter. In answering ques- tions in group i, any one of the three dictionaries men- tioned may be used. The best results, however, will be obtained if the students have access to two or all three, and are thus able to compare information given, as to amount, form and place (i.e., in main alphabet, appendix, etc.). While most of the answers to the questions in group 2 can be found by using two or three only of the reference books cited, if the students have access to them all they will get valuable practice in choosing the best place to look for the special kind of information for which the questions call. Group i: Dictionaries. 1. Find an explanation of the phrase " laissez faire " as used in political economy. 2. Who was Sir William Harcourt? When did he die? i^ 48 THE USE OF BOOKS AND LIBRARIES 3. Find a full definition oi alembic. 4. What are the colors of the spectrum? Can you find them illustrated? 5. Give the etymology of the word balance. What can you find about the word gumption? Can you find an explanation of the origin of the phrase " set the river on fire "? How many meanings can you find for the word clever? Are they all in equal use? Look up the word pound (noun). How many meanings do you find? 6. What is the meaning of each of the following ab- breviations? Give the word or words for which they stand: ibid.; e.g.; I.N.R.I.; M.A. ; viz; R.S.V.P. ; dwt. 7. What is the meaning of the expression sotto voce? From what language does it come? Of dens ex ma- china? Of Utopian? Of soi-disant? 8. What is Xingu ? What is the Mahabharata ? How high is Mount Mitchell (N. C.) ? 9. Who was Haroun-al-Raschid ? Baron Munchau- sen ? Moll Flanders ? Fiona McLeod ? Who was called the " Scourge of God " ? 10. What is the meaning of soccer? Of Hepple- white ? Group 2: Other Reference Books. 1. When did Constable, the English landscape painter, live? Name some of his paintings. 2. Who is the governor of North Dakota, and what is his salary? Who is president of the Argentine Re- public? Find a summary of the Constitution of CaH- fornia. 3. Who wrote " Home, Sweet Home," and when did it first appear? GENERAL REFERENCE BOOKS 49 4. What was the Wall of Severus ? 5. What was the average price per ton of anthracite coal in the United States two years ago? 6. Find a simple, well illustrated article which would help a child to write a composition on leaves, stems and buds. 7. In how many places in the encyclopedia (use more than one encyclopedia) is it necessary to look to get all the material about the Iroquois? Are there references from one heading to another? 8. What can you find about Anglo-Saxon marriage laws? 9. Find a list of the principal orders of knighthood ; a list of the justices of the Supreme Court of the United States since 1789. ID. What was the population of the County of Bed- fordshire (England) at the last census? What is the national debt of France? Of Germany? 11. What is meant by the personal equation? 12. What reference book would you recommend to a 7th grade child who wished to find material on Sir Walter Scott? 13. Where can you find an outline history of the State of Tennessee? Of the city of Florence, Italy? 14. What is the form of government in Montenegro? How large is Denmark's navy? 15. Mention three facts in connection with the Ameri- can buffalo. Do you find any references for further reading ? 16. How many normal schools, including both public and private, are there in the United States? How many building and loan associations were there in the State of New York in 1910? 50 THE USE OF BOOKS AND LIBRARIES 17. What was the exact date of the battle of King's Mountain ? 18. Find an article on transmission of power (electric) at long distances. Is it illustrated ? 19. What is the name of the British ambassador to the United States? What is the name of the reigning sovereign of Austria-Hungary? . 20. How much cotton was exported by the United States in 191 1 ? What was the amount of internal reve- nue collected in the United States in 1900? 21. Who is the president of the Hartford Theological Seminary? 22. Where can you find a list of the members of the French Academy, known as the Immortals? 23. How much money did your State spend last year on public roads? 24. What are the names of the United States Senators and Representatives from your State? What is the rate of postage to France? 25. Where can you find something about aviation dur- ing the past year? Who holds the lawn tennis cham- pionship for the United States? Chapter V SPECIAL REFERENCE BOOKS In the preceding chapter we have considered examples of reference books which deal with all kinds of subjects; in this chapter we shall discuss special reference books, that is, books written to give fuller information along a certain line than is furnished by the general reference books.^ Biography. — ^ Lippincott's Universal Pronouncing Dic- tionary of Biography and Mythology, ed. by Joseph Thomas. Ed. 3, rev. and brought up to 1901. 2 v. Phil. Lippincott. 1905. $15. " Known as Lippincott's biographical dictionary. The best general biographical reference book. It gives the pronunciation of names, sketches of lives of persons, and bibliographical references. A list of the leading English Christian names with the equivalents in the various Eu- ropean languages is given in an appendix. Full page portraits." Kroeger. Century Cyclopedia of Names. (Vol. ir of the. Cen- tury Dictionary. New ed. N. Y. Century Co. 1911.) 1 The books in this chapter have been selected for study, as valuable and representative, and as furnishing good practice in the use of refer- ence books. The list as a whole is not meant as a guide in the selection of a school library. For a list of reference books for a high-school library, see chapter 12 and the recommended lists on page 330. Large normal school libraries will contain all or most of the books mentioned in this chapter. 52 THE USE OF BOOKS AND LIBRARIES " Includes names in geography, biography, mythology, history, ethnology, art, fiction, forming a supplementary volume to the Century dictionary. Fullest in biography and geography. The information given is concise. Pro- nunciation and derivation of names are given." Kroeger. Dictionary of National Biography. Index and epit- ome, ed. by Sir Sidney Lee. N. Y. Macmillan. 1903. $6.25 net. The Dictionary proper, edited by Sir Leslie Stephen and Sir Sidney Lee, in 63 volumes with 3 supplementary volumes, is the most authoritative work on British biog- raphy. It is confined to Great Britain and no living per- sons are included. The Index and Epitome gives concise biographies of all persons included in the main part of the Dictionary and is better for the small library than the complete work. Champlin, J. D. Young Folks' Cyclopedia of Persons and Places. Ed. 6, rev. N. Y. Holt. 191 1. $3. Brief, simply written articles. Who's Who in America : a biographical dictionary of notable living men and women of the U. S., ed. by A. N. Marquis. Revised and reissued biennially. Chic. Mar- quis. 1899 to date. $5 net. Condensed sketches of the lives of prominent Ameri- cans now living. Who's Who ; an annual biographical dictionary. N. Y. Macmillan. 1848 to date. $2.50 net. An annual publication, giving brief biographies of the most prominent persons of England and America, in- cluding some continental notables." Kroeger. Congressional Directory. (For full description, see page 90.) SPECIAL REFERENCE BOOKS 53 History. — Brewer, E. C. Historic Note Book, with an appendix on Battles. Phil. Lippincott. 1891. $3.50. A popular handbook explaining briefly allusions to historical events, treaties, customs, etc. Haydn, J. T., comp. Dictionary of Dates and Univer- sal Information Relating to All Ages and Nations, ed. by Benjamin Vinsant. Ed. 25. N. Y. Putnam. 191 1. $6.50 net. " A standard and useful work. Arrangement alpha- betical under the name of event, place, etc. Especial at- tention is given to the British empire." Harper's Encyclopedia of United States History, from 458 A. D. to 1912, based on the plan of B. J. Lossing. Rev. ed. 10 v. N. Y. Harper. 1912. $24. " The most extensive cyclopedia of the subject, includ- ing many biographical articles and containing texts of the constitutions, famous speeches, essays, orations, resolu- tions, proclamations, facsimiles of important documents, etc. Articles are by well known historians and writers." Kroeger. Heilprin, Louis. Historical Reference Book with Sup- plement. Ed. 5. N. Y. Appleton. 1898. $2. Accurate and comprehensive. " A chronological table of universal history, a chronological dictionary, a bio- graphical dictionary." Kroeger. Hodge, F. W. Handbook of American Indians North of Mexico. (U. S. Ethnology Bureau. Bulletin 30.) 2 V. Wash. Superintendent of documents. 1907-10. $3- 54 THE USE OF BOOKS AND LIBRARIES " Contains a descriptive list of the stocks, confederacies, tribes, tribal divisions, and settlements north of Mexico, accompanied with the various names by which these have been known, together with biographies of Indians of note, sketches of their history, archaeology, manners, arts, cus- toms and institutions, and the aboriginal words incor- porated into the English language." Letter of transmit- tal. Lamed, J. N., ed. History for Ready Reference from the Best Historians, Biographers and Specialists. Rev. and enl. ed. 7 v. Springfield, Mass. Nichols. 1910. $35- " Extracts from the writings of the best historians, biographers, and specialists to illustrate the history of all countries and all times. It is not a condensation, but gives the exact words of the writers quoted. The ar- rangement is alphabetical by country, event, etc., and under place is chronological. There are numerous cross references." Kroeger. Volumes 6 and 7 are devoted to recent history ; v. 6 covers the period 1894-1901 ; v. 7 1901-10. Low, S. J., and Pulling, F. S., eds. Dictionary of English History. New ed. rev. N. Y. Cassell. 1910. $3-50. " Biographical, bibliographical, chronological, and con- stitutional information about English history. Index." ■Kroeger. " An invaluable work for the general reader as well as for the student." C. K. Adams. Manual of historical literature. 1899. Nichol, John. Tables of Ancient Literature and His- tory : b. c. 1500-200 a. d. Glasgow. Machlehose. 1877. $1.50. SPECIAL REFERENCE BOOKS . 55 " Shows in chronological tables the parallel history and literature of the nations of ancient times." Kroeger. Nichol, John. Tables of European History, Litera- ture, Science, and Art ; and of American History, Litera- ture, and Art ; ed. by W. R. Jack. Ed. 5. N. Y. Mac- millan. 1909. $2.25. " Arranged in columns by periods, chronologically. Enghsh. literature and history are placed together to be illustrated by the columns on either side which show foreign history for the same period." Kroeger. Ploetz, Carl. Epitome of Ancient, Medieval and Mod- ern History; tr. and ed. by W. H. Tillinghast. New ed. Bost. Houghton. 1905. $3. Arranged under each division by nationality. Putnam, G. P., comp. Tabular Views of Universal History, continued to date by L. E. Jones and S. Strun- sky. N. Y. Putnam. 1907. $3.50. " Series of chronological tables presenting in parallel columns a record of the most important events in the his- tory of the world from earliest times to 1890." Pitts- burgh} The following while not I'eference books in the sense of those cited above will be of great use and value in a reference collec- tion : Hildreth, Richard. History of the United States of America. 6 V. N. Y. Harper. $12. McMaster, J. B. History of the people of the United States. 8 V. N. Y. Appleton. $2.50 a vol. Schouler, James. History of the United States under the con- stitution. 6 V. N. Y. Dodd. $24 net. ^ Harper's Book of facts (see p. 44) is sometimes classed with historical reference books. 56 THE USE OF BOOKS AND LIBRARIES Classical Antiquities. — Harper's Dictionary of Classical Literature and An- tiquities. N. Y. American Book Company. 1897. $6. " Includes Greek and Roman antiquities, biography, geography, history, literature, mythology, with much ad- ditional information; bibliographical references, illustra- tions and maps. Special attention to recent archaeologi- cal discoveries and investigations." Kroeger. The best all round classical reference book for a school library. Seyffert, Oscar. Dictionary of Classical Antiquities, from the German, revised and edited by Henry Nettle- ship and J. E. Sandys. Ed. 6. N. Y. Macmillan. $2.25. " Includes the mythology, religion, literature, art, and the constitutional and social antiquities of Greece and Rome." Kroeger. Smith, Sir William. Dictionary of Greek and Roman Antiquities, including the laws, institutions, domestic usages, painting, sculpture, music, the drama, etc., ed. by Sir William Smith, William Wayte, and G. E. Marin- din. Ed. 3. Rev. and enl. 2 v. Lond. Murray. 1890-91. 63 sh. " Accepted by all scholars as a work of authority on the subjects with which it deals." E. C. Marchant in Dictionary of National Biography. There are several concise dictionaries based on this work. Among them may be mentioned the Concise dic- tionary of Greek and Roman antiquities, ed. by F. W. Cornish. Lond. Murray. $4; and the Smaller classical dictionary, rev. and ed. by E. H. Blakeney. (Everyman's library). N. Y. Dutton. 35 cents. SPECIAL REFERENCE BOOKS 57 Geography. — Century Cyclopedia of Names, (v. 11 of the Century Dictionary.) See page 42. Full in geography. Lippincott's New Gazetteer of the World ; a complete pronouncing gazetteer or geographical dictionary of the world ; originally edited by Joseph Thomas. New ed., edited by Angelo and Louis Heilprin. Entirely rewrit- ten. 2 V. Phil. Lippincott. 191 1. $12.50. " The most comprehensive American work of its kind, alphabetically arranged, giving description and informa- tion of places, with pronunciation and various spellings of names." Kroeger. Mill, H. R., ed. International Geography ; by 70 au- thors. Ed. 3. N. Y. Appleton. 1909. $3.50. " Readable account of character of all countries as re- gards land and people, in language neither technical nor childish. Each country treated by an experienced travel- ler, a resident or a native." H. R. Mill in Introduction. The following commercial geographies are useful in school ref- erence work : Adams, C. C. Textbook of commercial geography. (Twentieth century textbooks.) N. Y. Appleton. igii. $1.30. Freeman, W. G. and Chandler, S. E. World's commercial prod- ucts. Bost. Ginn. 1907. $3.50. Toothaker, C. R. and others. Commercial raw materials. (School ed.) Bost. Ginn. 1905. $1.25. Atlases. — Century Atlas of the World (v. 12 of the Century Dictionary). N. Y. Century Co. 191 1. " Besides the usual information, the maps give steam- ship routes and cable lines, discoverers' and explorers' routes are traced, battlefields are marked with dates and 58 THE USE OF BOOKS AND LIBRARIES some historical maps are given. A very full index." Kroeger. The 191 1 edition has been revised and brought down to date. Population figures are taken from the 1910 census. Cram's Modern New Census Atlas of the United States and World; 13th census ed. Chic. Cram. 1911. $12.50. Rand, McNally & Co. Library Atlas of the World. 2 v. Chic. Rand, McNally & Co. 1912. $25. V. I. United States. V. 2. Foreign countries. Special relief maps are included as well as geographical and political. Each map in the volume for the U. S. has a separate index. There is one general index in the vol- ume for foreign countries. The indexes give population ; and railroads, steamship lines, money order post offices, telegraph stations, etc., are indicated. Rand, iMcNally & Co. New Imperial Atlas of the World. Chic. Rand, McNally & Co. 1912. $1.75. This is useful for the school library that cannot aflford to purchase the larger one. Stieler, Adolf, ed. Atlas of Modern Geography, adapted for the English speaking public, by B. V. Darbi- shire. N. Y. Lemcke. 1908. $15. " The atlas which most frequently continues to be con- structed throughout from original materials on scientific principles. Has for long held foremost place amongst all atlases." Sonnenschein. Best books. The workmanship of German and English atlases is superior to that of American atlases. United States Geological Survey. Topographic Maps. SPECIAL REFERENCE BOOKS 59 Maps of nearly every section of the United States may be had for 10 cents each from the Director of the Geo- logical Survey, Washington, D. C. Stamps not accepted. Historical Atlases. — Bartholomew, J. G. Literary and Historical Atlas of Europe (Everyman's Library). N. Y. Button. 1910. 50 cents, reinforced binding. " Contains 56 admirably engraved and colored histori- cal maps, 46 line maps showing battle plans and regions of literary fame and a 40 page gazetteer of places of literary and historical interest." N. Y. S. L. Best books. 1910. Bartholomew, J. G. Literary and Historical Atlas of America (Everyman's Library). N. Y. Button. 1911. 50 cents, reinforced binding. " Physical, historical and modern maps of North and South America, a few battle plans, a chapter on coinage, gazetteer of places having a literary or historic interest, and index of towns." N. Y. S. L. Best books. 191 1. Though intended primarily for the private library these inexpensive little atlases will be of use in the school library especially if unable to afford the larger atlases. Maps of the Scott country, Pepys' London, King Arthur's country, etc., are helpful in the literature classes.^ Bow, E. W. Atlas of European History. N. Y. Holt. 1907. $1.50 net. " Presentation made in detail sufficient for one intent on a special field." Annals Amer. Acad, quoted in A. L. A. Catalog supplement. Gardiner, S. R. Atlas of English History. N. Y. Longmans. $1.50. 2 There is a similar volume for Asia and one for Africa and Austra- lasia. 6o THE USE OF BOOKS AND LIBRARIES Labberton, R. H. Historical Atlas, 3800 b. c. to 1900 A. D. N. Y. Silver. $1.25. Johnston, A. K., and Gladstone, W. E. Classical At- las, containing geography of the ancient world, by W. F. Allen. Bost. Ginn. $1.25. Putzger, F. W. Historical School Atlas of Ancient, Medieval, and Modern History, with English text. N. Y. Lemcke. 1903. $1.25. Shepherd, W. R. Historical Atlas (American His- torical Series). N. Y. Holt. 1911. $2.50. " Serviceable, well-proportioned work partly based on Putzger's Schulatlas, but especially planned for American schools and colleges. Well executed historical maps from 1450 B. c. to present. Full index of towns." A''. Y. S. L. Best books. 191 1. Literature. — Allibone, S. A. Critical Dictionary of English Litera- ture and British and American Authors with Supplement, by J. F. Kirk. 5 v. N. Y. Lippincott. $17.50. " In spite of many inaccuracies a most useful book of reference containing biographical, and bibliographical sketches of authors with lists of their works a.nd critical notes selected from well-known authors and their reviews. Supplement brings the work down to 1888." Kroeger (condensed). Chambers' Cyclopedia of English Literature. New ed. by Daniel Patrick. 3 v. Phil. Lippincott. 1902-04. $12. " Critical and biographic account of English and Ameri- can authors and characteristic selections from their works. Thoroughly revised by well known writers and brought to date." Kroeger. SPECIAL REFERENCE BOOKS 6i Champlin, J. D. Young Folks' Cyclopedia of Litera- ture and Art. N. Y. Holt. 1901. $3. Fletcher, W. L American Library Association Index to General Literature. N. Y. Anderson. 191 1. $6. Reprint from the second edition of 1901. " References under the subject to essays, papers, monographs, and other parts of books which are of sufficient value includ- ing some reports and publications of boards dealing with sociological affairs. List of books indexed is given at the end of the volume." Kroeger. American Library Association. Index to General Literature. Supplement, 1900-10. A. L. A. Publishing Board. 1914. $4. Moulton, C. W. Library of Literary Criticism of Eng- lish and American Authors. 8 v. N. Y. Malkan. 1901-09. $40. A brief biographical sketch is followed by contemporary and later criticism. The arrangement of the book is chronological. Stedman, E. C, and Hutchinson, E. M., comps. Li- brary of American Literature. 11 v. N. Y. Webster. 1891. %zi- " The design is to afford the reader a general view of the course of American literature from the outset. . . It is made for popular use and enjoyment." Preface. " Select and characteristic examples from American lit- erature are given without any critical notes, and the work is not confined to masterpieces. Arrangement is chron- ological with a general index in the last volume, which is useful in finding selections on special subjects. In the index, poems are indexed by title under Poetry. Short biographies of the authors are given in volume 11, which also contains a list of noted sayings of Americans. Por- traits." Kroegef.^ 3 Tyler's History of American literature during the colonial time. 2 v. 62 THE USE OF BOOKS AND LIBRARIES Warner, C. D., ed. Library of the World's Best Liter- ature, Ancient and Modern. 31 v. N. Y. Warner Li- brary Co. 1896-99. $77.50. V. 1-27. Biographical and' critical sketches and selec- tions. V. 28. Songs, hymns and lyrics. V. 29. Biographical dictionary of authors. V. 30. Synopsis of noted books. V. 31. Index guide, prepared by E. C. Towne, designed to give aid in pursuing courses of reading and study. " The biographical and critical sketches of authors of all ages and countries are written by eminent scholars and writers and are signed. The selections from their works have been well made. Portraits and ilUustrations are a useful feature. This is the best compilation of the kind." Kroeger. Poetry. — Granger, Edith, ed. Index to Poetry and Recitations. Chic. McClurg. 1904. $5. " Very useful reference tool. Indexes 369 collections, including recitations, orations, and dialogues with ap- pended selections for holidays and special occasions.'' A. L. A. Catalog supplement. Bryant, W. C, ed. New Library of Poetry and Song, with his review of poets and poetry from the time of Chaucer. Rev. ed. N. Y. Baker & Taylor. 1903. $5. " Popular poems and poetic extracts. Classified as poems of infancy and youth, friendship, love, home, re- ligion, nature, peace and war, the sea, adventure, humor, Putnam. $6; Tyler's Literary history of the American revolution. 2 v. Putnam. $6; Richardson's American literature, 1607-1885. Putnam. $3.50; Garnet and Gosse's English literature. 4 v. Macmillan. $20; and Ryland's Chronological outlines of English literature, Macmillan, $1.40, are useful additions to the reference collection. SPECIAL REFERENCE BOOKS 63 etc. Indexes of titles, first lines and poetical quotations." N. Y. S. L. Best books. Dana, C A., ed. Household Book of Poetry. Rev. ed. N. Y. Appleton. 1903. $5. Classified collection of poems quoted entire. Author index. Longfellow, H. W., ed. Poets and Poetry of Europe, with introductions and biographical notices. Rev. ed. Bo St. Houghton. 1896. $5. " A collection of translations from the poetry of 10 diiiferent nations of Europe arranged chronologically un- der each country." Kroeger^ Palgrave, F. T., ed. Golden Treasury; selected from the best songs and lyrical poems in the English language. Rev. and enl. (Golden Treasury Series.) N. Y. Mac- millan. 1903. $1. Quiller-Couch, Sir A. T., ed. Oxford Book of Eng- lish Verse, 1250-1900. Oxford. Clarendon Pr. 1901. $1.90. Stedman, E. C, ed. American Anthology, 1787-1899, selections illustrating the author's critical review of American poetry in the 19th century. Bost. Houghton. 1900. $2. " Grouped chronologically. Attempts to represent best work, not to select the imperishable. Followed by com- pact biographical notices alphabetically arranged, of poets represented." N. Y. S. L. Best Books? 4 Poems of Places edited by Longfellow covering Europe, Asia, Africa, and the United States by sections, are often useful to teachers. There are 31 volumes which may be bought separately. Houghton. $1 each. 5 Stedman's critical essays-: Poets of America. Houghton. $2.25 ; and Victorian poets. Houghton. $2.25; and his Victorian anthology, Hough- ton, $1.75, ai'e useful. 64 THE USE OF BOOKS AND LIBRARIES Ward, T. H., comp, The English Poets (Student's Edition). 4 v. N. Y. Macmillan. 1894-1903. $1 each. Covers English poetry from Chaucer to Tennyson; gives selections, critical prefaces to each author by au- thorities on English literature and a general introduction by Matthew Arnold.'' Quotations. — AUibone, S. A. Poetical Quotations from Chaucer to Tennyson. Phil. Lippincott. $2.50. " Arrangement alphabetical by subject of quotation, with author index, index of subjects and an index of first lines. Confined to English poetry." Kroeger. Allibone, S. A. Prose Quotations from Socrates to Macaulay. New ed. Phil. Lippincott. 1903. $2.50. " Arrangement alphabetical by subject of quotation with an index of authors and an index of subjects. Quotations are brief." Kroeger. Bartlett, John. Familiar Quotations. Ed. 9. Bost. Little. $3. " A collection of passages, phrases and proverbs both poetical and prose, giving their sources in ancient and modern literature. The arrangement is chronological with an index of authors and an index by most important words of quotations. One of the most complete and accurate compilations." Kroeger. 6 The following collections are useful in the school library; Ford, J. L. and M. K. comps. Every day in the year. Dodd. $2. Stevenson, B. E. ed. Poems of American history. Houghton. $3. Stevenson, B. E. ed. Home book of verse. Holt. $7.50. Stevenson, B. E. and E. B. comps. Days and deeds. Doubleday. $1. Wiggin, Mrs. K. D. and Smith, N. A. comps. Golden numbers. Doubleday. $2. SPECIAL REFERENCE BOOKS 65 Bohn, H. G. Handbook of Proverbs. Lond. Bell. 1889. $1.50. Chiefly English proverbs with some foreign languages and a complete alphabetical index. Cassell's Book of Quotations, Proverbs, and House- hold Words, by W. G. Benham. Phil. Lippincott. 1907. $3. " Valuable supplement to Bartlett's Familiar Quotations, containing over 32,000 quotations selected from 1300 au- thors including many minor ones not represented in Bartlett. Literatures covered are English and American, Greek and Latin, modern European (in original transla- tion). Full word index." A. L. A. Catalog supplement. Hoyt, J. K., and Ward, A. L. Cyclopedia of Practical Quotations. N. Y. Funk. $6. "Arranged under subjects instead. of chronologically like Bartlett's. English quotations first, then Latin and foreign. Full indexes. The most useful work for quo- tations by subject." Kroeger (condensed). Walsh, W. S., comp. International Cyclopedia of Prose and Poetical Quotations. Philadelphia. Winston. 1914. $3. Literary Handbooks. — Brewer, E. C. Dictionary of Phrase and Fable. Rev. ed. Phil. Lippincott. 1896. $1.50. " Derivation, source or origin of common phrases, al- lusions, and words that have a special meaning." Kroeger. Brewer, E. C. Reader's Handbook of Allusions, Ref- erences, Plots, and Stories. Rev. ed. Phil. Lippincott. 1898. $2. 66 THE USE OF BOOKS AND LIBRARIES " A concise account of such names as are used in allu- sions and references by writers." Kroeger. Century Cyclopedia of Names (v. ii of the Century Dictionary). See page 42. Reddall, H. F., comp. Fact, Fancy and Fable ; a new handbook for ready reference on subjects commonly omitted from cyclopedias. Chic. McClurg. 1899. $1.50. " Gives useful and curious information, such as memor- able days, pseudonyms, Amercanisms, political nomencla- ture, foreign words and sentences, contractions, and ab- breviations, personal sobriquets and nicknames, familiar phrases and folk sayings, mythological allusions." Kroe- ger. Wheeler, W. A. Explanatory and Pronouncing Dic- tionary of the Noted Names of Fiction. Bost. Hough- ton. 1891. $2. " Explains allusions to noted fictitious persons and places occurring in modern literature." Kroeger. Wheeler, W. A., and Wheeler, C. G. Familiar Allu- sions; a handbook of miscellaneous information. Bost. Houghton. 1890. $2. Fiction. — Baker, E. A. Guide to the Best Fiction in English. New ed., enl. and rev. N. Y. Macmillan. 1913. $6. " Titles are grouped by period with descriptive notes, publishers and prices. Includes chief translations of for- eign novels. Fully indexed." N. Y. S. L. Best books. Baker, E. A. History in Fiction ; guide to best his- torical romances, sagas, novels and tales. 2 v. (English Library). N. Y. Dutton. 1907. $1.50. SPECIAL REFERENCE BOOKS 67 V. I. Fiction relating to England and her colonies. V. 2. Fiction relating to America and foreign lands. " Arranged by period. English and American pub- lisher, price, date of publication, period covered, brief characterization. ' Historical ' used in broad sense, to in- clude the life of the past. Books for children marked ' juv.' Author, title and subject index for each volume." N. Y. S. L. Best books. In 1914 a new edition was published in one large vol- ume called, A Guide to Historical Fiction. Macmillan. $6. This follows the general plan of History in Fiction, but includes so many new titles that it is practically a new work. Nield, Jonathan. Guide to the Best Historical Novels and Tales. Ed. 4. Putnam. 191 1. $2.25. Art, General. — Champlin, J. D. Young Folks' Cyclopedia of Litera- ture and Art. N. Y. Holt. 1901. $3. Clement, Mrs. C. E. Handbook of Legendary and Mythological Art. Enl. ed. Bost. Houghton. 1890. $3- " Contains a catalogue of pictures in European galler- ies. Good popular handbook." Kroeger. Reinach, Salomon. Apollo ; an illustrated manual of the history of art throughout the ages. New ed. N. Y.i Scribner. 1907. $1.50. " Remarkably compact, readable history of painting, sculpture, and architecture, containing illuminating criti- cism. Illustrated with 600 small but distinct half tones." A. L. A. Catalog supplement. 68 THE USE OF BOOKS AND LIBRARIES Art, Painting. — Champlin, J. D., and Perkins, C. G. Cyclopedia of Painters and Painting. 4 v. N. Y. Scribner. 1892. $20. " Names of painters and their works are given in one alphabet; A sketch of the artist with a list of his works and bibliographical notes is often accompanied by his por- trait and an occasional reproduction in outline of impor- tant paintings. Under the name of a celebrated painting will be found a brief description of it." Kroeger. Art, Architecture. — Sturgis, Russell, and others. Dictionary of Architec- ture and Building, Biographical, Historical, and Descrip- tive. 3 V. N. Y. Macmillan. 1901. $18. " Combines the features of a dictionary and an en- cyclopedia." Kroeger.'' Music. — Grove, Sir George. Dictionary of Music and Mu- sicians. Ed. by J. Fuller Maitland. Rev. ed. 5 v. N. Y. Macmillan. 1904-10. $25. " The best cyclopedia of music in English. It covers the whole field of music from before the middle of the 15th century to modern times. English music and mu- sicians have been given special attention. Articles are by prominent writers and are signed." Kroeger. 'The following are useful for reference work: CafEn's Guide to pictures. Baker and Taylor. $1.25. Hamlin's Textbook of the history of architecture. Longmans. $2. Muther's History of painting from the 4th to the early jgth century. Putnam. $5. Muther's History of modern painting. 4 v. Button. $25. Tarbell's History of Greek art. •Macmillan. $1. A library should have if possible: Liibke's Outlines of the history of art. 2 V. Dodd. $22. Fergusson's History of architecture in all countries. 2 v. Dodd. $10. SPECIAL REFERENCE BOOKS 69 Industrial Arts. — Bailey, L. H., ed. Cyclopedia of American Agricul- ture. 4 V. N. Y. Macmillan. 1907-09. $20. " Grouped by subjects so as to form a comprehensive treatise, the composite work of several hundred special- ists. . . Numerous text illustrations and plates. Full index to each volume." vV. Y. S. L. Best books. Hopkins, A. A., ed. Scientific American Cyclopedia of Formulas. N. Y. Munn. 191 1. $5. " While this revision includes about thirty per cent, of the material in the 28th ed. of the Scientific American cyclopedia of receipts, notes and queries, it is practically a new book. Much new matter has been added. . . . The formulas are classified and grouped in chapters. An ex- tensive section has been added on chemical and technical processes. Detailed index." A. L. A. Booklist. Spon, E. F. N. Spon's Mechanics' Own Book. Ed. 6. N. Y. Spon. 1907. $2.50. " Complete guide to all ordinary mechanical operations. Useful to amateurs, professional workmen and general readers." A. L. A. Catalog. Science. — Champlin, J. D., and Lucas, F. A. Young Folks' Cy- clopedia of Natural History. N. Y. Holt. 1905. $3. Watts, Henry. Dictionary of Chemistry ; rev. by H. F. Morley and M. M. P. Muir. 4 v. N. Y. Longmans. $50. S5aionyms. — Crabb, George. English Synonyms Explained in Al- phabetical Order. N. Y. Harper. 1892. $1.25. 70 THE USE OF BOOKS AND LIBRARIES " Quotations from the best writers illustrating the use of the words are given." Kroeger. Fernald, J. C. English Synonyms and Antonyms ; with notes on the correct use of prepositions. N. Y. Funk. 1896. $1.50. Roget, P. M. Thesaurus of English Words and Phrases, classified and arranged so as to facilitate the expression of ideas and assist in literary compositions ; ed. by J. L. Roget. New ed. N. Y. Longmans. 1909. $1.60. " A collection of words of the English language and of the idiomatic combinations peculiar to it, arranged not in alphabetical order . . . but according to the ideas they express. . . . Object: the idea being given to find the word or words by which that idea may be most fitly and aptly expressed." Preface. " Classification : abstract re- lations, space, matter, intellect, volition, afifection. Alpha- betical index." Kroeger. Smith, C. J. Synonyms Discriminated ; a dictionary of synonymous words in the English language. New ed. Edited by H. P. Smith. N. Y. Macmillan. 1903. $1.75- " Derivation of words is given. Discriminates more closely than the others as to use of words. Index." Kroeger. Dictionaries of Foreign Languages: French. — Spiers, Alexander, and Surenne, Gabriel. French and English Pronouncing Dictionary, revised by G. P. Quackenbos. N. Y. Appleton. 1898. $5. Edgren, A. H., and Burnett, P. B. French and Eng- lish Dictionary. N. Y. Holt. 1901. $1.50. SPECIAL REFERENCE BOOKS 71 German. — Fliigel, J. G. Universal English-German and German- English Dictionary. New ed. by K. F. A. Fliigel. N. Y. Lemcke. $16.50. English-German 2 v ; German-Eng- lish I V. Fliigel, K. F. A., Schmidt, T., and Tanger, G. Ger- man and English Dictionary. 2 v. N. Y. Stechert. $4.50. Muret, Edward, and Sanders, D. H. German-English Dictionary. 4 v. N. Y. Stechert. $24. Abridged school edition. 2 v. $5. Latin. — Harper's Latin Dictionary, edited by E. A. Andrews ; rev., enl., and rewritten by C. T. Lewis and C. Short. N. Y. American Book Co. $6.50. * Lewis, C. T. Elementary Latin Dictionary. N. Y. American Book Co. $2. Greek. — Liddell, H. G., and Scott, Robert. Greek-English lex- icon. Ed. 8. Oxford. $9. Economics and Government. Bliss, W. D. P., and Binder, R. M., eds. New En- cyclopedia of Social Reform. New ed. N. Y. Funk. 1908. $7.70. " Comprehensive, accurate and impartial reference work, including besides social-reform movements and ac- tivities, economic, industrial and sociological facts and statistics of all countries and all social subjects. Brief bibliographies on important subjects." A. L. A. Catalog supplement. 72 THE USE OF BOOKS AND LIBRARIES Palgrave, Sir R. H. T., ed. Dictionary of Political Economy. Rev. ed. 3 v. N. Y. Macmillan. 1910. $15- " Brief articles on philosophy, history, and present con- ditions ; biographic sketches, definitions of terms, bib- liographic notes, etc., full on the side of English political economy, but including the U. S. and the English colonies. Concise, signed articles." A. L. A. Catalog and Kroegcr. Education. — Monroe, Paul, ed. Cyclopedia of Education. 5 v. N. Y. Macmillan. 1911-13. $25. " These volumes will include a concise discussion of all topics of importance and interest to the teacher, and will give such infoi'mation concerning every division of educational practice as is essential to a book of reference. Completeness of treatment is not designed. Completeness of scope is attempted. . . . The most practical and most immediate aim is to be of service to the rank and file of the teaching profession. To accomplish this end, the entire work is organized not simply as a book of refer- ence but also as a systematic treatise on each phase of the subject." Signed articles by educational specialists; full system of cross-references; bibliographies appended to important articles, and numerous illustrations. Customs. — Brand, John. Observations on the Popular Antiquities of Great Britain ; rev. and enl. by Sir Henry Ellis. New ed. 3 V. N. Y. Macmillan. $4.50. " Gives the origin of customs, ceremonies and supersti- tions of Great Britain. A general index in v. 3." Kroeger. SPECIAL REFERENCE BOOKS 73 Chambers, Robert. Book of Days ; a miscellany of popular antiquities in connection with the calendar. 2 v. Phil. Lippincott. 191 1. $5. " Published originally in 1862-64. Under each day of the year is given anecdote, biography, history, curiosities of literature and miscellaneous information. A general index in volume 2 must be used. Useful in looking up information about Hallowe'en, Christmas, etc." Kroeger. Walsh, W. S. Curiosities of Popular Customs and of Rites, Ceremonies, Observances and Miscellaneous An- tiquities. Phil. Lippincott. 1898. $3.50. " Tells of the origin of holidays, rites, ceremonies, and observances, particularly those pertaining to religion, with accounts of numerous miscellaneous antiquities. A com- pilation from various sources." Kroeger. Religion. — Hastings, James, ed. Dictionary of the Bible. N. Y. Scribner. 1909. $5. " The aim has been to provide a complete and inde- pendent dictionary of the Bible in a single volume and abreast of present day scholarship." Preface. Philosophy. — Baldwin, J. M. Dictionary of Philosophy and Psy- chology. New ed. 3 v. N. Y. Macmillan. 191 1. " Treatment primarily that of a dictionary, not that of a cyclopedia, v. 3 is a complete bibliography of the sub- ject." Kroeger. Aids in Debating. — Brookings, W. D., and Ringwalt, R. C, eds. Briefs 74 THE USE OF BOOKS AND LIBRARIES for Debate on Current, Political, Economic and Social Topics. N. Y. Longmans. 1904. c 1895. $1.25. " Its aim is to state concisely the principal arguments pro and con on a large number of the important topics of the day, and to refer to books, parts of books, and periodical articles on each subject." Kroeger. Craig, A. H. Pros and Cons, Complete Debates. N. Y. Hinds. $1.50. Foster, W. T. Essentials of Exposition and Argu- ment. Bost. Houghton. 191 1. 90 cents. " An adaptation of the author's Argumentation and Debating for high schools and debating clubs. Contains specimen briefs, arguments and material for briefing, summary of parliamentary rules for debaters and 50 propositions." A. L. A. Catalog supplement. Intercollegiate Debates. 4 v. N. Y. Hinds. 1909- 14. $1.50 each. Briefs and reports of intercollegiate debates on present- day questions, mainly on problems of political science, government control and administration, banking and cur- rency, and elections. Lists of references. Matson, Henry. References for Literary Workers. Chic. McClurg. Ed. 7. c 1892. $2. The inclusion of historical, biographical, literary, scien- tific, philosophical, ethical and religious topics, as well as political and economic, makes this a useful supplement to the other debate books. Ringwalt, R. C. Briefs on Public Questions, with se- lected lists of references. N. Y. Longmans. 1905. $1.20. " States 25 social, political and economic questions, de- fining their issues and providing affirmative and negative SPECIAL REFERENCE BOOKS 75 briefs and references. Supplements Brookings and Ring- wait's Briefs for debate, bringing discussions to date." N. Y. S. L. Best books. Robbins, E. C. High School Debate Book. Chic. McClurg. 191 1. $1. " Practical handbook, containing 18 briefs on live sub- jects, with references. Preliminary chapters treat of the value of debate, briefing the question, and preparing the speech." A. L. A. Catalog supplement. Shurter, E. D., and Taylor, C. C. Both Sides of 100 Public Questions Briefly Debated, with affirmative and negative references. N. Y. Hinds. 1913. $1.25. " Intended as a handbook for school and college de- baters, and for all those interested in literary and debat- ing societies. . . . The questions are all on present day subjects . . . under each are given the main lines of argument, affirmative and negative stated in distinct, con- cise propositions . . . followed by a few of the best references." Preface. Debaters' Handbook Series. White Plains, N. Y. H. W. Wilson. $1 a vol. IMore than 20 volumes covering such subjects as gov- ernment ownership of railroads, commission plan of municipal government, conservation of natural resources, woman suffrage, etc. These volumes contain reprints of the best reference material available in books, magazines and pamphlets on the various questions. Each volume contains a complete bibliography, and many of them a brief.* Carnegie Library of Pittsburgh. Debate Index. 1912. 15 cents, postpaid, 20 cents. 8 The H. W. Wilson Co. also publishes the Abridged Debaters' Hand- book Series, i.e., a brief, a bibliography, and reprints of the best material. Price 25 cents each. 76 THE USE OF BOOKS AND LIBRARIES Indexes the best known debaters' manuals. Supple- ment 1912-13, 5 cents postpaid. Exercises. 1. Where and what is Lorraine? In what range of mountains is Mt. Hood? Give its height, latitude, and longitude. What is the length of the Rappahannock? The principal industry of Hoochow-fu? 2. What was the Bishop's war? Who was called the "hatted king"? Who were the peripatetics? What is the meaning of the term " benefit of clergy " ? 3. Who was Redjacket? Empedocles? Henry of Portugal ? 4. Find an account of scholasticism. Give three refer- ences for further reading on this topic. Where can you find a history of higher education for women? When was the Herbart Society founded and what is its full name? Find information on the present public school system of Indiana ; on methods of teaching grammar ; on the Carnegie Foundation; on compulsory attendance in schools. 5- What artist painted the picture called the " Age of Innocence " ? In what art gallery is Correggio's " Mar- riage of St. Catherine of Alexandria " ? Find a descrip- tion of the "Madonna of the Rocks" by Leonardo da Vinci ; of the three orders of Greek architecture. What ancient statue was called the " Canon "? Why? 6. Who is the representative from the 8th Kentucky district? How many times has he been elected to Con- gress? Who is the director of the mint? What are the duties of the Secretary of the Navy? Who is the chairman of the U. S. Geographic Board? SPECIAL REFERENCE BOOKS "77 7. Mention a novel dealing with Queen Elizabeth's time; one with the War of 1812. What index did you consult ? 8. In what books are the following characters found: Dick Swiveler, Richie Moniplies, the Rev. Mr. Collins, Mrs. Proudie? 9. Where was Eva March Tappan born ? Name three of her works. Who is Abbot Lawrence Rotch? 10. Find an illustrated account of Indian bows and arrows; a biography of Sitting Bull. What Indians are called the Neutrals? 11. Find a plan and a full description of an Homeric house. Who or what was_ ^sculapius ? Circe? Maro- nea? Camillus? The Alexandrian school? Find a de- scription of the Roman legion in the first century b. c. ; of shipbuilding in ancient times. Had the Romans any system of shorthand? 12. What index would you consult to find an essay on Idealism in literature? 13. Find maps showing Greece at the time of the Peloponnesian War ; the territorial expansion of the Roman empire ; the three partitions of Poland ; the battle of Waterloo; the campaigns of the American Revolution. 14. Find some of the Candlemas day weather super- stitions. What is meant by " Boxing Day " ? What was the origin of the Beltein or Beltain Festival? Where can you find a good description of Hallowe'en customs? 15. Where is Pressburg? What is the foreign form of the name? Where are the Ozark Mountains? Find a description of the town of Oxford, England. What is the population of Raleigh, N. C. ? 16. Find a contemporary criticism of Milton's " Para- dise Lost " ; a description of the personal appearance 78 THE USE OF BOOKS AND LIBRARIES of Samuel Johnson; a list of John Locke's writings. 17. Find a brief, authoritative biography of Edmund Burke. Who was Williarn Havard? Charles Towne- ley? 18. Find an account of the English " counties." What is the origin of the name? Who were the Lol- lards? Find an account of the House of Lords; of William de Longchamp. What are the Chiltern Hun- dreds ? 19. Find the approximate latitude and longitude of the Bay of Biscay ; the Samoan Islands ; Nashville, Tenn. ; Three Rivers, Canada ; Mont Pelee. Find a map indi- cating the voyages of Columbus. 20. When did Malebranche live? Who was Ghenghis Khan? Who was called Leopold the Great? Mention three books written about him. 21. In what story is the Princess Fairstar? What tree is called in folk-lore the Quicken tree? Who was called the Great Unknown? What was the Mississippi Bubble? Find the legend of the Flying Dutchman; the plot of Dr. Jekyll and Mr. Hyde. 22. Find a critical and biographical account of Edgar Allan Poe ; of Robert Louis Stevenson ; a critical esti- mate of Chapman's translation of the Iliad; of Lewis Carroll's writings ; of Charles Egbert Craddock's stories. Where can you find selections from the works of Cotton Mather ? 23. Find a concise account of the conspiracy of Cati- line ; a genealogical table of the Norman kings in Eng- land; a brief account of the War of Grecian Independ- ence, 1821-29. 24. Find a brief article on Shakespeare suitable for children. SPECIAL REFERENCE BOOKS 79 25. Who wrote: " Absence of occupation is not rest, A mind quite vacant is a mind distressed." From what poem is it taken ? Find two quotations about books, give author and title of the work from which they are taken. Give the author and correct form of the fol- lowing: "Hit the nail on the head"; "Safe bind safe find." 26. In what county is Dedham, Mass., situated, on what railroad ; has the American Express Company an office there ; what is the population ? 27. Find an outline of the history of printing. How many monasteries and religious houses were suppressed in England during the years 1525-40? 28. Find a full account of " counter-point.'' Who composed the opera, Fidelio, and when was it first pro- duced? Find an account of the sonata as a musical form. 29. What does the phrase " deacon off " mean, and what is its origin ? Who used the pseudonym Mr. Spar- rowgrass? Explain: Tom Tiddler's Ground; G. O. M. 30. Find a history of the protective tariff in the United States. What is the single tax, and what are some of the objections to it? Find an account of the English poor-laws ; the Elmira Reformatory ; juvenile courts in the United States; a definition of profit-sharing. 31. Find a full account of the siege of Lucknow; of the Spanish-American War. What can you find about the great wall of China? 32. To whom was given the name " Old Man of the Mountain " ? Explain the following allusions : Corporal Violet ; Sage of Concord ; ShakuHtala ; Prince Prettyman. 8o THE USE OF BOOKS AND LIBRARIES 33. What treaty of importance was signed during tiie " Rump Parliament " ? 34. Who wrote the poem beginning : " The sun has kissed the violet sea " ? Give its title and the collection where it can be found. 35. Who is Ernest Rhys? Kropotkin? 36. Where can you find the text of the Articles of Confederation; Calhoun's speech on the Right of Seces- sion; a history of the Monroe Doctrine? 