THE PUBLIC LIBRARY: ITS USES TO THE MUNIc.i.p.aLITY

Written for the National Munic.i.p.al League and printed in _The Library Journal_ for June, 1903, eight years after the author, Dr. John S. Billings, had begun his service as director of the New York Public Library; largely a defence of libraries against certain objections. The statement of the part played by "sentiment" in popular inst.i.tutions, and its justification, are striking and true.

John Shaw Billings was born in Switzerland County, Ind., in 1839, graduated from Miami University in 1857, studied medicine and after serving as a surgeon in the Civil War, was a.s.signed to the Surgeon General's Office in Washington, of whose library he compiled the 16-volume Index Catalogue.

After service in Johns Hopkins and Pennsylvania Universities he was chosen in 1895 director of the newly established New York Public Library, where he served until his death in 1913, planning and supervising the construction of its central building.

The great majority of cities of 25,000 inhabitants and upward in the United States have public libraries of some sort, and the same is true of many of the smaller cities. Many of these libraries have been founded on gifts of individuals, some have developed from subscription libraries, but the majority are now supported mainly or entirely by funds appropriated by the city government. A considerable number are still in the formative stage, this being true of those for which buildings are being erected from funds provided by Mr. Carnegie and for several hundred others for which he will probably provide buildings in the near future.

There may be excessive and unjustifiable taxation for the support of a public library--the amount which the city can afford for this purpose should be carefully considered in connection with its needs for a pure water supply and good sewage disposal, for means of communication, for the care of the sick poor and for public schools. Each case must be judged by itself; the only general rule I have to suggest is that in the department of education the claims of the public library for support are more important than those of munic.i.p.al college or high school. The people who have no taxable property, and who therefore often erroneously suppose that they contribute nothing toward the payment of the taxes, are usually quite willing to have a higher tax rate imposed for the purpose of securing for themselves and their families free library facilities--although in exceptional cases religious or sociological opinions may lead them to oppose it.

A considerable number of taxpayers on the other hand, are more or less reluctant to have their a.s.sessments increased for this purpose, and their arguments should be considered and met. They are:

1. That they should not be taxed for things they do not want and never use.

2. That furnishing free books tends to pauperize the community and to discourage the purchase of books for home use.

3. That there is no evidence that free public libraries improve the community materially or morally.

4. That the greater part of the books used are works of fiction and that these are injurious to the readers.

5. That most of the arguments used in favor of free public libraries are merely sentimental and emotional.

The first of these reasons would apply also to taxes for public schools, street paving, sewerage, and many other items of munic.i.p.al expenditure and has no weight.

With regard to the second argument it is not a sufficient reply to say that every one pays through the taxes, for this would apply equally well to free lodging houses, free lunchrooms and soup kitchens, free fuel, etc., all of which it generally believed tend to pauperize a city, except in great and special emergencies. The proper answer is that the free public library is an important and, indeed, necessary part of the system of free education which is required to secure intelligent citizens in our form of popular government, and that while in a few very exceptional cases free schools and free libraries may tend to improvidence or indolence or even to certain forms of crime, these rare cases are of no importance in comparison with the benefits which education confers upon the immense majority of the community and with the fact that without free schools and libraries a large part of the people will not be sufficiently educated to be useful citizens.

With the regard to the third count, the public library, again, may be considered together with the public school. While it is difficult to trace to either specific instances of material or moral improvement, it is certain that the general diffusion of intelligence which both certainly effect does result beneficially in these directions.

Communities with flourishing free schools and libraries are usually more prosperous and better than those without such facilities, and, while there is doubtless room here for a confusion of cause and effect, it is probable that there is both action and reaction. Prosperity calls for increased facilities for education and these in turn tend to make the community more prosperous.

That the majority of books withdrawn from public libraries are works of fiction cannot be denied. Many librarians are wont to deplore this fact, and most libraries endeavor in one way or another to decrease the percentage of fiction in their circulation.

The proportion of recreative reading in a public library is necessarily large. In like manner, the greater proportion of those who visit a zoological or botanical garden do so for amus.e.m.e.nt. Yet the information that they secure in so doing is none the less valuable and both are certainly educational inst.i.tutions. So if in the public library a large number of its users get their history, their travel and their biography through the medium of recreative readings we should not complain. Were it otherwise these readers would probably lack altogether the information that they now certainly acquire.

