Instruction in the use of books and libraries

BOUGHT WITH THE INCOME
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Cornell University Library
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Instruction in tlie use of boolcs,and libr

3 1924 029 529 819

Useful Reference Series No. 12

Instruction in the Use

of Books and Libraries

Cornell University
Library

The original of this book is in
the Cornell University Library.

There are no known copyright restrictions in
the United States on the use of the text.

http://www.archive.org/details/cu31924029529819

Instruction

in the Use of

Books and Libraries

A Textbook for
Normal Schools and Colleges

By
Lucy E. |:ay, M.A., B.L.S.

and

Anne T. Eaton, B.A., B.L.S.

Librarian and Assistant Librarian

in the University of Tennessee

and Instructors in

Library Methods for Teachers in the Summer School

of the South

Boston, Mass.

The Boston Book Company

1915

E.V.

Copyright by

The Boston Book Company

1915

Published April, 1915

VAIL-BALLOU COMPANY
DINQHAMTON AND hEW VORK

PART I : ON THE USE OF BOOKS

CHAPTER PAGE

I The School Library -13

II Relation Between the Schools and The Public

Library . . ... 17

III The Physical Book 25

IV General Reference Books 40

V Special Reference Books Si

VI Public Documents 81

VII Magazine Indexes 95

VIII Arrrangement of Books on the Shelves . . . 106

IX The Catalogue iii

X Bibliographies 121

PART II : SELECTION OF BOOKS AND CHILDREN'S
LITERATURE

XI General Principles of Book Selection . . 137

XII Selection for a High School Library . . 149

XIII An Historical Survey of Children's Literature 183

XIV The Present Problem of Children's Reading 221
XV Fairy Tales . . ... . . 233

XVI Poetry .... . 251

XVII Classics for Children ... . . . 264

XVIII Children's Stories 276

XIX Other Books for Children 289

XX Illustrations of Children's Books ... . 306

XXI Choice of Editions ; Children's Magazines ; Some

Lists of Children's Books 326

PART III: THE ADMINISTRATION OF SCHOOL
LIBRARIES

XXII Evolution of the Book 335

XXIII History of Libraries 359

CONTENTS

CHAPTER PAGE

XXIV Establishment and Equipment of a School Li-
brary 375

XXV Book Buying and Ordering 381

XXVI Library Records: Order, Accession, Loan, Peri-
odical Check List, Binding, Statistics . . 386
XXVII Classification and Subject Headings . . '. 395

XXVIII Shelf-Listing . .... 403

XXIX Cataloguing 406

XXX Mechanical Processes : Preparation of Books

for the Shelves, Mending, Binding . . . 426
XXXI Pamphlets, Pictures and Clippings : Selection,

Care and Use . . ... . . . 431

Preface

This text-book is the outcome of an actual need in
giving courses in Library Methods to teachers. There
are excellent teaching outlines such as Miss Gilson's
Course of Study for Normal School Pupils on the Use
of a Library; Mr. Ward's The Practical Use of Books
and Libraries, for high school classes; and the Course
of Study for Normal School Pupils on Literature for
Children, by Mrs. Harron, Miss Bacon, and Mr. Dana ;
but there is no one text-book to put into the hands of
normal school students. It is believed that such a. text-
book will be a saving of time and effort for both students
and instructors.

The text has been planned for the use of students in
normal schools and for teachers taking normal courses
in summer schools. Its purpose is first to teach such
students how to use books and libraries so that they may
in turn impart this information to children in the schools ;
second, to help them acquire that knowledge of literature
for children which a teacher must have in order to en-
courage in children an appreciation of literature. Col-
lege and normal school courses in English literature do
not generally put any emphasis on books that have been
written for children and hence the teacher misses the
very important and practical acquaintance with children's
books that she ought to have.

Part III is reserved for the purely technical subjects
of classification, cataloguing, etc., and of these subjects

8 PREFACE

only the elements necessary to the adequate administra-
tion of a school library are given. In no sense is this
section a manual for librarians in general. It is hoped
that the two chapters — " The Evolution of the Book "
and " The History of Libraries " — will present in com-
pact and convenient form an outline of the historical
development of books and libraries. This development,
no less than the historical development of school meth-
ods, equipment, etc., is an important part of the general
history of education, and should be a part of the instruc-
tion given to students of Education.

It is advisable that students should have practical work
with children while studying Parts I and II. Practice
teaching will be possible in the Model School connected
with the normal school. The best test of a student's
grasp of the subjects in Part I would be a series of les-
sons in the use of reference books, the card catalogue,
etc., given to the children in the grades. The more
opportunity a student has for testing the principles given
in the section on Literature for Children, through prac-
tical experience with the children themselves, learning
their interests in books by talking over books with them,
by reading aloud and story-telling — the more productive
will be that part of the course. The giving of work in
children's literature presupposes a collection of children's
books, containing at least all the titles included in the
book-lists given in the chapters covering the subject, and,
if possible, other books as well. It will be impossible for
students to do this part of the work adequately without
access to such a Model Library.

The authors have tried to make specific acknowledg-
ment of authorities wherever it is due, and in general
wish to acknowledge their debt to all library literature.

PREFACE 9

They wish gratefully to acknowledge valuable sugges-
tions and criticisms received from Miss Corinne Bacon,
former head of the Drexel Institute Library School ; Mr.
Frank K. Walter, Vice-Director of the New York State
Library School ; Miss Martha Thorne Wheeler, formerly
head of the Book Selection Department of the New York
State Library; Miss Grace L. Betteridge, Flead of Trav-
elling Libraries Section, New York State Library; and
Dr. Edwin W. Fay, Head of the Latin Department of
the University of Texas, all of whom have read the
manuscript either in whole or in part.

We are especially indebted to Mrs. Norman B. Morrell
for the. pen and ink drawings which we believe add
greatly to the usefulness and attractiveness of the book.

Part I has been done jointly ; Part II is the work of
Miss Eaton ; Part III is the work of Miss Fay.

L. E. F.
A. T. E.

February, 1915.

PART I
ON THE USE OF BOOKS

ON THE USE OF BOOKS
Chapter I

THE SCHOOL LIBRARY

Its Value. — Changing methods in teaching, a broader
conception of education, and efficient management of li-
braries by expert and trained librarians, have been promi-
nent factors in establishing the important place now held
by the school library.

Pupils are no longer content to follow slavishly the
text-book and teachers expect of pupils enough initiative
to find the opinions of other authorities than the one
studied. History is no longer the acquisition of mere
narrative, related within the covers of one book. Sources
must be consulted, authorities weighed, effect must be
made naturally consequent upon cause. History must
also be made more interesting as well as accurate, by
the use of pictures, maps, and the stereopticon. The
same methods of teaching prevail in all other subjects
and it is these methods that have necessitated the en-
largement of the school library. Once beyond the text-
book and the recitation room requirement, the teacher
assumes a broader, if less intensive application on the part
of the pupil. For this wider application the pupil must
have access to a good working library.

Its Purpose. — The purpose of a library in the school

14 THE USE OF BOOKS AND LIBRARIES

is first to provide a good collection of reference books
for the needs of both teachers and pupils and, second,
enough books for supplementary reading in all subjects.
The library must be the workshop of the entire school
and in our broader conception of education it must also
make provision for training the taste of pupils for the
oest literature: it must give both material help and en-
courage reading that will end in culture. This dual pur-
pose belongs to the library of the elementary school, the
high school, and the rural school. It varies only in
degree. In the rural school, the purpose of the library
may very properly and effectively be enlarged to include
the interests of the community. Parents of the children
and all neighboring farmers whether parents or not
should be invited and encouraged to use the school li-
brary.

Purpose Realized by Work in the School. — The
library fulfills its function when certain conditions exist
and not otherwise. There must be proper material equip-
ment to make the books easily accessible. There mustC
be intelligent selection of books for both reference and
reading. There must be a competent librarian to or-
ganize and administer the library. Where a school can-
not afford to employ a regular librarian, a teacher-libra-
rian, trained in a normal school with a well-established
course in library methods, should be put in charge of the
library. The pupils should be given lessons on the use
of books and libraries.

By a Campaign of Education. — The subject of li-
braries has never received its full share of the time nor
a very intelligent part in the programs of teachers' in-
stitutes. At these institutes, library extension work
of great importance and of far-reaching value might be

THE SCHOOL LIBRARY 15

done. Both teachers and librarians can give general talks
on the need of better libraries ; how to organize libraries
in the schools by state aid; how communities can arouse
public spirit and work for free public libraries. At
farmers' institutes talks can be made on rural school li-
braries, county libraries and state travelling libraries.
In fact every means of securing and administering a
library should be talked about and explained. In addi-
tion to these general talks, librarians or teachers, trained
in library methods, should give a brief course on the use
of books and libraries. Such a course is greatly needed
in most places, for while the schools all over the country
are eagerly establishing libraries, in very few places
is any adequate provision being made for the proper care
and administration of such libraries after they are once
secured.

The Public Library Supplements the School Library.
— Except in small towns and rural districts the school
is usually not entirely dependent on its own library. The
free public library is ready and eager to co-operate with
the school,^ but it cannot give the school efficient service
without intelligent co-operation on the part of teachers
and pupils. With such co-operation the public library
can relieve the school of the duty of providing complete
library facilities. This important relation between the
library and the school is reserved for another chapter.

Exercises.

1. Discuss the value of your school library. Is it a
storage-place for the books or a workshop for the school ?

2. Give your opinion of the purpose of a school library.
Do you differ with the opinion of this text ?

i6 THE USE OF BOOKS AND LIBRARIES

3. State the conditions necessary for a school library
to fulfill its function.

4. Outline a definite plan for teachers and librarians
whereby they may most effectively present the subject of
libraries at teachers' and farmers' institutes.

Chapter II

THE RELATION BETWEEN THE SCHOOLS
AND THE PUBLIC LIBRARY

In 1896 the National Education Association formed a
new department called the Library Department and thus
recognized officially the growing feeling that the connec-
tion between the public schools and the public library was
a vital one. In 1899 a circular was printed and dis-
tributed by the Association containing such statements
as the following : " There should be most cordial rela-
tions between the school and the library. The librarian
should know the school and its work in a general way
as a very important part of her work, just as the teacher
should know the library and its methods as a part of her
\york." " The community should be led to regard the
library as a necessary part of a system of public educa-
tion no more to be done without than the common school.
The library should be made an indispensable adjunct of
tljie school." In this way the Association emphasized the
need for co-operation between schools and libraries.

The Place of the School and the Place of the Library
in a Child's Education. — In the report of the National
Education Association Committee on the Relations of
Public Libraries to Public Schools, 1899, the point is
brought out that the function of the school is to introduce
children to the proper use of books, that it is the school
that teaches them how to read and as far as possible what
to read, while to the library belongs the task of stimulating

i8 THE USE OF BOOKS AND LIBRARIES

them to wider reading, of helping them to form the read-
ing habit. If the pubHc library is to be the means of con-
tinuing a child's education after school days are ended,
if it is to be the means of widening and deepening the
love for good literature which the school has implanted,
then we see that intelligent co-operation and mutual un-
derstanding are necessary between schools and libraries.

Help Teachers May Expect from the Public Library.
— -I. Special Privileges in Drawing Books. — Most
public libraries give special privileges to teachers. They
are often allowed to draw six or eight books instead of
the two or three to which other readers are limited and
to keep them for a longer time. In this way a teacher
is able to have at hand a small working collection on a
topic which her class is studying.

2. Classroom Libraries. — It is usual for good-sized
public libraries to send out collections of books to class-
rooms in the city schools. These collections are called
classroom libraries, sometimes circulating or travelling
libraries, and consist of frorri 25 to 50 carefully selected
volumes, suited to the ages of the children who are to
use them. They are sometimes changed during the year,
sometimes the same collection is used throughout the
year. The best classroom library contains not only books
bearing upon the subject matter taught in the grade by
which it is used, but also some of the best children's
stories, poetry, fairy tales ; books which tell the boy with
mechanical tastes how to make furniture, or how to un-
derstand electrical contrivances ; and best of all, some of
the books which, written primarily for children, have
taken their place in the ranks of real literature — Haw-
thorne's Wonder Book, Kingsley's Water Babies, Kip-
ling's Jungle Book. Unless a school library is efficiently

RELATION WITH THE PUBLIC LIBRARY 19

administered, more will be accomplished by a teacher
using a classroom library in her own grade, than by send-
ing children to a central library in the school building
where the books are often poorly arranged, carelessly
selected and presided over by an older pupil or busy
teacher who has no time nor thought to give to the work
of the library. Even when children are near enough the
public library to visit it and draw books there is still need
for the classroom collections. The report of the Na-
tional Education Association Committee on Instruction
in Library Administration in Normal Schools, 1906, says :
" The public library cannot take the place of the class-
room library. The five or ten minutes which a child
may have for reading at the close of a study period or
during recess on a stormy day would be wasted on a
journey to the general school library in another part of
the building,- while a trip to the public library would be
out of the question."

On the other hand the use of the classroom library
should not entirely supersede the child's visits to the pub-
lic library, where he gains a larger sense of the value of
books.

3. Educational Magazines. — Teachers can supple-
ment the books which they draw from the public library
by much valuable information to be found in the educa-
tional magazines. Many libraries have a long list of such
magazines, most libraries take at least one; if not, the
librarian could be induced to subscribe for one.

4. Reference Work. — Librarians are glad to collect
all the material which the library contains on a given
topic and to make it easily available for the use of classes
which the teacher may wish to send to the library for
reference work.

20 THE USE OF BOOKS AND LIBRARIES

5. Picture Collections. — Many libraries make col-
lections of pictures which are loaned to the schools. Pic-
tures are clipped from old magazines, discarded books,
railway and steamship guides and similar material which
otherwise would be thrown away. These pictures are
mounted on manilla cards or sheets, classified, and loaned
to teachers for classroom work. Thus a geography
teacher may borrow a set of pictures illustrating life
and customs in Japan ; nature study classes may have the
use of bird and flower pictures ; or literature teachers
may obtain a series of pictures illustrating Longfellow's
Evangeline.^

6. Book Lists. — Many libraries print lists of books
for children which are invaluable as aids in book selec-
tion. Sometimes they are general lists including all
classes of children's books, stories, poetry, biography,
handicraft books; sometimes they are limited 'to one spe-
cial subject, e.g., nature study, school gardens, games,
stories for older girls, historical stories, etc. Sometimes
special lists of books for teachers are published and
notices of new books on education and of current edu-
cational publications are sent to the schools. A good way
to promote co-operation is for each school to have a
library bulletin board where lists of books recently added
to the public library, notices of exhibits held at the
library, special reading lists, and similar information of
interest to teachers and pupils may be regularly posted.

7. Teachers' Reference Room. — When space and

1 The following pamphlets will give valuable information about the
care of pictures;

Dana, J. C. The picture collection. (In his Modern American Li-
brary Economy, Part 5, section 3.) 35 cents.

Salisbury, G. E. Picture collections in small libraries. Wisconsin
Free Library Commission. Madison, Wis. 5 cents.

RELATION WITH THE PUBLIC LIBRARY 21

funds permit, a special teachers' reference room is pro-
vided. Here teachers may find a well selected profes-
sional library, educational magazines, a model library of
children's books and lists of current educational publica-
tions.

8. Model Libraries. — Public libraries which cannot
afford the special teachers' reference room often have
model libraries of children's books. These are usually
arranged by grades, and teachers desiring to find a good
book on animal life suitable for 5th grade children, or a
collection of poetry which would be useful in 7th grade
work may look over the collection and choose the book
best suited to her purpose.

9. Special Assistants for Work with Schools. —
These various forms of co-operative activity with the
schools require a large portion of some one's time, and
in libraries where this work is extensively carried on,
there is a member of the staff whose special work it is
to promote co-operation between schools and library.
Besides superintending the sending out of classroom li-
braries, she visits the schools, talks to the children about
books and tells them how they may use the public library,
tells stories perhaps to arouse their interest and gets sug-
gestions from the teachers about the kind of help the
library can give them in their work. In the children's
room at the library she arranges various exhibits of
pictures, textiles, bird-life, minerals and flowers. This
assistant keeps in close touch with school matters as well
as with library affairs.

10. Instruction in the Use of the Library. — One
of the duties of the special assistant for work with
schools, and one which is usually willingly assumed by
the librarian herself when there is no such special assist-

22 THE USE OF BOOKS AND LIBRARIES

ant, is the giving of a simple course of instruction on the
use of the Hbrary. She may teach the children them-
selves, or she may reach them indirectly by instructing
teachers and normal school students.

Help the Library May Expect from Teachers. — i.
Knowledge of the Library's Resources. — Teachers
should take the trouble to familiarize. themselves as far
as possible with the resources of the public library, find-
ing out what it contains that may be of service to them
and to their pupils. This familiarity will also prevent •
the irritation arising when pupils arrive in eager quest of
a book the teacher has recommended. Told that the
library does not own it, they gaze sceptically at the desk
attendant and murmur doggedly : " But Miss Blank
said the book was here."

2. Care in Recommending Books to Children. — If
teachers thoughtlessly or through ignorance recommend
books by poor or mediocre authors, the child's confidence
in the public library is severely shaken when he is told
that none of their books are on the library shelves.
If in doubt regarding the merits of certain writers of.<
books for children, teachers should consult approved
lists. Librarians are always glad to answer inquiries.

3. Care of Books. — Much wear and tear on public
library books would be saved if children were taught
the care of books in the school room. (See Chapter

3.)

4. Prompt Notification of the Library When
Reference Material Is Desired. — If a class is com-
ing to the public library to work up a topic, notice should
be sent ahead so that the librarian may look up ma-
terial and place it on reserve. Otherwise the first child
to arrive carries off the best references and the pupils

RELATION WITH THE PUBLIC LIBRARY 23

following must content themselves with second or third
best.

5. Definite Instructions to Children-.— Teachers
should give children clear and definite instructions before
sending them to the library to look up reference topics.
If the child knows what he wants and what he is to do
with the information when he gets it, library assistants
are able to help him intelligently and quickly. If teach-
ers would rnake an effort to impress upon their pupils
the fact that they do not intend certain topics to be
looked up at the public library, as for instance, " What
poetry means to me," much time and energy would be
saved. It is hard for the librarian to refuse all help and
by doing it she is apt to drive the child away from
the library. In such cases the responsibility of deciding
whether or not help should be given belongs to the teacher
and should not be laid upon the librarian.

Topics for Discussion.

1. Definite ways in which the public library in your
home town can help the school.

2. Discuss the branch of co-operation between the li-
brary and the school that seems to you most useful and
tell why.

3. What is the average teacher's attitude toward the
public library? Does this attitude help or hinder co-
operation ?

4. How far is your public library co-operating with
the schools? Could it do more with the resources at its
command ?

24 THE USE OF BOOKS AND LIBRARIES

Suggested Readings.

Report of the joint committee representing the American Library
Association and the National Education Association on In-
struction in Library Administration in Normal Schools. (In
National Education. Proceedings. 1906, p. 215-281.)

Report of committee on relations of public libraries to public
schools. (In National Education Association. Proceedings.

1899, P- 452-529.)

Johnston, W. D. The library as a reinforcement of the school.
(In Public Libraries, v. 16, p. 131-4. April i^ii.)

Jordan, A. M. Co-operation with the schools. (In National Edu-
cation Association. Proceedings. 1910, p. 1016-22.)

Judd, C. H. The school and the library. (In Elementary School
Teacher, v. 11, p. 28-35. Sept. 1910. Also in N. E. A. Pro-
ceedings. 1910, p. 1026-31.)

Power, E. L. The library in its relation to the elementary
schools. (In Public Libraries, v. 11, p. 544-48. Dec. 1906.)

Smith, M. A. Library instruction in schools. (In Wisconsin
Library Bulletin, v. 7, p. 134-7. July 1911.)

Smith, M. A. What the library needs from the schools. (In
Library Journal. April 1912, p. 169-74.)

Wilson, L. R. A constructive library platform for Southern
schools. (In Library Journal. April 1912, p. 179-185.)

Button, S. T. School management. Scribner. 1911, p. 204-5.

Dutton, S. T. and Snedden, David. Administration of public
education in the United States. Macmillan. 1908, p. 572-77.

Field, W. T. The school library. (In his Fingerposts to chil-
dren's reading. McQurg. 1907. Chapter 6.)

Field, W. T. The public library. (In his Fingerposts to chil-
dren's reading. McClurg. 1907. Chapter 7.)

Moses, M. J. The library and the book. (In his Children's
books and reading. Kennerley. 1907, p. 180-89.)

Chapter III

THE PHYSICAL BOOK

We take books so much as a matter of course and our
vise for them is so largely for the particular share the
author has had in their creation, that we rarely stop
to consider their physical features. It is important,
nevertheless, to know something of the make-up of a
book in order to use it carefully and intelligently.

How a Book is Put Together. — Take a sheet of
paper, ordinary typewriter size, and fold it as follows :
first, end to end, making two leaves and four pages ;
second, end to end, making four leaves and eight pages ;

Illustration I

third, end to end, making eight leaves and sixteen pages.
Then take a paper knife and cut the two top folds and
the two lengthwise folds on the right, just as you would
cut the leaves of a book. The result is a group of leaves
called a section. Now, if you will examine your text-

26 THE USE OF BOOKS AND LIBRARIES

Illustration 2

book you will see that it is composed of a number of
these sections which have been sewed together along
their folded edges. In the majority of books that are
now manufactured this sewing is done by a machine

and the result is not so dur-
able as when a book is prop-
erly sewed by hand. After
the sections have been drawn
together in this way, a piece
of thin cloth, wider than the
back by an inch on either
side, is pasted over the back.
This cloth protects the
stitches and also provides
hinges for attaching the book to its cover. A piece of
strong paper, just the width of the back, is then pasted
over the cloth. . The cover, which has previously been
made, is now laid open flat ; the . back of the book is
fitted into the back
of the cover, and
inch strips of cloth,
which were left
extending beyond
either side of the
back, are now
pasted down to the
sides of the cover.
The outside half
of each fly-leaf is
then pasted down on the front and back covers, hiding
the cloth strips and putting the inside finish to the cover.
If you will look at almost any text-book, you will be able
to recognize the strips of cloth beneath the paper. Such

Illustration 3

THE PHYSICAL BOOK

27

Illustration 4

is the method used in binding the largest number of our

books. It is not the best nor the most durable method,

but on account of its greater cheapness it is widely used.

(See chapter 30 for the best binding for libraries.) You

can see that these strips

of thin cfoth cannot stand

the strain of very rough

handling and hence books

are constantly being torn

from their covers. It is

due to machine sewing

and defective kinds of

hand sewing that the

leaves and sections are so

often loosened.

Size of Books. — Books are designated as " folio "
(fol.) ; " quarto " (4to) ; " octavo " (8vo) ; " duodecimo "

These names refer to the
number of times a
sheet of paper has
been folded to form a
single section of a
book, as follows :
" folio," the sheet
folded once, usually
at the short axis,
making two leaves
and four pages ;
"quarto," the sheet folded twice, making four leaves and
eight pages ; " octavo," the sheet folded three times, mak-
ing eight leaves and sixteen pages ; " duodecimo," the
sheet folded four times, making sixteen leaves and thirty-
two pages, etc. Formerly these names indicated the size

( i2mo) ; " i6mo " ; " 32mo.'

Illustration 5

28 THE USE OF BOOKS AND LIBRARIES

of a book more accurately than they do now, because then,
sheets of book paper were uniformly 20x24 inches and
hence each fold was an accurate division of that measure-
ment, the octavo page being 6x10 inches. These names
are not accurate now because book paper is made in
sheets of various size. The following table' gives the
symbols and sizes of books according to the scale now
used :

F. A book from 30-35 centimeters outside height.
Q. A book from 25-30 centimeters outside height.
O. A book from 20-25 centimeters outside height.
D. A book from 17.5-20 centimeters outside height.
S. A book from 1 5-17.5 centimeters outside height.
T. A book from 12. 5-15 centimeters outside height.

Care of Books. — With reasonable care, machine sewed
and bound books will stand a good deal of wear and if
you will learn and practice intelligent care in handling
books, they will last longer. This kind of economy not
only aids the individual teacher but it helps the entire
school. If money does not have to be spent replacing
books worn out before a reasonable time, the school li-
brary can be enlarged by purchasing more books. Be-
sides Economy, another important reason for handling
books with care is Cleanliness. No one likes to use a
book that has been marked, thumbed with soiled hands,
or that is " dog-eared." The third and most important
reason for using books with care is that by the teacher's
example, the child is trained in economy, cleanliness, and
particularly in unselfishness, if he is made to realize that
he must have regard for his fellow pupils who must also
use the books.

How then shall we handle books carefully?

THE PHYSICAL BOOK 29

1. Open a new book properly by holding it on a table
back downward. Then press the front cover down until
it touches the table, next the back cover, holding all the
leaves first with one hand then with the other. Then
press down first a few leaves at the back, then a few
leaves at the front until the book lies open at the middle.
This process should be done a number of times until
the stiffness is removed from the back of the book.

2. Do not lay an open book face downwards.

3. Never mark a library book. Do not turn down the
corner of a leaf for a book-mark. That is " dog-earing.''
Do not moisten the finger to turn over a leaf, it soils
the leaf and may spread contagion. Do not drop a book,
it breaks the back.

These " don'ts " seem too obvious to mention, yet a
great number of people disregard them entirely. Chil-
dren observe their teachers' habits to a great extent
and will learn something from observation but they need
to be given definite instruction in the matter. The two
following verses, printed on book-marks and given out
to pupils to learn, very often influence them more than
a dry, matter of fact talk on the subject:

The Library Goops

(With apologies to Gelett Burgess.)

The Goops they wet their fingers
To turn the leaves of books.
And then they crease the corners down
And think that no one looks.

They print the marks of dirty hands.
Of lollipops and gum.

30 THE USE OF BOOKS AND LIBRARIES

On picture-book and fairy-book,
As often as they come.

Caroline M. Hewins.

" You ARE Old, Little Book "

" You are old, little book," the small boy said,
Yet your pages are still clean and white.
Your covers are stifif and your corners are straight
Do you think at your age it is right ? "

" In my youth," said the book, " I came into the hands
Of children who ' handled with care '
They opened me gently, their fingers were, clean.
My margins they kept clean and fair,"

" They never used pencils as book-marks, nor tried
To pull me apart in their strife,

With such kindly treatment my strength and my looks
Will last me the rest of my life."

Annie T. Eaton.

Parts of a Book. — Knowledge of the structure of a
book will help us to take care of it, but we need to know
its parts if we wish to use it easily and intelligently.
Books have not always had as many parts as they now
have and it would be an interesting study to trace the
development of the book, but for our present purpose
such a study would lead us far afield. At the present
time books vary in the number and arrangement of their
parts. This book, for instance, is composed of a title-
page, copyright date, preface, table of contents, text, and
the index. Other books may have besides these, one ap-
pendix or more.

THE PHYSICAL BOOK 31

Title-Page. — The purpose of the title-page is more
than the word implies. It not only contains the title of
the book, but it usually records the name of the author,
the edition, if it is other than the first, the place of
publication, the name of the publisher and the date of
publication. The title as a rule indicates the subject of
the book, but this is not always true, if you will recall
various titles of Ruskin; e.g.. Stones of Venice, Sesame
and Lilies. Just below the author's name there usually
follows either the bare statement of his profession or
a record of a previous book he has written, thereby
establishing some evidence of his ability and authority
to write.

The important fact that a book is a second or third
edition, a " revised " or " enlarged " edition, is usually
stated on the title-page. It means that the text has either
been changed or enlarged since the previous edition was
printed.

At the bottom of the title-page, the place of publica-
tion and the name of the publisher are generally stated.
These are important facts because the place and the name
of an old and established firm of sound reputation indi-
cate a reliable product.

The date on the title-page indicates simply when that
particular copy of the book was printed and is not so
important as the date of copyright ^ which tells when
the book was first published and therefore how old it
really is. The copyright date is usually printed on the
reverse of the title-page. In scientific works, particu-
larly, it is important to notice the date of copyright,
otherwise you cannot tell whether the text of the book is
based on recent investigation or not.

1 For definition of copyright, see the larger and newer dictionaries.

32 THE USE OF BOOKS AND LIBRARIES

Preface. — Unless the book has a dedication, the pref-
ace comes next, stating the author's reasons for writing
the book, what he has attempted, and to what people he
is under obligations for assistance.

Table of Contents. — Next comes the table of con-
tents, which very often is merely a list of the chapter
headings arranged in the order of their occurrence, with
a statement of the pages covered by each. Sometimes
this table is fuller and gives an outHne in detail of the
text.

List of Illustrations. — If a book is illustrated with
pictures or maps, a list of these illustrations, most fre-
quently in the order of- their occurrence in the text and
with paging indicated, is usually printed on the first odd
numbered page following the table of contents. Such
a list is valuable in books with fine and numerous illus-
trations, as a means of verifying the completeness of the
illustrations in a particular copy. For a book may lack
an important illustration either through some mistake
when it was originally bound, or through subsequent
loss or theft.

Introduction. — It is often necessary for an author
to contribute information leading up to his subject — a
sort of preliminary discourse, something more elaborate
than a preface, that bears directly upon the development
of the subject. This introductory matter is either ar-
ranged separately from the text and called an Intro-
duction, or it may be put in as Introductory : Chapter
I. In either case it is regarded as a part of the text
proper.

Text. — The text is the main part or body of the book,
as distinguished from the preface, the title-page and

THE PHYSICAL BOOK 33

other parts. It is divided into chapters. These usually
have headings used as running titles and printed at
the top of the right hand page, while the book title is
printed at the top of the left hand page. Insert headings
in a different type are sometimes placed within the
paragraphs to give a running synopsis. Important
matter that cannot be incorporated in the text is often
printed in finer type as a foot-note at the bottom of
the page or as a note in a section at the end of the book.
These notes are referred to either by numerals, or
letters, or by the device of a star, a dagger, or a double
dagger.

Appendix. — The appendix contains matter supple-
mentary to and illustrative of the text. Examples may
be found in Bryce's American Commonwealth and
Fiske's History of the United States.

Index. — An index is " a detailed alphabetic list or
table of the topics, names of persons, places, etc., treated
or mentioned in a book or series of books, pointing out
their exact positions in the volume" (Century Diction-
ary). In some books, the index is arranged in more
than one alphabetic list; e.g., in Donaldson's Growth of
the Brain — where the subjects are in one list and the
names of people mentioned in the text, in another. In
a book of poems there are usually two indexes, one of
titles and another of the first lines of the poems ; e.g.,
Tennyson's Poetical Works (Cambridge edition). In a
volume of collected poems from various authors, there
is usually a third index, of the names of the authors ;
e.g.. Page's Chief American Poets. In Bartlett's Famil-
iar Quotations there are two indexes : one of authors
cited, and a second index of words, not subjects, with

34 THE USE OF BOOKS AND LIBRARIES

enough of a phrase to identify the quotation in the text.;
e.g.,

Pit, monster of the, 329
they'll fill a, as well as better, 87
whoso diggeth a, 829

Books in Sets. — Besides these types of indexes for
single volumes, books in sets have various arrangements
as follows :

1. A book in more than one volume with the index
in the last volume : Example — Bryce — American Com-
monwealth.

2. A book in more than one volume with an index in
each volume : Example — Stubbs — Constitutional His-
tory of England.

3. A book in more than one volume with an index in
each volume and a general index in the last volume.
Sometimes the general index is in a separate volume:
Rhodes — History of the United States, 6 vols, and
Cambridge Modern History, 14 vols.

There are still other arrangements, variants of the
above, but they are unusual and will not be found very
often in books that are used in the average library.

Each entry in an index is followed by a number which
refers to either the page or the paragraph in the text
where the information is to be found. The usual method
is to refer to the page rather than the paragraph. When
an index has any feature different from the usual
method, directions for its use are generally printed in
smaller type at the beginning of the index. The follow-
ing are typical entries with abbreviations that are com-
monly used. Consult a dictionary for the meaning of
the abbreviations :

THE PHYSICAL BOOK 35

From the index to Thatcher and Schwill — Europe in
the middle ages.

History, divisions in, i /
Irish missionaries, 69, 104 ff
ItaHan arts, 630-35

From the index to Hall — Adolescence. 2 vols.

Agriculture, i. 172 et seq.
From the index to Bryce-American commonv^realth, 2
vols.

American Constitution. See Constitution
Federal courts. 6"^^ Judiciary (Federal)
Legal profession. See Bar
Lynch law, i. 338; ii. 617

Tammany organization, ii. 103, 106, 189, 195, 381 sqq
Thirteen original British colonies, i. 19, 249 ; each a
self-governing commonwealth ib

Atlas Indexes. — An index to an atlas enters the
names of all places mentioned in the atlas with a refer-
ence after each name to the map and the position on the
map where each place can be found. Some atlases are
fuller and give after each entry such statistical informa-
tion as population, area, railway station, express office,
telegraph, etc. The following are typical entries from
atlases that should be in every college library:

Century atlas :

Corinth, Gulf of, Greece 99 F 4
Greece (see Gortho) 99 G 5
Mississippi, 21 11 43 G i

Rand, McNally & Co. — Library atlas of the world. 2
vols..:
(In Volume i — The United States — there is an
index for each map)

36 THE USE OF BOOKS AND LIBRARIES

Example from the map of New York (State)

Plattsburg, Clinton, C-27 (Rys 40, ff) # f < £

. . . 11138
Pleasant Beach, Onondaga (Ry 38 mail Syracuse)
(In volume 2 — Foreign Countries — there is a gen-
eral index)
Aragon, Chile, C-16 . . . 40
Aragon (Region), Spain, C-30 . . 54

Ancient kmgdom, now a captaincy general of
Spain; founded 1035
Aragon (R), Spain, D-28 ... 54

Shepherd, W. R. — Historical atlas :
Corinth, in Greece 15 C b
Corinth in Miss. 208 C c
Corinth, Gulf of 14 C a

Concordance. — A concordance is a kind of index.
It differs from an index in purpose and therefore in
what it contains. The purpose of a concordance is pri-
marily to enable a student to study a book or the com-
plete works of an author more thoroughly. For this
reason it lists in alphabetical order all words contained in
the text, with citations of the passages in which the
words occur. There are concordances of the Bible, of
the works of Shakespeare, Dante, Browning, and other
great authors.

Exercises and Problems.

1. Get from your librarian a book that is ready to be
discarded. What is left of it take carefully apart and
see for yourself how it was put together. Write out
an explanation of the process you have discovered.

2. Suggest other ways than those mentioned in the
text of training children to handle books carefully.
Test your suggestions on pupils in the model school.

THE PHYSICAL BOOK 37

3. What is the date of publication of the copy of
Bryce's American Commonwealth in your college library ?
When was the book first copyrighted? How many
editions have there been? State in what part of the
book itself this information is given.

4. Read the preface to Gayley's Classic Myths in Eng-
lish Literature. To what other book is the author par-
ticularly indebted? For what purpose was the book
written? Consult the preface of Monroe's Source Book
of the History of Education, Greek and Roman Period.
What is the author's purpose in writing the book?
Does he indicate his plan?

5. Compare in arrangement and fulness the tables of
contents in Button and Snedden's Administration of
Public Education and F. W. and J. D. Burks' Health
and the School. What do Button and Snedden say
about "the library and the school"? How did you
find the information? If you wish to know what the
authors of Health and the School say about " training
children in the knowledge and practice of health," will
you find the information under health or under child in
the index? Boes the table of contents direct you tq
the information ? Is Lowell's essay " On a Certain Con-
descension in Foreigners " to be found in his book en-
titled My Study Windows, or in his Fireside Travels?

6. Look in Watt's Vegetable Gardening for an illus-
tration of " various types of hand weeders," and for an
illustration of " paper pots and the equipment for mak-
ing them." Consult Earle's Two Centuries of Costume
in America (2 vols.) for illustrations of the following:
a Puritan dame ; slashed sleeves ; coat and waistcoat ;
business suit ; stomacher ; bonnets ; Quaker hats ; uniform
of a Continental ofiEcer. Look in Bulfinch's Age of

38 THE USE OF BOOKS AND LIBRARIES

Fable for an illustration of the Laocoon. Compare the
list of illustrations in Bulfinch with the list of illustra-
tions in Gayley's Classic Myths. Which has the better
arrangement ?

7. Consult the index of Gayley's Classic Myths : ( i )
For the entry Hercules and find to what English poem
there is a reference. (2) For a poem of E.' C. Sted-
man's and on what pages quoted. (3) For the attributes
of Apollo. (4) For the meaning of Nirvana. (5) Is
the god of war entered under Ares or Mars? Why?
(6) What great series of operas are based on the
Nibelungenlied ?

8. Consult the index of Fiske's Old Virginia and Her
Neighbors (2 vols.). On what pages do you find the
longest account of " horse-racing " ? The " London
Company " ? In the index of Holmes's Autocrat of the
Breakfast Table find the following entries : minds ;
woman ; women ; voices ; authors ; conversation. How
do such entries differ from the entries in Fiske's Old
Virginia and Her Neighbors and in Bryce's American
Commonwealth ?

9. In the Oxford Book of English Verse find the two
poems beginning: "Be it right or wrong these men
among," and " Out of the night that covers me." Give
authors and titles of the poems. Can you find the same
poems in Palgrave's Golden Treasury? Can you find
in both these collections the poem beginning : " That
time of year thou mayst in me behold " ? Give author.
Find in Bartlett's FamiHar Quotations the following:
(i) A quotation about Autumn; (2) " the course of true
love never did run smooth." State author and particular
work from which it is taken. (3) Select a famous
quotation from Longfellow. (4) Name three other

THE PHYSICAL BOOK 39

American poets, selections from whose works you
find.

10. Using the Century Atlas, find Louisville, Ky., in
the index. Find it on the map and interpret all the
statistical information given about it. Consult the index
of Shepherd's Historical Atlas and locate on the map
the following: Hagerstown; Ilissus River; Scala Santa;
Toulouse in France.

Consult Bartlett's Concordance to Shakespeare and see
whether he records Shakespeare's use of " had better "
or " would better." In what play of Shakespeare's does
the word " mobled " occur ?

Chapter IV

GENERAL REFERENCE BOOKS

The Reference Collection. — One of the purposes of
a library is to provide a place where people may go to
find information, to " look up things." This purpose is
served by the " reference collection," which may range
in size from a copy of Webster's Unabridged, standing
on a window sill in a schoolroom, to the well-filled
shelves around the walls of a large reading room in a
Library. In either case we should learn where and how
to look for material.

General Reference Books. — This chapter deals with
the backbone of the reference collection, the books which
are bought first and used most, the general reference
books. By general reference books is meant, of course,
those books which treat of all kinds of subjects, as dic-
tionaries and encyclopedias. A few of the most impor-
tant will be discussed.^

Dictionaries. — Webster's New International Dic-
tionary of the English Language, based on the Interna-
tional Dictionary of 1890 and 1900, now completely
revised in all departments, including also a dictionary of
geography and biography, being the latest authentic

1 A very full list of reference books, both general and special, may
be found in A. B. Kroeger, Guide to the study and use of reference
books. Ed. 2, Chicago. 1908. American Library Association Publishing
Board. $1.50. (Supplement. 1909-10, 25 cents.) A suggestive list of
100 reference books for a small library is given.

GENERAL REFERENCE BOOKS ' 41

quarto edition of the Merriam series. W. T. Harris,
editor-in-chief. Springfield, Mass. Merriam. 1909.
$12.

" A revised edition, adding many new words and in-
corporating in the main vocabulary all the supplementary
lists included at the back of the earlier editions, except
the Geographical Gazetteer and the Biographical Dic-
tionary. Each page of the main part is in two sections :
familiar words in the upper part and unusual words in the
lower." Kroeger. Supplement.

The first dictionary to be bought for the school li-
brary.

New Standard Dictionary of the English Language;
designed to give . . . the orthography, pronunciation,
meaning and etymology of all the words and the mean-'
ing of idiomatic phrases in the speech and literature of
the English speaking peoples, together with proper names
of all kinds, the whole arranged in one alphabetical order.
Isaac K. Funk, editor-in-chief. N. Y. Funk and Wag-
nails. 1913. $12.

The Standard puts the derivation of a word after the
definition and gives the common meaning first, while
Webster's New International puts the etymology first,
and jn giving definitions begins with the original or literal
meaning. The Standard uses two keys to pronunciation
and as the new and less familiar one is given first place,
the result is somewhat confusing. Both dictionaries are
illustrated by cuts inserted in the text and by plates.

The Century Dictionary and Cyclopedia, with a new
atlas of the world ; a work of general reference in all
departments of knowledge. William Dwight Whitney
and Benjamin E. Smith, editors-in-chief. Rev. ed. 12
V. N. Y. Century Co. 191 1. $75.

42 THE USE OF BOOKS AND LIBRARIES

" The plan includes three things : the construction of
a general dictionary of the English language which shall
be available for every literary and practical use ; a rnore
complete collection of the technical terpis of various
sciences, arts, trades, and professions than has yet been
attempted ; — and the additions to the definitions proper
of such related encyclopedic matter with pictorial illus-
trations, as shall constitute a convenient book of general
reference." (Preface to ist edition.)

Volumes i-io contain the dictionary proper, volume ii,
the cyclopedia of names, including geography, biography,
mythology, history, ethnology, art and fiction; volume 12,
the Century atlas.

The most comprehensive American dictionary. It is
fully illustrated and is encyclopedic in character, giving
fuller definitions than is usual in dictionaries.

Desk Dictionaries. — Good desk dictionaries are :
Webster's Collegiate Dictionary. Merriam. $3.
Student's Standard Dictionary. Funk. $2.50.
Concise Oxford Dictionary of Current English adapted
from the Oxford Dictionary. Clarendon Press. $1 net.

Encyclopedias. — The New International Encyclo-
pedia; ed. by D. C. Oilman, H. T. Peck, and T. M.
Colby. 17 v. N. Y. Dodd, Mead & Co. 1909. $85.

Perhaps on the whole the best encyclopedia for ready
reference. It furnishes reliable information, full enough
for all ordinary purposes, without being too technical
for popular use. There are excellent lists of additional
references at the end of each important article. It is
fully illustrated. It may be supplemented by the New
International Yearbook, a compendium of the world's
progress. Published annually since 1907. N. Y. Dodd,
Mead & Co. $5 a volume. The second edition of this
encyclopedia, to be complete in 23 volumes, is now in
course of publication.

GENERAL REFERENCE BOOKS 43

Americana; universal reference library . . . ed. by F.
C. Beach and G. E. Rines. 22 v. N. Y. Scientific
American compiling department. 1912. $132.

Similar to the New International. Especially full on
scientific subjects and on, North American topics. Fully
illustrated. Contains signed articles and lists of refer-
ences at the ends of some of the articles.

Encyclopedia Britannica. Ed. 11. 29 v. Cambridge
(Eng.) and N. Y. Cam. University Press. 1910. (A.
L. A. specification binding. $5 a volume.)

The best and most scholarly encyclopedia. Indispensa-
ble to the large library, the university, college and large
normal school library, but too complete and scholarly
for popular use. The arrangement is by general rather
than specific subject, the index volume referring to the
place in the general alphabet where a specific subject may
be found. Although the nth edition arranges material
by smaller subjects than the earlier editions, it is still
necessary to refer constantly to the index volume in order
to be sure of finding all material on a subject and in order
to use the encyclopedia intelligently. The signed articles
are by well-known specialists and valuable bibliographies
are appended.

Appleton's New Practical Cyclopedia : a new reference
work based upon the best authorities and systematically
arranged for use in home and school, ed. by Marcus Ben-
jamin and others. 6 v. N. Y. Appleton. 1910.
$9-75-

" Recommended to small libraries or to grammar
schools unable to afford one of the larger encyclopedias.
Articles are very brief but up to date and simply written.
System of cross references is good. Good illustrations
and maps." A. L. A. Catalog Supplement, 1904-11.

44 THE USE OF BOOKS AND LIBRARIES

Everyman Encyclopedia; ed. by Andrew Boyle.
(Everyman's library.) N. Y. Dutton. 12 v. Rein-
forced cloth, $8, pigskin, $12.

" For small libraries perhaps the best cheap encyclo-
pedia. Articles are concise, accurate and well up to date,
and though many are written from the English stand-
point, the work is general in scope, a fair amount of space
is given to American subjects. . . . Subjects are sub-
divided under many heads and cross references are ade-
quate. Type small but legible. Illustrated." A. L. A.
Booklist, Nov. 1914.

One Volume Reference Books. — Champlin, J. D., ed.
Young Folks' Cyclopedia of Common Things. Ed. 3.
N. Y. Holt. 1906. $3.

Champlin's series of young folks' cyclopedias are ex-
cellent for work with children. They contain brief, sim-
ply written articles and are illustrated.^

Harper's Book of Facts, a classified history of the
world, embracing science, literature, and art. New ed.
Ed. by C. T. Lewis. N. Y. Harper. 1906. $8.

A useful reference book when brief, concise accounts
of events, persons, and places are desired. Chronological
outlines of the history of cities and countries are given
under their names.

Statesman's Year Book. London. Macmillan. $3.

A valuable annudl containing " statistical and descrip-
tive information regarding all the countries of the world

2 Champlin, J. D. Young folks' cyclopedia of literature and art.

Champlin, J. D. Young folks' cyclopedia of persons and places. Kd. 6.

Champlin, J. D. and Bostwick, A. E. Young folks' cyclopedia of games
and sport. Uev. ed.

Champlin, J. D. and Lucas, F. A. Young folks' cyclopedia of natural
history.

Published by Holt at $3 each.

GENERAL REFERENCE BOOKS 45

and revised every year. It has a high reputation for ac-
curacy and is the most important of the yearbooks. Ar-
rangement : British empire; Foreign countries; alpha-
betically. Refers at end of each country to statistical and
other books of reference concerning it. Index."
Kroeger.

Statistical Abstract of the United States, issued by the
U. S. Bureau of Statistics. Washington. Government
Printing Office. Free.

&"•

A mine of useful information. Includes " annual sta-
tistics of population, finance, commerce, agricultural
and other products, irrigation, education, etc. for the cur-
rent year, and in many cases for a number of years past."
Kroeger.''

Newspaper Almanacs. — A useful reference book
within the reach of even the smallest library is a good
newspaper almanac. These almanacs usually cost twen-
ty-five cents and contain a vast amount of information
on all sorts of subjects. Recent statistics, political, edu-
cational, agricultural ; astronomical information ; weights
and measures ; college and university presidents ; ath-
letics ; election returns ; foreign governments ; are some
of the topics included. The most useful is the World
Almanac. N. Y. World. 25 cents in paper (35 cents by
mail), cloth 50 cents.

The above are a very few of the standard reference
books, yet even in selecting these there is room for dis-
crimination. Because the Britannicamay be the standard
encyclopedia, it does not follow that the school library
should purchase this expensive work, when the New In-
ternational or the Americana will serve school purposes

3 Two other useful reference books, issued annually are: Hazell's
Annual. Lond. $1.50, and Whitaker's Almanack. Lond. $1.50.

46 THE USE OF BOOKS AND LIBRARIES

better. While the New International and the Americana
supplement each other to a certain extent, it is hardly
wise for the school library, unless its resources are large,
to buy both. And the library having either the New
International or the Americana, naturally need not add
the smaller and less valuable Appleton's New Practical
Cyclopedia.

Points to be Considered in Judging a General Ref-
erence Book. — There are certain points to be considered
in judging general reference books, most of which you
will find illustrated in those cited in this chapter. First,
the editor or editors, are they authorities? Second, the
date, is the book recent, or must it be supplemented by
other material to bring it up to date? If it is an ency-
clopedia, are the articles signed, and are there bibliogra-
phies, that is, references to additional material at the
end of the articles ? Is the system of cross-references
satisfactory? That is, are you referred from one, part
of the work to others which contain related material, or
if you turn to one heading or spelling not used are you
referred to one which is ? Examples : Cleopatra's
needle. Obelisks (Harper's Book of Facts). In this
case the word " see " is omitted. Bee-balm, see Oswego
tea (Americana). Mnlock, Dinah Maria, an English
author, see Craik, Dinah Maria (New Int.). Machine,
machinery {engineering). See Mechanical pozvers-ma-
chines; Metal working machinery ; Wood working ma-
chinery; etc. (New Int.). Kuyp, Albert. See Cuyp,
Albert (Americana). Cynics, at the end of the article
on cynics we find. See Cyrenaics {Americana).

How to Use Reference Books. — Before attempting
to use a reference book, students should devote a few
moments to reading the title-page, glancing over the

GENERAL REFERENCE BOOKS 47

preface or introduction, and looking for special features,
such as indexes, cross references, bibliographies, etc. If
abbreviations are used, look for a list giving the full
names of the works indexed. A few minutes given to
a calm examination of the book before using it, whether
in working out a problem in this course or in looking
up some question for your own purpose, will save time
in the end and keep you from a fruitless search for a
magazine called " Ind " or from wondering why you
cannot find references to magazine articles in a volume
whose title-page clearly states that it indexes only books.

Exercises.

The following questions are divided into two groups ;
those in the first group are to be answered with the aid
of dictionaries only, those in the second group with the
aid of encyclopedias and the other general reference
books mentioned in this chapter. In answering ques-
tions in group i, any one of the three dictionaries men-
tioned may be used. The best results, however, will be
obtained if the students have access to two or all three,
and are thus able to compare information given, as to
amount, form and place (i.e., in main alphabet, appendix,
etc.). While most of the answers to the questions in
group 2 can be found by using two or three only of the
reference books cited, if the students have access to
them all they will get valuable practice in choosing the
best place to look for the special kind of information for
which the questions call.

Group i: Dictionaries.

1. Find an explanation of the phrase " laissez faire "
as used in political economy.

2. Who was Sir William Harcourt? When did he
die?

i^

48 THE USE OF BOOKS AND LIBRARIES

3. Find a full definition oi alembic.

4. What are the colors of the spectrum? Can you
find them illustrated?

5. Give the etymology of the word balance. What
can you find about the word gumption? Can you find an
explanation of the origin of the phrase " set the river on
fire "? How many meanings can you find for the word
clever? Are they all in equal use? Look up the
word pound (noun). How many meanings do you
find?

6. What is the meaning of each of the following ab-
breviations? Give the word or words for which they
stand: ibid.; e.g.; I.N.R.I.; M.A. ; viz; R.S.V.P. ; dwt.

7. What is the meaning of the expression sotto voce?
From what language does it come? Of dens ex ma-
china? Of Utopian? Of soi-disant?

8. What is Xingu ? What is the Mahabharata ? How
high is Mount Mitchell (N. C.) ?

9. Who was Haroun-al-Raschid ? Baron Munchau-
sen ? Moll Flanders ? Fiona McLeod ? Who was called
the " Scourge of God " ?

10. What is the meaning of soccer? Of Hepple-
white ?

Group 2: Other Reference Books.

1. When did Constable, the English landscape painter,
live? Name some of his paintings.

2. Who is the governor of North Dakota, and what
is his salary? Who is president of the Argentine Re-
public? Find a summary of the Constitution of CaH-
fornia.

3. Who wrote " Home, Sweet Home," and when did
it first appear?

GENERAL REFERENCE BOOKS 49

4. What was the Wall of Severus ?

5. What was the average price per ton of anthracite
coal in the United States two years ago?

6. Find a simple, well illustrated article which would
help a child to write a composition on leaves, stems and
buds.

7. In how many places in the encyclopedia (use more
than one encyclopedia) is it necessary to look to get all
the material about the Iroquois? Are there references
from one heading to another?

8. What can you find about Anglo-Saxon marriage
laws?

9. Find a list of the principal orders of knighthood ; a
list of the justices of the Supreme Court of the United
States since 1789.

ID. What was the population of the County of Bed-
fordshire (England) at the last census? What is the
national debt of France? Of Germany?

11. What is meant by the personal equation?

12. What reference book would you recommend to a
7th grade child who wished to find material on Sir
Walter Scott?

13. Where can you find an outline history of the State
of Tennessee? Of the city of Florence, Italy?

14. What is the form of government in Montenegro?
How large is Denmark's navy?

15. Mention three facts in connection with the Ameri-
can buffalo. Do you find any references for further
reading ?

16. How many normal schools, including both public
and private, are there in the United States? How many
building and loan associations were there in the State of
New York in 1910?

50 THE USE OF BOOKS AND LIBRARIES

17. What was the exact date of the battle of King's
Mountain ?

18. Find an article on transmission of power (electric)
at long distances. Is it illustrated ?

19. What is the name of the British ambassador to
the United States? What is the name of the reigning
sovereign of Austria-Hungary?

. 20. How much cotton was exported by the United
States in 191 1 ? What was the amount of internal reve-
nue collected in the United States in 1900?

21. Who is the president of the Hartford Theological
Seminary?

22. Where can you find a list of the members of the
French Academy, known as the Immortals?

23. How much money did your State spend last year
on public roads?

24. What are the names of the United States Senators
and Representatives from your State? What is the rate
of postage to France?

25. Where can you find something about aviation dur-
ing the past year? Who holds the lawn tennis cham-
pionship for the United States?

Chapter V
SPECIAL REFERENCE BOOKS

In the preceding chapter we have considered examples
of reference books which deal with all kinds of subjects;
in this chapter we shall discuss special reference books,
that is, books written to give fuller information along a
certain line than is furnished by the general reference
books.^

Biography. — ^ Lippincott's Universal Pronouncing Dic-
tionary of Biography and Mythology, ed. by Joseph
Thomas. Ed. 3, rev. and brought up to 1901. 2 v.
Phil. Lippincott. 1905. $15.

" Known as Lippincott's biographical dictionary. The
best general biographical reference book. It gives the
pronunciation of names, sketches of lives of persons, and
bibliographical references. A list of the leading English
Christian names with the equivalents in the various Eu-
ropean languages is given in an appendix. Full page
portraits." Kroeger.

Century Cyclopedia of Names. (Vol. ir of the. Cen-
tury Dictionary. New ed. N. Y. Century Co. 1911.)

1 The books in this chapter have been selected for study, as valuable
and representative, and as furnishing good practice in the use of refer-
ence books. The list as a whole is not meant as a guide in the selection
of a school library. For a list of reference books for a high-school
library, see chapter 12 and the recommended lists on page 330. Large
normal school libraries will contain all or most of the books mentioned
in this chapter.

52 THE USE OF BOOKS AND LIBRARIES

" Includes names in geography, biography, mythology,
history, ethnology, art, fiction, forming a supplementary
volume to the Century dictionary. Fullest in biography
and geography. The information given is concise. Pro-
nunciation and derivation of names are given." Kroeger.

Dictionary of National Biography. Index and epit-
ome, ed. by Sir Sidney Lee. N. Y. Macmillan. 1903.
$6.25 net.

The Dictionary proper, edited by Sir Leslie Stephen
and Sir Sidney Lee, in 63 volumes with 3 supplementary
volumes, is the most authoritative work on British biog-
raphy. It is confined to Great Britain and no living per-
sons are included. The Index and Epitome gives concise
biographies of all persons included in the main part of the
Dictionary and is better for the small library than the
complete work.

Champlin, J. D. Young Folks' Cyclopedia of Persons
and Places. Ed. 6, rev. N. Y. Holt. 191 1. $3.

Brief, simply written articles.

Who's Who in America : a biographical dictionary of
notable living men and women of the U. S., ed. by A. N.
Marquis. Revised and reissued biennially. Chic. Mar-
quis. 1899 to date. $5 net.

Condensed sketches of the lives of prominent Ameri-
cans now living.

Who's Who ; an annual biographical dictionary. N. Y.
Macmillan. 1848 to date. $2.50 net.

An annual publication, giving brief biographies of
the most prominent persons of England and America, in-
cluding some continental notables." Kroeger.

Congressional Directory. (For full description, see
page 90.)

SPECIAL REFERENCE BOOKS 53

History. —

Brewer, E. C. Historic Note Book, with an appendix
on Battles. Phil. Lippincott. 1891. $3.50.

A popular handbook explaining briefly allusions to
historical events, treaties, customs, etc.

Haydn, J. T., comp. Dictionary of Dates and Univer-
sal Information Relating to All Ages and Nations, ed.
by Benjamin Vinsant. Ed. 25. N. Y. Putnam. 191 1.
$6.50 net.

" A standard and useful work. Arrangement alpha-
betical under the name of event, place, etc. Especial at-
tention is given to the British empire."

Harper's Encyclopedia of United States History, from
458 A. D. to 1912, based on the plan of B. J. Lossing.
Rev. ed. 10 v. N. Y. Harper. 1912. $24.

" The most extensive cyclopedia of the subject, includ-
ing many biographical articles and containing texts of the
constitutions, famous speeches, essays, orations, resolu-
tions, proclamations, facsimiles of important documents,
etc. Articles are by well known historians and writers."
Kroeger.

Heilprin, Louis. Historical Reference Book with Sup-
plement. Ed. 5. N. Y. Appleton. 1898. $2.

Accurate and comprehensive. " A chronological table
of universal history, a chronological dictionary, a bio-
graphical dictionary." Kroeger.

Hodge, F. W. Handbook of American Indians North
of Mexico. (U. S. Ethnology Bureau. Bulletin 30.)
2 V. Wash. Superintendent of documents. 1907-10.

$3-

54 THE USE OF BOOKS AND LIBRARIES

" Contains a descriptive list of the stocks, confederacies,
tribes, tribal divisions, and settlements north of Mexico,
accompanied with the various names by which these have
been known, together with biographies of Indians of note,
sketches of their history, archaeology, manners, arts, cus-
toms and institutions, and the aboriginal words incor-
porated into the English language." Letter of transmit-
tal.

Lamed, J. N., ed. History for Ready Reference from
the Best Historians, Biographers and Specialists. Rev.
and enl. ed. 7 v. Springfield, Mass. Nichols. 1910.

$35-

" Extracts from the writings of the best historians,
biographers, and specialists to illustrate the history of all
countries and all times. It is not a condensation, but
gives the exact words of the writers quoted. The ar-
rangement is alphabetical by country, event, etc., and
under place is chronological. There are numerous cross
references." Kroeger. Volumes 6 and 7 are devoted
to recent history ; v. 6 covers the period 1894-1901 ; v. 7
1901-10.

Low, S. J., and Pulling, F. S., eds. Dictionary of
English History. New ed. rev. N. Y. Cassell. 1910.
$3-50.

" Biographical, bibliographical, chronological, and con-
stitutional information about English history. Index."
■Kroeger.

" An invaluable work for the general reader as well
as for the student." C. K. Adams. Manual of historical
literature. 1899.

Nichol, John. Tables of Ancient Literature and His-
tory : b. c. 1500-200 a. d. Glasgow. Machlehose. 1877.
$1.50.

SPECIAL REFERENCE BOOKS . 55

" Shows in chronological tables the parallel history and
literature of the nations of ancient times." Kroeger.

Nichol, John. Tables of European History, Litera-
ture, Science, and Art ; and of American History, Litera-
ture, and Art ; ed. by W. R. Jack. Ed. 5. N. Y. Mac-
millan. 1909. $2.25.

" Arranged in columns by periods, chronologically.
Enghsh. literature and history are placed together to be
illustrated by the columns on either side which show
foreign history for the same period." Kroeger.

Ploetz, Carl. Epitome of Ancient, Medieval and Mod-
ern History; tr. and ed. by W. H. Tillinghast. New ed.
Bost. Houghton. 1905. $3.

Arranged under each division by nationality.

Putnam, G. P., comp. Tabular Views of Universal
History, continued to date by L. E. Jones and S. Strun-
sky. N. Y. Putnam. 1907. $3.50.

" Series of chronological tables presenting in parallel
columns a record of the most important events in the his-
tory of the world from earliest times to 1890." Pitts-
burgh}

The following while not I'eference books in the sense of those
cited above will be of great use and value in a reference collec-
tion :

Hildreth, Richard. History of the United States of America.
6 V. N. Y. Harper. $12.

McMaster, J. B. History of the people of the United States.
8 V. N. Y. Appleton. $2.50 a vol.

Schouler, James. History of the United States under the con-
stitution. 6 V. N. Y. Dodd. $24 net.

^ Harper's Book of facts (see p. 44) is sometimes classed with
historical reference books.

56 THE USE OF BOOKS AND LIBRARIES

Classical Antiquities. —

Harper's Dictionary of Classical Literature and An-
tiquities. N. Y. American Book Company. 1897. $6.

" Includes Greek and Roman antiquities, biography,
geography, history, literature, mythology, with much ad-
ditional information; bibliographical references, illustra-
tions and maps. Special attention to recent archaeologi-
cal discoveries and investigations." Kroeger.

The best all round classical reference book for a school
library.

Seyffert, Oscar. Dictionary of Classical Antiquities,
from the German, revised and edited by Henry Nettle-
ship and J. E. Sandys. Ed. 6. N. Y. Macmillan.
$2.25.

" Includes the mythology, religion, literature, art, and
the constitutional and social antiquities of Greece and
Rome." Kroeger.

Smith, Sir William. Dictionary of Greek and Roman
Antiquities, including the laws, institutions, domestic
usages, painting, sculpture, music, the drama, etc., ed. by
Sir William Smith, William Wayte, and G. E. Marin-
din. Ed. 3. Rev. and enl. 2 v. Lond. Murray.
1890-91. 63 sh.

" Accepted by all scholars as a work of authority on
the subjects with which it deals." E. C. Marchant in
Dictionary of National Biography.

There are several concise dictionaries based on this
work. Among them may be mentioned the Concise dic-
tionary of Greek and Roman antiquities, ed. by F. W.
Cornish. Lond. Murray. $4; and the Smaller classical
dictionary, rev. and ed. by E. H. Blakeney. (Everyman's
library). N. Y. Dutton. 35 cents.

SPECIAL REFERENCE BOOKS 57

Geography. —

Century Cyclopedia of Names, (v. 11 of the Century
Dictionary.) See page 42. Full in geography.

Lippincott's New Gazetteer of the World ; a complete
pronouncing gazetteer or geographical dictionary of the
world ; originally edited by Joseph Thomas. New ed.,
edited by Angelo and Louis Heilprin. Entirely rewrit-
ten. 2 V. Phil. Lippincott. 191 1. $12.50.

" The most comprehensive American work of its kind,
alphabetically arranged, giving description and informa-
tion of places, with pronunciation and various spellings
of names." Kroeger.

Mill, H. R., ed. International Geography ; by 70 au-
thors. Ed. 3. N. Y. Appleton. 1909. $3.50.

" Readable account of character of all countries as re-
gards land and people, in language neither technical nor
childish. Each country treated by an experienced travel-
ler, a resident or a native." H. R. Mill in Introduction.

The following commercial geographies are useful in school ref-
erence work :

Adams, C. C. Textbook of commercial geography. (Twentieth
century textbooks.) N. Y. Appleton. igii. $1.30.

Freeman, W. G. and Chandler, S. E. World's commercial prod-
ucts. Bost. Ginn. 1907. $3.50.

Toothaker, C. R. and others. Commercial raw materials.
(School ed.) Bost. Ginn. 1905. $1.25.

Atlases. —

Century Atlas of the World (v. 12 of the Century
Dictionary). N. Y. Century Co. 191 1.

" Besides the usual information, the maps give steam-
ship routes and cable lines, discoverers' and explorers'
routes are traced, battlefields are marked with dates and

58 THE USE OF BOOKS AND LIBRARIES

some historical maps are given. A very full index."
Kroeger. The 191 1 edition has been revised and brought
down to date. Population figures are taken from the
1910 census.

Cram's Modern New Census Atlas of the United
States and World; 13th census ed. Chic. Cram. 1911.
$12.50.

Rand, McNally & Co. Library Atlas of the World.
2 v. Chic. Rand, McNally & Co. 1912. $25.

V. I. United States.

V. 2. Foreign countries.

Special relief maps are included as well as geographical
and political. Each map in the volume for the U. S. has
a separate index. There is one general index in the vol-
ume for foreign countries. The indexes give population ;
and railroads, steamship lines, money order post offices,
telegraph stations, etc., are indicated.

Rand, iMcNally & Co. New Imperial Atlas of the
World. Chic. Rand, McNally & Co. 1912. $1.75.

This is useful for the school library that cannot aflford
to purchase the larger one.

Stieler, Adolf, ed. Atlas of Modern Geography,
adapted for the English speaking public, by B. V. Darbi-
shire. N. Y. Lemcke. 1908. $15.

" The atlas which most frequently continues to be con-
structed throughout from original materials on scientific
principles. Has for long held foremost place amongst all
atlases." Sonnenschein. Best books.

The workmanship of German and English atlases is superior
to that of American atlases.

United States Geological Survey. Topographic Maps.

SPECIAL REFERENCE BOOKS 59

Maps of nearly every section of the United States may
be had for 10 cents each from the Director of the Geo-
logical Survey, Washington, D. C. Stamps not accepted.

Historical Atlases. —

Bartholomew, J. G. Literary and Historical Atlas of
Europe (Everyman's Library). N. Y. Button. 1910.
50 cents, reinforced binding.

" Contains 56 admirably engraved and colored histori-
cal maps, 46 line maps showing battle plans and regions
of literary fame and a 40 page gazetteer of places of
literary and historical interest." N. Y. S. L. Best
books. 1910.

Bartholomew, J. G. Literary and Historical Atlas of
America (Everyman's Library). N. Y. Button. 1911.
50 cents, reinforced binding.

" Physical, historical and modern maps of North and
South America, a few battle plans, a chapter on coinage,
gazetteer of places having a literary or historic interest,
and index of towns." N. Y. S. L. Best books. 191 1.

Though intended primarily for the private library these
inexpensive little atlases will be of use in the school
library especially if unable to afford the larger atlases.
Maps of the Scott country, Pepys' London, King Arthur's
country, etc., are helpful in the literature classes.^

Bow, E. W. Atlas of European History. N. Y.
Holt. 1907. $1.50 net.

" Presentation made in detail sufficient for one intent
on a special field." Annals Amer. Acad, quoted in A. L.
A. Catalog supplement.

Gardiner, S. R. Atlas of English History. N. Y.
Longmans. $1.50.

2 There is a similar volume for Asia and one for Africa and Austra-
lasia.

6o THE USE OF BOOKS AND LIBRARIES

Labberton, R. H. Historical Atlas, 3800 b. c. to 1900
A. D. N. Y. Silver. $1.25.

Johnston, A. K., and Gladstone, W. E. Classical At-
las, containing geography of the ancient world, by W. F.
Allen. Bost. Ginn. $1.25.

Putzger, F. W. Historical School Atlas of Ancient,
Medieval, and Modern History, with English text.
N. Y. Lemcke. 1903. $1.25.

Shepherd, W. R. Historical Atlas (American His-
torical Series). N. Y. Holt. 1911. $2.50.

" Serviceable, well-proportioned work partly based on
Putzger's Schulatlas, but especially planned for American
schools and colleges. Well executed historical maps from
1450 B. c. to present. Full index of towns." A''. Y. S. L.
Best books. 191 1.

Literature. —

Allibone, S. A. Critical Dictionary of English Litera-
ture and British and American Authors with Supplement,
by J. F. Kirk. 5 v. N. Y. Lippincott. $17.50.

" In spite of many inaccuracies a most useful book of
reference containing biographical, and bibliographical
sketches of authors with lists of their works a.nd critical
notes selected from well-known authors and their reviews.
Supplement brings the work down to 1888." Kroeger
(condensed).

Chambers' Cyclopedia of English Literature. New ed.
by Daniel Patrick. 3 v. Phil. Lippincott. 1902-04.
$12.

" Critical and biographic account of English and Ameri-
can authors and characteristic selections from their works.
Thoroughly revised by well known writers and brought
to date." Kroeger.

SPECIAL REFERENCE BOOKS 6i

Champlin, J. D. Young Folks' Cyclopedia of Litera-
ture and Art. N. Y. Holt. 1901. $3.

Fletcher, W. L American Library Association Index
to General Literature. N. Y. Anderson. 191 1. $6.

Reprint from the second edition of 1901. " References
under the subject to essays, papers, monographs, and
other parts of books which are of sufficient value includ-
ing some reports and publications of boards dealing with
sociological affairs. List of books indexed is given at
the end of the volume." Kroeger.

American Library Association. Index to General
Literature. Supplement, 1900-10. A. L. A. Publishing
Board. 1914. $4.

Moulton, C. W. Library of Literary Criticism of Eng-
lish and American Authors. 8 v. N. Y. Malkan.
1901-09. $40.

A brief biographical sketch is followed by contemporary
and later criticism. The arrangement of the book is
chronological.

Stedman, E. C, and Hutchinson, E. M., comps. Li-
brary of American Literature. 11 v. N. Y. Webster.
1891. %zi-

" The design is to afford the reader a general view of
the course of American literature from the outset. . .
It is made for popular use and enjoyment." Preface.

" Select and characteristic examples from American lit-
erature are given without any critical notes, and the work
is not confined to masterpieces. Arrangement is chron-
ological with a general index in the last volume, which
is useful in finding selections on special subjects. In the
index, poems are indexed by title under Poetry. Short
biographies of the authors are given in volume 11, which
also contains a list of noted sayings of Americans. Por-
traits." Kroegef.^

3 Tyler's History of American literature during the colonial time. 2 v.

62 THE USE OF BOOKS AND LIBRARIES

Warner, C. D., ed. Library of the World's Best Liter-
ature, Ancient and Modern. 31 v. N. Y. Warner Li-
brary Co. 1896-99. $77.50.

V. 1-27. Biographical and' critical sketches and selec-
tions.

V. 28. Songs, hymns and lyrics.

V. 29. Biographical dictionary of authors.

V. 30. Synopsis of noted books.

V. 31. Index guide, prepared by E. C. Towne, designed
to give aid in pursuing courses of reading
and study.
" The biographical and critical sketches of authors of all

ages and countries are written by eminent scholars and

writers and are signed. The selections from their works

have been well made. Portraits and ilUustrations are a

useful feature. This is the best compilation of the kind."

Kroeger.

Poetry. —

Granger, Edith, ed. Index to Poetry and Recitations.
Chic. McClurg. 1904. $5.

" Very useful reference tool. Indexes 369 collections,
including recitations, orations, and dialogues with ap-
pended selections for holidays and special occasions.''
A. L. A. Catalog supplement.

Bryant, W. C, ed. New Library of Poetry and Song,
with his review of poets and poetry from the time of
Chaucer. Rev. ed. N. Y. Baker & Taylor. 1903. $5.

" Popular poems and poetic extracts. Classified as
poems of infancy and youth, friendship, love, home, re-
ligion, nature, peace and war, the sea, adventure, humor,

Putnam. $6; Tyler's Literary history of the American revolution. 2 v.
Putnam. $6; Richardson's American literature, 1607-1885. Putnam.
$3.50; Garnet and Gosse's English literature. 4 v. Macmillan. $20;
and Ryland's Chronological outlines of English literature, Macmillan,
$1.40, are useful additions to the reference collection.

SPECIAL REFERENCE BOOKS 63

etc. Indexes of titles, first lines and poetical quotations."
N. Y. S. L. Best books.

Dana, C A., ed. Household Book of Poetry. Rev.
ed. N. Y. Appleton. 1903. $5.

Classified collection of poems quoted entire. Author
index.

Longfellow, H. W., ed. Poets and Poetry of Europe,
with introductions and biographical notices. Rev. ed.
Bo St. Houghton. 1896. $5.

" A collection of translations from the poetry of 10
diiiferent nations of Europe arranged chronologically un-
der each country." Kroeger^

Palgrave, F. T., ed. Golden Treasury; selected from
the best songs and lyrical poems in the English language.
Rev. and enl. (Golden Treasury Series.) N. Y. Mac-
millan. 1903. $1.

Quiller-Couch, Sir A. T., ed. Oxford Book of Eng-
lish Verse, 1250-1900. Oxford. Clarendon Pr. 1901.
$1.90.

Stedman, E. C, ed. American Anthology, 1787-1899,
selections illustrating the author's critical review of
American poetry in the 19th century. Bost. Houghton.
1900. $2.

" Grouped chronologically. Attempts to represent best
work, not to select the imperishable. Followed by com-
pact biographical notices alphabetically arranged, of poets
represented." N. Y. S. L. Best Books?

4 Poems of Places edited by Longfellow covering Europe, Asia, Africa,
and the United States by sections, are often useful to teachers. There
are 31 volumes which may be bought separately. Houghton. $1 each.

5 Stedman's critical essays-: Poets of America. Houghton. $2.25 ; and
Victorian poets. Houghton. $2.25; and his Victorian anthology, Hough-
ton, $1.75, ai'e useful.

64 THE USE OF BOOKS AND LIBRARIES

Ward, T. H., comp, The English Poets (Student's
Edition). 4 v. N. Y. Macmillan. 1894-1903. $1
each.

Covers English poetry from Chaucer to Tennyson;
gives selections, critical prefaces to each author by au-
thorities on English literature and a general introduction
by Matthew Arnold.''

Quotations. —

AUibone, S. A. Poetical Quotations from Chaucer to
Tennyson. Phil. Lippincott. $2.50.

" Arrangement alphabetical by subject of quotation,
with author index, index of subjects and an index of first
lines. Confined to English poetry." Kroeger.

Allibone, S. A. Prose Quotations from Socrates to
Macaulay. New ed. Phil. Lippincott. 1903. $2.50.

" Arrangement alphabetical by subject of quotation with
an index of authors and an index of subjects. Quotations
are brief." Kroeger.

Bartlett, John. Familiar Quotations. Ed. 9. Bost.
Little. $3.

" A collection of passages, phrases and proverbs both
poetical and prose, giving their sources in ancient and
modern literature. The arrangement is chronological
with an index of authors and an index by most important
words of quotations. One of the most complete and
accurate compilations." Kroeger.

6 The following collections are useful in the school library; Ford, J. L.
and M. K. comps. Every day in the year. Dodd. $2. Stevenson, B. E.
ed. Poems of American history. Houghton. $3. Stevenson, B. E. ed.
Home book of verse. Holt. $7.50. Stevenson, B. E. and E. B. comps.
Days and deeds. Doubleday. $1. Wiggin, Mrs. K. D. and Smith, N. A.
comps. Golden numbers. Doubleday. $2.

SPECIAL REFERENCE BOOKS 65

Bohn, H. G. Handbook of Proverbs. Lond. Bell.
1889. $1.50.

Chiefly English proverbs with some foreign languages
and a complete alphabetical index.

Cassell's Book of Quotations, Proverbs, and House-
hold Words, by W. G. Benham. Phil. Lippincott.
1907. $3.

" Valuable supplement to Bartlett's Familiar Quotations,
containing over 32,000 quotations selected from 1300 au-
thors including many minor ones not represented in
Bartlett. Literatures covered are English and American,
Greek and Latin, modern European (in original transla-
tion). Full word index." A. L. A. Catalog supplement.

Hoyt, J. K., and Ward, A. L. Cyclopedia of Practical
Quotations. N. Y. Funk. $6.

"Arranged under subjects instead. of chronologically
like Bartlett's. English quotations first, then Latin and
foreign. Full indexes. The most useful work for quo-
tations by subject." Kroeger (condensed).

Walsh, W. S., comp. International Cyclopedia of
Prose and Poetical Quotations. Philadelphia. Winston.
1914. $3.

Literary Handbooks. —

Brewer, E. C. Dictionary of Phrase and Fable. Rev.
ed. Phil. Lippincott. 1896. $1.50.

" Derivation, source or origin of common phrases, al-
lusions, and words that have a special meaning."
Kroeger.

Brewer, E. C. Reader's Handbook of Allusions, Ref-
erences, Plots, and Stories. Rev. ed. Phil. Lippincott.
1898. $2.

66 THE USE OF BOOKS AND LIBRARIES

" A concise account of such names as are used in allu-
sions and references by writers." Kroeger.

Century Cyclopedia of Names (v. ii of the Century
Dictionary). See page 42.

Reddall, H. F., comp. Fact, Fancy and Fable ; a new
handbook for ready reference on subjects commonly
omitted from cyclopedias. Chic. McClurg. 1899.
$1.50.

" Gives useful and curious information, such as memor-
able days, pseudonyms, Amercanisms, political nomencla-
ture, foreign words and sentences, contractions, and ab-
breviations, personal sobriquets and nicknames, familiar
phrases and folk sayings, mythological allusions." Kroe-
ger.

Wheeler, W. A. Explanatory and Pronouncing Dic-
tionary of the Noted Names of Fiction. Bost. Hough-
ton. 1891. $2.

" Explains allusions to noted fictitious persons and
places occurring in modern literature." Kroeger.

Wheeler, W. A., and Wheeler, C. G. Familiar Allu-
sions; a handbook of miscellaneous information. Bost.
Houghton. 1890. $2.

Fiction. —

Baker, E. A. Guide to the Best Fiction in English.
New ed., enl. and rev. N. Y. Macmillan. 1913. $6.

" Titles are grouped by period with descriptive notes,
publishers and prices. Includes chief translations of for-
eign novels. Fully indexed." N. Y. S. L. Best books.

Baker, E. A. History in Fiction ; guide to best his-
torical romances, sagas, novels and tales. 2 v. (English
Library). N. Y. Dutton. 1907. $1.50.

SPECIAL REFERENCE BOOKS 67

V. I. Fiction relating to England and her colonies.
V. 2. Fiction relating to America and foreign lands.

" Arranged by period. English and American pub-
lisher, price, date of publication, period covered, brief
characterization. ' Historical ' used in broad sense, to in-
clude the life of the past. Books for children marked
' juv.' Author, title and subject index for each volume."
N. Y. S. L. Best books.

In 1914 a new edition was published in one large vol-
ume called, A Guide to Historical Fiction. Macmillan.
$6. This follows the general plan of History in Fiction,
but includes so many new titles that it is practically a new
work.

Nield, Jonathan. Guide to the Best Historical Novels
and Tales. Ed. 4. Putnam. 191 1. $2.25.

