Chapter VIII: Part 8

I have left myself but a moment to suggest one or two practical questions that may need consideration in the establishment of a new system of free public libraries in communities or a commonwealth. Next to thorough discussion of their proved beneficence, an efficient enabling act is certainly the first desideratum, in any state still without it, so that towns and cities may tax themselves for this purpose. And it is most important that this act be not so narrowly limited that communities shall be unable to attempt anything worth while. Better wait five years, or ten years, more for the statute that will enable our communities to put themselves in line with the most advanced in the country in this respect, than to enact a starveling and ineffective statute that shall

"Keep the word of promise in our ear,
And break it to our hope,"

as has already sometimes happened. The public appropriation is so limited by penny-wise legislation in a number of states as to discourage all action, and kill all interest in the matter.

In the same way, it is to be hoped that these states will accompany their enabling acts by auxiliary legislation similar to that in Massachusetts and New Hampshire; or, perhaps still better, patterned upon that of New York. It is difficult to decide upon the comparative advantages of these two systems. That of Massachusetts seems to me better for permanent results; but that of New York seems likely to be more immediately effective in stirring the sluggish interest of indifferent communities. Both are wonderfully economical in money, and both have great effectiveness when worked by the intelligent interest of even a few enthusiastic friends of the free library movement in any community. It would seem that even a governor who thinks five million people cannot afford $25,000 for the "Birds of Pennsylvania" might consent to spend a fifth of that sum per year to begin a work that would not end, if once well begun, without putting a new and most effective agency of social culture and even economic progress within the reach of every boy and girl in the state.

The machinery through which to plan and begin this great and hopeful experiment should be carefully considered. Massachusetts's unsalaried commission of eminent citizens, New York's Board of University Regents, alike insure that in those commonwealths the work will be carried on under the most hopeful and efficient conditions. Some such unpartisan and public-spirited agency is absolutely demanded for the success of the movement in a state that has to begin it _de novo_; and the _personnel_ of the agency is the most important point in any legislation initiating it.

There is also a difference of opinion as to whether school boards, or boards specially constituted for the purpose, should have charge of public libraries. My opinion is decidedly in favor of the latter; for while school boards would bring the library, as is most desirable, into closer relation with the public schools, an independent board, chosen, perhaps, by the school board in connection with the city council, as sometimes in Massachusetts, would be likely to bring more ability, independence, and careful consideration to the affairs of the library, and to separate it more completely from injurious partisan and personal politics.

THE COMMUNITY'S SERVICE TO THE LIBRARY

The Public Library, like the Public School, is the creature
of the community, which owes it provision for keeping it in
condition to render the service for which it was created.
This duty of course, includes adequate financial support but
does not end here. Among the most important adjuncts to such
support are the aid that can be given by enlightened public
opinion and by organized groups in the maintenance of
liberal and helpful policies, and the appointment of a
governing board equally conscious of its responsibilities
and its limitations.

THE RELATION OF THE STATE TO THE PUBLIC LIBRARY

This statement of first principles was made by Melvil Dewey
at the Second International Library Conference, held in
London, July 13-16, 1897, and is reprinted from the
Transactions and Proceedings of the Conference (London,
1898). In reading this address, it must be kept in mind that
it was made to Englishmen, whose conception of the functions
of a public library were then, as now, much more
conservative than ours. A sketch of Dr. Dewey will be found
in Vol. I. of this series.

We have been listening to an admirable account of the development of the library movement from earliest times to the present day, and I venture to believe that when the history of the age in which we live is written, and is looked back upon by those who shall come after, it will be known distinctively as the "Library Age."

Libraries of one sort or another have existed from the beginning of human history, and we are now well into the fifth century since the invention of printing; so that it would seem as if there had been abundant time for library development. But so great an institution as the modern library is of slow growth. It has taken a thousand years to develop our school system from university down to kindergarten. The public library is much more rapidly going through corresponding stages in order to come to its own. The original library was a reservoir, getting in and keeping safely, a storehouse for posterity. That was and is a great function, for which I have profound respect. Then, after many centuries, came another library epoch, for which we all feel still greater respect. The cistern was made a fountain; giving out was seen to be more important than getting in. The library is no longer merely a passive receptacle, but becomes an aggressive educational force in every community. The reservoir will not become a stagnant pool, for, in its branches and deliveries, the public library has mains and pipes laid through every street, and reaching almost to the door of every householder. And we live now not in the age of the reservoir, but in the age of the fountain. In our zeal and admiration, however, we are apt to forget that there is yet another and even more important stage to reach. In my own city, some time ago, we spent half a million dollars in providing an ample supply of water. But we found that we had really opened convenient communication with the cemetery by water, for the quality of the new and abundant beverage was such that our death-rate steadily rose. The burning question became qualitative, not quantitative, and we are now spending our money on efficient filtration. Of course no library intends to circulate injurious books, but equally no town intends to distribute harmful water. We are concerned more with the results than with the intention. The mortality tables make plain the physical defect, but alas! science has as yet devised no instruments delicate enough to record the greater danger to the individual and the State from poison in the great current, which has come to be a mighty flood, of modern reading matter. The most hopeful, and perhaps the only practicable, method of guarding against this serious danger is through the public library, which must now in the last days of this eventful century recognise the gravity of the new responsibility which it cannot shirk. Before another audience I might dwell at length on what this problem of selection means, but the representative librarians of the world will understand my claim that, wonderful as was the development from the cistern to the fountain, its importance is overshadowed by this great question of excluding the pernicious, which I sum up in the word filtration. This is the great problem of the modern library, and its solution must depend largely on the State.

