University
Handbook
of the
State of New York
Abrary Science
7
New York State
LIBRARY SCHOOL
Albany, N. Y.
{
November 1897
1
Departments of the University
Administrative (Regents office)-includes
ing incorporation, supervision, inspection.
reports, legislation, finances and all other
work not assigned to another department.
Examination including preacademic,
professional student, academic, higher,
professional, and any other examinations
conducted by the regents, also credentials
or degrees conferred on examination.

pagal m
with
Extension-including summer, vacation,
evening and correspondence schools and
other forms of extension teaching, lecture
courses, study clubs, reading circles and
other agencies for the wider extension of
opportunities for education for those unable
to attend the usual teaching institutions.
State library-including general, law, med «
ical and education libraries, library school,
bibliographic publications, lending books to
students and similar library interests.
Public libraries division. To promote
the library interests of the state, which
through it apportions and expends over
$40,000 a year for free public libraries
Traveling libraries are lent to local libraries
or communities not yet having libraries.

Duplicate division. State clearing house
in which University institutions may ex
change books or apparatus.
State museum-including all scientific
specimens and collections, works of art,
objects of historic interest and similiar
property appropriate to a general museum,
if owned by the state and not placed in other
custody by a specific law; also the research
department and all similar scientific inter-
ests of the University.


University
Handbook
!
of the
State of New York
New York State
LIBRARY SCHOOL
Albany, N. Y.
7
November 1897
CONTENTS
Relations to New York library system
Origin and object .
Development .
•
•
II
Relations to American library association 12
Faculty.
22
Course and expenses.
Methods of study
Outline of course
Credentials and degrees .
Summer and correspondence courses
Alumni association
Positions.
•
•
•
•
•
300
•
8
23
42
+9
67
71
76
76
XA
667
INSA
NSA
REGENTS
ANSON JUDD UPSON, D. D., LL. D., L. H. D.,
WILLIAM CROSWELL DOANE, D. D., LL. D.,
Vice-Chancellor
FRANK S. BLACK, B. A., Governor
TIMOTHY L. WOODRUFF, M. A., Lieu-
tenant-Governor
JOHN PALMER, Secretary of State
CHARLES R. SKINNER, M. A., LL. D.,
Superintendent of Public Instruction.
YEAR In order of election by the legislature
1873 MARTIN I. TOWNSEND, M. A., LL. D . . Troy
1874 ANSON JUDD UPSON, D.D., LL.D., L.H.D.,
Glens Falls
1877 CHAUNCEY M. DEPEW, LL. D. . . New York
1877 CHARLES E. FITCH, LL. B., M. A., L. H. D.,
·
•
1877 ORRIS H. WARREN, D. D .
1878 WHITELAW REID, LL. D .
1881 WILLIAM H. WATSON, M. A., M. D . Utica
New York
1881
HENRY E. TURNER
Lowville
•
1885 HAMILTON HARRIS, Ph. D., LL.
1885 DANIEL BEACH, Ph. D., LL. D .
1888 CARROLL E. SMITH, LL. D
1883 ST CLAIR MCKELWAY, M. A., LL. D.,
L. H. D., D. C. L.
•
•
Chancellor
D
•
•
•
·
Ex-officio
Rochester
Syracuse
•
Brooklyn
. . Albany
Watkins
1890 PLINY T. SEXTON, LL. D . .
1890 T. GUILFORD SMITH, M. A., C. E
1892 WM. C. DOANE, D. D., LL. D
Albany
1893 LEWIS A. STIMSON, B. A., M. D . . New York
1894
SYLVESTER MALONE
•
•
•
. Syracuse
. Palmyra
. Buffalo
·
Brooklyn
1895 ALBERT VANDER VEER, M. D., Ph. D. Albany
1897 CHESTER S. LORD, M. A
Brooklyn
Elected by the regents
1888 MELVIL DEWEY, M. A., Secretary . . Albany
Lifekey
070-27-97
ore
{ Ca
University of the State of New York
New York State Library School
Relations to New York library system.
