D
\'J» ?• A# technical Series
Public Activities Circular l"o*. 16
Library Service Circular number 3
March 15, 1941
JEDEHAL W0PXS AGENCY
ATOPiK PPOJSCPS ADI 111TIS THAT 1017
Division of Community Service Programs
Washington, D. C0
A2247
FOREWORD
This circular is the first of a series
offering materials and suggestions on the training
of library-service project personnel. It relates
to the techniques of training in the course of
project operation, Nothing in this circular is
to be construed as affecting or modifying in any
way administrative procedures of the Work Projects
Administration,
Howard 0, Hunter
Acting Commissioner
,12247
Library Circular Ho,3
Table of Contents
PREFACE
PART I
Section 1,
FART II
Section 2„
Section 3,
Section 4,
Section 5,
Section 6,
Section 7,
Section 8,
Section 9,
TABLE OF CONTENTS
Organization for Library-Service Project Training
County and Regional Library Service
Preparation of Rooks for Library Use
Arrangement of Books by Classes
The Card Catalog
Filing
Circulation Routinos
Reference and Supplementary Material
Book Solection
A2247.
Library Circular Ho. 3
Preface
TRAINING pIA21LJj\L
FSJFACE
Basically important to all project accomplishments is the
adequately trained project wage employee. This manual is designed
to suggest the materials for and means of regular and systematized
project wage employee training, leading to greater clerical com¬
petence in library-service routine.
Rather than attempt to compile a "textbook" of library
methods which would duplicate readily available published materials
in every phase of library service, there is supplied a series of
"lesson plans" in outline form, (I'or use by professional library-
service project supervisors, as a basis for the presentation of the
subjects covered,) Bach lesson plan contains suggestions for the
larger, and more important topics of study, arranged in some logical
sequence of presentation. This outline is to be amplified or ad¬
justed by the professional supervisory staff of the library-servico
project to suit the requirements and backgrounds of the particular
group being instructed, A selected bibliography, suggesting sources
for the completion of the training materials, is found at the end of
most of the major sections.
Sections covering Book Eeor.ir and Library Publicity will be
issued separately but it is intended that they become the complement
of this Training Manual,
The Training Manual is designed primarily for the instruc¬
tion of project wa.ge employees engaged in library-service extension
activities in which library-service projects participate. Although
many professional librarians who, in their capacities of co-sponsors,
supervise project wage employees on library extension projects may
prefer to suggest their own training methods, librarians have given
general endorsement to such a manual.
A2247 Library Circular I'o, 3.
Section 1
Page 1
PART I
Training of library-service project wage employees falls into three
categories: (l) pre-service training in which new workers are advised
of the library-service techniques pertaining to the operations of the
specific project; (2) in-service training which is a, continuous and
specific training of workers "on the job" by co-sponsoring librarians
and designated project training personnel; and (3) group or institute
training which is a system of training "classes" attended by project
wage employees according to a periodic schedule to receive instruction
by professionally and otherwise especially qualified members of the
library-service project staff.
The development of a training program to improve the usefulness
of project wage employees in library-service operations in the project
unit is the responsibility of tho State professional and supervisory
staff, in consultation with the district and assistant district super¬
visory staffs.
Contact must be maintained with the Chief Training Supervisor
who will assist the development of tho training program by indicating
best techniques am. methods in teaching, physical organization of
training groups, etc,, and who will undertake required training in
personnel management. In the interest of intorprojoct understanding
and coordination and the exchange of generally useful information,
it is advisable that specialists from other WPA programs be invited
to participate in training groups from time to time.
Tho following is an outline of a suggested training organization
A2247
Library Circular No. 3
Section 1
Page 2
for the library-service project, including designation of the functions
of supervisors and of workers in a training program:
A. State Supervisor:
1, Hold monthly meeting of district supervisors.
(a) Review, revise, and refine methods and materials of
training as suggested by supervisors and workers,
(b) Discuss various problems of project operation.
(c) Present and interpret new \fPA rulings and procedures.
(a) Evaluate project accomplishment in relation to
planned development.
(o) Personnel management — coordination with Stato
Training Program under Chief Training Supervisor.
2, Hold bimonthly training meetings with each group of
assistant district supervisors.
(a) Further develop understanding of library techniques
specifically applicable to the training duties of the
given group of assistant district supervisors,
(b) Instruct in goncral teaching methods, including tests
to be given to project wage employees at the end of
each lesson.
(c) I iterpret and, when necessary, expand this Training
Manual, Suggest tests to be given at the completion
of each unit lesson.
3, Attend at least two project wage employee training classes
each month.
(a) Evaluate assistant district supervisor's teaching
methods and understanding of subject,
(b) Evaluate lesson content with respect to insufficiency
and omission, loading to revision of lesson.
(c) Participate in class discussion for the purpose of
emphasizing phases of instruction and of creating a
personal acquaintance and understanding between
project wage employees and the project State head¬
quarters.
A2247
Library Circular No. 3
Section 1
Page 3
(d) Supply district supervisor with an evaluation of
"lasses visited.
(e) Revise training materials for bimonthly training
meetings cf assistant district supervisors, as
indicated by participation in project wage employees'
classes and by suggestions recieved from workers in
training meetings.
4. Visit project units,
(a) Evaluate by observation project wage employees'
application of training.
3. District Supervisor;
1, Hold monthly meeting of assistant district supervisors.
(0.) Review, revise, and refine methods and materials of
training.
(b) Schedule in advance all training classes, avoiding
conflicting classes.
(c) Discuss various problems cf project operation.
(d) Present and interpret now WPA rulings and procedures.
(e) Give necessary pre-service and in-service training to
project wage employees,
2, Attenu monthly one training class of each assistant district
supervisor,
(a) Evaluate assistant district supervisor's teaching
methods and understanding of subject.
(b) Evaluate lesson content with respect to insufficiency
and omission, leading to revision of lesson.
(c) Check observance of suggestions made by State supervisor.
(d) Participate in class discussion for the purpose of
emphasizing phases of instruction and of creating a
personal acquaintance and understanding between project
wage employees and project area office.
(e) Point out individual differences of workers to enable
the assistant district supervisor to make allowance
in class instruction.
(f) With assistant district supervisor, immediately discuss
points of class evaluation made; aid assistant district
supervisor in overcoming difficulties and deficiencies.
Library Circular lTo. 3
Section 1
Page 4
3. Visit project units.
(a) Evaluate by observation and discussion project wage
employees' application of training.
Assistant District Supervisor:
1. Conduct project wage employees' classes throughout district.
(a) Instruct project wage employees in designated operations
of library services.
(b) Adjust unit lessons to the capacity of workers to ab¬
sorb instruction.
(c) Employ class-participation method, subordinating the
lecture method, in conducting classes.
(d) Prepare tests to be given to project wage employees
at the end of each class.
(e) In course of supervisory duties, observe project
wage employees' application of training.
(f) Make weekly report to State supervisor suggesting
needed lessons and improvements in lessons, and
drawing attention to apparent need of supervision
and instruction as observed in operating phases
not the direct responsibility of the assistant
district supervisor reporting.
County or Area Supervisor;
In order to aid the district supervisor and the assistant
district supervisor in determining the effectiveness of
training and in knowing whether or not instructions are
applied by the project wage employee, it is recommended
that the county or area supervisor, or similarly responsible
project wage employee charged with collecting and compiling
of project reports, observe seeming discrepancies in the
following of instructions and make reports to the district
supervisor and assistant district supervisor. This employee
may also attempt an explanation for nonobservanco of training
instruction but in no case shall he attempt to correct tho
situation as this is the responsibility of the supervisors
indicated under subsections A, I, and C, of this section.
Project wage Employee;
1. Attend at least one training class per month. These
classes will be scheduled as a part of the person's assigned
hours, and will be governed by regular timekeeping regulations.
A2347
Library Circular iTo. 3
Section 1
Page 5
2. Keep notebook of all training materials and of important
verbal instructions. (Periodically checked "by assistant
district supervisor.)
3. Complete and bring to class monthly assignment made at
preceding training class.
4. Read one or more books, as specified, during each month
and be prepared to report upon reading accomplished.
If the State-vide library-service project is relatively undeveloped
with a correspondingly undeveloped supervisory staff, the following
recommendations, leading eventually to the full application of the
preceding outline of suggested training organization, are supplied:
In newly operating or undeveloped programs, one supervisor in
each district may be sufficient to conduct all training cf project
wage employees (subsection C of this section). When bookmobile service
has boon established, the training of the required personnel will become
an added responsibility of this supervisor.
She problem of assembling bookmobile project wage employees for
classes is readily solved by the bookmobile itself. Since there are
comparatively few people involved, it is suggested that the bookmobile
clerks from the entire district or from half the district, depending
upon the distances, be brought together monthly or more often if
necessary.
In addition to group teaching, this supervisor should spend .as much
time as possible with the project wage employees on the bookmobiles and
in the extension centers, observing project wage employees' application
of training received.
As soon as the number of project wage employees ir. a district war¬
rants, another supervisor should be appointed to allow a reallocation
Section 1
Page 6
of training responsibilities, until additional supervisors are em¬
ployed, this second supervisor assigned, will be responsible for the
training of all project wage employees except those on bookmobiles.
This training will include the specialized material on book repair and
library publicity as well as the general unit lessons on library-
service methods, as the program expands and additional supervisors
ore added, the supervisor training in library-service methods, book
renc.ir, publicity, etc., will be relieved of the other training load,
excepting that in library-service methods.
The time of this second snwervisor which is not spent in actual
teach in-.' should be used in visiting project units in order to give in-
service training and evaluate the results of the training program.
As book repair becomes a general activity, a third supervisor
should be appointed to train project wage employees in standard book-
repair methods, to recommend materials and equipment, to maintain pro¬
duction standards, and to exorcise general supervision of repair units.
In Operating Procedure lie. G-5, section 20, it is recommended
that book-repair activities within a given county or larger area be
centralized in one operating unit. In addition to other advantages,
such centralization makes possible group training without disrupting
operations, and simplifies or eliminates the transportation of project
wage employees to a common training center.
Occasionally it is effective to bring together the project wage
employees from two or more units for training in order that they may
compare the use of different equipment, materials, and methods. It
has been found that approximately 20 project wage errloyees is the
A2247 Library Circular "o. 3
Section 1
Prge 7
most satisfactory number for such o group. In lerge districts or areas
it may be necessary to assemble into one class project wage employees
from t"o or more counties in order to cover the district within reason¬
able time.
A fourth supervisor charged with training in library publicity will
complete the "supervisory training" staff of each.district. It will be
the responsibility cf this assistant to supervise and train the clerks
of branches and of extension centers in library-publicity methods and
techniques. Since these project wage employees will be the same as'
those requiring training in library-service methods, some- coordination
of the two training programs must be planned.
Fundamental to this planning is the division of the counties of the
WPA district into smaller training areas according to the number and
distribution of project wage employees, the distance between possible
training centers, and the availability of transportation facilities.
V.'ithin these training areas it may not be advisable to close project
units for training meetings more than once a month.
Two methods for scheduling these training meetings are suggested.
Early in the training program, when it is desirable to give the maximum
training in a short time, it is suggested that the supervisor training
in library-service methods and in library publicity hold classes in
adjacent training areas in order that they may exchange areas in the
middle of the day. In this va;r each group will receive instruction in
two training phases in one day.
When more detailed instruction is required, full day classes in
each subject should be held in each training area, and supervisors
A2247 Library Circular Ko. 3
Section 1
Page 8
should, alternate monthly between the two areas. Meeting places should
be selected carefully in order that satisfactory transportation is avail¬
able for all project wage employees. It may be necessary for the spon¬
sors to arrange transportation for project wage employees from more
remote communities. (Motor-vehicle transportation of project wage em¬
ployees to and from meetings must be in compliance with regulations
specified in WPA Safety Bulletin No. 2 and supplements thereto.)
The rapidity with which lessons are completed must be determined by
the instructor. Training groups may advance at various speeds depending
upon the project wage employees comprising the classes, which may be
composed of new and old workers, and of workers with slow or quick com¬
prehension, It is recommended that assignments accompany each lesson and
that frequent oral tests be given in order to determine the intelligence a
and comprehension of training groups.