It is often said that the modern periodicals and newspapers are our greatest danger; but this, of course, is true only of the sensational and other objectionable types. I yield to none in my high appreciation of what the best kind of newspaper may do in its capacity as the strongest ally of the public library and of the public school. I am confident that early in the next century such journals will be recognised as a distinct part of our educational machinery, but I am equally clear that the worst journals, conducted merely as money-making enterprises, and catering to the worst instead of to the best elements of both society and individuals, are the most potent factors for evil, and the greatest enemy which the ideal librarian has to combat in carrying forward his best work. They leave their habitual readers with neither time nor taste for anything above their own low plane. The mind will inevitably rise or fall to the level of its habitual reading, and we apostles and missionaries of the book have no more disheartening outlook than on the readers whose literary atmosphere is limited to the modern sensational newspapers. But the apologists for such reading say that the history of their own times is of more importance to them than any other history; should they not, therefore, become as familiar as possible with it? But when a man, on account of "pressure of business," never looks inside any good book, yet has time to read everything in the newspapers, he is--well, specialising too much in "history." How many men and women there are, who, from year's end to year's end, read nothing but the so-called history of their own times, and who can tell you nothing better than which dog won the last fight! It is a good thing to know the history of our own times; so is a pinch of salt a good thing on one's breakfast potato, but it is not necessary to drink a barrel of sea water each morning in order to get it.

It is highly desirable that I should know the geology and topography of my own State, but I can learn all that is worth knowing without creeping on hands and knees with nose close to the ground over the barnyards and dump heaps of our commonwealth, under the vain delusion that I am exhaustively studying its geology. We must join this battle squarely. The eternal conflict of good and the best with bad and the worst is on. The librarian must be the librarian militant before he can be the librarian triumphant. At the end of another century, when a conference like this is held, our descendants will look back with wonder to find that we have so long been satisfied to leave the control of the all-pervading, all-influencing newspaper in the hands of people who have behind them no motive better than the "almighty dollar." The solution of our difficulties lies in recognition by the State that public libraries are not only good things, but that they are an absolutely necessary part of our educational system. We started with the university, but found that we had to put under it the college. Then we went a step further, and had the academy and high school to prepare for the college; the primary and grammar schools to prepare for the high school; and now we have the kindergarten under the primary school. I am not giving a chronology, but simply pointing out that during these centuries educators have constantly been facing the question of adequate provision for meeting completely the public wants. We have at last reached step by step from the university to the nursery, and have provided a series of schools covering the entire field. Yet, with all this, we have not attained the full system of education that we ought to attain, and every thoughtful person is now asking, "What next?"

Huxley has well said that a system of education which in the early years trains boys and girls to read and then makes no provision for what they shall read during all the rest of their lives, would be as senseless as to teach our children the expert use of the knife, fork, and spoon, and then make no provision for their daily food. The whole history of education has been a series of broadening conceptions. I can recall no case in which the ideal has narrowed, but step by step we have come to a general recognition that education is for poor as well as rich, for plebeian as well as prince, for black and white, for native and foreigner, for brilliant or backward, for women as well as men, for deaf, dumb, and blind, and all defectives and delinquents, who in the old conception were left without the pale. It is almost within our memory that we have come to substantial agreement that the State owes an elementary education to every boy and girl born within its limits, not alone as a right to the child, but as a matter of safety and practical wisdom on the part of the State; and this broader conception is followed closely by a second and still broader one, that every boy and girl is entitled not only to an elementary, but to something also of higher education. I have met no competent student of this subject who dares deny that hereafter the State must recognize that education is not alone for the young, for limited courses, in schools which take all the time of their pupils, but that it must regard adults as well; and not alone for short courses, but all through life--not in our recognised teaching institutions alone, but in that study outside of office or working hours that may be carried on at home. I may sum it up in the one sentence, "Higher education, for adults, at home, through life."

