Chapter XVIII: Part I: The Age of Tennyson (1832-1870) (1)

_Forces at Work._--This was an age of rapid change, and many events call for remark. Note especially the transcendental movement and its effects in England and America, the spread of democratic government, the raise of nationalism in Europe and its results on English poetry, the deep feeling for the working classes expressed in the Chartists and Christian Socialist movements, the Oxford Movement, the growth of commercial enterprise, the conventional outlook of the middle classes and the succeeding Pre-Raphaelite revolt, the beginnings of popular education and its effect on the reading public, especially in the development of magazines and newspapers, and also the cumulative effect of the new science on poetry, philosophy, history, and general outlook.

_Literary Features._--As in the last age literature is abundant, the only weak section being the drama. In poetry and speculation the tendency is away from the hopeful expectations of the revolutionaries. Doubt and often despair is the note commonly struck. The old foundations are being undermined and man is seen to be not the easily perfectible animal he was thought to be. In work of a less philosophical character, the increased material prosperity of the middle classes tends towards conventionality, and the renewed interest in the past to imitative forms. The beginnings of the revolt occur in the fifties but it does not fully realise itself until the next period. In addition to the meditative element, narrative and lyric poetry are well represented. The most important event is the rise of the novel to the first place among literary forms. One must also notice the beginnings of the short story, the development of the literary lecture, and the popularity of the long essay, the new literary criticism and critical biography, and the rise of the scientific treatise to real literary rank. History is still chiefly “literary,” but there are tentative attempts at a philosophy of history and the beginnings of an application of scientific method to history.

_1._ POETRY.--(_a_) _The Intellectual Movement_: Browning. Tennyson. Arnold. Clough. Fitzgerald. Bailey. Horne. (_b_) _The Pre-Raphaelites_: The Rossettis. De Tabley. Morris. Patmore. (_c_) _The Spasmodics_: Dobell. Alex. Smith. (_d_) _Religious Verse_: Keble. Newman. Hawker. Faber. Williams. Neale. C. Rossetti. (_e_) _Ballad Writers_: Tennyson. Browning. Macaulay. Aytoun. Barham. Hawker. Ingelow. Massey. F. H. Doyle. A. L. Gordon. (_f_) _Vers de Socitete_: Praed. Milnes. Locker-Lampson. (_g_) _Political Poetry_: Cooper. Loft. (_h_) _Wit and Humour_: Barham. Hood. Blanchard. Calderley. J. K. Stephen. Aytoun. Lear. (_i_) _The Celts_: Mangan. De Vere. Darley. (_j_) _The Ladies_: Browning. Rossetti. E. Bronte. Ingelow. Proctor. L.E.L. (_k_) _Dialect Writers_: Motherwell. Barnes.

_2._ THE DRAMA.--(_a_) _Poetic Drama_: Browning. Beddoes. Knowles. Planché. De Vere. Sir H. Taylor. Lytton. Horne. (_b_) _Melodrama_: Boucicault. Tom Taylor. Wills. Jerrold. Poole. (_c_) _Farce and Comedy_: Brooks. H. J. Byron. Reade. Robertson. Gilbert.

_3._ THE NOVEL.--(_a_) _Historical Romance_: Ainsworth. James. Lytton. Grant. Thackeray. Kingsley. Reade. (_b_) _Domestic Romance_: Warren. Wood. Craik. Yonge. Reade. (_c_) _Society Romance_: Lytton. Disraeli. (_d_) _The Novel of Manners_: (_i_) _English_--Dickens. Thackeray. The Brontës. Gaskell. Kingsley. Eliot. Meredith. Trollope. (_ii_) _Scotch_--Oliphant. Macdonald. (_iii_) _Irish_--Carleton. Maginn. Mahony. Lover. Lever. (_e_) _Romance of Adventure, etc._: Marryat. Whyte-Melville. Borrow. Collins. (_f_) _Children’s Writers_: M. Scott. Hughes. Kingsley. Carroll. Gatty. Rands. H. Martineau.

_4._ ESSAYISTS AND CRITICS.--(_a_) _Literary Biography_: Carlyle. Lockhart. Stanley. Lewes. Forster. (_b_) _Johnsonian Tradition_: Jeffrey. Wilson. Lockhart. (_c_) _Romantic School_: Carlyle. Hunt. De Quincey. Macaulay. Wilson. Froude. (_d_) _The New Victorian School_: Ruskin. Thackeray. Rossetti. Arnold. Swinburne. (_e_) _The Miscellaneous Essay_: John Brown. The Hares. Landor. Helps. Rands. (_f_) _The New Literary Lecture_: Carlyle. Thackeray. Dickens.

_5._ LETTERS, DIARIES, ETC.--Carlyle. Macaulay. Thackeray. Dickens. Fitzgerald.

_6._ SATIRE AND HUMOUR.--Dickens. Thackeray. Jerrold. _See also_ Poetry, Sec. (_h_).

_7._ STUDY AND RESEARCH.--(_a_) _Theology_: (_i_) _The Tractarians_--Newman. Keble. Pusey. (_ii_) _Liberals_--Whately. T. Arnold. Maurice. Thirlwall. Stanley. Church. (_b_) _Philosophy_: (_i_) Carlyle and transcendentalism. (_ii_) Hamilton, Mansel, and the “commonsense” school (_iii_) J. S. Mill and the utilitarians, (_iv_) H. Martineau, Lewes, and the Comtists. (_v_) Spencer, James Martineau. Buckle. Bagehot. (_c_) _Science_: Lyell. Miller. Chambers. Spencer. Darwin. Huxley. Wallace. _Scientific Travel_--Wallace. Bates. Borrow. Livingstone. Speke. Burton. (_d_) _Historians_: (_i_) _Students of Origins_--Kemble. Palgrave. Trench. Muller. (_ii_) _Ancient History_--Lewis. T. Arnold. Thirlwall. Grote. Finlay. Milman. (_iii_) _Literary Historians_--Carlyle. Macaulay. Hallam. Froude. Burton. (_iv_) _Scientific and Philosophical_--Buckle. Maine. (_v_) _Military history_--Napier. Kinglake. Kaye. (_e_) _Biographers_: Carlyle. _See also_ Essayists, Sec. (_a_).

AMERICAN LITERATURE (_1830-1865_).

_1._ POETRY.--(_a_) _The New Englanders_: Longfellow. Whittier. Lowell. Holmes. Emerson. Willis. (_b_) _The Southerners_: Poe. Lanier. Timrod. (_c_) _The Middle States_: Halleck. Drake. B. Taylor. Holland. Boker. Whitman.

_2._ THE DRAMA.--Bird. Smith. Conrad. Boker.

_3._ THE NOVEL.--(_a_) _The Romancers_: Hawthorne. Poe. Kennedy. Simms. Melville. (_b_) _Novel of Manners_: Stowe. Winthrop. O’Brien. “Ik Marvel.” (_c_) _The Short Story_: Hawthorne. Poe. Cooke.

_4._ THE HUMORISTS.--(_a_) Seba Smith. Haliburton. “Josh Billings.” “Artemus Ward.” D. R. Locke, (_b_) Saxe. Leland. Whittier. Lowell. Holmes.

_5._ ESSAYISTS AND CRITICS.--Emerson. Ticknor. Poe. Lowell. Hudson. Willis. Tuckerman. Grant White. Whipple. Curtis. _Natural History Essay_: Thoreau. Burroughs.

_6._ POLITICAL WRITINGS AND ORATORY.--Webster. Clay. Choate. Phillips.

_7._ STUDY AND RESEARCH.--(_a_) _Philosophy and Religion_: Channing. Alcott. Parker. Emerson. Fuller. Thoreau. Bushnell. Beecher. Hopkins. (_b_) _History_: Bancroft. Prescott. Motley. Parkman.

_8._ CHILDREN’S WRITERS.--Sedgwick. Child. Warner. Finley. Whitney. Goodrich. Abbott. Dana.

LATER VICTORIAN AND GEORGIAN AGE (_1870-1920_).

