Chapter II: The Library (1)

BY IRENE WARREN, _Librarian University of Chicago School of Education_.

The establishment of the Library Section of the National Educational Association was proof that the thoughtful librarians and school men of this country believed that an effective co-operation between public schools and public libraries was possible. In many states library sections of the state teachers' associations have been formed. Many public libraries have for some time past systematically sent both books and lists of books to the public schools.

No sooner had this been done than librarians and teachers both saw that they had made but a beginning, and the next steps, and, indeed, the present needs, are to bring about a more intelligent use of both books and libraries and to place larger and better arranged collections within easy access of the pupils. Rarely do the teachers find the libraries adequate to the reference work or the collateral reading they wish the pupils to do. The funds are seldom sufficient to keep the libraries up to date. There is no one person in the school who knows how to organize and administer the library, and therefore whatever work the teachers do in this line is at a greater expense of both time, energy and material than it would be were it done by one having had a library training. The school buildings are frequently closed to the students shortly after the school session, usually by five o'clock, and always on holidays and during vacations. Most of the pupils' reading and research must therefore be done in the one or two books which he carries home with him. The Buffalo Public Library made another step in organization when it offered to take the collections of books from any of the public schools in the city and in return mend, rebind, catalog, classify them, furnish such schools as agreed to this arrangement with the books they needed, either from their own collections or from that of the public library, and appoint two attendants to look after the school work.

The public school began with the one central school in the community, but it soon found that it must establish branches if it reached all of the children of the city. To-day there is no town of any considerable size but has its central school with a high school usually, and its branches on the north, east, south and west sides. The public library, following the public schools, has found that it cannot reach the people of the community unless it delivers books to the various parts of the town, and moreover establishes branch reading rooms where at least reference books may be consulted and magazines read.

As in the history of the schools, so in the history of the libraries, provision was first made for the mature student. Educators have been slow to see that they should begin with the child before he has established habits of thought and action. Not until the public library is considered a vital factor in the educational scheme of a city can it hope to secure its best results, nor is this possible when the central library and its few branches are removed, as at present, from the public schools. The libraries and the schools should be housed in close proximity to do the most effective work.

It is with keen interest that the experiment in New York City is being watched. It certainly seems as if the most economical arrangement would be to have the branch of the public library so placed in a school building that the students would have free access to it, and the public also, not only during school hours but public library hours. It seems the logical duty of the board of education to furnish the few necessary reference books that are in continual demand in every school room and also the sets of books which are used for supplementary reading. It does, on the other hand, seem that the public library can furnish a larger general collection, in better editions and keep them in better condition for less money and with better results than can the public schools.

The already crowded curriculum in most of our public schools made many an educator hesitate when a course in library economy was suggested. One can indeed see a time not far distant, it is hoped, when such a course will not be thought necessary. Such a time will be when instructors have awakened to a much greater appreciation of the value and use of bibliography and the need of training students in this line. Along with this will develop a desire in the student to keep his own references and material so arranged that he will be able to use them easily. There will still be considerable of a general bibliographical character, handbooks, etc., which would be of value in all subjects and yet perhaps be overlooked by the specialists, that could be called to the students' attention through such a pamphlet as was recently compiled by Mr. Andrew Keogh, of Yale University Library, under the title, "Some general bibliographical works of value to the students of English."

There is a phase of library economy that every teacher should know, and which it seems must always have its proper place in the curriculum of the normal school. That is the knowledge of how to obtain books. Every teacher should know what the laws of his state are regarding the establishment and maintenance of the public library and the public school library, and how these laws compare with those of other states. He should know what aid he can gain through the travelling library system, should he be in a village or country district, and the possible co-operation between the public library and the public schools should he be assigned to a city. Just as the public schools are finding that they must adapt their curriculum to the needs of the children of a certain district or class, so the public library has the same lesson to learn. The Carnegie Public Library of Pittsburgh has been one of the first to recognize this in the establishment of home libraries. It has thus reached a class of children that could be reached in no other way, and why should not the public library as well as the public school aim to reach these less fortunate children?

The subject of children's literature should be a serious one with every teacher of children. The best writers for children, best illustrators, and best editions should be part of the normal school student's knowledge when he completes his course and goes out to teach. It is a great problem with him now how he shall keep this information up to date, when there are hundreds of books coming out every year and his school-room duties absorb so much of his time. Here is the librarian's opportunity to be of great aid to the public school teacher by issuing lists of the best children's books on various subjects, exhibiting them in the library from time to time, and to the schools for trial, as so many libraries are now doing. In the country districts the library commissions must supply this information through annotated lists.

It has been shown in a number of schools that children love to make books, and that the making of books quite successfully lends itself to the constructive work as carried on in the schools of to-day. The materials for this work are not so costly as to make it impossible for the average school. Every child at the completion of the graded schools should know the value of a title-page, the use of the preface and introductory notes, the difference between the table of contents and the index, the best books in the several subjects which he has studied, and where and how he can obtain more books on these subjects later, should he wish them. It would doubtless be a great surprise to one who has not tried the experiment to ask the pupils in our graded and high schools even, for such simple information as the author, title and date of the text-books they are using daily.

If the suggestions in this paper be accepted, and most of them have already been successfully tried, it will be seen at once how great is the importance of having trained librarians in our normal schools and institutions of higher learning. The time has now come in a number of cities which we hope is prophetic of the future, when the public library stands equally important as an educational institution with the public school, each supplementing the other in work and still distinct in function and administration. It is therefore necessary that our teachers should be trained to use libraries, and that our librarians should be acquainted with the great educational movements of the day.