37. Find an explanation of the following : To pour oil on the troubled waters; the horns of a dilemma. Chapter VI PUBLIC DOCUMENTS Documents do not differ from other reference 'books in their vise and the reason for devoting a separate chap- ter to them is, that the method of selecting and obtaining them presents a somewhat different problem from that of selecting and buying other books. A public document is one that is printed by the author- ity of any branch of a city, state or national government. Many such publications are of great value to school libraries and many more are of small value; for this reason great care should be exercised in selection. Most documents can be obtained free for a school library. Municipal Documents. — The public library of a city should obtain all of the. reports its city publishes; the high-school library will find publications of certain branches of the municipal government very useful. Re- ports and bulletins of the Board of Education, Board of Health, Public Library, Department of Charities and Correction, Parks and Playgrounds, Public Service and Finance, should supplement the textbook on Civics. These departments of the city government will send their reports to the school library if requested to do so. In small towns where no regular reports are published, but only statements in the local papers, the librarian should preserve the clippings and file them. All of this mate- rial is necessary for reference and debate work and to be made useful must be classified and catalogued. 82 THE USE OF BOOKS AND LIBRARIES State Documents. — Publications of certain branches of the State government should also be secured for the school library. Local conditions will determine what the librarian can obtain, but in most States a request sent to the head of the department will bring- the desired documents. Publications of the following departments should be received regularly and kept on file: Depart- ment of Agriculture ; Department of Education ; Geolog- ical Survey; Library Commission; State Library and State University and Agricultural and Mechanical Col- lege. The legislative manual or " red book " is very useful and should be in the library. Federal Documents. — The United States government publishes a vast amount of valuable material, much of which is far too technical for the school library. For that reason, no school library should make the mistake of accepting the offer of being made a depository for United States documents. Many libraries boast of being a depository for government documents, when they have not even the room to shelve the volumes and never dream that their part of the bargain is to make all those volumes available for use. Properly to care for all government publications would be too great an expense for most school libraries; besides, the expense would be unwar- ranted by the use made of many of the volumes. Selection. — It is impossible to suggest a list of docu- ments suitable to all school libraries. A recommended hst is given in this chapter, but the following additional helps should be consulted in making a selection : American Library Association Catalog. 1904. American Library Association Catalog Supplement. 1904-11. Wyer, J. I., Jr. U. S. Government Documents in Small PUBLIC DOCUMENTS 83 Libraries. A. L. A. Chic. 1910. (A, L. A. Handbook No. 7.) and the lists of the following government departments at Washington : Bureau of Education — Lists of publications. Bureau of Education — Teaching material in government publications, compiled by Frederick K. Noyes. (Bulletin, 1913, No. 47.) Department of Agriculture — Lists of publications for free distribution. Department of Agriculture — Office of Experiment Sta- tions — Free publications of the department of agri- culture classified for the use of teachers. Forest Service — Material for use in schools. Geological Survey — Topographic map circulars. Library of Congress • — List of publications. Pan American Union — List of publications. Superintendent of Documents — Price lists. In the Bureau of Education bulletin " Teaching ma- terial in government publications " listed above, full di- rections for ordering government documents are given. When a selection of documents has been made, the librarian may get them free of cost either from (i) the offices at Washington that issue them, or (2) by a re- quest sent to the Congressman of the district. In case these two sources fail, the document may be bought from the Superintendent of Documents at Washington at a nominal cost. Suggested List of U. S. Documents for High School Libraries General Reference Material. — 317.3 U. S. Census bureau. Abstract of the 13th census. 1910. 84 THE USE OF BOOKS AND LIBRARIES Issued in 53 editions each with a different state supple- ment with full and detailed statistics for the state. Use- ful for ready reference to the most important statistics obtained by the last census. Apply directly to the Census Bureau. 317.3 Statistical abstract of the United States. Issued annually. Gives summary of the most impor- tant statistics relating to the United States. Apply to the congressman of your district. Agriculture. — 630 Farmers' bulletins. Particularly useful in high schools that give instruction in agriculture. Almost 600 bulletins have been issued: future numbers may be obtained by making application to the Department of Agriculture to be placed on their mailing list; back numbers as far as they are available may be obtained from the department also. Enter this publication on the periodical check-list and bind in vol- umes of twenty-five numbers to the volume. Bulletins from 1-250 have been indexed in Bulletin No. 8 of the Division of Publications of the Department of Agricul- ture. These bulletins have been indexed in the Reader's Guide to Periodical Literature since 1913. Printed au- thor and subject catalogue cards for each bulletin can be bought from the Library of Congress. Card Section. Write there for particulars. 630 Yearbook of the Department of Agriculture. A cyclopedia of untechnical articles on special agricul- tural topics with excellent illustrations and a good index. A request must be sent annually to either the Department or to congressmen to obtain the yearbook. Indexed in the Reader's Guide to Periodical Literature since 1900. Printed catalogue cards, both author and subject, for each article in the yearbook can be bought from the Li- brary of Congress. PUBLIC DOCUMENTS 85 630 Country Life Commission. Special message from the President (Roosevelt) transmitting the report of the commission. 1909. 65 p. (60th Cong. 2d Sess. Sen. Doc. 70s). Indicates how country life can be made more whole- some and prosperous. Order from the Superintendent of Documents. 10 cents. In addition to these three titles, special bulletins and circulars of the Experiment Stations Office bearing on the teaching of agriculture should be included. Write for their list of " Publications on Agricultural Educa- tion " and select from it. See also below under Educa- tion further material for the teaching of agriculture. Domestic Science. — 640 Barrows, Anna. Course in the use and prepara- tion of vegetable foods, for movable and correspondence schools of agriculture. 1912. 98 p. (Experiment Sta- tions Office. Bulletin No. 245.) Request of the Department or send 10 cents to the Superintendent of Documents, Washington, D. C. 640 Farm and Home Mechanics, some things that every boy should know how to do and hence should learn to do in school. 191 1. 48 p., illus. (Indian Affairs Office.) " Drawings and directions for making 29 common farm articles ; 23. common farm processes with directions for learning them." Noyes. Request of the Indian Affairs Office. 640 Langworthy, C. F. Food Charts. Composition of Food Materials. 1910. 15 charts, each about 86 THE USE OF BOOKS AND LIBRARIES 23.6x17.9 in. (Experiment Stations Office.) Per set $1. There are illustrations of the various articles discussed. 640 Langworthy, C. F. Food Customs and Diet in American Homes. 191 1. 32 p. (Experiment Stations Office. Circular, no.) Request a copy from the department. " An interest- ing popular discussion of our food habits and their origin ; the American diet as compared with that of foreigners, its adequacy, etc." Noyes. 640 Langworthy, C. F. The Functions and' Uses of Food. Revised. 1906. 11 p. (Experiment Stations Office. Circular, 46. ) Request a copy from the Depart- ment. 640 Outline Lessons in Housekeeping, including cook- ing, laundering, dairying and nursing, for use in Indian schools. 191 1. 23 p., illus. (Indian Affairs Office.) 640 Some Things that Girls Should Know How to Do, and hence should learn how to do when in school. 191 1. 23 p. (Indian Affairs Office.) 640 Synopsis of a Course in Sewing. 191 1. 38 p., illus. (Indian Affairs Office.) 640 Teaching Rudiments of Cooking in Classroom, primary methods and outlines for use of teachers in In- dian schools. (Indian Affairs Office.) These last four pamphlets are exceedingly useful. While prepared for Indian schools they are just as useful in other schools. Request them of the Indian Affairs Office at Washington. 640 Fuller, A. M. Housekeeping and Household Arts : a manual for work with the girls in the elementary schools of the Philippine Islands. Manila. Bureau of Printing. PUBLIG DOCUMENTS 87 191 1. 178 p. 16 pi. (Bureau of Education Bulletin No. 35-) Like the four titles above, very useful in the American school. Further material on the subject of Domestic Science will be found in bulletins of the U. S. Bureau of Education. Education. — 370 U. S. Bureau of Education. Annual Report. 1867 to date. " A rich storehouse of contemporary educational his- tory, statistics, laws and information." Wyer. A com- plete set should be on the shelves of every well equipped high school library. There is a full index to the reports from 1867 to 1907 published as Bulletin No. 7 for 1909. Request from the Bureau of Education. 370 U. S. Bureau of Education. Bulletin. 1906 to date. Issued irregularly and unbound. It should be entered on the periodical check-list and bound in volumes of suit- able size. It is indexed in the Reader's Guide since 1912. Request the Bureau to put your library on their mailing list. These bulletins are practical and useful to all high school teachers; they treat of present problems in all phases of school work. Each month one number is de- voted to a monthly record of current educational publi- cations. The annual Bibliography of Education is also a number of this series. 370 Industrial Education. 1910. 822 p. (Commis- sioner of Labor. 25th Annual Report.) Apply to Congressmen for a copy or send seventy cents td the Superintendent of Documents. " Describes and gives the history of each type of industrial school ; then covers the ground for each individual institution." Noyes. 88 THE USE OF BOOKS AND LIBRARIES Geography, Physical and Political. — 917.9 Baker, Marcus. A Geographic Dictionary of Alaska. Ed. 2. 1906. 690 p. (Geological Survey. Bulletin 299.) 50 cents. 551.3 Ellis, D. C. A Working Erosion Model for Schools. 1912. II p. Illus. (Experiment Stations Office. Circular 117.) 5 cents. 572 Folkmar, Daniel. Dictionary of Races or Peo- ples. 191 1. 150 p. Maps. (Immigration Commission Report. Vol. 5. 6ist Cong., 3d Sess. Sen. Doc. 662.) Cloth 30 cents. 557 Gannett, Henry. A Dictionary of Altitudes in the United States. Ed. 4. 1072 p. (Geological Survey. Bulletin 274.) 60 cents. A valuable gazetteer of the United States. Note Gazetteers of the following states have been compiled by Mr. Gannett: Colorado, Delaware, Indian Territory, Kansas, Maryland, Texas, Utah, Virginia, West Vir- ginia. All are printed as bulletins of the Geological Survey. 386. Official Handbook of the Panama Canal. Ed. 2. Rev. and enl. Ancon, Canal Zone. 191 1. 30 p. Dia- grams and maps. " A running account of the canal, with full statistics. Valuable in either elementary or advanced work. To be obtained free from the Panama Canal Commission, Washington, D. C." Noyes. 919 Pronouncing Gazetteer and Geographical Diction- ary of the Philippine Islands, with maps, charts and illus- trations. 1902. 933 p. Superintendent of Documents. Cloth $2.10. PUBLIC DOCUMENTS 89 912 Salisbury, R. D., and Atwood, W. W. The Inter- pretation of Topographic Maps. 1908. 34 p. 40 illus. Maps. (Geological Survey. Professional Paper, 60.) $2.75- 551 Weed, W. H. Geysers. 1912. 29 p. Illus. (Interior Department.) 10 cents. " A popular account, illustrated with some 25 excellent half-tones, maps, and diagrams." Noyes. Maps. — 912 U. S. Geological Survey. Topographic Sheets. Nearly 1800 sheets have been printed. They are sold by the Geological Survey at ten cents each or at six cents each in lots of fifty or more. Selection should be made from the " Topographic map circulars " issued by the department. These may be had on application. 912 U. S. General Land Office. United States, show- ing extent of public surveys, Indian, military, and forest reservations, railroads, canals, national parks, and other details; corrected to June 30, 191 1. Scale 37 m.= i in. 59.4 x 82.3 in. A 5 X 7 foot roller map sold by the General Land Office at$i. History and Biography. — 328 U. S. Congress. Biographical Congressional Di- rectory, 1 774- 1 903, Continental Congress to the 57th Con- gress. 1903. 900 p. Cloth $1. Biographies of the executive officers of the government included from 1789 to 1903. Request of congressmen; if that fails purchase a copy from the Superintendent of Documents. go THE USE OF BOOKS AND LIBRARIES 328 U. S. Congress. Congressional Directory. '■ Contains biographical sketches of all Congressmen, Cabinet officers and Supreme Court Justices : personnel of committees; a directory of the various government of- fices, with brief statements. of their duties ^nd a list of the diplomatic and consular service. Three editions em- bodying changes and corrections are issued during each session of Congress. One edition a session will suffice for most libraries. Available from Congressmen." Wyer. 970.1 Hodge, F. W. Handbook of American Indians North of Mexico. (Ethnology Bureau Bulletin 30.) 1907-10. 2 V. Illus. Cloth $3. " Monumental and invaluable cyclopedia of information on all phases of Indian life, with historical, linguistic and statistical data." A. L. A. Catalog. 920 U. S. Printing Joint Committee. John Paul Jones Commemoration at AnnapoHs, April 24, 1906. 1907. 210 p. " Much interesting biographic and historic matter. Good pictures. A book of real and permanent value." Wyer. 970.1 Morgan, L. H. Houses and House Life of the American Aborigines. 1881. 281 p. Illus. (Geolog- ical Survey. Contributions to North American Ethnol- ogy.) Cloth $4. " A very readable and interesting work of standard value. Deals also with tribal organization, the laws of hospitality, and communism in living. Takes up the Aztecs, Moundbuilders, etc., in addition to the Indians." Noyes. 784 Sonneck, O. G. T. Report on the " Star Spangled Banner," " Hail Columbia," " America," " Yankee Doo- PUBLIC DOCUMENTS 91 die." 1909. 255 p. Illus. (Library of Congress. Music Division.) Cloth 85 cents. Cannot be had free ; must be bought of the Superinten- dent of Documents. 342 Thorpe, F. N., comp. Federal and State Consti- tutions, Colonial Charters and other Organic Laws of States, Territories and Colonies. 1909. 7 vols. Apply to your Congressman. Health and Hygiene. — 614 Howard, L. O. Economic Loss to the People of the United States through Insects that Carry Disease. 1909. 40 p. (Entomology Bureau. Bulletin 78.) 10 cents. 614 Howard, L. O., and Marlatt, C. L. The Principal Household Insects of the United States. Revised. 1902. 131 p. Illus. (Entomology Bureau. Bulletin 4.) 10 cents. 614 Leake, J. P. Contagious Diseases : Their Preven- tion and Control in Children's Institutions. 1913. 7 p. (Public Health Bureau. Supplement 6 to the Public Health Reports.) 5 cents. Note : Application should be made to the Public Health Bureau to be placed on their maihng list to receive regularly the Supplement to Public Health Reports. Various numbers of the Farmers' bulletins also treat of public health and hygiene. Science and Nature-Study. — 507 Arbor Day. 191 1. 4 p. (Forest Service. Cir- cular 96.) 5 cents. 634 Jackson, E. R. Forestry in Nature Study. 191 1. 43 p. Illus. (Farmers' Bulletin 468.) 92 THE USE OF BOOKS AND LIBRARIES 506 Smithsonian Institution. Annual Report. " Freely distributed to libraries by the Institution. It contains short, semi-popular, well illustrated articles on a wide range of natural history topics. The A. L. A. Publishing Board sells catalog cards for each article." Wyer. 634 Winkenwerder, H. A. Forestry in the Public Schools. 1907. 16 p. (Forest Service Circular 130.) 5 cents. Note : Many of the publications of the Biological Survey Bureau will be particularly useful to the teacher of Nature-Study. Library Work. — 017 A. L. A. Catalog; 8000 volumes for a popular library, with notes. 2 v. in i. 1904. (Library of Con- gress.) $1.^ A most valuable aid in book selection, book ordering, classification and cataloguing. Originally distributed free to every library in the country ; now purchased from the Superintendent of Documents. 025 Cutter, C. A. Rules for a Dictionary Catalogue. Ed. 4. 173 p. 1904. (Bureau of Education. Special Report on Public Libraries. Pt. 2.) Free from the Bu- reau of Education. 027 Statistics of Public, Society, and School Libraries. 1909. 215 p. (Bureau of Education. Bulletin 1909, No. 5.) A new edition is coming out. lA supplement to this catalogue 1904-11 is published by the American Library Association. Chicago. $1.50. PUBLIC DOCUMENTS 93 028 A List of Books Suited to a High School Library. Compiled by the University High School, Chicago, 111. 1913. 104 p. (Bureau of Education. Bulletin, 1913, No. 35.) Classification and Cataloguing. — Classification numbers are given for the documents in this list and the form of en-try may be adopted as the author entry for the catalogue. Unless these documents are classified and fully catalogued they will be of very little use to either the teacher or pupil who is searching for just the information they contain. Use. — Those documents that come bound should be prepared for the shelves just as other books are; the serials — Farmers' bulletins and Bureau of Education bulletins — should be treated just as all bound magazines are; whatever comes in pamphlet form should be put in with the rest of the pamphlet collection. Where a library makes a selection of this kind the complete indexes covering all Federal documents are not of great help, but it is very necessary to know how to use the individual indexes to each document, to know which documents are indexed in the periodical indexes, to cata- logue fully enough to bring out every bit of useful mate- rial under its specific subject heading in the catalogue and finally to know your documents so thoroughly that you can use them almost by instinct. For fuller informa- tion about Federal documents, see Everhart's Handbook of U. S. Public Documents (H. W. Wilson. $2.50), and Wyer's United States Government Documents (N. Y. State Library Bulletin 102). 94 THE USE OF BOOKS AND LIBRARIES Problems. 1. What was the percentage of. illiteracy in your State for last year? 2. How much is spent annually for the schools of your city? 3. Find material (in documents) on teachers' pensions. 4. How many volumes were there in 1912 in each of the libraries of the Universities of Wisconsin, Alabama, Oregon, Texas, Maine? 5. What does your city spend annually for its public library ? For parks and playgrounds ? For charities and correction ? 6. Find a description of the Indian custom, " white dog sacrifice." 7. Where can you find a copy of the Constitution of Arizona ? 8. What was the negro population of South Carolina in 1850? In 1910? 9. What were the total number of acres in Nebraska farms in 1910? How much was the entire internal reve- nue from alcoholic beverages in 1905? In 191 2? 10. What are the official duties of the 3d Assistant Postmaster General? Of the Interstate Commerce Com- mission ? Who was the chairman of the Education Com- mittee of the House for the 63d Congress, 2d session? 11. What maps will be most useful for Boy Scouts and Camp Fire Girls planning a week's walking trip for their summer outing? 12. Of what use is the A. L. A. Catalogue to teachers? To teacher-librarians? Chapter VII MAGAZINE INDEXES After the card catalogue there is no tool so useful in a library as what is commonly known as Poole's Index. For material on current topics we have practically no place to go to except the magazines, and when you con- sider the multiplicity of weelclies, monthlies, and quarter- lies, you can readily realize how soon we should be hope- lessly at sea, were it not for some index to enable us to turn at once to the exact volume and page. With the very thorough indexing that is done to-day, it is almost impossible to imagine what it was like when there were no printed guides, only the more or less fallible memories of librarians to indicate to readers just where the maga- zine article they needed was to be found. Poole's Index, History. — Poole's Index, the first and most important series of magazine indexes, was the out- come of necessity and its origin is not without interest. In 1847, William Frederick Poole, the compiler of Poole's Index, was a student at Yale College. Owing to the fact that he was older than some of his fellow stu- dents and because of his love for books, he was given the position of assistant librarian of the college library. He also became librarian of his college society called " Broth- ers in Unity," which had an especially fine library of some 10,000 volumes. While he was serving in these two capacities, he saw, to use his own words : " That sets of 96 THE USE OF BOOKS AND LIBRARIES standard periodicals with which the library was well sup- plied were not used, although they were rich in treatment of subjects about which inquiries were made every day." Mr. Poole, therefore, undertook a simple index to such material and the students soon flocked to him for help, which they could not get from the library catalogue or from anywhere else. This index was only in manuscript and as it soon began to wear out, " printing," Mr. Poole modestly says in the preface to the first volume of the Index, " seemed to be the only expedient for saving the work." Therefore, in 1848, a thin little octavo volume of 154 pages appeared, called Index to Subjects Treated in Reviews and Other Periodicals. This indexed 560 vol- umes. As soon as the edition was announced, the orders, chiefly from abroad, exceeded the entire 500 copies printed. The first edition was so useful that a second edition was brought out in 1853, with six times the amount of material contained in the first, with the title. Index to Periodical Literature. This edition of 1000 copies was soon used up, and now a second-hand copy brings the price of a rare book. It is interesting to note in these days of advertisement, and even of self-advertisement, that in the first edition of this most important work, Mr. Poole omitted his name entirely from the title-page. And indeed, the preface to the 1882 edition gives us the picture of a singularly mod- est and attractive personality. Indexing is, of course, one of the more technical branches of literary work, and we are apt to assume that the compilers of indexes and other similar works of reference belong to the dry-as-dust order of humanity. Therefore Mr. Poole's very human and pleasantly written preface has an especial interest. Although " the libraries of the country clamoured for MAGAZINE INDEXES 97 a new edition of Poole's Index brought down to date," Mr. Poole's other duties rendered it impossible for him to undertake the work. At length, in 1876, at the first meeting of the American Library Association, the de- mand was renewed, and Mr. Poole suggested in response to it, a co-operative plan whereby a new edition might be made. To all the principal libraries would be assigned certain sets of periodicals to index, according to a code of rules. Mr. Poole was to take a share in this work himself, and was also to serve as editor, revising and ar- ranging all the material sent in by the different libraries, and incorporating it with the edition of 1853. Mr. Poole was to assume all financial responsibility, print the work and furnish a copy to each contributing library. This plan was received with enthusiasm; fifty contributing libraries took part, ranging in geographical location from Salem, Mass., to Liverpool and Edinburgh. Mr. Poole's tribute to the contributors is a warm one and his description of the co-operative feature of the work is full of interest. He says : " There was no sub- scription asked of any one, and not a farthing was con- tributed from any source, for no money was needed. There has been, however," he continues, " no gratuitous or charitable feature in it. Every contributing library will receive back the money value, some thirty-fold, some sixty-fold, some a hundred-fold, of the labour put into it by the librarian. This labour, which has been credited to his library, has been done usually in hours of his own, taken from rest and recreation. The librarian will have his pay in the consciousness that what he has done will benefit his library and his readers and may help his pro- fessional reputation." And Mr. Poole goes on to say that he " doubts whether an organization with ample 98 THE USE OF BOOKS AND LIBRARIES funds for payment of workers would have brought about more effective results. When we begin to pay for serv- ice the knights leave the line and their places are filled with retainers and camp-followers." When we find ourselves condemned to work which seems to us mechanical drudgery, and as such, utterly deadening to enthusiasm and mental activity, there is a bit of inspiration in the thought of William Frederick Poole, devoting much of his life to the very mechanical process of indexing, and still by the light of imagination and honest respect for his work, seeing his co-laborers as " knights in the line of battle." There is another bit of human interest in connection with the Index which deserves mention. As Mr. Poole puts it : " The acceptable and unexpected services of a contributor whose name does not appear in the list must not be overlooked. It was necessary in the progress of the work to make constant use of the express companies in transmitting copy to and fro between Chicago and Hartford. When the manager of the Adams Express Company heard of the character of the work and its co- operative feature, he claimed the privileges of a contribu- tor and directed that all parcels relating to the work should be transmitted without pay." As a result of all this successful co-operation, in 1882 the first volume of Poole's Index, as it is known to-day, was published. From the first little volume of 154 pages it has grown to a tome of 1442 pages.^ Supplements. — Five supplements to Poole's Index have appeared, at five year intervals, covering the years from 1882 to 1906. William I. Fletcher, who was asso- 1 See preface to 3d edition of Poole's Index. 1882, and the National Cyclopedia of American Biography, MAGAZINE INDEXES 99 ciate editor with Dr. Poole in the third edition, was editor-in-chief of the supplements. Character. — Poole's Index is the " most comprehen- sive of any periodical index. It includes many magazines now discontinued and many that are only useful in the large or special library. The work is an index to sub- jects and not to writers, except when writers are treated as subjects. For example, Macaulay's contributions to the Edinburgh Review appear not under his name, but under the subjects upon which he wrote, as Bacon; Church and State; Clive; etc. His name, however, ap- pears in many references, but they are all subject refer- ences, which treat of him as a man, a writer, historian or statesman. Critical articles on poetry, drama, and prose fiction appear under the name of the writer whose work is criticised, thus a review of Enoch Arden will be found under Tennyson, but a review of Froude's History of England will appear only under England, as England is the subject. A poem, play, or story which can be said to have no subject appears under its own title." ( Condensed from preface to third edition. ) The name of the author is given in parentheses after the subject or title entry, the name of the periodical, in ab- breviated form, volume and page, thus : Philosophy in England, and English Philosophers (D. G. Thompson). Internat. R. 9:619. At the beginning of each volume there is a list of the periodicals indexed, their full names, and the abbreviated forms. Poole's Index Abridged. — An abridged edition was published in 1901, indexing 37 of the most used periodi- cals from their beginning through 1899. This was fol- lowed by a supplement for the years 1900-04. " This is the best guide for the library which desires to build up loo THE USE OF BOOKS AND LIBRARIES a moderate-sized periodical collection of complete or fairly complete sets." JJ'alter. Periodicals for the Small Library. Poole"s Index is now discontinued. Readers' Guide to Periodical Literature. — The Readers' Guide came into existence in 1901. There are now two five-year volumes, 1900-04, and 1905-09. The first indexes 67 English and American periodicals, the latter 99 periodicals, and also, "' in the same alphabet several hundred composite books, reports of learned so- cieties, etc., published since 1900." These volumes are supplemented by tlie monthly lists which give current entries for from 80 to 106 periodicals. This list " is iuWy cumulated every quarter. That is, the January, April, July, and October numbers cover one month's magazines only, the February, !May. August, and Novem- ber issues are cumulated for two months each, and the March, June, September, and December numbers are cumulated for three, six, nine, and twelve months, respec- tively. The December number thus serves as an annual index for the current year." Readers' Guide Supplement. — " In January, 1913, a number of the more sf)ecial periodicals were omitted for later inclusion in a bi-monthly supplement (first issue ap- pearing March, 1913), intended chiefly for the larger libraries ; and a few popular but previously unindexed periodicals were included." Walter. Periodicals for the Small Library. The Readers' Guide indexes by author as well as by subject, title entries are given when helpful, portraits and maps are indicated, important book reviews are included. The date of the magazine as well as the volume number is given thus : MAGAZINE INDEXES loi Connolly, James Brendan, 1868- Patsie Oddie's black night. Scrib. M. 38:165-76, Ag. '05. A list in the front gives the magazines indexed, their full names, and abbreviations used. Abridgments of Readers' Guide. — The Eclectic Li- brary Catalog, an abridgment of the Readers' Guide, was begun in 1908, published quarterly, " indexing twenty periodicals and public documents particularly useful to the small library." The name of this index was changed to the Readers' Guide to Periodical Literature Abridged (quarterly). In 1913 this was discontinued, and the H. W. Wilson Company offers in its place to the "libraries taking no more than twenty of the periodicals listed in the Readers' Guide, the quarterly cumulated numbers of the Readers' Guide at $4 a year. " The annual numbers of the Eclectic Library Catalog (1908-10) are obtainable from the H. W. Wilson Company, White Plains, N. Y., at $3.50 each. These with the current numbers of the Readers' Guide are a good guide for the small library just beginning a periodical collection." Walter. Period- icals for the Small Library. Annual Library Index. — This index, useful chiefly in the large library, was published from 1892-1910, but dis- continued with this volume. It continued Poole's Index, and indexed about 100 periodicals each year. In addition many essays, parts of books, etc., were > indexed, thus supplementing also the American Library Association Index to General Literature (see page 61), and there were appendices giving a necrology, index to dates of the year — which served as a guide to newspaper articles — and a list of special bibliographies. From 1892 to 1904 it was called Annual Literary Index. I02 THE USE OF BOOKS AND LIBRARIES Index to Dates.— The Index to Dates and Current Events, published by the R. R. Bowker Company, New York, is the continuation of the index to dates formerly included in the Annual Library Index. It is published monthly, cumulating quarterly, semi-annually, and an- nually. In an alphabetic list of subjects, places, and individuals, it lists current events, e.g., Agricultural bill Bill endowing itinerant lecture service in state col- leges passes U. S. House Ja. 19 Alaskan railroad bill Senate discusses Ja. 12 Authorizing expenditure of 40,000,000 passes U. S. Senate 46-16 Ja. 24 and thus serves as an index to the daily papers. " It aims to cover thoroughly all the news of the United States as a whole which is of permanent importance, such of its local news as has more than local appeal, and such news of the world at large as would be of interest to the American reader." For 191 1 and 1912 this index cumu- lated, forms part of the American Library Annual, which contains as well the necrology, list of bibliographies and other lists formerly published in the appendices of the Annual Library Index. In 1915, its scope was enlarged and its name changed to Information, a digest of current events, including Index to Dates. Magazine Subject-Index. — The Magazine Subject- Index, published by The Boston Book Company, now in- dexes one hundred and fifty-six periodicals, American and British, and includes the Collections and Publications of the various State historical societies. Its aim is to index only such periodicals as are not covered by the Readers' Guide. The first issue was in 1908, since which time it MAGAZINE INDEXES 103 has been continued from year to year by the Annual Mag- azine Subject-Index. Since 1909 The Dramatic Index has been included as Part II in each annual volume, but may also be obtained in separate form if desired. The Magazine Subject-Index is very useful for large libraries but not necessary for small ones. Indexes to Technical Magazines. — Beginning in 1913 an Industrial Arts Index covering technical periodicals dealing with a variety of industries is issued by the H. W. Wilson Company. There are also good indexes to engineering periodicals. St. Nicholas Index. — This is useful for work with children in libraries which have a complete set of St. Nicholas. Index to v. 1-27 (H. W. Wilson Co.). Author and subject index to v. 27-36 is Part 2 of the Children's Catalog, a guide to best reading for young people, based on 24 selected library lists. H. W. Wilson. 1909. Cumulative Reference Library. — Under this name the H. W. Wilson Company keeps a collection of maga- zine articles chiefly those indexed in the Readers' Guide, pamphlets, theses, etc., which may be rented for a limited period by librarians that can afford only a very few magazines. Now called Package Library. For the sake of clearness a list of the most important magazine indexes is given here. List of Magazine Indexes. — Poole's Index to Periodical Literature. 1802-81. Rev. ed. Bost. Houghton. 1891. 2 v. $16. Poole's Index to Periodical Literature, ist Supplement. 1882-87. Bost. Houghton. 1888. $8. I04 THE USE OF BOOKS AND LIBRARIES Poole's Index to Periodical Literature, 2d Supplement. 1887-92. Best. Houghton. 1893. $8. Poole's Index to Periodical Literature, 3d Supplement. 1892-96. Bost. Houghton. 1897. $10. Poole's Index to Periodical Literature, 4th Supplement. 1897-1902. Bost. Houghton. 1903. $10. Poole's Index to Periodical Literature, sth Supplement. 1902-07. Bost. Houghton. 1908. $10. Poole's Index to Periodical Literature, abridged edi- tion. 1815-99. Bost. Houghton. 1901. $12. Poole's Index to Periodical Literature, Supplement. 1899-1904. Bost. Houghton. 1905. $5. Annual Library Index. 1892-1910. N. Y. Publish- ers' Weekly. 1893-1911. 19 v. $3.50 each. (Discon- tinued with 1910.) Readers' Guide to Periodical Literature. 1900-04. White Plains, N. Y. H. W. Wilson. 1905. $16. Readers' Guide to Periodical Literature, v. 2. 1905-09. White Plains, N. Y. H. W. Wilson. 1910. $24. Readers' Guide to Periodical Literature (monthly). White Plains, N. Y. Wilson. $4 upward. (Consult publishers for subscription price.) Exercises. Note: In every case the student should note all the indexes consulted, indicating the one where the reference was found. I. Look up in any of the magazine indexes discussed a reference to one magazine article on any of the following subjects : Settlement work ; the tariff ; Hague Peace Con- ference ; the South ; the teaching of history. Write down the author and title of the article selected. Give below MAGAZINE INDEXES 105 the full name of the magazine where the article is to be found, the volume and inclusive paging. Note the title of the index you used and the years it indexes, e.g., Readers' Guide, 1900-04, and go to the shelves and get the article referred to. 2. Look up two articles for a debate on one of the fol- lowing subjects: Direct primaries; income tax; woman suffrage. (State the question and then find one article on the affirmative and one on the negative side.) Give titles of articles, full names of magazines where the arti- cles are to be found, volumes and pages. Give title and volume of index and indexes consulted. 3. If you were in a library which had no books by Thomas Nelson Page and Rudyard Kipling, where could you find for a reader these two stories : " They," by Kip- ling, and " Meh Lady," by Page ? Give exact reference. 4. Find a magazine article on the Montessori method. Give author and title of article and state in what maga- zine it is to be found. What index did you use? 5. Find a magazine article on the poetry of Browning, Tennyson, or W. S. Landor. Give author and title of the article. Name the volume and pages of the magazine where it is to be found. What indexes did you consult? 6. Give the reference to the most recent magazine arti- cle on Woodrow Wilson that you can find. Give name and volume of index consulted. 7. Where can you find an article on the " fourth dimen- sion " ? Give name of magazine, volume, and pages. Give name and volume of index consulted. Chapter VIII ARRANGEMENT OF BOOKS ON THE SHELVES If you were to walk into a room filled with books, piled indiscriminately on the tables and shelves, and if some one were to tell you that these books were the nucleus of your school library, doubtless there would at once occur to you the difficulty of finding any volume in the midst of such chaos. And if you felt at all responsi- ble for the success of the library your first impulse would probably be to sort the books by their subjects, putting the poetry on one shelf, history on another, and books dealing with science on a third. The classifying of any library is nothing more than a systematic sorting and ar- ranging of the books according to their subject matter. Extent of Classification. — Very small libraries may perhaps stop after sorting the books into broad groups — history, poetry, fiction, biography, science, etc., but most libraries need to separate the books into smaller classes, differentiating for instance, the different sciences, and the history of different countries. In order to do this more detailed sorting of books consistently, it is necessary to have some definite system of grouping. The Decimal Classification. — The scheme of group- ing most frequently used by libraries is the Decimal Classification devised by Mr. Melvil Dewey. ^ This sys- 1 Another important system of classification, though less widely used ARRANGEMENT OF BOOKS 107 tern divides the field of knowledge into 10 main classes which are represented by figures thus : 000-099 General works, that is books which treat of too many different subjects to be placed in any one group, i.e., dictionaries, cyclopedias, and bound magazines. 100-199 Philosophy. 200-299 Religion. 300-399 Sociology, including Economics, Government, Education, and Sociology in its narrower sense. 400-499 Philology. 500-599 Science. 600-699 Useful Arts, including Medicine, Engineering, Agriculture, Domestic Science. 700-799 Fine Arts. 800-899 Literature. 900-999 History. The groups are again divided into particular branches, philosophy, e.g., into psychology, metaphysics, logic, etc. The Books on the Shelf. — Each book, of course, has indicated upon it in some way the class in' which it be- longs. A book treating of religion receives the number 200 (or 204 or 220 or 250, as the case may be) ; other books labelled 200 are naturally placed beside it on the shelf, and as a result we find all the books in the library on the subject of religion grouped together. To take another example : All arithmetics will receive the num- ber 511, all algebras 512; thus all the arithmetics in the library will stand together on the shelf, immediately fol- lowed by all the algebras. Subdivision of the Main Classes. — The classification than the Decimal is the Expansive Classification, originated by Mr. C. A. Cutter. In this the letters of the alphabet are used instead of figures. io8 THE USE OF BOOKS AND LIBRARIES is often made more minute by the use of more figures following a decimal point, thus : 973 U. S. History. 973.1 U. S. History — Discovery. 973.2 U. S. History — Colonial. 973.3 U. S. History — Revolution. and so on. Biography and Fiction. — There are two classes of books which are not usually given numbers. These are individual biography and fiction. Lives of individuals are usually marked with a capital B and then arranged alpha- betically by the surnames of the individuals about whom they are written. This brings all the lives of Washing- ton together under W, all those of Lincoln under L, etc. Fiction is usually arranged alphabetically by the au- thor's surname. Sometimes an F is used for a group symbol just as B is used for a group symbol for indi- vidual biographies. Arrangement by Author's Name. — In the case of the several arithmetics, mentioned above, we must decide in what order they shall stand on the shelves. They are arranged alphabetically by the surname of the author. Thus an arithmetic written by Abbott would precede one written by Bolton, and Wentworth's arithmetic would follow them both. The Call Number. — • If you will notice the next librarj'^ book you hold in your hand you will probably find that it has on it a combination of letters and figures written thus: 1/^' This number distinguishes the book from -r54- other books in the library. It is known as the " call num- ber " of the book. The top row of figures (973) indi- ARRANGEMENT OF BOOKS 109 cates, as we see by turning to the outline of tiie 10 classes, that the book is a history. We have already learned that all books in the same class are arranged alphabetically by the surname of the author; therefore, presumably, F is the first letter of the author's name. But what is the significance of the figures following the F? They are used merely to avoid confusion when there are several authors whose names begin with the same letter. For this purpose a scheme of letters and figures in tables has been arranged so that books can be alphabeted at a glance. This scheme is known as the Cutter Tables, and it is from these columns of figures that we get that second part of the call number. F54 is the combination given in 97"? these tables for the name Fiske and our call number ^ F54 stands for Fiske's History of the United States. If we had a history of the United States by Fisher, we would, on referring to the Cutter Tables, give it the call number 1: The only reason for using this scheme instead of just alphabeting the books by the author's names, as we go along, is to save time. Suppose for instance you were ■ putting away books which were classed in 330. Now One of these we will say is by Laurence, and one by Larrabie ; an instant's thought tells us that Larrabie precedes Laurence, but it is easier to see plainly marked on the backs of the books ^ ^"^ ^^ than mentally to alphabet L33 L37 the two names.- Books are therefore arranged numer- 2 In some libraries the Biscoe Time Numbers are used for all books in the 500 and 600 classes. These numbers indicate the date of the book and so bring the books in the sciences and useful arts into a chronological order instead of an alphabetic one. Their use is advisable for the special or large library only. no THE USE OF BOOKS AND LIBRARIES ically on the shelves by the number on the top line of the call number, then alphabetically by the letter .on the lower line and numerically again by the figures following the 942 942 942 942.^ A42 A89 B521 B74 letter : Illustration 6 How the Shelves are Read. — Books on the shelves are read from left to right and from top to bottom like a page printed in columns. Exercise. For a class exercise it is recommended that the instruc- tor indicate several books in each class of the ten for the students to find on the shelves. A different set of books should be given to each student. 3 Many small libraries discard the Cutter numbers for fiction and biography. Some libraries do not use these numbers at all, simply alpha- beting the books by the authors* names. Chapter IX THE CATALOGUE If you were looking for material on the method of electing the President of the United States and applied to the librarian of your school or college library, he would doubtless put into your hands Bryce's American Common- wealth. Sitting down with the two sizable volumes before you, you would not turn over the pages, one by one, until you found the information you wished; you might, it is true, glance over the table of contents, but if you were in a hurry, in all probability you would turn at once to the index in the back of the second volume, and looking down the columns until you came to " President, mode of election — 40, 46-52," consult the pages referred to. Suppose, however, that you have come to the library in search of a particular book, Monroe's Textbook in the History of Education, for example. You are not sure that the library owns a copy, and if it does you have no idea where the book is kept. In order to find it you would not walk about the library looking at shelf after shelf, and bookcase' after bookcase. Just as you found a special section of Bryce's American Commonwealth by consulting the index to that book, you will find a special book by consulting the index to the library, that is the catalogue. Why Catalogues Are Made on Cards. — It was at one time customary to print library catalogues in book form, 112 THE USE OF BOOKS AND LIBRARIES but the difficulty of inserting entries for new books in their proper alphabetical places, and the expense of re- printing has made the card catalogue almost universal. This grows as the library grows, since for each new book as it is acquired, the cards are easily added to the cata- logue. The Card Catalogue. — You are probably familiar with the appearance of the card catalogue — a case of small drawers, lettered in some such way as this: A-Anti, Anto-Az, B-Bir, Bir-Bro, etc., thus telling you which Illustration 7 drawer to consult. All the cards in the catalogue are arranged alphabetically by their headings, like the words in a dictionary, and the catalogue is therefore called a dictionary catalogue. Cards are read from the front of the drawer to the back. Card for Author. — Every book in the library is repre- sented by one or more cards in the catalogue. One card tells the author of the book, another the subject, and a third the title, if the title is distinctive. In the upper left hand comer of each card is written the call number of the book it describes, and this number indicates the THE CATALOGUE 113 location of the book on the shelves. Thus if a reader wishes to find out whether the library has Creasy's Fifteen Decisive Battles of the World, he turns the cards in the drawer to the following card (see Figure i) : 904 Creasy, Sir Edward Shepherd C91 Fifteen decisive battles of the world from IVIarathon to Waterloo. . . 324p.D. N.Y.1877. Figure i. Author card The call number ^ designates the book and locates it on the shelf. The information following the title tells you certain things about the book : the number of pages, the size (D standing for duodecimo, O for octavo, F for folio), the place of publication (New York in this in- stance), and the date of publication (1877). This card is known as the author card. Card for Title. — If the reader does not recall the author of this particular book, but knows some one has written a book with this title he turns the cards until he finds the following (see Figure 2) : 904 Fifteen decisive battles of the world. 