In this home education, which must hereafter be recognised side by side with school education, the library is the great central agent round which study clubs, reading circles, extension teaching, museums, and the other allied agencies must cluster. A statesman solicitous for the future welfare of his country will find his most fruitful field in protecting and guiding the reading of the people. It is what a man reads that shapes his future, which depends, not at once upon the rostrum and the pulpit, but on the book and the newspaper. In education we recognise that the supreme end is the building of character, but many of us have never thought clearly how directly this character-building rests upon the public library. It is reading that begets reflection, reflection begets motive, motive begets action, and action begets habit, and habit begets character; and who here dares question this, that it is not the air nor the water, nor yet the "roast beef of Old England," not its history nor traditions nor laws nor geographic location, but _character_, that has made the Anglo-Saxons, England and her daughters across the seas, the most wonderful people of the earth. It is not brawn, but brain. The dogs and horses might have the physical qualities, but it is the mind and soul, and those elements of true greatness which can best be instilled into a people through the reading of good and great books, that have made a race of which we are justly all so proud. One of the wisest of Frenchmen said of the Franco-Prussian War, when the needle-gun was suggested as the explanation of German victory, "No; it was not the needle-gun, nor the German soldier who held it, nor yet the German schoolmaster who trained the soldier, but it was the German university that made the schoolmaster."

"Knowledge is power," and it is knowledge that has made England and America great. Think of the men who read the poorest newspapers, but know nothing of our best books. Can the State afford to make other things free, and not make free true and useful knowledge as preserved in books? Can the State recognize the necessity for free schools, and fail to provide free access to the best reading in all realms of knowledge?

"Free as air," was the old-time strongest expression. Then men learned how absolutely essential to physical well-being was abundance of water, and our language records in its favourite expression, "free as water," the meaning of the untold millions that civilization has spent to supply all people freely with this essential. We are learning the greater lesson about the necessity of free knowledge more slowly, because intellectual and spiritual things are not so readily discerned by our mortal eyes, and it takes more time to read even those messages that God has written very large for those who have eyes to see; but the time is not far distant, mark my words, when our speech will again record the general acceptance of a great truth in the common phrase, as "free as knowledge." We should make the public understand the relation of the school system to the library system; that the library is not merely a collection of books, or a storehouse, but an aggressive and active source of education, side by side with the free schools. If the issue came--but, thank God, it never will--between giving up either the library or the free school, I am not sure that I would not choose for the welfare of the country the public library rather than the school. This may sound strange from one who has given his life to education, but I believe that even without our schools nearly every boy and girl would somehow learn to read; and when I soberly consider the influence on lives and characters and on the State, it seems probable that, infinitely valuable as is the work of our free schools, it would be exceeded by what could be done by a system of free public libraries, reaching every boy and girl and man and woman in the community, and so administered as to provide each freely from childhood to the grave with the best reading in every field of interest and activity.

The State, whatever it may or may not do, should recognise the library as being as essential to public welfare as is the school, and it should give it as careful protection from dangers without and within as it gives to institutions like banks and insurance companies. The State should protect the library against unjust laws, improper interference, or pernicious influence of any kind from without. It should guard it also against misconduct, incapacity, or neglect on the part of its trustees, officers, or employees. Beside the direct appropriations for its support, it should grant the most liberal powers for holding property given by individuals for the public benefit, and, above all, should grant entire exemption from taxation. To tax a free public library for doing its beneficent work is theorising gone mad. It is as absurd as for a missionary to refuse admission to his preaching, or for the manager of a theatre in which a fire has just started to shut out every fireman till he had presented the conventional coupon for a reserved seat. The example first set by my own State (New York) in the statute which I had the honour of drawing ought to be followed universally. We created a public libraries department, to devote its entire attention to advancing the best interests of public libraries. It would take the entire morning to sketch to you the various forms of beneficent work which we have found practicable. We help to establish new libraries, reorganise old ones, revise methods, select books, lend single books or entire libraries, grant books or money up to $200 yearly to any library raising an equal sum from local sources, and, by means of correspondence, personal inspection, and steady work in a dozen directions, help every community to get the greatest practical good from the labour and money given to its free library. We have now about five hundred travelling libraries moving about in all parts of the State. The public library is rapidly becoming universal. For the Government not to recognise it in its own organisation is as absurd as it would be to have a standing army and no war department, or schools dotted all about the state and no department of education. Time forbids more than the mere naming of what is needed, but the first great step in summing up the relation of the State to public libraries is the establishment of a public libraries department, in charge of a strong man who appreciates the almost limitless opportunities for usefulness which this new field affords.

Our discussions this morning took such a turn that you could almost hear behind them, like the recurring motive of one of Wagner's operas, the question, "Who shall be greatest among librarians?" In our State Library School I give each year a course of five lectures on the qualifications of a librarian, and point out under a half-hundred different heads the things we should demand in an ideal librarian; but when we have covered the whole field of scholarship and technical knowledge and training, we must confess that overshadowing all are the qualities of the man. To my thinking, a great librarian must have a clear head, a strong hand, and, above all, a great heart. He must have a head as clear as the master in diplomacy; a hand as strong as he who quells the raging mob, or leads great armies on to victory; and a heart as great as he who, to save others, will, if need be, lay down his life. Such shall be greatest among librarians; and, when I look into the future, I am inclined to think that most of the men who will achieve this greatness will be women.

