Loose Leaf Outlines FOR A COURSE OF STUDY IN THE Choice and Use of Books Loose Leaf Outlines For a Course in The Choice and Use of Books By Florence M. Hopkins Librarian Detroit Central High School Colleges, while they provide us with libraries, furnish no professor of books; and, I think, no chair is so much wanted. Emerson; Conduct of life; Books. The Willard Company 479 Sixth Street Detroit, - Michigan PREFACE. The plan of the accompanying outline is to give, in notes only, the main points of a brief course in the “Choice and use of books.” A book entitled “Reference guides that should be known, and how to use them” constitutes the basis for practical drill. An effort has been made to give the course a literary as well as a practical feature. To this end frequent references are made to selections in the Harvard Classics which give an atmosphere or feeling for the subject rather than definite facts regarding it. These classics constitute a series of fifty volumes, carefully selected by professors of Harvard university, representing the litera- ture and thought of the world which they consider best worth the time and attention of serious readers. The set constitutes a selected library under the direction of college authorities. It is in many public libraries which renders it comparatively easy of access. It is, however, by no means wise to confine readings to this series, for reading on each subject is limitless and depends upon individual taste. The treatment of the subject matter is based upon the main divisions of the library classification used in the majority of public and college libraries in the United States. Each class of knowledge will be separately discussed with reference to its place in the work of the world, its history, its literature, its value at present. Important books, both for children and for adults, will be discussed and good lists of books recommended. As the course deals with books, the plan of work will be based upon the 'make up of a book in the form of a preface, an introduction, a table of ^contents, different chapters, and other features. Outline notes, however, will he used instead of attempting to write the matter in accurate connected form. Most of these notes will be p'rinted, in order to save time in note taking. They will be on loose leaves, and added as the subjects are studied. The preface of a book is often a very valuable feature, though it is likely to be neglected. It is frequently signed by the author with either initials or full name, and dated. An entire volume of the “Harvard classics” (Dr. Eliot’s Five foot shelf”) is given to reprinting some of the famous prefaces in great works. Pages are not reserved for dedication or illustrations in the loose- leaves. If the work is dedicated to any body a page is inserted between the title page and the preface, for such inscription. A list of maps and plates which a book contains is usually entered, in the order in which they occur, on a page preceding the Introduction. 879 1 ! 0 ♦ * TABLE OF CONTENTS. Introduction Chapter 1 : Chapter 2 : Chapter 3 : Chapter 4 : Chapter 5 : Chapter 6 : Chapter 7 : Chapter 8 : Chapter 9 : Chapter 10 : Chapter 11 : Chapter 12: Chapter 13 : Children’s reading. Parts of a book: As given in Reference guides pages 9-34. Classification of libraries : Card catalogue. As given in Reference guides, pages 83-93. General works. Philosophy. Religion. Sociology. Philology. Science. Useful arts. Fine arts. Literature. History. PREFACE. The plan of the accompanying outline is to give, in notes only, the main points of a brief course in the “Choice and use of books.” A book entitled “Reference guides that should be known, and how to use them” constitutes the basis for practical drill. An effort has been made to give the course a literary as well as a practical feature. To this end frequent references are made to selections in the Harvard Classics which give an atmosphere or feeling for the subject rather than definite facts regarding it. These classics constitute a series of fifty volumes, carefully selected by professors of Harvard university, representing the litera- ture and thought of the world which they consider best worth the time and attention of serious readers. The set constitutes a selected library under the direction of college authorities. It is in many public libraries which renders it comparatively easy of access. It is, however, by no means wise to confine readings to this series, for reading on each subject is limitless and depends upon individual taste. The treatment of the subject matter is based upon the main divisions of the library classification used in the majority of public and college libraries in the United States. Each class of knowledge will be separately discussed with reference to its place in the work of the world, its history, its literature, its value at present. Important books, both for children and for adults, will be .discussed and good lists of books recommended. As the course deals with books, the plan of work will be based upon the 'make up of a book in the form of a preface, an introduction, a table of ^contents, dififerent chapters, and other features. Outline notes, however, will 'oe used instead of attempting to write the matter in accurate connected form. Most of these notes will be printed, in order to save time in note taking. They will be on loose leaves, and added as the subjects are studied. The preface of a book is often a very valuable feature, though it is likely to be neglected. It is frequently signed by the author with either initials or full name, and dated. An entire volume of the “Harvard classics” (Dr. Eliot’s Five foot shelf”) is given to reprinting some of the famous prefaces in great works. Pages are not reserved for dedication or illustrations in the loose- leaves. If the work is dedicated to any body a page is inserted between the title page and the preface, for such inscription. A list of maps and plates which a book contains is usually entered, in the order in which they occur, on a page preceding the Introduction. ♦ % t Introduction Chapter 1 : Chapter 2 : Chapter 3 : Chapter 4 : Chapter 5 : Chapter 6 : Chapter 7 : Chapter 8 : Chapter 9 : Chapter 10: Chapter 11: Chapter 12 : Chapter 13 : TABLE OF CONTENTS. Children’s reading. Parts of a book : As given in Reference guides pages 9-34. Classification of libraries : Card catalogue. As given in Reference guides, pages 83-93. General works. Philosophy. Religion. Sociology. Philology. Science. Useful arts. Fine arts. Literature. History. * INTRODUCTION. Topics under Introduction: Consider what you have in the smallest chosen library! A company of the wisest and wittiest men that could be picked out of all civilized countries in a thousand years. Emerson: Conduct of life: Books. 1. Cultural effect of handling many good books, even if not read, as a few days in a foreign city often opens up new avenues of thought. Wide view desirable. Enables one to choose books for those of different tastes, and for children and young people. 2. Taste can be cultivated, even as the intellect. 3. Dr. Wenley: We can read and enjoy books on three levels; Books below our level, e. g., good children’s books. Books on our level, e. g., much of the good current magazine literature. Books above our level, e. g., the great classics of the world. But we grow, only by reading books above our level. 4. We will always read: education after school days are over is largely a matter of self-direction. 5. As detrimental to read too much as too little. 6. Value in training one’s self to read rapidly; also danger of the habit. 7. Train a person to use books intelligently, awaken in him a desire for self- direction, turn him loose in a well selected library, and you have educated him. 8. The study of books as wholes, should be introduced as a required subject in regular high and normal school courses. (See Reference guides, p. 3.) 