College and Research Libraries By F E L I X E. H 1 R S C H The Use of the Book Collection in the Teaching Program of a Progressive College Felix E. Hirsch is librarian and instructor at Bard College. In this article he shows how three progressive colleges seek to teach with books—thus vitalizing and individualizing their curricula. SO M E Y E A R S ago President W r i s t o n of Brown University made a very telling comparison. " W h e n the doctor," he said, "wants to know the general state of your health, he takes your temperature and your pulse. I n much the same way I regard the two-week-book circulation as the most significant single indication of the intellec- tual well-being of the institution." If that is true, the progressive colleges in America seem to enjoy an unusually fine state of health, for their figures of stu- dent reading per capita are higher than those of almost any other college. Branscomb in his recent study Teaching with Books points to one of these progres- sive institutions, Bennington College, as an example for his thesis that the students will use the library where the curriculum and method of instruction are planned with that expectation. H e gives the cir- culation statistics for Bennington, which since 1934 have exceeded annually 55 books ( 1 9 3 9 / 4 0 : 6 5 ) and 9 reserve books per capita, although the students reside on the Bennington campus only thirty weeks a year. These figures are impressive, in- deed, if you hold them against the average circulation in American colleges, which Branscomb puts at only 12 books and 50 to 60 reserve books per capita. T w o other progressive colleges in the East, Sarah Lawrence and Bard, have had equally satisfactory experiences with stu- dent reading. A t Sarah Lawrence Col- lege the annual book circulation per student has ranged from 43 to 50 volumes in recent years. T h e annual figure for two-week books at Bard College has been above 70 per student during the last five years; in 1936/37 and 1938/39 it ap- proached 80. T h e number of overnight reserves, meanwhile, sank from 33 to about 10 per capita. Since little has been published thus far about the relation between the book col- lection and the teaching program in pro- gressive colleges, I shall give here some reflections based on more than four years of my experience as librarian and instruc- tor at Bard College. Valuable suggestions for this paper have also been received from the librarians of the other two Eastern progressive colleges, M r s . Leslie and Miss Stone. Sarah Lawrence College in Bronx- ville, N.Y., was the first to appear on the horizon about twelve years ago. I t of- f e r e d "A New Design for Women's Edu- 48 COLLEGE AND RESEARCH LIBRARIES cation," as President Constance W a r r e n calls her recent book, which is a lively exposition of progressive college methods in action. A few years later, in 1932, Bennington College was established in V e r m o n t ; it carries out similar, but by no means identical ideas in the field of wom- en's education. T h e y may be summed up in the following sentence taken from a Bennington College bulletin: " T h a t the college should accustom its students to the habit of engaging voluntarily in learning rather than of submitting involuntarily at certain periods to formal instruction." Bard College, the only boys' college in this group, has served as an experimental unit of Columbia University since 1934; it grew out of a complete reorganization of the old St. Stephen's College. T h e man who brought about the educational change, D r . Donald G . Tewksbury, had taught before at Sarah Lawrence College, and the present Dean, D r . Charles Harold Gray, came from Bennington College. T h u s there are certain close ties between the three institutions. Quality of the Book Collections Before we can investigate the relation between educational programs and use of the library, two important questions must be answered. T h e first is: W o u l d it be possible ito explain the high reading figures in these three progressive colleges to a considerable extent by the unusual quality of their book collections? I doubt it. Al- though all three of them received gener- ous aid from the Carnegie Corporation in the process of building up their li- braries, none of them can compare with those of some well-endowed conservative colleges. Sarah Lawrence and Benning- ton have excellent modern collections, but they are certainly not large., Sarah Law- rence has more than thirty-four thousand volumes while Bennington is approaching twenty thousand, and they have no ambi- tion to rival their wealthier competitors. As President Robert D . Leigh of Ben- nington (also Acting Dean of Bard Col- lege in 1939) put it in the foreword to the first annual report of his librarian: " O u r library is designed primarily to serve as a reading room for a working collection of books, Clearly