OPENING A CHILDREN'S ROOM.

BY CLARA WHITEHILL HUNT, _Newark (N. J.) Free Public Library_.

In writing this paper on the opening of a children's room, I am presupposing the following conditions: That in a library whose work with the children has been confined to the general delivery desk, and the divided attention of clerks whose time an adult public would monopolize, there is to be set aside a commodious apartment to be known as the Children's Room; that, considering this work of enough importance to demand such a department, the trustees are prepared to support it by a reasonable outlay for new books, necessary and convenient furnishings, and especially by placing in its charge one who, by natural fitness and special training they believe to be so thoroughly capable of supervising the work, that she is to be given a free hand in deciding both how the room is to be made ready for opening, and how managed after it is opened. This being the case, I imagine the children's librarian, with opening day a few weeks or months ahead, planning her campaign with such wise foresight and attention to the smallest detail that, in the rush of the first weeks, there may be the least possible wear and tear on nerves and temper from petty inconveniences which assume gigantic proportions when one is hurried and tired, and the smallest amount of undoing and beginning over again as time goes on.

It is difficult to be clear in speaking of furnishings without something more than verbal description for illustrating mistakes and excellences, but so much power can be lost by not having the parts of the machine properly fitted and well oiled that how to furnish the children's room becomes one of the most important topics under this subject.

To begin with, the children's librarian must cultivate, if she does not already possess, the architect's faculty of seeing a completed structure in a flat piece of paper marked off by lines labelled 20 ft., 50 ft., etc. If 20 ft. does not mean anything to her she would do well to take a tape measure to an empty lot and measure off the exact dimensions of her room to be, until she can see its floor space clearly. She should live in her room before its existence, locating every door and window, the height of the windows from the floor, every corner and cupboard, the relation of her room to the other departments of the library. In proceeding to furnish the room she will learn what to adopt and what to avoid by visiting other children's rooms and asking if the tables and chairs are the correct height, if the exit is satisfactorily guarded, what working space is necessary for a certain circulation, whether the electric light fixtures are easily broken, and many other things. If she cannot make such visits, her knowledge of children and a study of conditions in her own library will answer.

Limited to a small space the children's room is nevertheless a circulating department, a reading room, a reference room, perhaps a repair room, and a cataloging department all in one; and if the children's librarian has not had actual work in each of these departments of her library, she should serve an apprenticeship at the receiving and charging desks, the registration desk, the slip rack, not only for the sake of knowing the routine of each department, but for studying improvements in planning her furnishings. The registration clerk will tell her that she has not enough elbow room, that the application drawers are too narrow or too heavy; the attendants at the charging desk find every present arrangement so satisfactory that they advise exact reproduction. Armed with pad and tape measure the children's librarian notes all these points.

The problem how with a minimum of help to "run" all departments, to see all parts of the room, to keep your eye on the entrance so as to nip in the bud any tendency to boisterousness as the children come in, and to watch the exit so that no book goes out uncharged, how to keep all unfinished work out of the children's reach but to give them perfectly free access to the books, in short, how to arrange your working space so that one person on a moderately busy day can attend to all these things, may be answered, I think, in this way. All wall space will sooner or later be needed for books. Taking an oblong floor space (dimensions proportionate to size of room and circulation) and surrounding this by a counter 30 inches high and two feet wide, is a simple way of accomplishing these things. The counter opposite the entrance is the receiving and charging desk; at another place it is the registration desk; books after "slipping" are piled in another part ready for return to shelves; books waiting to be marked occupy a fourth section; the catalog case, notices to children, call-slip holders, etc., stand on the counter. The space under the counter is available for supply cupboards and drawers. The height of the counter is such that a grown person sitting in an ordinary chair works comfortably behind it, but it is so low that no small child feels frowningly walled out in standing on the other side. Thus all the work of the room is concentrated and supervision is easy. A few details are worth noticing. First, don't let the carpenter give you drawers instead of cupboards. Drawers are wasteful of room for packing supplies, and of time in hunting for them. Next, have the cupboard doors slide, not swing, open, for economy of your working floor space. Underneath registration and charging desks leave space empty for your feet. Just under counter near the registration desk have a row of drawers, sliding easily but fastened so they cannot fall out, made of the exact size to hold your application blanks and cards, with guide cards. A work table within the counter will be necessary.

In addition to this working space, every large children's room should have a locked closet, or better still, a work room opening from it. In busy times things _will_ accumulate which must be kept out of reach, and it would not be sensible to take valuable space out of the children's room to hold such accumulations until you have time to attend to them.

The height of the children's chairs and tables seems to have reached a standard in children's rooms--tables 22 and 28 inches high, with chairs 14 and 16 inches to go with them. I think it best to have very few tables of the smaller size, for tall boys take the strangest delight in crouching over them, snarling their long legs around the short table legs and trying, apparently, to get a permanent twist to their shoulders. Small children do not stay long, and it is less harmful, if necessary, for them to sit in a chair a little too high than to compel large children to spend a holiday afternoon with bodies contorted to fit a small chair and table.

By all means have the electric light _fixed_ in the center of the table so that each child gets an equal share of light, and have the connections so made that jarring the table and the movements of restless feet will not put the fixtures out of order. Be very careful not to have the shade so high that the glare of the lamp instead of the restful green shade is opposite the child's eyes.

When you see a chair that you like, find out before purchasing whether it is very easily tipped over. You will know why, if you are not wise, on some rainy day, when the room is full of readers and the reports of chairs suddenly knocked over sound like a fusillade of cannon balls.