9. Our danger in the present age is not so much from bad books, as it is from the absorbing and time-killing mediocre. For reading: Baldwin, Book lover. Richardson, Choice of books. Harvard classics: Volume 5, p. 10; vol. 25, p. 379; vol. 28, p. 102, p. 350; vol. 34, p. 8; vol. 37, p. 140 (156); vol. 50, p. 3. Schopenhauer: On books and reading. (Warner library.) Harrison, Frederich: Choice of books. (Warner library.) Ruskin: Sesame and lilies. As there are certain features which will be common to most of the follow- ing chapters, they are printed here to save note taking, and to insure uniform- ity. They should be referred to under each chapter except 1-4. Almost every subject has its own magazines, encyclopaedias, societies and literature. The Dewey classification provides’ for such needs by following the main class number, in the hundreds place, by an 0 in the tens pl^ce, and the following in the units place: 1 for the philosophy of the subject; 2 for outlines of thfe subject; 3 for dictionaries of the subject; 4 for essays of the subject; 5 for magazines of the subject; 6 for societies of the subject; 7 for education in the subject; 8 for collected literature of the subject; 9 for history of the subject. Dewey or Decimal Library Classification Carried to the Second Division of Tens. 000 GENERAL WORKS. 100 PHILOSOPHY. 010 Bibliography. 110 Metaphysics. 020 Library Economy. 120 Special Metaphysical Topics. 030 General Cyclopedias. 130 Mind and Body. 040 General Collections. 140 Philosophical Systems. 050 General Periodicals. 150 Mental Faculties. Psychology. 060 General Societies. 160 Logic. 0/0 Newspapers 170 Ethics. 080 Special Libraries 180 Ancient Philosophers. 090 Book Rarities 190 Modern Philosophers. 200 RELIGION 300 SOCIOLOGY. 210 Natural Theology 310 Statistics. 220 Bible 320 Political Science. 230 Doctrinal 330 Political Economy. 240 Devotional and Practical. 340 Law. 250 Homiletic, Pastoral, Parochial. 350 Administration. 260 Church. Institutions. Work. 360 Associations and Institutions. 270 Religious History. 370 Education. 280 Christian Churches and Sects. 380 Commerce and Communication. 290 Non-Christian Religions. 390 Customs. Costumes. Folklore. 400 PHILOLOGY. 500 NATURAL SCIENCE. 410 Comparative. 510 Mathematics. 420 English. 520 Astronomy. 430 German. 530 Physics. 440 French. 540 Chemistry. 450 Italian. 550 Geology. 460 Spanish. 560 Paleontology. 470 Latin. 570 Biology. 480 Greek. 580 Botany. 490 Minor Languages. 590 Zoology. 600 USEFUL ARTS. 700 FINE ARTS. 610 Medicine. 710 Landscape Gardening. 620 Engineering. 720 Architecture. 630 Agriculture. 730 Sculpture. 640 Domestic Economy. 740 Drawing. Design. 650 Communication and Commerce. 750 Painting. 660 Chemical Technology., 760 Engraving. 670 Manufactures. 770 Photography. 680 Mechanic Trades. 780 Music. 690 Building. 790 Amusements. 800 LITERATURE. 900 HISTORY. 810 American. 910 Geography and Description. 820 English. 920 Biography. 830 German. 930 Ancient History. 840 French. 940 Europe. 850 ] talian. 950 Asia. 860 Spanish. 960 Africa. 870 Latin. 970 North America. 880 Greek. 980 South America. 890 Minor Languages. 990 Oceanica and Polar Regions. Biography is sometimes indicated by a “B” instead of by a class number. In such a case, the “B” is followed by the initial of the surname of the one written about, followed by the Cutter number for his name, and then by that for the surname of the author. Fiction is usually classified under the initial of the surname of the author, followed by the Cutter number, then by the initial of the title. CHAPTER 1. Children’s Reading. Topics under Children’s Reading: A fresh pure book for a little child is a treasure to be sought for and appreciated. — Baldwin; quoted by Olcott, Children’s Reading, Chapter 6. 1. In addition to lists for the selection of children’s books given in Reference guides, numbered list under paragraph 4, page 137, see: Field: Finger posts to children’s reading. (McClurg.) Olcott: Children’s reading. (Houghton.) Power: List of stories and programs for story hours. (Wilson, White Plains, N. Y.) 2. In preceding generations, college library was considered of greatest importance; later the Sunday school library was emphasized: in turn the normal school library, the public library, the school library, were developed. Now great stress is being laid upon the children’s library in the home, in the school, in the public libraries; it is being recognized that the right place to begin is with the foundation of childhood if the best taste is to be developed; and that if such a taste is developed in childhood, it will automatically care for all the rest. 3. Therefore the children’s story in the public libraries and in the schools and in the home, is one of the most important of educational influences. 4. Imaginative literature, such as myths, legends, folk lore, necessary in childhood, to keep the mind elastic and not cause it to be set in too practical lines: all science, classic literature, history, invention, sym- pathy with life, etc., come through the imagination. 5. Children, like adults, need varied interests in reading: Poetry: forming style: sense of rythm satisfied: inspiring. Nature: keeping an interest in life other than the human. History: understanding the past. Travel: enlarging sympathies and brotherhood. Biography: intimate illustrations of human life. Books on practical subjects: domestic; machinery; commerce; industry. Music and art: refining and cultural. Religion: developing the highest of faculties, the spirit. Humor: as a leaven, a “saving grace,” amusements; games. Excellent books for children, upon each of the above topics, can be fountain the books given at the head of this chapter: (Field: Olcott.) 6. Illustrators of children’s books: (See Olcott, Children’s reading pp. 40-57.) Children, naturally, do not care much for photographs, even of subjects of interest to them: they prefer drawings. Good illustrations for children are of recent development. Test of children’s illustrations is in what the normal hearty interest of a child loves, not what pleases an adult as retrospect or theory. Q]cott divides illustrations for children into four groups: examples under each group given. Didactic: teaching A, B, C: or animals, or useful matters, history, etc. (page 52). Domestic: (page 54). Fanciful and artistic: (page 54). Humorous: (page 56). Prominent illustrators, with leading characteristics: (pages 43-57). a. Cruikshank: fanciful, fairy tales. b. Caldecott: humor, action, story telling qualities. c. Crane: decorative drawing secondary, story quality first. d. Greenaway; happy-hearted, simple, fresh childhood. e. Brooke: humorous: talking animals. Others: Louis Wain: Helen Stratton: Hugh Thomson: Jessie Wilcox Smith: Maxfield Parrish: Reginald Birch: Palmer Cox: Howard Pyle: Elizabeth Shippen Green: Arthur Rackham: Edmund Dulac. 