1877. C91 Creasy, Sir E:S. Figure 2. Title card Again the call number designates the book. Card for Subject. — In the third instance if neither the 114 THE USE OF BOOKS AND LIBRARIES author nor the title is known and the reader wishes to find material about the Battles of the World, he turns the cards to the heading " Battles," in red, and finds this card (see Figure 3) : Battles 904 Creasy, Sir E:S. C91 Fifteen decisive battles of the world from Marathon to Waterloo. . . 324p.D. N.Y.1877. Figure 3. Subject card. (Underscored words in red) Questions Answered by the Catalogue. — Thus the catalogue answers the questions : ( i ) Has the library a book or books by a certain author? (2) Has the library a book by a given title? (3) What book has the library on a particular subject? Books With More Than One Subject Card.— Of course a book treating of more than one subject often has several subject cards, for example, French's Homes and Their Decoration, which has one subject card under " House Decoration," and another under " Furniture." Sometimes one of these additional subject cards refers to a specific chapter of the book : thus Athletic Games in the Education of Women, by Dudley and Kellor, would have its main subject card under " Physical Education," and under " Basket Ball " a reference like Figure 4. Basket ball 371.74 Dudley, Gertrude & Kellor, F. A. D84 Basket ball (See their Athletic games in the education of women. 1909.p.179-211) Figure 4. Subject card for part of a book. (Underscored words in red) THE CATALOGUE 115 Subject Cards for Biographies. — In biographies the name of the person who is the subject of the book is written in red on the top line (see Figure 5). Washington, George, 1st pres. of the U. S. B Scudder, H. E. W31s George Washington. 253p.D. Bost.1889. (Riverside library for young people.) Figure 5. Subject card for a biography. (Underscored words in red) Sometimes a book is written about more than one per- son, for example, Cody's Four American Poets, which would have a subject card for Bryant, one for Long- fellow, one for Whittier, and one for Holmes. These cards would be like the card in Figure 4, and Figure 6 shows the author card. 928 Cody, Sherwin. C67 Four American poets. 254p.il. D. N.Y.1899. Contents: William Cullen Bryant Henry Wadsworth Longfellow John Greenleaf Whittier Oliver Wendell Holmes. Figure 6. Author card for collective biography Reference Cards. — If you do not find exactly what you want under the subject you have in mind, you may per- haps find it under a related subject, to which the cata- logue directs you by means of a reference like that in Figure 7. ii6 THE USE OF BOOKS AND LIBRARIES Manual training, see also Carpentry; Drawing; Industrial education; Trade schools; Wood carving. Figure 7. Reference from one subject to related subjects. (Underscored words in red) The reader, of course, does not know which of the two names for the same thing the hbrary uses. It would be, for instance, legitimate to put all books about schools in the country under the heading " Country Schools," or under the heading " Rural Schools," though it would be confusing to use both. So the catalogue again serves as a guide by means of such reference cards as Figure 8. Country schools see Rural schools. Figure 8. Reference from a heading not used to one that is. (Underscored words in red) A similar instance is the reference from an author's pseudonym to his real name, under which the library usually prefers to list his works. See Figure 9. Twain, Mark, pseud, see Clemens, Samuel Langhorne. Figure 9. Reference from pseudonym to author's real name THE CATALOGUE 117 Card for Editor, Translator, and Compiler. — When a man has edited, translated or compiled a book the fact is indicated by the abbreviation, ed., tr., or comp., fol- lowing his name; Figures 10 and 11. 821 Stedman, Edmund Clarence, comp. S81 Victorian anthology. 744p.O. Bost.1895. Figure 10. Card for compiler 883 Bryant, William Cullen, tr. H76 Homer. Iliad; tr. into English blank verse by W:C. Bryant. 2v. in 1,0. Bost.1898. Figure ii. Card for translator Books With More Than One Author. — Books fre- quently have two authors, in which case both names are found on the top line of the card (Fig. 12) and the catalogue contains an additional card under the second author.^ 822 Beaumont, Francis & Fletcher, John. B37 Best plays. . .ed. with an introd. by J. St. L. Strachey. . . 2v.il. D. Lond.1893. (Mermaid series.) Figure 12. Joint authors 1 In some catalogues only the first author's name appears on the. top line of the card and then on the card for the second author, the words joint author follow the name. ii8 THE USE OF BOOKS AND LIBRARIES Series Card. — The series to which a book belongs is indicated on the author card and the main subject card (see Figs. 5 and 6), and if the series is an important one a card is made listing all the books in that series which the library owns (Fig. 13). International education series; ed. by W. T. Harris v-S Froebel, F:W:A. Education of man. 1903. V.26 Blow, S.E. Symbol c educat ion 1894. 1 V.28 Davidso n, Thomas. Education of tine Greel< people. 1894. Figure 13. Series card Order of Cards in the Catalogue. — The biography of a person precedes the books he has written ; for example, all the cards representing biographies of Dickens will be found in the catalogue before the cards representing his novels. Cards representing a man's work as author usually precede those representing his work as editor or translator, and cards representing his work as editor or translator precede those representing books of which he was joint author or joint editor, thus : 1. Stedman, Edmund Clarence (The) nature of poetry 2. Stedman, Edmund Clarence, ed. American anthology 3. Stedman, Edmund Clarence, & Hutchinson, E. M., eds. Library of American literature. Value of Other Information Given by Catalogue Cards. Edition. — You often find following the title of a book the abbreviations, "new ed." (new edition), or "New ed. rev. and enl." (revised and enlarged). If the library contains more than one edition of a book, it THE CATALOGUE 119 is important to have that fact indicated so that the reader may call for the edition he wants. Paging and Volumes. — The number of pages or vol- umes, joined with the letter D, O, or F, indicating the size, gives you an idea of the extent of the book. This is often useful. For a hasty review of United States history you would not choose McMaster's History of the United States in eight volumes. Illustrations and Maps. — After the number of pages you will often find the abbreviation il. or illus. (for illustration) or the word maps, or both. It is convenient to know whether or not a book is illustrated and in the case of historical books it is important to know whether they contain maps. Date. — This tells you whether or not the book is a recent one. This information is especially important in the case of scientific books when the date frequently de- termines the value of the book. Exercises. 1 . What works by Sir Walter Scott, other than fiction, does the library contain? 2. Has the library any of Shakespeare's plays edited by Rolfe? 3. Give call number, author and title, of two books on any one of the following subjects : Education ; Folk- lore; Geography; School Gardens; Manual Training. 4. How many different translations of Homer's Iliad are there in the library? Who are the translators? 5. What is the most recent book on biology in the library? Give author, title and call number. 6. Who wrote the Conduct of Life? I20 THE USE OF BOOKS AND LIBRARIES 7. Mention two United States histories in the Hbrary with maps and illustrations, and give the call numbers. 8. Are there any accounts of the life of the author of the Crown of Wild Olive in the library? If so, copy the call number of one. 9. How many volumes of Heath's Pedagogical Library are there in the library? Of the International Scientific Series ? 10. Look up one of the following subjects : Nature Study ; Kindergarten ; Colleges and Universities ; School Hygiene; Botany. Mention two other headings in the catalogue under which you will find material allied to the subject you are looking up. 11. Has the library any books by Mark Twain? By Charles Egbert Craddock? 12. What works written by Kate Douglas Wiggin in collaboration with Nora Archibald Smith are in the library ? 13. Give the call number and title of a collection of poetry which the library contains. Who is the editor or compiler? 14. Give the call number, author, and title of a book (not an encyclopedia or biographical dictionary) con- taining accounts of the lives of more than three persons. Chapter X BIBLIOGRAPHIES If you will examine one of your textbooks you will probably find at the end of the book a section headed in some such way as this : " Books for Teachers,'' " List of Books," " Authorities Consulted," or, " BiJ0ography." These lists serve a two-fold purpose; they indicate, usually, the ground which the writer has covered as a part of his preparation for writing the book, and they also furnish suggestions for further reading and investi- gation on the part of the reader or student. Meaning of Bibliography. — The word bibliography comes from the Greek noun, " book," and the Greek verb, " to write." It originally meant " the writing of books," from that it came to mean the " science which relates to the history, materials, and description of books in general " ; while its third meaning, and the one which we most commonly use is " a classified list of authorities or books on any theme." ^ Complete Bibliographies. — Some bibliographies are complete or as nearly complete as human ability can make them. These are frequently the product of schol- arship and lon^ years of labor. The catalogues of the greatest libraries in the world, the British Museum, the Bibliotheque Nationale, etc., are consulted, if possible, 1 See Century dictibnary and James' Duff Brown. Manual of practical bibliography. Introduction. 122 THE USE OF BOOKS AND LIBRARIES the books themselves are examined. The compiler makes every effort to discover the record of every item that has ever been printed at any time or in any place about his subject. Examples are: Rand, Benjamin, comp. Bibliography of Philosophy, Psy- . chology and cognate subjects. N. Y. 1905. Cooke, G. W. comp. Bibliography of James Russell Lowell. Bost. 1906. Partial Bibliographies and Reading Lists. — Bibli- ographies range all the way from such monumental works as these to a few pages dealing with only one aspect of a subject. Such lists are called partial bibliog- raphies. The term reading list or reference list is often applied to brief, popular lists which do not aim at com- pleteness. Periodicals, Society Proceedings, and Parts of Books. — Bibliographies, complete and partial, reading lists, and reference lists will not, it is obvious, consist wholly of entries referring to books. Periodical arti- cles, proceedings of associations, like the National Edu- cation Association, will furnish a part of the material included. Sometimes a part of a book only will be listed. If, for instance, you were compiling a list of references on Kate Greenaway, you would include the chapter " Kate Greenaway '' in " De Libris " by Austin Dobson, and disregard for your present purpose the rest of the book. Annotated Lists. — Bibliographies and reference lists differ also in the following respect: Some indicate only the bare fact that such books exist or have existed; others, give brief notes describing and evaluating the entries in order to serve as a guide to the reader or BIBLIOGRAPHIES 123 student. Bibliographies of this latter sort are said to be " annotated." For an example, see C. K. Adams. Man- ual of Historical Literature. (Described on page 124.) Sometimes the brevity of a list serves as an evaluation: we would expect " A select list of books on nature- study," if compiled by some one fitted to do the work, to bring together for us the best material to be had on the subject. We shall mention here only a few bibliographies which deal with the subjects most useful to teachers; bibliogra- phies of history, literature, education, and some general ones will be discussed. General Bibliographies. — Some bibliographies are not confined to a single subject, but include books in all fields : Sonnenschein, W. S. The best books, a reader's guide to the choice of the best available books (about "100,000) in every department of science, art, and litera- ture with the dates of the first and last editions and the price, size and publisher's name (both English and American) of each book, a contribution towards system- atic bibliography. Ed. 3. N. Y. Putnam. 1910-13. 3 V. $3.50 each. " A classified list with complete author and subjects index. It includes books that are in print ; a few out of print books are given. There are brief characterizations of some of the books. The very best books on each sub- ject are indicated by stars." Kroeger. American Library Association. Catalogue. Wash., D. C. Supt. of Documents. 1904. $1. A much smaller general bibliography than Sonnen- schein. A list of 7,520 books on all subjects exhibited at the St. Louis Exposition, 1904, as a model library. 124 THE USE OF BOOKS AND LIBRARIES The books are first arranged by classes; in the second part of the catalogue the books are arranged in an alpha- betical list under author, title, and subject. Date, pub- lisher and price are given for all the books and a brief descriptive note for most of them. American Library Association. Supplement. Chic. A. L. A. Publishing Board. 1912. $1.50. Covers the years 1904-1911. A fairly generous selec- tion of the best books published during the period it covers rather than a select, balanced list. American Library Association. Book List, a monthly publication. Chic. A. L. A. Publishing Board. $1 a year. Lists the best current books on many subjects, giving publisher, price, and a descriptive note. For small libraries." Bibliographies in Encyclopedias. — There is one source of general bibliographical information available to every student who has access to a good encyclopedia. This is the bibliographical lists at the ends of articles. The Encyclopedia Britannica and the New International have excellent lists ; ip the Americana this feature re- ceives less emphasis. Bibliographies of History, General. — Adams, C. K. Manual of Historical Literature. Ed. 3. N. Y. Harper. 1889. $2.50. Arranged by countries; under country arrangement is chronological. The chapters are divided into two parts, except chapter one, the first giving descriptions of books ; 2 The *' Best Books " of the year, a selected list published annually by the New York State Library is a valuable bibliography of recent books. For full description see chapter ii. BIBLIOGRAPHIES 125 the second, suggestions for a course of reading. There are excellent critical notes and an alphabetical index of authors. Valuable for the earlier authorities, must be supplemented by other bibliographies for books published since 1889. Andrews, C. M., Gambril, J. M., Tall, L. I. Bibliog- raphy of History for Schools and Libraries, with de- scriptive and critical annotations. Published under the auspices of the Association of History Teachers of the Middle States and Maryland. New ed. N. Y. Long- mans. 191 1. 60 cents. Classified arrangement. Annotations. No author in- dex. American History. — Channing, Edward, Hart, A. B., and Turner, F. J. Guide to the Study and Reading of American History. Rev. and augmented ed. Bost. Ginn. 1912. $2.50. " Part I attempts to make clear the general place of American history as a study, a recreation, and a discipline. Part 2 is a classified set of references to groups of re- lated books, such as general works, biographies, sources, and so on. Intended to contain the titles of the most significant books dealing with America; the United States ; the states ; and notable individuals and phases of history. . . . Part 3 includes the pedagogical apparatus of the work. . . . Parts 4, 5, and 6 contain under 179 successive topics, specific references to works and des- ignated parts of works, arranged under the 4 captions, general, special, sources, and bibliography. These refer- ences are intended to be useful to readers, students and teachers who wish to be directed to the most convenient and most available treatment of particular subjects." Preface. 126 THE USE OF BOOKS AND LIBRARIES Lamed, J. N. The Literature of American History; a Bibliographical Guide. Chic. A. L. A. Publishing Board. 1902. $6. " A very serviceable book, excellent in analysis, choice of titles, execution, and index. Brief, signed apprecia- tions of about 4000 books." Channing, Hart & Turner. Guide to the study and reading of American history. The appendix contains lists of books for " A good school library " ; "A collection for a town library " ; "A good working library." Supplements have been published covering the years from 1900-04. This bibliography includes and characterizes poor books as well as good ones. Winsor, Justin. Readers' Handbook of the American Revolution, 1761-83. Bost. Houghton. 1893. $1.25. Arranged chronologically. " A continuous foot-note to all histories of the American revolution." Points out sources, gives secondary authorities as well. English History. — Cannon, H. L. Reading References for English His- tory. Bost. Ginn. 1910. $2.50. " Chronological arrangement with author and subject index. Planned for the teacher and librarian." Kroe- ger. Supplement. Gardiner, S. R., and Mullinger, J. B. Introduction to the Study of English History. Ed. 4. Lond. Kegan, Paul. 1903. 7 s 6 d. Part 2, p. 207-442 consists of a descriptive list of au- thorities, by J. B. Mullinger, with an author index. Covers years from before 450 a. d. to 1822. Gross, Charles. Sources and Literature of English History from the Earliest Times to About 1485. N. Y. Longmans. 1900. $5. BIBLIOGRAPHIES 127 " A systematic survey of the printed materials relating to the political, constitutional, legal, social, and economic history of England, Wales, and Ireland . . . this bibliog- raphy does not profess to be exhaustive ; it comprises only select lists of books." Preface. " An excellent bibliography with notes explaining the contents of the books and estimating their value." Kroeger. Bibliographies of Literature. — Hodgkins, L. M. Nineteenth Century Authors. Bost. Heath. 1891. 60 cents. " Twenty-six prominent English and American authors are included. Books and articles of value in studying each are included." Kroeger. Welsh, A. H. English Masterpiece Course. N. Y. Silver. 1887. 75 cents. " Useful list of references under English and Ameri- can authors to authorities (books and periodical articles) on them and on one or more of their chief works. The whole is arranged chronologically." Kroeger.^ It must always be kept in mind that some of the most valuable bibliographies are not published separately, but as parts of books, for example, Schelling's " Biblio- graphical essay," and " List of plays, written, acted, and published in England between the years 1558 and 1642," which cover 190 pages of his Elizabethan Drama. Bibliographies of Education. — Columbia University Library. Books on Education in the Libraries of Columbia University. N. Y. Columbia Univ. 1901. $1. (Library Bulletin, No. 2.) 3 The guide to the best fiction; The guide to historical fiction; and History in fiction, by E. A. Baker; and Nield's Guide to the best historical novels and tales are of course bibliographies of literature. See also the American Library Association Index to General Literature. 128 THE USE OF BOOKS AND LIBRARIES A classified list of more than 13,000 titles, with full author index. Cubberley, E. P. Syllabus of Lectures on the History of Education, with selected bibliographies and suggested readings. Ed. 2. Rev. and enl. N. Y. Alacm. 1904. $2.60.' Contains a general bibhography in the history of edu- cation and for each period, a list of references to sources and secondary authorities, followed by suggestions for reading. Monroe, Paul, ed. Cyclopedia of Education. (See page 72.) There are lists of references at the end of important articles. ^lonroe, W. S. Bibliography of Education. X. Y. Appleton. 1907. C1897. $1.50. (International Edu- cation Series.) A classified list with author index. Many of the titles have a brief annotation. United States Bureau of Education. Bibliography of Education. 1907 to date. An annual list published by the Bureau as one of its bulletins. (See p. 87.) From 1899-1906 this bibliog- raphy was published each year in the Educational Re- view. From 1899 to 1907 it was compiled by Mr. J. I. Wyer, Jr., and others, since then, the library of the Bureau of Education has assumed the responsibility of it. " An aim to present a thoroughly representative selec- tion from the main classes of educational literature pub- lished in English during the years covered by the bibli- ography. Of publications in foreign languages, those judged to have special significance for American edu- cators are mentioned." Introduction to Bib. of Ediic. 1909-10. BIBLIOGRAPHIES 129 These lists have a classified arrangement with an author and subject index. Articles in periodicals are in- cluded, a list of current proceedings and rerports of edu- cational associations with their contents is given. Refer- ences are made to reports of state and city school systems and reports of college presidents. Descriptive and crit- ical annotations are given for some of the entries. United States Bureau of Education. Monthly Rec- ord. 1912 to date. In January, 1912, the Bureau of Education began pub- lishing a monthly record of current educational publica- tions, including books, periodical articles, proceedings and reports of associations. The arrangement is a classi- fied one. United States Bureau of Education. Bibliography of Child Study. 1908 to date. From 1898 to 1907 this bibliography was published annually in the Pedagogical Seminary. Beginning with 1908 it is published annually by the Bureau of Education as one of its bulletins. Its arrangement is alphabetical by author with subject index. Bibliographies of other educational subjects are pub- lished as bulletins of the Bureau of Education. Some of them are: Bibliography of Science Teaching; Bibli- ography of Exceptional Children and Their Education; Bibliography of Education in Agriculture and Home Economics ; A Teacher's Professional Library ; etc. Bulletin of Bibliography and Dramatic Index, quar- terly. Bost. Boston Book Company. $2 a year. This is a bibliographical periodical publishing excellent reading lists, some of them of special interest to teachers, as a " Bibliography of Books and Articles Relating to Children's Reading," by Margaret Widdemer; "Fairy Tales, an Index," by Rachel Haight ; etc. 130 THE USE OF BOOKS AND LIBRARIES A Selected List of Plays for Amateurs and Students of Dramatic Expression in Schools and Colleges, com- piled by E. A. McFaddin and L. E. Davis, 1910, Cincin- nati (Children's Pub. Co., Box 328. $2), is a useful bibliography for teachers and pupils. Trade Bibliographies. — There is a class of bibliogra- phies known as trade bibliographies. These are lists issued by publishers or book sellers, and their object is not to aid in selection, but to furnish information about prices, binding, editions, etc., useful to those buying or selling books. Publishers' catalogues should not be used as a guide in choosing the best books on any subject. The chief trade lists in this country are: The United States Catalogue of Books, in print January i, 1912; entries under author, subject and title in one alphabet, with particulars of binding, price, date, and publisher. White Plains, N. Y. Wilson. 1912. The Cumulative Book Index, bi-monthly. White , Plains, N. Y. Wilson. Cumulates for the year and forms an annual supple- ment to the United States Catalogue. The American Catalogue, first published 1880-81, list- ing books in print in 1876, has had seven succeeding issues for an average period of five years each, the whole series covering the years from 1876-1910. The Publish- ers' Trade List Annual is a collection of pubHshers' catalogues for the year bound together in alphabetical order. Foreign countries have corresponding trade lists. How to Make a Bibliography or Reference List. — Probably most teachers have looked up material on some subject connected with their school work, though they may not have called it making a bibliography. In col- lecting even a brief list of references, however, a system- BIBLIOGRAPHIES 131 atic method of procedure saves time and energy, and an orderly arrangement of material increases the value of the list. The following points should be noted : 1. Familiarity with the Subject. — If the subject is unfamiliar, read the account to be found in a general reference book such as an encyclopedia, if an educational topic, in Monroe's Cyclopedia of Education. 2. Statement of Subject. — State the subject clearly, indicating definitely its scope. This will help you to keep the limits of your subject in mind. 3. Collecting Material. — (a) Whole Books. — (i) Consult the library catalogue and examine the books on your subject which the library contains. (2) Some of these may contain bibliographies which will suggest other titles. (3) Note the list of books given at the end of the encyclopedia article. (4) Consult any of the special bibliographies listed in this chapter which are available and which bear on your sub- ject (e.g., for recent books on an educational topic the chief source of information would be the Bibliography of Education pubHshed by the United States Bureau of Education ) . (b) Parts of Books. — Use the American Library As- sociation Index to General Literature to find parts of books dealing with your subject. (c) Periodical Articles. — Use the periodical indexes which the library contains to find material on your sub- ject which has been published in magazines. The choice of aids will vary, of course, according to the subject of the bibliography or reference list. 4. Recording Material. — (a) Use Slips or Cards. — Each reference should be entered on a separate slip. The completed list may be 132 THE USE OF BOOKS AND LIBRARIES copied into a note book or on sheets, but slips or cards should be used for collecting material. (b) Accuracy. — Make each entry accurately and put it in good form to save copying and to save going over the same ground twice. It is advisable to note on the back of the slip the exact source of the reference, e.g.. Library Catalogue ; A. L. A. Index ; Poole's Index, v. i ; Reader's Guide, 1905-09; etc. (c) Form of Entry. — 1 . For book : example Bourne, H. E. The teaching of history and civics in the elementary and the secondary school. N. Y. Longmans. 1902. 2. For part of a book : example Saintsbury, George. (The) contrasts of English and French literature. (See his Miscellaneous essays. 1892. p. 300-35-) 3. For periodical reference : example McCook, H. C. Language of insects. (See Harper's Monthly, Sept., 1907; v. 115, p. 539-56-) 4. For reference to proceedings of associations : example Miller, C. A. A. J. Study of exceptional children. (See N. E. A. Addresses and proceedings, 1908, P- 957-63-) 5. Arrangement of Material. — This will depend somewhat on the subject. Usually the best arrangement is to group the books and parts of books alphabetically by authors and then the periodical articles alphabetically by authors. BIBLIOGRAPHIES 133 Exercises. Group I. 1. Name an authoritative history of the French Revo- lution. Give author, title, date, and number of volumes. Where did you find the information? 2. Name three books, giving author and title, on the history of printing. Where did you find them listed? 3. Where can you find a list of references on Scholasti- cism? 4. Name a book, giving author and title, on the Loyal- ists in the American Revolution. Where did you find the information? 5. Name three references to source material on the Plymouth colony. Where did you find the references ? 6. Where can you find a critical essay on Washington Irving's Sketch Book? State where you found the ref- erence. 7. Give author and title of a book on educational psy- chology published in 1910. Where did you find the book listed ? 8. Mention (i) a book, (2) a magazine article, on some topic in education written by William C. Bagley since 1909. Where did you find the information? Group 2. After consultation with the instructor choose a topic and make a brief list of references, following the direc- tions given in this chapter under How to Make a Bibli- ography. PART II SELECTION OF BOOKS AND CHILDREN'S LITERATURE SELECTION OF BOOKS Chapter XI GENERAL PRINCIPLES OF SELECTION Why It Is Necessary for Teachers to Have Some Principles of Book Selection. — The subject of this chapter may seem, at first glance, one with which teach- ers have little or no concern. It is true that frequently all books for schools must be chosen from a list issued by the State Superintendent of Instruction, and if a col- lection of books is sent to the class rooms, the choice of the books is determined not by the teachers but by the Public Library, or the Board of Education, or whatever agency sends out the collections. It is, nevertheless, im- portant that teachers should have in mind some clearly defined standards in judging books. All books included in a list recommended by a State Education Department are not of equal value and there is considerable opportunity for choice within the limits of such a list. This is a particular instance where teach- ers need principles of book selection, but there is a far broader reason for formulating standards of selection. Never has the printing press been more active than to- day, never has its output been more bewilderingly varied. More people than ever before are making a business of writing, and, like mushrooms, books seem to spring into being overnight. Such abundance and such variety 138 THE USE OF BOOKS AND LIBRARIES bring us to confusion unless we are fortified by definite standards of excellence; and confusion is indicated when we find teachers urging their pupils to read any book, mediocre or not, which interests them rather than a work of literature which does not. The Test for a Book.— In Mrs. Richards' little auto- biographical story. When I Was Your Age, she tells how for many years she used Charles Sumner as a sort of " imaginary foot rule." Any one or anything over six feet was " taller than Mr. Sumner." The best and most easily applied test for a book is to measure it mentally by what we know is real literature. This test is by no means a Procrustean bed ; our " foot rules " range from Jane Austen's sparkling comedy of manners to the breezy spirit of adventure in Treasure Island ; from the friendly companionableness of Boswell's Life of John- son to the cameo-like beauty of Francis Thompson's Essay on Shelley. None of these books make us feel the same way, but the mental atmosphere which they all have behind them is a world apart from the atmosphere, or lack of atmosphere created by the cheap, poorly writ- ten, ephemeral book. The way a book makes us feel is a sure indication of its value. The Best Books. — The best books are those which leave us broader in sympathy, keener in appreciation, more courageous, more eager for the fine things of life. The books which do this will doubtless be different for each one of us ; but so long as all of us find some books which will do this it does not matter if they differ from those which perform the same office for our friends. Literature of Power. — It is from what De Quincey in his well-known definition calls the literature of power, rather than the literature of knowledge that this light BOOK SELECTION 139 comes. Teachers whose daily work often keeps them closely confined to the literature of knowledge need to remember that the literature of power is waiting to offer them refreshment and inspiration. There are times when we may well say with Montaigne : " I doe not search or tosse over books but for an honester recreation to please and pastime to delight myselfe." Essay on Bookes. General Test for Books. — A general test, then, and in a sense a personal test in selecting books is to ask " How do they compare with books we already know to be real literature? Do they leave behind them sanity, strength, and inspiration ? " For convenience in ranking particular kinds of books the following more detailed tests are suggested. Specific Tests. — History. — In selecting histories we should ask such questions as these. First, concerning the author's preparation: i. Has he based his book on source material or secondary material? 2. If the former, to how much of the original source material has he had access? 3. Has he himself been to the places he writes of? (As for example, Parkman explored the scenes of the French settlement of Canada and the French and Indian Wars.) 4. Has he informed himself of all recent material on his subject? (For example, in writing an account of ancient history the results of the most recent archaeological investigation would have to be taken into account.) The second group of questions concerns the author's attitude of mind. i. Has he in mind what Mr. Morse Stephens calls the duty of the historian " to discover as far as he can and to narrate as impartially as he can what happened in the past," or is he so committed to some thesis of his own that he twists 140 THE USE OF BOOKS AND LIBRARIES facts in order to prove his thesis? Mr. Stephens cites Buckle's History of CiviHzation as a book which " bol- sters up a theory " and endeavors " to prove that a cer- tain philosophical scheme is justified by the facts of history." 2. Is the author impartial in treatment, or is he biased by national, political, or religious prejudice? The third group of questions deals with the ability of the historian as a maker of literature. Has he the criti- cal faculty which helps him to make a vyise choice of material, the imagination which gives him insight into the past and the skill in expression which makes the civilizations, the events, and the men he writes of, live again ? Of course some of the historians most successful in doing this last violate all the rules of an impartial treat- ment, yet so valuable are their books for their vividness, their power to make the past alive, their quality as litera- ture, that they cannot be disregarded. The historical accuracy of parts of Carlyle's French Revolution is ques- tioned by present-day scholars, but no student or general reader can afiford to neglect this book with its striking pictures, its brilliant style. " To give a true picture of any country, or man, or group of men, in the past re- quires industry and knowledge, for only the documents can tell us the truth, but it requires also insight, sympa- thy and imagination of the finest, and last- but not least, the art of making our ancestors live again in modern narrative. Carlyle at his rare best could do it. If you would know what the night before a journee in the French Revolution was like, read his account of the eve of August ID, in the chapter called ' The Steeples at Midnight.' Whether or not it is entirely accurate in detail, it is true in effect: the spirit of that long dead BOOK SELECTION 141 hour rises on us from the night of time past." G. M. Trevelyan. Clio, a Muse, and Other Essays. 1913. Page 17. Tests for Biography. — For biography the tests are not unlike those applied to history, i. What are the au- thor's sources of infonnation ; has he had access to the papers, letters, and family records of the man of whom he writes? 2. Has he known him personally? 3. What use has he made of his material? That is, has he used it wisely and skilfully to make a careful portrait and at the same time has he taken care not to violate the laws of good taste ? " It is possible to write an almost per- fect biography without taking the public wholly and unreservedly into confidence. Lockhart, in his masterly Life of Sir Walter Scott, maintains a dignified reserve, a decent reticence concerning things which good taste natu- rally withholds from the gaping curiosity of the world." Agnes Repplier. Memoirs and Biographies in Counsel upon the Reading of Books. 4. Is the biographer in sympathy with the man he tries to portray? 5. Has he the power to make us also feel sympathy and near- ness? Tests for Travel. — In books of travel we ask: i. Has the author himself visitied the country he describes? 2. Has he spent a long enough time there to justify his treatment? The book may claim to be simply the record of a traveller's impressions, or it may claim to be a study of national characteristics and customs. In the latter case we should expect the author to have actually lived in the country. 3. Does the author observe keenly and with sympathy? 4. Does he use proportion in his picture of a country or a people? 5. Has he the ability to convey to his readers the impression made upon him? 142 THE USE OF BOOKS AND LIBRARIES Suitable illustrations are of importance in books of travel. Tests for Science. — It is necessary to divide books on Science into two groups: First, the books which are contributions to scientific knowledge, as Darwin's Origin of Species, and Tyndall's Sound ; second, the books which are written to explain certain fields of scientific knowl- edge to the general reader, as Burroughs' Squirrels and Other Fur Bearers, Serviss's Astronomy Through an Opera Glass, and for children, Morley's Bee People, Parsons' Plants and Their Children. Class I. Pure Science. — i. Whether or not a book is a contribution to scientific knowledge must be left, of course, to the specialists and to time to determine, but the layman may consider the question of style, its clear- ness and exactness, and whether the book will have an appeal to the general reader who is interested in science, but who has not had scientific training. Class 2. Popular Science. — " Popular science," that is, books belonging to the second group, must be accu- rate, and since they are written primarily for the general reader they must have a style that is not only clear but one which will awakerj and sustain interest in the subject. Nature Books. — Many books are written both for young people and adults with the purpose of encouraging observation of animals, and plant life, and arousing a love for out-of-doors. Such are : Wake Robin by John Burroughs, White's Natural History of Selborne, Gib- son's Eye Spy, Sharp's Watcher in the Woods. The best of these books have value both as literature and as incentives to a love of nature, but we must be on our guard against the mediocre books of this group, which are too often inaccurate, undignified and sentimental. BOOK SELECTION 143 The author of this type of book when writing for chil- dren is particularly prone to fall into the error of " writ- ing down " to what he considers their level. Useful Arts. — Books dealing with the useful arts, such as Watts' Vegetable Gardening, Terrill's Household Management, Wheeler's Woodworking for Beginners, Hopkins' Home Mechanics for Amateurs, to mention only a few examples, should be clear, practical, up to date, and fully illustrated, when it is necessary, by pic- tures and diagrams. The Fine Arts. — Books on the fine arts, such as Tar- bell's History of Greek Art, Mathews' Story of Archi- tecture, Cafifin's How to Study Pictures, Krehbiel's How to Listen to Music, etc., besides being accurate and re- liable should have the power to awaken and promote the quality of appreciation in the reader. Fine illustrations are of especial importance in books on painting, archi- tecture and sculpture. Economics and Sociology. — In the case of books on economics and sociology we ask somewhat the same questions as in the case of history. Is the book based on an impartial, thorough investigation of facts? Is the author familiar with the authorities on his subject? Does he present his facts fairly and impartially? Is his style clear and interesting? Literature. — Last of all we come to literature — poetry, drama, essays, fiction. Here we can do no better than return to our first general test : How does the book — the thought and the manner of its expression — make us feel? Poetry. — If it is poetry, does it lift us to heights where we breathe the bracing air of idealism? Does it lead us in other moods to what Lowell calls " the realm 144 THE USE OF BOOKS AND LIBRARIES of might-be, our haven from the shortcomings and dis- illusions of life " ; or does it present such a truthful pic- ture of the world in which we live, that it helps us to interpret life? Drama. — Does a play enlarge our knowledge of human nature, as Shakespeare's plays ? Stevenson says : " Few living friends have had upon me an influence so strong for good as Hamlet or Rosalind." ^ Does it charm our ears with the roll of stately blank verse and the ripple of dainty lyric as the Elizabethans ? Does it sparkle with wit as the School for Scandal? Or give us a sweet and wholesome and inspiring land of make-be- lieve as The Blue Bird and Chantecler, and Noyes's Sherwood, and Josephine Preston Peabody's The Piper? Essays. — If our author is an essayist, does he stimu- late thought and imagination, and make us feel the richer through contact with his wide human experience and gracious personality, as Montaigne and Stevenson and James .Russell Lowell ? Fiction. — If the book is fiction, does it help us to adjust ourselves to life by aiding us to understand other conditions of life than our own? Does it rest and re- fresh us by carrying us away on a magic carpet to lands of faery and the romance of chivalry and feudalism? Stevenson says in his essay on Books That Have Influ- enced Me: "The most influential books and the truest in their influence, are works of fiction. They do not pin the reader to a dogma, which he must afterwards discover to be inexact ; they do not teach him a lesson which he must afterwards unlearn. They repeat, they rearrange, they clarify the lessons of life ; they disengage 1 Books that have influenced me. BOOK SELECTION 145 us from ourselves ; they constrain us to the acquaintance of others ; and they show us the web of experience not as we can see it for ourselves but with a singular change — that monstrous, consuming ego of our being, for the nonce, struck out." He adds, " To do so they must be reasonably true to human comedy," and here we see clearly the difference between fiction which is real litera- ture and the ephemeral current novel whose paper doll characters are able to show us none of the true values of life. It is worth noting that in Mrs. Burnett's recent novel, T. Tembarom, the hero gets his first comprehension of England, of the complexity and the traditions of the life to which he suddenly finds himself transplanted, through the English novelists. He says, in talking of reading to the old Duke of Stone, " I tell you, for a fellow that knows nothing, it's an easy way of finding out a lot of things. You find out what different kinds of people there are and what different kinds of ways. If you've lived in one place and been up against nothing but earning your living, you think that's all there is of it — that it's the whole thing. But it isn't, by Gee ! . . . I've begun to get on to what all this means to you people ; how a fellow like T. T. must look to you. I've always sort of guessed, but reading a few dozen novels has helped me to see why it's that way. I've yelled right out laughing over it, many a time. That fellow called Thackeray — I can't read his things right through — but he's an eye-opener." And later speaking of Kingsley's Hereward, the Wake : " When Palford was explaining things to me he'd jerk in every now and then something about ' coming over with the Conqueror,' or being here 146 THE USE OF BOOKS AND LIBRARIES ' before the Conqueror,' I didn't know what it meant, I found out in this book I'm talking about. It gave me the whole thing so that you sau' it.'' Suggested Re.xdixg. Lowell, J. R. Books and libraries. Perry, Bliss. Poetry (in Counsel on the reading of books, ed. by Henry Van Dyke). Repplier, Agnes. Biography (in Counsel on the reading of books). Stephens, H. 'M. History (in Counsel on the reading of books). Stevenson, R. L. Books that have influenced me. Lamed, J. N. The test of quality in books (in his Books and culture. igo6, p. 39-48). Some Aids in Book Selection. American Library Association Catalogue. Wash., D. C. Supt. of Documents. 1904. $1. American Library Association Catalogue. Supple- ment, 1904-11. Chicago. A. L. A. PubHshing Board. 1912. $1.50. American Library Association Catalogue. Book List. Chicago. A. L. A. Publishing Board. $1 a year. These three publications are described in the chapter on Bibliographies. Book Review Digest. "White Plains, X. Y. W. H. Wilson Co. $5 a year. About 2300 books a year are recorded, with such infor- mation as price, publisher, a descriptive note, and an index of the reviews of the book, plus and minus signs are used to show the character of the review, whether favorable or unfavorable. Published monthly. BOOK SELECTION 14/ New York State Library. Best Books. Albany, N. Y. University of the State of New York. 10 cents each. Published annually by the N. Y. State Library. A selection of 250 " best books '" of the year. Arranged by subjects; gives publisher, price, and descriptive note for each book. " ^^'hile this list has been prepared with special reference to smaller public libraries it will also be of much service to schools. All titles under tht heading " Juvenile " are recommended for those school libraries which undertake to provide wholesome entertainment as well as useful information." Preface. Best Books, 1912. Bibliographies. — The bibliographies listed in Chapter X and other bibliographies should be consulted in buy- ing books along special lines. Reviczcs. — Many periodicals contain reviews of cur- rent books; those in the Nation, Dial, and in the main those in the Outlook and Independent are to be relied on. Lists of Children's Books. — Special lists useful in se- lecting children's books are given in Chapter XXI, Exercise. 1. Name three books which seem to you to answer the general test in book selection (see page 139) and tell why. 2. Name one biography (other than those mentioned in the text) which you consider answers the tests for biography. 3. Mention a book which seems to you to answer the requirements for a nature book, compare it with one which you consider does not meet the requirements. 4. With the help of the Aids in Book Selection listed in this chapter, select : 148 THE USE OF BOOKS AND LIBRARIES 1. Ten books on history suitable for a school library. 2. Three books on travel of general interest. 3. Five recent books of value written for children. 4. Three textbooks on the history of literature. Give them in the order of their value. Chapter XII SELECTION OF BOOKS FOR THE HIGH SCHOOL LIBRARY The High School " Library. — At the meeting of the Library Department of the National Education Associ- ation in 1909, the following statement was made: "A high school without a library is as impossible as a high school without a laboratory." ^ This suggests a further comparison. The word laboratory carries with it the idea of equipment, the best and most up-to-date devices for chemical or physical or biological study. And so the word library should suggest not a lumber room for the storing of infrequently used volumes, but a live means of supplementing the work of the classroom and of stim- ulating the students to a real interest in books. The usefulness of the High School Library depends on three things : Administration, instruction of students in its use, and the selection of books. The first two points have been dealt with elsewhere, the third will be considered in this chapter. Reference Books. — The High School Library may very properly make the Reference Collection its first care. No matter how small this may have to be at first, consisting, perhaps, of only two or three books, it is essential to have some means by which the pupils ma}' learn the use of books as tools. Something may be ac- 1 R. J. Aley, Superintendent of Public Instruction of Indiana. Books and high school pupils. N. E. A. Proceedings. 