Art, General. —

Champlin, J. D. Young Folks' Cyclopedia of Litera-
ture and Art. N. Y. Holt. 1901. $3.

Clement, Mrs. C. E. Handbook of Legendary and
Mythological Art. Enl. ed. Bost. Houghton. 1890.

$3-

" Contains a catalogue of pictures in European galler-
ies. Good popular handbook." Kroeger.

Reinach, Salomon. Apollo ; an illustrated manual of
the history of art throughout the ages. New ed. N. Y.i
Scribner. 1907. $1.50.

" Remarkably compact, readable history of painting,
sculpture, and architecture, containing illuminating criti-
cism. Illustrated with 600 small but distinct half tones."
A. L. A. Catalog supplement.

68 THE USE OF BOOKS AND LIBRARIES

Art, Painting. —

Champlin, J. D., and Perkins, C. G. Cyclopedia of
Painters and Painting. 4 v. N. Y. Scribner. 1892.
$20.

" Names of painters and their works are given in one
alphabet; A sketch of the artist with a list of his works
and bibliographical notes is often accompanied by his por-
trait and an occasional reproduction in outline of impor-
tant paintings. Under the name of a celebrated painting
will be found a brief description of it." Kroeger.

Art, Architecture. —

Sturgis, Russell, and others. Dictionary of Architec-
ture and Building, Biographical, Historical, and Descrip-
tive. 3 V. N. Y. Macmillan. 1901. $18.

" Combines the features of a dictionary and an en-
cyclopedia." Kroeger.''

Music. —

Grove, Sir George. Dictionary of Music and Mu-
sicians. Ed. by J. Fuller Maitland. Rev. ed. 5 v.
N. Y. Macmillan. 1904-10. $25.

" The best cyclopedia of music in English. It covers
the whole field of music from before the middle of the
15th century to modern times. English music and mu-
sicians have been given special attention. Articles are by
prominent writers and are signed." Kroeger.

'The following are useful for reference work: CafEn's Guide to
pictures. Baker and Taylor. $1.25. Hamlin's Textbook of the history
of architecture. Longmans. $2. Muther's History of painting from the
4th to the early jgth century. Putnam. $5. Muther's History of modern
painting. 4 v. Button. $25. Tarbell's History of Greek art. •Macmillan.
$1. A library should have if possible: Liibke's Outlines of the history
of art. 2 V. Dodd. $22. Fergusson's History of architecture in all
countries. 2 v. Dodd. $10.

SPECIAL REFERENCE BOOKS 69

Industrial Arts. —

Bailey, L. H., ed. Cyclopedia of American Agricul-
ture. 4 V. N. Y. Macmillan. 1907-09. $20.

" Grouped by subjects so as to form a comprehensive
treatise, the composite work of several hundred special-
ists. . . Numerous text illustrations and plates. Full
index to each volume." vV. Y. S. L. Best books.

Hopkins, A. A., ed. Scientific American Cyclopedia
of Formulas. N. Y. Munn. 191 1. $5.

" While this revision includes about thirty per cent,
of the material in the 28th ed. of the Scientific American
cyclopedia of receipts, notes and queries, it is practically
a new book. Much new matter has been added. . . . The
formulas are classified and grouped in chapters. An ex-
tensive section has been added on chemical and technical
processes. Detailed index." A. L. A. Booklist.

Spon, E. F. N. Spon's Mechanics' Own Book. Ed. 6.
N. Y. Spon. 1907. $2.50.

" Complete guide to all ordinary mechanical operations.
Useful to amateurs, professional workmen and general
readers." A. L. A. Catalog.

Science. —

Champlin, J. D., and Lucas, F. A. Young Folks' Cy-
clopedia of Natural History. N. Y. Holt. 1905. $3.

Watts, Henry. Dictionary of Chemistry ; rev. by H. F.
Morley and M. M. P. Muir. 4 v. N. Y. Longmans.
$50.

S5aionyms. —

Crabb, George. English Synonyms Explained in Al-
phabetical Order. N. Y. Harper. 1892. $1.25.

70 THE USE OF BOOKS AND LIBRARIES

" Quotations from the best writers illustrating the use
of the words are given." Kroeger.

Fernald, J. C. English Synonyms and Antonyms ;
with notes on the correct use of prepositions. N. Y.
Funk. 1896. $1.50.

Roget, P. M. Thesaurus of English Words and
Phrases, classified and arranged so as to facilitate the
expression of ideas and assist in literary compositions ;
ed. by J. L. Roget. New ed. N. Y. Longmans.
1909. $1.60.

" A collection of words of the English language and
of the idiomatic combinations peculiar to it, arranged not
in alphabetical order . . . but according to the ideas they
express. . . . Object: the idea being given to find the
word or words by which that idea may be most fitly and
aptly expressed." Preface. " Classification : abstract re-
lations, space, matter, intellect, volition, afifection. Alpha-
betical index." Kroeger.

Smith, C. J. Synonyms Discriminated ; a dictionary
of synonymous words in the English language. New ed.
Edited by H. P. Smith. N. Y. Macmillan. 1903.

$1.75-

" Derivation of words is given. Discriminates more
closely than the others as to use of words. Index."
Kroeger.

Dictionaries of Foreign Languages:
French. —

Spiers, Alexander, and Surenne, Gabriel. French and
English Pronouncing Dictionary, revised by G. P.
Quackenbos. N. Y. Appleton. 1898. $5.

Edgren, A. H., and Burnett, P. B. French and Eng-
lish Dictionary. N. Y. Holt. 1901. $1.50.

SPECIAL REFERENCE BOOKS 71

German. —

Fliigel, J. G. Universal English-German and German-
English Dictionary. New ed. by K. F. A. Fliigel. N. Y.
Lemcke. $16.50. English-German 2 v ; German-Eng-
lish I V.

Fliigel, K. F. A., Schmidt, T., and Tanger, G. Ger-
man and English Dictionary. 2 v. N. Y. Stechert.
$4.50.

Muret, Edward, and Sanders, D. H. German-English
Dictionary. 4 v. N. Y. Stechert. $24. Abridged
school edition. 2 v. $5.

Latin. —

Harper's Latin Dictionary, edited by E. A. Andrews ;
rev., enl., and rewritten by C. T. Lewis and C. Short.
N. Y. American Book Co. $6.50. *

Lewis, C. T. Elementary Latin Dictionary. N. Y.
American Book Co. $2.

Greek. —

Liddell, H. G., and Scott, Robert. Greek-English lex-
icon. Ed. 8. Oxford. $9.

Economics and Government.

Bliss, W. D. P., and Binder, R. M., eds. New En-
cyclopedia of Social Reform. New ed. N. Y. Funk.
1908. $7.70.

" Comprehensive, accurate and impartial reference
work, including besides social-reform movements and ac-
tivities, economic, industrial and sociological facts and
statistics of all countries and all social subjects. Brief
bibliographies on important subjects." A. L. A. Catalog
supplement.

72 THE USE OF BOOKS AND LIBRARIES

Palgrave, Sir R. H. T., ed. Dictionary of Political
Economy. Rev. ed. 3 v. N. Y. Macmillan. 1910.

$15-

" Brief articles on philosophy, history, and present con-
ditions ; biographic sketches, definitions of terms, bib-
liographic notes, etc., full on the side of English political
economy, but including the U. S. and the English colonies.
Concise, signed articles." A. L. A. Catalog and
Kroegcr.

Education. —

Monroe, Paul, ed. Cyclopedia of Education. 5 v.
N. Y. Macmillan. 1911-13. $25.

" These volumes will include a concise discussion of
all topics of importance and interest to the teacher, and
will give such infoi'mation concerning every division of
educational practice as is essential to a book of reference.
Completeness of treatment is not designed. Completeness
of scope is attempted. . . . The most practical and most
immediate aim is to be of service to the rank and file
of the teaching profession. To accomplish this end, the
entire work is organized not simply as a book of refer-
ence but also as a systematic treatise on each phase of
the subject." Signed articles by educational specialists;
full system of cross-references; bibliographies appended
to important articles, and numerous illustrations.

Customs. —

Brand, John. Observations on the Popular Antiquities
of Great Britain ; rev. and enl. by Sir Henry Ellis. New
ed. 3 V. N. Y. Macmillan. $4.50.

" Gives the origin of customs, ceremonies and supersti-
tions of Great Britain. A general index in v. 3."
Kroeger.

SPECIAL REFERENCE BOOKS 73

Chambers, Robert. Book of Days ; a miscellany of
popular antiquities in connection with the calendar. 2 v.
Phil. Lippincott. 191 1. $5.

" Published originally in 1862-64. Under each day of
the year is given anecdote, biography, history, curiosities
of literature and miscellaneous information. A general
index in volume 2 must be used. Useful in looking up
information about Hallowe'en, Christmas, etc." Kroeger.

Walsh, W. S. Curiosities of Popular Customs and of
Rites, Ceremonies, Observances and Miscellaneous An-
tiquities. Phil. Lippincott. 1898. $3.50.

" Tells of the origin of holidays, rites, ceremonies, and
observances, particularly those pertaining to religion, with
accounts of numerous miscellaneous antiquities. A com-
pilation from various sources." Kroeger.

Religion. —

Hastings, James, ed. Dictionary of the Bible. N. Y.
Scribner. 1909. $5.

" The aim has been to provide a complete and inde-
pendent dictionary of the Bible in a single volume and
abreast of present day scholarship." Preface.

Philosophy. —

Baldwin, J. M. Dictionary of Philosophy and Psy-
chology. New ed. 3 v. N. Y. Macmillan. 191 1.

" Treatment primarily that of a dictionary, not that of
a cyclopedia, v. 3 is a complete bibliography of the sub-
ject." Kroeger.

Aids in Debating. —

Brookings, W. D., and Ringwalt, R. C, eds. Briefs

74 THE USE OF BOOKS AND LIBRARIES

for Debate on Current, Political, Economic and Social
Topics. N. Y. Longmans. 1904. c 1895. $1.25.

" Its aim is to state concisely the principal arguments
pro and con on a large number of the important topics
of the day, and to refer to books, parts of books, and
periodical articles on each subject." Kroeger.

Craig, A. H. Pros and Cons, Complete Debates.
N. Y. Hinds. $1.50.

Foster, W. T. Essentials of Exposition and Argu-
ment. Bost. Houghton. 191 1. 90 cents.

" An adaptation of the author's Argumentation and
Debating for high schools and debating clubs. Contains
specimen briefs, arguments and material for briefing,
summary of parliamentary rules for debaters and 50
propositions." A. L. A. Catalog supplement.

Intercollegiate Debates. 4 v. N. Y. Hinds. 1909-
14. $1.50 each.

Briefs and reports of intercollegiate debates on present-
day questions, mainly on problems of political science,
government control and administration, banking and cur-
rency, and elections. Lists of references.

Matson, Henry. References for Literary Workers.
Chic. McClurg. Ed. 7. c 1892. $2.

The inclusion of historical, biographical, literary, scien-
tific, philosophical, ethical and religious topics, as well as
political and economic, makes this a useful supplement to
the other debate books.

Ringwalt, R. C. Briefs on Public Questions, with se-
lected lists of references. N. Y. Longmans. 1905.
$1.20.

" States 25 social, political and economic questions, de-
fining their issues and providing affirmative and negative

SPECIAL REFERENCE BOOKS 75

briefs and references. Supplements Brookings and Ring-
wait's Briefs for debate, bringing discussions to date."
N. Y. S. L. Best books.

Robbins, E. C. High School Debate Book. Chic.
McClurg. 191 1. $1.

" Practical handbook, containing 18 briefs on live sub-
jects, with references. Preliminary chapters treat of the
value of debate, briefing the question, and preparing the
speech." A. L. A. Catalog supplement.

Shurter, E. D., and Taylor, C. C. Both Sides of 100
Public Questions Briefly Debated, with affirmative and
negative references. N. Y. Hinds. 1913. $1.25.

" Intended as a handbook for school and college de-
baters, and for all those interested in literary and debat-
ing societies. . . . The questions are all on present day
subjects . . . under each are given the main lines of
argument, affirmative and negative stated in distinct, con-
cise propositions . . . followed by a few of the best
references." Preface.

Debaters' Handbook Series. White Plains, N. Y. H.
W. Wilson. $1 a vol.

IMore than 20 volumes covering such subjects as gov-
ernment ownership of railroads, commission plan of
municipal government, conservation of natural resources,
woman suffrage, etc. These volumes contain reprints of
the best reference material available in books, magazines
and pamphlets on the various questions. Each volume
contains a complete bibliography, and many of them a
brief.*

Carnegie Library of Pittsburgh. Debate Index.
1912. 15 cents, postpaid, 20 cents.

8 The H. W. Wilson Co. also publishes the Abridged Debaters' Hand-
book Series, i.e., a brief, a bibliography, and reprints of the best material.
Price 25 cents each.

76 THE USE OF BOOKS AND LIBRARIES

Indexes the best known debaters' manuals. Supple-
ment 1912-13, 5 cents postpaid.

Exercises.

1. Where and what is Lorraine? In what range of
mountains is Mt. Hood? Give its height, latitude, and
longitude. What is the length of the Rappahannock?
The principal industry of Hoochow-fu?

2. What was the Bishop's war? Who was called the
"hatted king"? Who were the peripatetics? What is
the meaning of the term " benefit of clergy " ?

3. Who was Redjacket? Empedocles? Henry of
Portugal ?

4. Find an account of scholasticism. Give three refer-
ences for further reading on this topic. Where can you
find a history of higher education for women? When
was the Herbart Society founded and what is its full
name? Find information on the present public school
system of Indiana ; on methods of teaching grammar ; on
the Carnegie Foundation; on compulsory attendance in
schools.

5- What artist painted the picture called the " Age of
Innocence " ? In what art gallery is Correggio's " Mar-
riage of St. Catherine of Alexandria " ? Find a descrip-
tion of the "Madonna of the Rocks" by Leonardo da
Vinci ; of the three orders of Greek architecture. What
ancient statue was called the " Canon "? Why?

6. Who is the representative from the 8th Kentucky
district? How many times has he been elected to Con-
gress? Who is the director of the mint? What are
the duties of the Secretary of the Navy? Who is the
chairman of the U. S. Geographic Board?

SPECIAL REFERENCE BOOKS "77

7. Mention a novel dealing with Queen Elizabeth's
time; one with the War of 1812. What index did you
consult ?

8. In what books are the following characters found:
Dick Swiveler, Richie Moniplies, the Rev. Mr. Collins,
Mrs. Proudie?

9. Where was Eva March Tappan born ? Name three
of her works. Who is Abbot Lawrence Rotch?

10. Find an illustrated account of Indian bows and
arrows; a biography of Sitting Bull. What Indians are
called the Neutrals?

11. Find a plan and a full description of an Homeric
house. Who or what was_ ^sculapius ? Circe? Maro-
nea? Camillus? The Alexandrian school? Find a de-
scription of the Roman legion in the first century b. c. ;
of shipbuilding in ancient times. Had the Romans any
system of shorthand?

12. What index would you consult to find an essay on
Idealism in literature?

13. Find maps showing Greece at the time of the
Peloponnesian War ; the territorial expansion of the
Roman empire ; the three partitions of Poland ; the battle
of Waterloo; the campaigns of the American Revolution.

14. Find some of the Candlemas day weather super-
stitions. What is meant by " Boxing Day " ? What was
the origin of the Beltein or Beltain Festival? Where
can you find a good description of Hallowe'en customs?

15. Where is Pressburg? What is the foreign form
of the name? Where are the Ozark Mountains? Find
a description of the town of Oxford, England. What is
the population of Raleigh, N. C. ?

16. Find a contemporary criticism of Milton's " Para-
dise Lost " ; a description of the personal appearance

78 THE USE OF BOOKS AND LIBRARIES

of Samuel Johnson; a list of John Locke's writings.

17. Find a brief, authoritative biography of Edmund
Burke. Who was Williarn Havard? Charles Towne-
ley?

18. Find an account of the English " counties."
What is the origin of the name? Who were the Lol-
lards? Find an account of the House of Lords; of
William de Longchamp. What are the Chiltern Hun-
dreds ?

19. Find the approximate latitude and longitude of the
Bay of Biscay ; the Samoan Islands ; Nashville, Tenn. ;
Three Rivers, Canada ; Mont Pelee. Find a map indi-
cating the voyages of Columbus.

20. When did Malebranche live? Who was Ghenghis
Khan? Who was called Leopold the Great? Mention
three books written about him.

21. In what story is the Princess Fairstar? What
tree is called in folk-lore the Quicken tree? Who was
called the Great Unknown? What was the Mississippi
Bubble? Find the legend of the Flying Dutchman; the
plot of Dr. Jekyll and Mr. Hyde.

22. Find a critical and biographical account of Edgar
Allan Poe ; of Robert Louis Stevenson ; a critical esti-
mate of Chapman's translation of the Iliad; of Lewis
Carroll's writings ; of Charles Egbert Craddock's stories.
Where can you find selections from the works of Cotton
Mather ?

23. Find a concise account of the conspiracy of Cati-
line ; a genealogical table of the Norman kings in Eng-
land; a brief account of the War of Grecian Independ-
ence, 1821-29.

24. Find a brief article on Shakespeare suitable for
children.

SPECIAL REFERENCE BOOKS 79

25. Who wrote:

" Absence of occupation is not rest,
A mind quite vacant is a mind distressed."

From what poem is it taken ? Find two quotations about
books, give author and title of the work from which they
are taken. Give the author and correct form of the fol-
lowing: "Hit the nail on the head"; "Safe bind safe
find."

26. In what county is Dedham, Mass., situated, on
what railroad ; has the American Express Company an
office there ; what is the population ?

27. Find an outline of the history of printing. How
many monasteries and religious houses were suppressed
in England during the years 1525-40?

28. Find a full account of " counter-point.'' Who
composed the opera, Fidelio, and when was it first pro-
duced? Find an account of the sonata as a musical
form.

29. What does the phrase " deacon off " mean, and
what is its origin ? Who used the pseudonym Mr. Spar-
rowgrass? Explain: Tom Tiddler's Ground; G. O. M.

30. Find a history of the protective tariff in the United
States. What is the single tax, and what are some of
the objections to it? Find an account of the English
poor-laws ; the Elmira Reformatory ; juvenile courts in
the United States; a definition of profit-sharing.

31. Find a full account of the siege of Lucknow; of
the Spanish-American War. What can you find about
the great wall of China?

32. To whom was given the name " Old Man of the
Mountain " ? Explain the following allusions : Corporal
Violet ; Sage of Concord ; ShakuHtala ; Prince Prettyman.

8o THE USE OF BOOKS AND LIBRARIES

33. What treaty of importance was signed during tiie
" Rump Parliament " ?

34. Who wrote the poem beginning : " The sun has
kissed the violet sea " ? Give its title and the collection
where it can be found.

35. Who is Ernest Rhys? Kropotkin?

36. Where can you find the text of the Articles of
Confederation; Calhoun's speech on the Right of Seces-
sion; a history of the Monroe Doctrine?

37. Find an explanation of the following : To pour
oil on the troubled waters; the horns of a dilemma.

Chapter VI

PUBLIC DOCUMENTS

Documents do not differ from other reference 'books
in their vise and the reason for devoting a separate chap-
ter to them is, that the method of selecting and obtaining
them presents a somewhat different problem from that
of selecting and buying other books.

A public document is one that is printed by the author-
ity of any branch of a city, state or national government.
Many such publications are of great value to school
libraries and many more are of small value; for this
reason great care should be exercised in selection. Most
documents can be obtained free for a school library.

Municipal Documents. — The public library of a city
should obtain all of the. reports its city publishes; the
high-school library will find publications of certain
branches of the municipal government very useful. Re-
ports and bulletins of the Board of Education, Board of
Health, Public Library, Department of Charities and
Correction, Parks and Playgrounds, Public Service and
Finance, should supplement the textbook on Civics.
These departments of the city government will send their
reports to the school library if requested to do so. In
small towns where no regular reports are published, but
only statements in the local papers, the librarian should
preserve the clippings and file them. All of this mate-
rial is necessary for reference and debate work and to be
made useful must be classified and catalogued.

82 THE USE OF BOOKS AND LIBRARIES

State Documents. — Publications of certain branches
of the State government should also be secured for the
school library. Local conditions will determine what the
librarian can obtain, but in most States a request sent
to the head of the department will bring- the desired
documents. Publications of the following departments
should be received regularly and kept on file: Depart-
ment of Agriculture ; Department of Education ; Geolog-
ical Survey; Library Commission; State Library and
State University and Agricultural and Mechanical Col-
lege. The legislative manual or " red book " is very
useful and should be in the library.

Federal Documents. — The United States government
publishes a vast amount of valuable material, much of
which is far too technical for the school library. For
that reason, no school library should make the mistake
of accepting the offer of being made a depository for
United States documents. Many libraries boast of being
a depository for government documents, when they have
not even the room to shelve the volumes and never dream
that their part of the bargain is to make all those volumes
available for use. Properly to care for all government
publications would be too great an expense for most
school libraries; besides, the expense would be unwar-
ranted by the use made of many of the volumes.

Selection. — It is impossible to suggest a list of docu-
ments suitable to all school libraries. A recommended
hst is given in this chapter, but the following additional
helps should be consulted in making a selection :

American Library Association Catalog. 1904.
American Library Association Catalog Supplement.

1904-11.
Wyer, J. I., Jr. U. S. Government Documents in Small

PUBLIC DOCUMENTS 83

Libraries. A. L. A. Chic. 1910. (A, L. A.
Handbook No. 7.)

and the lists of the following government departments

at Washington :

Bureau of Education — Lists of publications.

Bureau of Education — Teaching material in government
publications, compiled by Frederick K. Noyes.
(Bulletin, 1913, No. 47.)

Department of Agriculture — Lists of publications for
free distribution.

Department of Agriculture — Office of Experiment Sta-
tions — Free publications of the department of agri-
culture classified for the use of teachers.

Forest Service — Material for use in schools.

Geological Survey — Topographic map circulars.

Library of Congress • — List of publications.

Pan American Union — List of publications.

Superintendent of Documents — Price lists.

In the Bureau of Education bulletin " Teaching ma-
terial in government publications " listed above, full di-
rections for ordering government documents are given.

When a selection of documents has been made, the
librarian may get them free of cost either from (i) the
offices at Washington that issue them, or (2) by a re-
quest sent to the Congressman of the district. In case
these two sources fail, the document may be bought from
the Superintendent of Documents at Washington at a
nominal cost.

Suggested List of U. S. Documents for High School
Libraries

General Reference Material. —

317.3 U. S. Census bureau. Abstract of the 13th
census. 1910.

84 THE USE OF BOOKS AND LIBRARIES

Issued in 53 editions each with a different state supple-
ment with full and detailed statistics for the state. Use-
ful for ready reference to the most important statistics
obtained by the last census. Apply directly to the Census
Bureau.

317.3 Statistical abstract of the United States.

Issued annually. Gives summary of the most impor-
tant statistics relating to the United States. Apply to the
congressman of your district.

Agriculture. —

630 Farmers' bulletins.

Particularly useful in high schools that give instruction
in agriculture. Almost 600 bulletins have been issued:
future numbers may be obtained by making application
to the Department of Agriculture to be placed on their
mailing list; back numbers as far as they are available
may be obtained from the department also. Enter this
publication on the periodical check-list and bind in vol-
umes of twenty-five numbers to the volume. Bulletins
from 1-250 have been indexed in Bulletin No. 8 of the
Division of Publications of the Department of Agricul-
ture. These bulletins have been indexed in the Reader's
Guide to Periodical Literature since 1913. Printed au-
thor and subject catalogue cards for each bulletin can be
bought from the Library of Congress. Card Section.
Write there for particulars.

630 Yearbook of the Department of Agriculture.

A cyclopedia of untechnical articles on special agricul-
tural topics with excellent illustrations and a good index.
A request must be sent annually to either the Department
or to congressmen to obtain the yearbook. Indexed in
the Reader's Guide to Periodical Literature since 1900.
Printed catalogue cards, both author and subject, for
each article in the yearbook can be bought from the Li-
brary of Congress.

PUBLIC DOCUMENTS 85

630 Country Life Commission. Special message from
the President (Roosevelt) transmitting the report of the
commission. 1909. 65 p. (60th Cong. 2d Sess. Sen.
Doc. 70s).

Indicates how country life can be made more whole-
some and prosperous. Order from the Superintendent of
Documents. 10 cents.

In addition to these three titles, special bulletins and
circulars of the Experiment Stations Office bearing on
the teaching of agriculture should be included. Write
for their list of " Publications on Agricultural Educa-
tion " and select from it. See also below under Educa-
tion further material for the teaching of agriculture.

Domestic Science. —

640 Barrows, Anna. Course in the use and prepara-
tion of vegetable foods, for movable and correspondence
schools of agriculture. 1912. 98 p. (Experiment Sta-
tions Office. Bulletin No. 245.)

Request of the Department or send 10 cents to the
Superintendent of Documents, Washington, D. C.

640 Farm and Home Mechanics, some things that
every boy should know how to do and hence should learn
to do in school. 191 1. 48 p., illus. (Indian Affairs
Office.)

" Drawings and directions for making 29 common farm
articles ; 23. common farm processes with directions for
learning them." Noyes. Request of the Indian Affairs
Office.

640 Langworthy, C. F. Food Charts. Composition
of Food Materials. 1910. 15 charts, each about

86 THE USE OF BOOKS AND LIBRARIES

23.6x17.9 in. (Experiment Stations Office.) Per set
$1.

There are illustrations of the various articles discussed.

640 Langworthy, C. F. Food Customs and Diet in
American Homes. 191 1. 32 p. (Experiment Stations
Office. Circular, no.)

Request a copy from the department. " An interest-
ing popular discussion of our food habits and their origin ;
the American diet as compared with that of foreigners,
its adequacy, etc." Noyes.

640 Langworthy, C. F. The Functions and' Uses of
Food. Revised. 1906. 11 p. (Experiment Stations
Office. Circular, 46. ) Request a copy from the Depart-
ment.

640 Outline Lessons in Housekeeping, including cook-
ing, laundering, dairying and nursing, for use in Indian
schools. 191 1. 23 p., illus. (Indian Affairs Office.)

640 Some Things that Girls Should Know How to Do,
and hence should learn how to do when in school. 191 1.
23 p. (Indian Affairs Office.)

640 Synopsis of a Course in Sewing. 191 1. 38 p.,
illus. (Indian Affairs Office.)

640 Teaching Rudiments of Cooking in Classroom,
primary methods and outlines for use of teachers in In-
dian schools. (Indian Affairs Office.)

These last four pamphlets are exceedingly useful.
While prepared for Indian schools they are just as useful
in other schools. Request them of the Indian Affairs
Office at Washington.

640 Fuller, A. M. Housekeeping and Household Arts :
a manual for work with the girls in the elementary schools
of the Philippine Islands. Manila. Bureau of Printing.

PUBLIG DOCUMENTS 87

191 1. 178 p. 16 pi. (Bureau of Education Bulletin
No. 35-)

Like the four titles above, very useful in the American
school. Further material on the subject of Domestic
Science will be found in bulletins of the U. S. Bureau of
Education.

Education. —

370 U. S. Bureau of Education. Annual Report.
1867 to date.

" A rich storehouse of contemporary educational his-
tory, statistics, laws and information." Wyer. A com-
plete set should be on the shelves of every well equipped
high school library. There is a full index to the reports
from 1867 to 1907 published as Bulletin No. 7 for 1909.
Request from the Bureau of Education.

370 U. S. Bureau of Education. Bulletin. 1906 to
date.

Issued irregularly and unbound. It should be entered
on the periodical check-list and bound in volumes of suit-
able size. It is indexed in the Reader's Guide since 1912.
Request the Bureau to put your library on their mailing
list. These bulletins are practical and useful to all high
school teachers; they treat of present problems in all
phases of school work. Each month one number is de-
voted to a monthly record of current educational publi-
cations. The annual Bibliography of Education is also a
number of this series.

370 Industrial Education. 1910. 822 p. (Commis-
sioner of Labor. 25th Annual Report.)

Apply to Congressmen for a copy or send seventy cents
td the Superintendent of Documents. " Describes and
gives the history of each type of industrial school ; then
covers the ground for each individual institution." Noyes.

88 THE USE OF BOOKS AND LIBRARIES

Geography, Physical and Political. —

917.9 Baker, Marcus. A Geographic Dictionary of
Alaska. Ed. 2. 1906. 690 p. (Geological Survey.
Bulletin 299.) 50 cents.

551.3 Ellis, D. C. A Working Erosion Model for
Schools. 1912. II p. Illus. (Experiment Stations
Office. Circular 117.) 5 cents.

572 Folkmar, Daniel. Dictionary of Races or Peo-
ples. 191 1. 150 p. Maps. (Immigration Commission
Report. Vol. 5. 6ist Cong., 3d Sess. Sen. Doc. 662.)
Cloth 30 cents.

557 Gannett, Henry. A Dictionary of Altitudes in the
United States. Ed. 4. 1072 p. (Geological Survey.
Bulletin 274.) 60 cents.

A valuable gazetteer of the United States. Note
Gazetteers of the following states have been compiled by
Mr. Gannett: Colorado, Delaware, Indian Territory,
Kansas, Maryland, Texas, Utah, Virginia, West Vir-
ginia. All are printed as bulletins of the Geological
Survey.

386. Official Handbook of the Panama Canal. Ed. 2.
Rev. and enl. Ancon, Canal Zone. 191 1. 30 p. Dia-
grams and maps.

" A running account of the canal, with full statistics.
Valuable in either elementary or advanced work. To be
obtained free from the Panama Canal Commission,
Washington, D. C." Noyes.

919 Pronouncing Gazetteer and Geographical Diction-
ary of the Philippine Islands, with maps, charts and illus-
trations. 1902. 933 p. Superintendent of Documents.
Cloth $2.10.

PUBLIC DOCUMENTS 89

912 Salisbury, R. D., and Atwood, W. W. The Inter-
pretation of Topographic Maps. 1908. 34 p. 40 illus.
Maps. (Geological Survey. Professional Paper, 60.)

$2.75-

551 Weed, W. H. Geysers. 1912. 29 p. Illus.
(Interior Department.) 10 cents.

" A popular account, illustrated with some 25 excellent
half-tones, maps, and diagrams." Noyes.

Maps. —

912 U. S. Geological Survey. Topographic Sheets.

Nearly 1800 sheets have been printed. They are sold
by the Geological Survey at ten cents each or at six cents
each in lots of fifty or more. Selection should be made
from the " Topographic map circulars " issued by the
department. These may be had on application.

912 U. S. General Land Office. United States, show-
ing extent of public surveys, Indian, military, and forest
reservations, railroads, canals, national parks, and other
details; corrected to June 30, 191 1. Scale 37 m.= i in.
59.4 x 82.3 in.

A 5 X 7 foot roller map sold by the General Land Office
at$i.

History and Biography. —

328 U. S. Congress. Biographical Congressional Di-
rectory, 1 774- 1 903, Continental Congress to the 57th Con-
gress. 1903. 900 p. Cloth $1.

Biographies of the executive officers of the government
included from 1789 to 1903. Request of congressmen;
if that fails purchase a copy from the Superintendent of
Documents.

go THE USE OF BOOKS AND LIBRARIES

328 U. S. Congress. Congressional Directory.

'■ Contains biographical sketches of all Congressmen,
Cabinet officers and Supreme Court Justices : personnel of
committees; a directory of the various government of-
fices, with brief statements. of their duties ^nd a list of
the diplomatic and consular service. Three editions em-
bodying changes and corrections are issued during each
session of Congress. One edition a session will suffice
for most libraries. Available from Congressmen."
Wyer.

970.1 Hodge, F. W. Handbook of American Indians
North of Mexico. (Ethnology Bureau Bulletin 30.)
1907-10. 2 V. Illus. Cloth $3.

" Monumental and invaluable cyclopedia of information
on all phases of Indian life, with historical, linguistic and
statistical data." A. L. A. Catalog.

920 U. S. Printing Joint Committee. John Paul Jones
Commemoration at AnnapoHs, April 24, 1906. 1907.
210 p.

" Much interesting biographic and historic matter.
Good pictures. A book of real and permanent value."

Wyer.

970.1 Morgan, L. H. Houses and House Life of the
American Aborigines. 1881. 281 p. Illus. (Geolog-
ical Survey. Contributions to North American Ethnol-
ogy.) Cloth $4.

" A very readable and interesting work of standard
value. Deals also with tribal organization, the laws of
hospitality, and communism in living. Takes up the
Aztecs, Moundbuilders, etc., in addition to the Indians."

Noyes.

784 Sonneck, O. G. T. Report on the " Star Spangled
Banner," " Hail Columbia," " America," " Yankee Doo-

PUBLIC DOCUMENTS 91

die." 1909. 255 p. Illus. (Library of Congress.
Music Division.) Cloth 85 cents.

Cannot be had free ; must be bought of the Superinten-
dent of Documents.

342 Thorpe, F. N., comp. Federal and State Consti-
tutions, Colonial Charters and other Organic Laws of
States, Territories and Colonies. 1909. 7 vols.

Apply to your Congressman.

Health and Hygiene. —

614 Howard, L. O. Economic Loss to the People of
the United States through Insects that Carry Disease.
1909. 40 p. (Entomology Bureau. Bulletin 78.) 10
cents.

614 Howard, L. O., and Marlatt, C. L. The Principal
Household Insects of the United States. Revised.
1902. 131 p. Illus. (Entomology Bureau. Bulletin
4.) 10 cents.

614 Leake, J. P. Contagious Diseases : Their Preven-
tion and Control in Children's Institutions. 1913. 7 p.
(Public Health Bureau. Supplement 6 to the Public
Health Reports.) 5 cents.

Note : Application should be made to the Public
Health Bureau to be placed on their maihng list to receive
regularly the Supplement to Public Health Reports.

Various numbers of the Farmers' bulletins also treat
of public health and hygiene.

Science and Nature-Study. —

507 Arbor Day. 191 1. 4 p. (Forest Service. Cir-
cular 96.) 5 cents.

634 Jackson, E. R. Forestry in Nature Study. 191 1.
43 p. Illus. (Farmers' Bulletin 468.)

92 THE USE OF BOOKS AND LIBRARIES

506 Smithsonian Institution. Annual Report.

" Freely distributed to libraries by the Institution. It
contains short, semi-popular, well illustrated articles on
a wide range of natural history topics. The A. L. A.
Publishing Board sells catalog cards for each article."

Wyer.

634 Winkenwerder, H. A. Forestry in the Public
Schools. 1907. 16 p. (Forest Service Circular 130.)
5 cents.

Note : Many of the publications of the Biological
Survey Bureau will be particularly useful to the teacher
of Nature-Study.

Library Work. —

017 A. L. A. Catalog; 8000 volumes for a popular
library, with notes. 2 v. in i. 1904. (Library of Con-
gress.) $1.^

A most valuable aid in book selection, book ordering,
classification and cataloguing. Originally distributed free
to every library in the country ; now purchased from the
Superintendent of Documents.

025 Cutter, C. A. Rules for a Dictionary Catalogue.
Ed. 4. 173 p. 1904. (Bureau of Education. Special
Report on Public Libraries. Pt. 2.) Free from the Bu-
reau of Education.

027 Statistics of Public, Society, and School Libraries.
1909. 215 p. (Bureau of Education. Bulletin 1909,
No. 5.)

A new edition is coming out.

lA supplement to this catalogue 1904-11 is published by the American
Library Association. Chicago. $1.50.

PUBLIC DOCUMENTS 93

028 A List of Books Suited to a High School Library.
Compiled by the University High School, Chicago, 111.
1913. 104 p. (Bureau of Education. Bulletin, 1913,
No. 35.)

Classification and Cataloguing. —

Classification numbers are given for the documents in
this list and the form of en-try may be adopted as the
author entry for the catalogue. Unless these documents
are classified and fully catalogued they will be of very
little use to either the teacher or pupil who is searching
for just the information they contain.

Use. — Those documents that come bound should be
prepared for the shelves just as other books are; the
serials — Farmers' bulletins and Bureau of Education
bulletins — should be treated just as all bound magazines
are; whatever comes in pamphlet form should be put in
with the rest of the pamphlet collection.

Where a library makes a selection of this kind the
complete indexes covering all Federal documents are not
of great help, but it is very necessary to know how to use
the individual indexes to each document, to know which
documents are indexed in the periodical indexes, to cata-
logue fully enough to bring out every bit of useful mate-
rial under its specific subject heading in the catalogue
and finally to know your documents so thoroughly that
you can use them almost by instinct. For fuller informa-
tion about Federal documents, see Everhart's Handbook
of U. S. Public Documents (H. W. Wilson. $2.50), and
Wyer's United States Government Documents (N. Y.
State Library Bulletin 102).

94 THE USE OF BOOKS AND LIBRARIES

Problems.

1. What was the percentage of. illiteracy in your State
for last year?

2. How much is spent annually for the schools of your
city?

3. Find material (in documents) on teachers' pensions.

4. How many volumes were there in 1912 in each of
the libraries of the Universities of Wisconsin, Alabama,
Oregon, Texas, Maine?

5. What does your city spend annually for its public
library ? For parks and playgrounds ? For charities and
correction ?

6. Find a description of the Indian custom, " white dog
sacrifice."

7. Where can you find a copy of the Constitution of
Arizona ?

8. What was the negro population of South Carolina
in 1850? In 1910?

9. What were the total number of acres in Nebraska
farms in 1910? How much was the entire internal reve-
nue from alcoholic beverages in 1905? In 191 2?

10. What are the official duties of the 3d Assistant
Postmaster General? Of the Interstate Commerce Com-
mission ? Who was the chairman of the Education Com-
mittee of the House for the 63d Congress, 2d session?

11. What maps will be most useful for Boy Scouts and
Camp Fire Girls planning a week's walking trip for their
summer outing?

12. Of what use is the A. L. A. Catalogue to teachers?
To teacher-librarians?

Chapter VII

MAGAZINE INDEXES

After the card catalogue there is no tool so useful in a
library as what is commonly known as Poole's Index.
For material on current topics we have practically no
place to go to except the magazines, and when you con-
sider the multiplicity of weelclies, monthlies, and quarter-
lies, you can readily realize how soon we should be hope-
lessly at sea, were it not for some index to enable us to
turn at once to the exact volume and page. With the
very thorough indexing that is done to-day, it is almost
impossible to imagine what it was like when there were
no printed guides, only the more or less fallible memories
of librarians to indicate to readers just where the maga-
zine article they needed was to be found.

Poole's Index, History. — Poole's Index, the first and
most important series of magazine indexes, was the out-
come of necessity and its origin is not without interest.

In 1847, William Frederick Poole, the compiler of
Poole's Index, was a student at Yale College. Owing to
the fact that he was older than some of his fellow stu-
dents and because of his love for books, he was given the
position of assistant librarian of the college library. He
also became librarian of his college society called " Broth-
ers in Unity," which had an especially fine library of
some 10,000 volumes. While he was serving in these two
capacities, he saw, to use his own words : " That sets of

96 THE USE OF BOOKS AND LIBRARIES

standard periodicals with which the library was well sup-
plied were not used, although they were rich in treatment
of subjects about which inquiries were made every day."
Mr. Poole, therefore, undertook a simple index to such
material and the students soon flocked to him for help,
which they could not get from the library catalogue or
from anywhere else. This index was only in manuscript
and as it soon began to wear out, " printing," Mr. Poole
modestly says in the preface to the first volume of the
Index, " seemed to be the only expedient for saving the
work." Therefore, in 1848, a thin little octavo volume
of 154 pages appeared, called Index to Subjects Treated
in Reviews and Other Periodicals. This indexed 560 vol-
umes. As soon as the edition was announced, the orders,
chiefly from abroad, exceeded the entire 500 copies
printed. The first edition was so useful that a second
edition was brought out in 1853, with six times the
amount of material contained in the first, with the title.
Index to Periodical Literature. This edition of 1000
copies was soon used up, and now a second-hand copy
brings the price of a rare book.

It is interesting to note in these days of advertisement,
and even of self-advertisement, that in the first edition
of this most important work, Mr. Poole omitted his name
entirely from the title-page. And indeed, the preface to
the 1882 edition gives us the picture of a singularly mod-
est and attractive personality. Indexing is, of course,
one of the more technical branches of literary work, and
we are apt to assume that the compilers of indexes and
other similar works of reference belong to the dry-as-dust
order of humanity. Therefore Mr. Poole's very human
and pleasantly written preface has an especial interest.

Although " the libraries of the country clamoured for

MAGAZINE INDEXES 97

a new edition of Poole's Index brought down to date,"
Mr. Poole's other duties rendered it impossible for him
to undertake the work. At length, in 1876, at the first
meeting of the American Library Association, the de-
mand was renewed, and Mr. Poole suggested in response
to it, a co-operative plan whereby a new edition might be
made. To all the principal libraries would be assigned
certain sets of periodicals to index, according to a code
of rules. Mr. Poole was to take a share in this work
himself, and was also to serve as editor, revising and ar-
ranging all the material sent in by the different libraries,
and incorporating it with the edition of 1853. Mr. Poole
was to assume all financial responsibility, print the work
and furnish a copy to each contributing library. This
plan was received with enthusiasm; fifty contributing
libraries took part, ranging in geographical location from
Salem, Mass., to Liverpool and Edinburgh.

Mr. Poole's tribute to the contributors is a warm one
and his description of the co-operative feature of the
work is full of interest. He says : " There was no sub-
scription asked of any one, and not a farthing was con-
tributed from any source, for no money was needed.
There has been, however," he continues, " no gratuitous
or charitable feature in it. Every contributing library
will receive back the money value, some thirty-fold, some
sixty-fold, some a hundred-fold, of the labour put into it
by the librarian. This labour, which has been credited
to his library, has been done usually in hours of his own,
taken from rest and recreation. The librarian will have
his pay in the consciousness that what he has done will
benefit his library and his readers and may help his pro-
fessional reputation." And Mr. Poole goes on to say
that he " doubts whether an organization with ample

98 THE USE OF BOOKS AND LIBRARIES

funds for payment of workers would have brought about
more effective results. When we begin to pay for serv-
ice the knights leave the line and their places are filled
with retainers and camp-followers."

When we find ourselves condemned to work which
seems to us mechanical drudgery, and as such, utterly
deadening to enthusiasm and mental activity, there is a
bit of inspiration in the thought of William Frederick
Poole, devoting much of his life to the very mechanical
process of indexing, and still by the light of imagination
and honest respect for his work, seeing his co-laborers as
" knights in the line of battle."

There is another bit of human interest in connection
with the Index which deserves mention. As Mr. Poole
puts it : " The acceptable and unexpected services of a
contributor whose name does not appear in the list must
not be overlooked. It was necessary in the progress of
the work to make constant use of the express companies
in transmitting copy to and fro between Chicago and
Hartford. When the manager of the Adams Express
Company heard of the character of the work and its co-
operative feature, he claimed the privileges of a contribu-
tor and directed that all parcels relating to the work
should be transmitted without pay."

As a result of all this successful co-operation, in 1882
the first volume of Poole's Index, as it is known to-day,
was published. From the first little volume of 154 pages
it has grown to a tome of 1442 pages.^

Supplements. — Five supplements to Poole's Index
have appeared, at five year intervals, covering the years
from 1882 to 1906. William I. Fletcher, who was asso-

1 See preface to 3d edition of Poole's Index. 1882, and the National
Cyclopedia of American Biography,

MAGAZINE INDEXES 99

ciate editor with Dr. Poole in the third edition, was
editor-in-chief of the supplements.

Character. — Poole's Index is the " most comprehen-
sive of any periodical index. It includes many magazines
now discontinued and many that are only useful in the
large or special library. The work is an index to sub-
jects and not to writers, except when writers are treated
as subjects. For example, Macaulay's contributions to
the Edinburgh Review appear not under his name, but
under the subjects upon which he wrote, as Bacon;
Church and State; Clive; etc. His name, however, ap-
pears in many references, but they are all subject refer-
ences, which treat of him as a man, a writer, historian
or statesman. Critical articles on poetry, drama, and
prose fiction appear under the name of the writer whose
work is criticised, thus a review of Enoch Arden will
be found under Tennyson, but a review of Froude's
History of England will appear only under England, as
England is the subject. A poem, play, or story which
can be said to have no subject appears under its own
title." ( Condensed from preface to third edition. ) The
name of the author is given in parentheses after the
subject or title entry, the name of the periodical, in ab-
breviated form, volume and page, thus : Philosophy in
England, and English Philosophers (D. G. Thompson).
Internat. R. 9:619. At the beginning of each volume
there is a list of the periodicals indexed, their full names,
and the abbreviated forms.

Poole's Index Abridged. — An abridged edition was
published in 1901, indexing 37 of the most used periodi-
cals from their beginning through 1899. This was fol-
lowed by a supplement for the years 1900-04. " This is
the best guide for the library which desires to build up

loo THE USE OF BOOKS AND LIBRARIES

a moderate-sized periodical collection of complete or
fairly complete sets." JJ'alter. Periodicals for the Small
Library.

Poole"s Index is now discontinued.

Readers' Guide to Periodical Literature. — The
Readers' Guide came into existence in 1901. There are
now two five-year volumes, 1900-04, and 1905-09. The
first indexes 67 English and American periodicals, the
latter 99 periodicals, and also, "' in the same alphabet
several hundred composite books, reports of learned so-
cieties, etc., published since 1900." These volumes are
supplemented by tlie monthly lists which give current
entries for from 80 to 106 periodicals. This list " is
iuWy cumulated every quarter. That is, the January,
April, July, and October numbers cover one month's
magazines only, the February, !May. August, and Novem-
ber issues are cumulated for two months each, and the
March, June, September, and December numbers are
cumulated for three, six, nine, and twelve months, respec-
tively. The December number thus serves as an annual
index for the current year."

Readers' Guide Supplement. — " In January, 1913, a
number of the more sf)ecial periodicals were omitted for
later inclusion in a bi-monthly supplement (first issue ap-
pearing March, 1913), intended chiefly for the larger
libraries ; and a few popular but previously unindexed
periodicals were included." Walter. Periodicals for the
Small Library.

The Readers' Guide indexes by author as well as by
subject, title entries are given when helpful, portraits and
maps are indicated, important book reviews are included.
The date of the magazine as well as the volume number
is given thus :

MAGAZINE INDEXES loi

Connolly, James Brendan, 1868-
Patsie Oddie's black night.
Scrib. M. 38:165-76, Ag. '05.

A list in the front gives the magazines indexed, their
full names, and abbreviations used.

Abridgments of Readers' Guide. — The Eclectic Li-
brary Catalog, an abridgment of the Readers' Guide, was
begun in 1908, published quarterly, " indexing twenty
periodicals and public documents particularly useful to
the small library." The name of this index was changed
to the Readers' Guide to Periodical Literature Abridged
(quarterly). In 1913 this was discontinued, and the H.
W. Wilson Company offers in its place to the "libraries
taking no more than twenty of the periodicals listed in
the Readers' Guide, the quarterly cumulated numbers of
the Readers' Guide at $4 a year. " The annual numbers
of the Eclectic Library Catalog (1908-10) are obtainable
from the H. W. Wilson Company, White Plains, N. Y.,
at $3.50 each. These with the current numbers of the
Readers' Guide are a good guide for the small library
just beginning a periodical collection." Walter. Period-
icals for the Small Library.

Annual Library Index. — This index, useful chiefly in
the large library, was published from 1892-1910, but dis-
continued with this volume. It continued Poole's Index,
and indexed about 100 periodicals each year. In addition
many essays, parts of books, etc., were > indexed, thus
supplementing also the American Library Association
Index to General Literature (see page 61), and there
were appendices giving a necrology, index to dates of
the year — which served as a guide to newspaper articles
— and a list of special bibliographies. From 1892 to
1904 it was called Annual Literary Index.

I02 THE USE OF BOOKS AND LIBRARIES

Index to Dates.— The Index to Dates and Current
Events, published by the R. R. Bowker Company, New
York, is the continuation of the index to dates formerly
included in the Annual Library Index. It is published
monthly, cumulating quarterly, semi-annually, and an-
nually. In an alphabetic list of subjects, places, and
individuals, it lists current events, e.g.,

Agricultural bill

Bill endowing itinerant lecture service in state col-
leges passes U. S. House Ja. 19
Alaskan railroad bill
Senate discusses Ja. 12

Authorizing expenditure of 40,000,000 passes U. S.
Senate 46-16 Ja. 24

and thus serves as an index to the daily papers. " It
aims to cover thoroughly all the news of the United States
as a whole which is of permanent importance, such of its
local news as has more than local appeal, and such news
of the world at large as would be of interest to the
American reader." For 191 1 and 1912 this index cumu-
lated, forms part of the American Library Annual, which
contains as well the necrology, list of bibliographies and
other lists formerly published in the appendices of the
Annual Library Index. In 1915, its scope was enlarged
and its name changed to Information, a digest of current
events, including Index to Dates.

Magazine Subject-Index. — The Magazine Subject-
Index, published by The Boston Book Company, now in-
dexes one hundred and fifty-six periodicals, American and
British, and includes the Collections and Publications of
the various State historical societies. Its aim is to index
only such periodicals as are not covered by the Readers'
Guide. The first issue was in 1908, since which time it

MAGAZINE INDEXES 103

has been continued from year to year by the Annual Mag-
azine Subject-Index. Since 1909 The Dramatic Index
has been included as Part II in each annual volume, but
may also be obtained in separate form if desired. The
Magazine Subject-Index is very useful for large libraries
but not necessary for small ones.

Indexes to Technical Magazines. — Beginning in 1913
an Industrial Arts Index covering technical periodicals
dealing with a variety of industries is issued by the H.
W. Wilson Company. There are also good indexes to
engineering periodicals.

St. Nicholas Index. — This is useful for work with
children in libraries which have a complete set of St.
Nicholas.

Index to v. 1-27 (H. W. Wilson Co.). Author and
subject index to v. 27-36 is Part 2 of the Children's
Catalog, a guide to best reading for young people, based
on 24 selected library lists. H. W. Wilson. 1909.

Cumulative Reference Library. — Under this name
the H. W. Wilson Company keeps a collection of maga-
zine articles chiefly those indexed in the Readers' Guide,
pamphlets, theses, etc., which may be rented for a limited
period by librarians that can afford only a very few
magazines. Now called Package Library.

For the sake of clearness a list of the most important
magazine indexes is given here.

List of Magazine Indexes. —

Poole's Index to Periodical Literature. 1802-81. Rev.
ed. Bost. Houghton. 1891. 2 v. $16.

Poole's Index to Periodical Literature, ist Supplement.
1882-87. Bost. Houghton. 1888. $8.

I04 THE USE OF BOOKS AND LIBRARIES

Poole's Index to Periodical Literature, 2d Supplement.
1887-92. Best. Houghton. 1893. $8.

Poole's Index to Periodical Literature, 3d Supplement.
1892-96. Bost. Houghton. 1897. $10.

Poole's Index to Periodical Literature, 4th Supplement.
1897-1902. Bost. Houghton. 1903. $10.

Poole's Index to Periodical Literature, sth Supplement.
1902-07. Bost. Houghton. 1908. $10.

Poole's Index to Periodical Literature, abridged edi-
tion. 1815-99. Bost. Houghton. 1901. $12.

Poole's Index to Periodical Literature, Supplement.
1899-1904. Bost. Houghton. 1905. $5.

Annual Library Index. 1892-1910. N. Y. Publish-
ers' Weekly. 1893-1911. 19 v. $3.50 each. (Discon-
tinued with 1910.)

Readers' Guide to Periodical Literature. 1900-04.
White Plains, N. Y. H. W. Wilson. 1905. $16.

Readers' Guide to Periodical Literature, v. 2. 1905-09.
White Plains, N. Y. H. W. Wilson. 1910. $24.

Readers' Guide to Periodical Literature (monthly).
White Plains, N. Y. Wilson. $4 upward. (Consult
publishers for subscription price.)

Exercises.

Note: In every case the student should note all the
indexes consulted, indicating the one where the reference
was found.

I. Look up in any of the magazine indexes discussed a
reference to one magazine article on any of the following
subjects : Settlement work ; the tariff ; Hague Peace Con-
ference ; the South ; the teaching of history. Write down
the author and title of the article selected. Give below

MAGAZINE INDEXES 105

the full name of the magazine where the article is to be
found, the volume and inclusive paging. Note the title
of the index you used and the years it indexes, e.g.,
Readers' Guide, 1900-04, and go to the shelves and get
the article referred to.

2. Look up two articles for a debate on one of the fol-
lowing subjects: Direct primaries; income tax; woman
suffrage. (State the question and then find one article
on the affirmative and one on the negative side.) Give
titles of articles, full names of magazines where the arti-
cles are to be found, volumes and pages. Give title and
volume of index and indexes consulted.

3. If you were in a library which had no books by
Thomas Nelson Page and Rudyard Kipling, where could
you find for a reader these two stories : " They," by Kip-
ling, and " Meh Lady," by Page ? Give exact reference.

4. Find a magazine article on the Montessori method.
Give author and title of article and state in what maga-
zine it is to be found. What index did you use?

5. Find a magazine article on the poetry of Browning,
Tennyson, or W. S. Landor. Give author and title of
the article. Name the volume and pages of the magazine
where it is to be found. What indexes did you consult?

6. Give the reference to the most recent magazine arti-
cle on Woodrow Wilson that you can find. Give name
and volume of index consulted.

7. Where can you find an article on the " fourth dimen-
sion " ? Give name of magazine, volume, and pages.
Give name and volume of index consulted.

Chapter VIII

ARRANGEMENT OF BOOKS ON THE
SHELVES

If you were to walk into a room filled with books,
piled indiscriminately on the tables and shelves, and if
some one were to tell you that these books were the
nucleus of your school library, doubtless there would at
once occur to you the difficulty of finding any volume in
the midst of such chaos. And if you felt at all responsi-
ble for the success of the library your first impulse would
probably be to sort the books by their subjects, putting
the poetry on one shelf, history on another, and books
dealing with science on a third. The classifying of any
library is nothing more than a systematic sorting and ar-
ranging of the books according to their subject matter.

Extent of Classification. — Very small libraries may
perhaps stop after sorting the books into broad groups —
history, poetry, fiction, biography, science, etc., but most
libraries need to separate the books into smaller classes,
differentiating for instance, the different sciences, and the
history of different countries. In order to do this more
detailed sorting of books consistently, it is necessary to
have some definite system of grouping.

The Decimal Classification. — The scheme of group-
ing most frequently used by libraries is the Decimal
Classification devised by Mr. Melvil Dewey. ^ This sys-

1 Another important system of classification, though less widely used

ARRANGEMENT OF BOOKS 107

tern divides the field of knowledge into 10 main classes
which are represented by figures thus :

000-099 General works, that is books which treat of too
many different subjects to be placed in any
one group, i.e., dictionaries, cyclopedias, and
bound magazines.

100-199 Philosophy.

200-299 Religion.

300-399 Sociology, including Economics, Government,
Education, and Sociology in its narrower
sense.

400-499 Philology.

500-599 Science.

600-699 Useful Arts, including Medicine, Engineering,
Agriculture, Domestic Science.

700-799 Fine Arts.

800-899 Literature.

900-999 History.

The groups are again divided into particular branches,
philosophy, e.g., into psychology, metaphysics, logic, etc.

The Books on the Shelf. — Each book, of course, has
indicated upon it in some way the class in' which it be-
longs. A book treating of religion receives the number
200 (or 204 or 220 or 250, as the case may be) ; other
books labelled 200 are naturally placed beside it on the
shelf, and as a result we find all the books in the library
on the subject of religion grouped together. To take
another example : All arithmetics will receive the num-
ber 511, all algebras 512; thus all the arithmetics in the
library will stand together on the shelf, immediately fol-
lowed by all the algebras.

Subdivision of the Main Classes. — The classification

than the Decimal is the Expansive Classification, originated by Mr. C. A.
Cutter. In this the letters of the alphabet are used instead of figures.

io8 THE USE OF BOOKS AND LIBRARIES

is often made more minute by the use of more figures
following a decimal point, thus :

973 U. S. History.

973.1 U. S. History — Discovery.

973.2 U. S. History — Colonial.

973.3 U. S. History — Revolution.

and so on.

Biography and Fiction. — There are two classes of
books which are not usually given numbers. These are
individual biography and fiction. Lives of individuals are
usually marked with a capital B and then arranged alpha-
betically by the surnames of the individuals about whom
they are written. This brings all the lives of Washing-
ton together under W, all those of Lincoln under L, etc.

Fiction is usually arranged alphabetically by the au-
thor's surname. Sometimes an F is used for a group
symbol just as B is used for a group symbol for indi-
vidual biographies.

Arrangement by Author's Name. — In the case of the
several arithmetics, mentioned above, we must decide in
what order they shall stand on the shelves. They are
arranged alphabetically by the surname of the author.
Thus an arithmetic written by Abbott would precede one
written by Bolton, and Wentworth's arithmetic would
follow them both.

The Call Number. — • If you will notice the next librarj'^
book you hold in your hand you will probably find that
it has on it a combination of letters and figures written

thus: 1/^' This number distinguishes the book from

-r54-

other books in the library. It is known as the " call num-
ber " of the book. The top row of figures (973) indi-

ARRANGEMENT OF BOOKS 109

cates, as we see by turning to the outline of tiie 10 classes,

that the book is a history. We have already learned that

all books in the same class are arranged alphabetically

by the surname of the author; therefore, presumably, F

is the first letter of the author's name. But what is the

significance of the figures following the F? They are

used merely to avoid confusion when there are several

authors whose names begin with the same letter. For

this purpose a scheme of letters and figures in tables has

been arranged so that books can be alphabeted at a glance.

This scheme is known as the Cutter Tables, and it is

from these columns of figures that we get that second

part of the call number. F54 is the combination given in

97"?
these tables for the name Fiske and our call number ^

F54
stands for Fiske's History of the United States. If we
had a history of the United States by Fisher, we would,
on referring to the Cutter Tables, give it the call number

1: The only reason for using this scheme instead of

just alphabeting the books by the author's names, as we
go along, is to save time. Suppose for instance you were ■
putting away books which were classed in 330. Now One
of these we will say is by Laurence, and one by Larrabie ;
an instant's thought tells us that Larrabie precedes
Laurence, but it is easier to see plainly marked on the

backs of the books ^ ^"^ ^^ than mentally to alphabet

L33 L37

the two names.- Books are therefore arranged numer-

2 In some libraries the Biscoe Time Numbers are used for all books
in the 500 and 600 classes. These numbers indicate the date of the
book and so bring the books in the sciences and useful arts into a
chronological order instead of an alphabetic one. Their use is advisable
for the special or large library only.

no THE USE OF BOOKS AND LIBRARIES

ically on the shelves by the number on the top line of the
call number, then alphabetically by the letter .on the lower
line and numerically again by the figures following the

942 942 942 942.^

A42 A89 B521 B74

letter :

Illustration 6

How the Shelves are Read. — Books on the shelves are
read from left to right and from top to bottom like a page
printed in columns.

Exercise.

For a class exercise it is recommended that the instruc-
tor indicate several books in each class of the ten for the
students to find on the shelves. A different set of books
should be given to each student.

3 Many small libraries discard the Cutter numbers for fiction and
biography. Some libraries do not use these numbers at all, simply alpha-
beting the books by the authors* names.

Chapter IX

THE CATALOGUE

If you were looking for material on the method of
electing the President of the United States and applied
to the librarian of your school or college library, he would
doubtless put into your hands Bryce's American Common-
wealth. Sitting down with the two sizable volumes before
you, you would not turn over the pages, one by one, until
you found the information you wished; you might, it is
true, glance over the table of contents, but if you were
in a hurry, in all probability you would turn at once to
the index in the back of the second volume, and looking
down the columns until you came to " President, mode
of election — 40, 46-52," consult the pages referred to.
Suppose, however, that you have come to the library in
search of a particular book, Monroe's Textbook in the
History of Education, for example. You are not sure
that the library owns a copy, and if it does you have no
idea where the book is kept. In order to find it you
would not walk about the library looking at shelf after
shelf, and bookcase' after bookcase. Just as you found a
special section of Bryce's American Commonwealth by
consulting the index to that book, you will find a special
book by consulting the index to the library, that is the
catalogue.

Why Catalogues Are Made on Cards. — It was at one
time customary to print library catalogues in book form,

112 THE USE OF BOOKS AND LIBRARIES

but the difficulty of inserting entries for new books in
their proper alphabetical places, and the expense of re-
printing has made the card catalogue almost universal.
This grows as the library grows, since for each new book
as it is acquired, the cards are easily added to the cata-
logue.

The Card Catalogue. — You are probably familiar with
the appearance of the card catalogue — a case of small
drawers, lettered in some such way as this: A-Anti,
Anto-Az, B-Bir, Bir-Bro, etc., thus telling you which

Illustration 7

drawer to consult. All the cards in the catalogue are
arranged alphabetically by their headings, like the words
in a dictionary, and the catalogue is therefore called a
dictionary catalogue. Cards are read from the front of
the drawer to the back.

Card for Author. — Every book in the library is repre-
sented by one or more cards in the catalogue. One card
tells the author of the book, another the subject, and a
third the title, if the title is distinctive. In the upper
left hand comer of each card is written the call number
of the book it describes, and this number indicates the

THE CATALOGUE 113

location of the book on the shelves. Thus if a reader
wishes to find out whether the library has Creasy's Fifteen
Decisive Battles of the World, he turns the cards in the
drawer to the following card (see Figure i) :

904 Creasy, Sir Edward Shepherd
C91 Fifteen decisive battles of the world from

IVIarathon to Waterloo. . . 324p.D. N.Y.1877.

Figure i. Author card

The call number ^ designates the book and locates it

on the shelf. The information following the title tells
you certain things about the book : the number of pages,
the size (D standing for duodecimo, O for octavo, F for
folio), the place of publication (New York in this in-
stance), and the date of publication (1877). This card
is known as the author card.

Card for Title. — If the reader does not recall the
author of this particular book, but knows some one has
written a book with this title he turns the cards until he
finds the following (see Figure 2) :

904 Fifteen decisive battles of the world. 1877.

C91 Creasy, Sir E:S.

Figure 2. Title card

Again the call number designates the book.

Card for Subject. — In the third instance if neither the

114 THE USE OF BOOKS AND LIBRARIES

author nor the title is known and the reader wishes to
find material about the Battles of the World, he turns
the cards to the heading " Battles," in red, and finds this
card (see Figure 3) :

Battles
904 Creasy, Sir E:S.

C91 Fifteen decisive battles of the world from

Marathon to Waterloo. . . 324p.D. N.Y.1877.

Figure 3. Subject card. (Underscored words in red)

Questions Answered by the Catalogue. — Thus the
catalogue answers the questions : ( i ) Has the library a
book or books by a certain author? (2) Has the library
a book by a given title? (3) What book has the library
on a particular subject?

Books With More Than One Subject Card.— Of
course a book treating of more than one subject often
has several subject cards, for example, French's Homes
and Their Decoration, which has one subject card under
" House Decoration," and another under " Furniture."
Sometimes one of these additional subject cards refers to
a specific chapter of the book : thus Athletic Games in
the Education of Women, by Dudley and Kellor, would
have its main subject card under " Physical Education,"
and under " Basket Ball " a reference like Figure 4.

Basket ball
371.74 Dudley, Gertrude & Kellor, F. A.
D84 Basket ball (See their Athletic games in

the education of women. 1909.p.179-211)

Figure 4. Subject card for part of a book. (Underscored words

in red)

THE CATALOGUE 115

Subject Cards for Biographies. — In biographies the
name of the person who is the subject of the book is
written in red on the top line (see Figure 5).

Washington, George, 1st pres. of the U. S.
B Scudder, H. E.
W31s George Washington. 253p.D. Bost.1889.

(Riverside library for young people.)

Figure 5. Subject card for a biography. (Underscored
words in red)

Sometimes a book is written about more than one per-
son, for example, Cody's Four American Poets, which
would have a subject card for Bryant, one for Long-
fellow, one for Whittier, and one for Holmes. These
cards would be like the card in Figure 4, and Figure 6
shows the author card.

928 Cody, Sherwin.

C67 Four American poets. 254p.il. D. N.Y.1899.

Contents:

William Cullen Bryant

Henry Wadsworth Longfellow

John Greenleaf Whittier

Oliver Wendell Holmes.

Figure 6. Author card for collective biography

Reference Cards. — If you do not find exactly what you
want under the subject you have in mind, you may per-
haps find it under a related subject, to which the cata-
logue directs you by means of a reference like that in
Figure 7.

ii6 THE USE OF BOOKS AND LIBRARIES

Manual training, see also
Carpentry; Drawing; Industrial education; Trade
schools; Wood carving.

Figure 7. Reference from one subject to related subjects.
(Underscored words in red)

The reader, of course, does not know which of the
two names for the same thing the hbrary uses. It would
be, for instance, legitimate to put all books about schools
in the country under the heading " Country Schools," or
under the heading " Rural Schools," though it would be
confusing to use both. So the catalogue again serves as
a guide by means of such reference cards as Figure 8.

Country schools see
Rural schools.

Figure 8. Reference from a heading not used to one that is.
(Underscored words in red)

A similar instance is the reference from an author's
pseudonym to his real name, under which the library
usually prefers to list his works. See Figure 9.

Twain, Mark, pseud, see
Clemens, Samuel Langhorne.

Figure 9. Reference from pseudonym to author's real name

THE CATALOGUE 117

Card for Editor, Translator, and Compiler. — When
a man has edited, translated or compiled a book the fact
is indicated by the abbreviation, ed., tr., or comp., fol-
lowing his name; Figures 10 and 11.

821 Stedman, Edmund Clarence, comp.

S81 Victorian anthology. 744p.O. Bost.1895.

Figure 10. Card for compiler

883 Bryant, William Cullen, tr.

H76 Homer.

Iliad; tr. into English blank verse by W:C.
Bryant. 2v. in 1,0. Bost.1898.

Figure ii. Card for translator

Books With More Than One Author. — Books fre-
quently have two authors, in which case both names are
found on the top line of the card (Fig. 12) and the
catalogue contains an additional card under the second
author.^

822 Beaumont, Francis & Fletcher, John.

B37 Best plays. . .ed. with an introd. by J. St. L.

Strachey. . . 2v.il. D. Lond.1893. (Mermaid

series.)

Figure 12. Joint authors

1 In some catalogues only the first author's name appears on the. top
line of the card and then on the card for the second author, the words
joint author follow the name.

ii8 THE USE OF BOOKS AND LIBRARIES

Series Card. — The series to which a book belongs is
indicated on the author card and the main subject card
(see Figs. 5 and 6), and if the series is an important
one a card is made listing all the books in that series
which the library owns (Fig. 13).

International

education

series;

ed.

by

W. T.

Harris

v-S

Froebel,

F:W:A. Education

of

man.

1903.

V.26

Blow, S.E. Symbol

c educat

ion

1894. 1

V.28

Davidso

n, Thomas.

Education of tine

Greel<

people.

1894.

Figure 13. Series card

Order of Cards in the Catalogue. — The biography of
a person precedes the books he has written ; for example,
all the cards representing biographies of Dickens will
be found in the catalogue before the cards representing
his novels. Cards representing a man's work as author
usually precede those representing his work as editor
or translator, and cards representing his work as editor
or translator precede those representing books of which
he was joint author or joint editor, thus :

1. Stedman, Edmund Clarence

(The) nature of poetry

2. Stedman, Edmund Clarence, ed.

American anthology

3. Stedman, Edmund Clarence, & Hutchinson, E. M., eds.

Library of American literature.

Value of Other Information Given by Catalogue
Cards. Edition. — You often find following the title
of a book the abbreviations, "new ed." (new edition),
or "New ed. rev. and enl." (revised and enlarged). If
the library contains more than one edition of a book, it

THE CATALOGUE 119

is important to have that fact indicated so that the reader
may call for the edition he wants.

Paging and Volumes. — The number of pages or vol-
umes, joined with the letter D, O, or F, indicating the
size, gives you an idea of the extent of the book. This
is often useful. For a hasty review of United States
history you would not choose McMaster's History of the
United States in eight volumes.

Illustrations and Maps. — After the number of pages
you will often find the abbreviation il. or illus. (for
illustration) or the word maps, or both. It is convenient
to know whether or not a book is illustrated and in the
case of historical books it is important to know whether
they contain maps.

Date. — This tells you whether or not the book is a
recent one. This information is especially important in
the case of scientific books when the date frequently de-
termines the value of the book.

Exercises.

1 . What works by Sir Walter Scott, other than fiction,
does the library contain?

2. Has the library any of Shakespeare's plays edited
by Rolfe?

3. Give call number, author and title, of two books on
any one of the following subjects : Education ; Folk-
lore; Geography; School Gardens; Manual Training.

4. How many different translations of Homer's Iliad
are there in the library? Who are the translators?

5. What is the most recent book on biology in the
library? Give author, title and call number.

6. Who wrote the Conduct of Life?

I20 THE USE OF BOOKS AND LIBRARIES

7. Mention two United States histories in the Hbrary
with maps and illustrations, and give the call numbers.

8. Are there any accounts of the life of the author of
the Crown of Wild Olive in the library? If so, copy
the call number of one.

9. How many volumes of Heath's Pedagogical Library
are there in the library? Of the International Scientific
Series ?

10. Look up one of the following subjects : Nature
Study ; Kindergarten ; Colleges and Universities ; School
Hygiene; Botany. Mention two other headings in the
catalogue under which you will find material allied to the
subject you are looking up.

11. Has the library any books by Mark Twain? By
Charles Egbert Craddock?

12. What works written by Kate Douglas Wiggin in
collaboration with Nora Archibald Smith are in the
library ?

13. Give the call number and title of a collection of
poetry which the library contains. Who is the editor
or compiler?

14. Give the call number, author, and title of a book
(not an encyclopedia or biographical dictionary) con-
taining accounts of the lives of more than three persons.

Chapter X

BIBLIOGRAPHIES

If you will examine one of your textbooks you will
probably find at the end of the book a section headed in
some such way as this : " Books for Teachers,'' " List
of Books," " Authorities Consulted," or, " BiJ0ography."
These lists serve a two-fold purpose; they indicate,
usually, the ground which the writer has covered as a
part of his preparation for writing the book, and they
also furnish suggestions for further reading and investi-
gation on the part of the reader or student.

Meaning of Bibliography. — The word bibliography
comes from the Greek noun, " book," and the Greek
verb, " to write." It originally meant " the writing of
books," from that it came to mean the " science which
relates to the history, materials, and description of books
in general " ; while its third meaning, and the one which
we most commonly use is " a classified list of authorities
or books on any theme." ^

Complete Bibliographies. — Some bibliographies are
complete or as nearly complete as human ability can
make them. These are frequently the product of schol-
arship and lon^ years of labor. The catalogues of the
greatest libraries in the world, the British Museum, the
Bibliotheque Nationale, etc., are consulted, if possible,

1 See Century dictibnary and James' Duff Brown. Manual of practical
bibliography. Introduction.

122 THE USE OF BOOKS AND LIBRARIES

the books themselves are examined. The compiler makes
every effort to discover the record of every item that
has ever been printed at any time or in any place about
his subject. Examples are:

Rand, Benjamin, comp. Bibliography of Philosophy, Psy-

. chology and cognate subjects. N. Y. 1905.
Cooke, G. W. comp. Bibliography of James Russell
Lowell. Bost. 1906.

Partial Bibliographies and Reading Lists. — Bibli-
ographies range all the way from such monumental
works as these to a few pages dealing with only one
aspect of a subject. Such lists are called partial bibliog-
raphies. The term reading list or reference list is often
applied to brief, popular lists which do not aim at com-
pleteness.

Periodicals, Society Proceedings, and Parts of
Books. — Bibliographies, complete and partial, reading
lists, and reference lists will not, it is obvious, consist
wholly of entries referring to books. Periodical arti-
cles, proceedings of associations, like the National Edu-
cation Association, will furnish a part of the material
included. Sometimes a part of a book only will be listed.
If, for instance, you were compiling a list of references
on Kate Greenaway, you would include the chapter
" Kate Greenaway '' in " De Libris " by Austin Dobson,
and disregard for your present purpose the rest of the
book.

Annotated Lists. — Bibliographies and reference lists
differ also in the following respect: Some indicate only
the bare fact that such books exist or have existed;
others, give brief notes describing and evaluating the
entries in order to serve as a guide to the reader or

BIBLIOGRAPHIES 123

student. Bibliographies of this latter sort are said to be
" annotated." For an example, see C. K. Adams. Man-
ual of Historical Literature. (Described on page 124.)
Sometimes the brevity of a list serves as an evaluation:
we would expect " A select list of books on nature-
study," if compiled by some one fitted to do the work, to
bring together for us the best material to be had on the
subject.

We shall mention here only a few bibliographies which
deal with the subjects most useful to teachers; bibliogra-
phies of history, literature, education, and some general
ones will be discussed.

General Bibliographies. — Some bibliographies are
not confined to a single subject, but include books in all
fields :

Sonnenschein, W. S. The best books, a reader's
guide to the choice of the best available books (about
"100,000) in every department of science, art, and litera-
ture with the dates of the first and last editions and
the price, size and publisher's name (both English and
American) of each book, a contribution towards system-
atic bibliography. Ed. 3. N. Y. Putnam. 1910-13.
3 V. $3.50 each.

" A classified list with complete author and subjects
index. It includes books that are in print ; a few out of
print books are given. There are brief characterizations
of some of the books. The very best books on each sub-
ject are indicated by stars." Kroeger.

American Library Association. Catalogue. Wash.,
D. C. Supt. of Documents. 1904. $1.

A much smaller general bibliography than Sonnen-
schein. A list of 7,520 books on all subjects exhibited
at the St. Louis Exposition, 1904, as a model library.

124 THE USE OF BOOKS AND LIBRARIES

The books are first arranged by classes; in the second
part of the catalogue the books are arranged in an alpha-
betical list under author, title, and subject. Date, pub-
lisher and price are given for all the books and a brief
descriptive note for most of them.

American Library Association. Supplement. Chic.
A. L. A. Publishing Board. 1912. $1.50.

Covers the years 1904-1911. A fairly generous selec-
tion of the best books published during the period it
covers rather than a select, balanced list.

American Library Association. Book List, a monthly
publication. Chic. A. L. A. Publishing Board. $1 a
year.

Lists the best current books on many subjects, giving
publisher, price, and a descriptive note. For small
libraries."

Bibliographies in Encyclopedias. — There is one
source of general bibliographical information available to
every student who has access to a good encyclopedia.
This is the bibliographical lists at the ends of articles.
The Encyclopedia Britannica and the New International
have excellent lists ; ip the Americana this feature re-
ceives less emphasis.

Bibliographies of History, General. —

Adams, C. K. Manual of Historical Literature. Ed.
3. N. Y. Harper. 1889. $2.50.

Arranged by countries; under country arrangement is
chronological. The chapters are divided into two parts,
except chapter one, the first giving descriptions of books ;

2 The *' Best Books " of the year, a selected list published annually
by the New York State Library is a valuable bibliography of recent
books. For full description see chapter ii.

BIBLIOGRAPHIES 125

the second, suggestions for a course of reading. There
are excellent critical notes and an alphabetical index of
authors. Valuable for the earlier authorities, must be
supplemented by other bibliographies for books published
since 1889.

Andrews, C. M., Gambril, J. M., Tall, L. I. Bibliog-
raphy of History for Schools and Libraries, with de-
scriptive and critical annotations. Published under the
auspices of the Association of History Teachers of the
Middle States and Maryland. New ed. N. Y. Long-
mans. 191 1. 60 cents.

Classified arrangement. Annotations. No author in-
dex.

American History. —

Channing, Edward, Hart, A. B., and Turner, F. J.
Guide to the Study and Reading of American History.
Rev. and augmented ed. Bost. Ginn. 1912. $2.50.

" Part I attempts to make clear the general place of
American history as a study, a recreation, and a discipline.
Part 2 is a classified set of references to groups of re-
lated books, such as general works, biographies, sources,
and so on. Intended to contain the titles of the most
significant books dealing with America; the United
States ; the states ; and notable individuals and phases of
history. . . . Part 3 includes the pedagogical apparatus
of the work. . . . Parts 4, 5, and 6 contain under 179
successive topics, specific references to works and des-
ignated parts of works, arranged under the 4 captions,
general, special, sources, and bibliography. These refer-
ences are intended to be useful to readers, students and
teachers who wish to be directed to the most convenient
and most available treatment of particular subjects."
Preface.

126 THE USE OF BOOKS AND LIBRARIES

Lamed, J. N. The Literature of American History;
a Bibliographical Guide. Chic. A. L. A. Publishing
Board. 1902. $6.

" A very serviceable book, excellent in analysis, choice
of titles, execution, and index. Brief, signed apprecia-
tions of about 4000 books." Channing, Hart & Turner.
Guide to the study and reading of American history.

The appendix contains lists of books for " A good
school library " ; "A collection for a town library " ; "A
good working library." Supplements have been published
covering the years from 1900-04.

This bibliography includes and characterizes poor books
as well as good ones.

Winsor, Justin. Readers' Handbook of the American
Revolution, 1761-83. Bost. Houghton. 1893. $1.25.

Arranged chronologically. " A continuous foot-note
to all histories of the American revolution." Points out
sources, gives secondary authorities as well.

English History. —

Cannon, H. L. Reading References for English His-
tory. Bost. Ginn. 1910. $2.50.

" Chronological arrangement with author and subject
index. Planned for the teacher and librarian." Kroe-
ger. Supplement.

Gardiner, S. R., and Mullinger, J. B. Introduction to
the Study of English History. Ed. 4. Lond. Kegan,
Paul. 1903. 7 s 6 d.

Part 2, p. 207-442 consists of a descriptive list of au-
thorities, by J. B. Mullinger, with an author index.
Covers years from before 450 a. d. to 1822.