_Forces at Work._--Amidst ever increasing complexity one may briefly note (_a_) The influence of British imperialism and commercialism, the development of dominion literature, and the Celtic Revival partly due to the frustration of Irish nationalism; (_b_) the rapid development of industry and the resulting increase in production and population; (_c_) the growth of trade unionism, the widening rift between classes and masses, and the resulting emphasis in literature on political and social abuses; (_d_) realisation of a national Education Act, its further development, and the subsequent growth of popular literature and of journalism; (_e_) the spread of the scientific spirit and its effects in heightening a critical and analytical attitude; (_f_) the influences from France, Russia, and Scandinavia with their trend towards crude or impressionistic realism and psychological analysis.

_Literary Features._--The complexity of the age favoured many attitudes besides realism and analysis. In poetry one may range from romantic lyric or narrative to “satires of circumstance” or “stage-door flashlights,” while the feeling towards new models is shown not only in choice and treatment of subject but in the wide experimentation in new forms of verse. The drama in its first stage is limited to romantic comedy, but after Ibsen it becomes realistic and often satirical. The novel rises to be the chief instrument of public expression, and amidst the vast output, one may note the steady stream of romantic, realistic, and propaganda novels, while the short story achieves a triumph in itself. Miscellaneous prose writers are prolific; the growth of journalism tends to shorten the literary and critical essay, but the lengthy literary biography has still many adherents. A prominent class is the historical, philosophical and scientific treatise, and with the rise of popular education children’s literature achieves a special place. In poetry, style ranges from florid Swinburne and ornate Thompson to the delicate silver of Bridges, while in prose there are masters in every style.

LATER VICTORIAN AND GEORGIAN AGE (_1870-1920_).

_1._ POETRY.--(_a_) _The Victorian Tradition_: Tennyson. Browning. Austin. Bridges. Blunt. Gosse. Lang. “Owen Meredith.” Phillips. Watts-Dunton. Beeching. Benson. Gale. Quiller-Couch. Carpenter. Hewlett. Flecker. (_b_) _The Pre-Raphaelites_: Rossetti. Patmore. Morris. Swinburne. De Tabley. (_c_) _The Impressionists_: A. Symons. Dowson. Wilde. Le Gallienne. (_d_) _Political and Muscular School_: Henley. Watson. Kipling. Newbolt. Binyon. (_e_) _The Catholic Poets_: L. Johnson. F. Thompson. Meynell. L. Housman. Chesterton. (_f_) _Philosophic and Realistic_: E. Arnold. Meredith. Hardy. Watson. J. Thomson. Marston. Davidson. A. E. Housman. Gibson. Masefield. Abercrombie. Drinkwater. Brooke. Thomas. (_g_) _The New Nature Poets_: Davies. De la Mare. Hodgson. (_h_) _The Celts_: (_i_) L. Morris. O’Shaughnessy. De Vere. Buchanan. Shairp. (_ii_) Yeats. “A.E.” Jas. Stephens. Colum. Hyde. (_j_) _The Ladies_: (_i_) Webster. Woods. Meynell. Field. R. M. Watson. (_ii_) Barlow. O’Neill. Hopper. Tynan. Shorter. Gore-Booth. (_k_) Adlington, Flint, and the “Imagists.”

_2._ THE DRAMA.--(_a_) _Poetic Drama_: Tennyson. Swinburne. Phillips. Davidson. (_b_) _Prose Drama_: (_i_) Wilde. (_ii_) _The Romantics_--Pinero. Jones. Grundy. Chambers. Carton. (_iii_) _The Realists_--Shaw. Barker. Galsworthy. Hankin. Cannan. Houghton. Zangwill. (_iv_) _The Middle School_--Barrie. Sutro. Bennett. Milne. Maugham. Davies. Drinkwater. (_v_) _The Irish Literary Theatre_--Yeats. “A.E.” Geo. Moore. Synge. Gregory. Ervine. Mayne.

_3._ THE NOVEL.--(_a_) _The Realists and the Novel of Manners_: Eliot. Trollope. Reade. Meredith. Gissing. Hardy. Crackanthorpe. Harland. Moore. Wilde. Kipling. Phillpotts. Conrad. Zangwill. Wells. Bennett. Galsworthy. Walpole. Beresford. Lawrence. Mackenzie. (_b_) _Philosophical Novel_: Butler. Morris. Shorthouse. Shaw. Davidson. Watts-Dunton. “Mark Rutherford.” (_c_) _The Scotch Novel_: Macdonald. McCleod. Black. Munro. “Ian Maclaren.” Crockett. Stevenson. “Geo. Douglas.” (_d_) _The Romance_: W. Morris. Collins. Stevenson. Besant and Rice. Blackmore. Hudson. Haggard. Baring-Gould. Doyle. Kipling. Parker. G. Allen. Merriman. D. C. Murray. Hall Caine. Wells. “A. Hope.” Locke. (_e_) _The Ladies_: (_i_) Eliot. Mrs. Oliphant. Lady Ritchie. Mrs. Wood. Mrs. Craik. C. M. Yonge. “J. S. Winter.” M. E. Braddon. (_ii_) Mrs. H. Ward. “O. Schreiner.” Sarah Grand. “George Egerton.” B. Harraden. “Lucas Malet.” “Ouida.” “J. O. Hobbes.” “E. Robins.” May Sinclair. Kaye-Smith. (_f_) _Humorous sketch_: Anstey. Jerome. Jacobs. Pain. Pett Ridge. Lyons. Milne. Birmingham. Somerville and Ross. (_g_) _The Short Story_: Hardy. Kipling. Doyle. Bennett. Wells. Zangwill.

_4._ ESSAY AND CRITICISM.--(_a_) _Literary Criticism_: M. Arnold. J. Brown. L. Stephen. W. E. Henley. J. A. Symonds. A. Lang. E. V. Lucas. G. K. Chesterton. G. B. Shaw. Garnett. Gosse. “Q.” Archer. Clutton-Brock. Nevinson. Harrison. (_b_) _Art Criticism_: Ruskin. Pater. Wilde. Wedmore (_c_) _Literary Essay_: Stevenson. Jefferies. Pater. Carpenter. Bain. Paget. A. C. Benson. Squire. (_d_) _Literary Biography_: Forster. Masson. Smiles. Oliphant. L. Stephen. Pattison. Morley. (_e_) _Letters and diaries_: Swinburne. Stevenson. Brooke. Cory. “Barbellion.”

_5._ STUDY AND RESEARCH.--(_a_) _Religion and Philosophy_: (_i_) Lewes. Eliot. H. Martineau. Congreve and the positivists. (_ii_) Spencer. Darwin, Huxley, and the evolutionists (_iii_) Jowett, T. H. Green, Caird and the Neo-Hegelians. (_iv_) Newman, Church, Martineau, and the theologians. (_b_) _The Scientists_: Darwin. Wallace. Huxley. (_c_) _Travel_: A. B. Edwardes. Stanley. Stevenson. Burnaby. Isabella Bird. M. Kingsley. (_d_) _The Historians_: (_i_) Buckle. Maine. Bagehot. Pearson. Seeley. Acton. Lecky. Maitland. and the philosophical school. (_ii_) Froude. Freeman. Stubbs. J. R. Green. Creighton. Gardiner, and the Oxford school. (_iii_) Kinglake. Henderson, and the military historians.

_6._ CHILDREN’S WRITERS.--(_a_) _English_: Stephenson. Ewing. Carroll. Lear. Parry. Farrow. Nesbit. Lucas. Kipling. Barrie. Henty. Fenn, etc. (_b_) _American_: Stowe. Hawthorne. Alcott. “Mark Twain.” Harris. Field. Ryley. Coffin. Stockton. Pyle. Ellis. Burnett.