Leaving this hasty and most unsatisfactory discussion on getting the _place_ ready for opening, I would say a word about getting the _books_ ready--not about buying a large quantity of new, and putting the old into the best possible condition of repair and cleanliness, for that will naturally be done. But from experience I know that the moment is golden for weeding out, never to return, authors you think objectionable.

Suppose a girl reads nothing but the Elsie books. Very likely one reason is that she knows little about any other kind. In a printed catalog with a scattering "j" between many titles of adult books it is easier to make lists of numbers from the long sets of prolific writers, and those excellent authors who have produced only a few books for children are oftenest overlooked. Suppose in the process of moving the Elsie books are left behind. The little girl comes into the beautiful new children's room. She sees the shining new furniture, the pictures, the comfortable tables and chairs and book cases so planned that any child can reach any book. She finds that there is perfect freedom for every child in this room--that no stern Olympian comes and says, "Don't do this," and "You can't have that," and "Those books aren't for you," but that among all these hundreds of fresh new covers she may take her pick, may sit anywhere, or stand or kneel as she chooses. Do you imagine that, as these unaccustomed delights sink into her mind, any child is going off in a huff when she finds one author is lacking, if the children's librarian uses any tact in introducing her to others adapted to her tastes? I have been asked for Alger and Optic and Elsie, of course, though much less often than I anticipated, but I am perfectly certain that I have never lost a "customer" because I did not display these wares. One little girl exclaimed in doleful tones, "Oh, haven't you the Elsie books? Oh, I'm _terribly_ disappointed! I think those are _grand_ books!" But in spite of this tragic appeal her curiosity and interest proved stronger than her disappointment, and I have the satisfaction of seeing a more wholesome taste develop in a child who must have been on the high road to softening of the brain and moral perversion from association with the insufferable Elsie. If you once put these books on the open shelves, however, and later attempted the weeding out process, a howl would arise which would not be silenced without consequences which I, for one, would not like to face.

Furniture and books are comparatively simple matters to make ready, but to prepare your assistant or assistants for opening day and the time that follows is harder. The external preparation for the rush of the first weeks consists in drill in the routine to be observed. Assigning a place and certain duties to each person, foreseeing as far as possible all questions that may arise and making sure that each attendant understands what to do in any case, having a place for everything, and everything in its place, and every person knowing what that place is, so that there will be no frantic search for an extra set of daters when a long line of people stands waiting--this also requires only foresight and firmness. But so deeply to imbue your chief assistant with your spirit and principles of management that she will not simply obey your directions, but be inwardly guided by your desires, and there may be no break in the steady march to a definite end--this demands that rare species of assistant who is born, not made, for the position, and a leader who possesses strength, tact, contagious enthusiasm, a likeable personality, and other qualities difficult to attain.

This brings us to the consideration of what the guiding principles of the new department are to be--a question which must be pondered and settled by the children's librarian before making the external preparations. If the senior members of the American Library Association, the librarians-in-chief, would consider the children's room of enough importance to give us their ideas of what it should stand for, what its scope should be, the result might be more uniformity of thought among members of the library profession in this regard, and a more sensible attitude toward the children's room in the library. Between those who, on the one hand, take themselves so very seriously, pondering with anxious care what probable effect on the child's future career as a reader the selection of a blue or a green mat for mounting the picture bulletin would have, and those who look upon the children's room merely as an interesting plaything, driving the big boys away in disgust by encouraging visitors who exclaim, "Oh, what cunning little chairs and tables! Why, you have a regular kindergarten here, haven't you?"--from either point of view, the discussions on children's rooms in libraries seem almost to lose sight of the very word library and all it carries with it.

The children's room is only one room in a great dignified library. As the newspaper room, the catalog room, and all the rest are fitted up with furnishings suited to their peculiar needs, so the children's room is furnished with tables and chairs and books suited to its constituents. Apart from this, all its management and spirit should correspond as closely as possible to that of the other departments. The same dignity, the same freedom, the same courteous attention to every want without fussy attentions which by grown people would be called intrusiveness should prevail. Make the selection of books what it should be, provide guides and catalogs, perfectly clear but not patronizingly written down, show the children that you are always willing to respond in every way to their questions, and then--let them alone!

Some one has asked me to speak on the question of discipline. After the first two or three weeks, if one begins properly, there will be no such question. Allowing something for the noise of small feet which have not learned to control themselves as they will later on, and expecting more "talking over" an interesting "find" than is common with adults, one should aim for library order. Teach the children what a library reading room means. If in the first days there is a disposition on the part of any boy to be rough or unruly, or if a group of girls make a visiting-and-gum-chewing rendezvous of your tables, don't waste any time in Sunday-school methods of discipline, trying to keep a hold on the child at any cost to the library. A sentence in a report of Pratt Institute children's room is worth adopting as a guiding principle. "The work of the children's room should be educative, not reformatory." Give one decided warning and then if a child does not behave, send him out at once. Do not be afraid of seeming stern at first. The fascinations of the room are such that a child who has been turned away for disobedience comes back a subdued and chastened young person and your best friend forever after; then with your aim and your firmness early settled, you will have no more thought of discipline than the reference librarian with his tables full of studious adults. After the first a little care about the way a child enters the room will be all that is necessary. Your courteous manner, low tones, a little reminder about caps and clean hands while discharging his book, will give him the cue as to what is expected, and he will have a pride in living up to what is expected of him as a gentleman, not demanded of him as a child under authority.