Lesson plans and outlines must be arranged by project professional
supervisors to take into account worker differences. Instruction must
be adjusted to the capacity of the slow element of the group, with the
advanced trainees being utilized to give individual instruction to new
workers in elementary library clerical duties.
In concluding Part I of this manual, which is concerned principally
with organization for training, attention is drawn to the necessity for
considering methods and techniques in training, prior to consideration
of training-program content treated in Part II.
As previously stated, the mechanics of training, including physical
arrangement of groups, should be thoroughly studied with the Chief
A2247 Library Circular ho. 3
Section 1
Page 9
Training Supervisor, who as a specialist will be familiar with the
necessary details not discussed here. In general, 'the demonstration
and "participation method has proven particularly satisfactory in trainin
library-service project wage employees. The availability of sample ma¬
terials illustrative of the subjects being taught for the use of the
instructor and trainee alike is an important phase of the demonstration
me thod.
In further general reference to training method, it is usually
desirable for the instructing supervisor to place in the hands of each
trainee at the beginning of each class a simple outline of the content
of the -particular lesson. This outline is kept in the trainee's note¬
book for permanent reference. Thus, the trainee, in order to verify his
knowledge on a given point, can consult this outline in relation to his
own personal notes taken in the course of class discussion and from
blackboard annotati ns made by the instructor.
A 2247
PART II
Library Circular No. 3
Section 2
Page 1
Section 2. Survey of County and Regional Library Service. To
fully understand the county and regional system of library service it
is essential that we look briefly into the history and practices of
this movement. To this end the following material is devoted. Keeping
abreast of the movement will necessitate continuous study of current
library bulletins and other specialized studies.
A. History of Rural Library Service. The development of rural
library service has b^en' slow.
1. Early development of library service was in the cities
and larger towns,
(a) There were about 6C libraries in the United States
in 130C, IS of these were in Massachusetts end 14
in Pennsylvania.
(b) First legislation permitting a tax for libraries
was enacted in Few York City in 1835.
(c) First appropriation to a public library was made
in Boston in 1848.
(d) There are now only 40 cities of more than 10,000
population lacking public libraries.
2. Latest statistics indicate that 72 percent of the entire
rural population is without free library service.
(a) This rural population represents 97 percent of the
42,000,000 unserved population.
(b) Of about 3,000 counties in the United States, 897
are without a single public library.
E. Increase of Rural Library Service. The demand for rural
library service has increased greatly in recent vears.
1. The Rural Life Movement, initiated in 1917, has developed
a new interest and activity in cultural, educational, and
recreational enterprises.
A2247
Library Circular i"o. 3
Section 2
Page 2
2. Increased leisure has resulted from the introduction
of labor-saving de\-ices.
3. Reading among rural people has been promoted by the
Grange, 4—H clubs, other farm groups, the P.T.A., etc.
C. State Library Extension Service. The early attempts to serve
rural readers were through State library extension divisions or
library-service commissions.
1. Traveling libraries — collections of 50 to 100 or more
books loaned for long periods to schools, clubs, and Com¬
munities — were started in New York in 1822.
2. Package libraries, also a type of traveling library,
consisting generally of pamphlets, clippings, and other
material on current events, were begun by the Oregon
Library Commission in 1905.
3. Direct mail service has been instituted more recently
to fill the demands of individuals for a few specified
boo]-? for a short loan period.
4. Limitations of such State extension services:
(a) The lack of contact between librarian and borrower
makes for ineffective service.
(b) The borrower does not have the advantage of inspect¬
ing the entire collection when making his selection.
(c) State library agencies do not receive sufficient
appropriations to assure adequate book collections
and personnel to give effective service.
(d) Transportation costs make this service prohibitive
to many readers.
D. County Library-Service System. The county library was develop¬
ed as a solution of the problem of establishing local library
service in rural communities.
1. The county was made the operating unit because the plan
was first adopted in States where it was the principal
political subdivision.
2. The first successful county library system was established
in California.
A2247
Library Circular 3
Sf. rbion 2
Page 3
(a) Of the 58 California counties, 48 now have county
libraries.
(b) Many of these counties have within their boundaries
large city libraries independently administered;
provision is made for them to become part of the
county system if they so desire.
(c) A large number of the school districts turn over
their library funds to the county library in return
for service.
3. Regional libraries have been formed by combining two or
more counties in areas where the respective counties
cannot separately support a satisfactory library system.
4, Resulting efficiencies and economies in a single library
system for an entire courty:
(a) A county tax levy provides more adequate support,
and per capita cost is less than fcr local libraries.
(b) Lower administrative costs result from locating a
single administrative headquarters in the county
scat or the largest city of the county.
(1) The administration of t' e county unit can be
in the hands of a trained librarian.
(2) The selecting, accessioning, classifying, and
cataloging of books is centralized.
(3) 3ooks are in constant circulation among branches
and stations; no library accumulates a stock of
dead books.
(4) Money usually spent on numerous community library
buildings and their upkeep may be spent instead
on expanding book collections and improving ser¬
vice.
(5) There is a saving of duplicate bookstock, espec¬
ially of the more expensive and specialized books,
encyclopedias, and reference works.
2. County Library Tranches. Stations, and Bookmobiles. Books are
made available to rural residents through branches, deposit sta¬
tions, and bookmobiles.
Library Circular No. 3
Section 2
Page 4
A system of branches, stations, and deposits is probably
the more common method,
(a) The branch library, with its permanent collection,
regular hours, and full-time staff, is especially
adapted to larger communities which are unable to
provide a complete and adequate library service
independent of the central unit.
(b) Deposit stations (usually located in stores, schools,
village halls, and. post offices) are better suited
to smaller communities.
Bookmobiles offer an alternative or supplementary type of
county library service.
(a) The first attempt to distribute books in this fashion
was made by the Washington County Library of Hagerstown,
Lid., in 1904.
(b) Types of bookmobiles range from adapted passenger cars
to six and eight thousand dollar specially constructed
trucks, with capacities of 400 to 5,000 books.
(c) Book trucks of 3/4 to 1 ton capacity, being easier to
handle and less expensive to operate, are recommended
for rural areas.
(d) Because they approximate stations, raid the population
is generally too scattered to make such a center
practicable, trailers are not recommended generally
for demonstrating rural service.
(e) Types of service provided by bookmobiles include direct
service (circulation from bookmobile to borrower) at
community centers, cross roads, etc.; deposit work,
whereby a collection of books is left at frequent
intervals in a small community center for redistribu¬
tion; and branch service, whereby a collection of books
supplementing the branch collection is deposited at
infrequent intervals.
The comparative advantages of branch libraries and book¬
mobiles as county library-service agencies may bo summed
up thus:
(a) County library service by bookmobile has the following
advantages:
A2247
Library Circular ITo. 3
Section 2
Page 5
(1) The truck is in itself a good advertisement.
(2) It reaches a greater number of people at a
comparatively low cost.
(3) The book collection may be small and still be
adequate.
(4) The services of one competent librarian are avail¬
able to the entire county.
(b) For counties able to support it, the advantages of
library service through branches are numerous.
(1) The system provides permanent or semipermanent
quarters (possibly furnished free of cba.rge by the
town, the Grange, the P.T.A., or some similar
group.)
(2) It makes available'a reading room.
(3) It maintains regular hours with longer service to
patrons.
V4) It supplies the services of a trained librarian.
(5) It increases the number of books available, giving
the borrower a wider selection and more adequate
reference material.
(6) it provides better service than direct service from
bookmobiles because the attendant has more time to
spend with the individual.
(?) It costs less than service through a number of in¬
dependent libraries.
(3) It promotes a greater degree of local participation,
pride, and interest.
4, Several factors must be considered in determining which, type
of service is best adapted to an area.
(a) The relative costs of different types of service must be
taken into account.
(l) In small, independent libraries the cost per book
circulated varies from 10 to 13 cents.*
♦Figures are from Library Service in Ohio, issued by the Adult Educa¬
tion Committee of the Ohio Library Association.
A2247
Library Circular ITo. 3
Section 2
Page 5
(2) In a county system with branches and stations
the cost is about 10.5 cents.*
(3) Investigation based on a statewide survey of
"bookmobile service shows an average cost of
5.5 cents per volume circulated.*
(0) The ability to support a given type of service must
be considered.
(1) According to standards for public libraries drawn
up by the American Librery Association, $1 -ncr
canita per yea.r is the lowest income that may be
received if efficient service is to be maintained.
(2) Establishment of independent libraries in rural
rreas would be, on this basis, inadvisable.
(3) If the county is fairly propserous, branches and
stations might be established, with the largest
library in the county serving as the central point
for such service.
(4) If cost must be kept at a minimum because of the
lack of adequate support, boolaaobil.es might be
used.
(c) The distribution of population is also an important
factor in determining which type of service to give.
(1) If there is only one town of any size in the area,
the bookmobile would perhaps be the best solution.
(2) With three or four towns, a county system of main
library and branches might be expected to give
more efficient service.
(d) The size of communities to be covered is a further item
to take into account.
(1) A small county with one town and a considerable
rural population would doubtless find service by
bookmobile most effective.
(2) A county containing a number of small towns and
villages, with little rural population, would profit
most by a system of branches and stations.
♦Figures are from Library Service in Ohio, issued by the Adult Ed¬
ucation Committee of the Ohio Library Association.
A2247 Library Circular To. 3
Section 2
Page 7
(e) A further point to be considered is the accessibility
of towns and villages.
(1) Good roads and short distances between towns would
render bookmobile service both easy and practicable.
(2) Inaccessibility of towns and villages makes service
through branches and stations the most satisfactory
type.
• Basic Project Procedure and Contribution in the Development of
County and Regional Library Service. The WPA State-wide library-service
project is actively and principally engaged in assisting the permanent
establishment of county and regional library-service systems through exist¬
ing local public-library agencies and through the State library agency
which usually is legally charged with responsibility for the increase of
library service on a State-wide basis.
The project wage employee, as a small but vital "cog" in project
operation, should understand the basic elements of the project pattern for
service development and should be aware of project contribution to library
service, in order that he may reach a clear-cut consciousness pf his place
in total project operation.
1. Basic pattern of project activity to stimulate permanent
library-service development. The first step in this pattern
is to find local co-sponsors and cooperating sponsors.
(a) The local Public Library Board, Grange, Parm Council,
P. T. A,, American Legion and Auxiliary, service clubs,
and garden clubs are examples of civic bodies which
may serve in these capacities.
(1) Contact should be established with such organ¬
izations as early as possible.
(2) It is important that they understand clearly
the part they are to play in establishing county
library service.
(b) The sponsor's contribution, as a minimum, consists in
furnishing adequate quarters and the necessary equip¬
ment, supplies, and suitable books.
2. A Citizens' Library Association is formed if there is not
one already in existence.
(a) Through such an organization public understanding,
approval, and support for the new enterprise is obtained
Library Circular Ho.
Section 2
Page 3
(U) Permanent service is more readily established when it
is promoted by interested and influential groups.
From the Citizens' library Association an Executive Committee
is chosen.
(a) This committee directs the course of all library
activit" in the county or region.
(b) As the representative of the Citizens' Library Associa¬
tion, it aids in making permanent the service thus begun.
"with the help of the Executive Committee, a survey of the
li'orarT' needs of the county is made.
(a) Established libraries should be spotted, and locations,
bookstock, circulation, and regulations as to use rioted.
(b) The quality of existing library service should be
analyzed.
(c) Chief resources, industries, and so forth should
be studied.
(d) The type of population should be ascertained.
(e) The amount of tax support which could reasonably be
expected should be determined.
(f) The area to be covered should be established.
• (g) The distribution of population should be considered.
(h) Possible locations for branches, stations, and deposits
should be marked.
(i) Possible bookmobile routes and stops should be noted.
The WPA State-wide library-service project contributes both
directly and indirectly to the improvement and expansion
of existing library service.