It is well to hold up high ideals, but it would be a sad mistake to underrate the services of the noble men and women who in some, perhaps many, respects fall far short of the standards we lay down, and yet who have done, and are doing well, much of the world's best work. Let us dwell on what has been well done, not on what has been omitted or on what might have been done by other men in other circumstances.

I remember, some twenty-five years ago, reading in George Eliot's _Romola_ these words, which we should remember when thinking of any great librarian who of necessity fails in some respects to meet all our ideals: "It was the fashion of old, when an ox was led out for sacrifice to Jupiter, to chalk the dark spots and give the offering a false show of unblemished whiteness. Let us fling away the chalk, and boldly say the victim was spotted; but it was not therefore in vain that his mighty heart was laid on the altar of men's highest hopes."

METHODS OF SECURING THE INTEREST OF A COMMUNITY

This paper by Wm. E. Foster, Librarian of the Providence
Library, appears in the double number of _The Library
Journal_ for September-October, 1880. Written forty years
ago it is more advanced from the standpoint of
socialization, especially as regards group-action, than some
pronouncements that one might hear to-day. A sketch of Mr.
Foster appears in Vol. I. of this series.

This mainly resolves itself into a consideration of direct and indirect methods. The one attempts only to supply the public with what it wants; the other, striving after the truest improvement of the readers, in time secures, with the growth of intelligent appreciation, an interest even more active, and vastly more permanent, than the other. No library may safely disregard either class of methods, and their proper adjustment is a point which may very profitably engage much of the librarian's attention.

It is true that the first of these is not likely to escape his attention. "What the public wants" is a consideration which will meet him frequently, from one end of the year to the other. No one needs to be told, for instance, that the public wants to be amused. Doubtless the class of books described as "humorous" would constitute, to a large body of readers in any one of our cities, the true ideal of a collection of books. The taste for imaginative literature begins early and lasts long, with a large number of readers. "Something new" is a phrase whose attractiveness is not far from universal. Still further, if it is a question between a "true account," which deals with stirring adventures, and another "true account," whose pages are devoted to an impassive statement of scientific facts, there is not much question which will find the most readers among the general public. "What the public wants," then, as regards the choice of books, while it certainly does not indicate a high degree of enlightenment, has perhaps the merit of being true to nature.

There are certain points of administration, also, in which the interest of the public is concerned. It is in favor of having the library as near its place of residence as possible; and here, unfortunately, "the public" is a plural personage which cannot all be suited at once. It is in favor of that method of obtaining the privileges of the library which requires the least trouble and inconvenience on its part, and seldom sees the need of a careful verification of the applicant's identity. It is in favor of the fewest restrictions on access to the books, and on the time for keeping them. It is in favor, decidedly, of that "charging system" which will deliver the book soonest. It is in favor of finding the library open on all days and at all hours, sometimes even not regarding the specified hours announced as worthy of consideration. In short, while it is by no means difficult to persuade the public of the reasonableness of a particular restriction, yet its first thought is undeniably largely influenced by selfish considerations.

Nor is the larger part of the public any more fond of bestowing deep and painstaking thought upon the books which it reads, and of carrying the mind systematically through a complicated mental process. It is not improbable that some readers would be glad of some method of using books which should save them the trouble of any mental process. And, while these readers are so much averse to any troublesome efforts toward improvement on their own part, it would be scarcely reasonable to look for any very intelligent supervision by them of the reading of their children, or of the pupils in the schools. Here, again, what the public wants is "the royal road"--some "short and easy method."

That library, then, which would awaken and develop a lively interest among its readers in the miscellaneous public, cannot certainly complain of a lack of methods by which to secure such interest. It may include in its selection of books a suitable percentage of fiction, and humorous works. It may infuse "new blood" into the library by frequent and regular purchase of the latest publications. It may add largely to the department of voyages and travels, of books copiously illustrated,--of popular literature, in short. It may place its main building in the center of population, and establish branches for the accommodation of outlying localities. It may recognize the desirableness of "the least red tape" in registering readers, of open book-shelves, of expeditious serving of readers, and long periods of time for the use of the library and the retention of books. It may furnish its readers with explanations and directions for obtaining and using the books which shall require the least difficulty in understanding and applying them. It may, and it should, recognize the value of all these principles, and the library which fails to act on them does so at its peril. Yet these points do not comprise all that demand attention; and the effectiveness of even these is due to the limits which are set to them. A certain amount of fiction is well enough, but to enlarge this department at the expense of all others would clearly defeat the library's purpose. Diminution of restrictions in the use of books is certainly agreeable to the public, but the removal of all restrictions would result in such a loss of books as would soon work its own cure.