Many other points will engage the thought of the children's librarian, for example, what shall be the attitude of the children's room toward the other departments--whether it is to encourage the children to make use of the adults' reference room, to take out cards in the main delivery department, and get into the way of reading standard works from suggestions of the children's librarian; or whether the line of separation is to be rigid and she will be jealous of their "graduating" from her care. How to prepare the public, especially the school-teaching public, for the opening, so as to secure their hearty co-operation from the beginning is worth constant effort. The question of blanks and forms for the children's room is a minor matter which is after all not a small thing. To make as few changes as possible in the forms already in use, so that any assistant from the main delivery room can in emergencies quickly take up the clerical work of the children's room without needing to learn a new routine may save much confusion should the children's staff all happen to be stricken with grippe at the same time!

Beginning early to plan, profiting by other people's mistakes, getting the routine of each department at one's finger tips, foreseeing every probable obstacle and removing each in imagination, beforehand, proceeding with calmness and common sense, thus the new machinery will move as smoothly during opening weeks as if it had been running for years, and, as "well begun is half done," every thought given to preparation while the room exists only on paper will have a far-reaching effect on the permanent influences of the children's room.

REPORT ON GIFTS AND BEQUESTS TO AMERICAN LIBRARIES; 1900-1901.

BY GEORGE WATSON COLE.

The period covered by this report is from June 1, 1900, to July 1, 1901, and includes all gifts and bequests of $500 or more, as well as all gifts of 250 volumes and over, given by any single individual. A few gifts have been included which fall below these figures where the importance or value of the gift seemed to require mention. This report has been increased by the addition of over 50 gifts, information of which was received too late to be inserted before its presentation to the Waukesha conference. A few others, which have been announced since July 1, have also been inserted.

Much of the information here given has been obtained by a careful examination of the _Library Journal_ and _Public Libraries_. Communications were sent to all the state library commissions, several state library associations and clubs, and to the librarian of libraries known to have 50,000 volumes or more. The responses to these communications have been quite general, and the information contained in the replies has been embodied in this report. The thanks of the compiler are herewith extended to all who have assisted him in collecting the material for this list.

It was suggested by Miss Hewins in 1896 that it would be desirable to have the library commission of each state appoint some librarian, or library trustee, who should be responsible for the collection of information regarding the gifts and bequests made within his state. Judging from the replies received this year the suggestion has never been carried out.

Following the example of my predecessor, I wish to emphasize the importance of the suggestion, and would further recommend that the information so gathered be divided as nearly as possible into the following classes:

1. Buildings, giving value or cost;

2. Sites, giving value or cost;

3. Cash for buildings, with accompanying conditions, if any;

4. Cash for sites, with accompanying conditions, if any;

5. Books, pamphlets, periodicals, prints, maps, etc., giving number of
each kind, with value or cost of the whole, if known;

6. Cash for books, etc., with accompanying conditions, if any;

7. Cash for endowment funds, giving purpose for which income is to be
expended;

8. Cash to be expended, with specified purposes for which it is to be
spent;

9. Cash given unconditionally;

10. Miscellaneous gifts, specifying their nature and value.

It will be observed that the first four of the above headings relate to gifts of real estate, which should also include gifts for fixtures of any kind, such as plants for lighting, heating, and ventilation; mural decorations, such as frescoes; furniture, so constructed as to be an essential part of the building; landscape gardening, etc. The remaining headings include books, endowment funds for various purposes (excepting building funds and the other objects just mentioned), and gifts of money for administration, current expenses, etc., etc.

Then, too, information should be given as to whether a gift has been offered, accepted, or received.

It seems desirable that information relating to such old and moribund libraries as have been absorbed or merged with newer and more vigorous institutions should somewhere find a record. As such transfers are usually made as gifts, there seems to be no more suitable place for such a record than in the annual report of Gifts and Bequests. It is to be hoped that, in the future, the tables of statistics issued from time to time by the state library commissions, the U. S. Bureau of Education, and others will contain a record of the final disposition of such libraries.

In the report of Gifts and Bequests made by Mr. Stockwell, a year ago, covering a period of two years, there were given 458 separate gifts, amounting to over $10,500,000, and distributed among 36 states and the District of Columbia. This report, covering 13 months, includes 482 separate gifts, amounting to $19,786,465.16, and is distributed as follows: 468 in 39 of the United States, 10 in the British provinces, and three in Scotland. To that princely philanthropist, Mr. Andrew Carnegie, we are indebted, during the past year, for gifts reaching the enormous aggregate of $13,704,700, over $12,500,000 of which was given for the erection of library buildings. In every case the gift, except where otherwise specified, was made upon the condition that the city or town receiving it should furnish a site for the building and appropriate yearly for the maintenance of the library a sum equivalent to 10 per cent. of the gift.

The most notable gifts of the year are due to the ever-increasingly generous hand of Mr. Carnegie. That to the city of New York of $5,200,000, for the erection of 65, or more, branch libraries, is probably the largest library gift ever made at one time to a single city. His gift of $1,000,000 to the city of St. Louis for library buildings and an equal sum, placed in trust as an endowment fund, for the Carnegie libraries at Braddock, Duquesne, and Homestead, Pa., occupy the second and third positions, by reason of their amounts. His recent gifts of $750,000 each to the cities of Detroit and San Francisco, though announced since July 1, have been included in this report. Mr. Carnegie's gifts during the year number 121; 112 in the United States, six in Canada, and three in Scotland. One hundred and seven of these gifts in the United States were for library buildings. Of the remaining five, amounting to $1,028,000, one of $25,000 will probably be used for a building.