Gross, Charles. Sources and Literature of English
History from the Earliest Times to About 1485. N. Y.
Longmans. 1900. $5.

BIBLIOGRAPHIES 127

" A systematic survey of the printed materials relating
to the political, constitutional, legal, social, and economic
history of England, Wales, and Ireland . . . this bibliog-
raphy does not profess to be exhaustive ; it comprises
only select lists of books." Preface. " An excellent
bibliography with notes explaining the contents of the
books and estimating their value." Kroeger.

Bibliographies of Literature. —

Hodgkins, L. M. Nineteenth Century Authors. Bost.
Heath. 1891. 60 cents.

" Twenty-six prominent English and American authors
are included. Books and articles of value in studying
each are included." Kroeger.

Welsh, A. H. English Masterpiece Course. N. Y.
Silver. 1887. 75 cents.

" Useful list of references under English and Ameri-
can authors to authorities (books and periodical articles)
on them and on one or more of their chief works. The
whole is arranged chronologically." Kroeger.^

It must always be kept in mind that some of the most
valuable bibliographies are not published separately, but
as parts of books, for example, Schelling's " Biblio-
graphical essay," and " List of plays, written, acted, and
published in England between the years 1558 and 1642,"
which cover 190 pages of his Elizabethan Drama.

Bibliographies of Education. —

Columbia University Library. Books on Education in
the Libraries of Columbia University. N. Y. Columbia
Univ. 1901. $1. (Library Bulletin, No. 2.)

3 The guide to the best fiction; The guide to historical fiction; and
History in fiction, by E. A. Baker; and Nield's Guide to the best
historical novels and tales are of course bibliographies of literature.
See also the American Library Association Index to General Literature.

128 THE USE OF BOOKS AND LIBRARIES

A classified list of more than 13,000 titles, with full
author index.

Cubberley, E. P. Syllabus of Lectures on the History
of Education, with selected bibliographies and suggested
readings. Ed. 2. Rev. and enl. N. Y. Alacm. 1904.
$2.60.'

Contains a general bibhography in the history of edu-
cation and for each period, a list of references to sources
and secondary authorities, followed by suggestions for
reading.

Monroe, Paul, ed. Cyclopedia of Education. (See
page 72.)

There are lists of references at the end of important
articles.

^lonroe, W. S. Bibliography of Education. X. Y.
Appleton. 1907. C1897. $1.50. (International Edu-
cation Series.)

A classified list with author index. Many of the titles
have a brief annotation.

United States Bureau of Education. Bibliography of
Education. 1907 to date.

An annual list published by the Bureau as one of its
bulletins. (See p. 87.) From 1899-1906 this bibliog-
raphy was published each year in the Educational Re-
view. From 1899 to 1907 it was compiled by Mr. J. I.
Wyer, Jr., and others, since then, the library of the
Bureau of Education has assumed the responsibility of it.

" An aim to present a thoroughly representative selec-
tion from the main classes of educational literature pub-
lished in English during the years covered by the bibli-
ography. Of publications in foreign languages, those
judged to have special significance for American edu-
cators are mentioned." Introduction to Bib. of Ediic.
1909-10.

BIBLIOGRAPHIES 129

These lists have a classified arrangement with an
author and subject index. Articles in periodicals are in-
cluded, a list of current proceedings and rerports of edu-
cational associations with their contents is given. Refer-
ences are made to reports of state and city school systems
and reports of college presidents. Descriptive and crit-
ical annotations are given for some of the entries.

United States Bureau of Education. Monthly Rec-
ord. 1912 to date.

In January, 1912, the Bureau of Education began pub-
lishing a monthly record of current educational publica-
tions, including books, periodical articles, proceedings
and reports of associations. The arrangement is a classi-
fied one.

United States Bureau of Education. Bibliography of
Child Study. 1908 to date.

From 1898 to 1907 this bibliography was published
annually in the Pedagogical Seminary. Beginning with
1908 it is published annually by the Bureau of Education
as one of its bulletins. Its arrangement is alphabetical
by author with subject index.

Bibliographies of other educational subjects are pub-
lished as bulletins of the Bureau of Education. Some
of them are: Bibliography of Science Teaching; Bibli-
ography of Exceptional Children and Their Education;
Bibliography of Education in Agriculture and Home
Economics ; A Teacher's Professional Library ; etc.

Bulletin of Bibliography and Dramatic Index, quar-
terly. Bost. Boston Book Company. $2 a year.

This is a bibliographical periodical publishing excellent
reading lists, some of them of special interest to teachers,
as a " Bibliography of Books and Articles Relating to
Children's Reading," by Margaret Widdemer; "Fairy
Tales, an Index," by Rachel Haight ; etc.

130 THE USE OF BOOKS AND LIBRARIES

A Selected List of Plays for Amateurs and Students
of Dramatic Expression in Schools and Colleges, com-
piled by E. A. McFaddin and L. E. Davis, 1910, Cincin-
nati (Children's Pub. Co., Box 328. $2), is a useful
bibliography for teachers and pupils.

Trade Bibliographies. — There is a class of bibliogra-
phies known as trade bibliographies. These are lists
issued by publishers or book sellers, and their object is
not to aid in selection, but to furnish information about
prices, binding, editions, etc., useful to those buying or
selling books. Publishers' catalogues should not be used
as a guide in choosing the best books on any subject.
The chief trade lists in this country are: The United
States Catalogue of Books, in print January i, 1912;
entries under author, subject and title in one alphabet,
with particulars of binding, price, date, and publisher.
White Plains, N. Y. Wilson. 1912.

The Cumulative Book Index, bi-monthly. White
, Plains, N. Y. Wilson.

Cumulates for the year and forms an annual supple-
ment to the United States Catalogue.

The American Catalogue, first published 1880-81, list-
ing books in print in 1876, has had seven succeeding
issues for an average period of five years each, the whole
series covering the years from 1876-1910. The Publish-
ers' Trade List Annual is a collection of pubHshers'
catalogues for the year bound together in alphabetical
order. Foreign countries have corresponding trade lists.

How to Make a Bibliography or Reference List. —
Probably most teachers have looked up material on some
subject connected with their school work, though they
may not have called it making a bibliography. In col-
lecting even a brief list of references, however, a system-

BIBLIOGRAPHIES 131

atic method of procedure saves time and energy, and
an orderly arrangement of material increases the value
of the list. The following points should be noted :

1. Familiarity with the Subject. — If the subject
is unfamiliar, read the account to be found in a general
reference book such as an encyclopedia, if an educational
topic, in Monroe's Cyclopedia of Education.

2. Statement of Subject. — State the subject clearly,
indicating definitely its scope. This will help you to
keep the limits of your subject in mind.

3. Collecting Material. —

(a) Whole Books. — (i) Consult the library catalogue
and examine the books on your subject which the library
contains. (2) Some of these may contain bibliographies
which will suggest other titles. (3) Note the list of
books given at the end of the encyclopedia article. (4)
Consult any of the special bibliographies listed in this
chapter which are available and which bear on your sub-
ject (e.g., for recent books on an educational topic the
chief source of information would be the Bibliography
of Education pubHshed by the United States Bureau of
Education ) .

(b) Parts of Books. — Use the American Library As-
sociation Index to General Literature to find parts of
books dealing with your subject.

(c) Periodical Articles. — Use the periodical indexes
which the library contains to find material on your sub-
ject which has been published in magazines.

The choice of aids will vary, of course, according to
the subject of the bibliography or reference list.

4. Recording Material. —

(a) Use Slips or Cards. — Each reference should be
entered on a separate slip. The completed list may be

132 THE USE OF BOOKS AND LIBRARIES

copied into a note book or on sheets, but slips or cards
should be used for collecting material.

(b) Accuracy. — Make each entry accurately and put
it in good form to save copying and to save going over
the same ground twice. It is advisable to note on the
back of the slip the exact source of the reference, e.g..
Library Catalogue ; A. L. A. Index ; Poole's Index, v. i ;
Reader's Guide, 1905-09; etc.

(c) Form of Entry. —

1 . For book : example

Bourne, H. E.

The teaching of history and civics in the
elementary and the secondary school.
N. Y. Longmans. 1902.

2. For part of a book : example

Saintsbury, George.

(The) contrasts of English and French
literature. (See his Miscellaneous essays.
1892. p. 300-35-)

3. For periodical reference : example

McCook, H. C.

Language of insects. (See Harper's
Monthly, Sept., 1907; v. 115, p. 539-56-)

4. For reference to proceedings of associations :

example
Miller, C. A. A. J.

Study of exceptional children. (See N.
E. A. Addresses and proceedings, 1908,
P- 957-63-)

5. Arrangement of Material. — This will depend
somewhat on the subject. Usually the best arrangement
is to group the books and parts of books alphabetically
by authors and then the periodical articles alphabetically
by authors.

BIBLIOGRAPHIES 133

Exercises.
Group I.

1. Name an authoritative history of the French Revo-
lution. Give author, title, date, and number of volumes.
Where did you find the information?

2. Name three books, giving author and title, on the
history of printing. Where did you find them listed?

3. Where can you find a list of references on Scholasti-
cism?

4. Name a book, giving author and title, on the Loyal-
ists in the American Revolution. Where did you find
the information?

5. Name three references to source material on the
Plymouth colony. Where did you find the references ?

6. Where can you find a critical essay on Washington
Irving's Sketch Book? State where you found the ref-
erence.

7. Give author and title of a book on educational psy-
chology published in 1910. Where did you find the book
listed ?

8. Mention (i) a book, (2) a magazine article, on
some topic in education written by William C. Bagley
since 1909. Where did you find the information?

Group 2.

After consultation with the instructor choose a topic
and make a brief list of references, following the direc-
tions given in this chapter under How to Make a Bibli-
ography.

PART II

SELECTION OF BOOKS AND CHILDREN'S
LITERATURE

SELECTION OF BOOKS

Chapter XI
GENERAL PRINCIPLES OF SELECTION

Why It Is Necessary for Teachers to Have Some
Principles of Book Selection. — The subject of this
chapter may seem, at first glance, one with which teach-
ers have little or no concern. It is true that frequently
all books for schools must be chosen from a list issued
by the State Superintendent of Instruction, and if a col-
lection of books is sent to the class rooms, the choice of
the books is determined not by the teachers but by the
Public Library, or the Board of Education, or whatever
agency sends out the collections. It is, nevertheless, im-
portant that teachers should have in mind some clearly
defined standards in judging books.

All books included in a list recommended by a State
Education Department are not of equal value and there
is considerable opportunity for choice within the limits
of such a list. This is a particular instance where teach-
ers need principles of book selection, but there is a far
broader reason for formulating standards of selection.
Never has the printing press been more active than to-
day, never has its output been more bewilderingly varied.
More people than ever before are making a business of
writing, and, like mushrooms, books seem to spring into
being overnight. Such abundance and such variety

138 THE USE OF BOOKS AND LIBRARIES

bring us to confusion unless we are fortified by definite
standards of excellence; and confusion is indicated when
we find teachers urging their pupils to read any book,
mediocre or not, which interests them rather than a work
of literature which does not.

The Test for a Book.— In Mrs. Richards' little auto-
biographical story. When I Was Your Age, she tells how
for many years she used Charles Sumner as a sort of
" imaginary foot rule." Any one or anything over six
feet was " taller than Mr. Sumner." The best and most
easily applied test for a book is to measure it mentally
by what we know is real literature. This test is by no
means a Procrustean bed ; our " foot rules " range from
Jane Austen's sparkling comedy of manners to the
breezy spirit of adventure in Treasure Island ; from the
friendly companionableness of Boswell's Life of John-
son to the cameo-like beauty of Francis Thompson's
Essay on Shelley. None of these books make us feel
the same way, but the mental atmosphere which they all
have behind them is a world apart from the atmosphere,
or lack of atmosphere created by the cheap, poorly writ-
ten, ephemeral book. The way a book makes us feel is
a sure indication of its value.

The Best Books. — The best books are those which
leave us broader in sympathy, keener in appreciation,
more courageous, more eager for the fine things of life.
The books which do this will doubtless be different for
each one of us ; but so long as all of us find some books
which will do this it does not matter if they differ from
those which perform the same office for our friends.

Literature of Power. — It is from what De Quincey
in his well-known definition calls the literature of power,
rather than the literature of knowledge that this light

BOOK SELECTION 139

comes. Teachers whose daily work often keeps them
closely confined to the literature of knowledge need to
remember that the literature of power is waiting to offer
them refreshment and inspiration. There are times when
we may well say with Montaigne : " I doe not search
or tosse over books but for an honester recreation to
please and pastime to delight myselfe." Essay on
Bookes.

General Test for Books. — A general test, then, and
in a sense a personal test in selecting books is to ask
" How do they compare with books we already know to
be real literature? Do they leave behind them sanity,
strength, and inspiration ? " For convenience in ranking
particular kinds of books the following more detailed
tests are suggested.

Specific Tests. — History. — In selecting histories we
should ask such questions as these. First, concerning
the author's preparation: i. Has he based his book on
source material or secondary material? 2. If the
former, to how much of the original source material
has he had access? 3. Has he himself been to the places
he writes of? (As for example, Parkman explored the
scenes of the French settlement of Canada and the
French and Indian Wars.) 4. Has he informed himself
of all recent material on his subject? (For example, in
writing an account of ancient history the results of the
most recent archaeological investigation would have to be
taken into account.) The second group of questions
concerns the author's attitude of mind. i. Has he in
mind what Mr. Morse Stephens calls the duty of the
historian " to discover as far as he can and to narrate as
impartially as he can what happened in the past," or is
he so committed to some thesis of his own that he twists

140 THE USE OF BOOKS AND LIBRARIES

facts in order to prove his thesis? Mr. Stephens cites
Buckle's History of CiviHzation as a book which " bol-
sters up a theory " and endeavors " to prove that a cer-
tain philosophical scheme is justified by the facts of
history." 2. Is the author impartial in treatment, or is
he biased by national, political, or religious prejudice?
The third group of questions deals with the ability of
the historian as a maker of literature. Has he the criti-
cal faculty which helps him to make a vyise choice of
material, the imagination which gives him insight into
the past and the skill in expression which makes the
civilizations, the events, and the men he writes of, live
again ?

Of course some of the historians most successful in
doing this last violate all the rules of an impartial treat-
ment, yet so valuable are their books for their vividness,
their power to make the past alive, their quality as litera-
ture, that they cannot be disregarded. The historical
accuracy of parts of Carlyle's French Revolution is ques-
tioned by present-day scholars, but no student or general
reader can afiford to neglect this book with its striking
pictures, its brilliant style. " To give a true picture of
any country, or man, or group of men, in the past re-
quires industry and knowledge, for only the documents
can tell us the truth, but it requires also insight, sympa-
thy and imagination of the finest, and last- but not least,
the art of making our ancestors live again in modern
narrative. Carlyle at his rare best could do it. If you
would know what the night before a journee in the
French Revolution was like, read his account of the eve
of August ID, in the chapter called ' The Steeples at
Midnight.' Whether or not it is entirely accurate in
detail, it is true in effect: the spirit of that long dead

BOOK SELECTION 141

hour rises on us from the night of time past." G. M.
Trevelyan. Clio, a Muse, and Other Essays. 1913.
Page 17.

Tests for Biography. — For biography the tests are not
unlike those applied to history, i. What are the au-
thor's sources of infonnation ; has he had access to the
papers, letters, and family records of the man of whom
he writes? 2. Has he known him personally? 3. What
use has he made of his material? That is, has he used
it wisely and skilfully to make a careful portrait and at
the same time has he taken care not to violate the laws
of good taste ? " It is possible to write an almost per-
fect biography without taking the public wholly and
unreservedly into confidence. Lockhart, in his masterly
Life of Sir Walter Scott, maintains a dignified reserve, a
decent reticence concerning things which good taste natu-
rally withholds from the gaping curiosity of the world."
Agnes Repplier. Memoirs and Biographies in Counsel
upon the Reading of Books. 4. Is the biographer in
sympathy with the man he tries to portray? 5. Has he
the power to make us also feel sympathy and near-
ness?

Tests for Travel. — In books of travel we ask: i.
Has the author himself visitied the country he describes?
2. Has he spent a long enough time there to justify his
treatment? The book may claim to be simply the record
of a traveller's impressions, or it may claim to be a
study of national characteristics and customs. In the
latter case we should expect the author to have actually
lived in the country. 3. Does the author observe keenly
and with sympathy? 4. Does he use proportion in his
picture of a country or a people? 5. Has he the ability
to convey to his readers the impression made upon him?

142 THE USE OF BOOKS AND LIBRARIES

Suitable illustrations are of importance in books of
travel.

Tests for Science. — It is necessary to divide books on
Science into two groups: First, the books which are
contributions to scientific knowledge, as Darwin's Origin
of Species, and Tyndall's Sound ; second, the books which
are written to explain certain fields of scientific knowl-
edge to the general reader, as Burroughs' Squirrels and
Other Fur Bearers, Serviss's Astronomy Through an
Opera Glass, and for children, Morley's Bee People,
Parsons' Plants and Their Children.

Class I. Pure Science. — i. Whether or not a book
is a contribution to scientific knowledge must be left, of
course, to the specialists and to time to determine, but
the layman may consider the question of style, its clear-
ness and exactness, and whether the book will have an
appeal to the general reader who is interested in science,
but who has not had scientific training.

Class 2. Popular Science. — " Popular science," that
is, books belonging to the second group, must be accu-
rate, and since they are written primarily for the general
reader they must have a style that is not only clear but
one which will awakerj and sustain interest in the subject.

Nature Books. — Many books are written both for
young people and adults with the purpose of encouraging
observation of animals, and plant life, and arousing a
love for out-of-doors. Such are : Wake Robin by John
Burroughs, White's Natural History of Selborne, Gib-
son's Eye Spy, Sharp's Watcher in the Woods. The
best of these books have value both as literature and as
incentives to a love of nature, but we must be on our
guard against the mediocre books of this group, which
are too often inaccurate, undignified and sentimental.

BOOK SELECTION 143

The author of this type of book when writing for chil-
dren is particularly prone to fall into the error of " writ-
ing down " to what he considers their level.

Useful Arts. — Books dealing with the useful arts,
such as Watts' Vegetable Gardening, Terrill's Household
Management, Wheeler's Woodworking for Beginners,
Hopkins' Home Mechanics for Amateurs, to mention
only a few examples, should be clear, practical, up to
date, and fully illustrated, when it is necessary, by pic-
tures and diagrams.

The Fine Arts. — Books on the fine arts, such as Tar-
bell's History of Greek Art, Mathews' Story of Archi-
tecture, Cafifin's How to Study Pictures, Krehbiel's How
to Listen to Music, etc., besides being accurate and re-
liable should have the power to awaken and promote the
quality of appreciation in the reader. Fine illustrations
are of especial importance in books on painting, archi-
tecture and sculpture.

Economics and Sociology. — In the case of books on
economics and sociology we ask somewhat the same
questions as in the case of history. Is the book based on
an impartial, thorough investigation of facts? Is the
author familiar with the authorities on his subject?
Does he present his facts fairly and impartially? Is his
style clear and interesting?

Literature. — Last of all we come to literature —
poetry, drama, essays, fiction. Here we can do no better
than return to our first general test : How does the book
— the thought and the manner of its expression — make
us feel?

Poetry. — If it is poetry, does it lift us to heights
where we breathe the bracing air of idealism? Does it
lead us in other moods to what Lowell calls " the realm

144 THE USE OF BOOKS AND LIBRARIES

of might-be, our haven from the shortcomings and dis-
illusions of life " ; or does it present such a truthful pic-
ture of the world in which we live, that it helps us to
interpret life?

Drama. — Does a play enlarge our knowledge of
human nature, as Shakespeare's plays ? Stevenson says :
" Few living friends have had upon me an influence so
strong for good as Hamlet or Rosalind." ^ Does it
charm our ears with the roll of stately blank verse and
the ripple of dainty lyric as the Elizabethans ? Does it
sparkle with wit as the School for Scandal? Or give us
a sweet and wholesome and inspiring land of make-be-
lieve as The Blue Bird and Chantecler, and Noyes's
Sherwood, and Josephine Preston Peabody's The Piper?

Essays. — If our author is an essayist, does he stimu-
late thought and imagination, and make us feel the richer
through contact with his wide human experience and
gracious personality, as Montaigne and Stevenson and
James .Russell Lowell ?

Fiction. — If the book is fiction, does it help us to
adjust ourselves to life by aiding us to understand other
conditions of life than our own? Does it rest and re-
fresh us by carrying us away on a magic carpet to lands
of faery and the romance of chivalry and feudalism?
Stevenson says in his essay on Books That Have Influ-
enced Me: "The most influential books and the truest
in their influence, are works of fiction. They do not
pin the reader to a dogma, which he must afterwards
discover to be inexact ; they do not teach him a lesson
which he must afterwards unlearn. They repeat, they
rearrange, they clarify the lessons of life ; they disengage

1 Books that have influenced me.

BOOK SELECTION 145

us from ourselves ; they constrain us to the acquaintance
of others ; and they show us the web of experience not
as we can see it for ourselves but with a singular change
— that monstrous, consuming ego of our being, for the
nonce, struck out." He adds, " To do so they must be
reasonably true to human comedy," and here we see
clearly the difference between fiction which is real litera-
ture and the ephemeral current novel whose paper doll
characters are able to show us none of the true values of
life.

It is worth noting that in Mrs. Burnett's recent novel,
T. Tembarom, the hero gets his first comprehension of
England, of the complexity and the traditions of the
life to which he suddenly finds himself transplanted,
through the English novelists. He says, in talking of
reading to the old Duke of Stone, " I tell you, for a
fellow that knows nothing, it's an easy way of finding out
a lot of things. You find out what different kinds of
people there are and what different kinds of ways. If
you've lived in one place and been up against nothing
but earning your living, you think that's all there is of
it — that it's the whole thing. But it isn't, by Gee ! . . .
I've begun to get on to what all this means to you people ;
how a fellow like T. T. must look to you. I've always
sort of guessed, but reading a few dozen novels has
helped me to see why it's that way. I've yelled right out
laughing over it, many a time. That fellow called
Thackeray — I can't read his things right through — but
he's an eye-opener." And later speaking of Kingsley's
Hereward, the Wake : " When Palford was explaining
things to me he'd jerk in every now and then something
about ' coming over with the Conqueror,' or being here

146 THE USE OF BOOKS AND LIBRARIES

' before the Conqueror,' I didn't know what it meant, I
found out in this book I'm talking about. It gave me the
whole thing so that you sau' it.''

Suggested Re.xdixg.

Lowell, J. R. Books and libraries.

Perry, Bliss. Poetry (in Counsel on the reading of books, ed.

by Henry Van Dyke).
Repplier, Agnes. Biography (in Counsel on the reading of

books).
Stephens, H. 'M. History (in Counsel on the reading of books).
Stevenson, R. L. Books that have influenced me.
Lamed, J. N. The test of quality in books (in his Books and

culture. igo6, p. 39-48).

Some Aids in Book Selection.

American Library Association Catalogue. Wash.,
D. C. Supt. of Documents. 1904. $1.

American Library Association Catalogue. Supple-
ment, 1904-11. Chicago. A. L. A. PubHshing Board.
1912. $1.50.

American Library Association Catalogue. Book List.
Chicago. A. L. A. Publishing Board. $1 a year.

These three publications are described in the chapter
on Bibliographies.

Book Review Digest. "White Plains, X. Y. W. H.
Wilson Co. $5 a year.

About 2300 books a year are recorded, with such infor-
mation as price, publisher, a descriptive note, and an
index of the reviews of the book, plus and minus signs
are used to show the character of the review, whether
favorable or unfavorable. Published monthly.

BOOK SELECTION 14/

New York State Library. Best Books. Albany, N.
Y. University of the State of New York. 10 cents
each.

Published annually by the N. Y. State Library. A
selection of 250 " best books '" of the year. Arranged
by subjects; gives publisher, price, and descriptive note
for each book. " ^^'hile this list has been prepared with
special reference to smaller public libraries it will also be
of much service to schools. All titles under tht heading
" Juvenile " are recommended for those school libraries
which undertake to provide wholesome entertainment as
well as useful information." Preface. Best Books,
1912.

Bibliographies. — The bibliographies listed in Chapter
X and other bibliographies should be consulted in buy-
ing books along special lines.

Reviczcs. — Many periodicals contain reviews of cur-
rent books; those in the Nation, Dial, and in the main
those in the Outlook and Independent are to be relied on.

Lists of Children's Books. — Special lists useful in se-
lecting children's books are given in Chapter XXI,

Exercise.

1. Name three books which seem to you to answer the
general test in book selection (see page 139) and tell why.

2. Name one biography (other than those mentioned
in the text) which you consider answers the tests for
biography.

3. Mention a book which seems to you to answer the
requirements for a nature book, compare it with one
which you consider does not meet the requirements.

4. With the help of the Aids in Book Selection listed
in this chapter, select :

148 THE USE OF BOOKS AND LIBRARIES

1. Ten books on history suitable for a school library.

2. Three books on travel of general interest.

3. Five recent books of value written for children.

4. Three textbooks on the history of literature.

Give them in the order of their value.

Chapter XII

SELECTION OF BOOKS FOR THE HIGH
SCHOOL LIBRARY

The High School " Library. — At the meeting of the
Library Department of the National Education Associ-
ation in 1909, the following statement was made: "A
high school without a library is as impossible as a high
school without a laboratory." ^ This suggests a further
comparison. The word laboratory carries with it the
idea of equipment, the best and most up-to-date devices
for chemical or physical or biological study. And so the
word library should suggest not a lumber room for the
storing of infrequently used volumes, but a live means
of supplementing the work of the classroom and of stim-
ulating the students to a real interest in books.

The usefulness of the High School Library depends
on three things : Administration, instruction of students
in its use, and the selection of books. The first two
points have been dealt with elsewhere, the third will be
considered in this chapter.

Reference Books. — The High School Library may
very properly make the Reference Collection its first
care. No matter how small this may have to be at first,
consisting, perhaps, of only two or three books, it is
essential to have some means by which the pupils ma}'
learn the use of books as tools. Something may be ac-

1 R. J. Aley, Superintendent of Public Instruction of Indiana. Books
and high school pupils. N. E. A. Proceedings. 1909. p. 846.

ISO THE USE OF BOOKS AND LIBRARIES

complished even with Webster's Unabridged Dictionary
and a copy of the World Almanac. The next step should
be a good encyclopedia. The New International Ency-
clopedia is excellent for the High School Library.^ A
good atlas is, of course, a necessity, a handbook of quo-
tations and one good reference book from every class,
or nearly every class, i.e., history, biography, literature,
sociology, and government., etc. (see Chapter V). The
list at the end of this chapter suggests a small reference
collection for a High School Library. It should be kept
in mind that there is much useful reference material
which may be had at little or no expense. Suggestions
for collecting such material are given in Chapter XXXI.
Magazines. — Magazines form an important part of
the Reference Collection, as they contain much valuable
material for reference work which is made available by
magazine indexes. The Readers' Guide to Periodical
Literature is issued monthly by the H. W. Wilson Com-
pany, White Plains, N. Y. ; subscription price $12 a year.
The four quarterly cumulations, however, are offered to
small libraries, taking no more than twenty of the peri-
odicals listed in the Readers' Guide for $4 a year, and
these are sufficient for the average school library. Only
those magazines which are worth while should be sub-
scribed for and, as a rule, the selection should be made
from those indexed in the Readers' Guide. The report
of the Committee on High School Libraries of the Li-
brary Department of the National Education Association
in 1912 gave from $300 to $500 as the average annual
appropriation of High School Libraries for the purchase
of books. With this appropriation the High School Li-

2 See What is the best encyclopedia? by A. V. Milner in Public
Libraries, v. 18:105.6, March, 1913.

THE HIGH SCHOOL LIBRARY 151

brary might well spend $75 or even $100 for magazines,
this sum to include binding and a periodical index. A
list of magazines recommended for a High School Li-
brary will be found at the end of this chapter.

Books for General Reading. — While it is true that
the Reference Collection should be first provided for, the
High School Library cannot fulfill its proper function
until it has on its shelves books which will interest and
appeal to the students and encourage in them a real love
of reading. For many students formal education stops
with the end of the high school course. For them there
can be no better training than forming the library habit
which will put within their reach the opportunity to con-
tinue their education after school days are over.

Co-operation with the Public Library. — In cases
where the High School Library is unable to provide any-
thing but reference books it may be possible to borrow
books for general reading from the Public Library, or
to supplement a small collection by a loan from the Pub-
lic Library and from the State Library Commission.
Though often expedient and helpful such loans ought not
to keep the High School Library from building up its
own general collection.

A Well- Rounded Collection. — Sometimes, owing to
lack of funds, the growth of the High School Library
must necessarily be slow, but the final aim of a well-
rounded collection should always be kept in view. It
must be remembered that there are all kinds of pupils
to whom an appeal is to be made. Some boys do not
naturally care for books, but if the library can contrive
to attract them by some interesting, not too technical
book on electricity, some book, which like Brigham's
Box Furniture, will show them how to make something.

152 THE USE OF BOOKS AND LIBRARIES

they may be led gradually to care for reading for its
own sake. There should be, of course, representative
books from the. best of English and American literature
— poetry, drama, essays, and fiction; plenty of good
biography ; history ; some of the best travel books ; and
up-to-date scientific books, not too technical in character.
Good modern fiction is not without its use,^ though this
might better come last on the purchase list. Fortunately
the average boy if he finds out the thrilling character of
Farrar's Darkness and Dawn does not care whether it
was first printed this year or twenty years ago.

Complete Sets of an Author's Works. — It is usually
best to avoid complete sets of an author's works, dupli-
cating instead, the best and most called for volumes. Do
not, for example, be tempted by an attractive ofi^er of a
" complete set " of James Fennimore Cooper. Much of
it will stand on the shelves unused, while one copy each
of The Deerslayer and The Pathfinder may prove insuffi-
cient for the demand. A complete de luxe edition in
half morocco binding of any author has a most forbid-
ding appearance on the shelves of a school library.

Editions. — Attractive editions have an important in-
fluence in fostering the reading habit. High school stu-
dents are not too old to be charmed by the spirited and
well colored drawings of E. Boyd Smith in Scott's Ivan-
hoe (Houghton, $2.50), or Cooper's Last of the A'lo-
hicans (Holt, $1.35 net), or by the edition of Bunyan's
Pilgrim's Progress, illustrated by the Rhead Brothers
(Century, $1.50). Among inexpensive editions, Every-
man's Library (Dutton, 35 cents each, reinforced bind-
ing 50 cents) is much more likely to attract young read-

3 See an interesting and suggestive article by Herbert Bates, Tiie school
and current fiction, English Journal, v. 1:15-38.

THE HIGH SCHOOL LIBRARY 153

ers than the somewhat uninteresting Home Library
(Burt) and the Astor Library (Crowell).*

Model Library. — The following list of books for a
small High School Library is suggestive rather than final
and choice of books will, of course, be influenced by
local conditions.

Books for a High School Library.

REFERENCE BOOKS

Dictionaries and Encyclopedias.
423 Webster's New international dictionary. Rev. ed. Spring-
field (Mass.). Merriam. 1909. $12.
031 New international encyclopedia. Ed. 2. 24 v. N. Y.
Dodd. 1914. $120.=

History.
G16.973 Channing, Edward, Hart, A. B. and Turner, F. J. Guide

to the study and reading of American history. Rev. and

augmented edition. Best. Ginn. $2.50.
973 Harper's encyclopedia of U. S. history. New and rev. ed.

N. Y. Harper. 1913. $24.
The earlier edition will do for school use and may be

picked up from second-hand and remainder dealers for

from $6 to $ro.
970.1 Hodge, F. W. Handbook of American Indians, north of

Mexico. 2 V. (Smithsonian Institution — Bureau of

American ethnology). Wash. D. C. Supt. of Documents.

$3.
903 Larned, J. N. ed.. History for ready reference. Rev. and
enl. ed. 7 v. Lynn (Mass.). Nichols. $35.

4 Help in choosing editions may be found in the following: How to
choose editions, by W. E. Foster with introduction by Martha T.
Wheeler. A. L. A. Publishing Board. 15 cents; and a List of economical
editions, compiled by LeRoy Jeffers. A. L. A. Publishing Board. 25
cents.

5 If the library cannot afford this, Appleton's New practical cyclopedia,
6 V. N. Y. Appleton. $9.75; or the Everyman encyclopedia, 12 v. N. Y.
Button, $8, might be substituted temporarily.

154 THE USE OF BOOKS AND LIBRARIES

902 Ploetz, Karl. Epitome of ancient, mediaeval, and modern
history, tr. and ed. by W. H. Tillinghast. New ed. Best.
Houghton. $3.

Classical Antiquities.
913 Harper's dictionary of classical literature and antiquities, ed.
by H. T. Peck. N. Y. A. B. C. $6.

Geography and Atlases.
910 Lippincott's new gazetteer of the world. New ed. N. Y.

Lippincott. $10.
gi2 Century atlas of the world. N. Y. Century. $12.50.

If a cheaper atlas must be bought, substitute Rand Mc-

Nally and Co's New imperial atlas of the world. Chicago.

Rand. $1.75.
912 U. S. Geological survey. Topographic maps of your section

and of those near by. Wash. D. C. U. S. Geological

Survey. 10 cents each (cheaper if a quantity is bought).

Historical Atlases.

912 Bartholomew, J. G. Literary and historical atlas of Amer-
ica. (Everyman's library.) N. Y. Button. Reinforced
binding. 50 cents.

912 Bartholomew, J. G. Literary and historical atlas of Europe.
(Everyman's library.) N. Y. Button. Reinforced bind-
ing. 50 cents.

912 Shepherd, W. R. Historical atlas. N. Y. Holt. $2.50.

Biography.
920 Lippincott's universal pronouncing dictionary of biography

and mythology. Ed. 3. Philadelphia. Lippincott. $8.
920 U. S. Congressional directory. Latest ed. Wash. B. C.

May be obtained free through U. S. Senator or Con-
gressman.
020 Who's who in America. Latest volume. Chic. Marquis.

$5.
920 Who's who. Latest volume. N. Y. Macmillan. $2.50.

Quotations and Allusions.
808 Bartlett, John. Familiar quotations. Ed. 9. Bost. Little.
$3.

THE HIGH SCHOOL LIBRARY 155

808 Hoyt, J. K. Cyclopedia of practical quotations. New ed.

enl. N. Y. Funk. $6. Arranged by subject.
803 Brewer, E. C. Reader's handbook of allusions, references,

plots and stories. New ed. Philadelphia. Lippincott.

$2.

Literature.
821 Bryant, W. C. ed. New library of poetry and song. Rev.
and enl. ed. N. Y. Baker. $5.

820 Chambers' cyclopedia of English hterature. New ed. 3 v.

Philadelphia. Lippincott. $2.

808 Clark, S. H. Handbook of best readings. N. Y. Scribner.
$1.25.

Contains both prose and poetry.

808 Granger, Edith. Index to poetry and recitations. Chicago.
McClurg. 1909. $5.

811 Stedman, E. C. comp. American anthology. Bost. Hough-
ton. $2.

821 Ward, T. H- ed. English poets ; selections. 4 v. N. Y.

Macmillan. $1 each.

Art.
803 Champlin, J. D. Young folks' cyclopedia of literature and

art. N. Y. Holt. $3.
720 Mathews, C. F. Story of architecture. N. Y. Appleton.

$3.
709 Reinach, Salomon. Apollo, a manual of history of art

throughout the ages ; tr. by F. Simonds. New ed. N. Y.

Scribner. $1.50.
709 Tarbell, F. B. History of Greek art. N. Y. Macmillan.

$1.

Useful Arts.
603 Scientific American cyclopedia of receipts, notes, and
queries. N. Y. Munn. $5.

Science

582 Britton, N. L. and Shafer, J. A. North American trees.
N". Y. Holt. $7.

590 Hornaday, W. T. American natural history. N. Y. Scrib-
ner. $3.50.

J56 THE USE OF BOOKS AND LIBRARIES

580 Mathews, F. S. Field book of American wild flowers.
N. Y. Putnam. $1.75.

598 Chapman, F. M. Handbook of birds of eastern North Amer-
ica. N. Y. Appleton. $3.

598 Nuttall, Thomas. Popular handbook of the birds of the
U. S. and Canada. New ed. Bost. Little. $3.

Language.
424 Crabb. George. English synonyms. N. Y. Harper. $1.25.

Dictionaries i)i Foreign Langnages.
443 Spiers, Alexander and Surenne, Gabriel. French and Eng-
lish pronouncing dictionary, revised by G. P. Quackenbos.
X. Y, Appleton. $5.
H too expensive substitute the following:
443 Edgren, A. H. and Purnett, P. B. French and English

dictionary. N. Y. Holt. $1.50.
433 Fliigel, J. G. Universal English-German and German-Eng-
lish dictionary. New ed. by K. F. A. Fliigel. 3 v. N. Y.
Lemcke. $16.50.

If too expensive, substitute,
433 Fliigel, K. F. A., Schmidt, I., and Tanger, G. German and

English dictionary. 2 v. N. Y. Stechert. $4.50.
473 Harper's Latin dictionary, ed. by E. A. Andrews. N. Y.
American B. C. $6.50,
or
473 Lewis, C. T. Elementary Latin dictionary. N. Y. Amer-
ican B. C. $2.
483 Liddell, H. G. and Scott, Robert. Greek-English lexicon.
Ed. 8. N. Y. Oxford Press. $9.
or
483 Liddell, H. G. and Scott, Robert. Greek-English lexicon.
Intermediate edition. N. Y. Oxford Press. $3.50.

Economics and Government.

303 Bliss, W. D. P. and Binder, R. M. New encyclopedia of
social reform. New ed. N. Y. Funk. $7.50.

317 U. S. Commerce and labor department. Statistical abstract
of the U. S. Latest ed. Wash. D. C. Apply to the de-
partment or to your congressman.

THE HIGH SCHOOL LIBRARY 157

317 World almanac and encyclopedia. N. Y. Press Pub. Co.
25 cents.

Cttstoms.
398 Walsh, W. S. Curiosities of popular custom, and of rites,
ceremonies, observances and miscellaneous antiquities.
Philadelphia. Lippincott. $3.30.

Mythology.
292 Gayley, C. M. Classic myths in English literature based
originally on Bulfinch's " Age of Fable.!' Bost. Ginn.
$1.50.

Helps for Debates.

374 Brookings, W. D. and Ringwalt, R. C. Briefs for debate.
N. Y. Longmans. $1.25.

374 Foster, W. T. Essentials of exposition and argument.
Bost. Houghton. 191 1. go cents.

374 Matson, Henry. References for literary workers. Ed. 7.
Chicago. McCIurg. $2.

374 Ringwalt, R. C. Briefs on public questions. N. Y. Long-
mans. $1.20.

374 Robbins, E. X. High school debate book. Chicago. Mc-
CIurg. $1.

328 Robert, J. T. Primer of parliamentary law, for schools,
colleges, clubs, fraternities. N. Y. Doubleday. 75 cents.^

PERIODICALS RECOMMENDED FOR A HIGH SCHOOL
LIBRARY

(Starred items are recommended for first choice)

* Atlantic monthly. Boston. Houghton. $4.

* Century illustrated monthly magazine. N. Y. Century. $4.
Craftsman (monthly). Syracuse, N. Y. Craftsman Pub. Co.

$3.
Good housekeeping (monthly). N. Y. American Home Maga-
zine Co. $1.50.

6 The Debater's handbook series. White Plains, N. Y. H. W. Wilson
($1 it volume) contains many volumes useful for high-school debate work.

15S THE USE OF BOOKS AND LIBRARIES

* Harper's monthly magazine. N. Y. Harper. $4.

* Independent (weekly). \. Y. The Independent. $3.
Literary digest (weekly). X. Y. Funk and W'agnalls. $3.

* National geographic magazine (monthly). Wash. D. C. Na-

tional Geographic Society. $2.50.
North American review (monthly). N. Y. \. .\mor. Rev.
Pub. Co. $4.

* Outing magazine (monthly). X. Y. Outing Pub. Co. $3.
Popular mechanics magazine (monthly). Chic. Popular Me-
chanics Co. $1.50.

N^ot indexed in the general periodical indexes, but useful
and popular with boys.
♦Review of reviews, American (monthly). N. Y. Rev. of Rev,
Pub. Co, $3.

* Saint Xicholas (montlily), N. Y. Century Co. $3,

* Scientific American (weekly). N. Y. JNlunn. $3.
Scribner's magazine (nionthly). X. Y. Scribner. $3.

* Survey (weekly). N. Y. Survey .Associates. $2,
*^Yorld's work (monthly). N. Y, Doubleday. $3,

Youth's companion (weekly). Bost, Perry Mason Co. $2.

Periodical Index.
Readers' guide to periodical literature, quarterly cumulated num-
bers. H. W. Wilson Co., White Plains, N, Y. $4.

GENERAL COLLECTION

History.
904 Creasy, Sir E, S. Fifteen decisive battles of the world ;
from Marathon to Waterloo. (Everyman's library.) N.
Y. Dutton. Reinforced binding. 50 cents.

Ancient History.

930 Botsford, G. W. Ancient history for beginners. X. Y.

Macmillan. $1.50.
930 Seignobos, Charles. History of ancient civilization, tr, and

ed, by A, H. Wilde, N. Y. Scribner. $1.25.
930 West, W. M. Ancient history to the death of Charlemagne,

Bost. Allyn. $1.50,

THE HIGH SCHOOL LIBRARY 159

Egypt.
913.32 Maspero, G. C. C. Life in ancient Egypt and Assyria.
N. Y. Appleton. $1.50.

The Hebrews.
933 Hosmer, J. K. The Jews, ancient, mediaeval and modern.
(Story of tlie nations.) N. Y. Putnam. $1.50.

Greece and Rome.
937 Botsford, G. W. History of Rome for high schools and

academies. N. Y. Macmillan. $1.10.
937 Bury, J. B. History of the Roman empire. (Student's

series.) N. Y. Am. Bk. Co. $1.50.
913-37 Johnston, H. W. Private Hfe of the Romans. (Lake

classics.) Chicago. Scott, Forsman. $1.50.

937 Fowler, W. W. City state of the Greeks and Romans. N.

Y. Macmillan. $1.
913-37 Gow, James. Companion to school classics. N. Y. Mac-
millan. $1.75.

938 Bury, J. B. History of Greece to the death of Alexander.

(School ed.) N. Y. Macmillan. $1.90.
938 Harrison, J. A. Story of Greece. (Story of the nations.)

N. Y. Putnam. $1.50.
938 Mahaffy, J. P. Story of Alexander's empire. (Story of the

nations.) N. Y. Putnami. $1.50.
913.38 Gulick, C. B. Life of the ancient Greeks with special

reference to Athens. N. Y. Appleton. $1.50.

General European History.
940 Adams, G. B. European history ; an outline of its develop-
ment. N. Y. Macmillan. $1.40.

Middle Ages.
940 Adams, G. B. Mediaeval civilization. (History primer ser.)

N. Y. Am. Bk. Co. 35 cents.
940 Bryce, James. Holy Roman empire. New ed. N. Y.

Macmillan. $1.50.
940 Emerton, Ephraimu Introduction to the study of the middle

ages. Bost. Ginn. $1.12.
940 Emerton, Ephraim. Medijeval Europe. Bost. Ginn. $1.50.

i6o THE USE OF BOOKS AND LIBRARIES

940 Tappan, E. M. When knights were bold. Bost. Houghton.
$2.

History of Modern Times.

940 Robinson, J. H. and Beard, C. A. Development of modern

Europe. (School ed.) 2 v. Bost. Ginn. $3.10.

England.
942 Gardiner, S. R. Student's history of England. N. Y.

Macmillan. $3.
942 Green, J. R. Short history of the English people. N. Y.

Am. Bk. Co. $1.20.

942 Macaulay, T. B. History of England. 3 v. (Everyman's

library.) N. Y. Dutton. Reinforced binding. $1.50.

Scotland.

941 Marshall, H. E. Scotland's story. N. Y. Stokes. $2.50.

Germany.

943 Henderson, E. F. Short history of Germany. N. Y. Mac-

millan. $2.50.

France.

944 Adams, G. B. Growth of the French nation. N. Y. j\Iac-

millan. $1.25.
944 Carlyle, Thomas. French revolution. 2 v. (Everyman's

Hbrary.) N. Y. Dutton. Reinforced binding. $1.
944 Mathews, Shailer. French revolution. N. Y. Longmans.

$1.25.

Spain.

946 Irving, Washington. Conquest of Granada. (Everyman's

library.) N. Y. Dutton. Reinforced binding. 50 cents.

Russia.

947 Morfill, W. R. Story of Russia. (Story of the nations

ser.) N. Y. Putnam. $1.50.

Norway.

948 Boyesen, H. H. Story of Norway. (Story of the nations

ser.) N. Y. Putnam. $1.50.

THE HIGH SCHOOL LIBRARY i6i

The Netherlands.
949 Griffis, W. E. Brave little Holland. (Riverside library for

young people.) Bost. Houghton. 75 cents.
949 Motley, J. L. Motley's Dutch nation ; being the Rise of the

Dutch Republic, ISSS-1584; condensed and a brief history

of the Dutch people to 1908 by W. E. Griffis. New ed.

N. Y. Harper. $1.75.

Japan.
952 Griffis, W. E. Japan in history, folk-lore and art. (River-
side Hbrary for young people.) Bost. Houghton. 75
cents. *

Mexico.

972 Prescott, W. H. Conquest of Mexico. 2 v. (Everyman's

library.) N. Y. Dutton. Reinforced binding. $1.

North American Indians.

970 Drake, F. S. Indian history for young folks. N. Y. Har-
per. $3.

970 Eastman, C. A. Soul of the Indian. 'Bost. Houghton. $1.

970 Grinnell, G. B. Story of the Indian. (Story of the West.)
N. Y. Appleton. $1.50.

U. S. History. General.

973 Elson, H. W. History of the people of the U. S. N. Y.

Macmillan. $1.75.
973 McLaughlin, A. C. History of the American nation

(Twentieth century textbooks). N. Y. Appleton. $1.40.
973 Muzzey, D. S. American history. Bost. Ginn. $1.50.

Special Periods.

973 Brady, C. T. Border fights and fighters. Ed. 2. N. Y.
Doubleday. $1.50.

973 Coffin, C. C. Boys of '76. N. Y. Harper. $2.

973 Coffin, C. C. Old times in the colonies. N. Y. Harper.
$2.

973 Fiske, John. American revolution. 2 v. Bost. Houghtoii.
$4.

973 Fiske, John. Beginnings of New England. Bost. Hough-
ton. $2.

i62 THE USE OF BOOKS AND LIBRARIES

973 Fiske, John. Critical period of American history, 1783-89.
Bost. Houghton. $2.

973 Fiske, John. Discovery of America. 2 v. Bost. Hough-
ton. $4.

973 Fiske, John. Dutch and Quaker colonies in America. 2 v.
Bost. Houghton. $4.

973 Fiske, John. New France and New England. Bost.
Houghton. $2.

973 Fiske, John. Old Virginia and her neighbors. 2 v. Bost.
Houghton. $4.

973 Hamilton, Alexander. The federalist. (Everyman's li-
brary.) N. Y. Dutton. Reinforced binding. 50 cents.

973. Parkman, Francis. Conspiracy of Pontiac. 2 v. (Every-
man's library.) N. Y. Dutton. Reinforced binding. $1.

973 Parkman, Francis. La Salle aiid the discovery of the great
West. (Popular ed.) Bost. Little. $1.50.

973 Parkman, Francis. Montcalm and Wolf. 2 v. (Popular
ed.) Bost. Little. $3.

973 Parkman, Francis. Pioneers of France in the new world.
(Popular ed.) Bost. Little. $1.50.

973 Pryor, Mrs. S. A. R. Reminiscences of peace and war.
N. Y. Grosset. 75 cents.

973 Wilson, Woodrow. Division and reunion, 1829-1889.
(Epochs of American history.) New ed. N.' Y. Long-
mans. $1.25.

Travel and Description.
910 Bullen, F. T. Cruise of the Cachalot. N. Y. Appleton.

$1.50.
910 Dana, R. H. jr. Two years before the mast. N. Y. Mac-

millan. $2.

Another attractively illustrated edition is published by

Houghton at $1.50. It may also be had in the Riverside

literature series for 60 cents. (Houghton.)
919 Borup, George. A tenderfoot with Peary. N. Y. Stokes.

$1.20.
910 Slocum, Josiah. Around the world in the Sloop Spray. N.

Y. Scribner. 50 cents.
910 Stockton, F. R. Buccaneers and pirates of our coast. N.

Y. Macmillan. $1.50.

THE HIGH SCHOOL LIBRARY 163

England.
914 Hawthorne, Nathaniel. Our old home. (Little classics ed).

Bost. Houghton. $1.
914 Winter, William. Shakespeare's England. New ed. N. Y.

Grosset. 75 cents.

Germany.
914 Sidgwick, Mrs. Alfred. Home life in Germany. (Mac-
millan standard lib.) N. Y. Macmillan. 50 cents.

France.
914 Stevenson, R. L. Inland voyage. (Biographical ed.)

Scribner. $1.
914 Stevenson, R. L. Travels with a donkey. (Biographical

ed.) Scribner. $1.

Italy.
914 Howells, W. D. Italian journeys. Bost. Houghton.
$1.50.

Russia.
914 Hapgood, I. F. Russian rambles. Bost. Houghton. $1.50.

Switzerland.

914 Tyndall, John. Hours of exercise in the Alps. (Every-

man's lib.) N. Y. Button. 50 cents.

Asia and Africa.

915 Allen, T. G. and Sachtleben, W. L. Across Asia on a

bicycle. N. Y. Century. $1.50.

915 Bacon, A. M. Japanese interior. (Riverside school li-

brary.) Bost. Houghton. 60 cents.

916 DuChaillu, P. B. Stories of the gorilla country. N. Y.

Harper. $1.25.

N-orth America.
917.3 Earle, Mrs. A. M. Home life in colonial days. (Mac-
millan standard lib.) N. Y. Macmillan. 50 cents.

917.2 Flandrau, C. M. Viva Mexico. N. Y. Appleton. $1.25.

917.3 Hough, Emerson. Story of the cowboy. (Story of the

West.) N. Y. Appleton. $1.50.

I64 THE USE OF BOOKS AND LIBRARIES

917.8 Lummis, C. F. Some strange corners of our country.

N. Y. Century. $1.50.
917.8 Muir, John. Our national parks. Bost. Houghton.

$I75-

917.8 Parkman, Francis. Oregon trail. Boston. Little. $2.

This edition is illustrated by Remington ; Little pub-
lishes another edition without illustrations for $1.

917.1 Wallace, Dillon. Lure of the Labrador wild. Chicago.
Revell. $1.50.

917.S Warner, C. D. On horseback; a tour in Virginia, North
Carolina and Tennessee with notes of travel in Mexico
and California. Bost. Houghton. $1.25.

917.9 White, S. E. The mountains. N. Y. Doubleday. $1.50.

South America.
918 Bryce, James. South America. N. Y. Macraillan. $2.50.

Biography.
920 Johnston, C. H. L. Famous cavalry leaders. N. Y. Page.

$1.50.
920 Plutarch. Lives. (Everyman's lib.) 3 v. N. Y. Dutton.

Reinforced binding. $1.50.
920 Yonge, C. M. Book of golden deeds. (Everyman's lib.)

N. Y. Dutton. Reinforced binding. 50 cents.

Lives of Individuals.

Cheney, Mrs. E. D. L. ed. Louisa May Alcott, her life, letters
and journals. Bost. Little. $1.50.

Antin, Mary. The promised land. Bost. Houghton. $1.75.
Autobiography of a Russian immigrant.

Froude, J. A. CcBsar, a sketch. N. Y. Harper. 60 cents.

Strachan-Davidson, J. L. Cicero and the fall of the Roman re-
public. (Heroes of the nations ser.) N. Y. Putnam.
$1.50.

Jones, F. A. Thomas Alva Edison. N. Y. Crowell. $2.

Franklin. Benjamin. His life written by himself, condensed for
school use by D. H. Montgomery. Bost. Ginn. 40 cents.

Hill, F. T. On the trail of Grant and Lee. N. Y. Appleton.
$1.50.

Lodge, H. C. Alexander Hamilton. (American statesmen.)
Bost. Houghton. $1.25.

THE HIGH SCHOOL LIBRARY 165

Huxley, T. H. Autobiography and selected essays ed. by E. S.
Simons. (Twentieth century textbooks.) N. Y. Appleton.
40 cents.

Morse, J. T. Thomas Jefferson. (American statesmen.) Bost.
Houghton. $1.25.

Keller, Helen. Story of my life. N. Y. Doubleday. $1.50.

White, H. A. Robert E. Lee and the Southern confederacy.
(Heroes of the nations.) N. Y. Putnam. $1.50.

Bradford, Gamaliel. Lee, the American. Bost. Houghton.
$2.50.

Morse, J. T. Abraham ' Lmco/«. 2 v. (American statesmen.)
Bost. Houghton. $2.50.

Gilchrist, B. B. Life of Mary Lyon. Bost. Houghton. $1.50.

Seeley, Sir J. R. Short life of Napoleon the First. Bost. Lit-
tle. $1.50.

Richards, Mrs. L. E. Florence Nightingale. N. Y. Appleton.
$1.25.

Palmer, G. H. Life of Alice Freeman Palmer. Bost. Hough-
ton. $1.50.

Abbott, Evelyn. Pericles and the golden age of Athens. (He-
roes of the nations.) N. Y. • Putnam. $1.50.

Riis, Jacob. Making of an American. (Macm. standard library.)
N. Y. Macmillan. 50 cents.

Schultz, J. W. My life as an Indian. N. Y. Doubleday. $1.50.

Lockhart, J. G. Life of Sir Walter Scott. (Everyman's library.)
N. Y. Dutton. Reinforced binding. 50 cents.

Lodge, H. C. George Washington. 2 v. (American statesmen.)
Bost. Houghton. $2.50.

Scudder, H. E. George Washington. (Riverside library for
young people.) Bost. Houghton. 75 cents.

Literary History and Criticism.

808 Clodd, Edward. Story of the alphabet. (Library of useful
stories.) N. Y. Appleton. 35 cents.

808 Lounsbury, T. R. History of the English language. New
ed. Holt. $1.25.

808 Perry, Bliss. Study of prose fiction. Bost. Houghton.
$1.25.

808 Rawlings, G. B. Story of books. (Library of useful sto-
ries.) N. Y. Appleton. 35 cents.

i66 THE USE OF BOOKS AND LIBRARIES

8io Pancoast, H. S. Introduction to American literature. N.

Y. Holt. $1.12.
8ii Stedman, E. C. Poets of America. Bost. Houghton.

$2.25.

820 Moody, W. V. and Lovett, R. M. History of English litera-
ture. N. Y. Scribner. $1.25.

820 Pancoast, H. S. Introduction to English literature. Ed. 3.

N. Y. Holt. $1.35-

821 Brooke, Stopford. Studies in poetry. N. Y. Putnam.

$i75-
821 Brooke, Stopford. Tennyson, his art and relation to modern
life. N. Y. Putnam. $2.00.

821 Stedman, E. C. Victorian poets. Rev. ed. Bost. Hough-

ton. $2.25.

822 Brooke, Stopford. On ten plays of Shakespeare. N. Y.

Holt. $2.25.
822 Dowden, Edward. Shakespeare, his mind and his art. N.

Y. Harper. $1.75.
822 Jameson, Mrs. A. B. M. Shakespeare's heroines. N. Y.

Macmillan. 80 cents.

822 Matthews, Brander. Development of the drama. N. Y.

Scribner. $1.25.

823 Cross, W. L. Development of the English novel. New ed.

N. Y. Macmillan. $1.50.
830 Thomas, Calvin. History of German literature. N. Y.

Appleton. $1.50.
840 Dowden, Edward. History of French literature. N. Y.

Appleton. $1.50.
870 Laing, G. J. ed. Masterpieces of Latin literature. Bost.

Houghton. $1.
880 Wright, J. H. ed. Masterpieces of Greek literature. Bost.

Houghton. $1.

Orations.
825 Burke, Edmund. Speech on American taxation, with speech

On Conciliation with America ; Letter to the sherriff of

Bristol, ed. by F. G. Selby. (English classics.) N. Y.

Macmillan. 70 cents.
808 Cody, Sherwin, ed. Selections from the world's greatest

orations. Ed. 3. Chic. McClurg. $1.

THE HIGH SCHOOL LIBRARY 167

815 Johnston, Alexander, ed. American orations, re-edited by

J. A. Woodburn. N. Y. Putnam. 4 v. $5.
815 Harding, S. B. Select orations illustrative of American

history. N. Y. Macmillan. $1.25. (Purchase this if

Johnston is too expensive.)
815 Hayne, R. Y. and Webster, Daniel. Great debate between

Hayne and Webster on Foote's resolution, ed. by L. Swift,

Bost. Houghton. 40 cents.
815 Lincoln, Abraham. Speeches and letters. (Everyman's li-
brary.) N'. Y. Button. Reinforced binding. 50 cents.
815 Lincoln, Abraham. Gettysburg address and Bunker Hill

oration and other papers; with Carl Schurz's Abraham

Lincoln. Bost. Houghton. 40 cents.
815 Webster, Daniel. Orations on Bunker Hill monument.

(Eclectic English classics.) N. Y. American Bk. Co. 20

cents.
This includes also " The character of Washington " and

" The landing of the pilgrims."

Poetry.

821 Arnold, Matthew. Poems. (Everyman's library.) N. Y.
Dutton. Reinforced binding. 50 cents.

821 Browning, Mrs. E. B. Poems. (Cambridge ed.) Bost.
Houghton. $2.

821 Browning, Robert. Complete poetic and dramatic works.
(Cambridge ed.) Bost. Houghton. $2.75.

821 Byron, G. G. N. Complete poems. (Everyman's library.)
N. Y. Dutton. 2 V. Reinforced binding. $1.

811 Bryant, W. C. Poetical works. N. Y. Appleton. $1.50.

821 Chaucer, Geoffrey. Canterbury tales. (Everyman's li-
brary.) N. Y. Dutton. Reinforced binding. 50 cents.

811 Emerson, R. W. Poems and essays. (Riverside literature
ser.) Bost. Houghton. 40 cents.

821 Goldsmith, Oliver. Poems and plays. (Everyman's li-
brary.) N. Y. Dutton. Reinforced binding. 50 cents.

811 Holmes, O. W. Complete poetical works. (Household ed.)
Bost. Houghton. $1.50.

883 Homer. Iliad, tr. into blank verse by W. C. Bryant. (Stu-
dent's ed.) Bost. Houghton. $1.

i68 THE USE OF BOOKS AND LIBRARIES

883 Homer. Iliad; tr. into prose by Lang, Leaf and Myers.

N. Y. Macinillan. So cents.
883 Homer. Odyssey; tr. into blank verse by W. C. Bryant.

(Student's ed.) Bost. Houghton. $1.
883 Homer. Odyssey; tr. into prose by G. H. Palmer. Bost.

Houghton. $1.
821 Keats, John. Poetical works. (Everyman's library.) N.

Y. Dutton. Reinforced binding. 50 cents.
821 Kipling, Rudyard. Collected verse. N. Y. Doubleday.

$1.80.
811 Lanier, Sidney. Select poems, ed. by Morgan Callaway, Jr.

N. Y. Scribner. $1.
811 Longfellow, H. W. Complete poetical works. (Cambridge

ed.) Bost. Houghton. $2.
811 Lowell, J. R. Complete poetical works. (Cambridge ed.)

Bost. Houghton. $2.
821 Macaulay, T. B. Lays of ancient Rome and other poems ;

and Lays of the Scottish cavaliers by W. E; Aytoun.

Bost. Houghton. 40 cents.
821 Milton, John. ' Complete poems. (Everyman's library.) N.

Y. Dutton. Reinforced binding. 50 cents.
811 Poe, E. A. Complete poems; ed. by E. C. Stedman and

■ G. E. Woodberry. N. Y. Duffield. $1.
821 Shelley, P. B. Selected poems; ed. by G. H. Clarke. (Riv-
erside literature ser.) Bost. Houghton. 50 cents.
821 Spenser, Edmund. Faerie Queene. (Everyman's library.)

2 v. N. Y. Dutton. Reinforced binding. $1.
821 Stevenson, R. L. Poems. (Biographical ed.) N. Y.

Scribner. $1.
821 Tennyson, Alfred. Complete poetical works. (Household

ed.) Bost. Houghton. $1.50.
871 Virgil, .flineid, tr. into English verse by John Conington.

N. Y. Longmans. $1.25.
811 Whittier, J. G. Complete poetical works. (Cambridge ed.)

Bost. Houghton. $2.

Poetry-Collections.
821 Bates, K. L. ed. Ballad book. Bost. Sibley. 50 cents.
821 Hales, J. W. ed. Longer English poems. N. Y. Macmil-
lan. $1.10.

THE HIGH SCHOOL LIBRARY 169

821 Palgrave, F. T. ed. Golden treasury. (Golden treasury

ser.) N. Y. Macmillan. $1.
821 Percy, Thomas, bp. comp. Reliques of ancient English

poetry. 2 v. (Everyman's library.) N. Y. Button.

Reinforced binding. $1.
821 Quiller-Couch, A. T. ed. Oxford book of English verse.

Oxford. Clarendon Press. $1.90.

821 Wiggin, Mrs. K. D. and Smith, N. A. Golden numbers, a

book of verse for youth. N. Y. Doubleday. $2.00.

Drama.

822 Lamb, Charles and Mary. Tales from Shakespeare. Ox-

ford. Clarendon Press. 50 cents.
822 Shakespeare, William. The following plays in the Rolfe ed.
N. Y. American Bk. Co. 50 cents each.

All's well that ends well.

Antony and Cleopatra.

As you like it.

Comedy of errors.

Cymbeline.

Hamlet.

Henry IV, V, VI, VIII.

Julius Caesar.

King John.

King Lear.

Love's labour's lost.

Macbeth.

Merchant of Venice.

Merry wives of Windsor.

Midsummer night's dream.

Much ado about nothing.

Othello.

Richard III.

Romeo and Juliet.

Taming of the shrew.

Tempest.

Twelfth night.

Two gentlemen of Verona.

Winter's tale.

170 THE USE OF BOOKS AND LIBRARIES

822 Sheridan, R. B. The rivals. (Temple dramas.) N. Y.

Button. 35 cents.
822 Sheridan, R. B. School for scandal. (Temple dramas.)

N. Y. Button. 35 cents.

Essays.

824 Addison, Joseph. Selections ed. by Barrett Wendell and
C. N. Greenough. Bost. Ginn. 80 cents.

814 Aldrich, T. B. Ponkapog papers. Bost. Houghton. $1.

824 Bacon, Francis. Essays, ed. by C. S. Northrup. (Riverside
literature ser.) Bost. Houghton. 40 cents.

824 Carlyle, Thomas. Sartor Resartus ; and On heroes and
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brary.) N. Y. Button. Reinforced binding.' 50 cents.

814 Curtis, G. W. Prue and I and Lotus-eating. (Everyman's
library.) N. Y. Button. Reinforced binding. 50 cents.

824 BeQuincey, Thomas. Confessions of an opium-eater.
(Everyman's library.) N. Y. Button. Reinforced bind-
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824 BeQuincey, Thomas. Joan of Arc and the English mail-
coach, ed. by R. A. Witham. (Riverside literature ser.)
Bost. Houghton. 25 cents.

814 Emerson, R. W. Essays, ist and 2d series. (Everyman's
library.) N. Y. Button. Reinforced binding. 50 cents.

814 Emerson, R. W. English traits ; Representative men and
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814 Holmes, O. W. Autocrat of the breakfast table. (Every-
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814 Irving, Washington. Alhambra; il. by J. Pennell. N. Y.
Macmillan. 80 cents.

814 Irving, Washington. Sketch book. (Everyman's library.)
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824 Lamb, Charles. Essays of Elia. (Everyman's library.) N.
Y. Button. Reinforced binding. So cents.
This includes the First and Last Essays of Elia.

814 Lowell, J. R. Books and libraries and other papers ; Be-
mocracy. (Riverside literature ser.) Bost. Houghton.
40 cents.

THE HIGH SCHOOL LIBRARY 171

814 Lowell, J. R. Fireside travels. Bost. Houghton. $1.
814 Lowell, J. R. My study windows. Bost. Houghton. $2.
824 Macaulay, T. B. Critical and historical essays. 2 v.

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814 Thoreau, H. D. Walden. (Everyman's library.) N. Y.

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824 Ruskin, John. Sesame and lilies. (Everyman's library.)

N. Y. Button. Reinforced binding. 50 cents.
Contains also Two paths and King of the golden river.
824 Stevenson, R. L. Familiar studies of men and books. N.

Y. Scribner. $1.
824 Stevenson, R. L. Virginibus puerisque. N. Y. Scribner.

$1.
824 Thackeray, W. M. Four Georges ; English humourists.

Bost. Houghton. $1.50.
814 Warner, C. B. My summer in a garden. (Riverside Al-

dine ser.) Bost. Houghton. $1.
814 Warner, C. B. In the wilderness. Bost. Houghton. $1.

Fiction.
Alcott, L. M. Little women. Bost. Little. $1.50.
Aldrich, T. B. Marjorie Baw and other people. (Cambridge

classics.) Bost. Houghton. $1.
Aldrich, T. B. Story of a bad boy. Bost. Houghton. $1.25.
Andrews, Mrs. M. R. S. Perfect tribute. N. Y. Scribner. 50

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Austen, Jane. Emma. (Everyman's library.) N. Y. Button.

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Austin, Mrs. Jane. Standish of Standish. Bost. Houghton.

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Barrie, J. M. The little minister. (Luxembourg ed.) N. Y.

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Black, William. Judith Shakespeare. N. Y. Harper. $1.25.

172 THE USE OF BOOKS AND LIBRARIES

Blackmore, R. D. Lorna Doone. (Everyman's library.) N. Y.
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Bronte, C. M. Jane Eyre. (Everyman's library.) N. Y. Dut-
ton. Reinforced binding. 50 cents.

Cable, G. W. Old Creole days. N. Y. Scribner. $1.

Bunyan, John. Pilgrim's progress ; illus. by Rhead brothers. N.
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brary. Reinforced binding. 50 cents.

Catherwood, Mrs. M. H. Romance of Dollard. N. Y. Century.
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Cervantes, Saavedra Miguel de. History of Don Quixote de la
Mancha, tr. by P. R. Motteux. (Everyman's library.) 2 v.
N. Y. Dutton. Reinforced binding. $1.

Churchill, Winston. The crisis. N. Y. Grosset. 75 cents.
Macmillan's $1.50 ed. is preferable.

Churchill. Winston. Richard Carvel. N. Y. Grosset. 75 cents.
(See note under Crisis.)

Collins, Wilkie. The moonstone. N. Y. Harper. $1.25.

Connor, Ralph. Black Rock. Chic. Revell. $1.25.

Cooper, J. F. The deerslayer. Bost. Houghton. $1. Also in
Everyman's library. N. Y. Dutton. Reinforced binding.
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Cooper, J. F. Last of the Mohicans, illus. by E. B. Smith. N.
Y. Holt. $1.35.

Cooper, J. F. Pathfinder. Bost. Houghton. $1. Also in Ev-
eryman's library. 50 cents.

Cooper, J. F. Pilot. Bost. Houghton. $1. Also in Every-
man's library. 50 cents.

Cooper, J. F. Pioneers. Bost. Houghton. $1. Also in Every-
man's library, so cents.

Cooper, J. F. Prairie. Bost. Houghton. $1. Also in Every-
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Cooper, J. F. Spy. Bost. Houghton, so cents.

Craik, Mrs. D. M. M. John Halifax, gentleman. (Everyman's
library.) N. Y. ■ Dutton. Reinforced binding, so cents.

Crockett. S. R. Lilac sunbonnet. N. Y. Appleton. $1.50.

Davis, W. S. Friend of Caesar. (Macm. fiction lib.) N. Y.
Macmillan. so cents.

Davis, W. S. Victor of Salamis. N. Y. Macmillan. $1.50.

THE HIGH SCHOOL LIBRARY 173

DeFoe, Daniel. Robinson Crusoe, illus. by E. B. Smith. Bost.
Houghton. $1.50.
or illus. by Rhead brothers. Russell. $1.50.

Dickens, Charles. Bleak house. Bost. Houghton. $1.50. Also
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Dickens, Charles. Christmas books. Bost. Houghton. $1.50.
Also in Everyman's library. 50 cents.

Dickens, Charles. David Copperfield. 3ost. Houghton. $1.50.
Also in Everyman's library. 50 cents.

Dickens, Charles. Dombey and son. Bost. Houghton. $1.50.
Also in Everyman's library. 50 cents.

Dickens, Charles. Martin Chuzzlewit. Bost. Houghton. $1.50.
Also in Everyman's library. 50 cents.

Dickens, Charles. Pickwick papers. Bost. Houghton. $1.50.
Also in Everyman's library. 50 cents.

Dickens, Charles. Nicholas Nickleby. Bost. Houghton. $1.50.
Also in Everyman's library. 50 cents.

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Also in Everyman's library. 50 cents.

Dickens, Charles. Oliver Twist. Bost. Houghton. $1.50. Also
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Dickens, Charles. Tale of two cities. Bost. Houghton. $1.50.
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Doyle, Sir A. C. Adventures of Sherlock Holmes. N. Y. Har-
per. $1.50. Or Grosset. 75 cents.

Doyle, Sir A. C. Refugees. N. Y. Burt. 50 cents.

Doyle, Sir A. C. White company. N. Y. Burt. $1.

Dumas, Alexandre. Count of Monte Cristo. (Everyman's li-
brary.) 2 V. N. Y. Dutton. Reinforced binding. $1.

Dumas, Alexandre. The three musketeers. (Everyman's li-
brary.) N. Y. Dutton. so cents.

Duncan, Norman. Dr. Grenfell's parish. Chic. Revell. $1.

Ebers, G. M, Egyptian princess. N. Y. Crowell. 50 cents.

Ebers, G. M. Uarda. N. Y. Crowell. 60 cents.

Eliot, George. Adam Bede. (Everyman's library.) N. Y. Dut-
ton. Reinforced binding. 50 cents ; or Bost. Little. $1.

Eliot, George. Mill on the floss. (Everyman's library.) N. Y.
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174 THE USE OF BOOKS AND LIBRARIES

Eliot, George. Romola. (Everyman's library.) N. Y. Dutton.

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Eliot, George. Silas Mamer. (Everyman's library.) N. Y.

Dutton. Reinforced binding. 50 cents ; or Bost. Little. $1.
Ewing, Mrs. J. H. G. Story of a short life. Bost. Heath. 20

cents.
Farrar, F. W. Darkness and dawn. N. Y. Longmans. $2.
Freeman, Mrs. M. E. W. New England nun and other stories.

N. Y. Harper. $1.25.
Gaskell, Mrs. E. C. S. Cranford. N. Y. Macmillan. $1.50.

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Goldsmith, Oliver. Vicar of Wakefield. (Everyman's Hbrary.)

N. Y. Dutton. Reinforced binding. 50 cents. More at-
tractive is the Cranford edition illus. by Hugh Thomson and

published by Macmillan at $2.
Hale, E. E. Man without a country. (National ed.) Bost.

Little. 35 cents.
Harte, Bret. Luck of Roaring Camp. Bost. Houghton. $1.50.
Hawthorne, Nathaniel. House of the seven gables. (Wayside

ed.) Bost. Houghton. $1.
Hawthorne, Nathaniel. Marble faun. (Wayside ed.) Bost.

Houghton. $1.
Hawthorne, Nathaniel. Twice-told tales. (Wayside ed.) Bost.

Houghton. $1.
Howells, W. D. Rise of Silas Lapham. (Riverside Hterature

ser.) Bost. Houghton. 60 cents.
Hughes, Thomas. Tom Brown's school days. (Cranford ed.)

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binding. 50 cents.
Hughes, Thomas. Tom Brown at Oxford. (Everyman's li-
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Hugo, 'Victor. Les miserables. (Everyman's library.) 2 v. N.

Y. Dutton. Reinforced binding. $1.
Jackson, Mrs. H. F. M. H. Ramona. Bost. Little. $1.50.
Janvier, T. A. Aztec treasure house. N. Y. Harper. $1.50.
Jewett, S. O. Country of the pointed firs. Bost. Houghton.

$1.25.
Johnson, Owen. Stover at Yale. N. Y. Stokes. $1.35.
Kingsley, Charles. Hereward, the Wake. N. Y. Macmillan.

$1. Also in Everyman's library at 50 cents.

THE HIGH SCHOOL LIBRARY 175

Kingsley, Charles. Hypatia. N. Y. Macmillan. $1. Also in
Everyman's library. $0 cents.

Kingsley, Charles. Westward ho ! N. Y. Macmillan. $l. Also
in Everyman's library. 50 cents.

Kiphng, Rudyard. Captains courageous. N. Y. Century. $1.50.

Kipling, Rudyard. Day's work. N. Y. Doubleday. $1.50.

Kipling, Rudyard. Jungle book. N'. Y. Century. $1.50.

Kipling, Rudyard. Kim. Doubleday. $1.50.

Kipling, Rudyard. Light that failed. N. Y. Doubleday. $1.50.

Kipling, Rudyard. Plain tales from' the hills. N. Y. Double-
day. $1.50.

Kipling, Rudyard. Puck of Pook's Hill. N. Y. Doubleday.
$1.50.

Kipling, Rudyard. Second jungle book. N. Y. Century. $1.50.

La Motte Fouque, F. H. K. Sintram and Undine. N. Y.
Stokes. $1.50.

Lang, Andrew. Monk of Fife. N. Y. Longmans. $1.25.

London, Jack. Call of the wild. Grosset. 75 cents. .

Lytton, E. G. L. Bulwer-Lytton. Last days of Pompeii. N. Y.
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Manning, Anne. Sir Thomas More's household. (Everyman's
library.) N. Y. Dutton. Reinforced binding. 50 cents.

Mitchell, S. W. Adventures of Frangois. N. Y. Century.
$1.50.

Mitchell, S. W. Hugh Wynne. 2 v. Century. $1.50.

Ollivant, Alfred. Bob son of Battle. N. Y. Doubleday. $1.50.

Page, T. N. In ole Virginia. N. Y. Scribner. $1.23.

Page, T. N. Red rock. N. Y. Scribner. $1.50.

Paine, R. D. College years. N. Y. Scribner. $1.50.

Parker, Gilbert. Seats of the mighty. N. Y. Appleton. $1.50.

Poe, E. A. Tales of mystery and imagination. (Everyman's li-
brary.) N. Y. Dutton. Reinforced binding. 50 cents.

Post, W. K. Harvard stories. N. Y. Putnam. $1.

Pyle, Howard. Men of iron. N. Y. Harper. $2.

Pyle, Howard. Merry adventures of Robin Hood. N. Y.
Scribner. $3.

Reade, Charles. Cloister and the hearth. (Everyman's library.)
N. Y. Dutton. Reinforced binding. 50 cents.

Scott, Sir Walter. The abbott. Bost. Houghton. $1. Also
in Everyman's library. 50 cents.

176 THE USE OF BOOKS AND LIBRARIES

Scott, Sir Walter. Bride of Lammermoor. Bost. Houghton.

$1. Also in Everyman's library at 50 cents.
Scott, Sir Walter. Fair maid of Perth. Bost. Houghton. $1.

Also in Everyman's library at 50 cents.
Scott, Sir Walter. Fortunes of Nigel. Bost. Houghton. $1.

Also in Everyman's library at 50 cents.
Scott, Sir Walter. Guy Mannering. Bost. Houghton. $1.

Also in Everyman's library at 50 cents.
Scott, Sir Walter. Heart of Midlothian. Bost. Houghton. $1.

Also in Everyman's library at 50 cents.
Scott, Sir Walter. Ivanhoe ; illus. by E. B. Smith. Bost.

Houghton. $2.50. Also Houghton $1 and in Everyman's

library at So cents.
Scott, Sir Walter. Kenilworth. Bost. Houghton. $1. Also in

Everyman's library at 50 cents.
Scott, Sir Walter. The monastery. Bost. Houghton. $1.

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Scott, Sip Walter. Old mortality. Bost. Houghton. $1. Also

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Scott, Sir Walter. Quentin Durward. Bost. Houghton. $1.

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Scott, Sir Walter. Redgauntlet. Bost. Houghton. $1. Also

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Scott, Sir Walter. Rob Roy. Bost. Houghton. $1. Also in

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Scott, Sir Walter. Talisman. Bost. Houghton. $1. Also in

Everyman's library at 50 cents.
Scott, Sir Walter. Waverly. Bost. Houghton. $1. Also in

Everyman's library at 50 cents.
Scott, Sir Walter. Woodstock. Bost. Houghton. $1. Also in

Everyman's library at 50 cents.
Snedtker, Mrs. C. D. O. The Spartan. N. Y. Doubleday.

$1-35.
Spearman, F. H. Nerve of Foley and other railroad stories.

N. Y. Harper. $1.25.
Stevenson, R. L. Black arrow. N. Y. Scribner. $1.
Stevenson, R. L. David Balfour. N. Y. Scribner. $1.
Stevenson, R. L. Kidnapped. N. Y. Scribner. $1.
Stevenson, R. L. Treasure island. N. Y. Scribner. $1.

THE HIGH SCHOOL LIBRARY 177

Stockton, F. R. Casting away of Mrs. Leeks and Mrs. Aleshine.

N. Y. Century. $1.50.
Stockton, F. R. The lady or the tiger. N. Y. Scribner. $1.25.
Tarkington, Booth. Monsieur Beaucaire. Chic. McClure. $1.25.
Thackeray, W. M. Henry Esmond. Bost. Houghton. $1.50.