it is not intended to duplicate the great university or metro- politan research libraries." Bard, having deeper roots in the past, has a richer col- lection, containing more than sixty-one thousand volumes; it is strong in the so- cial sciences and the humanities. W i t h a maximum enrollment of 150 to 160 stu- dents it has more than four hundred books at the disposal of each student. Further, the high reading figures of these three progressive colleges cannot be explained by the attractiveness of the li- brary buildings or a particularly shrewd arrangement of the collections. T h e buildings which house the libraries at Sarah Lawrence and Bennington are modern and rather well equipped. T h e y convey a pleasant atmosphere, but are in no way exceptional. T h e r e are neither magnificent browsing rooms nor romantic ivory towers. T h e situation at Bard is worse: T h e library is located in a Greek temple because the donor of the building loved classic architecture. Unfortunately, there is nothing less attractive for leisurely reading than an enormous room that re- ceives its bit of light only from the sky. N o n e of the three progressive colleges tries to push the circulation by introduc- ing dormitory libraries or developing an undue number of departmental libraries. A few of the latter, on the other hand, may be indispensable for carrying out the DECEMBER, 1940 49 educational program effectively. Sarah Lawrence has placed about one thousand books in the science laboratories, and the music building houses the library collec- tion of records and scores. A t Bard, be- cause of the general inadequacy of the main library building, more branches were developed. A sizable science library serves the students working in the laboratories* Close to the art studios, there was estab- lished an art and music library four years ago. In a pleasant room, art books and reproductions are displayed and music records may be used. T h i s has become a rather popular place with the students who like to look at the beautiful Carnegie art set or to listen to the great music of the past. T h i s kind of appreciation, however, does not do much to boost the circulation figures. Bard has classroom collections only in the modern language departments ; they are fulfilling their purpose there to a considerable extent. Progressive Methods of Instruction Since neither the quality of the book collections nor their arrangement would go far to explain the wide reading of even the average student in progressive colleges, one may safely conclude that the laurel belongs to their methods of instruction. H o w may these be characterized in a few sentences? In the three institutions there is no preconceived curriculum for every- body; the needs of each individual student are taken into account and his initiative is strengthened by all possible means. A recent bulletin of Bard College says: A student is not merely a passive listener in a class nor a mere reciter of lessons. He is urged to take his education into his own hands, to follow up his own questionings and to go as fast and as far as he can. The good student is not held down to the average rate of the class. . . . The aim is to give every student the highest degree of training he can take. T h e r e are no required courses. Even the freshmen meet in small informal semi- nars. These are supplemented by indi- vidual conferences which each student has with each of his instructors. Such con- ferences are usually held bi-weekly. T h e instructor has here a splendid opportunity to arouse a boy's enthusiasm for a great idea and a great book, and he can also check up on the actual achievement of the student in this conversation far better than in any written examination. Any student who has a minimum of self-respect will hate to come to such a conference un- prepared, and he will not go away from it without having received some new hint about the treasures of wisdom stored in the college library. Very often such a conference begins in the instructor's office, but ends in the stacks of the library. T h e highest degree of individualization is reached in the tutorials; here the professor deals only with one student on a subject in which the boy shows serious interest and ability. Even the freshman is now to have such a tutorial in his major field of study. Needless to say this type of education is expensive. A t Bard there is now one in- structor for every four students! T h e faculty members are extremely busy in spite of this unusually low ratio, for they are charged with wide responsibilities in guidance that really never end. The Librarian as Educator W h a t is the position of the librarian in this educational setup? It would seem to be stronger than in the conservative col- lege, since the progressive method of instruction tends to make students book- conscious. A t Bard, the librarian is not just a member