_7._ AMERICAN LITERATURE.--(_a_) _Poetry_: T. B. Aldrich. J. Miller. R. W. Gilder. J. W. Ryley. E. C. Stedman. R. H. Stoddard. R. Hovey. (_b_) _The Drama_: Howells. Daly. Fitch. Howard. The Mackayes. (_c_) _The Novel_: H. James. W. D. Howells. G. W. Cable. J. L. Allen. E. P. Roe. F. M. Crawford. L. Wallace. J. London. F. Norris. E. Wharton. (_d_) _The Essayists_: C. E. Norton. T. W. Higginson. M. W. Conway. E. C. Stedman. H. James. G. W. Curtis. H. W. Mabie. E. More. (_e_) _The Humorous Sketch and Story_: “Mark Twain.” “Bret Harte.” Ambrose Bierce. “Max Adeler.” “Bill Nye.” H. Ade. F. P. Dunne. C. G. Leland. “O. Henry.” (_f_) _Religion and Philosophy_: Gladden. Brooks. Fiske. Pierce. Schaff. MacCosh. Royce. W. James. Dewey. Baldwin. G. Santanyana. (_g_) _Historians_: Lea. Bancroft. Mahan.

TEST PAPER (_1832-1920_)

_1._ Who were the Pre-Raphaelites? What was their literary attitude?

_2._ Outline the history of the drama from Robertson to Barker.

_3._ In what respects do Hardy and Meredith agree and differ as poets and as novelists?

_4._ Compare Whitman with Swinburne, or Tennyson with Browning.

_5._ Write a brief essay on the cult of the short story from Irving to O. Henry.

_6._ Show the development of realism either in poetry or prose fiction from _1870_.

_7._ Name three American and three English humorists. Compare the work of any two of them.

_8._ Write brief notes on any three of the following: Macaulay, Jas. Thomson, Sir W. Watson, O. W. Holmes, E. Fitzgerald. W. B. Yeats, J. Conrad, H. G. Wells.

_9._ What do you know of the following: “Eothen,” “Erewhon,” “The Hound of Heaven,” “Vailima Letters,” “A Shropshire Lad.”

_10._ Compare Dickens and Thackeray as satirists.

COURSE SIX: LIBRARY AND MUSEUM LEGISLATION, ORGANISATION AND EQUIPMENT.

TEXT BOOKS REQUIRED.

American Library Association--Manual of library economy. _Reprints. Chaps. 1-32, A.L.A.; also Grafton, 1s. 6d. each._

Bostwick (A. E.)--The American Public Library. _3rd edition revised and enlarged. Appleton, 1923. 12s. 6d._

Brown (J. D.)--Manual of library economy. _Library Supply, 1907 edition; 3rd and memorial edition by W. C. B. Sayers. Grafton, 1919. 30s._

Brown (J. D.) _and others_. Open-access libraries. _Grafton, 1915. 10s. 6d._

Fovargue (H. W.)--Summary of the law relating to public libraries in England and Wales, Scotland and Ireland. _Grafton, 1922. 2s. 6d._

Roebuck (G. E.) _and_ Thorne (W. B.)--A primer of library practice. _Grafton, 1914. 5s._

Sanderson (C. R.)--“Library Law.” _Bumpus, 1925. 6s._

_Lesson 1._

LIBRARY AND MUSEUM LEGISLATION.

The first part of this section must be carefully studied and I advise all students to thoroughly understand Sanderson’s “Library Law.” It is essential to possess a detailed knowledge of the English, Scottish and Irish Acts of Parliament relating to Public Libraries and Museums. The Public Libraries Act, _1919_, the Public Libraries (Scotland) Act, _1920_, The Public Libraries (Ireland) Act, _1920_, The Public Libraries (Northern Ireland) Act, _1924_ and the Irish Free State Local Government Act, _1925_ must be carefully read, and students should keep to British legislation until able to say exactly what may be done under the Acts and able to give dates and title of the Acts for particular powers. Note particularly Irish legislation (Sanderson, _pp. 40-41_). In conjunction with Sanderson’s work read the reports issued by the Carnegie United Kingdom Trustees. They include the Annual Reports from _1914_ to date. Library provision and policy, by W. G. S. Adams, _1915_. Proceedings of the Carnegie Rural Library Conference, _1920_. Stirling Conference Report: Extension to Burgh and Parish Library areas, _1923_. The Public Library System of Great Britain and Ireland (_1921-1923_), _1924_, and the County Library Conference, _1924_.

Having obtained a thorough grounding from the above authorities the Reading List may now be commenced. For criticism on the _1919_ Act consult the _L.A. Vol. 15, 1920-21, pp. 5-7; 118-124; 135-137. L.A.R. Vol. 21, 1919, pp. 333-338 (Scotland), and L.W. Vol. 22, 1919-1926, pp. 330-333._

For county rural libraries Gray’s County library systems, and Macleod’s County rural libraries covers all the ground necessary to the student.

READING LIST.

Baker--Public libraries under the new Act (_1919_). _Fortnightly Review. February, 1921, pp. 321-333._

Boose--Constitution of Colonial public libraries. _L. Vol. 6, 1894, pp. 391-401._

Brown--Manual of library economy. _1907 edition. Sects. 1-18. 1919 edition. Sects. 1-18._

Drury--The library and its organization. _Classics of American Librarianship. Wilson: New York, 1924, pp. 131-155; 263-339. County Libraries, pp. 343-377._

Encyclopædia Britannica.--Articles: _Libraries. Museums._

Fovargue--Summary of law relating to public libraries in England and Wales, Scotland and Ireland. _Revised edition, 1922._

Gray--County library systems: their history, organisation and administration. _The Coptic Series. Grafton, 1922, pp. 11-125._

Johnston--The Education (Scotland) Act, _1918_ and public library development. _L.A.R. Vol. 22, 1920, pp. 92-97._

Macleod--County rural libraries: their policy and organisation. _Grafton, 1923, 10s. 6d., pp. 31-76; 88-109._

Macleod--County library law. _L.A.R. Vol. 24, 1922, pp. 309-321._

Minto--Exemption of libraries from rates and taxes. _L. (N.S.). Vol. 3, 1902, pp. 256-260._

Minto--Public libraries and museums. _L.A.R. Vol. 5, 1903, pp. 261-269._

Roebuck and Thorne--Primer of library practice. _Grafton, 1914, pp. 11-28; 149-182._

Sanderson--Library law: a text book for the professional examinations in library organisation. _Bumpus, 1925. 6s., pp 15-67, 125-147._

Sparke--Nationalisation of public libraries. _In Librarians’ Guide, 1923, pp. 9-13._

Statutes relating to public libraries and museums, _1798-1898_. _L.A. Year Book, 1899-1907._

Stearns--How to organise State Library Commissions. _L.J. Vol. 24, 1899. Conference Number, Chaps. 16-18, also in Drury’s Library and its organisation; pp. 287-292._

Superannuation. _L.A.R. Vol. 21, 1919, pp. 339-342._

Superannuation, by S. Lord. _N.A.L.G.O. Offices, 1922, 14 page pamphlet._

Third Interim Report of the Adult Education Committee ... on Libraries and Museums.

QUESTIONS:

_1._ Mention current acts of legislation, other than Library Acts, which have direct bearing on libraries, museums and art galleries.

_2._ Name the places where there is no fixed limit to the rate that may be levied for library purposes, and show the effect of this absence of limitation.

_3._ Compare the library legislation of South Africa with that of Australia.

_4._ What Act authorises the library authority to make bye-laws, and for what purpose?

_5._ What are the main provisions of the State Library Laws of the United States?

_6._ Write a brief essay (500 words) on County Rural Library Law.

_Lesson 2._

COMMITTEE, FINANCE, STAFF.

Possessing a good knowledge of the powers conferred by the Acts the student must now pay special attention to the powers and duties of Library Committees; committee routine, accounts, and the provisions for loans and rates. Take particular care that the permissive and compulsory powers are thoroughly understood. Audit, annual budgets and financial factors affecting the buildings, books, salaries, etc., of the library services should be carefully considered and definite decisions and figures memorised. The qualifications and duties of librarians and assistants, and a knowledge of the facilities available for the training of assistants, both in England and America is also necessary. The statistics of our large public libraries relating to finance, etc., as given in the Librarian’s Guide and the Carnegie United Kingdom Trustee reports should be compared and studied.

READING LIST.