1909. p. 846. ISO THE USE OF BOOKS AND LIBRARIES complished even with Webster's Unabridged Dictionary and a copy of the World Almanac. The next step should be a good encyclopedia. The New International Ency- clopedia is excellent for the High School Library.^ A good atlas is, of course, a necessity, a handbook of quo- tations and one good reference book from every class, or nearly every class, i.e., history, biography, literature, sociology, and government., etc. (see Chapter V). The list at the end of this chapter suggests a small reference collection for a High School Library. It should be kept in mind that there is much useful reference material which may be had at little or no expense. Suggestions for collecting such material are given in Chapter XXXI. Magazines. — Magazines form an important part of the Reference Collection, as they contain much valuable material for reference work which is made available by magazine indexes. The Readers' Guide to Periodical Literature is issued monthly by the H. W. Wilson Com- pany, White Plains, N. Y. ; subscription price $12 a year. The four quarterly cumulations, however, are offered to small libraries, taking no more than twenty of the peri- odicals listed in the Readers' Guide for $4 a year, and these are sufficient for the average school library. Only those magazines which are worth while should be sub- scribed for and, as a rule, the selection should be made from those indexed in the Readers' Guide. The report of the Committee on High School Libraries of the Li- brary Department of the National Education Association in 1912 gave from $300 to $500 as the average annual appropriation of High School Libraries for the purchase of books. With this appropriation the High School Li- 2 See What is the best encyclopedia? by A. V. Milner in Public Libraries, v. 18:105.6, March, 1913. THE HIGH SCHOOL LIBRARY 151 brary might well spend $75 or even $100 for magazines, this sum to include binding and a periodical index. A list of magazines recommended for a High School Li- brary will be found at the end of this chapter. Books for General Reading. — While it is true that the Reference Collection should be first provided for, the High School Library cannot fulfill its proper function until it has on its shelves books which will interest and appeal to the students and encourage in them a real love of reading. For many students formal education stops with the end of the high school course. For them there can be no better training than forming the library habit which will put within their reach the opportunity to con- tinue their education after school days are over. Co-operation with the Public Library. — In cases where the High School Library is unable to provide any- thing but reference books it may be possible to borrow books for general reading from the Public Library, or to supplement a small collection by a loan from the Pub- lic Library and from the State Library Commission. Though often expedient and helpful such loans ought not to keep the High School Library from building up its own general collection. A Well- Rounded Collection. — Sometimes, owing to lack of funds, the growth of the High School Library must necessarily be slow, but the final aim of a well- rounded collection should always be kept in view. It must be remembered that there are all kinds of pupils to whom an appeal is to be made. Some boys do not naturally care for books, but if the library can contrive to attract them by some interesting, not too technical book on electricity, some book, which like Brigham's Box Furniture, will show them how to make something. 152 THE USE OF BOOKS AND LIBRARIES they may be led gradually to care for reading for its own sake. There should be, of course, representative books from the. best of English and American literature — poetry, drama, essays, and fiction; plenty of good biography ; history ; some of the best travel books ; and up-to-date scientific books, not too technical in character. Good modern fiction is not without its use,^ though this might better come last on the purchase list. Fortunately the average boy if he finds out the thrilling character of Farrar's Darkness and Dawn does not care whether it was first printed this year or twenty years ago. Complete Sets of an Author's Works. — It is usually best to avoid complete sets of an author's works, dupli- cating instead, the best and most called for volumes. Do not, for example, be tempted by an attractive ofi^er of a " complete set " of James Fennimore Cooper. Much of it will stand on the shelves unused, while one copy each of The Deerslayer and The Pathfinder may prove insuffi- cient for the demand. A complete de luxe edition in half morocco binding of any author has a most forbid- ding appearance on the shelves of a school library. Editions. — Attractive editions have an important in- fluence in fostering the reading habit. High school stu- dents are not too old to be charmed by the spirited and well colored drawings of E. Boyd Smith in Scott's Ivan- hoe (Houghton, $2.50), or Cooper's Last of the A'lo- hicans (Holt, $1.35 net), or by the edition of Bunyan's Pilgrim's Progress, illustrated by the Rhead Brothers (Century, $1.50). Among inexpensive editions, Every- man's Library (Dutton, 35 cents each, reinforced bind- ing 50 cents) is much more likely to attract young read- 3 See an interesting and suggestive article by Herbert Bates, Tiie school and current fiction, English Journal, v. 1:15-38. THE HIGH SCHOOL LIBRARY 153 ers than the somewhat uninteresting Home Library (Burt) and the Astor Library (Crowell).* Model Library. — The following list of books for a small High School Library is suggestive rather than final and choice of books will, of course, be influenced by local conditions. Books for a High School Library. REFERENCE BOOKS Dictionaries and Encyclopedias. 423 Webster's New international dictionary. Rev. ed. Spring- field (Mass.). Merriam. 1909. $12. 031 New international encyclopedia. Ed. 2. 24 v. N. Y. Dodd. 1914. $120.= History. G16.973 Channing, Edward, Hart, A. B. and Turner, F. J. Guide to the study and reading of American history. Rev. and augmented edition. Best. Ginn. $2.50. 973 Harper's encyclopedia of U. S. history. New and rev. ed. N. Y. Harper. 1913. $24. The earlier edition will do for school use and may be picked up from second-hand and remainder dealers for from $6 to $ro. 970.1 Hodge, F. W. Handbook of American Indians, north of Mexico. 2 V. (Smithsonian Institution — Bureau of American ethnology). Wash. D. C. Supt. of Documents. $3. 903 Larned, J. N. ed.. History for ready reference. Rev. and enl. ed. 7 v. Lynn (Mass.). Nichols. $35. 4 Help in choosing editions may be found in the following: How to choose editions, by W. E. Foster with introduction by Martha T. Wheeler. A. L. A. Publishing Board. 15 cents; and a List of economical editions, compiled by LeRoy Jeffers. A. L. A. Publishing Board. 25 cents. 5 If the library cannot afford this, Appleton's New practical cyclopedia, 6 V. N. Y. Appleton. $9.75; or the Everyman encyclopedia, 12 v. N. Y. Button, $8, might be substituted temporarily. 154 THE USE OF BOOKS AND LIBRARIES 902 Ploetz, Karl. Epitome of ancient, mediaeval, and modern history, tr. and ed. by W. H. Tillinghast. New ed. Best. Houghton. $3. Classical Antiquities. 913 Harper's dictionary of classical literature and antiquities, ed. by H. T. Peck. N. Y. A. B. C. $6. Geography and Atlases. 910 Lippincott's new gazetteer of the world. New ed. N. Y. Lippincott. $10. gi2 Century atlas of the world. N. Y. Century. $12.50. If a cheaper atlas must be bought, substitute Rand Mc- Nally and Co's New imperial atlas of the world. Chicago. Rand. $1.75. 912 U. S. Geological survey. Topographic maps of your section and of those near by. Wash. D. C. U. S. Geological Survey. 10 cents each (cheaper if a quantity is bought). Historical Atlases. 912 Bartholomew, J. G. Literary and historical atlas of Amer- ica. (Everyman's library.) N. Y. Button. Reinforced binding. 50 cents. 912 Bartholomew, J. G. Literary and historical atlas of Europe. (Everyman's library.) N. Y. Button. Reinforced bind- ing. 50 cents. 912 Shepherd, W. R. Historical atlas. N. Y. Holt. $2.50. Biography. 920 Lippincott's universal pronouncing dictionary of biography and mythology. Ed. 3. Philadelphia. Lippincott. $8. 920 U. S. Congressional directory. Latest ed. Wash. B. C. May be obtained free through U. S. Senator or Con- gressman. 020 Who's who in America. Latest volume. Chic. Marquis. $5. 920 Who's who. Latest volume. N. Y. Macmillan. $2.50. Quotations and Allusions. 808 Bartlett, John. Familiar quotations. Ed. 9. Bost. Little. $3. THE HIGH SCHOOL LIBRARY 155 808 Hoyt, J. K. Cyclopedia of practical quotations. New ed. enl. N. Y. Funk. $6. Arranged by subject. 803 Brewer, E. C. Reader's handbook of allusions, references, plots and stories. New ed. Philadelphia. Lippincott. $2. Literature. 821 Bryant, W. C. ed. New library of poetry and song. Rev. and enl. ed. N. Y. Baker. $5. 820 Chambers' cyclopedia of English hterature. New ed. 3 v. Philadelphia. Lippincott. $2. 808 Clark, S. H. Handbook of best readings. N. Y. Scribner. $1.25. Contains both prose and poetry. 808 Granger, Edith. Index to poetry and recitations. Chicago. McClurg. 1909. $5. 811 Stedman, E. C. comp. American anthology. Bost. Hough- ton. $2. 821 Ward, T. H- ed. English poets ; selections. 4 v. N. Y. Macmillan. $1 each. Art. 803 Champlin, J. D. Young folks' cyclopedia of literature and art. N. Y. Holt. $3. 720 Mathews, C. F. Story of architecture. N. Y. Appleton. $3. 709 Reinach, Salomon. Apollo, a manual of history of art throughout the ages ; tr. by F. Simonds. New ed. N. Y. Scribner. $1.50. 709 Tarbell, F. B. History of Greek art. N. Y. Macmillan. $1. Useful Arts. 603 Scientific American cyclopedia of receipts, notes, and queries. N. Y. Munn. $5. Science 582 Britton, N. L. and Shafer, J. A. North American trees. N". Y. Holt. $7. 590 Hornaday, W. T. American natural history. N. Y. Scrib- ner. $3.50. J56 THE USE OF BOOKS AND LIBRARIES 580 Mathews, F. S. Field book of American wild flowers. N. Y. Putnam. $1.75. 598 Chapman, F. M. Handbook of birds of eastern North Amer- ica. N. Y. Appleton. $3. 598 Nuttall, Thomas. Popular handbook of the birds of the U. S. and Canada. New ed. Bost. Little. $3. Language. 424 Crabb. George. English synonyms. N. Y. Harper. $1.25. Dictionaries i)i Foreign Langnages. 443 Spiers, Alexander and Surenne, Gabriel. French and Eng- lish pronouncing dictionary, revised by G. P. Quackenbos. X. Y, Appleton. $5. H too expensive substitute the following: 443 Edgren, A. H. and Purnett, P. B. French and English dictionary. N. Y. Holt. $1.50. 433 Fliigel, J. G. Universal English-German and German-Eng- lish dictionary. New ed. by K. F. A. Fliigel. 3 v. N. Y. Lemcke. $16.50. If too expensive, substitute, 433 Fliigel, K. F. A., Schmidt, I., and Tanger, G. German and English dictionary. 2 v. N. Y. Stechert. $4.50. 473 Harper's Latin dictionary, ed. by E. A. Andrews. N. Y. American B. C. $6.50, or 473 Lewis, C. T. Elementary Latin dictionary. N. Y. Amer- ican B. C. $2. 483 Liddell, H. G. and Scott, Robert. Greek-English lexicon. Ed. 8. N. Y. Oxford Press. $9. or 483 Liddell, H. G. and Scott, Robert. Greek-English lexicon. Intermediate edition. N. Y. Oxford Press. $3.50. Economics and Government. 303 Bliss, W. D. P. and Binder, R. M. New encyclopedia of social reform. New ed. N. Y. Funk. $7.50. 317 U. S. Commerce and labor department. Statistical abstract of the U. S. Latest ed. Wash. D. C. Apply to the de- partment or to your congressman. THE HIGH SCHOOL LIBRARY 157 317 World almanac and encyclopedia. N. Y. Press Pub. Co. 25 cents. Cttstoms. 398 Walsh, W. S. Curiosities of popular custom, and of rites, ceremonies, observances and miscellaneous antiquities. Philadelphia. Lippincott. $3.30. Mythology. 292 Gayley, C. M. Classic myths in English literature based originally on Bulfinch's " Age of Fable.!' Bost. Ginn. $1.50. Helps for Debates. 374 Brookings, W. D. and Ringwalt, R. C. Briefs for debate. N. Y. Longmans. $1.25. 374 Foster, W. T. Essentials of exposition and argument. Bost. Houghton. 191 1. go cents. 374 Matson, Henry. References for literary workers. Ed. 7. Chicago. McCIurg. $2. 374 Ringwalt, R. C. Briefs on public questions. N. Y. Long- mans. $1.20. 374 Robbins, E. X. High school debate book. Chicago. Mc- CIurg. $1. 328 Robert, J. T. Primer of parliamentary law, for schools, colleges, clubs, fraternities. N. Y. Doubleday. 75 cents.^ PERIODICALS RECOMMENDED FOR A HIGH SCHOOL LIBRARY (Starred items are recommended for first choice) * Atlantic monthly. Boston. Houghton. $4. * Century illustrated monthly magazine. N. Y. Century. $4. Craftsman (monthly). Syracuse, N. Y. Craftsman Pub. Co. $3. Good housekeeping (monthly). N. Y. American Home Maga- zine Co. $1.50. 6 The Debater's handbook series. White Plains, N. Y. H. W. Wilson ($1 it volume) contains many volumes useful for high-school debate work. 15S THE USE OF BOOKS AND LIBRARIES * Harper's monthly magazine. N. Y. Harper. $4. * Independent (weekly). \. Y. The Independent. $3. Literary digest (weekly). X. Y. Funk and W'agnalls. $3. * National geographic magazine (monthly). Wash. D. C. Na- tional Geographic Society. $2.50. North American review (monthly). N. Y. \. .\mor. Rev. Pub. Co. $4. * Outing magazine (monthly). X. Y. Outing Pub. Co. $3. Popular mechanics magazine (monthly). Chic. Popular Me- chanics Co. $1.50. N^ot indexed in the general periodical indexes, but useful and popular with boys. ♦Review of reviews, American (monthly). N. Y. Rev. of Rev, Pub. Co, $3. * Saint Xicholas (montlily), N. Y. Century Co. $3, * Scientific American (weekly). N. Y. JNlunn. $3. Scribner's magazine (nionthly). X. Y. Scribner. $3. * Survey (weekly). N. Y. Survey .Associates. $2, *^Yorld's work (monthly). N. Y, Doubleday. $3, Youth's companion (weekly). Bost, Perry Mason Co. $2. Periodical Index. Readers' guide to periodical literature, quarterly cumulated num- bers. H. W. Wilson Co., White Plains, N, Y. $4. GENERAL COLLECTION History. 904 Creasy, Sir E, S. Fifteen decisive battles of the world ; from Marathon to Waterloo. (Everyman's library.) N. Y. Dutton. Reinforced binding. 50 cents. Ancient History. 930 Botsford, G. W. Ancient history for beginners. X. Y. Macmillan. $1.50. 930 Seignobos, Charles. History of ancient civilization, tr, and ed, by A, H. Wilde, N. Y. Scribner. $1.25. 930 West, W. M. Ancient history to the death of Charlemagne, Bost. Allyn. $1.50, THE HIGH SCHOOL LIBRARY 159 Egypt. 913.32 Maspero, G. C. C. Life in ancient Egypt and Assyria. N. Y. Appleton. $1.50. The Hebrews. 933 Hosmer, J. K. The Jews, ancient, mediaeval and modern. (Story of tlie nations.) N. Y. Putnam. $1.50. Greece and Rome. 937 Botsford, G. W. History of Rome for high schools and academies. N. Y. Macmillan. $1.10. 937 Bury, J. B. History of the Roman empire. (Student's series.) N. Y. Am. Bk. Co. $1.50. 913-37 Johnston, H. W. Private Hfe of the Romans. (Lake classics.) Chicago. Scott, Forsman. $1.50. 937 Fowler, W. W. City state of the Greeks and Romans. N. Y. Macmillan. $1. 913-37 Gow, James. Companion to school classics. N. Y. Mac- millan. $1.75. 938 Bury, J. B. History of Greece to the death of Alexander. (School ed.) N. Y. Macmillan. $1.90. 938 Harrison, J. A. Story of Greece. (Story of the nations.) N. Y. Putnam. $1.50. 938 Mahaffy, J. P. Story of Alexander's empire. (Story of the nations.) N. Y. Putnami. $1.50. 913.38 Gulick, C. B. Life of the ancient Greeks with special reference to Athens. N. Y. Appleton. $1.50. General European History. 940 Adams, G. B. European history ; an outline of its develop- ment. N. Y. Macmillan. $1.40. Middle Ages. 940 Adams, G. B. Mediaeval civilization. (History primer ser.) N. Y. Am. Bk. Co. 35 cents. 940 Bryce, James. Holy Roman empire. New ed. N. Y. Macmillan. $1.50. 940 Emerton, Ephraimu Introduction to the study of the middle ages. Bost. Ginn. $1.12. 940 Emerton, Ephraim. Medijeval Europe. Bost. Ginn. $1.50. i6o THE USE OF BOOKS AND LIBRARIES 940 Tappan, E. M. When knights were bold. Bost. Houghton. $2. History of Modern Times. 940 Robinson, J. H. and Beard, C. A. Development of modern Europe. (School ed.) 2 v. Bost. Ginn. $3.10. England. 942 Gardiner, S. R. Student's history of England. N. Y. Macmillan. $3. 942 Green, J. R. Short history of the English people. N. Y. Am. Bk. Co. $1.20. 942 Macaulay, T. B. History of England. 3 v. (Everyman's library.) N. Y. Dutton. Reinforced binding. $1.50. Scotland. 941 Marshall, H. E. Scotland's story. N. Y. Stokes. $2.50. Germany. 943 Henderson, E. F. Short history of Germany. N. Y. Mac- millan. $2.50. France. 944 Adams, G. B. Growth of the French nation. N. Y. j\Iac- millan. $1.25. 944 Carlyle, Thomas. French revolution. 2 v. (Everyman's Hbrary.) N. Y. Dutton. Reinforced binding. $1. 944 Mathews, Shailer. French revolution. N. Y. Longmans. $1.25. Spain. 946 Irving, Washington. Conquest of Granada. (Everyman's library.) N. Y. Dutton. Reinforced binding. 50 cents. Russia. 947 Morfill, W. R. Story of Russia. (Story of the nations ser.) N. Y. Putnam. $1.50. Norway. 948 Boyesen, H. H. Story of Norway. (Story of the nations ser.) N. Y. Putnam. $1.50. THE HIGH SCHOOL LIBRARY i6i The Netherlands. 949 Griffis, W. E. Brave little Holland. (Riverside library for young people.) Bost. Houghton. 75 cents. 949 Motley, J. L. Motley's Dutch nation ; being the Rise of the Dutch Republic, ISSS-1584; condensed and a brief history of the Dutch people to 1908 by W. E. Griffis. New ed. N. Y. Harper. $1.75. Japan. 952 Griffis, W. E. Japan in history, folk-lore and art. (River- side Hbrary for young people.) Bost. Houghton. 75 cents. * Mexico. 972 Prescott, W. H. Conquest of Mexico. 2 v. (Everyman's library.) N. Y. Dutton. Reinforced binding. $1. North American Indians. 970 Drake, F. S. Indian history for young folks. N. Y. Har- per. $3. 970 Eastman, C. A. Soul of the Indian. 'Bost. Houghton. $1. 970 Grinnell, G. B. Story of the Indian. (Story of the West.) N. Y. Appleton. $1.50. U. S. History. General. 973 Elson, H. W. History of the people of the U. S. N. Y. Macmillan. $1.75. 973 McLaughlin, A. C. History of the American nation (Twentieth century textbooks). N. Y. Appleton. $1.40. 973 Muzzey, D. S. American history. Bost. Ginn. $1.50. Special Periods. 973 Brady, C. T. Border fights and fighters. Ed. 2. N. Y. Doubleday. $1.50. 973 Coffin, C. C. Boys of '76. N. Y. Harper. $2. 973 Coffin, C. C. Old times in the colonies. N. Y. Harper. $2. 973 Fiske, John. American revolution. 2 v. Bost. Houghtoii. $4. 973 Fiske, John. Beginnings of New England. Bost. Hough- ton. $2. i62 THE USE OF BOOKS AND LIBRARIES 973 Fiske, John. Critical period of American history, 1783-89. Bost. Houghton. $2. 973 Fiske, John. Discovery of America. 2 v. Bost. Hough- ton. $4. 973 Fiske, John. Dutch and Quaker colonies in America. 2 v. Bost. Houghton. $4. 973 Fiske, John. New France and New England. Bost. Houghton. $2. 973 Fiske, John. Old Virginia and her neighbors. 2 v. Bost. Houghton. $4. 973 Hamilton, Alexander. The federalist. (Everyman's li- brary.) N. Y. Dutton. Reinforced binding. 50 cents. 973. Parkman, Francis. Conspiracy of Pontiac. 2 v. (Every- man's library.) N. Y. Dutton. Reinforced binding. $1. 973 Parkman, Francis. La Salle aiid the discovery of the great West. (Popular ed.) Bost. Little. $1.50. 973 Parkman, Francis. Montcalm and Wolf. 2 v. (Popular ed.) Bost. Little. $3. 973 Parkman, Francis. Pioneers of France in the new world. (Popular ed.) Bost. Little. $1.50. 973 Pryor, Mrs. S. A. R. Reminiscences of peace and war. N. Y. Grosset. 75 cents. 973 Wilson, Woodrow. Division and reunion, 1829-1889. (Epochs of American history.) New ed. N.' Y. Long- mans. $1.25. Travel and Description. 910 Bullen, F. T. Cruise of the Cachalot. N. Y. Appleton. $1.50. 910 Dana, R. H. jr. Two years before the mast. N. Y. Mac- millan. $2. Another attractively illustrated edition is published by Houghton at $1.50. It may also be had in the Riverside literature series for 60 cents. (Houghton.) 919 Borup, George. A tenderfoot with Peary. N. Y. Stokes. $1.20. 910 Slocum, Josiah. Around the world in the Sloop Spray. N. Y. Scribner. 50 cents. 910 Stockton, F. R. Buccaneers and pirates of our coast. N. Y. Macmillan. $1.50. THE HIGH SCHOOL LIBRARY 163 England. 914 Hawthorne, Nathaniel. Our old home. (Little classics ed). Bost. Houghton. $1. 914 Winter, William. Shakespeare's England. New ed. N. Y. Grosset. 75 cents. Germany. 914 Sidgwick, Mrs. Alfred. Home life in Germany. (Mac- millan standard lib.) N. Y. Macmillan. 50 cents. France. 914 Stevenson, R. L. Inland voyage. (Biographical ed.) Scribner. $1. 914 Stevenson, R. L. Travels with a donkey. (Biographical ed.) Scribner. $1. Italy. 914 Howells, W. D. Italian journeys. Bost. Houghton. $1.50. Russia. 914 Hapgood, I. F. Russian rambles. Bost. Houghton. $1.50. Switzerland. 914 Tyndall, John. Hours of exercise in the Alps. (Every- man's lib.) N. Y. Button. 50 cents. Asia and Africa. 915 Allen, T. G. and Sachtleben, W. L. Across Asia on a bicycle. N. Y. Century. $1.50. 915 Bacon, A. M. Japanese interior. (Riverside school li- brary.) Bost. Houghton. 60 cents. 916 DuChaillu, P. B. Stories of the gorilla country. N. Y. Harper. $1.25. N-orth America. 917.3 Earle, Mrs. A. M. Home life in colonial days. (Mac- millan standard lib.) N. Y. Macmillan. 50 cents. 917.2 Flandrau, C. M. Viva Mexico. N. Y. Appleton. $1.25. 917.3 Hough, Emerson. Story of the cowboy. (Story of the West.) N. Y. Appleton. $1.50. I64 THE USE OF BOOKS AND LIBRARIES 917.8 Lummis, C. F. Some strange corners of our country. N. Y. Century. $1.50. 917.8 Muir, John. Our national parks. Bost. Houghton. $I75- 917.8 Parkman, Francis. Oregon trail. Boston. Little. $2. This edition is illustrated by Remington ; Little pub- lishes another edition without illustrations for $1. 917.1 Wallace, Dillon. Lure of the Labrador wild. Chicago. Revell. $1.50. 917.S Warner, C. D. On horseback; a tour in Virginia, North Carolina and Tennessee with notes of travel in Mexico and California. Bost. Houghton. $1.25. 917.9 White, S. E. The mountains. N. Y. Doubleday. $1.50. South America. 918 Bryce, James. South America. N. Y. Macraillan. $2.50. Biography. 920 Johnston, C. H. L. Famous cavalry leaders. N. Y. Page. $1.50. 920 Plutarch. Lives. (Everyman's lib.) 3 v. N. Y. Dutton. Reinforced binding. $1.50. 920 Yonge, C. M. Book of golden deeds. (Everyman's lib.) N. Y. Dutton. Reinforced binding. 50 cents. Lives of Individuals. Cheney, Mrs. E. D. L. ed. Louisa May Alcott, her life, letters and journals. Bost. Little. $1.50. Antin, Mary. The promised land. Bost. Houghton. $1.75. Autobiography of a Russian immigrant. Froude, J. A. CcBsar, a sketch. N. Y. Harper. 60 cents. Strachan-Davidson, J. L. Cicero and the fall of the Roman re- public. (Heroes of the nations ser.) N. Y. Putnam. $1.50. Jones, F. A. Thomas Alva Edison. N. Y. Crowell. $2. Franklin. Benjamin. His life written by himself, condensed for school use by D. H. Montgomery. Bost. Ginn. 40 cents. Hill, F. T. On the trail of Grant and Lee. N. Y. Appleton. $1.50. Lodge, H. C. Alexander Hamilton. (American statesmen.) Bost. Houghton. $1.25. THE HIGH SCHOOL LIBRARY 165 Huxley, T. H. Autobiography and selected essays ed. by E. S. Simons. (Twentieth century textbooks.) N. Y. Appleton. 40 cents. Morse, J. T. Thomas Jefferson. (American statesmen.) Bost. Houghton. $1.25. Keller, Helen. Story of my life. N. Y. Doubleday. $1.50. White, H. A. Robert E. Lee and the Southern confederacy. (Heroes of the nations.) N. Y. Putnam. $1.50. Bradford, Gamaliel. Lee, the American. Bost. Houghton. $2.50. Morse, J. T. Abraham ' Lmco/«. 2 v. (American statesmen.) Bost. Houghton. $2.50. Gilchrist, B. B. Life of Mary Lyon. Bost. Houghton. $1.50. Seeley, Sir J. R. Short life of Napoleon the First. Bost. Lit- tle. $1.50. Richards, Mrs. L. E. Florence Nightingale. N. Y. Appleton. $1.25. Palmer, G. H. Life of Alice Freeman Palmer. Bost. Hough- ton. $1.50. Abbott, Evelyn. Pericles and the golden age of Athens. (He- roes of the nations.) N. Y. • Putnam. $1.50. Riis, Jacob. Making of an American. (Macm. standard library.) N. Y. Macmillan. 50 cents. Schultz, J. W. My life as an Indian. N. Y. Doubleday. $1.50. Lockhart, J. G. Life of Sir Walter Scott. (Everyman's library.) N. Y. Dutton. Reinforced binding. 50 cents. Lodge, H. C. George Washington. 2 v. (American statesmen.) Bost. Houghton. $2.50. Scudder, H. E. George Washington. (Riverside library for young people.) Bost. Houghton. 75 cents. Literary History and Criticism. 808 Clodd, Edward. Story of the alphabet. (Library of useful stories.) N. Y. Appleton. 35 cents. 808 Lounsbury, T. R. History of the English language. New ed. Holt. $1.25. 808 Perry, Bliss. Study of prose fiction. Bost. Houghton. $1.25. 808 Rawlings, G. B. Story of books. (Library of useful sto- ries.) N. Y. Appleton. 35 cents. i66 THE USE OF BOOKS AND LIBRARIES 8io Pancoast, H. S. Introduction to American literature. N. Y. Holt. $1.12. 8ii Stedman, E. C. Poets of America. Bost. Houghton. $2.25. 820 Moody, W. V. and Lovett, R. M. History of English litera- ture. N. Y. Scribner. $1.25. 820 Pancoast, H. S. Introduction to English literature. Ed. 3. N. Y. Holt. $1.35- 821 Brooke, Stopford. Studies in poetry. N. Y. Putnam. $i75- 821 Brooke, Stopford. Tennyson, his art and relation to modern life. N. Y. Putnam. $2.00. 821 Stedman, E. C. Victorian poets. Rev. ed. Bost. Hough- ton. $2.25. 822 Brooke, Stopford. On ten plays of Shakespeare. N. Y. Holt. $2.25. 822 Dowden, Edward. Shakespeare, his mind and his art. N. Y. Harper. $1.75. 822 Jameson, Mrs. A. B. M. Shakespeare's heroines. N. Y. Macmillan. 80 cents. 822 Matthews, Brander. Development of the drama. N. Y. Scribner. $1.25. 823 Cross, W. L. Development of the English novel. New ed. N. Y. Macmillan. $1.50. 830 Thomas, Calvin. History of German literature. N. Y. Appleton. $1.50. 840 Dowden, Edward. History of French literature. N. Y. Appleton. $1.50. 870 Laing, G. J. ed. Masterpieces of Latin literature. Bost. Houghton. $1. 880 Wright, J. H. ed. Masterpieces of Greek literature. Bost. Houghton. $1. Orations. 825 Burke, Edmund. Speech on American taxation, with speech On Conciliation with America ; Letter to the sherriff of Bristol, ed. by F. G. Selby. (English classics.) N. Y. Macmillan. 70 cents. 808 Cody, Sherwin, ed. Selections from the world's greatest orations. Ed. 3. Chic. McClurg. $1. THE HIGH SCHOOL LIBRARY 167 815 Johnston, Alexander, ed. American orations, re-edited by J. A. Woodburn. N. Y. Putnam. 4 v. $5. 815 Harding, S. B. Select orations illustrative of American history. N. Y. Macmillan. $1.25. (Purchase this if Johnston is too expensive.) 815 Hayne, R. Y. and Webster, Daniel. Great debate between Hayne and Webster on Foote's resolution, ed. by L. Swift, Bost. Houghton. 40 cents. 815 Lincoln, Abraham. Speeches and letters. (Everyman's li- brary.) N'. Y. Button. Reinforced binding. 50 cents. 815 Lincoln, Abraham. Gettysburg address and Bunker Hill oration and other papers; with Carl Schurz's Abraham Lincoln. Bost. Houghton. 40 cents. 815 Webster, Daniel. Orations on Bunker Hill monument. (Eclectic English classics.) N. Y. American Bk. Co. 20 cents. This includes also " The character of Washington " and " The landing of the pilgrims." Poetry. 821 Arnold, Matthew. Poems. (Everyman's library.) N. Y. Dutton. Reinforced binding. 50 cents. 821 Browning, Mrs. E. B. Poems. (Cambridge ed.) Bost. Houghton. $2. 821 Browning, Robert. Complete poetic and dramatic works. (Cambridge ed.) Bost. Houghton. $2.75. 821 Byron, G. G. N. Complete poems. (Everyman's library.) N. Y. Dutton. 2 V. Reinforced binding. $1. 811 Bryant, W. C. Poetical works. N. Y. Appleton. $1.50. 821 Chaucer, Geoffrey. Canterbury tales. (Everyman's li- brary.) N. Y. Dutton. Reinforced binding. 50 cents. 811 Emerson, R. W. Poems and essays. (Riverside literature ser.) Bost. Houghton. 40 cents. 821 Goldsmith, Oliver. Poems and plays. (Everyman's li- brary.) N. Y. Dutton. Reinforced binding. 50 cents. 811 Holmes, O. W. Complete poetical works. (Household ed.) Bost. Houghton. $1.50. 883 Homer. Iliad, tr. into blank verse by W. C. Bryant. (Stu- dent's ed.) Bost. Houghton. $1. i68 THE USE OF BOOKS AND LIBRARIES 883 Homer. Iliad; tr. into prose by Lang, Leaf and Myers. N. Y. Macinillan. So cents. 883 Homer. Odyssey; tr. into blank verse by W. C. Bryant. (Student's ed.) Bost. Houghton. $1. 883 Homer. Odyssey; tr. into prose by G. H. Palmer. Bost. Houghton. $1. 821 Keats, John. Poetical works. (Everyman's library.) N. Y. Dutton. Reinforced binding. 50 cents. 821 Kipling, Rudyard. Collected verse. N. Y. Doubleday. $1.80. 811 Lanier, Sidney. Select poems, ed. by Morgan Callaway, Jr. N. Y. Scribner. $1. 811 Longfellow, H. W. Complete poetical works. (Cambridge ed.) Bost. Houghton. $2. 811 Lowell, J. R. Complete poetical works. (Cambridge ed.) Bost. Houghton. $2. 821 Macaulay, T. B. Lays of ancient Rome and other poems ; and Lays of the Scottish cavaliers by W. E; Aytoun. Bost. Houghton. 40 cents. 821 Milton, John. ' Complete poems. (Everyman's library.) N. Y. Dutton. Reinforced binding. 50 cents. 811 Poe, E. A. Complete poems; ed. by E. C. Stedman and ■ G. E. Woodberry. N. Y. Duffield. $1. 821 Shelley, P. B. Selected poems; ed. by G. H. Clarke. (Riv- erside literature ser.) Bost. Houghton. 50 cents. 821 Spenser, Edmund. Faerie Queene. (Everyman's library.) 2 v. N. Y. Dutton. Reinforced binding. $1. 821 Stevenson, R. L. Poems. (Biographical ed.) N. Y. Scribner. $1. 821 Tennyson, Alfred. Complete poetical works. (Household ed.) Bost. Houghton. $1.50. 871 Virgil, .flineid, tr. into English verse by John Conington. N. Y. Longmans. $1.25. 811 Whittier, J. G. Complete poetical works. (Cambridge ed.) Bost. Houghton. $2. Poetry-Collections. 821 Bates, K. L. ed. Ballad book. Bost. Sibley. 50 cents. 821 Hales, J. W. ed. Longer English poems. N. Y. Macmil- lan. $1.10. THE HIGH SCHOOL LIBRARY 169 821 Palgrave, F. T. ed. Golden treasury. (Golden treasury ser.) N. Y. Macmillan. $1. 821 Percy, Thomas, bp. comp. Reliques of ancient English poetry. 2 v. (Everyman's library.) N. Y. Button. Reinforced binding. $1. 821 Quiller-Couch, A. T. ed. Oxford book of English verse. Oxford. Clarendon Press. $1.90. 821 Wiggin, Mrs. K. D. and Smith, N. A. Golden numbers, a book of verse for youth. N. Y. Doubleday. $2.00. Drama. 822 Lamb, Charles and Mary. Tales from Shakespeare. Ox- ford. Clarendon Press. 50 cents. 822 Shakespeare, William. The following plays in the Rolfe ed. N. Y. American Bk. Co. 50 cents each. All's well that ends well. Antony and Cleopatra. As you like it. Comedy of errors. Cymbeline. Hamlet. Henry IV, V, VI, VIII. Julius Caesar. King John. King Lear. Love's labour's lost. Macbeth. Merchant of Venice. Merry wives of Windsor. Midsummer night's dream. Much ado about nothing. Othello. Richard III. Romeo and Juliet. Taming of the shrew. Tempest. Twelfth night. Two gentlemen of Verona. 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Houghton. 25 cents. 814 Emerson, R. W. Essays, ist and 2d series. (Everyman's library.) N. Y. Button. Reinforced binding. 50 cents. 814 Emerson, R. W. English traits ; Representative men and Other essays. (Everyman's library.) N. Y. Button. Reinforced binding. 50 cents. 814 Holmes, O. W. Autocrat of the breakfast table. (Every- man's library.) N. Y. Button. Reinforced binding. 50 cents. 814 Irving, Washington. Alhambra; il. by J. Pennell. N. Y. Macmillan. 80 cents. 814 Irving, Washington. Sketch book. (Everyman's library.) N. Y. Button. Reinforced binding. 50 cents. 824 Lamb, Charles. Essays of Elia. (Everyman's library.) N. Y. Button. Reinforced binding. So cents. This includes the First and Last Essays of Elia. 814 Lowell, J. R. Books and libraries and other papers ; Be- mocracy. (Riverside literature ser.) Bost. Houghton. 40 cents. THE HIGH SCHOOL LIBRARY 171 814 Lowell, J. R. Fireside travels. Bost. Houghton. $1. 814 Lowell, J. R. My study windows. Bost. Houghton. $2. 824 Macaulay, T. B. Critical and historical essays. 2 v. (Everyman's library.) N. Y. Button. Reinforced bind- ing. $1. 814 Thoreau, H. D. Walden. (Everyman's library.) N. Y. Button. Reinforced binding. 50 cents. 824 Ruskin, John. Sesame and lilies. (Everyman's library.) N. Y. Button. Reinforced binding. 50 cents. Contains also Two paths and King of the golden river. 824 Stevenson, R. L. Familiar studies of men and books. N. Y. Scribner. $1. 824 Stevenson, R. L. Virginibus puerisque. N. Y. Scribner. $1. 824 Thackeray, W. M. Four Georges ; English humourists. Bost. Houghton. $1.50. 814 Warner, C. B. My summer in a garden. (Riverside Al- dine ser.) Bost. Houghton. $1. 814 Warner, C. B. In the wilderness. Bost. Houghton. $1. Fiction. Alcott, L. M. Little women. Bost. Little. $1.50. Aldrich, T. B. Marjorie Baw and other people. (Cambridge classics.) Bost. Houghton. $1. Aldrich, T. B. Story of a bad boy. Bost. Houghton. $1.25. Andrews, Mrs. M. R. S. Perfect tribute. N. Y. Scribner. 50 cents. Austen, Jane. Emma. (Everyman's library.) N. Y. Button. Reinforced binding. 50 cents. Austen, Jane. Mansfield Park. (Everyman's library.) N. Y. Button. Reinforced binding. 50 cents. Austen, Jane. Pride and prejudice. (Everyman's library.) N. Y. Button. Reinforced binding. 50 cents. Austin, Mrs. Jane. Standish of Standish. Bost. Houghton. $1.25. Barrie, J. M. The little minister. (Luxembourg ed.) N. Y. Crowell. $1.50. Barrie, J. M. Peter and Wendy. N. Y. Scribner. $1.50. Black, William. Judith Shakespeare. N. Y. Harper. $1.25. 172 THE USE OF BOOKS AND LIBRARIES Blackmore, R. D. Lorna Doone. (Everyman's library.) N. Y. Dutton. Reinforced binding. 50 cents. Bronte, C. M. Jane Eyre. (Everyman's library.) N. Y. Dut- ton. Reinforced binding. 50 cents. Cable, G. W. Old Creole days. N. Y. Scribner. $1. Bunyan, John. Pilgrim's progress ; illus. by Rhead brothers. N. Y. Century. $1.50. May also be had in Everyman's li- brary. Reinforced binding. 50 cents. Catherwood, Mrs. M. H. Romance of Dollard. N. Y. Century. $1.25. Cervantes, Saavedra Miguel de. History of Don Quixote de la Mancha, tr. by P. R. Motteux. (Everyman's library.) 2 v. N. Y. Dutton. Reinforced binding. $1. Churchill, Winston. The crisis. N. Y. Grosset. 75 cents. Macmillan's $1.50 ed. is preferable. Churchill. Winston. Richard Carvel. N. Y. Grosset. 75 cents. (See note under Crisis.) Collins, Wilkie. The moonstone. N. Y. Harper. $1.25. Connor, Ralph. Black Rock. Chic. Revell. $1.25. Cooper, J. F. The deerslayer. Bost. Houghton. $1. Also in Everyman's library. N. Y. Dutton. Reinforced binding. SO cents. Cooper, J. F. Last of the Mohicans, illus. by E. B. Smith. N. Y. Holt. $1.35. Cooper, J. F. Pathfinder. Bost. Houghton. $1. Also in Ev- eryman's library. 50 cents. Cooper, J. F. Pilot. Bost. Houghton. $1. Also in Every- man's library. 50 cents. Cooper, J. F. Pioneers. Bost. Houghton. $1. Also in Every- man's library, so cents. Cooper, J. F. Prairie. Bost. Houghton. $1. Also in Every- man's library. 50 cents. Cooper, J. F. Spy. Bost. Houghton, so cents. Craik, Mrs. D. M. M. John Halifax, gentleman. (Everyman's library.) N. Y. ■ Dutton. Reinforced binding, so cents. Crockett. S. R. Lilac sunbonnet. N. Y. Appleton. $1.50. Davis, W. S. Friend of Caesar. (Macm. fiction lib.) N. Y. Macmillan. so cents. Davis, W. S. Victor of Salamis. N. Y. Macmillan. $1.50. THE HIGH SCHOOL LIBRARY 173 DeFoe, Daniel. Robinson Crusoe, illus. by E. B. Smith. Bost. Houghton. $1.50. or illus. by Rhead brothers. Russell. $1.50. Dickens, Charles. Bleak house. Bost. Houghton. $1.50. Also in Everyman's library. 50 cents. Dickens, Charles. Christmas books. Bost. Houghton. $1.50. Also in Everyman's library. 50 cents. Dickens, Charles. David Copperfield. 3ost. Houghton. $1.50. Also in Everyman's library. 50 cents. Dickens, Charles. Dombey and son. Bost. Houghton. $1.50. Also in Everyman's library. 50 cents. Dickens, Charles. Martin Chuzzlewit. Bost. Houghton. $1.50. Also in Everyman's library. 50 cents. Dickens, Charles. Pickwick papers. Bost. Houghton. $1.50. Also in Everyman's library. 50 cents. Dickens, Charles. Nicholas Nickleby. Bost. Houghton. $1.50. Also in Everyman's library. 50 cents. Dickens, Charles. Old curiosity shop. Bost. Houghton. $1.50. Also in Everyman's library. 50 cents. Dickens, Charles. Oliver Twist. Bost. Houghton. $1.50. Also in Everyman's library. 50 cents. Dickens, Charles. Tale of two cities. Bost. Houghton. $1.50. Also in Everyman's library. 50 cents.' Doyle, Sir A. C. Adventures of Sherlock Holmes. N. Y. Har- per. $1.50. Or Grosset. 75 cents. Doyle, Sir A. C. Refugees. N. Y. Burt. 50 cents. Doyle, Sir A. C. White company. N. Y. Burt. $1. Dumas, Alexandre. Count of Monte Cristo. (Everyman's li- brary.) 2 V. N. Y. Dutton. Reinforced binding. $1. Dumas, Alexandre. The three musketeers. (Everyman's li- brary.) N. Y. Dutton. so cents. Duncan, Norman. Dr. Grenfell's parish. Chic. Revell. $1. Ebers, G. M, Egyptian princess. N. Y. Crowell. 50 cents. Ebers, G. M. Uarda. N. Y. Crowell. 60 cents. Eliot, George. Adam Bede. (Everyman's library.) N. Y. Dut- ton. Reinforced binding. 50 cents ; or Bost. Little. $1. Eliot, George. Mill on the floss. (Everyman's library.) N. Y. Dutton. Reinforced binding. 50 cents ; or Bost. Little. $1. 7 The Houghton edition is illustrated by Cruikshank, Leech -and others. 174 THE USE OF BOOKS AND LIBRARIES Eliot, George. Romola. (Everyman's library.) N. Y. Dutton. Reinforced binding. 50 cents; or Bost. Little. $1. Eliot, George. Silas Mamer. (Everyman's library.) N. Y. Dutton. Reinforced binding. 50 cents ; or Bost. Little. $1. Ewing, Mrs. J. H. G. Story of a short life. Bost. Heath. 20 cents. Farrar, F. W. Darkness and dawn. N. Y. Longmans. $2. Freeman, Mrs. M. E. W. New England nun and other stories. N. Y. Harper. $1.25. Gaskell, Mrs. E. C. S. Cranford. N. Y. Macmillan. $1.50. Also in Everyman's library. Reinforced binding. 50 cents. Goldsmith, Oliver. Vicar of Wakefield. (Everyman's Hbrary.) N. Y. Dutton. Reinforced binding. 50 cents. More at- tractive is the Cranford edition illus. by Hugh Thomson and published by Macmillan at $2. Hale, E. E. Man without a country. (National ed.) Bost. Little. 35 cents. Harte, Bret. Luck of Roaring Camp. Bost. Houghton. $1.50. Hawthorne, Nathaniel. House of the seven gables. (Wayside ed.) Bost. Houghton. $1. Hawthorne, Nathaniel. Marble faun. (Wayside ed.) Bost. Houghton. $1. Hawthorne, Nathaniel. Twice-told tales. (Wayside ed.) Bost. Houghton. $1. Howells, W. D. Rise of Silas Lapham. (Riverside Hterature ser.) Bost. Houghton. 60 cents. Hughes, Thomas. Tom Brown's school days. (Cranford ed.) N. Y. Macmillan. $2; Everyman's library. Reinforced binding. 50 cents. Hughes, Thomas. Tom Brown at Oxford. (Everyman's li- brary.) N. Y. Dutton. Reinforced binding. 50 cents. Hugo, 'Victor. Les miserables. (Everyman's library.) 2 v. N. Y. Dutton. Reinforced binding. $1. Jackson, Mrs. H. F. M. H. Ramona. Bost. Little. $1.50. 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Reade, Charles. Cloister and the hearth. (Everyman's library.) N. Y. Dutton. Reinforced binding. 50 cents. Scott, Sir Walter. The abbott. Bost. Houghton. $1. Also in Everyman's library. 50 cents. 176 THE USE OF BOOKS AND LIBRARIES Scott, Sir Walter. Bride of Lammermoor. Bost. Houghton. $1. Also in Everyman's library at 50 cents. Scott, Sir Walter. Fair maid of Perth. Bost. Houghton. $1. Also in Everyman's library at 50 cents. Scott, Sir Walter. Fortunes of Nigel. Bost. Houghton. $1. Also in Everyman's library at 50 cents. Scott, Sir Walter. Guy Mannering. Bost. Houghton. $1. Also in Everyman's library at 50 cents. Scott, Sir Walter. Heart of Midlothian. Bost. Houghton. $1. Also in Everyman's library at 50 cents. Scott, Sir Walter. Ivanhoe ; illus. by E. B. Smith. Bost. Houghton. $2.50. Also Houghton $1 and in Everyman's library at So cents. Scott, Sir Walter. Kenilworth. Bost. Houghton. $1. Also in Everyman's library at 50 cents. Scott, Sir Walter. The monastery. Bost. Houghton. $1. Also in Everyman's library at 50 cents. Scott, Sip Walter. Old mortality. Bost. Houghton. $1. Also in Everyman's library at 50 cents. Scott, Sir Walter. Quentin Durward. Bost. Houghton. $1. Also in Everyman's library at 50 cents. Scott, Sir Walter. Redgauntlet. Bost. Houghton. $1. Also in Everyman's library at 50 cents. Scott, Sir Walter. Rob Roy. Bost. Houghton. $1. Also in Everyman's library at 50 cents. Scott, Sir Walter. Talisman. Bost. Houghton. $1. Also in Everyman's library at 50 cents. Scott, Sir Walter. Waverly. Bost. Houghton. $1. Also in Everyman's library at 50 cents. Scott, Sir Walter. Woodstock. Bost. Houghton. $1. Also in Everyman's library at 50 cents. Snedtker, Mrs. C. D. O. The Spartan. N. Y. Doubleday. $1-35. Spearman, F. H. Nerve of Foley and other railroad stories. N. Y. Harper. $1.25. Stevenson, R. L. Black arrow. N. Y. Scribner. $1. Stevenson, R. L. David Balfour. N. Y. Scribner. $1. Stevenson, R. L. Kidnapped. N. Y. Scribner. $1. Stevenson, R. L. Treasure island. N. Y. Scribner. $1. THE HIGH SCHOOL LIBRARY 177 Stockton, F. R. Casting away of Mrs. Leeks and Mrs. Aleshine. N. Y. Century. $1.50. Stockton, F. R. The lady or the tiger. N. Y. Scribner. $1.25. Tarkington, Booth. Monsieur Beaucaire. Chic. McClure. $1.25. Thackeray, W. M. Henry Esmond. Bost. Houghton. $1.50. Also in Everyman's library at 50 cents. Thackeray, W. M. The Newcomes. Bost. Houghton. $1.50. Also in Everyman's library at 50 cents. Thackeray, W. M. Pendennis. Bost. Houghton. $1.50. Also in Everyman's library. 2 v. at $1. Thackeray, W. M. The rose and the ring. N. Y. Macmillan. 50 cents. Thackeray, W. M. Vanity Fair. Bost. Houghton. $1.50. Also in Everyman's library at 50 cents. Thackeray, W. M. The Virginians. Bost. Houghton. $1.50. Also in Everyman's library at 50 cents. Twain, Mark. Dog's tale. N. Y. Harper. $1. Twain, Mark. Huckleberry Finn. N. Y. Harper. $1.75. Twain, Mark. The prince and the pauper. N. Y. Harper. $i-7S- Twain, Mark. Tom Sawyer. N. Y. Harper. $1.75. Vachell, H. A. The hill. N. Y. Dodd. $1.50. Vaile, Mrs. C. M. The Orcutt girls; or. One term at the acad- emy. Bost. Wilde. $1.50. Wallace, Lewis. Ben Hur. N. Y. Harper. $1.50. Weyman; S. J. House of the wolf. N'. Y. Longmans. $1.25. Weyman, S. J. Under the red robe. N. Y. Longmans. $1.25. White, S. E. The blazed trail. N. Y. Doubleday. $1.35. Wiggin, Mrs. K. D. Cathedral courtship and Penelope's English experience. Bost. Houghton. $1. Wiggin, Mrs. K. D. Rebecca of Sunnybrook farm. Bost. Houghton. $1.25. Williams, J. L. Adventures of a freshman. N. Y. Scribner. $1.25. Winthrop, Theodore. John Brent. N. Y- Dodd. 75 cents. Wister, Owen. The Virginian. N. Y. Macmillan. $1.50. Art. 750 Caffin, C. H. A guide to pictures for beginners and stu- dents. N. Y. Baker. $1.25. lyS THE USE OF -BOOKS AND LIBRARIES 770 Taylor, C. M. Why my- photographs are bad. N. Y. Jacobs. $1. - ' 780 Mason, D. G. A gufde to music for beginners and others. N. Y. Baker. $1.25. Amusements. 793 Adams, J. H. ed. Harper's indoor book for boys. N. Y. Harper. $1.75. 793 Gulick, L. H. Healthful art of dancing. N. Y. Double- day. $1.40. 796 Adams, J. H. ed. Harper's outdoor book for boys. N. Y. Harper. $1.75. 796 Camp, Walter. Book of football. N. Y. Century. $2. 796 Graham, John and Clarke, E. H. Practical track and field athletics. N. Y. DufSeld. $1. 796 Kephart, Horace. Book of camping and woodcraft ; a guide for those who travel in the wilderness. Ed. 4. N. Y. Outing. $1.50. S. E. White's Camp and trail is also good. Applied Science Q,nd Useful Arts. _Jnyentions. 608 Baker, R. S. Boy's book of inventions. N. Y. Doubleday. $2. , 608 Williams, Archibald. Romance ;of modern invention. Phil. Lippincott. $1.50. Health' and Hygiene. ' . 613 Gulick, L,' H.^ The efficient life. N. Y. Doubleday. $1.20. 613 Hutchinson,. Wopds. Handbook of health. Bost. Hough- ton. $1.25.' 614 Conn, H. W. . Story of germ life. (Library of useful sto- ries.) N. Y. Appleton. 35 cents. Engineering. 620 Williams, Archibald. . How it is done ; or. Victories of the engineer. N. Y. Nelson. $1.25. 625 Warman, Cy. Story of the railroad. (Story of the west.) N. Y. Appleton. $1.50. THE HIGH SCHOOL LIBRARY 179 Agriculture. 630 Bailey, L. H. Garden making. Ed. 12. N. Y. Grosset. 73 cents. 630 Bessey, C. E., Bruner, L. and Sweezey, D. G. Elementary agriculture. Chic. Ainsworth. 50 cents. 630 Burkett, C. W., Stevens, F. L. and Hill, D. H. Agriculture for beginners. (School ed.) Bost. Ginn. 75 cents. 630 Goodrich, C. L. First book of farming. N. Y. Double- day. $1. 630 Keffer, C. A. Nature studies on the farm ; soils and plants. (Eclectic readings.) N. Y. American Book Company. 40 cents. 630 Wilson, A. D. and E. W. Agriculture for young folks. St. Paul. Webb. $1. 630 Wallace, Henry. Uncle Henry's letters to a farm boy. Ed. 3. N. Y. Macmillan. 50 cents. Domestic Science. 641 Williams, M. E. and Fisher, K. R. Elements of the theory and practice of cookery. N. Y. Macmillan. $1. 645 Daniels, F. H. Furnishing of a modest home. Chic. At- kinson. $1. 646 Patton, Francis. Home and school sewing. N. Y. New- son. 50 cents. 745 Marks, Montague. Home arts and crafts. Phil. Lippin- cott. $1.50. Wireless Telegraphy. 654 Collins, F. A. The wireless man, his work and adventures on land and sea. N. Y. Century. $1.20. 654 Kennelly, A. E. Wireless telegraphy and telephony. Ed. 2. (Present day primers.) N. Y. Moffat. $1. Home Mechanics and Carpentry. 680 Hopkins, G. M. Home mechanics for amateurs. (Scien- tific American ser.) N. Y. Munn. $1.50. 694 Brigham, Louise. Box furniture. N. Y. Century. $1.60. O94 Wheeler, C. G. Shorter course in wood working. N. Y. Putnam. $1.50. i8o THE USE OF BOOKS AND LIBRARIES Science. 500 Williams, Archibald. How it works. N. Y. Nelson. $i.2S. 504 Buckley, A. B. Fairy-land of science. New ed. N. Y. Appleton. $1.50. 504 Burroughs, John. Birds and bees and Sharp eyes. (River- side literature ser.) Bost. Houghton. 40 cents. 504 Huxley, T. H. Select lectures and lay sermons. (Every- man's library.) N. Y. Button. Reinforced binding. 50 cents. 520 Martin, M. E. Friendly stars. N. Y. Harper. $1.25. 530 Archibald, Douglas. Story of the earth's atmosphere. (Li- brary of useful stories.) N. Y. Appleton. 35 cents. 533.6 Rotch, A. L. Conquest of the air. N. Y. Moffat. $1. 537 Meadowcroft, W. H. The A. B. C. of electricity, including wireless telegraphy. Rev. ed. N. Y. Excelsior. 50 cents. 540 Philip, J. C. Romance of modern chemistry. (Romance ser.) Phil. Lippincott. $1.50. 540 Ostwald, Wilhelm and Morse, H. W. Elementary modern chemistry. Bost. Ginn. $1. SSI Dana, J. D. Geological story simply told. N. Y. Ameri- can Bk. Co. $1.15. 571 Clodd, Edward. Story of primitive man. (Library of use- ful stories.) N. Y. Appleton. 35 cents. 580 Parsons, Mrs. F. T. S. D. How to know the wild flowers. New ed. N. Y. Scribner. $2. 582 Pinchot, Gifford. Primer of forestry. 2 v. Wash. Gov- ernment Printing Office. 30 cents. 590 Burroughs, John. Squirrels and other fur bearers. (School ed.) Bost. Houghton. 60 cents. 590 Roberts, C. G. D. Haunters of the silences, a book of animal life. Bost. Page. $2. 590 Seton, E. Thompson. Wild animals I have known. N. Y. Scribner. $2. 595 Comstock, J. H. Insect life. New ed. N. Y. Appleton. $i.75. 596 Blanchan, Neltje, pseud. Bird neighbors. N. Y. Grosset. $1.25. 598 TorrEy, Bradford. Everyday birds. Bost. Houghton. $1. THE HIGH SCHOOL LIBRARY i8r Economics and Government. 304 Roosevelt, Theodore. American ideals and other essays, social and political. N. Y. Putnam. $1.50. 320 Bryce, James. American commonwealth, abridged for schools. N. Y. Macmillan. $1.75. 320 Bryce, James. Hindrances to good citizenship. New Ha- ven. Yale Univ. Press. $1.15. 320 Dole, C. F. Young citizen. Best. Heath. 45 cents. 320 Fiske, John. Civil government in the United States. Bost. Houghton. $1. 320 Hart, A. B. Actual government as appHed under American conditions. Ed. 3. N. Y. Longmans. $2.25. 320 Nordhoff, Charles. Politics for young Americans. N. Y. American Bk. Co. 75 cents. 320 Smith, J. A. Spirit of American government. (Macmillan standard lib.) N. Y. Macmillan. 5° cents. 