Taking up the final count in the indictment, it is doubtless true that sentimental and emotional considerations have had much to do with library development. They have furnished the initial motive power, as they have for free schools, for the origin and progress of democratic government, and for most of the advances of civilization. They often precede deliberate, conscious reasoning and judgment, yet they are often themselves the result of an unconscious reasoning process producing action of the will in advance of deliberate judgment. Sometimes they are pure reflexes, like winking when the eye is threatened by a blow. The free public library can neither be established nor maintained usefully without their aid, but their methods--or want of method--must be carefully guided to produce good results.

The sentiment that we ought to establish inst.i.tutions for the diffusion of knowledge is the expression of a real economic need and should be directed and encouraged and not suppressed. Logic is a useful steering apparatus, but a very poor motive power.

THE LIBRARY: A PLEA FOR ITS RECOGNITION

Delivered by Frederick M. Crunden before the Library Section of the International Congress of Arts and Science, held in connection with the Louisiana Purchase Exposition at St.

Louis in 1904, closes with a summary of the public library's functions that remains measurably true to-day, although, of course, it could now be somewhat expanded.

A sketch of Mr. Crunden appears in Vol. I.

The Louisiana Purchase Exposition is an epitome of the life and activity of the world--from the naked Negrito to the grande dame with her elaborate Paris costume, from the rude wigwam of the red Indian to the World's Fair palace filled with the finest furniture, rugs and tapestries, sculpture and painting, and decorations that the highest taste and finest technique can produce--from the monotonous din of the savage tom-tom to the uplifting and enthralling strains of a great symphony orchestra--from fire by friction, the first step of man beyond the beast, to the grand electric illumination that makes of these grounds and buildings the most beautiful art-created spectacle that ever met the human eye. And to all this magnificent appeal to the senses are superadded the marvels of modern science and its applications--the wonders of the telescope, the microscope and the spectroscope, the telegraph, in its latest wireless extension, the electric motor and electric light, the telephone and the phonograph, the Roentgen ray and the new-found radium.

And now after this vision of wondrous beauty, this triumph of the grand arts of architecture and sculpture and landscape--of all the arts, fine and useful--has for six months enraptured the senses of people from all quarters of the globe, the learned men of the world have gathered here to set forth and discuss the fundamental princ.i.p.als that underlie the sciences, their correlations and the methods of their application to the arts of life--to summarize the progress of the past, to discuss the condition of the present and attempt, perhaps, a forecast of the future.

In the scheme of cla.s.sification, our subject appears in the last department that concerns itself with man's purely mundane affairs, and is the last section in that department. It thus appears properly as a climax and summary of the arts and sciences intelligible to man in his present stage of existence; and if the problem of the future life is ever solved this side of the grave, the knowledge conserved and disseminated by the library will be the starting-point and the inspiration of the advance, as it has been of all progress since the art of written speech was invented. "The library is the reservoir of the common social life of the race. It is at once the acc.u.mulator and the transmitter of social energy." Without the library the highest social culture is impossible; and a most moderate degree could be achieved by very few.

Under the main division, "Social Culture," the library is one of the five sections in the Department of Education. In education are summed up all the achievements of the past and the possibilities of the future. In the words of Wendell Phillips, "Education is the one thing worthy the deep, controlling anxiety of the thoughtful man." "Education," exclaims Mazzini, "and my whole doctrine is included and summed up in this grand word." It is practically a truism that Jules Simon utters when he says "Le peuple qui a les meilleures ecoles est le premier peuple; s'il ne l'est pas aujourd'hui il le sera demain."

Under this Department of Education, with its grades, the School, the College and the University, the Library is a.s.signed the last section. It belongs there in chronological order of development as an active factor in popular instruction and enlightenment; and, furthermore, the presentation of its claims and functions comes naturally after those of the other factors in education, because it is an essential coadjutor and supplement to each and all. It is a summary and a climax. There have always been libraries, and they have always been a factor in education; but the public, free, tax-supported library is but just half a century old, and could hardly be considered out of the long clothes of infancy till the year 1876; while its general acceptance as an essential supplement to the public school and a co-ordinate factor with the college and university may be considered the accomplishment of the last decade. There are still teachers who look on general reading as an interference with school work and an extra burden on their shoulders.

We start, then, with the axiomatic proposition that all human progress depends on education; and no elaborate demonstration is necessary to show that the library is an essential factor in every grade of education.

