3 Miscellaneous.—State the purpose of a public library broadly, perhaps in the form of a definition. Make possible the maintenance of loan, reference, reading room, museum, lecture, and allied educational features, and of branches. Prescribe mode for changing form of organization of an existing library to conform to new law. Impose penalties for theft, mutilation, over-detention, and disturbance. Provide for distributing all publications of the state free to public libraries.

Note.—It is probably most convenient to have the library year correspond with the calendar year. It is well to have the trustees appointed and the report of the library made at a different time of the year from either the local or general elections. The library is thus more likely to be free from the influences of party politics. To have a library treasurer is probably the better plan, but library money may be kept in the hands of the municipal treasurer as a separate fund, and be paid out by order of the board of trustees only.

Libraries for schoolrooms, to be composed of reference books, books for supplementary reading, class duplicates, and professional books for teachers, should be provided for in the public school law. School funds should be used and school authorities should manage these libraries. The business of lending books for home use is better and more economically managed by a public library, having an organization that is independent of the school authorities.

4 A state central authority.—Establish a state library commission; appointments on this commission to be made by the governor and confirmed by the senate, one each year for a term of five years. Make the commission the head of the public library system of the state with supervisory powers. Let the commission manage the state library entirely, and center all its work at that institution. Let it be the duty of the commission, whenever it is asked, to give advice and instruction in organization and administration to the libraries in the state; to receive reports from these libraries and to publish an annual report; to manage the distribution of state aid, and to manage a system of traveling libraries.

Note.—Within a few years each of several states has provided for a state library commission, to be in some sense the head of the public library system of the state, as the state board of education is the head of the public school system of the state. By having small traveling libraries of 50 or 100v. each, to lend for a few months to localities that have no libraries, and by having a little state aid to distribute wisely, the state library commission is able to encourage communities to do more for themselves in a library way than they otherwise would. There may be cases where the work of the commission might better be centered at the state university library. The state library commission has proved to be a useful agency wherever tried, and the plan seems likely to spread throughout the country. In Wyoming the income from 30,000 acres of state land forms a library fund. It would seem probable that other states will adopt this plan. By far the most complete and successful state system that has yet been organized is that of New York, where all centers in the state library at Albany as headquarters.

Reading matter on library legislation

The report of the United States commissioner of education for 1895-96 contains a compilation of the library laws of all the states. Every year new laws and amendments are enacted in several of the states, and the advance is very marked. The laws of New York, Massachusetts, Wisconsin, and Illinois are among the best.

Essentials of a good law

The three most essential things to be provided for in a good state library law are:

1 A sure and steady revenue.

2 Careful and consecutive management.

3 A central library authority.

In attempting to alter or make new laws, these essentials should be kept clearly in mind, but special conditions peculiar to each state dictate modifications of any general plan. Anyone interested in the matter could read the general articles upon the subject and the various state laws, and then, with the assistance of the best legal talent to be obtained, frame an act appropriate to the conditions of his state.



CHAPTER XLV

A.L.A. and other library associations and clubs

The American Library Association was organized in 1876. It holds annual meetings. It publishes its proceedings in volumes, of which those now in print may be purchased of the A.L.A. Publishing section, 10-1/2 Beacon st., Boston, or of the secretary. It seeks in every practicable way to develop and strengthen the public library as an essential part of the American educational system. It therefore strives by individual effort of members, and where practicable by local organization, to stimulate public interest in establishing or improving libraries, and thus to bring the best reading within reach of all.

Librarians, trustees, and persons interested may become members; the annual fee is $2. Membership entitles one to a copy of the proceedings; it has now about 800 members.

Every person actively engaged in library work owes it to herself, as well as to her profession, to join the American Library Association. If the association is large, if its meetings are well attended, if its proceedings as published show that the problems of library work are carefully studied, if the published proceedings are widely circulated, it is easier to persuade the intelligent part of the public that the librarian's profession is serious, dignified, and calls to its membership men and women of ability and zeal. If the public is persuaded of these things, the position of the humblest as well as of the highest in the profession is thereby rendered better worth the holding. To attend diligently to one's business is sometimes a most proper form of advertising one's merits. To be a zealous and active member of the A.L.A. is to attend to an important part of one's business; for one can't join it and work with it and for it and not increase one's efficiency in many ways.

State associations have been organized in the following states: New York, Pennsylvania, Ohio, Wisconsin, Maine, Massachusetts, Michigan, Minnesota, Nebraska, New Hampshire, New Jersey, Vermont, California, Colorado, Connecticut, Georgia, Illinois, Indiana, Iowa.

The following states have state library commissions: Connecticut, Georgia, Massachusetts, New Hampshire, New York, Ohio, Vermont, Wisconsin, Indiana, Colorado, Michigan, New Jersey, Minnesota.

The following cities have library clubs: Buffalo, Chicago, Minneapolis, New York city, Washington city.

An inquiry for information regarding any of these associations or clubs, addressed to any librarian in the states given, will receive attention.

Much of what is said above about the A.L.A. applies with equal force to the association of one's state or neighborhood. Often, moreover, it is possible to attend a state association meeting at small expense of time or money.



CHAPTER XLVI

Library schools and training classes

As libraries have become more thoroughly organized, as they have become more aggressive in their methods, and as they have come to be looked upon by librarians and others as possible active factors in educational work, the proper management of them has naturally been found to require experience and technical knowledge as well as tact, a love of books, and janitorial zeal. It is seen that the best librarians are trained as well as born; hence the library school. The library school—a list of those now in operation will be found at the end of this chapter—does not confine itself to education in the technical details of library management. It aims first to arouse in its pupils the "modern library spirit," the wish, that is, to make the library an institution which shall help its owners, the public, to become happier and wiser, and adds to this work what it can of knowledge of books, their use, their housing, and their helpful arrangement. Perhaps the ideal preparation for a librarian today would be, after a thorough general education, two or three years in a good library school preceded and followed by a year in a growing library of moderate size.

A few libraries have tried with much success the apprentice system of library training, taking in a class, or series of classes, for a few months or a year, and at the end of the period of apprenticeship selecting from the class additions to its regular corps.