While the University of the State of New
York, incorporated May 1, 1784, is a super-
visory and administrative, not a teaching
body, a brief statement will show that
the Library school was an essential factor
in the new work undertaken at the time of
the reorganization of the University in 1889.
The regents of the University were made
sole trustees of the state library in 1844 and
by the new University law are made dis-
tinctly responsible for the library interests
of the state. When they undertook the
necessary study of the problem, they found
that New York had led all the states in car-
ing for that education which can be given to
the people at large only through public
libraries. In 1838 it established the district
library system, and its example was followed
by 20 other states. The system seemed to
flourish for 15 years, at the end of which
there were 1,600,000 volumes in the district
libraries. Decline began with the changes
in rules made at the time of the establish-
ment of the department of public instruc-
tion, by which the system was administered.

強
​AM PHOTO ENG NY
AndGOWN ALANY.N.Y.
LOGO
74120
Room 35
Central reference room, looking north
Library School
5
$55,000 a year had been appropriated for
these libraries from the first, but the
number of volumes which should have
steadily increased with wise use of the
$2,000,000 appropriated during 40 years
actually fell one half. Careful examination
of the causes shows clearly that this com-
parative failure was due to lack of proper
administration, and that if the taxpayers'
money was to do its full work there must be
systematic training in the elements of libra-
rianship for those who were to carry on this
important form of educational work. Act-
ing on this conviction, the regents on
December 12, 1888 elected as director of the
state library, to take charge of the greatly
increased library interests of the University,
the chief librarian of Columbia college,
largely because of his interest in general
library work which had led Columbia to
offer some of the essential library training
for which the state thus far had made no
provision in its public library system.
Such training could clearly be best and
most economically given, not at a college,
but in the state library and in daily commu-
nication with the department intrusted with
the administrative library work of the state.

AM PHOTO ENG. CONY
PHOTO: BY BROWN, ALBANY NY
02
*******
Room 35 Telephone closet and card catalog
Library School
7
Thus in the library field the state must
repeat its experience with the public schools,
from which no satisfactory results could be
had in spite of great appropriations till
normal schools and academic training classes
were established to prepare teachers for
their work. The law as it stands in the last
revision under which the regents carry on
this work is:
§ 48 Advice and instruction from state
library officers. The trustees or librarian or
any citizen interested in any public library
in this state shall be entitled to ask from the
officers of the state library any needed advice
or instruction as to a library building, furni-
ture and equipment, government and ser-
vice, rules for readers, selecting, buying,
cataloging, shelving, lending books, or any
other matter pertaining to the establishment,
reorganization or administration of a public
library. The regents may provide for giv-
ing such advice and instruction either per-
sonally or through printed matter and cor-
respondence, either by the state library staff
or by a library commission of competent
experts appointed by the regents to serve
without salary. The regents may, on re-
quest, select or buy books, or furnish instead
of money apportioned, or may make ex-
changes and loans through the duplicate
department of the state library. Such assist-
ance shall be free to residents of this state as
8 University of the State of New York
far as practicable, but the regents may, in
their discretion, charge a proper fee to non-
residents or for assistance of a persona! na-
ture or for other reason not properly an ex-
pense to the state, but which may be author-
ized for the accommodation of users of the
library.-Laws of 1892, ch. 378
Origin and object. On May 7, 1883, Presi-
dent F. A. P. Barnard submitted to the
trustees of Columbia college the proposition
of their chief librarian, Melvil Dewey, to
open a school for training librarians. Ex-
tracts below show the reasons for that pro-
posal.
"In the past few years the work of a
librarian has come to be regarded as a dis-
tinct profession, affording opportunities of
usefulness in the educational field inferior
to no other, and requiring superior abilities
to discharge its duties well. The librarian
is ceasing to be a mere jailer of books, and
is becoming an aggressive force in his
community. There is a growing call for
trained librarians animated by the modern
library spirit. A rapidly increasing number
of competent men and women are taking up
the librarian's occupation as a life work.
Thoughtful observers say that public opin-
ion and individual motives and actions are
Library School
9
influenced not so much by what is uttered
from the rostrum or the pulpit as by what
is read, that this reading can be shaped and
influenced chiefly and cheaply only through
the library, and therefore that the librarian
who is master of his profession is a most
potent factor for good.