The transfer of the John Carter Brown Library to Brown University by the trustees of the estate of the late John Nicholas Brown, recently announced, is one of the most important library events of the year. This library contains, if not the finest, at least one of the finest collections of early Americana in this country, and possesses many books not to be found in any other library on this side of the Atlantic. Its collector, after whom it is named, was a competitor with Lenox, Brinley, and other early collectors of Americana for many a choice nugget which Henry Stevens and other European dealers had secured for their American patrons. The library is estimated to be worth at least $1,000,000, and the gift carries with it two legacies, one of $150,000 for a library building, and another of $500,000 as an endowment fund for its increase and maintenance.

The gift of four public-spirited citizens of St. Louis, who have jointly contributed $400,000 to lift an incumbrance on the block to be used for the new Carnegie library in that city, is a noble example of public spirit, and one of which the friends of that city may justly feel proud.

The collection of Oriental literature of Yale University has been enriched by the gift of 842 Arabic manuscripts, many of which are extremely rare. The collection covers the whole range of Arabic history and literature, dating back to the 12th and 13th centuries.

This collection, formed by Count Landberg, was purchased by Mr. Morris K. Jesup, of New York, at a cost of $20,000, and was presented by him to the university library. This library has also received, as a bequest, the private library of the late Prof. Othniel C. Marsh, consisting of about 5000 volumes and 10,000 pamphlets, dealing mainly with palæontological subjects.

The New York Public Library--Astor, Lenox, and Tilden foundations--through the generosity of Mr. Charles Stewart Smith, has come into possession of a large and valuable collection of Japanese engravings and chromo-xylographs, formed by Captain Brinkley, of the _Japanese Mail_.

I regret that I do not have the pleasure to record any addition, during the year, to the Publication Fund of the American Library Association. The Publishing Board is much hampered by lack of funds from carrying on its important work. If some philanthropically inclined person would present a fund, say $100,000, upon condition that all publications issued from its income should bear the name of the fund, it would not only be of inestimable benefit to the cause of libraries, but would also be a most enduring monument to its donor.

An examination of the following list will disclose other gifts worthy of special mention if space permitted. The main list has been arranged alphabetically by states, as being the most convenient for reference. A tabulated summary, arranged by the geographical sections of the country, will show how widely scattered have been the benefactions of the year, extending from Alabama in the south to Montreal in the north, and from Bangor in the east to "where rolls the Oregon" in the far west.

ALABAMA.

_Montgomery._ Public Library. Gift of $50,000, for a public library
building, from Andrew Carnegie.

-- Gift of books forming its library, from the Montgomery Library
Association.

_Tuskegee._ Tuskegee Normal and Industrial Institute. Gift of $20,000,
for a library building, from Andrew Carnegie. The building will be
erected entirely by student labor.

CALIFORNIA.

_Alameda._ Public Library. Gift of $35,000, for a public library
building, from Andrew Carnegie.

_Berkeley._ University of California. Gift of $10,000, as a fund for the
purchase of books for the law library, from Mrs. Jane Krom Sather,
of Oakland, Cal.

-- Gift of $1000, from Col. E. A. Denicke.

-- Gift of about 2500 volumes, being the private library of the late
Regent, A. S. Hallidie, from Mrs. M. E. Hallidie.

_Fresno._ Public Library. Gift of $30,000 for a public library building,
from Andrew Carnegie.

_Napa._ Public Library. Gift of $20,000, for free public library
building, from George E. Goodman.

_San Francisco._ Public Library. Gift of $750,000, for a public library
building, from Andrew Carnegie.

-- Gift of building and fixtures for Branch Library, No. 5, estimated to
cost $20,000, from Hon. James D. Phelan, Mayor of San Francisco.

_San Jose._ Public Library. Gift of $50,000, for a public library
building, from Andrew Carnegie.

_Stanford University._ Leland Stanford University. Gift of $2000, $1000
for books on sociology and $1000 for books on bibliography, special
gift from Mrs. J. L. Stanford.

COLORADO.

_Grand Junction._ Public Library. Gift of $8000, increased from $5000,
for a library building, from Andrew Carnegie.

_Leadville._ City Library Association. Gift of $100,000, for a public
library, from Andrew Carnegie.

_Ouray._ Walsh Library. Gift of a library building, costing $20,000,
from Thomas F. Walsh.

CONNECTICUT.

_Branford._ Blackstone Memorial Library. Bequest of $100,000, from
Timothy B. Blackstone, of Chicago, founder of the library.

_Danielsonville._ Edwin H. Bugbee Memorial Building. Bequest of $15,000,
for the erection of a building, also the donor's private library and
cases, from Edwin H. Bugbee.

_Derby._ Public Library. Gift of a fully equipped public library
building, by Col. and Mrs. H. Holton Wood, of Boston, the city to
agree to maintain the library and raise a book fund of $5000, to
which sum the donors will add an equal amount.

-- Gift of $12,000, raised by popular subscription, towards book fund,
from interested citizens. Nearly $75 was given by public school
children.

-- Gift of $5000, towards a book fund, from Col. and Mrs. H. Holton
Wood.

-- Gift of 900 volumes, from Derby Reading Circle.

_Greenwich._ Public Library. Gift of $25,000, as an endowment, from
wealthy New Yorkers.

_Hartford._ Case Memorial Library, Hartford Theological Seminary. Gift
of $2000 towards fund for purchase of periodicals, from Mrs. Charles
B. Smith.

-- Gift of $500 for book purchases, from Miss Anna M. Hills.

-- Gift of 365 volumes, pertaining to missions, from Rev. A. C.
Thompson, D.D.

-- Public Library. Gift of $5000, from F. B. Brown.