List of library schools and training classes

New York state library school, Albany; Pratt institute library school, Brooklyn; Wisconsin summer school of library science, Madison; Drexel institute library school, Philadelphia, Pa.; University of Illinois state library school, Champaign; Amherst summer school library class, Amherst, Mass.; Los Angeles public library training class; Cleveland summer school of library science.



CHAPTER XLVII

The Library department of the N.E.A.

The Library department of the National educational association holds meetings annually at the same time and place with the N.E.A.

The National educational association is the largest organized body of members of the teaching profession in the world. Its annual meetings bring together from 5000 to 15,000 teachers of every grade, from the kindergarten to the university. It includes a number of departments, each devoted to a special branch of educational work. The Library department was established in 1897. It has held successful meetings. It is doing much to bring together librarians and teachers. It is arousing much interest in the subject of the use of books by young people, briefly touched on in the later chapters of this book.

Following the example of the N.E.A., many state and county associations of teachers throughout the country have established library departments. At these are discussed the many aspects of such difficult and as yet unanswered questions as: What do children most like to read? How interest them in reading? What is the best reading for them?



CHAPTER XLVIII

Young people and the schools

If possible give the young people a reading room of their own, and a room in which are their own particular books. These special privileges will not bar them from the general use of the library. Make no age limit in issuing borrowers' cards. A child old enough to know the use of books is old enough to borrow them, and to begin that branch of its education which a library only can give. The fact that a child is a regular attendant at school is in itself almost sufficient guarantee for giving him a borrower's card. Certainly this fact, in addition to the signature of parent, guardian, or adult friend, even if the signer does not come to the library, will be guarantee enough.

Teachers should be asked to help in persuading children to make the acquaintance of the library, and then to make good use of it. To get this help from teachers is not easy. They are generally fully occupied with keeping their pupils up to the required scholarship mark. They have no time to look after outside matters.

Visits to teachers in their schoolrooms by librarian or assistant will often be found helpful. Lists of books adapted to schoolroom use, both for the teacher and for pupils, are good, but are very little used when offered, unless followed up by personal work. Brief statements of what the library can do and would like to do in the way of helping on the educational work of the community will be read by the occasional teacher. Teachers can sometimes be interested in a library through the interest in it of the children themselves. The work of getting young people to come to the library and enjoy its books should go hand in hand with the work of persuading teachers to interest children in the library. It is not enough to advertise the library's advantages in the papers, or to send to teachers a printed statement that they are invited and urged to use the institution; nor is it enough to visit them and say that the books in the library are at their service. These facts must be demonstrated by actual practice on every possible opportunity. A teacher who goes to a library and finds its privileges much hedged about with rules and regulations will perhaps use it occasionally, certainly not often. Appropriate books should be put directly into their hands, the educational work of this, that, and the other teacher should be noted, and their attention called to the new books which touch their particular fields.

Teachers' cards can be provided which will give to holders special privileges. It is a question, however, if such a system is necessary or worth while. Under the charging system already described any teacher can be permitted to take away as many books as she wishes, and a record of them can be easily and quickly made. To give "teachers' cards," with accompanying privileges, is to limit to some extent the rights of all others. And yet teachers may very often properly receive special attention. In a measure they are part of the library's staff of educational workers. But these special attentions or favors should be offered without proclaiming the fact to the rest of the community. Many cannot see why a teacher should receive favors not granted to all.

Take special pains to show children the use of indexes, and indeed of all sorts of reference books; they will soon be familiar with them and handle them like lifelong students. Gain the interest of teachers in this sort of work, and urge them to bring their classes and make a study of your reference books.



CHAPTER XLIX

How the library can assist the school

Channing Folsom, superintendent of schools, Dover, N.H., in Public Libraries, May, 1898

We have to consider the teacher, the school, the pupil, the home. The teacher is likely to be conservative; to have fallen into ruts; to be joined to his idols; to make the text-book a fetish; to teach a particular book rather than the subject, so that the initiative in works of cooeperation must come from the library side.

If, then, the library is equally conservative, if the librarian and the trustees look upon their books as too sacred or too precious to be handled by boys and girls, the desired cooeperation will never be attained.

In beginning the desired work the librarian must have a well-defined idea of what is to be done and how. There should be a well-defined line of differentiation between material which the school should furnish and that properly belonging to the library province.

Of course all text-books, all supplementary reading matter for classroom use, all ordinary reference books, should be furnished by the school authorities. But the more extensive and the more expensive dictionaries, gazetteers, cyclopedias, and books for topical reference cannot be so furnished. If they are to be used by public school pupils, the library must supply them, and make access to them as easy and as pleasant as possible.

It is within the scope of the library to improve the taste in reading among the pupils of the schools by compiling lists of the best books upon the shelves, and distributing these lists to the pupils. Such lists may be classified as suitable to different grades or ages, or by subjects, as, History of different countries or epochs, Biography, Travels, Nature work, Fiction, etc.

The possible good that may be achieved in this way is immeasurable. Although, according to Dogberry, to write and read comes by nature, we must remember that a taste for good reading is not innate but acquired, and that it is not ordinarily acquired under unfavorable conditions. To ensure the acquirement of this taste by the child, good reading must be made as accessible as the bad, the librarian and the teacher must conspire to put good reading, interesting reading, elevating reading in his way. The well-read person is an educated person. The taste for good reading once acquired is permanent. There is little danger of backsliding. It grows with indulgence. One writer says: No man having once tasted good food or good wine, or even good tobacco, ever voluntarily turns to an inferior article. So with our reading habits; a taste for good reading once acquired becomes a joy forever.

Teachers do not realize, as does the librarian, the low tone of the reading taste of the community. When they fully understand this, together with the fact that the acquirement of a reading habit and a love for good literature are largely dependent, in a majority of cases, upon the public school training, then will the librarian have to bestir himself to supply the demand for good books made by the school.

The habit thus formed, the taste thus acquired, will be of infinitely more value to them than the information gained. The latter may soon be forgotten, the former will stay with them through life; but the influence of good books taken into the homes of our school children, from the library or from the school, does not stop with the children themselves. It is impossible that such books should go into even an ignorant, uncouth, unlettered family without exerting an elevating and refining influence.