321 Fiske, John. American political ideas. N. Y. Harper. $1.50. 328 McCall, S. W. Business of congress. (Columbia Univer- sity lectures, George Blumenthal foundation, 1909.) N. Y. Lemcke. $1.50. 330 Cheyney, E. P. Introduction to the industrial and social history of England. N. Y. Macmillan. $1.40. 330 Coman, Katharine. Industrial history of the United States. New and rev. ed. N. Y. Macmillan. $1.50. 330 ,Ely, R. T. and Wicker, G. R. Elementary principles of eco- nomics. N. Y. Macmillan. $1. 331 Addams, Jane. Twenty years at Hull-House. N. Y. Mac- millan. $1.50. 331 Riis, Jacob. Battle with the slum. N. Y. Macmillan. $2. 338 Price, O. W. Boys' • book of conservation. Bost. Small. $1.50. 3SO Wilson, Woodrow. The state. Bost. Heath. $2. 355 Hancock, H. I. Life at West Point. N. Y. Putnam. $1.40. Education. 370 Judson, H. P. Higher education as a training for business. Chic. Univ. of Chicago Press. 50 cents. i82 THE USE OF BOOKS AND LIBRARIES 374 Briggs, L. B. R. Girls and education. Bost. Houghton. $1. 374 Hale, E. E. How to do it. Bost. Little. $i. 374 Hanierton, P. G. Intellectual life. Bost. Little. $i. 374 Paine, H. E. Girls and women. (Riverside library for young people.) Bost. Houghton. 75 cents. 374 Palmer, Mrs. Alice Freeman. Why go to college? N. Y. Crowell. 30 cents. 374 Smiles, Samuel. Self-help. N. Y. American Bk. Co. 60 cents. Folk-Lore. 398 Grinnell, G. B. Blackfoot lodge tales. N. Y. Scribner. $175. 398 Guerber, H. A. Legends of the middle ages. N. Y. Amer- ican Bk. Co. $1.50. 398 Guerber, H. A. Legends of the Rhine. N. Y. Barnes. $1.50. 398 Hull, Eleanor. Boys' Cuchulain ; heroic legends of Ireland. N. Y. Crowell. $1.50. 398 Harris, J. C. Uncle Remus, his songs and his sayings. N. Y. Appleton. $2. 398 Mabinogion. Knightly legends of Wales ; or. The boy's Mabinogion, ed. by Sidney Lanier. N. Y. Scribner. %2. 398 Lanier, Sidney. Boy's King Arthur. N. Y. Scribner. $2. Mythology. 292 Buckley, E. F. Children of the dawn. N. Y. Stokes. $1.50. 292 Bulfinch, Thomas. Age of fable. (Everyman's library.) N. Y. Dutton. Reinforced binding. 50 cents. 292 Hawthorne, Nathaniel. Wonder book, illus. by Walter Crane. Bost. Houghton. $3. Buy this edition if possible. Houghton publishes an edition at 75 cents with the Crane illustrations in black and white. 293 Mabie, H. W. Norse stories retold from the Eddas. Chic. Rand. 40 cents. Chapter XIII AN HISTORICAL SURVEY OF CHILDREN'S LITERATURE Why We Should Know Something of the History of Books for Children. — For those who take a serious interest in the problem of children's reading, there is profit as well as entertainment in a survey of the chil- dren's books of former days. Those who are trying to provide the right reading for all sorts of children will find it helpful to study the qualities in children's books which have kept them alive through many generations of boys and girls. Just as we call upon the .memory of our own childish tastes to aid us in sifting the mass of juvenile literature to-day, so we may turn to the books read by our grandmothers and great-grandmothers to find, under all the changing fashions of speech and thought and custom, those vital qualities which go to make up a child's classic, and keep some of the quaint little volumes of olden time still as dear to childish hearts as in the days of hoopskirt and courtesy. The Beginnings of Literature for Children. — Some writers on the history of children's literature take as their starting point Isaac Watts's Divine and Moral Songs, published in 171 5.' Mrs. Field, however^ in her The Child and His Book, an Account of the History and Progress of Children's Literature in England, begins her record with the times before the Norman Conquest. i84 THE USE OF BOOKS AND LIBRARIES Children's Literature Before 1066. — To be sure, the children's books of those early days hardly coincide with our modern definition of literature for children. They were chiefly lesson books, books written to give instruc- tion, and most of them were probably only available to the pupils in the monastery schools. But this very early period in the history of children's literature is so little known that it is worth while to consider it in beginning our survey. Aldhelm. — The author whom Mrs. Field notes as the first to write a book which was definitely intended for young people was Aldhelm, Abbot of Malmesbury, living in the seventh century. This book was called De Septe- nario, de Metris, ^nigmatibus, ac Pedum Regulis, ac- cording to Henry Morley, " first citing the numerous examples of the Scriptural use of the number Seven, adding to this a small treatise on Latin Prosody, which passes into the form of a dialogue between pupil and teacher; and then presenting to the pupil in Latin hexameter a collection of enigmas, which he is asked to solve and scan.^ . . . After the enigmas the dialogue is resumed and in reply to the questions of Discipulus, Magister, tells of the rules governing the feet of Latin metres, closing with a final section upon Prosody in general." ^ Bede and Alcuin. — To the Venerable Bede, born in 672, are attributed various school texts on grammar, rhetoric, and music, and Alcuin, who was born about the time of Bede's death, probably 735, and who became a resident of Charlemagne's court, followed Bede's ex- 1 That on the pen De penna scriptoria, with a. translation into English is given in Morley's English writers, v. 2, p. 136-7. 2 Ibid., V. 2, p. 135-37. CHILDREN'S LITERATURE 185 ample. With Alcuin the dialogue was a popular form. He employed it for his grammar, which was divided into two parts; the first, a dialogue between Alcuin and his pupils on philosophy and liberal studies in general, the other, a dialogue on grammar between two boys, one a Saxon, and one a Frank. Another dialogue is called the Disputation of Pepin, the Most Noble and Royal Youth, with Albinus, the Scholastic. Here the author ranges rapidly over wide territory in such fashion as the follow- ing: Pepin. What is water? Albinus. A supporter of life; a cleanser of filth. Pepin. What is fire? Albinus. Ex- cessive heat ; the nurse of growing things ; the ripener of crops. Pepin. What is cold? Albinus. The febricity of our members. Pepin. What is frost? Albinus. The persecutor of plants ; the destruction of leaves ; the bond of the earth; the source of waters. Pepin. What is snow? Albinus. Dry water. Pepin. What is the win- ter? Albinus. The exile of summer. Pepin. What is the spring? Albinus. The painter of the earth. Pepin. What is the autumn? Albinus. The barn of the year.^ The fact that almost the first use a child makes of lan- guage and the power of speech is to ask a constant series of questions, seems to suggest a psychological reason un- derlying these early dialogues. ^LFRic's Colloquy. — Toward the end of the tenth century we find one of the most interesting of these early books for young people in .^Elfric's Colloquy. It was written while the author was teaching in the monastery at the town of Winchester — still famous for its boys' school. The book, according to Henry Morley in Eng- lish Writers (v. 2., p. 311), " was, by making the disciple 3 West's Alcuin, c, 1892, p. 107. i86 THE USE OF BOOKS AND LIBRARIES who begs to be taught, answer questions on his own occupation and the various trades of his companions, to introduce into a not very long lesson book, the Latin for the greatest possible number of words applicable to the different pursuits of common life." Incidentally, of course, it illustrates manners and customs of the day, the life of the oxherd, the cook, etc., the customary diet of young people, and other details of their daily life. Fifteenth-Century Rhymed Treatises. — The books mentioned and the others of the period were writ- ten in Latin. Occasionally, as in the Colloquy, there is an interlinear translation into Anglo-Saxon. Xot till the fourteenth century do we find English used to any extent as a written langxiage. During the fifteenth cen- tury, treatises in rhyme became very popular, instruc- tion in all sorts of subjects, from Latin grammar to re- ligion, being given in this way. Most of the treatises on manners and morals, and they are numerous, are ad- dressed to young people, though servants are not forgot- ten. It is probable, however, that these treatises reached only a limited class, for book making at this time was too costly for any but the members of the higher classes, and those connected with wealthy houses, to own or to have access to books. The instruction, too, in the main, seems to be addressed to the boys of noble family, who were brought up in the houses of other nobles, serving first as page, then as esquire, which rank in its turn led to knighthood. Dr. Furnivall in vol. 32 of the Early English Text Society Publications has preserved a num- ber of these quaint manuals. The Babees Boke. — Most familiar perhaps by name, is The Babees Boke; or, A lytyl Reporte of how Young People should behave, its date, about 1475. The writer CHILDREN'S LITERATURE 187 begins by stating that his book is only for young people,' " babees yonge," and, after an introduction of fifty-six lines, proceeds in the remaining one hundred and sixty, to set forth the " whole duty of children." They are to look at people who speak to them and listen until they have finished without letting their eyes wander about the house. Until they are told to sit down, they are to stand quietly, not " leaning on a post," or fingering anything, are not to turn their backs to any one nor interfere when their lord or lady are talking about the household. Especially are young people cautioned as to their table manners : they are not to lean on the table, or fill their mouths too full or eat with their knives, or cut their food like farm labourers ! The Boke of Curtesye. — The Boke of Curtesye, which was well known before the introduction of print- ing, dating from about 1460, consists of eight hundred and forty-eight rhymed lines, divided into three books. The first book describes the correct behavior for a young gentleman who dines at the house of a nobleman, the proper way to enter the room and greet his host, and then detailed rules for table manners similar to those in the Babees Boke. The second book gives moral ad- vice and instruction, and the third book sets forth in much detail the duties of all the officers of a great household, porters, cooks, carvers, ushers, etc., all of which was doubtless illuminating and useful to the young page who wished to rise in his master's service. For many of these household and even menial tasks fell to the share of the lads, noble in birth though they might be, who were brought up as pages in noblemen's houses. CaxTon's Book of Curteseye. — Another Boke of Curteseye, called, to distinguish it, Caxton's Book of i88 THE USE OF BOOKS AND LIBRARIES Curteseye, was printed by Caxton, about 1477. thus indi- cating the popularity of these treatises. It is noticeable because in addition to the usual rules for behavior at table, in church, and when serving at meals, the author suggests the books which " Lytyl John," to whom the poem is addressed, should read. To quote from Dr. Fumivall's preface to the reprint in the Early English Text Society papers (Extra series, vol. 3), " It was very pleasant to come off the directions not to . . . burnish one's bones with one's teeth, to the burst of enthusiasm with which the writer speaks of our old poets." " Lytyl John "' is bidden to read Gower, " Hym to rede shall give you corage He is so full of fruyt, sentence and langage." Occlif (Occleve), Father Chaucer, Lydgate, these writ- ers who " reaped the fresshe fields," gathered up the " faire flowers " and the " treasure and richness of silver words," until he who would have the same, " Must of hem begge, ther is no more to saye For of oure toung they were both locke and key." It is interesting to note, in passing, this early appearance (1477) of the familiar complaint often heard in our own day, viz., that all the really gifted writers are dead and gone! Line 238 in the Caxton Book of Curteseye bids the reader, " Remember well that maners maketh man." It is reassuring to know that a goodly number of writers were thus endeavoring to inculcate the niceties of social intercourse. But some of the sins of omission and com- mission which they warn against make us shudder to CHILDREN'S LITERATURE 189 think what the " unmade " child or man must have been like. Stans Puer ad Mensam. — Stans Puer ad Mensam (The Page Standing at the Table), about 1430, at- tributed to Lydgate, also addresses the page in a noble household and contains similar advice on table manners and general behaviour. Other books of this class were, The Lytylle Children's Lytil Boke, about 1480, the Boke of Nurture and Schoole of Good Manners, by Hugh Rhodes " of the Kinges Chappell," so popular that it was printed at least five times, the last in 1 577 ; and another Boke of Nurture, by John Russell, usher to Humphrey, Duke of Gloucester, written about the middle of the fif- teenth century.* One of the most popular of these manuals was the Schoole of Vertue and Booke of Good Nourture for Chyldren and Youth to Learne their Dutie By, written by F. S. Seager, 1577. " If any require any other little booke meet to enter children ; the Schoole of Vertue is one of the principall, and easiest for the first enterers, being full of precepts of civilitie, and such as children will soone learne and take delight in thbrow the roundnesse of the metre. ^ Simon's Lesson of Wysedom. — One of the most at- tractive of these treatises, because of its naivete, is Simon's Lesson of Wysedom for all Manner Chyldryn. In its one hundred and two lines it seems to warn against every possible fault that a child could commit — throw- ing stones at dogs, horses and hogs, playing in church, tumbling in wells and brooks, losing books, cap, and gloves, soiling his clothes, telling untruths, being only 4 See Early English text society publications. Vol. 32. 5 John Brinsley. Grammar schoole of 1612, quoted by Furnivall in K. E. T. S. Pubs. Vol. 32, Foreword, p. cxiii. 190 THE USE OF BOOKS AND LIBRARIES a few of the offences mentioned. Some of the Hnes read thus : " And, chyld, worship thy fader and thy moder, And look that thou greve neither one nor the other. But ever among thou shalt knele adowne, And ask their blessing and their benesoun And, chyld, kepe thy clothes fayre and clene. And let no fowle fylth on them be sene. Chyld, climb thou not over house nor walle For no frute, bryddes, nor balle And, chyld, when thou goest to play, Loke thou come home by lyght of day. And, chyld, I warn thee of another matter, Loke thou kepe thee wel from fyre and water; And be ware and wyse how thou lokys Over any brynk, welle, or brokys ; " The author then suggests a reward for diligence, — " And, chyld, rise by tyme and go to schoole. And fare not as a Wanton fool, And lerne as fast as thou may and can. For our Byschop is an old man. And therfor thou must lerne fast If thou wilt be byschop when he is past." After mentioning the dire penalties which children will bring upon themselves by failure to profit by these in- structions, the writer concludes, " Thus may ye all be ryght gode men, God graunt you grace so to preserve yow, Amen ! " " The Girls Not Forgotten. — That the girls were not neglected is showri by a manuscript of about 1430 6 Copied with slightly altered spelling from E. E. T. S. Pubs. Vol. 32, p. 399-402. A partial and modernized version may be found in E. V. Lucas's Book of verses for children. CHILDREN'S LITERATURE 191 entitled How the Good Wife Taught her Daughter, and by a French book, translated and printed by Caxton, called. The Booke of the Enseynments and Teachynge that the Knyght of the Toure made to his Daughter/ The Birched Schoolboy. — A little poem called " The Birched Schoolboy," date about 1500, while probably not written for children, presents in a life-like fashion what must have been the feelings of many a small scholar suf- fering under the discipline of a fifteenth century school- master; and, indeed, the complaint over school on Mon- day has a strangely modem sound. " On Monday in the morning when I shall ryse, At VI of the clock, it is the gise (way) To go to school without a-vise I had lever go XX mile twyse ! What availeth me though I say nay?" In the last stanza, the boy, punished for truancy, con- soles himself in true child fashion by drawing an im- aginary picture of a fitting fate to befall his tyrant: " I wold my master were an hare, And all his bookes houndes were And I myself a joly huntere: To bloue my horn I wold not spare ! For if he were dede I wold not care. What vayleth me though I say nay?"* The Ballads. — Another class of literature though not written for children, doubtless contributed to their pleasure and amusement. Ballads circulated freely among the common people and must have appealed to the younger members of society as much as to the 7 E. E. T. S. Pubs., vol. 32, and Mrs. Field's Child and his book, p. 46-7. 8 E. E. T. S. Pubs., vol. 32, p. 403-4. Also quoted in part in Field, p. 86. 192 THE USE OF BOOKS AND LIBRARIES grown-people. Among these ballads were: Bevis, Adam Bell, Guy of Warwick, Friar Bacon and Friar Bungay, the Robin Hood series, and many others. Gold- smith mentions some of them in the Vicar of Wakefield. "The tale went round, he (Mr. Burchell) sang us old songs, and gave the children the story of the Buck of Beverland, with the history of Patient Grissell, the ad- ventures of Catskin, and then Fair Rosamond's Bower." " It was these ballads which formed many of the chap- books — the little cheaply made, rudely illustrated tracts which were so popular fluring the seventeenth and eight- eenth centuries. It must be kept in mind that the chap- books were not written for children, but it is significant, as Mrs. Field points out, that those stories which have survived the longest are those which appeal most strongly to children, as Jack the Giant Killer, The Babes in the Wood, Tom Thumb, and others still familiar in the nursery. The Hornbook. — Towards the end of the sixteenth century a new feature appeared in children's literature with the invention of the hornbook, and we find for the first time provision made for the children to handle their own books. Heretofore, even the school books were probably kept pretty closely in the masters' hands. The hornbook was the first attempt at making something less perishable and precious. Its appearance is familiar to us in pictures : a sheet containing the alphabet, mounted on an oblong piece of wood with a handle, and covered with transparent horn. There was usually a hole in the wooden frame so that it might be hung from the child's girdle. " The sheet which in ancient times was of vellum and latterly of paper, contained first a large 9 Vicar of Wakefield, chap. 6. CHILDREN'S LITERATURE 193 I ^ r a t r u, f a,. ^^ i c? -d ^ i «tf eb ib »b u!) "fia-bf m ha bit y a^S eel )hMMM M It 93 atJ ati - be- ciwe iti ^ar fj) ^^' U is in §fa Den .'(g\4je D;^ tVi^ tia^ a\4r MJ ^^ Illustration 8 194 THE USE OF BOOKS AND LIBRARIES criss-cross (or, Christ's Cross) from which the horn- book was called the Christ-cross row, or criss-cross row. The alphabet in large and small letters followed. The vowels then formed a line and their combinations with the consonants were given in tabular form. The usual exorcism, ' In the name of the Father, and of the Son, and of the Holy Ghost, Amen ' — followed, then the Lord's Prayer, the whole concluding with the Roman numerals." ^" The hornbook is mentioned in Love's Labour's Lost and in The Schoolmistress by Shenstone. The Battledore. — About 1770, some authorities say earlier, appeared a variation of the hornbook, called a battledore. This was of cardboard, made in three leaves which folded together. It " contained easy reading les- sons and little wood cuts, besides the alphabets, numerals and so forth, but never any religious teaching. Xow and then a short fable or didactic story appears." ^^ The inventor was Benjamin Collins of Salisbury. Bat- tledores were very popular, they sold in large numbers and were printed as late as 1840.^- The Orbis Pictus. — During the sixteenth and seven- teenth centuries many new school books were written. To describe them in detail would turn this chapter into a history of education rather than a survey of children's literature. We mention only one, and that because it is often called " the first picture book for children.'" This is the Orbis Pictus, or. The World in Pictures, written by Comenius in 1657 in German and Latin. It was translated by Hoole into English in 1658. In the preface the author declares that his purpose is " to entice 10 Encyclopedia Britannica. 11 Field. The child and his book, p. 121. 12 Ibid., pp. 122. CHILDREN'S LITERATURE 195 witty children " and expresses the hope that by this book " the scare crows may be taken away out of Wis- dom's garden." Each object in the picture was given a number and the name of the object was then given in Latin and in the vernacular. It was very popular and many editions were issued. Puritan Times. — In the seventeenth century what little literature there was for children assumed a stem and gloomy tone. James Janeway, writing about the middle of the century, gives us, The Token for Children, an Exact Account of the Conversion, Holy and Exem- plary Lives and Joyful Deaths of Several Young Chil- dren, and several similar works. The following is a sample of his verse : " When by spectators I am told What beaut)- doth adorn me, Or in a glass when I behold How sweetly God did form me Hath God such comeliness bestowed And on me made to dwell. What pity such a pretty maid As I should go to Hell ! " " Other books of this period were Divine Blossoms, Prospect or Looking Glass for Youth, by Francis Cokain.^* The Apprentice's Companion, containing " plain and useful directions for servants, especially ap- prentices, how to perform their particular duties to their masters, so as to please God, and discovering such sins and vices which are the common hindrances to them herein. With some examples of God's judgments upon such as have taken ill courses. Together with prayers 13 Ibid., p. 188. 1+ See ibid., p. 191-92 for full title covering 12 lines. 196 THE USE OF BOOKS AND LIBRARIES and devotions for Morning and Evening. To which is added a short and familiar Method of Arithmetic and some copies of the most useful writing hands." ^° An- other is Youth's Divine Pastime, consisting of " forty remarkable Scripture Histories turned into common Eng- lish verse. With forty Curious Pictures proper to each story. Very delightful to the virtuous employing the Vacant Hours of Young Persons, and preventing vain and vicious Divertisements. Together with several Scripture Hymns upon divers occasions." BuNYAN. — The Pilgrim's Progress though not writ- ten for the young must have been welcomed by many a child of that day as light literature, after these ac- counts of virtuous and short lived infants. And no doubt Bunyan's masterpiece was a greater favorite than the book which he wrote with young people in mind, called .Divine Emblems ; or. Temporal Things Spirit- ualized; fitted for the use of boys and girls (at least he does not call them Young Persons!). The lines on the frog serve as a fair illustration: " The frog by nature is both damp and cold, Her mouth is large, her belly much will hold. She sits somewhat ascending, loves to be Croaking in gardens though unpleasantly. COMPARISON " The hypocrite is like unto this frog ; As like as is the puppy to the dog: He is of Nature cold, his Mouth is wide To prate, and at true goodness to deride. He mounts his head, as if he was above The world, when yet 'tis that which has his love. And though he seeks in Churches for to croak, He loveth neither Jesus nor His Yoke." 15 Ibid., p. 195-6. CHILDREN'S LITERATURE 197 Emblems. — " Emblems " were a popular form of lit- erary expression in the seventeenth and eighteenth cen- turies and their vogue lasted through the early years of the nineteenth. Those of Quarles, George Herbert, and Richard Crashaw are rightly famous, but there were numbers of less gifted writers whose efforts were di- rected particularly towards children. An example is a little volume entitled, Choice Emblems, Natural, His- torical, Fabulous, Moral and Divine for the Improvement and Pastime of Youth, displaying the Beauties and Mor- als of the Ancient Fabulists : the Whole calculated to convey the Golden Lessons of Instruction under a new and more delightful Dress. For the Use of Schools. Written for the Amusement of a young Nobleman (who, poor child, is discovered on referring to the preface, to have been "not more than nine years old"!). This work reached an nth edition in 1812. Each emblem consisted of a wood-cut, a description in verse, with a moral, an amplification of the description in prose, and the application. In America. — The few books written, with children in mind, on this side of the Atlantic were either reprinted^ from the English books or were native products tinged by the same, or even greater gloom. We can guess what they were like from the titles: Godly Children their Parents' Joy; Young People Warned, the Voice of God in the Late Terrible Throat Distemper ; A Dying Father's Legacy to an Only Child ; and Cotton Mather's Token for the Children of New England, examples of children in whom the fear of God was remarkably budding before they died, added as a supplement to Janeway's Token for Children. The American Token for Children, Mr. Charles Welsh tells us, in his Early History of Chil- 198 THE USE OF BOOKS AND LIBRARIES dren's books in Xew England ^^ was printed in Boston in 1700, from the English book by Janeway. Janeway's book itself was also extremely popular in America as well as another English book by Thomas White, called The Little Book for Little Children. This was first pub- lished in 1702 and contained among much that was mor- bid and gloomy, the famous, " A was an Archer." The New England Primer. — Sometime during the seventeenth century, probably about 1691, appeared the first edition of the famous New England Primer, which was reissued well into the nineteenth century. It is too well known to need description, first the alphabet with its rhymed couplets and triplets, from, " In Adam's fall We sinned all " to " Zaccheus he Did climb a tree His Lord to see," then the Lord's Prayer, the Creed and Catechism, some of Watts's Hymns, John Cotton's Spiritual Milk for American Babes, and ending with the famous Dialogue between Christ, a Youth and the Devil. Fairy Tales. — Such were the books that were written for the children of the seventeenth century, but it is con- soling to remember that to this period belong also the charming fairy tales of Charles Perrault (1628-1703), *' that pleasant fountain-head of fairy tales," " and count- ess d'Aulnoy (1650- 1705). Written with the French Court in mind, Cinderella, Valentine and Orson, Beauty and the Beast, and others, as well as many folk-tales of 16 New England Magazine, n.s., v. 20, p. 147-60, April, 1899. 17 Andrew Lang. Books and bookmen, 1892, p. 22. CHILDREN'S LITERATURE 199 English origin were published in the Chapbooks spoken of on page 192 and so became accessible to the children. John Newbery.— About the middle of the eighteenth century we come upon a striking figure in the history of children's literature, John Newbery, called by Gold- smith ■' the philanthropic bookseller of St. Paul's Church- yard, who has written so many little books for chil- dren." ^^ Goldsmith, himself, is known to have written a number of books for Newbery and while we cannot tell certainly which are to be attributed to him, most critics agree that the History of Margery Two-Shoes is Gold- smith's work. This was published in 1765 and may be called the first real children's story. The telling has the chann of humour and naturalness and it is still a favourite. Newbery published the first collection of Mother Goose Rhymes and Goldsmith is thought to have edited them. Pr. Johnson also wrote for Newbery and with the help of these two and other less distinguished contributors, Newbery published hundreds of little vol- umes. They were not all of the same rank as Goody Two-Shoes, but they were very popular and Newbery was so well known that we find allusions to him in the works of many writers. Leigh Hunt in The Town, writes of him with enthusiasm as one of his boyhood memories. " The most illustrious of all booksellers in our boyish days, not for the great names, nor for his dinners, nor for his riches that we know of, nor for any other full-grown celebrity, but for certain little penny books, radiant with gold and rich with bad pictures, was Mr. Xewbery, the famous children's bookseller at the corner of St. Paul's Churchyard and Ludgate Street." ^^ 18 There is a fuller description of him in the Vicar of Wakefield, chap. 18. 19 Hunt. The town, 1889, p. 53. 200 THE USE OF BOOKS AND LIBRARIES Southey was presented as soon as he could read, with a series of Xewbery's six penny books for children : Goody Two-Shoes, Giles Gingerbread, and the rest, re- splendent in flowered and Dutch gilt paper.'" Miss Yonge speaks of The Village School, Jemima Placid, Life and Perambulations of a Mouse, and Keeper's Travels, as " the elite of the St. Paul's Churchyard litera- ture." Of the third. Miss Yonge says: "We should like to know who was the author of the Perambula- tions for it certainly obtained the sort of lodgement in our minds that has generally been unconsciously taken possession of by works of real inherent talent." -^ It is now known that this book, with Jemima Placid and many other little stories were written for Newbery by a lady named Dorothy Kilner. Newbery's Advertisements. — Newbery was not only a book seller but he dealt also in patent me.dicines and his method of making one part of his stock in trade advertise the other, and in fact his whole system of advertising was nothing short of genius. Thus in Goody Two Shoes, little Margery's father was " seized with a violent fit of fever in a place where Dr. James's powder was not to be had and where he died miserably." Some of the notices of Newbery's books are ingenious enough to be quoted. In 1744: "According to Act of Parhament (neatly bound and gilt) a little pretty pocketbook in- tended for the instruction and amusement of little Master Tommy and pretty Miss Polly with an agreeable letter from Jack the Giant Killer, the use of which will infal- libly make Tommy a good boy and Polly a good girl. 20 Dowden. Southey. (English men of letters ser.) p. lo. 21 Yonge. Children's literature of the last century. In Living Age, V. 102, p. 373-80, Aug. 7, 1869. CHILDREN'S LITERATURE 201 Price of this book alone Six Pence or with a ball and pincushion Eight Pence. To the whole is prefixed a letter on Education addressed to all parents, guardians, and governesses, etc., wherein rules are laid down for making children strong, healthy, virtuous, wise and happy." In 1755: "This day was published Nurse Truelove's Xew Year's Gift, the book of books for chil- dren, adorned with cuts and designed as a present for every little boy who would become a great man and ride upon a fine horse, and for every little girl who would become a great woman and ride in a lord-mayor's gilt coach. Printed for the author who has ordered these books to be given gratis to all little boys and girls at the Bible and Sun in St. Paul's Churchyard, they paying for the binding, which is only two pence each." And an- other : " The Philosophers, Politicians, Necromancers and the learned in every faculty are desired to observe that on the first of January being New Year's day (oh, that we may all lead good lives!) Mr. Newbery intends to publish the following important volumes, bound and gilt, and hereby invites all his little friends who are good, or intend to be good, to call for them at the Bible and Sun in St. Paul's Churchyard, but those who are naughty to have none." Then follows a list of the books. ^- Many of Newbery's books were reprinted in America, chiefly by Isaiah Thomas of Boston and Worcester (1749-1831) and the very advertisements were taken over, edited to suit an American public. The Didactic Age. — The latter part of the eighteenth and early part of the nineteenth centuries may be called the didactic age in children's literature. The children's 22 See Welsh. Early history of children's books in New England. In New England Magazine, n.s. v. 20, p. 147-60, April, 1899. 202 THE USE OF BOOKS AND LIBRARIES books written during this period were largely inspired by the impetus given to child-study by Rousseau, and, wooden as they seem now, marked an advance over the writers of the Janeway-Mather school, to whom the child was interesting only as a soul to be saved. Since Rous- seau preached the development of the " natural man " as the purpose of education, the Httle heroes and heroines of the didactic writers were left to exercise their moral judgment and to abide by the consequences. Thus Rosa- mond, in Miss Edgeworth's story is allowed by her Spartan mamma to choose between the purple jar in the chemist's shop and the shoes she really needs, only to find that the beautiful color disappears when the fluid is poured out and that she is deprived of an anticipated outing with her father, because her old shoes are too shabby to be worn on the street. In all the stories of the period the virtuous infant infallibly prospers, the bad child comes to an appropriate downfall, thus pointing a somewhat dubious moral. But while we condemn this teaching as faulty and conducive to priggishness, we find admirable qualities in the best of these stories. They are natural, full of realistic detail, while the plots and incidents are well within the range of a child's experi- ence. Thomas Day. — In 1783 appeared one of the most famous books of this school, Sandford and Merton, by Thomas Day. This loilg tale of good little Harry and bad little Tommy and their very informative tutor, Mr. Barlow, seems dull enough to us, but no doubt was wel- come to children of that day with their meagre supply of books. At least they could skip Air. Barlow's homi- lies and read the History of Leonidas, King of Sparta, Sophron and Tegranes, Cyrus and the Coats or An- CHILDREN'S LITERATURE 203 drocles and the Lion. The extracts from Plutarch's Lives, Xenophon's Cyropedia and other works inserted by the author must have proved the most interesting part of the book.^^ Day was a warm friend of the Edge- worth family. He and Mr. Edgeworth were one in their admiration for Rousseau and in their opinions on the training of youth. In his writings for children Mr. Edgeworth attempted to work out his and Day's joint educational theories. The results would have been drier than they were had it not been for Mr. Edgeworth's daughter, Maria, " whose bright Irish wit," to quote Mrs. Field, " had a hankering after nonsense to make sense work well." Maria helped her father in the writ- ing of Practical Education (1798), and Plarry and Lucy, begun by him to encourage the teaching of natural sci- ence, was finally given to his daughter to finish. Her best known and most successful books for children are The Parents' Assistant, published in 1796, and The Moral Tales, published in 1801. The stories in these two works were first tried on Maria's brothers and sis- ters. As the next to the oldest of nineteen children (Mr. Edgeworth was married four times), Maria had considerable opportunity for testing her stories. Opinions dififer in regard to Miss Edgeworth as a writer for children. Sir Walter Scott was a warm admirer of her stories. Ruskin, though he objected to her system of material rewards and punishment, as likely to be misleading as an interpretation of life, says of her : " I can read her over and over again, without ever tiring ; there's no one whose every page is so full and so de- 23 Day's experiment of bringing up two orphan girjs, with the purpose of taking for his wife the one who best profited by his educational theories is more interesting than his boolcs. See Dictionary of national biography. 204 THE USE OF BOOKS AND LIBRARIES lightf ul ; no one who brings you into the company of pleasanter or wiser people ; no one who tells you more truly how to do right." ^' Charlotte Yonge declares that the minor morals of life have never been better treated." Lady Ritchie, Thackeray's daughter, tells how her father read the Little Merchants aloud to her, and how the characters in The Parents' Assistant became her daily, familiar companions from that day forth.^^ Agnes Rep- plier compares " foolish, warm-hearted, impetuous little Rosamond " and her purple jar with Miss Alcott's Rose in Eight Cousins, not altogether to the advantage of the latter," while Mr. E. V. Lucas in the preface to his Old Fashioned Tales, calls The Basket Woman one of the best stories for children that has been written. Ed- ward Salmon, writing in the Nineteenth Century in 1887 voices the extreme opinion of the other side when he declares that there is " no pathos, no humour, little true sympathy in her children's stories.'' ^' Mrs. Barbauld. — Another well-known writer of the didactic school was Mrs. Barbauld (1743- 1825), who wrote Early Lessons for Children, Hymns in Prose for Children, and others. She is best known, however, by Evenings at Home, written in collaboration with her brother. Dr. Aiken. Of this Miss Yonge says, " Every chapter conveyed some clearly defined bit of instruc- tion." =» Mrs. Sarah Kirby Trimmer (1741-1810), who has been called the parent of the didactic age in England, 24 Ethics of the dust. 25 Children's literature of the last century. Liv. Age, •/. 102, p. 613. 20 Preface to The parents* assistant. Macmillan. 1903. 27 Repplier. What, children read. Atl. M. b. 59. p. 23-32, Jan., 1887. 28 Liv. Age. V. 175, p. 323. 20 Ibid., V. 102, p. 376. CHILDREN'S LITERATURE 205 wrote a long list of books for children. Influenced by Rousseau and his disciple, Mme. de Genlis, oft the one hand, she was also closely identified with the movement for teaching the poor children by means of the Sunday Schools. The Sunday School Movement was started by Robert Raikes (1735-1811). His first Sunday School was opened in 1780; in 1786, largely through Airs. Trim- mer's efforts, one was opened at Brentford, her home. Henceforth her writings consisted chiefly of books for use in the Sunday Schools. But it is not for her Easy Introduction to the Knowledge of Nature (1782) nor for her religious writings that !Mrs. Trimmer is best re- membered, but for her Story of the Robins, originally known as Fabulous Histories (1789). This book is still reprinted. It is interesting as one of the first attempts to instil in children a spirit of kindness toward animals. Verse Writers. — If Miss Edgeworth, Mrs. Trimmer and the rest were teaching moral and religious lessons in prose, the writers of verse were no whit behind them. Jane and Ann Taylor in their Original Poems for Infant Minds, published in 1804, sought to emphasize lessons of truthfulness, generosity, honesty, and neatness. Many of the verses of the Taylor sisters have real merit, and children still enjoy the accounts of meddlesome Matty, heedless Eliza, Lucy, the Chatterbox, and others, and the dire retribution which befell them. !Mrs. Elizabeth Turner, author of the Daisy : or. Cautionary Stories in Verse, Adapted to the Ideas of Children from Four to Eight Years Old, and the companion volume. The Cow- slip, is not so well known as the Taylors ; on the whole, her verse has less of the poetic quality, but her portraits of old-fashioned boys and girls are quaint and pleasing. For example : 2o6 THE USE OF BOOKS AND LIBRARIES " Miss Lucy was a charming child, Who never said I won't When little Dick her playthings spoiled She said, ' Pray, Dicky, don't ! ' He took her waxen doll one day And banged it round and round ; Then tore its legs and arms away And threw them on the ground. His good Mamma was angry quite, And Lucy's tears ran down But Dick went supperless that night And since has better grown." ?" Blake's Songs of Innocence. — Since the poetry written for children at this period might be characterized by the following verse taken from The Child's Keepsake, published in Boston in 1854: " My dear little readers the moment you look At the pictures and poems contained in this book You'll see 'tis a volume intended for you To guide your young hearts to the good and the true." ^'^ it is with almost a shock of astonishment that we come upon Blake's Songs of Innocence (1787). With its wonderful imagery and poetic quality it seems strangely out of place amid the conventional, didactic writing of the period. Religious Books and Sunday School Stories. — The didactic school, with its moral, educational and religious tendencies persisted well into the nineteenth century. Mrs. Sherwood, author of the Fairchild Family, Little Henry and His Bearer, The Child's Pilgrim's Progress, and other stories, in England ; and in America, Elizabeth 30 From The daisy. Reprinted in 1899. Cornish Brothers, Birmingham, Eng. 31 Quoted by a writer in the Nation, v. 87, p. 307-8, Oct. i, 1908. CHILDREN'S LITERATURE 207 Wetherell (Susan Warner) with her. Wide Wide World, and Queechy, are followers of the third line. The Wetherell books, though religiously sentimental in the extreme, have a certain turn for the description of every day things which places them above the mass of religious stories and " Sunday School books " written in America during the nineteenth century. Miss Yonge draws a dis- tinction between the " religious tale, over-loaded with controversy and with a forced moral," and " the tale constructed on a strong basis of religious principle, which attempts to give a picture of life as it really is seen by Christian eyes." To the former group belong the Elsie books, the Pansy books, and other similar series ; while Miss Yonge's own stories are happy examples of the second kind. Descendants of the Moral and Educational Writ- ers. — Mrs. Marcet with her " Conversations " on Chem- istry, on Political Economy, Natural History, etc., and Mrs. Gatty (Parables of Nature), were descendants of Aiken and Barbauld, the Edgeworths, and Thomas Day. Peter Parley, a pseudonym of Samuel Goodrich, the first well-known writer for children in America, wrote a long series of instructive books. These were so well received that according to Mr. Lucas, an " outbreak of Peter Parlishness began to be general among juvenile firms in England," for at least six other writers adopted the pseudonym.'*^ Jacob Abbott, writing about 1850, was the author of many historical biographies for young peo- ple. Some of these were written with his brother, J. S. C. Abbott. He also wrote the Rollo books, Jonas books, Lucy books, and the Franconia stories, making in all some two hundred volumes. Many of the biographies 32 Preface to Old fasaioned tales. 2o8 THE USE OF BOOKS AND LIBRARIES are interesting and still liked by children, but on the whole Abbott is not read nowadays. His very inform- ing Rollo books are little more than a name and it is doubtful if even the Franconia stories are found in many children's libraries. Perhaps, as has been said, " the life of the modern American child is too fast moving for much sympathy with these pictures of quiet, wholesome life." '^ But it seems a pity that these stories should be allowed to slip entirely into oblivion. The author understands a child's interests and the atmosphere is full of the feeling of out-of-doors and of pleasant country life, it is, moreover, characteristically American. The Fairchild Family. — Mrs. Sherwood -has al- ready been mentioned, but her chief work. The Fair- child Family, needs a word of description. Its full title reads, " The History of the Fairchild Family ; or. The Child's Manual. Being a collection of stories calculated to show the importance and effects of a religious edu- cation," by Martha Sherwood. The first part appeared in 1818, the second and third parts many years later. A writer in Good Words, in 1904,^* describes the book as follows : " Read in her own day for her religious teach- ing she is read to-day in spite of it. . . . Mrs. Sherwood in her interesting autobiography tells us that the book was written after she had found peace and light in the ' doctrine of the total depravity of the human heart ! ' Indeed, this doctrine pervades like sunshine the whole of the Fairchild Family. Mr. and Mrs. Fairchild and even the serious man-servant Job, welcome alike childish peccadilloes and serious faults of character with the 33 Caroline Burnite. Beginnings of children's literature. Library Journal, v. 31, p. 107-12. Conference number, 1906. 34 Florence Maccunn. Liv. Age, v. 241, p. 746-53, June 18, 1904. CHILDREN'S LITERATURE 209 cheerful alertness of specialists who recognize their pet discovery in all the diseases brought to their notice. The book begins with a sort of solemn round game, each child in turn repeating texts ' about mankind having wicked hearts.' ' This,' sums up the Papa, ' is the dreadful state into which Adam fell ; he made us children of wrath and heirs of Hell.' This is sufficiently appa.lling as the text of the book, but with Mrs. Sherwood, as with Dr. John- son's friend, Mr. Edwardes, ' natural cheerfulness is al- ways breaking in.' The book is crowded with episodes ; and the entertaining story and crude religious teaching are so loosely compacted that, on the same page with one of Mr. Fairchild's lurid harangues the eye is pleasantly arrested by some such substantive as ' honeysuckle,' ' cus- tard,' ' green-satin slip.' No one would have been more surprised, more mortified, more truly grieved than Mrs. Sherwood, if she could have foreseen that the day would come when her religious teaching would have been seri- ously disapproved of. Nor would it have consoled her to know that her story would survive by reason of its style and its simple idyllic charm. Children even more than grown-ups are fascinated by style. It is less the story itself than the manner of telling that gains their affection. Long after the incidents of the Fairchild fam- ily have faded from memory the impression remains of certain Httle ' Heavens below ' where dear old ladies sit in bow windows and smile themselves into acquaintance with little girls going hand in hand to school ' in light green stuff frocks with lawn tippets and aprons, and very tight neat silk bonnets.' There is also a cheerful kitchen where an exactly similar old lady welcomes a starved and bullied little school boy into warmth and abundance, and her charming old servant lets him make the toast. 210 THE USE OF BOOKS AND LIBRARIES Even more delightful than the comfort and kindliness of these interiors, are the descriptions of lanes and woods and hayfields. It is well to be sparing in describing natural beauty in a child's story. Reading the other day in a recent and popular child's story about ' meadows starred with daffodils ' and ' white clouds sailing high in the noon blue of a summer sky,' one felt how such stuff lent itself to skipping. But Mrs. Sherwood's ar- bours and hayfields are an integral part of the story. She sees the world as the child sees it, a place to play in, ' a world three feet high.' ' There is not a pleasanter lane in any village in England; the hedge on each side was of hawthorne, which was then in blossom, and the grass was soft under the feet as a velvet cushion, and on the bank under the hedge were all manner of sweet flowers, violets, primroses, and veronica.' What a place to play in, with that heaven of white blossom overhead." The Child in the Nineteenth Century. — In the years preceding the nineteenth century, and during a part of the nineteenth century, childhood was looked upon merely as a necessary but trying period of preparation for man- hood, during which the chief duty of children was to be seen and not heard, learning assiduously, meanwhile, the various necessary lessons, in books, in manners, in reli- gion, until with the advent of adult years they might aspire to the dignity of personality and individuality. In the nineteenth centurv people began to be interested in children for their own sake, not only as prospective men and women, and nowhere is the change of attitude more noticeable than in the field of literature. Hitherto the child had been assigned the role of the miserable little sinner, who must be brought to a sense of sin and salva- tion ; or of the self-satisfied little prig, the product of a CHILDREN'S LITERATURE 211. System. Now Wordsworth shows him to us, trailing qloLids of glory, and the poets — Coventry Patmore, Hartley Coleridge, and others — as well as Wordsworth, found in childhood a source of inspiration. .Imaginative Literature. — When the value of culti- vating a child's imagination was recognized, children's literature began at once to profit by the general reawak- ening of interest in imaginative literature which marked the nineteenth century. Its field was broadened and its quality improved. The fairy tale came into its own and translations of Grimm's Popular Stories and Andersen's Fairy Tales took their places as classics of the nursery. Mythology. — The first attempt at opening the great wonder room of Greek mythology was made early in the latter half of the century by Kingsley with his Greek Heroes, and by Hawthorne with his Wonder Book and Tanglewood Tales. Hawthorne's retelling of the myths has been called romantic and realistic compared with Kingsley's more classic atmosphere. Children, however, will not stop to consider schools, but will revel in them both, and no child should escape making the acquaintance of either one.''