Ballinger--Constitution of public library committees. _L. Vol. 7, 1895, pp. 1-9._

Bostwick--The American Public Library. _3rd edition, revised and enlarged, 1923, pp. 201-214._

Brown--Manual of library economy. _1907 edition. Sects. 19-103; 483-484. 1919 edition. Sects. 19-98._

Fegan--Some thoughts on professional training. _L.A.R. Vol. 13, 1911, pp. 237-242._

Hetherington--Library statistics. _L.A.R. Vol. 19, 1917, pp. 1-16; 280-284._

Guppy--The librarian’s equipment. _L.A. Vol. 6, 1903, pp. 66-71._

Law--Committee work. _L.W. Vol. 12, 1909-10, pp. 127-129._

Lucas--On the delegation of powers to library committees. _L.A.R., 1904, pp. 388-393._

McCall.--Library finance. _L.A. Vol. 16, 1922, pp. 24-28; 38-40._

Minto--Education and training for librarianship. _L.A. Vol. 17, 1924, pp. 236-242._

Neesham--Cash receipts and petty cash. _L.W. Vol. 10, 1907-8, pp. 248-251._

Neesham--Committee work. _L.W. Vol. 10, 1907-8, pp. 351-353._

Pacy--Borrowing and rating powers under the Public Libraries Acts. _L. Vol. 1, 1899, pp. 132-136._

Piper--Technical training in librarianship in England and abroad. _L.A.R. Vol. 14, 1912, pp. 332-351._

Prideaux--Professional registration and education. _L.A.R. Vol. 8, 1906, pp. 1-6._

Robinson--Public finance. _Camb. Univ. Press. 5s._

Roebuck _and_ Thorne--Primer of library practice, _pp. 29-45; 139-148._

Ross--Technical training in librarianship in England and abroad. _L.A.R. Vol. 12, 1910, pp, 99-117._

Sanderson--Summary of library law. _pp. 68-117._

Sayers--Past and present professional training. _L.A.R. Vol. 15, 1913, pp. 585-596._

Sayers--Library finance. _L.A.R. Vol. 19, 1917, pp. 17-29._

Sparke--Library assistants and the future. _L.A. Vol. 14, 1918, pp. 184-8._

Wright--Some principles of rural library economy. _L.W. Vol. 23, 1920-21, pp. 537-540._

QUESTIONS.

_1._ What records should a librarian keep so as to be able to show the receipts and expenditure under the chief heads? Give suggested rulings.

_2._ Discuss the advantages to be gained by having co-opted members on the Libraries Committee.

_3._ What advantages would be likely to follow if all County Councils carried out the duties of library authorities?

_4._ Write an imaginary agenda for a public library committee meeting.

_5._ Compare the British system of training for librarianship with that of the United States.

_6._ A public library service has an income of £20,000. Tabulate the percentage you would devote under the various heads.

_Lesson 3._

BUILDINGS AND FITTINGS.

This lesson is intended to enable the student to obtain a thorough grasp of the theory and principles of library architecture. The class of library required, its scope and size, the amount of money available, the environment, experience of the librarian and the method of administration intended are all factors that require careful consideration when planning a new library building. Great care must also be taken in selecting or accepting a site. Full factors in the planning of the various departments, together with the correct type of fittings and furniture, should be known to all students. I advise students to visit as many libraries as possible that are organised and administered on the most modern method of library science and to compare them. The factors on population in relation to buildings, spacing and cubical contents required for planning, and the miscellaneous percentages pertaining to the organisation of a library service found on pages _165-8_ should be practised and memorised. _The Builder_ should be looked through for specifications and competitions and these should be compared with those suggested by Champneys, Soule, Marks and others. The influence of the “open access” method of administration on planning, fittings and furniture must never be overlooked.

READING LIST.

Adams--Public libraries: their buildings and equipment. _L.A.R. Vol. 7, 1905, pp. 161-177 and 220-236._

Bostwick--The American Public Library. _3rd edition revised and enlarged, 1923, pp. 282-311._

Brown--Manual of library economy. _1907 edition. Sect. 104-169; pp. 481-2; 485-8. 1919 edition. Sect. 107-173._

Brown _and others_--Open-access libraries. _Grafton, 1915, pp. 11-104._

Burgoyne--Library construction, architecture and fittings, and furniture. _The Library Series. Allen, 1906. O.P. Passim._

Burgoyne--Some points in library planning. _Greenwood’s L.Y.B., 1900-01, pp. 12-20._

Champneys--Public libraries: a treatise on their design, construction and fittings. _Batsford, 1907, 12s. 6d., pp. 1-60; 61-151._

Coulson--Situation of branch libraries. _L.W. Vol. 12, 1909-10, pp. 201-4._

Greenhough--Ventilation, heating and lighting. _L. Vol. 2, 1890, pp. 421-433._

Hadley--Library buildings. Notes and plans. _Amer. Lib. Assoc., Chicago. Grafton, 17s. 6d._

Hare--Some suggestions on the planning of public libraries. _L.A.R. Vol. 8, 1906, pp. 148-154._

Hart--Heating, lighting and ventilation. _Greenwoods Y.B., 1897, p. 38._

Lowe--The public library building plan. _1924._

MacLeod--County rural libraries, _pp. 120-130_.

Marks--The principles of planning. _Chap. Library planning._

Philip--Lighting, heating and ventilation of libraries. _L.A.R. Vol. 9, 1907, pp. 225-230._

Sayers--The children’s library. _The English Library, pp. 78-116 and Appendix 1._

Soule--How to plan a library building for library work. _Boston, 1912._

Stansbury--Library buildings from a librarian’s standpoint. _P.L. November, 1906, p. 495._

Tilton--Scientific library planning. _L.J. September, 1912, p. 497._

Walter--Interior decoration of libraries. _L.A.R. Vol. 10, 1908, pp. 649-659._

QUESTIONS.

_1._ Plan a combined children’s open-access lending library and reading room to accommodate _120_ children at a time, with _2_ assistants on duty.

_2._ Tabulate the features or essentials you would look for in selecting a site for a public library.

_3._ Give a specification of the principal items of furniture required for a library estimated to cost £20,000.

_4._ Describe three different varieties of adjustable shelving; state which you would like the best and why.

_5._ Name the principal conditions which should govern an architectural competition for a Central library building to cost £50,000.

_6._ Write a brief essay on the organisation and equipment of a combined reference library and reading room for business men.

_Lesson 4._

BOOK-BUYING AND ACCESSION METHODS.

A knowledge of book purchase and accession methods is necessary in organising and administering a library service. The sources of supply, and the names of the different classes of publishers and booksellers should be known to all students. The steps to be taken in purchasing, say, 10,000 volumes, and what classes of books to buy second-hand should be carefully considered. Get acquainted with the methods of treating donations, and the principles governing the replacement of withdrawals should be known. Constant revision of stock is necessary in all libraries and advantage should be taken of the special opportunity which is presented whenever a new catalogue is contemplated. Note the difference between “reprints” and “new editions.” The recognised rules and principles on what to withdraw or discard should be carefully read.

READING LIST.

Aldred--Book selection and rejection. _L.A.R. Vol. 3, 1901, pp. 143-156._

Baker--Book selection. _L.A.R. Vol. 13, 1911, pp. 17-29._

Baker--Gift horses. _L.A.R. Vol 11, 1909, pp. 422-423._

Bostwick--American Public Library. _3rd edition, pp. 148-161._

Brown--Book selection. _L.W. Vol. 26, 1923-24, pp. 98-104._

Brown--Manual of library economy. _1907 edition. Sects. 215-235; 489-495. 1919 edition, Sects. 207-229._

Clarke--Scientific text-books, and the disposal of editions out-of-date. _L. Vol. 6, 1894, pp. 164-169._

Doubleday--Weeding out. _L.A.R. Vol. 6, 1904, pp. 327-335._

Duncan--Standardization in accession methods. _L.W. Vol. 9, 1906-07, pp. 83-87._

Formby--Donations. _L. Vol. 1, 1889, pp. 197-202._

Hooper--Order and accession department. _Preprint of A.L.A. Manual of Lib. Economy. Chap. 17, Passim._

Lord--Notes on book-buying for libraries. _L.J. 1907, pp. 3, 56._

Neesham--Accession methods. _L.W. Vol. 8, 1906, pp. 317-320._

Palmer--Relationships of publishers, booksellers and librarians. _L.J., 1901. Conference Number, p. 31._

Pitt--Practical accession work. _L.A.R. Vol. 7, 1905, pp. 68-71._

Roebuck _and_ Thorne--Primer of library practice. _pp. 40-50._

Willcock--Recording, replacing and disposal of worn-out books. _L.W. Vol. 4. 1901-02, pp. 91-93._

QUESTIONS.

