Chapter V: Introduction: Meaning, Purpose, and Utility. Terminology. Logical Bases

In classification, more than in any other branch of library science, practical application is dependent on a sound knowledge of theoretical principles, and students are warned that a thorough grasp of the logical bases is an absolutely essential preliminary to successful practical work.

Importance of classification in our daily life is not fully appreciated, classification being the sole foundation of all order. It would be impossible for the mental faculties to function efficiently without classification, the simplest thought or reason requiring its use.

Note the purpose of classification and the mutual dependence of classification and cataloguing.

It is essential to know the exact logical meaning of terms used in classification.

Understand the Five Predicables. After mastering their definition, study Tree of Porphyry for their application. A close study of the latter will amply repay students. It admirably illustrates meaning of Extension and Intension, and demonstrates how in the framing of the scheme the hierarchy must proceed gradually from terms of great Extension and little Intension to terms of little Extension but of great Intension.

The student is strongly advised not to pass Jevons until he has thoroughly mastered the chapters set out below.

READING LIST.

Brown--Library classification. _Chap. 6._

Encyclopædia Britannica--Article _Classification_.

Jast--Classification and discovery. _L.W. Vol. 13, 1910-11, pp. 353-355._

Jast--Library classification. _In Greenwood’s Library Year Book, 1900-01, pp. 21-36._

Jevons--Logic. (_Give special attention to Chaps. 5, 12 and 32_).

Jevons--Principles of science. _Chapter on classification._

Mill--Logic. _Chapter on classification._

Richardson--Classification. _Introduction and Chap. 1._

Sayers--Classification in modern life. _L.A. Vol. 17, 1924, pp. 8-16; 35-40._

Sayers--Introduction. _Chaps. 1-2._

QUESTIONS.

_1._ Give an example where classification resulted in the discovery of new facts.

_2._ State what you consider to be the purpose of classification.

_3._ Define the following terms:--characteristic; denotation; correlation of property; extension; genus; connotation; difference; intension.

_4._ Describe the Tree of Porphyry and its relation to classification.

_5._ The functions of classification and those of cataloguing are often confused. Explain.

_Lesson 2._

PRINCIPLES. KINDS OF CLASSIFICATION. SCHEDULES.

The survey of the logical bases in Lesson 1 leads to a more definite consideration of the main principles of classification and schedule formation. A close study of natural and artificial classification must be made at this stage. An investigation of the difference between them will stress the importance of the choice of characteristic. It will be emphasised during this lesson that the characteristic selected must be essential to the purpose for which the classification is intended.

Botany and zoology have provided notable instances of natural and artificial classification. In studying these schemes notice particularly the process of division, the gradual modulation from Class to Division, Sub-Division, and Section, the Extension of the terms becoming smaller and the Intension greater as the process of division is continued.

One fault which can create endless confusion is Cross-Division. To avoid this the terms used in the schedule must be mutually exclusive.

The classification of books cannot reach the perfection of a classification of knowledge. The latter is limited only by the limitation of knowledge, but the former by the physical form of books. All bibliographical schemes, however, should be based on the classification of knowledge.

Realise clearly the necessity for and the functions of the topic and form classes which form part of every bibliographical scheme. Throughout this lesson it will be seen that classification is governed by the principles laid down in the Five Predicables.

If attention has been duly paid to the ground covered in Lessons 1 and 2 no difficulty will in future be experienced with regard to the theory, bases, or principles of classification, but if, on the other hand, any difficulty is felt in answering questions bearing upon these principles, students have devoted insufficient time to their study, and are strongly advised to make good the deficiency before proceeding further.

READING LIST.

Brown--Library classification. _Chaps. 1 and 2._

Coulson--An outline on the theory of classification. _L.W. Vol. 14,
1911-12, pp. 37-42; 67-70._

Johns--Flowers of the field. _Study introduction._

Richardson--Classification. _Lecture 2._

Savage--Form and alphabetic book classification. _L.A.R. Vol. 9,
1907, pp. 375-383._

Sayers--Canons. _Chaps. 1 and 2._

Sayers--Grammar of classification. _L.A.A. Series, 1912. Principles
1-20._

Sayers--Introduction. _Chaps. 3-5._

QUESTIONS.

_1._ What is meant by “cross-division”?

_2._ What are essential and accidental characteristics in
classification?

_3._ The process of division is governed by “difference.” Explain.

_4._ Name the difference between philosophical classification and
bibliographical classification.

_5._ What is the difference between a rigid and a flexible
classification?

_6._ What is meant by “form” as compared with “subject” in
classification?

_Lesson 3._

HISTORY. PRINCIPAL SCHEMES. COMPARISONS. SPECIAL CLASSES.

A glance at the list of schemes which have been devised is sufficient to convince us of the formidable task it would be to acquire detailed knowledge of each one. This, however, is not essential. Apart from the principal epoch-making schemes, only sufficient attention need be paid to them to trace the development of classification. Bacon’s scheme has had a great influence and must receive full consideration. Sayers’s Introduction contains the most satisfactory outline of this. In the same work brief outlines of the principal schemes are given, and good accounts are available in Brown’s Library Classification. These two books cover sufficient ground for the general student, but those who wish to make a more exhaustive survey of the various schemes will find further details in Edwards’s Memoirs of libraries, _Vol. 2_.

Of the schemes in use at the present time the Decimal, Subject, Expansive, and Library of Congress are selected as the most important, and while a good knowledge of the two latter is required, students are urged to concentrate their main study upon and confine their practical exercises to the Decimal and Subject schemes, chiefly because they are almost in exclusive use so far as British libraries are concerned, but also on account of the fact that candidates for the Library Association certificate are required to pass a practical test in these two.

Pay particular attention to the Introductions.

The popular method of systematically comparing the two class by class is the best. It will be found most convenient to take the classes in the order appearing in the Decimal, and compare with the corresponding portions of the Subject. Make full use of Sayers’s Canons here. Valuable for analysis of the four main schemes. The Indexes should also be included in the comparison.

Study carefully the criteria of a practical book classification as given in Richardson’s Classification, page _42_, and consider to what extent these requirements are met.

Special consideration must be given to those classes which at various times have been severely criticised, and the student should be completely _au fait_ with the arguments for and against the treatment of the forms and subjects upon which opinions vary, e.g., Biography.

Hulme’s Principles of book classification, in L.A.R., Vol. _13_, _1911_, _pp. 354-358_; _389-394_; _444-449_. _Vol. 14_, _1912_, _pp. 39-46_; _174-181_; _216-221_ (summarised in Sayers’s Introduction, Appendix _1_) takes a view of classification not entirely supported by the reading matter set in this course. For this reason the student is advised to reserve his study of these articles until having covered the reading prescribed, so that he may read them more critically and make a clearer comparison of the points of view.

READING LIST.

Aldred--The expansive classification. _L.A.R. Vol. 7, 1905, pp.
207-219; 196-201._

Brown--Library classification. _Chaps. 3 and 4._

Brown--Manual of library economy. _3rd edition. Chap. 16._

Brown--Subject classification. _Introduction._

Dewey--Decimal classification. _Introduction._

Dickie--Critical examination of the arrangement of History and
Geography in the Decimal and Subject classifications. _L.W. Vol. 25,
1922-23, pp. 401-407._

Hale--The decimal classification as applied to small libraries. _L.W.
Vol. 16, 1913-14, pp. 263-268; 311-316._

Mash--Classification of technology. _L.W. Vol. 15, 1912-13, pp. 1-5;
50-55._

Mould--Wanted, a classification. _L.A.R. Vol. 8, 1906, pp. 127-147;
208-211._

Pepper--Classification of biography. _L.A.R. Vol. 15, 1913, pp.
328-334._

Richardson--Classification. _Appendix._

Sayers--Canons. _Chaps. 3-6._

Sayers--The Dewey decimal classification after thirty years. _L.A.R.
Vol. 12, 1910, pp. 314-334._

Sayers--Introduction. _Chaps. 7-10._

Smith--Library classifications: a comparison by classes. _Supp. to.
L.W. Vol. 21, 1918-19._

Smither--Library of Congress classification. _L.W. Vol. 16, 1913-14,
pp. 130-136._

South Kensington Museum; Board of Education. Classification for works
on pure and applied science in the Science Library, the Science
Museum. _2nd edition. Stationery Office, 1921._

This classification affords a clear and accurate view of the
anatomy of the literature of the pure and applied sciences in the
twentieth century.

