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LIBRARY INSTRUCTION IN UNIVERSITIES, COLLEGES, AND NORMAL SCHOOLS.

INTRODUCTION.

The importance of instruction in the use of books, bibliography, and library economy is recognized by institutions of higher education in the United States. In many of the universities, colleges, and normal schools of the country prescribed courses are given in the book arts and bibliography. In the year 1881 Mr. R. C. Davis, librarian emeritus of the University of Michigan, succeeded in having a course in bibliography and reference works made a part of the curriculum of the University of Michigan. The efforts of Mr. Davis gave a great impetus to the general movement for bibliographical and library instruction in colleges and universities. Brown University in 1902-3 offered a course in bibliography, which in recent years has been discontinued, owing to pressure of other duties on the part of the professor of bibliography, who is at the same time librarian of the university. Yale University has a course in the bibliography of history, which is required of all students before further courses in history can be taken. This course has been found productive of an excellent training for advanced college work.

In cooperation with the legislative reference department of the Wisconsin Free Library Commission, the library school of the University of Wisconsin offers a special course of training for legislative and municipal reference work and the various sociological phases of library service. The interest in bibliographical work is undoubtedly increasing, but as Mr. Willard Austen, of Cornell University, remarks:

At none of our collegiate institutions, except at those where library school courses were open to the general student body, can a student get instruction in all the subjects that go to make up a well-rounded course in bibliography for the general literary worker.1

Excellent library schools have been established at the following institutions: Simmons College, Boston, Mass.; Western Reserve Uni

1 Report on bibliographic instruction in colleges, made to New York State Library Association. See Report of U. S. Commissioner of Education, 1913, v. 1, p. 327.

versity, Cleveland, Ohio; University of Wisconsin, Madison, Wis.; University of Illinois, Urbana, Ill.; and Syracuse University, Syracuse, N. Y.

Many educators of note, as well as college and university librarians, have emphasized the urgent necessity of bibliographical instruction and training in "book-using skill." Dean Kendric C. Babcock, in the Library Journal for March, 1913 (pp. 133-136), says:

The place of the library in the work of all departments is one of increasing importance. The library is a resource or reservoir from which the student should draw constantly for information and inspiration, whether his interest lie in history, literature, or science. Every month of delay in instructing him in the meaning and use of the library lessens the efficiency of his course. The importance of knowing how to use the library is peculiarly great for scientific students and engineering students, whose best material is frequently in the form of magazine articles, pamphlets, proceedings of learned societies, and technical papers prepared by experts. Every new student should be required to take some course in which is given definite practical instruction in the handling of library tools. It is not enough to instruct those who happen to choose history or literature. Such a course, moreover, should not only be required, but it should constitute a definite part of the work required for a degree. Perhaps the best way of securing its recognition would be to give it a definite credit toward a given degree. This plea for required accredited instruction in bibliography is not based wholly upon theory. It certainly would not be satisfied by chance instruction through the insistence of departmental heads or enthusiastic instructors in different departments. Several institutions have already tried the scheme and find that it works well. They have reasoned rightly that the work should be under the direction of the librarian and carried on by his trained assistants, and that when so done it is entitled to recognition.

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Dr. Babcock cites the work of "three progressive institutions" to illustrate the procedure, namely, the Oregon Agricultural College, the University of North Dakota, and the Ohio State University.

To obtain statistical and other data relating to "book arts, bibliography, library economy, or any instruction in the management of libraries," the United States Bureau of Education on May 21, 1913, sent out a questionnaire to the 596 institutions of higher education and to the 284 normal schools of the United States. Replies were received from 446 universities and colleges and 166 normal schools. Of the colleges and universities 355 reported that no instruction was given in the book arts, etc., and 91 reported courses more or less adequate and complete. The following institutions have required courses, with credit toward graduation, designed to train all the students in effective use of books and libraries, instruction being given by the librarian or by members of the library staff: Kansas State Agricultural College, University of North Dakota, Ohio State University, Oregon Agricultural College, Pennsylvania State College, Utah Agricultural College, and the University of Washington.