_1._ Name twenty-five “quick-reference” books.

_2._ Describe how you would keep up-to-date with new editions in the scientific and technical sections.

_3._ Is a stock register best kept on cards or in book form? Give your views on this matter.

_4._ What books are periodically discarded in a lending department? What steps would you take in purchasing at one time books to the value of £2,000?

_Lesson 5._

RULES AND REGULATIONS.

The popularity of a public library used to be conditioned by its rules and regulations, but during recent years utility has taken the place of hard and fast rules. The student should read the rules of early libraries, understand their principles and compare them with present day rules. The legal aspect of all sides of the library service must also be known and what powers are available for enforcement of penalties, etc. The number of hours the different departments are open to the public, holiday opening, duration of vacation for the staffs, age limits to Juvenile and Senior departments, periods of loans, etc., should be known to all assistants who wish to become qualified and efficient in their work.

READING LIST.

Barnett--Sunday labour in public libraries. _Greenwood’s Year Book, 1897, pp. 102-106._

Brown--Manual of library economy. _1907 edition, Sects. 353-382; 506-509. 1919 edition, Sects. 348-375._

Brown--The small library. _The English Library, pp. 139-148._

Brown and others--Open-access libraries, _pp. 179-198_.

Clark--Care of books. _2nd edition. Camb. Univ. Press, 1902. 24s. Useful for early rules._

Dana--Library primer. _pp. 122-139._

Edwards--Memoirs of libraries. _2 vols. Early rules._

Fry--Fines and other penalties. _L.W. Vol. 17, 1914-15, pp. 1-8._

Farrow--Rules and regulations for lending libraries. _L.W. Vol. 13, 1910-11, pp. 36-41._

Greenwood--Sunday opening of public libraries. _In his Year Book, 1894, pp. 458-470._

Johnston--The replacement of “infected” books. _L.W. Vol. 4, 1901-02, pp. 6-9._

Local Government Board--Draft rules. _L.A.R. Vol. 5, 1903, pp. 28-30._

Mathews--Public library bye-laws and regulations. _L.A.R. Vol. 6, 1904, pp. 279-289._

Sanderson--Library law, _pp. 117-122._

Sayers--The children’s library, _pp. 78-100._

Shaw _and others_--Sunday opening of libraries. _L.A.R. Vol. 7, 1905, pp. 580-584. Vol. 8, 1906, pp. 79-88._

Willcock--Notification of infectious disease and the public library. _L.W. Vol. 2, 1899-1900, pp. 89-91._

QUESTIONS.

_1._ What rule or rules would you include in your bye-laws, if you wish to obtain exemption from the payment of rates?

_2._ Make a comparison of the early rules in libraries with those of to-day.

_3._ State what steps you would take to obtain the return of a book long overdue, and what power you have for the enforcement of payment of the fines?

_4._ Discuss the pros and cons of Sunday opening of reading rooms.

_5._ If you saw a person cutting an advertisement from a newspaper in the reading room, what action would you take?

_6._ Give the dimensions of tables, chairs and newspaper stands or wall stands for a general reading room.

TEST EXAMINATION.

_1._ Give a brief account of the Public Libraries Act of _1919_. What amendments or additions would you suggest in order to improve the Municipal Library System of England?

_2._ Outline the legislation of the United States and state how it differs from English legislation.

_3._ Assume that a library is free from debt and that the income from the rates and other sources amounts to £20,000, state under the usual main headings how you would allocate the expenditure.

_4._ A library authority wishes to raise a loan of £50,000 for the building of a library. State the Act or Acts it must work under, the period for the repayment of the loan, and the general procedure in connection with obtaining loans.

_5._ Draw a plan of a library, on one floor, to serve a population of 100,000 showing what departments you consider essential, and giving the area you would allocate to each.

_6._ State what size you would have the book-cases; what gangway space between each stack, and your method of dealing with oversize books in a large open access library.

_7._ Name the ten best guides to book selection.

_8._ State how you would proceed to select the nucleus stock for a library.

_9._ Draft a set of rules for a lending library.

_10._ Draft twelve rules for the juvenile lending library.

_11._ If a person wished to become a borrower, but worked and lived outside the library district, under what conditions could you accept his application?

FACTORS AND NOTES RELATING TO LIBRARY AND MUSEUM LEGISLATION, ORGANISATION AND EQUIPMENT.

PRINCIPAL ACTS OF PARLIAMENT AFFECTING PUBLIC LIBRARIES.

_1843_--Scientific Societies Exemption Act.
_1855_--Public Libraries (Ireland) Act.
_1861_--Malicious Injuries to Property Consolidation and Amendment
(England and Ireland) Act.
_1875_--Public Health Act.
_1877_--Public Libraries Amendment (Ireland) Act.
_1885_--Public Libraries (Ireland) Act.
_1887_--Public Libraries Consolidation (Scotland) Act.
_1887_--Public Libraries Amendment and Consolidation (Scotland) Act.
_1891_--Museums and Gymnasiums Act.
_1892_--Public Libraries Consolidation and Amendment Act.
_1893_--Public Libraries Amendment Act.
_1894_--Public Libraries Amendment and Consolidation (Scotland) Act.
_1894_--Public Libraries Amendment (Ireland) Act.
_1894_--Local Government Act (England and Wales).
_1898_--Libraries Offences Act.
_1899_--Public Libraries Amendment (Scotland) Act.
_1899_--Local Government Act (Metropolitan Boroughs).
_1901_--Public Libraries Museums and Gymnasiums Amendment Act.
_1902_--Public Libraries Amendment (Ireland) Act.
_1911_--Public Libraries (Ireland) Act.
_1918_--Education Act.
_1919_--Public Libraries Act.
_1920_--Public Libraries (Scotland) Act.
_1920_--Public Libraries (Ireland) Act.
_1920_--Blind Persons Act.
_1924_--Public Libraries Act (Northern Ireland).
_1925_--Irish Free State Local Government Act.

FIRST TOWNS IN GREAT BRITAIN AND IRELAND TO ADOPT THE PUBLIC LIBRARIES ACT.

_1848_--Warrington.
_1849_--Salford.
_1850_--Brighton, Norwich.
_1851_--Winchester.
_1852_--Bolton, Liverpool, Manchester, Oxford.
_1853_--Airdrie, Cambridge, Ipswich, Sheffield.
_1855_--Hertford, Maidstone.
_1856_--Birkenhead, Dundalk, Westminster.
_1857_--Leamington, Walsall.
_1858_--Canterbury.

COMMITTEES.

Most of the Committees are composed partly of the members of the local Council and partly of co-opted members who are not on the Council, the Council generally being represented by _66%_, with the exception of Scotland, where Committees are, by law, half and half. The average constitution of a committee is _16_ but some range from _6_ to _40_.

LOANS.

The Ministry of Health determine the period for which sums of money for particular purposes may be borrowed. The periods usually are:--

For sites or lands _65_ or _50_ years.
For buildings (with fixtures), _30_ years.
For books, _10_ years.
For furniture (movable only), _10_ years.

ESTIMATE OF ANNUAL EXPENDITURE FOR BRITISH MUNICIPAL LIBRARIES, WITH AND WITHOUT LOANS.

