Part 29

Sometimes we have cases resembling those of the applicants for charitable aid from various sources. Members of the public entitled to library service, the amount of which has been limited by the rules to ensure proper distribution and to prevent monopoly, manage to get two or three times as much as they should get, by applying to different departments, or to the same department under different names. There has been much removal of restrictions of late, in libraries, with the intent to give fuller and freer service to the public. There should be no restriction that interferes with such service. But many restrictions are intended merely to check those whose tendency is to hamper service; and removal of these will evidently injure the public, not benefit it. Traffic regulations are a great bother, but their removal would not be in the public interest. Neither would the removal of necessary regulation of library traffic--the free distribution of books through the appointed public agencies. I sympathize with our modern desire to let Mr. A have as many books as he wants and to keep them as long as he wants; but this sympathy changes to indignation when Mr. A proves to be a library hog, taking advantage of his privileges simply to keep away from Mr. B and Miss C the books that they want. Now and again we find a reader who understands increase of library privileges to mean taking a book away from someone else and giving it to him. There could be no more flagrant example of the double sin of duplication and omission--giving A more than he can use and thereby depriving B of what he needs.

The expenditure of time is a domain in which our two sins become especially noticeable. If one has plenty of money he may waste a good deal without serious effects; but waste of time is different. The total extent of time is doubtless infinite, but not its extent as available to the individual. He has only his three-score years and ten, and astronomical happenings have chopped this up for him into years, months, weeks and days, any one of which is largely a repetition of those that have gone before. So many of our duties, for instance, are daily that the average man has only a few hours out of the twenty-four to deal with emergency work, “hurry calls” and all sorts of exceptional demands on his time. If he gives ten minutes to something that requires but five, he must often neglect a duty, and this constitutes duplication and omission of time, to be remedied by taking the unnecessary five minutes from one task and bestowing it on another. Here again, however, our algebraic addition is simple only on paper. We are hindered not only by our own propensity to waste time but by those whose own is of no value and who therefore insist on wasting ours for us.

This is a subject on which most executive officers can speak feelingly. Such officers are troubled with two kinds of lieutenants--those who keep them in ignorance of what is going on and those who insist on putting them in continual possession of trivial details--more omission and duplication, you see. One special kind of time-waster is the assistant who comes to her chief with a request. Foreseeing refusal she has primed herself with all sorts of arguments and is ready to smash all opposition in a logical presentation of the subject calculated to occupy thirty minutes or so. But the request, as stated, appeals to her chief as reasonable, and he grants it at once without hearing the argument. Do you think the petitioner is going to waste all that valuable logic? Not she! She stands her ground and pours it all out, the whole half hour of it; and when the victim has granted a second time what he had already granted without argument, she retires flushed with triumph at her success. And while this duplicator was duplicating, the other sinner, the “omittor”, was performing some innocent and valuable administrative act without her chief’s knowledge, causing him to give wrong information to a caller and convict himself of ignorance of what is going on in his own institution.

Time-wasting, of course, is by no means confined to the library staff. Much of every one’s time, in a library, is consumed in fruitless conversations with the public--the answering of trivial questions, the search for data that can do no one any good, efforts to appease the wrath of someone who ought never to have been angry at all, attempts to explain things verbally when adequate explanations in print are at hand. All these things consume valuable time and thereby force the omission of public services that would otherwise be performed. Some of them are unavoidable. We must always change up a little time to the account of courtesy, the avoidance of brusqueness, the maintenance in the community of that tradition of library helpfulness that is perhaps the library’s chief asset. This we can not afford to lose. But without sacrificing it, can we not eliminate some of the bores, cut down our useless services for the sake of performing a few more useful ones, and increase the amount of library energy usefully employed without enlarging the total sum expended? This is one of our most vital problems, did we but realize it.

We have gone far enough, perhaps, to realize that our two sins are indeed cardinal and fundamental. The authors of the Prayer Book were right. We have done those things that we ought not to have done and we have left undone those things that we ought to have done; and we are all miserable sinners.

If I had nerve enough to add a new society to the thousand and one that carry on their multifarious activities about us, I should found a League to Suppress Duplications and Supply Omissions.

A MESSAGE TO BEGINNERS

History may be described as an account of the conflict between the tendency of things to move and efforts to fasten them down so that they will keep still. Where they have been moving in the wrong direction these efforts have been praiseworthy; but in too many instances motion has been resisted simply because it is motion, quiescence being looked upon as the supreme good. In his interesting “History of Fiji”, Dr. Alfred Goldsborough Mayer notes that the difference between the savage and the civilized man is not one of content of knowledge, for the savage often knows far more than we do, but is due to the fact that the savage is bound hand and foot by tradition--he is a slave to his imagination, and to that of his forefathers. The conflict in his case has ended definitely with the triumph of the fastening down process. There is no more motion. He can not fall back, but neither can he move forward. He is locked in one position--that of the particular generation, five, fifty or five hundred years ago, when his fight for progress was lost.