"(
In our colleges every professor and every
student, in whatever department, necessa-
rily bases most of his work on books, and is
therefore largely dependent on the library.
'Recognizing the importance of this new
profession and the increasing number of
those who wish to enter it, we are con-
fronted by the fact that there is absolutely
nowhere any provision for instruction in
either the art or science of the librarian's
business. Prominent library officials tell us
that it is no uncommon occurrence for young
men and women of good parts, from whom
the best work might fairly be expected, to
seek in vain for any opportunity to fit them-
selves for this work. It is simply impossible
for the large libraries to give special atten-
tion to training help for other institutions.
Each employee must devote himself to the
one part of the work that falls to his share,
so that he can know little of the rest, except
""
10 University of the State of New York
what he may learn by accidental and partial
absorption of methods. There is a constantly
increasing demand for trained librarians
and catalogers, and there is no place where
such can be trained. A limited number
may be here and there found who have
had experience in certain parts of library
work, but few who have been systematically
trained in any one thing, and fewer still
who have had such training in all. The
few really great librarians have been mainly
self-made, and have attained their eminence
by literally feeling their way through long
years of darkness.
"Such a school is called for, not only by the
inexperienced who wish to enter on library
work, but by a growing number of those
already engaged in it. Of the 5000 public
librarians in the United States, not a few
would gladly embrace such an opportunity
to bring themselves abreast of modern
library thought and methods; and their
employers would find it economy to grant
If it be
the necessary leave of absence.
true, as is so often stated, that 10,000 vol-
umes cataloged and administered in the
best way are more practically useful than
30,000 treated in an unintelligent or ineffi-
Library School
II
cient manner, then it is of the greatest im-
portance to advance by every possible
means the general standard of library work
throughout the country.
""
This proposal resulted after a year's care-
ful consideration in a vote establishing the
Columbia college school of library economy
under direction of the chief librarian, who
was made professor of library economy.
Development.
The school was opened
January 5, 1887, as an experiment, with a
class of 20, though the limit was first set at
IO. On petition of the class, a fourth month
was added to the three-months course in
library economy first announced; and at its
end most of the class enrolled for the second
year then offered, while some asked for a
third year. Experiment thus proved the
demand for this technical training to be not
only larger than had been realized but also
for broader and more thorough work than
that originally planned.
Beginning with the second year, while the
short course was practically maintained for
those who could do no more, the full annual
session was extended from four to seven
months and the course broadened in both
library economy and bibliography. The
12 University of the State of New York
second or senior year offered study and
training in higher grades of work with a
review of the junior course.
The school was continued at Columbia
till April 1, 1889 when by agreement be-
tween the Columbia trustees and the
regents of the University, it was transferred
to the state library at Albany with its fac-
ulty, books, pamphlets, illustrative collec
tions and all special matter accumulated for
its use.
From the time of the transfer, the
school has steadily increased its require-
ments for admission and the extent and
thoroughness of its teaching.
RELATIONS TO AMERICAN LIBRARY
ASSOCIATION
This national organization includes nearly
all prominent American librarians and fully
represents general library interests. While
the school has no organic connection with it,
the great importance of library training has
led to the appointment every year of a com-
mittee to visit the school, study its workings
and report to the next meeting the frank
opinions of disinterested experts of recog-
nized position in the profession as to the
value of its work.
A few extracts from these reports in the
Library School
13
official proceedings are given to show how
the school has from the first had the strong-
est interest, sympathy and support from
the American association as well as from
the leading individual libraries and libra-
rians. A corresponding interest has been
shown in other countries, notably in Great
Britain, Italy, Germany and France, where
efforts are making to secure similar profes-
sional training.
Thousand Islands meeting, 1887. S: S.
GREEN, public librarian, Worcester, Mass.,
reported for the committee on the school:
Hearty thanks from the librarians of the
United States and from all friends of libra-
ries and of education in this country are due
to Mr Melvil Dewey for the strenuous efforts
which he has made to establish a school of
library economy.