Also in Everyman's library at 50 cents.
Thackeray, W. M. The Newcomes. Bost. Houghton. $1.50.

Also in Everyman's library at 50 cents.
Thackeray, W. M. Pendennis. Bost. Houghton. $1.50. Also

in Everyman's library. 2 v. at $1.
Thackeray, W. M. The rose and the ring. N. Y. Macmillan.

50 cents.
Thackeray, W. M. Vanity Fair. Bost. Houghton. $1.50.

Also in Everyman's library at 50 cents.
Thackeray, W. M. The Virginians. Bost. Houghton. $1.50.

Also in Everyman's library at 50 cents.
Twain, Mark. Dog's tale. N. Y. Harper. $1.
Twain, Mark. Huckleberry Finn. N. Y. Harper. $1.75.
Twain, Mark. The prince and the pauper. N. Y. Harper.

$i-7S-

Twain, Mark. Tom Sawyer. N. Y. Harper. $1.75.

Vachell, H. A. The hill. N. Y. Dodd. $1.50.

Vaile, Mrs. C. M. The Orcutt girls; or. One term at the acad-
emy. Bost. Wilde. $1.50.

Wallace, Lewis. Ben Hur. N. Y. Harper. $1.50.

Weyman; S. J. House of the wolf. N'. Y. Longmans. $1.25.

Weyman, S. J. Under the red robe. N. Y. Longmans. $1.25.

White, S. E. The blazed trail. N. Y. Doubleday. $1.35.

Wiggin, Mrs. K. D. Cathedral courtship and Penelope's English
experience. Bost. Houghton. $1.

Wiggin, Mrs. K. D. Rebecca of Sunnybrook farm. Bost.
Houghton. $1.25.

Williams, J. L. Adventures of a freshman. N. Y. Scribner.
$1.25.

Winthrop, Theodore. John Brent. N. Y- Dodd. 75 cents.

Wister, Owen. The Virginian. N. Y. Macmillan. $1.50.

Art.

750 Caffin, C. H. A guide to pictures for beginners and stu-
dents. N. Y. Baker. $1.25.

lyS THE USE OF -BOOKS AND LIBRARIES

770 Taylor, C. M. Why my- photographs are bad. N. Y.

Jacobs. $1. - '

780 Mason, D. G. A gufde to music for beginners and others.

N. Y. Baker. $1.25.

Amusements.

793 Adams, J. H. ed. Harper's indoor book for boys. N. Y.
Harper. $1.75.

793 Gulick, L. H. Healthful art of dancing. N. Y. Double-
day. $1.40.

796 Adams, J. H. ed. Harper's outdoor book for boys. N. Y.
Harper. $1.75.

796 Camp, Walter. Book of football. N. Y. Century. $2.

796 Graham, John and Clarke, E. H. Practical track and field
athletics. N. Y. DufSeld. $1.

796 Kephart, Horace. Book of camping and woodcraft ; a guide
for those who travel in the wilderness. Ed. 4. N. Y.
Outing. $1.50.
S. E. White's Camp and trail is also good.

Applied Science Q,nd Useful Arts. _Jnyentions.
608 Baker, R. S. Boy's book of inventions. N. Y. Doubleday.

$2. ,

608 Williams, Archibald. Romance ;of modern invention. Phil.
Lippincott. $1.50.

Health' and Hygiene. ' .
613 Gulick, L,' H.^ The efficient life. N. Y. Doubleday. $1.20.

613 Hutchinson,. Wopds. Handbook of health. Bost. Hough-

ton. $1.25.'

614 Conn, H. W. . Story of germ life. (Library of useful sto-

ries.) N. Y. Appleton. 35 cents.

Engineering.

620 Williams, Archibald. . How it is done ; or. Victories of the

engineer. N. Y. Nelson. $1.25.
625 Warman, Cy. Story of the railroad. (Story of the west.)

N. Y. Appleton. $1.50.

THE HIGH SCHOOL LIBRARY 179

Agriculture.
630 Bailey, L. H. Garden making. Ed. 12. N. Y. Grosset.

73 cents.
630 Bessey, C. E., Bruner, L. and Sweezey, D. G. Elementary

agriculture. Chic. Ainsworth. 50 cents.
630 Burkett, C. W., Stevens, F. L. and Hill, D. H. Agriculture

for beginners. (School ed.) Bost. Ginn. 75 cents.
630 Goodrich, C. L. First book of farming. N. Y. Double-
day. $1.
630 Keffer, C. A. Nature studies on the farm ; soils and plants.

(Eclectic readings.) N. Y. American Book Company.

40 cents.
630 Wilson, A. D. and E. W. Agriculture for young folks.

St. Paul. Webb. $1.
630 Wallace, Henry. Uncle Henry's letters to a farm boy. Ed.

3. N. Y. Macmillan. 50 cents.

Domestic Science.
641 Williams, M. E. and Fisher, K. R. Elements of the theory
and practice of cookery. N. Y. Macmillan. $1.

645 Daniels, F. H. Furnishing of a modest home. Chic. At-

kinson. $1.

646 Patton, Francis. Home and school sewing. N. Y. New-

son. 50 cents.
745 Marks, Montague. Home arts and crafts. Phil. Lippin-
cott. $1.50.

Wireless Telegraphy.
654 Collins, F. A. The wireless man, his work and adventures

on land and sea. N. Y. Century. $1.20.
654 Kennelly, A. E. Wireless telegraphy and telephony. Ed. 2.
(Present day primers.) N. Y. Moffat. $1.

Home Mechanics and Carpentry.

680 Hopkins, G. M. Home mechanics for amateurs. (Scien-
tific American ser.) N. Y. Munn. $1.50.

694 Brigham, Louise. Box furniture. N. Y. Century. $1.60.

O94 Wheeler, C. G. Shorter course in wood working. N. Y.
Putnam. $1.50.

i8o THE USE OF BOOKS AND LIBRARIES

Science.

500 Williams, Archibald. How it works. N. Y. Nelson.
$i.2S.

504 Buckley, A. B. Fairy-land of science. New ed. N. Y.
Appleton. $1.50.

504 Burroughs, John. Birds and bees and Sharp eyes. (River-
side literature ser.) Bost. Houghton. 40 cents.

504 Huxley, T. H. Select lectures and lay sermons. (Every-
man's library.) N. Y. Button. Reinforced binding. 50
cents.

520 Martin, M. E. Friendly stars. N. Y. Harper. $1.25.

530 Archibald, Douglas. Story of the earth's atmosphere. (Li-
brary of useful stories.) N. Y. Appleton. 35 cents.

533.6 Rotch, A. L. Conquest of the air. N. Y. Moffat. $1.

537 Meadowcroft, W. H. The A. B. C. of electricity, including
wireless telegraphy. Rev. ed. N. Y. Excelsior. 50
cents.

540 Philip, J. C. Romance of modern chemistry. (Romance
ser.) Phil. Lippincott. $1.50.

540 Ostwald, Wilhelm and Morse, H. W. Elementary modern
chemistry. Bost. Ginn. $1.

SSI Dana, J. D. Geological story simply told. N. Y. Ameri-
can Bk. Co. $1.15.

571 Clodd, Edward. Story of primitive man. (Library of use-
ful stories.) N. Y. Appleton. 35 cents.

580 Parsons, Mrs. F. T. S. D. How to know the wild flowers.
New ed. N. Y. Scribner. $2.

582 Pinchot, Gifford. Primer of forestry. 2 v. Wash. Gov-
ernment Printing Office. 30 cents.

590 Burroughs, John. Squirrels and other fur bearers. (School
ed.) Bost. Houghton. 60 cents.

590 Roberts, C. G. D. Haunters of the silences, a book of
animal life. Bost. Page. $2.

590 Seton, E. Thompson. Wild animals I have known. N. Y.
Scribner. $2.

595 Comstock, J. H. Insect life. New ed. N. Y. Appleton.

$i.75.

596 Blanchan, Neltje, pseud. Bird neighbors. N. Y. Grosset.

$1.25.
598 TorrEy, Bradford. Everyday birds. Bost. Houghton. $1.

THE HIGH SCHOOL LIBRARY i8r

Economics and Government.

304 Roosevelt, Theodore. American ideals and other essays,
social and political. N. Y. Putnam. $1.50.

320 Bryce, James. American commonwealth, abridged for
schools. N. Y. Macmillan. $1.75.

320 Bryce, James. Hindrances to good citizenship. New Ha-
ven. Yale Univ. Press. $1.15.

320 Dole, C. F. Young citizen. Best. Heath. 45 cents.

320 Fiske, John. Civil government in the United States. Bost.
Houghton. $1.

320 Hart, A. B. Actual government as appHed under American
conditions. Ed. 3. N. Y. Longmans. $2.25.

320 Nordhoff, Charles. Politics for young Americans. N. Y.
American Bk. Co. 75 cents.

320 Smith, J. A. Spirit of American government. (Macmillan

standard lib.) N. Y. Macmillan. 5° cents.

321 Fiske, John. American political ideas. N. Y. Harper.

$1.50.

328 McCall, S. W. Business of congress. (Columbia Univer-
sity lectures, George Blumenthal foundation, 1909.) N.
Y. Lemcke. $1.50.

330 Cheyney, E. P. Introduction to the industrial and social
history of England. N. Y. Macmillan. $1.40.

330 Coman, Katharine. Industrial history of the United States.
New and rev. ed. N. Y. Macmillan. $1.50.

330 ,Ely, R. T. and Wicker, G. R. Elementary principles of eco-

nomics. N. Y. Macmillan. $1.

331 Addams, Jane. Twenty years at Hull-House. N. Y. Mac-

millan. $1.50.
331 Riis, Jacob. Battle with the slum. N. Y. Macmillan. $2.
338 Price, O. W. Boys' • book of conservation. Bost. Small.

$1.50.
3SO Wilson, Woodrow. The state. Bost. Heath. $2.
355 Hancock, H. I. Life at West Point. N. Y. Putnam.

$1.40.

Education.
370 Judson, H. P. Higher education as a training for business.
Chic. Univ. of Chicago Press. 50 cents.

i82 THE USE OF BOOKS AND LIBRARIES

374 Briggs, L. B. R. Girls and education. Bost. Houghton.

$1.
374 Hale, E. E. How to do it. Bost. Little. $i.
374 Hanierton, P. G. Intellectual life. Bost. Little. $i.
374 Paine, H. E. Girls and women. (Riverside library for

young people.) Bost. Houghton. 75 cents.
374 Palmer, Mrs. Alice Freeman. Why go to college? N. Y.

Crowell. 30 cents.
374 Smiles, Samuel. Self-help. N. Y. American Bk. Co. 60

cents.

Folk-Lore.
398 Grinnell, G. B. Blackfoot lodge tales. N. Y. Scribner.

$175.

398 Guerber, H. A. Legends of the middle ages. N. Y. Amer-
ican Bk. Co. $1.50.

398 Guerber, H. A. Legends of the Rhine. N. Y. Barnes.
$1.50.

398 Hull, Eleanor. Boys' Cuchulain ; heroic legends of Ireland.
N. Y. Crowell. $1.50.

398 Harris, J. C. Uncle Remus, his songs and his sayings. N.
Y. Appleton. $2.

398 Mabinogion. Knightly legends of Wales ; or. The boy's
Mabinogion, ed. by Sidney Lanier. N. Y. Scribner. %2.

398 Lanier, Sidney. Boy's King Arthur. N. Y. Scribner. $2.

Mythology.
292 Buckley, E. F. Children of the dawn. N. Y. Stokes.

$1.50.
292 Bulfinch, Thomas. Age of fable. (Everyman's library.)

N. Y. Dutton. Reinforced binding. 50 cents.

292 Hawthorne, Nathaniel. Wonder book, illus. by Walter

Crane. Bost. Houghton. $3.

Buy this edition if possible. Houghton publishes an
edition at 75 cents with the Crane illustrations in black
and white.

293 Mabie, H. W. Norse stories retold from the Eddas. Chic.

Rand. 40 cents.

Chapter XIII

AN HISTORICAL SURVEY OF CHILDREN'S
LITERATURE

Why We Should Know Something of the History
of Books for Children. — For those who take a serious
interest in the problem of children's reading, there is
profit as well as entertainment in a survey of the chil-
dren's books of former days. Those who are trying to
provide the right reading for all sorts of children will
find it helpful to study the qualities in children's books
which have kept them alive through many generations
of boys and girls. Just as we call upon the .memory of
our own childish tastes to aid us in sifting the mass of
juvenile literature to-day, so we may turn to the books
read by our grandmothers and great-grandmothers to
find, under all the changing fashions of speech and
thought and custom, those vital qualities which go to
make up a child's classic, and keep some of the quaint
little volumes of olden time still as dear to childish hearts
as in the days of hoopskirt and courtesy.

The Beginnings of Literature for Children. — Some
writers on the history of children's literature take as
their starting point Isaac Watts's Divine and Moral
Songs, published in 171 5.' Mrs. Field, however^ in her
The Child and His Book, an Account of the History
and Progress of Children's Literature in England, begins
her record with the times before the Norman Conquest.

i84 THE USE OF BOOKS AND LIBRARIES

Children's Literature Before 1066. — To be sure, the
children's books of those early days hardly coincide with
our modern definition of literature for children. They
were chiefly lesson books, books written to give instruc-
tion, and most of them were probably only available to
the pupils in the monastery schools. But this very early
period in the history of children's literature is so little
known that it is worth while to consider it in beginning
our survey.

Aldhelm. — The author whom Mrs. Field notes as the
first to write a book which was definitely intended for
young people was Aldhelm, Abbot of Malmesbury, living
in the seventh century. This book was called De Septe-
nario, de Metris, ^nigmatibus, ac Pedum Regulis, ac-
cording to Henry Morley, " first citing the numerous
examples of the Scriptural use of the number Seven,
adding to this a small treatise on Latin Prosody, which
passes into the form of a dialogue between pupil and
teacher; and then presenting to the pupil in Latin
hexameter a collection of enigmas, which he is asked to
solve and scan.^ . . . After the enigmas the dialogue is
resumed and in reply to the questions of Discipulus,
Magister, tells of the rules governing the feet of Latin
metres, closing with a final section upon Prosody in
general." ^

Bede and Alcuin. — To the Venerable Bede, born in
672, are attributed various school texts on grammar,
rhetoric, and music, and Alcuin, who was born about the
time of Bede's death, probably 735, and who became a
resident of Charlemagne's court, followed Bede's ex-

1 That on the pen De penna scriptoria, with a. translation into English
is given in Morley's English writers, v. 2, p. 136-7.

2 Ibid., V. 2, p. 135-37.

CHILDREN'S LITERATURE 185

ample. With Alcuin the dialogue was a popular form.
He employed it for his grammar, which was divided into
two parts; the first, a dialogue between Alcuin and his
pupils on philosophy and liberal studies in general, the
other, a dialogue on grammar between two boys, one a
Saxon, and one a Frank. Another dialogue is called the
Disputation of Pepin, the Most Noble and Royal Youth,
with Albinus, the Scholastic. Here the author ranges
rapidly over wide territory in such fashion as the follow-
ing:

Pepin. What is water? Albinus. A supporter of life;
a cleanser of filth. Pepin. What is fire? Albinus. Ex-
cessive heat ; the nurse of growing things ; the ripener of
crops. Pepin. What is cold? Albinus. The febricity of
our members. Pepin. What is frost? Albinus. The
persecutor of plants ; the destruction of leaves ; the bond
of the earth; the source of waters. Pepin. What is
snow? Albinus. Dry water. Pepin. What is the win-
ter? Albinus. The exile of summer. Pepin. What is
the spring? Albinus. The painter of the earth. Pepin.
What is the autumn? Albinus. The barn of the year.^

The fact that almost the first use a child makes of lan-
guage and the power of speech is to ask a constant series
of questions, seems to suggest a psychological reason un-
derlying these early dialogues.

^LFRic's Colloquy. — Toward the end of the tenth
century we find one of the most interesting of these early
books for young people in .^Elfric's Colloquy. It was
written while the author was teaching in the monastery
at the town of Winchester — still famous for its boys'
school. The book, according to Henry Morley in Eng-
lish Writers (v. 2., p. 311), " was, by making the disciple

3 West's Alcuin, c, 1892, p. 107.

i86 THE USE OF BOOKS AND LIBRARIES

who begs to be taught, answer questions on his own
occupation and the various trades of his companions, to
introduce into a not very long lesson book, the Latin for
the greatest possible number of words applicable to the
different pursuits of common life." Incidentally, of
course, it illustrates manners and customs of the day, the
life of the oxherd, the cook, etc., the customary diet of
young people, and other details of their daily life.

Fifteenth-Century Rhymed Treatises. — The books
mentioned and the others of the period were writ-
ten in Latin. Occasionally, as in the Colloquy, there is
an interlinear translation into Anglo-Saxon. Xot till
the fourteenth century do we find English used to any
extent as a written langxiage. During the fifteenth cen-
tury, treatises in rhyme became very popular, instruc-
tion in all sorts of subjects, from Latin grammar to re-
ligion, being given in this way. Most of the treatises
on manners and morals, and they are numerous, are ad-
dressed to young people, though servants are not forgot-
ten. It is probable, however, that these treatises reached
only a limited class, for book making at this time was too
costly for any but the members of the higher classes,
and those connected with wealthy houses, to own or to
have access to books. The instruction, too, in the main,
seems to be addressed to the boys of noble family, who
were brought up in the houses of other nobles, serving
first as page, then as esquire, which rank in its turn led
to knighthood. Dr. Furnivall in vol. 32 of the Early
English Text Society Publications has preserved a num-
ber of these quaint manuals.

The Babees Boke. — Most familiar perhaps by name,
is The Babees Boke; or, A lytyl Reporte of how Young
People should behave, its date, about 1475. The writer

CHILDREN'S LITERATURE 187

begins by stating that his book is only for young people,'
" babees yonge," and, after an introduction of fifty-six
lines, proceeds in the remaining one hundred and sixty,
to set forth the " whole duty of children." They are
to look at people who speak to them and listen until
they have finished without letting their eyes wander about
the house. Until they are told to sit down, they are to
stand quietly, not " leaning on a post," or fingering
anything, are not to turn their backs to any one nor
interfere when their lord or lady are talking about the
household. Especially are young people cautioned as to
their table manners : they are not to lean on the table,
or fill their mouths too full or eat with their knives, or
cut their food like farm labourers !

The Boke of Curtesye. — The Boke of Curtesye,
which was well known before the introduction of print-
ing, dating from about 1460, consists of eight hundred
and forty-eight rhymed lines, divided into three books.
The first book describes the correct behavior for a young
gentleman who dines at the house of a nobleman, the
proper way to enter the room and greet his host, and
then detailed rules for table manners similar to those
in the Babees Boke. The second book gives moral ad-
vice and instruction, and the third book sets forth in
much detail the duties of all the officers of a great
household, porters, cooks, carvers, ushers, etc., all of
which was doubtless illuminating and useful to the young
page who wished to rise in his master's service. For
many of these household and even menial tasks fell to
the share of the lads, noble in birth though they might be,
who were brought up as pages in noblemen's houses.

CaxTon's Book of Curteseye. — Another Boke of
Curteseye, called, to distinguish it, Caxton's Book of

i88 THE USE OF BOOKS AND LIBRARIES

Curteseye, was printed by Caxton, about 1477. thus indi-
cating the popularity of these treatises. It is noticeable
because in addition to the usual rules for behavior at
table, in church, and when serving at meals, the author
suggests the books which " Lytyl John," to whom the
poem is addressed, should read. To quote from Dr.
Fumivall's preface to the reprint in the Early English
Text Society papers (Extra series, vol. 3), " It was very
pleasant to come off the directions not to . . . burnish
one's bones with one's teeth, to the burst of enthusiasm
with which the writer speaks of our old poets." " Lytyl
John "' is bidden to read Gower,

" Hym to rede shall give you corage
He is so full of fruyt, sentence and langage."

Occlif (Occleve), Father Chaucer, Lydgate, these writ-
ers who " reaped the fresshe fields," gathered up the
" faire flowers " and the " treasure and richness of silver
words," until he who would have the same,

" Must of hem begge, ther is no more to saye
For of oure toung they were both locke and key."

It is interesting to note, in passing, this early appearance
(1477) of the familiar complaint often heard in our own
day, viz., that all the really gifted writers are dead and
gone!

Line 238 in the Caxton Book of Curteseye bids the
reader,

" Remember well that maners maketh man."

It is reassuring to know that a goodly number of writers
were thus endeavoring to inculcate the niceties of social
intercourse. But some of the sins of omission and com-
mission which they warn against make us shudder to

CHILDREN'S LITERATURE 189

think what the " unmade " child or man must have been
like.

Stans Puer ad Mensam. — Stans Puer ad Mensam
(The Page Standing at the Table), about 1430, at-
tributed to Lydgate, also addresses the page in a noble
household and contains similar advice on table manners
and general behaviour. Other books of this class were,
The Lytylle Children's Lytil Boke, about 1480, the Boke
of Nurture and Schoole of Good Manners, by Hugh
Rhodes " of the Kinges Chappell," so popular that it was
printed at least five times, the last in 1 577 ; and another
Boke of Nurture, by John Russell, usher to Humphrey,
Duke of Gloucester, written about the middle of the fif-
teenth century.* One of the most popular of these
manuals was the Schoole of Vertue and Booke of Good
Nourture for Chyldren and Youth to Learne their Dutie
By, written by F. S. Seager, 1577. " If any require any
other little booke meet to enter children ; the Schoole of
Vertue is one of the principall, and easiest for the first
enterers, being full of precepts of civilitie, and such as
children will soone learne and take delight in thbrow the
roundnesse of the metre. ^

Simon's Lesson of Wysedom. — One of the most at-
tractive of these treatises, because of its naivete, is
Simon's Lesson of Wysedom for all Manner Chyldryn.
In its one hundred and two lines it seems to warn against
every possible fault that a child could commit — throw-
ing stones at dogs, horses and hogs, playing in church,
tumbling in wells and brooks, losing books, cap, and
gloves, soiling his clothes, telling untruths, being only

4 See Early English text society publications. Vol. 32.

5 John Brinsley. Grammar schoole of 1612, quoted by Furnivall in
K. E. T. S. Pubs. Vol. 32, Foreword, p. cxiii.

190 THE USE OF BOOKS AND LIBRARIES

a few of the offences mentioned. Some of the Hnes
read thus :

" And, chyld, worship thy fader and thy moder,
And look that thou greve neither one nor the other.
But ever among thou shalt knele adowne,
And ask their blessing and their benesoun
And, chyld, kepe thy clothes fayre and clene.
And let no fowle fylth on them be sene.
Chyld, climb thou not over house nor walle
For no frute, bryddes, nor balle

And, chyld, when thou goest to play,
Loke thou come home by lyght of day.
And, chyld, I warn thee of another matter,
Loke thou kepe thee wel from fyre and water;
And be ware and wyse how thou lokys
Over any brynk, welle, or brokys ; "

The author then suggests a reward for diligence, —

" And, chyld, rise by tyme and go to schoole.

And fare not as a Wanton fool,

And lerne as fast as thou may and can.

For our Byschop is an old man.

And therfor thou must lerne fast

If thou wilt be byschop when he is past."
After mentioning the dire penalties which children will
bring upon themselves by failure to profit by these in-
structions, the writer concludes,

" Thus may ye all be ryght gode men,
God graunt you grace so to preserve yow, Amen ! " "

The Girls Not Forgotten. — That the girls were
not neglected is showri by a manuscript of about 1430

6 Copied with slightly altered spelling from E. E. T. S. Pubs. Vol. 32,
p. 399-402. A partial and modernized version may be found in E. V.
Lucas's Book of verses for children.

CHILDREN'S LITERATURE 191

entitled How the Good Wife Taught her Daughter, and
by a French book, translated and printed by Caxton,
called. The Booke of the Enseynments and Teachynge
that the Knyght of the Toure made to his Daughter/

The Birched Schoolboy. — A little poem called " The
Birched Schoolboy," date about 1500, while probably not
written for children, presents in a life-like fashion what
must have been the feelings of many a small scholar suf-
fering under the discipline of a fifteenth century school-
master; and, indeed, the complaint over school on Mon-
day has a strangely modem sound.

" On Monday in the morning when I shall ryse,
At VI of the clock, it is the gise (way)
To go to school without a-vise
I had lever go XX mile twyse !
What availeth me though I say nay?"

In the last stanza, the boy, punished for truancy, con-
soles himself in true child fashion by drawing an im-
aginary picture of a fitting fate to befall his tyrant:

" I wold my master were an hare,
And all his bookes houndes were
And I myself a joly huntere:
To bloue my horn I wold not spare !
For if he were dede I wold not care.
What vayleth me though I say nay?"*

The Ballads. — Another class of literature though
not written for children, doubtless contributed to their
pleasure and amusement. Ballads circulated freely
among the common people and must have appealed to
the younger members of society as much as to the

7 E. E. T. S. Pubs., vol. 32, and Mrs. Field's Child and his book, p. 46-7.

8 E. E. T. S. Pubs., vol. 32, p. 403-4. Also quoted in part in Field,
p. 86.

192 THE USE OF BOOKS AND LIBRARIES

grown-people. Among these ballads were: Bevis,
Adam Bell, Guy of Warwick, Friar Bacon and Friar
Bungay, the Robin Hood series, and many others. Gold-
smith mentions some of them in the Vicar of Wakefield.
"The tale went round, he (Mr. Burchell) sang us old
songs, and gave the children the story of the Buck of
Beverland, with the history of Patient Grissell, the ad-
ventures of Catskin, and then Fair Rosamond's Bower." "
It was these ballads which formed many of the chap-
books — the little cheaply made, rudely illustrated tracts
which were so popular fluring the seventeenth and eight-
eenth centuries. It must be kept in mind that the chap-
books were not written for children, but it is significant,
as Mrs. Field points out, that those stories which have
survived the longest are those which appeal most strongly
to children, as Jack the Giant Killer, The Babes in the
Wood, Tom Thumb, and others still familiar in the
nursery.

The Hornbook. — Towards the end of the sixteenth
century a new feature appeared in children's literature
with the invention of the hornbook, and we find for
the first time provision made for the children to handle
their own books. Heretofore, even the school books
were probably kept pretty closely in the masters' hands.
The hornbook was the first attempt at making something
less perishable and precious. Its appearance is familiar
to us in pictures : a sheet containing the alphabet, mounted
on an oblong piece of wood with a handle, and covered
with transparent horn. There was usually a hole in
the wooden frame so that it might be hung from the
child's girdle. " The sheet which in ancient times was
of vellum and latterly of paper, contained first a large

9 Vicar of Wakefield, chap. 6.

CHILDREN'S LITERATURE

193

I

^

r a t r u, f a,. ^^ i c? -d ^

i «tf eb ib »b u!) "fia-bf m ha bit y

a^S eel )hMMM M It 93 atJ ati -

be- ciwe iti ^ar fj) ^^' U is in §fa
Den .'(g\4je D;^ tVi^ tia^ a\4r MJ

^^

Illustration 8

194 THE USE OF BOOKS AND LIBRARIES

criss-cross (or, Christ's Cross) from which the horn-
book was called the Christ-cross row, or criss-cross row.
The alphabet in large and small letters followed. The
vowels then formed a line and their combinations with
the consonants were given in tabular form. The usual
exorcism, ' In the name of the Father, and of the Son,
and of the Holy Ghost, Amen ' — followed, then the
Lord's Prayer, the whole concluding with the Roman
numerals." ^" The hornbook is mentioned in Love's
Labour's Lost and in The Schoolmistress by Shenstone.

The Battledore. — About 1770, some authorities say
earlier, appeared a variation of the hornbook, called a
battledore. This was of cardboard, made in three leaves
which folded together. It " contained easy reading les-
sons and little wood cuts, besides the alphabets, numerals
and so forth, but never any religious teaching. Xow
and then a short fable or didactic story appears." ^^
The inventor was Benjamin Collins of Salisbury. Bat-
tledores were very popular, they sold in large numbers
and were printed as late as 1840.^-

The Orbis Pictus. — During the sixteenth and seven-
teenth centuries many new school books were written.
To describe them in detail would turn this chapter into
a history of education rather than a survey of children's
literature. We mention only one, and that because it
is often called " the first picture book for children.'"
This is the Orbis Pictus, or. The World in Pictures,
written by Comenius in 1657 in German and Latin. It
was translated by Hoole into English in 1658. In the
preface the author declares that his purpose is " to entice

10 Encyclopedia Britannica.

11 Field. The child and his book, p. 121.

12 Ibid., pp. 122.

CHILDREN'S LITERATURE 195

witty children " and expresses the hope that by this
book " the scare crows may be taken away out of Wis-
dom's garden." Each object in the picture was given
a number and the name of the object was then given
in Latin and in the vernacular. It was very popular
and many editions were issued.

Puritan Times. — In the seventeenth century what
little literature there was for children assumed a stem
and gloomy tone. James Janeway, writing about the
middle of the century, gives us, The Token for Children,
an Exact Account of the Conversion, Holy and Exem-
plary Lives and Joyful Deaths of Several Young Chil-
dren, and several similar works. The following is a
sample of his verse :

" When by spectators I am told
What beaut)- doth adorn me,
Or in a glass when I behold
How sweetly God did form me
Hath God such comeliness bestowed
And on me made to dwell.
What pity such a pretty maid
As I should go to Hell ! " "

Other books of this period were Divine Blossoms,
Prospect or Looking Glass for Youth, by Francis
Cokain.^* The Apprentice's Companion, containing
" plain and useful directions for servants, especially ap-
prentices, how to perform their particular duties to their
masters, so as to please God, and discovering such sins
and vices which are the common hindrances to them
herein. With some examples of God's judgments upon
such as have taken ill courses. Together with prayers

13 Ibid., p. 188.

1+ See ibid., p. 191-92 for full title covering 12 lines.

196 THE USE OF BOOKS AND LIBRARIES

and devotions for Morning and Evening. To which
is added a short and familiar Method of Arithmetic and
some copies of the most useful writing hands." ^° An-
other is Youth's Divine Pastime, consisting of " forty
remarkable Scripture Histories turned into common Eng-
lish verse. With forty Curious Pictures proper to each
story. Very delightful to the virtuous employing the
Vacant Hours of Young Persons, and preventing vain
and vicious Divertisements. Together with several
Scripture Hymns upon divers occasions."

BuNYAN. — The Pilgrim's Progress though not writ-
ten for the young must have been welcomed by many
a child of that day as light literature, after these ac-
counts of virtuous and short lived infants. And no
doubt Bunyan's masterpiece was a greater favorite than
the book which he wrote with young people in mind,
called .Divine Emblems ; or. Temporal Things Spirit-
ualized; fitted for the use of boys and girls (at least
he does not call them Young Persons!). The lines on
the frog serve as a fair illustration:

" The frog by nature is both damp and cold,
Her mouth is large, her belly much will hold.
She sits somewhat ascending, loves to be
Croaking in gardens though unpleasantly.

COMPARISON

" The hypocrite is like unto this frog ;
As like as is the puppy to the dog:
He is of Nature cold, his Mouth is wide
To prate, and at true goodness to deride.
He mounts his head, as if he was above
The world, when yet 'tis that which has his love.
And though he seeks in Churches for to croak,
He loveth neither Jesus nor His Yoke."

15 Ibid., p. 195-6.

CHILDREN'S LITERATURE 197

Emblems. — " Emblems " were a popular form of lit-
erary expression in the seventeenth and eighteenth cen-
turies and their vogue lasted through the early years of
the nineteenth. Those of Quarles, George Herbert, and
Richard Crashaw are rightly famous, but there were
numbers of less gifted writers whose efforts were di-
rected particularly towards children. An example is
a little volume entitled, Choice Emblems, Natural, His-
torical, Fabulous, Moral and Divine for the Improvement
and Pastime of Youth, displaying the Beauties and Mor-
als of the Ancient Fabulists : the Whole calculated to
convey the Golden Lessons of Instruction under a new
and more delightful Dress. For the Use of Schools.
Written for the Amusement of a young Nobleman (who,
poor child, is discovered on referring to the preface, to
have been "not more than nine years old"!). This
work reached an nth edition in 1812. Each emblem
consisted of a wood-cut, a description in verse, with a
moral, an amplification of the description in prose, and
the application.

In America. — The few books written, with children
in mind, on this side of the Atlantic were either reprinted^
from the English books or were native products tinged
by the same, or even greater gloom. We can guess what
they were like from the titles: Godly Children their
Parents' Joy; Young People Warned, the Voice of God
in the Late Terrible Throat Distemper ; A Dying Father's
Legacy to an Only Child ; and Cotton Mather's Token for
the Children of New England, examples of children in
whom the fear of God was remarkably budding before
they died, added as a supplement to Janeway's Token for
Children. The American Token for Children, Mr.
Charles Welsh tells us, in his Early History of Chil-

198 THE USE OF BOOKS AND LIBRARIES

dren's books in Xew England ^^ was printed in Boston
in 1700, from the English book by Janeway. Janeway's
book itself was also extremely popular in America as well
as another English book by Thomas White, called The
Little Book for Little Children. This was first pub-
lished in 1702 and contained among much that was mor-
bid and gloomy, the famous, " A was an Archer."

The New England Primer. — Sometime during the
seventeenth century, probably about 1691, appeared the
first edition of the famous New England Primer, which
was reissued well into the nineteenth century. It is too
well known to need description, first the alphabet with
its rhymed couplets and triplets, from,

" In Adam's fall

We sinned all "
to

" Zaccheus he

Did climb a tree

His Lord to see,"

then the Lord's Prayer, the Creed and Catechism, some
of Watts's Hymns, John Cotton's Spiritual Milk for
American Babes, and ending with the famous Dialogue
between Christ, a Youth and the Devil.

Fairy Tales. — Such were the books that were written
for the children of the seventeenth century, but it is con-
soling to remember that to this period belong also the
charming fairy tales of Charles Perrault (1628-1703),
*' that pleasant fountain-head of fairy tales," " and count-
ess d'Aulnoy (1650- 1705). Written with the French
Court in mind, Cinderella, Valentine and Orson, Beauty
and the Beast, and others, as well as many folk-tales of

16 New England Magazine, n.s., v. 20, p. 147-60, April, 1899.

17 Andrew Lang. Books and bookmen, 1892, p. 22.

CHILDREN'S LITERATURE 199

English origin were published in the Chapbooks spoken
of on page 192 and so became accessible to the children.
John Newbery.— About the middle of the eighteenth
century we come upon a striking figure in the history
of children's literature, John Newbery, called by Gold-
smith ■' the philanthropic bookseller of St. Paul's Church-
yard, who has written so many little books for chil-
dren." ^^ Goldsmith, himself, is known to have written
a number of books for Newbery and while we cannot tell
certainly which are to be attributed to him, most critics
agree that the History of Margery Two-Shoes is Gold-
smith's work. This was published in 1765 and may be
called the first real children's story. The telling has
the chann of humour and naturalness and it is still a
favourite. Newbery published the first collection of
Mother Goose Rhymes and Goldsmith is thought to have
edited them. Pr. Johnson also wrote for Newbery and
with the help of these two and other less distinguished
contributors, Newbery published hundreds of little vol-
umes. They were not all of the same rank as Goody
Two-Shoes, but they were very popular and Newbery
was so well known that we find allusions to him in the
works of many writers. Leigh Hunt in The Town,
writes of him with enthusiasm as one of his boyhood
memories. " The most illustrious of all booksellers in
our boyish days, not for the great names, nor for his
dinners, nor for his riches that we know of, nor for any
other full-grown celebrity, but for certain little penny
books, radiant with gold and rich with bad pictures, was
Mr. Xewbery, the famous children's bookseller at the
corner of St. Paul's Churchyard and Ludgate Street." ^^

18 There is a fuller description of him in the Vicar of Wakefield,
chap. 18.

19 Hunt. The town, 1889, p. 53.

200 THE USE OF BOOKS AND LIBRARIES

Southey was presented as soon as he could read, with a
series of Xewbery's six penny books for children :
Goody Two-Shoes, Giles Gingerbread, and the rest, re-
splendent in flowered and Dutch gilt paper.'" Miss
Yonge speaks of The Village School, Jemima Placid,
Life and Perambulations of a Mouse, and Keeper's
Travels, as " the elite of the St. Paul's Churchyard litera-
ture." Of the third. Miss Yonge says: "We should
like to know who was the author of the Perambula-
tions for it certainly obtained the sort of lodgement in
our minds that has generally been unconsciously taken
possession of by works of real inherent talent." -^ It is
now known that this book, with Jemima Placid and many
other little stories were written for Newbery by a lady
named Dorothy Kilner.

Newbery's Advertisements. — Newbery was not only a
book seller but he dealt also in patent me.dicines and his
method of making one part of his stock in trade advertise
the other, and in fact his whole system of advertising
was nothing short of genius. Thus in Goody Two Shoes,
little Margery's father was " seized with a violent fit of
fever in a place where Dr. James's powder was not to
be had and where he died miserably." Some of the
notices of Newbery's books are ingenious enough to be
quoted. In 1744: "According to Act of Parhament
(neatly bound and gilt) a little pretty pocketbook in-
tended for the instruction and amusement of little Master
Tommy and pretty Miss Polly with an agreeable letter
from Jack the Giant Killer, the use of which will infal-
libly make Tommy a good boy and Polly a good girl.

20 Dowden. Southey. (English men of letters ser.) p. lo.

21 Yonge. Children's literature of the last century. In Living Age,
V. 102, p. 373-80, Aug. 7, 1869.

CHILDREN'S LITERATURE 201

Price of this book alone Six Pence or with a ball and
pincushion Eight Pence. To the whole is prefixed a
letter on Education addressed to all parents, guardians,
and governesses, etc., wherein rules are laid down for
making children strong, healthy, virtuous, wise and
happy." In 1755: "This day was published Nurse
Truelove's Xew Year's Gift, the book of books for chil-
dren, adorned with cuts and designed as a present for
every little boy who would become a great man and
ride upon a fine horse, and for every little girl who would
become a great woman and ride in a lord-mayor's gilt
coach. Printed for the author who has ordered these
books to be given gratis to all little boys and girls at
the Bible and Sun in St. Paul's Churchyard, they paying
for the binding, which is only two pence each." And an-
other : " The Philosophers, Politicians, Necromancers
and the learned in every faculty are desired to observe
that on the first of January being New Year's day (oh,
that we may all lead good lives!) Mr. Newbery intends
to publish the following important volumes, bound and
gilt, and hereby invites all his little friends who are good,
or intend to be good, to call for them at the Bible and
Sun in St. Paul's Churchyard, but those who are naughty
to have none." Then follows a list of the books. ^- Many
of Newbery's books were reprinted in America, chiefly
by Isaiah Thomas of Boston and Worcester (1749-1831)
and the very advertisements were taken over, edited to
suit an American public.

The Didactic Age. — The latter part of the eighteenth
and early part of the nineteenth centuries may be called
the didactic age in children's literature. The children's

22 See Welsh. Early history of children's books in New England.
In New England Magazine, n.s. v. 20, p. 147-60, April, 1899.

202 THE USE OF BOOKS AND LIBRARIES

books written during this period were largely inspired
by the impetus given to child-study by Rousseau, and,
wooden as they seem now, marked an advance over the
writers of the Janeway-Mather school, to whom the child
was interesting only as a soul to be saved. Since Rous-
seau preached the development of the " natural man "
as the purpose of education, the Httle heroes and heroines
of the didactic writers were left to exercise their moral
judgment and to abide by the consequences. Thus Rosa-
mond, in Miss Edgeworth's story is allowed by her
Spartan mamma to choose between the purple jar in the
chemist's shop and the shoes she really needs, only to
find that the beautiful color disappears when the fluid
is poured out and that she is deprived of an anticipated
outing with her father, because her old shoes are too
shabby to be worn on the street. In all the stories of
the period the virtuous infant infallibly prospers, the bad
child comes to an appropriate downfall, thus pointing a
somewhat dubious moral. But while we condemn this
teaching as faulty and conducive to priggishness, we
find admirable qualities in the best of these stories. They
are natural, full of realistic detail, while the plots and
incidents are well within the range of a child's experi-
ence.

Thomas Day. — In 1783 appeared one of the most
famous books of this school, Sandford and Merton, by
Thomas Day. This loilg tale of good little Harry and
bad little Tommy and their very informative tutor, Mr.
Barlow, seems dull enough to us, but no doubt was wel-
come to children of that day with their meagre supply
of books. At least they could skip Air. Barlow's homi-
lies and read the History of Leonidas, King of Sparta,
Sophron and Tegranes, Cyrus and the Coats or An-

CHILDREN'S LITERATURE 203

drocles and the Lion. The extracts from Plutarch's
Lives, Xenophon's Cyropedia and other works inserted
by the author must have proved the most interesting
part of the book.^^ Day was a warm friend of the Edge-
worth family. He and Mr. Edgeworth were one in their
admiration for Rousseau and in their opinions on the
training of youth. In his writings for children Mr.
Edgeworth attempted to work out his and Day's joint
educational theories. The results would have been drier
than they were had it not been for Mr. Edgeworth's
daughter, Maria, " whose bright Irish wit," to quote
Mrs. Field, " had a hankering after nonsense to make
sense work well." Maria helped her father in the writ-
ing of Practical Education (1798), and Plarry and Lucy,
begun by him to encourage the teaching of natural sci-
ence, was finally given to his daughter to finish. Her
best known and most successful books for children are
The Parents' Assistant, published in 1796, and The
Moral Tales, published in 1801. The stories in these
two works were first tried on Maria's brothers and sis-
ters. As the next to the oldest of nineteen children
(Mr. Edgeworth was married four times), Maria had
considerable opportunity for testing her stories.

Opinions dififer in regard to Miss Edgeworth as a
writer for children. Sir Walter Scott was a warm
admirer of her stories. Ruskin, though he objected to
her system of material rewards and punishment, as likely
to be misleading as an interpretation of life, says of her :
" I can read her over and over again, without ever tiring ;
there's no one whose every page is so full and so de-

23 Day's experiment of bringing up two orphan girjs, with the purpose
of taking for his wife the one who best profited by his educational
theories is more interesting than his boolcs. See Dictionary of national
biography.

204 THE USE OF BOOKS AND LIBRARIES

lightf ul ; no one who brings you into the company of
pleasanter or wiser people ; no one who tells you more
truly how to do right." ^' Charlotte Yonge declares that
the minor morals of life have never been better treated."
Lady Ritchie, Thackeray's daughter, tells how her father
read the Little Merchants aloud to her, and how the
characters in The Parents' Assistant became her daily,
familiar companions from that day forth.^^ Agnes Rep-
plier compares " foolish, warm-hearted, impetuous little
Rosamond " and her purple jar with Miss Alcott's Rose
in Eight Cousins, not altogether to the advantage of the
latter," while Mr. E. V. Lucas in the preface to his
Old Fashioned Tales, calls The Basket Woman one of
the best stories for children that has been written. Ed-
ward Salmon, writing in the Nineteenth Century in 1887
voices the extreme opinion of the other side when he
declares that there is " no pathos, no humour, little true
sympathy in her children's stories.'' ^'

Mrs. Barbauld. — Another well-known writer of the
didactic school was Mrs. Barbauld (1743- 1825), who
wrote Early Lessons for Children, Hymns in Prose for
Children, and others. She is best known, however, by
Evenings at Home, written in collaboration with her
brother. Dr. Aiken. Of this Miss Yonge says, " Every
chapter conveyed some clearly defined bit of instruc-
tion." =»

Mrs. Sarah Kirby Trimmer (1741-1810), who has
been called the parent of the didactic age in England,

24 Ethics of the dust.

25 Children's literature of the last century. Liv. Age, •/. 102, p. 613.
20 Preface to The parents* assistant. Macmillan. 1903.

27 Repplier. What, children read. Atl. M. b. 59. p. 23-32, Jan., 1887.

28 Liv. Age. V. 175, p. 323.
20 Ibid., V. 102, p. 376.

CHILDREN'S LITERATURE 205

wrote a long list of books for children. Influenced by
Rousseau and his disciple, Mme. de Genlis, oft the one
hand, she was also closely identified with the movement
for teaching the poor children by means of the Sunday
Schools. The Sunday School Movement was started by
Robert Raikes (1735-1811). His first Sunday School
was opened in 1780; in 1786, largely through Airs. Trim-
mer's efforts, one was opened at Brentford, her home.
Henceforth her writings consisted chiefly of books for
use in the Sunday Schools. But it is not for her Easy
Introduction to the Knowledge of Nature (1782) nor
for her religious writings that !Mrs. Trimmer is best re-
membered, but for her Story of the Robins, originally
known as Fabulous Histories (1789). This book is still
reprinted. It is interesting as one of the first attempts
to instil in children a spirit of kindness toward animals.
Verse Writers. — If Miss Edgeworth, Mrs. Trimmer
and the rest were teaching moral and religious lessons
in prose, the writers of verse were no whit behind them.
Jane and Ann Taylor in their Original Poems for Infant
Minds, published in 1804, sought to emphasize lessons
of truthfulness, generosity, honesty, and neatness. Many
of the verses of the Taylor sisters have real merit, and
children still enjoy the accounts of meddlesome Matty,
heedless Eliza, Lucy, the Chatterbox, and others, and
the dire retribution which befell them. !Mrs. Elizabeth
Turner, author of the Daisy : or. Cautionary Stories in
Verse, Adapted to the Ideas of Children from Four to
Eight Years Old, and the companion volume. The Cow-
slip, is not so well known as the Taylors ; on the whole,
her verse has less of the poetic quality, but her portraits
of old-fashioned boys and girls are quaint and pleasing.
For example :

2o6 THE USE OF BOOKS AND LIBRARIES

" Miss Lucy was a charming child,
Who never said I won't
When little Dick her playthings spoiled
She said, ' Pray, Dicky, don't ! '

He took her waxen doll one day
And banged it round and round ;
Then tore its legs and arms away
And threw them on the ground.

His good Mamma was angry quite,
And Lucy's tears ran down
But Dick went supperless that night
And since has better grown." ?"

Blake's Songs of Innocence. — Since the poetry
written for children at this period might be characterized
by the following verse taken from The Child's Keepsake,
published in Boston in 1854:

" My dear little readers the moment you look
At the pictures and poems contained in this book
You'll see 'tis a volume intended for you
To guide your young hearts to the good and the true." ^'^

it is with almost a shock of astonishment that we come
upon Blake's Songs of Innocence (1787). With its
wonderful imagery and poetic quality it seems strangely
out of place amid the conventional, didactic writing of
the period.

Religious Books and Sunday School Stories. — The
didactic school, with its moral, educational and religious
tendencies persisted well into the nineteenth century.
Mrs. Sherwood, author of the Fairchild Family, Little
Henry and His Bearer, The Child's Pilgrim's Progress,
and other stories, in England ; and in America, Elizabeth

30 From The daisy. Reprinted in 1899. Cornish Brothers, Birmingham,
Eng.

31 Quoted by a writer in the Nation, v. 87, p. 307-8, Oct. i, 1908.

CHILDREN'S LITERATURE 207

Wetherell (Susan Warner) with her. Wide Wide World,
and Queechy, are followers of the third line. The
Wetherell books, though religiously sentimental in the
extreme, have a certain turn for the description of every
day things which places them above the mass of religious
stories and " Sunday School books " written in America
during the nineteenth century. Miss Yonge draws a dis-
tinction between the " religious tale, over-loaded with
controversy and with a forced moral," and " the tale
constructed on a strong basis of religious principle, which
attempts to give a picture of life as it really is seen by
Christian eyes." To the former group belong the Elsie
books, the Pansy books, and other similar series ; while
Miss Yonge's own stories are happy examples of the
second kind.

Descendants of the Moral and Educational Writ-
ers. — Mrs. Marcet with her " Conversations " on Chem-
istry, on Political Economy, Natural History, etc., and
Mrs. Gatty (Parables of Nature), were descendants of
Aiken and Barbauld, the Edgeworths, and Thomas Day.
Peter Parley, a pseudonym of Samuel Goodrich, the first
well-known writer for children in America, wrote a long
series of instructive books. These were so well received
that according to Mr. Lucas, an " outbreak of Peter
Parlishness began to be general among juvenile firms in
England," for at least six other writers adopted the
pseudonym.'*^ Jacob Abbott, writing about 1850, was
the author of many historical biographies for young peo-
ple. Some of these were written with his brother, J. S.
C. Abbott. He also wrote the Rollo books, Jonas books,
Lucy books, and the Franconia stories, making in all
some two hundred volumes. Many of the biographies

32 Preface to Old fasaioned tales.

2o8 THE USE OF BOOKS AND LIBRARIES

are interesting and still liked by children, but on the
whole Abbott is not read nowadays. His very inform-
ing Rollo books are little more than a name and it is
doubtful if even the Franconia stories are found in many
children's libraries. Perhaps, as has been said, " the life
of the modern American child is too fast moving for
much sympathy with these pictures of quiet, wholesome
life." '^ But it seems a pity that these stories should
be allowed to slip entirely into oblivion. The author
understands a child's interests and the atmosphere is full
of the feeling of out-of-doors and of pleasant country
life, it is, moreover, characteristically American.

The Fairchild Family. — Mrs. Sherwood -has al-
ready been mentioned, but her chief work. The Fair-
child Family, needs a word of description. Its full title
reads, " The History of the Fairchild Family ; or. The
Child's Manual. Being a collection of stories calculated
to show the importance and effects of a religious edu-
cation," by Martha Sherwood. The first part appeared
in 1818, the second and third parts many years later. A
writer in Good Words, in 1904,^* describes the book as
follows : " Read in her own day for her religious teach-
ing she is read to-day in spite of it. . . . Mrs. Sherwood
in her interesting autobiography tells us that the book
was written after she had found peace and light in the
' doctrine of the total depravity of the human heart ! '
Indeed, this doctrine pervades like sunshine the whole
of the Fairchild Family. Mr. and Mrs. Fairchild and
even the serious man-servant Job, welcome alike childish
peccadilloes and serious faults of character with the

33 Caroline Burnite. Beginnings of children's literature. Library
Journal, v. 31, p. 107-12. Conference number, 1906.

34 Florence Maccunn. Liv. Age, v. 241, p. 746-53, June 18, 1904.

CHILDREN'S LITERATURE 209

cheerful alertness of specialists who recognize their pet
discovery in all the diseases brought to their notice. The
book begins with a sort of solemn round game, each child
in turn repeating texts ' about mankind having wicked
hearts.' ' This,' sums up the Papa, ' is the dreadful state
into which Adam fell ; he made us children of wrath and
heirs of Hell.' This is sufficiently appa.lling as the text
of the book, but with Mrs. Sherwood, as with Dr. John-
son's friend, Mr. Edwardes, ' natural cheerfulness is al-
ways breaking in.' The book is crowded with episodes ;
and the entertaining story and crude religious teaching
are so loosely compacted that, on the same page with one
of Mr. Fairchild's lurid harangues the eye is pleasantly
arrested by some such substantive as ' honeysuckle,' ' cus-
tard,' ' green-satin slip.' No one would have been more
surprised, more mortified, more truly grieved than Mrs.
Sherwood, if she could have foreseen that the day would
come when her religious teaching would have been seri-
ously disapproved of. Nor would it have consoled her
to know that her story would survive by reason of its
style and its simple idyllic charm. Children even more
than grown-ups are fascinated by style. It is less the
story itself than the manner of telling that gains their
affection. Long after the incidents of the Fairchild fam-
ily have faded from memory the impression remains of
certain Httle ' Heavens below ' where dear old ladies sit
in bow windows and smile themselves into acquaintance
with little girls going hand in hand to school ' in light
green stuff frocks with lawn tippets and aprons, and very
tight neat silk bonnets.' There is also a cheerful kitchen
where an exactly similar old lady welcomes a starved
and bullied little school boy into warmth and abundance,
and her charming old servant lets him make the toast.

210 THE USE OF BOOKS AND LIBRARIES

Even more delightful than the comfort and kindliness of
these interiors, are the descriptions of lanes and woods
and hayfields. It is well to be sparing in describing
natural beauty in a child's story. Reading the other day
in a recent and popular child's story about ' meadows
starred with daffodils ' and ' white clouds sailing high
in the noon blue of a summer sky,' one felt how such
stuff lent itself to skipping. But Mrs. Sherwood's ar-
bours and hayfields are an integral part of the story.
She sees the world as the child sees it, a place to play
in, ' a world three feet high.' ' There is not a pleasanter
lane in any village in England; the hedge on each side
was of hawthorne, which was then in blossom, and the
grass was soft under the feet as a velvet cushion, and on
the bank under the hedge were all manner of sweet
flowers, violets, primroses, and veronica.' What a place
to play in, with that heaven of white blossom overhead."
The Child in the Nineteenth Century. — In the years
preceding the nineteenth century, and during a part of
the nineteenth century, childhood was looked upon merely
as a necessary but trying period of preparation for man-
hood, during which the chief duty of children was to be
seen and not heard, learning assiduously, meanwhile, the
various necessary lessons, in books, in manners, in reli-
gion, until with the advent of adult years they might
aspire to the dignity of personality and individuality. In
the nineteenth centurv people began to be interested in
children for their own sake, not only as prospective men
and women, and nowhere is the change of attitude more
noticeable than in the field of literature. Hitherto the
child had been assigned the role of the miserable little
sinner, who must be brought to a sense of sin and salva-
tion ; or of the self-satisfied little prig, the product of a

CHILDREN'S LITERATURE 211.

System. Now Wordsworth shows him to us, trailing
qloLids of glory, and the poets — Coventry Patmore,
Hartley Coleridge, and others — as well as Wordsworth,
found in childhood a source of inspiration.

.Imaginative Literature. — When the value of culti-
vating a child's imagination was recognized, children's
literature began at once to profit by the general reawak-
ening of interest in imaginative literature which marked
the nineteenth century. Its field was broadened and its
quality improved. The fairy tale came into its own and
translations of Grimm's Popular Stories and Andersen's
Fairy Tales took their places as classics of the nursery.

Mythology. — The first attempt at opening the great
wonder room of Greek mythology was made early in the
latter half of the century by Kingsley with his Greek
Heroes, and by Hawthorne with his Wonder Book and
Tanglewood Tales. Hawthorne's retelling of the myths
has been called romantic and realistic compared with
Kingsley's more classic atmosphere. Children, however,
will not stop to consider schools, but will revel in them
both, and no child should escape making the acquaintance
of either one.''^

Nonsense Stories and Rhymes. — Hawthorne and
Kingsley gave children the key to the treasure house of
Greek mythology; Lewis Carroll in 1865 put them in
possession of that even dearer kingdom of Nonsense
with his " immortal Alice." How strange, and indeed,
how sad to think of growing up without knowing Alice,
the White Rabbit, the Red Queen, and all the rest of the
delightful dwellers in Wonderland and Through the

35 See Hawthorne's own defence of the " Gothic " treatment of the myths
in " The tanglewood fireside," following " The three golden apples," Won-
derbook. Houghton. 1910, p. 137-38.

212 THE USE OF BOOKS AND LIBRARIES

Looking Glass. Nonsense verses (can we imagine the
little Fairchilds relaxing on aught but Scripture texts?)
are represented by Dame Wiggins of Lea and Her Seven
Wonderful Cats, which was edited later with additional
verses by John Ruskin. Mother Goose was reprinted on
both sides of the Atlantic.

Historical Tales. — Sir Walter Scott's Tales of a
Grandfather, that successful attempt to make history
vivid and interesting to child readers, shows us how far
we have come from the early, dry-as-dust efforts to
present facts and dates.^* Dickens's Child's History of
England, Charlotte Yonge's Book of Golden Deeds, and
other historical works for young people illustrate the
new emphasis placed on the romantic and heroic side of
history. No longer was it considered a little undignified
and trivial to be caught writing for children, and pseudo-
nyms largely disappeared when some of the greatest
writers of the day did not feel that they were stooping
in putting their pens to work for children.

Adult Books Appropriated by the Children. —
Long before the nineteenth century certain " classics "
had been written, not at all with children in mind. But
they were speedily appropriated by youthful readers and
have belonged ever since primarily, one is tempted to
say, to the children's shelves; at any rate, no other class
of readers takes the same unadulterated pleasure in them
that the children take. These books were The Pilgrim's
Progress, Robinson Crusoe, Gulliver's Travels, and

30 Scott's comment on writing for children is significant. " I am per-
suaded children hate books which are written down to their capacity,
and love those which are composed more for their elders. . I will
make, if possible, a book that a child shall understand, yet a man will
feel some temptation to peruse should he chance to take it up." Lock-
hart's Life of Scott. 1901. V. 5, p. 82-3.

CHILDREN'S LITERATURE 213

Baron Munchausen. Add to these the Arabian Nights,
^sop's Fables, and De La Motte Fouque's Undine and
Sintram, and you have an excellent juvenile library
which delighted the boyhood of many a well-known man.
Their value as juvenile books was recognized in the
nineteenth century when they were republished in edi-
tions accessible to children.

Classics Retold for Children. — In the early years
of the century, three books appeared which seem twenty-
five or thirty years before their time. These were The
Tales from Shakespeare, and Mrs. Leicester's School by
Charles and Mary Lamb, and The Adventure of Ulysses
by Charles Lamb alone. These were the first books
written for children, with the exception of Blake's Songs
of Innocence, in which the author attempted, not to
point a moral nor to instruct, but to present real litera-
ture in a way to appeal to children. Mrs. Leicester's
School is interesting to adults as well because of its
truthful studies of child-nature, but the Tales from
Shakespeare, and the Adventures of Ulysses are even
more important as the first attempt to retell the classics
for children. They stand at the beginning of a long list
of successful attempts by many different writers, and
after many years still hold their own.

Harriet Martineau. — In Miss Martineau's Feats on
the Fjord (1841) we have one of the first combinations
of an accurate description of life in a foreign country
and an excellent story. Her Crofton Boys (1841) show's
the advance in characterization in juvenile books. Miss
Martineau's delineation of boy nature is so true that the
book is still as readable as it was half a century ago.
This book and Tom Brown at Rugby were the forerun-
ners of the modern school story.

Missing Page

Missing Page

2i6 THE USE OF BOOKS AND LIBRARIES

making both ends meet, having ' good times,' doing one's
duty when one would rather not, and it deals with them
with a ' go,' a sense of pleasure that is little short of
genius." ^^

Modern Developments. — The field of children's liter-
ature to-day is characterized by great activity. We find
most of the varieties of children's books which originated
in the nineteenth century still flourishing. The purely
religious story is the only type that has vanished. No
one has yet written another Little Women nor a Tom
Brown at Rugby, but the home and school story have
some excellent representatives. The large output of ad-
venture stories and historical stories for boys is perhaps
more generally mediocre, and from these it is but an
easy step downward to the " series books," interminable
series of cheap juveniles, worthless in style, wooden in
characterization, and misleading in their picture of life.*"
We have the historical story and the travel story; books
descriptive of foreign countries have had great popu-
larity during the last decade. Fairy tales retain their
popularity, beautiful editions of the old classic collections
are published, authors are constantly adding to the list of
modern fairy stories and editing new collections of folk-
tales for children. There is a marked tendency not only
to retell the classics but to simplify and dilute former
successful adaptations.*^ Much real poetry has been
written for children. In the earlier group of names we

39 Children's story-books. Liv. Age, v. 241, p. 746-53, June 18, 1904.

40 The Library Commission of the Boy Scouts of America is doing
good service by its book lists and the inexpensive reprints of better
books, issued by Grosset and Dunlap in '* Every boy's library," to
supplant the poorest of these series.

41 Even the classics of infancy have not escaped. Mother Goose has
been re-edited for American children, and Alice-in-Wonderland, Swiss
family Robinson and the Wonder book have been simplified!

CHILDREN'S LITERATURE 217

find Christina Rosetti, Man- Howitt, Lucy Larcom, Celia
Thaxter. Alice and Phoebe Gary. \Miittiers Child Life
is a delightful anthology representing most of these writ-
ers. A number of very charming books of verse for
children have been recently written with Stevenson's
Child's Garden of \'erses as forerunner and inspira-
tion.*=

As the pendulum swung far away from the severely
instructive book for children it reached the Comic Sup-
plement and the book modeled thereon. There are hope-
ful indications, however, that the days of this t}pe of
children's literature are numbered.

In this Day of the Child, when education, reading and
even play are so carefully supervised and made easy, it
is well to remember that there is much in adult literature
which, after all, children should know as children. " In
wise households the big, beautiful, interesting, grown-up
books are kept on low stud}- shelves, or on broad flat
window seats where a child with the irrepressible instinct
for reading may find them for himself. In a lovely pas-
sage Cowley describes ' the little chance which filled his
heart with such chimes of verse as have never since left
ringing there. For, I remember, when I began to read
and to take some pleasure in it, when there was wont
to lie on my mother's parlor (I know not by what acci-
dent, for she herself never in her life read a book " but
of devotion,' but there was wont to lie) Spenser's works :
this I happened to fall upon, and was infinitely delighted
with the stories of knights and giants and monsters and
brave houses that I found there." " *'

4i: For example: Josephine Preston Peabody's Singing leaves; A. F.

Brow-n's Pocketful of posies; and Bettj' Sage's Rhymes of real children.

4S Quoted by Maccunn. Children's story-books. Liv. Age. v. 241. p.

2i8 THE USE OF BOOKS AND LIBRARIES
Suggested Reading.

Anstey, F. An old-fashioned children's book. Living Age, v.

249, p. 689-98, June 16, 1906.
Barnite, Caroline. Beginnings of children's literature. Library

journal, v. 31, p. 107-12, Conference number 1906.
Children's books. Living Age, v. 2, p. 1-12, August 10, 1844.
Crothers, S. M. Miss Muffett's Christmas Party. Bost. 1902.

Houghton.

A delightful story for children, and incidentally an enter-
taining and discriminating survey of children's books.
Field, Mrs. E. M. The child and his book. London. Wells,

Gardner.
Godley, E. C. A century of books for children. Living Age,

V. 249, p. 68g-g8, June 16, 1906.
Halsey, R. V. Forgotten books of the American nursery. Bost.

Goodspeed. 191 1.
Hewins, Caroline. The history of children's books. Atlantic

monthly, v. 61, p. 112, January 1888.
Lucas, E. V. Preface to Old Fashioned Tales. N. Y. Stokes.
Lucas, E. V. Preface to Forgotten Tales of Long Ago. N. Y.

Stokes.
Moses, M. J. Children's books and reading. N. Y. Kennerley.

1907. Chapters 2, 3, and 4.
Repplier, Agnes. Children past and present. Atlantic monthly,

V. 57, p. 508-17, April 1886. (Also in her Books and Men.)
Repplier, Agnes. What children read. Atlantic monthly, v. 59,

p. 23-32, January 1887. (Also in her Books and Men.)
Thin quarto volumes of long ago. Outlook, v. 91, p. 146-48,

January 23, 1909.
Welsh, Charles. Early books for children in New England.

New England Magazine, n. s. v. 20, p. 147-60, April 1899.
Yonge, Charlotte. Children's literature of the last century.

Living Age, v. 102, p. 373-80, Aug. 7, 1869; p. 612-18, Sept. 4,

1869; V. 103, p. 96-102, Oct. 9, 1869.

Exercise.

I. Read a story by Maria Edgeworth, one by Thomas
Day, and one by Peter Parley. (Stories by these au-

CHILDREN'S LITERATURE 219

thors may be found in the collections mentioned below.)
In general, how do these seem to differ from such pres-
ent day stories for children as Under the Lilacs (Alcott),
Heidi (Spyri), The Bird's Christmas Carol (Wiggin) ?

2. Look over Catherine Sinclair's Holiday House
(1839) ; Mrs. Sherwood's Fairchild Family (1818), and
Harriet ]\Iartineau's Feats on the Fjord (1841). Which
would you select to put in a present day library for chil-
dren, and why?

3. Read Malleville's Night of Adventure by Jacob
Abbott in Lucas ; Forgotten Tales of Long Ago ; also
Embellishment by Abbott in Lucas ; Old-Fashioned Tales.
Give your opinion of these stories. Do you think
children would like them? If possible read them to a
child and note results.

4. Compare Tom Brown at Rugby (Hughes, 1857)
with one of Ralph Henry Barbour's school stories.
From your experience, what can you say of the popu-
larity of Tom Brown with the present generation of
children ?

5. Read Mrs. Ewing's Jackanapes. Do you think chil-
dren would like it ? Did you like it as a child ? What is
its value for children?

6. Read Miss Edgeworth's Waste Not, Want Xot in
The Parents' Assistant (also in Forgotten Tales of Long
Ago, and Scudder's Children's Book). Does this seem
to you a good child's story as regards (i) moral lesson,
(2) interest? Do you find it popular with children?

7. Read Eyes and No Eyes in Aiken, and Barbauld's
Evenings at Home. (Also in Scudder's Children's
Book.) How would you compare it with present day
nature readers and stories for children? Do you think
children would find it interesting?

220 THE USE OF BOOKS AND LIBRARIES

8. Read the account of the battle of Culloden and
the escape of Charles Edward in Scott's Tales of a
Grandfather. Do you think boys and girls of the seventh
and eighth grades would enjoy it if read or told to them?
Why? If possible, try the experiment.

9. Did you as a child enjoy Charlotte Yonge's stories
of home life — The Daisy Chain, Pillars of the House-
hold, Countess Kate, etc.? Have you found them as a
rule, popular with children? Why do you think girls do
or do not like them?

ID. Read The Young Mahometan in Mrs. Leicester's
School by Charles and Mary Lamb. How would you
compare this with the stories which you have read by
Miss Edgeworth and Thomas Day?

II. Examine the edition of Mrs. Sherwood's The Fair-
child Family, edited by M. E. Palgrave and illustrated
by M. F. Rudland (Stokes) ; or,' Miss Edgeworth's The
Parents' Assistant, illustrated by Chris Hammond (Mac-
millan, 1903). Do you think the modern form of the
book likely to revive interest in the story?

Collections Illustrating the History of
Children's Literature.

Lucas, E. V. ed. Forgotten Tales of Long Ago. Stokes.
Lucas, E. V. ed. Old Fashioned Tales. Stokes.
Tappan, E. M. ed. The Children's Hour, v. 6. Houghton.
Scudder, H. E. ed. The Children's Book. Houghton.

Chapter XIV

THE PRESENT PROBLEM OF CHILDREN'S
READING

Chapter XIII attempted a brief survey of the history
of children's literature. This chapter deals with the
present day. problem of children's reading.

Importance. — Not infrequently we find people who
shrug their shoulders and smile a little at the advocates
of a careful consideration of this matter. No doubt
most teachers have met the mother who, questioned as
to what her children are reading at home, replies : " My
children seldom read anything, they have enough to do
to keep up with their school work." She is a fortunate
mother if her children suffer only a negative ill and are
not, for the want of the proper food for their imagina-
tions, driven to the vulgar and the sensational, in the
shape of the cheap show, the wrong kind of moving pic-
tures, and the trashy book.

What the Problem Consists Of. — You cannot, of
course, drag a boy away from a nickel show and thrust
the Jungle Book into his hands with, " read that, it is
much better for you." The best way to make a child
love good books is to set his father and mother to read-
ing them and loving them, when they, too, are boys and
girls. Oliver Wendell Holmes's oft quoted saying to
the effect that the child who has never tumbled about in
a library is always afraid of books, comes frequently to

222 THE USE OF BOOKS AND LIBRARIES

mind in dealing with the young person of to-day. The
good doctor might have said not only afraid of books
but contemptuous of them, with the contempt born of
ignorance. We must face the fact that unfortunately in
many hundreds of American homes there are no libraries
for children to tumble about in ; and that a corresponding
familiarity in early years with the recent novels borrowed
from the Public Library, several monthly and weekly
magazines and the daily papers, are by no means con-
ducive to a corresponding amount of culture. The prob-
lem is how to deal with the non-reading child, who comes
of non-reading parents from a bookless home.

The Teacher's Opportunity. — Librarians are doing
what they can in the Children's Rooms with carefully
selected books, assistants trained in library work with
children, story hours, and co-operation with school
libraries. Teachers may do even more. In their longer
and closer companionship with children they have op-
portunities, second only to those of the parent, of putting
a child in touch with books which may influence his
whole after life.

One Way of Attacking the Problem. — Most teach-
ers have devoted more or less time to the study of psy-
chology, particularly to that branch known as child-study.
Nearly everything that has to do with a child's develop-
ment is approached from the point of view of child-
study, nowadays, yet we do not as a rule think of
applying the principles learned from James, from Sully,
from Baldwin, and from Stanley Hall, to the problem of
the right book for the right child at the right time.

Danger in Becoming Too Theoretical. — To be sure,
we cannot make a neat, little, theoretical time-table of a
child's development and expect every change to take

CHILDREN'S READING 223

place according to schedule. We must be ever ready to
adapt general rules to individual children; to differences
caused by inheritance and environment. On the other
hand wise parents, teachers and librarians have long
recognized the value of child-study in trying to solve
the problem of children's reading, whether they call it
by that name or not. The following are the words of
a teacher in a preparatory school for boys in England.
Librarian, as he uses the term, refers to the teacher in
charge of the school library. " The ideal librarian must
have that true wisdom — the product of experience and
sympathy — which recognizes that boys must be led on
very gradually, and that to recommend books of a better
class too early is apt to discourage a taste for reading
altogether. One librarian of long standing has told me
that he is only just beginning to learn after many years
of this work, what can really be done towards helping
boys to make a true progress in the choice of books. He
points out to us that it is of no value to say that a boy
of a certain age should read and enjoy a certain book,
and the comparison must not be made between one boy
and others of his age, but between a boy as he is and as
he was at earlier stages in his life." ^

Divisions of the Period of Childhood. — According to
the books on child-study we find, in general, the period
of childhood and youth divided into three main periods.^
First, that which is called E^rly Childhood, second. Later
Childhood, third, Adolescence, which is again divided
into two periods — earlier and later adolescence. Only

1 Preparatory school libraries by W. Douglas. See Great Britain.
Education Department. Special Reports, v. 6.

2 For example, see Tanner — The child, chap. 12; Kirkpatrick — The
individual in the making, chap. 3, divides the time from birth to 24
years into six stages.

224 THE USE OF BOOKS AND LIBRARIES

the first of these adolescent periods concerns us in our
present consideration.

Characteristic Interests of the Successive Peri-
ods. Early Childhood. — Let us recall the character-
istics assigned by the psychologists to these different
periods. Miss Tanner in her book, The Child, names
as the interests of early childhood, the enjoyment of
plays which exercise the child's senses, use of rhythm
and nonsense rhymes, love of imagining and inventing,
above all, a love of imitation, " the most characteristic
interest of the period." Mr. Kirkpatrick in his The In-
dividual in the Making, says : " This period (i.e., from
three to six years) is preeminently the period in which
imaginative activity dominates . . . the child plays with
his images and uses them for his own purposes just as
he, at an earlier period, played with objects. It is also
a period of story interest, when the child not only en-
joys picturing what is related, but delights to make little
stories and songs of his own. In living in the story
world of fancy he has the freedom and pleasure that is
denied him in a world of fact, where things are in ac-
cordance with definite, fixed laws, regardless of his
wishes." ' Does not all this coincide with what we know
children like to read or to have read to them, at the first
stage of their interest in books? Mother Goose, poetry
with a strongly marked rhythm, such as the Child's Gar-
den of Verses, and stories with a dramatic, actable qual-
ity, such as is preeminently supplied by the fairy tale.
In the fairy tale nothing is impossible, seven league boots,
bean stalks as tall as the sky, fiery dragons and magic
swords with which to kill them ; the power to do what-
soever he will — all these are possessed by the child as he

3 Kirkpatrick. Individual in tlie making. 191 1, p. 146.

CHILDREN'S READING 225

identifies himself with the hero, thus giving him, indeed,
" the freedom and pleasure denied him in a world of
fact." The more gifted children may invent stories for
themselves, as did George Meredith, " in the manner of
St. George and the Dragon or of the kind found in the
Arabian Nights " ; * but all children may enter the magic
kingdom through the gate of the old familiar fairy tale.

Dramatic Interest. — The actable quality of a story
or poem is a sure test of its popularity. Quite little
children enjoy the Pied Piper and are found acting out
the story. Stevenson is speaking of this characteristic
of children where in his Essay on Child Play he says :
" He (the child) works all with lay figures and stage
properties. When his story comes to the fighting, he
must rise, get something by way of a sword and have a
set to with a piece of furniture until he is out of breath.
M'hen he comes to the ride with the king's pardon he
must bestride a chair. ... If his romance involves an
accident upon a cliff, he must clamber in person upon a
chest of drawers."

Animal Stories. — Closely allied with the fairy tale
is the imaginative animal story — the Jungle Books,
Setoti-Thompson's stories. But to make an appeal to
this age, animal stories must be of the kind which pre-
sent animal life in the forest and in the jungle so that
the child can picture it and can play at living it. The
book of information belongs to a later period.

Second or Middle Period. — With the second or mid-
dle period, which, roughly speaking, begins at eight and
ends at twelve, we begin to hear the question asked, " Is
it true ? " Not that the answer in the negative detracts
from the popularity of the story; older brothers and

i Meredith. Letters, v. i, p. 3.

226 THE USE OF BOOKS AND LIBRARIES

sisters are, if you notice, quite as eager to hear the fairy
tale, which you may be telling, as the little ones them-
selves. But they wish to enjoy it as make believe, not
as something which was or may be true. As the psy-
chologists tell us, the child in this period " thinks more
in the abstract." Tanner. The Child, p. 243. In this
period, too, we are told " the interests in persons is
stronger and the interest in imagining and wondering
has become more clear cut and related to the needs of
life." Ibid. Do we not find in this sentence a statement
of the psychology behind the taste for the hero story
which develops at this time, for the history story where
the emphasis is laid on individuals, the book of deeds,
Robin Hood, King Arthur, or, with the less imaginative
child the Indian Stories of Stoddard and Kirk Munro
and the war stories of Tomlinson?

It is not true that the child in turning from the fairy
tale and wonder story to the realistic story is looking for
accounts of the happenings of daily life. On the con-
trary, the more unlike every day doings the feats per-
formed by the hero, the more unheard of and stupendous
the experiences he undergoes, the better the story pleases,
provided, always, that it seems possible and believable.
A writer in the Edinburgh Review in 1902 puts it excel-
lently when he says : " When Grimm, Andersen, and
all the fairy classics of the first ages of youth — the
jewel age which antedates the golden, and to which we
far more easily in later years return — are drifting into
the unacceptable region of the unbelieved, realism, in its
first claims demands of fiction that it should present not
maybe yet the actual, but the credible, the possible. It is
then that the book of adventure has its reign. Worlds

CHILDREN'S READING 227

unrealized, unexplored seas, undiscovered countries, must
figure in the tale, but worlds that may be thought to
exist, countries with shores of solid rock, with bays and
creeks and harbor — seas real ships might sail. And
fiction must picture them plain with compass and map.
longitude and latitude, and the full similitude of verac-
ity." ' Treasure Island should have its map as well as
its illustrations. Other books which satisfy this demand
are Robinson Crusoe, the Swiss Family Robinson, Mun-
chausen, Gulliver's Travels, and the scientific romances
of Jules Verne.

The greater interest in the details of life outside a
child's own circle, in what Miss Tanner calls " the ' how '
of things," is satisfied by the stories of industries and
books descriptive of foreign countries The Little
Cousin Books and other geographical series are popular
at this age.

This age is more or less a time of competition and
rivalry with other children. Most of a small boy's fight-
ing is done at this time and books which describe all
kinds of encounters from tournaments to Indian am-
bushes make a strong appeal. Now is the time to form
ideals of true courage through such books as Pyle's
Robin Hood and Men of Iron, Ivanhoe, Sewall's Little
Jarvis and Decatur and Somers.

Early Adolescence. — With this period (from twelve
or fourteen to sixteen or eighteen years) come marked
changes. A child's feelings about himself, about his sur-
roundings are more intense than ever before. Poetry
which expresses the feelings, stories which deal with love

5 Schoolroom classics in fiction — a survey. Littell's living age, v. 232, p.
385-401.

228 THE USE OF BOOKS AND LIBRARIES

and romance, books which appeal to a child's religious
nature and to his instincts for self-sacrifice are eagerly
read.

We are told with the period of adolescence, " the
child, for the first time enters fully into his social in-
heritance," and " that the key to the adolescent is his
interest in living up to what he conceives to be the social
demands upon him." ' Hazlitt, in his essay, " On the
Reading of Old Books," describes this social awakening
in his own case. " Tom Jones," he says, " was the first
work to break the spell." (That is, the spell of the time
when he was " a little thoughtless child and had no other
wish but to con his daily tasks and be happy.") Then
" Tom Jones " came in his way. " It came down in
numbers once a fortnight, in Cooke's pocket edition, em-
bellished with cuts. ... It smacked of the world I lived
in and showed me groups of ' gay creatures,' not of ' the
element,' but of the earth ; not ' living in the clouds,' but
travelling the same road that I did ; — some that had
passed on before me, and others that might soon over-
take me." ^

Ideals Furnished by Literature. — Since his relation-
ship to the world around him has consciously become a
problem to the adolescent, books which will show him
how others have attacked this problem are welcome.
" Little can be done by parent and teacher in a positive
or specific way toward determining just what the imagi-
native activity shall be during this period. Indirectly
much may be done by furnishing literature that stimu-
lates and provides abundant opportunity for the choice
of ideals." *

c Tanner. The child, p. 245-6.

7 Hazlitt^ Collected works, v. 7, p. 222-3.

8 Kirkpatrick. The individual in the making, p. 238.

CHILDREN'S READING 229

Now is the time for instance to present by means of
such novels as The Tale of Two Cities, Hypatia, Ivan-
hoe, Lorna Doone, fine and ennobling ideals of love and
marriage, such as the child, perhaps, does not find in his
own environment.