Thus the school opens to the library the broadest field for doing the greatest good to the greatest number, the shortest avenue to the masses.

But the consciousness of good done will not be the only reward for the library. The reflex action upon the library of this intimate connection with the school will be highly beneficial. A generation will grow up trained to associate the library and the school as instrumentalities of public education, demanding alike its moral and financial support, a generation that in town meetings and in city councils will advocate generous appropriations for the public library as well as for the public school.

Thus, your bread cast upon the waters shall return unto you after many days.



CHAPTER L

Children's room

In recent years a number of the larger libraries of the country have given up a portion of the delivery room, or a separate room entire, to the use of children. All of these special arrangements for children thus far reported have been successful. The plan that seems to give the greatest satisfaction, is to place in a room opening from the delivery room, and perhaps forming in effect a part of it, the books in the library especially adapted to the use of young people up to about 14 years of age. Such of these books as are not fiction are classified as closely as are the books in the main part of the library, and are arranged by their numbers on the shelves.

In this room the children have free access to the shelves. An attendant in charge gives special attention to the wants of the young visitors, and as far as possible gives guidance in the selection and instruction in the use of the books. A collection of reference books adapted to the young is sometimes added to the books which circulate.

Even in the very small library a corner for young people will usually be found an attractive and useful feature. It draws the young folks away from the main collection, where their presence sometimes proves an annoyance. It does not at all prevent the use, by the younger readers, of the books of the elders if they wish to use them, and it makes much easier some slight supervision, at least, of the former's reading.



CHAPTER LI

Schoolroom libraries

"Schoolroom library" is the term commonly applied to a small collection, usually about 50v., of books placed on an open shelf in a schoolroom. In a good many communities these libraries have been purchased and owned by the board of education, or the school authorities, whoever they may be. If they are the property of the school board they commonly remain in the schoolroom in which they are placed. As the children in that room are changed each year, and as the collections selected for the different grades are usually different, the child as he passes through the rooms comes into close contact with a new collection each year. There are some advantages in having the ownership and control of these libraries remain entirely in the hands of the school board and the superintendent. The library, however, is generally the place in the community in which is to be found the greatest amount of information about books in general, the purchasing of them, the proper handling of them in fitting them for the shelves, cataloging, binding, etc., and the selection of those best adapted to young people. It is quite appropriate therefore, that, as is in many cities the case, the public library should supply the schools with these schoolroom libraries from its own shelves, buying therefor special books and often many copies of the same book.

If schoolroom libraries do come from the public library, they can with very little difficulty be changed several times during the school year. With a little care on the part of the librarian and teachers, the collection of any given room can be by experience and observation better and better adapted to the children in that room as time goes on.

There are many ways of using the schoolroom library. The books forming it should stand on open shelves accessible to the pupils whenever the teacher gives permission. They may be lent to the children to take home. Thus used they often lead both children and parents to read more and better books than before, and to use the larger collections of the public library. They may be used for collateral reading in the schoolroom itself. Some of them may be read aloud by the teacher. They may serve as a reference library in connection with topics in history, geography, science, and other subjects.

Wherever introduced these libraries have been very successful.



CHAPTER LII

Children's home libraries

In a few cities the following plan for increasing the amount of good reading among the children of the poorer and less educated has been tried with great success. It is especially adapted to communities which are quite distant from the public library or any of its branches. It is, as will be seen, work which is in the spirit of the college settlement plan. The "home libraries," if they do no more, serve as a bond of common interest between the children and their parents, and the persons who wish to add to their lives something of interest and good cheer. As a matter of fact they do more than this. They lead not a few to use the library proper, and they give to at least a few boys and girls an opportunity for self-education such as no other institution yet devised can offer.

A home library is a small collection of books, usually only 15 or 20, with one or two young folks' periodicals, put up in a box with locked cover. The box is so made that it will serve as a bookcase and can be hung on a wall or stood on the floor or a table. In the neighborhood in which it is to be placed a group of four or five children is found—or perhaps a father or a mother—who will agree to look after the books. To one of these, called the librarian, is given the key of the box, and the box itself is placed in the spot selected; perhaps a hallway or a living room. Under a few very simple regulations the librarian lends the books in the home library to the young people of the neighborhood. If the experiment is successful the first set of books is changed for another, and the work continues. Or perhaps the library is enlarged; and perhaps even grows into a permanent institution.



CHAPTER LIII

Literary clubs and libraries

Evva L. Moore, Withers' public library

[Public Libraries, June, 1897]

In your community are a number of literary clubs; if there are not, it lies within the power of the librarian to create them: an evening club composed of men and women; a ladies' club for the study of household economics; a young ladies' club for the study of music or some literary topic; a club for young men in which to study sociology; a novel club for the study of the world's great fiction. For constitutions suitable for such clubs, account of administration, organization, etc., consult the Extension bulletin no. 11 of the university of the state of New York, and Bulletin no. 1, June, 1896, of the Michigan State library, and List of books for women and girls and their clubs.

The study club is one of the best means of extending the influence of your library; of securing the attention and hold of the people. It awakens thought, arouses discussions, puts into circulation books which otherwise might stand idle on the shelves.

It is necessary to study carefully the courses of study of the different clubs, and to do this the programs must be on file in the library. If they are printed (and encourage this) so much the better; if in manuscript they can be used with small inconvenience.

If the program is prepared week by week only, make arrangements to have it sent immediately to the library; also watch your local paper for notices.

No doubt the officers of the various clubs come to you for suggestions when arranging the course of study for the year, and to inquire as to the resources of the library on the subject in hand, in order that every effort may be made to fill the gaps in the library collection. When a request of this kind comes, suggestions and assistance may be obtained from the two bulletins mentioned above, as, in addition to information along the lines of organization, they contain outlines of study.

Harper's bazaar devotes a page each week to club women and club work. University-extension bulletins and courses of study offer numerous suggestions.

The literary clubs of the smaller towns without libraries, within a radius of a few miles of your own small town, copying after their more pretentious sister along literary lines, should have your encouragement and assistance. Lend all the books that you can spare on as easy terms as are compatible with your rules; in short, institute traveling libraries on a small scale.