of the "staff," but his main 50 COLLEGE AND RESEARCH LIBRARIES function is that of an educator. In his rather f e w hours of leisure, he teaches also. H e is a regular member of the G e r - man department, but has taught also in the history department. Branscomb, him- self a director of libraries and a professor, has discussed w i t h much wisdom the pro and con of the librarian as instructor in his Teaching with Books. F r o m my o w n experience I can only state that a librarian Avho has done some teaching in his college w i l l appreciate better w h a t sort of books are useful for instructional purposes than his colleague w h o sees students only in his office or near the reference desk. T h e informality of the whole educa- tional w o r k is reflected also in the library methods. T h e r e is no prescribed course in h o w to use the library. A t Bard, at Bennington, and at Sarah L a w r e n c e each freshman has at the beginning of the aca- demic year an individual conference w i t h the librarian to establish the desirable per- sonal contact. It is expected that each student w i l l learn how to use the library w h e n he (or she) w i l l have actual prob- lems to solve in handling the catalog, using the indexes, and exploring the collection. T h e n the library staff is ready to assist, and no effort w i l l be spared to explain every necessary detail. T w o students w o r k i n g on the same problem may get very different recommendations, each of them according to his capability. T h i s individualized reference w o r k supplements the efforts that the instructors make in conferences and tutorials. It contributes indirectly also to the high circulation figures, since in the course of such con- versations the student's attention is called to many books which he otherwise might have overlooked. T h e r e is nothing more r e w a r d i n g for the library staff than these informal discussions. T h e y usually cover not only questions of h o w to use the li- brary, but also many other aspects of lib- eral education and college life. Between some students, particularly the older stu- dent assistants, and the library staff a friendship has g r o w n up that has out- lasted the day of graduation. Close Cooperation with the Faculty T h e personal collaboration of the li- brarian w i t h the faculty is at least as close as are his contacts w i t h the student body. F o r in the experimental college it is even more true than in other educational in- stitutions that the well-informed instructor is the most effective agent the iibrary has at its disposal. Since the faculties in all three progressive colleges of the East are not large, there is no need for having library committees. M o s t questions can be settled immediately and amiably in per- sonal conversation between instructor and librarian, be it in the library, on the side- w a l k s of the campus, or in the evening by the fireside. T h e r e is a constant give and take. M o s t faculty members help by their expert advice in building up the collection. T h e i r suggestions are gladly accepted, whether they come from a senior professor or f r o m an instructor w h o has just finished his graduate w o r k . In fact a nucleus of younger scholars, whose enthusiasm is still unbroken, gives the most g r a t i f y i n g co- operation. T h e y are the unofficial library committee that meets day by day. O n the other hand, the library staff supports their educational w o r k in many ways, for in- stance, by assisting them in the prepara- tion of syllabi, and by calling their attention to recent literature in their o w n fields of interest. W e do not w a n t to " t e a c h " them a n y t h i n g ; w e strive for their sympathy and friendship. T h e observa- tion of Branscomb " t h a t the natural DECEMBER., 1940 51 enemy of the librarian has always been the professor" does not apply in these pro- gressive colleges. T h e flexibility that is so characteristic of our w o r k as a whole, may be found also in the handling of the book budget. T h e r e are no fixed appropriations to the depart- ments. T h e money is spent w h e r e it is needed m o s t ; that is, w h e r e serious gaps are to be filled, w h e r e literature for n e w l y designed courses is to be gathered, and w h e r e an old topic is, approached f r o m an unfamiliar angle. It must be repeated h e r e : progressive education is expensive. T h e library at Bard has to buy many books even if no large circulation may be expected for them. O f t e n items are pur- chased to suit the legitimate needs of only t w o or three persons on the campus. Duplicates are seldom acquired, since they are as a rule not needed in individualized education, and only a f e w inevitable text- books are added occasionally, because the w h o l e conception of the textbook is in- compatible w i t h the spirit of progressive teaching methods. T