(a) It has supplemented and is continuing to supplement
on an expanded scale, through the supplying of project
wage employees and professional supervisors, through
the loan of Federally owned books, through assistance
in procuring bookmobiles, and through other general
assistance, the service being rendered by public li¬
braries in the various States.
A2247
Library Circular Fo. 3
Section 2
Page 9
(l) In order to make the program effective it is
necessary that there be engendered in the
project '/age employees, particularly those
having service contact with the public, an
esprit de corns, a sense of responsibility,
and the realization of identity with a State¬
wide and Kation-wide effort of great social
significance.
A2247
Library Circular No. 3
Section 2
Page 10
BIBLIOGRAPHY
Pair, Ethel Marion, Countrywide Library Service. American
Library Association, 1934.
Oregon State Library, Oregon's County library Service. Salem,
Oregon, 1040.
Joeckel, Carlton B., Larger "nits of Library Service; the
Regional Problem. (in his "Government of the American Public Library,"
University of Chicago Press, 1935, pp. 263-340)
Nilson, Louis Round, The Role of the Library in Adult Education.
University of Chicago Press, 1937.
Idem, Library Trends. University of Chicago Press, 1937,
pp. 63 - 104.
U. S. Department of Agriculture, Banners' Bulletin Ho. 1847.
Rural Library Service, 1940.
A2247
Library Circular No. 3
Section 3
Page 1
Section 3. Preparation of Books for Library Use. A library is
a "business" dealing in books. Proper identification and care of
the property for which the librarian is responsible should be re¬
garded as an essential part of the librarian's duties. Essential steps
in the handling and preparation of books for library use are as follows:
A. Processing Books for Library Use.
1. Check newly arrived books against the dealer's invoice.
2. Verify the author, title, and edition.
3. Make sure that the correct number of copies has been
received.
4. According to the policy of the library, a penciled notation
of the date of the bill, the dealer's name, and the net
cost of the book may next be placed in the book itself
(customarily on the inner margin of the page following
the title page.)
Opening New Books. At an early stage in preparing books for
service, they should be opened properly (fig. l).
1. To do this, tne book is placed spine down on a table or
desk.
2. The front cover is allowed to drop until it touches the
table; the fingers are then run along the hinge to give
it greater flexibility.
3. The bacg cover is lowered, and the same procedure followed.
4. Next, 10 or 12 leaves at the front of the book are
opened, and the fingers are run down the inner margin as close
to the back of the book as possible.
5.
Repeat this action with a group of leaves at the back of
the book and continue, alternating front and back, until
the center is reached.
A2247
Library Circular No. 3
Section 3
Page 2
C. Cutting Hew Books. Books purchased from the publishers are
commonly untrimmed; it is consequently necessary that folded
pages be cut apart.
1. For this purpose a paper knife should be used (avoid
using a sharp-edged tool.)
2. Care should be exercised in order to avoid cutting folded
maps and charts.
D. Collating Books. New books must be collated to see that no
pages are missing.
E. Ownership Marking. In most libraries an identification or
ownership stamp is placed on the cover, the title page, and
the identification page (p. 21 is sometimes designated) at
least an inch from the margins so that it will not be obliterated
by use or lost in rebinding. Federally owned books must be stamped
in three places. The folio: iug stamp legend is suggej.od: "Property
of Federal Government, - State-wide Library Project, W.P.A."
Bookplates are not suitable means of identification.
F. Accession Record. The book is next entered in the accession
record, which is a consecutively numbered list, usually in
book form, of all bound volumes in the order received by the
library (fig. 5).
1. In addition to the number, the accession record generally
gives the following information about a book: the author,
title, publisher, date of publication, source (where
purchased or by whom c,.mated), and the cost.
2. When entry has been made in the accession record, the
accession number is stamped or written in the book on the
same pages that were stamped with the identification mark.
G. Preparation of Book for Circulation. After the book has been
classified and cataloged, th.p date slip, book card, and pockets
are pasted in the book (figs. 2, 3, and 4).
1. The call number, author, title, volxuiie or copy number, and
the accession number are typed on the book card and pocket.
H. Marking Call Numbers. The final operation is to mark the call
numbers on the spine of the book.
1. To assist in prompt identification of project-owned books
on the shelves it is suggested that a permane dis¬
tinctive marking, such as an enameled stripe, be placed
on the back of each volume (figs. 6 and 7).
A2247
Library Circular No. 3
Section 3
Page 3
(a) A stripe of quick-drying enamel of a desirable
color is applied across the back of the book,
using a pliable metc.l mask to insure uniformity
(fig. 8).
;
(b) When the enamel is dry the call numbers are lettered
with a good grade of white ink on pencil guide
lines which have been drawn on the stripe.
(c)
The entire back or just the stripe is coated with
shellac after the lettering ink has dried.
A2247
Library Circular No. 3
St ction 4
Page 1
Section 4. Arrangement of Books by Classes. By classifying
books, the sane and related subjects are brought together. Classi¬
fication is thus a means of grouping: books on history form one
group, books on science form another, and so on. But as there are
various kinds of science, so there are different types of art and
literature and different phases of sociology. It therefore becomes
necessary, when dealing with a large collection of books, to sub¬
divide the major groups in order that books treating of the same
aspect of a subject may be in proximity to one another. Without some
such arrangement it would be impossible to find the particular book
wanted by the borrower.
To keep the books in order, and to make it easy to find the
right one, some number or mark is used to indicate the subject of
each book. All books treating of the same subject will be marked
alike. Various methods are used to mark books—figures alone may
be used, or letters may represent the different groups. Frequently
a combination of figures and letters is used. The most widespread
use of the first method, which is termed "pure" notation, is found
in the Dewey decimal system.
The treatment of this subject is purposely brief. It is not in¬
tended that ">ro:iect wage employees without previous professional train¬
ing will actually be able to classify books at the end of this lesson
course. Such professional work should be left in the hands of
adequately trained and experienced librarians. The expectation is
A2247
Library Circular No, 3
Section 4
Page 2
that these lessons will provide the project wage employees with a b
background knowledge which will enable them to complete more intelli¬
gently the clerical tasks to which they are assigned. The following
are essential steps in the classification of books:
A, Determining the Subject of a Book. In classifying books it
is necessary to know the subjects of which they treat,
1, The title is frequently not sufficient in itself to deter¬
mine this,
2, The preface or introduction often serves as a guide to
proper classification,
3, The table of contents should be examined carefully to
determine the subject or subjects treated,
4, It may at times be necessory to glance through the book,
noting chapter headings and perhaps reading parts, in order
to assign the correct number,
B, Dewey Decimal Classification—general. The Dewey decimal
system of classification has certain obvious advantages,
V
1, Its widespread use makes, it possible, once the method is
known, to find one's way about in practically any library
one visits,
2, It permits workers to be transferred from one library to
another without undue-loss of efficiency.
3, It is especially adapted to the needs of the small library,
4, It is flexible, thus permitting considerable growth in the
library without affecting the general arrangement.
5, It is easy to remember,
C, Dewey Decimal Classification—Arrangement. In operation, the
decimal system provides for ten main classes or subjects,
1, The first of these, marked 010-099, is made up of general
works.
A2247 Library Circular No. 3
Section 4
Page 3
2. The second, marked 3.00-199, is made up of books on
philosophy and psychology.
3. The third group, 200-299, covers the subject of religion.
4. The fourth group, 300-399, deals with sociology.
5. The fifth group, 400-499, treats of language.
6. The sixth group, 500-599, is made up of books on science.
7. The seventh group, 500-699, is composed of books dealing
with the useful arts.
8. The eighth group, 700-799, deals with the fine arts.
9. The ninth group, 800-892, covers the general field of
literature.
10. The tenth group, 900-999, is reserved for books on
history, biography, and travel.
D. Devrey Decimal Classification—Subdivision of Main Classes.
Subdivision of the main classes is by 10's.
1. Literature, for example, is divided thus:
(a) American literature 810
(b) English literature 820
(c) German literature .......... 830
(d) French literature ..... 840
2. History follows the same general pattern.
(a) Ancient History ............ 930
(b) European History 940
(c) History of Asia 950
(d) History of Africa 960
(e) History of North America ....... 970
E. Dewev Decimal Classification—Subdivision Within Main Classes.
Further subdivision is made by adding numbers frora 1 to 9.
A2247
library Circular No. 3
Section 4
Page 4
1. English literature is assigned these numbers in the
following manner:
(a) English poetry ... ..... 821
(b) Ehglish drama. 822
(c) English fiction * 823
(d) English essays 824
2. History is treated similarly.
(a) History of England ..... 942
(b) History of Germany 943
(c) History of 944
(d) History of the United States 973
P. Dewey Decimal Classification—Subdivision by Decimal Fractions.
If further subdivision is desired, decimal fractions are used.
1. The notation 330.9 would then indicate that the book
dealt v/ith the history of economics.
2. 350,973 would signify that the book was concerned with
economic history of the United States.
G. Dewey Decimal Classification—Mnemonic Features. The use of
the same number, with the same significance, in different combi¬
nations makes theDecimal system easy to remember.
1. EngLish history, 'or example, is 942.
2. English poetry is 821.
3. French history is 944.
4. French literature is 840.
H. Dewey Decimal Classification—Meaning of .01 to .09. In each
of the ten main classes, the figures 01 to 09 have the same general
significance and may be used before or after the decimal point, e.g.:
701 or 720.01.
1. 01 is the philosophy of a subject.
A2247
Library Circular Ho. 3
Section 4
Pa^e 5
2.
02
is
an outline of a subject.
3.
03
is
a dictionary of a.subject.
4.
04
is
an essay, or essays, on a subject.
5.
05
is
a magazine devoted to a subject.
6.
06
is
a society connected with a subject.
7.
07
is
education in a subject.
8.
08
is
a collection or miscellany dealing w.'^h a subject
9.
09
is
the history of a subject.
I. Author Numbers. Author numbers are sometimes used in conjunction
with class numbers.
1. These are combinations of letters and figures arbitrarily
assigned.
2. The first letter stands for the author's name.
3. A letter after the figure represents the title of the
book.
4. A figure following this is used to indicate the edition.
5. As an example, the author number for a book by Sylvia
Lynd, entitled The Mulberry Bush, would appear thus:
1988m.
6. In biographies the author number is determined by the
name of the subject of the biography followed by the
author's initial; for example, a life of C-eorge Washington,
by Ford, would be ¥318f.
J. Call Humbers. In actual practice, there are certain accepted
variations used by public libraries in assigning numbers.
1. Fiction is commonly unmarked or marked "F" Tid shelved
alphabetically by author.
2. Biography, with a few exceptions, is marked 5 or 92—the
latter a shortened form of the Dewey numbers 921-929,
920 being reserved for collected lives.
A2247
Library Circular No. 3
Section 4
Page 6
3, Nonfic'tion is commonly marked by decimal number and by
author's name; for example, All About Stamns. by Hallgren,
would be: 383.33
Hallt ren
2. Miscellaneous Aids for Classifying Books. In addition to the
standard guide (the volume of Dewey decimal numbers) there are
other aids to classification.
1. Printed cards, bearing class numbers, are available from
the Library of Congress and from the H. W. Wilson Co.
2. The A.L.A. Catalog, with supplements, 'is of value in de¬
termining the proper classification of a book.
3. The Standard Catalog may also be used for this purpose
L. Shelf Arrangement of Books. Books, with the possible exception
of fiction and biography, are arranged on the shelves in the order
of class numbers.
1. The smaller number precedes the larger.
(a) 820, for example, stands before 824 c- the shelves.
(b) 823.29 stands before 823.3.
2. When there are a number of books in the same class, the
books are shelved alphabetically by author.
