The Library and Society: Reprints of Papers and Addresses. Various

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СКАЧАТЬ visited 27 different states and spoke before them to urge upon them the system of public education, and to provide a guidance for the children.

      It is true that the educated parents are more likely to have children educated highly, but there is no question whatever that the great majority of the men and women who are to shape the future of this country will be born in the humblest homes, and we come back to the problem of the general education of all the people as the best possible advancement and the chiefest defense of the nation; it is the concern of the state because it is the duty of the state, because it pays, and because the state does not dare any longer to neglect it. Therefore I call your attention to the fact that we are repeating in libraries exactly the process of the school, and that there were meetings to urge the acceptance of them. There are few who doubt the wisdom of donating money to support the free library, and when the history of the time is written it will be marked as the history of free libraries.

      Why is it that the people are taxing themselves erecting beautiful buildings, buying books, paying salaries, printing catalogs, incurring all these expenses, paying out an amount of money that a short time ago would have been thought only a dream? It is a recognition of its necessity and importance. We understand that it is a good thing.

      A broad conception at the end of the century of the work of the schools is simply this, to teach the children to think accurately, with strength and with speed. If it is in the school that they get their start, then where do they get their education? Tell me from your own experience, was it from the school that you got most of your ideas? We had an experiment some time ago, when the teachers of New York made an elaborate investigation as to the teaching of boys and girls. The thing that influenced those boys and girls most was the books they read. What, after all, is the supreme end of education? I state that we should teach them to think with accuracy and with speed, but I doubt if there is one who denies the supreme necessity of the building of character. That is what is winning in the peaceful conflicts of commerce. If you care to analyze how character is built, follow it back briefly. Character comes from habits, and habits from actions repeated, and actions from a motive, and a motive from reflection. What makes me reflect? What makes you reflect? What is the cause? Isn't it something that you have read in a book, a magazine, or a paper? So the genealogy is this: reading begets reflection, reflection begets motive, motive begets action, and action begets habit, and habit begets that supreme thing—character. So we have come to recognize that if we are to accomplish the chief end that is before the people, we must strive to control the reading for others.

      Reading sometimes carries downhill, as it often carries upward, and there is no way that we can reach the people except through the free library and with proper help from the people.

      What Atlanta wants to make out of her citizens is not to train privates, but to train officers. If you go out on the streets you can find a thousand men to do the work of a laborer, where you can find only a few to do the work that will demand five or ten thousand dollars. The world is looking for that class of men. It is the highest salaried man that is the hardest to find. If you would buy a machine, there enters into it the material that is in it; the process of manufacture throughout which has transformed it, and then the approved fitness for performing its functions. The same way with a man—the native that is manufactured; then comes the experience which proves the fitness for his work; and you pay the salary for these things. And by means of our schools and libraries we must reach these girls and boys.

      Thomas Edison and other great men say that their whole lives are governed from reading a single book. So the province of the library is to amuse, to inform and inspire. We have the old proverbs, As free as air; As free as water; but the new one that is important to the race is, As free as knowledge. The people of this state cannot afford to have any boy in Georgia who is anxious to know more, how to make his life more valuable, who wants inspiration and is ready to read, and not furnish it to him. Education is the chief concern of the American people, and the states that have done most for their education have been the most prosperous.

      It is the concern of the richest as to what should be done for the poorest; you should provide free schools and free libraries, or the failure to do so will react in your own lives. If you say that this ideal is too high, that the library has important functions, but it does not take its place as the equal of the schools, it is because you have not studied this question in all its details. When you do, you will be forced to the conclusion that while we must say that this is the inspiration of a dreamer, remember that it is the devotion of noble minds that never falters, but endures and waits for all it can find, and what it cannot find, creates.

THE PUBLIC LIBRARY IN AMERICAN LIFE

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      As the last of this particular group of papers we reproduce a view of our public library system by a foreigner who had lived in this country long enough to appreciate it and who was yet able to contrast it with the library systems of European countries—Prof. Munsterberg of Harvard.

      Hugo Munsterberg was born in Danzig, Germany, June 1, 1863, educated at Leipzig and Heidelberg, and after serving as assistant professor at the University of Freiburg, became professor of psychology at Harvard in 1892, where he served until his death on Dec. 16, 1916. The subjoined extract is from his book “The Americans” (New York, 1904).

      The American's fondness for reading finds clearest expression in the growth of libraries, and in few matters of civilization is America so well fitted to teach the Old World a lesson. Europe has many large and ancient collections of books, and Germany more than all the rest; but they serve only one single purpose—that of scientific investigation; they are the laboratories of research. They are chiefly lodged with the great universities, and even the large municipal libraries are mostly used by those who need material for productive labors, or wish to become conversant with special topics.

      Exactly the same type of large library has grown up in America; and here, too, it is chiefly the universities whose stock of books is at the service of the scientific world. Besides these, there are special libraries belonging to learned societies, state law libraries, special libraries of government bureaus and of museums, and largest of all the Library of Congress. The collection of such scientific books began at the earliest colonial period, and at first under theological auspices. The Calvinist Church, more than any other, inclined to the study of books. As early as 1790 the catalog of Harvard College contained 350 pages, of which 150 were taken up by theological works. Harvard has to-day almost a million books, mostly in the department of literature, philology, history, philosophy, and jurisprudence. There are, moreover, in Boston the state library of law, with over a hundred thousand volumes; the Athenaeum, with more than two hundred thousand books; the large scientific library of the Institute of Technology, and many others. Similarly, in other large cities, the university libraries are the nucleus for scientific labors, and are surrounded by admirable special libraries, particularly in New York, Chicago, and Philadelphia. Then, too, the small academic towns, like Princeton, Ithaca, New Haven, and others, have valuable collections of books, which in special subjects are often unique. For many years the American university libraries have been the chief purchasers of the special collections left by deceased European professors. And it often happens, especially through the gift of grateful alumni, that collections of the greatest scientific value, which could not be duplicated, come into the possession even of lesser institutions.

      In many departments of investigation, Washington takes the lead with the large collection of the various scientific, economic, and technical bureaus of the government. The best known of these is the unique medical library of the War Department. Then there is the Library of Congress, with many more than a million volumes, which today has an official right to one copy of every book published in the United States, and so may claim to be a national library. It is still not comparable to the many-sided and complete collection of the British Museum; the national library is one-sided, СКАЧАТЬ