Higher education, certainly, cannot dispense with the library. The well-known dictum of Carlyle, "The true university of modern times is a collection of books," was accepted as a striking statement of a man with rhetorical habit, without, perhaps, a realization of its full significance. It has been recently expanded into a more express and specific tribute to the importance of the library in university education. In an address delivered in St. Louis and afterwards published in the _North American Review_, President Harper said:

"The place occupied by libraries and laboratories in the educational work of to-day, as compared with that of the past, is one of commanding importance. Indeed, the library and the laboratory have already practically revolutionized the methods of higher education. In the really modern inst.i.tution, the chief building is the library. It is the center of inst.i.tutional activity.... That factor of college work, the library, fifty years ago almost unknown, to-day already the center of the inst.i.tution's intellectual activity, half a century hence, with its sister, the laboratory, almost equally unknown fifty years ago, will have absorbed all else and will have become the inst.i.tution itself."

As to the value of the library in elementary education Doctor Harris says:

"What there is good in our American system points towards the preparation of the pupil for the independent study of the book by himself. It points towards acquiring the ability of self-education by means of the library."

I might quote similar utterances from many other eminent educators as to the value--the necessity--of the library in early education; but I can think of no stronger summing-up of the subject, nor from higher authority, than this statement from President Eliot:

"From the total training during childhood there should result in the child a taste for interesting and improving reading, which should direct and inspire its subsequent intellectual life. That schooling which results in this taste for good reading, however unsystematic or eccentric the schooling may have been, has achieved a main end of elementary education; and that schooling which does not result in implanting this permanent taste has failed.... The uplifting of the democratic ma.s.ses depends on this implanting at school of the taste for good reading."

To persons who have given little thought to educational questions these utterances will have the weight that attaches to the highest authority; but we need no university president or national commissioner to tell us these facts. We have learned them from our own experience; and, enlightened as we now are, it seems to us strange that question could ever have been raised as to the essential character of the library in elementary education. Yet there are some of us, I am sure, who can recall painful consequences from putting into practice an educational theory not generally accepted by the pedagogues of our childhood days.

We know that higher education is impossible without a library, for the library is the storehouse of the world's knowledge, the record of humanity's achievements, the history of mankind's trials and sorrows and sufferings, of its victories and defeats and of its gradual progress upwards in spite of frequent fluctuation and failure. In this chronicle of the past lie lessons for the present and the future; from the lives of storied heroes comes the inspiration that leads the race onward and upward. A university without a library would of necessity have a very small and weak faculty--only the few professors who could be induced to go where the most important instrumentality of their work was lacking: the university that has an adequate library includes in its faculty the professors of all other universities and all the great teachers of all countries and ages.

But is it worth while to consider a university without a library? Can there be such an inst.i.tution?

In higher education, then, the library is a necessity. In elementary and secondary education it is no less essential, if the most is to be made of the few years that the average child spends in school and if he is to be started on a path of self-culture. On this point Stanley Jevons says:

"In omitting that small expenditure in a universal system of libraries which would enable young men and women to keep up the three R's and continue their education, we spend 97 and stingily decline the 3 really needed to make the rest of the 100 effective."

At the International Library Conference in London, in 1897, one of the most distinguished American librarians, who has been an administrator in a large educational field outside of the library, expressed his view of the supreme importance of the library in a scheme of popular education by saying that if he had to choose between the public school and the public library--if he could have only one--(though the alternative is one that never will or can be presented), he would keep the library and let the school go. For, he argued, every child would learn to read somehow; and, with a free library that actively sought him, he would be better off than if he had a school to teach him to read, but no books to read after he had learned. But however divergent might be opinions regarding this impossible alternative, there is no doubt that the public library, with enlarged functions and activities, has at least equal potentialities with the school. Whether the formal instruction of the school or the broader education of the library is of greater value, depends on what is the chief aim. If it is merely to make breadwinners, the school may be the more useful, though in this, too, the library is an efficient coadjutor; but if our purpose is to make men and women, citizens of a progressive nation, active members of an aspiring society, the library may fairly claim at least equal rank with the school. For the school wields its direct influence over the average child but a few years; the library is an active influence through life.

Again, more than ninety-five children out of every hundred leave school before they are sufficiently mature to comprehend those studies which open their eyes to the universe, which bear upon their relations to their fellow-men, upon their duties as citizens of a state, as members of organized society. These are the studies that deal with the most important problems that mankind has to solve. They cannot be taught to children; they cannot be taught--dogmatically--at all. They involve the consideration of burning questions, subjects of bitter controversy--the world-old battle between conservatism and innovation which, as Emerson says, "is the subject of civil history." They cannot be taught by any teacher, they cannot be taught by any text-book or by any one book.