7. All adults should be somewhat familiar with literature for children, as there is scarcely one who cannot at some time influence the reading of a child. CHAPTER 2. Parts of a book. Complete lesson given in Reference guides, pages 9-34. CHAPTER 3. Library classification and card catalogue. Complete lesson given in Reference guides, pages 83-93. Two books are essential for classification. Dewey. Decimal classification. Cutter. Table of author marks. Both can be secured from Library Bureau, Chicago. If desired, fill out regular library cards for some one book and paste them on a blank sheet to fit the other sheets of the loose leaves, and bind them in as sample cards. Cards should show the forms of entry for: An author card: a subject card: a title card: an analytical card: a shelf card: the reverse side of author card, showing entries made. Detailed cata- loguing is technical work: It requires months of special study. Forms for making such entries as the following have to be carefully studied by those actually doing catalogueing work for a library. Under what subject should the book be entered, to insure uniformity to the catalogue, and to make it the most useful? Entry for editor, or translator, or compiler. Entry of name of a married woman, if she has also written under her maiden name. Publications when associations or government are the authors. When the author is unknown; or known by initials only. Analysis of contents, on author card, or separately. Many other details of minor importance. Also paste in a sample accession sheet, to show how in many libraries a record is kept of the date upon which each book is received, together with other items. Books are entered in regular numbered order, the last number showing how many volumes the library has received. Topics under General Works: Knowing how to consult books for information is often of more value than the facts themselves. How to use books is of prime importance in educa- tion; hence the value of reference books, and the importance of careful and systematic training in their use. National Educational Association: Proceedings for 1890. 1. Bibliography: a. Gathered from different points of view, i. e.: North or south in the civil war: Affirmative or negative side of a debate: Popular or technical: historical or recent: adult or child. b. Whole libraries devoted to some one interest, as medicine, law, music, art, Dante, Shakespeare, language, religion. c. Study Reference guides, Book selection, pages 133-141. Special indexes, pages 125-132. Debates, etc., pages 101-108. 2. Library economy and other points: a. Many libraries founded by gifts: Harvard; Jefferson (Congress) Carne- gie; Peobody; others (local). b. American Library Association (A. L. A.) Publishing Board, 78 East Washington Street, Chicago. Slogan: “The public library is an integral part of public education.” c. “Library journal,” “Public libraries” are two leading periodicals. d. Public libraries are universities for the people: e. Most states have a good state library commission: f. Traveling libraries: automobile distribution in some country districts. g. Librarians specially trained to take charge of certain phases of work, such as: reference; cataloguing; fiction; children; open shelves; branches; binding; circulation; periodicals; club work; public docu- ments; school; training workers; public lectures. Salaries are gen- erally lower than those of teachers, though being put on a par in many places; vacations are shorter; hours, in the building longer. Pleasant work, and a rapidly developing field raised to the status of a profes- sion, usually requiring a college degree, and in addition a special course in library work. h. Regulations: Charging systems; hours of opening; time for keeping books; fines; mutilated books; stealing and hiding books; use of club rooms; access to the stacks; cleanliness (children wash hands). i. Great libraries of the world: Ancient libraries of Babylonia and Assyria; clay tablets; papyrus; parchment and vellum; Vatican library; Alex- andrian library; form of old books in rolls. Library of Congress (Pictures of the evolution of a book on the wall, by Alexander). Boston and New York and other large city libraries; British Museum; Bibliotheque National; Imperial library of Russia. j. Book stores, a kind of commercial library; McClurg of Chicago; Brentano of New York. k. Character of reading; Value of such courses as Chautauqua; Bay View; Harvard classics; children’s story hour of greatest import in forming taste for the coming generation. Value and danger of fiction reading. l. Labor saving devices: Catalogue of Gaylord Bros. Syracuse, N. Y. Scrap-books, loose-leaf devices, clippings pasted on cards. Decorative lettering; bulletins; magazine holders. m. Book Rarities: Manuscripts; autographs; early printed books; book plates; chap- books; rare books, and bindings, and illustrations, and important presses, i. e., Elzevir; Aldine; Caxton; Grolier. Study General encyclopaedias: Reference Guides, pages 67-81. Study General Periodicals: Reference Guides, pages 94-100. The best results cannot be secured unless at least a few of the above topics and suggestions on the preceding page are worked out with more or less detail. t CHAPTER (For number see contents) Subject Dewey number (hundreds) * Magazines, dictionaries or encyclopaedias, reports of special societies, and other publications, are generally issued for important subjects. The paragraph below illustrates how the Dewey classification provides for such needs. Fill in the following, except for Chapters 1-4, by consulting the last para- graph of the Introduction. Replace the dash before the 0, in the hundreds place, by the hundred number representing this subject in Dewey.* —01 —05 — 02 . —06. —03. —07. —04. —08. —09. Fill in subdivisions of tens, under... Replace the dash in the hundreds*place with the hundred number representing this subject, in Dewey.* — 10 . — 20 . —30. —40. —50. —60. —70. —80. —90 ; Eacn of the above tens is again sub-divided into units; in many large libraries the division extends into decimals. Consult Dewey for detailed numbers. For general book selection under each subject follow the directions given in Reference guides pages 136-139. Note especially numbers 1 and 11. If books for children are desired, note numbered lists under paragraph 4, and also numbers 12 and 13. For directions as to how to find terms used in most subjects, and great leaders in them, see Guides page 70, number 8 and p. 79; 23e. For an index to a series of books carefully selected by professors in Harvard University, representing many fields of knowledge, see index to Harvard classics, volume 50. This is an exhaustive index of works ranging over many ages, and representing many different points of view. For list of classics selected to represent most subjects see vol. 50, pages 17-72. For experience in indexing, indicate how a few of the topics under the different subjects would be entered in an index if this note book were written as a complete book for publication. Examine as many books on each subject as are available and desirable, simply to enlarge the conception of the extent of the subject, and to become accustomed to grasping the purport of books through their tables of contents. Make frequent visits to public libraries; browse among books, but always with the consciousness that browsing and study are as different as is riding through a country from living in a settled place; each has its advantages and its dfs- advantages. * For table of Dewey numbers see page following Introduction. ( i I Topics under Philosophy: How charming is divine philosophy; Not harsh and crabbed as dull fools suppose, But musical as is Apollo’s lute. — Comus: Milton. Read Plato, Figure of the cave of shadows. Republic Book 7. 1. Philosophy is a search after truth, and an unbiased inquiry after the meaning of the universe in all of its known manifestations. 2. Philosophy examines into such questions as: Place of evil in the world, and of pain, injustice, happiness; life in all of its forms in plant or animal. What is mind? what is matter? how did the world begin? 3. We all philosophize to some extent. 4. Philosophy takes the work of all other thinkers and tries to find unity in them and a meaning of laws, such as the law of gravity, cohesion, heredity. Harvard classics, vol. 27, p. 65; vol. 28, p. 340. 5. Great poets are some of our deepest and truest philosophers. So also are artists in other lines. Harvard classics, vol. 27, p. 351. 6. Hegel’s exposition of the theory that opposites are necessary to render consciousness possible, e. g. : Electricity will not give light unless the opposite poles meet; we would have no realization of day if there was no night. Browning: Pisgah sights. 