Walker--Suggested re-arrangement of the Dewey classes of _100_ and
_200_. _L.W. Vol. 16, 1913-14, pp. 163-165._

Wright--Technological classification. _L.W. Vol. 18, 1915-16, pp.
312-316; 344-347. Vol. 19, 1916-17, pp. 9-10._

Brown’s Subject Classification was published in 1906 and reviews and criticisms of the work can be read in the following professional periodicals:--Savage (E. A.) _in L.W. Vol. 9, 1906-07, pp. 48-55_. Lyster (T. W.) _in L.A.R. Vol. 8, 1906, pp. 384-386_. Coutts (A. T.) _in L.A. Vol. 6, 1909, pp. 304-318_. Brown’s Revisions, etc., _in L.W. Vol. 12, 1909-10, pp. 41-45; 81-86; 121-124; 153-160_.

QUESTIONS.

_1._ Write a brief essay on the history of classification.

_2._ Outline Bacon’s Scheme and its influence on classification.

_3._ Give a brief account of any natural scheme of classification.

_4._ State in which class or classes it is preferable to adopt an
alphabetical arrangement, and why.

_5._ The Divisions 140 Philosophic Systems, 180 Ancient Philosophers,
and 190 Modern Philosophers in the Decimal Classification are not
satisfactory to the classifier. Explain.

_6._ What means are provided in the Decimal, Subject and Expansive
Classifications for obtaining alphabetical and chronological
arrangements of a particular subject?

_Lesson 4._

NOTATION. EXPANSIONS. MNEMONICS. AUTHOR MARKS. ARRANGEMENT. GUIDING.

Notation affects in a very large degree the usefulness and even the librarian’s choice of a scheme.

A notation must be simple, brief, and flexible. Consider the extent to which the principal schemes meet these requirements, and weigh the advantages and disadvantages of a “pure” notation, as in the Decimal, or a “mixed” notation, as in the Subject scheme. The most notable expansion of the Decimal notation is the “Brussels,” which should be carefully surveyed.

Note the mnemonic features of the various notations, as these assist in the rapid interpretation of the symbols, and enable one’s mind to more readily grasp the linking-up of the whole scheme. Notation is of itself insufficient for practical arrangement on the shelves, as the necessity arises for some method of regulating the order of the books within each Division, Section, etc., hence the use of Author Marks. Several tables have been compiled, but the most detailed and best known is Cutter’s, although the other tables must receive due attention as the Cutter Author Marks are not in exclusive use.

The arrangement of the books on the shelves is most important, and it is essential to reach the best solutions of the problems regarding “broken sequence,” “oversize books,” etc.

It must be remembered that the Library is intended for the use of people who do not want to study the intricate details of a notation in order to find what they want, and it should be made possible for readers not merely to find the subjects they require, but also to find their way about the various classes intelligently, but unaided. To achieve this a most carefully devised method of guiding will be necessary, and all methods and contrivances should be studied, as faulty or insufficient guiding will minimise the benefits of exact classification.

READING LIST.

Brown--Library classification. _Chap. 5._

Brown--Manual of library economy. _3rd edition._ _Chap. 17._

Coutts--Classification and shelf-guiding. _In Brown and others. Open
Access Libraries. Grafton, 1915._

Hopwood--Dewey expanded. _L.A.R. Vol. 9, 1907, pp. 307-322; 340-345_
(_also L.J. Vol. 32, 1907_).

Jast--A new book number. _L.W. Vol. 3, 1900-01, pp. 120-123; 150-152._

Purnell--Development of notation in classification. _L.A. Vol. 8,
1911, pp. 25-33; 44-50._ (_Also published separately in L.A.A.
Series, but now o.p._)

Savage--Classification guides and indexes. _L.W. Vol. 8, 1905-6, pp.
261-266._

Sayers--Canons. _Chap. 7._

Sayers--Elements of notation. _L.W. Vol. 15, 1912-13, pp. 226-231._

Sayers--Grammar. _Principles 21-23._

Sayers--Introduction. _Chaps. 6 and 13._

Stephen--Application of exact classification to shelf arrangement.
_L.W. Vol. 11, 1909, pp. 251-255; 325-331._

Stewart--Guiding an open-access lending library. _L.W. Vol. 7,
1904-05, pp. 113-118._

Stewart--Oversize books. _L.W. Vol. 9, 1906-07, pp. 208-211._

QUESTIONS.

_1._ What are the essentials of a good notation?

_2._ How would you mark book-stacks, shelves, etc., in a large
open-access library in order to guide readers to specific subjects?

_3._ Compare the notations of the Decimal and Subject Schemes.

_4._ After the classification number has been applied it is still
necessary to individualise the books within the limits of a subject.
Describe what you consider to be the best method, with alternatives.

_5._ Illustrate by examples from the Decimal Scheme the advantages
derived from its mnemonic features.

_6._ Give the chief marks, with explanations, used in the Brussels
extension of the Decimal classification.

_Lesson 5._

PRACTICAL.

As a preliminary to actual classification it is essential to obtain a thorough grasp of certain rules which, in a general sense, govern the placing of books.

With this aim in view students should first read Chapter _12_ of Sayers’s “Introduction,” and again read Jast’s “Library classification” in Greenwood’s Library Year Book, _1900-1901_, and the Introductions to the Decimal and Subject Schemes.

Students may afterwards pass on to Sayers’s “Introduction,” part _3_--A short course in practical classification, with special reference to the Decimal and Subject schemes. This provides a thorough test of ability in classification, bringing forward examples requiring a decision on the points which present most difficulty in practice.

It is important that students should guard against misuse of the index. In placing a book reference must be made direct to the schedules, and the index used only as an aid to, not a means of classification.

TEST EXAMINATION.

_Questions to be answered without the aid of text-books, notes, etc._

_1._ It is impossible to think or to reason aright unless we
classify. Explain.

_2._ In what way may the physical form of a book affect the
classifying of it?

_3._ The Decimal Classification contains instances of
“cross-division.” Name as many as you can.

_4._ What are the respective advantages of a relative and a specific
index?

_5._ Explain the geographical divisions in the Decimal, Subject, and
Expansive Schemes.

_6._ In a classified library the shelf arrangement is affected by the
size of the books. What arrangement would you adopt, and in what way
would this affect the guiding?

_7._ What does Brown mean by “locality” _versus_ “subject”? Give
examples.

_8._ Explain the difference between history as a “topic” and as a
“form.”

_9._ Detail the respective advantages and disadvantages of a “pure”
and a “mixed” notation.

_10._ State briefly the arguments for and against separating a
complete set of an author’s works.

A practical test is not included, as this, in its best form, is easily accessible in the papers set at past Library Association examinations, which are obtainable from the office of the Association.

The student must bear in mind that it is far better to classify from the actual book, but where this entails any inconvenience the articles appearing in the “Nineteenth Century and After” and the books reviewed in the “Times Literary Supplement” may be classified.

Further, I would urge the student to be ever on the _qui vive_ for books which seem to present most difficulty, as herein lies the best practice.