With the civilized man the fight still goes on. It is not yet won nor lost and the story of it, as I have said, is history. Read it in this light and it will assume for you new significance. Wars, revolutions, changes of dynasty, racial migrations, linguistic changes, the achievements of art, the triumphs of science, the evolution of social systems, the development of justice, the rise of literature and the drama--everything that marks the story of what has been going on in the world--is but a phase of this age-long struggle between forces and obstacles of whose origins, at bottom, we know little. So far as the obstacles have won, there are still savage elements lurking in us; so far as we have thrust them aside, we are advancing further toward civilization. The one title that we have to call ourselves civilized is the fact that no set of traditions or customs--no institution--has yet become crystallized into the fixity that obtains with the savage races;--not the Church, not government, not science, nor art nor literature. All these are changing, despite efforts to pin them down. Our language, our social customs are altering; our fashions of dress change from year to year. Our old people, for a man often reverts to savagery in his old age, pass away with words of regret on their lips for the good old days of their youth, when things were different. A savage has never to do this, for the days of his youth and his age are precisely the same--custom, speech, habit, observance, tradition, all are locked up into fixity.

The education of the savage is directed toward perpetuating this fixity; that of the civilized man should be a force in the opposite direction. Recognizing that change is the life-blood of civilization, it should be devoted to controlling and directing that change, leading the mind of the pupil to anticipating and welcoming it and bracing that mind against all feeling of shock due to the mere starting of the machinery of progress. I say this is what education should be. I believe that it is tending in this way. But a large part of it is still savage--an effort to keep our customs, thoughts and actions to standards set up by our ancestors.

The Public Library, we are fond of saying, is an educational institution; which kind of education shall it dispense? Shall it be a motor or a brake? Shall it look back into the past or forward into the future?

To many persons, the idea of a forward-looking library seems absurd. It is essentially a repository of records, and records are of the past. You will find somewhere, unless oblivion has overtaken it, an address by your lecturer on “The Public Library as a Conservative Force”. Such it doubtless is and such it should be--but its conservatism is that of control, not of stagnation. It is the skilled driver who keeps the car in the road--not the ignoramus who stalls it in the ditch. Records are assuredly of the past; but the past and its records may be looked upon in either of two ways--as standards for all time, or as foundations on which to build for the future. The civilized man rejoices in foundations--he builds them deep and strong, and erects upon them some noble superstructure. The savage puts up his great stone circle, mighty and wonderful perhaps, but complete in itself and of no manner of use.

So I ask you, what is our collection of records to be--a stone circle or a foundation?

Now the records themselves--the books--can never determine this any more than the great monolith can determine whether it is going into a Stonehenge or into the foundation of a Parthenon. It is what we do to the books--to and with them--that matters.

The world would never move on without records of the progress that had already been made. Just as surely, it would never move on by reliance on those records alone. What we have accomplished brings us merely to a mile stone in the path of progress. To reach a given point, one must pass the mile stones on the way; but they must be passed and left behind. We shall never get anywhere merely by sitting down upon any of them. To make a personal application to yourselves, you will never make good librarians unless you master what good librarians before you have learned and taught. But just as certainly, you will never be good librarians if you regard this as a definite stopping point. The trouble with most of our education is that it is static and not dynamic; it looks backward, not forward; it teaches what has already been accomplished and fails to equip the student for devising and accomplishing something further, on his own account.

I am warning you in the midst of a course intended to fit you for librarianship that the course alone will not so fit you. But it will start you--and a start in the right direction is of great value--nay, it is indispensable. When the fielder throws the ball directly into the baseman’s hands there is a preliminary motion of his arm. At the end of that motion the ball begins its flight; its start has enabled it to go straight. Your library course will be the throw that enables you to go straight to the mark, but you must not forget that the whole flight remains to be made. My metaphor is a bad one. The ball has no power to adjust or alter its course. You have that power; you can better a good start, or you can nullify it. You may even hit the mark after you have been started in the wrong direction; but to say this is by no means to recommend a wrong start.

All this is a series of platitudes; but to insist on the obvious is often useful. There are so many obvious things that we are apt to neglect some of the most necessary, just as we may fail to see a sign on a building because it is all plastered with signs. Nothing is more common than to assume that a period of formal education, general or special, makes its subject “fit”, either for life or for a vocation. Some never get over this idea and fail in consequence; some discover their mistake and blame their training because it does not do what it can not do and was not intended to do. Formal training trains one to start; it makes one fit to run the race. The race is not won when the training has ended; it has not even begun. The man with a B.A. degree is not ready to tackle the problems of life and vanquish them. The graduate in law or medicine is not a trained lawyer or physician, and when you have completed your library course you will not be trained librarians. You will have been started right, the rest of your training will depend on your reaction to the forces, the stimuli, that surround you on all sides.