Wide Reading Not in Itself Harmful. — Wide read-
ing on the part of the adolescent boy and girl need not
alarm us, if only really good literature is placed in their
way. It is the trashy novel, the cheap and commonplace
product of modern writers, which encourages the wrong
kind of moral outlook ; not the books of the great writers
of the past.

The Right Book at the Right Time.— This brief
outline of a child's successive interests in literature has
been given to emphasize the fact that in the guidance of
a child's reading, as in everything else, there is a psy-
chological moment, and it is, therefore, the business of
the teacher who wishes to influence the forming of a
child's taste in books, to be on the watch for the oppor-
tunity to present the right book at the right time. When
a boy is longing for fighting and Indians, and adventure
in the most stirring form, of what use will it be to press
upon him the finest, most spiritual of stories, the most
imaginative fairy tale or allegory? It may rather do
positive harm in causing him to lose faith altogether in
our recommendations of books and he will satisfy his
desire for excitement and a hero to imitate, with the
sensational stufif he will get, not from the school or the
public library, but from some less reputable source.

Danger of Cheap Juveniles. — Judge Lindsay once
said, " I recall a group of boys in my court room. In
the trunk of one of them in an attic were found hun-
dreds of cheap juveniles, and I think they had much to

230 THE USE OF BOOKS AND LIBRARIES

do with the misdirected energy and spirit of adventure
in these boys, which instead of taking the wholesome
channels, took really to serious crime. The coarse,
cheap appeal of some of this literature is certainly dan-
gerous." ^ We have Josiah Flynt's testimony in Tramp-
ing with Tramps in the chapter called " Children, of the
Road," which every teacher should read, that it is the
literature of " desperadoism thrust upon them from the
shop-windows through the picture-covered dime novels
and the flaring faces of the Police Gazette, that by sug-
gestioji starts many an honest but romantic boy off to
the road."

Danger of the Mediocre.- — Less easy to detect but
more widespread is the danger of the mediocre in litera-
ture. Quantities of juvenile books are turned out every
day which wholesome enough morally are entirely com-
monplace in tone and altogether lacking in qualities of
style and distinction. Moreover, whether a child reads
books or not, and more probably if he does not, he is
almost certain to read the daily papers. As Stevenson
says : " The sneering, the selfish and the cowardly "
(to which list we may well add the vulgar), " are scat-
tered in broad sheets on every table, while the antidote
in small volumes lies unread upon the shelf." ^° One
part of the paper at least, is looked upon as the particular
property of even the youngest children — the Comic
Supplement. Hundreds of fathers and mothers in re-
fined homes hand over these supplements without ques-
tion to the children, because the children ask for them,
not realizing that every issue tends to blunt a little the

Quoted by Edward W. Mumford in a paper read before the American
Booksellers' Association, May 15, 1912.

10 Stevenson. The morality of the profession of letters.

CHILDREN'S READING 231

sensibilities for art and beauty, dulls the sense of humour
and encourages the lack of respect for authority, char-
acteristic of the young American.

The Remedy. — The chief safeguard of children's
reading must be in the home atmosphere, in the compan-
ionship of parents and children in the field of books.
As an editorial in the Outlook said some years ago,
" Children ought to form the reading habit, as they form
the habit of being courteous, because it is the normal
habit of the home and they ought to read good books,
because no books which are not good books ought to be
within their reach." ^^ In the forming of a child's taste
in literature, next to the parents, teachers have the
greatest opportunity and the greatest responsibility.

Suggested Reading.

Tanner, A. E. The child. 1904. Chapter 12. Interests.
Kirkpatrick, Edward. Individual in the making. 191 1. Part 2.

Stages of development.
Lawrence, Isabel. Children's interests in literature. (In N. E.

A. Addresses and proceedings. 1899, p. 1044-51.)
Lowe, Orton. , Literature for children. 1914.
Olcott, F. J. The children's reading. 1912.
Colby, J. R. Literature and life in school. 1906.
Ely, Mary. The book that teacher says is good. (In N. E. A.

Addresses and proceedings. 1912, p. 1253-8.)
Lynn, Margaret. My book and heart. (In Atlantic monthly,

April 1912, V. 109, p. 500-7.)
Lanigan, Edith. The child in the library. In Atlantic monthly,

Jan. 1901, V. 87, p. 122-5.)

Exercise.
I. Name three books which you know by experience
appeal to children between nine and twelve.. Suggest
reasons why they do appeal.

11 Outlook, Dec. 3, 1904, v. 78, p. 813.

232 THE USE OF BOOKS AND LIBRARIES

2. Name two stories which you think especially suit-
able to be told to children before they are old enough;
to read. Why do you think so?

3. Suggest three novels which you would include in a
High School Library. Give reasons.

4. Name a poem other than the Pied Piper which little
children enjoy because of its actable quality.

5. Outline the successive tastes in reading of some
child whom you know, stating whether you found abrupt
changes of interests, or whether early likings continued*
at the same time that new tastes developed. Does this
seem to you an average or an exceptional case?

6. Name several writers for adults with whose books
you think children should be familiar in the home. Why ?

7. Suggest ways in which the teacher and the parent
may co-operate in encouraging children to read good
literature.

8. How important does it seem to you that a child
should have the right book at the right time? Can you
recall any instance when the wrong book has done posi-
tive harm?

9. Have you found much difiference in the reading
done by boys and girls? If you have found divergence
in taste, describe it, in general, and state at what age it
seems to appear.

10. Mention ways in which mediocre books do harm.
What has been your experience in regard to children who
have read chiefly mediocre books ?

Note. A useful bibliography of " Books and articles on children's read-
ing," has been compiled by Margaret Widdemer and published in the Bul-
letin of Bibliography (Boston Book Co.^, v. 6, 1911, and V. 7, 1912.

Chapter XV

FAIRY TALES

Once upon a time, in the days when all well brought
up Puritan infants were learning their catechisms and
reading Fox's Book of Martyrs by way of diversion,
fairy tales were considered not only useless but actually
pernicious. In the eighteenth century Rousseau pro-
tested against all fairy lore. " Fables may instruct men,"
he wrote in fimile, " but children must be told the bare
truth, for the moment we cover truth with a veil they
no longer give themselves the trouble to lift it." His
protest seems to have had some influence when we recall
the didactic literature of the eighteenth and early nine-
teenth centuries, and find Lamb writing to Coleridge as
follows : " Mrs. Barbauld's stuff has banished all the
old classics of the nursery ; and the Shopman at New-
bery's hardly deigned to reach them off an old exploded
corner of a shelf when Mary asked for them. Mrs.

B 's and Mrs. Trimmer's nonsense lay in piles about.

Knowledge insignificant and vapid as Mrs. B 's books

convey, it seems, must come to a child in the shape of
knowledge, and his empty noddle must be turned with
conceit of his own powers when he has learnt that a
Horse is an animal, and Billy is better than a Horse, and
such like; instead of that beautiful interest in wild tales
which made the Child a man, while all the time he sus-
pected himself to be no bigger than a child." ^

1 Life of Charles Lamb by E. V. Lucas, 1905, v. i, p. 318-19.

234 THE USE OF BOOKS AND LIBRARIES

The Persistence of Fairy Tales. — Nevertheless, in
spite of Puritan divines and educational theorists, the
fairies and giants of folk-lore were not altogether sub-
merged by the flood of didacticism. Jack, the Giant
Killer, Rosamond in the Bower, The Babes in the Wood,
Tom Thumb, and many other tales were still current in
chapbook form. The French fairies slipped over to Eng-
land with Perrault's Tales of Mother Goose (Contes de
ma Mere I'Oye), and Mme. d'Aulnoy's Contes de Fees,
and in 1824 with the translation of the Grimm Brothers'
Household Tales, the German elves and kobolds became a
part of the joy of childhood for all English speaking chil-
dren.

Value of Fairy Tales Recognized. — As the years
have gone on, the fairy tale has steadily acquired pres-
tige. We may still find occasionally, a mother like the
one Miss Olcott mentions - who says, " I do not like to
read lies to my child," or, a child like the little girl, who
several years ago, used to steal into the public library
every day on her way from school to read the fairy book
forbidden at home. But these are exceptional cases,
most parents even if they do not favor the fairy tale
do not taboo it. Students of children are agreed that
folk-tales, taking their origin as they do, in the youngest,
most childlike period of the world's history, should serve
as the child's introduction to literature; and that they
have an educational value.

Why Fairy Tales Are Good for Children.— First,
fairy tales cultivate the imagination, and after all it is
lack of imagination which causes most of the evil in the
world. It is only unimaginative people who are cruel
and brutal. And if imagination safeguards, it also en-

2 Children's Reading, igu, p. 68.

FAIRY TALES 235

riches, adding a never failing charm to the dullest and
most sordid surroundings and giving us the means of
escape from the commonplace.

Second, fairy tales broaden the mental horizon. Many
a child whose daily life seems of the narrowest and most
prosaic kind, has found through the fairy tale all the
wonder and mystery of

" Songs the sirens never sung
Shores Ulysses never knew." ^

Third, fairy tales deepen and enlarge a child's emo-
tional experience. He thrills with pride as the little
tailor gets the better of the giant; he holds his breath
in suspense as the last mantle is thrown over the eleventh
swan brother, he shudders before the locked door in
Bluebeard's Castle ; and as a result, he is all his life more
sensitive to the appeal of " brave romance," wherever
he may find it.

Fourth, fairy tales develop a sense of humour. Some
children possess this sense in a much higher degree than
others. This is apparent to the story-teller who often
finds one child listening without a smile to the tale that
has drawn a series of appreciative chuckles from others.
For the child who takes life seriously, perhaps a little
anxiously, or for the stolid youngster, such stories as
the Three Sillies, Lazy Jack, Mr. Vinegar, or Hans in
Luck * are an excellent training in the perception of
humour. Nearly all the old folk tales, and, in particular,
the Drolls (to which class belong the four tales men-
tioned) are full of a vigorous and spontaneous humour.

a Alfred Noyes. Flower of Old Japan,

4 The first three may be found in Jacobs' English Fairy Tales, the last
in Grimm's Household Tales. Lucretia Hale's modern nonsense stories of
the Peterkin Family are also good for this purpose.

236 THE USE OF BOOKS AND LIBRARIES

Uncle Remus's genial fun awakens a ready respqnse.
The literary fairy tale, when really excellent, is invalu-
able. It is often said that a child cannot fully appreciate
the clever fooling of Alice in Wonderland, but while he
is eagerly following Alice's adventures he is laying, un-
consciously, the foundation for an appreciation of hu-
mour in literature. Kipling's Just So Stories have a
similar value. Howard Pyle's fairy stories in The Won-
der Qock and Pepper and Salt are full of humour and
are told with a delightful drollness, irresistibly appeal-
ing. Stockton's stories. The Bee Man of Orn, Clocks
of Rondaine, and others, are full of a humorous fancy.
Thackeray's The Rose and The Ring belongs to the older
children, who are leaving the fairy tale age behind them.
They can appreciate its delightful absurdity without
being puzzled by its burlesque ciuality. Of this book
Andrew Lang said that he thought it " quite indispens-
able in every child's library, and that parents should be
urged to purchase it at the first opportunity, as without
it no education is complete." '

Fifth, indirectly and without preaching, fairy tales
teach the child many priceless lessons. Teaching by par-
able is a time-honored method. Children especially need
concrete examples, not abstract generalizations. Many
are the lessons of truthfulness, temperance, courtesy, and
generosity which the fairy tale brings home, while the
qualities of greed, cruelty, and laziness are held up to
ridicule. To a child there are no shades in conduct,
bad is bad, and good is good ; hence, the clear black and
white of the old fairy tale is peculiarly satisfying. The
prompt dispensation of reward and punishment appeals
to his sense of justice. If the adult has forgotten how

5 Preface to the Yellow Fairy Book.

FAIRY TALES 237

he felt as a child when he came to the end of the fairy
story, let him reread the conclusion of Martin Chuzzle-
wit. Mr. Pecksniff, with " a disconcerted meekness on
his face . . . enormously ridiculous," Mr. Pecksniff com-
pletely unmasked by the old man he would have tricked
and wronged and, moreover, laid flat on the floor by a
blow from this same irate old gentleman's stick, while
Martin, Tom Pinch, Mary, Ruth and Mark Tapley stand
by as witnesses of the discomfiture of hypocrisy, gives
us the same pleasurable sensation, as did the summary
disposal of the wicked step-mother.

Sixth, fairy tales counteract certain unfortunate tend-
encies of modern life. The constant bustle and hurry,
the daily papers with their glaring headlines, the theatri-
cal bill-boards and moving picture posters, the moving
pictures themselves, all tend to make the modern child
more sophisticated than the young person of an earlier
day, and to keep him living at a high tension. He will
crave the dramatic fairy tale, therefore, but however full
of giants and ogres and exciting rescues of princesses
this tale may be, the atmosphere is a healthy one, neither
morbid, nor vulgar, nor encouraging precociousness.

Seventh, there is no better introduction to poetry. In
the letter to Coleridge quoted above. Lamb says : " Think
what you would have been now if instead of being fed
with Tales and old wives' fables in childhood, you had
been crammed with geography and natural history ! "
The atmosphere of the fairy tale, its " high hill among
the trees of the forest, where the fox and the hare bid
each other good night " ; its talking beasts and flowers ;
its lakes and mountain caverns prepare a child for the
magic of the great poets. " We cannot all hope to be
classical scholars, but all may be steeped in folk-lore and

238 THE USE OF BOOKS AND LIBRARIES

heroic romance in childhood, when the imagination is
fresh and keen and so acquire a share of the old-world
culture." "

Danger in Adaptation. — If we think of the fairy tale
as the child's introduction to literature we shall be chary
of mutilating the old favorites under the guise of adapta-
tion. There are, it is true, many folk tales which are
not suitable for children ; let these, then, be left out of
the children's libraries ; let us be sure that our editors
and compilers are to be trusted, but let us refrain from
destroying the strength and dramatic qualities of the
versions which have stood the test of centuries.^ The
changes are usually made by mistakenly zealous persons,
on the grounds that the originals are too painful for
children. Andrew Lang had a word to say about these
sentimentalists and, as usual, said it with refreshing
vigour. " He could but indifferently sympathize with
those anxious parents who think the stories of Bluebeard
and Jack the Giant Killer too shocking for infant ears
to hear. Our grandmothers, he declared, were not
ferocious old ladies, yet they told us these tales and many
more which we were not the worse for hearing. ' Not
to know them is to be sadly ignorant and to miss that
which all people have relished in all ages.' Moreover, it
is apparent to him and indeed to most of us, that we
cannot take even our earliest steps in the world of litera-
ture, or in the shaded paths of knowledge, without en-
countering suffering and sin in some shape ; while as we
advance a little further, these grisly forms fly ever on
before. ' Cain,' remarks Mr. Lang, ' killed Abel. The

6 C. T. Dodd. Fairy tales in the schoolroom. Living age, v. 235, p. 373.

7 For examples of how not to treat fairly tales, see Miss Olcott's The
children's reading. 1912, chap. 7 and Miss Gleason's A word on picture
books, good ajid bad. Public Libraries, v. 11, p; 171-75, April, 1906.

FAIRY TALES 239

flood drowned quite a number of persons. David was
not a stainless knight, and Henry VIII was nearly as
bad as Bluebeard. Several deserving gentlemen were
killed at Marathon: Front-de-Boeuf came to an end
shocking to sensibility and Mr. Ruskin.' " ^

The Pathetic Realistic Story.- — It is not the f ^te of
the giant in Jack the Giant Killer, nor the death of Blue-
beard that make the children's tender hearts ache; it is
rather the too pathetic modern story of the ill-used child
or animal. The shade of a little yellow dog, homeless,
abused, cold, and hungry, went trotting forlornly on for
years through the imagination of one child, until child-
hood was left behind. It is a pity to bring home to
children too early the sad truth that there is unhappiness
and suffering in the world from which there is no imme-
diate and visible relief. The young life should grow as
Sophocles pictured it growing, " in those sheltered regions
of its own, and the Sungod's heat vexes it not, nor rain
nor wind, but it rejoices in its sweet untroubled being." '

The Classification of Fairy Tales. — Folk-lore is vari-
ously classified.^" For our purpose a simple division
into myths ; fairy tales, " taken to include tales in which
occurs something ' fairy,' something extraordinary —
fairies, giants, dwarfs, speaking animals " ; ^^ fables ; and
legends will answer.

Early Favorites. — It is, of course, impossible to
make a hard and fast rule which will apply in all cases
to all children. In general, the little children, from four,

8 Atlantic monthly. Contributor's Club, v. 69, p. 854-5, June, 1892.

9 Sophocles. Trachineae, tr. by R. C. Jebb. i44ff, quoted by Butcher
in Some aspects of the Greek genius. 1893, p. 315.

10 See E. S. Hartland's English fairy and other folk tales, also his Sci-
ence of fairy tales, and the article on Folk-lore in the Encyclopedia Britan-
nica,

11 Jacobs. Preface to English fairy tales.

240 THE USE OF BOOKS AND LIBRARIES

five and six years on, are best pleased with, (i) tiie
fables: the talking animals of the fable appeal to them,
and its brevity is a distinct point in its favour; (2) with
the simplest of the folk tales (nursery tales or Marchen),
such as Jack the Giant Killer, Jack and the Bean Stalk,
and Rumpelstiltskin. If the story deals with animals as
the Three Little Pigs, or the Three Bears, so much the
better; and the cumulative tales like The Old Woman
and Her Pig, or Henny Penny (Chicken Licken) are
always popular. As children grow older simple versions
of some of the myths, such as the story of Echo, or
Phaethon, may be told or read to them.'^ For the most
part, however, the myths are better appreciated later.

Second Stage. — Here belong the more complicated
and more romantic fairy tales, such as The White Cat,
Beauty and the Beast, Puss in Boots, Prince Darling and
Princess Goldilocks, Snow White and Rose Red. The
Arabian Nights, of which Carlyle said, " It has given me
more pleasure in my life time than any other book," '^
Grimm, Andersen, Andrew Lang's color fairy books, are
enjoyed. Now is the time when the myths make their
strongest appeal. Many of us can recall with what zest,
between the ages of nine and twelve, we first read and
then acted out the mythological stories."

Children should certainly be familiar with Hawthorne's
Wonder Book and Tanglewood Tales. The stories as
told by Eustace Bright to Primrose, Periwinkle, Sweet
Fern, Dandelion and the rest, seize upon the elements

12 Good versions for this purpose are to be found in Coe, First book
of stories for the story-teller.

13 Charles Eliot Norton. Life and letters. 1913, v. i, p. 437.

14 .See Una Hunt's Una Mary, memories of the mind of a child.
Chapter ^, Minerva and the unknown power. Scribner's Magazine, v. 56,
p. 315-20, September, 1914.

FAIRY TALES 241

which appeal to a child's imagination and best give him
his first knowledge of Greek mythology. One can hardly
be too young or too old for the Wonder Book. Nothing
has ever been written for children more filled with ideal-
ism and poetry than the story of Pegasus and Beller-
ophon. Some of Hawthorne's most exquisite descrip-
tions are found in the little introductions and conclusions
to each story, which bring the gold of Indian Summer,
the soft grays and whites of a winter landscape and the
spring greenness before the eyes, and give children an
unconscious 'liking for style. After Hawthorne, Kings-
ley's Greek Heroes should be read ; and Bulfinch's Age
of Fable, a book which has delighted many children,
must by no means be forgotten. " Written for the
reader of English literature . . . who wishes to compre-
hend the allusions so frequently made by public speak-
ers, lecturers, essayists, and poets, and those which occur
in polite conversation." ^^ And for entertainment as
well. If children were familiar with it, there would be
fewer complaints of the ignorance displayed by college
students of even the simplest allusions. The child who
knows his Hawthorne and his Bulfinch thoroughly is
well equipped for his later reading. There are some re-
cent versions of the Greek myths for children which are
worth knowing. Peabody's Folk Stories is an excellent,
simple version for little children. In Hutchinson's
Orpheus and His Lute, the legend of Orpheus and
Eurydice is used as the thread of a story with which
other myths are interwoven, with so much poetry in
thought and expression that older readers, as well as
children, enjoy the book. Children of twelve and over,
should be given Buckley's Children of the Dawn. This

ID Preface.

242 THE USE OF BOOKS AND LIBRARIES

includes the stories of Eros and Psyche, Alcestis, Ata-
lanta, Hero and Leander, Paris and Oenone, and others.
These stories are charmingly told, with unusual literary
merit and a closer following of the originals than is
usual. For Norse mythology we have Abbie Farwell
Brown's In the Days of the Giants, and for older chil-
dren, Mabie's Norse Stories Retold from the Eddas.
The heroic legend is especially appropriate for the child
on the border line of the fairy tale age, when elves and
witches are beginning to lose their magic and he is look-
ing about him for new heroes and fresh worlds to con-
Cjuer. The legends which grew up around the chivalrous
Outlaw of Sherwood are delightfully told by Howard
Pyle in his Merry Adventures of Robin Hood. Sidney
Lanier's Knightly Legends of Wales ; or, The Boy's
Mabinogion, and other King Arthur Stories, Lang's
Tales of Troy and Greece, Marshall's William Tell, Bald-
win's Roland, and his Siegfried, should be in every school
library.

The Modern Fairy or Wonder Story. — With the
modern wonder stories we must class the fairy tales of
Hans Christian Andersen, though so true is he to the
spirit of the old tales that one is tempted to include him
in the folk-lore group. Most children prefer Grimm to
Andersen, many of whose stories are in truth too mature
in thought for childish corfaprehension, but the fortunate
child who turns over the pages of the thick volume until
he finds and loves The Nightingale, The Emperor's New
Clothes, Thumbelina, Five Out of One Shell, The Ugly
Duckling, The Little Sea Maid, The Wild S wafts, aftd
best of all the Snow Queen, carries with him into adult
years a touchstone to aid hitn in the choice of real litera-
ture.

FAIRY TALES 243

Other literary fairy tales which the child should know
besides those already mentioned are Mrs. Craik's The
Brownie, and The Little Lame Prince. The latter, in
particular, is a beautiful, idealistic story, and the ethical
teaching of both is excellent. George Macdonald's fairy
tales have a fine spiritual quality and a touch of mystery
in the telling and atmosphere which charms children.
All children should have read or told to them Ruskin's
King of the Golden River and should be given the book to
read it again for themselves. It seems to be the fashion
nowadays to call Kingsley's Water Babies (as it is the
fashion to call a great many other things) too difficult
for children. Yet no child ought to miss its fine moral
teaching and literary flavour. The best way to induce
the average child to read it would doubtless be to read
it aloud. ^^ De La Motte Fouque's Undine and Sintram,
with their mystery and romance, their forests and ancient
castles, have fascinated many children. For older girls
they are a good introduction to romance and love stories,
while younger children enjoy them as pure fairy tales.
These stories have rightly taken their place among the
children's classics; we must, however, be wary of the
modern fairy story as it is turned out to-day. It seems
to appeal to many mediocre writers, who should not be
writing for children at all, as an easy kind of book to
write and sell. Their tales are poorly written, lacking
in imagination, occalsiorially tinged with vulgarity. The
best way to test a modern fairy story is to read at the
same time one of the real masterpieces of fairy litera-
ture, new or old. The clumsy, tawdry or prosaic quali-
ties of the poor tale will stand out unmistakably.

16 If a simplified version must be used there is a good abridgement by-
Amy Steedman in the Told to the children series. Dutton.

244 THE USE OF BOOKS AND LIBRARIES

Recommended Fairy Tales and Collections. — There
are many excellent lists of fairy tales, myths, fables and
legends,^^ so it is unnecessary to do more than suggest
good editions of the tales and collections of tales men-
tioned in this chapter. Versions for children of the
Arthurian Legends are treated in the chapter on Classics
for Children.

The Teacher's Familiarity With Folk-lore. — Since
fairy tales are a child's introduction to literature, and
since in many cases it is the -school and not the home
which gives this introduction, much depends on the teach-
er's familiarity with myth, folk tale and legend, and also
on his or her own appreciation of the beauty, humour,
and ethical value to be found in the old stories. Teach-
ers should familiarize themselves with the tales cited in
this chapter and with many more. They should compare
the folk-lore of different peoples ; they should know
where to turn for the best and most usable versions ;
above all they should test the stories by reading and tell-
ing them to children.

Suggested Reading.

Chubb, Percival. Value and .place of fairy stories in the educa-
tion of children. N. E. A. Proceedings. 1905, p. 1871-79.

Dodd, C. F. Fairy tales in the schoolroom. Living Age, v. 235,
P- 369-75. November 8, 1902.

Hartland, E. S. Introduction to his English fairy and other
folk tales.

Hartland, E. S. Science of fairy tales.

17 See Olcott, F. J. Books of fables,, mjtthsj an<f fairy tales in her
Children's reading. 1912, p. 86-98; Modern American library economy,
Newark, N, J. Free Public Library. Part 5, Section 5, Course of study
for normal school pupils on literature for children. " Good editions of
some fables, fairy tales, myths and legends " ; also the recommended lists
in chap. 21.

FAIRY TALES 245

Lowe, Orton. Classic myths in literature, in his Literature for
children. 1914. Part 3, chapter 2.

Lowe, Orton. Fairy tales, household tales and other fanciful
tales, in his Literature for children. 1914. Part 3, chap-
ter I.

Olcott, F. J. Fables, myths and fairy tales, in her Children's
reading. 1912. Chapter 7.

The story teller will find valuable material in the follow-
ing:

Bryant, S. C. How to tell stories to children.

Bryant, S. C. Stories to tell to children.

Coe, F. E. First book of stories for the story teller.

Lyman, Edna. Story-telling : what to tell and how to tell it.

Olcott, F. J. Story telling as a means of teaching literature.
New York Libraries, v. 4, p. 38-43. Feb. 1914.

Olcott, F. J. Teachers hbrary for story telling from literature.
Ibid., p. 43-45.

BIBLIOGRAPHIES OF FAIRY TALES

Haight, Rachel Webb, comp. Fairy tales, an index. Published

by the Boston Book Co. in the Bulletin of Bibliography, 1912.
Boston Public Library. Finding list of fairy tales and folk

stories.
St. Louis Public Library. Lists of stories and program for story

hours. Indicates where the best versions are to be found.
Salisbury, G. E. and Beckwith, M. E. Index to short stories.

Not exclusively fairy tales, but includes many. Stories are

entered under subject.

FABLES, FAIRY TALES, MYTHS AND LEGENDS:
A FEW GOOD EDITIONS
JEsop

Fables ed. by Joseph Jacobs. Macmillan. $1.50.
Fables, a new translation by V. S. V. Jones, with an intro-
duction by G. K. Chesterton and illustrations by Arthur
Rackham. Doubleday. $1.50.
The baby's own .iEsop by Walter Crane. Warne. $1.50.
Arabian Nights

Arabian nights entertainments ; ed. by Andrew Lang. Long-
mans. $2.00.

246 THE USE OF BOOKS AND LIBRARIES

Fairy tales from the Arabian' nights ; ed. by E. Dixon. Put-
nam. $2.50.
Arabian nights entertainments, based on a translation from
the Arabic by E. W. Lane ; selected, ed. and arranged by
F. J. Olcott. Holt. $1.50.
Arabian nights; ed. by K. D. Wiggin and N. A. Smith.
Putnam. $2.50.

Inexpensive editions are published by Ginn (.45) and Houghton
(.40).

Baldwin, James. Story of Roland ; Story of Siegfried ; Story of
the Golden Age. Scribner. $1.50 each.

Brown, A. F. Book of saints and friendly beasts. Houghton.
$1.25. School edition, .50.

Brown, A. F. In the days of the giants; Norse tales. Hough-
ton. $1.10. School edition, .50.

Bulfinch, Thomas. Age of fable. McKay. $1.25.

Grimm, J. L. and W. K. Household stories ; tr. by Lucy Crane
and illus. by Walter Crane. Macmillan. $1.50.

Grimm, J. L. and W. K. Fairy tales of the Brothers Grimm, illus.
by Arthur Rackham. Lippincott. $1.50.

Grimm, J. L. and W. K. Popular stories; tr. by Edgar Taylor
with an introduction by John Ruskin and illustrations by
Cruikshank. Chatto and Windus. 6 sh.

Grimm, J. L. and W. K. German household tales. Houghton.
.40.

Harris, J. C. Uncle Remus, his songs and his sayings. Apple-
ton. $2.00.

Harris, J. C. Nights with Uncle Remus. Houghton. $1.50.

Hawthorne, Nathaniel. Tanglewood tales, il. by G. W. Edwards.
Houghton. $2.50. Also pub. in Riverside lit. ser. at .40.

Hawthorne, Nathaniel. Wonder book, il. by Walter Crane.
Houghton. $3.00. Also published in Riverside lit. ser. at .40.

Jacobs, Joseph, ed. Celtic fairy tales ; English fairy tales. Put-
nam. $1.25 each. Indian fairy ■ tales. Putnam. $1.75.
These are also published by Burt at $1.00 each.

Kingsley, Charles. The heroes ; or, Greek fairy tales. Macmil-
lan. $1.00. Also published by Button in the Everyman's
series at .35.

Lagerlof, Selma. Wonderful adventures of Nils. Doubleday.

$T.i50.

FAIRY TALES 247

Delightful story of a little boy who is carried away by a
flock of wild geese. Introduces much Swedish folk-lore.

Lang, Andrew, ed. Blue fairy book. Longmans. $1.00.

The Blue, Yellow, Violet, Red, Green and Brown are the
best of this series which is made up of folk tales taken from
many different nations. Literary fairy tales are also included.

Lang, Andrew. Tales of Greece and Rome. Longmans. $1.50.

Lanier, Sidney, ed. Knightly legends of Wales ; or, The Boy's
Mabinogion. Scribner. $2.00.

Longfellow, H. W. Song of Hiawatha; illus. by Remington.
Houghton. $2.50. Indian legends in a form which appeals
to many children.

Marshall, H. E.' Stories of William Tell and his friends. But-
ton. .50.

Peabody, J. P. Old Greek folk stories. Houghton. .25.

Perrault, Charles. Tales of Mother Goose, tr. by Charles Welsh.
Heath. .20.

Pyle, Howard. Pepper and salt. Harper. $1.50. The Wonder
clock. Harper. $2.00. Partly based on folk-lore, partly the
author's own invention. Delightful illustrations by the au-
thor.

Pyle, Howard. Merry adventures of Robin Hood. Scribner.
$3.00. Abridged school edition. Scribner. .50.

Rhys, Ernest, ed. Fairy gold. Button. .35.

Scudder, H. E. Book of folk stories. Houghton. .60. Book of
legends, told over again. Houghton. .50.

Zitkala-Sa. Old Indian legends retold. Ginn. .50.

MOBERN WONBER ANB FAIRY TALES

Andersen, H. C. Fairy tales, tr. by Mrs. E. Lucas, il. by Thomas,
Charles and William Robinson. Button. $3.50. The same
in Everyman's library. Button. .35. This has some of the
illustrations in reduced size and in black and white.

Aulnoy, Comtesse d'. Fairy tales. McKay. $1.25.

Brown, Frances. Granny's wonderful chair. Button. .35.

Carroll, Lewis. Alice in Wonderland and Through the Looking
Glass. Macmillan. $1.25.

Craik, Mrs. B. M. Adventures of a brownie. Harper. .60.

Craik, Mrs. B. M. Little lame prince. Rand, McNally. $1.25.
Beautifully illus. in colour by Hope Bunlap.

248 THE USE OE BOOKS AND LIBRARIES

Kingsley, Charles, Water-babies. Mactnillan. $i.oo.

Kipling, Rudyard. Jungle book. Second jungle book. Century.
$1.50 each.

Kipling, Rudyard. Just so stories. Doubleday. $1.20.

La Motte-Fouque, F, H. K. de. Sintram and Undine. Stokes.
$1.50.

Macdonald, George. At the back of the North Wind. Lippin-
cott. $1.50. The Princess and the Goblin, and its sequel,
The Princess and Curdle. Lippincott. $1.50 each. The
Light Princess and other tales. Putnam. $1.75.

Ruskin, John. King of the Golden River. Heath. .25.

Stockton, F. R. Bee-man of Orn and other fanciful tales.
Scribner. $1.25. Clocks of Rondaine and other stories.
Scribner. $1.50. A school edition with title Fanciful Tales,
Scribner, .50, contains Bee-man of Orn, Old Pipes and the
Dryad, and Clocks of Rondaine.

Thackeray, W. M. The Rose and the Ring. Macmillan. " .50.

Exercise.

These questions are meant to be suggestive rather than
final. The instructor will probably prefer to make up
her own set of questions based on the books available
for the class work, and the special character of the class.

I. Read the story of The Little Mill in Bryant's How
to Tell Stories to Children. (The same story may be
found in Lang's Blue Fairy Book, in Tappan's Folk-
Stories and Fables, with the title " Why the Sea is Salt,"
and in Abjornsen's Fairy Tales from the Far North,
with the title "Quern at the Bottom of the Sea.'') If
possible, read or tell it to a child. Read also The Arab
and His Camel in Scudder's Fables and Folk Stories
(also in Baldwin's Fairy Stories and Fables) ; also The
Greedy Shepherd in Browne's Wonderful Chair, or.
Which is Best? in Pyle's Wonder Clock. Which seems
to you to best present to children the folly of greed over-
reaching itself? Why?

FAIRY TALES 249

2. Of the three stories, Puss in Boots, Jack and the
Bean Stalk, and Little Red Riding Hood, which would
you select to tell to a child of five? Give the reasons for
your choice.

3. Examine Jacobs' English Fairy Tales and Lang's
Blue Fairy Book. What seems to you the chief differ-
ence between the two collections ?

4. Name three fables which you would recommend to
tell to children in the first grade. Give reasons for your
choice.

5. Read The Tiger, the Brahmin and the Jackal in
Jacobs' Indian Fairy Tales (or in Bryant's Stories to
Tell; or in Wiggin's and Smith's The Fairy Ring). If
possible read or tell it to a child. Read also Big Claus
and Little Claus in Andersen's Fairy Tales (given also
in Lang's Yellow Fairy ,Book and Scudder's Children's
Book). Which do you think the better story for use
with children, and why?

6. Read The Princess on the Glass Hill in Lang's Blue
Fairy Book (also in Wiggin's and Smith's Fairy Ring),
or, East o' the Sun and West o' the Moon in Lang or
Wiggin and Smith. Compare it with Andersen's Swine-
herd. Which would be preferred by most children under
ten, and why?

7. Select one story to illustrate each of the following
qualities : Courtesy, Generosity, Perseverance, Temper-
ance.

8. Read Rumpelstiltskin in Grimm, in Lang, in Nor-
ton's Heart of Oak Books, v. 3, in Scudder, in Wiggin
and Smith, and in any other place you can find it.
Which version do you think the best? Why? Compare
this story with Tom-Tit-Tot in Jacobs' English Fairy
Tales, or in Hartland's English Folk and Fairy Tales, or

250 THE USE OF BOOKS AND LIBRARIES

in Tileston's Children's Treasure Trove of Pearls. Which
story do you think children would prefer? Why? Try
the experiment of reading or telling both stories to a
class or group of children.

9. Name several legends vi^hich you think would appeal
especially to boys of twelve. Give reasons for your
choice.

10. Read one story from Hawthorne's Wonder Book,
and one from Kingsley's Greek Heroes. Which author
seems to you to most successfully present the myth to
children? Have you ever known a child who very much
preferred one of these two books to the other? Read
selections from each book to a child or a class of children
and note which book seems the more popular.

11. Mention two legends and two modern fairy tales
which you think especially suitable for girls of twelve
or thirteen. Give reasons for your selection.

12. Is there any folk-tale, or legend, which from your
own experience you think should not be given to chil-
dren? If so, why?

Chapter XVI

POETRY

When the world was a quieter, less bustling place,
before ears were deafened by the creaking of machinery
and green places were blackened by the smoke of fac-
tories, people had more time for poetry. In olden days
the minstrel was a welcome visitor, whether he stopped
on the village green or sought admission at the castle
gate. For years there was such a demand for songs
and for stories in verse that ballads were peddled all
over England by the chapman. Perhaps at no time in
the world's history has there seemed as little natural
taste for poetry as to-day. Where we find one child who
delights in the Blue Poetry Book, we find dozens who re-
gard poetry only as a school task.

Why Children Do Not Care for Poetry. — i. Indif-
ference to poetry on the part of adults. The children's
feeling is due largely to the attitude toward poetry as-
sumed by the adults with whom they are associated. For
the one adult who is familiar with the poets of the past
and interested in the poetry of the present, there are a
hundred who are utterly indifferent. When youngsters
of five or six announce that they " do not hke poetry,"
they are only reflecting something in the atmosphere
around them. While there may be some few people
whose bent, natural or acquired, makes poetry for them
a sealed book, for the majority of us it should be a natu-

252 THE USE OF BOOKS AND LIBRARIES

ral form of enjoyment, inspiration and relaxation. No
amount of conscientious effort on our part to cultivate in
children a love of poetry will be of any avail unless we
love it ourselves.

2. Unwise Selection. Many of the poems selected by
adults for children to read and memorize, belong to chil-
dren only in name; for example, Whittier's Barefoot
Boy, which expresses the feelings of middle-age looking
back on boyhood. Many of Eugene Field's poems are
reminiscent of childhood, rather than childlike in tone.
How most children feel about this type of poem is illus-
trated by the little girl to whom an older friend suggested
Mrs. Browning's " Child's Thought of God," as a poem
to be learned by heart. After a conscientious effort to
become interested, she quietly laid it aside, selecting for
herself and memorizing with great enjoyment Mary
Howitt's " Fairies of the Caldon Low."

3. Method of study. If a child's first and perhaps
only association with a poem is a careful word by word
analysis, it is morally certain that he is not going to love
that poem and very probable that he will never love any
other. Those of us who cried with the Knight of Snow-
den,

" Come one, come all, this rock shall fly
From its firm base as soon as I,"

shared the exile of the noble Douglas and the lovely
Ellen, thrilled at the gathering of Clan Alpine, and lived
for days in a world of Romance with the Lady of the
Lake, are inclined to feel indignant on finding children
confronted with questions which bring them rudely to
earth. Unless children are first allowed to feel the ro-
mantic spirit of the poem they will gain little from a dis-

POETRY 253

cussion of Scott's use of color words, or the effect of
proper names in his verse.

Value of Poetry. — If we are inclined to feel that it is
of little consequence whether or not children are en-
couraged to become poetry lovers, let us think what it
means to go through life without an appreciation of
poetry. As Bliss Perry says, " Your true enthusiast [for
poetry] is caught young." And so a love of poetry should
be cultivated in boys and girls, not only because the music
and swing of its verse, its stirring spirit, its beauty and
magic and mystery belong to childhood, but also because
he who makes a poetry lover of a child sends out into
the world a man better equipped to bear " the slings and
arrows of outrageous fortune " ; a man quicker to see and
feel the beauty around him and stronger " when in dis-
grace with fortune and men's eyes," because of these
keener perceptions. " Poetry lifts the veil from the hid-
den beauty of the world," said Shelley. " The great in-
strument of moral good is the imagination and poetry
ministers to the effect by acting on the cause." And he
adds, " What were virtue, patriotism, friendship — what
were the scenery of this beautiful universe which we
inhabit, what were our consolation on this side of the
grave and what were our aspirations beyond it, if poetry
did not ascend to bring light and fire from those eternal
regions where the owl-winged faculty of calculation dare
not ever soar ? " ^

Qualities in Poetry Which Children Like. — i.
Rhyme and rhythm are the qualities which make the
earliest appeal to children, — witness the fondness of very
little children for repeating, aloud the Mother Goose
rhymes. Nowhere do we find more perfect rhythm than

1 Essay on poetry.

254 THE USE OF BOOKS AND LIBRARIES

in these old nursery jingles, and this combined, as Mr.
Charles Welsh says, " with the appeal to the imagination
evoking the sense of wonder all along the plane of the
baby mind, account for the abiding place which these
rhymes and jingles have in the literature of the nurs-
ery." ^ It is the matchless music of the rhyme and
rhythm in the Child's Garden of Verses, rather than the
marvellous expression of the life of a child, which fasci-
nates little children. This love for rhythm lasts long
after baby days, and explains the popularity of Kipling
with the older boys and girls.

2. Objective quality. Children prefer action to reflec-
tion and poems of the epic and ballad type, or in other
words, poems which tell a story, to poems which are
purely subjective. Occasionally, a definitely reminiscent
poem, such as Hood's,

" I remember, I remember
The house where I was born.''

is a favorite, but on investigation, it proves to be, not
the half-sad, musing note that attracts, but the swinging
metre, the " roses red and white," the laburnum planted
on the brother's birthday (the somewhat unfamiliar word
laburnum adding a charm ) . It is by no means necessary
that every line in a poem be clearly understood. Many
children have been carried into Fairyland by the sound
of the words and the wonderful color in Keats's " Eve of
St. Agnes," or Coleridge's " Kubla Khan," and " Christa-
bel," without understanding a half of what the poem is
about. It is a grave mistake to provide children with
only such poetry as they can easily understand. A great

2 Preface to Nursery rhymes. Heath.

POETRY 255

poem half comprehended is of more value to a child than
many simple poems perfectly within his grasp.

In Scudder's Children's Book, there is an excellent
selection of story poems or rhymes, which are prime
favorites with children. Among them are : " The Spider
and the Fly," " Meddlesome Matty," " The Chatterbox,"
and others by Jane Taylor ; " A Vision from St. Nich-
olas," " John Gilpin," " The Pied Piper," " Llewellyn and
His Dog," " Paul Revere," " Lochinvar," " The Skeleton
in Armor," and others. To these may be added " The
Jackdaw of Rheims," " The Romance of the Swan's
Nest" (Mrs. Browning), and "The Lady of Shalott." ^

3. Lyrical quality. While it is natural that after the
nursery rhyme stage is past, children should look for a
story, many are so responsive to the music in verse, that
pure lyrics, such as " Full fathom five thy father lies,"
and Tennyson's " Blow, bugles, blow," are loved and
learned by children for sheer delight in their singing
Cadences.

4. The moral. Children do not object to, but rather
enjoy a moral, hence the popularity, for many genera-
tions, of Hoffman's " Struwelpeter," and the rhymes of
the Taylor sisters. For the same reason they like
"Goody Blake and Harry Gill," by Wordsworth.

5. Adventure and heroism. As children grow older
the stirring qualities in poetry — heroism, patriotism,
martial pomp, honor and daring, make an increasing ap-
peal. Such poems as " How They Brought the Good
News from Ghent to Aix '' ; " Incident of the French
Camp," " Horatius," " Old Ironsides,"' " The Burial of

3 See also '* Story poems " in Wiggin and Smith. Golden numbers, and
in other collections cited at the end of this chapter.

256 THE USE OF BOOKS AND LIBRARIES

Sir John Moore," "Charge of the Light Brigade,"
" Pibroch of Donald Dhu," " Sir Galahad," " The De-
struction of Sennacherib," and many others of like char-
acter should be a part of the experience of every child.
The ballad " knows no deserts but thinks of the world
as all green and fresh and alive with poetry, with heaven
above and all the hairs counted on every head," * and so
seems to belong particularly to the realm of childhood.
" Robin Hood and Alan-a-Dale," " Robin Hood and the
Bishop," " Sir Patrick Spens," " The Hunting of the
Cheviot," " The Heir of. Lynne," " Kinmont Willie," and
Scott's " Lovely Rosabelle," " Young Lochinvar," and
" The Eve of St. John," are favorites. Nor should the
modern ballads, such as " Lord Ullin's Daughter," " The
Wreck of the Hesperus," " Lucknow," " The Sons of
the Birkenhead," " The Red Thread of Honour," be for-
gotten. Scudder's Children's Book contains a selection
of ballads, and Lang includes many in the Blue Poetry
Book. The Boy's Percy, by Lanier, and the Ballad
Book, compiled by Katherine Lee Bates, are excellent col-
lections. The Robin Hood Ballads have been published
with delightful colored illustrations by Mrs. Lucy Fitch
Perkins in the Dandelion Classics series.

6. Romance and sentiment. With girls there usually
comes a time when sentiment holds sway and they pass
through a period of Adelaide Procter, Jean Ingelow,
Owen Meredith, Moore's Lalla Rookh. Many of Mrs.
Browning's and Tennyson's poems are popular, and
Longfellow's " Golden Legend " is enjoyed.

Sir Walter Scott. — Scott's poetry gives us both ro-
mance and adventure in its finest form and the value of
his poems for both boys and girls can hardly be overesti-

4 Wilhelm Grimm, quoted by Gummere in Preface to Old English ballads.

POETRY 257

mated. Stopford Brooke says, " I am sorry for the
children who are not brought up on the poetry of Scott.
It is an excellent foundation for the appreciation and love
of all other poetry ; it lays up in the minds of those who
care for it elements of enchanting pleasure in after life.
" My father waved us every morning with snatches
from the ' Lay,' from ' Marmion,' and from the ' Lady of
the Lake,' and the day was haunted with their charm.
We learnt for ourselves more than half the poems.
Wherever we played or walked on the hills, or by the
sea, Scott taught us to build up tales of war and love
around the names and scenery of the places, and to fill
them with romantic adventures. The first expedition 1
made after I was twenty-one was made with my brother
to Loch Katrine and the Trosachs, to Glenfilas and
Stirling, and it was one long ravishment ; nor did I enjoy
\\'ordsworth, who was then my companion, the less, but
the more, because I was living every step of the way with
Scott. Many years after, when years of London life
had, I thought, lessened the romantic wonder, I went
north and found myself in the early morning looking
from a height over a castle famed in Border Minstrelsy,
and beyond it lay the Solway and its hills, Lanercost,
Askerten, Bewcastle, Liddesdale, Teviot, and Eskdale,
and on the right the ridges of the Roman Wall, the val-
leys, the rolling rig and flow of the Border mosses and
Border hills. There was scarcely a single name of river,
mountain, or sea-estuary, castle or farmhouse, which was
not known to me from the poetry of Scott. I leaned over
the gate and looked long over the poetic land, and it
seemed as if all the dew of youth fell upon me again, as
if I were again in the ancient world of adventure, ro-
mance, love and war, which we have replaced by science

258 THE USE OF BOOKS AND LIBRARIES

and philosophy, trade and misery, luxury and poverty.
But it was to Scott I owed the pre-eminent pleasure of
that hour, an hour the impression of which I kept like a
precious jewel, and which I have never lost.

" This is the power of Scott, and this a result of his
work. Every boy and girl who reads him with love feels
the same, every man and woman who has read him with
love has a similar experience. It is a great power and a
great result, far more important than those imagine who,
limiting themselves to the poetry of thought alone, are
apart from the romance of the past, and from the fresh-
ening spirit it brings to an over-curious, over-wearied,
over-peopled life. To be the voice and the inspirer of
the young and of their romance ; to have their praise,
which is contained in their pleasure, from age to age;
to be the kindler of their first joy in nature, in ancient,
historic places, in the story-telling of wild love and sor-
row ; to establish that pleasure so that in after years they
carry with them the power to make all lands romantic;
to nourish into strength and passion the romantic heart
— this is Scott's enduring fame as a poet. It is a just
fame, worth a man's life, and it is the final criticism of
his place as a poet for humanity."

Reading Aloud.— In no way is a taste for poetry
more successfully cultivated in children than by the read-
ing aloud of fine poems by someone who loves them and
can read them well.

Suggested Reading.

Arnold, Matthew. Study of poetry. (In Essays in Criticism, 2d

series.)
Brooke, Stopford. Sir Walter Scott. (In Studies in Poetry.)
Emerson, R. W. Poetry and Imagination. (In Letters and So-
cial Aims.)

POETRY 259

Lang, Andrew, ed. Introduction to Blue Poetry Book.

Lanier, Sidney. Introduction to The Boy's Percy.

Lowe, Orton. The Learning of Lyric Poetry. (In Children's
literature, chapter 13.)

McCIintock, P. L. Poetry. (In Literature in the elementary
school, chapter 12.)

Olcott, F. J. Poetry and Rhymes. (In Children's reading, chap-
ter 9.)

Repplier, Agnes. The Children's Poets. (In Essays in Idle-
ness.)

Wiggin, K. D. and Smith, N. A. Golden Numbers. Introduc-
tion.

Exercise.

1. Mention a poem which was a favorite of yours when
a child or which is a favorite of some child you know.
What is there in this poem which appeals to children?

2. What poet (not a writer for children) seems to you
especially suitable for children? Why?

3. Make a selection of six poems to read aloud to chil-
dren in the sixth grade. Give reasons for your choice.

4. What long poems of Tennyson do you consider as
especially interesting and appropriate for boys and girls
from 12 to 14? Is there any long poem which you
would consider particularly unsuitable?

5. What qualities seem to you most necessary in a
poem in order that it should appeal to children. Name a
poem which you think has these qualities.

6. Mention a poem which you think gains greatly by
being read aloud. Do you know of any instance where
a child was led to like a poem by hearing it read aloud?

7. Mention a poem of the reflective type which you
have found liked by some child.

8. If you were reading Lowell's Vision of Sir Launfal
to children in the fifth grade, would you begin with the

26o THE USE OF BOOKS AND LIBRARIES

first line of the poem? If not where would you begin?

9. Compare The Wind in Stevenson's Child's Garden
of Verses with The Night Wind in Eugene Field's Poems
of Childhood. Which do you think a child would prefer
and why?

10. Mention three lyrical poems which you think chil-
dren would enjoy learning.

COLLECTIONS FOR THE YOUNGEST
READERS

Edgar, M. G. Treasury of verse for little children. Crowell.
$2.50.

94 poems excellently chosen and attractively presented.
Illustrated.
McMurray, Mrs. L. B. and Cook, A. S. Songs of the tree-top
and meadow. Public School Publishing Co. .40.
Chiefly out-of-door poems.
Morrison, Mrs. M. J. Songs and rhymes for the little ones.
Page. $1.00.
Old favorites loved by children. Illustrated.
Roadknight, Mrs. Old-fashioned rhymes and poems. Longmans.
.50.

Pleasing collection of simple poems, including old-time
favorites.
Tileston, Mrs. M. M. Sugar and spice and all that's nice. Lit-
tle. $1.25.

Simple, well-known poems. Contains also the stories of
The Three Bears, Henny-Penny, and the Old Woman and
her Pig. Illustrated.
Wiggin, K. D. and Smith, N. A. Pinafore palace. McClure.
$1.50.

For Mother Goose rhymes see p. 320.

FOR CHILDREN FROM 9 TO 12

Burt, M. E. ed. Poems that every child should know. Double-
day. .90.
Good collection ; unattractive title and make-up.

POETRY 261

Lucas, E. V. comp. Book of verses for children. Holt. $2.00.

(Library ed. $1.)
Lucas, E. V. comp. Another book of verses for children. Mac-
millan. $1.50.

Charming collections covering a wide range. Illustrated.
Thatcher, Mrs. L. W. comp. Listening child. Macmillan. $1.25.

Planned especially for reading aloud.
Tileston, Mrs. M. W. comp. Child's harvest of verse. Little.
$1.50.

Divided into two sections, the first for children from 6-10,
the second, for children from 10-13. Contains 200 poems,
some of them not found elsewhere. Illustrated.
Whittier, J. G. Child life; poems. Houghton. $1.50.

Old standard collection by no means superseded. Illus-
trated.
Wiggins, K. D. and Smith, N. A. The posy ring, a book of
verse for children. McClure. $1.25.
Excellent.

FOR CHILDREN FROM 12-15

Eggleston, G. C. ed. American war ballads and lyrics. Putnam.
$1.50.

Henley, W. E. ed. Lyra heroica, a book of verse for boys.
Scribner. $1.25.

Ingpen, Roger, ed. One thousand poems for children. Jacobs.
$1.25.

Useful but not attractive because of its small type and
double-column page.

Lang, Andrew, ed. Blue poetry book. Longmans. $2.00.

One of the best poetry collections for children. Illustrated.

Palgrave, F. T. ed. Children's treasury of lyrical poetry. Mac-
millan. $1.

Patmore, Coventry, ed. Children's garland from the best poets.
Macmillan. $i.oa

Repplier, Agnes, ed. Book of famous verse. Houghton. .75.

Scollard, Clinton, ed. Ballads of American bravery. With notes.
Silver. .50.

Wiggins, K. D. and Smith, N. A. Golden numbers, a book of
verse for youth with introduction and interleaves on the read-
ing of poetry, by K. D. Wiggin. Doubleday. $2.00.

262 THE USE OF BOOKS AND LIBRARIES

The best all round collection for children. Selection has
been made with a high literary standard and sympathetic un-
derstanding of the tastes of the growing boy and girl.

GRADED LISTS

Bellamy, Mrs. Blanche and Goodwin, Mrs. Maud. Open sesame;
poetry and prose for school days. 3 vols. Ginn. .75 each.

Hazard, Bertha. Three years with the poets. (Grades 1-3.)
Houghton. .50.

Olcott, F. J. Story-telling poems ; selected and .arranged for
story-telling and reading aloud and for the children's own
reading. Houghton. $1.25.

Shute, K. H. Land of somg. 3 vols. Silver, v. i, .36; v. 2 .48;
V. 3. ■54-

Chisholm, Louey. Golden stair case ; poems for children. Put-
nam. $2.50. (Cheaper editions at $1.50 and $1.)

" The Golden Staircase has two hundred steps. If a child
begins to climb when he is four years old, and climbs twenty
steps each year, on his fourteenth birthday he will reach the
top. Behind him will descend the staircase from which he
has caught glimpses of the merriment and beauty and hero-
ism beyond ; before him will stretch those Elysian fields
through which his feet have been prepared to roam."
Preface.

BALLADS

Allingham, William, comp. The ballad book. Macmillan. $1.
Bates, K. L. ed. Ballad book. Sibley. .50.
Lanier, Sidney. Boy's Percy. Scribner. $2.

Selections from Bishop Percy's Reliques of Ancient Eng-
lish Poetry.
Perkins, Mrs. L. F. ed. Robin Hood. Stokes. $1.50.
Ten Robin Hood ballads.

OTHER BOOKS OF POETRY TO WHICH CHILDREN
SHOULD HAVE ACCESS

Aytoun, W. E. Lays of the Scottish cavaliers. Scribner. $1.40.
Bryant, W. C. Thanatopsis and. other poems. Houghton. .25.

POETRY 263

Dana, C. A. comp. Household book of poetry. Appleton. $5.

Holmes, O. W. Grandmother's story of Bunker Hill Battle and
other poems. Houghton. .25.

Longfellow, H. W. Poems. Houghton. $1.50.

Macaulay, T. B. Lays of ancient Rome. Longmans. $1.25.

May be had bound with Aytoun's Lays of the Scottish cav-
aliers. Houghton. .40. •

Noyes, Alfred, ed. The magic casement, an anthology of fairy
poetry. Dutton. $2.

Scott, Sir Walter. Poems. Houghton. $1.

Tennyson, Sir Alfred. Poems. Houghton. $1.

Whittier, J. G. Snowbound and selected poems. Houghton.
.40.

SOME POETS WHO HAVE WRITTEN FOR CHILDREN

Blake, William. Songs of innocence. Lane. .50.

Brown, A. F. A pocketful of posies. Houghton. $1.

Gary, Alice and Phcebe. Ballads for little folks. Houghton.
$1.50.

Dodge, Mrs. M. M. When life is young. Century. $1.25.

Field, Eugene. Lullaby land. Scribner. $1.50-

Lamb, Charles and Mary. Poetry for children. Dutton. $1.50.

Larcom, Lucy. Childhood songs. Houghton. $1.

Lear, Edward. Nonsense books. Duffield. $2.50.

Peabody, J. P. Book of the little past. Houghton. $1.50.

Peabody, J. P. Singing leaves. Houghton. $1.

Rossetti, Christina. Sing-song. Macmillan. .80.

Sage, Betty. Rhymes of real children. Dutton. $1.50.

Stevenson, R. L. Child's garden of verses. Scribner. $1.50.

Taylor, Jane and Ann. Original poems for infant minds. Stokes.
$1.50.

Also, Little Ann and other poems, illus. by Kate Green-
away. Warne. $1.

Thaxter, Celia. Stories and poems for children. Houghton.

Chapter XVII

CLASSICS FOR CHILDREN

What is a Classic? — One of the Hterary designations
which come most trippingly from the tongue is that of a
" classic." " Oh, that is one of the cla-ssics of the Eng-
lish language," we remark; or, "every one should have
some acquaintance with the classics of other languages
than his own." Yet if we were called upon suddenly for
a definition of a " classic " in this sense, we might find
ourselves at a loss for words. Let us recall some of
the works which we may, without hesitation, place in
this category; for example, the King James version of
the Bible, Homer's Iliad and Odyssey, Malory's Morte
d'Arthur, Chaucer's Canterbury Tales, Spenser's Faerie
Queen, Shakespeare's plays. Pilgrim's Progress, Robin-
son Crusoe. With these in mind should we not say some-
thing like the following in describing a classic? A
classic is a work which has appealed to a great va-
riety of people at widely different periods of the world's
history, and is therefore a work which presents per-
manent and universal truths. A classic not only has
something to say but says it surpassingly well, with sim-
plicity, beauty, and force, and with a perfect fitness of
form to thought. The effect is to quicken and strengthen
the reader's imagination. Lowell in his well-known defi-
nition says : " A classic is properly a book which main-
tains itself by virtue of that happy coalescence of matter
and style, that innate and exquisite sympathy between the

CLASSICS FOR CHILDREN 265

thought that gives life and the form that consents to every
mood of grace and dignity, which can be simple without
being vulgar, elevated without being distant, and which is
something neither ancient nor modern, always new and
incapable of growing old." ^

Why Classics Appeal to Children. — Thinking of the
qualities we have mentioned it is not hard to see why the
classics appropriate for children appeal to those who can
be led to read them. The stofy of the Iliad and of the
Odyssey, the Old Testament stories, parts of the Ar-
thurian legends have the very qualities which a child
craves, — simplicity of speech, singleness of motive, and
directness of action. The early civilizations, too, which
they describe, create for the child a world which he
can easily understand, simple, adventurous, full of a
vigorous give and take. The story-teller keeps strictly to
the matter in hand, with no digressions or expressions of
opinion, and he uses the minute, realistic detail which
children enjoy. Recall the story of Odysseus and his
companions in the Cave of Polyphemus, or Robinson
Crusoe building his raft.

Why Children Should Know the Classics Suitable
for Them. — First, because in the classics children get
a taste of real literature. They need an acquaintance
with a few of the great books to counteract the mediocre
quality of much of the present day juvenile literature.
Second, the classics' breadth of vision enlarges a child's
outlook. The boy who has defended the walls of Troy
with Hector, wandered over the loud sounding seas with
Odysseus, and sat at the Round Table with Arthur and

1 Among my books. 1870-75, v. 2, p. 126. See also Sainte-Beuve's es-
say: What is a classic. For definition see also Course of study for nor-
mal school pupils on literature for children, by Harron, Bacon and Dana.
Part I of the School department in modern library economy series.

266 THE USE OF BOOKS AND LIBRARIES

his Knights will never be limited to the narrow horizon
of the boy who knows only the ephemeral, modern, story.
The classics help him to see in childhood and keep in
manhood the vision splendid. Lowell says : " For my
part, I believe that the love and study of works of the
imagination is of practical utility in a country so pro-
foundly material (or, as we like to call it, practical) in
its leading tendencies as ours. The hunger after purely
intellectual delights, the content with ideal possessions
cannot but be good for us in maintaining a wholesome-
balance of the character and the faculties. I, for one,
shall never be persuaded that Shakespeare left a less
useful legacy to his country than Watts. We hold all
the deepest, all the highest satisfactions of life as tenants
of imagination." ^ In a more material way, as well, the
classics enlarge a child's experience in the knowledge
they give him of other times than his own ; for in-
stance, Homeric civilization in the Iliad and Odyssey, the
days of chivalry in the Arthurian stories. Third, the
classics supply young people with the best material for
hero-worship. Every child is by nature a hero-worship-
per, and this quality, if the right ideals are supplied, de-
velops character. Is any moral teaching so successful as
that which fills us with a glow of pride and enthusiasm
and the resolve to be like our favourite heroes? Could
any disquisition on truthfulness, honour, and courtesy be
so effective with the boy or girl as the vision of Arthur
and his Knights standing about the Round Table, each
holding the cross of the hilt of his sword before him and
each promising " to be gentle in deed, true in friend-
ship, and faithful in love " ? The classics teach us not
in didactic fashion but by providing ideals. Mr. Mc-

2 Books and libraries.

CLASSICS FOR CHILDREN 267

Murry says in his Special Method of Reading for the
Grades (p. 170) : " A masterpiece works at the founda-
tions of our sympathies and moral judgments. To bring
ourselves under the spell of a great author and to allow
him, hour after hour, and perhaps days in succession, to
sway our feelings and rule far up among the sources of
our moral judgments, is to give him great opportunity
to stamp our character with his convictions. . . . Chil-
dren are susceptible to this strong influence. Many of
them take easily to books, and many others need but
wise direction to bring them under the touch of their
formative influence. A book sometimes produces a more
lasting effect upon the character and conduct of a child
than a close companion. Nor is this true only in the case
of book lovers. It is probable that the great majority of
children feel the wholesome effect of such books if wisely
used at the right time. To select a few of the best books
as companions to a child, and teach him to love their
companionship, is one of the most hopeful things in edu-
cation. The boy or girl who reads some of our choice
epics, stories, novels, dramas, biographies, allowing the
mind to ponder upon the problems of conduct involved,
will receive many deep and permanent moral lessons. . . .
Even in early childhood we are able to detect what is
noble and debasing in conduct as thus graphically and
naturally revealed, and a child forms unerring judgment
along moral lines. The best influence that literature has
to bestow, therefore, may produce its effect in tender
years, where impressions are deep and permanent. There
are many other elements of lasting culture-value in the
study of literature, but first of all the deep and permanent
truths taught by the classics are those of human life and
conduct."

268 THE USE OF BOOKS AND LIBRARIES

Last but not least an acquaintance with the classics
gives the child the power to interpret his later reading.
All literature is filled with allusions, which have no sig-
nificance for him, unless he knows something of the Iliad,
the Odyssey, King Arthur, Pilgrim's Progress, Gulliver's
Travels, Chaucer and Spenser.

When Children Should Know the Classics. — Chil-
dren should become acquainted with the classics, suitable
for them early, during their school days when their taste
is formed. Many children, indeed, enjoy having stories
from Homer and the King Arthur stories read to them
before they are old enough to go to school. Those who
knew Christian, his burden on his back, ApoUyon breath-
ing forth fire and smoke, the Interpreter, Mr. Worldly
Wiseman, and the terrible Giant Despair, as characters in
a sort of delightful fairy tale familiar to their childhood,
return to the Pilgrim's Progress in later life with a de-
light which the college student, making his first ac-
quaintance with it as " required reading," utterly fails
to find.

Selection and Adaptation. — Obviously, all classics are
not appropriate for children. Among those most suitable
are stories from Homer, the King Arthur stories. Pil-
grim's Progress, Gulliver's Travels, Robinson Crusoe, and
some of Shakespeare's plays. Whether children should
be given adaptations of the Canterbury Tales and the
Faerie Queen is, at least, an open question. Some chil-
dren come naturally to the reading of these in their
original form and it is of far more value to the grow-
ing boy and girl to light upon the Faerie Queen for him-
self, and, like Cowley, to be " infinitely delighted with
the stories of knights and giants and monsters and brave
houses," that he finds there, than to know it in an adapted

CLASSICS FOR CHILDREN 269

form. If the child, in the natural course of his educa-
tion, is likely to read the Canterbury Tales, let him wait
until he can feel the charm of " Whan that Aprille with
his shoures soote " in Chaucer's own words. But many
will have no further acquaintance with great English liter-
ature after they leave school. To them it is, perhaps,
worth while to give some of the stories in adapted form
that they may at least have heard of Una and the Red
Cross Knight, the Maiden Britomart, the joyous Canter-
bury pilgrims, Palamon and Arcite and Emily, and Pa-
tient Griselda.

This brings us to the question of presentation. Alany
classics cannot be put into the hands of the average child
as they stand, though some children enjoy Bryant's
translations of Homer, Shakespeare's plays, Paradise Lost
and others. The adaptation, retelling, abridgement, what-
ever method is used to bring a particular masterpiece
within a child's reach, is of great importance. The
spirit of the original should be retained or reproduced.
It is not fair to palm oiT on children a milk and water
dilution which bears no resemblance to the original except
in name. There is too much of the " classic made easy."
Florence Hill Winterbum says in From a Child's Stand-
point : " The careful educators who are cutting down
the classics to fit the youthful understanding should recol-
lect to leave something for them to reach forward to.
That which is a little beyond us is a stimulant and in-
spiration. Probably the bookish youngsters who read
Shakespeare and Spenser before they were a dozen years
old comprehended only a moiety of what their eyes
rested upon, yet because the true and the beautiful is al-
ways simple, the atmosphere even of pre-eminent genius
was not so rarified to them but they could delight in it

270 THE USE OF BOOKS AND i^IBRARIES

and breathe it over again, years after, in memories that
were sweet and precious." And Lang, in the introduc-
tion to the Blue Poetry Book, remarks, " we make a
mistake when we write down to children, still more do we
err when we tell a child not to read this or that because
he cannot understand it. He understands far more than
we give him credit for, but nothing that can harm him.
The half-understanding of it, too, the sense of a margin
beyond, as in a wood full of unknown glades, and birds
and flowers, unfamiliar, is a great part of a child's
pleasure in reading."

Some Good Adaptations and Editions. — There are,
fortunately, a number of classics retold and adapted for
children in an artistic and successful way. Lamb's Ad-
ventures of Ulysses founded on Chapman's Homer, of
which Lamb wrote, " Chapman is divine and my abridge-
ment has not quite emptied him of divinity,'' will be
enjoyed by the older children. There is an attractive
illustrated edition published by Harper at $2.50 ; and
Heath publishes a school edition at twenty-five cents.
Church's Story of the Iliad and Story of the Odyssey
(Macmillan, $1 each), are excellent retellings, simple and
dignified. His Iliad for Boys and Girls and Odyssey for
Boys and Girls, are written in still simpler prose (Mac-
millan, $1.50 each). Walter C. Perry retells the stories
excellently and with Homeric flavor in his Boy's Iliad and
Boy's Odyssey (Macmillan, 1.50 each). While the Ad-
ventures of Odysseus by F. S. Marvin and others puts
the story of the Odyssey into simple and spirited modern
English for younger children. Buckley's Children of the
Dawn (Stokes $1.50) includes the stories of Alcestis,
Cupid and Psyche, Hero and Leander, Arethusa, Atalanta
and others. These, stories will please older children and

CLASSICS FOR CHILDREN 271

it is an excellent book to put into the hands of older
girls. A good selection of books on Greek myth and
literature for a child to read or to have read to him is
the following in the order indicated : The Wonder Book
and Tanglewood Tales, followed by Kingsley's Greek
Heroes; Baldwin's Story of the Golden Age, which re-
lates the events preceding the Trojan War, Bulfinch's
Age of Fable, Church's Story of the Iliad and Odyssey,
and Buckley's Children of the Dawn. Palmer's prose
translation of the Odyssey often appeals to children
when read aloud (Houghton $2.50, abridged for schools,
75 cents), while some children take readily to Bryant's
blank verse translations of the Iliad and Odyssey (Hough-
ton, $1 each).

King Arthur Stories. — Among the best adaptations
for children of the King Arthur stories are the four
books by Howard Pyle, The Story of King Arthur and
His Knights, The Story of the Champions of the Round
Table, The Story of Sir Launcelot and His Companions,
The Story of the Grail and the Passing of King Ar-
thur (Scribner, $2 each) ; McLeod's Book of King
Arthur (Stokes, $1.50) ; Lanier's. Boy's King Arthur
(Scribner, $2) ; and Stevens and Allen, King Arthur
Stories from Le Morte d' Arthur (Houghton, 40 cents).
Of these the JVlcLeod is the simplest and easiest version.
The Pyle books have strong literary merit ; they are
full of atmosphere and idealism and the spirit of chivalry.
Some children find them a little difficult on account of the
slightly archaic language, but all children, even those who
care little for books are delighted with the Pyle stories
when told to them. The Lanier and Stevens and Allen
keep closer to the original, rearranging and simplifying
but preserving the form and language. All older boys

272 THE USE OF BOOKS AND LIBRARIES

and girls should know one or the other of these, prefer-
ably the Lanier. William Henry Frost's Court of King
Arthur and his Knights of the Round Table (Scribner,
$1.50 each), tell, in a pleasant conversational way, stories
of King Arthur as they were told to a little girl during
a journey to Winchester, Tintagel, Glastonbury, and
other Arthurian localities. There are still other excellent
versions of the King Arthur stories.

Robin Hood Ballads. — Howard Pyle has worked the
old Robin Hood ballads into a form which is a child's
classic in itself, and no child should grow up without
knowing it. (The Merry Adventures of Robin Hood.
Scribner, $3.00.)

Stories from Shakespeare. — For stories from
Shakespeare we have Lamb's Tales from Shakespeare,
McLeod's Shakespeare Story Book, and Alice Spencer
Hoffman's Temple Shakespeare for Children, each story
in a separate volume (12 v. Button, 40 cents each, also
published in one large volume. Button, $3). The Lamb
is the simplest. Alfred Ainger, the editor of Lamb's
Letters, says, " These tales have taken their place as an
English classic. They have never been superseded, nor
are they likely to be." There are two beautiful editions,
one illustrated by Arthur Rackham (Button, $2.50) and
one by N. M. Price (Scribner, $1.50). Houghton pub-
lishes a school edition for 50 cents. The best inex-
pensive edition is that published by the Oxford Uni-
versity Press (50 cents), with 16 illustrations from the
Boydell engravings. Miss McLeod's Shakespeare Story
Book (Barnes, $1.75) comes next in order of simplicity.
The stories of sixteen plays are told with dialogue in the
words of the dramas, and the plots are clearly brought out.
The Hoffman stories are especially attractive in make-

CLASSICS FOR CHILDREN 273

up and illustrations. For some reasons it is an advantage
to have the story of each play by itself — for story-
telling purposes for instance. These are the fullest
versions, the stories are well and simply told, and many
extracts from the plays are incorporated, so that the
transition from these stories to the plays themselves is
not hard. A Midsummer Night's Dream for Young
People in the Dandelion Classics (Stokes, $1.50), is not
a retelling, but the Cambridge text with certain omis-
sions. This volume is excellent to put into children's
hands along with the story of the play. The little story
about the play's first production before Queen Elizabeth,
which serves as introduction, will put them into the spirit
of Elizabethan times and they will gain something from
the imaginative illustrations in color by Mrs. Perkins.

Other Classics. — Robinson Crusoe, that book which
has " pleased all the boys of Europe for near one hun-
dred and fifty years," ' is a classic which ought not to be
adapted. Children should know it as it is ; if they are
not ready for it, give them the Swiss Family Robinson
and wait until they are ready for the great work. It
should not be weakened and its value as literature de-
stroyed by any attempt to bring it down to words of one
syllable. There are two excellent editions for children,
containing the first part only, one illustrated in color by
E. Boyd Smith (Houghton, $1.50) ; the other, illus-
trated by Louis Rhead (Harper, $1.50). The same thing
may be said in regard to the simplification of Gulliver's
Travels. Certain omissions are perhaps advisable but as
children take a keen delight in the visits to Lilliput, and
to Brobdignag, as Swift wrote them, why write them
over in less literary form? An attractive edition is pub-

3 Leslie Stephen, Hours in a library. 1875, v. 1, p. 46.

274 THE USE OF BOOKS AND LIBRARIES

lished by Macmillan, illustrated by C. E. Brock (Cran-
ford edition, $1.50). Heath and Dutton publish inex-
pensive school editions. The large edition of The Pil-
grim's Progress illustrated by the Rhead Brothers (Cen-
tury, $1.50). is a good one to put into children's hands.
An excellent version of the Canterbury Tales is that by
Darton, Tales of the Canterbury Pilgrims, retold from
Chaucer and Others (Stokes, $1.50). The illustrations
and general make-up of this book are especially charm-
ing. The tales are -retold with spirit. In McLeod's
Stories from the Eaerie Queen (Stokes, $1.50), Royde-
Smith's Una and the Red Cross Knight (Dutton, $2.50),
and Jeanie Lang's Stories from the Faerie Queene (Dut-
ton, 50 cents) parts of the Faerie Queene are success-
fully retold.

Suggested Reading.

Lowell, J. R. Books and Libraries.

McMurry, C. A. Special method in' reading for the grades:

Chapter 9, Educational value of literature. Chapter 10, The'

use of masterpieces as wholes.
Olcott, F. J. Children's reading. Chapter i. The influence of

good books. Chapter 10, Some classics and standards.

Exercise.

1. Compare Lamb's Tales from Sh5ikespeare, McLeod's
Shakespeare Story Book, and Hoffman's Temple Shakes-
peare for Children. Which do you think the most inter-
esting? Which would children prefer and why? Read
at least two of the same stories as given in each of these
collections.

2. Examine Marvin's Adventures of Odysseus, Perry's
Boy's Odyssey, Church's Story of the Odyssey and

CLASSICS FOR CHILDREN 275

Lamb's Adventures of Ulysses. Which do you think a
boy of 12 would prefer and why?

3. Read in Malory's Morte d' Arthur the story of the
sword Excalibur. Read it also in Pyle's King Arthur and
his Knights, in McLeod's Book of King Arthur, in Lan-
ier's Boy's King Arthur, in Stephen and Allen's King Ar-
thur Stories, in Frost's Court of King Arthur (and in
any other book of King Arthur Stories for children
which is available). Which do you prefer? Which do
you think children would find the most interesting and
why ? Which do you think best reproduces for children
the spirit of the original?

4. Did you read Pilgrim's Progress as a child? If so,
what, as you recall it, was your feeling about it ? Do you
know any children who enjoy reading it or having it read
to them ? If possible, try the experiment of showing some
child, who does not already know it, the large illustrated
edition of Pilgrim's Progress mentioned in this chapter,
and telling him parts of the story.

5. Compare a chapter of Robinson Crusoe in its orig-
inal form with the corresponding part of the story in a
simplified-version, (i.e., Robinson Crusoe written anew
for children by J. Baldwin, American Book Co., or Robin-
son Crusoe, adapted by Miss GCidolphin, Educational Pub-
lishing Co., etc.). What qualities does it seem to you to
lose in the simplified version? Does it gain anything?
If so, what?

6. Suggest other classics than those mentioned in this
chapter which you think children would enjoy^

Chapter XVIII

CHILDREN'S STORIES

\\'hile one child is naturally attracted by the kinds of
literature already discussed, — legends and fairy tales, the
classic stories and poetry, another left to himself turns
to something more commonplace. But both usually unite
in a liking for stories about other boys and girls; the
difference being that a child with a taste for the best
will read the modern stories in addition to his other favor-
ites, while his less imaginative brother will confine him-
self to the present day fiction written for children.

An Abundance of Material. — The home story, the
school story, the outdoor and adventure story, the his-
torical story are always in demand and there is always a
large supply on hand. Indeed one difficulty in dealing
with fiction for children lies in the fact that such a tre-
mendous number of these juveniles is published. Many
mediocre writers are turning out every week pot-boilers
in the form of stories for children, and the poor story
is published at a price within the reach of many for whom
the seventy-five cent, one dollar, and one dollar and a
half children's book is prohibitive.

The Series Books. — In the popularity with both boys
and girls of books in long series, lies another danger.
One series read from beginning to end would cause any
child's taste to deteriorate. Even series by good writers
are not to be relied on ; they have a surprising way of
going from good to fair and from fair to poor.

CHILDREN'S STORIES 277

Boys and Girls Must be Led to Prefer the Better
Books. — It is impossible, nor is it perhaps advisable, to
control all the reading done by children. Our aim must
be to give them enough of the best so that they will
want something besides the mediocre.

Qualities Which Children's Stories Should Have. —
I. A wholesome, normal atmosphere. Stories for chil-
dren should be based on a child's natural interests ; they
should neither be surcharged with excitement, nor so-
phisticated in tone.

2. Refinement and high ideals. Excellent examples of
home stories which illustrate these qualities are Miss
Alcott's Little Women, and Mrs. Richards's Hilde-
garde Stories. Vachell's The Hill is a school story full
of a fine and ennobling spirit. Besides presenting a de-
lightful home life and high ideals of personal conduct,
such stories as Miss Alcott's and Mrs. Richards' have the
merit of making good reading attractive. There are
some people who never recommend a book to us, they
have apparently no mission to preach the doctrine of good
literature, but when we are with them we find that our
standard of taste is higher. The Alcott family were lovers
of good books — hence Pickwick Papers, Pilgrim's Prog-
ress, Undine and Sintram and others, are mentioned in
Little Women as naturally as dresses, parties, and new
umbrellas. Doubtless many a girl has read Undine and
Sintram because her favorite Jo " had wanted it so
long "' ; or, memorized good poetry because Mrs. Rich-
ards' Hildegarde knew so much by heart ; or, looked up
Drummond of Hawthornden and Kit Marlowe, after
reading Hildegarde's Holiday. The delightful English
children in Lucas's Slowcoach know Housman's Bredon
Hill ai)d Milton's Lycidas as a matter of course and enjoy

278 THE USE OF BOOKS AND LIBRARIES

them outside of school hours, and in Alice Brown's Secret
of the Clan, the Merchant of Venice is a real joy to the
four little girls.