FACTORS AND NOTES.

Brief chronological list of the principal schemes of classification.

_250_ B.C. Callimachus
_1548_ Conrad Gesner
_1623_ Francis Bacon
_1678_ Jean Garnier
_1679_ Ismael Bouillaud
_1773_ Cels
_1806_ Barbier
_1810_ Schrettinger
_1836-38_ British Museum
_1842_ Brunet
_1857_ Royal Institution (Vincent)
_1859_ Edward Edwards
_1870_ W. T. Harris
_1873_ Cutter. Published _1876_
_1876_ Melvil Dewey
_1879_ Schwarz
_1887_ Sonnenschein
_1888_ Hartwig
_1890_ Bonazzi
_1894_ Quinn-Brown
_1898_ Brown’s Adjustable
Brussels Expansion of Dewey
_1902_ Library of Congress
_1906_ Brown’s Subject

CLASSIFICATION SYSTEMS USED IN BRITISH MUNICIPAL LIBRARIES.

In looking over the statistics of nearly 600 British Municipal Libraries I find the systems of classification adopted stated as “Main Classes,” “Brown,” “Sectional,” “Adjustable,” “Fixed Location,” “Various,” etc., and to compile a list under the various heads would serve no useful purpose. I find, however, that the Dewey Decimal System, sometimes modified, is in use in over 300 libraries, Brown’s “Subject” and Brown’s “Adjustable” in over 100 libraries, Cutter’s “Expansive” in about 10, and the remainder various.

COURSE 4: CATALOGUING.

TEXT BOOKS REQUIRED.

(_See also_ The Cataloguer’s Reference Shelf).

A.L.A. & L.A.--Cataloguing Rules. Author and title entries, compiled
by Committees of the American Library Association and of the Library
Association. _Library Association, 1908. 5s._

Bishop (W. W.)--Practical handbook of modern library cataloguing.
_2nd edition. Williams & Wilkins: Baltimore, 1924., Also Grafton, 8s.
6d._

British Museum--Rules for compiling catalogues in the Department of
Printed Books. _British Museum, 1920. 2s. 6d._

Brown (J. D.)--Library classification and cataloguing. _Grafton,
1912. 10s. 6d._

Cutter (C. A.)--Rules for a dictionary catalogue. _Government
Printing Office: Washington, 1904. Also Grafton, 3s._

Fellows (D.)--Cataloguing rules with explanation and introduction.
_Grafton, 1922. 20s._

Hitchler (Theresa)--Cataloguing for small libraries. _A.L.A., 1915.
Also Grafton, 12s._

Quinn (J. H.)--Library cataloguing. _Truslove & Hanson, 1913. 6s.
Also Grafton._

THE CATALOGUER’S REFERENCE SHELF.

(_Books other than those named in “Text Books,” and “Reading Lists” in this Course._)

GENERAL.

_Note._--The British Museum catalogue of printed books is one of the
most useful works for finding any bibliographical data.

A good atlas and gazetteer.

Aldred (Thomas), _compiler_--A list of English and American sequel
stories. _1922._

Corns (A. R.) _and_ Sparke (Archibald)--A bibliography of unfinished
books in the English language; with annotations. _1915._

Crabbe--Synonyms.

Haydn (Joseph)--Dictionary of dates and universal information
relating to all ages and all nations. _25th edition._ _1910._

Walker (F. H.)--Abbreviations and technical terms used in book
catalogs and bibliographies. _Boston, 1912._

_Also_ standard English, French, German and Latin dictionaries.

PSEUDONYMS, ANONYMS.

Barbier (A. A.)--Dictionnaire des ouvrages anonymes. _4 vols._
_1872-79._

Brunet (Gustave)--Supplément au Dictionnaire des Ouvrages Anonymes de
Barbier et aux Supercheries Littéraires Dévoilées de Quérard. _1889._

Courtney (W. P.)--Secrets of our national literature. _1908._

Cushing (William)--Initials and pseudonyms: a dictionary of revealed
disguises. _2 vols. 1885-88._

Halkett (Samuel) _and_ Laing (John)--Dictionary of the anonymous
and pseudonymous literature of Great Britain. _Edinburgh. 4 vols.
1882-88._

Quérard (J. M.)--Les supercheries littéraires dévoilées. _2nd
edition. 3 vols. Paris, 1869-71._

Weller (E.)--Lexicon pseudonymorum worterbuch der pseudonymen aller
zeiten und volker. _2 vols. Regensburg, 1886._

Who’s Who in Literature, _1925_--Fictitious and pseudonymous names
compiled by Reginald G. Williams and Mark Meredith. _pp. 502-533._

PLACES, NAMES, ETC.

Ballhorn (Freid)--Grammatography: a manual of reference to the
alphabets of ancient and modern languages. _1861._

Chambers’s Biographical Dictionary; edited by D. Patrick and F. H.
Groome, 1902. Contains an index of pseudonyms.

Cousin (John W.)--Short biographical dictionary of English
literature. _Dent, 1918._

Peddie (R. A.)--Fifteenth century books; a guide to their
identification. _Grafton, 1913. 5s._

Phillips (L. B.)--Dictionary of biographical reference. _1889._

Smith (B. E.), editor.--The Century cyclopædia of names. _1903._

Smith (_Sir_ William)--Classical dictionary of Greek and Roman
biography and mythology. _3 vols. 1880._

Vapereau (L. G.)--Dictionnaire universel des contemporains. _1893._

Who’s Who.

Who Was Who.

Who’s Who in America.

The list could be considerably extended, but for more detailed information on cataloguer’s reference tools the following will answer most enquiries:--

Austin--Reports on aids and guides: a summary of bibliographical aids
to cataloguers. _L.J. Vol. 19, 1894, pp. 77-80._

Blanchard--Some cataloguer’s reference books of recent years. _A.L.A.
Bulletin, Vol 11, 1917, pp. 203-207._

New York State Library--Cataloguer’s reference books. _Bulletin 84,
1904._

New York State Library--Selection of reference books for the use of
cataloguers in finding full names. _Bulletin 5. 1898._

_Lesson 1._

SCOPE AND PURPOSE. QUALIFICATIONS OF A CATALOGUER. HISTORY. DEFINITIONS.

It should be realised at the beginning of this course that the sole purpose of cataloguing is to construct a tool (not merely for the staff but primarily for the public) the use of which will render available the full resources of the library. In your practical work remember always that the best criterion is the extent to which a reader is led to the information sought for.

The difficulty of the task and the amount of care required are reflected in the qualifications deemed necessary. Read thoughtfully Bishop, _pp. 60-63_, and Quinn, _pp. 2-3_.

Although the earlier examples of catalogues provide little guide to present-day practice, much can be learnt by tracing the development of cataloguing and the history of the various codes.

Where possible examine the outstanding catalogues, British Museum, Bibliothèque Nationale, Boston Athenæum, London Library Catalogue and Subject Index, and the two parts of the 1923 edition of the American Library Association catalogue. Good examples of classified catalogues are those issued by the Bolton, Brighton, Finsbury and Glasgow Public Libraries.

Develop a critical habit, and in handling as many catalogues as possible, pay special attention to their style and peculiarities, applying to them the tests of efficiency outlined in the various readings of this course.

Learn thoroughly the exact meaning of bibliographical and cataloguing terms. An imperfect knowledge of these not merely retards progress, but prevents one acquiring uninterruptedly the full significance of the matter under consideration.

READING LIST.