Their adequate consideration calls for the reading of many books--books of the present and the future as well as the past. The electrician who allows himself to be guided by the treatises of twenty years ago would have no standing; neither has the economist or sociologist who has not kept up with the literature of the last thirty years--or the last three years. It would be of no particular advantage for all of us to be electricians. We can safely trust that field to experts; but it is extremely desirable that every man should comprehend the great issues of economics and politics. The school cannot even PRESENT the important problems of sociology; the university cannot adequately do so without the library. On no other subject is the wide reading that Matthew Arnold enjoins so necessary. And no other subject is of such momentous importance to mankind; for the betterment of social conditions is a necessary forerunner and foundation of moral and religious progress. And that cannot be true religion which does not lead to social betterment.

In that n.o.blest aspiration ever put into the mouth and mind and heart (too often, alas, only the mouth!) of man we are taught to pray not that we may be transplanted to a better world, but that G.o.d's kingdom may come and His will be done in this world.

We are not likely to abate our eagerness in the pursuit of knowledge of physical science, for the zeal of the scientist is stimulated by the spur of commercialism; and, though it seems impossible, the twentieth century may bring forth as wonderful discoveries and inventions as the nineteenth. But, to take the advance just now most sought, can any one raise the question as to which would be of greater benefit to St. Louis, to reach Chicago in an hour by airship or to take six or ten hours for the trip and find there--and everywhere--a contented body of workmen supplying us with the necessities of life and a set of managers carrying on the transportation system that we already have on equal terms to all people? What the world's progress most needs is "evening up." The advancing column presents a very ragged front, with physical science and its applications so far ahead that they have almost lost sight of social science in the rear. It would be no great disadvantage to the world--to the progress of mankind as a whole--if the swift-footed legion of applied science would merely mark time for a period, while attention should be given to a better organization of the vast human army. The objective point would be reached as soon, for a nation is like a railway train; it can go no faster than its hindmost car. But this is not likely to happen at present. Applied science has every stimulus from within and without, every reward intrinsic and extrinsic; while progress in the social and political sciences must carry the dead weight of the inertia of conservatism and also meet the active and intense opposition of vested interests, which have ever the single purpose of preserving the status quo, no matter how unjust or maleficent.

The solution of these all-important problems cannot be found in the school, where immature minds are taught merely how to use the tools of knowledge; these questions cannot be settled by the small number of university students; they must be solved by the education of the ma.s.ses, by instilling in them in their early school years a desire for knowledge and a love for good reading, which will lead them to continue their education by means of the library. The education of the ma.s.s of the voters who determine the character of a democratic government, must not be left to the party organ or the stump speaker. The great social and political questions should be studied and pondered in the quiet of the closet and not decided, without previous thought, amid the hurrahs of the hustings.

To make the public library realize fully its possibilities as the People's University calls for more than the opportunity which every public library now offers; it requires active effort to reach out and bring the people to the library by the fullest co-operation with the school and by means of attractive lecture courses, which shall stimulate reading and guide it in profitable channels. But the beginning of this work--the inculcation of a taste for good reading--lies with the school, with the library's co-operation, especially during the years from six to ten or twelve, those years when nearly all the children come under the school's influence and when the habit of reading can be most easily formed.

If charged with placing undue stress upon the value of the library, I might urge its comparative newness and its consequent lack of recognition; and, as an evidence of the latter, I might point to the fact that in this great educational exposition, while one vast palace is given up to exhibits of the school, the library has with difficulty secured a part of a room in the Missouri State Building for an exhibit of its activities in the great work of education, in which, as I am trying to show, its potentialities are as great as those of the school.

As our Board of Directors said, in its appeal to the exposition Directors for a separate library building:

"The library, besides being the most efficient and most economical agency for popular education, represents all the fair will have to show. It stands for the sum total of human knowledge. It is the instrumentality through which knowledge has been conserved and c.u.mulated. Only through the library can civilization continue to advance.... Books are the most potent factors in progress. Without books we should have had no powerful locomotives to show, no wireless telegraphy, no wonder-making machinery, no beautiful buildings, no impressive statuary, no paintings to arouse wonder and yield delight--no World's Fair to draw distinguished scientists and educators from all over the world."