7. Study of Philosophy at first likely to shake faith, later strengthen it. Harvard classics, vol. 3, p. 44. 8. Intellectual, not emotional. Harvard classics, vol. 24, p. 54. 9. Characteristics in philosophy of different periods. Oriental: Removed from earthly life. Nirvana Harvard classics, vol. 45, p. 828. Greek culture: Scattered. Roman law: Severe. Christianity; (Middle ages), Dogmatic. Modern science: Intellectual. Recent philosophy is giving signs of a strong inclination to combine the intellectual with the spiritual and of giving a prominent emphasis to the place of emotion and intuition in the summing up of truth. 10. Ethics: Conscience: ideas of right and wrong often a matter of public opinion or of environment: (witchcraft). State ethics: duties of citizen to state above private interests. Professional: medical, law. 11. Philosophical systems and terms: Idealism; Mysticism; Transendental- ism; Realism; Pantheism; Materialism; Stoicism; Epicureanism; Epictetianism; Kantianism; Pessimism. 12. Psyhcology: A study of the laws which govern the workings of the human mind. Mental and spiritual laws operate, and can be depended upon as we depend upon physical laws. Psychology has become so extensive that it is divided, i. e., a. Abnormal states of mind. (e. g., kleptomania.) b. Experimental psychology. c. Infant psychology is a study by itself, so also is psychology of childhood, and adolesence, and mature life, and old age. In each stage of life the mind has its own laws of action. d. Insanity is a disease of the mind, but used to be treated as a crime. Crime may be a disease also. Mesmerism; Sleep and dreams; e. Instincts: Will: Emotions. f. Animal psychology is also revealing many laws of mental life. g. Imagination; necessary for all great work in science, or art, or govern- ment, or education, or any line. The best results cannot be secured unless at least a few of the above topics and suggestions on the preceding page are worked out in more or less detail. CHAPTER (For number see contents) Subject. „ Dewey number (hundreds) * Magazines, dictionaries or encyclopaedias, reports of special societies, and other publications, are generally issued for important subjects. The paragraph below illustrates how the Dewey classification provides for such needs. Fill in the following, except for Chapters 1-4, by consulting the last para- graph of the Introduction. Replace the dash before the 0, in the hundreds place, by the hundred number representing this subject in Dewey.* —01 —05. — 02 . —03. —04. —06. —07. —08. —09 Fill in subdivisions of tens, under... Replace the dash in the hundreds place with the hundred number representing this subject, in Dewey.* — 10 . — 20 . —30. —40. —50. —60. —70. —80. —90 Eacri of the above tens is again sub-divided into units; in many large libraries the division extends into decimals. Consult Dewey for detailed numbers. For general book selection under each subject follow the directions given in Reference guides pages 136-139. Note especially numbers 1 and 11. If books for children are desired, note numbered lists under paragraph 4, and also numbers 12 and 13. For directions as to how to find terms used in most subjects, and great leaders in them, see Guides page 70, number 8 and p. 79; 23e. For an index to a series of books carefully selected by professors in Harvard University, representing many fields of knowledge, see index to Harvard classics, volume 50. This is an exhaustive index of works ranging over many ages, and representing many different points of view. For list of classics selected to represent most subjects see vol. 50, pages 17-72. For experience in indexing, indicate how a few of the topics under the different subjects would be entered in an index if this note book were written as a complete book for publication. Examine as many books on each subject as are available and desirable, simply to enlarge the conception of the extent of the subject, and to become accustomed to grasping the purport of books through their tables of contents. Make frequent visits to public libraries; browse among books, but always with the consciousness that browsing and study are as different as is riding through a country from living in a settled place; each has its advantages and its dis- advantages. * For table of Dewey numbers see page following Introduction. ( I CHAPTER (For number see contents) Subject Dewey number (hundreds) * Magazines, dictionaries or encyclopaedias, reports of special societies, and other publications, are generally issued for important subjects. The paragraph below illustrates how the Dewey classification provides for such needs. Fill in the following, except for Chapters 1-4, by consulting the last para- graph of the Introduction. Replace the dash before the 0, in the hundreds place, by the hundred number representing this subject in Dewey.* —01 —05 —02 . - - —06. —03 —07. —04. —08. —09 Fill in subdivisions of tens, under Replace the dash in the hundreds place with the hundred number representing this subject, in Dewey.* — 10 . — 20 . —30. —40. —50. —60. —70. —80. —90 Eacn of the above tens is again sub-divided into units; in many large libraries the division extends into decimals. Consult Dewey for detailed numbers. For general book selection under each subject follow the directions given in Reference guides pages 136-139. Note especially numbers 1 and 11. If books for children are desired, note numbered lists under paragraph 4, and also numbers 12 and 13. For directions as to how to find terms used in most subjects, and great leaders in them, see Guides page 70, number 8 and p. 79; 23e. For an index to a series of books carefully selected by professors in Harvard University, representing many fields of knowledge, see index to Harvard classics, volume 50. This is an exhaustive index of works ranging over many ages, and representing many different points of view. For list of classics selected to represent most subjects see vol. 50, pages 17-72. For experience in indexing, indicate how a few of the topics under the different subjects would be entered in an index if this note book were written as a complete book for publication. Examine as many books on each subject as are available and desirable, simply to enlarge the conception of the extent of the subject, and to become accustomed to grasping the purport of books through their tables of contents. Make frequent visits to public libraries; browse among books, but always with the consciousness that browsing and study are as different as is riding through a country from living in a settled place; each has its advantages and its dis- advantages. For table of Dewey numbers see page following Introduction. I ♦ f Topics under Religion: As the marsh hen secretly builds on the watery sod, Behold I will build me a nest on the greatness of God: I will fly in the greatness of God, as the marsh hen flies, In the freedom which fills all the space ’twixt the marsh and the skies: By so many roots as the marsh grass sends in the sod I will heartily lay me a-hold of the greatness of God. Lanier: Marshes of Glynn. 1. Instinct of the human heart to worship: as shown by worship of: idols; animals; nature; leaders; personalities; ideals. 2. Sacred places; sacred books; sacred rites; common to all people at all stages of development. Harvard classics, vol. 50, p. 31. 3. Science was magic, or the work of a friendly or unfriendly god to all primitive people. Sacrifice to appease the god, thought necessary. Difficult to deal with superstitions and charms. 4. Great mythologies permeate literature and art. Especially the Greek and Teutonic mythologies. Animal mythology in Buddhaism. Harvard classics, vol. 45, p. 724. 5. Religion has the element of emotion, which philosophy lacks. Harvard classics vol. 28, p. 341. 