What the executive officer is looking for all over the world is initiative, guided by common sense; but it is rare. Possibly our education fails to develop it; possibly no system of education could develop it. But it exists; and we are all happy when we find it. Throwing out of consideration the really lazy, ignorant or incompetent assistant, competent subordinates may be of three kinds--first, he who has been trained to do certain things in certain ways and continues to do only those things in only those ways, not realizing the possibility of change or improvement; secondly, he who does realize this possibility but has been taught, or at any rate believes, that it is not his place, but only his superior’s, to take active steps toward something more or better; and thirdly he who both realizes and acts, who does what he can to see that such steps as he can properly take to improve matters are taken and that such as he can not take of his own accord are suggested, in a proper manner, to his superior. If I were asked to sum up, in a few words, the things that differentiate a well run from a poorly run institution I should say, first, the existence of a staff composed of persons of this third variety, and secondly a chief executive who appreciates and uses them. A progressive executive with a staff of assistants who faithfully obey orders and do nothing more will not go far. His institution may make no mistakes; it may run like a machine, but it will have the faults of a machine--its product will be machine made. With a live staff and a poor executive there will be a maximum of mistakes, absurd and ill-judged plans--a failure to co-ordinate effort in different lines. With plenty of initiative in the staff, and with an executive to select, restrain, encourage and control, we have an approach to the work of a single living organism, the most perfect tool of evolution.

While this means the encouragement of suggestion it also means rejection and selection. It means that while the staff will have to bear disappointment with good nature and without diminution of initiative, the executive, on his part, must realize that a hundred impractical suggestions do not disprove the possibility, or even the probability, that the assistant who makes them may ultimately offer some plan, method, or device of great value. Some of the greatest improvements in library service are due to persons with an imagination and an initiative especially prone to run wild in impractical suggestions.

I realize that I may be regarded as tossing a firebrand among you when I tell you to develop your initiative. An unwise or uncontrolled initiative may do harm, but I fervently believe that greater harm is done every day by the lack of all initiative. Better than any stagnant pool is a running stream, though it break bounds and waste itself in foam and spray. There may be those who will say: Let the student first learn to obey without question; when he has done this it will be time to talk to him about initiative. Alas! that will also be the time when he has lost the chance to develop it intelligently. No, the accepted standards and the ways of progress must be assimilated at one time. Rather than unquestioning obedience to an order, a rule or a formula, let us have appreciation of the reason for it and disobedience whenever a breaking of the letter may keep us more closely to the spirit.

I can assure you that you will make better assistants if this is your temperament, that librarians are looking earnestly for more of this kind, rejoicing when they see the spark of life among the dead wheels and cogs of the library machinery, determined to give any one who shows it an opportunity to show more of it, by promoting him to a place of greater effort and of higher responsibility and service. When such a promotion comes, perhaps over the heads of others with better training and longer experience, there is often wonder and a disposition to explain it all by “favoritism”. And viewed from the proper angle, this is correct; every chief librarian has his favorites; they are those on whom he has learned that he can depend, not only for solid and accurate knowledge of facts and methods but also for quick and ready response to the slightest change of conditions--for appreciation of what is needed in a given set of unusual circumstances and resourcefulness in devising new methods or modifying old ones to meet the emergency--what I have already summed up in the one word initiative.

Every teacher, and every student knows that a good arithmetician may fail utterly when he comes to state and solve problems in algebra. His success has been due to the memorizing of rules and their application. When he is confronted with the necessity of putting into mathematical symbols the fact that A, B and C can do a piece of work in 3, 4 and 5 days, respectively, he is stumped because an entirely different sort of demand is made on his intelligence. And when his teacher explains how the statement may be made, although he has learned how to state that particular class of problems, he is just as much at sea when he is confronted with the question of how soon after 12 o’clock the hands of a watch will again be together on the dial.

In other words, he has left the land of rules and entered the region of common sense. If he is bright, he very soon realizes that all mathematics is common sense; that rules are very useful indeed, but only as short cuts to mechanical processes.

So, at least so I trust, all the methods and tools of library work are based on common sense--catalogues and charging systems and classifications are very useful indeed, but only as short cuts to certain results that would otherwise not be achieved or would be arrived at too late or too confusedly. We must learn all about these, but the time will come when we shall leave the library school and enter the library. Here no sort of rule, formula, method or process will suffice for us, essential though they all are; if we are to make good we must add common sense, adaptability, resourcefulness, initiative.