With Without
Loans. Loans.
Salaries and Wages _40_ _45_
Books _14_ _18_
New _10_ _12_
Old _2_ _3_
Replacements _2_ _3_
Periodicals and Newspapers _6_ _6_
Binding _4_ _5_
Buildings _12_ _14_
Heating _4_ _4_
Lighting _4_ _4_
Fittings and Repairs _2_ _3_
Cleaning _1_ _2_
Insurance _1_ _1_
Establishment _6_ _9_
Stationery and Printing _2_ _5_
Postages _1_ _1_
Rates _3_ _3_
National Insurance _1_ _1_
Loans _15_ --
Miscellaneous _2_ _2_
---- ----
_100_ _100_
---- ----

STAFF.

The number of librarians and assistants employed in British Municipal Libraries is considerably over _4,000_. The percentage of males is _55%_. Our largest staffs are in Liverpool and Glasgow libraries (over _200_ each) followed by Manchester and Birmingham with over _150_ and _100_ respectively. Bradford, Bristol, Cardiff, Leeds, have each over _50_ staff, and Bolton, Brighton, Edinburgh, Newcastle-on-Tyne and Sheffield have staffs ranging from _30_ to _50_.

STAFF HOURS.

The average number of hours worked by the staffs in our larger libraries is _42_ weekly.

MISCELLANEOUS PERCENTAGES PERTAINING TO THE ORGANIZATION OF A LIBRARY SERVICE.

When a town has adopted the Public Libraries Acts it is possible, by taking the population as a basis, to form an idea of the requirements necessary to meet the demands that will probably be made upon the service.

A careful survey of the statistics of over _500_ British Municipal Libraries results in the following figures. The total percentage of inhabitants who will make use of the Lending Department is _8_%; the Reference Department, ¼%; and the Reading Room, _1_¼%.

As an example of the working of these percentages for a town of 100,000 inhabitants the following results are obtained:--

The Lending Department must cater for _8_% (_8,000_) of the population. We can assume that each borrower will read _28_ books per annum. Thus we would have an annual issue of _224,000_. If we assume that the Department is open _307_ days in the year we would have a daily average of _730_. The Library would be open _11_ to _12_ hours daily giving us an hourly average of from _60_ to _66_. Experience has proved that more borrowers are present at one time in the evenings and if we allow _40_% extra to the hourly average attendance we get the number present of from _84_ to _92_. By allowing _25_ square feet for each reader, the total floor space required would be from _2,100_ to _2,300_ square feet; or, an area _55_ feet by _40_ feet would admirably meet these requirements.

REFERENCE LIBRARY.

¼% (_250_) of the population will use the Reference Department daily. Using the above factors we would have an hourly average attendance of _20_, and allowing for crowded periods and _25_ square feet for each reader we would require an area of _700_ square feet; or, a room _28_ feet by _25_ feet.

READING ROOM.

_1_¼% (_1,250_) of the population will make use of the Reading Room daily. Using the given factors we would have to provide accommodation for _144_ readers present at one time. Allow _18_ square feet for each reader, and we require an area of _2,592_ square feet; or a room about _60_ feet by _44_ feet.

JUVENILE DEPARTMENT.

About _500_ square feet will be ample accommodation for this Department in a town of this size.

LECTURE ROOMS.

Attendances vary so much here that it is impossible to secure reliable figures. For a popular lecture room in a town of _100,000_ inhabitants upwards of _400_ would have to be accommodated, and allowing _7_ square feet for each person including platform, gangway, etc., we would require an area of _2,800_ square feet; or, a room _40_ feet by _70_ feet.

FURNITURE AND FITTINGS.

The greater part of the fittings and furniture of public libraries are made of wood. Oak is the kind most used, but walnut and mahogany are very satisfactory for book-cases, tables and card cabinets.

BOOK CASES.

The chief requirements of book-shelving are accessibility and adjustability. The best material for book-stacks is undoubtedly fumed oak. An oak book-stack _10_ feet _10_ inches in length, _1_ foot _4_ inches in breadth and _6_ feet _10_ inches in height containing shelves _3_ feet _6_ inches in length, _7_ inches in width and _1_ inch in depth is an ideal stack for an open-access Lending Library. This stack fitted with Tonks’ fittings, the metal studs being about ¾ inch apart, contains _7_ shelves to the tier. For Lending Library purposes we can estimate that nine books will take one foot of shelf space, and each of the shelves will carry thirty books, therefore _7_ shelves or one tier will accommodate _210_ books, _3_ tiers, or one bay will take _630_ books and the complete stack will hold _1,260_ volumes. If we take _1,250_ as an average for each stack we can work out any problem arising if we know the number of books. For Reference Libraries _8_ books to the foot is the usual run. The shelves are _9_ inches apart and the top shelf _6_ feet from the floor and the bottom shelf _1_ foot from the floor.

Iron and steel book-stacks, standard size, for “closed” libraries or for books accessible only to the staff are generally _7_ feet _6_ inches by _3_ feet _2_ inches, by _15_ inches, which may be joined (generally in bays of three) together. Standard reference book-stacks are _7_ feet _6_ inches, by _3_ feet _2_ inches, by _18_ inches. Special cases must be provided for large books. For detailed particulars of shelving _see_ Brown’s “Manual of library economy,” _1907_ edition, Sections _139-150_, and _1919_ edition, Sections _143-158_; Champney’s “Public Libraries,” _pp. 30-39_; Brown _and others_--“Open-access Libraries.”

READING TABLES.

Reading-room Tables should be made of oak, and for adults they should be _2_ feet _6_ inches high, and the breadth, where both sides are used by readers should not be less than _3_ feet. Each reader should be allowed _2_ feet _6_ inches. Tables should never be longer than _7_ feet _6_ inches. Where there is sufficient space tables _5_ feet long and _3_ feet in breadth are the best. If a sloping top is required a _fillet_ should be placed at the bottom to prevent papers slipping off. No more than _4_ to _6_ readers should be accommodated at each table.

NEWSPAPER READING SLOPES.

A projecting brass rail, upon which readers may rest their arms, should always be fixed at the bottom of the slope. About _4_ feet run should be allowed for each paper when possible, but _3_ feet _6_ inches will do if space is limited. The usual height of wall slopes is _3_ feet, from the floor to the bottom of the slope, and _5_ feet from the floor to the title plate, which should take the form of movable boards fitted into brass brackets and placed at the top of the slope in the centre of the newspaper. The bottom of the slope should be _1_ foot _3_ inches from the wall. There are several kinds of brass screw clips for fastening the newspapers to the stands, but revolving holders should be used for illustrated papers.

READING ROOM CHAIRS.

Arm-chairs are to be preferred to any others. The height of the seat should be _1_ foot _4_ inches except for juvenile readers (when the height will range from _12_ inches for children _5-9_ years of age, with an additional inch for every four years up to _21_ years of age).

“OPEN-ACCESS” ENCLOSURE.

The lending library counter in an open-access library should be _3_ feet high and _2_ feet wide and the minimum area for the enclosure should be _8_ feet by _8_ feet for the smaller libraries and a minimum of _10_ feet by _10_ feet for libraries registering a daily issue of over _1,000_ volumes. For detailed kinds of barriers, latches, etc., see Brown’s “Manual of library economy,” _1907_ edition, Sections _128-129_; _1919_ edition, Sections _131-136_; and Brown _and others_ “Open-access libraries.”

MISCELLANEOUS.

Gangways between double reading tables, with movable chairs should be at least _6_ feet. Gangways down the sides of centre of a room should be _7_ feet. Space between each book, stack in a closed library should be a minimum of _4_ feet and in an open-access library a minimum of _6_ feet.

In planning buildings _18_ to _24_ inches should be allowed for external walls, and _6_ to _9_ inches for internal walls.

COURSE 7: LIBRARY ADMINISTRATION.

TEXT BOOKS REQUIRED.