_Kensington._ Library Association. Gift of $10,000, for a new library
building, from S. A. Galpin, of California. _Litchfield._ Wolcott
Library. Bequest of $1000, from ex-Governor Roger Wolcott, of
Boston, Mass.

_Middletown._ Wesleyan University. Gifts of $3604, to be added to
Alumni Library Fund.

-- Gift of $483, to be added to the Hunt Library Endowment. This
addition has been increased to $1000 by the reservation of the
income of the fund.

_New Haven._ Yale University. Gift of $10,000, for a fund for the
Seminary library in the department of Philosophy, from Mrs. John S.
Camp, of Hartford, Conn.

-- Gift of $1500, a contribution towards an administration fund, from
Charles J. Harris.

-- Gift of $1300, for purchases in the department of Folk-music, from
an anonymous donor.

-- Gift of $1000, for purchases in department of English literature,
from Edward Wells Southworth, of New York.

-- Gift of $500, a contribution towards an administration fund, from
the Hon. William T. Harris, U. S. Commissioner of Education.

-- Bequest of about 5000 volumes and 10,000 pamphlets, forming the
private library of the testator, from Prof. Othniel C. Marsh.

-- Gift of 842 Arabic manuscripts, collected by Count Landberg; bought
for $20,000 by Morris K. Jesup and presented by him to the
University. Many of these Mss. are very rare. The collection covers
the whole range of Arabic history and literature, dating back to
the 12th and 13th centuries.

-- Gift of a collection of musical manuscripts, number not stated, from
Morris Steinert.

_Norwalk._ Public Library. Gift of $50,000, for a public library
building, from Andrew Carnegie.

_South Norwalk._ Public Library and Free Reading Room. Bequest of
$1000, for permanent fund, from R. H. Rowan.

_Southington._ Public Library. Gift of $5000, towards a library
building, from L. V. Walkley.

_Torrington._ Library Association. Bequest of $100,000, by Elisha
Turner. From this amount is to be deducted the cost of the library
building, about $70,000, which was being erected by the testator at
the time of his death.

_Wallingford._ Public Library. Gift of library building, cost value not
stated, from the late Samuel Simpson, as a memorial to his
daughter.

_Windsor._ Library Association. Gift of $4000, towards a library
building fund, from Miss Olivia Pierson.

GEORGIA.

_Atlanta._ Carnegie Library. Gift of $20,000, for furnishings and
equipment of new building, from Andrew Carnegie.

_Travelling Libraries for Schools._ Gift of 960 volumes for 16
travelling libraries for country schools, for that number of
counties in the state, from the Hon. Hoke Smith. It is planned to
have each library remain in a school for about two months.

ILLINOIS.

_Aurora._ Public Library. Gift of $50,000, for a public library
building, from Andrew Carnegie, the city to furnish a site and
guarantee $6000 a year maintenance.

_Centralia._ Public Library. Gift of $15,000, for public library
building, from Andrew Carnegie, the city to provide a site and
$2000 yearly for maintenance.

_Chicago._ John Crerar Library. Bequest of $1000, from the late
President, Huntington W. Jackson.

-- Rush Medical College. Gift of 4000 volumes of medical and surgical
books, from Dr. Christian Fenger. This gift contains a practically
complete collection of German theses for the past fifty years.

-- University of Chicago. Gift of $30,000, to endow the history
library, from Mrs. Delia Gallup.

_Decatur._ Public Library. Gift of $60,000, for a public library
building, from Andrew Carnegie.

-- Young Men's Christian Association Library. Gift of $500, from Miss
Helen Gould, of New York.

_Dixon._ Dodge Library. Gift of a valuable and extensive collection of
art books, value and number not stated, from George C. Loveland.

_Evanston._ Northwestern University. Gift of $750, for the purchase of
books in political economy, from Norman Waite Harris, of Chicago.

-- Gift of $543.50, to be known as the "Class of '95 Library Fund," the
income of at least 4 per cent. to be used for the increase of the
university library, from the class of 1895.

-- Public Library. Gift of $5000, toward library site fund, from
William Deering.

_Freeport._ Public Library. Gift of $30,000, for a public library
building, from Andrew Carnegie.

_Galesburg._ Knox College. Gift of $50,000, for a library building,
from Andrew Carnegie.

-- Public Library. Gift of $50,000, for public library building, from
Andrew Carnegie. The city already appropriates $6000 for library
maintenance.

_Grossdale._ Public Library. Gift of $35,000, for public library
building, from Andrew Carnegie.

_Havana._ Public Library. Gift of $5000, for a public library building,
from Andrew Carnegie.

_Jacksonville._ Public Library. Gift of $40,000, for a public library
building, from Andrew Carnegie.

_Kewanee._ Public Library. Gift of $50,000, for a public library
building, from Andrew Carnegie.

_Lake Forest._ Lake Forest College. Gift of the Arthur Somerville Reid
Memorial Library building; cost about $30,000, from Mrs. Simon
Reid.

_Lincoln._ Public Library. Gift of $25,000, for a public library
building, from Andrew Carnegie.

_Maywood._ Public Library. Gift of $100, being surplus campaign funds
remaining after the election, from Republican Committee of that
town.

_Pekin._ Public Library. Gift of $10,000, for a public library
building, from Andrew Carnegie. The city has appropriated $1500.

-- Gift of a site for the proposed Carnegie library building, value not
stated, from George Herget.

_Rock Island._ Public Library. Gift of $10,000, for book stacks and
furniture, from Frederick Weyerhauser, of St. Paul.

_Rockford._ Public Library. Gift of $60,000, for a new public library
building, from Andrew Carnegie, the city to furnish site and "not
less than $8000" yearly for maintenance.