3. Another quality of value in fiction for children is
its power to broaden a child's mental horizon by giving
him a knowledge of other countries and conditions of
life than those with which he is familiar. Probably no
books of description do. this so successfully as a good
story. Readers of Charlotte Yonge's and Mrs. Ewing's
stories find themselves surprisingly at home on English
soil. Flora Shaw's delightfur Castle Blair gives glimpses
of Irish moor and river and the atmosphere of Irish coun-
try life a generation or two ago. Crichton's Peep-in-the-
World tells of the life of a little girl in Germany of
■to-day. Children living in the North should know Mrs.
Davis's Moons of Balbanca, Baylor's Georgian Bunga-
low, and Mrs. Stuart's New Orleans Story of Babette;
■while Southern children may well become acquainted with
such books as Sarah Orne Jewett's Betty Leicester, Vaile's
Orcutt Girls (old time Academy days in New England),
Stoddard's Winter Fun, Aldrich's Story of a Bad Boy,
and Mrs. Wiggin's Rebecca of Sunnybrook Farm.
Some children greatly enjoy stories of other children
whose lives are different from their own ; more, perhaps,
prefer books dealing with things with which they are
familiar; all, however, should have the opportunity of
adding new countries to what Leigh Hunt calls, " the very
-curious map in which the world of books should be de-
lineated." ^

4. Good English: While we cannot always insist on
style in stories written for children, we must at least
make sure that they are written in good, grammatical

1 Read his essay The world of books, in The Town.

CHILDREN'S STORIES 279

English. If there is a literary flavor as in KipUng's
Puck of Pock's Hill and Lucas's Slowcoach, so much
the better.

Qualities to be Avoided. — i. Morbid introspection.
For years the famous Elsie Dinsmore series has served
as an example of this fault carried to an extreme. There
are other books more dangerous in this respect because
•less absurd.

2. A tendency to overemphasize the importance of
the youthful hero or .heroine. Books are not infre-
quently found in which the older people are put in the
wrong, while the young person is represented as dis-
playing remarkable perspicacity and intelligence in di-
recting his own — and his elders' — affairs.

3. Pertness and disrespect in speech and attitude to-
ward those in authority.

4. Melodrama : highly colored plots and incidents which
convey a knowledge of the world which children need
not possess.

5. Sentimentality which encourages girls to be on the
lookout for possible love affairs.

6. False views of life: Certain books give the im-
pression that success is attained by some lucky turn of
fortune's wheel rather than by hard work and perse-
verance ; as, for example, the Alger books.

7. Commonplace language, thought and atmosphere.
Stepping Stone Books. — In the case of children who

have read little and that little not of the best, certain
" stepping stone books," as they are sometimes called, may
be used to prepare the way for something better. These
stepping stoneg are not above criticism as to form and
matter. They are usually none too well written and they
are frequently too full of exciting adventure to be prob-

28o THE USE OF BOOKS AND LIBRARIES

able. But at least they are wholesome and clean in tone
and do not present a world askew and out of proportion.^

The Home Story. — Miss Alcott's books and Mrs.
Richards' Hildegarde stories have been referred to as ex-
cellent home stories ; a few other good examples of this
type will be found at the end of the chapter.

The School Story. — The average school story does
not reach a very high level. Most of the dozens of board-
ing school tales turned out yearly are wooden in char-
acterization, stereotyped in plot, and consist chiefly of
descriptions of football and baseball. Vachell's The
Hill is perhaps the best modern school story. This is
English and therefore not so popular with American
boys as books telling of sports and customs which are
familiar. Arthur Stanwood Pier has written the best
recent stories of American school life. Some of R. H.
Barbour's school stories are good, but as a writer he
is uneven. For girls we have Coolidge's What Katy Did
at School, Vaile's Orcutt Girls and Sue Orcutt, and
Peggy by Mrs. Richards. Edna A. Brown's Four Gor-
dons is an excellent combination of home and school
story.

The Outdoor and Adventure Story. — The Jack
books by Grinnell, Tomlinson's St. Lawrence series,
Stoddard's and Kirk Munroe's books are popular rep-
resentatives of this type. This class has been rapidly
reinforced of late by the books dealing with the Boy
Scout movement. Like the school stories they are apt to

2 A few such books are suggested at the end of the chapter. For fuller
lists see Olcott's Children's reading, p. igi-6; Popular fiction and stepping
stones; Harron, Bacon and Dana: Some substitutes for dime novels, in
Course of study on literature for children; Annotated catalogue of books
used in the home libraries and reading clubs. Carnegie Library of Pitts-
burgh,

CHILDREN'S STORIES 281

lack characterization, and originality of plot, but they are
generally wholesome in tone and make for manliness.
Masefield's Jim Davis is a boy's book much above the
average, as are also The Adventures of Billy Topsail and
Billy Topsail and Co. by Norman Duncan. The Indian
stories by Stoddard, Munroe, and other writers are very
popular. And these may lead to the reading of Grin-
nell's Story of the Indian, Parkman's Oregon Trail and
Conspiracy of Pontiac and other books of real value.

The Historical Story. — Most boys seem to have an
insatiable appetite for war stories. They are always
eagerly read in spite of the sameness of plot, incident,
and hero, which characterizes the great majority.
" ' There seem to be a good many of them,' said Miss
Muffett," referring to Mr. Henty's boys, "'but I've
sometimes thought that there may be only two, only they
live in different centuries and go to different wars.' " '
Tomlinson's Revolutionary series and War of 1812 series
and Altsheler's stories of pioneer days are much in de-
mand in the libraries. Under the guidance of a skilful
teacher this taste may lead to the reading of really valu-
able historical books. Occasionally we find an historical
story for children which has atmosphere, spirit, and
characterization, as Twain's The Prince and the Pauper,
Dix's Merrylips and Soldier Rigdale, Pyle's Men of
Iron and Otto of the Silver Hand, and Masefield's Martin
Hyde, Duke's Messenger.

Lists of Stories.

Only a few stories of each type can be listed. For ad-
ditional titles see the recommended lists in Chapter 21.

a Crothers. Miss Muffet's Christmas party. 1902, p. 14.

282 THE USE OF BOOKS AND LIBRARIES

HOME STORIES

Alcott, L. M. Little women ; Little men ; Jo's boys ; Eight cous-
ins ; Rose in bloom; Under the lilacs; Jack and Jill; Oldr
fashioned girl. (Little. $1.50 each.) Garland for girls;
Spinning wheel stories. (Little. $i.J5 each.) Old fash-
ioned Thanksgiving. Little. $1.

Aldrich, T. B. Story of a bad boy. Houghton. $1.^5, also at .70.

Baylor, F. C. A Georgian bungalow. Houghton. $1.

Brown, Alice. The secret of the clan. Macmillan. $1.25.

Brown, E. A. The four Gordons. Lothrop. $1.50.

Catherwood, Jilrs. i\L H. Rocky Fork. Lothrop. $1.25.

Coolidge, Susan. What Katy did ; What Katy did at school ;
What Katy did next ; Clover ; In the high valley. Little.
$1.25 each.

Davis, Mrs. M. E. M. The moons of Balbanca. Houghton. $1.

Ellis, K. R. Wide Awake girls; Wide Awake girls at Winsted.
Little. $1.50 each.

Gilchrist, B. B. Helen over the wall. Penn. $1.20; and its
sequel Helen and the uninvited guests. Penn. $1.25.

Irwin, L. G. Secret of old Thunderhead. Holt. $1.50.

Jackson, H. H. Nelly's silver mine. Little. $2.

Jewett, S. O. Betty Leicester. Houghton. $1.25; Betty Leices-
ter's Christmas. Houghton. $1.

Kirk, Mrs. E. O. Dorothy Deane; Dorothy Deane and her
friends. Houghton. $1.25 each.
For little girls.

Montgomery, L. M. Anne of Green Gables. Page. $1.50.

Pyle, Katharine. Nancy Rutledge. Little. $1.25.
For little girls.

Richards, Mrs. L. E. Queen Hildegarde; Hildegardc's holiday;
Hildegarde's home ; Hildegarde's neighbors ; Hildegarde's
harvest. Estes. $1.25 each.

Sidney, Margaret. Five little Peppers; Five little Peppers mid-
way ; Five little Peppers grown up. Lothrop. $1.50 each.

Stoddard. W. O. Winter fun. Scribner. $1.

Stuart, Mrs. R. M. Story of Babette. Harper. $1.50.

■Ward, Mrs. M. A. Milly and Oily. Doubleday. $1.20.

Wiggin, Mrs. K. D. Mother Carey's chickens; Rebecca of Sun-
nybrook Farm. Houghton. $1.25 each.

CHILDREN'S STORIES 283

White, E. O. An only child; A borrowed sister. Houghton.
$1 each.

For little girls.

STORIES OF OTHER COUNTRIES

Aanrud, Hans. Lisbeth Longfrock. Ginn. .40.

Norway.
Crichton, Mrs. F. E. Peep-in-the-world. Longmans. $1.25.

Germany.
Dodge, Mrs. M. M. Hans Brinker. Scribner. $1.50.

Holland.
Lucas, E. V. The slowcoach. Macmillan. $1.50.

England.
Martineau, Harriet. Feats on the fjord. Dutton. .35.

Norway.
Morley, M. W. Donkey John of the toy valley. McClurg.
$1.25.

The Tyrol.
Perkins, Mrs. L. F. The Dutch twins; Japanese twins; Irish

twins. Houghton. $1 each.
Shaw, F. L. Castle Blair. Little. $1.

Ireland.
Spyri, Johanna. Heidi. Piatt. $1 ; Moni, the goat boy. Ginn.
.40.

Switzerland.

SCHOOL AND COLLEGE STORIES

Barbour, R. H. The best of his school stories are : The ar-
rival of Jimpson ; Behind the line ; Captain of the crew ;
Double play; Forward pass; The half back; Kingsford quar-
ter; Weatherby's innings. Appleton. $1.50 each.

Camp, Walter. The substitute. Appleton. $1.50.

Channon, F. E. An American boy at Henley. Little. $1.50.

Hammond, Harold. West Point ; its glamor and its grind. Cup-
pies. $1.25.

Hughes, Thomas. Tom Brown's school days.- Macmillan. $1.50.

-Pier, A.- S. Boys of St. Timothy's. Scribner. $1.25; Harding

, . .of -St. Timothy's-; New boyat St. Timothy's; Grashaw broth-
ers Houghton... $1,50 each.

284 THE USE OF BOOKS AND LIBRARIES

Vachell, H. A. The hill, a romance of friendship. Dodd.

$1.50.

Harrow, England. For older boys.

FOR GIRLS

Brown, E. A. The four Gordons. Lothrop. $1.50.

Both school and home life.
Brown, H. D. Two college girls. Houghton. $1.25.
CooUdge, Susan. What Katy did at school. Little. $1.25.
Ellis, K. R. Wide Awake, girls at college. Little. $1.50.
Richards, Mrs. L. E. Peggy. Estes. $1.25.
Vaile, Mrs. C. M. The Orcutt girls; Sue Orcutt. Wilde. $1.50
each.

OUTDOOR AND ADVENTURE STORIES

Connolly, J. B. Jeb Hutton ; the story of a Georgia boy. Scrib-
ner. $1.20.

Duncan, Norman. Adventures of Billy Topsail; Billy Topsail
and Co. Revell. $1.50 each.
Stories of Labrador.

Forrester, T. L. Polly Page's yacht club ; Polly Page's ranch
club. Jacobs. $1 each.

Grinnell, G. B. Jack, the young ranchman ; Jack among the In-
dians ; Jack in the Rockies ; Jack, the young canoeman ; Jack,
the young trapper ; Jack, the young explorer. Stokes. $1.25
each.

Finnemore, John. Wolf patrol. Macmillan. $1.50.
Boy scout story.

Hamp, S. F. Trail of the badger. Wilde. $1.50.

Hough, Emerson. Young Alaskans ; Young Alaskans on the
trail ; Young Alaskans in the Rockies. Harper. $1.25.

Kipling, Rudyard. Captains courageous. Century. $1.50.

Masefield, John. Jim Davis. Stokes. $1.25 ; Grosset. .50.

Richards, Rosalind. Two children in the woods. Estes. $1.25.

Sandys, E. W. Trapper " Jim." Macmillan. .50.

Seton. E. T. Rolf in the woods. Doubleday. $1.50.

Sienkiewicz, Henryk. In desert and wilderness. Little. $1.25.

Stevenson, R. L. Treasure Island. Scribner. $1. Has map.
Jacobs. $1. Has illustrations in color, but no map.

CHILDREN'S STORIES 285

Stoddard, XV. O. Little Smoke. Appleton. $1.50; Red Mus-
tarig. Harper. .60.

Indian stories.
Stoddard, W. O. The white cave. Century. $1.50.
Wallace, Dillon. Wilderness castaways. McClurg. $1.25.
White, S. E. The magic forest. Macmillan. $1.20.

Indian story for younger children.

HISTORICAL STORIES

Altsheler, J. A. Horsemen of the plains; a story of the great
Cheyenne war. Macmillan. $1.50; Young trailers; a story
of Kentucky. Appleton. $1.50.
Dix, B. INI. Merrylips. Macmillan. .75.

Cavalier and Roundhead times.
Dix, B. M. Soldier Rigdale. Macmillan. $1.50.

A story of the Mayflower and Plymouth.
Huntington, H. S. His Majesty's sloop. Diamond Rock. Hough-
ton. $1.50.

Siege of Diamond Rock, off the coast of Martinique, in
the days of Nelson.
Kipling, Rudyard. Puck of Pook's Hill. Doubleday. $1.50.

Ten historical stories of England from the coming of the
Normans to Magna Charta, in the setting of a delightful
fairy tale and interspersed with songs and ballads. Will
give children a better understanding of English history than
the learning of many facts and dates. Rewards and Fairies
contains eleven more tales.
Masefield, John. Martin Hyde, Duke's messenger. Little. $1.50.

Monmouth rebellion, 1685.
Mason, A. B. Tom Strong, Washington's scout. Holt. $1.25.
Morrison, S. E. Chilhowee boys. Crowell. .75.

Pioneer days in Tennessee.
Pyle, Howard. Men of iron. Harper. $2.

Knighthood in the days of Henry IV of England.
Seaman, A. H. Jacqueline of the carrier pigeons. Sturgis and
Walton. $1.25.
Siege of Leyden.
Seawell, M. E. Little Jarvis. Appleton. $1.

Fight of the Constitution and La Vengeance in 1800.

286 THE USE OF BOOKS AND LIBRARIES

Tomlinson, E. T. Revolutionary series. 3 vols. ; -War of l-8l2-

series, 6 vols. Lothrop. $1.25 each.
True, J. P. Morgan's men ; On guard ; Scouting for Washing-
ton ; Scouting for Light Horse Harry. Little. $1.50 each

Twain, Mark. The prince and the pauper. .Harper. $1.75.
Scene is laid in the time of Edward VI of England.
Yonge, C. M. The dove in the eagle's nest. Macmillan.' $1.25.
Romantic story of Germany in the isth century.

STEPPING STONE BOOKS

Ames, J. B. Pete, -cow-puncher. Holt. $i.sa ■ - ■

Carruth, Hayden. Track's end. Harper. $1. • -

Drysdale, William. The fast mail. Wilde. $1.50.
DuBois, M. L. Lass of the silver sword ; League of- the signet

ring (sequel). Century. $1.50 each.
Hunting, H. T. The cave of the bottomless pool. Holt. $1.50.
Hunting, H. T. Witter Whitehead's own story. Holt. $1.25.
Jamison, Mrs; C. V. Toinette's Philip; Lady Jane. Century.

$1.50 each.
Kenneth-Brown, Kenneth. Two boys in a gyro-car. Houghton.

$1.20.
Otis, James. ■ Toby Tyler, or. Ten weeks with a circus ; Mr.

Stubb's brother (sequel). Harper. .60 each.
Stevenson, B. E. The young section-hand. Page. $1.50.

Exercise.

1. Suggest three books to offer a boy as substitutes for
the Alger books. In what order would you give them
to him?

2. Name three stories which you would strongly
recommend for girls of twelve or thirteen. Give reasons.

3. Are you familiar with any of the following series:
Motor Boys, Arrship Boys, Aeroplane Boys? How
would you criticize them ? Recommend a course o,f read-
ing for a boy addicted to this kind of book

4. What seems to you the most valuable- quality in
Miss Alcott's books for 'girls ?

CHILDREN'S STORIES ^87

5. Compare The Lass of the Silver Sword (Dubois)
with The Slowcoach (Lucas). Which do you think
most children would prefer and why? Which do you
prefer? In which do you think the children are most
naturally drawn?

6. Compare R. H. Barbour's Tom, Dick and Harriet
with his Double Play ; or with any of the other books by
Barbour listed in this chapter. Would you add Tom,
Dick and Harriet to the list? Give reasons for or
against doing so.

7. Read either Lady Jan or Toinette's Philip by Mrs.
Jamison. What do you think would be the effect on a
child of a long course of similar books?

8. Read Hughes's Tom Brown's School Days and a
school story by Pier or Barbour. In general, and besides
the fact that one is English and one American, how
do they differ?

9. Read Masefield's Martin Hyde, Duke's Messenger;
or Pyle's Otto of the Silver Hand; or Huntington's His
Majesty's Sloop Diamond Rock; or Dix's Soldier Rig-
dale. Compare it with one of Tomlinson's Revolu-
tionary or War of 1812 stories. Which do you prefer
and why?

10. Read or examine Gilchrist's Helen-over-the-wall,
Alice Brown's Secret of the Clan, E. A. Brown's Four
Gordons. What do you think are their strongest points ?
Do you find in any one of them anything which you
consider a defect?

11. Name the qualities you consider necessary for an
ideal story for little girls from eight to ten. Look over
the books in the lists at the end of this chapter which are
marked for little girls. Do you find any which satisfy
you?

288 THE USE OF BOOKS AND LIBRARIES

12. Read or examine Shaw's Castle Blair; Masefield's
Jim Davis, Jackson's Nelly's Silver Mine. To what kind
of children will each one appeal? Have you had any
experience with children in regard to these three books?

Chapter XIX

OTHER BOOKS FOR CHILDREN

Besides the children's books aheady mentioned (i.e.,
fairy tales, classics for children, poetry and stories)
there are other books written for children which are
useful and often popular. Most of them, however, have
little value as literature. For purposes of discussion we
may divide these books roughly into the following groups :

History and Biography. — The most successful his-
tories written for children are those which emphasize the
romantic and biographical side of history. The form in
which history makes its first appeal to children is not in
connected narrative, however simple, but accounts of
dramatic incidents, or a series of dramatic incidents.
Examples are Scott's Tales of a Grandfather (which
were told to Sir Walter's little grandson before the au-
thor put them in writing) ; Grace Greenwood's Merrie
England ; Lodge and Roosevelt's Hero Tales from
American History ; and for younger children, Eggleston's
Stories of Great Americans for Little Americans ; and
Baldwin's Fifty Famous Stories Retold. Next come sim-
ple narratives such as Tappan's Our Country's Story ;
Marshall's Island Story [England] ; and Grifhs' Young
People's History of Holland. From these the step will be
easy to the books by Fiske and Parkman, which ought to
be in every High School Library.

Historical Fiction. — Children probably gain a better

290 THE USE OF BOOKS AND LIBRARIES

understanding of a country or a period from a good his-
torical story than from reading juvenile histories. A few
historical stories for children are listed at the end of the
preceding chapter and there are a number of historical
novels which children should know as they are ready for
them. With most, this will be in high school years, but
some boys and girls enjoy them earlier. First and fore-
most among them are Scott's novels, particularly The
Talisman, Ivanhoe, and Quentin Durward ; Dickens'
Tales of Two Cities; Stevenson's Black Arrow; Kings-
ley's Hereward, the Wake, and Westward Ho ! ; Bulwer-
Lytton's Last Days of Pompeii.

Books on Citizenship and Government. — • Such sim-
ple books on the duties of citizenship as Dole's Young
Citizen and Richman and Wallach's Good Citizenship,
and books describing the departments of the United States
government, such as Brooks's Century Book for Young
Americans, may well be brought to children's attention
in connection with histories of their own country.

Prehistoric Times and Primitive Man. — There are
a few books for children dealing with the early history of
the world and with primitive man — Waterloo's Story of
Ab, Ewald's Two Legs, Mix's Mighty Animals, Mac-
Intyre's Cave Boy of the Age of Stone, True's Iron
Star.

Historical Biography. — This is one of the best ways
in which to present history to children. The historical
biographies of Jacob Abbott and his brother J. S. C.
Abbott although written years ago are still readable and
interesting.^ Eva March Tappan has written the lives of
Alfred the Great, William the Conqueror, Queen Eliza-
beth and Queen Victoria for children in simple, interest-

1 For some of the best see the end of the chapter.

OTHER BOOKS FOR CHILDREN 291

ing style, and there are two series of biographies for
children which include mainly historical characters.
These are Upton's Life Stories for Young People and the
Children's Heroes Series.^ The latter is more attractive
in appearance, with colored illustrations, and is more
childlike in style. The Life Stories are better suited,
on the whole, to the high school than to the elementary
school library. A book containing much interesting bio-
graphical material is Marshall's Child's English Litera-
ture, a well written and attractively illustrated book which
should be accessible to seventh and eighth grade chil-
dren as well as to high school students.

Other Biographies. — Accounts of great and noble
men and women of every age teach children valuable
lessons of heroism, self-denial and perseverance. Mrs.
Richards' Florence Nightingale was written especially for
girls ; Moses' Life of Louisa Alcott is good, though Miss
Alcott's Life, Letters and Journal, edited by Mrs. Cheney,
is better. Mrs. Lang's Red Book of Heroes tells of the
lives of Florence Nightingale, Father Damien and others.
The lives of Livingstone and Stanley are told in the
Children's Heroes series. Mrs. Wade's Wonder Work-
ers tells briefly of Luther Burbank, Helen Keller, Jane
Addams, Thomas Edison, William George, Wilfred Gren-
fell and Judge Lindsay.

Geographical Books. — There are three well-known
series of geographical books for children ; arranged in or-
der of difficulty in descending scale they are: Peeps
at Many Lands, Little People Everywhere and the Little
Cousin Series. The books in the Peeps at Many Lands
series make no attempt at a story; they are, as a rule,
well written and are beautifully illustrated in color, but

2 See end of chapter.

292 THE USE OF BOOKS AND LIBRARIES

not strongly bound. A few of the best are listed at the
end of the chapter. They are suitable for children of
twelve and over.

Little People Everywhere describes child life in dif-
ferent countries in story form, giving a good deal of in-
formation about customs, history and daily life. The
books in this series are illustrated by photographs. They
are better written than those in the Little Cousin Series,
which is the poorest in style, though some of its volumes
are better than others. Most of them seem very perfunc-
tory and uninteresting to the adult, though many chil-
dren seem to enjoy them. Little People Everywhere
should be used in preference to the Little Cousin Series,
when possible. The information in both series is,
on the whole, accurate and reliable. A valuable and
well written book which gives much useful information
about the forests, mines, wild life, and other resources
of the United States, is Price's Land We Live In: The
Boy's Book of Conservation." ^

Animal Stories. — The first kind of nature book to
appeal to children is the animal story. About ten years
ago a spirited controversy took place between Mr. Bur-
roughs and Mr. William J. Long on the subject of nature
books.* Mr. Burroughs accused the " modern school of
nature study " of attributing the " whole human psy-
chology " to the animals they portrayed, and of some-
times calling on their own invention to explain the

3 A new geographical series which promises well is published by Dutton
under the title. Little schoolmates series^ Among the volumes already
published are Under Greek skies (Dragoumis) ; A boy in Eirinn (Colum) ;
In sunny Spain (Katharine Lee Bates), $i each.

4 See Burroughs. Real and sham natural history. Atlantic monthly, v.
91, p. 298-309, March, 1903; Long, Modern school of nature study and its
critics. North American, */. 176, p. 688-98, May, 1903; Burroughs, Liter-
ary treatment of nature. Atlantic monthly, v. 94, p. 38-43, July, 1904.

OTHER BOOKS FOR CHILDREN 293

phenomena of animal life. But Mr. Burroughs criticized
their books only on the ground that they are " put forth
as veritable history and thus mislead their readers." As
stories, he gave them high praise and it is in that light
that we chiefly need to consider them. Little children
do not want a scientific fact, they do want a story ; con-
sidered as stories, the books which describe animals in
terms of hurrian beings do not mislead children. For
them, Raggylug and his mother, Krag and Johnny Bear,
are just as true as Baloo and Bagheera in the Jungle
Books, — and no more so; indeed to some children the
Jungle folk are infinitely more real and entertaining.
As children grow older, they enjoy books without a story
interest, siich as Burroughs' Birds and Bees, and Squir-
rels and Other Fur Bearers ; John Muir's books, and
those by W. H. Gibson and Dallas Sharp, and can be
shown the difference between the two kinds of nature
books. Lives of the Hunted, and Wild Animals I Have
Known (Seton), and Long's Secrets of the Woods, and
bther books of this type should be classed with fiction,
not, as in some libraries, with the books on natural his-
tory. Among the best of the animal books and less
open to criticism on the score of making the animals too
human, than those by Long and Seton, are the books by
C. D. G. Roberts — Kindred of the Wild, Haunters of
the Silences, and others.

Stories of Domestic Animals. — There are some
good stories of domestic animals which are very popular
with little children. Many of this class are written pri-
marily to encourage the proper care and treatment of
animals. Some of these, like Sewall's Black Beauty, are
good stories as well, and much enjoyed by children;
others are painful and make too strong an appeal to the

294 THE USE OF BOOKS AND LIBRARIES

child's sympathies. The purely imaginative story which
is really a sort of fairy tale, often has a greater value in
encouraging kindness to animals, as well as a far higher
literary quality, for example, Lagerlof's Wonderful Ad-
ventures of Nils.

Descriptive Nature Books. — There are a number of
excellent nature books written for children, which do not
use the story form, but which are clear, simple, and inter-
esting, such as Olive Thorne Miller's First and Second
Book of Birds, Thompson's Water Wonders Every Child
Should Know, and Ball's Star-Land. Some suggest the
story form by their style and title as Morley's Bee Peo-
ple, Patterson's Spinner Family, Parsons' Plants and
Their Children. These descriptive books lead naturally
to the adult books by Burroughs, Bradford Torrey, Muir,
and others.

Guides and Handbooks. — Before they leave the ele-
mentary school many children enjoy learning to use some
of the simple guides and manuals. Mrs. Parsons' How
to Know the Wild Flowers is so charmingly written that
children gain more from using it than the mere names of
the flowers. Chapman's Bird-Life, a Guide to the Study
of Our Common Birds, and his Handbook of the Birds
of Eastern North America are easily used by children.
Clarke's Astronomy from a Dipper tells how one who
knows only the Dipper may find the other constellations
and important stars. Its charts are clear and simple,
and the humor of its brief descriptions delights children
as well as adults.

Physiology and Hygiene. — Woods Hutchinson's
Child's Day follows a normal child's activities from the
time he arises until bedtime, under such chapter head-
ings as " Good Morning " ; " Breakfast " ; " Going to

OTHER BOOKS FOR CHILDREN 295

School " ; " Absent To-day," etc. It explains simple prin-
ciples of hygiene, and facts of anatomy and physiology.
It is well illustrated and written in a way to interest chil-
dren. Gulick's Emergencies tells what to do in case of
accidents, and how to avoid them. It is based on a study
of accidents common to children and brings out clearly
the danger of fire, of pointing a gun at other people, of
neglecting cuts and bruises, of playing in the streets, etc.,
as well as what to- do after an accident has occurred.
Jewett's Good Health is a useful and simple little book
on personal hygiene; the physiology of The Body at
Work, by the same author, is more advanced. Town
and City, also by Jewett, tells of community hygiene, and
encourages civic pride in children. All this series is well
illustrated.

Books Telling How to Make and Do Things. —
There is a host of these books, and they are often useful
and sometimes serve to arouse the interest of children
who do not care much for reading. Most boys go
through the stage when they want books which will aid
them in making experiments and in building all sorts of
things from rafts to bird-houses. One or two books
which will give suggestions for work and play of this
sort should be in every classroom librar)\ From these,
boys turn readily to descriptive books such as Williams'
How It Works, and Philip's Romance of Modern Chem-
istry. Besides handicraft books for girls (such as
Beard's How to Amuse Yourself and Others), there are
several excellent little books about housekeeping, cooking,
and sewing (see list at the end of the chapter), which
many small girls enjoy, and which probably awaken an
interest in household affairs, even if they do not serve as
a very important means of instruction. There are sev-

296 THE USE OF BOOKS AND LIBRARIES

eral good, simple books on gardening for children, such
as Duncan's Mary's Garden and How It Grew, and
When Mother Lets Us Garden. Higgins' Little Gardens
for Boys and Girls contains good material but is too
much written down in style.

In choosing these practical books it is necessary to con-
sider the following points: Are they really practical?
Are the instructions clear and simple? Are there dia-
grams and plans and drawings which -a child can follow?
Do they call for materials which are out of a child's
reach on account of expense or other reasons?

Fine Arts. — Books for children on the fine arts are
a rather negligible quantity. Comparatively few have
been written and most of those are not particularly satis-
factory. Among the successful ones are Steedman's
Knights of Art, sketches of eighteen Italian painters from
Giotto to Veronese, illustrated by reproductions of their
paintings ; and Conway's Children's Book of Art, which
attempts to give by means of specific examples, some-
thing of the history and significance of painting. There
are two series of graded art readers : Art Literature
Readers by Grover, and Cyr's Graded Art Readers, illus-
trated by reproductions of paintings and with simple text,
original or selected, to fit the pictures. Miss Hurll has
written a number of artists' biographies (Houghton, 75
cents each), but these, like the lives of Beethoven, Bach,
Haydn, and Mozart, in the Upton's Life Stories for
Young People, CafiSn's Guide to Pictures for Beginners^
and Mason's Guide to Music for Beginners, and others,'
are better suited to the high school than to the elemen-
tary school library.

5 Published also under titles, Child's guide to pictures and Child's guide
to music.

OTHER BOOKS FOR CHILDREN 297

STORIES FROM HISTORY

Baldwin, James. Fifty famous stories retold. Amer. Book Co.

•as-
Legendary and true stories of famous heroes of all nations.

Brooks, E. S. Historic boys; Historic girls. Putnam. $1.25
each.

Eggleston, Edward. Stories of great Americans for little Amer-
icans. American Book Co. .40.
For little children.

Greenwood, Grace. Merrie England. Ginn. .50.

Lodge, H'. C. and Roosevelt, Theodore. Hero tales from Amer-
ican history. Century. $1.50.

Scott, Sir Walter. Tales of a grandfather. 3 v. Houghton.
$4.50.

HISTORIES FOR CHILDREN

Coffin, C. C. Boys of '76. Harper. $2.

Dickens, Charles. Child's history of England. Houghton. $1.
Covers from Roman conquest to 1688. Prejudiced and not
always accurate, but well adapted to arousing children's in-
terest in English history.

Griffis, W. E. Young people's history of Holland. Houghton.
$1.50.

Marshall, H. E. An island story [England] ; Scotland's story.
Stokes. $2.50 each.

Tappan, E. M. Our country's story. Houghton. .65.

Tappan, E. M. Letters from colonial children. Houghton.
$1.50.

Tappan, E. M. When knights were bold. Houghton. $2.

Tells of life in castles, monasteries and towns during the
Middle Ages.

HISTORICAL NOVELS

Scott, Sir Walter. The talisman. Macmillan. $1.25 or Hough-
ton. $1.

Ivanhoe. Houghton. $2.50. (This edition has delightful
illustrations in color by E. Boyd Smith), or Macmillan.
$1.25 and another Houghton ed. at $1. Quentin Durward.
Macmillan. $1.25 or Houghton. $1.

298 THE USE OF BOOKS AND LIBRARIES

Dickens, Charles. Tale of two cities. Houghton. $1.50.

Stevenson, R. L. The black arrow. Scribner. $1.

Kingsley, Charles. Hereward the wake; Westward Ho! Mac-

millan. $1 each.
Bulwer-Lytton, E. G. E. L. Last days of Pompeii. Crowell.

$1.50.

CITIZENSHIP AND GOVERNMENT

Brooks, E. S. Century book for young Americans. Century.

$1.50.
Dole, C. F. Young citizen. Heath. .45.
Richman, Julia and Wallach, Mrs. I. R. Good citizenship.

American Book Co. .45.

PREHISTORIC TIMES AND PRIMITIVE MAN

Ewald, Carl. Two-legs. Scribner. $1.

Mclntyre, M. A. Cave boy of the age of stone. Appleton. .40.

Mix, J. T. Mighty animals. American Book Co. .40.

True, J. P. The iron star. Little. .50.

Waterloo, Stanley. Story of Ab. Doubleday. $1.50.

BIOGRAPHY

Books About More Than One Person
Lang, Mrs. L. B. Red book of heroes. Longmans. $1.60.
Marshall, H. E. Child's English literature. Stokes. $2.50.
Wade, Mrs. M. H. Wonder workers. Little. $1.
Yonge, C. M. Book of golden deeds. (Everyman's library.)
Dutton. 50C.

Individual Biography
Abbott, Jacob. Alexander the Great ; Julius Caesar ; Mary Queen

of Scots. Harper. .50 each.
Abbott, J. S. C. Josephine ; Madame Roland ; Marie Antoinette.

Harper. .50 each.
Alcott, L. M. Life, letters and journal, ed. by Mrs. Cheney.
Little. $1.50.

Also, Moses, Belle. Louisa M. Alcott, dreamer and worker.
Appleton. $1.25.

OTHER BOOKS FOR CHILDREN 299

Jewett, Sophie. God's troubadour, the story of St. Francis of
Assisi. Crowell. $1.25.

Told with literary charm and skill. Emphasizes the leg-
ends of birds and animals.

Moores, C. W. Life of Abraham Lincoln. Houghton. .60.

Nicolay, Helen. Boy's life of Abraham Lincoln. Century. $1.50.
Excellent for older children.

Richards, Mrs. L. E. Florence Nightingale, the angel of the
Crimea. Appleton. $1.25.

Seawell, M. E. Decatur and Somers. Appleton. $1.

Tappan, E. M. In the days of Alfred the Great ; In the days of
William the Conqueror; In the days of Queen Elizabeth; In
the days of Queen Victoria. Lothrop. $1 each.

Children's Heroes Series. Dutton. .50 each.
Among the best in this series are :

Lang, .Andrew. Joan of Arc.

Lang, John. Captain Cook.

Kelly, M. D. Sir Walter Raleigh.

Golding, Vautier. David Livingstone.

Upton's Life stories for young people. McClurg. .60 each.
Among the best in this series are :

Hoffman, Franz. Mozart's youth.

Hoffman, Franz. Ludwig von Beethoven.

Schupp, Ottokar. William of Orange.

Henning, Friedrich. Maid of Orleans.

Schmidt, Ferdinand. William Tell.

GEOGRAPHY AND TRAVEL

Andrews, Jane. Seven little sisters. Ginn. .50.

Ayrton, Mrs. M. C. Child-life in Japan and Japanese child
stories. Heath. .20.

Peary, Mrs. J. D. and M. A. The snow baby; Children of the
Arctic; and,

Peary, R. E. and M. A. Snowland folk. Stokes. $1.25 each.
For little children.

Price, O. W. The land we live in ; the boy's book of conserva-
tion. Small. $1.50.

Schwatka, Frederick. Children of the cold. Educational Pub-
lishing Co. $1.25.

300 THE USE OF BOOKS AND LIBRARIES

Starr, Frederick. Strange peoples. Heath. .40.
Peeps at many lands. Macmillan. .55 each.

Among the best in this series are :
Jungman. Holland.
Grierson. Scotland.
Browne. Greece.
Leith. Iceland.
Finnemore. England.
Finnemore. Switzerland.
Finnemore. Japan.
Wilmot-Buxton. Wales.
Little people everywhere; ed. by E. B. McDonald and Julia

Dalrymple. Little. .60 each.

Among the best are: Marta in Holland; Ume San in

Japan ; Kathleen in Ireland ; Gerda in Sweden ; Colette in

France.
Little cousin series. Page. .60 each.

The best are :
Headland. Our little Chinese cousin.
Macmanus. Our little English cousin ; Out- little French cousin ;

Our little Scotch cousin.
Nixon-Roulet. Our little Alaskan cousin.

ANIMAL STORIES
Wild Animals

Breck, Edward. Wilderness pets at Camp Buckshaw. Hough-
ton. $1.50.

Roberts, C. G. D. Kindred of the wild ; Haunters of the silences ;
Watchers of the trails. Page. $2 each.

Seton, E. T. Biography of a grizzly. Century. $1.50; Lives of
the hunted. Scribner. $1.75 ; Wild animals I have known.
Scribner. $2. There are school editions at .50 containing
selections from the last two.

Wild Animals in Captivity
Bostock, F. R. Training of wild animals. Century. $1.
Roberts, C. G. D. Kings in exile. Macmillan. $1.50.
Velvin, Ellen. Behind the scenes with wild animals. Moffatt.
$2.

OTHER BOOKS FOR CHILDREN 301

Domestic Animals

Brown, John. Rab and his friends. Heath. .20.

Ford, Sewell. Horses nine. Scribner. $1.25.

Muir, John. Stickeen. Houghton. .60.

Segur, S. R. comtesse de. Story of a donkey. Heath. .20.

Sewall, Anna. Black Beauty. Crowell. .60.

Tappan, E. M. Dixie Kitten. Houghton. $l.

White, E. O. Brothers in fur. Houghton. $1.

Animal Fairy Tales

Bertelli, Luigi. The prince and his ants. Holt. $1.35.

Kipling, Rudyard. Jungle book; Second jungle book. Century.
Each $1.50. Just so stories. Doubleday. $1.25.

Lagerlof, Selma. Wonderful adventures of Nils ; Further ad-
ventures of Nils. Doubleday. $1.50 each.

DESCRIPTIVE NATURE BOOKS FOR CHILDREN

Ball, R. S. Star-land. Ginn. $1.

Brearley, H. C. Animal secrets told, a book of whys. Stokes.

$1.50.
Darwin, Charles. What Mr. Darwin saw in his voyage around

the world in the Ship Beagle. Harper. $3.
Gibson, W. H. Sharp eyes ; Eye spy. Harper. $2.50 each.
Keffer, C. A. Nature studies on the farm ; soils and plants.

American Book Co. .65.
Morley, M. W. Bee people. Atkinson. .50.
Parsons, Mrs. F. T. S. Plants and their children. American

Book Co. .65.
Patterson, A. J. Spinner family. McClurg. $1.25.
Thompson, J. M. Water wonders every child should know.

Doubleday. $1.10.

DESCRIPTIVE NATURE BOOKS FOR ADULTS WHICH
CHILDREN ENJOY

Burroughs, John. Birds and bees. Houghton. .40; Bird stories.

Houghton. .80; Squirrels and other fur bearers. Houghton.

.60.
Muir, John. Mountains of California. Century. $1.50.

302 THE USE OF BOOKS AND LIBRARIES

Warner, C. D. In the wilderness. Houghton. $i.

Contains " A hunting of the deer," " How I killed a bear,''
" Camping out," etc.

GUIDES AND MANUALS

Chapman, F. M. Bird life, a guide to the study of our common
birds. Appleton. $2; Handbook of the birds of eastern
North America. Appleton. $3.

Clarke, E. C. Astronomy from a dipper. Houghton. .60.

Parsons, Mrs. F. T. S. How to know the wild flowers. Scrib-
ner. $2.

Arranged by color.

PHYSIOLOGY AND HYGIENE

Hutchinson, Woods. The child's day. Houghton. .40.
Gulick Hygiene Series

Emergencies (Gulick). Ginn. .40.

Body at work (Jewett). Ginn. .50.

Good health (Jewett). Ginn. .40.

Town and city (Jewett). Ginn. .50.

BOOKS TELLING HOW TO MAKE AND DO THINGS

Adams, J. H. Harper's electricity book for boys ; Harper's in-
door book for boys ; Harper's outdoor book for boys. Har-
per. $1.75 each.

Beard, D. C. Boy pioneers, sons of Daniel Boone. Scribner.
$2.

Gives directions for organizing a Daniel Boone club, mak-
ing costumes, fort, camp, etc.

Beard, Lina and A. B. Indoor and outdoor handicraft and
recreation for girls ; How to amuse yourself and others ; the
American girls' handy book. Scribner. $2 each.

Burrell, C. B. Little cook book for a little girl; Saturday morn-
ings ; or, How Margaret learned to keep house. Estes. .75
each.

Cave, Edward. Boy scout's hike book. Doubleday. .50.

Collins, F. A. Boys' book of model aeroplanes ; Second book of
model aeroplanes. Century. $1.20 each.

OTHER BOOKS FOR CHILDREN 303

Duncan, Frances. Mary's garden and how it grew. Century.

$1.25. When mother lets us garden. Moffiatt. .75.
Grinnell, G. B. and Swan, E. L. ed. Harper's camping and

scouting; an outdoor guide for American boys. Harper.

$i.7S-

Kirkland, E. S. Six little cooks : Dora's housekeeping. McClurg.
.75 each.

Miller, O. T. Our home pets. Harper. $1.25.
Tells how to take care of pet animals.

Morgan, Mrs. M. E. How to dress a doll. Altemus. .50.

Paret, A. P. Harper's handy book for girls. Harper. $1.75.

St. John, T. M. How two boys made their own electrical ap-
paratus. St. John. $r.

Shafer, D. C. Harper's beginning electricity. Harper. $1.

Sloane, T. O. Electric toy making for amateurs. Henley. $i.

Verrill, A. H. Harper's wireless book. Harper. $1.

INTERESTING OCCUPATIONS

Downes, A. M. Fire fighters and their pets. Harper. $1.50.

Tells of the New York fire department.
Hill, C. T. Fighting a fire. Century. $1.50.
Moffett, Cleveland. Careers of danger and daring. Century.
$1.50.

Tells of steeple-climbers, deep sea divers, balloonists,
bridge-builders, etc.
Otis, James. Life savers. Dutton. $1.50.
U. S. Life-saving service.

BOOKS ON ART AND MUSIC

Conway, A. E. and Sir W. M. Children's book of art. Macmil-

lan. $2.
Steedman, Amy. Knights of art. Jacobs. $2.
Chapin, A. A. Wonder tales from Wagner. Harper. $1.25.
Frost, W. H. Wagner story book. Scribner. $1.50.

A FEW EASY PLAYS FOR CHILDREN

Dalkeith, Lena. Little plays. Dutton. .50.

Contains Sir Gareth ; The Princess and the swineherd ;
Scene from Robin Hood, and others.

304 THE USE OF BOOKS AND LIBRARIES

McKay, C. D. House of the heart. Holt. $i.io.

Ten one act plays.
Stevenson, Augusta. Children's classics in dramatic form. 5 v.
Houghton. V. I, .30; V. 2, .35; V. 3, .40; V. 4, .50; v. 5, .60.

Exercise.

1. Examine one volume from each of the following
series : Peeps at Many Lands ; Little People Every-
where ; Little Cousin Series. Which do you prefer, and
why? State the age of the child for whom you think
each series suitable.

2. Name a volume of history, not necessarily written
for children, enjoyed by boys of 12-14.

3. What do you think is the special value for children
of each of the following books : Black Beauty (Sewall) ;
The Jungle Book (Kipling) ; First Book of Birds
(Miller)?

4. Examine Harper's Outdoor Book for Boys (Adams)
and Mary's Garden and How It Grew (Duncan) ; or
Sons of Daniel Boone (Beard) and Saturday Mornings
(Burrell). Do you think the directions for making and
doing things simple and practical? W^ould these books
make children want to do the things described ?

5. From the books listed in this chapter and in Chapter
XVIII, select several books about one of the following
countries (either history, biography, stories, historical
fiction, or all of them), which you think would be inter-
esting to a child of twelve and suggest the order in which
they should be read : Holland, England, The United
States.

6. What has been your experience with children in re-
gard to animal stories? Have you found that they pre-

OTHER BOOKS FOR CHILDREN 305

fer stories of the type of Wild Animals I Have Known
to those in the Jungle Book, or vice versa ?

7. Examine Tappan's Letters from Colonial Children.
What is your opinion of the value of this book? Do
you think it would interest children and make the history
of the colonies more vivid to them? Read selections from
it to a class of children.

8. What books on nature written for adults have you
found that children enjoy?

9. Read or examine Abbott's Mary Queen of Scots ;
Tappan's In the Days of Queen Elizabeth ; Henning's
Maid of Orleans; Lang's Joan of Arc. What do you
think the strong points of each one? For children of
what age do you think each suitable?

ip. Read one story from Scott's Tales of a Grand-
father, one from Greenwood's Merrie England, and one
from Lodge and Roosevelt's Hero Tales from American
History. Which seems to you the most interesting?
Which the most successful as an historical story for
children? Read these three stories to a class of children
and note which they seem to prefer.

II. Examine Brearley's Animal Secrets Told. How
does this dififer from other descriptive books written for
children? To children of what age will it be interesting?

Chapter XX

ILLUSTRATIONS OF CHILDREN'S BOOKS

The Chap-Book Illustrations. — Before the beginning
of the nineteenth century the books illustrated for chil-
dren were few and far between. The eighteenth century
chap-books, to be sure, with their quaint representations
of Robinson Crusoe landing on an impossible cone-shaped
island, his unfortunate companions, meanwhile, sinking
in the waves in the foreground, their arms stiffly ex-
tended; of Robin Hood and Little John shooting at a
perfectly wooden stag, resembling nothing so much as a
hobby horse with horns, must have undoubtedly delighted
the children of former days, whenever they fell into their
hands, but they were intended primarily for grown peo-
ple.

Goody Two Shoes. — Not until about 1765 do we find
books which bear the marks of being written and illus-
trated expressly for children. In that year the famous
Goody Two Shoes was published by John Newbery, of
St. Paul's Churchyard, with illustrations: rough, crude
woodcuts, to be sure, but interesting to children, and, as
Mr. Charles Welsh says in his preface to the Heath
edition of this book, " dovetailed into the story, so as to
form an inseparable part of it." A step in advance in
the art of book illustration, for in the chap-books we fre-
quently find the same woodcut used to illustrate totally
different scenes.

ILLUSTRATED BOOKS 307

The Bewick Books. — About ten years later were
printed what are often spoken of as the Bewick Books.
Thomas Bewick, famed for his British Birds, and whose
achievements in wood-engraving so far surpassed any-
thing hitherto done in that line, that he may be said to
have revolutionized the art, found time, among his other
labors, to illustrate several books which were designed
for children. Among them is A Pretty Book of Pictures
for Little Masters and Misses; or. Tommy Trip's His-
tory of Birds and Beasts. Its popularity is evident from
the fact that fifteen editions of this work were published.
Inspired by such lines as the following (attributed to
Oliver Goldsmith), it is not surprising that the pictures
should be popular:

" The Bison though neither
Engaging nor young.
Like a flatt'rer can lick you
To death with his tongue."

Select Fables of .^Esop and Others, pubHshed in 1784,
illustrated by Thomas Bewick and his brother John, was
doubtless appropriated by the children, as ^sop still is,
but a book more interesting to us from our present point
of view, because intended primarily for children is The
Looking Glass for the Mind, 1792 (an adaptation of the
French book called LAmi des Enfants), with cuts by
John Bewick. In this we find truly delightful pictures
of " Little Adolphus " out walking with Mamma, of
" Little Anthony " in lace collar and tiny coat-tails, stand-
ing on a straight-backed, old-fashioned chair to examine,
with interest, what appears to be a large thermometer,
and of other exemplary infants. The interior scenes in
these pictures are really charming, and must have de-

3o8 THE USE OF BOOKS AND LIBRARIES

lighted children, who like the feeling that they are get-
ting inside a house.^ John Bewick also illustrated a num-
ber of other books for children, and his cuts, Mrs. Field
tells us, " are typical of a great number of the illustra-
tions that decorated the children's books of his day and
of the first fifteen or twenty years of our century." ^

William Blake. — In 1787 came an event of real im-
portance in the history of illustrated books for children,
the appearance of the Songs of Innocence, written and
illustrated by William Blake.

Tales from Shakespeare. — In 1807, Tales from
Shakespeare, by Charles and Mary Lamb, were pub-
lished, illustrated with twenty plates designed by Mul-
ready and engraved by William Blake. The Tales were
published by William Godwin, famous as author of Po-
litical Justice, during the time, when, on advice, and with
the active co-operation of the second Mrs. Godwin, he
was carrying on the business of a book-seller and pub-
lisher. These plates were evidently not made for chil-
dren, but were pressed into service, and selected by Mrs.
Godwin, for whom Lamb entertained a cordial dislike.
In the Letters of Charles Lamb, edited by Alfred Ainger,
we find Lamb expressing his opinion of these plates to
Wordsworth, as follows. " We have booked off from
Swan and Two Necks, Lad Lane, this day (per Coach)
the Tales from Shakespeare. You will forgive the plates,
when I tell you they were left to the direction of God-
win, who left the choice of subjects to the bad baby (a
familiar nickname for Mrs. Godwin), who from mischief
(I suppose) has chosen one from beastly vul-

1 For reproductions of some of the illustrations in the Looking glass for
the mind, see White, Children's books and their illustrators, p. 7.

2 Child ai^d his hook, p. 302.

ILLUSTRATED BOOKS 309

garity (vide. Merch. Venice) where no atom of au-
thority was in the tale to justify it; to another has given
a name which exists not in the Tale, Nic Bottom, and
which she thought would be funny, though in this I sus-
pect his hand, for I guess her reading does not reach, far
enough to know Bottom's Christian name; and one of
Hamlet and grave-digging, a scene which was not hinted
at in the story, and you might as well have put King
Canute the Great, reproving his courtiers. The rest are
giants and giantesses." And he closes with, " So much,
only begging you to tear out the cuts and give them to
Johnny, as ' Mrs. Godwin's Fancy ' ! ! " The editor adds
in a note that the illustration to the Midsummer Night's
Dream bore the title, " Nic Bottom and the Fairies," and
that " in spite of Lamb's objection to this latter, it is by
far the best of all the illustrations, both in design and
drawing, and indicates very clearly the hand of Blake." '

This somewhat peppery outbreak on the part of Lamb
shows that he for one felt strongly on the subject of illus-
trations for children, and makes us long to know what he
would have said of the modern illustrated editions of the
Tales of Shakespeare. Even if the pictures did not al-
ways suit his fancy, he would no doubt appreciate the
care and pains which artists spend in trying to make illus-
trations worthy to be associated with the Tales.

The Paths of Learning. — In 1820 there was pub-
lished by Harris and Son, a volume entitled, The Paths
of Learning Strewed with Flowers ; or, English Gram-
mar Simplified. From the illustrations in this book, Mr.
Gleeson White, in his Children's Books and Their Illus-
trators, suggests that Miss Greenaway drew her inspira-
tion.

3 Letters of Charles Lamb, ed. by Alfred Ainger, n.d., v. i, p. 241-42.

310 THE USE OF BOOKS AND LIBRARIES

Cruikshank. — In 1824 appeared the first series of
Grimm's Popular Stories, illustrated by Cruikshank, fol-
lowed in 1826 by the second series. When we look at
reproductions of these droll, spirited and altogether
inimitable etchings, we wonder if, after all, the present
day illustrators of Grimm have not been wasting their
labor; although, there are, to be sure, several recent sets
of pictures for Grimm, which we should be reluctant to
give up.

Richard Doyle. — Another artist who drew elves and
fairies with great success, and is naturally mentioned
with Cruikshank, though somewhat later in date, is Rich-
ard Doyle, perhaps even better known for his famous
cover design for Punch, than for the numerous children's
books which he illustrated. The circle of dancing, climb-
ing, swinging elves which furnish a background for gro-
tesque Mr. Punch and his dog Toby, shows with what
spirit and skill this artist could depict the " little people."

Many more titles than those mentioned here should be
enumerated in order to give anything like a complete
history of children's illustrated books up to the beginning
of the Victorian Period. Those cited, have seemed, on
the whole, the most interesting and noteworthy exam-
ples. Besides these, however, there was a large number
of books in which the illustrations were looked upon
merely as a necessary adjunct to the text. They show
little artistic ability and betray the fact that the illus-
trators were not really interested in making an appeal to
children.

Summerley's Home Treasury. — Somewhere about
1844, however, a series of books was published by Mr.
Joseph Cundall, called Summerley's Home Treasury,
originated by Sir Henry Cole, the founder of the South

ILLUSTRATED BOOKS 311

Kensington ^Museum, whose pseudonym was Felix Sum-
merley. iMost of the books in this series are now for-
gotten ; the important thing for us to notice is this state-
ment in the prospectus (quoted by Mr. White in his
Children's Books and Their Illustrators) : " All will be
illustrated but not after the usual fashion of children's
books, in which it seems to be assumed that the lowest
kind of art is good enough to g^ve first impressions to a
child. In the present series, though the statement may
perhaps excite a smile, the illustrations will be selected
from the works of Raffaelle, Titian, Hans Holbein, and
other old masters. Some of the best modem artists have
kindly promised their aid in creating a taste for beauty
in little children." This series seems a sort of bridge
from the period when chance had a good deal to do with
the illustrations for children's books, to the modem
period, when we find a careful catering to the taste and
understanding of the child.

Later Illustrators. — • From now on there lies before
us a delightful succession of illustrations for children.
The earliest group of names which stands out consists of
Kate Greenaway, W^alter Crane and Randolph Caldecott.

Kate Greexaway. — None of us need any introduc-
tion to ]\Iiss Greenaway. Her quaint formal gardens,
her dainty, mob-capped, little maids on the daisy-sprinkled
turf ; the laughing babies held by older maidens in grace-
ful, short-waisted gowns; the proper little boys, in their
wide collars, are all as familiar to us as though they were
part of our actual experience. The soft tints suggest
the Spring of the English poets and the pictures are full
of the joyousness of happy-hearted childhood.

Caldecott. — Randolph Caldecott is an illustrator of
a more robust type. His best known work consists of

312 THE USE OF BOOKS AND LIBRARIES

the series of sixteen picture books, including The Divert-
ing History of John Gilpin, The House That Jack Built,
The Three Jovial Huntsmen, and others. Here we have
life in Merrie England, depicted with a breezy, out-of-
doors atmosphere and a rollicking spirit of fun. His
pictures have the minute detail which children love, and
show an irresistible sense of humour.

Walter Crane. — Walter Crane's illustrations are al-
ways decorative in effect and some people think them
confusing for children. Others, while admitting this
decorative and formal quality, maintain that with it Crane
combines other characteristics which make him particu-
larly appealing to children. Mr. White says of him, " he
is the true artist of fairyland, because he recognizes its
practical possibilities, and yet does not lose the glamour
which never was on sea or land." It is true of him as of
Arthur Hughes that " his work is evidently conceived
with the serious make-believe that is the very essence of
a child's imagination." Mr. G. K. Chesterton recognizes
this same taste in children, when in criticising another
artist, in the London Nation, he speaks of " a certain
mixture of solid impossibility and exact detail which is
the thing children love most." Crane's Picture Books
are very popular, at any rate, in the libraries and are
soon worn out by eager little readers. His Baby's
Opera, Baby's Bouquet, and Baby's Own ^sop are also
well known. The Grimm's Tales, illustrated by him, are
deservedly popular and there is a nobility and idealism
about his illustrations for Hawthorne's Wonder Book
which make us glad to put it into the hands of children.

Other Illustrators. — A very delightful, though less
famous illustrator, is Arthur Hughes, best known for
his pictures in George MacDonald's At the Back of

ILLUSTRATED BOOKS 313

the North Wind, The Princess and the Goblin, Gutta
Percha WiUie, and others. Reprints of these are now
pubHshed by Blackie in England, and in the case of one
of them. The Princess and the Goblin, the Lippincott
reprint contains the original wood engravings as well as
new illustrations in color by Maria Kirk. It was Mr.
Hughes who made most of the pictures for the first illus-
trated edition of Tom Brown's School Days, and he also
is responsible for the attractive illustrations in Christina
Rossetti's Sing Song.

Another of the older illustrators whose work had great,
charm is " E. V. B.," otherwise known as the Hon. Mrs.
Boyle. It is a pity that her work should be so little
known nowadays. Her Child's Play was first printed in
1858 and reprinted in the '8o's, but neither it nor the
Andersen Fairy Tales with her illustrations are now in
print. Her pictures have a unique charm which it is
hard to analyse. There is a naive simplicity about them
and a quality which one is tempted to call tangible. One
feels sure that one could pick up her charming, round
babies, or walk into the delightful kitchen pictured in
the Ugly Duckling, and with all this there is a distinct
strain of poetry.

Tenniel's immortal Alice and her delightful train are
too well-known to need mention.

Boutet de Monvel's Joan of Arc is a book which every
child should know. In this volume there are drawings
not only full of life and perfect in detail, but at the same
time so simple that even very little children enjoy them.
There is, also, animating these drawings, the spirit of
hero-worship for one of the noblest and most romantic
figures of history and one which is very appealing to
children. Of Boutet de Monvel's drawings for children,

314 THE USE OF BOOKS AND LIBRARIES

William Downs says in his Twelve Great Writers :
" The drawings of children made by Boutet de Monvel
for juvenile books are marvels of naturalness. In them
are seen types of every imaginable sort of youngster
under the sun except the type of precocity and pedantry.
They are charming because they are so human, genuine
and care free. The present generation of French chil-
dren, brought up on such wholesome and exhilarating
pictures as these, may well be envied."

Present Day Illustrators of Children's Books. —
Coming down to the immediate present, we are over-
whelmed by an embarrassment of riches. The names of
a dozen delightful illustrators of children's books might
be mentioned offhand and they would by no means ex-
haust the list. But unfortunately all of the illustrations
designed for children's books do not reach the high grade
maintained by the work of these artists.

Dangers in Illustrated Books for Children. — The
flood of illustrated juveniles each year gives rise to sev-
eral dangers. The first and most obvious is that medi-
ocre and worthless text may float by means of its illus-
trations; second, that pictures of a quality more or less
suggestive of the comic supplement, may be counte-
nanced; and third, and most difficult to discern, that
pictures, which, perhaps thoroughly artistic in them-
selves, but conceived from the adult's rather than the
child's point of view, may be approved and accepted.

The first and second difficulties confuse the parent or
friend anxious to find a suitable Christmas gift more
than the teacher, and these friends and parents often
only need to have the really good book brought to their
notice to make them realize the difference between Foxy
Grandpa and Clean Peter; or, between Buster Brown

ILLUSTRATED BOOKS 315

and the Book of Cheerful Cats by J. G. Francis, to cite
an example which certainly rivals Buster Brown in popu-
larity.

With the awful warning before us of the Comic Sup-
plement, and its disheartening popularity if admitted by
some mischance to the Children's Room, one would sup-
pose the second danger might be easily avoided. Such,
however, is not the case. Now and again a book appears
which appeals to us by the bright coloring, the simplicity
of the pictures; it seems sure to be popular with the
children, and, indeed, too often proves so, and we are
blind to the slight lowering of tone, the touch of vul-
garity. This is the more likely to happen when the book
is a nursery classic in which a certain amount of exag-
geration is customary and permissible. Such a book is
Mother Goose, edited by Jerrold and illustrated by Has-
sall (published by Dodge in 1909). The collection of
rhymes is good and comprehensive, but it is hopelessly
marred by the illustrations ; the full-page pictures are
almost without exception highly objectionable in tone as
well as crude and staring in coloring, and while those in
black and white are better and some of them clever, even
among these, examples of vulgarity and crudeness pre-
dominate. After looking at Bessie Bell and Mary Gray,
who remind us of Mrs. Katzenjammer in the New York
World and Journal, at Cock Crow, and the Man in the
Moon, at the unpleasant caricature of Mother Hubbard,
we wonder how any one could willingly put this book
into a child's hands. The harsh colors and primitive
lines are those of the modern cheap process; they lack
both the depth of tint and the naive irregularity of im-
pression which lent a certain charm and humorous indi-
viduality to the color^ cuts in the old-fashioned books

3i6 THE USE OF BOOKS AND LIBRARIES

for children. Though often crude caricatures, they were
generally genial in quality, or, if they satirized an evil, it
was with honest scorn and not with the leer that disfig-
ures many of these modern drawings. As an instance of
this we may turn to the illustrations in Dr. Hoffman's
Struwelpeter. Published years ago, it still holds its own
in the children's hearts, and rightfully, for here we find
humour rather than horseplay, and a spirit of kindliness
rather than a sneer.

It is undeniable that for children the grotesque has a
charm all its own, but it is only necessary to glance at
Thackeray's Countess Gruffanuff, as she simpers and
ogles behind her fan, in the Rose and the Ring, or at the
expansive and resplendent Bulbo himself, to see how true
humour never descends to vulgarity and commonness.
Fortunately we need be at no loss for illustrated editions
of Mother Goose rhymes which are free from offensive
qualities. Kate Greenaway's dainty volume and the edi-
tions illustrated by Leslie Brooke and Arthur Rackham
are delightful, while with the children, the more old-fash-
ioned illustrations of the Mother Goose Melodies, edited
by Wheeler, and published by Houghton, have as yet
been by no means superseded.

Archaic Style in Pictures. — Children still like old-
fashioned pictures, perhaps because they are not unlike
the way in which they themselves try to represent an
object, and for this reason pictures which imitate an
archaic style are popular. Thus the Pilgrim's Progress,
illustrated by the Rhead brothers (Century), is pored
over until the pages fall to pieces; the Harper edition
of the Swiss Family Robinson gains added popularity
from its illustrations by the same hands. A charming
example of this style of illustration is offered in Miss

ILLUSTRATED BOOKS 31"

Mulock's Little Lame Prince, illustrated by Hope Dun-
lap, and with the added attraction of excellent colouring.
The companion volume, the Pied Piper, published in
1910, is equally successful. It is hard to choose between
this and the edition with the Greenaway illustrations.
On the other hand, Howard Pyle is an illustrator using
the archaic method, whose pictures, delightful as they
are, sometimes confuse children. This perhaps is be-
cause his treatment is often too complicated to be readily
grasped by the child: he attempts to give a decorative
efifect rather than to present an individual hero. It is
nevertheless good training for children to become famil-
iar with these very charming and humorous drawings,
though at first they may be less popular with them than
more simple ones.

Childlike Quality in Illustrations. — The difficulty of
discriminating, in books intended for children, between
pictures which represent the child's point of view and
those which are drawn from the adult's standpoint, is a
far more interesting one. It is not only necessary to
have artistic colouring and spirited drawing to make the
ideal illustration for a child's book; a certain childlike
quality of imagination is also requisite. If we think of
the work of the three famous illustrators mentioned
above, Kate Greenaway, Caldecott, and Crane, we see
that it possesses this quality in a high degree.

An excellent example of recent illustrations which
give local colour and atmosphere and yet maintain the
child's point of view is found in the Robin Hood Bal-
lads, illustrated by Lucy Fitch Perkins (Dandelion
Classics), aild published by Stokes. Those in a Midsum-
mer Night's Dream in the same series are perhaps even
superior in colouring and appropriateness. The draw-

3i8 THE USE OF BOOKS AND LIBRARIES

ings in many of the Stories from Siiakespeare Plays for
children by Alice Spencer Hofifman are nearly all that
could be desired and add much to the popularity of this
series. Walter Crane's picture books have already been
spoken of. They have the advantage of combining pic-
ture books with the old favorites, Cinderella, Puss-in-
Boots, Bluebeard, and others, of which the library can'
hardly have too many copies. Leslie Brooke is an illus-
trator who catches admirably the spirit of the old fairy
tales, in his " Three Bears," " Qolden Goose," " House
in the Wood," and others, and whose delightfully hu-
morous drawings appeal particularly to little children.

A very successful book, from the point of view of its
illustrations is Robinson Crusoe, illustrated by E. Boyd
Smith (Houghton, 1909). The pictures are well drawn,
excellent in colouring, full of the detail which children
love, and particularly satisfactory because of their ap-
propriateness to the text. Mr. Smith's illustrations for
the Last of the Mohicans, in the Holt series, which is
published with the special purpose of making standard
books attractive to children, without their being written
down, are equally successful. His Farm Book, published
in 1910, is a thoroughly satisfactory picture book for
little children.

One would suppose that in the illustrating of fairy
tales and wonder stories artists would at once find them-
selves starting from the child's standpoint, but such is
not always the case. While Rackham's illustrations for
Grimm are sufficiently childlike, his Undine is the
grown-up's rather than the child's water fairy. This
may be an unfair example, since Undine is not primarily
a child's book, but Maxfield Parrish's drawings in Eu-
gene Field's Poems of Childhood are not all childlike

ILLUSTRATED BOOKS 319

or for children, and indeed, it may reasonably be feared
that the picture, " Seeing Things at Night," would terrify
a nervous child. Perhaps because the Child's Garden
of A'erses is more truly in tune with childhood than
Field's Poems, the illustrations for the former, by Jessie
A\'ilcox Smith in the Scribner edition of 1905, or those
in the less expensive Scribner edition of 1909, are more
appropriate for the children's room.

A series of illustrations which are almost perfect from
this point of view are those in a book of fairy tales by
Isabel Anderson, The Great Sea Horse. It is a pity
that the stories themselves are but moderately successful
for the pictures are exceptional, being not only beautiful
in colouring and spirited in drawing, but representing
just what a child sees, or wishes to see. The Great Sea
Horse as he rolls in from the waves, the ]\Ioon Baby as
he frisks down the path in a ray of moonlight, the fairy
who hovers over the water lily cup, are such sights as a
child has seen or made believe to see. A delightful little
voliune, not so well known on this side of the ocean as it
deserves to be, which admirably catches the spirit of a
child's " let's pretend," is Maurice Baring's Forget-me-
not and Lily of the Valley (Xisbet). The illustrations
are full of original fancy and delicate touches of humour.

As a test of the childlike in illustrations for the won-
der story nothing is better than to turn back to Tenniel's
ever delightful drawings for Alice in Wonderland, and
Through the Looking Glass, and to recall our own de-
light over the Duchess, the Cheshire Cat, slowly vanish-
ing and ending with the grin, and Alice herself, strug-
gling to adapt her varying sizes to her surroundings.
These have the child's point of view, the child's humour,
and a clean and wholesome caricature, and, it is to be

320 THE USE OF BOOKS AND LIBRARIES

hoped, will never be supplanted by the more burlesque
and grown-up illustrations of Peter Newell.

Suggested Reading.

Dobson, Austin. Kate Greenaway, in De libris. 1908, p. 93-104.

Field, Mrs. E. M. Some illustrators of children's books, in The
Child and his book. 1891, chapter 14.

Field, W. T. The illustrating of children's books, in Finger-
posts to children's reading, igil, chapter 9.

Hunt, C. W. Picture books for children. Outlook, v. 96, p. 739-
4S, November 26, 1910.

Olcott, F. J. Picture books and illustrators, in Children's read-
ing. 1912, chapter 5.

Sketchley, R. E. D. Some children's-books illustrators, in Eng-
lish book illustration of today. 1903, chapter 4.

White, Gleeson. Children's books and their illustrators. (Spe-
cial winter number of the International Studio, 1897-8.)

PICTURE BOOKS AND ILLUSTRATED EDITIONS
Mother Goose
Mother Goose melodies; ed. by W. A. Wheeler. Houghton.
$1.50.

Delightful old-fashioned woodcuts.
Nursery rhyme book ; collected by Andrew Lang and illus. by

Leslie Brooke. Warne. $1.50.
Mother Goose ; or, The old nursery rhymes, illus. by Kate Green-
away. Warne. .60.
Contains 44 rhymes.
Only true Mother Goose ; introd. by Edward Everett Hale.
Lothrop. .60.
Facsimile of the edition published in Boston in 1834.
Mother Goose ; the old nursery rhymes, illus. by Arthur Rackham.
Century. $2.50.

12 illustrations in color, more than 60 in black and white.
The complete Mother Goose; illus. by Ethel Betts. Stokes.
$1.50.
Charming though modernized pictures in color.
Book of nursery rhymes ; being Mother Goose's melodies ar-
ranged by Charles Welsh. Heath. .30.

ILLUSTRATED BOOKS 321

Picture Books

Adelborg, Ottilia. Clean Peter and the children of Grubbylea.
Longmans. $1.25.

.Ssop. Fables, a new translation by V. S. V. Jones, with an in-
trod. by G. K. Chesterton, and illus. by Arthur Rackham.
Doubleday. $1.50.

13 colored plates and many black and white drawings.

^lisop. Baby's own ^sop by Walter Crane. Warne. $1.50.

Anderson, Isabel. The great sea horse. Little. $2.00.

Baring, Maurice. Story of Forget-me-not and Lily-of-the-valley.
Nisbet. 2 s.

Boutet de Monvel, L. M. Joan of Arc. Century. $3.00.

Brooke, L. L. Johnny Crow's garden ; Johnny Crow's party.
Warne. $1.00 each. Golden Goose book. Warne. $2.00.

Contains Golden goose. Three bears, Tom Thumb. Each
story is sold separately in paper at .50. Also the first two
bound together and the last two bound together at $1.00 each.

Browning, Robert. Pied piper of Hamelin; illus. by Hope Dun-
lap. Rand, McNally. $1.25.

Browning, Robert. Pied piper of Hamelin ; illus. by Kate Green-
away. Warne. $1.50.

Burgess, Gelett. Goops and how to be them. Stokes. $1.50.

Caldecott, Randolph. Caldecott's picture book, number one (John
Gilpin, Three jovial huntsmen. Elegy on the death of a mad
dog) ; Caldecott's picture book, number two (House that
Jack built, Sing a song of sixpence. Queen of hearts) ; Hey
diddle diddle picture book; Panjandrum picture book.
Warne. $1.25 each. Miniature edition. .50 each.

Crane, Walter. Picture books. 9 v. Lane. $1.25 each.

Cinderella's picture book; Mother Hubbard, her picture
book, etc. Each volume contains three stories, the separate
parts may be had in paper at .25 each.

France, Anatole. Girls and boys; illus. by Boutet de Monvel.
Duffield. $2.25.
The French edition published by Hachette is less expensive.

Francis, J. G. Book of cheerful cats. Century. $1.00.

Greenaway, Kate. Marigold garden ; Under the window.
Warne. $1.50 each.

Hoffmann, Heinrich. Slovenly Peter. Winston. $1.00.

322 THE USE OF BOOKS AND LIBRARIES

La Fontaine, Jean de. Fables, adapted and illustrated by Boutet

de Monvel. Brentano. $2.25.
Lucas, E. V. Four and twenty toilers ; pictures by F. D. Bedford.

30 Church St. New York, McDevitt-Wilson, 1912. $1.25.
Moore, C. C. 'Twas the night before Christmas; illus. by Jessie

Wilcox Smith. Houghton. $1.00.
12 colored plates.
Potter, Beatrix. Tailor' of Gloucester; Peter Rabbit; Benjamin

Bunny. Warne. .50 each.
Sage, Betty. Rhymes of real children; illus. by Jessie Wilcox

Smith. Dufifield. $1.50.
Smith, E. B. The farm book; The seashore book; The railroad

book. Houghton. $1.50 each.

Illustrated Editions

Andersen, H. C. Fairy tales, tr. by Mrs. E. Lucas ; illus. by

Thomas, Charles and William Robinson. Button. $2.50.
Andersen, H. C. Fairy tales, tr. by Mrs. E. Lucas ; illus. by

Maxwell Armfield. Button. $3.00.
Arabian nights ; ed. by K. D. Wiggin and N. A. Smith, illus. by

Maxfield Parrish. Scribner. $2.50.
Bunyan, John. The pilgrim's progress ; illus. by Rhead Brothers.

Century. $1.50.
Carroll, Lewis. Alice in Wonderland and Through the looking

glass ; illus. by Sir John Tenniel. Macmillan. $1.50.
Craik, Mrs. D. M. Little lame prince ; illus. by Hope Dunlap.

Rand, McNally. $1.25.
Cooper, J. F. Last of the Mohicans ; illus. by E. Boyd Smith.

Holt. $1.35.
Dana, R. H. Two years before the mast; illus. in color by E.

Boyd Smith. Houghton. $1.50.
Dana, R. H. Two years before the mast; illus. by Charles Pears.

Macmillan. $2.00.
Defoe, Daniel. Robinson Crusoe; illus. by E. Boyd Smith.

Houghton. $1.50.
Defoe, Daniel. Robinson Crusoe; illus. by Louis Rhead. Har-
per. $1.50.
Grimm, J. L. and W. K. Household stories ; illus. by Walter

Crane. Macmillan. $1.50.

ILLUSTRATED BOOKS 323

Grimm, J. L. and W. K. Fairy tales; illtis. by Arthur Rackham.
Doubleday. $1.50.

Grimm, J. L. and W. K. Popular stories with illustrations by
Cruikshank. Oxford Press. .75.

Hawthorne, Nathaniel. Wonder book for boys and girls ; with
60 designs by Walter Crane. Houghton. $3.00; Tanglewood
tales ; illus. by G. W. Edwards. Houghton. $2.50.

Hughes, Thomas. Tom Brown's school-days ; with illustrations
by E. J. Sullivan. (Cranford edition.) Macmillan. $2.00.

Hughes, Thomas. Tom Brown's school-days ; illus. by Louis
Rhead. Harper. $1.50.

Kingsley, Charles. The heroes; illus. by T. H. Robinson. But-
ton. $2.50.

Kingsley, Charles. The water babies ; illus. by T. H. Robinson.
Dutton. $2.50.

Lagerlof, Selma. Wonderful adventures of Nils ; illus. by M. H.
Frye. Doubleday. $2.50.
24 illustrations in color.

Lamb, Charles and Mary. Tales from Shakespeare ; illus. by N.
M. Price. Scribner. $1.50.

Lamb, Charles and Mary. Tales from Shakespeare ; illus. by
Arthur Rackham. Dutton. $2.50.

LaMotte-Fouque, F. H. K. Undine; illus. by Arthur Rackham.
Doubleday. $2.50.

Macdonald, George. At the back of the North wind ; The prin-
cess and the goblin ; illus. by Arthur Hughes. Blackie (Eng-
land). 3s 6d each.

Perkins, Mrs. L. F. comp. and illus. Robin Hood, his deeds and
adventures as recounted in the old English ballads. (Dande-
lion classics.) Stokes. $1.50.

Pyle, Howard. Pepper and salt. Harper. $1.50; Wonder clock.
Harper. $2.00.

Charming woodcuts by the author.

Rossetti, Christina. Sing song; illus. by Arthur Hughes. Mac-
millan. .80.

Scott, Sir Walter. Ivanhoe; illus. by E. B. Smith. Houghton.

$2.50.

13 illustrations in color, 3 of them covering 2 pages each.
Shakespeare, William. Midsummer night's dream for young peo-

324 THE USE OF BOOKS AND LIBRARIES

pie ; illus. by L. F. Perkins. (Dandelion classics.) Stokes.
$1.50.

Stevenson, R. L. Child's garden of verses ; illus. by Jessie Wilcox
Smith. Scribner. $2.50.

Stevenson, R. L. Child's garden of verses ; illus. by Charles Rob-
inson. Scribner. $1.50.

Stevenson, R. L. Child's garden of verses ; illus. by Florence
Storer. Scribner. $1.50.

Stevenson, R. L. Kidnapped; illus. by N. C. Wyeth. Scribner.

$2.25-

14 colored plates.

Stevenson, R. L. Treasure island ; illus. by N. C. Wyeth. Scrib-
ner. $2.50.

14 colored plates.

Swift, Jonathan. GuHiver's travels; illus. by Louis Rhead. Har-
per. $1.50.

Swift, Jonathan. Gulliver's travels ; illus. by C. E. Brock.
(Cranford edition.) Macmillan. $1.50.

Thackeray, W. M. The rose and the ring; with illustrations by
the author. Macmillan. .50.

Wyss, J. D. Swiss family Robinson; illus. by Louis Rhead.
Harper. $1.50.

Exercise.

1. Name an illustrated book which you have found to
be very popular with little children. What do you think
are the elements in its pictures which appeal to children?

2. Look over the editions of Mother Goose listed at
the end of the chapter. Which do you think most suit-
able for children? Which do you personally like best?

3. Mention an instance in which you have found
humour in illustrations appreciated by children.

4. Examine the Robinson Crusoe illustrated by Louis
Rhead (Harper), and the one illustrated by E. Boyd
Smith (Houghton). Which do you think children would
prefer? Show both editions to the same group of chil-
dren and note their preference.

ILLUSTRATED BOOKS 325

5. Mention several books which might be used as sub-
stitutes for the Comic Supplement.

6. Do you find that children over twelve are much
interested in the illustrations in their books? Have you
ever found, that a book little used by the children be-
comes popular through an attractively illustrated edition ?
If so, cite the instance.

7. Mention a book for children (other than those
cited in this chapter) in which it seems to you that the
illustrations are not childlike in tone.

8. Mention three illustrated books which you would
suggest for a High School Library for the sake of the
value in artistic training which familiarity with their pic-
tures will give.

Chapter XXI

CHOICE OF EDITIONS; CHILDREN'S MAGA-
ZINES; SOME LISTS OF CHILDREN'S
BOOKS

Choice of Editions. — Too little attention is paid, as
a rule, to the form and appearance of the books we
would have children read. The cover, the pictures, the
very look of the page, influence a child in his choice of
a book. " What is the use of a book without pictures
and conversations ? " thought Alice in Wonderland, and
many other Alices have thought the same thing. Any
teacher may easily try the experiment of putting two
different editions of the same book in the classroom
library. The little dull colored, small type Robinson
Crusoe with a text-book air, will stand on the shelf,
while the edition with a bright cover, large type and
plenty of pictures will be snapped up at once as a de-
sirable prize. Children's librarians will tell you of the
little used book, that on returning from the bindery in
a fresh red cover, starts out on a career of popularity.
Cover and pictures alone will not make a book popular,
but a dull looking exterior will certainly cause many a
treasure to lie undiscovered.