The question, "What does the public want?" is not the only, nor, in fact, the chief question to be borne in mind in the conduct of a library. One has only to keep his eyes open to see how suggestive as to methods is this other question: "Of what service may the library be?" And it is safe to say that one who has not given the subject attention will be surprised to find at how many points a collection of books, and the thought there contained, touch human life. Here is a machine-shop with its hundred or more workmen, many of whom are anxious to study some mechanical work. The library has such works, and is glad to supply them. Here again is a society of natural history, whose members are systematically studying some department of natural science. To them, also, the library willingly offers its resources in that department. With no less willingness it offers its cooperation to those who are following a course of public lectures on some topic of political science or of art, to a college class studying topically some epoch of history or period of literature; or to a public-school teacher, with a class in geography; or a parent desiring some suitable reading for a child. Or, with no specified class of persons in view, it seeks to make its collection generally available, by regular references to its resources on matters of current and universal interest.

Much more effective, however, than the best of such attempts at reaching classes of readers will be the aid rendered to individual readers. Not general and indefinite, but specific and direct assistance, is here given, and, although at first this kind of work might seem to be impracticable in a large library, yet one who tries it will be interested to see how far such individual methods may be introduced. The librarian almost mechanically learns "to pigeon-hole" in his mind the peculiar tastes and lines of reading of single readers, and, when the occasion presents itself, can bring to their notice books and articles which they are glad to obtain. More than one librarian makes it a regular practice, in adding new books to the library or in collecting material bearing upon some one topic, to drop a postal to this and that reader who, he knows, will be glad of just this information. The more the conducting of a library can be made an individual matter, bringing particular books to the notice of particular readers, the more effective it becomes.

It remains to consider what may be called the "general effect" of such individual efforts, continued from one year to another. They will certainly result in giving the public a large amount of assistance. Being exerted in connection with the whole community, they cannot fail to leave an influence, like the school, the church, or the newspaper,--an influence moreover, which, if wisely directed, and intelligently shaped, will make the public library idea appreciably felt in the civilization of the country.

Nor can it fail to have a reflex influence in securing the interest of the public. If methods of the former class were able, by their direct agency, to accomplish practical results, even more significant and more permanent are those reached indirectly by this method. No class of people will be so truly attached to the institution, by active interest, as those who feel that they have been personally aided and improved through its agency. The former methods are directly adapted to secure popularity, the latter to win gratitude; and if it should ever become necessary to choose one of these, at the expense of the other, there can be little room for hesitation. The growth of public sentiment in communities like Boston and Worcester, where public libraries have been administered on these principles, and with these ends in view, for a series of years, is very instructive. Public sentiment, like confidence, is "a plant of slow growth"; but experience shows that when the conviction has once thoroughly penetrated a community that an institution like this is sincerely aiming to serve the public, a hold on its sympathy and interest has been acquired not easily to be shaken. It should be the aim of each librarian to make the usefulness of his institution so manifest that the public will as soon think of dispensing with the post-office as with the library.

FINANCIAL SUPPORT

The justification for taxing the members of a community to
support a Public Library, although rarely questioned to-day
was argued with heat in former times. Earlier, there was the
same difference of opinion with regard to the public
schools. In order to obtain the argument in opposition, in
its best form, we have had to draw from a British source,
which we consider it proper to quote here because it
elicited a reply from an American librarian which will
immediately follow:

FREE LIBRARIES

(AN ARGUMENT AGAINST PUBLIC SUPPORT)

This paper, by M.D. O'Brien, forms Chapter IX of the
compilation of essays entitled "A Plea for Liberty" edited
by Thomas Mackay (3rd ed. London, 1894). The sub-title of
the book, "an argument against socialism and socialistic
legislation," gives its viewpoint. There is a formidable
introduction by Herbert Spencer in which he condemns even
the extremely limited state support given at that time to
general education in England as a "tyrannical system tamely
submitted to by people who fancy themselves free." Mr.
Spencer ends by asserting that the end, if this sort of
thing is to go on, "must be a society like that of ancient
Peru, dreadful to contemplate, in which the mass of the
people, elaborately regimented in groups, ... were
superintended in their private lives as well as in their
industries and toiled hopelessly for the support of the
governmental organization."