^ Nonsense Stories and Rhymes. — Hawthorne and Kingsley gave children the key to the treasure house of Greek mythology; Lewis Carroll in 1865 put them in possession of that even dearer kingdom of Nonsense with his " immortal Alice." How strange, and indeed, how sad to think of growing up without knowing Alice, the White Rabbit, the Red Queen, and all the rest of the delightful dwellers in Wonderland and Through the 35 See Hawthorne's own defence of the " Gothic " treatment of the myths in " The tanglewood fireside," following " The three golden apples," Won- derbook. Houghton. 1910, p. 137-38. 212 THE USE OF BOOKS AND LIBRARIES Looking Glass. Nonsense verses (can we imagine the little Fairchilds relaxing on aught but Scripture texts?) are represented by Dame Wiggins of Lea and Her Seven Wonderful Cats, which was edited later with additional verses by John Ruskin. Mother Goose was reprinted on both sides of the Atlantic. Historical Tales. — Sir Walter Scott's Tales of a Grandfather, that successful attempt to make history vivid and interesting to child readers, shows us how far we have come from the early, dry-as-dust efforts to present facts and dates.^* Dickens's Child's History of England, Charlotte Yonge's Book of Golden Deeds, and other historical works for young people illustrate the new emphasis placed on the romantic and heroic side of history. No longer was it considered a little undignified and trivial to be caught writing for children, and pseudo- nyms largely disappeared when some of the greatest writers of the day did not feel that they were stooping in putting their pens to work for children. Adult Books Appropriated by the Children. — Long before the nineteenth century certain " classics " had been written, not at all with children in mind. But they were speedily appropriated by youthful readers and have belonged ever since primarily, one is tempted to say, to the children's shelves; at any rate, no other class of readers takes the same unadulterated pleasure in them that the children take. These books were The Pilgrim's Progress, Robinson Crusoe, Gulliver's Travels, and 30 Scott's comment on writing for children is significant. " I am per- suaded children hate books which are written down to their capacity, and love those which are composed more for their elders. . I will make, if possible, a book that a child shall understand, yet a man will feel some temptation to peruse should he chance to take it up." Lock- hart's Life of Scott. 1901. V. 5, p. 82-3. CHILDREN'S LITERATURE 213 Baron Munchausen. Add to these the Arabian Nights, ^sop's Fables, and De La Motte Fouque's Undine and Sintram, and you have an excellent juvenile library which delighted the boyhood of many a well-known man. Their value as juvenile books was recognized in the nineteenth century when they were republished in edi- tions accessible to children. Classics Retold for Children. — In the early years of the century, three books appeared which seem twenty- five or thirty years before their time. These were The Tales from Shakespeare, and Mrs. Leicester's School by Charles and Mary Lamb, and The Adventure of Ulysses by Charles Lamb alone. These were the first books written for children, with the exception of Blake's Songs of Innocence, in which the author attempted, not to point a moral nor to instruct, but to present real litera- ture in a way to appeal to children. Mrs. Leicester's School is interesting to adults as well because of its truthful studies of child-nature, but the Tales from Shakespeare, and the Adventures of Ulysses are even more important as the first attempt to retell the classics for children. They stand at the beginning of a long list of successful attempts by many different writers, and after many years still hold their own. Harriet Martineau. — In Miss Martineau's Feats on the Fjord (1841) we have one of the first combinations of an accurate description of life in a foreign country and an excellent story. Her Crofton Boys (1841) show's the advance in characterization in juvenile books. Miss Martineau's delineation of boy nature is so true that the book is still as readable as it was half a century ago. This book and Tom Brown at Rugby were the forerun- ners of the modern school story. Missing Page Missing Page 2i6 THE USE OF BOOKS AND LIBRARIES making both ends meet, having ' good times,' doing one's duty when one would rather not, and it deals with them with a ' go,' a sense of pleasure that is little short of genius." ^^ Modern Developments. — The field of children's liter- ature to-day is characterized by great activity. We find most of the varieties of children's books which originated in the nineteenth century still flourishing. The purely religious story is the only type that has vanished. No one has yet written another Little Women nor a Tom Brown at Rugby, but the home and school story have some excellent representatives. The large output of ad- venture stories and historical stories for boys is perhaps more generally mediocre, and from these it is but an easy step downward to the " series books," interminable series of cheap juveniles, worthless in style, wooden in characterization, and misleading in their picture of life.*" We have the historical story and the travel story; books descriptive of foreign countries have had great popu- larity during the last decade. Fairy tales retain their popularity, beautiful editions of the old classic collections are published, authors are constantly adding to the list of modern fairy stories and editing new collections of folk- tales for children. There is a marked tendency not only to retell the classics but to simplify and dilute former successful adaptations.*^ Much real poetry has been written for children. In the earlier group of names we 39 Children's story-books. Liv. Age, v. 241, p. 746-53, June 18, 1904. 40 The Library Commission of the Boy Scouts of America is doing good service by its book lists and the inexpensive reprints of better books, issued by Grosset and Dunlap in '* Every boy's library," to supplant the poorest of these series. 41 Even the classics of infancy have not escaped. Mother Goose has been re-edited for American children, and Alice-in-Wonderland, Swiss family Robinson and the Wonder book have been simplified! CHILDREN'S LITERATURE 217 find Christina Rosetti, Man- Howitt, Lucy Larcom, Celia Thaxter. Alice and Phoebe Gary. \Miittiers Child Life is a delightful anthology representing most of these writ- ers. A number of very charming books of verse for children have been recently written with Stevenson's Child's Garden of \'erses as forerunner and inspira- tion.*= As the pendulum swung far away from the severely instructive book for children it reached the Comic Sup- plement and the book modeled thereon. There are hope- ful indications, however, that the days of this t}pe of children's literature are numbered. In this Day of the Child, when education, reading and even play are so carefully supervised and made easy, it is well to remember that there is much in adult literature which, after all, children should know as children. " In wise households the big, beautiful, interesting, grown-up books are kept on low stud}- shelves, or on broad flat window seats where a child with the irrepressible instinct for reading may find them for himself. In a lovely pas- sage Cowley describes ' the little chance which filled his heart with such chimes of verse as have never since left ringing there. For, I remember, when I began to read and to take some pleasure in it, when there was wont to lie on my mother's parlor (I know not by what acci- dent, for she herself never in her life read a book " but of devotion,' but there was wont to lie) Spenser's works : this I happened to fall upon, and was infinitely delighted with the stories of knights and giants and monsters and brave houses that I found there." " *' 4i: For example: Josephine Preston Peabody's Singing leaves; A. F. Brow-n's Pocketful of posies; and Bettj' Sage's Rhymes of real children. 4S Quoted by Maccunn. Children's story-books. Liv. Age. v. 241. p. 2i8 THE USE OF BOOKS AND LIBRARIES Suggested Reading. Anstey, F. An old-fashioned children's book. Living Age, v. 249, p. 689-98, June 16, 1906. Barnite, Caroline. Beginnings of children's literature. Library journal, v. 31, p. 107-12, Conference number 1906. Children's books. Living Age, v. 2, p. 1-12, August 10, 1844. Crothers, S. M. Miss Muffett's Christmas Party. Bost. 1902. Houghton. A delightful story for children, and incidentally an enter- taining and discriminating survey of children's books. Field, Mrs. E. M. The child and his book. London. Wells, Gardner. Godley, E. C. A century of books for children. Living Age, V. 249, p. 68g-g8, June 16, 1906. Halsey, R. V. Forgotten books of the American nursery. Bost. Goodspeed. 191 1. Hewins, Caroline. The history of children's books. Atlantic monthly, v. 61, p. 112, January 1888. Lucas, E. V. Preface to Old Fashioned Tales. N. Y. Stokes. Lucas, E. V. Preface to Forgotten Tales of Long Ago. N. Y. Stokes. Moses, M. J. Children's books and reading. N. Y. Kennerley. 1907. Chapters 2, 3, and 4. Repplier, Agnes. Children past and present. Atlantic monthly, V. 57, p. 508-17, April 1886. (Also in her Books and Men.) Repplier, Agnes. What children read. Atlantic monthly, v. 59, p. 23-32, January 1887. (Also in her Books and Men.) Thin quarto volumes of long ago. Outlook, v. 91, p. 146-48, January 23, 1909. Welsh, Charles. Early books for children in New England. New England Magazine, n. s. v. 20, p. 147-60, April 1899. Yonge, Charlotte. Children's literature of the last century. Living Age, v. 102, p. 373-80, Aug. 7, 1869; p. 612-18, Sept. 4, 1869; V. 103, p. 96-102, Oct. 9, 1869. Exercise. I. Read a story by Maria Edgeworth, one by Thomas Day, and one by Peter Parley. (Stories by these au- CHILDREN'S LITERATURE 219 thors may be found in the collections mentioned below.) In general, how do these seem to differ from such pres- ent day stories for children as Under the Lilacs (Alcott), Heidi (Spyri), The Bird's Christmas Carol (Wiggin) ? 2. Look over Catherine Sinclair's Holiday House (1839) ; Mrs. Sherwood's Fairchild Family (1818), and Harriet ]\Iartineau's Feats on the Fjord (1841). Which would you select to put in a present day library for chil- dren, and why? 3. Read Malleville's Night of Adventure by Jacob Abbott in Lucas ; Forgotten Tales of Long Ago ; also Embellishment by Abbott in Lucas ; Old-Fashioned Tales. Give your opinion of these stories. Do you think children would like them? If possible read them to a child and note results. 4. Compare Tom Brown at Rugby (Hughes, 1857) with one of Ralph Henry Barbour's school stories. From your experience, what can you say of the popu- larity of Tom Brown with the present generation of children ? 5. Read Mrs. Ewing's Jackanapes. Do you think chil- dren would like it ? Did you like it as a child ? What is its value for children? 6. Read Miss Edgeworth's Waste Not, Want Xot in The Parents' Assistant (also in Forgotten Tales of Long Ago, and Scudder's Children's Book). Does this seem to you a good child's story as regards (i) moral lesson, (2) interest? Do you find it popular with children? 7. Read Eyes and No Eyes in Aiken, and Barbauld's Evenings at Home. (Also in Scudder's Children's Book.) How would you compare it with present day nature readers and stories for children? Do you think children would find it interesting? 220 THE USE OF BOOKS AND LIBRARIES 8. Read the account of the battle of Culloden and the escape of Charles Edward in Scott's Tales of a Grandfather. Do you think boys and girls of the seventh and eighth grades would enjoy it if read or told to them? Why? If possible, try the experiment. 9. Did you as a child enjoy Charlotte Yonge's stories of home life — The Daisy Chain, Pillars of the House- hold, Countess Kate, etc.? Have you found them as a rule, popular with children? Why do you think girls do or do not like them? ID. Read The Young Mahometan in Mrs. Leicester's School by Charles and Mary Lamb. How would you compare this with the stories which you have read by Miss Edgeworth and Thomas Day? II. Examine the edition of Mrs. Sherwood's The Fair- child Family, edited by M. E. Palgrave and illustrated by M. F. Rudland (Stokes) ; or,' Miss Edgeworth's The Parents' Assistant, illustrated by Chris Hammond (Mac- millan, 1903). Do you think the modern form of the book likely to revive interest in the story? Collections Illustrating the History of Children's Literature. Lucas, E. V. ed. Forgotten Tales of Long Ago. Stokes. Lucas, E. V. ed. Old Fashioned Tales. Stokes. Tappan, E. M. ed. The Children's Hour, v. 6. Houghton. Scudder, H. E. ed. The Children's Book. Houghton. Chapter XIV THE PRESENT PROBLEM OF CHILDREN'S READING Chapter XIII attempted a brief survey of the history of children's literature. This chapter deals with the present day. problem of children's reading. Importance. — Not infrequently we find people who shrug their shoulders and smile a little at the advocates of a careful consideration of this matter. No doubt most teachers have met the mother who, questioned as to what her children are reading at home, replies : " My children seldom read anything, they have enough to do to keep up with their school work." She is a fortunate mother if her children suffer only a negative ill and are not, for the want of the proper food for their imagina- tions, driven to the vulgar and the sensational, in the shape of the cheap show, the wrong kind of moving pic- tures, and the trashy book. What the Problem Consists Of. — You cannot, of course, drag a boy away from a nickel show and thrust the Jungle Book into his hands with, " read that, it is much better for you." The best way to make a child love good books is to set his father and mother to read- ing them and loving them, when they, too, are boys and girls. Oliver Wendell Holmes's oft quoted saying to the effect that the child who has never tumbled about in a library is always afraid of books, comes frequently to 222 THE USE OF BOOKS AND LIBRARIES mind in dealing with the young person of to-day. The good doctor might have said not only afraid of books but contemptuous of them, with the contempt born of ignorance. We must face the fact that unfortunately in many hundreds of American homes there are no libraries for children to tumble about in ; and that a corresponding familiarity in early years with the recent novels borrowed from the Public Library, several monthly and weekly magazines and the daily papers, are by no means con- ducive to a corresponding amount of culture. The prob- lem is how to deal with the non-reading child, who comes of non-reading parents from a bookless home. The Teacher's Opportunity. — Librarians are doing what they can in the Children's Rooms with carefully selected books, assistants trained in library work with children, story hours, and co-operation with school libraries. Teachers may do even more. In their longer and closer companionship with children they have op- portunities, second only to those of the parent, of putting a child in touch with books which may influence his whole after life. One Way of Attacking the Problem. — Most teach- ers have devoted more or less time to the study of psy- chology, particularly to that branch known as child-study. Nearly everything that has to do with a child's develop- ment is approached from the point of view of child- study, nowadays, yet we do not as a rule think of applying the principles learned from James, from Sully, from Baldwin, and from Stanley Hall, to the problem of the right book for the right child at the right time. Danger in Becoming Too Theoretical. — To be sure, we cannot make a neat, little, theoretical time-table of a child's development and expect every change to take CHILDREN'S READING 223 place according to schedule. We must be ever ready to adapt general rules to individual children; to differences caused by inheritance and environment. On the other hand wise parents, teachers and librarians have long recognized the value of child-study in trying to solve the problem of children's reading, whether they call it by that name or not. The following are the words of a teacher in a preparatory school for boys in England. Librarian, as he uses the term, refers to the teacher in charge of the school library. " The ideal librarian must have that true wisdom — the product of experience and sympathy — which recognizes that boys must be led on very gradually, and that to recommend books of a better class too early is apt to discourage a taste for reading altogether. One librarian of long standing has told me that he is only just beginning to learn after many years of this work, what can really be done towards helping boys to make a true progress in the choice of books. He points out to us that it is of no value to say that a boy of a certain age should read and enjoy a certain book, and the comparison must not be made between one boy and others of his age, but between a boy as he is and as he was at earlier stages in his life." ^ Divisions of the Period of Childhood. — According to the books on child-study we find, in general, the period of childhood and youth divided into three main periods.^ First, that which is called E^rly Childhood, second. Later Childhood, third, Adolescence, which is again divided into two periods — earlier and later adolescence. Only 1 Preparatory school libraries by W. Douglas. See Great Britain. Education Department. Special Reports, v. 6. 2 For example, see Tanner — The child, chap. 12; Kirkpatrick — The individual in the making, chap. 3, divides the time from birth to 24 years into six stages. 224 THE USE OF BOOKS AND LIBRARIES the first of these adolescent periods concerns us in our present consideration. Characteristic Interests of the Successive Peri- ods. Early Childhood. — Let us recall the character- istics assigned by the psychologists to these different periods. Miss Tanner in her book, The Child, names as the interests of early childhood, the enjoyment of plays which exercise the child's senses, use of rhythm and nonsense rhymes, love of imagining and inventing, above all, a love of imitation, " the most characteristic interest of the period." Mr. Kirkpatrick in his The In- dividual in the Making, says : " This period (i.e., from three to six years) is preeminently the period in which imaginative activity dominates . . . the child plays with his images and uses them for his own purposes just as he, at an earlier period, played with objects. It is also a period of story interest, when the child not only en- joys picturing what is related, but delights to make little stories and songs of his own. In living in the story world of fancy he has the freedom and pleasure that is denied him in a world of fact, where things are in ac- cordance with definite, fixed laws, regardless of his wishes." ' Does not all this coincide with what we know children like to read or to have read to them, at the first stage of their interest in books? Mother Goose, poetry with a strongly marked rhythm, such as the Child's Gar- den of Verses, and stories with a dramatic, actable qual- ity, such as is preeminently supplied by the fairy tale. In the fairy tale nothing is impossible, seven league boots, bean stalks as tall as the sky, fiery dragons and magic swords with which to kill them ; the power to do what- soever he will — all these are possessed by the child as he 3 Kirkpatrick. Individual in tlie making. 191 1, p. 146. CHILDREN'S READING 225 identifies himself with the hero, thus giving him, indeed, " the freedom and pleasure denied him in a world of fact." The more gifted children may invent stories for themselves, as did George Meredith, " in the manner of St. George and the Dragon or of the kind found in the Arabian Nights " ; * but all children may enter the magic kingdom through the gate of the old familiar fairy tale. Dramatic Interest. — The actable quality of a story or poem is a sure test of its popularity. Quite little children enjoy the Pied Piper and are found acting out the story. Stevenson is speaking of this characteristic of children where in his Essay on Child Play he says : " He (the child) works all with lay figures and stage properties. When his story comes to the fighting, he must rise, get something by way of a sword and have a set to with a piece of furniture until he is out of breath. M'hen he comes to the ride with the king's pardon he must bestride a chair. ... If his romance involves an accident upon a cliff, he must clamber in person upon a chest of drawers." Animal Stories. — Closely allied with the fairy tale is the imaginative animal story — the Jungle Books, Setoti-Thompson's stories. But to make an appeal to this age, animal stories must be of the kind which pre- sent animal life in the forest and in the jungle so that the child can picture it and can play at living it. The book of information belongs to a later period. Second or Middle Period. — With the second or mid- dle period, which, roughly speaking, begins at eight and ends at twelve, we begin to hear the question asked, " Is it true ? " Not that the answer in the negative detracts from the popularity of the story; older brothers and i Meredith. Letters, v. i, p. 3. 226 THE USE OF BOOKS AND LIBRARIES sisters are, if you notice, quite as eager to hear the fairy tale, which you may be telling, as the little ones them- selves. But they wish to enjoy it as make believe, not as something which was or may be true. As the psy- chologists tell us, the child in this period " thinks more in the abstract." Tanner. The Child, p. 243. In this period, too, we are told " the interests in persons is stronger and the interest in imagining and wondering has become more clear cut and related to the needs of life." Ibid. Do we not find in this sentence a statement of the psychology behind the taste for the hero story which develops at this time, for the history story where the emphasis is laid on individuals, the book of deeds, Robin Hood, King Arthur, or, with the less imaginative child the Indian Stories of Stoddard and Kirk Munro and the war stories of Tomlinson? It is not true that the child in turning from the fairy tale and wonder story to the realistic story is looking for accounts of the happenings of daily life. On the con- trary, the more unlike every day doings the feats per- formed by the hero, the more unheard of and stupendous the experiences he undergoes, the better the story pleases, provided, always, that it seems possible and believable. A writer in the Edinburgh Review in 1902 puts it excel- lently when he says : " When Grimm, Andersen, and all the fairy classics of the first ages of youth — the jewel age which antedates the golden, and to which we far more easily in later years return — are drifting into the unacceptable region of the unbelieved, realism, in its first claims demands of fiction that it should present not maybe yet the actual, but the credible, the possible. It is then that the book of adventure has its reign. Worlds CHILDREN'S READING 227 unrealized, unexplored seas, undiscovered countries, must figure in the tale, but worlds that may be thought to exist, countries with shores of solid rock, with bays and creeks and harbor — seas real ships might sail. And fiction must picture them plain with compass and map. longitude and latitude, and the full similitude of verac- ity." ' Treasure Island should have its map as well as its illustrations. Other books which satisfy this demand are Robinson Crusoe, the Swiss Family Robinson, Mun- chausen, Gulliver's Travels, and the scientific romances of Jules Verne. The greater interest in the details of life outside a child's own circle, in what Miss Tanner calls " the ' how ' of things," is satisfied by the stories of industries and books descriptive of foreign countries The Little Cousin Books and other geographical series are popular at this age. This age is more or less a time of competition and rivalry with other children. Most of a small boy's fight- ing is done at this time and books which describe all kinds of encounters from tournaments to Indian am- bushes make a strong appeal. Now is the time to form ideals of true courage through such books as Pyle's Robin Hood and Men of Iron, Ivanhoe, Sewall's Little Jarvis and Decatur and Somers. Early Adolescence. — With this period (from twelve or fourteen to sixteen or eighteen years) come marked changes. A child's feelings about himself, about his sur- roundings are more intense than ever before. Poetry which expresses the feelings, stories which deal with love 5 Schoolroom classics in fiction — a survey. Littell's living age, v. 232, p. 385-401. 228 THE USE OF BOOKS AND LIBRARIES and romance, books which appeal to a child's religious nature and to his instincts for self-sacrifice are eagerly read. We are told with the period of adolescence, " the child, for the first time enters fully into his social in- heritance," and " that the key to the adolescent is his interest in living up to what he conceives to be the social demands upon him." ' Hazlitt, in his essay, " On the Reading of Old Books," describes this social awakening in his own case. " Tom Jones," he says, " was the first work to break the spell." (That is, the spell of the time when he was " a little thoughtless child and had no other wish but to con his daily tasks and be happy.") Then " Tom Jones " came in his way. " It came down in numbers once a fortnight, in Cooke's pocket edition, em- bellished with cuts. ... It smacked of the world I lived in and showed me groups of ' gay creatures,' not of ' the element,' but of the earth ; not ' living in the clouds,' but travelling the same road that I did ; — some that had passed on before me, and others that might soon over- take me." ^ Ideals Furnished by Literature. — Since his relation- ship to the world around him has consciously become a problem to the adolescent, books which will show him how others have attacked this problem are welcome. " Little can be done by parent and teacher in a positive or specific way toward determining just what the imagi- native activity shall be during this period. Indirectly much may be done by furnishing literature that stimu- lates and provides abundant opportunity for the choice of ideals." * c Tanner. The child, p. 245-6. 7 Hazlitt^ Collected works, v. 7, p. 222-3. 8 Kirkpatrick. The individual in the making, p. 238. CHILDREN'S READING 229 Now is the time for instance to present by means of such novels as The Tale of Two Cities, Hypatia, Ivan- hoe, Lorna Doone, fine and ennobling ideals of love and marriage, such as the child, perhaps, does not find in his own environment. Wide Reading Not in Itself Harmful. — Wide read- ing on the part of the adolescent boy and girl need not alarm us, if only really good literature is placed in their way. It is the trashy novel, the cheap and commonplace product of modern writers, which encourages the wrong kind of moral outlook ; not the books of the great writers of the past. The Right Book at the Right Time.— This brief outline of a child's successive interests in literature has been given to emphasize the fact that in the guidance of a child's reading, as in everything else, there is a psy- chological moment, and it is, therefore, the business of the teacher who wishes to influence the forming of a child's taste in books, to be on the watch for the oppor- tunity to present the right book at the right time. When a boy is longing for fighting and Indians, and adventure in the most stirring form, of what use will it be to press upon him the finest, most spiritual of stories, the most imaginative fairy tale or allegory? It may rather do positive harm in causing him to lose faith altogether in our recommendations of books and he will satisfy his desire for excitement and a hero to imitate, with the sensational stufif he will get, not from the school or the public library, but from some less reputable source. Danger of Cheap Juveniles. — Judge Lindsay once said, " I recall a group of boys in my court room. In the trunk of one of them in an attic were found hun- dreds of cheap juveniles, and I think they had much to 230 THE USE OF BOOKS AND LIBRARIES do with the misdirected energy and spirit of adventure in these boys, which instead of taking the wholesome channels, took really to serious crime. The coarse, cheap appeal of some of this literature is certainly dan- gerous." ^ We have Josiah Flynt's testimony in Tramp- ing with Tramps in the chapter called " Children, of the Road," which every teacher should read, that it is the literature of " desperadoism thrust upon them from the shop-windows through the picture-covered dime novels and the flaring faces of the Police Gazette, that by sug- gestioji starts many an honest but romantic boy off to the road." Danger of the Mediocre.- — Less easy to detect but more widespread is the danger of the mediocre in litera- ture. Quantities of juvenile books are turned out every day which wholesome enough morally are entirely com- monplace in tone and altogether lacking in qualities of style and distinction. Moreover, whether a child reads books or not, and more probably if he does not, he is almost certain to read the daily papers. As Stevenson says : " The sneering, the selfish and the cowardly " (to which list we may well add the vulgar), " are scat- tered in broad sheets on every table, while the antidote in small volumes lies unread upon the shelf." ^° One part of the paper at least, is looked upon as the particular property of even the youngest children — the Comic Supplement. Hundreds of fathers and mothers in re- fined homes hand over these supplements without ques- tion to the children, because the children ask for them, not realizing that every issue tends to blunt a little the Quoted by Edward W. Mumford in a paper read before the American Booksellers' Association, May 15, 1912. 10 Stevenson. The morality of the profession of letters. CHILDREN'S READING 231 sensibilities for art and beauty, dulls the sense of humour and encourages the lack of respect for authority, char- acteristic of the young American. The Remedy. — The chief safeguard of children's reading must be in the home atmosphere, in the compan- ionship of parents and children in the field of books. As an editorial in the Outlook said some years ago, " Children ought to form the reading habit, as they form the habit of being courteous, because it is the normal habit of the home and they ought to read good books, because no books which are not good books ought to be within their reach." ^^ In the forming of a child's taste in literature, next to the parents, teachers have the greatest opportunity and the greatest responsibility. Suggested Reading. Tanner, A. E. The child. 1904. Chapter 12. Interests. Kirkpatrick, Edward. Individual in the making. 191 1. Part 2. Stages of development. Lawrence, Isabel. Children's interests in literature. (In N. E. A. Addresses and proceedings. 1899, p. 1044-51.) Lowe, Orton. , Literature for children. 1914. Olcott, F. J. The children's reading. 1912. Colby, J. R. Literature and life in school. 1906. Ely, Mary. The book that teacher says is good. (In N. E. A. Addresses and proceedings. 1912, p. 1253-8.) Lynn, Margaret. My book and heart. (In Atlantic monthly, April 1912, V. 109, p. 500-7.) Lanigan, Edith. The child in the library. In Atlantic monthly, Jan. 1901, V. 87, p. 122-5.) Exercise. I. Name three books which you know by experience appeal to children between nine and twelve.. Suggest reasons why they do appeal. 11 Outlook, Dec. 3, 1904, v. 78, p. 813. 232 THE USE OF BOOKS AND LIBRARIES 2. Name two stories which you think especially suit- able to be told to children before they are old enough; to read. Why do you think so? 3. Suggest three novels which you would include in a High School Library. Give reasons. 4. Name a poem other than the Pied Piper which little children enjoy because of its actable quality. 5. Outline the successive tastes in reading of some child whom you know, stating whether you found abrupt changes of interests, or whether early likings continued* at the same time that new tastes developed. Does this seem to you an average or an exceptional case? 6. Name several writers for adults with whose books you think children should be familiar in the home. Why ? 7. Suggest ways in which the teacher and the parent may co-operate in encouraging children to read good literature. 8. How important does it seem to you that a child should have the right book at the right time? Can you recall any instance when the wrong book has done posi- tive harm? 9. Have you found much difiference in the reading done by boys and girls? If you have found divergence in taste, describe it, in general, and state at what age it seems to appear. 10. Mention ways in which mediocre books do harm. What has been your experience in regard to children who have read chiefly mediocre books ? Note. A useful bibliography of " Books and articles on children's read- ing," has been compiled by Margaret Widdemer and published in the Bul- letin of Bibliography (Boston Book Co.^, v. 6, 1911, and V. 7, 1912. Chapter XV FAIRY TALES Once upon a time, in the days when all well brought up Puritan infants were learning their catechisms and reading Fox's Book of Martyrs by way of diversion, fairy tales were considered not only useless but actually pernicious. In the eighteenth century Rousseau pro- tested against all fairy lore. " Fables may instruct men," he wrote in fimile, " but children must be told the bare truth, for the moment we cover truth with a veil they no longer give themselves the trouble to lift it." His protest seems to have had some influence when we recall the didactic literature of the eighteenth and early nine- teenth centuries, and find Lamb writing to Coleridge as follows : " Mrs. Barbauld's stuff has banished all the old classics of the nursery ; and the Shopman at New- bery's hardly deigned to reach them off an old exploded corner of a shelf when Mary asked for them. Mrs. B 's and Mrs. Trimmer's nonsense lay in piles about. Knowledge insignificant and vapid as Mrs. B 's books convey, it seems, must come to a child in the shape of knowledge, and his empty noddle must be turned with conceit of his own powers when he has learnt that a Horse is an animal, and Billy is better than a Horse, and such like; instead of that beautiful interest in wild tales which made the Child a man, while all the time he sus- pected himself to be no bigger than a child." ^ 1 Life of Charles Lamb by E. V. Lucas, 1905, v. i, p. 318-19. 234 THE USE OF BOOKS AND LIBRARIES The Persistence of Fairy Tales. — Nevertheless, in spite of Puritan divines and educational theorists, the fairies and giants of folk-lore were not altogether sub- merged by the flood of didacticism. Jack, the Giant Killer, Rosamond in the Bower, The Babes in the Wood, Tom Thumb, and many other tales were still current in chapbook form. The French fairies slipped over to Eng- land with Perrault's Tales of Mother Goose (Contes de ma Mere I'Oye), and Mme. d'Aulnoy's Contes de Fees, and in 1824 with the translation of the Grimm Brothers' Household Tales, the German elves and kobolds became a part of the joy of childhood for all English speaking chil- dren. Value of Fairy Tales Recognized. — As the years have gone on, the fairy tale has steadily acquired pres- tige. We may still find occasionally, a mother like the one Miss Olcott mentions - who says, " I do not like to read lies to my child," or, a child like the little girl, who several years ago, used to steal into the public library every day on her way from school to read the fairy book forbidden at home. But these are exceptional cases, most parents even if they do not favor the fairy tale do not taboo it. Students of children are agreed that folk-tales, taking their origin as they do, in the youngest, most childlike period of the world's history, should serve as the child's introduction to literature; and that they have an educational value. Why Fairy Tales Are Good for Children.— First, fairy tales cultivate the imagination, and after all it is lack of imagination which causes most of the evil in the world. It is only unimaginative people who are cruel and brutal. And if imagination safeguards, it also en- 2 Children's Reading, igu, p. 68. FAIRY TALES 235 riches, adding a never failing charm to the dullest and most sordid surroundings and giving us the means of escape from the commonplace. Second, fairy tales broaden the mental horizon. Many a child whose daily life seems of the narrowest and most prosaic kind, has found through the fairy tale all the wonder and mystery of " Songs the sirens never sung Shores Ulysses never knew." ^ Third, fairy tales deepen and enlarge a child's emo- tional experience. He thrills with pride as the little tailor gets the better of the giant; he holds his breath in suspense as the last mantle is thrown over the eleventh swan brother, he shudders before the locked door in Bluebeard's Castle ; and as a result, he is all his life more sensitive to the appeal of " brave romance," wherever he may find it. Fourth, fairy tales develop a sense of humour. Some children possess this sense in a much higher degree than others. This is apparent to the story-teller who often finds one child listening without a smile to the tale that has drawn a series of appreciative chuckles from others. For the child who takes life seriously, perhaps a little anxiously, or for the stolid youngster, such stories as the Three Sillies, Lazy Jack, Mr. Vinegar, or Hans in Luck * are an excellent training in the perception of humour. Nearly all the old folk tales, and, in particular, the Drolls (to which class belong the four tales men- tioned) are full of a vigorous and spontaneous humour. a Alfred Noyes. Flower of Old Japan, 4 The first three may be found in Jacobs' English Fairy Tales, the last in Grimm's Household Tales. Lucretia Hale's modern nonsense stories of the Peterkin Family are also good for this purpose. 236 THE USE OF BOOKS AND LIBRARIES Uncle Remus's genial fun awakens a ready respqnse. The literary fairy tale, when really excellent, is invalu- able. It is often said that a child cannot fully appreciate the clever fooling of Alice in Wonderland, but while he is eagerly following Alice's adventures he is laying, un- consciously, the foundation for an appreciation of hu- mour in literature. Kipling's Just So Stories have a similar value. Howard Pyle's fairy stories in The Won- der Qock and Pepper and Salt are full of humour and are told with a delightful drollness, irresistibly appeal- ing. Stockton's stories. The Bee Man of Orn, Clocks of Rondaine, and others, are full of a humorous fancy. Thackeray's The Rose and The Ring belongs to the older children, who are leaving the fairy tale age behind them. They can appreciate its delightful absurdity without being puzzled by its burlesque ciuality. Of this book Andrew Lang said that he thought it " quite indispens- able in every child's library, and that parents should be urged to purchase it at the first opportunity, as without it no education is complete." ' Fifth, indirectly and without preaching, fairy tales teach the child many priceless lessons. Teaching by par- able is a time-honored method. Children especially need concrete examples, not abstract generalizations. Many are the lessons of truthfulness, temperance, courtesy, and generosity which the fairy tale brings home, while the qualities of greed, cruelty, and laziness are held up to ridicule. To a child there are no shades in conduct, bad is bad, and good is good ; hence, the clear black and white of the old fairy tale is peculiarly satisfying. The prompt dispensation of reward and punishment appeals to his sense of justice. If the adult has forgotten how 5 Preface to the Yellow Fairy Book. FAIRY TALES 237 he felt as a child when he came to the end of the fairy story, let him reread the conclusion of Martin Chuzzle- wit. Mr. Pecksniff, with " a disconcerted meekness on his face . . . enormously ridiculous," Mr. Pecksniff com- pletely unmasked by the old man he would have tricked and wronged and, moreover, laid flat on the floor by a blow from this same irate old gentleman's stick, while Martin, Tom Pinch, Mary, Ruth and Mark Tapley stand by as witnesses of the discomfiture of hypocrisy, gives us the same pleasurable sensation, as did the summary disposal of the wicked step-mother. Sixth, fairy tales counteract certain unfortunate tend- encies of modern life. The constant bustle and hurry, the daily papers with their glaring headlines, the theatri- cal bill-boards and moving picture posters, the moving pictures themselves, all tend to make the modern child more sophisticated than the young person of an earlier day, and to keep him living at a high tension. He will crave the dramatic fairy tale, therefore, but however full of giants and ogres and exciting rescues of princesses this tale may be, the atmosphere is a healthy one, neither morbid, nor vulgar, nor encouraging precociousness. Seventh, there is no better introduction to poetry. In the letter to Coleridge quoted above. Lamb says : " Think what you would have been now if instead of being fed with Tales and old wives' fables in childhood, you had been crammed with geography and natural history ! " The atmosphere of the fairy tale, its " high hill among the trees of the forest, where the fox and the hare bid each other good night " ; its talking beasts and flowers ; its lakes and mountain caverns prepare a child for the magic of the great poets. " We cannot all hope to be classical scholars, but all may be steeped in folk-lore and 238 THE USE OF BOOKS AND LIBRARIES heroic romance in childhood, when the imagination is fresh and keen and so acquire a share of the old-world culture." " Danger in Adaptation. — If we think of the fairy tale as the child's introduction to literature we shall be chary of mutilating the old favorites under the guise of adapta- tion. There are, it is true, many folk tales which are not suitable for children ; let these, then, be left out of the children's libraries ; let us be sure that our editors and compilers are to be trusted, but let us refrain from destroying the strength and dramatic qualities of the versions which have stood the test of centuries.^ The changes are usually made by mistakenly zealous persons, on the grounds that the originals are too painful for children. Andrew Lang had a word to say about these sentimentalists and, as usual, said it with refreshing vigour. " He could but indifferently sympathize with those anxious parents who think the stories of Bluebeard and Jack the Giant Killer too shocking for infant ears to hear. Our grandmothers, he declared, were not ferocious old ladies, yet they told us these tales and many more which we were not the worse for hearing. ' Not to know them is to be sadly ignorant and to miss that which all people have relished in all ages.' Moreover, it is apparent to him and indeed to most of us, that we cannot take even our earliest steps in the world of litera- ture, or in the shaded paths of knowledge, without en- countering suffering and sin in some shape ; while as we advance a little further, these grisly forms fly ever on before. ' Cain,' remarks Mr. Lang, ' killed Abel. The 6 C. T. Dodd. Fairy tales in the schoolroom. Living age, v. 235, p. 373. 7 For examples of how not to treat fairly tales, see Miss Olcott's The children's reading. 1912, chap. 7 and Miss Gleason's A word on picture books, good ajid bad. Public Libraries, v. 11, p; 171-75, April, 1906. FAIRY TALES 239 flood drowned quite a number of persons. David was not a stainless knight, and Henry VIII was nearly as bad as Bluebeard. Several deserving gentlemen were killed at Marathon: Front-de-Boeuf came to an end shocking to sensibility and Mr. Ruskin.' " ^ The Pathetic Realistic Story.- — It is not the f ^te of the giant in Jack the Giant Killer, nor the death of Blue- beard that make the children's tender hearts ache; it is rather the too pathetic modern story of the ill-used child or animal. The shade of a little yellow dog, homeless, abused, cold, and hungry, went trotting forlornly on for years through the imagination of one child, until child- hood was left behind. It is a pity to bring home to children too early the sad truth that there is unhappiness and suffering in the world from which there is no imme- diate and visible relief. The young life should grow as Sophocles pictured it growing, " in those sheltered regions of its own, and the Sungod's heat vexes it not, nor rain nor wind, but it rejoices in its sweet untroubled being." ' The Classification of Fairy Tales. — Folk-lore is vari- ously classified.^" For our purpose a simple division into myths ; fairy tales, " taken to include tales in which occurs something ' fairy,' something extraordinary — fairies, giants, dwarfs, speaking animals " ; ^^ fables ; and legends will answer. Early Favorites. — It is, of course, impossible to make a hard and fast rule which will apply in all cases to all children. In general, the little children, from four, 8 Atlantic monthly. Contributor's Club, v. 69, p. 854-5, June, 1892. 9 Sophocles. Trachineae, tr. by R. C. Jebb. i44ff, quoted by Butcher in Some aspects of the Greek genius. 1893, p. 315. 10 See E. S. Hartland's English fairy and other folk tales, also his Sci- ence of fairy tales, and the article on Folk-lore in the Encyclopedia Britan- nica, 11 Jacobs. Preface to English fairy tales. 240 THE USE OF BOOKS AND LIBRARIES five and six years on, are best pleased with, (i) tiie fables: the talking animals of the fable appeal to them, and its brevity is a distinct point in its favour; (2) with the simplest of the folk tales (nursery tales or Marchen), such as Jack the Giant Killer, Jack and the Bean Stalk, and Rumpelstiltskin. If the story deals with animals as the Three Little Pigs, or the Three Bears, so much the better; and the cumulative tales like The Old Woman and Her Pig, or Henny Penny (Chicken Licken) are always popular. As children grow older simple versions of some of the myths, such as the story of Echo, or Phaethon, may be told or read to them.'^ For the most part, however, the myths are better appreciated later. Second Stage. — Here belong the more complicated and more romantic fairy tales, such as The White Cat, Beauty and the Beast, Puss in Boots, Prince Darling and Princess Goldilocks, Snow White and Rose Red. The Arabian Nights, of which Carlyle said, " It has given me more pleasure in my life time than any other book," '^ Grimm, Andersen, Andrew Lang's color fairy books, are enjoyed. Now is the time when the myths make their strongest appeal. Many of us can recall with what zest, between the ages of nine and twelve, we first read and then acted out the mythological stories." Children should certainly be familiar with Hawthorne's Wonder Book and Tanglewood Tales. The stories as told by Eustace Bright to Primrose, Periwinkle, Sweet Fern, Dandelion and the rest, seize upon the elements 12 Good versions for this purpose are to be found in Coe, First book of stories for the story-teller. 