3. In libraries or branch libraries, books usually are
arranged on shelves in vertical sections, while on book
trucks they are arranged horizontally along the length
of the truck,
M. List of the Main Cl'asses of the Dewey Decimal Classification.
010-099
GENERAL WORKS
010
Bibliography—Lists of books
020
Libraries
030
General encyclopedias
040
General collected essays
050
General magazines
060
General societies; museums
A2247 Library Circular No. 3
Section 4
Page 7
070 Journalism, Newspapers
100-199 PHILOSOPHY
100-109 General works on philosophy
110 Metaphysics
120 Special metaphysical topics
130 Relation of mind and body
140 Philosophic systems
150 Psychology. Mind and its activities
160 Logic
170 Ethics. Conduct
180 Ancient philosophers
190 Modern philosophers
200-299 RELIGION
200-209 General works on religion
210 Natural theology
220 The Bible
230 Christian theology
240 Devotional books
250 Work of ministers and priests
260 The church and its work
266 Missions
270 General history of Christianity
280 Christian sects
A2247 Library Circular No. 3
Section 4
Page 8
290 Non-Christian religions
292 Greek and Roman mythology
297 Judaism (History of Judaism, 933)
300-399 SOCIAL SCIENCES
300-309 General works on social science
310 Statistics
320 Political science (see also 350)
330 Economics
331 Labor and capital
340 Law
350 Administration of government
352 Local government
353 U. S. and State government
360 Social welfare. Societies
361 Charity .• Philanthropy
364-365 Crime. Prisons
370 Education
380 Commerce. Communication
390 Customs. Folklore
395 Etiquet
398 Legends
400-499 LANGUAGE AND LANGUAGES
400-409 General works on language
410 Comparison of languages
A234?
Library Circular No. 3
Section 4
Page 9
420 English language
423 English dictionaries
430 German language
440 French language
450 Italian language
460 Spanish language
470 Latin language
480 Greek language
490 Other languages
500-599 SCIENCE, INCLUDING MATHEMATICS
500-509 General works on science
510 Mathematics
520 Astronomy
530 Physics
537 Electricity (see also 621.3)
540 Chemistry (see also 660)
550 Geology
560 Paleontology. Early forms of life
570 Biology
575 Evolution
580 Botany
590 Zoology
595 Insects
598.2 Birds
600-699 APPLIED SCIENCE. INDUSTRIES
A2247
Library Circular No. 3
Section 4
Page 10
600-609 General works
608 Inventions
610 Medicine
613 Hygiene
620 Engineering
621.3 Electrical engineering (see also 537)
630 Agriculture
640 Home Economics
650 Business
660 Chemical technology (see also 540)
670 Manufactures
680 Mechanical trades. Handicraft
690 Building
700-799 FINE ARTS. RECREATION
700-709 General works on art
710 Landscape gardening
620 Architecture
730 Sculpture
740 Drawing
750 Painting
760 Engraving
770 Photography
780 Music
790 Recreation. Amusements
792 Theatre. Play production
796 Outdoor games. Sports
A2247 Library Circular Ho. 3
Section 4
Page 11
800-899 LITERATURE
800-809, General works
810 American literature
811 American poetry
812 American drama
814 American essays
820 English poetry
821 English poetry
822 English drama
824 English essays
830 German literature
84C Trench literature
850- Italian literature
860 Spanish literature
870 Latin literature
880 Greek literature
890 Other literatures
900-999 HISTORY. TRAVEL. BIOGRAPHY
900-909 General works on history
910 Travel and description. Geography
911-912 Atlases and maps
913 Archeology. Life in ancient times
914 Europe, description
914.2 EngLand, description
915 Asia, description
A2247 Library Circular No. 3
Section 4
Page 12
920 Biography, collective. (Lives of several persons
in one book)
921-929 Biography, individual. (Most libraries
use 92 or B)
930 Ancient History
940 European History
941 Scotland. Ireland
942 England
943 Germany
944 France
945 Italy
94-6 Spain
947 Russia
948 Scandinavia
949 Some of the smaller European countries
950 History of Asia
960 History of Africa
970 History of North America
970.1 North American Indians
971 Canada
972 Mexico. Central America. West Indies
973 History of the United States
973.1 Exploration
973.2 Colonial period
973,3-973.9 Later periods
974-979 History of sections of the United States
980 History of South America
A2247 Library Circular No. 3
Section 4
Page 13
BIBLIOGRAPHY
Broening, Anglea M., How To Use the Library. Noble, c.1936, pp. 11-12.
Brown, Zaid.ee, The Library Kev. Wilson, 1938, pp. 1-9.
Cleary, Florence Damon, Learning To Use the Library in the Junior High
School. Wilson, c.1936.
Currin, Althea M., School Library Management. Wilson, c.1939, pp. 87-95.
Eaton, Merril T. and Louttit, C. M., A Handbook of Library Usage.
Houghton, c.1935, pp. 14-18.
Fay, Lucy Ella and Easten, A, T., Introduction in the Use of Books and
Libraries. Ed. 3, rev., Paxon, 1928.
Hutchins, Margaret and Others, Guide to the Use of Libraries. Wilson,
c,1937,
Ingles, May ana McCague, Anna, Teaching the Use of Books and Libraries.
Wilson, c.1937, pp. 19-33.
Scripture, Elizabeth and Greer, M. R., Find It Yourself, Wilson, 1936,
pp. 7-12.
Toser, Marie A., Library Manual. Wilson, 1938, pp. 19-25.
A2247
Library Circular No, 3
Section 5
Page 1
Section 5. The Card Catalogs The catalog is a directory
to the contents of a library. It serves the same purpose for
a collection of books that an index does for the individual
book; that 'is, it gives the reader information as to whether
the material he wants is there, and if it is, where it may be
found.
Most libraries have dictionary catalogs which include in
one alphabet author, title, and subject entry cards for all
books in the library collection. Such a catalog supplies the
answers to the three following fundamental questions which are
asked by library patrons:
11 What books has the library by this author?"
"Has the library a book with this title?"
"What books has the library on this subject?"
In addition to this type of information, the catalog
indicates the location of each book in the library and gives
specific bibliographic information concerning each volume.
As in the case of classifying books, it is. no.t expected
that this brief treatment jcataloging will .qualify pr oject
m&o. employees without previous professional training to. da
actual cataloging*, However, a knowledge of the fundamentals
will be invaluable in teaching the worker to use a library
catalog intelligently. The following are fundament..! facts
concerning the cataloging system.
A2247
Lib. Circ. No, 3
Soc, 5
Page 2
A, Development of Card. Catalogs, Card catalogs have steadily
grown more uniform in the matter of size of cards us- A, thoir
preparation, and the information contained on them,
1, Cards were at first handwritten and differed widely in
form and content,
2, Later they were typewritten hut still shoxired considerable
variation from library to library,
3, Today a fair degree of uniformity has been achieved
through the widespread use of Library of Congress
printed cards,
(a) These contain a complete bibliographic description
of the book cataloged, and include both Dewey
decimal and Library of Congress classification,
(b) Modern typewritten cards follow the standard sot
by authorities, such as the American Library
Association and the Library of Congress, in the
matter of form, spacing, and order of bibliographic
information, (illustrations given in this section
are to be considered merely as examples of one card
form,)
B, Types of Catalog Cards. In most catalogs five different
types of cards are used,
1, The author card is the main entry (except when the author
is anonymous),
(a) This may be either the name of a person or the name
of a corporation, city, State, or national government,
(b) Every book in the library has a main entry card,
(c) The information contained on the author card is
usually more complete than is that shown on the
other types of cards.
A2247
Lib. Circ. Ho, 3
Sgc. 5
Page 3
Author Cards
608
H284
Hatfield, Henry Stafford
The inventor and his world, by H. Stafford
Hatfield.,. Hew York, E, P. Button & eo.,
1933.
269p,
Bibliography: p.255-233.
(Dewey classification and G<utter number)
608
Hat**
field
Hatfield, Henry Stafford
The inventor and his world, by H. Stafford
Hatfield,.. Hew York, P. Dutton & co,,
1933.
269p,
Bibliography: p.255-263.
(Dewey classification)
A2247
Lib. Circ. No. 3
Sec. 5
Page 4
Author Cards - Corporate Entry
. 020.7
C21
Carnegie corporation of New York.
Training for library service; a report
prepared for the Carnegie corporation of New
York, by Charles C, Williamson, New York,
The Merrymount press, 1923.
165p.
(Dewey classification and Cutter number)
020.7
Carn¬
egie
Carnegie corporation of New York.
Training for library servico; a report
prepared for the Carnegie corporation of New
York, by Charles C. Williamson. New York,
The Merrymount -press, 1923.
165p,
(Dewey classification)
2. The title card is a secondary entry.
(a) It may or may not (depending on the policy of the
library)contain full information about the book.
(b) The title card becomes the main entry when the author
is~ah|||ymous.
A2247
Lit). Circ. No. 3
Sec, 5
Page 5
508
H284
The inventor and his world.
Hatfield, Kenry Stafford
The inventor ana his world, hy H. Stafford
Hatfield... New York, E, P. Dutton & co»,
1933.
269p.
1
Bibliography: p.255-263.
(Dewey classification and Gutter number)
608
Hat¬
field
The inventor and his world.
Hatfield, Henry Stafford
The inventor and his world, by H. Stafford
Hatfield... New York, E, P. Dutton & Co.,
1933.
269p,
Bibliography! p.255-263.
(Dewey classification)
A2247
Lit, Circ, No, 3
See, 5
Fage 6
Anonymous Bntrv
?ict.
The man who killi i Hitler, ,,,
Hollywood, doorge Palmer Putnam, 1939,
96p,
3, The subject card is also a secondary or addod entry,
(a) Like the title card, it may or may not cor- -.in full
information about the book,
(b) A separate card is made for each subject treated in
the book, hence the number of subject cards for a
single book may vary widely,
(c) ^he subject heading, at the top of the card, is typed
, in capital letters, or with a red ribbon, (All
examples shown in this manual are necessarily in
capital letters,)
(d) All cards for books dealing with the same subject are
.filed together; a catalog in which subject cards are
so arranged and in which author and title cards are
net used is known as a "classified catalog.
(e) If there are many cards dealing vrith the same subject,
the cataloger will make all necessary subdivisions.
A2247
Lib, Circ, No
Sec, 5
Page 7
Sub.iect Cards
608
H284 INVENTIONS
Hatfield, Henry Stafford
The inventor and his world, by H, Stafford
Hatfield, New York, E, P, Dutton & co.,
1933,
269p.
Bibliography: p,255-263,
(Dewey classification and Cutter number)
608
Hat-. INVENTIONS'
field Hatfield, Henry Stafford
The inventor and his world, by H, Stafford
Hatfield, New York, P, Dutton & co,,
1933.
269p.
Bibliography! p.255-263,
(■^ewey classification)
A2247
Lit, Circ, No, 3
Sec, 5
Page 8
Subject Cards
804
Er85
ENGLISH LITEEA3TJRE -
ADDRESSES, ESSAYS,
LECTURES
Erskine, John, 1879-
The delight of groat
"books, "by John
Erskine, Indianapolis,
Bohbs-Merrill
co, cl935.
332p,
(Dewey classification and Cutter number)
804
Ers¬
ENGLISH LITERATURE - ADDRESSES, ESSAYS
kine
LECTURES
Erskine, John, 1879-
Tho delight of great "books, "by John
Erskine, Indianapolis, Bobbs—Morrill
co. cl935.
332p.
(Dewey classification)
Lib, Circ, No, 3
Sec, 5
Page 9
Subject Card
914,4
Ed9h
FRANCE - DESCRIPTION AND TRAVEL
Edwards, Mathilda Betham
Holidays in eastern France, by Mathilda
Bethany-Edwards, New York, Harper, 1879,
242p.
(Dewey classification and Cutter number)
Analytic cards are made when the book is the work of a
number of authors, when it deals with a number of dif¬
ferent subjects, or when it is desired to bring out the
title of a part or parts,
(a) A "unit" card—that is, a copy of the main entry—
may be used for this purpose, with the added author,
subject, or title typed at the top.
■A2247 Lib, Circ, No. 3
Sec, 5
Page 10
Author Analytic Using a Unit Card
De la Mare, Walter John, 1873-
Peacock pie, v» 2, p»95~218 of:
821 De la Mare, Walter John, 1873-
Collectcd poems, 1901-1918. New
York, Holt, cl920.
2 v.
