will unfold as time goes on-the first children's room opened in a public library dates back not much more than a dozen years. In the almonry of Westminster, three and one-half · centuries ago, William Caxton chose carefully for his printing press, with deep reverence in his heart for the white souls upon which his characters would be printed as surely as upon the white paper before him. And with that same thought and care will be sifted, in the work that is being carried on now, the printed page that helps to mould and build the character of the newer generations.

Chicago Public Library.

HENRY E. LEGLER.

A

The Modern Library Movement

MOVEMENT for the systematic library work, known

as the modern library movement had its start in the year 1876. It was in that year at the centennial that the first permanent organization was formed. In this year the first government report of libraries at all complete was published, and the first library journal was created. I give the data that one may realize the youth of this vigorous movement.

There were about 2000 public libraries of over 1000 volumes in the country in 1876 and there is likely to be about 9000 when the census of 1910 is completed. This outward growth shows an appreciation by the community of the value and efficiency of this library work, with its high ideals and standards, a realization of its worth as an essential factor in the educational equipment of the country.

Library technique was the first matter to receive the attention of librarians. Cataloging, classification, charging systems, book-shelving absorbed their attention almost to the exclusion of the social service opportunity, the enrichment of life through the book. For "the greatest good to the greatest number" and to solve another problem of library administration in 1891, the first state library commission was established in Massachusetts to foster the establishment of new libraries and to give state aid to all libraries already existing and needing help to extend their usefulness. There are now thirty-five library commissions in the United States, many with a library organizer who travels about the state, helping the small libraries to grow, assisting the librarian and the directors in selecting books, preparing them for circulation, and establishing and unifying rules for classification and cataloging.

The mechanical part of library administration having been perfected, the attention was directed to better training for the work. At the present time there are ten well organized library schools in this country, giving a one-year or twoyears course. There are also many summer schools. Almost every state now has a summer school, where librarians can

get at least a few weeks of technical training, and many of the largest libraries have apprentice classes.

One of the most valuable movements in this modern library development is the work with children. In 1876 an age limit for children in libraries was considered absolutely essential. In 1894 about seventy percent of the libraries of the country had an age limit, which averaged about thirteen years. Children in a library were considered a nuisance by adults. "Children and dogs not admitted" was a sign in many places. A librarian trained for special work with children would have been considered a parvenu.

I believe the first work of co-operation between the schools and the public library began in Worcester, Mass., in 1879. Children were brought to the library to see books and pictures, and teachers took books to their classrooms. In 1896 a library department was established in the National Educational Association. I hope this department may grow and continue to be a great help to teachers interested in library work. Many large libraries now have a school department with an assistant who gives all of his time to helping the schools.

In 1895, Boston, in one of the most beautiful library structures in the world, Seattle, and San Francisco, opened special rooms for children, and today a library building is not considered properly built unless provision is made for a special room for the children. In a completely equipped library building of today we find a beautiful room for children with artistic surroundings, a specially trained librarian (perhaps from the school at Pittsburg established in 1900 and endowed by Mr. Carnegie for the training of librarians for special work with children) a section of reference, and other books selected with the co-operation of many workers who have given great care to the evaluation of this class of literature. Beautiful pictures and picture bulletins and the "story hour" are also features of work done for children in these special rooms.

I wonder how many of my readers know of the library conditions in our own state and community.

Illinois as a state has been quite slow in progressive library work. After much striving a state library commission has only recently been established. In Illinois the state does not furnish any money for co-operation between the schools and the public libraries. The state of New York, "which has been aiding school libraries since the days of De Witt Clinton, contributes to the support of this work as much as the

city of New York raises for the purpose, under the law, or two dollars per teacher. This gives a total amount from both sources of about $56,000 for the four hundred and eighty-four schools in the city, every cent of which is spent for books." This money is spent by the Board of Education. In addition to the classroom libraries which are supplied by the school authorities the traveling library office of the Public Library maintains, in the day schools, many deposit stations to supplement the Board of Education work, and has a very large home circulation.