Possibly you think that I have been applying the principle of conflict between progression and stagnation somewhat carelessly--now to your own training as librarians and again to the service rendered by the library itself. In truth these are intimately connected. Progressive assistants make a progressive library. A staff that does its work mechanically will operate a library without initiative. If your habit of mind has grown to be a habit of regarding all the technical detail of library work as part of nature’s law, you will be shocked at a suggestion that the library of which you are a part should undertake some public service that a library never undertook before.

You may know already--you certainly will know soon--that this question of the extension or limitation of library service is still a burning one in many minds. Libraries to-day are doing a thousand things that no one of them would have thought of doing fifty years ago. That some of these things are foolish or ill advised I have no doubt. We now occasionally hear it said that there should be some authoritative statement or agreement on what public libraries, at any rate, ought to do and what they ought not to do. But we Americans do not take kindly to limitations of this sort, although they are familiar in countries where service of all kinds is more standardized. We read in a recent magazine article of the trials of Mrs. James Russell Lowell with English servants, when her husband was American minister in London. Wishing to have a loose corner of carpet nailed down, she called on one after another of her domestic staff, only to be told that the clearly-defined duties of each did not admit of that particular item of service. She finally lined them up on one side of the room, tacked down the carpet herself and then discharged every one of them. This sort of thing does not seem to Americans like efficiency. If some needed bit of service in an American town remains undone, and church and school and library all look the other way because it does not fall within a carefully-limited sphere of duty which each has assigned to itself, we shall count them all blameworthy, especially if it shall appear that one of them is equipped to perform that particular service easily, cheaply and well. The church and the school have both taken this view, and the modern extension of the library’s functions shows that it has been doing likewise. It has gone further than either of the others, probably, because it finds itself in many ways better equipped for the doing of civic odd jobs. It is related of a railway manager that an employee whose work was over once asked him for a free ticket home. The manager refused, saying: “If you had been working for a farmer you would hardly expect him to hitch up and drive you home, would you?” “No”, said the man, “but if he had a rig already hitched up and ready to start, and he was going my way, I should call him darned mean if he didn’t take me along.”

In many cases the library has been hitched up and standing at the door when the necessity has arisen, and it has been “going the same way”--in other words, the need of the community is nearly related to the work that the community’s support has already enabled it to do. Under these circumstances it is in the position of Coleridge’s Wedding Guest--it “can not chuse but hear”.

When we look at the library’s recent history, we shall see that it is in precisely this way that it has taken on all its additional functions. The old libraries lent no books. But home use of books seemed presently desirable. After experimenting with separate institutions for this kind of service, we have all come around to considering it a legitimate function of the Public Library. Libraries gave no attention to children. When this became necessary, another function was added. These and other duties were very closely related to the library’s older functions. Soon there was a further step, in making which the library took over services whose connection with its primary business was not so clear. To draw an example from what is most familiar to me at present, in the St. Louis Public Library you will find a room for art exhibits, collections of post-cards and textile fabrics, a card index to current lectures, exhibitions and concerts, a public writing-room with free note-paper and envelopes, a class of young women, studying, like yourselves, to be librarians; meeting-places for all sorts of clubs and groups, civic, educational, social, political and religious; a photographic copying machine, placed at public disposal at the cost of operation; lunch-rooms and rest-rooms for the staff; a garage, with automobiles in it, not to speak of an extensive telephone switchboard, a paint-shop, a carpenter shop, and a power-plant. Not one of these things, I believe, would you have found in a large library fifty years ago, and yet they are probably all, in one shape or another, to be found in all large modern American libraries. They are extensions of function; in many cases it would be hard to justify them on general principles. Why should a library allow young people to dance, or men to hold a political meeting or the neighbors to exhibit local products, in its building? Our English friends hold that it is the height of absurdity to do so. Doubtless we should be absurd if we should attempt to formulate a principle about what cognate activities might properly be admitted to the library and should include such things as these. But that is not the way in which it all came about. There was some group of citizens, anxious to engage in some activity, beneficial to themselves and to the community. They wanted a place to meet. Church and school, for one reason or another, real or imaginary, were out of the question, and they came to the library. The Library had an unoccupied room, heated and lighted. It had the choice of locking out citizens of the community that were supporting it out of the public funds, or of admitting them. Put in this way the library’s duty seems clear enough. But there is a step further still. Some demands for help are so old that the knocking at the door has passed out of the consciousness of both those who knock and those who hear. In this case it becomes necessary for the library to undertake what a recent scientific writer calls the “re-education of its attentive control”. When an institution reaches the conclusion that it is doing all that it can, or all that the community can properly ask of it, the chances are that it is losing its ability to concentrate. Its duty is to fix its attention on one element of community life after another and ask itself whether it is not overlooking some really insistent demand for help.