6. Poets and other artists, deep religious thinkers. Harvard classics vol. 28, p. 65. 7. Religion the strongest force in the world; argues that man is tending toward life as far beyond his physical existence as his power of thought is beyond his bodily needs. Harvard classics vol. 34, p. 48. 8. Spiritual life and beauty can live only in personalities, not in theory. (The Word made flesh). Harvard classics vol. 5, p. 198. 9. Faith in benevolent control of the world almost inherent. Harvard classics, vol. 5, p. 89 and 138; vol. 25, p. 382; vol. 45, p. 817. 10. Tendency of the Greek mind was to bring a truth home by means of a story: of the Hebrew mind to use a proverb or statement; i. e. “Straight is the gate and narrow is the way that leadeth unto life, and few there be that find it.” Greek, story of Sylla and Charybdis. Myths of sacrifice; Prometheus: Alcestis. “ “ hospitality; Philemon and Baucis. “ “ loyalty: Penelope: Hero and Leander. “ “ avarice: Midas. “ “ curiosity: Cupid and Psyche: Pandora. “ “ pride: Niobe: Arachne. “ “ revenge: Diana and Iphigeniah: Calydonian hunt. “ “ nature: Too numerous to list: Stars; many constellations named from mythology. Sun: Phaeton. Seasons: Venus and Adonis; Ceres and Proserpine. Trees: Apollo and Daphne. The best results cannot be secured unless at least a few of the above topics and suggestions on the preceding page are worked out in more or less detail. CHAPTER (For number see contents) Subject Dewey number (hundreds) * Magazines, dictionaries or encyclopaedias, reports of special societies, and other publications, are generally issued for important subjects. The paragraph below illustrates how the Dewey classification provides for such needs. Fill in the following, except for Chapters 1-4, by consulting the last para- graph of the Introduction. Replace the dash, before the 0, in the hundreds place, by the hundred number representing this subject in Dewey.* — 01 — 05 — 02 . —06. —03. —07 —04. —08. —09. Fill in subdivisions of tens, under Replace the dash in the hundreds place with the hundred number representing this subject, in Dewey.* — 10 . — 20 . —30. —40. —50. —60. —70. —80. —90 .-. Eacn of the above tens is again sub-divided into units; in many large libraries the division extends into decimals. Consult Dewey for detailed numbers. For general book selection under each subject follow the directions given in Reference guides pages 136-139. Note especially numbers 1 and 11. If books for children are desired, note numbered lists under paragraph 4, and also numbers 12 and 13. For directions as to how to find terms used in most subjects, and great leaders in them, see Guides page 70, number 8 and p. 79; 23e. For an index to a series of books carefully selected by professors in Harvard University, representing many fields of knowledge, see index to Harvard classics, volume '50. This is an exhaustive index of works ranging over, many ages, and representing many different points of view. For list of classics selected to represent most subjects see vol. 50, pages 17-72. For experience in indexing, indicate how a few of the topics under the different subjects would be entered in an index if this note book were written as a complete book for publication. Examine as many books on each subject as are available and desirable, simply to enlarge the conception of the extent of the subject, and to become accustomed to grasping the purport of books through their tables of contents. Make frequent visits to public libraries; browse among books, but always with the consciousness that browsing and study are as different as is riding through a country from living in a settled place; each has its advantages and its dfs- advantages. * For table of Dewey numbers 'see page following Introduction. ( Topics under Sociology: But all is changed the moment you descry Mankind as half yourself .... How may half evade the other half Browning: Sordello, Bk. 5. 1. Complications of modern life make society absolutely interdependent. Now a study in universities. Harvard classics, vol. 28, p. 231. 2. Growth of governments in the world: family, tribe, feudalism, aristocracy, absolute monarchy, constitutional monarchy, control of state by church, republic. Local governments. 3. Suffrage: qualifications for, based on what? age? property? education? color? sex? 4. International relations. Patriotism for country or for world? 5. Law: Trial by ordeal: dueling: jury. What would give justice? Conquer self. Plato: Laws, Bk. 1, p. 3. 6. Freedom of the press: morals of the press. 7. Relations of capital and labor: labor of children: mother’s pension: convict labor: skilled and unskilled labor; employer’s liability: factory regulations: former slave labor vs. present sweat-shop: profit-sharing. 8. Banks: stock exchange: credit systems: pawn shops. 9. Land: private .or government ownership: rent. 10. Co-operations: building-loan associations: insurance companies: Fourier- ism: Brook farm: Socialism; Saint Simon. Harvard classics, vol. 25, p. 109. 11. Monopolies: prices: taxes: licenses. Harvard classics, vol. 10, p. 157. 12. Hospitals for the sick, or insane, or aged, or blind, or orphans. 13. Prisons and prison reformatories. Harvard classics, vol. 5, p. 59. 14. Transportation: post-office: telegram: telephone. 15. Social customs, popular life, games, fairs, etiquette. 16. Folk-lore and legends: Of animals; of saints; of swords; of heroes; of nations; sacred. Harvard classics, vol. 17, p. 1. 17. Education: a. Growth of the idea of the responsibility of the state to educate free of cost. b. Struggle of scientific education to get a start. Harvard classics, vol. 28, p. 221. c. Private vs. public schools: endowed institutions. d. Rockefeller Foundation. e. Does intellectual education develop moral life? What would insure the moral life of a people, and can the state secure it? Harvard classics, vol. 28, pp. 337 and 347; vol. 32, p. 48. f. Are examinations a fair test? Cheating in examinations. g. Effect of free texts; Self-education; correspondence courses; compul- sory education. h. Pupil self-government. Social features of schools; athletics. , i. At one time a crime to teach a slave to read. j. State Boards of Education; City Boards; County commissions; United States Bureau of Education. k. Rural schools have many advantages over city schools, as well as the reverse. Automobile transportation for rural districts. l. What education is of most worth? Study Reference guides, pages 111-123; 143-160; 129, 9-14; 132, 9-12, 15. The best results cannot be secured unless at least a few of the above topics and suggestions on the preceding page are worked out in more or less detail. CHAPTER (For number see contents) Subject Dewey number (hundreds) * Magazines, dictionaries or encyclopaedias, reports of special societies, and other publications, are generally issued for important subjects. The paragraph below illustrates how the Dewey classification provides for such needs. Fill in the following, except for Chapters 1-4, by consulting the last para- graph of the Introduction. Replace the dash before the 0, in the hundreds place, by the hundred number representing this subject in Dewey.* —01 —05 — 02 . —06. —03. —07. —04. —08. —09. Fill in subdivisions of tens, under... Replace the dash in the hundreds place with the hundred number representing this subject, in Dewey.