_Springfield._ Public Library. Gift of $75,000, for a public library
building, from Andrew Carnegie. The City Council appropriated
$10,000 annually in hope that the gift might be increased to
$100,000. The library will be known as the "Lincoln Library."

_Streator._ Public Library. Gift of $35,000, for a public library
building, from Andrew Carnegie.

_Sycamore._ Public Library. Gift of a library building, to cost about
$25,000, from Mrs. Everill F. Dutton, as a memorial to her late
husband, Gen. Everill F. Dutton.

_Waukegan._ Public Library. Gift of $25,000, for a public library
building, from Andrew Carnegie. The city already appropriates $2000
for library maintenance.

INDIANA.

_Crawsfordsville._ Public Library. Gift of $25,000, for a public
library building, from Andrew Carnegie.

-- Wabash College Library. Gift of the original manuscript of "The
prince of India," from General and Mrs. Lew Wallace.

_Elkhart._ Public Library. Gift of $30,000, for a public library
building, from Andrew Carnegie. The city, in advance, has pledged
$3500 yearly for maintenance.

_Elwood._ Public Library. Gift of $1000, through the local Women's
Club, from President Reid, of the American Tin Plate Co., of New
York.

-- Gift of $200, the results of a benefit, from The Women's Club.

_Fort Wayne._ Public Library. Gift of $75,000, for a public library
building, from Andrew Carnegie.

_Goshen._ Public Library. Gift of $25,000, for a library building, from
Andrew Carnegie, the city to furnish $2500 yearly for maintenance.

_Indianapolis._ Butler College. Gift of $20,000, for a library
building, also a site for the same, from Mr. and Mrs. Edward C.
Thompson, in memory of their daughter.

-- Public Library. Gift of 275 volumes on music, in memory of her son,
Harry S. Duncan, deceased, from Mrs. Ella S. Duncan. This
collection includes musical scores of the most famous operas and
oratorios, as well as the best critical works on music.

_Lafayette._ Public Library. Gift of property, valued at $15,000, from
Mrs. Robert R. Hitt, of Illinois.

_Logansport._ Public Library. Gift of a fine library of historical
material relating to the Mississippi Valley, collected by the late
Judge Horace P. Biddle. This collection was the result of 60 years
of historical research, and contains originals of maps, drafts,
etc., of great value.

_Madison._ Public Library. Gift of $20,000, for a public library
building, from Andrew Carnegie.

_Marion._ Public Library. Gift of $50,000, for a public library
building, from Andrew Carnegie. A site was purchased some time ago,
and the offer was promptly accepted.

_Michigan City._ Public Library. Gift of $500, for books, from Mrs. J.
H. Barker.

_Muncie._ Public Library. Gift of $50,000, for a public library
building, from Andrew Carnegie.

-- Gift of $6000, from the heirs of an estate, name not given.

_New Harmony._ Workingmen's Institute Public Library. Bequest of
$72,000, from Dr. Edward Murphy. In the final settlement the amount
may exceed these figures.

_Peru._ Public Library. Gift of $25,000, for a public library building,
from Andrew Carnegie. The city already appropriates $2700 yearly
for library maintenance.

_Portland._ Public Library. Gift of $15,000, for public library
building, from Andrew Carnegie.

_Wabash._ Public Library. Gift of $20,000, for a public library
building, from Andrew Carnegie.

-- Gift of 5000 volumes, from Woman's Library Association. The library
has been turned over to the city to be maintained as a public
library.

_Washington._ Public Library. Gift of $15,000, for a public library
building, from Andrew Carnegie.

IOWA.

_Burlington._ Public Library. Gift of $20,000, from Philip M. Crapo.

_Cedar Rapids._ Public Library. Gift of $50,000, for a public library
building, from Andrew Carnegie.

_Centerville._ Public Library. Gift of $25,000, for a public library
building and site, from ex-Governor F. M. Drake, on condition that
a two mills tax be laid for the perpetual and proper care of the
property.

_Davenport._ Public Library. Gift of $25,000, for a public library
building, thereby increasing former gift to $75,000, from Andrew
Carnegie.

_Dubuque._ Carnegie-Stout Free Library. Gift of $50,000, from Andrew
Carnegie, on condition that the Young Men's Library Association be
made the nucleus of a free public library, and that the city
furnish a site and maintain the institution.

-- Gift of a suitable site for the library building offered by Andrew
Carnegie, valued at $17,000, from F. D. Stout, given in memory of
his father.

_Fayette._ Upper Iowa University. Gift of $25,000, which will be
devoted to library purposes, probably for a new building, from
Andrew Carnegie.

_Fort Dodge._ Public Library. Gift of $30,000, for a public library
building, from Andrew Carnegie.

_Grinnell._ Stewart Library. Gift of a new library building, costing
$15,000, from Joel Stewart.

-- Gift of a site for new library building, value not stated, from The
Congregational Church.

-- Gift of $4000, for books, raised by popular subscription by the
citizens of Grinnell.

_Iowa Falls._ Public Library. Gift of a public library building, if the
city will provide a suitable site, from E. S. Ellsworth.

_Mt. Vernon._ Cornell College. Gift of $40,000, for a library building,
from Andrew Carnegie. Conditions, if any, not stated.

_Muscatine._ Public Library. A new library building, to cost about
$30,000, by P. M. Musser, provided the city vote to establish and
maintain the library.

KANSAS.

_Dodge City._ Railroad Library and Reading Room. The Atchison, Topeka,
and Santa Fé Railroad Co. are fitting up a library and reading room
at this place for its employés.