Anglo-American Code--Definitions. _pp. IX.-XII._

Bishop--Library cataloguing. _Chaps. 1, 2, and 4._

Bolton--The Anglo-American joint code of cataloguing rules, _1908_.
_L.W. Vol. 12, 1909-10, pp. 382-390._

Brown--Manual of practical bibliography. _The English Library.
Routledge. Appendix 1, Definitions. pp. 157-162._

Cutter--Rules. _Definitions, pp. 13-24._

Edwards--Memoirs of libraries. _Part 2, book 3, Chaps. on catalogues._

Guppy--Lectures on cataloguing. _L.A.R. Vol. 22, 1920, pp. 19-21._

Hitchler--Cataloguing. _Definitions, pp. 287-309._

Quinn--Library cataloguing. _Chaps. 1 and 2._

Sayers--The Anglo-American cataloguing code. _L.W. Vol. 11, 1908-9,
pp, 467-472._

Wheatley--How to catalogue a library. _1889. Chaps. 1 and 2._

QUESTIONS.

_1._ What do you consider to be the purpose of (_a_) a catalogue
(_b_) a bibliography?

_2._ Define:--Colophon, imprint, syndetic, diagram, edition,
collation, synonym, facsimile, reference, chronogram, caption,
reprint, cross-reference, impression.

_3._ State, in the form of a brief essay, what you know of the
Anglo-American Cataloguing Code.

_4._ Outline the history of the British Museum catalogue.

_Lesson 2._

STYLE OF ENTRY. ORDER OF INFORMATION. COLLATION. PUNCTUATION. ABBREVIATIONS. NUMERALS. SIZE.

Cataloguing practice varies in most libraries, but the reasons for the various modifications in use do not enter into consideration here, the purpose being to show what are generally accepted as the best style and method.

If care is taken during the present lesson to adopt a correct form of entry this will become more familiar to the student while covering the practice outlined in succeeding lessons, and the exactness and careful attention to detail which are so essential will thus be automatically acquired.

Note the exact order in which the information should be given (see example on page _114_). Follow this in all practice, giving fullest information required by the particular form of entry being made out.

The clearness and uniformity of entries are largely affected by punctuation and the extent to which items of the collation are abbreviated. The latter is too often overdone. Note the various abbreviations used and the considerations as to whether the gain of space is commensurate with the loss of clearness to the reader.

Obtain a complete understanding of the respective uses of Arabic and Roman numerals, and the methods of giving the sizes of books.

READING LIST.

Anglo-American Code--Rules _136-166; 172-174; Appendix 1_.

Bishop--Library cataloguing. _Chap. 6._

Cutter--Rules _197-297_.

Fellows--Cataloguing rules, _pp. 8-15_.

Guppy--Lectures on cataloguing. _L.A.R. Vol. 23, 1921, pp. 274-278._

Hitchler--Cataloguing. _Chap. 2._

Quinn--Library cataloguing. _Chap. 4; Appendix B._

QUESTIONS.

_1._ Give an entry, which may be imaginary, containing full collation
and imprint, demonstrating the use of capitals and punctuation signs,
and showing how you would treat numerals.

_2._ Give some of the common abbreviations you would use in
cataloguing. To what extent would you carry abbreviation?

_3._ Show the exact order in which you would give the information for
a full author entry.

_4._ In what ways are the sizes of books shown? Which method do you
prefer, and why?

_Lesson 3._

MAIN ENTRY. AUTHOR ENTRY. ANALYTICAL ENTRIES.

Rules governing Main and Author entries take up the major portion of most codes of rules, but as they are better studied as a complete series they are all included in this lesson.

It will be found that the various codes disagree in the form of entry for certain names, etc. Study the reasons for each variation, and after making comparison, attempt an independent decision as to the best form.

Many of the rules are quite simple and easily remembered, but in those cases where the procedure does not appear to be straightforward the student is advised to trace a book which meets the description of the rule under consideration. In most instances the actual handling and examination of an example will assist one to grasp much more readily the instructions and the reason for the ruling.

The best method of working is to study primarily the Anglo-American Code, comparing rule by rule with the corresponding portion of other codes, noting differences as they occur.

Necessity often arises for dealing separately with the contents of a book. Consider the extent to which analytical treatment should be carried out, and the form of the entries necessary.

READING LIST.

Anglo-American Code--Rules _1-111; 130-135; 167-171_.

Bolton--Anglo-American joint code of cataloguing rules, _1908_. _L.W.
Vol. 12, 1909-10, pp. 382-390._

Cutter--Rules _1-119; 193-196; 352-369_.

Fellows--Cataloguing rules. _pp. 16-37; 58-86; 97-130; 144-257_.

Guppy--Cataloguing of anonymous literature. _L.A.R. Vol. 3, 1901, pp.
298-313._

Hitchler--Cataloguing. _Chap. 3; pp. 7-16; 19-22_.

Quinn--Library cataloguing. _Chaps. 4-13._

QUESTIONS.

_1._ Under what name or form of name would you enter:--(_a_) authors
with compound surnames; (_b_) noblemen; (_c_) trials; (_d_) monarchs;
(_e_) authors who have changed their names.

_2._ Show by examples how you would catalogue books by a married
woman who has written under maiden and married names.

_3._ Give the ruling of the various codes with reference to the
treatment of anonymous books.

_4._ What is the Anglo-American Code rule governing (_a_) a book
showing initials instead of an author’s name upon the title page;
(_b_) government reports? Give examples.

_5._ Define “analytical entry,” and say what works compel the use of
this entry.

_6._ How would you catalogue (_a_) a commentary; (_b_) an anthology;
(_c_) a dissertation; (_d_) transactions of a society.

_7._ Give a full entry, with the necessary references, for a work
written pseudonymously.

_Lesson 4._

SUBJECT ENTRY. REFERENCES. FORM ENTRY.

Here we face the most difficult and vital part of cataloguing, requiring the maximum amount of care, ability, and discretion, so essential is the choice of correct headings to the success of a catalogue.

There are no fixed rules as in the case of author entries, and few cataloguers, even of long experience, feel completely satisfied with their work in this direction. As a warning to the unwary, it has truly been said that in the choice of subject headings and cross references more absurdities can be perpetrated than in any other branch of library work.

The appended reading matter is amply suggestive of the best practice, and illustrative of the errors to be avoided, and should be read with studious attention. Note the insistent emphasis on uniformity and consistency, attainment of which requires a definite adherence to a decision once taken; the choice of popular, rather than scientific or technical names; use of terms of permanent character; avoidance of foreign terms where there are English equivalents; choice of most specific subject; constant aim at ease of consultation, best obtained by placing oneself in the position of a reader; constant guard against the occurrence of synonymous headings and the useless multiplication of headings; care not to misuse national adjectives and geographical sub-divisions; inclusion of the necessary references, etc.

Do not overlook the utility of a card list of the subject headings in use.

The A.L.A. list of subject headings for a dictionary catalogue; Library of Congress list of subject headings; A.L.A. Catalogue, with supplements; Mann’s Subject headings for juvenile catalogues; Sears’s List of subject headings for small libraries; and good encyclopædias, are extremely useful guides and should be closely studied.

Students should make a special point of reading those portions of the preface to the London Library Catalogue which deal with our subject, and examine the separately published Subject Index.

The inclusion of form entries is often carried too far. Weigh carefully the value of such entries, and in examining catalogues give special consideration to the question as to whether the advantage of their inclusion is commensurate with the space required.

READING LIST.

Bishop--Library cataloguing. _Chap. 7._

Cutter--Rules _161-192_.

Fellows--Cataloguing rules. _pp. 38-51; Appendix 1_.

