Part 35

Written for the National Municipal 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 institutions, 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 assigned 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 municipal 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 assessments 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 municipal 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 amusement. Yet the information that they secure in so doing is none the less valuable and both are certainly educational institutions. 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 institutions 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 principals 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 classification, 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 accumulator 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 assigned 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 institution, the chief building is the library. It is the center of institutional activity.... That factor of college work, the library, fifty years ago almost unknown, to-day already the center of the institution'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 institution itself."