Contents.-v. 1 Poems, 1906,-The listeners,
1914.-Motley, 1919,-v. 2 Songs of childhood,
1901,-Poacoek pie.
(Dewey classification)
(b) An " in" analytic mas'- be used, with the author of the
part of tho book analyzed together with the title of
that part typed at tho top of tho card, followed by
a parenthetical statement of tho author or Editor of
tho whole book, with its name, date, and the exact
pages where the analytic is to bo found.
Title Analytic
1
I
821 Vision of Sir Launfal,
C693r Lowell, J, R,
(In Coleridge, S, T. ...Rime of
the ancient mariner, 1901, p.33-58)
(Dewey classification and Cutter number)
Lit), Circ. No. 3
See, 5
Page 11
(c) Analytic cards arc not customarily made for bjolcs
already indexed in soma other hook owned hy the
library; that is, for hooks analyzed in such works
as Firkins, Index to Plays or Granger, Index to
Poetry and Recitations.
Cross-reforence cards arc necessary when confusion would
result if they were not used,
(a) The "see" reference indicates that material is not
entered under the subject heading first seen hy the
user of the catalog, or not entered under a particul
form of the author's name.
Subject "See" Reference
DARK AGES
see
MIDDLE AGES
Lib, Circ. No
Sec, 9
Page 12
Author "See" Reference
Twain, Mark, pseud,
see
Clemens, Samuel Langhorne, 1835-1910
(b) The " see also" reference indicates that related
material can be found elsewhere in the catalog,
"See Also" Referonce
BOXERS
see also
CHINA - HISTORY
EASTERN QUESTION (EAR EAST)
PEKING, SIEGE OF, 1900
Lib, Circ» No, 3
Sec, 5
Page 13
Use of Unit Card.- For ease in cataloging, and as an aid to
the user of the catalog, it is sometimes advisable to adopt
the "unit" card system,
1, The main entry card is customarily used as the unit card,
(a) With the subject typed at the top, above the author's
name, it becomes a subject entry,
(b) With the title at the top, it becomes a title entry,
(c) With the name of a collaborator at the top, it becomes
a joint author card,
(d) With the author ^nd title, or subject of the part of the
book analyzed at tho top of the "unit" card, it becomes
an "analytic" entry, (See example on P.10 of this section.
Subject Card
637,1
K296 MILK
Kelljr, Ernest, 1883
Market milk, by Ernest Kelly,,, and Clarence
E, Clement,,, New York, John Wiley & sons,
1923,
445p,
"References" at end of each chapter.
(Dewey classification and Cutter number)
Lib. Circ. No, 3
Sec. 5
Pago 14
Titlo Card
637.1
K296 Market milk,
Kelly, Ernest, 1883-
Market milk, "by Ernest Kelly,,, and Clarence
E, Clement,,, New York, John Wile;/ & sons,
» ti i
1,923.
445p,
"References" at end of each chapter.
(Dewey classification and Cutter number)
Joint Author _
637,1
Kelly Clement, Clarence Elbert, 1883- jt. auth,
Kelly, Ernest, 1883-
Market milk, by Ernest Kelly,., and Clarence
E, Clement,,, New York, John Wiley & sons,
1923.
445p,
"References" at end of each chapter.
(Dewey classification)
Library Circular No. 3
Section 5
Page 15
2. While this system can be used in libraries where all
cards are typed, it is especially adapted to use in
libraries where printed cards are purchased.
D. Library of Congress Cards. While spacing, order, and the
amount of information given on typed cards varies somewhat
from library to library, the tendency is to follow Library
of Congress practice in these matters. The following information,
in the order given, is generally included on typewritten cards.
1. The author's full name, with dates omitted except
when it is necessary to distinguish between two
authors of the same name.
2. A shortened form of tne title, with omissions in¬
dicated by three dots.
3. The edition, the place of publication, the publisher's
name, and the date of publication.
4. The number of pages or the number of volumes, the
number and kind of illustrations, and the series.
5. A brief note of the contents, with an indication of
the presence of reading lists or bibliographies.
6. A call number (in the upper left-hand corner, with
the Cutter number or author's last name on the same
line as the author's name).
7. A note (on the back of the card) of added entries used
for the book.
8. For fiction, only the author, the title, and the imprint
date.
E„ Printed Cards. While some libraries prefer to type their own
cards, printed cards are available.
1. The cost of these varies from 3 to 5 cents per title.
2. They are uniform but may be adapted to the cataloging
practice of the individual library.
3. They may be obtained from the Library of Congress or from
the H. W. Wilson Company.
Library Circular No.
Section 5
Page 16
F• Supplementary Cataloging Aids. The following suggestions
are made as a guide to supplementing the card catalog and as
aids to the cataloger.
1. A check list of subject headings used by the library
should be kept.
2. A check list of cross references should be kept.
3. In the small library, full analytics should be made.
G. The Shelf List. The card catalog is further supplemented by
the shelf list.
1. This is essentially a classed catalog, the cards being
arranged by subject rather than by author.
2. In addition to the author, title, and call nu. b^r, the
shelf list card contains the accession number ox the
book (one number for each volume or copy). Further
information may be given, according to the -practice of
the individual library.
3. Cards are filed in the shelf list in precisely the same
fashion that books are arranged on the shelves; that
is, the first drawer or drawers will contain the class
numbers from 010 to 099, the second'drainer will contain
class numbers from 100 to 199, and so on.
4. While the shelf list is useful as a subject bibliography,
it is absolutely essential in taking inventory and in
assigning Cutter numbers.
Library Circular No. 3
Section 5
Page 17
BIBLIOGRAPHY
Broening, Angela M., How To Use the library. Noble,
c,1936, pp.1-10.
Brown, Zaid.ee, The Library Key. Wilson, 1938, pp.18-35.
Cleary,' Florence Damon, Learning To Use the Library in
the Junior High School. Wilson, c.1936.
Currin, Althea M., School Library Management, Wilson,
c.1939, pp.87-95.
Eaton, Merrill T. and Louttit, C. M., A Handbook of Library
Usage. Houghton, c.1935, pp.5-13.
Hut chins, aret and Others, Guide to the Use of
Libraries, Wilson, c.1936, pp.20-89
Ingles, May and McCague, Anna, Teaching the Use of Books and
Libraries. Wilson, c.1937, pp.49-65.
Mott, Carolyn and Baisden, Leo B., The Children's Book on
How To Use Books and Libraries, c.1937, pp.61-87
Scripture, Elizabeth and Greer, Margaret R., Find It Your¬
self, Wilson, c.1936, pp.33-38.
Toser, Marie A,, Library Manual, Wilson, 1938, pp.27-38.
A2247
Library Circular Fo. 3
Section 6
Page 1
Section Filing, Filing is a major activity .in every library,
and all library clerks should become quick, accurate file clerks.
Though there are many phases of library filing, this section is a
brief study of rules governing the dictionary card catalog file.
Filing Plan. Cards in a catalog are arranged alphabetically
in the same manner as a dictionary, hence the name "dictionary
catalog" is sometimes applied to it.
1. The first word on the top line is the entry word.
(a) In "word by word" filing the arrangement of .cards
would be: Book, Book collecting, Bookbinding, Books.
(b) In "letter by letter" filing the arrangement would
be: Book, Bookbinding, Book collecting, Books.
2. In filing cards for a number of books by the same author,
titles of the books are arranged in alphabetical order.
3. Arrange in one alphabet, after the name of an author as a
main entry, secondary entries for books about that author
by the names of the persons writing about the author.
4. Subject cards for books dealing with the same subject are
arranged alphabetically by the authors' names, or by title
the absence of an author's mime.
5. Subheads of subject entries s.re arranged alphabetically
under the subject.
6. Period divisions in history are ar±v nged chronologically.
7. When the sane word serves for several types of headings,
the order is person, place, subject, and title.
8. Cards for the "whole" Bible are filed first, with books
about the Bible as a subject in a second alphabet. In
filing cards for the Old Testament and Few Testament,
follow rule for. the Bible.
A2247
Library Circular No. 3
Section 6
Page 2
9. With the exception of Mr. and Mrs., abbreviations are
filed as if the names were spelled out.
(a) M and Mc are filed as Mac.
(b) St. and Ste, are filed as Saint, Sainte.
10. Articles at the beginning of an entry are disregarded in
alphabetizing but are regarded if they appear later in
the entry.
11. Hyphenated words are filed as if they were separate words.
12. actuation marks are disregarded.
13. Titles beginning with numerals are filed'as though the
figures were written out in the language of the rest of
the title.
14. A personal name with a prefix is considered as one word.
B. Piling Example. The following sample illustrates the sequences
in. which cards of a number of different typos should be filed and
embodies a number of the more common filing problems.
Aii-
Air-brushes
American literature. Collections
Carpenter, G. R., ea.
American literature. Collections
Emmonds, H. H., comp.
Book collecting'
A boy at Gettysburg
Girls' book of famous queens
Girl's life in Virginia before the war
Girls '/ho became famous
Girl's winter in India
Macauley, James
McBride, George
A2247
Library Circular Ho. 3
Section 6
Page 3
Macdonald, Angus
Maine, Sir Henry -James Sumner (person)
Maine (place)
Maine (Battleship) (subject)
Maine "■ griculture in 1935 (title)
Nine Indian songs
1914
Nineteenth century
St. Paul, Horace
Saint Pierre, J. H.
U. S. History
U. S. History. Colonial period
U. S. History. Revolution
Van Dyke, Henry
Vane
Vanilla
Van Loon, Henry William
A2247
Library Circular No. 3
Section 6
Page 4
BIBLIOGRAPHY
Carnegie Library cf Pittsburgh, Pules for Piling
Cards in the Dictionary Catalogs of the
Carnegie Library of Pittsburgh. 5th edition,
1932.
Library of Congress Pealing Room. Pules for Filing
Cards in Deck Catalog. TJ. S. Government
Printing Office, 1931.
Cincinnati and Hamilton County Library, Filing Rules
for the Arrangement of the Dictionary Catalog
of the Library, compiled by A. S. Ewald and *
A. M. Dunlap, 3d edition, The Library, 1936.
A2247
Library Circular No. 3
Section 7
Page 1
Section 7. Circulation Routines. The library, broadly speaking,
has only two reasons for existence. The first of these is the collec¬
tion and preservation of books. It is not enough, however, that books
be simply preserved. If the library is to have life and justify
its existence, the books must be used. It is to this end that they
are purchased, classified, and cataloged; and only after these
processes are they ready for use. It is the function of the circula¬
tion .department to encourage and control this use.
Circulation activities include registering borrowers, charging
and discharging books, compiling statistics, and keeping records
pertaining to bookstock, to circulation, and borrowers. Special
requests must be satisfied or referred to the proper person or de¬
partment. Books, of course, must be obtained from the shelves and
returned.
Certain routines have been developed which have proved most
efficient in operating the circulation activities of a library.
These routines make it possible for the borrower to secure a book
in the minimum time and with the least possibility of annoyance
through errors. The circulation routines which are most usable in
small libraries and library extension agencies are outlined in this
section.
A2247
Library Circular No. 3
Sec. 7
Page 2
A. Registration of Borrowers. In a public library, the first
step in the circulation process is to register the borrower; while
this procedure varies slightly in different places, it usually con¬
forms to the following system:
1. The prospective borrower fills out an application card on
which he indicates his willingness to assume responsibility
for any books he may borrow (figs. 9 and 10).
(a) Some information of a personal nature may be requested
(business, telephone, etc.).
(b) In the case of children, a parent's signature is necessary.
•2. The card is checked against the application file to clear
duplication, previous registrations, unpaid fines, etc.
3. The name of the borrower is entered in the registration book
which provides a borrower's number and expiration date (fig.
11).
4. Registration is usually for a 3-year period and ends on the
month of the registration.
5. The name of the borrower is printed on the application card
with his number and expiration date and filed in the appli¬
cation file. ■
6. The borrower's identification card is made out and presented
with information about library regulations (figs. 17 and 18).
7. Block Registration is a system whereby different sections of
the borrowing public can be easily identified for purposes
of comparison or special checking.