* —10 , —50 — 20 . —60. —30 —70. —40 —80. —90 Eacn of the above tens is again sub-divided into units; in many large libraries the division extends into decimals. Consult Dewey for detailed numbers. For general book selection under each subject follow the directions given in Reference guides pages 136-139. Note especially numbers 1 and 11. If books for children are desired, note numbered lists under paragraph 4, and also numbers 12 and 13. For directions as to how to find terms used in most subjects, and great leaders in them, see Guides page 70, number 8 and p. 79; 23e. For an index to a series of books carefully selected by professors in Harvard University, representing many fields of knowledge, see index to Harvard classics, volume 50. This is an exhaustive index of works ranging over many ages, and representing many different points of view. For list of classics selected to represent most subjects see vol. 50, pages 17-72. For experience in indexing, indicate how a few of the topics under the different subjects would be entered in an index if this note book were written as a complete book for publication. Examine as many books on each subject as are available and desirable, simply to enlarge the conception of the extent of the subject, and to become accustomed to grasping the purport of books through their tables of contents. Make frequent visits to public libraries; browse among books, but always with the consciousness that browsing and study are as different as is riding through a country from living in a settled place; each has its advantages and its dis- advantages. * For table of Dewey numbers see page following Introduction. Topics under Philology: Unless thought be accompanied at each point of its evolution by a corre- sponding evolution of language, its future development is arrested. Sir William Hamilton. 1. A written language is civilized man’s own marvelous achievement. 2. To represent sounds by signs in the form of letters in different languages, such as Chinese, Hebrew, Sanskrit, English, is a wonderful system, so familiar to us that we give it very little serious thought. Harvard classics vol. 34, p. 183. 3. Means of communication between animals. Harvard classics vol 2, p. 270 (9). 4. Growth and science of language. 5. Punctuation and even separation of letters into words, a growth. 6. In the history of single words lessons of infinite worth can be found. Harvard classics, vol. 27, p. 352. 7. Other means of communication, aside from language. Harvard classics vol. 28, p. 290. 8. Trial and patience of lexicographers. Harvard classics vol. 39, p. 215. Study Reference Guides, pages 35-66. The best results cannot be secured unless at least a few of the above topics and suggestions on the preceding page are worked out in more or less detail. (i c I CHAPTER (For number see contents) Subject Dewey number (hundreds) * Magazines, dictionaries or encyclopaedias, reports of special societies, and other publications, are generally issued for important subjects. The paragraph below illustrates how the Dewey classification provides for such needs. Fill in the following, except for Chapters 1-4, by consulting the last para- graph of the Introduction. Replace the dash before the 0, in the hundreds place, by the hundred number representing this subject in Dewey.* —oi —os —02 —06 —03 —07 —04. —09.: —08. Fill in subdivisions of tens, under... Replace the dash in the hundreds place with the hundred number representing this subject, in Dewey.* —10 —50. —20 —60. —30 —40 —70. —80. —90 Eacn of the above tens is again sub-divided into units; in many large libraries the division extends into decimals. Consult Dewey for detailed numbers. For general book selection under each subject follow the directions given in Reference guides pages 136-139. Note especially numbers 1 and 11. If books for children are desired, note numbered lists under paragraph 4, and also numbers 12 and 13. For directions as to how to find terms used in most subjects, and great leaders in them, see Guides page 70, number 8 and p. 79; 23e. For an index to a series of books carefully selected by professors in Harvard University, representing many fields of knowledge, see index to Harvard classics, volume 50. This is an exhaustive index of works ranging over, many ages, and representing many different points of view. For list of classics selected to represent most subjects see vol. 50, pages 17-72. For experience in indexing, indicate how a few of the topics under the different subjects would be entered in an index if this note book were written as a complete book for publication. Examine as many books on each subject as are available and desirable, simply to enlarge the conception of the extent of the subject, and to become accustomed to grasping the purport of books through their tables of contents. Make frequent visits to public libraries; browse among books, but always with the consciousness that browsing and study are as different as is riding through a country from living in a settled place; each has its advantages and its dis- advantages. * For table of Dewey numbers see page following Introduction. K * Topics under Science: Men should understand all other science as a key to the science of life. — Herbert Spencer: Education. 1. Development of scientific truth came through painful persecution and opposition; its study is now often endowed; Scientific investigation carried on by the government. (See Reference Guides p. 143; 152 (2). 2. Even colleges have been tardy in recognizing that science is as educative as is Greek or Latin. 3. Growth of the study of science in the grammar grades of public schools. 4. Marvels of scientific laws have always existed; not many discovered by man until comparatively recent years. 5. Past one hundred years have done more to advance the control of such laws than all of the preceding centuries combined. Age will probably be known as “Scientific age,” though the field is by no means exhausted. 6. Duty of all persons to be informed concerning the simple scientific laws of every day life, such as sanitation, (flies, etc.); dangers from machin- ery, explosives, electricity, poisons, contagious diseases. Harvard classics vol. 30, p. 181; vol. 34, p. 50. 7. Growth of popular scientific books, both for children and for adults. 8. Science can never be revealed to a prejudiced mind. 9. Infinitely small of as great importance as the infinitely large. 10. Danger of pseudo-science; ancients had some strange interpretations. Harvard classics, vol. 38, p. 408. 11. Astronomy the oldest of the sciences: had we never seen the stars we would probably be centuries behind in civilization. Ptolemaic: Copernican theories. Harvard classics, vol. 39, p. 55. Great observatories. Ages of the earth, and of other worlds. 12. Mathematics: Prominence of, in Greek philosophy. Roman notation. Contribution of Arabs: Modern commercial arithmetic. 13. Physics: Mystery of forces such as magnetism, electricity, cohesion: chemical forces. Harvard classics, vol. 5, p. 307; vol. 30, p. 5. 14. Biology: Evolution: its infinite reach: power of life force, e. g., a small seed may split a rock, in its effort to live. Harvard classics, vol. 42, p. 1039; vol. 11, p. 6. 15. Mystery of life and beauty in nature a great theme with poets. 16. Poets interpret science from its life essence, not from its facts. Nature a symbol. Harvard classics, vol. 5, pp. 175, 177; vol. 41, p. 653. The best results cannot be secured unless at least a few of the above topics and suggestions on the preceding page are worked out in more or less detail. CHAPTER (For number see contents) Subject Dewey number (hundreds) * Magazines, dictionaries or encyclopaedias, reports of special societies, and other publications, are generally issued for important subjects. The paragraph below illustrates how the Dewey classification provides for such needs. Fill in the following, except for Chapters 1-4, by consulting the last para- graph of the Introduction. Replace the dash before the 0, in the hundreds place, by the hundred number representing this subject in Dewey.* —01 —05 — 02 . —06. —03 —07. —04 —08. —09. Fill in subdivisions of tens, under Replace the dash in the hundreds place with the hundred number representing this subject, in Dewey.