13 Charles Eliot Norton. Life and letters. 1913, v. i, p. 437. 14 .See Una Hunt's Una Mary, memories of the mind of a child. Chapter ^, Minerva and the unknown power. Scribner's Magazine, v. 56, p. 315-20, September, 1914. FAIRY TALES 241 which appeal to a child's imagination and best give him his first knowledge of Greek mythology. One can hardly be too young or too old for the Wonder Book. Nothing has ever been written for children more filled with ideal- ism and poetry than the story of Pegasus and Beller- ophon. Some of Hawthorne's most exquisite descrip- tions are found in the little introductions and conclusions to each story, which bring the gold of Indian Summer, the soft grays and whites of a winter landscape and the spring greenness before the eyes, and give children an unconscious 'liking for style. After Hawthorne, Kings- ley's Greek Heroes should be read ; and Bulfinch's Age of Fable, a book which has delighted many children, must by no means be forgotten. " Written for the reader of English literature . . . who wishes to compre- hend the allusions so frequently made by public speak- ers, lecturers, essayists, and poets, and those which occur in polite conversation." ^^ And for entertainment as well. If children were familiar with it, there would be fewer complaints of the ignorance displayed by college students of even the simplest allusions. The child who knows his Hawthorne and his Bulfinch thoroughly is well equipped for his later reading. There are some re- cent versions of the Greek myths for children which are worth knowing. Peabody's Folk Stories is an excellent, simple version for little children. In Hutchinson's Orpheus and His Lute, the legend of Orpheus and Eurydice is used as the thread of a story with which other myths are interwoven, with so much poetry in thought and expression that older readers, as well as children, enjoy the book. Children of twelve and over, should be given Buckley's Children of the Dawn. This ID Preface. 242 THE USE OF BOOKS AND LIBRARIES includes the stories of Eros and Psyche, Alcestis, Ata- lanta, Hero and Leander, Paris and Oenone, and others. These stories are charmingly told, with unusual literary merit and a closer following of the originals than is usual. For Norse mythology we have Abbie Farwell Brown's In the Days of the Giants, and for older chil- dren, Mabie's Norse Stories Retold from the Eddas. The heroic legend is especially appropriate for the child on the border line of the fairy tale age, when elves and witches are beginning to lose their magic and he is look- ing about him for new heroes and fresh worlds to con- Cjuer. The legends which grew up around the chivalrous Outlaw of Sherwood are delightfully told by Howard Pyle in his Merry Adventures of Robin Hood. Sidney Lanier's Knightly Legends of Wales ; or, The Boy's Mabinogion, and other King Arthur Stories, Lang's Tales of Troy and Greece, Marshall's William Tell, Bald- win's Roland, and his Siegfried, should be in every school library. The Modern Fairy or Wonder Story. — With the modern wonder stories we must class the fairy tales of Hans Christian Andersen, though so true is he to the spirit of the old tales that one is tempted to include him in the folk-lore group. Most children prefer Grimm to Andersen, many of whose stories are in truth too mature in thought for childish corfaprehension, but the fortunate child who turns over the pages of the thick volume until he finds and loves The Nightingale, The Emperor's New Clothes, Thumbelina, Five Out of One Shell, The Ugly Duckling, The Little Sea Maid, The Wild S wafts, aftd best of all the Snow Queen, carries with him into adult years a touchstone to aid hitn in the choice of real litera- ture. FAIRY TALES 243 Other literary fairy tales which the child should know besides those already mentioned are Mrs. Craik's The Brownie, and The Little Lame Prince. The latter, in particular, is a beautiful, idealistic story, and the ethical teaching of both is excellent. George Macdonald's fairy tales have a fine spiritual quality and a touch of mystery in the telling and atmosphere which charms children. All children should have read or told to them Ruskin's King of the Golden River and should be given the book to read it again for themselves. It seems to be the fashion nowadays to call Kingsley's Water Babies (as it is the fashion to call a great many other things) too difficult for children. Yet no child ought to miss its fine moral teaching and literary flavour. The best way to induce the average child to read it would doubtless be to read it aloud. ^^ De La Motte Fouque's Undine and Sintram, with their mystery and romance, their forests and ancient castles, have fascinated many children. For older girls they are a good introduction to romance and love stories, while younger children enjoy them as pure fairy tales. These stories have rightly taken their place among the children's classics; we must, however, be wary of the modern fairy story as it is turned out to-day. It seems to appeal to many mediocre writers, who should not be writing for children at all, as an easy kind of book to write and sell. Their tales are poorly written, lacking in imagination, occalsiorially tinged with vulgarity. The best way to test a modern fairy story is to read at the same time one of the real masterpieces of fairy litera- ture, new or old. The clumsy, tawdry or prosaic quali- ties of the poor tale will stand out unmistakably. 16 If a simplified version must be used there is a good abridgement by- Amy Steedman in the Told to the children series. Dutton. 244 THE USE OF BOOKS AND LIBRARIES Recommended Fairy Tales and Collections. — There are many excellent lists of fairy tales, myths, fables and legends,^^ so it is unnecessary to do more than suggest good editions of the tales and collections of tales men- tioned in this chapter. Versions for children of the Arthurian Legends are treated in the chapter on Classics for Children. The Teacher's Familiarity With Folk-lore. — Since fairy tales are a child's introduction to literature, and since in many cases it is the -school and not the home which gives this introduction, much depends on the teach- er's familiarity with myth, folk tale and legend, and also on his or her own appreciation of the beauty, humour, and ethical value to be found in the old stories. Teach- ers should familiarize themselves with the tales cited in this chapter and with many more. They should compare the folk-lore of different peoples ; they should know where to turn for the best and most usable versions ; above all they should test the stories by reading and tell- ing them to children. Suggested Reading. Chubb, Percival. Value and .place of fairy stories in the educa- tion of children. N. E. A. Proceedings. 1905, p. 1871-79. Dodd, C. F. Fairy tales in the schoolroom. Living Age, v. 235, P- 369-75. November 8, 1902. Hartland, E. S. Introduction to his English fairy and other folk tales. Hartland, E. S. Science of fairy tales. 17 See Olcott, F. J. Books of fables,, mjtthsj anosite of the design in relief which is cut out on a wood-block. This method of engraving was begun in Europe in the fifteenth century. The art came to England about 1588 and con- tinued to flourish there until the middle of the nineteenth century." Steel Engraving. — In 182a steel plates began to be used instead of copper. Steel was a more durable metal and could stand more wear and tear in printing; as a consequence it was cheaper and more books were illus- trated than ever before. " The actual difference between a line engraving executed on copper and one engraved on steel ... is so slight in a print that the one is not distinguishable from the other." ^^ Etching. — This kind of engraving is done on a metal plate, usually copper. The plate is heated and then coated with a " ground " of asphaltum, burgundy-pitch and beeswax. It is then held over the flame from a bunch 11 Hayden. Chats on old prints, p. 143. 12 Ibid., p. 208. 354 THE USE OF BOOKS AND LIBRARIES of lighted tapers until the etching-ground is covered with a deposit of smoke. At this point it is ready for the design, which is drawn in reverse, by means of an etching needle. The needle cuts away the ground, leav- ing lines of copper exposed. The back of the plate is covered with varnish and then the plate is put into an acid bath. This mixture of nitric acid and chlorate of potash can touch the copper only where the design has been drawn with the needle. The acid bites into the metal and leaves a design. When the process of " biting in " has been finished, the wax and varnish are removed and the plate is ready for printing.^^ Etching is more really artistic than other forms of engraving, due to the fact that more artists have done their own etching than have cut their designs in wood or engraved them with burin. Mezzotint. — In mezzotint engraving the copper-plate is " grounded " by running over the plate in every di- rection with a " sort of chisel, two and a half inches broad, sharpened to the segment of a circle, and with its surface engraved in many fine ridges, producing points at the edge." ^* This process produces a " burr " over the plate and the design is made, not by cutting or " bit- ing in " lines, but by scraping down the " burr " ' and smoothing out parts not to be printed. It is a better method for reproducing portraits than landscapes. Aquatint is another method of engraving and resem- bles etching. The plate is " grounded " by dusting it with finely powdered resin, or by covering the surface with a solution of resin dissolved in spirits of wine. After that the design is put on in very much the same way 13 Ibid., chap. 2. 114 H'amerton. Graphic arts, 1883, p. 483J EVOLUTION OF THE BOOK 355 as in etching and the plate is put in an acid bath for " biting." Lithography, as the name implies, is the art of draw- ing designs on a special kind of stone, from which im- pressions can be made on paper. It was invented in 1798 by Alois Senefelder of Munich. The drawing is made on the stone with a greasy ink or chalk; the sur- face is then washed " with weak nitric acid and water to fix the drawing and somewhat reduce the surface of the stone; if the stone be now covered with gum, allowed to dry, and then inked, the ink adheres only to the draw- ing ; and if a sheet of paper is placed on it, and the whole passed through a press, a print, or rather the drawing in ink will come ofif on the paper. This is roughly the art of lithography." ^^ Photo-Mechanical Processes. — Such were the chief methods of illustration up to about 1876 when the inven- tion of photographic processes of reproduction largely •superseded the work of the artist-engraver. Practically all book illustration is now done by some photo-mechani- cal process. While these methods have lowered, perhaps, the plane of artistic illustration, they have, nevertheless, broadened the field to such a remarkable extent, that a knowledge of, and a demand for, good illustration were never so great as now. Half Tones are made by photographing the drawing or photograph that is to be printed, through a " screen." This " screen " is made_ by placing together two thin pieces of plate glass, on which a series of parallel lines have been ruled diagonally. These intersecting lines give the effect of " mosquito-netting." With this screen di- rectly in front of the negative, "the subject is photo- 15 Pennell. Illustration of books. 1896, p. 112-3. 356 THE USE OF BOOKS AND LIBRARIES graphed and the result is a negative completely covered with a mass of fine transparent lines and dots." '■^ A print is made from this negative on a copper plate and the design is etched in relief for printing. Photographs and almost any colored subject are reproduced by this process. Three Color Process. — This method aims to take any colored subject " and by photographing it three times, each time through a different colored piece of glass, to divide all the colors into what are called the three pri- mary colors — red, yellow and blue. From each of these color separations a half-tone is made, and when these plates are put on the printing press, and the impressioris are printed over each other in yellow, red and blue inks, respectively, the result is a printed picture reproducing correctly all the Colors of the original subject." ^' Zinc Etching. — This process, often called "line en- graving," is the simplest form of photographic reproduc- tion and is used for printing any line drawing in black and white. The drawing is photographed on a sensitized zinc plate. The lines of the picture are protected by a coating of resinous powder, which is melted on the plate and which adheres to the design, but not to the rest of the plate. The plate is put into a strong solution of nitric acid, \vhich eats away the unprotected parts and leaves the design in relief. Mounted on a block, it is made type- high to be used for printing along with the type. Photogravure. — Directly opposite from the relief plates made by the half-tone and zinc-etching processes, is the photogravure, or intaglio plate. It is a very ex- pensive method of reproduction and is suitable only for 10 I-Iitchcock. Building of a book. 1906, p. 170. 17 Ibid., p. 174-5. EVOLUTION OF THE BOOK 357 limited editions and editions-de-luxe. There are several ways of making photogravure plates ; the main point is that a copper plate is printed from a photographic positive which has been covered with a gelatine film, and the print is then etched in the copper. It is the most artistic of all photographic processes but its cost limits the use of it. To-day when illustration has become so universal, and when much of it is so artistically mediocre, an additional responsibility is put upon the teacher and the librarian, in the matter of book selection. This very brief and inade- quate description of the various methods of book-illustra- tion should, at least, sufficiently direct the reader's at- tention to the dififerent kinds of reproductions found in books, to enable him to know what he is getting. A more important thing, however, than the mere knowledge of whether an illustration is produced by the half-tone or the zinc-etching process, whether it is a lithograph or an etching, is to feel the truth and the beauty of it. Does the illustrator faithfully portray the idea of the author? Is the illustration so arranged that it comes near the matter it is describing? And, finally, is the result satisfying from the standpoint of beauty ? There is danger for the unwary in many subscription sets and so called de-luxe editions. Much of the illus- tration in such books professes to be " reproduced from the original plates, etc.," and a correspondingly high price is asked for the books. It is a good working principle never to buy that type of book for a library. The list of references appended is given for the student who wishes to read more on the subjects treated of in this chapter. 358 THE USE OF BOOKS AND LIBRARIES List of References Bradley, J. W. Illuminated manuscripts. 1905. McClurg. $1.00. British Museum. Guide to the exhibited manuscripts. 1912. Pt. 2, 6d ; pt. 3, 4d. British Museum. Guide to the exhibition in the King's Library illustrating the history of printing. 1913. 6d. Clark, J. W. Care of books. 1909. Putnam. $2.50. Cundall, Joseph. Brief history of wood engraving. 1895. Samp- son Low. 2/6. Davenport, C. J. H. Evolution and development of the book. igo8. Van Nostrand. $2.00. De Vinne, T. L. Practice of typography. 4 v. 1900-04. Cen- tury. Each $2.00. Duff, E. G. Early printed books. 1893. Kegan Paul. 5/. Hamerton, P. G. Graphic arts. 1904. Little. $1.50. Hayden, Arthur. Chats on old prints. 1909. Stokes. $2.00. Hitchcock, F. H. ed. Building of a book. 1906. Author. $2.00. Madan, Falconer. Books in manuscript. 1893. Kegan Paul. 6/. Middleton, J. H. Illuminated manuscripts in classical and med- iaeval times. 1892. Cambridge U. Pr. $5.50. Pennell, Joseph. Illustration of books. 1896. Unwin. 2/6. Rawlings, G. B. Story of books. 1911. Appleton. .35. Sandys, J. E. History of classical scholarship. v. i. 1906. Putnam. $3.50. Sketchley, R. E. D. English book illustration of today. 1903. Smith, A. M. Printing and writing materials. 1912. Author. $1.36. Weitenkampf, Frank. How to appreciate prints. 1914. Moffat. $1.50. Chapter XXIII HISTORY OF LIBRARIES With the development of literature and the evolution of the book, there arose, naturally, the question of col- lecting and preserving books for use, and so the history of libraries begins. The first collections of books were probably those gath- ered together in the sacred temples and in the palaces of the kings of ancient times. These were not books in the modern sense, but were records, chiefly of religious matters, and annals of the kings, written on clay tablets. Ancient. — In Assyria and Babylon, at Nineveh and Nippur, were the earliest collections of which we know anything. Assurbanipal's library at Nineveh consisted of some ten thousand distinct works — clay tablets with cuneiform inscriptions, including works in history', as- tronomy, and religion ; school-books and dictionaries in the original languages and in translations. Many of these tablets are now in the British Museum, and among them, one on which the books are catalogued by subject. Excavations at Nippur by Professor Hilprecht disclosed a number of rooms adjoining the Temple, where clay tablets were arranged on shelves of clay. These tablets were also grouped by subject and the contents of the twenty-five thousand different tablets covered a variety of subjects. Egypt. — In Egyi^tian libraries books consisted of 36o THE USE OF BOOKS AND LIBRARIES papyrus rolls. The earliest authentic date of any collec- tion of these records is 3000 b. c. and we find reference to special libraries from 1500 to 1300 b. c, but it was not until the time of the Ptolemies from 300 to 200 b. c. that the great library at Alexandria was begun. Greece. — .There are almost no records of any libraries in Greece. The only authentic information we have is that Aristotle, Plato, Euripides and a few other famous men collected books. It is known also that 100 volumes were annually presented by the youth of Athens to the library of the Ptolemaion, " which was founded at Athens early in the Alexandrian age." ^ Cicero mentions the fact that there was an infinite number of books in the various libraries of Greece.^ Alexandria. — It was a Greek, Demetrius of Phaleron, who suggested to Ptolemy I the idea of founding the great library in the Greek city of Alexandria, and Greek scholars became its successive librarians. Here the learned men of the civilized world gathered to study and in this great library began the work of editing the texts of Greek literature and disseminating them. The num- ber of volumes in the Alexandrian library is variously estimated from 200,000 to 700,000 papyrus rolls. In 47 B. c. it suffered the loss of 40,000 books, when Julius Csesar set fire to the arsenal near by. The story goes, ac- cording to Plutarch, that Mark Antony presented 200,- 000 books from the library at Pergamon, a great rival of the Alexandrian library, to Cleopatra, who added them to the collection at Alexandria. The great library was destroyed during an invasion in 272 a. d. by the Em- 1 Sandys, John. History of classical scholarship. 1906, v. i, p. 87. 2 Cicero. Tusculan disputations, II: 6. This statement, however, taken with its context does not lack evident exaggeration. HISTORY OF LIBRARIES 361 peror Aurelian. A smaller cbllection of books in a li- brary called the Serapeion continued in existence for a century longer when it too was demolished in 391 a. d. during the reign of Theodosius I. After this the rem- nant of books was probably scattered among various tem- ples; no authentic record exists of their actual fate. Pergamon. — Next in importance to the Alexandrian libraries was the library at Pergamon, the largest city in Asia Minor. To Eumenes II, 197-159- b. c, is given the credit of having founded the Pergamene library. Its collection of books, though never so large, rivalled the Alexandrian collection, and scholars flocked to it also. The head of the Pergamene school. Crates of Mallos, probably ' introduced the real study of literature to Rome when he visited there in 169 b. c. and it is supposed that his description of the Pergamene library had an influence on the building of Roman libraries.^ The city of Pergamon became a Roman city by the gift of its last king, probably on account of the pressure of the Roman arms, but it is not known whether any part of the library was left to bequeath. Rome. — Julius Caesar planned to establish public li- braries in Rome and commissioned Terentius Varro, " the most learned of the Romans," to collect and arrange the books, but Asinius Pollio had the distinction of be- ing the first to dedicate a library to the public. This library was built on the Aventine Hill in 39 b. c. Greater than this, however, were the two libraries erected by Augustus — the Octavian and the Palatine. These build- ings were modelled after the Pergamene library — a tem- ple surrounded by colonnades from which opened a li- brary. The library proper consisted of two compart- 3 Sandys. History of classical scholarship, v. i, p. 159, 362 THE USE OF BOOKS AND LIBRARIES ments, one for Greek and the other for Latin books, sep- arated by a large curia. The Octavian building was burned when Nero fired Rome; and the Palatine was destroyed during the reign of Commodus about 190 a. d.* The greatest of all Roman libraries, the Ulpian, was founded by Trajan about 100 a. d. It was .also modelled on the Pergamene plan with two different rooms for Greek and Latin books. In this library were kept also the Roman archives. Although the books were removed to the Baths of Diocletian about 305 a. d. they were in use until the latter part of the fifth century. Towards the close, of the fourth century there were twenty-eight public libraries in Rome and many others throughout the provinces. With the downfall of the Western Empire in 476, the literary activities of Rome were very nearly at an end and the history of ancient libraries may be said to cease. Mediaeval Libraries. — In 330 a. d., when Constantine the Great moved the seat of empire from Rome to Byzan- tium and founded Constantinople, many Greek scholars followed him. He began the collection of manuscripts particularly of Christian literature, and his immediate successors continued the work until a large library was formed. Julian, the Apostate, founded a library of pagan literature. Libraries were founded in the monasteries of the East and many of the Greek classics were preserved therein throughout the Dark Ages, particularly in the monasteries of Mount Athos. Monastic Libraries. — As the libraries in these eastern monasteries saved Greek literature from entire destruc- tion through the Dark Ages, so, too, the monasteries of 4 Savage, Ernest. Story of libraries, p. 17, HISTORY OF LIBRARIES 363 the West did a like service in preserving the manuscripts of Latin literature. .In miraculous ways manuscripts were saved from the destroying hordes of vandals and found 'their ways to these safe, monastic retreats. Here they were copied by the monks, and together with church service books and works of theology, constituted the be- ginnings of monastic collections. Among the "most famous monastic libraries in Italy were those at Monte Cassino founded by St. Benedict in 529; at Squillace, by Cassiodorus about 540; and at Bobbio in Northern Italy, by an Irish monk, St. Colum- ban, in 615. In France the principal monastic libraries were those of Cluny, Fleury, and Corbie; in Germany, those of Fulda, Corvey, and Reichenau. The Benedictine Order was noted for its libraries, and in England no less than on the Continent did their monks establish them — at Canterbury, York, Wearmouth, Jar- row, Whitby, Glastonbury, Peterborough, and Durham. With the dissolution of the monasteries during the reign of Henry VIII, " their libraries were dispersed, and the basis of the great modern libraries is the volumes thus scattered over England." ^ University Libraries. — We have seen, in Chapter XXII, how the work of copying manuscripts was grad- ually shifted from the monasteries to the universities. With the work of producing texts there developed the need of collecting them as well, and from the thirteenth century on, libraries were gradually founded in the medi- aeval universities of Italy, France, Germany, and Eng- land. " The fifteenth century was everywhere an age of Library-making; in the Library, the solitary student, 5 Madan, Falconer. Books in manuscript, p, 76. 364 THE USE OF BOOKS AND LIBRARIES weary of the disputations of an effete scholasticism, conld find richer intellectual pastures for .himself." " Renaissance Libraries. — With the Revival of Learn- ing there came, not only a thirst for knowledge, "but to a group of famous men — rulers and scholars — the burning desire to collect manuscripts. These private col- lections of books are in large measure the beginnings of the great national libraries of Europe. ' Petrarch and Boccaccio were both eminent and assiduous collectors. They not only visited many places themselves in search of books, but they employed agents to travel over Europe in quest of them. Niccolo de Niccoli, 1364-1423, another famous collector, left over 800 manuscripts, which at his death came under the control of Cosimo de Medici. These, together with other collections formed by Cosimo, became the foundation of the Laurentian Library in Florence. Associated with Cosimo was Tommaso Parentucelli, 1398-1455, afterwards Pope Nicholas V. He catalogued Niccolo's collection and " added to the catalogue the titles of books he thought necessary to make the collection rep- resentative." '' His love of books and his bibliographical knowledge were later put to excellent use, when as Pope he reorganized the Vatican Library, the foundation of which had been laid at the end of the fourth century. In England, Duke Humphrey of Gloucester, gave 600 manuscripts of his fine collection to the University Li- brary of Oxford, afterwards the Bodleian. Richard de Bury, bishop of Durham, was the most energetic collector in England. He travelled on the Continent in search of Rashdall, Hastings. Universities of Europe in the Middle Ages. 1893, V. 2, p. 463. 7 Savage. Story of libraries, p. 71. HISTORY OF LIBRARIES 365 manuscripts and set up a scriptorium in his house where he had copies written and ilkiminated and bound. He gave to Durham College, now Trinity, Oxford, a part of his collection and drew up a set of rules to regulate the lending and use of his books. With the invention of printing in 1450, the character and development of libraries were so radically changed that by the beginning of the sixteenth century we may well regard the mediaeval period as ended. Modem Libraries. — For three centuries the history of libraries is largely a story of accumulating books for the use of a very limited number of people, the scholars of the world, and to-day these same great libraries are the laboratories of scholarship the world over. European. — In Italy the Vatican Library at Rome is renowned for its collection of important manuscripts. Among its treasures are Cicero's De Republica; Virgil manuscripts of the fourth, fifth, and sixth centuries, and a Bible of the fourth century. The Ambrosian Library at Milan, the Laurentian at Florence, and the Library of St. Mark at Venice complete the list of the most impor- tant libraries in Italy. The Bibliotheque Nationale, the national library at Paris, is the largest and finest library in the world. It has grown since the fourteenth century and is the con- tinuation of the old Royal Library. It " owes much to the pride with which not only France, but the ambassa- dors of France in foreign countries, have regarded it, as well as to the distinguished librarians who have fostered it, from DeThou and Colbert to M. Leopold Delisle." ^ The Mazarine Library, the Library of the Sorbonne, the 8 Madan. Book in manuscript, p. 89. 366 THE USE OF BOOKS AND LIBRARIES Bibliotheque St. Genevieve, and the Arsenal Library, all in Paris, have important collections. Germany has a large number of public and university libraries, many of which have renowned collections of priceless books. The Royal Library of Berlin, the Munich Royal Library, the university libraries of Got- tingen, Heidelberg, and Leipsic have many treasures in both manuscripts and books. In other European countries there are not so many libraries nor perhaps such famous ones as those already noted, but the Imperial library at Petrograd (St. Peters- burg) with its collection of nearly three million printed books and over two hundred thousand manuscripts, many of them rare, with its treasure — the Codex Sinaiticus of the Greek Bible ; its almost perfect sets of books from the Aldine and Elzevir presses and many other priceless ■possessions, takes rank among the four or five chief libraries of the world. Spain has two important libraries, the Escorial and the National Library at Madrid. The Imperial Library at Vienna, the Royal Library at Brussels and in the Scandinavian countries the university libraries of Upsala and Christiana are all famous. To American librarians the libraries of England are of greater interest and importance than those of any foreign country. The student of educational history needs to know when and how were founded the British Museum and the Bodleian ; what are the chief treasures to be found in them and their contribution to educational de- velopment. British Museum. — England's national library was founded in- 1753. It was begun by uniting three private HISTORY OF LIBRARIES 367 collections of great extent: the Cottonian, the Harleian, and the Sloane libraries. To these was added the Royal Library, by George II in 1757. In 1759 it was opened at Montagu House under the name British Museum. The Royal Library collection had been very slowly ac- cumulated by the kings of England from the time of Henry VII, and with no large or very notable addition until the time of James I, when Prince Henry secured the addition of a choice collection of manuscripts. The Cottonian library was collected by Sir Robert Bruce Cotton, 1571-1631. It " contains many survivals from the old monastic collections " ; " and " the chartu- laries of English abbeys, English historical deeds, and an immense series of English state papers are among the chief features of the library." ^° In 1700, Sir John Cot- ton, grandson of the founder, put the collection into the hands of trustees for " public use and advantage." The Harleian library collected by Robert Harley, Earl of Oxford, 1661-1724, numbers nearly 8,000 manuscripts and over 41,000 charters and rolls. It comprises works on English history, theology and general literature. Par- liament bought this collection for ten thousand pounds and in 1753 transferred it to the Museum. The Sloane collection comprised books, manuscripts and curiosities of various kinds gathered together by Sir Hans Sloane. After his death in 1752 it was purchased by the government for twenty thousand pounds and it was also added to the Museum. To these collections others of great value have been added until to-day the collection has reached over three million books. " Among English-speaking peoples the » Savage. Story of libraries, p. 132. 10 Madan. Books in manuscript, p. 81. 368 THE USE OF BOOKS AND LIBRARIES library of the British Museum stands without a rival, whether we regard the size or the importance of its printed and manuscript treasures." " The Bodleian Library, Oxford, is, historically, the most interesting library in the world. Its foundation, begun with a small collection of books in St. Mary's Church, was greatly enriched between 1439 and 1446 by a donation of manuscripts from Humphrey, Duke of Gloucester. This gift necessitated more room, and an upper story, which became " Duke Humphrey's Library," was added to the Divinity School. This room still exists, the oldest part of the Bodleian, though the books and furniture were ruthlessly destroyed by Edward VI's Commissioners in 1550. Sir Thomas Bodley, ambassador to France and Hol- land under Queen Elizabeth, and a scholar, retired from court life and went to Oxford with the purpose of re- building the library. He set diligently to work refitting Duke Humphrey's Library ; he used his influence in every quarter and secured valuable donations, and in 1602, the new library, possessed of some 2500 books and manu- scripts, was opened. In 1610 Sir Thomas secured from the Stationer's Company the agreement to give to his library a copy of every book published in the kingdom.^^ This same year, 1610, he began the building of the main part of the quadrangle which is now the Bodleian, and before his death in 161 3 had secured promises of other valuable gifts. The library continued to grow and passed through the Civil War unscathed. It suffered at the iiMadan. Books in manuscript, p. 80. 12 This is the 'first library in England to receive the copyright privilege. Four others now have it: the British Museum, Cambridge University Library, Advocates Library, Edinburgh, and Trinity College Library, Dub- lin. HISTORY OF LIBRARIES 369 hands of careless librarians through the eighteenth cen- tury and even into the nineteenth, and now numbers over 800,000 volumes. " In the importance of its individual treasures it ranks nearly first among the collections of the world. Its Oriental manuscripts, Biblical codices, and Rabbinical literature are unrivalled; in materials for English history it is particularly rich, while its series of Greek and Latin editiones principes is unquestionably one of the finest.'' ^^ Charles Lamb has expressed the charm of the Bodleian in his essay, "' Oxford in Vacation " : " Above all thy rarities old Oxenford, what do most arride and solace me, are thy shelves . . . " What a place to be in is an old library ! It seems as though all the souls of all the writers that have be- queathed their labours to these Bodleians, were reposing here, as in some dormitory, or middle state. I do not want to handle, to profane the leaves, their winding sheets. I could as soon dislodge a shade. I seem to inhale learning, walking amid their foliage ; and the odour of their moth-scented coverings is fragrant as the first bloom of those sciential apples which grew amid the happy orchard." Other English Libraries. — Cambridge University Li- brary, with its valuable collections and very liberal lend- ing privileges ; the John Rylands Library, Manchester, with its 2500 incunabula (books printed before 1500) ; the Advocates Library, Edinburgh, founded in 1682 ; and the Library of Trinity College, Dublin, with its treasure — the Book of Kells — an eighth century manuscript and one of the most beautiful in the world, are the next in importance of the libraries of Great Britain. 13 Savage. Story of libraries, p. 154-5. 370 THE USE OF BOOKS AND LIBRARIES American Libraries. — The history of Hbrary develop- ment in the United States dates from the seventeenth century. Beginning with the private hbraries of the colonial ministers, whose small collections of books in some instances became the foundations of college and other libraries, the development spreads out in four or five directions, and in the latter part of the nineteenth century evolves a distinctly American and democratic type — the tax-supported or free public library. College Libraries. — The first kind of library founded in America was a college library, that of Harvard Col- lege in 1638. It began with a small collection of books given to the college by the Reverend John Harvard and for two hundred years was the largest library in the country. In the eighteenth century six other college libraries were founded : Yale in 1700 ; Princeton in 1746; University of Pennsylvania in 1755; Columbia in 1757; Brown in 1767, and Dartmouth in 1770. The nineteenth century has witnessed the development of libraries in every State University and in every standard college in the country. The larger university libraries all have valuable, and some of them, notable collections of books. These libraries are primarily for the use of their own students and faculties, but the very liberal cus- tom of inter-library loans makes the particular, the rare, the valuable book accessible to smaller and less fortunate libraries whose readers may wish to use such books for serious work. Proprietary and Subscription Libraries. — Library development branched out in another direction when Ben- jamin Franklin in 1731 began in Philadelphia the first subscription library in this country. " And now I set on foot my first project of a public nature, that for a sub- HISTORY OF LIBRARIES 371 scription library. ... I was not able with great indus- try, to find more than fifty persons, mostly young trades- men, willing to pay down for this purpose forty shillings each, and ten shillings per annum. On this little fund we began. The books were imported ; the library was open one day in the week for lending to the subscribers, on their promissory notes to pay double their value if not duly returned." Begun as a subscription library, this foundation developed into a proprietary one — the Li- brary Company of Philadelphia. Subscription and proprietary libraries, though different in conception, for our purpose of studying types, may well be grouped together. " These libraries represent more or less completely the principle of corporate owner- ship instead of fees, and, if we judge by their atmosphere, there is just the difference between the proprietary and the subscription library in the attitude of its patrons that there is between the proprietor of land and the tenant." " The idea of financial interest in the books whether as stockholder in the corpor9.tion or simply as renter, is the point of interest between this type of library and other types. Besides Franklin's library, the Charleston Library Society (1748) ; the New York Society Library (1754) ; and the Boston Athenaeum (1807) ; other proprietary or subscription libraries were established in nearly every city in America. The influence of this type of library on the development and growth of the free public library has been marked. State Libraries. — In 1796 New Jersey established the first State Library ; South Carolina followed in 1814 with the same type; Pennsylvania in 1816, and New Hamp- 34 Bolton, C. K. Proprietary and subscription libraries. A. L; A. 191^, p. 2. 372 THE USE OF BOOKS AND LIBRARIES shire and New York in 1818. Every state now has its state Ubrary, begun at first simply for the use of its legis- lature and government officials, but enlarged in some in- stances into libraries of very much wider scope ; e.g., the New York State Library and the Wisconsin State Li- brary. Library of Congress. — In 1800, just four years after the founding of the first state library, the Library of Congress was established in Washington by an Act of Congress " appropriating $5,000 for the purchase of books and for fitting up a suitable apartment in the Capi- tol to contain them." ^^ This library was destroyed in 1814 when the British burned the Capitol. Soon after- wards a new library was begun by the purchase of Presi- dent Jefferson's collection of 7000 volumes. This grew slowly to about 55,000 volumes when a second fire in 185 1 destroyed over half of it. From 1864 to the pres- ent time the library has grown enormously under the able direction of Mr. Spofiford and Dr. Herbert Putnam, who succeeded Mr. Spofiford in 1899. The Library of Con- gress is truly a national library in the scope of its work and in the importance of its collection. It serves the entire country most liberally with its inter-library loans, and scholars find a most cordial and efficient service at the library. The size of its collection now places it in the fourth place of the world's largest libraries. District School Libraries. — One form of library de- velopment in America, which extended over fifty-five years, proved a failure. — that was the district school library. In 1835 New York passed a law for the estab- lishment of such libraries and spent over $50,000 annually on the system. Twenty other states passed similar laws, iti Bishop, W. W. Library of Congress. A, L. A. igii, p. i. HISTORY OF LIBRARIES 373 but the system was generally a failure. " It had its place as an effective educator of public sentiment in the right direction, and perhaps by its very failure to meet the growing demand for free libraries in a satisfactory way, led to increased efforts to devise an effective scheme for that purpose." ^^ Tax Supported or Free Public Libraries. — The his- tory of libraries in America up to this point shows no material difference in types from those founded in Great Britain. But in 1848 when the Massachusetts legislature passed a law allowing Boston to tax itself to establish a free public library, the great public library movement was definitely begun. This antedated by two years the first free library act for Great Britain. To-day, the tax-sup- ported library has been universally adopted not only in the United States but throughout Europe. Many of the free' public libraries have been richly en- dowed by private benefactors as well as supported by public taxation and no city of any importance is to-day without its public libraries any more than it is without its public schools. State Aid. — A further step in library progress has been the natural growth of State Library Commissions and again Massachusetts is the first state to conceive the idea. In 1890 by an act of the Massachusetts legislature the Massachusetts Free Public Library Commission was created with the function of aiding the establishment and development of free public libraries throughout the state. The idea has spread and now library extension carried on by state aid, whether by a commission, or the state library or the state education department, is found in all but fourteen of the forty-eight states of the union. 16 Fletcher, W. I. Public libraries in America, p.' 21. 374 THE USE OF BOOKS AND LIBRARIES In the matter of compulsory laws for the establishment of libraries there has been but little or no development. New Hampshire passed a mandatory law in 1895, but no other state has followed her example. The county library idea is developing in some states and in largely rural districts, the county rather than the town as a library unit would seem best. Ohio, Maryland, Wisconsin, Oregon, and California all have county library laws. Within the compass of this single chapter we have but briefly mentioned the stages of library development and have merely sketched a few of the great European libra- ries. The following list of references will furnish the student with much additional and interesting information. Required Reading. Bishop, W. W. Library of congress. (A. L. A. Manual of library economy.' Chap. 2.) Bolton, W. K. American library history. (A. L. A. Manual of library economy. Chap, i.) Bolton, W. K. Proprietary & subscription libraries. (A. L. A. Manual of library economy. Chap. 5.) Encyclopedia Britannica. Article on Libraries. Fletcher, W. L Public libraries in America. 1894. Savage, E. A. Story of libraries and book-collecting. 1909. Wynkoop, Asa. Commissions, state aid, and state agencies. (A. L. A. Manual of library economy. Chap. 27.) Chapter XXIV THE ESTABLISHMENT AND EQUIPMENT OF A SCHOOL LIBRARY Laws. — Most states now have some form of law rela- tive to the establishment of school libraries. These laws are, for a large number of states, permissive laws, that provide " for the establishment and maintenance of such libraries through direct taxation. Other states, again, have enacted what we may call conditional laws — laws which provide for public assistance conditioned on the raising of a given sum by private subscription in the dis- trict desiring the library. Neither system is very satis- factory in actual practice. Unless a district is wide- awake to the importance of the library, a permissive or conditional law is not likely to do much good. In order to awaken the iirst interest it is often necessary to have recourse to compulsion." ^ Oregon has a good mandatory law.^ It provides for the essential points of a good law : " ( i ) A mandatory minimum annual tax levy by county; (2) compulsory selection from a well chosen list made by some recog- nized and responsible authority; (3) a central purchasing agent and a state contract price; (4) a definite and fixed time for annual purchase ; ( 5 ) suitable rules and regula- tions to prevent scattering of books." 1 Foght, H- W. American rural school. 1912, p. 262-3; 2 See Monroe. Cyclopedia of education, v. 4, p. 15. 