(a).-Such sections are distinguished by registration numbers
with special symbols or in a special numerical class; for
example, all county residents living outside the county
seat might be designated by the series of numbers under
1&.000 or by a letter preceding the number, such as clOO,
clOl.
(b) If total registration is small, however, block registration
is not recommended because of the gaps it leaves in the
register, because of the difficulty in computation, and
because of the increased cumberousness and chance of
copying error.
4224?
Library Circular No. 3
Sec. 7
Page 3
8. Some form of registration is necessary in all schools
tl*" . receive service.
(a) Slips may be used in place of regular application cards,
(1) As the child is often not a continuous borrower
during the registration period, it is better that
his name should not be entered in the permanent
file.
(2) To avoid duplication in statistics during the school
year, slips should be checked periodically against
the application file.
(b) If other methods of registration in schools fail, the
total enrollment may be used.
Book 'Charging System, Charging procedurf & also vary from place
to place, but the main outline of the two-card or Newark system is as
follows:
1. The date due is stamped on the book card, on the borrower's
card, and on date due slips viaich are pasted in the book
(figs, 12, 13, 14, 15, 16, 19, and 20).
2. The borrower's number is written on the book card next to
the date due.
3. The book card is placed in a box containing all the cards
for the books circulated for the day.
4. At the end of the day the cards for that day are filed by
class number or alphabetically by name of author. They -are
then placed back of the date due card -in the general circu¬
lation file (fig. 23).
5. Printed material other than books, such as magazines,
pamphlets, etc., can be circulated by using simple variations
of the regular charging procedure.
(a) If magazines are regularly prepared by circulation,
they are equipped with book pockets, book cards, and
date slips (usually of a distinctive color to indicate
the loan period).
If they are not so prepared, temporary book cards
may be used and the magazines charged by title,
month, and year (or in the case of a bound volume,
by title, volume number, and year.)
A2247
Library Circular No. 3
Sec. 7
Page 4
(b) Clippings, pictures, and small pamphlets are generally
circulated in envelopes (fig. 25).
(l) Temporary book cards are used, and the material is
charged by subject (and accession number, if one
has been assigned,) or by the total number of
items included (figs. 26 and 27)
6. The bookmobile creates special problems in the keeping of
circulation records.
(a) All the route records may be interfiled— that is, all
books in circulation on all routes in one file, all
overdues in another at the back (fig. 28).
(1) This is the method most commonly used, for the
following reasons:
a. There are fewer alphabetical sequences, thus
the search for particular books requested but
in circulation is facilitated.
b. Overdues are more obvious and more likely to
be followed up.
c. It is easier to locate the book card if the
book has been shifted from one locality to
another.
(2) The method has certain disadvantages however:
a. Slipping at a particular "stop," is slowed
up as the cards for the "stop" are interfiled
with those for other "stops."
b. Overdues are not as easily fallowed up at
the time of the "stop."
(b) Cards for books circulated may be arranged by routes
subdivided by "stops" as they occur in order of travel
(fig. 29).
(c) The cards for "books out" may be filed under "stops,"
"the stops" arranged in one alphabet regardless of
route, (fig. 30.)
C. Discharging Books. Discharging books consists of cancelling the
records left by the charging process upon the return of books to the
library.
1. The borrower's card is stamoed with date the book is returned.
A2247
Library Circular No. 3
Sec. 7
Page 5
2. The book card is located in the circulation file under the
date due as indicated on the date due slip in the book.
3. The book card is replaced in the pocket of the book.
4. The book is inspected; if torn or marked, it is out aside
for repair; if no, defects are found, it is placed vrith
other books to be shelved.
D. Overdue Books. Overdue books are books which have not been.
returned, by the date due.
1. At the end of the day, the cards left on file behind the
"date due" card for that day indicate what books are
overdue.
2. The shelves should be checked for these books and cards
should be placed with the "date due" guide in the "overdue"
section of the circulation file, all the cards for books
taken by one borrower together, the name and address of
the borrower noted on the book card.
3. Notices of overdue books should be sent promptly; the first
usually after 1 week, the second notice after 2 weeks;
the third a letter requesting the prompt return of the book
or books (fig. 22).
4. .ii.ll notices of overdue books of the same borrower should be
put on one post card or in one letter.
5. Dates of notices sent should be put on book cards to provide a
convenient record and anticipate possible dispute.
6. "Second notice" or "third notice" should be printed prominently
on card or letter to stimulate return.
7, After the third notice is sent, if the book is not returned,
the cards are filed alphabetically or by class number in a
special section behind the "overdue" guide card and the
supervisor is notified. A notice is also attached to the
borrower's registration card.
8. Pines, usually 2 or 3 cents per day, are charged against
overdue books; for bookmobiles, 5 cents a truck trip may
be regarded as a reasonable fine. This, however, is a
policy for the library board to decide.
(a) The cost of postal cards and stamps used for overdue
notices may or may not be added to the fine.
A234?
Library Circular No. 3
Sec. 7
Page 6
("b) It should be remembered that WPA project wage employees
are forbidden to collect money; arrangments for the collec¬
tion of fines are the responsibility of the board.
Reservations. In an effort to serve the borrower more efficient
ly, libraries have developed a system of reserving volumes in demand.
1. Tv reader fills in a reserve post card addressed to himself,
gi/iag the author, title, and call number of the book wanted;
the date of the request is added by the librarian (fig. 32).
2. The reserve post cards are arranged by call number, and a search
is made of the shelves and the various files of book cards in an
attempt to locate the book.
3. If the volume is found on the shelves, a notice (the post card
filled in by the reader) is sent with the information that the
book is being held (it is customary to indicate the date on
which the reserve expires.)
4. If the volume is in circulation, a signal (frequently a colored
clip or slip) is fastened to the book card, which is then re¬
turned to the file; when the book is returned it is set aside,
possibly with a reserve card (fig. 31) ir the pocket, and notice
is sent to the person who requested it.
5. A small fee, varying from 1 to 5 cents is usually collected to
pay the cost of postage and special service.
F. Circulation Statistics. Statistics provide a concrete measure
of the extent of use of the library by the public and a more or less
accurate indication of the amount of work done by the librarian (fig. 33)
1. A day-by-day count of books circulated is essential.
(a) It is customary to differentiate between adult and
juvenile books and between fiction and nonfiction.
(b) A further count of circulation by classes is advisable.
2. Bookmobiles create special problems in keeping statistics.
(a) Book deposits may be restricted in circulation to the
deposit place; for examole, a teacher may borrow a
few books to be used within her classroom, in such
cases each book is considered to have circulated only
once.
A2247
Library Circular No. 3
Section 7
Pr ge 7
(b) If the taking of books from the deposit is permitted,
each removal is counted as a circulation; for example,
a number of books may be deposited at a store and be
reissued by the storekeeper to persons within the
community.
(c) Where a borrower takes books on his responsibility and
reissues them, as in the case of deposits, more than
one circulation can be credited.
(r° If the borrower lends or changes books with other
borrowers, however, no additional circulations should
be noted.
3. Books used in the library and books issued to branch libraries
or stations are not included in the circulation count (books
reissued by the branch or station however, are counted.)
A2247 Libr-ry Circular No. 3
Section 8
Page 1
Section 8. Reference and Supplementary Material. Apart from
the librarian^ duty to preserve and circulate hooks, he must from
time to time answer specific Questions. Most of such auestions are
factual and are concerned with a person, a date, or a thing. Some,
however, are more properly termed research questions, because a con¬
siderable amount of time and thorough knowledge of books are re¬
quired to answer them.
Obviously, the librarian cannot know, or be ex ~cted to know,
all the information contained in the books in his care. At best
he can know only in which books specific types of information may
be found.
The reference department of an extension library usually con¬
tains books in its collection which include general information
about many subjects or a particular subject. The most used refer¬
ence books are the dictionaries, encyclopedias, handbooks, and direc¬
tories. Pamphlets and government documents contain abundant infor¬
mation not available elsewhere and are usually considered part of a
reference collection.
Dictionaries. While the dictionary was originally only a collec¬
tion of words and their meanings, the modern version has become encyclopedic
in scope. The following are types of reference books containing general
information:
1. Authoritative dictionaries in English are Webster's New Inter-
national, Punk and Wagnalls' New Standard, and Murray's New
English Dictionary (commonly known as the ^ford Dictionary).
A2247 EJJbrecry Circular No. 3
Sec. 8
Page 2
(a) In the field of etymology, these give all required
information.
(1) They give the accepted spellings, use, and in most
cases the pronunciation.
(2) They explain the meaning and illustrate it "by
.example.
(3) They give the part of speech of the word and any
irregularity in its grammatical forms.
(4) They give the derivation of words and the original
meaning, with examples of the changes in meaning
over the years.
(5) They indicate idiomatic usage and give the meanings
of abbreviations and foreign phrases.
(6) The New International an^ the St.- .icard are partic¬
ularly useful because of their numerous illustrations,
many of them in color.
(b) They answer many "who" questions by giving information
about historical, biblical, and mythical characters.
(c) They contain facts about places to answer "where" auestions.
2. Dictionaries of most foreign languages are similar in system
and content.
3. There are also dictionaries for interpreting or translating
purp.u.es that explain English words in a foreign language,
and foreign words in English.
4. Many specialized books which explain special subjects by
listing the topics alphabetically are called dictionaries.
(a) Biographical dictionaries exist in many editions.
(b) Chemical dictionaries explain chemical terms.
(c) If treatment of a subject is complete, the book, even
in dictionary form, may be called a handbook.
B. Almanacs. The almanac, originally a calendar ^ith anniversaries
noted and information given about them, is a statistical compilation
giving information in the form of lists and tables.
A2247 Libra-y Circulsr No. 3
Sec. 8
Page 3
1. It differs from the dictionary in that it contains only infor¬
mation regarding persons, places, and things.
2* The World Almanac is an indispensable reference tool in a
library with a restricted reference collection. It provides
factual answers to questions on history, commerce, agricul¬
ture, population, sport, accidents, organizations, big events,
etc,
(a) ""-e data given are taken from the year before the date on
„ne cover; that is, the 1940 tv'orld Almanac gives 1939
figures.
(b) The index runs among the advertisements in the front part
of the book.
C. Encyclopedias. Encyclopedias (from the Greek phrase meaning
"all-inclusive") contain articles on all kinds of subjects arranged al¬
phabetically.
1. These are of t®o kinds; the one-volume encyclopedias,
such as the Columbia or the Lincoln Library of Essential
Information, and the multiple-volume encyclopedias, such
as the Americana or Britannica.
2. The one-volume encyclopedias are especially useful for ouick
reference, ,r'here exhaustive treatment of a subject is not
essential.
(a) Information is given about persons, places, history,
science, art, etc.
(b) Articles are amply illustrated.
(c) Sources of information as well as reading lists are
usually provided.
3. The multiple-volume encyclopedias contain fairly complete
discussions of a wide variety of subjects.
(a) Articles are customarily signed, thereby providing a
check upon the information included.
(b) Bibliographies are usually found at the ends of
articles.
(c) Treatment may be technical, hence they are not always
satisfactory for elementary information.
A2247 Library Circular No. 3
Sec. 8
Page 4
(d) Most of the multiple-volume encyclopedias are very
well illustrated.
(e) While new editions appear from time to time, they are
kept up to date chiefly "by annual volumes.
(f) The arrangement is alphabetical, but most of them
provide an index as well.
4. In addition to the two multiple-volume encyclopedias
already named, the New International Encyclopedia is con¬
sidered reliable, well_edited, and particularly useful for
its excellent bibliogranhies.
(a) It has not, however, been thoroughly revised since
the 1914-1916 edition.
(b) Like the other encyclopedias, it is kept up to date
by an annual supplement.
5. Two r: the most.useful encyclopedias for younger people
are the World Book Encyclopedia and Compton's Pictured
Encyclopedia.
D, Statistical Abstracts. Statistical abstracts are used for an¬
swering auestions concerning figures of various sorts,
1. Information is given concisely, in tabular form.
2. Indexes are provided.
3. The best known and most generally used is the Statistical
Abstract of the United States, U. S. Bureau of Foreign and
Domestic Commerce, published by the Government Printing
Of fice.