Elective courses are offered with credit by the following institutions, instruction by the, librarian or library staff: University of Alabama; Albion College, Mich.; Alfred University, Alfred, N. Y.; University of Arizona; Beloit College, Beloit, Wis.; Cornell University, Ithaca, N. Y.; Hamilton College, Clinton, N. Y.; University of Idaho; University of Illinois; Indiana University; University of Iowa; University of Maine; Miami University, Oxford, Ohio; University of Michigan; Mills College, California; University of New Mexico; Oberlin College, Oberlin, Ohio; West Virginia University; State Agricultural College, Fort Collins, Colo.; and University of Denver.

NORMAL SCHOOLS.

Since the initial report on the introduction of library instruction into normal schools, made by Miss Baldwin in 1906 for the National Education Association, there has been a remarkable interest aroused in the movement throughout the country and a great demand for printed courses of study. The paucity of textbooks on the subject of school libraries and children's literature has somewhat retarded the development of the work among normal schools. Miss I. M. Mendenhall, chairman of the committee on normal school libraries of the National Education Association, in a report made to the association in 1912, deplores the lack of a handbook that outlines a course of lessons on children's literature or a course of library lessons for children.

A more or less superficial acquaintance with the book arts and bibliography may suffice for the average college and high-school student, but something more is required in the case of the normalschool student. To be thoroughly equipped for his future profession of teaching, he should have a first-hand knowledge of children's books and possess in addition the ability to organize and administer a small school library with success.

Of the 284 normal schools, public and private, in the United States, 166 replied to the bureau's questionnaire, 73 reported no work done in book arts and allied subjects, while 93 reported instruction in library methods and bibliography, emphasis being laid on the organization and administration of school libraries and the study of children's literature. Some of these courses are meager, others quite elaborate.

Wisconsin and Idaho are the only States requiring library instruction in the normal schools. In the former State library questions are included in the teachers' examinations for all certificates except third grade. In Illinois the course of study required by the State Normal Board includes library methods as an elective. The State Normal

School at Geneseo, N. Y., is a typical example of a school giving a teacher-librarian course. Says Miss Mendenhall:1

Commissioner Draper, in his report for 1911 for the education department of New York State, says that the teaching function of the librarian in the schools must be recognized, and he urges the appointment in the small school libraries of teacher-librarians trained to select and organize the school library and to train teachers and pupils in its use. In New York State, Geneseo was designated as the normal school to introduce the teacher-librarian course, with the purpose of providing for the small school library that can never afford as librarian the graduate of a library school. This course requires one period a day during the two years' course, either in recitation or in practice work, and especial attention is given to children's literature and to practice lessons with children.

Summer courses in teacher-librarianship are offered in a number of States, under the auspices of the respective State library commissions.

I. UNIVERSITIES AND COLLEGES.

ALABAMA.

University of Alabama, University.—Instruction given in use of the library and reference work. The course is designed to help the student to an intelligent and systematic use of books. Open to all students; one hour a week, first half year. Two sections.-C. H. Barnwell, dean.

ARIZONA.

University of Arizona, Tucson.-The following course was given in the University of Arizona in the academic year 1912-13:

Use of books and elementary bibliography: Classification, card catalogues, the more common reference books, bibliographies, indexes, dictionaries, cyclopedias. Open to freshmen and sophomores; two hours, first semester. A continuation into the second semester of the course, discussing library administration and requiring practice work; two hours also in the second semester.— A. H. Wilde, president.

ARKANSAS.

Hendrix College, Conway.-Gives instruction in library administration; a very elementary course covering the general field, the use and care of books, classification, cataloguing, etc. The methods used in the larger Ibraries as well as those used in our own are noticed, but the work of the small library is kept in view. The use of the most practical aids, as periodical indexes, reference books most useful. in school libraries, aids for debating, rhetorical and declamatory work, the keeping of records, etc. This course is offered primarily to those who expect to teach where they may have the care of the library. The assistant librarians are selected from those doing good work in this course.-A. C. Millar, president.

1 Report on normal-school libraries. In National Education Association, Addresses and Proceedings, 1913, pp. 750-751.