CHAPTER LIV

Museums, lectures, etc.

A museum in connection with the library, either historical or scientific, or an art gallery, may be made a source of attraction, and of much educational value. The collecting of antiquities, or natural history specimens, or rare bindings, or ancient books or manuscripts, is generally taken up by societies organized for such purposes. The library should try to bring these collections into such relations with itself as to add to its own attractiveness, and to make more interesting and instructive the collections.

A library can often very happily advertise itself, and encourage the use of its books, by establishing a series of lectures. Entertainments, somewhat of the nature of receptions, or exhibits of the library's treasures in the library itself, will sometimes add to the institution's popularity, and will always afford a good excuse for sending to leading people in the community a note reminding them of the library's existence and perhaps of its needs.



CHAPTER LV

Rules for the care of photographs

Henry W. Kent, Slater museum, Norwich, Conn.

I. Accessioning

The accession book should be ruled in columns under the following headings:

A, Accession number; B, Author; C, Title; D, Gallery; E, Photographer and place of publication; F, Date of publication; G, Photographer's number; H, Process; I, Size of print; J, Size of mount; K, Cost; L, Cost of mounting; M, Remarks.

A Accession number. The consecutive Museum number to be either written or printed. This column should be used to give the date of accession.

B Author. For photographs of paintings give one important name.

For photographs of sculpture give sculptor's name, where known.

For photographs of architecture give name of city followed by country in parentheses. London (Eng.)

C Title. For photographs of painting and sculpture use short, catch title, bringing, where possible, the important name first.

For photographs of architecture, make first word a word descriptive of the kind of building: Temple of Mars; Cathedral of Notre Dame; Basilica of S. Paolo.

D Gallery. This column is used for sculpture and painting only. Enter official name of gallery under name of city, followed by country in parentheses, and separated by hyphen: London (Eng.)-National Gallery; Paris (France)-Louvre.

E Photographer and place of publication. Use the last name of publisher, followed by name of city abbreviated. Alinari, Fio.; Braun, Pa.; Hanfstaengl, Muen.

F Date. The high grade photographs have the date of their publication on the mount.

G Publisher's number. To be found on all prints.

H Process. State whether silver print, platinotype, carbon (give color b. for black, br. for brown, g. for gray), autotype, collotype, etc.

I Size of print. Give size in centimeters, giving width first.

J Size of mount. Use the following notation:

F for size measuring 22x28 inches, and upwards.

Q for size measuring 18x22 inches up to 22x28.

O for size measuring 14x18 inches up to 18x22.

D for all sizes under O.

K Cost. Give cost of imported prints in foreign money; give total of bill in American money.

L Cost of mounting.

M Remarks. This column will be found useful for date of remounting prints.

Enter all prints in the order of the publisher's bill.

Write the accession number on the back of mount (see under Labeling) and on author card.

II. Card cataloging

Photographs of paintings and sculpture should be entered under the following heads: A, Author, B, Title, C, Gallery, D, School of painter or sculptor.

Use Library Bureau card, no. 33r.

A Author card. This should show, a, author's name, dates of birth and death, and school; b, Title of work; c, Kind of work; d, Gallery; e, Imprint; f, Accession number; g, Classification or storage number.



Aa Enter author on first blue line between red lines, under his best known name, even if a nickname, giving full name with nicknames and their translations after it, in parentheses. Give dates of birth and death in parentheses, followed by name of the school to which the artist belonged. Make cross-references from all forms under which the author might be looked for.

(It will be found convenient to give all this data on one card, to precede the list of the artist's works, using on all following cards the first, or well-known name, only.)



Ab Write the title on second blue line, at the right of red lines. Make it as brief as possible, using the important name in it, first. Christ, Baptism of; Christ, Betrayal of; Virgin Mary, Coronation of; St John, Birth of; St Peter, Martyrdom of.

Ac Indicate after the title whether it is an easel-picture, fresco, statue, relief, or a part of a larger work.

Ad Give on fourth blue line, at left of red lines, the official name of gallery, preceded by city, with country in parentheses. London (Eng.)-National Gallery.

Ae Give the imprint on fifth blue line, beginning at the right of red lines: name of photographer, place of publication, date, number of print, process, size of print in cm., bottom by height.

B Title card. This card should show, a, Title, b, Author.



Ba Give on first blue line, beginning at the left of red lines, a full title, but as in Ab make the important name or word the first word. Christ, Baptism of; Christ, Betrayal of; St John, Birth of; Portrait of Pope Julius.

Bb Give on second blue line, between red lines, the one well known or important author's name; the first one used in Aa.

The title card becomes in most cases a series card, since the title of an often-represented subject attracts to itself many names of artists. In such cases arrange the authors' names alphabetically, in columns, and against them write the names of the galleries where the works are to be found. Give class and author number in blue ink at the left.

C Gallery card. This card is a series card, and should show, a, name of gallery; b, names of the artists and their works in the gallery.

Ca Give official name of gallery preceded by the name of the city where it is located, with country in parentheses.

Cb Enter alphabetically, names of authors, with the title of their works, one author to a line. Give at the left, classification numbers in blue ink.



D School card. This should show under the names American, English, French, German, Italian-Florentine, Italian-Venetian, Italian-Umbrian, Italian-Parmesan, Spanish, etc., all the artists of the school arranged alphabetically, with the number of their works written in, in pencil.



Photographs of Architecture should be cataloged according to the foregoing rules, except in the following cases:

Author card. For author, give the name of the city where the building or detail is found, followed by the country in parentheses.

For title make the first word descriptive of the kind of building, and after the name of the building give the point from which the view was taken, affixed to the words interior or exterior: Temple of Zeus, Exterior from the east. Cathedral of Notre Dame, Interior of nave looking east.

Instead of gallery, give style of building, using words Egyptian, Assyrian, Greek, Roman, Byzantine, Romanesque, Gothic, Renaissance, Modern, etc., followed by adjective indicating country.

Imprint the same.

Gallery card will not be needed.



For school card use S style card.