(a) Related material is found in one place.
(b) Population figures are broken down into locality,
district, color, race, church a.ffiliation, nationality,
etc.
(c) Production figures for industry and agriculture =ire
broken down into types, articles, values, wages, etc.
E. Periodicals. Periodicals provide intormation or more recent date
than can be found in books.
1. The general magazines contain considerable fiction but also
incln > articles of an informative nature and are frequently
illus crated.
A2247 Library Circular No. 3
Section 8
Page 5
2. Farm nagazines contain fiction and articles on national,
international, and farm problems.
3. The periodicals for women feature articles on home-making
cooking, care of children, etc,
4. Magazines for special interest usually contain only non-
fiction; they cover practically all subjects about which
questions might be asked.
5. Picture magazines provide answers to questions concerning
people, places, current events, etc.
F. Periodical and Newspaper Indexes. To make the material printed
in periodicals more readily available, indexes for them are published
regularly.
1. Some of these for individual magazines are published once
or twice a year (to cover the material in a single volume
of the magazine).
2. To save time and to systematize the work, a number of
magazines are sometimes indexed in one place.
(a) The most widely used index of this kind is the Readers'
Guid6 to Periodical Literature.
(1) Like the card catalog, the Guide is an alphabetic
list of authors, subjects, and titles.
(2) It is issued semimonthly from September to June
inclusive, and monthly in July and August.
(3) It is cumulated every 3 months and at the end of
the year.
(4) It provides a list of the magazines indexed and
an explanation of the abbreviations used.
(b) Among the outstanding newspaper indexes are the New
York Times Index and the New York Daily Tribune Index.
G. Miscellaneous Indexes. In addition to indexes for magazines, a
library will usually have a number of indexes to material in books.
1. The Essay and General Literature Index, 19C-1933, edited
by Minnie Earl Sears and Marion Shaw, covers about 40,000
essays and articles in over 21,000 books.
A2247
library Circular No. 3
Section 8
Page 6
2. The Index to Plays, 1800-1926, compiled by I. T. E. Firkins,
lists about 8,000'plays by author, title, and subject, and
indicates the places where each play may be found,
3. The Index to Short Stories, also compiled by I. T. E.Firkins,
includes over 17,000 stories by more than 800 authors; a
supplement indexing over 11,000 stories was published in 1936,
4. The Index to Poetry and Recitations, 1918-1929, compiled b.y
Edith Granger, indexes over 450 books of poetry; only the
main index, by title, gives the books in which the poems
may be found.
5. The Song Index, compiled by Minnie Earl Sears, covers about
12,000 songs in 177 collections; a supplement incudes 7,000
songs in 104 collections.
Atlases.. Atlases are useful primarily f or answering auestions
about places,
1. In a rtion to maps, however, a modern atlas may contain
informacion, in the form of graphs and charts, on popula¬
tion, trade routes, agriculture, industry, weather, etc.
2. For recent changes, the date of publication is extremely
important.
I. Vertical Files. 0ne of the most useful aids in answering aues¬
tions on contemporary subjects is the vertical file.
1. Clippings and pictures placed in folders and arranged
alphabetically by subjects make up this file.
(a) Such a file supplements both bookstookard periodicals.
(b) Most of the material that goes into it is free or
relatively.inexpensive.
(c) Much of the material is ephemeral, but some (such as
local history, biography, etc.) is of permanent value
and should be kept indefinitely.
(d) The file should be "weeded" periodically to remove
material that has ceased to be of interest.
2. The- first -problem in starting a vertical file is to determine
what material to include. ( It is preferable to go slowly
rather than collect ouantities of unrelated and undesirable
materials.)
Library Circular No. 3
Sec, 8
Page 7
(a) To decide this, the interests of the community and
the curriculum of the schools must he taken into
account.
(b) The amount of time and money that can be spent in
maintaining the file must be considered.
The next oroblem is where to get suitable material for the
file.
(a) Articles may be clipped from newspapers and magazines.
(b) Pictures from the same sources may be used.
(c) Advertising pamphlets containing factual information
are usually available for the asking.
(d) Printed catalogs of various types may be included.
(e) U. S. Government publications provide ar especially
rich field for pamphlet material.
(f) Art orints may be obtained at lo,,r cost from a number
of publishers.
(g) Useful pamphlet material is listed in the Booklist,
the Library Journal and the Vertical File Service of
the H. W. Wilson Co.
As material is obtained, it must be prepared for the file.
(a) Clippings are marked with the source and date; if of
remanent value, they are customarily mounted on paper
oi good quality and uniform size.
(b) Pamphlets are marked with the source, the date received
and the cost.
(c) Pictures are marked with source and date and. should be
either mounted or trimmed and filed in envelopes or
folders. 'These last are so prepared as to permit
mounting later if necessary.
(1) Edges should be cut straight, and a margin of l/l6
to l/8" left when trimming.
(2) For mounting colored Tid sepia pictures, brown or
tan paper is recommended; for mounting uncolored
ones, gray provides a better background.
A2247
Library Circular No. 3
Se c. 8
Page 8
a. Convenient sizes for mounts are 9 l/4 " x
11 1/4", or 10" x 14", the size adopted
should "be used consistently.
b. It is best to mount one picture to a page;
however, if a number of small prints are
related by subject, they may be mounted
together, providing all appearance of
crowding is avoided.
c. It is generally preferable to tip the
picture to the mount by applying paste
at the four corners, rather than by
spreading it over the whole picture,
d. Before mounting is begun a policy re¬
garding margins should be decided upon
(see figures 34 through 43). This assures
a picture file of neat and uniform
appearance.
(d) For each item of a clipping, pamphlet, and. picture file,
a subject heading must be used; this is usually placed
at the upper left-hand corner of the clipping, pamphlet,
or print.
5. It is ' "visable to keep a list of subject headings used.
(a) This is necessary for consistency in assigning headings,
and is useful for determing what subjects have been
covered without going through the entire file.
(b) The Reader's Guide provides an excellent model for
subject headings; if entries are checked, it becomes
a subject-heading list for the particular file.
6, While a complete vertical file cannot be carried by a
bookmobile, selected clippings and pamphlets can be in¬
cluded in the collection. (See figs. 44, 45, and 46 for
methods commonly employed.)
J. Bookmobile Reference Collection and Service. Because of physical
limitations .certain adaptations are necessary in bookmobile reference work.
1. As the number of reference volumes carried must be reduced to a
minimum, the following list is suggested as being most suitable
for such service.
(a) An abridged Webster or Standard dictionary.
(b) A one-volume encyclopedia — The Lincoln Library of
Essential Information or the Columbia Encyclopedia.
A2247
Library Circular No. 3
Section 8
Page 9
(c) The World Almanac.
(d) A small atlas—either Hammond's or Rand and McNally's.
(e) A copy of Who's Who in America (not necessarily the
latest edition).
'(f) Any reference book which is especially adapted to the
needs of the borrowers (in rural communities, the Yearbook
of the U. S. Department of Agriculture might be par¬
ticularly useful).
(g) A copy of the subject headings included in the vertical
file at the headquarters library may be carried on the
truck.
2. Both the number and kind of reference questions that can be
answered are limited.
(a) If answers cannot be found in the available sources, re¬
ference slips giving the questions and the asker's name
should be made out; the necessary information can then
be supplied during the next trip made by the bookmobile.
(b) The borrowers may be furnished with a list of sources
and their location, and can look up the material for
themselves,
K. Reference Service-—General Rules. An answer to a reference
question is of no use unless the answer is a true one; in fact,
a question answered wrongly is often more dangerous than a
question answered not at all.
1. It is necessary that questions be properly understood before
correct answers can be given.
(a) Answers should never be given as coming from the
answerer himself, unless he is an authority on the
subject.
(b) The source from which the answer is obtained must be
given fully.
(c.j All material relating to the question must be quoted;
a part may be wholly misleading.
(d) The answer should be obtained from the latest and most
authoritative information on the subject and should
be given accurately.
A2247
Library Circular No. 3
Section 0
Page 10
2, Whenever possible, it is more satisfactory to place the
book, containing the required information in the borrower's
hands and let him read it himself.
3. It is a good idea to make a list of the questions which
occur most frequently, and to indicate on the list the
places where answers were found.
A2247 Library Circular No. 3
Section 8
Page 11
BIBLIOGRAPHY
Broening, Angela M. and Others, How To Use the Library, Noble,
c.1936, pp.30-67.
Brown, Zaidee, The Library Key, Wilson, c.1938, pp.40-72.
Cleary, Florence Damon, Learning To Use the Library in the Junior
High School. Wilson, c. 1936, pp.20-30, 46-78.
Haton, Merrill T. and Louttit, C. M., A Handbook of Library Usage.
Houghton, c.1936, pp.25-30, 33-39.
Hutchins, Margaret and Others, Guide to the Use of Libraries,
Wilson, c.1936, pp.30-47, 52-77.
Ingles, May and McCague, Anna, Teaching the Use of Books and
Libraries. Wilson, c.1937, p.85-136.
Ireland, Norma Olin, The Picture Pile in School. College, and
Public Library. Faxon, c.1934. "Paths to Follow", March,
April-May, 1939, Paths to Follow, June 1939, o.15-17.
Mott, Carolyn and Baisden, Leo B., The Children's Book on How To
Use Books and Libraries. Scribner, c.1937, p.171-195.
Toser, Marie A., Library Manual. Wilson, 1938, p.59-74. Paths
to Follow. June, 1938, p.6-9. Paths to Follow, March,
April-May, 1939, p.55-66.
A224?
Library Circular No. 3
Section 8
Page 12
Shores, Louis, Basic Reference Books: an Introduction to the
Evaluation, Study and Use of Reference Material With Special
Bmnhasis on Some 300 Titles. A.L.A,, 1939.
Mudge, Isadore Gilbert, Guide to Reference Books, bth edition,
A.L.A,, 1936•
A2247
Library Circular No. 3
Section 9
Page 1
Section 9. Book Selection. Although the assistant in the
library or on the bookmobile will not do any of the actual buying
of books, he will be called upon frequently to suggest some book or
books which will fill a particular need. Such need may be simply
for a new novel or for a book to be presented to someone, it may be
for a list of books on a particular subject, or it may possibly be
for a list of books suitable for purchase.
Three thi--s are essential if such requests are to be met
successfully: (l) knowledge of the book collection from which a
selection may be made; (2) knowledge of the needs of the person
making the requests; and (3) familiarity with the various tools
used by librarians in selecting books. Aspects.of these factors,
as they relate to the library assistant, are treated in this section.
A. Knowledge of Bookstock. To serve the public efficiently, the
library assistant should have an intimate knowledge of the bookstock.
1. He should know where to find the right book for the right
reader.
2. He should have some idea of the type of books he handles
and what they contain.
(a) Such information is gained from association with the
books; by reading them, either wholly or in part; or
it may also be obtained, although less satisfactorily,
from printed book reviews. (Many State Supervisors
have found it advisable to have prescribed reading
courses; they vary in content according to need and
interests of the various states; for example, some
require reading on library subject, others on local
history, etc.)
A2247 Lib. Ciru. No. 3
Sec. 9
Page 2
3. He should learn to associate books with authors - requests
are frequently for "another book by the same author."
4. He should be able to suggest appropriate books for differ¬
ent types of readers, as well as for readers of different
ages.
5. He should know how to use the card catalog himself, and be
able to tell others how to use it.
Classification of Reading Requests. The assistant should also be
aware that requests from the public for reading matter fall generally into
about three classes.
1. The first of these is the demand for books of an educational
or informational nature.
(a) This is the so-called "serious reading" engaged in
by a large part of the public.
(b) Its aim is to benefit the reaaer by enabling him to
improve the quality of his work, to improve his
social or economic position, to develop more completely
some hobby or interest.
2. Similar to the above is the demand for books that will
give guidance of some sort.
(a) Whereas demand in the first instance is based on a
desire to answer a "what" question, demand here is
based on a desire to obtain an answer to a "how" or
"where" question.