American Library Association--Manual of library economy. _Preprints Nos. 1-32. A.L.A. Also Grafton. 1s. 6d. each._

Baker (E. A.)--The public library. _O’Connor, 1922. 12s. 6d._

Bostwick (A. E.)--The American public library. _3rd edition. Appleton, 1923. 12s. 6d._

Brown (J. D.)--Manual of library economy. _3rd edition, revised by W. C. B. Sayers. Grafton, 1919, 30s._

Brown (J. D.) and others--Open access libraries. _Grafton 1915. 10s. 6d._

Dana (J. C.)--Library primer. _1910. Library Bureau. 6s._

Library Economics. _Grafton, 1909. 2s. 6d._

Rae (W. S. C.)--Public library administration. _Routledge, 1913. Also Grafton. 3s. 6d._

Roebuck (G. E.) _and_ Thorne (W. B.)--A primer of library practice. _Grafton, 1914. 5s._

_Lesson 1._

GENERAL POLICY, ADMINISTRATION AND ARRANGEMENT OF CHIEF DEPARTMENTS.

In conjunction with the study of matters appertaining to the administration of libraries, the student will find that a policy of visiting as many libraries as possible will prove to be of material assistance in demonstrating the comparative value of the various details of arrangement, equipment, service, etc.

Note carefully the points taken into consideration in planning the interior arrangement of the various departments, paying special attention to the essential requirements with regard to accommodation. (Read carefully the factors on pages _165-168_).

Several matters are to be taken into consideration in deciding the best means of providing library facilities, and the functions and methods of administering branch libraries, delivery stations, and travelling libraries require studious attention.

The provision of newsrooms is sometimes criticised as unnecessary. Go fully into the question, considering their purpose, cost, value, etc. Their planning and arrangement, as also of magazine rooms, govern in a large measure their success, and should be studied.

The passing of the “1919 Act” has resulted in the rapid establishment of County Libraries, and introduced new problems in library policy. These will become more acute and consequently require increasing attention during coming years as the County Library systems develop. The loss of efficiency due to lack of co-operation will become more accentuated until means for the latter are provided. Various suggestions have already been made and these should receive careful consideration when making the necessary survey of the whole question.

Many libraries have adopted a policy of centralising certain branches of administrative work, such as cataloguing, classification, etc. Give full attention to this and consider in what circumstances and to what extent this practice can be advantageously adopted.

READING LIST.

GENERAL.

Aldred--Matters connected with the organisation of libraries. _L.A.R. Vol. 18, 1916, pp. 1-20._

Bond--Some features of recent library practice in Great Britain. _L.A.R. Vol. 17, 1915, pp. 227-243._

Bostwick--Administration. _Chap. 12. A.L.A. Manual of library economy._

Bostwick--The American Public Library. _Chap. 21, pp. 282-311._

Brown--Manual of library economy. _1919 edition. Chaps. 8-12, pp. 106-166._

Brown and others--Open access libraries. _Chaps. 2-4, pp. 16-104._

Rae--Public library administration. _pp. 3-40_.

Roebuck and Thorne--Primer of library practice. _pp. 29-66_.

Sandbach--Inter-library lending. _L.A.R. New Series. Vol. 3, 1925, pp. 230-241._

Sharp--Adult education and the public library. _L.A. Vol. 18, 1925, pp. 124-127; 159-164._

BRANCH LIBRARIES, DELIVERY STATIONS, TRAVELLING LIBRARIES.

Barrett--Branch libraries ... relations with central library. _L.A.R. Vol. 6, 1904, pp. 78-84._

Bostwick--The American Public Library. _Chaps. 8 and 18, pp. 114-121; 243-260._

Brown--Manual of library economy. _1919 edition. Chap, 26, pp. 366-374._

Eastman--Branch libraries. _Chap. 15. A.L.A. Manual of library economy._

Library economics, _pp. 89-91_.

Rae--Public library administration, _pp. 41-48_.

Roebuck _and_ Thorne--Primer of library practice, _pp. 83-85_.

Savage--Delivery stations and town travelling libraries. _L.A.R. Vol. 6, 1904, pp. 119-127._

RURAL LIBRARIES.

Baker--The Public Library, _pp. 134-168_.

Brown--Manual of library economy. _1919 edition. Chap. 35, pp. 477-485._

Gray--County library systems. _Grafton, 1922. 7s. 6d._

Hetherington--Rural libraries. _L.A.R. Vol 18, 1916, pp. 195-211._

Macleod--County rural libraries. _Grafton, 1923. 10s. 6d._

Savage--Possible means of co-operation between burgh and rural libraries. _L.A. Vol 16, 1923, pp. 375-385._

Wright--Some principles of rural library economy. _L.W. Vol. 23, 1920-21, pp. 537-540._

NEWSROOMS. MAGAZINE ROOMS.

Baker--The Public Library. _pp. 55-63._

Bolton--The newsroom as a department of the public library. _L.A.R. Vol. 12, 1910, pp. 335-343._

Brown--Manual of library economy. _1919 edition. Chap. 31, pp. 424-438._

Ellison--Newspapers and periodicals: methods of display, etc. _L.W. Vol. 17, 1914-15, pp. 129-137._

Evans--Reading room methods. _L.W. Vol. 12, 1909-10. pp. 373-378._

Jones--The newsroom. _L.A.R. Vol. 14, 1912, pp. 182-190._

Library economics. _pp. 7, 38, 97-101, 103._

Rae--Public library administration. _pp. 19-33._

Roebuck _and_ Thorne--Primer of library practice. _pp. 73-82._

QUESTIONS.

_1._ State what you know of the rural library movement in England. Can you give the administrative arrangements of any particular system?

_2._ What consideration would govern your choice between delivery stations and branch libraries?

_3._ Describe the principal methods of arranging newspapers and periodicals in a reading room. Give titles of 10 daily, 10 weekly, and 10 monthly newspapers and periodicals which would be your first choice.

_4._ In a library system with a central department and four branches would you place any administrative work under central control? Give full reasons for your decision.

5. What do you consider to be the chief services a newsroom renders to the public? State what you consider to be the main objections to the establishment of newsrooms.

_Lesson 2._

SPECIAL DEPARTMENTS.

The several departments of which an up-to-date library is composed each have their own peculiar problems, all of which are incapable of satisfactory solution without special consideration.

Library work with children is growing in extent and importance, and librarians of the immediate future may find this branch of their many-sided activities requiring their first attention. Note the special provision of lectures, story-hours, exhibitions, etc., and the special points to be borne in mind during the planning, equipment and arrangement of children’s rooms.

The section dealing with children’s libraries in the appended reading list will require more time than many students are able to spare. In such cases Sayers’s “Children’s Library” should be read first, supplemented by the shorter articles.

Consider also the best methods of co-operation between libraries and schools.

The adolescent question is one of the constantly recurring problems which have exercised the minds of librarians for a number of years. With regard to the fact that the adolescent reader requires special attention, opinions may be said to be just as unanimous as they are divided in deciding the form in which that special attention is to be given, hence the necessity for fully considering the suggestions which have been made towards a solution.

A special effort should be made to make the local collection as complete as possible. Ascertain the best methods of storing and making its contents available, and note what should be included in it.

Increased activity is being shown in meeting business and commercial requirements. These vary according to locality, but every effort should be made to ascertain what has been accomplished in the large centres--Bolton, Bristol, Glasgow, Liverpool, Manchester, etc., where a special feature has been made of this work. Obtain if possible, the handbooks issued by these towns describing their commercial libraries.

In connection with the provision of music in libraries some rather novel suggestions have been put forward, _e.g._, the use of gramophones, wireless, etc. These proposals should receive consideration, and the replies and views expressed while they have been under discussion should be noted.

Study the pros and cons of the policy of providing separate Ladies’ Room and Students’ Rooms, and their respective requirements in equipment, arrangement, supervision, etc.

Attention must be given to the necessary procedure in obtaining literature for blind readers, noting specially the sources of supply.

READING LIST.

LENDING DEPARTMENTS (GENERAL).

Baker--The Public Library. _pp. 33-43._

Parker--Procedure in changing from a closed to an open-access library. _L.A. Vol. 9, 1912, pp. 63-70._

Rae--Public library administration. _pp 13-18._

Thorne--Problem of the adolescent. _L.A. Vol. 16, 1923, pp. 206-210._

CHILDREN’S LIBRARIES (_see also pp. 41-44._)

Baker--The Public Library. _pp. 63-74._

Brown--Manual of library economy. _1919 edition, Chap. 32, pp. 439-456._

Brown _and others_--Open-access libraries. _Chap. 9, pp. 199-208_.