A Free Library may be defined as the socialists' continuation school. While State education is manufacturing readers for books, State-supported libraries are providing books for readers. The two functions are logically related. If you may take your education out of your neighbour's earnings, surely you may get your literature in the same manner. Literary dependency has the same justification as educational dependency; and, no doubt, habituation to the one helps to develop a strong desire for the other. A portion of our population has by legislation acquired the right to supply itself with necessaries and luxuries at the cost of the rates. The art of earning such things for themselves has been rendered superfluous. Progress therefore halts because this all-important instinct has fallen into disuse. At a point the rates will bear no more, and those who depend on them for their pleasures are doomed to disappointment. The identity of principle exemplified alike by compulsory education and compulsory libraries, logically involves the justification or condemnation of both; and, let us disguise the unpleasant truth in as many sounding phrases as we please, the fact remains that the carrying out of this socialistic principle means pauperism pure and simple. Have we forgotten the evils that resulted from the application of this principle under the old poor law? or do we imagine that when an evil changes its outward appearance it changes its inner essence also? The harm done to the national character by a policy of this nature varies in intensity in proportion to the necessity of the want supplied. If the thing supplied at public cost is really necessary and eagerly accepted by the people, it becomes more readily a potent cause of dependency, and a heavy and at length an insupportable charge on the ratepayers. This was the experience of the old poor law. The cost of national education is fast approaching to the same state of things, and the problem will one day have to be faced: 'How is the burden of the cost of education to be returned to the shoulders of those who are responsible for it?' In this paper we are concerned with a smaller question. A very inconsiderable section of the people really want the Free Library; the question at the polls is generally treated with apathy, and only a very small proportion of the ratepayers record their votes one way or the other. As a matter of fact the Free Library is forced upon the public by a number of doctrinaire believers in the superhuman value of a mere literary education. It is not a popular want. The vast majority of people have still a greater faith in the training which results from practical contact with the real facts of life, and still only regard book-learning as a useful supplement, easily obtainable by those who really desire it and are likely to profit by it.

The history of the Education Acts is very analogous. The literary classes became alarmed at the ignorance of the poor, and instead of allowing the efforts of philanthropists, aided by the growing appreciation of education amongst the labouring class--already giving great promise of providing a true and voluntary remedy for the supposed evil--to work out a system of education on natural and healthy lines of spontaneous evolution, a course which would have added dignity and stability to the domestic life of the parents and given a real and technical system of education to the children--instead of this, the hasty politician rushed forward crying. 'The people do not want education, so we must compel them.' The compulsory and demoralizing character of the means reacts on the otherwise advantageous nature of the end, and the result is a mind-destroying system of cram for the children; summons, fines, and police for the parents. This is how the politician makes education a lovely and desirable thing. It is almost impossible to over-estimate the evils resulting from the State not allowing teachers and parents to adjust the educational arrangements so as to meet the felt requirements of the case. This communal despotism strikes at the very foundation of personal virtue, viz. the home, the instrument by which nature lifts human character above the non-moral sensuousness of the animal world. Let us never forget that the human mind is made up of lower and higher elements, and that the removal of personal duties--the practice-ground of the virtues--favours the development of the lower factors of character at the expense of the higher, of weeds at the expense of flowers.

What else can possibly result from the carrying out of a principle which means the public feeding, clothing, and lodging of children under official superintendence and control? Will it be contended that State officers can know better than parents what is really needed for children? Yet this is what our Free Educationalists are leading us to. The system which robs the parent of one of the noblest motives to effort--the desire to give a good education to his children--which weakens the sense of duty and takes away a wholesome stimulus to the mental and moral faculties, is only the beginning of an evil that menaces civilization and threatens to swallow up all natural distinctions and relationships in a low and promiscuous communism. This bribe of parental irresponsibility--this patent method of shirking duties--which the politician offers us in exchange for our manhood, is a scheme for encouraging the race to cast itself forth into the moral darkness of a world where the parents are all childless and the children all orphans.

The Free Library, however, has not yet reached the same degree of compulsion as the Free School. A majority of the local public must vote for it before it can be established; or rather, we should say, there must be a majority favourable to it amongst _those who do take the trouble to record their votes_: usually only a very small proportion of the electorate think it worth while to cross the street in order to pay a visit to the poll. When the Library is established, its real popularity is to be measured by the fact that its books are borrowed by only about one per cent. of the population. We make bold to say that if it ever becomes popular, it will be an extremely mischievous institution. As yet it is merely a plaything for a number of well-meaning busybodies, and an occasional convenience to a few middle-class readers. The limited amount generally spent upon it prevents it from doing anything more than minister to the sensational indulgences of a very limited section of the reading public. If the working classes of the country ever really become students, it will be impossible to supply them with adequate store of books from the rates: if this is attempted, it can only be at a time when books will be but a small item in the expenditure which a dominant State Socialism seeks to lay on the public purse. On the one hand will stand a class whose only plan for satisfying their wants is the imposition of a new tax, and on the other a harried remnant of ratepayers, both soon to be overwhelmed by the near approach of national bankruptcy.