Fry--Subject analytical cataloguing. _L.W. Vol. 18, 1915-16, pp.
36-41._

Guppy--Lectures on cataloguing. _L.A.R. Vol. 23, 1921, pp. 410-413;
Vol. 24, 1922, pp. 5-11._

Hasse--Subject headings for state documents. _L.J. Vol. 31, 1906, pp.
123-126._

Hitchler--Cataloguing. _Chaps. 5-6._

Hulme--Construction of the subject catalogue. _L.A.R. Vol. 3, 1901,
pp. 507-513._

Hulme--Principles of dictionary subject cataloguing. _L.A.R. Vol. 2,
1900, pp. 571-576._

Quinn--Library cataloguing. _Chap. 14._

Tyler--Modification of subject entries for card catalogues. _L.J.
Vol. 28, 1903, pp. 21-22._

QUESTIONS.

_1._ What do you consider to be the general principles governing the
choice of subject headings?

_2._ Synonymous subject headings are sometimes found in a dictionary
catalogue. How would you guard against this?

_3._ How would you choose between subject and country? Catalogue the
following to illustrate your decision:--“Flowers and fruit of Spain.”

_4._ In cataloguing books on the following subjects, state under
what headings you would place them, and what references would be
required:--acoustics, anthropology, aves, economics, entomology,
eschatology, natural philosophy, oology, pisces, psychology.

_5._ Name six form headings which you would bring into use in a
dictionary catalogue.

_Lesson 5._

TITLE AND SERIES ENTRIES.

Catalogues are often uselessly encumbered with superfluous title entries. Realise the legitimate function of a title entry, and note the works for which this is necessary, _e.g._, works published anonymously, plays, fiction, books with catchy titles, some music, etc.

In studying best form of entry, note the necessary transposition of some titles, and the use of title-subject entry. See recommendations _re_ books published under different titles, and the selection of correct title when binder’s title, translator’s title, etc., do not agree with the title page.

A careful decision must be made as to which series require entry, as this is not necessary in all cases. Study examples of various methods of arranging items under a series heading, the necessary entries or references for the editor of a series, and the correct practice in cases where the editor of a series has written one or several of the books in that series.

READING LIST.

Anglo-American Code--Rules _112-129_.

Cutter--Rules _120-160_.

Fellows--Cataloguing rules. _pp. 55-57; 87-96; 131-143._

Guppy--Lectures on cataloguing. _L.A.R. Vol. 24, 1922, pp. 5-11._

Hitchler--Cataloguing. _Chaps. 4, 17, 18._

Quinn--Library cataloguing. _Chap. 14._

Stewart--Rules for an author and title sheaf catalogue. _L.W. Vol.
10, 1908, pp. 364-7._

QUESTIONS.

_1._ How, and for what purpose, are title and subject entries
combined? Give example.

_2._ State which classes of books usually require title entries.

_3._ Books have been published at different times under changed
titles. How would you catalogue such works?

_4._ What is a “series” entry? Give example. What method of arranging
the entries under a series heading would you adopt, and why?

_5._ Give four examples of title entries for works other than
fiction. State the reason why title entries are necessary.

_Lesson 6._

ANNOTATION.

Unless annotation is done very well, and the information given is very accurate, it is better not attempted. Study the object of annotation, and when it is necessary. Remember that the need of the readers is the chief guiding principle.

Each class of literature has its own special requirements in annotation, and after noting the general principles, the student will find it profitable to study the classes individually.

The subject is treated fully in Savage’s Manual, and the shorter articles in the following list deal specially with selected points or add emphasis to some particular aspect of the subject.

READING LIST.

Baker--Co-operative annotation and guides. _L.A.R. Vol. 7, 1905, pp.
272-283._

Bostwick--Book annotation. _P.L. Vol. 24, 1919, pp. 87-90._

Brown--Manual of practical bibliography. _Chap. 6, pp. 92-94._

Eastwood--Principles of book annotation. _N.Y. State Library School,
Bulletin 34, 1913. pp. 73-76._

Peplow--Evaluative annotation. _L.A. Vol. 5, 1907, pp. 211-213._

Savage--Manual of descriptive annotation. _Grafton. 1906. 6s._

Savers--The children’s library. _pp. 45-51. Routledge. 1911. O.P._

Sayers and Stewart--Annotation. _L.W. Vol. 8, 1905, pp. 36-39; 91-94._

QUESTIONS.

_1._ When are annotations necessary, and what are the general
principles to be observed in framing them?

_2._ What is the essential difference between evaluative and
descriptive annotation?

_3._ State the kind of books for which you would give annotations
dealing with (_a_) standpoint; (_b_) period; (_c_) qualifications of
author.

_4._ In framing annotations for (_a_) a historical work; (_b_)
a scientific work; (_c_) a biography; (_d_) a work on some
controversial topic, what information would you give?

_Lesson 7._

VARIETIES OF CATALOGUES. CO-OPERATIVE CATALOGUING. CENTRAL CATALOGUING BUREAU; UNION CATALOGUES. CATALOGUING FOR SPECIAL PURPOSES:--CHILDREN’S CATALOGUES, BULLETINS, LISTS, ETC.

Study definition of each style of catalogue, author, subject, dictionary, classified, alphabetical-classed, etc. The dictionary and classified forms are mostly in use, and opinion is divided as to which is the more suitable style for a public library, each claiming merits not possessed by the other. In order to decide which style most adequately serves the needs of the particular public using the library, consider what questions are likely to be asked of a catalogue which it may be reasonably expected to answer, and see to what extent these are met by the respective styles of catalogues.

The policy of establishing a Central Cataloguing Bureau in England is under constant reference. Study the advantages claimed for, and difficulties to be surmounted by, such a department. To what extent does the Library of Congress card scheme satisfy requirements in this direction?

Many suggestions have been made with a view to co-operation in cataloguing. Consider what it is claimed possible to accomplish in this direction, and note what has been attempted towards this end.

The Manchester and Glasgow union catalogues are notable examples of co-operation in order to give fullest information on a particular subject available in the locality.

Carefully consider the utility of these attempts at co-operation, and the possibilities underlying the various suggestions which have been made.

Note the extent to which the usual cataloguing practice is modified when compiling children’s catalogues, lists, bulletins, etc.

READING LIST.

VARIETIES OF CATALOGUES:--

Barrett--Alphabetical and classified forms of catalogues compared.
_International Library Conference, 1897. Transactions, pp. 67-71._

Bishop--Library cataloguing. _Chap. 3._

Bond--Classified versus dictionary: a comparison of printed
catalogues. _L.A.R. Vol. 2, 1900, pp. 313-318._

Brown--Manual of library economy. _3rd edition. Chap. 18._

Doubleday--Dictionary versus classified catalogues for lending
libraries. The dictionary catalogue. _L.A.R. Vol. 3, 1901, pp.
521-531._

Funnell--Sketch of the history of the classified catalogue in the
British Isles. _L.W. Vol. 14, 1911-12, pp. 197-200._

Guppy--Lectures on cataloguing. _L.A.R. Vol. 22, 1920, pp. 19-21._

Kroeger--Dictionary catalogues versus bibliographies. _L.J. Vol. 27,
1902, pp. 180-186._

Lillie--Merits of the classified and dictionary catalogues. _L.W.
Vol. 17, 1914-15, pp. 97-102._

Quinn--Library cataloguing. _Chap. 3._

Sayers--Introduction to library classification. _Chap. 11. The
classified catalogue._

CO-OPERATIVE CATALOGUING; CENTRAL CATALOGUING DEPT.; UNION CATALOGUES.

Blease--Co-operative cataloguing. _L.A.R. Vol. 16, 1914, pp. 513-525._

Hastings--Library of Congress printed cards: how to order and use
them. _2nd edition, 1914. Government Printing Office, Washington._

Library of Congress--Handbook of card distribution. _3rd edition,
1914. Government Printing Office, Washington._

Mattern--National and international co-operation in the field of
analytical cataloguing. _L.J. Vol. 37, 1912, pp. 370-376._

Richardson--Cumulative printed catalogue for large libraries. _L.J.
Vol. 41, 1916, pp. 28-31._

Wright--Co-operative cataloguing. _L.W. Vol. 25, 1922-3, pp. 417-421;
Vol. 26, 1923-4, pp. 10-16._

CATALOGUING FOR SPECIAL PURPOSES:--CHILDREN’S CATALOGUES, BULLETINS, LISTS, ETC.