h e emphasis in ac- quisitions is upon material that is likely to have permanent value. A t Bennington the policy is somewhat d i f f e r e n t ; current publications, particularly in the social sci- ences, are purchased if they seem useful for the time being, even though they may have to be discarded a f t e r a w h i l e . A considerable amount of our money is de- voted to good general reading, but even these books are usually selected w i t h some educational purpose in mind. W e try to get as many recent thought-provoking books as possible and to stimulate interest by having some elaborate exhibits, but w e never lose sight of the fact that the whole- hearted pursuit of his studies is more im- portant for the B a r d boy than purely recreational reading could be. Progressive methods of education can- not succeed if the spirit of liberality does not prevail everywhere on campus. A n y B a r d student may enter the laboratories and studios at any hour of the day or night he pleases. A l t h o u g h the library cannot go quite that far, w e nevertheless keep very l o n g hours and operate w i t h a minimum of rules. A l m o s t all the books, even those that most college libraries w o u l d consider to be reference works, and the bound periodicals, may go out for t w o weeks and are open to renewal. Books that are not in general demand often are lent for the w h o l e semester, particularly to upperclassmen. O n l y a f e w new books are limited to seven-day loans for students and faculty alike. The Problem of Reserved Books Extensive use of reserved books may be a necessity in large institutions, but is certainly out of place in a small college w h i c h stresses individualized instruction. Bard C o l l e g e L i b r a r y has enough material on most subjects so that each student can read a different book on the topic that is to be discussed in his seminar. Such a variety of reading w i l l render possible a more stimulating exchange of opinions in class than if everybody had used the same assigned w o r k . A t first I tried teaching w i t h o u t any reserved books in a course of my o w n in English history. I w o r k e d out so com- prehensive a syllabus that each of my fifteen students had plenty of literature available for each seminar m e e t i n g ; the syllabus w a s supported by the individual advice given in the bi-weekly conferences. W h e n I saw that it w a s not difficult to succeed w i t h this method, I began to per- suade faculty members to change their at- titude. Some of them w h o w e r e f u l l y 52 COLLEGE AND RESEARCH LIBRARIES aware of our resources in their field co- operated at once and ceased to put books on reserve. T h e more conservative pro- fessors and those w h o had taught previ- ously in very large institutions insisted on keeping a reserve. It took a long w h i l e to induce these faculty members to change their points of v i e w . T h e first step w a s to suggest to them a differentiation be- tween various types of reserved books ac- cording to their general importance to the w h o l e class. T h e library introduced, in addition to the overnight reserve, the three-day and seven-day reserves. T h e s e gave the students a better chance really to read a book instead of h u r r y i n g through an assignment. A n d some of the profes- sors finally recognized that a book that was a three-day or seven-day reserve, could just as w e l l go out as a regular book for t w o weeks. T h e r e is n o w unanimity among faculty members and students con- cerned, that under the B a r d system of individualized instruction the educational results are better, if the number of re- served books is kept down to the rather f e w cases of real necessity. Reading Period and Senior Project F i n a l l y , a w o r d must be said about t w o distinct features of B a r d ' s educational program and h o w they affect the use of the book collection. O n e is the so-called " W i n t e r Field and R e a d i n g P e r i o d . " T h e students at Bard, and also Benning- ton, spend six to seven weeks after Christmas off campus. M a n y w o r k in laboratories, business offices, or research in- stitutions to get experiences that no small college campus could offer. O t h e r s spend their time at home or in large metro- politan libraries where they engage in some usually well-planned project of their o w n choice. T h e library at B a r d helps them in preparing for the Reading Period and permits them to take as many library books w i t h them as they think they may need for their task or w o u l d like to have for leisurely reading. T h e library staff has here a fine chance to offer suggestions to students for widening their general edu- cation. M o r e important, and more difficult, from the point of v i e w of the library, is the Senior P r o j e c t (or Senior Thesis, as it is called at B e n n i n g t o