* — 10 . —50. —20 —60. —30 —70. —40. —80. —90 Eacn of the above tens is again sub-divided into units; in many large libraries the division extends into decimals. Consult Dewey for detailed numbers. For general book selection under each subject follow the directions given in Reference guides pages 136-139. Note especially numbers 1 and 11. If books for children are desired, note numbered lists under paragraph 4, and also numbers 12 and 13. For directions as to how to find terms used in most subjects, and great leaders in them, see Guides page 70, number 8 and p. 79; 23e. For an index to a series of books carefully selected by professors in Harvard University, representing many fields of knowledge, see index to Harvard classics, volume 50. This is an exhaustive index of works ranging over, many ages, and representing many different points of view. For list of classics selected to represent most subjects see vol. 50, pages 17-72. For experience in indexing, indicate how a few of the topics under the different subjects would be entered in an index if this note book were written as a complete book for publication. Examine as many books on each subject as are available and desirable, simply to enlarge the conception of the extent of the subject, and to become accustomed to grasping the purport of books through their tables of contents. Make frequent visits to public libraries; browse among books, but always with the consciousness that browsing and study are as different as is riding through a country from living in a settled place; each has its advantages and its dfs- advantages. * For table of Dewey numbers see page following Introduction. ( < ( Topics under Useful Arts: There is no better ballast for keeping the mind on its keel, and of saving it from crankiness, than business. — Lowell: Among my books; New England. 1. Develpoment and history of the medical useful arts: many branches of same, comparatively recent. Harvard classics, vol. 33, p. 42; vol. 50, p. 46; vol. 38, p. 4. 2. Growth of business methods; advertising; shorthand; printing; office equipment. Can business be honest? 3. Business chemistry; matches; acids; soap; beverages; foods. 4. Engineering; mechanical; electrical; mining; canals; bridges. 5. Agriculture; United States Department of; (Guides p. 145-146) also State Departments and State Experimental Stations. Growth of, importance of, pleasure in. Harvard classics, vol. 5, p. 52; vol. 9, p. 64 (15); vol. 37, p. 187. 6. Publications of the Patent Office of the United States of great interest. 7. Domestic science; mechanic trades; commerce; machinery. Harvard classics, vol. 5, pp. 50, 86, 415; vol. 1, pp. 204, 406 (186-7); vol. 27, p. 370; vol. 10, p. 15; vol. 30, p. 190. 8. Industrial history; moving pictures of great industries. The best results cannot be secured unless at least a few of the above topics and suggestions on the preceding page are worked out in more or less detail. Subject. CHAPTER .. (For number see contents) Dewey number (hundreds) * Magazines, dictionaries or encyclopaedias, reports of special societies, and other publications, are generally issued for important subjects. The paragraph below illustrates how the Dewey classification provides for such needs. Fill in the following, except for Chapters 1-4, by consulting the last para- graph of the Introduction. Replace the dash before the 0, in the hundreds place, by the hundred number representing this subject in Dewey.* —01 —05 —02 - —06. —03 —07. —04. —08. —09. Fill in subdivisions of tens, under Replace the dash in the hundreds place with the hundred number representing this subject, in Dewey.* — 10 . — 20 . —30. —40. —50. —60. —70. —80. —90 Eacn of the above tens is again sub-divided into units; in many large libraries the division extends into decimals. Consult Dewey for detailed numbers. For general book selection under each subject follow the directions given in Reference guides pages 136-139. Note especially numbers 1 and 11. If books for children are desired, note numbered lists under paragraph 4, and also numbers 12 and 13. For directions as to how to find terms used in most subjects, and great leaders in them, see Guides page 70, number 8 and p. 79; 23e. For an index to a series of books carefully selected by professors in Harvard University, representing many fields of knowledge, see index to Harvard classics, volume 50. This is an exhaustive index of works ranging over many ages, and representing many different points of view. For list of classics selected to represent most subjects see vol. 50, pages 17-72. For experience in indexing, indicate how a few of the topics under the different subjects would be entered in an index if this note book were written as a complete book for publication. Examine as many books on each subject as are available and desirable, simply to enlarge the conception of the extent of the subject, and to become accustomed to grasping the purport of books through their tables of contents. Make frequent visits to public libraries; browse among books, but always with the consciousness that browsing and study are as different as is riding through a country from living in a settled place; each has its advantages and its dis- advantages. * For table of Dewey numbers see page following Introduction. Topics under Fine Arts: Fine art is that in which the hand, the head, and the heart go together . . . . thus bringing out the whole man — Ruskin: Lectures on art; Unity. 1. Life acquires high values when beauty is seen. Harvard classics, vol. 5, p. 311. 2. Deep response to music or poetry argues a thirst in man to reach a Beauty above himself. Harvard classics, vol. 28, p. 389. 3. Poets frequently pay tribute to other artists: To poets, e. g. : Wordsworth’s sonnets to Shakespeare; Milton. Longfellow’s sonnets to Shakespeare; Milton; Keats; Dante. Shelley to Keats. (Adonais.) Browning to Mrs. Browning; (Dedication of the Ring and the Book). To musicians, e. g. : Lanier to Beethoven; Wagner. Browning: Abt Vogler. To artists, e. g. : Browning: Andrea del Sarto. Browning has written many art poems. 4. Music, the youngest of the arts; is it the fartherest reaching? 5. Permanent effect of seeing or hearing or thinking or- reading something beautiful every day. 6. Responsibility of citizens in keeping public buildings, streets, and general surroundings, beautiful. 7. Duty of training ourselves to know good art. Harvard classics, vol. 28, p. 157 (79). 8. Lowering effect of popular colored supplements. 9. Easy access to good music through the Victrola; reproductions of paintings and inexpensive prints. (See Guides, p. 109, for firms handling prints.) 10. Valuable table of architecture in a Standard or a Webster dictionary. 11. Illustrators for children; magazines; books. The best results cannot be secured unless at least a few of the above topics and suggestions on the preceding page are worked out in more or less detail. I s CHAPTER (For number see contents) Subject Dewey number (hundreds) * Magazines, dictionaries or encyclopaedias, reports of special societies, and other publications, are generally issued for important subjects. The paragraph below illustrates how the Dewey classification provides for such needs. Fill in the following, except for Chapters 1-4, by consulting the last para- graph of the Introduction. Replace the dash before the 0, in the hundreds place, by the hundred number representing this subject in Dewey.* —01 —05. —02 .. —06. —03 : —07. —04 —08. —09 Fill in subdivisions of tens, under... Replace the dash in the hundreds place with the hundred number representing this subject, in Dewey.