Collar--Classification and cataloguing of children’s books. _L.J.
Vol. 28, 1903, pp. 57-68._

Mann--Subject headings for juvenile catalogues. _A.L.A., 1916._

Savage--Reading lists. _L.W. Vol. 2, 1899-1900, pp. 259-262._

Sayers--The children’s library. _Chap. 3, Cataloguing, pp. 25-51._

Sayers _and_ Stewart--Catalogues for children. _L.A.R. Vol. 7, 1905,
pp. 379-391._

Sayers _and_ Stewart--Library magazines. _L.W. Vols. 7-8, 1905-6._

QUESTIONS.

_1._ What are the criteria of a good catalogue?

_2._ In which special objects or in which direction will better
results be achieved by co-operation in cataloguing?

_3._ Make a brief evaluative comparison between a dictionary and a
classified catalogue.

_4._ Outline briefly the special purposes of a (_a_) bibliography;
(_b_) catalogue; (_c_) bulletin; (_d_) reading list.

_5._ What would be your main considerations in compiling a children’s
catalogue, and in what way would the usual cataloguing practice be
modified?

_6._ Describe briefly the various kinds of catalogues. State which
you prefer in an open-access library, giving reasons for your choice.

_Lesson 8._

FORMS OF CATALOGUES:--CARD, SHEAF, PRINTED, PLACARD, ETC. METHODS OF DISPLAY.

The librarian’s choice of catalogue does not end with the decision on a dictionary or a classified variety. The form of the catalogue has also to be considered. Of the three main forms--card, sheaf, and printed, the number of each kind in use at the present time testifies to the varying opinions held as to their suitability.

Study the considerations affecting the choice of any one of these, and the advantages claimed for each.

In order to ensure the fullest use being made of the catalogues by the public, no effort should be spared in making them most conveniently accessible. Although the devices invented to achieve this end are so numerous, many of them are mere variations of the same principle, and although opportunity must be taken to see as many different kinds as possible, an examination of a device illustrating each principle will enable the student to grasp the underlying idea of all.

READING LIST.

Brown--Library classification and cataloguing. _Chaps. 8 and 9._

Brown--Manual of library economy. _3rd edition, 1919. Chaps. 18 and
19._

Brown--Tyranny of the catalogue. _L.W. Vol. 11, 1908, pp. 1-6._

Jast--The sheaf and card catalogues: a comparison. _L.W. Vol. 5,
1902, pp. 129-131._

Sayers _and_ Stewart--The card catalogue. _Grafton, 1915. 5s._

Stewart--The sheaf catalogue. _Grafton, 1908. 5s._

Willcock--Is the printed catalogue doomed? _L.A.R. Vol. 9, 1907, pp.
384-389; 400-406._

QUESTIONS.

_1._ Enumerate the advantages claimed for (_a_) a card catalogue;
(_b_) a printed catalogue; (_c_) a sheaf catalogue; (_d_) a placard
catalogue.

_2._ Outline the points which would influence your decision in
choosing between a card and a sheaf catalogue.

_3._ How would you guide a card catalogue? Illustrate by a rough
sketch.

_4._ Describe the principal methods of displaying catalogues. Which
method do you prefer, and why?

_Lesson 9._

PREPARATION OF THE PRINTED CATALOGUE.

Note the various decisions required in planning a catalogue--edition, size, type, paper, binding.

Draw up a sample specification. Study the practice in obtaining tenders, and considerations necessary in deciding upon the most suitable.

Careful preparation and marking of the copy will save troublesome corrections at a later stage. It must be clearly marked to show the printer the various changes of type.

Learn the correction marks used in checking proof. Attention must be given to the necessary captions, etc., when checking page proof.

Considerations regarding type will be simplified by a knowledge of the Point System of type measurement (see paragraph on page _24_).

READING LIST.

Philip---Production of the printed catalogue.

Quinn--Library cataloguing. _Chapter 15; Appendix A_.

Walter--Library printing. _A.L.A. Manual. Chapter 32._

Ward--Publicity for public libraries. _N. Y.: Wilson, 1924. Also
Grafton. Chap. 16, pp. 271-298._ Library printing.

Wheeler--The library, and the community. _A.L.A., 1924. Also Grafton,
15s. Chap. 21, pp. 222-242._ Lay-out and typography of printed matter.

QUESTIONS.

_1._ Prepare a specification for the printing of a catalogue of
_20,000_ volumes.

_2._ State what kinds of type you would bring into use in a
classified catalogue of 10,000 volumes, and how you would mark the
copy for the printer’s guidance.

_3._ Give as many proof correction marks, with explanations, as you
can.

_Lesson 10._

INDEXING. ARRANGEMENT. ALPHABETISING.

Efficient indexing is an absolute necessity if the information contained in the Library or in the catalogue, if in classified form, is to be made fully and readily available.

Lack of experience in this direction accounts in many cases for the impression that indexing requires no great amount of discretion or ability, and students are warned that this erroneous estimate is invariably a preliminary to unsatisfactory work.

Compare the manner in which relative and specific indexes respectively achieve their object.

A decision will be required upon several points in compiling an index to a catalogue, _e.g._, use of page or location number for reference, form of entry, etc. Some entries are short almost to the point of being cryptic, others apparently contain matter superfluous in an index.

Even in the matter of arranging the entries custom varies. Study the rules laid down by Cutter. Make a special point of consistency in alphabetising.

READING LIST.

Clarke--Manual of practical indexing.

Cutter--Rules _298-350_.

Hawkes--Alphabetization of catalogues. _L.W. Vol. 15, 1912-13, pp.
262-266._

Hitchler--Cataloguing. _Chap. 23._

Neesham--Amplified indexing. _L.W. Vol. 24, 1922, pp. 67-70._

Prideaux--Some thoughts on indexing. _L.A.R. (N.S.), Vol. 3, 1925,
pp. 160-169._

Quinn--Library cataloguing. _pp. 70-79._

Wheatley--How to catalogue a library. _Chap. 6._

QUESTIONS.

_1._ Describe the subject index you would provide for a classified
catalogue on cards.

_2._ Give the main points to be observed in alphabetising.

_3._ Show the order in which you would arrange the following entries
for a dictionary catalogue:--Stone and gravel--_Title._ Stone (E.
M.)--_Person._ Stone--_Subject._ Stonecroft--_Place._

_4._ Explain what is meant by “something follows nothing.”

TEST EXAMINATION.

_Questions to be answered without the aid of text books, notes, etc._

_1._ Give the Anglo-American Code rules relating to (_a_) Oriental
names; (_b_) Acts of Parliament; (_c_) trials; (_d_) names with
prefixes; (_e_) married women; (_f_) indexes.

_2._ Give a list of twelve books of reference useful to a cataloguer.

_3._ In a classified catalogue what typographical distinction would
you advise for (_a_) the various headings, classes, divisions,
sections (_b_) text; (_c_) annotations? What steps would you take to
show the printer your requirements?

_4._ State in the form of a short essay what you know of the history
of the classified catalogue _or_ the British Museum catalogue.

_5._ Illustrate by examples of entries how you would catalogue a
collection of maps.

_6._ How can co-operation be applied locally? State what you know of
any such effort.

_7._ Give three entries, with necessary references and index entries,
for dictionary and classified catalogues.