Beautiful Books Cultivate the Artistic Sense. —
Grown-up people who frequently read a novel with
scarcely a glance at the illustrations, forget how much
pictures mean to the child. Good illustrations are one
of the few means at our command to-day, to cultivate

EDITIONS, MAGAZINES, LISTS 327

something of artistic appreciation in the great mass of
children. The fine, large, illustrated editions, such as
those listed in the foregoing chapter, are expensive it is
true, and we cannot afford to have even all the classics
for children in that form ; but one or two such volumes
should be in every classroom library, that the children
may have an opportunity to know what a fine and beau-
tiful thing a book may be.

School Series. — There are several excellent series,
published with supplementary reading in view, such as
Houghton's Riverside School Library ; Heath's Home
and School Classics ; Ginn's Classics for Children ; and
the American Book Company's Eclectic Readings. They
are durably bound, well printed on good paper, and fre-
quently illustrated. In buying school and classroom
libraries we shall include many books of these series,
but a library furnished entirely with volumes of this
character will certainly fail to interest the child. Often
when cost must be considered an inexpensive edition
may be found which will add variety to the shelves.
For example, many standard juveniles are to be had in
Everyman's Library (Button. 50 cents). These are in
reinforced bindings with plain but attractive covers, and
many of them illustrated.

Help in Selecting Editions for Children. — A brief
list of good illustrated editions is given on page 322/?;
help will be found in the Lists of Children's Books given
in this chapter; and Miss Olcott in her Children's Read-
ing pays especial attention to editions. In the case of
standard authors for the school library (such as Scott,
Longfellow, etc.) consult How to Choose Editions, by
W. E. Foster, with introduction by Martha T. Wheeler.
A. L. A. Publishing Board. 15 cents.

328 THE USE OF BOOKS AND LIBRARIES

Children's Magazines. — The only children's maga-
zines which merit serious consideration are St. Nicholas
and the Youth's Companion. St. Nicholas is published
monthly and contains besides short stories and serials,
poems and jingles, and articles on biography, history,
nature and travel. A few pages in each issue are
planned especially for little children. St. Nicholas be-
gan publication in 1873 ; Howard Pyle, Tudor Jenks,
Mrs. Mary Mapes Dodge (who was its first editor) and
many other well known names are found in the list of
contributors. Rikki-tikki-tavi and others of the Jungle
Book stories were first published in St. Nicholas. It
has maintained its standard of excellence exceptionally
well. The illustrations in St. Nicholas are unusually
good : there are many in black and white, and frequently
a colored plate. It is published by the Century Com-
pany, New York, at $3 a year.

The Youth's Companion is a weekly. It contains
serials and short stories of merit, articles on current
events, science, history, biography, and anecdotes.
There is a page of stories, rhymes and pictures for little
children and, in recent years, a special page for girls, in-
cluding arts and crafts and domestic economy. It is
illustrated. It began publication in 1827 and has en-
joyed great popularity. Perry, Mason and Company,
Boston, $2.

Adult Magazines Enjoyed by Children. — A few of
the adult magazines such as Outing, Popular Mechanics,
Popular Electricity, and the Scientific American, are
popular with boys.^ It is doubtful wisdom to encourage
more magazine reading than this on the part of children,

1 Popular electricity. Chicago. $1.50. For the others see Books for a
high school library, p. 157-158.

EDITIONS, MAGAZINES, LISTS 329

since this is a magazine reading age and children, as
they grow older, are but too apt to acquire the habit of
reading magazines and newspapers rather than books.

Lists Helpful in Selecting Children's Books.

Brookline Public Library. Something to read for boys and girls.

1911.
Books arranged under such headings as " Stories for boys " ;

" Occupations for girls " ; " Old stories " ; " Over the seas

and far away," etc. Has a good many annotations.
Brooklyn Public Library. Books for boys and girls approved for

use in its children's rooms. 1911.
About 1700 titles, the best 200 starred. " A list for the

average public school child of priinary and grammar grades."

Arranged by subject. An author list gives publisher and

price.
Hewins, C. M. comp. Books for boys and girls, a selected list.

Ed. 2, rev. 1904. A. L. A. Publishing Board. .15.
Excellent. A good guide for first purchases. Arranged

under such headings as " Out-of-door books " ; " Fairy tales

and wonder stories " ; " Stories of home, school, country and

city life " ; etc. Valuable introductory material. (The A.

L. A. is publishing a new edition.)
Kennedy, H. T. Suggestive list of children's books for a small

library. Wisconsin Free Library Commission. Madison,

Wis. 1910. .25.
483 titles for children in the first eight grades ; followed

by lists of books for youngest readers, books for mothers and

teachers, beautiful illustrated books, popular stories for boys

and girls and lists of books appearing in series. Annotations.

Gives publisher, price and lists more than one edition.
Pittsburgh. Carnegie Library. Catalogue of the books in the

children's department. 1909. .75 postpaid.
Includes 2500 books. Too comprehensive to use as guide

in making first selection. Valuable for its annotations and

subject index.
Pittsburgh. Carnegie Library. Annotated catalogue of books

used in the Home Libraries and Reading Clubs conducted by

the children's department. 1905. .25 postpaid.

330 THE USE OF BOOKS AND LIBRARIES

Contains many simple and popular books.
Providence Public Library. A child's library. 191 1.

This list, like The child's own library published by the
Brooklyn Public Library, has been planned especially to give
suggestions to parents and friends wishing to buy books for
the children's home libraries.
Stanley, H. H. comp. 550 children's books, a purchase list for
public libraries. 1910. A. L. A. Publishing Board. .15.

"Aims to cull from the mass of juvenile literature in print,
some five hundred titles approximately the most wholesome
and interesting and the most useful in average public library
work." Adult books suitable for children and picture books
are not included. No annotations. Publisher "and price are
given.

Graded Lists

Buffalo Public Library. Class-room libraries for public schools,
listed by grades ; to which is added a list of books suggested
for school reference libraries. Ed. 3. igog. .25.

Books selected especially with reference to school work.
No annotations. Full subject index as well as author index.
Valuable to any teacher.

New York State Teachers Association. Selected class room li-
braries ; a list of 200 good books for children by Frances
Jenkins Olcott.

May be obtained from the Secretary of the N. Y. Teachers
Association. Mr. R. A. Searing, North Tonawanda, N. Y.

Pittsburgh. Carnegie Library. Catalogue of books, annotated
and arranged, and provided by the Carnegie Library of Pitts-
burgh for the use of the first eight grades in the Pittsburgh
schools. 1907. .50 postpaid.

High School Lists

Chicago University High School. List of books suited to a high-
school library. 1913. (Published as Bulletin no. 35, 1913, of
the U. S. Bureau of Education.)

Minnesota. Department of Education. Books for high schools,
compiled by Martha Wilson, Supervisor of School Libraries.
191,3-14.
Fully annotated.

EDITIONS, MAGAZINES, LISTS 331

Newark (New Jersey) Free Public Library. Reading for pleas-
ure and profit; a list of certain books which young people
find entertaining; being chiefly books which older readers
enjoyed when they were young. 1911. .10 postpaid.
Compiled especially for high school students.

Lists of Stories To tell or Read Aloud

Hassler, H. E. Graded list of stories and poems for reading

aloud. 1908.

Indiana Public Library Commission. Indianapolis.
Pittsburgh. Carnegie Library. List of good stories to tell to

children under 12 years of age. 1906. .05 postpaid.
St. Louis Public Library. List of stories and programs for story

hours, compiled by the staff of the Children's department.

(Monthly Bulletin, August, 1914.)

Lists on Special Subjects

Brooklyn Institute of Arts and Sciences. Children's Museum.
Some nature books for mothers and children ; a brief anno-
tated list of helpful books on various phases of nature study.
1912.

Cleveland Public Library. Seventy five books of adventure for
boys and girls. 1913. .05 postpaid.
Annotated.

New York Public Library. Heroism, a reading list for boys and
girls. 1914.

Pittsburgh. Carnegie Library. Famous royal women ; a reading
list for girls. 1908. .05 postpaid.

Pittsburgh. Carnegie Library. Foreign lands where wonders
are, a reading list for children and young people. 191 1. .05
postpaid.

PART III

THE ADMINISTRATION OF SCHOOL
LIBRARIES

THE ADMINISTRATION OF
SCHOOL LIBRARIES

Chapter XXII

EVOLUTION OF THE BOOK

Ancient Writing. — At some time in the morning ol
history, primitive man developed the power to express
pictorially what he had learned to say orally or by signs.
These early records may have resulted from a need for
putting facts down in " black and white," or they may
have been the simple development of the imitative in-
stinct. Whatever the cause, the savage, using material
he had, scratched on bone, and painted on wood and
bark and left the record of his civilization.

Materials. — From these pictures and signs developed
letters and alphabets and the art of writing. The Ten
Commandments were graven on two tablets of stone.
The records of the Assyrians and Babylonians were
written with the stilus on tablets of moist clay. These
tablets were then baked and the writing preserved.
Many ancient peoples used leaden tablets, which they
inscribed by means of the stilus. Pausanias records
having seen the original manuscript of Hesiod's Works
and Days written on leaden tablets. Wooden and ivory
tablets, two leaves or more, hinged with wire and cov-
ered with a preparation of wax, were in universal use
in Rome during the Augustan Age and even later.

336 THE USE OF BOOKS AND LIBRARIES

Illustration 9

Illustration 10

E\'OLUTION OF THE BOOK 337

Writing was done on the wax with a metal or wooden
stilus, one end of which was pointed for writing and the
other left broad and unsharpened for erasing the impres-
sions made in the wax.

The tablets of metal and wood and the stone inscrip-
tions that have come down to modem times, are records
chiefly of the public acts, accounts, etc., of the govern-
ment and the sacred accounts of the temples. Works
of the imagination, the real literature of the Greeks and
Romans and other ancient peoples, were written on other
material — papyrus and parchment. However, there
continued in use in England until the sixteenth centur\-
an interesting fonn of the wooden tablet — the horn
book.

Papyrus. — The ancient Egyptians discovered a writ-
ing material in the beautiful reed that grew along the
banks of the Xile. From this reed they manufactured
a papyrus paper earlier than 2300 b. c. The process of
manufacture is very clearly described by Professor J. H.
Middleton : '" The long stem of the plant was first cut
up into convenient pieces of a foot or more in . length ;
the pith in each piece was then very carefully and evenh"
cut with a sharp knife into thin slices. These slices
were then laid side by side, their edges touching but not
overlapping, on the smooth surface of a wooden table
which was slightly inclined to let the superfluous sap
run off, as it was squeezed out of the slices of pith by
gentle blows from a smooth wooden mallet. When by
repeated beating the layer of pith had been hammered
down to a thinner substance, and a great deal of the
sap had drained off. some fine paste made of wheat flour
was carefully brushed over the whole surface of the pith.
A second layer of slices of pith, previously prepared by

338 THE USE OF BOOKS AND LIBRARIES

Illustration ii

EVOLUTION OF THE BOOK 339

beating, was then laid crosswise on the first layer made
adhesive by the paste, so that the slices in the second
layer were at right angles to those of the first. The
beating process was then repeated, the workmen being
careful to get rid of all lumps or inequalities, and the
beating was continued till the various slices of pith in
tlie two layers were thoroughly united and amalgamated
together.

" For the best sort of papyrus these processes were
repeated a third and sometimes even a fourth time, the
separate slices in each layer being cut much thinner than
in the coarser sorts of paper which consisted of two
layers only. The next process was to dry and press the
paper ; after which its surface was carefully smoothed
and polished with an ivory burnisher ; its rough edges
were trimmed, and it was then ready to be made up. into
sheets or rolls. There was nothing in the method of
manufacture to limit strictly the size of the papyrus
sheets either in breadth or length; the workrnan could
lay side by side as many slices of the pith as he liked,
and slices of great length might have been cut out of the
long stem of the papyrus. Practically, however, it was
found convenient to make the paper in rather small
sheets, twelve to sixteen inches." ^

Writing was done on one side only of a sheet of
papyrus, in broad columns, with margins quite like the
page of a modern book. Then the sheets of papyrus
were glued together along the side edges, broad mar-
gins being left on both sides of each sheet for this pur-
pose. About tyventy sheets so joined formed the average
length of a roll. To the right edge of the last sheet

1 Middleton, J. H. Illuminated manuscripts in classical and mediaeval
times, p. 22-23.

340 THE USE OF BOOKS AND LIBRARIES

was glued a thin strip of wood and another strip to the
left edge of the first sheet. The manuscript was rolled

Illustration 12

tightly round the right hand stick and was called in
Latin " volumen," a thing rolled up, from which we get
our word volume.

Papyrus was exported from
Egypt to Greece, Rome, and the
cities of Asia Minor. Its use
continued in Europe into me-
dieval times as late as the elev-
enth century.

P.'\RCHMENT.^ — The skins of
sheep and goats were used from
very early times for writ-
ing material. Herodotus (460
B.C.) in his account of the in-
troduction of the art of writing
into Greece by the Phoenicians,
mentions the fact that the
lonians called papyrus paper
Illustration 13 " prepared skins," because they

2 Cf. Vellum. Properly speaking vellum was made from the skins of
calves but the terms parchment and vellum were loosely used and the
distinction between them came to be that vellum was used for the finer,
smoother, thinner material.

EVOLUTION OF THE BOOK

341

had once been in the habit of using skins for writing on."
The early name for this writing material was " mem-
brana," but the later Greek and Latin name, " perga-

lUustration 14

Illustration 15

mena," from which parchment is deirived was given to it
because the skins were specially prepared at Pergamon.
Eumenes II, King of Pergamon, 197-159, b. c, reintro-

3. Middleton, J. H. Illuminated manuscripts, p. 14.

342 THE USE OF BOOKS AND LIBRARIES

duced the use of skins for writing material and developed
and improved the preparation of them, because he could
not import papyrus from Egypt. Varro tells the story
which Pliny * quotes, that the Egyptian kings, jealous of
the great library at Pergamon and wishing to prevent its
growth, refused to export papyrus to Eumenes.

Parchment had distinct advantages over papyrus as a
writing material. It was more durable, tougher for
bearing the heavy strokes of a pen, and both sides could
be used for writing. While papyrus manuscripts were

Illustration 16

always of the roll-form, manuscripts written on parch-
ment began to assume the book-form even in classical
times. ^ The parchment was cut into leaves, the leaves
were folded once, four of these were nested together
and sewed in the fold. This combination, called a
quaternion, in Latin (the source of the word quire), is
the beginning of the " section " of the modern book.

Pens and Ink. — For inscribing on stone some form
of chisel was used ; the stilus, a pointed metal rod, was

4 Natural history, Book 13, Chapter II — quoted in Middleton — Il-
luminated manuscripts, p. 24.

5 Cim, A. Le livre, v. i, p. 25 and 61.

EVOLUTION OF THE BOOK 343

used for writing on wax and clay tablets ; and a reed or
quill pen for writing on papyrus and parchment.

The ancients used a black ink for most writing, a
thick variety, much like India ink made of lamp-black
and gum and water. Red, blue and purple inks were
used on ancient manuscripts, the red for writing in
headings, notes and titles, the other colors for decora-
tion.

Manuscript Books. Ancient Times. — The profes-
sion of scribe was a very important one in Greece and
Rome. It corresponded to the professions of printer
and publisher of modern times. We know from con-
temporaneous accounts, that copying was done cheaply
and quickly. No authentic records have been left in re-
gard to the manner in which ancient scribes worked, but
it is safe to infer that not only did they copy directly
from the manuscript placed before them, but a reader
often read from a manuscript for a number of scribes
to copy simultaneously.

Medieval Books. — After the destruction of Rome by
the barbarians, when the priceless public libraries and
tlieir books were ruthlessly destroyed, both pagan and
Christian scholars the more carefully protected from de-
struction the contents of their private libraries. At
Constantinople the destruction was never so great as at
Rome. Many fires did damage, but all through the dark
ages Byzantine scholarship preserved the Greek classics.
Even in its overthrow by the Turks in 1453, manuscripts
were not to any great extent deliberately destroyed at
Constantinople. They were sold and scattered over the
East and West.*

Monastic Scribes. — As early as 386, St. Jerome

Sandys, J. History of classical scliolarship, v. i, p. 437.

344 THE USE OF BOOKS AND LIBRARIES

founded a monastery at Bethlehem where he introduced
the work of copying manuscripts. He recommended
" that form of industry as one of the most suitable occu-
pations of the monastic life." ^ In other eastern monas-
teries the transcribing of manuscripts was assigned the
monks among their manual labors. Thus were exam-
ples set to be worked out in greater perfection in the
monasteries of the West.

Cassiodorus founded a monastery at Squillace in 540
( ?) A. D., where he encouraged his monks to study the
classics, not particularly for the sake of learning them,
but for a better understanding of the Scriptures. He
himself was an expert copyist and he encouraged his
monks to do careful work.

At the famous monastery of Monte Cassino, founded
by Benedict, the great work of the Scriptorium, which
flourished later, not only in the Benedictine order, but
also among the Cluniacs, Cistercians, and others, was
instituted.

In the monasteries of these Orders there was pro-
vided either one large room, called the Scriptorium,
usually above the Chapter House; or individual alcoves,
called carrels, around the cloister, where the work of
copying manuscripts was performed. All transcribing
was done under the direction of one supervising ofificer
called the armarius, and the rule was laid down that no
copyist could alter or change anything. The armarius
provided the parchment, the pens, ink and markers for
ruling and setting off the margins of the pages; he de-
cided on the size and style of the letters; the monks
simply followed directions. In the Scriptorium a num-
ber of copies of the same manuscript were made simul-

7 Sandys. History of classical scholarship, v. i, p. 621.

EVOLUTION OF THE BOOK 345

taneously by the monks copying from dictation, the
armarius usually doing the reading aloud. Where a
monastery was provided with carrels instead of a scrip-
torium, each monk copied directly from the manuscript
before him, as was frequently the case also in the scrip-
torium.

The following vivid account of the daily task of the
monastic scribe is taken from Madan's Books in Manu-
script, pages 37-41 : " A section of plain parchment is
brought to him [the monk] to be written on, each sheet
still separate from the others, though loosely put in the
order and form in which it will be subsequently bound.
First, when the style and general size of the intended
writing has been fixed, which would be a matter of cus-
tom, the largest style being reserved for psalters and
other books to be used for public services on a desk or
lectern, the sheets have to be ruled. Down each side of
the page, holes were pricked at proper intervals with an
awl, and a hard, dry, metal stilus used to draw the lines
from hole to hole, with others perpendicular to mark the
margins ; space was also left for illuminations when the
place could be judged beforehand. . . . The scribe has
now his ruled leaves before him, his pen and ink in
readiness, and the volume to be copied on a desk beside
him : he may begin to transcribe. How simple it seems !
He is forbidden to correct, but must simply copy down
letter for letter what is before him; no responsibihty,
except for power of reading and for accuracy is laid
on hirri. Yet all who know human nature, or who have
studied palaeography, will acknowledge that the proba-
bility against two consecutive leaves being really cor-
rectly transcribed is about a hundred to one . . . the
wonder is, not that there is so much cause for critical

346 THE USE OF BOOKS AND LIBRARIES

treatment of the text of an ancient author, but that there
is so little. When the copyist had finished a quaternion,
the writing was often compared with the original by
another person. . . . Next, the sheets were given over
to the rubricator, who inserted titles, sometimes conclud-
ing notes (called colophons), liturgical directions, Hsts
of chapters, headlines and the like; and finally, if need
were, to the illuminator. Nothing then remained, but
that the binder's art should sew together the sections and
put them in their covering. . . .

" The common binding in the Middle Ages for books
of some size and interest was leather, plain or orna-
mented, white or brown, fastened over solid wooden
boards, with raised bands, four or five in number, across
the back. The sewing of the sheets and passing of the
thread over these bands usually results in a firmness
and permanence which no ordinary modern book pos-
sesses : not infrequently the solid oak sides may have
given way from too great rigidity under violent treat-
ment, while the sewing remains perfectly sound. In
general, however, the oak sides are as permanent as the
back and the solid pegging by which the parchment
strings projecting from the thread-sewn back are wedged
into the small square holes and grooves cut in the oak
sides, is a sight worth seeing for workmanship and
indestructibility."

Sometimes secular scribes were employed to come
into a monastery and help with the work of copying;
and the ornamentation, or illumination, as it is" called,
of manuscripts was often done by outside help, " when
the abbey could not itself provide men capable of finish-
ing off the manuscript by rubrication and painting." *

8 Madan. Books in manuscript, p. 36.

EVOLUTION OF THE BOOK 347

In the tenth, eleventh, and twelfth centuries the great-
est copying was done in the monasteries throughout Ire-
land, England, France, Germany, and Italy. Toward
the end of the thirteenth century, the Universities began
to supervise the texts copied for their use, and gradually
the industry passed from the monasteries into the hands
of secular scribes Hcensed and controlled by the Uni-
versities.

It is to the monasteries first and then the universi-
ties before the Renaissance, that we are indebted for
the preservation and multiplication of the manuscripts
of Greek and Roman classics and the beginnings of all
modern literatures.

The Printed Book. — The intermediate step between
books written by hand and books printed from movable
type, was the block-book — a book printed from blocks
of wood, with both text and illustration carved upon
the same block.

Block-Books. — Block-printing had been practised by
the Chinese as early as the sixth century, a. d., but it
was not until the beginning of the fifteenth century that
block-books were printed in Europe and so it is reason-
able to suppose that block-printing in Europe developed
quite independently of the Chinese invention. Even
after the invention of movable types block-books con-
tinued to be issued during the fifteenth century. The
number of different block-books in existence is estimated
at almost one hundred.

Among the best known of the earlier block-books are
the Ars Moriendi, the Biblia Pauperum, the Apocalypse
of St. John, and the Canticum Canticorum. The Specu-
lum Humanae Salvationis (Mirror of Salvation) is per-
haps the most famous block-book because of the impor-

348 THE USE OF BOOKS AND LIBRARIES

tant place it holds in the history of printing. It is like
the block-book proper in that the pictures are printed
from blocks ; but the text, except in the case of one of
the four editions, is printed from movable type, like the
ordinary printed book. The sheets of the Speculum
were arranged in quires, though printed on one side
only, instead of being made up of the usual single sheets
of the earlier block-books.

Movable Types. — When printing from movable
types first began is still obscure. Contemporary ac-
counts in the archives of Avignon show that experiments
in printing with some kind of movable types, were being
made there in the year 1444 ; and claims have been made
in Holland for the invention by Laurens Janszoon Cos-
ter of Haarlem as early as 1440; but the earliest speci-
men of printing from movable types, known to exist,
was printed at Mainz in 1454. This is the famous
Letter of Indulgence, issued by Pope Nicholas V to the
supporters of the King of Cyprus against the Turks. A
copy of this, bearing the date of November 15, 1454, is
now preserved in the Meerman-Westreenen Museum at
The Hague. " In the years 1454 and 1455 there was a
large demand for these Indulgences, and seven editions
were issued. These may be divided into two sets, the
one containing thirty-one lines, the other thirty lines ;
the first dated example belonging to the former. These
two sets are unmistakably the work of two different
printers, one of whom may well have been Peter Schoef-
fer, since we find the initial letters which are used in
the thirty-line editions used again in an Indulgence of
1489 certainly printed by him. Who then was the
printer of the other set? He is generally stated to have
been John Gutenberg; and though we have no proof of

EVOLUTION OF THE BOOK 349

this, or indeed of Gutenberg's having printed any book
at all, there is a strong weight of circumstantial evidence
in his favour." ^

Gutenberg's fame rests upon two editions of the Bible,
known as the 42-line and the 36-line Bible, which were
printed by him at Mainz, the former probably in part-
nership with Fust. They are both Latin editions and
the figures indicate the number of lines in a column to
the page. The 42-line Bible is more generally called
the Mazarin Bible, because the first copy that attracted
attention belonged to the library of Cardinal Mazarin.
The 36-line Bible is called the Bamberg or Pfister's
Bible, because Albert Pfister of Bamberg at one time
owned the type.

' About 1450, John Fust, a wealthy citizen of Mainz,
supplied the money with which Gutenberg carried on
his work of printing. In 1455, Fust sued Gutenberg to
recover the loan, and won the suit, whereupon the press
passed out of the possession of Gutenberg. The busi-
ness was continued by Fust and Peter SchoefiFer, his
son-in-law, who had been in the employ of Gutenberg.
This firm issued its first and most perfect work in 1457
— a Psalter — and the first book with a printed date.

From Mainz, the art of printing was soon carried to
other parts of Germany, to France, to Italy, and to Eng-
land. To Italy and France, German printers introduced
the art and set up printing presses; but to England an
Englishman, William Caxton, born in Kent, brought the
art that he had learned in Cologne and set up a press in
Westminster.

E. Gordon Duff. Early printed books, p. 22. The student is referred
to the Encyclopedia Britannica under the article Typography for a full
discussion of the invention of printing.

350 THE USE OF BOOKS AND LIBRARIES

Famous Printing Presses. — Of early presses outside
of Mainz, the most famous were those of Sweynheim
and Pannartz, estabHshed at Rome in 1465 ; Aldus
Manutius, at Venice in 1494; Antony Koberger, at
Nuremberg in 1472 ; Crantz, Gering and Friburger at
Paris in 1470 ; William Caxton at Westminster in 1477 ;
Wynken de Worde, successor to Caxton, in 1491 ; Rich-
ard Pynson at London in 1493.

In the 1 6th and 17th centuries the most celebrated
presses were the Elzevir in Leyden ; the Estienne in
Paris ; and the Plantin in Antwerp. The first press in
North America was established at Cambridge, Massa-
chusetts, in 1639. Its important productions were The
Bay Psalm Book, printed in 1640; Eliot's Indian Bible
in 1663 ; and The New England Primer between 1687'
and 1690. Printing was begun in Boston in 1676; in
Philadelphia in 1685 and in New York in 1693. After
the revolutionary war printing presses were rapidly es-
tablished throughout the country.

Later Developments. — The subsequent development
of printing is largely a record of nev,f and improved
processes and machinery. Stereotyping, electrotyping,
the invention of the linotype and the monotype have
reduced the work of cutting and setting type by hand;
have minimized the wear and tear on types ; and in many
other ways revolutionized the art of printing. The evo-
lution of the press from the wooden screw, hand press
of Gutenberg to the cylindrical, electric press of to-day
has been the second great factor in the advancement of
printing. The student will find a full account of these
developments in any good encyclopedia.

Types. — ■ For our particular purpose and study it is
necessary, however, to know at least the important

EVOLUTION OF THE BOOK 351

sizes and styles of type used in printing books. Until
1886 the various sizes of type were designated by names,
but owing to the fact that the standards were not accu-
rate, types of the same name, and supposedly of the same
size, made by different foundries, could not be used side
by side. Then the U. S. Type Founders Association
selected the pica as a standard of measurement and by
dividing it into twelve equal parts and using a twelfth
part — ^72 of an inch — called a "point" as a unit, they
established a base for determining the sizes of all other
bodies of type. All bodies are estimated on multiples
of this ''point" — the pica, 12-point; double pica 24-
point, etc., — ■ and the numerical names are now used to
designate them. The following illustrations show the
sizes of type most commonly used in books : ^^

This line is set in 5-point or Pearl

This line is set in 6-point or Nonpareil

This line is set in 7-point or Minion

This line is set in 8-point or Brevier
This line is set in 9-point or Bourgeois
This line is set in 10-point or Long Primer
This line is set in 11-point or Small Pica
This line is set in 12-point or Pica

There are too many styles or " faces " of type to be
described in this brief account; for convenience, there-
fore, is given the following illustration of types which
are commonly used in book-work :

This line is set in roman
This line is set in italics
This line Is set in bold-face

This line is set in Caslon
This line Is set in Gothic

10 See De Vinne, Plain printing types, 1906, for full descriptions and il-
lustrations of types.

352 THE USE OF BOOKS AND LIBRARIES

Illustrations. — The illustration of books began be-
fore the invention of printing, with the crude wood-cuts
of the block-books. Originally, designs were drawn on
boards of pear, apple or sycamore wood, and cut in relief
with a knife.

Wood Engraving. — This manner of wood-cutting con-
tinued until the eighteenth century when Thomas Bewick
(1758-1828) in England, began to use blocks of box-
wood, engraving his design across the grain of the wood
with a burin. In the sixteenth century in Germany, the
art of wood-engraving had received a new impetus in the
work of Albert Diirer, who drew his pictures on wood
and had them faithfully cut by the engraver. Holbein's
Dance of Death (1538) cut by Hans Liitzelburger on
wood, reached the high-water mark of wood-engraving.
Then the art steadily declined until the great revival
under Bewick and his successors. Bewick's most famous
works are Select Fables, 1784; History of Quadrupeds,
1790; History of British Birds, 1797-1804. About 1861
it became the general practice to photograph the artist's
drawing on the block, and so preserve the original with
which to compare the engraver's work. Another de-
velopment about this time was to make a metal cast of
the wood-block and print from it. In the early 6o's
among the most famous illustrators was Arthur Boyd
Houghton, whose work was engraved on wood by the
Dalziel brothers. The Arabian Nights published in 1865
by Ward, Lock and Co. and Don Quixote published in
1866 by Warne, both contain some of his most remark-
able work. At the present time the best wood-engraving
is done in America. From the 8o's on fine examples
have appeared in the magazines — in the Century in par-

EVOLUTION OF THE BOOK 353

ticular — where Timothy Cole's copies of paintings by the
Old Masters have been exquisitely printed.

Printing illustrations from wood-blocks was usually
done in the same manner as printing from type. The
modern method of making a metal plate from the wood-
block has not changed the manner of printing, for the
plate is nailed to a block to make it " type-high,'' i.e.,
on a level with the type, and it is used side by side with
the type.

Line Engraving. — In line engraving a very highly
polished metal plate, either copper or steel, is used ; with
a burin, the design is cut, in reverse, in the metal. The
result is an intaglio engraving, just the opf>osite of the
design in relief which is cut out on a wood-block. This
method of engraving was begun in Europe in the fifteenth
century. The art came to England about 1588 and con-
tinued to flourish there until the middle of the nineteenth
century."

Steel Engraving. — In 182a steel plates began to be
used instead of copper. Steel was a more durable metal
and could stand more wear and tear in printing; as a
consequence it was cheaper and more books were illus-
trated than ever before. " The actual difference between
a line engraving executed on copper and one engraved
on steel ... is so slight in a print that the one is not
distinguishable from the other." ^^

Etching. — This kind of engraving is done on a metal
plate, usually copper. The plate is heated and then coated
with a " ground " of asphaltum, burgundy-pitch and
beeswax. It is then held over the flame from a bunch

11 Hayden. Chats on old prints, p. 143.

12 Ibid., p. 208.

354 THE USE OF BOOKS AND LIBRARIES

of lighted tapers until the etching-ground is covered
with a deposit of smoke. At this point it is ready for
the design, which is drawn in reverse, by means of an
etching needle. The needle cuts away the ground, leav-
ing lines of copper exposed. The back of the plate is
covered with varnish and then the plate is put into an
acid bath. This mixture of nitric acid and chlorate of
potash can touch the copper only where the design has
been drawn with the needle. The acid bites into the
metal and leaves a design. When the process of " biting
in " has been finished, the wax and varnish are removed
and the plate is ready for printing.^^ Etching is more
really artistic than other forms of engraving, due to the
fact that more artists have done their own etching than
have cut their designs in wood or engraved them with
burin.

Mezzotint. — In mezzotint engraving the copper-plate
is " grounded " by running over the plate in every di-
rection with a " sort of chisel, two and a half inches
broad, sharpened to the segment of a circle, and with
its surface engraved in many fine ridges, producing points
at the edge." ^* This process produces a " burr " over
the plate and the design is made, not by cutting or " bit-
ing in " lines, but by scraping down the " burr " ' and
smoothing out parts not to be printed. It is a better
method for reproducing portraits than landscapes.

Aquatint is another method of engraving and resem-
bles etching. The plate is " grounded " by dusting it
with finely powdered resin, or by covering the surface
with a solution of resin dissolved in spirits of wine.
After that the design is put on in very much the same way

13 Ibid., chap. 2.

114 H'amerton. Graphic arts, 1883, p. 483J

EVOLUTION OF THE BOOK 355

as in etching and the plate is put in an acid bath for
" biting."

Lithography, as the name implies, is the art of draw-
ing designs on a special kind of stone, from which im-
pressions can be made on paper. It was invented in
1798 by Alois Senefelder of Munich. The drawing is
made on the stone with a greasy ink or chalk; the sur-
face is then washed " with weak nitric acid and water to
fix the drawing and somewhat reduce the surface of the
stone; if the stone be now covered with gum, allowed
to dry, and then inked, the ink adheres only to the draw-
ing ; and if a sheet of paper is placed on it, and the whole
passed through a press, a print, or rather the drawing in
ink will come ofif on the paper. This is roughly the art
of lithography." ^^

Photo-Mechanical Processes. — Such were the chief
methods of illustration up to about 1876 when the inven-
tion of photographic processes of reproduction largely
•superseded the work of the artist-engraver. Practically
all book illustration is now done by some photo-mechani-
cal process. While these methods have lowered, perhaps,
the plane of artistic illustration, they have, nevertheless,
broadened the field to such a remarkable extent, that a
knowledge of, and a demand for, good illustration were
never so great as now.

Half Tones are made by photographing the drawing
or photograph that is to be printed, through a " screen."
This " screen " is made_ by placing together two thin
pieces of plate glass, on which a series of parallel lines
have been ruled diagonally. These intersecting lines give
the effect of " mosquito-netting." With this screen di-
rectly in front of the negative, "the subject is photo-

15 Pennell. Illustration of books. 1896, p. 112-3.

356 THE USE OF BOOKS AND LIBRARIES

graphed and the result is a negative completely covered
with a mass of fine transparent lines and dots." '■^ A
print is made from this negative on a copper plate and
the design is etched in relief for printing. Photographs
and almost any colored subject are reproduced by this
process.

Three Color Process. — This method aims to take
any colored subject " and by photographing it three times,
each time through a different colored piece of glass, to
divide all the colors into what are called the three pri-
mary colors — red, yellow and blue. From each of these
color separations a half-tone is made, and when these
plates are put on the printing press, and the impressioris
are printed over each other in yellow, red and blue inks,
respectively, the result is a printed picture reproducing
correctly all the Colors of the original subject." ^'

Zinc Etching. — This process, often called "line en-
graving," is the simplest form of photographic reproduc-
tion and is used for printing any line drawing in black
and white. The drawing is photographed on a sensitized
zinc plate. The lines of the picture are protected by a
coating of resinous powder, which is melted on the plate
and which adheres to the design, but not to the rest of
the plate. The plate is put into a strong solution of nitric
acid, \vhich eats away the unprotected parts and leaves
the design in relief. Mounted on a block, it is made type-
high to be used for printing along with the type.

Photogravure. — Directly opposite from the relief
plates made by the half-tone and zinc-etching processes,
is the photogravure, or intaglio plate. It is a very ex-
pensive method of reproduction and is suitable only for

10 I-Iitchcock. Building of a book. 1906, p. 170.
17 Ibid., p. 174-5.

EVOLUTION OF THE BOOK 357

limited editions and editions-de-luxe. There are several
ways of making photogravure plates ; the main point is
that a copper plate is printed from a photographic positive
which has been covered with a gelatine film, and the
print is then etched in the copper. It is the most artistic
of all photographic processes but its cost limits the use of
it.

To-day when illustration has become so universal, and
when much of it is so artistically mediocre, an additional
responsibility is put upon the teacher and the librarian, in
the matter of book selection. This very brief and inade-
quate description of the various methods of book-illustra-
tion should, at least, sufficiently direct the reader's at-
tention to the dififerent kinds of reproductions found in
books, to enable him to know what he is getting.

A more important thing, however, than the mere
knowledge of whether an illustration is produced by the
half-tone or the zinc-etching process, whether it is a
lithograph or an etching, is to feel the truth and the
beauty of it. Does the illustrator faithfully portray the
idea of the author? Is the illustration so arranged
that it comes near the matter it is describing? And,
finally, is the result satisfying from the standpoint of
beauty ?

There is danger for the unwary in many subscription
sets and so called de-luxe editions. Much of the illus-
tration in such books professes to be " reproduced from
the original plates, etc.," and a correspondingly high price
is asked for the books. It is a good working principle
never to buy that type of book for a library.

The list of references appended is given for the student
who wishes to read more on the subjects treated of in
this chapter.

358 THE USE OF BOOKS AND LIBRARIES

List of References

Bradley, J. W. Illuminated manuscripts. 1905. McClurg.
$1.00.

British Museum. Guide to the exhibited manuscripts. 1912. Pt.
2, 6d ; pt. 3, 4d.

British Museum. Guide to the exhibition in the King's Library
illustrating the history of printing. 1913. 6d.

Clark, J. W. Care of books. 1909. Putnam. $2.50.

Cundall, Joseph. Brief history of wood engraving. 1895. Samp-
son Low. 2/6.

Davenport, C. J. H. Evolution and development of the book.
igo8. Van Nostrand. $2.00.

De Vinne, T. L. Practice of typography. 4 v. 1900-04. Cen-
tury. Each $2.00.

Duff, E. G. Early printed books. 1893. Kegan Paul. 5/.

Hamerton, P. G. Graphic arts. 1904. Little. $1.50.

Hayden, Arthur. Chats on old prints. 1909. Stokes. $2.00.

Hitchcock, F. H. ed. Building of a book. 1906. Author. $2.00.

Madan, Falconer. Books in manuscript. 1893. Kegan Paul.
6/.

Middleton, J. H. Illuminated manuscripts in classical and med-
iaeval times. 1892. Cambridge U. Pr. $5.50.

Pennell, Joseph. Illustration of books. 1896. Unwin. 2/6.

Rawlings, G. B. Story of books. 1911. Appleton. .35.

Sandys, J. E. History of classical scholarship. v. i. 1906.
Putnam. $3.50.

Sketchley, R. E. D. English book illustration of today. 1903.

Smith, A. M. Printing and writing materials. 1912. Author.
$1.36.

Weitenkampf, Frank. How to appreciate prints. 1914. Moffat.
$1.50.

Chapter XXIII

HISTORY OF LIBRARIES

With the development of literature and the evolution
of the book, there arose, naturally, the question of col-
lecting and preserving books for use, and so the history
of libraries begins.

The first collections of books were probably those gath-
ered together in the sacred temples and in the palaces
of the kings of ancient times. These were not books in
the modern sense, but were records, chiefly of religious
matters, and annals of the kings, written on clay tablets.

Ancient. — In Assyria and Babylon, at Nineveh and
Nippur, were the earliest collections of which we know
anything. Assurbanipal's library at Nineveh consisted
of some ten thousand distinct works — clay tablets with
cuneiform inscriptions, including works in history', as-
tronomy, and religion ; school-books and dictionaries in
the original languages and in translations. Many of
these tablets are now in the British Museum, and among
them, one on which the books are catalogued by subject.
Excavations at Nippur by Professor Hilprecht disclosed
a number of rooms adjoining the Temple, where clay
tablets were arranged on shelves of clay. These tablets
were also grouped by subject and the contents of the
twenty-five thousand different tablets covered a variety of
subjects.

Egypt. — In Egyi^tian libraries books consisted of

36o THE USE OF BOOKS AND LIBRARIES

papyrus rolls. The earliest authentic date of any collec-
tion of these records is 3000 b. c. and we find reference
to special libraries from 1500 to 1300 b. c, but it was not
until the time of the Ptolemies from 300 to 200 b. c. that
the great library at Alexandria was begun.

Greece. — .There are almost no records of any libraries
in Greece. The only authentic information we have is
that Aristotle, Plato, Euripides and a few other famous
men collected books. It is known also that 100 volumes
were annually presented by the youth of Athens to the
library of the Ptolemaion, " which was founded at Athens
early in the Alexandrian age." ^ Cicero mentions the
fact that there was an infinite number of books in the
various libraries of Greece.^

Alexandria. — It was a Greek, Demetrius of Phaleron,
who suggested to Ptolemy I the idea of founding the
great library in the Greek city of Alexandria, and Greek
scholars became its successive librarians. Here the
learned men of the civilized world gathered to study and
in this great library began the work of editing the texts
of Greek literature and disseminating them. The num-
ber of volumes in the Alexandrian library is variously
estimated from 200,000 to 700,000 papyrus rolls. In 47
B. c. it suffered the loss of 40,000 books, when Julius
Csesar set fire to the arsenal near by. The story goes, ac-
cording to Plutarch, that Mark Antony presented 200,-
000 books from the library at Pergamon, a great rival of
the Alexandrian library, to Cleopatra, who added them
to the collection at Alexandria. The great library was
destroyed during an invasion in 272 a. d. by the Em-

1 Sandys, John. History of classical scholarship. 1906, v. i, p. 87.

2 Cicero. Tusculan disputations, II: 6. This statement, however, taken
with its context does not lack evident exaggeration.

HISTORY OF LIBRARIES 361

peror Aurelian. A smaller cbllection of books in a li-
brary called the Serapeion continued in existence for a
century longer when it too was demolished in 391 a. d.
during the reign of Theodosius I. After this the rem-
nant of books was probably scattered among various tem-
ples; no authentic record exists of their actual fate.

Pergamon. — Next in importance to the Alexandrian
libraries was the library at Pergamon, the largest city
in Asia Minor. To Eumenes II, 197-159- b. c, is given
the credit of having founded the Pergamene library. Its
collection of books, though never so large, rivalled the
Alexandrian collection, and scholars flocked to it also.
The head of the Pergamene school. Crates of Mallos,
probably ' introduced the real study of literature to Rome
when he visited there in 169 b. c. and it is supposed that
his description of the Pergamene library had an influence
on the building of Roman libraries.^

The city of Pergamon became a Roman city by the
gift of its last king, probably on account of the pressure
of the Roman arms, but it is not known whether any part
of the library was left to bequeath.

Rome. — Julius Caesar planned to establish public li-
braries in Rome and commissioned Terentius Varro,
" the most learned of the Romans," to collect and arrange
the books, but Asinius Pollio had the distinction of be-
ing the first to dedicate a library to the public. This
library was built on the Aventine Hill in 39 b. c. Greater
than this, however, were the two libraries erected by
Augustus — the Octavian and the Palatine. These build-
ings were modelled after the Pergamene library — a tem-
ple surrounded by colonnades from which opened a li-
brary. The library proper consisted of two compart-

3 Sandys. History of classical scholarship, v. i, p. 159,

362 THE USE OF BOOKS AND LIBRARIES

ments, one for Greek and the other for Latin books, sep-
arated by a large curia. The Octavian building was
burned when Nero fired Rome; and the Palatine was
destroyed during the reign of Commodus about 190 a. d.*

The greatest of all Roman libraries, the Ulpian, was
founded by Trajan about 100 a. d. It was .also modelled
on the Pergamene plan with two different rooms for
Greek and Latin books. In this library were kept also
the Roman archives. Although the books were removed
to the Baths of Diocletian about 305 a. d. they were in
use until the latter part of the fifth century.

Towards the close, of the fourth century there were
twenty-eight public libraries in Rome and many others
throughout the provinces. With the downfall of the
Western Empire in 476, the literary activities of Rome
were very nearly at an end and the history of ancient
libraries may be said to cease.

Mediaeval Libraries. — In 330 a. d., when Constantine
the Great moved the seat of empire from Rome to Byzan-
tium and founded Constantinople, many Greek scholars
followed him. He began the collection of manuscripts
particularly of Christian literature, and his immediate
successors continued the work until a large library was
formed. Julian, the Apostate, founded a library of pagan
literature. Libraries were founded in the monasteries of
the East and many of the Greek classics were preserved
therein throughout the Dark Ages, particularly in the
monasteries of Mount Athos.

Monastic Libraries. — As the libraries in these eastern
monasteries saved Greek literature from entire destruc-
tion through the Dark Ages, so, too, the monasteries of

4 Savage, Ernest. Story of libraries, p. 17,

HISTORY OF LIBRARIES 363

the West did a like service in preserving the manuscripts
of Latin literature. .In miraculous ways manuscripts
were saved from the destroying hordes of vandals and
found 'their ways to these safe, monastic retreats. Here
they were copied by the monks, and together with church
service books and works of theology, constituted the be-
ginnings of monastic collections.

Among the "most famous monastic libraries in Italy
were those at Monte Cassino founded by St. Benedict in
529; at Squillace, by Cassiodorus about 540; and at
Bobbio in Northern Italy, by an Irish monk, St. Colum-
ban, in 615. In France the principal monastic libraries
were those of Cluny, Fleury, and Corbie; in Germany,
those of Fulda, Corvey, and Reichenau.

The Benedictine Order was noted for its libraries, and
in England no less than on the Continent did their monks
establish them — at Canterbury, York, Wearmouth, Jar-
row, Whitby, Glastonbury, Peterborough, and Durham.

With the dissolution of the monasteries during the
reign of Henry VIII, " their libraries were dispersed,
and the basis of the great modern libraries is the volumes
thus scattered over England." ^

University Libraries. — We have seen, in Chapter
XXII, how the work of copying manuscripts was grad-
ually shifted from the monasteries to the universities.
With the work of producing texts there developed the
need of collecting them as well, and from the thirteenth
century on, libraries were gradually founded in the medi-
aeval universities of Italy, France, Germany, and Eng-
land. " The fifteenth century was everywhere an age of
Library-making; in the Library, the solitary student,

5 Madan, Falconer. Books in manuscript, p, 76.

364 THE USE OF BOOKS AND LIBRARIES

weary of the disputations of an effete scholasticism, conld
find richer intellectual pastures for .himself." "

Renaissance Libraries. — With the Revival of Learn-
ing there came, not only a thirst for knowledge, "but to
a group of famous men — rulers and scholars — the
burning desire to collect manuscripts. These private col-
lections of books are in large measure the beginnings of
the great national libraries of Europe. ' Petrarch and
Boccaccio were both eminent and assiduous collectors.
They not only visited many places themselves in search
of books, but they employed agents to travel over Europe
in quest of them. Niccolo de Niccoli, 1364-1423, another
famous collector, left over 800 manuscripts, which at his
death came under the control of Cosimo de Medici.
These, together with other collections formed by Cosimo,
became the foundation of the Laurentian Library in
Florence.

Associated with Cosimo was Tommaso Parentucelli,
1398-1455, afterwards Pope Nicholas V. He catalogued
Niccolo's collection and " added to the catalogue the titles
of books he thought necessary to make the collection rep-
resentative." '' His love of books and his bibliographical
knowledge were later put to excellent use, when as Pope
he reorganized the Vatican Library, the foundation of
which had been laid at the end of the fourth century.

In England, Duke Humphrey of Gloucester, gave 600
manuscripts of his fine collection to the University Li-
brary of Oxford, afterwards the Bodleian. Richard de
Bury, bishop of Durham, was the most energetic collector
in England. He travelled on the Continent in search of

Rashdall, Hastings. Universities of Europe in the Middle Ages. 1893,
V. 2, p. 463.

7 Savage. Story of libraries, p. 71.

HISTORY OF LIBRARIES 365

manuscripts and set up a scriptorium in his house where
he had copies written and ilkiminated and bound. He
gave to Durham College, now Trinity, Oxford, a part of
his collection and drew up a set of rules to regulate the
lending and use of his books.

With the invention of printing in 1450, the character
and development of libraries were so radically changed
that by the beginning of the sixteenth century we may
well regard the mediaeval period as ended.

Modem Libraries. — For three centuries the history of
libraries is largely a story of accumulating books for the
use of a very limited number of people, the scholars of
the world, and to-day these same great libraries are the
laboratories of scholarship the world over.

European. — In Italy the Vatican Library at Rome is
renowned for its collection of important manuscripts.
Among its treasures are Cicero's De Republica; Virgil
manuscripts of the fourth, fifth, and sixth centuries, and
a Bible of the fourth century. The Ambrosian Library
at Milan, the Laurentian at Florence, and the Library of
St. Mark at Venice complete the list of the most impor-
tant libraries in Italy.

The Bibliotheque Nationale, the national library at
Paris, is the largest and finest library in the world. It
has grown since the fourteenth century and is the con-
tinuation of the old Royal Library. It " owes much to
the pride with which not only France, but the ambassa-
dors of France in foreign countries, have regarded it, as
well as to the distinguished librarians who have fostered
it, from DeThou and Colbert to M. Leopold Delisle." ^
The Mazarine Library, the Library of the Sorbonne, the

8 Madan. Book in manuscript, p. 89.

366 THE USE OF BOOKS AND LIBRARIES

Bibliotheque St. Genevieve, and the Arsenal Library, all
in Paris, have important collections.

Germany has a large number of public and university
libraries, many of which have renowned collections of
priceless books. The Royal Library of Berlin, the
Munich Royal Library, the university libraries of Got-
tingen, Heidelberg, and Leipsic have many treasures in
both manuscripts and books.

In other European countries there are not so many
libraries nor perhaps such famous ones as those already
noted, but the Imperial library at Petrograd (St. Peters-
burg) with its collection of nearly three million printed
books and over two hundred thousand manuscripts, many
of them rare, with its treasure — the Codex Sinaiticus of
the Greek Bible ; its almost perfect sets of books from
the Aldine and Elzevir presses and many other priceless
■possessions, takes rank among the four or five chief
libraries of the world.

Spain has two important libraries, the Escorial and
the National Library at Madrid. The Imperial Library
at Vienna, the Royal Library at Brussels and in the
Scandinavian countries the university libraries of Upsala
and Christiana are all famous.

To American librarians the libraries of England are of
greater interest and importance than those of any foreign
country. The student of educational history needs to
know when and how were founded the British Museum
and the Bodleian ; what are the chief treasures to be
found in them and their contribution to educational de-
velopment.

British Museum. — England's national library was
founded in- 1753. It was begun by uniting three private

HISTORY OF LIBRARIES 367

collections of great extent: the Cottonian, the Harleian,
and the Sloane libraries. To these was added the Royal
Library, by George II in 1757. In 1759 it was opened
at Montagu House under the name British Museum.
The Royal Library collection had been very slowly ac-
cumulated by the kings of England from the time of
Henry VII, and with no large or very notable addition
until the time of James I, when Prince Henry secured
the addition of a choice collection of manuscripts.

The Cottonian library was collected by Sir Robert
Bruce Cotton, 1571-1631. It " contains many survivals
from the old monastic collections " ; " and " the chartu-
laries of English abbeys, English historical deeds, and
an immense series of English state papers are among the
chief features of the library." ^° In 1700, Sir John Cot-
ton, grandson of the founder, put the collection into the
hands of trustees for " public use and advantage."

The Harleian library collected by Robert Harley, Earl
of Oxford, 1661-1724, numbers nearly 8,000 manuscripts
and over 41,000 charters and rolls. It comprises works
on English history, theology and general literature. Par-
liament bought this collection for ten thousand pounds
and in 1753 transferred it to the Museum.

The Sloane collection comprised books, manuscripts
and curiosities of various kinds gathered together by Sir
Hans Sloane. After his death in 1752 it was purchased
by the government for twenty thousand pounds and it
was also added to the Museum.

To these collections others of great value have been
added until to-day the collection has reached over three
million books. " Among English-speaking peoples the

» Savage. Story of libraries, p. 132.
10 Madan. Books in manuscript, p. 81.

368 THE USE OF BOOKS AND LIBRARIES

library of the British Museum stands without a rival,
whether we regard the size or the importance of its
printed and manuscript treasures." "

The Bodleian Library, Oxford, is, historically, the
most interesting library in the world. Its foundation,
begun with a small collection of books in St. Mary's
Church, was greatly enriched between 1439 and 1446 by
a donation of manuscripts from Humphrey, Duke of
Gloucester. This gift necessitated more room, and an
upper story, which became " Duke Humphrey's Library,"
was added to the Divinity School. This room still exists,
the oldest part of the Bodleian, though the books and
furniture were ruthlessly destroyed by Edward VI's
Commissioners in 1550.

Sir Thomas Bodley, ambassador to France and Hol-
land under Queen Elizabeth, and a scholar, retired from
court life and went to Oxford with the purpose of re-
building the library. He set diligently to work refitting
Duke Humphrey's Library ; he used his influence in every
quarter and secured valuable donations, and in 1602, the
new library, possessed of some 2500 books and manu-
scripts, was opened. In 1610 Sir Thomas secured from
the Stationer's Company the agreement to give to his
library a copy of every book published in the kingdom.^^
This same year, 1610, he began the building of the main
part of the quadrangle which is now the Bodleian, and
before his death in 161 3 had secured promises of other
valuable gifts. The library continued to grow and passed
through the Civil War unscathed. It suffered at the

iiMadan. Books in manuscript, p. 80.

12 This is the 'first library in England to receive the copyright privilege.
Four others now have it: the British Museum, Cambridge University
Library, Advocates Library, Edinburgh, and Trinity College Library, Dub-
lin.

HISTORY OF LIBRARIES 369

hands of careless librarians through the eighteenth cen-
tury and even into the nineteenth, and now numbers over
800,000 volumes. " In the importance of its individual
treasures it ranks nearly first among the collections of
the world. Its Oriental manuscripts, Biblical codices,
and Rabbinical literature are unrivalled; in materials for
English history it is particularly rich, while its series of
Greek and Latin editiones principes is unquestionably one
of the finest.'' ^^

Charles Lamb has expressed the charm of the Bodleian
in his essay, "' Oxford in Vacation " : " Above all thy
rarities old Oxenford, what do most arride and solace
me, are thy shelves . . .

" What a place to be in is an old library ! It seems
as though all the souls of all the writers that have be-
queathed their labours to these Bodleians, were reposing
here, as in some dormitory, or middle state. I do not
want to handle, to profane the leaves, their winding
sheets. I could as soon dislodge a shade. I seem to
inhale learning, walking amid their foliage ; and the
odour of their moth-scented coverings is fragrant as
the first bloom of those sciential apples which grew amid
the happy orchard."

Other English Libraries. — Cambridge University Li-
brary, with its valuable collections and very liberal lend-
ing privileges ; the John Rylands Library, Manchester,
with its 2500 incunabula (books printed before 1500) ;
the Advocates Library, Edinburgh, founded in 1682 ; and
the Library of Trinity College, Dublin, with its treasure
— the Book of Kells — an eighth century manuscript and
one of the most beautiful in the world, are the next in
importance of the libraries of Great Britain.

13 Savage. Story of libraries, p. 154-5.

370 THE USE OF BOOKS AND LIBRARIES

American Libraries. — The history of Hbrary develop-
ment in the United States dates from the seventeenth
century. Beginning with the private hbraries of the
colonial ministers, whose small collections of books in
some instances became the foundations of college and
other libraries, the development spreads out in four or
five directions, and in the latter part of the nineteenth
century evolves a distinctly American and democratic
type — the tax-supported or free public library.

College Libraries. — The first kind of library founded
in America was a college library, that of Harvard Col-
lege in 1638. It began with a small collection of books
given to the college by the Reverend John Harvard and
for two hundred years was the largest library in the
country. In the eighteenth century six other college
libraries were founded : Yale in 1700 ; Princeton in
1746; University of Pennsylvania in 1755; Columbia in
1757; Brown in 1767, and Dartmouth in 1770. The
nineteenth century has witnessed the development of
libraries in every State University and in every standard
college in the country. The larger university libraries
all have valuable, and some of them, notable collections
of books. These libraries are primarily for the use of
their own students and faculties, but the very liberal cus-
tom of inter-library loans makes the particular, the rare,
the valuable book accessible to smaller and less fortunate
libraries whose readers may wish to use such books for
serious work.

Proprietary and Subscription Libraries. — Library
development branched out in another direction when Ben-
jamin Franklin in 1731 began in Philadelphia the first
subscription library in this country. " And now I set on
foot my first project of a public nature, that for a sub-

HISTORY OF LIBRARIES 371

scription library. ... I was not able with great indus-
try, to find more than fifty persons, mostly young trades-
men, willing to pay down for this purpose forty shillings
each, and ten shillings per annum. On this little fund
we began. The books were imported ; the library was
open one day in the week for lending to the subscribers,
on their promissory notes to pay double their value if not
duly returned." Begun as a subscription library, this
foundation developed into a proprietary one — the Li-
brary Company of Philadelphia.

Subscription and proprietary libraries, though different
in conception, for our purpose of studying types, may
well be grouped together. " These libraries represent
more or less completely the principle of corporate owner-
ship instead of fees, and, if we judge by their atmosphere,
there is just the difference between the proprietary and
the subscription library in the attitude of its patrons that
there is between the proprietor of land and the tenant." "
The idea of financial interest in the books whether as
stockholder in the corpor9.tion or simply as renter, is the
point of interest between this type of library and other
types. Besides Franklin's library, the Charleston Library
Society (1748) ; the New York Society Library (1754) ;
and the Boston Athenaeum (1807) ; other proprietary or
subscription libraries were established in nearly every
city in America. The influence of this type of library
on the development and growth of the free public library
has been marked.

State Libraries. — In 1796 New Jersey established the
first State Library ; South Carolina followed in 1814 with
the same type; Pennsylvania in 1816, and New Hamp-

34 Bolton, C. K. Proprietary and subscription libraries. A. L; A. 191^,
p. 2.

372 THE USE OF BOOKS AND LIBRARIES

shire and New York in 1818. Every state now has its
state Ubrary, begun at first simply for the use of its legis-
lature and government officials, but enlarged in some in-
stances into libraries of very much wider scope ; e.g., the
New York State Library and the Wisconsin State Li-
brary.

Library of Congress. — In 1800, just four years after
the founding of the first state library, the Library of
Congress was established in Washington by an Act of
Congress " appropriating $5,000 for the purchase of
books and for fitting up a suitable apartment in the Capi-
tol to contain them." ^^ This library was destroyed in
1814 when the British burned the Capitol. Soon after-
wards a new library was begun by the purchase of Presi-
dent Jefferson's collection of 7000 volumes. This grew
slowly to about 55,000 volumes when a second fire in
185 1 destroyed over half of it. From 1864 to the pres-
ent time the library has grown enormously under the able
direction of Mr. Spofiford and Dr. Herbert Putnam, who
succeeded Mr. Spofiford in 1899. The Library of Con-
gress is truly a national library in the scope of its work
and in the importance of its collection. It serves the
entire country most liberally with its inter-library loans,
and scholars find a most cordial and efficient service at
the library. The size of its collection now places it in
the fourth place of the world's largest libraries.

District School Libraries. — One form of library de-
velopment in America, which extended over fifty-five
years, proved a failure. — that was the district school
library. In 1835 New York passed a law for the estab-
lishment of such libraries and spent over $50,000 annually
on the system. Twenty other states passed similar laws,

iti Bishop, W. W. Library of Congress. A, L. A. igii, p. i.

HISTORY OF LIBRARIES 373

but the system was generally a failure. " It had its place
as an effective educator of public sentiment in the right
direction, and perhaps by its very failure to meet the
growing demand for free libraries in a satisfactory way,
led to increased efforts to devise an effective scheme for
that purpose." ^^

Tax Supported or Free Public Libraries. — The his-
tory of libraries in America up to this point shows no
material difference in types from those founded in Great
Britain. But in 1848 when the Massachusetts legislature
passed a law allowing Boston to tax itself to establish a
free public library, the great public library movement was
definitely begun. This antedated by two years the first
free library act for Great Britain. To-day, the tax-sup-
ported library has been universally adopted not only in
the United States but throughout Europe.

Many of the free' public libraries have been richly en-
dowed by private benefactors as well as supported by
public taxation and no city of any importance is to-day
without its public libraries any more than it is without its
public schools.

State Aid. — A further step in library progress has
been the natural growth of State Library Commissions
and again Massachusetts is the first state to conceive the
idea. In 1890 by an act of the Massachusetts legislature
the Massachusetts Free Public Library Commission was
created with the function of aiding the establishment and
development of free public libraries throughout the state.

The idea has spread and now library extension carried
on by state aid, whether by a commission, or the state
library or the state education department, is found in all
but fourteen of the forty-eight states of the union.

16 Fletcher, W. I. Public libraries in America, p.' 21.

374 THE USE OF BOOKS AND LIBRARIES

In the matter of compulsory laws for the establishment
of libraries there has been but little or no development.
New Hampshire passed a mandatory law in 1895, but no
other state has followed her example.

The county library idea is developing in some states
and in largely rural districts, the county rather than the
town as a library unit would seem best. Ohio, Maryland,
Wisconsin, Oregon, and California all have county library
laws.

Within the compass of this single chapter we have but
briefly mentioned the stages of library development and
have merely sketched a few of the great European libra-
ries. The following list of references will furnish the
student with much additional and interesting information.

Required Reading.

Bishop, W. W. Library of congress. (A. L. A. Manual of

library economy.' Chap. 2.)
Bolton, W. K. American library history. (A. L. A. Manual of

library economy. Chap, i.)
Bolton, W. K. Proprietary & subscription libraries. (A. L. A.

Manual of library economy. Chap. 5.)
Encyclopedia Britannica. Article on Libraries.
Fletcher, W. L Public libraries in America. 1894.
Savage, E. A. Story of libraries and book-collecting. 1909.
Wynkoop, Asa. Commissions, state aid, and state agencies. (A.

L. A. Manual of library economy. Chap. 27.)

Chapter XXIV

THE ESTABLISHMENT AND EQUIPMENT OF
A SCHOOL LIBRARY

Laws. — Most states now have some form of law rela-
tive to the establishment of school libraries. These laws
are, for a large number of states, permissive laws, that
provide " for the establishment and maintenance of such
libraries through direct taxation. Other states, again,
have enacted what we may call conditional laws — laws
which provide for public assistance conditioned on the
raising of a given sum by private subscription in the dis-
trict desiring the library. Neither system is very satis-
factory in actual practice. Unless a district is wide-
awake to the importance of the library, a permissive or
conditional law is not likely to do much good. In order
to awaken the iirst interest it is often necessary to have
recourse to compulsion." ^

Oregon has a good mandatory law.^ It provides for
the essential points of a good law : " ( i ) A mandatory
minimum annual tax levy by county; (2) compulsory
selection from a well chosen list made by some recog-
nized and responsible authority; (3) a central purchasing
agent and a state contract price; (4) a definite and fixed
time for annual purchase ; ( 5 ) suitable rules and regula-
tions to prevent scattering of books."

1 Foght, H- W. American rural school. 1912, p. 262-3;

2 See Monroe. Cyclopedia of education, v. 4, p. 15.

376 THE USE OF BOOKS AND LIBRARIES

Provision, three is not entirely satisfactory. Minnesota
has repealed the contract price feature of its law. The
trouble with buying books at a contract price is that the
library is usually forced by law to make a contract with
the lowest bidder and the lowest bidder does not always
give the best service.

Even the best laws, that simply require a fixed sum to
be spent each year in buying books, and make no pro-
vision for the proper equipment and administration of
libraries, are inadequate. It is not enough for a high
school to buy books and simply place them on shelves.
A librarian or, at least, a teacher-librarian should be
put in charge and sufficient appropriation be made for her
salary. The rank of this position should be equal to a
teacher's position and the salary should be equal. There
should also be a definite annual appropriation for library
supplies, binding and periodical subscriptions over and
above the book fund. After a room has been adequately
fitted up for a library, there need be no annual appropria-
tion for equipment, but when the library grows to the
need of enlargement, a special fund should be set aside
to meet the needs.

In localities where there are no laws for the establish-
ment of school libraries, or where the laws are permis-
sive and conditional, it largely remains for the teacher
to stir up interest in a library and to arouse the school
patrons to the need of funds for such a purpose. Many
ways of doing this have been tried with some success.
Some of the plans are of doubtful value, however, and it
is particularly desirable that the teacher who is working
to get a school library, should devise ways of getting
money with which she can buy a carefully selected library,
rather than encourage patrons and pupils to donate

SCHOOL LIBRARY EQUIPMENT 2>77

books. Well-meaning friends of a school often unload
upon it books of no value whatsoever. Such gifts should
never be encouraged for the school is better ofif without
them.

Selecting a Room. — After money has been raised and
the books bought, the problem of a library room arises.
For graded schools, it will probably be wiser to arrange
the books by grades and distribute them in the class-
rooms of each grade where the teacher in charge will
keep them on suitable shelves and act as librarian in en-
couraging the children to use and read them.

For high schools and rural schools a library and read-
ing room is necessary. This room should be planned and
selected with a view to plenty of light, good ventilation,
ample size, and remoteness from the noise of the rest of
the building. The temperature of the room should be
kept at 68 degrees and the windows lowered from the
top several times a day to let in that supply of good, fresh
air that no system of indirect ventilation ever gives. The
floor should be covered with a good quality of linoleum
in a green or brown shade that will harmonize with the
rest of the room. It will deaden the noise and be easy
to wash and keep clean.

Shelving. — Shelves should line the available wall space
around the room. Quarter-sawed oak is the best mate-
rial to use, but if that is too expensive, a good quality
of pine or whitewood may be stained to look very well.
It might be arranged with the director of manual train-
ing in the school to have pupils build the shelves and also
make the tables and chairs for the room and thereby save
expense.

Standard Shelf. — The standard library shelf is three
feet long by ten inches high by eight inches deep by one

378 THE USE OF BOOKS AND LIBRARIES

inch thick. Seven shelves make a section. The number
of sections joined together to make a case depends upon
the wall space to be filled. The lowest shelf should be
put on a base four inches from the floor. For books
larger than octavos, a deeper and wider shelf is neces-
sary. If the sections are made with adjustable shelves,
the first shelf can be placed twelve. inches from the base
to accommodate the over-sized books ; but if the shelves
are fixed (and it is cheaper and almost as satisfactory to
have non-adjustable shelves), a few sections might be
specially made in larger dimensions to hold the large
books.

With standard-sized shelves it is easy to estimate the
number of books for which there will be room. A three-
foot shelf will hold thirty books of average thickness ; a
section of seven shelves, two hundred books ; a case of
five sections, one thousand books.

Floor-case. — If the number of books outgrows the
available wall space, the next step is to put in floor-cases,
that is, sections made back to back to form a double case
to allow for books put in on either side. These cases
should be placed at right angles to the wall with a floor
space of from ten to twelve feet between. The alcove
space will accommodate a table and chairs and make a
quiet place for study. However, such an arrangement
prevents comfortable supervision from the librarian's
desk and for that reason is not very satisfactory in a
school library. If more shelving is necessary than the
wall space affords, these floor-cases can be arranged at
one end of the room only, with just enough space left
between to allow of using the shelves conveniently, re-
serving the rest of the floor space for tables and chairs.
Such an arrangement gives additional book capacity and

SCHOOL LIBRARY EQUIPMENT 379

does not interfere with proper supervision of the room.

Furniture. — The number of tables and chairs that
should be provided vyill depend upon the largest number
of readers in the room at any one time. The usual size
of a library table is three feet by five or six feet and will
seat comfortably from six to eight people. Bentwood
chairs are satisfactory and less noisy when moved than a
heavier chair.

The librarian's desk should be of ample size and with
a fiat top. It is best to purchase a desk from a reliable
firm rather than have it made by students or a local car-
penter. It should be of the same finish if not of the same
material as the tables and shelves. This desk should be
placed near the entrance to the room if such a position
will give complete supervision of the room and if there
is enough light. It will be necessary to have in reach
of this desk a low book-case to hold such books as the
librarian constantly needs.

The catalogue-case should be purchased from a firm
that makes satisfactory library supplies. A list of such
firms will be found at the end of this chapter. The case
should be placed where it is the most convenient for the
largest number of users.

A magazine rack will add greatly to the appearance of
the room and will save table space. Manual training stu-
dents or a local carpenter can make one more cheaply
than it can.be bought. The same is true of a bulletin-
board. For the latter, use a piece of cork carpet and
frame it with a half-inch oak frame.

Supplies. — Before ordering supplies, it will be neces-
sary to look over the catalogues of dealers and see what
is oiifered and at what price. Local needs and condi-
tions will determine what a library can purchase ; the size

3So THE USE OF BOOKS AND LIBRARIES

of the library and the particular methods the librarian
uses for mechanical processes will detennine the quan-
tity and kind of supplies needed. In the following chap-
ters will be indicated specific materials for particular
processes.^

List of Dealers.

Democrat Printing Company, Madison, Wis.
Gaylord Brothers. Syracuse. N. Y.
Globe Wernicke Company, Cincinnati, O.
Library Bureau. 6 X. Michigan .\ve.. Chicago, 111.

Problejis.

1. Outline a good library law for school libraries.
Bring outline to class and discuss.

2. Find out the school library law of your own state
and discuss its deficiencies and its good points.

3. Suggest some practical ways of getting school libra-
ries where the initiative depends upon the teacher.

4. Draw a floor plan for a school library of looo vol-
umes, with an annual growth of 200 \olumes for ten
years. Indicate windows, shelving, tables, librarian's
desk, magazine rack, and catalogue case.

X. B. — The two- following pamphlets are excellent lists
of aids in the care of school libraries. The first also lists
material that will help in every department of a school
library.

Davis, Esther M. Some Inexpensive Library Aids in
School Work; a Select List. (N. Y. State Teachers'
Association. Albany, N. Y. 191 1.)

\\'alter, Frank K. Care of School Libraries and Some
Helps Which Are Available. 1911. N. Y. State Edu-
cation Department. Albany, N. Y.

3 See Stearns, L, E. Essentials in library administration. (.\. L, A,
Handboot:, .15) p. 88 for a list of supplies for a library of 1000 volumes.

Chapter XXV

BOOK BUYING AND ORDERING

The question of the selection of books has been consid-
ered in another section ; this chapter treats of the prac-
tical matter of (i) where to buy books, (2) prices, (3)
what not to buy, (4) how to order. These are problems
for the librarian in charge of the school library and no
one else should be empowered to order books ; neither
teachers, nor the principal, nor superintendent, nor town
clerk. Teachers and principals should advise with the
librarian in regard to the selection of books ; the super-
intendent or other official who has charge of the funds
should pay the bills ; but the librarian should be the final
authority even to select from a state list. The librarian
on the one hand knows the book needs of the entire
school better than any one teacher or the principal could
know them ; and on the other hand, the librarian knows
book-prices and methods of buying and how best to ap-
portion the library funds to meet the needs of the great-
est number, better than any public official knows these
things.

Where to Buy. — If a local dealer will give as good
prices and service as firms in a book center like New
York or Chicago, he should receive the book orders of the
library. In comparing prices of the local dealer with
other firms, it should be remembered that transportation
costs often equalize what seems a larger charge on the

382 THE USE OF BOOtCS AND LIBRARIES

part of the local dealer. Unless the library gets equally
good service from the local firm, no political pressure,
nor any false patriotism, should force the library to buy
at home. Perhaps something, however, should be sacri-
ficed to the cause of good-will.

In placing orders elsewhere, it is best to select one firm
to buy from, the selection of which will depend on the
best service offered when everything is considered.
When a trial order list has been submitted to several firms
for estimates, it does not always follow that the firm that
offers the cheapest prices on that particular order will
invariably sell the cheapest.

Do not buy books from a travelling agent, for it is
very poor economy. Agents usually sell either subscrip-
tion books, " books in sets," or de-luxe editions of well-
known authors' works, and the school library is much
better off without these books and cannot afford to buy
them.

Prices. — There are certain legitimate discounts that
every library should get and these discounts all reliable
firms are usually willing to give. On books listed as
" net," a lo per cent, reduction within the year of publi-
cation is the usual discount. When a " net '" book has
been published over a year the dealer may give a larger
reduction. Many scientific and technical books, though
published at " net," may be obtained at a discount ranging
from 10 to 20 per cent., and school text-books at a dis-
count of from 10 to 16% per cent.

The librarian may be compelled to buy, by state con-
tract, from a particular firm. If so, satisfactory service
should be demanded and any failure on the part of the
selling agent should be reported to the proper officials of
the state and not charitably endured.

BUYING AND ORDERING

383

What Not To Buy. — Subscription books and new edi-
tions of encyclopedias and dictionaries can usually within
a year's time be bought new from a second-hand dealer at
a great reduction from the subscription price. De-luxe
editions should under no circumstances be bought, and
" books in sets " are of exceedingly doubtful value.
There are several well-known sets, well printed and ex-
cellent in their inclusions, but not best for a school
library, because the material in them usually duplicates
what is already in the library in single volumes. The
testimony of librarians who have used such sets brings
us to the conclusion that a child who uses books of such
an encyclopedic character forms a taste for " scrappy ''
reading.^

How to Order. — Enter on cards or slips 3x5 inches,
one title to a slip, the books that are to be ordered. The
following form shows the essential facts to enter on an
order slip :

Richards, IVIrs. E. H.

Ord

5 '14

Cost of food.

Of

Smith
Received

Edition. Place Publisher
2 N. Y. Wiley

Cost

Charged to
Domestic
Science
Dept.

Year No. of volumes Total price
1908 $1

Figure 14

1 See Sets for children, by H. A. Wood, in Public Libraries, April, 1913,
V. 18: 138.

384 THE USE OF BOOKS AND LIBRARIES

These cards, made of a cheap manila stock, can be
bought of a local printer for $1.75 per thousand; better
stock can be had from the library supply houses for $2
per thousand. Unprinted slips can be used instead.

After all the cards have been filled out, they should
be arranged alphabetically by authors and a type-written
or hand-written list in duplicate should be made with
this form of entry :

Richards, Mrs. E. H. Cost of Food. Ed. 2. X. Y.
1908. Wiley. $r.

One list is sent to the dealer with instructions to ship
by freight, express, or parcels post, and the copy is kept
on file in the library. The cards are filed alphabetically
in a box marked " outstanding orders," or " order file.''

When the shipment is received, the books should be
arranged alphabetically on a table or book truck, com-
pared with the order cards to see if the right edition, etc.,
has been sent, and checked with the bill. The cost price
and date of receipt should be entered on the order card.
All cards so filled out may then be filed in a box marked
" Books received " until the books have been catalogued.
For the average school library with an order list made on
slips, this " books received " file need be kept no longer
than it is found of use. Some libraries use order cards
for a shelf-list record ; others for an accession record ;
and in such cases the order cards are arranged in a per-
manent file. The individual librarian will determine for
herself which method is the best for her use.

When the receipted bill is returned it should be clipped
to the order sheet and filed.

If librarians must buy from a state list and a special
agent, directions for ordering as given in such lists, of
course, must be followed.

BUYING AND ORDERING 385

Problem.

1. Make out order slips and write an order for $20
worth of books.

2. If you have $200 with which to begin a school
library, would you buy an encyclopedia? If so, which
one?

3. Look up prices of The Children's Hour, 10 v.,
Houghton; Children's Library of Work and Play, 10 v.,
Dbubleday ; and Book of Knowledge, 24 v., Grolier So-
ciety. Considering the quality, the quantity and the
price of these publications, would you be justified in buy-
ing them for a school library that spent $50 a year for
books ?

4. Make a careful examination of the official library
list for the graded schools of your own state. Criticize
it from the standpoint of the editions of children's clas-
sics it includes. Are they cheap editions or expensive
ones? Can you justify the selection?

5. After examining the list of reference books on the
official high school library list of your state, can you sug-
gest any improvement from the standpoint of the average
book funds of high school libraries?

Chapter XXVI

LIBRARY RECORDS

This chapter enumerates the records that should be
kept in a high school library and describes the method
and use of those records not considered in other chapters.

1. Order Record. — A record of books ordered, kept
on cards or slips (see Chapter XXV).

2. Accession Record. — A numerical record of books
as they are added to the library. In some large libraries
this record is kept on order cards, but, when everything
has been considered, the accession-book is the best form
for the school library to use. The accession-book is a
blank book ruled in columns and with numbered lines,
for the particular purpose of recording library books.
These books with more or less printing and with space
for recording from 500 to 5000 books can be bought from
any library supply house. Sheets to be used in binders
and ruled for the accession record are also manufactured.
The chief advantage of the sheets . over the bound form
is in being able to type-write the entries on sheets instead
of writing them in by hand as must be done if a book
is used. On the other hand the bound book is more se-
cure than sheets in a loose-leaf binder.

When books have been received and checked with the
order file and bill, they are then entered on the accession
record, each book and each volume of a set on a separate
line, with the same accession number written in the book.

LIBRARY RECORDS

387

It is best to arrange the day's accessions by publishers
before beginning entry and in that way save writing.
The following form explains clearly the method of work.

ACCESSION RECORD

DATE

Num

AUTHOR

TITLE

PUBLISHER

DATE

VOL,

SOURCE

COST

E

UJ

Jaii.l4

1

Dana

Library primer

Library B

190B

Pub.

1

00

2

3

4

5

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

Figure 15

388 THE USE OF BOOKS AND LIBRARIES

This record is of use in telling how many books the
library contains, the history of each book — when re-
ceived, from whom, whether a purchase or a gift, the
cost, and when rebound, lost, stolen or worn out. In a
small and slowly growing library this record is a substi-
tute for a catalogue. At any time the exact number of
books in the library can be found out by subtracting the
number of books withdrawn, from the last accession
number used. In very small libraries a well-bound blank
book, ruled like this form, with lines numbered consecu-
tively may be used.

3. Shelf-list. — Kept on cards. A record of the books
as they stand on the shelf (see Chapter XXVIII).

4. Catalogue. — Kept on cards. A record of the au-
thors, subjects, titles and often contents of all books in
the library (see Chapter XXIX).

5. Loan Record. — Kept on cards. A record of books
loaned should tell what books are out of the library, who
has them, and when they will be due. This record should
be accurately kept and it should serve the additional pur-
poses of keeping the librarian informed of the nature of
each student's reading, the character of books circulated,
and the number. The following method is simple and
accurate : In each book, except reference books and
magazines, paste a book pocket 4x4 inches (see Fig. 18) ;
in each pocket put a book-card 3x5 inches (see Fig. 17),
on which have been written the author's surname, brief
title, and call number, with three columns for writing
date due, borrower's name, and date returned. For each
borrower, make out a similar card (see Fig. 16), writing
borrower's name inverted, on the top line, on the second
line his class in school, and on the third line his home

LIBRARY RECORDS

389

address. The three columns should be headed date due,
name of book, date returned.