(b) The guidance desired may be of a reiigious or social
nature, or it may involve travel, or a process of
some kind.
3. The third type of demand is for books of inspirational or
entertainment value.
(a) Poetry, fiction, and some biography are designed to
meet this demand.
(b) Many magazines are likewise aimed at meeting the
demand for such material.
A2247 Lib. Circ. No, 3
Sec, 9
Fage 3
c« Analysis of Community Activities and Interests. To anticipate
such public demand, and be able to meet it when occasion arises,
it is necessary to make some kind of analysis of commtinity activities and
interests,
1, The first thing to note is how members of the community
malting their living,
2, Their social and racial background must be considered in
selecting books for them.
3, Business, industrial, and professional activity in the
community is a guide to proper selection,
4, Religious and fraternal groups, labor unions, and educa¬
tional agencies should be noted and provided for,
5, 7 .spapers offer a cross section of community interests,
and should be used as a guide in selection,
D, Printed Book Selection Guides, /side from public demand expressed
in special requests, there are a number of printed guides the librarian may
use in his selection of books and magazines,
1. The A.L. A. Catalog, with supplements, is useful as a check
list of library holdings and as a guide to standard works on
a variety of subjects.
2. The Standard Catalog for Public Libraries, similar to the
above, is useful for the same purposes.
3. The High School Catalog is arranged by class number and
gives a brief description of each book or pamphlet.
4. The Book Review Digest gives excerpts from reviews of books
in various periodicals and newspapers, and makes some
attempt at evaluation.
5. The A.L.A, Booklist lists new books and gives a brief
discussion of them,
6. The Subscription Books Bulletin is invaluable as a guide
in the selection of sets of books.
7. Ulrich's Periodicals Directory is useful as a guide to
magazines, insofar as cost and place of publications
* -e concerned.
A2247
Library. Circular No. 3
Section 9
Page 4
8. 3ook-reviev columns or sections usually are available in
the Sunday editions of metropolis '■ newspapers.
E, Judging the Sook. When reading a book or a review, it is impor¬
tant to remember the author, title, plot, setting, type of appeal,
and the reading or age level.
P. Workers' Reading Clubs. Reading clubs for workers may be helpful
in improving their knowledge of the individual bookstock.
A2247 Library Circular Ho. 3
Section 9
Page 5
BIBLIOGRAPHY
Haines, Helen Elizabeth, Living With Books: With A.rt of Book Selection.
Columbia Press, 1935.
Edge, Sigrid, Books for Self Education. A.L.A., 1938.
Chancellor, John; Tompkins, Mirian; and Medway, Hazel, Helping the
Reader Toward Self Education (Readers Advisory Technique). A.L.A.,
1938.
Roos, Jean Carolyn, By Way of Introdiiction: a List for Young People.
N.E.A.—-A.L.A. Joint Committee, A.L.A., illustrated
Idem. What Shall He Read Next? Wilson, 1938
Books for Adult Beginners. Readers Bureau, Cincinnati Public Library,
A.L.A.,
Landis, Benson Y., Democracy: A Reading List. Supplement to A.L.A.
Bulletin, A.L.A., January, 1940.
Beust, Nora E., 500 Books for Children. U. S. Office of Education
Bulletin No. 11, Superintendent of Documents, Washington, D. C., 1939.
Chancellor, John, Helping Adults To Learn: the Library in Action. A.L.A.,
1939.
Horton, Marion, comp., Buying List of Books for Small Libraries. 6th ed.,
A.L.A., 1940.
A2247 Library Circular No, 3
Section 9
Page p
Mahony, Bertha and Whitney, Elinor, Realms of Cold in Children's Books.
Doubleday, 1939.
Becker, (Mrs.) May Lamoerton, Adventures in Reading, Stokes, 1927.
Reading MenusJ^p Young Peonle; Chats About Much Loved Books Old and New,
Scholastic, 1935.
Eaton, Anne T. , Reading With Children. Viking, 194-0.
Booklist, a guide to new books, tv.dce monthly except August and September,
A,L.a.
The Saturday Review of Literature. 420 Madison Ave., N. Y.
The Horn Book. 264 Boysten Street, Boston, Mass. (children's books)
Rev/ York Times Book Review. New York City.
New York Herald-Tribune Books. New York City.
Fig. I
Oat* Due
r i
GLENDALE HIGH SCHOOL LIBRARY
Kendal*, Penney Ivan I •
1. All pupils In the school ere «ititled to
use the library and to draw books.
3. Reference books, such as encyclopedias and
dictionaries, are to be used only In the library.
3. Reserved books soy be borrowed for cne
period, or at the close of school, and should be
returned before the first class the following
school day.
4. All other books eay be retains! for 3 weeks.
6. Two cents a day la charged for each book
kept overtlse.
0. Injury to books beyond reasonable wear and
all lasses shall be paid for.
7- No books eay be taken frc* the library with-
csit being charged.
Fig. 2
Date Slip
Library
Borrowers
Each borrower registering will be assigned
a nusber by which his books will be
charged. He will be held responsible for
all books charged to this nusber.
Nusber of voluses.
Varies. Ask at library for latest rules.
Use kept
7-day books 7 days only.
411 other books 14 days.
Renewals
Will be granted for all but 7-day books.
Fines
A charge Is sade for each day a book Is
kept overtlse.
Fig. 3
Book Pockets
Author
Title
Detfc due
Borrower's nase
O
U
Niaber
Author
Title
Publisher
Source
Cost
Re writs
01
Rlneharl, M. R.
Poor wise man
Doran
McClur#
2
00
02
Stevenson, R. L.
Child's garden of verses
Rand
.
1
SO
03
Curie, J. H.
This world of ours
Doran
.
2
so
04
06
06
07
08
Fig. 4
Book Card
Fig. 5
Loose-Leaf Accession
Book
Striped Book
L Jl
Jj_ i ■ ■ i M,
Jjn.iM,
Everyday
Book
Law
Repair
WPA
340
025.7
Bliss
W67
Fig. 6
Fig. 7
(without cutter no.) (with cutter no.)
Fig. 8
Metal Striping Mask
Kepi r *s _
I, a resident, hereby apply for the right to use the library and agree to comply
with all its rules and regulations, to pay all fines, to eake good any loss or injury
to books incurred by ae, and to ttv* I used I ate not Ice of any eh ante of residence.
Signature in ink -
Occupation _
Age-
Place of business .
Fig. 9
Do not writ# abovo this line,
Ciblroo
1 hereby express ay intention to use our Riblic Library and proalse to all
its rules, to take good care of all books drawn by he, to pay promptly all fines or
damages charged to ae, and to give proapt notice of change in ay addrees.
Sign full nai
Occupation _
Reference _
Address
Business addrees _
Age
If under 14 years signature _
Application card
Application Cards
Fig. 10
Dote
Number
Naae
Residence
Hi one
01
02
r\
03
-
04
06
06
07
08
00
Fig. II
Borrowers' Register
Author
Tit 1«
Borrower's tut*-
Borrower's tutse
Fig. 12
Fig. 13
Book Cards
Fig. 14
1L*.
Is entitled to dram books fr<m the
OAKMONT PUBLIC LIBRARY
Oekeeet, p«.
and lsrasptnsible for all books
talmn <n this card.
Due
Returned
Due
Returned
Fig
15
No. ..
is entitled to draw books froe
GOLCONDA PUBLIC LIBRARY
(tolconds, IIMeola
and la responsible for all books
taken on this card.
Due
Returned
Fig. 16
Borrowers' Cards
No. 2 603
mlOenoe _
The holder of tills card is responsible for all^books
borrowed on the above-registered nuwber.
If card is lost there will be a charge of 10 cents for
replacement.
STANLEY COUNTY PUBLIC LIBRARY
Albeaerle, a. C.
Fig. 17
Present thie card each time you borrow a book.
Tou are responsible for books borrowed on this card.
PUBLIC LIBRARY
Ann Arbor, Michigan
I DIRT I tlC AUDI < AID
Fig. 18
Identification Cards
This book nay be kept
7 OAYI
A jMna 3 QMW *111 be charged for auh day
the book la kept over Una.
---
Data Du.
Fig. 19
Fig. 20
Date and Day Slips
0AKM0NT PUBLIC LIBRARY
Oaknont, Pa.
1. Boots aay be kept 2 weeks and say be re-
lewed aoce for the sane period, except 7-day
2. A fine of 2 cents a day will be charged
on each book that is not returned according
to the above rule. Mo book will be Issued to
any pers si incurring such j. fine in til It has
been paid.
3. ill injuries to books beyond reasonable
■ear and all losses shall be made good to the
satisfaction of the librarian.
A* Bach borrower is held responsible for all
books drawn on bis card and for all fines ac¬
cruing m the sane.
ROCK 1N G H A M FREE PUBLIC LIBRARY
According to our rooords, you have the book
drum on your card no. -
duo . IM —
A charge in ~de for each .l«y . book la kept overtlne. Please
return proudly end .void further .ccumil.tlcn of fines.
m spite of the ufoot precuitlon, .lstdes occasionally occur.
If you think an error has been aade In your case, please bring to
the library, or nail us, this notice and your library card.
IvA H. YOUMO, Librarian
Per_
Fig. 22
Overdue Post Card
Fig. 21
Book Pocket
Circulation File
Fig. 23
P-M5
Preparation and Circulation of Clippings and Pamphlets
Mounting Clipping
NEW ROUTES
iiiu 11 M 11 i
I \ it Wml i l(»(t
Will) liuM lulil
mil tnWi K |ii|i
HiliiI II Intii 11
ltdi Ki )<ili| nli
lliUi Itli in lilnln
1(1 In ii llillill v
ill IiiiiIii Ii n 11 ii
In i In lint Ii lit
II Ii Ii i In In lit
illln |ui! ml ii
In I |u i I ii 111 M
I" lin hi/ t( nit
In ill In11 nl(li!
!l Ii In ( II I 'ill 1/
III I III 11 In III II
III lllllll I" l/l/
ill! |||(| hill III
III (it (in M it ill
IIlull lull |#l I I II
III III lllllll lllllll
ihihili til HI hh
ilniliti in mil
hh ill ill in hit
ill lilt h ii) in I
U llillill
84* x 11"
(Clipping is pasted at upper edge only.)
Fig. 24
Envelope Used in Circulating
94" x Hi"
Fig. 25
Cards for Circulation Record
PAMPHLETS
Date
02-39
Borrower's name
or number
Mary 3nith
Wexford
Subject
California
Trees
Tobacco
Access
no.
325
182
232
PAMPHLETS
Date
D2-39
Borrower's name or number
Nbry Smi th, W$af ord
Quantity
3" x 5"
Fig. 26
Note.—Sane form used for clippings, word "clipping"
3" x 3"
Fig. 27
being substituted for "pamphlets.
WERDU6SV
net
r?r
IEL
m
Fig. 29
Routes Subdivided by Stop
JCT
ifi:
•T.. «JM« £
Circulation or
Route Files
EAI£J±
'SHILOH*
HJNIPERj
'FIVE FT.*
)UDLEt
CASH
rBETHELt
7ANQELUSX
4TCVTE FILE1
Fig.28
Ail Routes Interfiled
Fig.30
All Stops Interalphabetized
*>«•* (•» Mil
104 aAia«a«
Fig. 31
Reserve Cords
Ogta of nguMt _
. Wot mbtod tfUr _
fiila book la no* in tha library tad >111 bt r-taaftad far you, aa rtquaotod,
Plaaaa bring thla ooUm and your rogultr library oord »ta> you «b«j nainay j
IHIWH, aw Tart
I. *. cmiTtrtit, iltrtrlw
Fig. 32
Reserve Notice
Post Cord
Fig. 33
Cfculoiiort Record Books
Fig. 34 Fig. 35 Fig. 36
Uniform Top Margin
Fig. 37
Fig. 38
Top and Side Margins Equal
Fig. 39
Fig. 40 Fig. 41 Fig. 42
Equal Top Margin Top Margin
Top and Side Narrower Wider
Margins Than Sides Than S'des
Fig. 43
Mount With More Than One Picture