_8._ State what variety and form of catalogue you would choose for a
lending library of 30,000 volumes, adding 2,000 volumes annually. Say
which points would mainly affect your decision, and give reasons for
your choice.

_9._ What relation has the Institut International de Bibliographie to
cataloguing?

_10._ State how you would catalogue a book where the title-page is
missing.

As in Course 3, Classification, the best practical test lies in the papers set at past Library Association examinations. These may be had at a trifling cost on application to the Offices of the Association.

NOTES ON CATALOGUING FRENCH AND LATIN BOOKS.

In cataloguing French books the following codes must be thoroughly studied: Quinn--Manual of Library Cataloguing, _1913_ edition, _pp. 114, 125, 127_. Cutter’s Rules for a Dictionary Catalogue. Section _29_, _pp. 34-35_, and A.L.A. & L.A. Cataloguing Rules.

The difficulty of cataloguing French books is mainly found with names containing the prefix Le, La, L’, Du, Des, De la, D’, De.

The student should note the method of treatment in the above codes and supplement this by consulting the indexes of standard text-books of French literature, noting what names the authors are entered under, and see how far they agree with the codes. Such works as Faguet’s “A literary history of France,” _The Library of Literary History Series_; Dowden’s “A history of French literature,” _Short Histories of the Literatures of the World_; Saintsbury’s “A short history of French literature”; and Wright’s “A history of French literature” will well repay careful perusal.

An early mistake in cataloguing French books is to enter the letter M as an initial of the author. If the letter is hyphenated to another letter, _e.g._, M-A--then the M. stands for one of the author’s initials, but should it have a full stop, as M.A.--then the letter M would stand as an abbreviation for _Monsieur_.

The general rule is to enter under the prefix when it contains an article, le, la, l’, du, des, but not under the preposition de, d’, _e.g._,

Le Sage, Alen René
La Fontaine, Jean _de_
Du Boisgobey, Fortune
Chenier, André Marie _de_
Aubigne, Agrippa _d’_

Exceptions do occur, but very seldom, and then only in the case of very early writers, when the full name is best given, _e.g._,

Jean de la Bierre.

When prefixes are embodied as part of a surname, it must be catalogued as one name, _e.g._,

Delarne-Mardrus, Lucie.

In cataloguing Latin books the following codes must be studied: Quinn--Manual of Library Cataloguing, _pp. 128-130_; Cutter--Rules for a Dictionary Catalogue, Section _30_, and A.L.A. & L.A. Cataloguing Rules.

It is now the general practice to enter Latin authors under the English name, as adopted in our standard biographical dictionaries, such as Smith’s “Dictionary of Greek and Roman Biography,” and Harper’s “Dictionary of classical literature and antiquities.” In a great number of cases, however, these dictionaries enter under the Latin or vernacular form and the beginner in cataloguing Latin books is soon in difficulties, and still greater confusion results where an author has three names, as Titus Lucretius Carus, or Caius Suetonius Tranquillus, he does not know which is the best name. The nominative case is the best for the heading in practically every case. In order to become familiar with the names of Latin authors the beginner should know the case endings of the various declensions, especially the nominative and genitive plural, also the indexes to the following books may be profitably perused: Crutwell’s “A history of Roman literature,” also Appendix at _pp. 483-489_; Dimsdale’s “A history of Latin literature”; Duff’s “A literary history of Rome”; Wilkins’s “Roman literature.”

A careful observation of the various names should enable the cataloguer to recognise them when a Latin book comes along, for instance in

P. Ovidi Nasonis Tristium. Libri V. Recensuit.
Catulli, Veronensis liber: iterum recognovit.
P. Terenti, Comoediæ.
T. Macci Plavti Rudens.

The student should be able to select the names Ovidi, Catulli, Terenti and Plavti and from these we get the Anglicised names Ovid, Catullus, Terence and Plautus.

THE PRINTED CATALOGUE.

The printed catalogue is rapidly disappearing due chiefly to the high cost of printing and the almost universal adoption of the open-access system. A card or sheaf catalogue, supplemented by bulletins or occasional lists, is in use in most libraries, but the following still find it advisable to issue Class Lists: Bolton, Brighton, Burnley, Finsbury and Glasgow. In each case the Dewey Decimal Scheme is the plan of arrangement. The following libraries issue printed bulletins or reader’s guides:--Coventry, Croydon, Ipswich, Norwich, Nottingham and Warrington.

SPECIFICATION FOR PRINTING A CATALOGUE.

The best way to have a catalogue printed is first of all have a specimen page “set up,” with entries that will bring in all the types to be employed. This, together with a copy of the specification may be sent to six different firms inviting them to tender for so much per page.

_Specification for printing a Public Library Catalogue._

BOROUGH OF MONTANA.

The Committee of the Public Library invite tenders for printing a
catalogue of their Lending Library upon the following conditions:--

_Edition and Size._--The edition to consist of 750 copies, demy
octavo in size (not less than 8⅞″ by 5⅝″ when bound).

_Note.--The number of the edition depends entirely upon local
circumstances and whether Sectional Class Lists or a complete
catalogue is being printed._

_Type and Setting._--8-point Old Style, with occasional small
capitals, italics, and Clarendon or Antique; with 6-point for
subjects, notes, and contents, and the proper accented letters in
foreign languages. To be set solid, fifty-five lines (all types) to
the page (apart from page-heading, which is to contain a title and
catch-word syllables). Turnover lines to be indented one em, the
repeat dash to be one em, the class-letter and number to stand clear
four ems, the 6-point indent to be two ems. Spaces between the end of
the book entry and the class-letter to be filled with leaders. The
type must be free from wrong founts, and must not be worn or broken.
For the punctuation and use of capitals the “copy” must be closely
followed.

_Specimen Page._--The specimen page enclosed shows the size of the
printed page, the manner of setting out, and the proportions of type
founts may be accepted as a fair specimen of the whole.

_Paper._--To be demy, at least 30-lbs. to the ream, of good finish,
white, and uniform in tint throughout.

_Machining._--The sheets to be well “made ready” in perfect register,
with good ink and uniform impression, afterwards rolled or pressed.

_Time._--From the first receipt of copy, the work to be proceeded
with at not less than two sheets of sixteen pages each per week until
completed, or in default thereof the printer to pay a sum of five
shillings per day as damages.

_Proofs._--Two copies of proof in galley form and two copies of a
revise in page form to be furnished for reading and correction. The
Librarian to have the right to demand a revise in galley and such
revises in page as he shall deem necessary. No sheet to be sent to
press until ordered by the endorsement of the Librarian thereon.

_Additions and Corrections._---The Librarian to have the right to
insert additional matter in galley but not in page. No charge to be
allowed for author’s corrections unless pointed out and priced at the
time they are made.

_Number of pages._--The number of pages is estimated to be 250 more
or less, but the number is not guaranteed and no allowance will be
made for any miscalculation in this respect.

_Covers._--750 covers to be printed upon coloured paper, of an
approved tint, not less than 30-lbs to the ream (demy). The front of
this cover to be printed with the title of the catalogue.

_Binding._--The whole edition to be bound in good straw-boards of
suitable thickness, strongly sewn with thread, with cloth strip backs
of good quality, the covers being pasted on the front and back and
the whole cut flush. Fourteen days will be allowed for binding after
the last sheet has been returned for the press.

_Delivery._--When completed the catalogues are to be securely tied up
in brown-paper parcels of fifty each and delivered to the Librarian
at the Public Library.

_Tender._--The tender is to state the price per page for 8-point and
for 6-point respectively, this price to be inclusive of all charges
for press corrections, covers, binding, and delivery as aforesaid.
When completed work to be measured up, and, according to the quantity
of each of the above types used, charges will be allowed. Payment
will be made within three months afterwards.