Style card. This should show all photographs arranged by cities, under styles, under general term Architecture.

Architecture, Gothic—Italian. Architecture, Gothic—Spanish. Architecture, Gothic—English, perpendicular. Architecture, Gothic—English, pointed.



The cards for the three divisions, architecture, painting, and sculpture, should be kept in separate alphabets.

III. Classification

Arrange the photographs of sculpture and painting alphabetically by authors where known; where not known, by subjects under the various sizes.

Arrange the photographs of architecture alphabetically by cities, under the sizes.

Indicate the arrangement on cards by two numbers, in blue ink: the Classification number and the Author number.

Classification number. This is indicated by the letters F, Q, O, D.

Author number. Use the C: A. Cutter Letter alphabetic-order table for book authors, and add to the number so gained the first one or two letters (as the number of prints may require) of the title of the print; or the numerals 1, 2, and 3 may be used.

Write these two numbers in blue ink on the cards, as follows:

Author card. Class number on the first line of upper left-hand corner; author number below it.

On other cards. Write at the left of first red line the two numbers on one line separated by a hyphen.

IV. Labeling

Give author's name in full, with dates, in parentheses, and school, beginning directly under left-hand corner of print.

Give title, same as on title card, only reversing the form, beginning under the middle of print and running out to the right-hand corner.

Some collections have more or less descriptive matter on the mount, but this is to be discouraged.

Give the Gallery or Style at lower left-hand corner of mount 1 inch from either edge. Use waterproof or India ink in all cases.



Stamp name of collection with rubber stamp on back of mount in upper left-hand corner, 1-1/2 inches from upper and side edges.

The stamp should give full name and place of museum or library, leaving room above for class and author number, and below for accession number.



V. Storage

Store sizes Q, O, and D, in drawers of a cabinet, which may be easily removed to table, or in pigeonholes; stand the mounts on long edges, with backs to the front, so that classification and author numbers may be easily seen in turning them over.

Store size F in drawers, but lying flat. These should be taken out of the drawer and laid on a table when being handled. The drawers for the smaller sizes should be box-shaped, with sides cut down somewhat to allow the prints to be easily turned. Those for the large size should have no front, but the case containing them should have doors.

Note.—Be very careful in handling photographs never to rub or pull one over another; always turn them from side to side, like the leaves of a book.

INDEX.

Accession book, 33, 77; for photographs, 171; sample page, 76.

Accession number for photographs, 171; in accession book, 76-77; on shelf list, 93; on catalog cards, 95.

Accessioning photographs, 171-172.

Additions, lists of, 94, 114.

Advertising a library, 10-11, 132, 158, 170.

Advice to a librarian, 126-127.

Age limit for borrowers, 157.

Agents, see Book dealers.

Agreement blanks, 33, 119-121.

Alphabetical arrangement, dictionary catalog, 97, 102; for photographs, 177-178.

Alphabets, 69; specimen page, 71.

Amendments to rules of library board, 145.

American catalog of books, 30.

A.L.A. catalog, 30.

American library association, fee, 152; members, 152-153; objects, 152.

Amherst summer school library class, 155.

Ancient manuscripts, collections, 170.

Annual literary index, 55.

Annual report, 146.

Antiquities, collections, 170.

Appointment of librarian, 20, 23, 25.

Appointment of library assistants, 18.

Appointment of trustees, 148.

Apprentice classes, 154.

Architecture card, author, 177; style, 177; title, 176.

Art entertainments, 129.

Art galleries, 170.

Assistant librarian, duties of, 145.

Associations, see Library associations.

Author card, 95; for architecture, 176-177; for painting and sculpture, 172-174.

Author catalog, 95-96.

Author-list, 96, 115.

Author-number explained, 91; for photographs, 178; on shelf list, 93.

Author table, see Cutter author table.

Author's name, in accession book, 77; in catalog, 94; in shelf list, 93; on order slip, 64.

Baker, C.A., Reference books for a small library, 46-52.

Ballard's klips, 109.

Beginning work, things needed in, 30-34.

Beginnings of the library, 9-10.

Best books (Sonnenschein), 31.

Bills, checking, 64, 101.

Binders for magazines, 58-59.

Bindery-book, 103.

Bindery number, 103, 105.

Bindery schedule, 105-106.

Binding, 63, 103-106; materials, 103-104; cloth, 103-104; leather, 103, 105; sewing, 103-104; backs, 103-104; joints, 103-104; lettering, 105-106; titles and indexes, 106; advertisements, 106; periodicals, 105; folios, 104-105; newspapers, 104; fiction, 104; juveniles, 104; rules for, 106.

Biography, classification of, 79.

Blanks, agreement, 33, 119-121; order slip, 63-64; request, 45, 65.

Board, see Trustees.

Book-buying, see Buying books.

Book committee, 142.

Book cards, 33, 116-117-118-119; see also Book slip.

Book dealers, 63, 66-67-68.

Book-lists, see Lists.

Book news (monthly), 32.

Book-numbers, 91.

Book-plates, 100-101.

Book-pockets, 33, 100-101, 116-117-118-119.

Book-reviews, 32, 101.

Book-slip, 100, 102; see also Book card.

Book supports, 73.

Books, as useful tools, 134; for girls and women and their clubs (Iles), 32; needed in beginning work, 30-32; overdue, 118; reference, see Reference books; renewal of, 118; selection of, see Selection of books.

Bookcases, 26-27; steel, 28; wooden, 28.

Borrowers, age limit, 157; cards for, 33, 116-117, 119-120, 157-158; index to, 121; information for, 137; numbers for, 117-118, 121; register of, 33, 118, 121; responsibility of, 120, 138.

Buildings and grounds committee, 142.

Buildings, library; see Library buildings.

Bulletins, 94, 102, 114, 130; see also Lists.

Buying books, 18, 63-68; ordering, 64, 67; agents, 63, 66-67-68; price, 65-66-67-68; discounts, 63, 65-66-67; editions, 63, 65-66-67; binding, type, quality of paper, 63; complete sets, 66; series, 66; second-hand books, 66, 68; fiction, 66; for children, 66-67; new books, 68; when to buy, 68; see also Selection of books.