Dallimore--Object lessons to school children in the use of libraries. _L.A.R. Vol. 11, 1909, pp. 49-68._

Downey--Teaching the use of the library. _L.J. Vol. 40, 1915, pp. 637-641._

Ellison--Library work with children. _L. & B. W. Vol. 6, 1915, pp. 91-95; 114-117._

Gilbert--Talks and readings to children. _L.W. Vol. 21, 1918-19, pp. 120-124._

Hazeltine--Library work with children. _Wilson, New York, 1917. Also Grafton. 7s. 6d._

Jast--Library work with children. _L.A.R. Vol. 21, 1919, pp. 90-102._

Olcott--Library work with children. _A.L.A. Manual. Chap. 29._

Powell--The children’s library. _Wilson, New York, 1917. Also Grafton. 10s. 6d._

Price--The story-hour in libraries. _P.L. Vol. 12, 1907. pp. 347-9._

Rees---Libraries for children. _Grafton, 1924. 12s. 6d._

Sayers--The children’s library. _English Library. Routledge, 1911. Also Grafton. 3s. 0d. O.P._

Sayers--Some notes on story-telling in libraries. _L.W. Vol. 20, 1917-18, pp. 288-90; 314-316._

SCHOOL LIBRARIES.

Alexander--School libraries. _L.A.R. Vol. 24, 1922, pp. 12-19._

Baker--The Public Library. _pp. 122-134._

Brown--Manual of library economy. _1919 edition. Chap. 33, pp. 457-466._

Frayer--Co-operation between public libraries and elementary schools. _L.A.R. Vol. 22, 1920, pp. 61-70._

Green--School libraries. _L.A.R. Vol. 12, 1910, pp. 227-241._

McColvin--The relation between the library and the school. _L.W. Vol. 22, 1919-20, pp. 360-362._

Rae--Public library administration. _pp. 49-53._

Ward--The high-school library. _A.L.A. Manual. Chap. 7._

Wood--Administration of high-school libraries as branches of public libraries. _L.J. Vol. 39, 1914, pp. 659-662_.

LOCAL COLLECTIONS. SPECIAL COLLECTIONS. (_See also pp. 47-50_).

Brown--Manual of library economy. _1919 edition. Chaps. 28-9, pp. 399-417._

Collier--Local records in public libraries. _L.A.R. Vol 13, 1911, pp. 268-275._

Johnston--Special libraries. _Chap. 8. A.L.A. Manual of library economy._

Library Economics. _pp. 19-24._

Pollitt--The duty of the public librarian in relation to local literature and bibliography. _L.A.R. Vol. 16, 1914, pp. 119-126._

Rae--Public library administration. _pp. 54-56._

Ridley--Special libraries and information bureaux. _L.A.R. (New Series). Vol. 3, 1925, pp. 242-255._

Sayers--Local collection problems. _L.W. Vols. 18-19, 1915-17._

COMMERCIAL AND TECHNICAL LIBRARIES (_see also pp. 46-47._)

Baker--The Public Library. _pp. 74-91._

Brown--Manual of library economy. _1919 edition. Chap. 30, pp. 418-423._

Jast--The commercial library. _L.A.R. Vol. 19, 1917, pp. 118-124._

Jast--Organisation of British trade: the commercial library. _Manchester: Sherratt & Hughes. 2d._

Pitt--Memoranda on commercial libraries. _L.A.R. Vol. 19, 1917, pp. 175-178._

Reynolds--The technical library in its relation to the educational and industrial development. _L.A.R. Vol. 19, 1917, pp. 250-261._

Savage--Technical libraries. _L.A.R. Vol. 21, 1919, pp. 264-270._

The technical library. _L.A.R. Vol. 22, 1920, pp. 121-157._

MUSIC DEPARTMENT.

Bostwick---The American Public Library. _Chap. 24, pp. 336-338._

Bostwick--Popularising music through the library. _In his Library Essays._ _Wilson: New York, 1920, pp. 325-340._

McColvin--Music in public libraries. _Grafton, 1924. 7s. 6d._

Riddle--Music in public libraries. _L.A.R. Vol. 16, 1914, pp. 1-10._

Smith--Music and gramophones in public libraries. _L.A. Vol. 18, 1925, pp. 60-65._

LADIES’ ROOMS. STUDENTS’ ROOMS.

Brown--Manual of library economy. _1919 edition._ Section _479, pp. 437-438_.

Library Economics. _pp. 27-28._

Rae--Public library administration. _pp. 34-40._

Roebuck _and_ Thorne--Primer of library practice. _pp. 82-83._

Willcock--Ladies’ reading rooms. _L.A.R. Vol. 15, 1913, pp. 80-84._

BOOKS FOR THE BLIND.

Austin--National Library for the Blind. _L.A.R. Vol. 12, 1910, pp. 304-312._

Austin--Present ... possibilities of the public library service to the blind. _L.A.R. Vol. 13, 1911, pp. 450-460._

Baker--The Public Library. _pp. 91-95._

Bostwick--The American Public Library. _Chap. 33, pp. 324-335._

Brown--Manual of library economy. _1919 edition. Section 197, pp. 181._

Chamberlain--Library work with the blind. _Chap. 30, A.L.A. Manual of Library Economy._

Neisser--Report of the A.L.A. Committee on library work with the blind. _A.L.A. Bulletin. Vol. 2, 1908, pp. 216-221._

Smith--Books for the blind. _L.A.R. Vol. 22, 1920, pp. 257-259._

QUESTIONS.

_1._ Draw a rough plan of a children’s lending library and reading room, 30 feet by 25 feet, showing arrangement of bookcases, tables, and other necessary furniture.

_2._ Outline what you consider to be the ideal arrangement for dealing with adolescent readers.

_3._ What are the respective purposes of a commercial and a technical library? Indicate briefly the nature of the essential stock.

_4._ What subjects would you choose in giving eight short talks to children? Give the main points you would include in a talk on “How to use the library.”

_5._ What do you consider to be the best method of working school libraries? Give the main points you would include in instructions to school librarians.

_6._ State exactly what you would include in a local collection, and your procedure in the formation of one.

_Lesson 3._

AIDS TO READERS.

If there is any dividing line in the duties of a librarian, it surely falls just when a suitable building has been erected and an adequate stock, carefully classified and catalogued, has been provided. From this point there is a good deal of what, perhaps, may be termed propaganda work to be undertaken. The ideal library should be the centre of all literary activity within the locality, but before this stage is reached advantage must be taken of every possible opportunity to reach and enrol those lukewarm citizens who are to be found in every locality.

After the necessary attention has been paid to the ground covered in this lesson, the student will find enjoyable, and certainly beneficial, the task of compiling a list of all methods of popularising and increasing the use of a library. If succeeding in contributing some new and practicable suggestion, something solid will have been contributed to library science.

A thoroughly efficient Reference Department cannot fail to render first-class service to any community, but it must be remembered that the very nature of reference work renders compulsory a high state of efficiency. A comparison of the duties of reference and lending staffs will assist one to visualise the special requirements of the department more clearly. In surveying the various reference duties, consider the advisability of allowing certain books to be taken out on loan, the extent to which you would allow access to the stock, the disposition of the various classes, and make a special note of the books which are essential for the quick-reference section (_see page 72_). Note also the means (indexing, etc.) necessary to render all information immediately accessible.

Useful work is done in many places by Information Bureaux. Note the information these are expected to supply, the preparation necessary to equip them for the purpose they serve, and their possible development.

The success of a series of lectures depends chiefly on their proper organization. See what arrangements are essential to their success, and the best methods of ensuring that the interest created results in increased use being made of the library. University Extension and other movements, by wise co-operation, can serve the library in this respect.

Study the various points in connection with the formation of Reading Circles, and the efforts required in order to guarantee their retention as a live factor contributing to the success of the library.