Want is the spring of human effort. Self-discipline, self-control, self-reliance, are the habits which grow in men who are allowed to act for themselves. The meddlesome forestalling of individual effort, which is being carried into mischievous excess, is going far to bind our poorer classes for another century of dependence.

Let us run, as rapidly as possible, through a few of the pleas set up by the advocates of this form of municipal socialism. Good books, it is said, are out of the reach of the working man. Whether this is true as regards books we shall see, but obviously it would be easy to make out a much stronger case for many other forms of amusement which are far more popular with the million than books; yet no one seriously proposes that the amusements of the poorer classes can _all_ be supported by the rates. But a glance down the lists of some of our publishers will show any one that the statement is not true--is the very reverse of truth. When books like 'Pilgrim's Progress,' 'The Vicar of Wakefield,' 'Rasselas,' 'Paul and Virginia,' Byron's 'Childe Harold,' 'Lady of the Lake,' 'Marmion,' and others, can be purchased from Messrs. Dicks at twopence each; when all Scott's novels can be obtained from the same publishers for threepence per story; when, from the same source, any of Shakespere's plays can be got for a penny each, it will not do to say that the best kind of literature is unpurchasable by a class that spends millions a year on alcohol, as well as thousands on tobacco and other luxuries. Three or four pence, which even comparatively poor people think nothing now-a-days of spending on an ounce of tobacco or a pipe, will buy enough of the best literature to last an ordinary reader at least a week or a fortnight. And when the book is read, there is the pleasure to be derived from lending or giving it to a friend, and of accepting the loan or gift of his in return; a custom that largely obtains in country districts where no socialistic collection of unjustly gotten books exists to hinder the development of personal thrift or poison the springs of spontaneous generosity. Lying on the table where this is written is a list of the works published in Cassell's National Library. How some of the old book-lovers who are gone--who lived in the days when the purchase of a good book involved some personal sacrifice--would have appreciated this valuable library! Here are 208 of the world's best books, each one of which contains some 200 pages of clear readable type. The published price is threepence each; but a discount of twenty-five per cent. is allowed when four or five or more are purchased. It would be a waste of space to give the entire list; but a few typical examples may be taken. Here are the Essays of Lord Macaulay; here are works by Plutarch, Herodotus, Plato, Xenophon, Lucian, Fenelon, Voltaire, Boccaccio, Gothe, and Lessing--in English, of course. Here is Walton's 'Complete Angler,' Goldsmith's 'Plays,' Bacon's 'Wisdom of the Ancients' and 'Essays.' Here are works by Burke, Swift, Steele and Addison, Milton, Johnson, Pope, Sydney Smith, Coleridge, Dickens, Landor, Fielding, Keats, Shelley, Defoe, Dryden, Carlyle, Locke, Bolingbroke, Shakespere, and many others. All Shakespere's plays are here complete, and each play is accompanied by the poem, story, or previous play on which it is founded. Here, for example, is the last of the series as yet published, 'All's Well that Ends Well'; it contains a translation of the story of Giletta of Narbona from Painter's 'Palace of Pleasure'; it is worth threepence to a student, if only for showing the difference between raw material and finished product. Hundreds of new novels, including some of those of Thackeray, Kingsley, Dickens, Lytton, and other well-known authors, are to be obtained in most places for 4-1/2_d._, and their secondhand price is less still. Considering the marvellous cheapness of good books, it is difficult to understand how any one can either blackmail his neighbour for them, or encourage working-men to do so. If a man will not deduct a few coppers now and then from his outlay in other luxuries to purchase literature, he cannot want literature very badly; if he does not value books sufficiently well to buy them with his own earnings he does not deserve to have them bought for him with other people's earnings. That poor women and others, who are often the sole support of a large family of children, should have their hard earnings confiscated to maintain readers--many of them well-to-do--in gratuitous literature, is an injustice not to be palliated by all the hollow cant about culture and education so freely indulged in at the present time. Some time ago there was a discussion on 'the sacrifice of education to examination.' There is another question quite as serious--the sacrifice of justice to so-called education.

Let us next consider the educational value of this institution.

It is hardly necessary for us to say that we have no objection, either for ourselves or for our neighbours, to novel-reading. On the contrary, we regard it as a legitimate form of recreation. All we argue is that it is not a luxury which should be paid for out of the rates. Now, to listen to the advocates of Free Libraries one would imagine that these institutions were only frequented by students, and that the books borrowed were for the most part of a profound and scholarly character. But the very reverse of this is the case. The committee of the Blackpool Free Library, in their Report for the year 1887-8, say:--'Works of fiction and light literature enjoy the greatest degree of popularity, each book circulating eleven times in the year, while _the more instructive books in the other classes circulate only once during the same period_.' According to this Report, out of a total average daily issue of 150 volumes, 137 are works of fiction and light literature. The average issue of history, which is the next largest item, is only 9 per diem.