.04

Smith, John

11th Grade

504 Main Street

Date

Date

Due Name of bool<

Ret'd

5 14 Eliot— Silas Marner

7 14

X

Figure 16

Eliot

Silas Marner

E42s

Date

Date

Due

Name of borrower

Ret'd

5 14

John Smith

7 14

Figure 17

DATE DUE

5 14

Figure 18

390 THE USE OF BOOKS AND LIBRARIES

When the book is in the library the book card is in the
book pocket ; when John Smith borrows it, the card is
taken out and stamped with date due and John Smith's
name written in; John Smith's card is stamped with the
same date, and the name of the book written on it; the
book pocket is stamped with the same date. The book
card is then dropped in a drawer and John Smith's card
is iiled in its alphabetical place in the borrower s file.
At the end of the day all the book cards in the drawer
are counted by classes — lOo's, 300's, 700's, 8oo's, etc. —
and the total circulation added up for recording on the
statistics record ; then they are arranged alphabetically by
author's name or numerically by call numbers, and filed
behind a guide card numbered with the date due. When
John Smith returns the book, look in the book file under
date due and remove the book card. Stamp on it date
returned and put in the book pocket. Take John
Smith's card from the borrower's file and stamp date re-
turned. If the book is over-due, collect fines then or
charge on corner of John Smith's card, before putting it
back in the borrower's file.

Charging trays with manila guide cards for filing book
cards and reader's cards are sold by the library supply
firms and are not expensive. These trays should be kept
on the librarian's desk if the library has no regular loan-
desk.

6. Periodical Check-list.^- Kept on cards. It is neces-
sary to keep track of magazines as well as books. Peri-
odicals are never entered on the accession record until
they have been bound, but they must be checked up regu-
larly each day, or week, or month as they come. As it
often happens that periodicals go astray in the mails, one
cannot be sure that every number comes, and the check-

LIBRARY RECORDS

391

Nsme

No. Cop

es

Expires

1

2

3

4

5

e

7

8

9

10

11

12

13

14

IS

16

n

18

19

2D

2,

22

23

24

25

26

27

28

29

30

31

Jan.

Feb.

March

April

May

iune

July

Aug.

Sept.

Oct.

Nov.

Dec.

Figure 19

Vols, per yr.

YEAR

JAN.

FEB.

MARCH

APRIL

MAY

JUNE

JULY

AUG.

SEPT.

OCT.

NOV.

DEC.

Reg. price..
Source. „

..Net price

...Ed.

T. P. and Ind.

Figure 20

392 THE USE OF BOOKS AND LIBRARIES

list is the record that will tell. When the check-list indi-
cates the non-arrival of periodicals within the month
they are due, the librarian should claim the missing num-
bers from the publishers. The following figures illus-
trate check-list cards, one for daily and weekly periodi-
cals, the other for monthly, quarterly and yearly maga-
zines.

7. Binding Record. — When books for rebinding and
magazines for binding are sent to the bindery some
record of their whereabouts must be kept at the library.
For the record of books it will be sufficient simply to re-
move their cards and charge them to the binder and file
the cards in the loan file. For magazines the record
should be made on the reverse of the check-list card thus :

Vol. Sent Binder Cost Ret'd Remarks

19 1 Jl 14 J. O. Brown .60 1 S 14

Figure 21

An alphabetical list of books and magazines should be
sent to the binder with the order and a copy of the list
kept at the library. When the books are returned they
should be checked with this list and the binder's bill.
The binding cost of magazines and the date of return
should be entered on the reverse of the check-list cards ;
the binding cost of books and date of return may be pen-
cilled in each book. The order sheets filed in a loose-
leaf binder will give the information needed for the
statistics record — that is, the number of books bound
each year and the cost of the binding. For small school
libraries a simpler record will answer the purpose.

8. Statistics Record. — Kept on sheets or in a blank

LIBRARY RECORDS 393

book. In a school library the most important phase of
work is the use pupils make of the library — what they
read and what reference use they make of the books.
Circulation statistics by classes of books will show the
type of books most used. No very accurate count can
be made of reference use, if pupils are encouraged, as
they most emphatically should be, to look up questions
for themselves. Some idea may be had, however, if
pupils are urged to note on a slip what subject they have
looked for, and leave the slip on a file at the librarian's
desk. Added to these slips, the number of questions the
librarian looks up each day will give a fair idea of the
daily reference use of the library. Besides statistics of
circulation and reference use, the school librarian should
enter on this record the number of books added and
withdrawn, fines, receipts, disbursements, gifts, and books
mended. These items should be added up daily, monthly,
and yearly.

In the graded school libraries, where the books for
each grade are kept in the room of that grade, with the
teacher acting as librarian, one person should be desig-
nated to keep an order record, write up the accession
book, make a shelf-list, and write the binding order.
Card catalogues will be unnecessary, but the teacher in
charge of each grade should keep an account of loans
and whatever statistics she finds useful. These should be
handed in every month to the person in charge of all the
groups of books.

Lessons.

I. Students should be given practice work in the Nor-
mal School Library, in keeping these various records;
if such practice is not feasible, assign work in accession-

394 THE USE OF BOOKS AND LIBRARIES

ing to be done in a blank book ruled like the form on
page 388. A simple loan system as suggested in this
chapter can be put in operation and the pupil may learn
to use it.

2. Name the records that a high-school library should
keep, describing the method and use of each.

Chapter XXiVII

THE CLASSIFICATION OF BOOKS

An orderly arrangement of things is an almost in-
stinctive quality in every human being. The housewife
in her kitchen, the merchant in his store, the teacher in
his classroom, all arrange the material they handle in
some kind of order that will make it more readily usable.
The librarian's material, the things he has to use, are
books. He not only has to use them himself, but what is
more important, he has to make them usable to other
people. It is necessary then to have an orderly arrange-
ment of the books in a library'. This practical process of
arrangement for the purpose of use is classifying.

Principle. — How does the housewife place her kitchen
utensils? How does the merchant group his stock?
How does the teacher arrange his books, maps, appa-
ratus, etc., to make them most useful ? What determines
this grouping? Is it the quality of likeness in the ob-
jects themselves? Is all red cloth put together on the
dry-goods merchant's shelves, all black cloth, etc. ? Does
the cook arrange all her iron utensils on one set of hooks,
all aluminum on another and all earthenware on another?
Or is the quality of likeness that determines a useful
classification something more than mere likeness of mate-
rial or color? Is it not more useful to find all worsted
cloth together, all silk cloth together, all pots together,
pans together, baking-dishes together? Is it useful to

396 THE USE OF BOOKS AND LIBRARIES

arrange all red books together, or all books bound in
leather together, or all books of the same size together?
To be sure, readers in a library sometimes ask for " the
red book I was reading yesterday," or, " that big, brown,
leather book I saw on the shelves," but such requests are
not the usual form. To arrange books for that kind of
a reading public would be folly. Intelligent people ask
for books by the subject of the book, and so the quality
of likeness that determines the grouping of books is the
likeness of subject: books on United States history, books
on botany. Likeness of literary form determines the
grouping in some cases: e.g., books of poetry, essays,
fiction.

Definition. — With the principle of likeness and the
motive of use in book classification, we may state a prac-
tical definition as follows : The classification of books
-js the grouping of them together according to a likeness
/ in subject or literary form, for the purpose of use.

Process. — There are three steps in the process of
classifying books, (i) The first thing to do in classi-
fying a book is to be certain you know what subject or
subjects it deals with. To be certain, you cannot depend
on the title to tell. If you do, you may find yourself in
the predicament of the librarian who was confronted by
a professor of geology, brining from the shelves where
books on his subject were grouped, Ruskin's Stones of
Venice, which he laid on her desk as a rebuke to her
carelessness. Nor is the table of contents always a sure
guide. It is best to read the preface to find out what
the author has attempted to do and if his purpose coin-
cides with the subject as listed in the table of contents,
then you will probably be safe in concluding what the
book has been written about. It may be necessary to

CLASSIFICATION 397

read portions, if not all, of a book to be absolutely sure
you know the subject of it.

This first step is the most vital one in classification. It
determines to which class of knowledge a particular book
belongs : e.g., that Morris' Historical Tales . . . Japan
and China belongs in the History group of knowledge,
of which Japan and China are subdivisions. Systems of
classifying or grouping knowledge have been many and
varied from the time of Plato and Aristotle, through the
well-known " trivium " and " quadrivium " of mediaeval
education, the systems of Bacon, Coleridge, Comte and
Spencer, to mention only a few, down to the present.

(2) The second step in the process of classifying
books is the application of the particular symbol in the
classification scheme you are using to the book you are
classifying: e.g., apply from the Decimal Classification
system to Morris' Historical Tales . . . Japan and China,
.the symbol or notation, as it is called, that means Japanese
history and you will give it the number 952.

Schemes for classifying books have been almost as
numerous as the systems of classifying knowledge. Book
classification is based on the classification of knowledge,
but in adapting theory to the practical task of grouping
together books that deal with the same subjects, the logic
and sequence of theoretical classification must sometimes
be sacrificed. There must also be a sy.stem of symbols
to represent the different classes and divisions of the
schemes. This notation is either figures or letters or a
combination of both arranged either decimally or in-
tegrally. Every sort of combination almost has been
used in the many schemes that have been developed.
The two best known and most widely used systems in
America are the Dewey Decimal and the Cutter Ex-

398 THE USE OF BOOKS AND LIBRARIES

pansive systems. Both schemes are based on logical
groupings of knowledge, but in their practical working
out have been modified. The notation of the Decimal sys-
tem is figures used decimally ; that of the Expansive sys-
tem is letters. An outline of the Expansive system will
be found in the A. L. A. Catalog, 1904, and in Dana's
Library primer, 1906; the outline of the Decimal system
follows. You will see that it is based on a system that
groups all knowledge into ten main classes, which in turn
are subdivided into ten divisions each, and on into sub-
divisions.

000

General works

230

Doctrinal. Dogmat-

010

Bibliography

ics. Theology.

020

Library economy

240

Devotional. Practi-

030

General encyclope-

cal

dias

250

Homiletic. Pastoral.

040

General collections

Parochial

050

General periodicals

260

Church. Institutions.

060

General societies

Work

070

Newspapers

270

Religious history

080

Special libraries.

280

Christian churches

Polygraphy

and sects

090

Book rarities

290

Ethnic. Non-Chris-

100

Philosophy

tian

no

Metaphysics

300

Sociology

120

Special metaphysical

310

Statistics

topics

320

Political science

130

Mind and body

330

Political economy

140

Philosophical systems

340

Law

150

Psychology

350

Administration

160

Logic

360

Associations and in-

170

Ethics

stitutions

180

Ancient philosophers

370

Education

190

Modern philosophers

380

Commerce. Commu-

200

Religion

nication

210

Natural theology

390

Customs. Costumes.

220

Bible

Folk-lore

CLASSIFICATION

399

400 Philology
410 Comparative

English

German

French

Italian

Spanish

Latin

Greek

Minor languages
500 Natural science
510 Mathematics

Astronomy

Physics

Chemistry

Geology

Paleontology

Biology

Botany

Zoology
600 Useful arts
610 Medicine

Engineering

Agriculture

Domestic economy

Communica-
tion. Commerce

Chemical technology

Manufactures

Mechanic trades

Building

420

430

440

450
460
470
480
490

520
530
540
550
560

570
580

590

620
630
640
650

660
670
680
690

700 Fine arts

710 Landscape gardening

720 Architecture

730 Sculpture

740 Drawing. Decora-
tion. Design

750 Painting

760 Engraving

770 Photography

780 Music

790 Amusements

800 Literature

810 American

820 English

830 Gennan

840 French

850 Italian

860 Spanish

870 Latin

880 Greek

890 Minor languages

900 History

910 Geography and trav-
els

920 Biography

930 Ancient history

940 Europe

950 Asia

960 Africa

970 North America

980 South America

990 Oceanica ^

(3) The third step in the process of classifying a book
is the assignment of one or more headings to it that will
indicate its subject or subjects. We have classified
Morris' Historical tales . . . Japan and China, in history

1 Reprinted from the Decimal Classification by permission of the pub-
lishers, Forest Press, Lake Placid Club, Essex Co., N. Y.

400 THE USE OF BOOKS AND LIBRARIES

and the particular subdivision, Japan, and given it the
decimal classification number 952. It is a physical im-
possibility for a book to stand in more than one place on
the shelves at the same time, so there is no use assigning
the number 951, which means history of China, also.
We decide on 952 because Japanese history is the main
topic of the book. The next step is to assign to this
book the headings that will indicate it treats of the history
of Japan and China. These headings are not written in
the book as the classification, 952, is, but on catalogue
cards to show the user of the library, who generally does
not know the classification scheme, that there is a book on
Japanese and Chinese history on the shelves.

Just as in step two the Decimal classification is used
in assigning class numbers, so in step three it is neces-
sary to use a guide in assigning subject headings. In
stating a subject in words there is more than one way to
do it. We may say Japanese history or Japan. History;
Country Schools or Rural schools, etc. This variety of
form necessitates the choice of one particular heading for
use and the sticking to it. The American Library As-
sociation List of Subject Headings (A. L. A. Publishing
Board. $2.50), should be used as a guide and every
time a heading is adopted for use it should be checked in
this list to insure uniformity of subject headings in the
catalogue. This guide, checked carefully, will keep you
from entering some of your books under Country schools
and others under Rural schools, and will force you to
choose one or the other heading and stick to it for the
sake of certainty and uniformity in your catalogue.

Fiction and Biography. — Most libraries now arrange
all Fiction and the lives of individuals • — Individual
Biography — on the shelves, the first alphabetically by

CLASSIFICATION 401

author, the second alphabetically by the name of the in-
dividual written about, and disregard such books as
subdivisions of Literature and History. This is done
because people ask simply for what novels a library has
and for what lives of a certain person : e.g., " Which of
Dickens' novels have you in the library? " " What biog-
raphies of Lincoln ? " The classification, therefore, is
made to conform to the practical demand. It may be
convenient to mark all fiction with the symbol F and all
lives of individuals with the symbol B, but in most
small libraries it is now considered sufficient simply to
arrange all novels on the shelves alphabetically by author
without any marking of any sort.

Cutter Author Tables. — In chapter eight we spoke of
grouping books alphabetically by the authors' names after
assigning class numbers to them. It is best to do this at
the time of classifying a book, and it may be considered
another step in that process. A very convenient scheme
for arranging books alphabetically by the author's name is
a combination of a letter and figures as found in the
Cutter Author Tables (Library Bureau, $1.25). Take
the example given above — Morris' Historical tales
Japan and China, and having classified it in 952 to stand
on the shelves with all other books on Japan. History we
wish to arrange it alphabetically under the name Morris.
Turn in the Cutter Tables to the name Morris or to the
nearest group of letters to it and we find the combination
M83. Writing the class number and the author number

thus Tyi-QqWe get the call number of the book.

Summary. — The classification of books in a library is
the grouping of them together according to a likeness in
subject or literary form for the purpose of use. To

402 THE USE OF BOOKS AND LIBRARIES

do this requires a process of three steps: (i) to de-
termine to what group of knowledge a book belongs;

(2) to assign a classification symbol to the book itself;

( 3 ) to assign one or more subj ect headings to the
book, which headings are written in the catalogue to
indicate the contents of the library. For convenience of
arrangement on the shelves, it is further necessary to
use the Cutter Author Tables for alphabeting the books
in each class.

Lessons.

At least ten lessons should be assigned in classification
with thirty books for each assignment. If the books
listed in Chapter XXIX to be catalogued, are given as far
as possible for the work in classification, it will make the
lessons more practical.

Chapter XXVIII

SHELF-LISTING

Wfe have defined the shelf-list as a record of the books
as 'they stand on the shelves. This record is best kept
on cards. Catalogue cards may be used, or a narrower
card 5x12.5 cm. (approximately 2x5 inches), which
costs somewhat less. Each book on the shelves is repre-
sented by a card in the shelf-list file, except books in
sets and periodicals, where several volumes are entered
on the same card.

When a book has been classified and the author num-
ber assigned, it is then ready to be shelf-listed and
catalogued. The shelf-list card contains the call-number,
the author's name inverted, a brief title and the accession
number :

904 Creasy, Sir E. S.

C91 Fifteen decisive battles.

225

Figure 22. Author card (i)

973 Fisl<e, John

F54 American revolution, 2 v.

226-7 v.1-2

Figure 23. Author card (2)

404 THE USE OF BOOKS AND LIBRARIES

051
H29

Harper's monthly

228-37 v.1-10 390
350-9 V. 20-30

V.50

Figure 24

B
J69

Johnson, Samuel
Boswell, James

Life of Samuel Johnson.

391-3 v.1-3

Figure 25.

3 V.

Figures 23 and 24 illustrate shelf-list cards for a book
in more than one volume, and for a periodical. Figure
25, a shelf-list card for an individual biography.

As soon as the shelf-list card is made it is filed by its
call-number in a box or catalogue drawer. This file of
cards is constantly used by the librarian.

Uses. — It is a guide and check in assigning author
numbers and must always be consulted before giving a
Cutter number to a book in order to avoid using the
same call number for two different books. It guides the
Hbrarian in future classification and guards against the
error of classifying the same types of books in two or
three different places. It is also used in taking an in-
ventory.

Inventory. — In a school library an inventory should
be taken during each summer vacation. One person can
take an inventory, but it is more quickly done by two
people, one reading the call-numbers from the books on
the shelves ; the other reading from the shelf-list cards.
The shelf-list file is taken by boxes or drawers — in

SHELF-LISTING 405

whatever receptacle the cards are filed — to the shelves.
When a card is read for which there is no corresponding
book, the card should be turned up on edge in the box.
When all the shelves have been read, the search should
then be made for books that are missing. When the
school opens again in the autumn, whatever books are
still unaccounted for should be counted as lost. That fact
with the date should be written on the shelf-list card and
in the accession book, and on the statistics record. The
catalogue cards should be removed from the catalogue file.

Lessons.

Practice in shelf-listing is best given with the lessons
in cataloguing. Each book catalogued should be shelf-
listed at the same time. Practice work in taking an in-
ventory can be given students in the normal school li-
brary and written reports of missing books should be
handed in by each student.

Chapter XXIX

CATALOGUING

In chapter nine we discussed the card catalogue from
the users point of view; here, the subject is treated from
the maker's point of view. How shall the librarian make
a catalogue that will furnish those who use it the in-
formation they need to find what they are looking for?
The cataloguer must first of all have enough technical
knowledge and skill for the task; and second, she must
have used catalogues sufficiently herself, to have the lay-
man's attitude toward them.

If the student has used this text conscientiously, and
has done sufficient practice work in the library up to this
point, the technical matters of cataloguing will not be
difficult to master. It takes time and experience and a
particular kind of intelligence to make an iexpert cata-
loguer; but a person with common sense, perception and
patience combined with clerical ability, can make a good
catalogue that will be a useful tool in the school library.

Supplies. — Catalogue cards of standard size, 7.5x12.5
centimetres, approximately 3x5 inches, of the best quality
of medium weight stock should be bought ; ruled, if cards
are to be written by hand ; plain, except for the two
vertical lines and the top horizontal line, if the cards are
to be typewritten. It will require an average of from
three to five cards to represent each book in the catalogue,
and one more card must be allowed for shelf-listing each

CATALOGUING 407

book if catalogue cards are used for that process in-
stead of the narrower cards. Use the best black and red
inks and the style of pen that suits best to do neat work.
A perfectly legible hand writing is essential and the
library disjoined hand ^ is preferable. If the library
can afford a typewriter, all the better. It will be neces-
sary to have a card attachment to the machine and well
to use an elite type. This type can be put on any
reliable machine. A lightly inked red and black record
ribbon is essential for card work.

A standard catalogue case of the best make should be
provided for filing catalogue cards. It is false economy
to buy anything but the best. Price lists of the dealers
in library supplies and equipment give all the informa-
tion necessary about the style, size and cost of catalogue
cases.

Fullness of Cataloguing. — Before attempting to make
a catalogue, certain matters must be decided in regard to
how much information it will be necessary to write on
the cards to make the catalogue a satisfactory index to
the books in the library. When these points have been
settled, they should be written down in a blank-book as a
guide or a kind of official code to insure uniformity in
the making of the catalogue, (i) Decide on how fully
the author's name shall be written. Is it necessary to
write Holmes, Oliver Wendell, or will Holmes, O. W.
be sufficient? If a person has only one name shall it
be written in full — Fiske, John, or Fiske, J.? (2) Will
it be useful to add the date of the author's birth and death,
Fiske, John, 1842-1901, or is such information of little
value in the catalogue? (3) Shall the title of a book
be given in complete fullness, or just so much of it as is

1 See Library Bureau catalogue.

408 THE USE OF BOOKS AND LIBRARIES

necessary for an adequate description of the book? (4)
What further information will be essentially useful on a
catalogue card? Will it be useful to put the date of
publication? size? number of pages? illustrations? maps?
place? publisher? The surest way to come to a decision
is to recall your own use of a catalogue. Which of
these facts on a card gave you the information for which
you were looking? If you have used a catalogue too in-
frequently to judge, ask people who have been constant
users of one and get their verdict.

You will notice in chapter nine sample cards that
include the number of pages, size, illustrations and date
of publication. If you will examine a Library of Con-
gress printed card you will find even more information.
That amount of fullness in cataloguing may be very
useful in a large library consulted by scholars, but for
a school library, used by boys and girls very largely, the
information is only bewildering.

Uniformity. — When a decision has been reached about
fullness of entry and imprint,^ the task is then one of
consistency and uniformity and hence the necessity of
recording decisions in an official code, to check that very
common tendency in every human being, of not doing a
thing twice in exactly the same way.

If, however, the library purchases some printed cards
from the Library of Congress, it would be foolish to
change them to conform to the other cards just for the
sake of uniformity.

Types of Cards. — In cataloguing a school library,
the types of cards discussed in this chapter, and the full-
ness of entry and imprint that is advised, will, we believe,

2 The place, publisher's name and date ordinarily printed at the foot
of the title-page.

CATALOGUING 409

be adequate to indicate fully the books and their con-
tents.

Main Cards, (i) Author card. — The first card to
write is the author card. It contains the call number,
the author's name inverted, the title, the edition, if other
than the first, the number of volumes, if the book is in
more than one volume, the abbreviation il., or the word
maps, if the book contains either illustrations or maps,
and the date of publication- — the copyright date if there
is no other- date on the title page.

F Thackeray, W. M.

T36p Pendennis. 2 v. cl869

Figure 26

291 Gayley, C. M.

G28 Classic myths in English literature, based

chiefly on Bulfinch's "Age of fable.". Ed.2.

il. CI895.

Figure 27

On the back of the author card are written the entries
for all other cards that are made for a book. (See Fig.
28.)

Mythology
X Folklore
X Religions

Bulfinch, Thomas
(gen. 2dary)

Figure 28

(a) Pseudonym. — Enter books written under an as-
sumed name, either under the real name of the author or

4IO THE USE OF BOOKS AND LIBRARIES

under the pseudonym, whichever is the more familiar.
In either case a cross reference card must be made from
the form of name not used to the form that is used.
Examples :

818 Mitchell, D. G. (Ik Marvel, pseud.)
M68 Reveries of a bachelor. 1892.

Figure 29

Marvel, Ik, pseud, see
Mitchell, D. G.

Figure 30

F Eliot, George, (pseud, of Mrs. M.A.(E.)L.

E42m Mill on the floss. 1902.

Figure 31

Cross, Mrs. M.A. (E.) L. see
Eliot, George, pseud.

Figure 32

(b) Compound Surnames. — Enter compound names
under the first word with reference from the other part:
examples , Baring-Gould, Sabine, with the reference
Gould, Sabine Baring — see Baring-Gould, Sabine;
Watts-Dunton, Theodore, with the reference Dunton,
Theodore Watts see Watts-Dunton, Theodore.

(c) Married Women. — Enter a married woman
under her latest names unless she has always written
under a former name. In either case a reference must
be made from the' name not used to the one that is.

CATALOGUING 411

Example: Craik, Mrs. D. M. (M.) with the reference
Mulock, D. M., see Craik, Mrs. D. M. (M.).

(d) Prefixes. — Enter English and French surnames
beginning with prefixes under the prefix, as DeQuincey,
LaFontaine ; in other languages enter under the part fol-
lowing the prefix, as Goethe, J. W. von.

(e) Titles of Authors. — Disregard all prefixed titles
except Sir and enter an author with that title under his
surname followed by Sir beginning with a capital : exam-
ple, Scott, Sir Walter. Use such suffix titles as lord,
baronet, bishop, etc., and write with a small letter: ex-
amples. Bacon, Francis, viscount St. Albans ; Tennyson,
Alfred, ist baron.

(f) Joint Authorship. — -For a book written jointly
by two authors, enter under the name of the first men-
tioned on the title-page, followed by the name of the sec-
ond, for example : Stevenson, R. L. and Osbourne,
Lloyd, reference from Osbourne, Lloyd, see Stevenson,
R. L. and Osbourne, Lloyd. If there are more than two
authors, give the name of the first author only, followed
by and others, and with reference from each of the other
authors.

(g) Editor or Compiler as Author. — Enter a book
under the editor or compiler with the abbreviations ed.
or comp. after his name, if he is responsible for the book
and no author's name is given. For example : Bartlett,
John, comp. Familiar quotations.

(h) Corporate Entry. — Enter a book published by a
government, department, congress, society or institution,
under the name of a body publishing it as author. Ex-
amples : U. S. Education bureau. Bibliography of edu-
cation; National education association. Addresses and
proceedings; New York (city). Pubhc Library. Bulle-

412 THE USE OF BOOKS AND LIBRARIES

tin; New York (state). Education department. An-
nual report; Harvard university. Quinquennial cata-
logue.

U.S. Education bureau.
Bibliography of education.

Figure 33

(i) Anonymous Books. — Books published anony-
mously, if the author is known, should be entered under
the name of the author; but if the author is unknown,
the top line of the card should be left blank, in case the
author's name is found out later, and the title written
in its accustomed place, should be used for the main
entry. The note, " Published anonymously " should be
written below.

F

BS2 Breadwinners. c1883.

Published anonymously

Figure 34.

(j) Sacred Books and Anonymous Classics are en-
tered under the name of the book for an author heading.
Examples : Bible, Koran, Arabian nights, Mabinogion,
etc.

220.5 Bible

B85 Holy Bible, containing the Old and New

Testaments. . . American rev. version. 1901.

Figure 35

CATALOGUING 413

398.2 Arabian nights

A65La Arabian nights entertainments; selected
and ed. by Andrew Lang. c1898.

Figure 36

(k) Maps and Atlases. — Enter under the name of
the map-maker if his name is known, otherwise under
the name of the pubhsher.

(1) Periodicals are entered under their names and
not under the editor. The following cards show a sim-
ple and adequate way to catalogue periodicals :

370.5 Pedagogical seminary (quarterly)
P37

Library has:

v.4-11, 1896-1904

v.15-date, 1908-date.

Figure 37

370.EI Education. Periodicals

P37 Pedagogical seminary (quarterly)

Library has:

v.4-11, 1896-1904

v.15-date, 1908-date

Figure 38. (Underscored words are in red)

(m) Notes, etc. — Besides these variations of entries,
and the title, edition, date, etc., to be written on the
main author card, it is sometimes necessary to add other
information in the form of notes or contents. In collec-
tions of essays, stories, etc., the contents should be added
thus:

414 THE USE OF BOOKS AND LIBRARIES

814 Perry, Bliss

P46 (The) amateur spirit. 1904.

Contents

Amateur spirit

Indifferentism

Life of a college professor

College professors and the public

Hawthorne at North Adams

Fishing with a worm

Figure 39.

When two or more books are bound together that in-
formation should be indicated on the author card by a
note beginning, " Bound with."

(n) Added Editions. — When the library gets a new
edition of a book that has already been catalogued, in-
stead of making new cards for it, add it to the cards
made for the earHer editions, thus :

342
B91

342
B91a

Bryce, James
American commonwealth. Ed.3.

2v.

1907.

Figure 40

An index in a separate volume to the work it indexes
may be entered as an added edition.

2. Subject Card. — Not all books require subject cards.
Novels do not unless they are historical novels ; books of
poetry, essays, plays do not unless they are collections
on particular subjects: e.g., a book of nature poems or
a collection of essays on childhood. When you classify
a book, you determine its subject and expressing that
subject in specific terms with the help of the A. L. A.
List of Subject Headings, you assign a heading. If the

CATALOGUING 415

book treats of more than one subject you can classify.it
in only one place on the shelves, but in the catalogue, by
means of subject headings you can analyze it and make
evident every subject that will be useful to indicate. The
subject card is an exact copy of the author card except
that the subject heading in red is written on the top line,
to the right of the inner vertical line, and that brings the
author and title down a line lower than they are on
the author card. (See fig. 41.)

952 Japan. History

IVI83 Morris, Charles

■Historical tales. . . Japan and China. 1902.

Figure 41. (Underscored words are in red)

952 China. History

M83 Morris, Charles

Historical tales. . . Japan and China. 1902.

Figure 42. (Underscored words are in red)

(a) Biography. — Subject cards for biographies have
the name of the person about whom the book is written,
in red ink on the top line, inner indention. Example,
figure 43.

B Scott, Sir Walter

S43h Hutton, R. H.

Sir Walter Scott. 1902. (English men of
letters ser.)

Figure 43. (Underscored words are in red)

(b) Bibliography. — Subject cards for bibliographies
are made in the same way that biography cards are made

4i6 THE USE OF BOOKS AND LIBRARIES

— usually with the words, " For bibliography of,"
printed in the upper left-hand comer.

(c) Criticism. — Subject cards for criticism are of the
same type, with the words, " For criticism of," printed in
the upper left-hand corner.

3. Title Card. — Many people ask and look for books
by title rather than by author and subject, and it is best
to make a title card for every book that is at all likely
to be called for by title. Novels, plays, poems published
separately, all books with distinctive titles or unusual
ones, all books published anonymously if the authorship
is known, all books published under a pseudonym should
have title cards as well as author cards.

335 Tools and the man. 1901.

G54 Gladden, Washington.

Figure 44'

881 Iliad, tr. by Alexander Pope

H76 Homer

Figure 45

Secondary Cards. — Besides author, subject and title
cards there are certain other types of cards necessary if
you would make a useful catalogue: (a) Joint author
REFERENCE CARD, mentioned under author card p. 411.
Example of form:

Osbourne, Lloyd, joint author, see
Stevenson, R.L. and Osbourne, Lloyd.

Figure 46

CATALOGUING 417

(b) Editor, Translator, Compiler. — When an edi-
tor, translator, or compiler is well known, a card should
be made under his name with the abbreviations, ed. tr.
or comp. For example:

851 Longfellow, H.W. tr.

D19 Dante, Alighleri.

Divine comedy. 1890.

Figure 47

(c) Analytics, (i) Author. — When a book con-
tains a chapter or a part written by some one other than
the author of the main part ; or when two or more works
of an author, who is well-known, have been bound in
the same volume, a card must be made under the author
of the secondary portion in one of the following- forms :

F Hawthorne, Nathaniel

H39h The great stone face, (in his House of the
seven gables. c1883. p. 413-38.)

Figure 48

F Dickens, Charles

D54g Great expectations. 334 p. (In his Oliver

Twist. 1868.)

Figure 49

2. Subject Analytic. — If a book contains a chapter
or part not indicated by the main or secondary subject
headijigs and if it is worth bringing out under subject,
make a subject analytic card for it. Example:

4i8 THE USE OF BOOKS AND LIBRARIES

379 Libraries

J72 Koch, T.W.

The high school library, (in Johnston, H.W.
High school education. 1912. p. 460-70.)

Figure so. (Underscored words are in red)

3. Title Analytic. — A title analytic should be made
for every part of a book that would call for a title card
if that part were published separately. Example :

F (The) great stone face.

H39h Hawthorne, Nathaniel. (In his House of the
seven gables. c1883. p. 413-38.)

Figure 51

(d) Partial or Changed Titles. — When a book is
well-known by a part of its title, or a changed title or
any form of title that differs from the wording on the
title-page, it should have an additional card under that
title. Examples are : " The strange case of Dr. Jekyll
and Mr. Hyde," entered also under, " Dr. Jekyll and Mr.
Hyde." " The history of Henry Esmond " and under
" Henry Esmond " ; Arnold Bennett's, " Denry the au-
dacious " and under " The card," its English title.

(e) Series. — Books in well-known series are fre-
quently asked for by the series. For example : " Have
you in the library the English men of letters series ? " or,
"the International scientific series?" It is useful to
make a card for such well-known series, with a reference
from the editor. The entry is under the title of the
series and on the card is added a list of the wofks in
the library which belong to the series, giving author's

CATALOGUING 419

name, brief title, date of publication and call number of
each item. For example :

English men of letters; ed. by John Morley.

B

Bacon. By R.W. Church. 1886.

B12

B

Goldsmith. By William Black. 1887.

G62

B

Pope. By Leslie Stephen, n.d.

P82

Figure 52

Morley, John. ed. see
English men of letters.

Figure 53

Cross Reference Cards. — Just as reference is made
from one form of an author's name to another form, and
from a joint author to the main author, so references
are made from one subject to another. These subject
references are of two kinds, see and see also. A see
reference is one that refers from a subject heading that
is not used to one that is ; a see also reference is one that
refers from a subject heading that is used to another
closely related heading that is also used. Examples :

Country schools, see Education, see also

Rural schools Busy work

Kindergarten

Such cards must be made where they will be of real use
in a catalogue, but great care must be shown not to
overdo the matter. Do not, for instance, make continual
reference thus : Domestic economy, see Domestic science
and on to Domestic science, see Home economics. Do

420 THE USE OF BOOKS AND LIBRARIES

not ever refer to a subject which you have not already
used, e.g., do not refer from Education to Busy work
and Kindergarten unless you have actually used those
headings. Refer from the general heading to the specific
heading, but not from the specific to the general. Do
not say Kindergarten, see also Education.

Guide Cards. — A thumb index to a dictionary is a
most convenient guide for easy use. Guides in a card
catalogue are necessary for the same purpose. Stiff
manila cards with a third of the width of the card pro-
jecting above the rest are used for guides. On this
projecting third is written a name or word that will
indicate the subject of the card filed just back of the guide
card. When these guides are filed alphabetically at an
average distance of an inch apart, the physical use of the
catalogue becomes much simpler. These cards can be
bought from any library supply firm.

Library of Congress Cards.— The printed cards of
the Library of Congress can be bought for practically all
books published since 1898, likely to be found in a school
library. Call numbers, subject headings and title entries
have to be made for these cards by the librarian before
they can be put into the catalogue. The information on
these cards is much fuller than is necessary or perhaps
desirable for the catalogue of a school library, but if they
are used, it would be unwise to take the time to change
them simply to be uniform. Of course it will be neces-
sary to adopt in some instances a different subject heading
— a simpler heading — and also one that follows the
usage the librarian has already decided upon.

Directions for ordering and the cost of these cards are
given in a handbook issued by the Card Section of the
Library of Congress. This will be sent on application.

CATALOGUING 421

Arrangement of Cards. — All cards are filed in alpha-
betical order by the word on the top line of the card,
whether author, subject or title. The initial articles,
a, an, and the, are disregarded in alphabeting. Subject
cards for biography and bibliography are filed before the
author cards under the same name : e.g., a biography card
with the red heading Dickens, Charles, would come be-
fore an author card headed Dickens, Charles.^

Lessons.

The following books will illustrate every type of card
discussed in this chapter. The instructor may wish to
substitute other books to bring out these points. At
least 100 books should be catalogued by each student and
L. C. cards for 40 more should be ordered and com-
pleted for insertion in a model catalogue kept by each
student. The shelf -list for these 140 books should be
made and filed at the same time the cataloguing work
is done.

Lesson i. Adams, G. B., Growth of the French na-
tion ; Austen, Jane, Pride and prejudice ; Bulfinch,
Thomas, Age of fable; Butler, N. M., Meaning of educa-
tion ; Fiske, John, History of the U. S. ; Lamed, J. N.,
Primer of right and wrong; Merriam, F. A., Birds
through an opera glass ; Ward, Mrs. Humphrey, Robert
Elsmere; Lowell, J. R., Complete poetical works; Tabor,
Grace, Garden primer.

Lesson 2. Bartlett, John, Familiar quotations ; Eliot,
George, Silas Marner; French, Alice, Adventures in
photography; Wiggin, K. D., Timothy's quest; Fiske,

3 For rules for the arrangement of a dictionary catalogue, see Cutter's
Rules, ed. 4, p. 11 1-129 and Hitchler, Theresa. Cataloguing for small li-
braries, p. 27-32.

422 THE USE OF BOOKS AND LIBRARIES

John, Civil government in the U. S. ; Jacobs, Jacob,
English fairy tales; Warner, C. D., Roundabout jour-
ney ; Andrews, C. M. Bibliography of history ; Hitch-
cock, F. H., Building of a book ; Singleton, Esther, His-
toric buildings.

Lesson 3. De Quincey, Thomas, Flight of a Tartar
tribe; Baring-Gould, Sabine, Curious myths of the mid-
dle ages ; Tennyson, Alfred, Poetical works ; Thatcher
and Schwill, Europe in the middle ages ; Goethe, J. W.
von, Faust tr. by Bayard Taylor ; Irving, W., Oliver
Goldsmith ; Franklin, Benj ., Autobiography ; Scott, Sir
Walter, Marmion ; Hawthorne, Nathaniel, Marble faun ;
Chaucer, Geolifrey, Complete works, ed. by W. W. Skeat.

Lesson 4. Hutton, R. H., Sir Walter Scott; Traill,
H. D., Coleridge ; Lange, H., Higher education of women ;
Caffin, C. H., American masters of painting; Hughes,
Thomas, Tom Brown's school days ; Baldwin, Joseph,
School management ; Schauffler, R. H., Christmas ;
SchaufHer, R. H., Thanksgiving; Clarke, E. C, Astron-
omy from a dipper; Frost, W. H., Wagner story book.

Lesson 5. Darwin, Charles, Origin of species ; Emer-
son, R. W., Select essays and addresses ; Hawthorne, N.,
Our old home and Septimius Felton ; Mason, O. T.,
Woman's share in primitive culture ; Trotter, Spencer,
Geography of commerce; Perry, Bliss, Amateur spirit;
Sidgwick, Mrs. Alfred, Home life in Germany; Bible;
The boy's Cuchulain ; Mabinogion, ed. by Sidney La-
nier.

Lesson 6. Federalist, ed. by H. C. Lodge; Baldwin,
James, Stories of Don Quixote ; Farm conveniences,
comp. by B. D. Halsted; A living without a boss; U. S.
Commissioner of Education, Report 1910-date ; Harvard
university. Catalogue; School review, v. 1-5, v. lo-date;

CATALOGUING 423

Harper's monthly, v. i-date; Putnam's magazine, v. 1-7
all pub. ; Mitchell, D. G., Reveries of a bachelor.

Lesson 7. McKeever, W. A., Farm boys and girls ;
Botsford, G. W., History of Rome; Green, J. R., Short
history of the English people; Shepherd, W. R., His-
torical atlas; Bartholomew, J. G., Literary and historical
atlas of America ; Beard, C. A., Readings in American
government and politics ; Wilcox, D. F., Government by
all the people ; Roosevelt, Theodore, American ideals ;
Spargo, John, Bitter cry of the children ; Guerber, H. A.,
Legends of the Rhine.

Lesson 8. Young, J. W. A., Teaching of mathematics
in the elementary and secondary school ; Poincare, Lucien,
The new physics and its evolution; Dodd, M. E., Chem-
istry of the household ; Geikie, James, Earth sculpture ;
Ostwald, Wilhelm, Conversations on chemistry, 2 v. ;
Conn, H. W., Story of germ life; Doubleday, Mrs.
N. B. D., Bird neighbors; Roberts, C. G. D., Haunters of
the silences ; Jordan and Kellogg, Evolution and animal
life ; Dopp, K. E., Place of industries in elementary edu-
cation.

Lesson 9. Hough and Sedgwick, Human mechanism ;
LeBosquet, Maurice, Personal hygiene; Watts, R. L.,
Vegetable gardening; Bashore, H. B., Sanitation of a
country house ; Plumb, C. S., Types and breeds of farm
animals; Barrows, Anna, Principles of cookery; Bevier,
Isabel, The house; Richards, Mrs. E. H., Sanitation
in daily life ; Woolman and McGowan, Textiles ; Dickens,
Charles, Oliver Twist and Great expectations.

Lesson 10. Dudley and Kellor, Athletic games in the
education of women; Goodyear, W. H., Roman and
mediaeval art ; Reiriach, Salomon, Apollo ; Kephart,
Horace, Book of camping and woodcraft; Chubb, Per-

424 THE USE OF BOOKS AND LIBRARIES

cival, Teaching of English in the elementary and secon-
dary school ; Greenough and Kittredge, Words and their
ways in English speech; Ringwalt, R. C, Briefs on pub-
lic questions ; Richardson, C. F., American literature ;
Brooke, S. A., Poetry of Robert Browning; Lowell, J. R.,
My study windows.

Lesson ii. Order L. C. cards for the following and
supply call numbers and subject headings: Johnston,
C. H., High school education; Fyffe, C. A., History of
modern Europe; Cheyney, E. P., Introduction to the in-
dustrial and social history of England; Ruskin, John,
Sesame and lilies (Everyman) ; Thoreau, H. D., Wal-
den (Everyman) ; Walton, Isaak, Complete angler (Ev-
eryman) ; Carpenter, G. R. American prose ; Rfenly, J. M.,
English prose; Shurter, E. D., Masterpieces of modern
oratory ; Thomas, Calvin, History of German literature ;
Saintsbury, G. E. B., Short history of French literature;
Bennett and Bristol, Teaching of Latin and Greek in the
secondary school ; Homer, Odyssey, prose translation by
Butcher and Lang; Laing, G. J., Masterpieces of Latin
literature ; Slocum, Joshua, Sailing alone around the world
in sloop Spray; Riis, J. A., Hero tales of the far north;
Keller, Helen, Story of my life; Palmer, G. H., Life
of Alice Freeman Palmer; Boissier, Gaston, Cicero and
his friends; Fowler, W. W. City state of the Greeks and
Romans.

Lesson 12. Gow, James, Companion to school class-
ics ; Kiepert, Heinrich, Atlas antiquus ; Mahaflfy, J. P.,
Story of Alexander's empire; Tappan, E. M., Story of
the Greek people ; Tucker, T. G., Life in the Roman world
of Nero and St. Paul ; Rose, J. H., Life of Napoleon ;
Creighton, Mandell, Age of Elizabeth; Lodge, H. C,
Short history of the English colonies ; Parkman, Francis,

CATALOGUING 425

Jesuits in North America ; Griffis, W. E., Pilgrims in their
three homes; Robert, H. M., Rules of order; Gulick, L.
H., Mind and work; Addams, Jane, Twenty years at
Hull-house; George, W. R., The junior republic; Van
Hise, C. R., Conservation of natural resources in the
U. S. ; Crawford, M. C, College girl of America; Serviss,
G. P., Astronomy with the naked eye ; Russell, I. C,
Rivers of North America ; Cockerell, Douglas, Bookbind-
ing; Page, C. H., British poets of the nineteenth cen-
tury.

Review lesson. On various points in cataloguing and
the alphabetical arrangement of all cards in a model cata-
logue and the shelf-list cards in a model shelf-list.

Chapter XXX

MECHANICAL PROCESSES

Besides entering books in certain records, there are
mechanical processes necessary before books are ready
to circulate. The preparation of books for the shelves
is best done either just before or just after they are
entered in the accession book.

Preparation of Books for the Shelves. — Some mark
of ownership should be put in every library book. If a
book-plate is used, that should be pasted in the centre of
the inside front cover. Some libraries cannot afford the
expense of a book-plate and it will be sufficient to use a
rubber stamp with the library's name on it. Stamp the
book on the inside of the cover, on the title-page, and on
some other special page known only to the librarian.
Stamping or embossing with either an embossing or per-
forating machine, if the library can afford either, should
be done in addition to using a book-plate.

Pasting and Labelling. — A good photo-paste is sat-
isfactory for pasting in book-plates, but if they can be
bought already gummed and if book-pookets can be
bought gummed on three sides, it will save a great deal
of time and the pasting process will be neater. Book-
pockets may be pasted on the first fly-leaf opposite the
inside front cover, and should be put in near enough the
bottom of the leaf to keep the book-card from project-
ing beyond the cover of the book when closed.

MECHANICAL PROCESSES 427

The outside of each book should be marked with its
class and author number, so that the books may be put
on the shelves in right order and the shelves read without
taking down the books to look inside for the number.
For this marking, use David's white letterine and a
Judge's quill-pen no. 312 for dark colored books and
Higgins's India ink for books in light colored bindings.
Put the numbers on all books at a uniform height — the
width of a catalogue card — from the bottom of the book.
When the white ink has dried, in about half an hour,
brush- over the numbers and letters with French spirit
varnish. The India ink does not need the protection of
the varnish. When the backs of books are too highly
decorated for direct marking, either use a gummed label
and write the call number on it, or use gummed figures
and letters made by the Tablet and Ticket Company, New
York.^

Mending. — The school librarian will not have much
time for mending books and the need for mending should
be reduced to a minimum by : ( i ) buying as many books
as possible in reinforced bindings; and (2) by teaching
students the proper care of books. Books in reinforced
bindings can now be bought of several publishers if re-
quested, at a cost of ten cents or a little more a volume
extra. In buying editions of Everyman's Library always
get the reinforced at fifty cents instead of the usual cloth
edition at thirty-five cents net, because it is stronger and
therefore cheaper in the end.

What to Mend. — It is not good economy for a school
librarian, particularly as she seldom has an assistant to
do such work, to spend the time on elaborate mending

1 These may be had in assorted boxes, both white and black, and of a
convenient and legible size.

428 THE USE OF BOOKS AND LIBRARIES

that she should be giving to more important phases of
the work. Torn pages, loose leaves, and loose joints
might very well be repaired, but further than that, when
sections become loose and the cover comes off and worse
things happen, the book should be sent to a binder.

From the A. L. A. Manual of Library Economy, chap-
ter 26, p. 15 — ■" Bookbinding," by A. L. Bailey, we quote
the following practical suggestions: "Mend (i) books
which have been rebound once but which would not pay
to rebind again; (2) books which have nearly outlived
their usefulness, or are to be withdrawn absolutely when
entirely worn out; (3) books which must be on the li-
brary shelves ; (4) books printed on heavily loaded paper
which will not pay to rebind."

For clear and practical directions on the mending of
books we can do no better than refer the student to the
A. L. A. Handbook number 6, price fifteen cents, com-
piled by Margaret W. Brown of the Iowa Library Com-
mission.

Binding. — What to bind will depend on the amount
of money the library has to spend and the use it makes of
certain classes of books, (i) Bind those magazines that
are used steadily for reference work. All others, as
well as newspapers, may be tied up in volumes, wrapped
in paper and labelled with name, volume and inclusive
dates. (2) Rebind all reference books just as soon as
they indicate the need of it. (3) Rebind all general
books of permanent value that cannot be replaced for
fifty cents. Many books are too badly torn or soiled
to be worth rebinding.

Binder. — If possible, select a reliable binder who
knows what library binding should be and learn your-
self what good library binding is. Cheap prices mean

MECHANICAL PROCESSES 429

cheap work and such prices should not be expected. The
librarian will do well to have the binder follow specifica-
tions as given in the A. L. A. Handbook number 5. If
the binder chosen cannot follow these specifications intel-
ligently, select another one who can and will. A careful
study of the references listed below will acquaint the
student with what good library binding is ; but this study
should be supplemented when possible by a visit to a
good bindery to observe the actual work.

Preparation of Books for the Bindery. — (i) Mag-
azines. Look over each volume carefully to be sure it
is complete with title-page and index. If these are want-
ing, write to the publisher for them. Arrange the maga-
zines in order, placing title-page and contents first, maga-
zines next, and the index last. Place'a binding slip in
the volume to indicate material, color, and lettering.^ It
is very important to keep a set of periodicals in a uniform
binding, so a copy of the binding slip for each set should
be kept on file in the library. If the same binder does
the work from year to year, it will be unnecessary to
write instructions in regard to style and material after
the first time, because the binder keeps a record of the
style. (2) Books. The librarian need not carefully
collate books for rebinding, because the binder will do
it, but it is well to make a hasty examination of each
book to see if the title-page or any important part is
missing. Ordinarily books with missing parts should
not be rebound, but sometimes a type-written title-page
and table of contents, etc., copied from another copy of
the book, might well be made and sent to be bound in.

2 These slips can be bought of Gaylord Bros., the Library Bureau, and
the Democrat Printing Company.

430 THE USE OF BOOKS AND LIBRARIES

A binding slip witli directions to the binder should be put
in the front of each book.

List of References.

A. L. A. Committee on bookbinding. Binding for small libraries.
(Handbook no. 6.) A. L. A. Publishing Board. 191 1. 15
cents.

Bailey, A. L. Bookbinding. (Chapter 26.) A. L. A. Manual of
library economy. Preprint, igii. lo cents.

Brown, M. W. Mending and repair of books. (Library hand-
book no. 6.) A. L. A. Publishing Board, ipro. 15 cents.

Dana. J. C. Bookbinding for libraries. Library Bureau. 1910.
$1.00.

Chapter XXXI

PAMPHLETS, PICTURES AND CLIPPINGS

A collection of pamphlets, pictures and clippings can be
made very useful in a school library, but the librarian
must plan carefully and wisely, not only to select just
such material as will be of real use but to classify, cata-
logue, and file this material in a way that will make it
readily usable. The task is no small one, and it is made
more difficult by reason of the fact that we are prone to
reach out eagerly for everything that is given away. We
may obtain it free of cost, but to make it available for
use costs something and that something is what the libra-
rian must consider. Is the time given, the material used,
the shelf-room taken up, the energy expended, of small
enough cost to the library to make the pamphlet or the
picture an acquisition that the library can afford? Its
use determines the question. Use always determines the
problem of selection ; in short, use determines each proc-
ess the pamphlet is put through : classification, cata-
loguing, and filing. The uses of pamphlets, pictures, and
clippings differ somewhat and for that reason they will
be discussed separately.

Pamphlets. — Already in Chapter VI suggestions have
been made about obtaining special public documents many
of which are in pamphlet form. Advice was there given
to bind Farmers' Bulletins and the Bureau of Education
Bulletins, but no specific directions were given about filing

432 THE USE OF BOOKS AND LIBRARIES

the separate pamphlets. The information given here ap-
plies to those pamphlets as to all others the library may
acquire.

Selection. — The selection of pamphlets is determined
by the needs of the school. There are no particular aids
in the selection of pamphlets for school libraries other
than the lists from which to select government documents.
These lists may be obtained from the Superintendent of
Documents at Washington or from any of the Depart-
ments issuing them. Not much unsought pamphlet ma-
terial as a usual thing finds its way to the average high
school library. Valuable pamphlet publications on many
social and economic questions are issued by various so-
cieties and organizations and the librarian should request
such of these pamphlets as will be of use to the school
library. The publications of other schools, even in other
states are often sent as exchanges and much of such pro-
fessional literature is valuable. Most State Universities
publish a series of bulletins, and the school librarian
should make an effort to get some of them. These bulle-
tins are not only useful in the many departments of in-
struction but also in various student activities, particularly
for debates. There will also be use for some advertising
publications. Another important class of pamphlets are
those stray publications on local history, most often
printed at private expense by the author and sent out to
interested persons in the community. The librarian
knows of such pamphlets by chance only, but if the
community learns that the library desires such publica-
tions, they will be forthcoming.

Classification and Cataloguing. — The problem is but
just begun when a wise selection of pamphlets has been
made. Next comes the task of classifying and cata-

PICTURES AND PAMPHLETS 433

loguing them. Each pamphlet must be given a number
that will place it where it will most probably be wanted.
The amount of cataloguing depends upon the amount of
time the librarian can afford to give to this particular
part of the work. It is absolutely necessary to make one
general reference card for each group of pamphlets :
e.g., " 371.7 School Hygiene. For additional material
on this subject, see also pamphlets." If time will allow,
more detailed cataloguing will be useful : each pamphlet
to be represented in the catalogue by a subject card,
rarely by an author card.

Filing. — Many devices for holding pamphlets have
been tried and found useful ; perhaps the two here de-
scribed will be the most practicable for school libraries :

( I ) Pamphlet Boxes. — The most durable are wooden
cases, and they are cheaper in the long run. The Li-
brary Bureau " Wood C C pamphlet cases with closed
tops and open backs " are excellent but expensive. A
school library might very well arrange with the manual
training department to make a year's supply of pamphlet
boxes during each fall term of the session. Instead of
covering the boxes with marbled paper, stain them and
the whole cost per box will average not over eighteen
cents from the smallest, 10x7x4 inches, to the largest
needed, 12x9x3^ inches, outside measurement. A
label of white paper 2x3 inches should be pasted on
the front of the box two inches from the top with equal
margins on each side. See illustration on page 434.

On this blank label write the number of pamphlets in
the box, the classification number and the subject head-
ing that has been given to the general reference card in
the catalogue: e.g.,

434 THE USE OF BOOKS AND LIBRARIES

Illustration 17

37I-I

School hygiene

Pamphlets

1-6

If the pamphlets have been catalogued separately, give
the inclusive class numbers and below the subject head-
ings of each pamphlet in the box : e.g., 640.7-642

Home economics. Study and teaching
Cooking

PICTURES AND PAMPHLETS 435

Chemistry, Household
Menus

Pamphlets

1-4

These boxes are put in their regular places on the
shelves with the books.

(2) Vertical File. — For small libraries a vertical file
is simple and convenient to use. In it all pamphlets and
clippings may be filed and all pictures that are not too
large. The cataloguing of pamphlets would be the same
as for filing in boxes, and there would be no necessity
of assigning a classification number if the pamphlets were
filed alphabetically under its subject heading as the cata-
logue card is filed.

Pictures. — The two chief sources from which to ob-
tain pictures are: (i) Old magazines, books, advertise-
ments, etc., that are ready to be discarded — the pictures
to be carefully cut out, always preserving in the clipping,
the title of the picture and the name of the artist, if they
are printed; (2) picture dealers, who print inexpensive
copies of great works of art. Write for their catalogues
and make a selection. A list of picture dealers will be
found at the end of this chapter.

Selection. — Some of the courses of study for which
instructors will find illustrative material useful are:
Literature, pictures of places and people illustrating an
author and his works ; Geography, pictures of travel,
manufactures, industries, mountains, rivers, etc. ; His-
tory, pictures of historical characters, places, events, etc. ;
Art, reproductions of great works of art ; Nature-study ;
Domestic science, etc. Pictures should be selected pri-

436 THE USE OF BOOKS AND LIBRARIES

marily for the actual work of the classes needing them,
though there will be legitimate calls on the library for
pictures of a more general character.

Mounting and Filing. — Many pictures need not be
mounted but they should be kept loose in manila folders
for filing. Those pictures that are used often should be
mounted on a thin pulp board. Colored prints are more
pleasing if put on gray and brown mounts. The pulp
board and colored mounts may be bought of most paper
dealers in sheets 26 x 36 inches and 26 x 38 inches. The
price depends on the quality and the quantity bought.
At a small additional expense the sheets will be cut by
the dealer in the sizes specified. If the library can aflford
to buy a Popular Cutter, 15-inch blade, made by the
Milton Bradley Company, Springfield, Mass., price $7, it
will save much time in trimming the margins of the pic-
tures before mounting and the trimming will be more
accurately done than with scissors.

Place the picture in the middle of the mount from
either side leaving a deeper margin at the bottom than at '
the top. Use a good library paste — Higgins' and Sand-
ford's are both good — and tip the picture at the four
corners. Pictures should be pressed down by an even,
heavy weight until dry and firmly stuck.

If the library is fortunate enough to afford photo-
graphs instead of cheaper process prints, the librarian
should secure the List of Photograph Dealers published
by the Massachusetts Library Club. The preface to this
list gives useful information about mounting photographs,
and the descriptive information about the photographs of
each dealer is most valuable.

The vertical file, with pictures arranged alphabetically
by subject, is the most satisfactory method of keeping

PICTURES AND PAMPHLETS 437

pictures. It does away, too, with the necessity of classi-
fying and cataloguing pictures. To lay pictures flat in
boxes is an excellent way to store them, but for use and
easy handling the vertical file is the only practical device.

Post Cards. — A selection of post cards is a useful part
of a picture collection. Grouped by subject with several
mounted on the same board, makes them uniform with
the mounted pictures for filing. If, however, the school
owns a " radiopticon " the cards should not be mounted,
but filed by subject in boxes.

Lantern Slides. — If the school owns a stereopticon
the library might very well add a selection of lantferh
slides to its collection of. pictures. The slides should be
arranged alphabetically by subject and filed in a box.

Clippings. — The school library will find it almost nec-
essary to clip a few newspapers and perhaps some maga-
zines that are not to be bound, and file the clippings. It
is only in this way that current information on local mat-
ters and on political and economic questions can be kept
up to date. Besides clipping the local papers for local
news, the New York Times, or some other equally re-
liable paper should be clipped for world wide matters.
When the demand for thi^, newspaper information is
past, the file should be weeded out. The simplest method
of filing clippings is to put them in manila envelopes,
write the subject in the upper left hand corner of the
envelope and file the envelopes alphabetically in a box or
desk drawer.

PAMPHE.ETS Obtained at Small or No Expense.

American Association for International Peace.

Pamphlets on the peace question, including such titles as :
As to two battleships, Journalism and international affairs,

438 THE USE OF BOOKS AND LIBRARIES

by Edward Gary; The United States and Mexico, by Martin
Hume ; The American public school as a factor in interna-
tional conciliation, by Myra Kelly; Japanese characteristics,
by C. W. Eliot; Music as an international language; The
irrationality of war, by Sir Oliver Lodge. A list of publica-
tions may be obtained free from the association and any of
the pamphlets in print will be sent postpaid on receipt of a
request addressed to the Secretary of the American Associa-
tion for International Conciliation. P. O. Substation 84, New
York City.
Booth, Mary J. Material on geography which may be obtained
free or at small cost. (A. L. A. Publishing Board. 15 cents.)

A most valuable Hst for teachers.
Chamber of Commerce (any city or town).

Report on request.
Globe- Wernicke Co. Cincinnati, Ohio.

The World's best books : suggestions for the selection of
a home library. 17 p.

The blue book of fiction : a list of novels worth reading
chosen from many literatures by H. W. Mabie. 31 p.

Both free on request.
Russell Sage Foundation. Division of Recreation.

Various pamphlets useful to teachers at five cents each.
Address them at 30 East 22d Street, New York City, for lists
of their pamphlets.

Miscellaneous pamphlets and folders published by various
manufacturing companies will be found listed in Miss Booth's
list of Material on geography noted above. In the Library
Journal for January 1913, there is a list of Free and inex-
pensive reference material by Mr. F. K. Walter.

Picture Collection

The following pamphlets give suggestive and valuable informa-
tion about the care of pictures :

Abbot, Ethelred, comp. List of photographs with index by coun-
tries. Mass. Library Club. 1907. Price IS cents. (Address
Public Library, Brookline, Mass.)
Dana, J. C. The picture collection. (Modem American library
economy as illustrated by the Newark, N. J. Free Public

PICTURES AND PAMPHLETS 439

Library. Pt. 5, School departmerit. Section 3.) Elm Tree
Press. 1910. 35 cents net.
Ovitz, D. G. Course in reference work. State Normal School.
Milwaukee, Wis. 1910. Price 10 cents.
Has a full descriptive list of picture dealers.

Picture Dealers

George P. Brown, Beverly, Mass.

Bureau of University Travel, Boston, Mass.

Cosmos Picture Company, 296 Broadway, N. Y.

Detroit Publishing Company, Detroit, Mich.

A. W. Elson and Company, Boston, Mass.

Perry Pictures Company, Maiden, Mass.

Prang Educational Company, 623-50 Wabash Ave., Chicago, 111.

Soule Photograph Company, Boston, Mass.

Earl Thompson Company, Syracuse, N. Y.

INDEX

Abbott, Jacob, 207-8.

Accession record, 386-8.

Adams. Manual of Historical
Literature, 124-5.

Aelfric's Colloquy, 185-6.

Agriculture, government docu-
ments on, 84-5.

Alcott, Louisa M., 215-6.

AlCuin, 184-5.

Aldhelm, 184.

Alexandrian libraries, 360-1.

Allibone. Dictionary of Eng-
lish Literature, 60 ; Poetical
and Prose Quotations, 64.

Almanacs, 45.

Ainerican libraries, 370-4.

American Library Association.
Book List, 124; Catalogue,
123-4; Catalogue Supple-
ment, 124; Index, 61.

Americana (encyclopedia), 43.

Ancient libraries, 359-62.

Andrews, Gambril and Tall.
Bibliography of History,
125.

Annotated lists, 122-3.

Annual Library Index, loi.

Appendix of a book, 33.

Appleton's New Practical Cy-
clopedia, 43.

Aquatint, 354-5-

Architecture, reference books,
68.

Arrangement of books, 106; of

cards, 421.
Art, reference books, 67-8.
Atlases, 57-60.
Author card, 112-3; 409-14.
Author number, 108-10.

Babees Boke, 186-7.

Bailey. Cyclopedia of Agricul-
ture, 69.

Baker. Guides to Fiction, 66-7.

Baldwin. Dictionary of Phil-
osophy, 73.

Ballads, 191-2.

Barbauld, Mrs., 204.

Bartholomew. Literary and
Historical Atlases, 59.

Bartlett. Familiar Quotations,
64.

Battledore, 194.

Bede, 184.

Bewick, Thomas, 307-8, 351.

Bibliography, how to make,
130-2; meaning of, 121.

Bibliographies, fullness of,
121-3 ; general, 123-4 '> in
encyclopedias, 124.

Binding, 428-30; record, 392.

Biography, arrangement of, 108,
400-1 ; for children, 289-
91 ; government documents
on, 89-gi.

442

INDEX

Biography, reference books
of, 51-2; selection of, 141;
subject cards for, 115.

Birched Schoolboy, 191.

Blake, William, 206, 308.

Bliss. New Encyclopedia of
Social Reform, 71.

Block books, 346-7.

Bodleian Library, 368-9.

Bohn. Handbook of Proverbs,

6S.

Boke of Curtesy e, 187.

Book, evolution of, 335-58;
opening a new, 29 ; printed
parts of, 30-6; structure of,
25 ; text of, 32-3.

Book buying, Vvhere to buy,
381-2 ; prices, 382 ; what
not to buy, 383.

Book lists, 20.

Book marks, 29-30.

Book number. See Author num-
ber.

Book selection, 137-47; aids in,
146-7 ; importance to teach-
ers, 137-8; principles of,
138-9.

Book sizes, 27-8.

Book Review Digest, 146.

Books, care in recommending,
22 ; care of, 22, 28-30 ; dan-
ger of mediocre, 230-1 ;
how to order, 383-4; for
adults, read by children,
212-3, 217; in manuscript,
343 ; in series, 276 ; medi-
aeval, 343 ; preparation for
shelves, 426-7; cards for,
with more than one author,
117.

Boutet de Monvel, 313-4.

Brand. Popular Antiquities,
72.

Brewer. Dictionary of Phrase
and Fable, 65 ; Historic
Note Book, S3 ; Reader's
Handbook, 65-6.

British Museum, 366-8.

Bryant. New Library of Po-
etry and Song, 62.

Bulletin of Bibliography, 129.

Bunyan, John, 196.

Caldecott, Randolph, 31 1-2.

Call number, 108-10.

Cannon. Reading References

for English History, 126.
Card catalogue, 11 1-9.
Care of books, See Books, care

of.
Carroll, Lewis, 21 1-2.
Cassell's Book of Quotations,

65.
Catalogue, 11 1-9; order of

cards in, 118; questions an-
swered by, 114.
Catalogue cards, information

on, 1 18-9.
Cataloguing, fullness of, 407-8;

supplies needed in, 406-7 ;

uniformity in, 408.
Caxton, William, 349.
Caxton's Book of Curtcseye,

187-9.
Century Atlas, 57-8.
Century Cyclopedia of Names,

51-
Century Dictionary, 41-2.
Chambers. Book of Days, 73 ;

INDEX

443

Cyclopedia of English Lit-
erature, 60.

Champlin. Young Folks' Cy-
clopedia of Literature and
Art, 61 ; of Persons and
Places, 52.

Champlin and Lucas. Young
Folks' Cyclopedia of Nat-
ural History, 69.

Champlin and Perkins. Cyclo-
pedia of Painters and
Painting, 68.

Channing, Hart and Turner.
Guide to the Study of His-
tory, 125.

Chap-books, 192, 306.

Cheap juveniles, danger of,
229-30.

Children's books, lists for se-
lecting, 329-31.

Children's literature, history of,
183-220.

Children's reading, 221-31.

Citizenship and Government,
children's books on, 290.

Classic, definition of, 264-5.

Classical antiquities, reference
books, 56.

Classification, 106-10, 397-401.

Classics, appeal to children,
26s ; for children, 264-75 ;
retold, 213 ; selection and
adaptation, 268^74 ; value
of, 265-8 ; when children
should know, 268.

Classroom libraries, 18.

Clement. Legendary and Myth-
ological Art, 67.

Clippings, 437.

College libraries, 370.

Columbia University Library.

Books on Education, 127-8.

Comic supplement, 217, 230-1,

315-

Commercial geographies, 57.

Compiler, catalogue card for,
117.

Complete sets, '152.

Concordance, 36.

Contents, table of, 32.

County library, 374.

Crabb. English Synonyms, 6g-
70.

Cram's Nem Census Atlas, 58.

Crane, Walter, 312, 318.

Cross reference cards, 115-6,
419-20.

Cruikshank, 310.

Cubberley. Syllabus of Educa-
tion, 128.

Cumulative Reference Library,
103.

Customs, reference books, 72.

Cutter author numbers, 108-10,
401.

Cutter Expansive Classifica-
tion, 106-7, 398.

Dana. Household Book of
Poetry, 63.

Day, Thomas, 202-3.

Debating, aids in, 73-6.

Dewey Decimal Classification,
106-8, 397-9-

Dictionaries, 40-2.

Dictionary of National Biogra-
phy, Index and Epitome, 52.

District school libraries, 372-3.

Domestic Science, government
documents on, 85-7.

444

INDEX

Dow. Atlas of European His-
tory, 59.
Doyle, Richard, 310.

E. V. B., 313.

Economics, reference books,
71-2; selection of books,

143-

Edgeworth, Maria, 203-4.

Edgren and Burnett. French
and English Dictionary, 70.

Editions, 152-3, 326-7 ; de-luxe,
caution in buying, 357 ;
helps in selecting, 327.

Editor, catalogue cards for,
117.

Education, bibliographies of,
127-9; government docu-
ments on, 87; reference
books, 72.

Emblems, 197.

Encyclopedia Britannica, 43.

Encyclopedias, 42-4.

Etching, 353-4-

Everyman Encyclopedia, 44.

Ewing, Mrs., 214-5.

Fairchild Family, 208-10.

Fairy tales, 198-g, 233-50 ;
adaptation, 238-g; classifi-
cation of, 239; for different
ages, 239-42; modern, 242-
3 ; value of, 234-8.

Fernald. English Synonyms
and Antonyms, 70.

Fiction, arrangement of, 108,
400-1 ; reference books, 66-
7.

Fine arts, children's books on,
296 ; selection of books, 143.

Fliigel. Universal English-
German and German-Eng-
lish Dictionary, 71.

Fliigel, Schmidt, and Tanger.
German and English Dic-
tionary, yi.

Folk-lore, teacher's familiarity
with, 244.

Free public libraries, 373.

French dictionaries, 70.

Gardiner. Atlas of English
History, 59.

Gardiner and Mullinger. In-
troduction to English His-
tory, 126.

Geography, children's books on,
291-2 ; government docu-
pients on, 88-9; reference
books, 57-60.

German dictionaries, 71.

Girls, early books for, igo-i.

Golden Treasury, 63.

Goldsmith, Oliver, 199.

Goody Tmo Shoes, 199, 306.

Government documents, 81-94.

Government, reference books
on, 71-2.

Granger. Index to Poetry, 62.

Greek dictionaries, 71.

Greek libraries, 361.

Greenaway, Kate, 309, 311.

Gross. Sources and Literature
of English History, 126-7.

Grove. Dictionary of Music, 68.

Guide cards, 420.

Gutenberg, 348-9.

INDEX

445

Hadyn. Dictionary of Dates,

53-
Harper's Book of Facts, 44.
Harper's Dictionary of Clas-
sical Literature, 56.

Harper's Encyclopedia of
United States History, 53.

Harper's Latin Dictionary, 71.

Hastings. Dictionary of the
Bible, 73.

Hawthorne, Nathaniel, 211.

Health and Hygiene, govern-
ment documents on, 91.

Heilprin. Historical Reference
Book, S3.

High school library, books for,
149-82 ; co-operation with
public library, 151 ; maga-
zines for, 150-1.-

Historical atlases, 59-60.

Historical tales, 212.

History, bibliographies of, 124-
7; for children, 289-91;
government documents on,
89-91 ; reference books, 53-
5 ; selection of books, 139-
41.

Hodge. Handbook of Ameri-
can Indians, 53-4.

Hodgkins. Nineteenth Century
Authors, 127.

Home economics, See Domestic
science.

Hopkins. Scientific American
Cyclopedia of Formulas,
69.

Hornbook, 192-4.

Houghton, Arthur Boyd, 352.

Hoyt and Ward. Cyclopedia
of Quotations, 65.

Hughes, Arthur, 312-3.

Ideals furnished by literature,
228-9.

Illustrations, archaic style in,
316-7; childlike quality in,
317-20; list of, 32; of chil-
dren's books, 306-25 ; proc-
esses, 352-8.

Index to Dates, 102.

Indexes, 33-6; magazine, 95-
105 ; to atlases, 35-6 ; to
books in sets, 34.

Industrialarts, reference books,
69.

Information, 102.

Introduction, 32.

Inventory, 404-5.

Janeway, James, 195.
Johnston and Gladstone.
Classical Atlas, 60.

Kingsley, Charles, 211.

Labberton. Historical Atlas,
60.

Lamb. Tales from Shake-
speare, 308-9.

Lantern slides, 436.

Lamed. History for Ready
Reference, 54 ; Literature
of American History, 126.

Latin dictionaries, 71.

Lewis. Elementary Latin Dic-
tionary, 71.

Library commissions, 373-4.

Library of Congress, 372 ;
printed cards, 420.

446

INDEX

Library, place of, in education,
17-8; teachers' familiarity
with, 22; teachers' privi-
leges in, 18-22.

Library work, government
documents on, 92-3.

Liddell and Scott. Greek-Eng-
lish Lexicon, 71.

Line engraving, 353.

Lippincott's Biographical Dic-
tionary, 51.

Lippincott's New Gazetteer, 57.

Literary handbooks, 65-6.

Literature, bibliographies of,
127; reference books, 60-7;
selection of books, 143-6.

Literature for children. See
Children's literature.

Lithography, 355.

Loan record, 388-90.

Longfellow. Poems of Places,
63 ; Poets and Poetry of
E-urope, 63.

Low and Pulling. Dictionary
of English History. 54.

Magazine indexes, 95-105.
Magazine Subject-Index, 102-

3-
Magazines for children, 328-9.
Martineau, Harriet, 213.
Mediaeval libraries, 362.
Mending, 427.
Mezzotint, 354.
Mill. International Geography,

57.
Model libraries, 21.
Modern libraries, European,

365-9-
Monasteries, bookmaking in.

343-7; libraries in, 363-4;
scribes in, 343-7.

Monroe. Bibliography of Edu-
cation, 128.

Monroe. Cyclopedia of Edu-
cation, 72.

Mother Goose, 199; illustrated
editions, 315-6.

Moulton. Library of Literary
Criticism, 61.

Muret and Sanders. German
and English Dictionary, 71.

Music, reference books of, 68.

Nature books, 294 ; selection of,
142-3.

Nature study, government
documents on, 91-2.

New England Primer, ig8.

New International Encyclo-
pedia, 42.

New Standard Dictionary, 41.

New York State Library.
Best Books, 147.

Newbery, John, 199-201.

Newspaper almanacs, 45.

Nichol. Tables of Ancient
Literature and History, 54-
5 ; Tables of European His-
tory, 55.

Nield. Guide to Historical
Novels, 67.

Orbis Pictus, 194-5.
Oxford Book of English I'erse,
63.

Package Library, 103.
Painting, reference books of,
68.

INDEX

447

Palgrave. Dictionary of Polit-
ical Economy, 72.

Palgrave. Golden Treasury,
63.

Pamphlet boxes, 433.

Pamphlets, 431-4.

Papyrus, 337-4°-

Parchment, 340-2.

Pens and ink, 342-3.

Pergamon, library of, 361.

Periodical check-list, 390-2.

Philosophy, reference books of,
73-

Photo-mechanical processes,
3SS-6.

Physiology and Hygiene, chil-
dren's books on, 294-5.

Picture collections, 20.

Pictures, 434-6.

Ploetz. Epitome, S5-

Poetry, for children, 251-63 ;
reading aloud; 258; that
children like, 253-6 ; value
of, 253 ; why children do
not like, 251-3.

Poole's Index, 95-100.

Post cards, 436.

Preface, purpose of, 32.

Printing, invention of, 348-9;
presses, 350; types, 350-1.

Public library, reference work
with pupils, 22-3 ; supple-
ments the school library,

15-
Putnam. Tabular Views of

Universal History, 55.
Putzger. Historical Atlas, 60.
Pyle, Howard, 317.

Quiller-Couch. Oxford Book

of English Verse, 63.
Quotations, books of, 64-5.

Rand, McNally. Library At-
las, 58; New Imperial At-
las, 58.

Readers' Guide, 100 ; abridge-
ments, loi ; supplement,

lOO-I.

Reddall. Fact, Fancy and

Fable, 66.
Reference books, how to judge,

46; how to use, 46-7.
Reference cards. See Cross

reference cards.
Reference collection, 40.
Reinach. Apollo, 67.
Religion, reference book of, 73.
Religious books for children,

206-7.
Roget. Thesaurus, 70.
Roman libraries, ancient, 361-

2.

Saint Nicholas Index, 103.

School library, campaign for,
14-5 ; furniture, 380 ; legis-
lation, 375-6; purpose of,
13-4; room, 377; supple-
mented by public library,
15; supplies, 379-80; value
of, 13.

Schools and libraries, relation,
17.

Science, reference books of,
69; selection of books, 142.

Scott, Sir Walter, 212, 256-8.

Secondary cards, 416-9.

Selection of books, See Book
selection.

448

INDEX

Series cards, ii8, 327.
Seyffert. Dictionary of Clas-
sical Antiquities, 56.
Shelf-list, making of, 403-4;

uses of, 404.
Shelving, 377-9.
Shepherd. Historical A (las, 60.
Sherwood, Mrs., 206, 208-10.
Simon's Lesson of Wysedom,

189-90.
Sizes of books, See Book sizes.
Smith. Dictionary of Greek
and Roman Antiquities, 56.
Smith. Synonyms Discrimi-
nated, 70.
Sociology, selection of books

on, 143.
Songs of Innocence, 206.
Sonnenschein. Best Books, 123.
Spiers and Surenne. French
and English Dictionary, 70.
Spon. Mechanics Own Book,

69.
Standard Dictionary, 41.
Stans Puer Ad Mensam, 189.
State libraries, 371-2.
Statesman's Year Book, 44.
Statistical Abstract of the U.

s., 45.

Statistics, 392-3.

Stedman. American Anthol-
ogy, 63.

Stedman and Hutchinson. Li-
brary of American Litera-
ture, 61.

Steel engraving, 353.

Stepping stone books, 279^80.

Stieler. Atlas of Modern
Geography, 58.

Stories, 276-88 ; adventure,
214 ; animal, 292-4 ; histori-
cal, 281; home, 280; out-
door, 280-1 ; qualities to be
avoided in, 279 ; qualities to
be sought, 277-9; realistic,
239; school, 280.

Sturgis. Dictionary of Archi-
tecture, 68.

Subject card, 113-5; 414-6.

Subscription libraries,. 370-1.

Subscription sets, caution in
buying, 357.

Summerley's Home Treasury,
310-1.

Sunday School stories, 206-7.

Synonyms, books of, 69-70.

Tablets, 335-7.

Teachers, familiarity with li-
brary, 22; library privi-
leges, 18-22 ; reference
room for, 20-1.

Tenniel, 313, 319-^20.

Title card, 113, 417.

Title page, 31.

Trade bibliographies, 130.

Translator, catalogue card for,
117.

Travel books, selection of, 141-
2.

Trimmer, Mrs., 204-5.

U. S. Bureau of Education.
Bibliography, 128-9; Bibli-
ography of Child Study.
120 ; Monthly Record, 129'.

U. S. Geological Survey.
Topographic Maps, 58-9.

INDEX

449

Universities, bookmaking in,
347 ; libraries in, 363-4.

Useful arts, children's books
on, 295-6; selection of
books on, 143.

Verse writers for children,

205-6.
Vertical file, 434.

Walsh. Curiosities of Popu-
lar Customs, 73 ; Cyclope-
dia of Quotations, 65.

Ward. English Poets, 64.

Warner. Library of the
World's Best Literature,
62.

Warner, Susan, 206-7.

Watts. Dictionary of Chemis-
try, 69.

Webster. New International
Dictionary, 40-1.

Welsh. English Masterpiece
Course, 127.

Wheeler. Familiar Allusions,
66; Noted Names of Fic-
tion, 66.

Who's Who, 52.

Who's Who in America, 52.

Winsor. Readers' Handbook,
126.

Wood engraving, 352-3.

Yonge, Charlotte, 215.
Young Folks' Cyclopedias, 44.