Call-number, defined, 93; in book, 100, 102; on book-slip, 100, 102, 116; on pocket, 100, 102,116; on label, 99-100, 102; in accession book, 93, 102; on shelf-list, 93; on catalog-cards, 95, 97; in charging system, 117.

Capitalization, 95.

Card catalog rules, 30, 95-97; for photographs, 172-177.

Card pocket, see Book pocket.

Care of books, brief rules for, 75; dusting books, 74; handling books, 74, 100-101; covering books, 75; cutting leaves, 74, 101; gas, heat, damp, 74.

Carter's ink, 34, 69.

Cases, see Bookcases; Catalog cases.

Catalog, arrangement of, 102; author, 95-96; dictionary, 97; duplicate, 95; on cards, 94; printed, 94, 115; of A.L.A. library, 30; subject headings for, 96-98; trays for holding, 98.

Catalog cards, 33, 94-98, 102.

Catalog case, 33, 98.

Catalog rules, 30, 94-98.

Cataloging books, 94-98.

Cataloging photographs, 172-177.

Chairs, 27-28.

Change of residence, 138.

Charging system explained, 117.

Check list of public documents, 111.

Checking bills, 64, 101.

Checking the library, 113.

Children's books, see Juvenile books.

Children's cards, 157.

Children's home libraries, 166-167.

Children's privileges, 157.

Children's rooms, 157, 163.

Circulating department, 122, 137.

Class number, decimal, 81; expansive, 85; explained, 79; for photographs, 178; in accession book, 77; on shelf list, 93; in catalog, 94.

Classification, defined, 78; decimal, 79, 81-83; expansive, 79, 84-90; of photographs, 178; how to classify, 79-80; biography, 79; fiction, 79; history and travel, 79; juvenile books, 79; in the catalog, 78; on the shelves, 78-79.

Classification scheme, 34.

Classified reading (Lawrence), 32.

Cleveland summer school of library science, 155.

Cloth bindings, 103-104.

Club women, 169.

Club work, 169.

Clubs, 130; constitutions for, 168; organization of, 168; programs, 168; see also Library clubs, literary clubs, musical clubs.

Cole size card, 33, 95.

Collating books, 74, 101.

Commissions, free library, 149-150, 153.

Community and the library, 10, 12.

Complete sets, 66.

Conversation in the library, 122, 139.

Co-operation of teachers, 157-159, 160-162.

Copyright date on catalog cards, 95.

Covers for books, 75.

Crocker book support, 73.

Cross-reference cards, 98.

Cumulative index, 55.

Cutter's author table, 34, 91; expansive classification, 79, 84-90; rules for a dictionary catalog, 31.

Date, copyright, on catalog cards, 95.

Date in charging system, 117, 118, 119; of publication, in accession book, 77; on catalog cards, 95; on order slip, 64.

Daters, 34, 117.

Dating slip, 117.

Dealers, see Book dealers.

Decimal classification, 79, 81-83.

Delivery room, 122.

Dennison's labels, 34.

Denver public library handbook, 31.

Depository libraries, 110-111.

Dewey, or Decimal system of classification, 79, 81-83.

Dial (semi-monthly), 32.

Dictionaries, aid in reference work, 53.

Dictionary catalog, Cutter's rules for, 31; value of, 114; defined, 97.

Discarded books, 113.

Discounts, 63, 65-66-67.

Disjoined handwriting, 70-71.

Drexel institute library school, 155.

Duplicate catalog, 95.

Duplicates for school use, 149.

Dusting books, 74.

Duties of a librarian, 126-127, 144; of trustees, 18.

Editions, 63, 65-66-67.

Education through libraries, 13, 124-125, 133, 156, 160-162, 166, 170; see also Influence of the library.

Embossing stamps, 99.

Employes, appointment of, 18, 144; salaries of, 144; suspension of, 144.

English catalog, 30.

Engravings, 129.

Entertainments, see Library entertainments.

Essentials of good binding (McNamee), 104-106.

Exhibits, 170.

Expansive classification (Cutter), 79, 84-90.

Expenditures, 143.

Expiration of privileges, 121.

Faxon, F.W., Use of periodicals in reference work, 54-56.

Fiction, author-numbers for, 91; binding for, 104; cataloging, 96; cheap editions of, 66; classification of, 79; price per volume, 67; selecting, 41-42.

Figures, 71-72.

Finance committee, 142.

Fine slip, 121.

Fines, 118, 138.

Five thousand books, compiled for the Ladies' home journal, 31.

Fixtures for libraries, 26-27-28.

Fletcher, W.I., Libraries and recreation, 133; public libraries in America, 31.

Folios, binding for, 104-105.

Folsom, Channing, how the library can assist the school, 160-162.

Forfeiture of privileges, 138-139.

Free library commissions, 149-150.

Function of the library, 12, 15-16, 124-125, 133, 149.

Furniture for libraries, 27-28-29.

Gallery card, for painting and sculpture, 175.

Garfield, J.R., village library successfully managed, 135-136.

Gift book, 101; plates, 100-101.

Gifts, 132; acknowledgment of, 45, 77, 101, 145.

Glue, 106.

Guarantor, 120, 157.

Handwriting, brief rules for, 69-72.

Hasse, A.R.. public documents, 110-112.

Henderson, M.R., Librarian as host, 128-130.

Higgins' ink, 34, 69; photo mounter, 34.

Hints to small libraries (Plummer), 31.

History and travel, classification of, 79.

Home libraries, 166-167.

Hopkins, J.A., The trained librarian in a small library, 23-24.

How the library can assist the school (Folsom), 160-162.

Iles, George, Books for girls and women and their clubs, 32.

Imprint, for photographs, 174, 176; on catalog cards, 95.

Index, annual literary, 55; cumulative, 55; monthly cumulative book, 33; Poole's, 55; relative, 81; to borrowers, 121.

Indexes, their use taught, 159; to periodicals, 55.

Influence of the library, 12; see also Education through libraries.

Information for borrowers, 137.

Ink, 34, 69; for photograph labels, 179; pads, 34, 99.

Inquiries, how to answer, 53.