_Fort Scott._ Public Library. Gift of $15,000, for a public library
building, from Andrew Carnegie.

_Kansas City._ Public Library. Bequest of about $6000, from Mrs. Sarah
Richart.

_Lawrence._ Public Library. Gift of $25,000, for a public library
building, from Andrew Carnegie.

KENTUCKY.

_Lexington._ State College. Gift of $50,000, from President James K.
Patterson.

LOUISIANA.

_New Orleans._ Public Library. Gift of $10,000 and a valuable
collection of books, from Abram Holker.

MAINE.

_Bangor._ Public Library. Bequest of $18,347.26, towards the building
fund, from A. D. Mason.

-- Gift of building site, costing $7500, from Nathan C. Ayer.

_Belfast._ Free Library. Gift of $3000, as a fund for the purchase of
books on history and biography, in memory of Albert Boyd Otis, from
Albert Crane.

_Brunswick._ Bowdoin College. The new library building, given by Gen.
Thomas H. Hubbard, of New York City, reported last year, at over
$150,000, will cost over $200,000.

-- Bequest of $2000, from Captain John Clifford Brown, of Portland.

-- Gift of $1200, from an unknown donor, through a Boston friend.

_Fairfield._ Public Library. Gift of a library building, to cost
between $8000 and $10,000, from E. J. Lawrence.

_Farmington._ Public Library Association. Gift of $10,000, for a public
library building, from Hon. Isaac Cutler, of Boston, Mass.

_Lewiston._ Public Library. Gift of $50,000, for a public library
building, from Andrew Carnegie.

MARYLAND.

_Cumberland._ Public Library. Gift of $25,000, for a public library
building, from Andrew Carnegie.

_Hagerstown._ Washington County Free Library. Gift of $50,000 and
accrued interest $1250, from B. F. Newcomer, of Baltimore, the town
to furnish a site for building, which will cost about $25,000.

MASSACHUSETTS.

_Amherst._ Amherst College. Gift of $500, to form a fund for the
purchase of Spanish books, from Hon. John S. Brayton, of Fall
River, Mass.

_Bolton._ Parker Library. Devise of a dwelling house and one-half acre
of land, on condition that within one year from the allowance of
the will the town shall establish a free public library to be known
as the Parker Library, from Louisa Parker.

_Boston._ Lang Memorial Library. Gift of a free public library of
musical scores, founded by B. J. Lang, as a memorial to Ruth
Burrage.

-- Public Library. Bequest of $4000, from Abram E. Cutter.

-- Gift of 599 volumes of text-books used in the public schools of
Boston, from the Boston School Committee, in co-operation with the
publishers.

-- Gift of 597 volumes, relating to music, scores, etc., from Allen A.
Brown.

-- Gift of 576 volumes, relating to music, including operas, oratorios,
collections of school and college song books, etc., from The Oliver
Ditson Co.

_Cambridge._ Harvard University. Bequest of $10,000, to increase fund,
already established by him, for purchase of works of history,
political economy, and sociology, from ex-Governor Roger Wolcott.

-- Gift of $1250, for purchase of books relating to the history of the
Ottoman Empire, from Prof. A. C. Coolidge.

-- Gift of $800, for the purchase of books on ecclesiastical history in
the Riant Library, from J. Harvey Treat, of Lawrence.

-- Gift of $500, for purchase of books relating to Scandinavian
subjects, from Mrs. Emil E. Hammer.

-- Bequest of 1920 volumes, mainly English and French literature, from
Edward Ray Thompson, of Troy, N. Y.

-- Gift of 700 volumes from the library of James Russell Lowell, to
form the Lowell Memorial Library for the use of the Romance
Departments of the University, from various subscribers.

-- Gift of 549 volumes, the library of Alphonse Marsigny, from The J.
C. Ayer Company, of Lowell.

-- Gift of 317 volumes, belonging to the library of her late husband,
from Mrs. John E. Hudson.

-- Bequest of 250 volumes of Sanskrit and other Oriental works, from
Henry C. Warren, Esq.

-- Public Library. Bequest of 550 volumes, consisting chiefly of Maine
and New Hampshire local histories, genealogies, etc., from Cyrus
Woodman.

-- Gift of a collection of art works, valued at about $500, from
Nathaniel Cushing Nash.

_Clinton._ Public Library. Gift of $25,000, for a public library
building, from Andrew Carnegie.

_Conway._ Field Memorial Library. Gift of a library building to cost
$100,000, as a memorial to the donor's father and mother, from
Marshall Field, of Chicago. It will also be endowed by Mr. Field.

_Fairhaven._ Millicent Library. Gift of Fairhaven Waterworks, valued at
from $100,000 to $125,000, and producing an annual income of about
$8000, from Henry H. Rogers.

_Groveland._ Public Library. Bequest of $5000, from J. G. B. Adams.

_Hinsdale._ Public Library. Bequest of $5000, to be known as "Curtice
fund," the income to be used for the purchase of books, from John
W. Curtice, of Washington, D. C.

_Lynn._ Free Public Library. Gift of a library building, erected
largely from the bequest of Mrs. Elizabeth Shute.

--Gift of large mural painting, by F. Luis Mora, from Joseph N. Smith.

-- Gift of copy in marble of the Venus of Milo, from Charles W. Bubier,
of Providence, R. I.

-- Gift of a bronze bust of the late Charles J. Van Depoele, from his
family.

_Malden._ Public Library. Gift of $125,000, to be known as the Elisha
and Mary D. Converse Endowment Fund, from Hon. Elisha D. Converse.
"The income from this fund will be 'used freely in any direction in
which it may conduce to the welfare of the library.'"