In Wisconsin the school library law makes mandatory the levying of a per capita tax, based on the population of school age, for the purpose of securing a fund to be devoted to the purchase of books for the local school libraries. This tax is ten cents for each child of school age (over 4 and under 20) and the books are purchased annually through the county superintendents, who distribute them pro rata to the school districts according to the school population. The selection of books is made from a list compiled by the state superintendent of schools.

The Illinois law reads; "They (the Board of School Directors) may appropriate for the purchase of libraries and apparatus any school funds remaining after all necessary school expenses are paid". Because of increasing science requirements for entrance to high schools and colleges, any available money is spent for apparatus and nothing is left for books. Would it not be well to organize the schools and the libraries in our state to work together for a better state law as a step toward more money for school libraries? The state library commission might well take this up as an important

state movement.

The removal of the American Library Association headquarters to a permanent location in Chicago is a great step forward in the library work in this locality. This recognition of Chicago as a growing natural geographical center for library work of the country should give a new impetus to library work in our city and state.

In the current number of THE EDUCATIONAL BI-MONTHLY readers will find statements regarding the library facilities in our three splendid public libraries, the Chicago Public Library, the Newberry Library, and the John Crerar Library, and in a few special libraries of interest to teachers.

Librarian, Chicago Normal School.

HELENE LOUISE DICKEY.

The beautiful address of the Commissioner of Education at the funeral of Doctor William T. Harris, printed in the February EDUCATIONAL BI-MONTHLY, might, with a few changes, have been spoken with perfect propriety for another educator who died a few days ago--Mr. George P. Brown. He was a close friend and ardent follower of Doctor Harris, maintaining with breadth and clearness his exalted view of education. He loved to acknowledge his indebtedness to his master, and was never weary of spreading his far-reaching philosophy. Mr. Brown did not embody this teaching in books, but in the more intimate and vital way of personal instruction.

Many years ago he settled at Bloomington, Illinois, and there gathered about him a small but serious company drawn mostly from the faculty of the normal school near by. Once a week these men, and a few women-a modest round table of seekers after truth-met at Mr. Brown's home. Three of their number now hold important positions in education -Doctor J. W. Cook, Doctor David Felmley, and Doctor Charles De Garmo. I am sure they, as well as all of the group, hold in grateful remembrance those evenings of intellectual fellowship, and that they will acknowledge the stimulus of the leader whose guest they were. Mr. Brown was not merely an annotator of another's thought. He had himself a mind of large grasp, a capacity for clarity of thought, for illuminating whatever subject he touched. His views he expressed without finality or dogmatism, and these only when every one else of the club had in discussion offered his full quota. Many a chance visitor would go from these gatherings saying, "That is clear to me now."

Mr. Brown's interest in the common school was his master passion. He had been successively teacher, superintendent, and principal of a normal school before coming to Bloomington. All this experience, together with his study in philosophy, he applied in a larger way as editor of his school journal, School and Home Education. He was continually working to reach the common school teacher, was persistently employed in raising the standard of elementary education. In this journal he expressed his full interest in the school, ranging in matter from an outline of a recitation to an editorial on some phase of current educational theory. His two books, "The Story of Our English Grandfathers" and "The King and His Wonderful Castle," are his direct appeal to school children.

Personally, Mr. Brown was an admirable type of the American gentleman-democratic, helpful, sincere. His disinterestedness, his buoyant support of all good things were his striking characteristics. He was an untiring teacher. A book, a reform, a movement having in them anything essential to human advancement, were so many appeals to his zeal for spreading their truth by word or pen. He had the open mind, the large receptiveness for right views of life, gifts which are essentially moral. What his attitude was toward some of the new modes of philosophy, pragmatism for instance, I cannot say. To Novalis's saying, "Philosophy will not bake bread, but it will find God, freedom, and immortality," he used to add, “A philosophy which does not bake bread is of little value.' Chicago Normal School, ELLEN FITZGerald.