Inventory taking, 113.

Joined handwriting, 70-71.

Juvenile books, binding for, 104; classification of, 79; periodicals, 58; price per volume, 67; selecting, 41, 66.

Kent, H.W., Rules for the care of photographs, 171-180.

Labeling photographs, 178-179.

Labels for backs of books, 99-100, 102; gummed, 34; ink for, 34, 69; ink for photograph, 179; varnishing, 100, 102.

Law, library, 9.

Lawrence, I., Classified reading, 32.

Leather for bindings, 103, 105.

Lectures, 129, 149, 170.

Legislation, see Library legislation.

Librarian, advice to a, 126-127; and trustees, 18-19; annual report of, 145-146; appointment of, 20, 23, 25; as a host (Henderson), 128, 130; duties of a, 144; monthly report of, 145; qualifications of, 20-22, 123, 154; the trained (Hopkins), 23-24.

Libraries, establishment and maintenance of, 147; function of, 12, 15-16, 124-125, 133, 148; management of, 15, 19, 148.

Libraries and communities, 10, 12.

Libraries and clubs, 168-169.

Libraries and education, 13, 124-125, 133.

Libraries and politics, 148.

Libraries and the public, 15, 122, 124-125.

Libraries and recreation (Fletcher), 133.

Libraries and schools, 13, 157-159, 160-162.

Library advertising, see Advertising a library.

Library assistants, appointment of, 18.

Library associations, 152-153.

Library beginnings, 9-10.

Library board, see Trustees.

Library buildings and the community, 26.

Library buildings, architecture, 25-26; convenience, 26; decoration, 26; exterior, 25-26; fixtures, 26-27-28; furniture, 27-28-29; interior, 26-27; partitions, 27; requirements, 25; stairs, 27; windows, 26.

L.B. book support, 73.

L.B. pamphlet case, 108.

L.B. steel stacks, 37.

Library Bureau, relation to libraries (Meleney), 35-38; catalog of, 29, 31, 35-36; organization of, 35; publications of, 36, 38; cabinet works of, 37; card factory of, 37; consultation department, 35, 38; employment department, 35; supply department, 36.

Library clubs, 153.

Library entertainments, 128-130, 170.

Library journal (monthly), 32.

Library law, 9; essentials of a good, 151; outline of a good, 147; see also Library legislation.

Library league, 75.

Library literature, 30-33, 36.

Library legislation (Patten), 147; reference list on, 150; see also Library law.

Library patrons, 131.

Library policy, 15-16.

Library rooms, 25-26-27.

Library school rules, 30.

Library schools and training classes, aim and scope of, 154.

Library schools and training classes, list of, 155.

Light in libraries, 26.

List of books for girls and women (Iles), 32, 168; of books needed in beginning work, 30-32; of periodicals for a small library, 61-62; of periodicals needed in beginning work, 32-33; of reference books, 46-52; of things needed in beginning work, 33-34; of things to be done to prepare books for shelves, 101-102.

Lists, of additions, 114; for reference, 114-115, 157, 161; for schools, 115, 157, 161; see also Bulletins.

Literary clubs and libraries (Moore), 168-169.

Literature, its use, 134.

Literature, library, see Library literature.

Literature (weekly), 32.

Loan department, 122, 133.

Local history, books on, 44.

Local history pamphlets, 108.

Los Angeles public library training class, 155.

Lost cards, 138.

McNamee, J.H.H., Essentials of good binding, 104-107.

Magazine binder, 58.

Magazine record, in blank book, 60; on cards, 60.

Management of the library, 15, 19, 148.

Manuscripts, see Ancient manuscripts.

Marking books, 99, 101.

Meeting of board of trustees, 140.

Meleney, G.B., Relation of the Library Bureau to libraries, 35-38.

Men's and Women's clubs, 168.

Mending, see Repair.

Missing books, 113.

Monthly cumulative book index, 33.

Moore, E.L., Literary clubs and libraries, 168-169.

Morocco for bindings, 105.

Mucilage, 106.

Museums, 149, 170.

Musical clubs, 129, 168.

Musical entertainments, 129.

Nation (weekly), 32.

National educational association, 156.

Natural history collections, 170.

New books, 68.

New York state library commission, 150.

New York state library school, 155.

New York Times, 33.

Newspaper lists, 94, 115.

Newspapers, binding for, 104; files and racks for, 59; for the reading room, 57.

Non-depository libraries, 110.

Non-residents, 139.

Novel clubs, 168.

Officers of board of trustees, 18.

Open shelves, 15, 25, 122, 124-125, 163.

Order list, 101.

Order sheet, 64, 67.

Order slip, 63-64, 101.

Overdue books, 118, 138.

Overdue notice, 120.

Ownership, marks of, 99, 101.

Pages, cutting, 74, 101; entry in accession book, 77.

Painting card, author, 173; gallery, 175; school, 176; title, 174.

Pamphlet case, 108-109.

Pamphlets, cataloging, 108-109; classifying, 108-109; klips for, 109; local history, 108.

Paper, best quality for books, 63.

Paste, 34, 106.

Patten, F.C., Library legislation, 147.

Patrons, 131.

Penalties, 149.

Perforating stamp, 99.

Periodicals, binder for, 58-59; binding for, 105; circulation of, 59; cost, 59; for children, 58; indexes to, 55; list for a small library, 61-62; needed in beginning work, 32-33; record of, 60; use in reference work, 54-56.

Photographs, 129; accessioning, 171-172; cataloging, 172-177; classifying, 178; labeling, 178-179; storage, 180; handling, 180.

Placards, see Signs.

Place of publication, in accession book, 77; on order slip 64.

Planning library buildings (Soule), 25-29.

Plummer, M.W., Hints to small libraries, 31.

Pocket, see Book pocket.

Policy of the library, 15-16.

Politics and libraries, 148.

Poole's index, 55.

Postal notice, 118.

Pratt institute library school, 155.

Preliminary work, 10.

Preparing books for the shelves, 99-102.

President of library board, 141.

Printed catalogs, 94, 115.

Printed rules, 137.

Privileges, expiration of, 121.