n ) . Each Bard student is expected to do in his senior year a piece of independent w o r k , on which he is to spend at least one-fourth of his time. T h e s e projects may cover a rather w i d e field of related subjects or may be restricted research studies on one specific topic. Some of them have been truly excellent; they have paved for their au- thors the w a y to a job or a graduate fel- lowship. T h e y seem to many an observer to be the finest proof of w h a t individual- ized education may do for a talented boy. T h e librarian helps in planning the proj- ect, at least as far as its bibliographical aspect is concerned; and in a considerable number of cases, he has been also a mem- ber of senior project committees. H e dis- cusses w i t h the student the literature that he may find in the college library. U s u - ally only part of the books that are essen- tial for carrying out the project w i l l be available in the collection. T h e r e f o r e the library buys those items that the student w i l l need constantly, even though these monographs may be of only limited use to the college community as a whole. T h i s is at times a drain on the book budget, but the librarian feels that he should give here the utmost assistance because of the educational value of the senior projects. In addition to these purchases, many im- portant books are secured by interlibrary DECEMBER., 1940 53 loan. Since B a r d is affiliated w i t h C o l u m - bia University, the cooperation of the C o l u m b i a L i b r a r y is given generously. B u t often help w i l l be received also f r o m other libraries. T h e best example of liber- ality and understanding is offered by N e w Y o r k State L i b r a r y . W h e n one of the ablest Bard students decided to w r i t e his Senior P r o j e c t on the history of Mc- Clure's Magazine, the State L i b r a r y im- mediately agreed, in this exceptional case, to send to B a r d the fifty-odd volumes that w e r e needed. Sometimes, however, the task of getting the literature for the senior projects together becomes too heavy for the B a r d L i b r a r y , and the students are advised to do research in the metropolitan scholarly libraries. T h a t in itself w i l l be a useful experience for students w h o in- tend to go into graduate or professional schools. O n the whole, the Senior P r o j e c t brings about the c r o w n i n g effort of the library to help in realizing the educational ideals of the college. I have tried to describe here some phases of the w o r k done in the libraries of the three Eastern progressive colleges in gen- eral, and experiments at Bard in particu- lar. I am f u l l y aware not only of our achievements, but also of our shortcomings and of the fact that some of the methods w e use cannot be employed very easily in large institutions. B u t w h a t e v e r faults there may be, these three libraries seem to be moving in the right direction. T o quote once more from B r a n s c o m b : " I f funds are limited and staffs are inadequate, it may be necessary to be less correct along formal lines in order to take an active part in the shift of the teaching program from reliance on formal instruction towards a greater faith in individual s t u d y . " T h e libraries at Bard, Bennington, and Sarah L a w r e n c e have taken this active p a r t ! T h e Task of the College Library (Continued from page 41) ers, methods, techniques, and processes whose only virtue is that they are so gen- eral in their character and so all-inclusive in their results that some little bit of use- fulness is bound to be in them. If you shoot at a target w i t h a shotgun, you are almost bound to hit it, and one of the shots may find the bull's-eye. B u t many of the shots w i l l be wasted. A rifle w i t h a sure aim is much more efficient. T h e task of the college library, it seems to me, is to become a college l i b r a r y — n o t just a library in a college. T h e task of the college library is to find o u t ; first, w h a t it is for and for w h o m it exists and w h a t its patrons need, not only in books, but in service; and then to devise w a y s to give these things. T h e w a y s may not be orthodox. T h e r e is little reason to suppose that they w i l l be. T h e classifi- cation system may not be like any other on e a r t h ; the subject catalog may look very strange to a teacher of cataloging. B u t there is no essential virtue in ortho- doxy w h e n it is a question of service. T h e only valuable consistency is one that g r o w s out of need, not one that g r o w s out of practice. T h e college library is a highly specialized institution, giving a very spe- cial service f o r a special purpose to a special group. I t w i l l be a wonder in- deed if the best means and methods for doing this do not turn out to be highly specialized as w e l l . 54 COLLEGE AND RESEARCH LIBRARIES