* —10 —50 —20 —60. —30 —70. — 40. — 80. — 90 Eacn of the above tens is again sub-divided into units; in many large libraries the division extends into decimals. Consult Dewey for detailed numbers. For general book selection under each subject follow the directions given in Reference guides pages 136-139. Note especially numbers 1 and 11. If books for children are desired, note numbered lists under paragraph 4, and also numbers 12 and 13. For directions as *to how to find terms used in most subjects, and great leaders in them, see Guides page 70, number 8 and p. 79; 23e. For an index to a series of books carefully selected by professors in Harvard University, representing many fields of knowledge, see index to Harvard classics, volume 50. This is an exhaustive index of works ranging over many ages, and representing many different points of view. For list of classics selected to represent most subjects see vol. 50, pages 17-72. For experience in indexing, indicate how a few of the topics under the different subjects would be entered in an index if this note book were written as a complete book for publication. Examine as many books on each subject as are available and desirable, simply to enlarge the conception of the extent of the subject, and to become accustomed to grasping the purport of books through their tables of contents. Make frequent visits to public libraries; browse among books, but always with the consciousness that browsing and study are as different as is riding through a country from living in a settled place; each has its advantages and its dis- advantages. * For table of Dewey numbers see page following Introduction. Topics under Literature: A book is the precious life-blood of a master spirit, treasured up on purpose to a life beyond life. — Milton: Areopagitica. 1. A nation’s literature, one of the best comments upon its history. Harvard classics, vol. 39, p. 433. 2. Beautiful thoughts draw to themselves beautiful forms of expression. 3. What constitutes a classic? Harvard classics, vol. 32, p. 129. 4. Need of developing a taste so sound that all harmful distractions from the absorbing and prevalent and commercial mediocre may be avoided. Coleridge asserts that too much reading of this character, and too close a confinement of one’s choice to magazines, reviews, criticisms, and newspapers, fairly harms the mind. (And this remark was made over one hundred years ago.) 5. Children’s story hour in our public libraries doing much to develop a taste for the best. Leads to reading clubs and use of libraries in later life. 6. Function of the drama to reveal the human heart to itself by showing under imaginary circumstances, the laws upon which it acts, and thus to cleanse it or to inspire it, as it were, by proxy. The same is true of fiction. Therefore it is imperative that the work be in the hands of a master, to guard against the acceptance of false ideas regarding the true working of the laws of life. Harvard classics, vol. 18, p. 277. (For a list of the dramas selected in this series, see vol. 50, p. 61.) (Preface to the first edition of Shakespeare’s plays, urging purchase. Harvard classics, vol. 39, p. 155.) 7. From childhood to old age, the mind seems to require a story, which, in other words, is merely an illustration. Parables, mythologies, legends are stories illustrating truths. 8. Real poets divine the highest truths, and seem to have a vision of a spiritual realm into which the intellect cannot enter. Harvard classics, vol. 27, p. 370-3; vol. 39, p. 416. 9. Essays: an extremely valuable form of literature; usually short, abstract in style, and masterful in language. They may be written upon almost any subject; humor, philosophy, religion, politics, and many others. For a list of essays selected as representive in the world’s literature, see Harvard classics, vol. 50, p. 66. The best results cannot be secured unless at least a few of the above topics and suggestions on the preceding page are worked out in more or less detail. CHAPTER (For number see contents) Subject Dewey number (hundreds) * Magazines, dictionaries or encyclopaedias, reports of special societies, and other publications, are generally issued for important subjects. The paragraph below illustrates how the Dewey classification provides for such needs. Fill in the following, except for Chapters 1-4, by consulting the last para- graph of the Introduction. Replace the dash before the 0, in the hundreds place, by the hundred number representing this subject in Dewey.* —01 —05 —02 —06 — 03 — 07. —04 —08. —09. Fill in subdivisions of tens, under Replace the dash in the hundreds place with the hundred number representing this subject, in Dewey.* —10 —50. —20 —60. —30 —70. —40 —80. —90 Eacn of the above tens is again sub-divided into units; in many large libraries the division extends into decimals. Consult Dewey for detailed numbers. For general book selection under each subject follow the directions given in Reference guides pages 136-139. Note especially numbers 1 and 11. If books for children are desired, note numbered lists under paragraph 4, and also numbers 12 and 13. For directions as to how to find terms used in most subjects, and great leaders in them, see Guides page 70, number 8 and p. 79; 23e. For an index to a series of books carefully selected by professors in Harvard University, representing many fields of knowledge, see index to Harvard classics, volume 50. This is an exhaustive index of works ranging over many ages, and representing many different points of view. For list of classics selected to represent most subjects see vol. 50, pages 17-72. For experience in indexing, indicate how a few of the topics under the different subjects would be entered in an index if this note book were written as a complete book for publication. Examine as many books on each subject as are available and desirable, simply to enlarge the conception of the extent of the subject, and to become accustomed to grasping the purport of books through their tables of contents. Make frequent visits to public libraries; browse among books, but always with the consciousness that browsing and study are as different as is riding through a country from living in a settled place; each has its advantages and its dfs- advantages. * For table of Dewey numbers see page following Introduction. Topics under History: As we read (history) we must become Greeks, Romans, Turks, priest and king, martyr and executioner; must fasten these things to some reality in our own experience, or we shall see nothing, learn nothing, keep nothing. Emerson: Essay on history. 1. The true history of a nation embodies a consideration of the life of its people in all directions: commerce; invention; literature; government; social customs; language; race, art; and any other expressions of activity. 2. Travel enlarges one’s appreciation of history; has advantages and dis- advantages. Harvard classics, vol. 34, p. 8; vol. 50, p. 52. 3. Place of geography in history. Harvard classics, vol. 30, p. 339. 4. Making history at present, though it is difficult to see its trend, having no perspective. 5. History of great movements locked up in the biography of important leaders. Harvard classics, vol. 5, p. 72; vol. 50, p. 64. 6. Biography a delightful way of reading history. Auto-biographies; biographies by members of family; by personal friends; by contemporaries; by students of subject. Letters and journals constitute a kind of unconscious auto-biography. 7. Historical fiction enlivens history by imagination; danger of prejudice in presenting history or fiction, or biography. 8. Legends, fables, mythology, to be considered in connection with early history of a people. 9. Men are very much alike in their human nature in all ages and nations. Harvard classics, vol. 37, p. 374. 10. Historical epitomes, charts, atlases. Source books. 11. Hegel: end of history is consciousness of spiritual freedom. Study: Reference guides, Current events, dates: Pages 116-123. The best results cannot be secured unless at least a few of the above topics and suggestions on the preceding page are worked out in more or less detail.