No wonder is it, after such results as this, that the Committee should express the opinion 'that the rich stores of biography, history, travels, and works of science and art which have been added in recent years are deserving of greater attention than has hitherto been given to them.'

Although the nominal and frequently exceeded limit is now one penny in the pound, there is no knowing how soon it may be raised. Already one of the members of the Library Association of the United Kingdom, a body composed to a considerable extent of librarians whose bureaucratic instincts naturally impel them to push their business by all possible means, has awarded a prize of ten guineas for a draft Library Bill, which, among other things, permits a twopenny instead of a penny rate. 'But,' says the _Daily News_ of Oct. 4th, 1889, 'the feeling appeared to be unanimous that it would be _unwise_ to put this forward as a part of the Association's programme, as it would enormously increase the opposition to the adoption of the Act in new localities.' No regard for the ratepayers' pockets holds them back; but only a fear of injuring business by frightening the bird whose feathers are to be plucked. Were it not for this the Bill would be pushed forward, and those ratepayers who have voted for the adoption of the Act in the belief that no more than one penny can be levied, would have the rate suddenly doubled over their heads without knowing it. Perhaps, after all, it would serve them right.

The intervention of this Association in the conduct of the agitation for Free Libraries is instructive, and points to the fact that if we admit the principle that the wants of the poorer classes generally are to be supplied from the rates, it is not the poorer classes themselves who are allowed to say what form the gift shall take. On the contrary the law is manipulated by a number of amiable enthusiasts who succeed in foisting their own fad on the public charges. If the working classes were allowed to choose the application of _1d._ or _2d._ in the pound it would not go to Free Libraries.

The enormous amount of light reading indulged in by the frequenters of Free Libraries leads us to expect that these places are largely used by well-to-do and other idlers. And this is exactly what we find. Free Libraries are perfect 'god-sends' to the town loafer, who finds himself housed and amused at the public expense, and may lounge away his time among the intellectual luxuries which his neighbours are taxed to provide for him. Says Mr. Mullins, the Birmingham librarian, 'No delicacy seemed to deter the poor tramp from using, not only the news-room, but the best seats in the reference library _for a snooze_. Already the Committee had to complain of the use of the room for _betting_, and for the transaction of various businesses, and the exhibition of samples, writing out of orders, and other pursuits more suited to the commercial room of an hotel.' And referring to another Free Library, the same authority continues:--'In the Picton Room of the Liverpool Library, alcoves were once provided with small tables, on which were pens, ink, &c., but it was found that pupils were received in them by tutors, and much private letter-writing was done therein; so that when a respectable thief took away L20 worth of books they were closed.

After the nonsense usually indulged in by the officials of literary pauperism such candour as this is positively refreshing. It is seldom the high priest allows us to look behind the curtain in this fashion. As a rule, the admission is much less direct, and can only be gathered from a careful analysis of the statistics. According to the Bristol Report for last year, there were 416,418 borrowers during the twelve months preceding December 31, 1889: of these 148,992 are described as having 'no occupation.' The Report of the Atkinson Free Library of Southport informs us that out of the 1283 new borrowers who joined the library last year, 536 are written down as of 'no occupation.' At the same town, in the years 1887-8, there were 641 who, according to the report, were without any occupation, out of a total of 1481. According to the annual Report of the Leamington Free Public Library for 1888-9, 187 made a return 'no occupation,' out of a total of 282 applicants. In the Yarmouth Report for the same year, out of a total of 3085 new borrowers, 1044 are described as of 'no occupation'; the report for the previous year states the proportion as follows:--Total of borrowers, 2813; 'no occupation,' 1078; in the year before that the total was--3401; 'no occupation,' 1368.

Some reports give a fuller analysis of the different classes of people who use the libraries to which they refer. In the Wigan Report for last year we are told that 13,336 people made use of the reference library in that town during 1888-9. The largest items of this amount are given as follows:--Solicitors, 1214; clergy, 903; clerks and book-keepers, 1521; colliers, 961; schoolmasters and teachers, 801; architects and surveyors, 418; engineers, 490; enginemen, 438. At Newcastle-on-Tyne, last year, there were 11,620 persons used the reference library, and only 3949 of these were of 'no occupation.' Yet, notwithstanding the numerical weakness of the latter, they managed to consult nearly half the books that were consulted during that year. The total number consulted was 36,100; and 16,800 were used by people who had 'no occupation.' And this is legislation for the Working Classes!

There is little doubt that at least forty-nine out of every fifty working-men have no interest whatever in these institutions. For one penny they can buy their favourite newspaper, which can be carried in the pocket and read at any time; whereas if they wanted to see a paper at a Free Library they would generally have to wait half an hour or an hour in a stuffy room, without being allowed to speak during the time. The following sensible remarks are from the pen of one who has risen to an honourable position from a very humble beginning without the aid of either Free Libraries or Free Schools:--