Privileges for children, 157; forfeiture of, 138-139; teachers, 138, 158.

Process, photograph, 172.

Professional books for teachers, 149.

Public, contact with the, 122; rules for the, 137-139.

Public documents, 44; care in a library, 111-112; check list, 111; collecting, 44; congressional, 110-112; departmental, 110-112; how issued, 110; to whom issued, 110-111.

Public libraries (monthly), 32, 38.

Public libraries in America (Fletcher), 31.

Public library handbook, 31.

Publication, date of; see Date of publication.

Publication, place of; see Place of publication.

Publisher's name, in accession book, 77; on order slip, 64.

Publishers' trade list annual, 31.

Publishers' weekly, 32.

Punctuation, 95.

Purchase of books, see Buying books.

Qualifications of librarian, 20-22, 123, 154.

Qualifications of trustees, 17.

Quorum of library board, 140.

Rare bindings, collections, 170.

Rare books, 44-45.

Readers, 27.

Readers' guide to contemporary literature (Sonnenschein), 32.

Reading habits, 161-162.

Reading lists, see Reference lists.

Reading room, character of, 57; for children, 157, 163; newspapers for, 57; periodicals for, 58-60; rules for, 139; value of, 12-13.

Receptions, 170.

Recreation, 133.

Reference books, for a small library (Baker), 46-52; for schools, 149, 160, 165; how indicated, 138; selecting, 39.

Reference catalog of current literature, 31.

Reference department, 139.

Reference list on library legislation, 150.

Reference lists, for schools, 115, 157, 161; on cards, 54; special subject, 114.

Reference work, for children, 159, 160, 163, 165; suggestions, 53; use of dictionaries, 53; use of periodicals, 54-56.

Register of borrowers, see Borrowers.

Regulations, see Rules for the public.

Relation of the Library Bureau to libraries (Meleney), 35-38.

Relative index, 81.

Remainder libraries, 110, 111.

Renewal of books, 118, 138.

Repair, 106.

Report, annual, 146; of librarian, 145; of trustees, 143.

Request blanks, 45.

Responsibility of borrowers, 120, 138, 157.

Review of reviews, 55.

Rooms, library, 25-26-27.

Rubber stamps, 34, 99.

Rules, accession-book, 30, 77; card catalog, 30, 95-97; for an author and title catalog, condensed, 31; for a dictionary catalog, 31, 97; for binding, 106; for care of books, 75; for government of trustees and employes, 140-145; for handwriting, 69-72; for the care of photographs (Kent), 171-180; for the public, 15, 122, 137-139; library school, 30; shelf-list, 30, 92-93; for planning library buildings (Soule), 25-29.

Sargent's reading for the young, 55.

School card for painting and sculpture, 175-176.

School libraries, 149, 160, 164-165.

Schoolroom libraries, see School libraries.

Schools and libraries, 13, 157-159, 160-162, 164.

Schools, reference books for, 149, 160, 165.

Schools, reference lists for, 115, 157, 161.

Second-hand books, 66, 68.

Secretary of library board, 141.

Selection of books, extra copies, 42, 44; fiction, 41-42; for children, 41; for reference, 39; history, travel, literature, 41; local history, 44; natural science, 43; price, 40, 41; proportion in each department, 43; public documents, 44; rare books, 44, 45; request blanks, 45, 65; suggestions, 39; with reference to the community, 40, 43, 68; see also Buying books.

Series, 66.

Shelf-list cards, 34, 93.

Shelf-list rules, 30, 92, 93.

Shelf-list sheets, 34, 92.

Shelves, for folios and quartos, 27; form, 27; height, 26; size, 27.

Signs, 57, 122.

Size card, 33.

Size letter, 95.

Size notation for photographs, 172, 178, 180.

Size of board of trustees, 17.

Societies, see Clubs.

Sonnenschein, W.S., Best books, 31; readers' guide to contemporaneous literature, 32.

Soule, C.C., Rules for planning library buildings, 25-29; trustees, 17, 19.

Special libraries, 111.

Specialists, 129.

Stafford's ink, 69.

Stacks, 28, 37.

Stamp, embossing, 99, perforating, 99, rubber, 34, 99; rubber, for labeling photographs, 179.

Stamping books, 99, 101.

State library commissions, 149-150, 153.

State library associations, 153.

Storage of photographs, 180.

Study clubs, 168.

Style card for architecture, 177.

Subject card, illustration, 97.

Subject headings, 32, 96-98.

Subject-list, 96.

Supplementary reading for schools, 149, 160.

Supplies, 29-30-34, 36.

Supports, 73.

Tables, 27.

Tax levy for libraries, 147-148.

Teachers' cards, 158.

Teachers, cooeperation of, 157-159-160-162.

Teachers' privileges, 138, 158.

Teachers, professional books for, 149.

Things needed in beginning work, 33-34.

Time limit for retaining books, 138.

Title, in accession book, 77; in catalog, 95; on order slip, 64; on shelf-list, 93.

Title card, illustration, 96; for architecture, 176; for painting and sculpture, 174-175.

Title-lists, 96, 115.

Tools, 30-34.

Tools, books as useful, 134.

Trained librarian in a small library (Hopkins), 23-34.

Training classes, 154-155.

Transfer of accounts, 138.

Traveling libraries, 150, 169.

Tray, for book cards, 117; for catalog cards, 98.

Trustees, appointment of, 148; committees, 18, 142; duties, 18; meeting of board of, 140; officers, 18, 141; qualifications, 17; relations with the librarian, 18-19; reports, 143; size of board, 17; term of office, 17, 148.

Two-book system, 120.

Type, size of, 63.

U.S. documents, see Public documents.

University of Illinois state library school, 155.

Varnish for labels, 100.

Vertical hand, 69.

Village library successfully managed (Garfield), 135-136.

Volume entry in accession book, 76.

Wisconsin summer school of library science, 155.

Women on library board, 136.

Women's clubs, 168-169.

Work-number, see Book-number.

World's library congress papers, 32.

Writing see Handwriting.

Young ladies' clubs, 168.

Young men's clubs, 168.

Young people, reading for; see Juvenile books.

THE END