_Other conditions._--The work is to be carried out to the entire
satisfaction of the Librarian, and if he is dissatisfied with its
execution he is authorised to stop the work and refer the matter to
the Library Committee for their decision, which shall be final and
binding.

_Contract._--The firm whose tender is accepted may be required by
the Committee to enter into a contract with the Borough Council
to carry out the work in accordance with this specification and
its conditions, and to give an undertaking that the rate of wages
paid and the hours of labour observed are those that are generally
accepted as fair by the printing trades.

The Committee do not bind themselves to accept the lowest or any
tender. Tenders with samples of the paper proposed to be used, to
be sent in sealed envelopes, and endorsed “Catalogue” to reach the
undersigned on or before January 1st, 1927.

GEORGE PRESTON,
_Borough Librarian._

Public Library,
Montana.

ORDER OF BIBLIOGRAPHICAL PARTICULARS FOR CATALOGUING.

_1._ Author’s surname.
_2._ Author’s forenames.
_3._ Author’s distinctions.
_4._ Title of book.
_5._ Additions to title if any.
_6._ Name of editor or translator.
_7._ Edition if stated.
_8._ Series if any (A.L.A. and L.A. bring this after No. 13).
_9._ Place of publication.
_10._ Name of publisher.
_11._ Date of publication.
_12._ Number of volumes.
_13._ Size.
_14._ Number of pages.
_15._ Illustrations.
_16._ Portraits.
_17._ Maps.
_18._ Plans.
_19._ Facsimiles.
_20._ Diagrams.
_21._ Tables.
_22._ Charts.
_23._ Music in text.
_24._ Memoir.
_25._ Glossary.
_26._ Bibliography.
_27._ Contents.
_28._ Annotation.

COURSE 5: ENGLISH LITERARY HISTORY

_By James Cranshaw._

GENERAL BIBLIOGRAPHY.

Any of the following text-books will be found sufficiently full to answer all questions in the general paper up to _1745_. After that date, a wider acquaintance with English literature is desirable. Students who wish for a merit or honours certificate must show a more intimate knowledge than is to be gained from mere text-books. In this case he must read the authors themselves, write out his own opinion, and check it with the opinion of recognised critics. Only in this way will English literature live and be of service to him after the examination is passed.

_1._ TEXT BOOKS.

Albert (E.)--History of English literature. _1923. Harrap._

Buchan (John) _Ed._ A history of English literature. _1923. Nelson._

Long (W. J.)--English literature: its history and significance for the life of the English-speaking world. _1909. Ginn & Co._

Saintsbury (George)--Short history of English literature. _1911._

Brooke (Stopford A.)--English literature, A.D. 670-1832. _1897._

Strong (A. T.)--Short history of English literature. _1921._

Bates (K. L.)--American literature. _1898._

Trent (W. P.)--History of American literature. _1903._

_2._ REFERENCE BOOKS.

Brewer (E. C.)--The Reader’s handbook. _1925._

Cousin (J. W.)--A biographical dictionary of English literature. _Everyman’s Library. J. M. Dent._

Cambridge History of American literature. _3 vols. in 4. 1918-21._

Cambridge History of English literature. _14 vols. 1907-1916._

Chambers’s Cyclopedia of English literature. _3 vols. 1903._

Garnett (R.) _and_ Gosse (E.)--English literature: an illustrated record. _4 vols. 1903._

Green (J. R.)--A short history of the English people. _1916._

Jusserand (J. A. A. J.)--A literary history of the English people. _3 vols._

Keller (H. R.)--Reader’s digest of books. _1923._

Seccombe (T.) _and_ Nicoll (_Sir_ W. R.)--“The Bookman” illustrated history of English literature. _2 vols. 1906._

_3._ USEFUL ANTHOLOGIES.

Broadus (E. K.) _and_ Gordon (R. K.)--English prose from Bacon to Hardy. _1918._

Hadow (G. E.) _and_ (W. H.)--Oxford treasury of English literature. _3 vols. 1907._

Hudson (W. H.)--Representative passages from English literature. _1914._

Methuen (A.)--Shakespeare to Hardy. _1922._

Newbolt (_Sir_ H.)--An English anthology of prose and poetry. _1921._

Palgrave (F. T.)--The golden treasury. _2 vols. 1904._

Quiller-Couch (_Sir_ A. T.)--The Oxford book of English prose. _1925._

Quiller-Couch (_Sir_ A. T.) Oxford book of English verse, _1250-1900_. _1907._

Ward (T. H.)--The English poets: selections with critical introductions. _5 vols. 1903-1918._

Warren (K. M.)--A treasury of English literature ... to the _18_th century. _1906._

There are of course several good anthologies dealing with special periods or special forms. The student is warned, however, against forming any definite opinions from mere selections, as these may reflect editorial idiosyncrasy or be restricted to one side of an author’s work.

BIBLIOGRAPHY: SPECIAL PERIODS.

PART I.--_c. 500-1500._

_1._ READING.

Albert (E.)--English literature. _Chaps. 1-4._

Buchan (J.)--English literature. _Section 1 and Appendix._

Long (W. J.)--English literature. _Chaps. 1-5._

Brooke (S. A.)--English literature. _Chaps. 1-3._

Saintsbury (G.)--English literature. _Books 1-4._

Strong (A. T.)--English literature. _Chaps. 1-9._

_2._ REFERENCE.

Brooke (S. A.)--English literature ... to the Conquest. _1908._

Cambridge History of English literature. _Vols. 1-3._

Jusserand (J. A. A. J.)--Literary history of English people. _Vol. 1._

Schofield (W. H.)--English literature from the Norman Conquest to Chaucer. _1906._

Snell (F. J.) Age of Chaucer, _1346-1400_. _Handbooks of E.L. 1901._

Snell (F. J.)--Age of transition, _1400-1580_. _Handbooks of E.L. 1905. 2 vols._

PART II.--_1500-1630._

_1._ READING.

Albert (E.)--English literature. _Chaps. 4-5._

Brooke (S. A.)--English literature _Chaps. 3-5._

Buchan (J.)--English literature. _Sections 2-3._

Long (W. J.)--English literature. _Chaps. 6-7._

Saintsbury (G.)--English literature. _Books 5-6._

Strong (A. T.)--English literature. _Chaps. 10-14._

_2._ REFERENCE.

Cambridge History of English literature. _Vols. 4-6._

Jusserand (J. A. A. J.)--Literary history of the English people. _Vols. 2-3._

Saintsbury (G.)--Elizabethan literature, _1560-1660_. _1907._

Snell (F. J.)--The age of transition, _1400-1580_. _1905._

Seccombe (T.) _and_ Allen (J. W.)--Age of Shakespeare, _1579-1631_. _Handbooks of E.L. 2 vols. 1904._

PART III.--_1630-1745._

_1._ READING.

Albert (E.)--English literature. _Chaps. 6-8._

Brooke (S. A.)--English literature. _Chaps. 5-6._

Buchan (J.)--English literature. _Sections 4-5._

Long (W. J.)--English literature. _Chaps. 8-9._

Saintsbury (G.)--English literature. _Books 7-8._

Strong (A. T.)--English literature. _Chaps. 15-21._

_2._ REFERENCE.

Gosse (E.)--From Shakespeare to Pope.

Gosse (E.)--History of 18th century literature, _1660-1780_. _1902._

Cambridge History of English literature. _Vols. 7-9._

Masterman (J. H. B.)--Age of Milton, _1632-1660_. _Handbooks of E.L. 1901._

Garnett (R.)--Age of Dryden, _1660-1700_. _Handbooks of E.L. 1895._

Dennis (John)--Age of Pope, _1700-1744_. _Handbooks of E.L. 1901._