376 THE USE OF BOOKS AND LIBRARIES Provision, three is not entirely satisfactory. Minnesota has repealed the contract price feature of its law. The trouble with buying books at a contract price is that the library is usually forced by law to make a contract with the lowest bidder and the lowest bidder does not always give the best service. Even the best laws, that simply require a fixed sum to be spent each year in buying books, and make no pro- vision for the proper equipment and administration of libraries, are inadequate. It is not enough for a high school to buy books and simply place them on shelves. A librarian or, at least, a teacher-librarian should be put in charge and sufficient appropriation be made for her salary. The rank of this position should be equal to a teacher's position and the salary should be equal. There should also be a definite annual appropriation for library supplies, binding and periodical subscriptions over and above the book fund. After a room has been adequately fitted up for a library, there need be no annual appropria- tion for equipment, but when the library grows to the need of enlargement, a special fund should be set aside to meet the needs. In localities where there are no laws for the establish- ment of school libraries, or where the laws are permis- sive and conditional, it largely remains for the teacher to stir up interest in a library and to arouse the school patrons to the need of funds for such a purpose. Many ways of doing this have been tried with some success. Some of the plans are of doubtful value, however, and it is particularly desirable that the teacher who is working to get a school library, should devise ways of getting money with which she can buy a carefully selected library, rather than encourage patrons and pupils to donate SCHOOL LIBRARY EQUIPMENT 2>77 books. Well-meaning friends of a school often unload upon it books of no value whatsoever. Such gifts should never be encouraged for the school is better ofif without them. Selecting a Room. — After money has been raised and the books bought, the problem of a library room arises. For graded schools, it will probably be wiser to arrange the books by grades and distribute them in the class- rooms of each grade where the teacher in charge will keep them on suitable shelves and act as librarian in en- couraging the children to use and read them. For high schools and rural schools a library and read- ing room is necessary. This room should be planned and selected with a view to plenty of light, good ventilation, ample size, and remoteness from the noise of the rest of the building. The temperature of the room should be kept at 68 degrees and the windows lowered from the top several times a day to let in that supply of good, fresh air that no system of indirect ventilation ever gives. The floor should be covered with a good quality of linoleum in a green or brown shade that will harmonize with the rest of the room. It will deaden the noise and be easy to wash and keep clean. Shelving. — Shelves should line the available wall space around the room. Quarter-sawed oak is the best mate- rial to use, but if that is too expensive, a good quality of pine or whitewood may be stained to look very well. It might be arranged with the director of manual train- ing in the school to have pupils build the shelves and also make the tables and chairs for the room and thereby save expense. Standard Shelf. — The standard library shelf is three feet long by ten inches high by eight inches deep by one 378 THE USE OF BOOKS AND LIBRARIES inch thick. Seven shelves make a section. The number of sections joined together to make a case depends upon the wall space to be filled. The lowest shelf should be put on a base four inches from the floor. For books larger than octavos, a deeper and wider shelf is neces- sary. If the sections are made with adjustable shelves, the first shelf can be placed twelve. inches from the base to accommodate the over-sized books ; but if the shelves are fixed (and it is cheaper and almost as satisfactory to have non-adjustable shelves), a few sections might be specially made in larger dimensions to hold the large books. With standard-sized shelves it is easy to estimate the number of books for which there will be room. A three- foot shelf will hold thirty books of average thickness ; a section of seven shelves, two hundred books ; a case of five sections, one thousand books. Floor-case. — If the number of books outgrows the available wall space, the next step is to put in floor-cases, that is, sections made back to back to form a double case to allow for books put in on either side. These cases should be placed at right angles to the wall with a floor space of from ten to twelve feet between. The alcove space will accommodate a table and chairs and make a quiet place for study. However, such an arrangement prevents comfortable supervision from the librarian's desk and for that reason is not very satisfactory in a school library. If more shelving is necessary than the wall space affords, these floor-cases can be arranged at one end of the room only, with just enough space left between to allow of using the shelves conveniently, re- serving the rest of the floor space for tables and chairs. Such an arrangement gives additional book capacity and SCHOOL LIBRARY EQUIPMENT 379 does not interfere with proper supervision of the room. Furniture. — The number of tables and chairs that should be provided vyill depend upon the largest number of readers in the room at any one time. The usual size of a library table is three feet by five or six feet and will seat comfortably from six to eight people. Bentwood chairs are satisfactory and less noisy when moved than a heavier chair. The librarian's desk should be of ample size and with a fiat top. It is best to purchase a desk from a reliable firm rather than have it made by students or a local car- penter. It should be of the same finish if not of the same material as the tables and shelves. This desk should be placed near the entrance to the room if such a position will give complete supervision of the room and if there is enough light. It will be necessary to have in reach of this desk a low book-case to hold such books as the librarian constantly needs. The catalogue-case should be purchased from a firm that makes satisfactory library supplies. A list of such firms will be found at the end of this chapter. The case should be placed where it is the most convenient for the largest number of users. A magazine rack will add greatly to the appearance of the room and will save table space. Manual training stu- dents or a local carpenter can make one more cheaply than it can.be bought. The same is true of a bulletin- board. For the latter, use a piece of cork carpet and frame it with a half-inch oak frame. Supplies. — Before ordering supplies, it will be neces- sary to look over the catalogues of dealers and see what is oiifered and at what price. Local needs and condi- tions will determine what a library can purchase ; the size 3So THE USE OF BOOKS AND LIBRARIES of the library and the particular methods the librarian uses for mechanical processes will detennine the quan- tity and kind of supplies needed. In the following chap- ters will be indicated specific materials for particular processes.^ List of Dealers. Democrat Printing Company, Madison, Wis. Gaylord Brothers. Syracuse. N. Y. Globe Wernicke Company, Cincinnati, O. Library Bureau. 6 X. Michigan .\ve.. Chicago, 111. Problejis. 1. Outline a good library law for school libraries. Bring outline to class and discuss. 2. Find out the school library law of your own state and discuss its deficiencies and its good points. 3. Suggest some practical ways of getting school libra- ries where the initiative depends upon the teacher. 4. Draw a floor plan for a school library of looo vol- umes, with an annual growth of 200 \olumes for ten years. Indicate windows, shelving, tables, librarian's desk, magazine rack, and catalogue case. X. B. — The two- following pamphlets are excellent lists of aids in the care of school libraries. The first also lists material that will help in every department of a school library. Davis, Esther M. Some Inexpensive Library Aids in School Work; a Select List. (N. Y. State Teachers' Association. Albany, N. Y. 191 1.) \\'alter, Frank K. Care of School Libraries and Some Helps Which Are Available. 1911. N. Y. State Edu- cation Department. Albany, N. Y. 3 See Stearns, L, E. Essentials in library administration. (.\. L, A, Handboot:, .15) p. 88 for a list of supplies for a library of 1000 volumes. Chapter XXV BOOK BUYING AND ORDERING The question of the selection of books has been consid- ered in another section ; this chapter treats of the prac- tical matter of (i) where to buy books, (2) prices, (3) what not to buy, (4) how to order. These are problems for the librarian in charge of the school library and no one else should be empowered to order books ; neither teachers, nor the principal, nor superintendent, nor town clerk. Teachers and principals should advise with the librarian in regard to the selection of books ; the super- intendent or other official who has charge of the funds should pay the bills ; but the librarian should be the final authority even to select from a state list. The librarian on the one hand knows the book needs of the entire school better than any one teacher or the principal could know them ; and on the other hand, the librarian knows book-prices and methods of buying and how best to ap- portion the library funds to meet the needs of the great- est number, better than any public official knows these things. Where to Buy. — If a local dealer will give as good prices and service as firms in a book center like New York or Chicago, he should receive the book orders of the library. In comparing prices of the local dealer with other firms, it should be remembered that transportation costs often equalize what seems a larger charge on the 382 THE USE OF BOOtCS AND LIBRARIES part of the local dealer. Unless the library gets equally good service from the local firm, no political pressure, nor any false patriotism, should force the library to buy at home. Perhaps something, however, should be sacri- ficed to the cause of good-will. In placing orders elsewhere, it is best to select one firm to buy from, the selection of which will depend on the best service offered when everything is considered. When a trial order list has been submitted to several firms for estimates, it does not always follow that the firm that offers the cheapest prices on that particular order will invariably sell the cheapest. Do not buy books from a travelling agent, for it is very poor economy. Agents usually sell either subscrip- tion books, " books in sets," or de-luxe editions of well- known authors' works, and the school library is much better off without these books and cannot afford to buy them. Prices. — There are certain legitimate discounts that every library should get and these discounts all reliable firms are usually willing to give. On books listed as " net," a lo per cent, reduction within the year of publi- cation is the usual discount. When a " net '" book has been published over a year the dealer may give a larger reduction. Many scientific and technical books, though published at " net," may be obtained at a discount ranging from 10 to 20 per cent., and school text-books at a dis- count of from 10 to 16% per cent. The librarian may be compelled to buy, by state con- tract, from a particular firm. If so, satisfactory service should be demanded and any failure on the part of the selling agent should be reported to the proper officials of the state and not charitably endured. BUYING AND ORDERING 383 What Not To Buy. — Subscription books and new edi- tions of encyclopedias and dictionaries can usually within a year's time be bought new from a second-hand dealer at a great reduction from the subscription price. De-luxe editions should under no circumstances be bought, and " books in sets " are of exceedingly doubtful value. There are several well-known sets, well printed and ex- cellent in their inclusions, but not best for a school library, because the material in them usually duplicates what is already in the library in single volumes. The testimony of librarians who have used such sets brings us to the conclusion that a child who uses books of such an encyclopedic character forms a taste for " scrappy '' reading.^ How to Order. — Enter on cards or slips 3x5 inches, one title to a slip, the books that are to be ordered. The following form shows the essential facts to enter on an order slip : Richards, IVIrs. E. H. Ord 5 '14 Cost of food. Of Smith Received Edition. Place Publisher 2 N. Y. Wiley Cost Charged to Domestic Science Dept. Year No. of volumes Total price 1908 $1 Figure 14 1 See Sets for children, by H. A. Wood, in Public Libraries, April, 1913, V. 18: 138. 384 THE USE OF BOOKS AND LIBRARIES These cards, made of a cheap manila stock, can be bought of a local printer for $1.75 per thousand; better stock can be had from the library supply houses for $2 per thousand. Unprinted slips can be used instead. After all the cards have been filled out, they should be arranged alphabetically by authors and a type-written or hand-written list in duplicate should be made with this form of entry : Richards, Mrs. E. H. Cost of Food. Ed. 2. X. Y. 1908. Wiley. $r. One list is sent to the dealer with instructions to ship by freight, express, or parcels post, and the copy is kept on file in the library. The cards are filed alphabetically in a box marked " outstanding orders," or " order file.'' When the shipment is received, the books should be arranged alphabetically on a table or book truck, com- pared with the order cards to see if the right edition, etc., has been sent, and checked with the bill. The cost price and date of receipt should be entered on the order card. All cards so filled out may then be filed in a box marked " Books received " until the books have been catalogued. For the average school library with an order list made on slips, this " books received " file need be kept no longer than it is found of use. Some libraries use order cards for a shelf-list record ; others for an accession record ; and in such cases the order cards are arranged in a per- manent file. The individual librarian will determine for herself which method is the best for her use. When the receipted bill is returned it should be clipped to the order sheet and filed. If librarians must buy from a state list and a special agent, directions for ordering as given in such lists, of course, must be followed. BUYING AND ORDERING 385 Problem. 1. Make out order slips and write an order for $20 worth of books. 2. If you have $200 with which to begin a school library, would you buy an encyclopedia? If so, which one? 3. Look up prices of The Children's Hour, 10 v., Houghton; Children's Library of Work and Play, 10 v., Dbubleday ; and Book of Knowledge, 24 v., Grolier So- ciety. Considering the quality, the quantity and the price of these publications, would you be justified in buy- ing them for a school library that spent $50 a year for books ? 4. Make a careful examination of the official library list for the graded schools of your own state. Criticize it from the standpoint of the editions of children's clas- sics it includes. Are they cheap editions or expensive ones? Can you justify the selection? 5. After examining the list of reference books on the official high school library list of your state, can you sug- gest any improvement from the standpoint of the average book funds of high school libraries? Chapter XXVI LIBRARY RECORDS This chapter enumerates the records that should be kept in a high school library and describes the method and use of those records not considered in other chapters. 1. Order Record. — A record of books ordered, kept on cards or slips (see Chapter XXV). 2. Accession Record. — A numerical record of books as they are added to the library. In some large libraries this record is kept on order cards, but, when everything has been considered, the accession-book is the best form for the school library to use. The accession-book is a blank book ruled in columns and with numbered lines, for the particular purpose of recording library books. These books with more or less printing and with space for recording from 500 to 5000 books can be bought from any library supply house. Sheets to be used in binders and ruled for the accession record are also manufactured. The chief advantage of the sheets . over the bound form is in being able to type-write the entries on sheets instead of writing them in by hand as must be done if a book is used. On the other hand the bound book is more se- cure than sheets in a loose-leaf binder. When books have been received and checked with the order file and bill, they are then entered on the accession record, each book and each volume of a set on a separate line, with the same accession number written in the book. LIBRARY RECORDS 387 It is best to arrange the day's accessions by publishers before beginning entry and in that way save writing. The following form explains clearly the method of work. ACCESSION RECORD DATE Num AUTHOR TITLE PUBLISHER DATE VOL, SOURCE COST E UJ Jaii.l4 1 Dana Library primer Library B 190B Pub. 1 00 2 3 4 5 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Figure 15 388 THE USE OF BOOKS AND LIBRARIES This record is of use in telling how many books the library contains, the history of each book — when re- ceived, from whom, whether a purchase or a gift, the cost, and when rebound, lost, stolen or worn out. In a small and slowly growing library this record is a substi- tute for a catalogue. At any time the exact number of books in the library can be found out by subtracting the number of books withdrawn, from the last accession number used. In very small libraries a well-bound blank book, ruled like this form, with lines numbered consecu- tively may be used. 3. Shelf-list. — Kept on cards. A record of the books as they stand on the shelf (see Chapter XXVIII). 4. Catalogue. — Kept on cards. A record of the au- thors, subjects, titles and often contents of all books in the library (see Chapter XXIX). 5. Loan Record. — Kept on cards. A record of books loaned should tell what books are out of the library, who has them, and when they will be due. This record should be accurately kept and it should serve the additional pur- poses of keeping the librarian informed of the nature of each student's reading, the character of books circulated, and the number. The following method is simple and accurate : In each book, except reference books and magazines, paste a book pocket 4x4 inches (see Fig. 18) ; in each pocket put a book-card 3x5 inches (see Fig. 17), on which have been written the author's surname, brief title, and call number, with three columns for writing date due, borrower's name, and date returned. For each borrower, make out a similar card (see Fig. 16), writing borrower's name inverted, on the top line, on the second line his class in school, and on the third line his home LIBRARY RECORDS 389 address. The three columns should be headed date due, name of book, date returned. .04 Smith, John 11th Grade 504 Main Street Date Date Due Name of bool< Ret'd 5 14 Eliot— Silas Marner 7 14 X Figure 16 Eliot Silas Marner E42s Date Date Due Name of borrower Ret'd 5 14 John Smith 7 14 Figure 17 DATE DUE 5 14 Figure 18 390 THE USE OF BOOKS AND LIBRARIES When the book is in the library the book card is in the book pocket ; when John Smith borrows it, the card is taken out and stamped with date due and John Smith's name written in; John Smith's card is stamped with the same date, and the name of the book written on it; the book pocket is stamped with the same date. The book card is then dropped in a drawer and John Smith's card is iiled in its alphabetical place in the borrower s file. At the end of the day all the book cards in the drawer are counted by classes — lOo's, 300's, 700's, 8oo's, etc. — and the total circulation added up for recording on the statistics record ; then they are arranged alphabetically by author's name or numerically by call numbers, and filed behind a guide card numbered with the date due. When John Smith returns the book, look in the book file under date due and remove the book card. Stamp on it date returned and put in the book pocket. Take John Smith's card from the borrower's file and stamp date re- turned. If the book is over-due, collect fines then or charge on corner of John Smith's card, before putting it back in the borrower's file. Charging trays with manila guide cards for filing book cards and reader's cards are sold by the library supply firms and are not expensive. These trays should be kept on the librarian's desk if the library has no regular loan- desk. 6. Periodical Check-list.^- Kept on cards. It is neces- sary to keep track of magazines as well as books. Peri- odicals are never entered on the accession record until they have been bound, but they must be checked up regu- larly each day, or week, or month as they come. As it often happens that periodicals go astray in the mails, one cannot be sure that every number comes, and the check- LIBRARY RECORDS 391 Nsme No. Cop es Expires 1 2 3 4 5 e 7 8 9 10 11 12 13 14 IS 16 n 18 19 2D 2, 22 23 24 25 26 27 28 29 30 31 Jan. Feb. March April May iune July Aug. Sept. Oct. Nov. Dec. Figure 19 Vols, per yr. YEAR JAN. FEB. MARCH APRIL MAY JUNE JULY AUG. SEPT. OCT. NOV. DEC. Reg. price.. Source. „ ..Net price ...Ed. T. P. and Ind. Figure 20 392 THE USE OF BOOKS AND LIBRARIES list is the record that will tell. When the check-list indi- cates the non-arrival of periodicals within the month they are due, the librarian should claim the missing num- bers from the publishers. The following figures illus- trate check-list cards, one for daily and weekly periodi- cals, the other for monthly, quarterly and yearly maga- zines. 7. Binding Record. — When books for rebinding and magazines for binding are sent to the bindery some record of their whereabouts must be kept at the library. For the record of books it will be sufficient simply to re- move their cards and charge them to the binder and file the cards in the loan file. For magazines the record should be made on the reverse of the check-list card thus : Vol. Sent Binder Cost Ret'd Remarks 19 1 Jl 14 J. O. Brown .60 1 S 14 Figure 21 An alphabetical list of books and magazines should be sent to the binder with the order and a copy of the list kept at the library. When the books are returned they should be checked with this list and the binder's bill. The binding cost of magazines and the date of return should be entered on the reverse of the check-list cards ; the binding cost of books and date of return may be pen- cilled in each book. The order sheets filed in a loose- leaf binder will give the information needed for the statistics record — that is, the number of books bound each year and the cost of the binding. For small school libraries a simpler record will answer the purpose. 8. Statistics Record. — Kept on sheets or in a blank LIBRARY RECORDS 393 book. In a school library the most important phase of work is the use pupils make of the library — what they read and what reference use they make of the books. Circulation statistics by classes of books will show the type of books most used. No very accurate count can be made of reference use, if pupils are encouraged, as they most emphatically should be, to look up questions for themselves. Some idea may be had, however, if pupils are urged to note on a slip what subject they have looked for, and leave the slip on a file at the librarian's desk. Added to these slips, the number of questions the librarian looks up each day will give a fair idea of the daily reference use of the library. Besides statistics of circulation and reference use, the school librarian should enter on this record the number of books added and withdrawn, fines, receipts, disbursements, gifts, and books mended. These items should be added up daily, monthly, and yearly. In the graded school libraries, where the books for each grade are kept in the room of that grade, with the teacher acting as librarian, one person should be desig- nated to keep an order record, write up the accession book, make a shelf-list, and write the binding order. Card catalogues will be unnecessary, but the teacher in charge of each grade should keep an account of loans and whatever statistics she finds useful. These should be handed in every month to the person in charge of all the groups of books. Lessons. I. Students should be given practice work in the Nor- mal School Library, in keeping these various records; if such practice is not feasible, assign work in accession- 394 THE USE OF BOOKS AND LIBRARIES ing to be done in a blank book ruled like the form on page 388. A simple loan system as suggested in this chapter can be put in operation and the pupil may learn to use it. 2. Name the records that a high-school library should keep, describing the method and use of each. Chapter XXiVII THE CLASSIFICATION OF BOOKS An orderly arrangement of things is an almost in- stinctive quality in every human being. The housewife in her kitchen, the merchant in his store, the teacher in his classroom, all arrange the material they handle in some kind of order that will make it more readily usable. The librarian's material, the things he has to use, are books. He not only has to use them himself, but what is more important, he has to make them usable to other people. It is necessary then to have an orderly arrange- ment of the books in a library'. This practical process of arrangement for the purpose of use is classifying. Principle. — How does the housewife place her kitchen utensils? How does the merchant group his stock? How does the teacher arrange his books, maps, appa- ratus, etc., to make them most useful ? What determines this grouping? Is it the quality of likeness in the ob- jects themselves? Is all red cloth put together on the dry-goods merchant's shelves, all black cloth, etc. ? Does the cook arrange all her iron utensils on one set of hooks, all aluminum on another and all earthenware on another? Or is the quality of likeness that determines a useful classification something more than mere likeness of mate- rial or color? Is it not more useful to find all worsted cloth together, all silk cloth together, all pots together, pans together, baking-dishes together? Is it useful to 396 THE USE OF BOOKS AND LIBRARIES arrange all red books together, or all books bound in leather together, or all books of the same size together? To be sure, readers in a library sometimes ask for " the red book I was reading yesterday," or, " that big, brown, leather book I saw on the shelves," but such requests are not the usual form. To arrange books for that kind of a reading public would be folly. Intelligent people ask for books by the subject of the book, and so the quality of likeness that determines the grouping of books is the likeness of subject: books on United States history, books on botany. Likeness of literary form determines the grouping in some cases: e.g., books of poetry, essays, fiction. Definition. — With the principle of likeness and the motive of use in book classification, we may state a prac- tical definition as follows : The classification of books -js the grouping of them together according to a likeness / in subject or literary form, for the purpose of use. Process. — There are three steps in the process of classifying books, (i) The first thing to do in classi- fying a book is to be certain you know what subject or subjects it deals with. To be certain, you cannot depend on the title to tell. If you do, you may find yourself in the predicament of the librarian who was confronted by a professor of geology, brining from the shelves where books on his subject were grouped, Ruskin's Stones of Venice, which he laid on her desk as a rebuke to her carelessness. Nor is the table of contents always a sure guide. It is best to read the preface to find out what the author has attempted to do and if his purpose coin- cides with the subject as listed in the table of contents, then you will probably be safe in concluding what the book has been written about. It may be necessary to CLASSIFICATION 397 read portions, if not all, of a book to be absolutely sure you know the subject of it. This first step is the most vital one in classification. It determines to which class of knowledge a particular book belongs : e.g., that Morris' Historical Tales . . . Japan and China belongs in the History group of knowledge, of which Japan and China are subdivisions. Systems of classifying or grouping knowledge have been many and varied from the time of Plato and Aristotle, through the well-known " trivium " and " quadrivium " of mediaeval education, the systems of Bacon, Coleridge, Comte and Spencer, to mention only a few, down to the present. (2) The second step in the process of classifying books is the application of the particular symbol in the classification scheme you are using to the book you are classifying: e.g., apply from the Decimal Classification system to Morris' Historical Tales . . . Japan and China, .the symbol or notation, as it is called, that means Japanese history and you will give it the number 952. Schemes for classifying books have been almost as numerous as the systems of classifying knowledge. Book classification is based on the classification of knowledge, but in adapting theory to the practical task of grouping together books that deal with the same subjects, the logic and sequence of theoretical classification must sometimes be sacrificed. There must also be a sy.stem of symbols to represent the different classes and divisions of the schemes. This notation is either figures or letters or a combination of both arranged either decimally or in- tegrally. Every sort of combination almost has been used in the many schemes that have been developed. The two best known and most widely used systems in America are the Dewey Decimal and the Cutter Ex- 398 THE USE OF BOOKS AND LIBRARIES pansive systems. Both schemes are based on logical groupings of knowledge, but in their practical working out have been modified. The notation of the Decimal sys- tem is figures used decimally ; that of the Expansive sys- tem is letters. An outline of the Expansive system will be found in the A. L. A. Catalog, 1904, and in Dana's Library primer, 1906; the outline of the Decimal system follows. You will see that it is based on a system that groups all knowledge into ten main classes, which in turn are subdivided into ten divisions each, and on into sub- divisions. 000 General works 230 Doctrinal. Dogmat- 010 Bibliography ics. Theology. 020 Library economy 240 Devotional. Practi- 030 General encyclope- cal dias 250 Homiletic. Pastoral. 040 General collections Parochial 050 General periodicals 260 Church. Institutions. 060 General societies Work 070 Newspapers 270 Religious history 080 Special libraries. 280 Christian churches Polygraphy and sects 090 Book rarities 290 Ethnic. Non-Chris- 100 Philosophy tian no Metaphysics 300 Sociology 120 Special metaphysical 310 Statistics topics 320 Political science 130 Mind and body 330 Political economy 140 Philosophical systems 340 Law 150 Psychology 350 Administration 160 Logic 360 Associations and in- 170 Ethics stitutions 180 Ancient philosophers 370 Education 190 Modern philosophers 380 Commerce. Commu- 200 Religion nication 210 Natural theology 390 Customs. Costumes. 220 Bible Folk-lore CLASSIFICATION 399 400 Philology 410 Comparative English German French Italian Spanish Latin Greek Minor languages 500 Natural science 510 Mathematics Astronomy Physics Chemistry Geology Paleontology Biology Botany Zoology 600 Useful arts 610 Medicine Engineering Agriculture Domestic economy Communica- tion. Commerce Chemical technology Manufactures Mechanic trades Building 420 430 440 450 460 470 480 490 520 530 540 550 560 570 580 590 620 630 640 650 660 670 680 690 700 Fine arts 710 Landscape gardening 720 Architecture 730 Sculpture 740 Drawing. Decora- tion. Design 750 Painting 760 Engraving 770 Photography 780 Music 790 Amusements 800 Literature 810 American 820 English 830 Gennan 840 French 850 Italian 860 Spanish 870 Latin 880 Greek 890 Minor languages 900 History 910 Geography and trav- els 920 Biography 930 Ancient history 940 Europe 950 Asia 960 Africa 970 North America 980 South America 990 Oceanica ^ (3) The third step in the process of classifying a book is the assignment of one or more headings to it that will indicate its subject or subjects. We have classified Morris' Historical tales . . . Japan and China, in history 1 Reprinted from the Decimal Classification by permission of the pub- lishers, Forest Press, Lake Placid Club, Essex Co., N. Y. 400 THE USE OF BOOKS AND LIBRARIES and the particular subdivision, Japan, and given it the decimal classification number 952. It is a physical im- possibility for a book to stand in more than one place on the shelves at the same time, so there is no use assigning the number 951, which means history of China, also. We decide on 952 because Japanese history is the main topic of the book. The next step is to assign to this book the headings that will indicate it treats of the history of Japan and China. These headings are not written in the book as the classification, 952, is, but on catalogue cards to show the user of the library, who generally does not know the classification scheme, that there is a book on Japanese and Chinese history on the shelves. Just as in step two the Decimal classification is used in assigning class numbers, so in step three it is neces- sary to use a guide in assigning subject headings. In stating a subject in words there is more than one way to do it. We may say Japanese history or Japan. History; Country Schools or Rural schools, etc. This variety of form necessitates the choice of one particular heading for use and the sticking to it. The American Library As- sociation List of Subject Headings (A. L. A. Publishing Board. $2.50), should be used as a guide and every time a heading is adopted for use it should be checked in this list to insure uniformity of subject headings in the catalogue. This guide, checked carefully, will keep you from entering some of your books under Country schools and others under Rural schools, and will force you to choose one or the other heading and stick to it for the sake of certainty and uniformity in your catalogue. Fiction and Biography. — Most libraries now arrange all Fiction and the lives of individuals • — Individual Biography — on the shelves, the first alphabetically by CLASSIFICATION 401 author, the second alphabetically by the name of the in- dividual written about, and disregard such books as subdivisions of Literature and History. This is done because people ask simply for what novels a library has and for what lives of a certain person : e.g., " Which of Dickens' novels have you in the library? " " What biog- raphies of Lincoln ? " The classification, therefore, is made to conform to the practical demand. It may be convenient to mark all fiction with the symbol F and all lives of individuals with the symbol B, but in most small libraries it is now considered sufficient simply to arrange all novels on the shelves alphabetically by author without any marking of any sort. Cutter Author Tables. — In chapter eight we spoke of grouping books alphabetically by the authors' names after assigning class numbers to them. It is best to do this at the time of classifying a book, and it may be considered another step in that process. A very convenient scheme for arranging books alphabetically by the author's name is a combination of a letter and figures as found in the Cutter Author Tables (Library Bureau, $1.25). Take the example given above — Morris' Historical tales Japan and China, and having classified it in 952 to stand on the shelves with all other books on Japan. History we wish to arrange it alphabetically under the name Morris. Turn in the Cutter Tables to the name Morris or to the nearest group of letters to it and we find the combination M83. Writing the class number and the author number thus Tyi-QqWe get the call number of the book. Summary. — The classification of books in a library is the grouping of them together according to a likeness in subject or literary form for the purpose of use. To 402 THE USE OF BOOKS AND LIBRARIES do this requires a process of three steps: (i) to de- termine to what group of knowledge a book belongs; (2) to assign a classification symbol to the book itself; ( 3 ) to assign one or more subj ect headings to the book, which headings are written in the catalogue to indicate the contents of the library. For convenience of arrangement on the shelves, it is further necessary to use the Cutter Author Tables for alphabeting the books in each class. Lessons. At least ten lessons should be assigned in classification with thirty books for each assignment. If the books listed in Chapter XXIX to be catalogued, are given as far as possible for the work in classification, it will make the lessons more practical. Chapter XXVIII SHELF-LISTING Wfe have defined the shelf-list as a record of the books as 'they stand on the shelves. This record is best kept on cards. Catalogue cards may be used, or a narrower card 5x12.5 cm. (approximately 2x5 inches), which costs somewhat less. Each book on the shelves is repre- sented by a card in the shelf-list file, except books in sets and periodicals, where several volumes are entered on the same card. When a book has been classified and the author num- ber assigned, it is then ready to be shelf-listed and catalogued. The shelf-list card contains the call-number, the author's name inverted, a brief title and the accession number : 904 Creasy, Sir E. S. C91 Fifteen decisive battles. 225 Figure 22. Author card (i) 973 Fisl in encyclopedias, 124. Binding, 428-30; record, 392. Biography, arrangement of, 108, 400-1 ; for children, 289- 91 ; government documents on, 89-gi. 442 INDEX Biography, reference books of, 51-2; selection of, 141; subject cards for, 115. Birched Schoolboy, 191. Blake, William, 206, 308. Bliss. New Encyclopedia of Social Reform, 71. Block books, 346-7. Bodleian Library, 368-9. Bohn. Handbook of Proverbs, 6S. Boke of Curtesy e, 187. Book, evolution of, 335-58; opening a new, 29 ; printed parts of, 30-6; structure of, 25 ; text of, 32-3. Book buying, Vvhere to buy, 381-2 ; prices, 382 ; what not to buy, 383. Book lists, 20. Book marks, 29-30. Book number. See Author num- ber. Book selection, 137-47; aids in, 146-7 ; importance to teach- ers, 137-8; principles of, 138-9. Book sizes, 27-8. Book Review Digest, 146. Books, care in recommending, 22 ; care of, 22, 28-30 ; dan- ger of mediocre, 230-1 ; how to order, 383-4; for adults, read by children, 212-3, 217; in manuscript, 343 ; in series, 276 ; medi- aeval, 343 ; preparation for shelves, 426-7; cards for, with more than one author, 117. Boutet de Monvel, 313-4. Brand. Popular Antiquities, 72. Brewer. Dictionary of Phrase and Fable, 65 ; Historic Note Book, S3 ; Reader's Handbook, 65-6. British Museum, 366-8. Bryant. New Library of Po- etry and Song, 62. Bulletin of Bibliography, 129. Bunyan, John, 196. Caldecott, Randolph, 31 1-2. Call number, 108-10. Cannon. Reading References for English History, 126. Card catalogue, 11 1-9. Care of books, See Books, care of. Carroll, Lewis, 21 1-2. Cassell's Book of Quotations, 65. Catalogue, 11 1-9; order of cards in, 118; questions an- swered by, 114. Catalogue cards, information on, 1 18-9. Cataloguing, fullness of, 407-8; supplies needed in, 406-7 ; uniformity in, 408. Caxton, William, 349. Caxton's Book of Curtcseye, 187-9. Century Atlas, 57-8. Century Cyclopedia of Names, 51- Century Dictionary, 41-2. Chambers. Book of Days, 73 ; INDEX 443 Cyclopedia of English Lit- erature, 60. Champlin. Young Folks' Cy- clopedia of Literature and Art, 61 ; of Persons and Places, 52. Champlin and Lucas. Young Folks' Cyclopedia of Nat- ural History, 69. Champlin and Perkins. Cyclo- pedia of Painters and Painting, 68. Channing, Hart and Turner. Guide to the Study of His- tory, 125. Chap-books, 192, 306. Cheap juveniles, danger of, 229-30. Children's books, lists for se- lecting, 329-31. Children's literature, history of, 183-220. Children's reading, 221-31. Citizenship and Government, children's books on, 290. Classic, definition of, 264-5. Classical antiquities, reference books, 56. Classification, 106-10, 397-401. Classics, appeal to children, 26s ; for children, 264-75 ; retold, 213 ; selection and adaptation, 268^74 ; value of, 265-8 ; when children should know, 268. Classroom libraries, 18. Clement. Legendary and Myth- ological Art, 67. Clippings, 437. College libraries, 370. Columbia University Library. Books on Education, 127-8. Comic supplement, 217, 230-1, 315- Commercial geographies, 57. Compiler, catalogue card for, 117. Complete sets, '152. Concordance, 36. Contents, table of, 32. County library, 374. Crabb. English Synonyms, 6g- 70. Cram's Nem Census Atlas, 58. Crane, Walter, 312, 318. Cross reference cards, 115-6, 419-20. Cruikshank, 310. Cubberley. Syllabus of Educa- tion, 128. Cumulative Reference Library, 103. Customs, reference books, 72. Cutter author numbers, 108-10, 401. Cutter Expansive Classifica- tion, 106-7, 398. Dana. Household Book of Poetry, 63. Day, Thomas, 202-3. Debating, aids in, 73-6. Dewey Decimal Classification, 106-8, 397-9- Dictionaries, 40-2. Dictionary of National Biogra- phy, Index and Epitome, 52. District school libraries, 372-3. Domestic Science, government documents on, 85-7. 444 INDEX Dow. Atlas of European His- tory, 59. Doyle, Richard, 310. E. V. B., 313. Economics, reference books, 71-2; selection of books, 143- Edgeworth, Maria, 203-4. Edgren and Burnett. French and English Dictionary, 70. Editions, 152-3, 326-7 ; de-luxe, caution in buying, 357 ; helps in selecting, 327. Editor, catalogue cards for, 117. Education, bibliographies of, 127-9; government docu- ments on, 87; reference books, 72. Emblems, 197. Encyclopedia Britannica, 43. Encyclopedias, 42-4. Etching, 353-4- Everyman Encyclopedia, 44. Ewing, Mrs., 214-5. Fairchild Family, 208-10. Fairy tales, 198-g, 233-50 ; adaptation, 238-g; classifi- cation of, 239; for different ages, 239-42; modern, 242- 3 ; value of, 234-8. Fernald. English Synonyms and Antonyms, 70. Fiction, arrangement of, 108, 400-1 ; reference books, 66- 7. Fine arts, children's books on, 296 ; selection of books, 143. Fliigel. Universal English- German and German-Eng- lish Dictionary, 71. Fliigel, Schmidt, and Tanger. German and English Dic- tionary, yi. Folk-lore, teacher's familiarity with, 244. Free public libraries, 373. French dictionaries, 70. Gardiner. Atlas of English History, 59. Gardiner and Mullinger. In- troduction to English His- tory, 126. Geography, children's books on, 291-2 ; government docu- pients on, 88-9; reference books, 57-60. German dictionaries, 71. Girls, early books for, igo-i. Golden Treasury, 63. Goldsmith, Oliver, 199. Goody Tmo Shoes, 199, 306. Government documents, 81-94. Government, reference books on, 71-2. Granger. Index to Poetry, 62. Greek dictionaries, 71. Greek libraries, 361. Greenaway, Kate, 309, 311. Gross. Sources and Literature of English History, 126-7. Grove. Dictionary of Music, 68. Guide cards, 420. Gutenberg, 348-9. INDEX 445 Hadyn. Dictionary of Dates, 53- Harper's Book of Facts, 44. Harper's Dictionary of Clas- sical Literature, 56. Harper's Encyclopedia of United States History, 53. Harper's Latin Dictionary, 71. Hastings. Dictionary of the Bible, 73. Hawthorne, Nathaniel, 211. Health and Hygiene, govern- ment documents on, 91. Heilprin. Historical Reference Book, S3. High school library, books for, 149-82 ; co-operation with public library, 151 ; maga- zines for, 150-1.- Historical atlases, 59-60. Historical tales, 212. History, bibliographies of, 124- 7; for children, 289-91; government documents on, 89-91 ; reference books, 53- 5 ; selection of books, 139- 41. Hodge. Handbook of Ameri- can Indians, 53-4. Hodgkins. Nineteenth Century Authors, 127. Home economics, See Domestic science. Hopkins. Scientific American Cyclopedia of Formulas, 69. Hornbook, 192-4. Houghton, Arthur Boyd, 352. Hoyt and Ward. Cyclopedia of Quotations, 65. Hughes, Arthur, 312-3. Ideals furnished by literature, 228-9. Illustrations, archaic style in, 316-7; childlike quality in, 317-20; list of, 32; of chil- dren's books, 306-25 ; proc- esses, 352-8. Index to Dates, 102. Indexes, 33-6; magazine, 95- 105 ; to atlases, 35-6 ; to books in sets, 34. Industrialarts, reference books, 69. Information, 102. Introduction, 32. Inventory, 404-5. Janeway, James, 195. Johnston and Gladstone. Classical Atlas, 60. Kingsley, Charles, 211. Labberton. Historical Atlas, 60. Lamb. Tales from Shake- speare, 308-9. Lantern slides, 436. Lamed. History for Ready Reference, 54 ; Literature of American History, 126. Latin dictionaries, 71. Lewis. Elementary Latin Dic- tionary, 71. Library commissions, 373-4. Library of Congress, 372 ; printed cards, 420. 446 INDEX Library, place of, in education, 17-8; teachers' familiarity with, 22; teachers' privi- leges in, 18-22. Library work, government documents on, 92-3. Liddell and Scott. Greek-Eng- lish Lexicon, 71. Line engraving, 353. Lippincott's Biographical Dic- tionary, 51. Lippincott's New Gazetteer, 57. Literary handbooks, 65-6. Literature, bibliographies of, 127; reference books, 60-7; selection of books, 143-6. Literature for children. See Children's literature. Lithography, 355. Loan record, 388-90. Longfellow. Poems of Places, 63 ; Poets and Poetry of E-urope, 63. Low and Pulling. Dictionary of English History. 54. Magazine indexes, 95-105. Magazine Subject-Index, 102- 3- Magazines for children, 328-9. Martineau, Harriet, 213. Mediaeval libraries, 362. Mending, 427. Mezzotint, 354. Mill. International Geography, 57. Model libraries, 21. Modern libraries, European, 365-9- Monasteries, bookmaking in. 343-7; libraries in, 363-4; scribes in, 343-7. Monroe. Bibliography of Edu- cation, 128. Monroe. Cyclopedia of Edu- cation, 72. Mother Goose, 199; illustrated editions, 315-6. Moulton. Library of Literary Criticism, 61. Muret and Sanders. German and English Dictionary, 71. Music, reference books of, 68. Nature books, 294 ; selection of, 142-3. Nature study, government documents on, 91-2. New England Primer, ig8. New International Encyclo- pedia, 42. New Standard Dictionary, 41. New York State Library. Best Books, 147. Newbery, John, 199-201. Newspaper almanacs, 45. Nichol. Tables of Ancient Literature and History, 54- 5 ; Tables of European His- tory, 55. Nield. Guide to Historical Novels, 67. Orbis Pictus, 194-5. Oxford Book of English I'erse, 63. Package Library, 103. Painting, reference books of, 68. INDEX 447 Palgrave. Dictionary of Polit- ical Economy, 72. Palgrave. Golden Treasury, 63. Pamphlet boxes, 433. Pamphlets, 431-4. Papyrus, 337-4°- Parchment, 340-2. Pens and ink, 342-3. Pergamon, library of, 361. Periodical check-list, 390-2. Philosophy, reference books of, 73- Photo-mechanical processes, 3SS-6. Physiology and Hygiene, chil- dren's books on, 294-5. Picture collections, 20. Pictures, 434-6. Ploetz. Epitome, S5- Poetry, for children, 251-63 ; reading aloud; 258; that children like, 253-6 ; value of, 253 ; why children do not like, 251-3. Poole's Index, 95-100. Post cards, 436. Preface, purpose of, 32. Printing, invention of, 348-9; presses, 350; types, 350-1. Public library, reference work with pupils, 22-3 ; supple- ments the school library, 15- Putnam. Tabular Views of Universal History, 55. Putzger. Historical Atlas, 60. Pyle, Howard, 317. Quiller-Couch. Oxford Book of English Verse, 63. Quotations, books of, 64-5. Rand, McNally. Library At- las, 58; New Imperial At- las, 58. Readers' Guide, 100 ; abridge- ments, loi ; supplement, lOO-I. Reddall. Fact, Fancy and Fable, 66. Reference books, how to judge, 46; how to use, 46-7. Reference cards. See Cross reference cards. Reference collection, 40. Reinach. Apollo, 67. Religion, reference book of, 73. Religious books for children, 206-7. Roget. Thesaurus, 70. Roman libraries, ancient, 361- 2. Saint Nicholas Index, 103. School library, campaign for, 14-5 ; furniture, 380 ; legis- lation, 375-6; purpose of, 13-4; room, 377; supple- mented by public library, 15; supplies, 379-80; value of, 13. Schools and libraries, relation, 17. Science, reference books of, 69; selection of books, 142. Scott, Sir Walter, 212, 256-8. Secondary cards, 416-9. Selection of books, See Book selection. 448 INDEX Series cards, ii8, 327. Seyffert. Dictionary of Clas- sical Antiquities, 56. Shelf-list, making of, 403-4; uses of, 404. Shelving, 377-9. Shepherd. Historical A (las, 60. Sherwood, Mrs., 206, 208-10. Simon's Lesson of Wysedom, 189-90. Sizes of books, See Book sizes. Smith. Dictionary of Greek and Roman Antiquities, 56. Smith. Synonyms Discrimi- nated, 70. Sociology, selection of books on, 143. Songs of Innocence, 206. Sonnenschein. Best Books, 123. Spiers and Surenne. French and English Dictionary, 70. Spon. Mechanics Own Book, 69. Standard Dictionary, 41. Stans Puer Ad Mensam, 189. State libraries, 371-2. Statesman's Year Book, 44. Statistical Abstract of the U. s., 45. Statistics, 392-3. Stedman. American Anthol- ogy, 63. Stedman and Hutchinson. Li- brary of American Litera- ture, 61. Steel engraving, 353. Stepping stone books, 279^80. Stieler. Atlas of Modern Geography, 58. Stories, 276-88 ; adventure, 214 ; animal, 292-4 ; histori- cal, 281; home, 280; out- door, 280-1 ; qualities to be avoided in, 279 ; qualities to be sought, 277-9; realistic, 239; school, 280. Sturgis. Dictionary of Archi- tecture, 68. Subject card, 113-5; 414-6. Subscription libraries,. 370-1. Subscription sets, caution in buying, 357. Summerley's Home Treasury, 310-1. Sunday School stories, 206-7. Synonyms, books of, 69-70. Tablets, 335-7. Teachers, familiarity with li- brary, 22; library privi- leges, 18-22 ; reference room for, 20-1. Tenniel, 313, 319-^20. Title card, 113, 417. Title page, 31. Trade bibliographies, 130. Translator, catalogue card for, 117. Travel books, selection of, 141- 2. Trimmer, Mrs., 204-5. U. S. Bureau of Education. Bibliography, 128-9; Bibli- ography of Child Study. 120 ; Monthly Record, 129'. U. S. Geological Survey. Topographic Maps, 58-9. INDEX 449 Universities, bookmaking in, 347 ; libraries in, 363-4. Useful arts, children's books on, 295-6; selection of books on, 143. Verse writers for children, 205-6. Vertical file, 434. Walsh. Curiosities of Popu- lar Customs, 73 ; Cyclope- dia of Quotations, 65. Ward. English Poets, 64. Warner. Library of the World's Best Literature, 62. Warner, Susan, 206-7. Watts. Dictionary of Chemis- try, 69. Webster. New International Dictionary, 40-1. Welsh. English Masterpiece Course, 127. Wheeler. Familiar Allusions, 66; Noted Names of Fic- tion, 66. Who's Who, 52. Who's Who in America, 52. Winsor. Readers' Handbook, 126. Wood engraving, 352-3. Yonge, Charlotte, 215. Young Folks' Cyclopedias, 44.