"Before he entered upon that undertaking,
we had incurred a heavy weight of obliga-
tion because of his enthusiastic and well-
directed efforts to bring about an organiza-
tion of the librarians of the United States,
and to found the Library journal, and for
numerous and fruitful suggestions in regard
to the management of libraries.
"I was delighted with what I saw at the
(C
•
14 University of the State of New York
school. The director, teachers, and pupils,
all engaged in the work of the school with
manifest enthusiasm. Energy and wisdom
were apparent in administration. The in-
struction given was thorough, and liberal.
The devotion of the scholars was remark-
able, and their intelligence, capacity, and
preliminary general education very notice-
able."
Mr W: E. FOSTER, public librarian, Provi-
dence, R. I., stated that the school had in its
very first year closely approximated to the
conception presented as desirable in ad-
vance, and that its "spirit" was not merely
one of enthusiasm, but of complete devo-
tion to the work, as shown in many ways;
notably in the refusal of library positions
by some pupils in order to complete their
course, in the pupils' petition for an exten-
sion of the term, and in their evident prefer-
ence for the school and its discipline over
the various attractions of the city; and that
the whole aspect was very promising for
the future.
Miss HANNAH P. JAMES, librarian Oster-
hout free library, Wilkes-Barré, Pa., of the
committee reported:
What specially impressed me at the
<<

PHOTO. BY BROWN ALBANY.N.Y.
AM. PHOTO ENG. CO.NY
Room 38 Second law reading room. Vista looking south through eight rooms
16 University of the State of New York
school, apart from the enthusiasm of the
students, which was almost phenomenal,
was the breadth of the teaching which was
aimed at. Not only was library work of
every description, from the minutest detail
to the broadest gencralization, carefully con-
sidered, but the utmost pains were taken that
no one system should be taught exclusively.
"The Dewey system was taught as a mat-
ter of course, but all other systems had a
fair and candid hearing, and the students
were constantly obliged to do their own
thinking, and arrive at their own conclu-
sions after a fair exposition and discussion
of other methods had been presented by
different visiting librarians.
"No more delightful task ever fell to me
than to speak on library work to a class
of such eager, interested listeners, and I
know I only voice the experience of others
in saying so. The many questions asked
concerning the methods I had touched on
were so direct and practical as to show the
excellence of the training and the earnest-
ness of the students.
"I felt that a grand and needed work was
well begun, and that the aim of the school
was in the right direction.
Library School
17
The school will continue to be of the
utmost practical value, and its establish-
ment marks the beginning of new life and
zeal in library administration."
<
"C
St Louis meeting 1889. W: E. FOSTer,
public librarian, Providence, R. I., said,
Nowhere is a soberer view taken of library
methods and responsibilities. The school
has been fortunate in its material from the
beginning. There is an intelligent set of
minds, ability to learn, and the students
show a perfect grasp of the situation. An
important change puts it on a firmer basis
and I would suggest that we express recog-
nition of this fact."
The committee on resolutions introduced
the following which was unanimously
adopted:
· Resolved, That the American Library
association hereby expresses its high appre-
ciation of the action of the regents of the
University of the State of New York, in
continuing the school of library economy;
and with a desire to aid in securing the
greatest efficiency of the school, the library
association appoints a committee of three as
a committee of correspondence with the
authorities of the school. Said committee is
hereby instructed to inquire in what way
they can be of service in promoting the
18 University of the State of New York
1
objects for which the school is conducted,
and to render such service to the extent of
their power.
San Francisco meeting, 1891.
FRANK
P. HILL, public librarian, Newark, N. J.,
reported as follows :
"What the school does
"I It offers the aspirants for library
honors the same opportunities granted the
lawyer, the doctor, the minister, each in his
chosen profession. The students have a
well defined purpose in view and intend
to carry it out.
"2 It brings together those who are inter-
ested in the subject. The very elect go
there. No drones are admitted, or, if they
do get in, soon find the pace too fast and
quietly retire.
"3 It starts and educates the pupils in the
right way, and prepares them for the real
work which begins in the library proper.
"4 The course of training gives the pupils
an insight into the most approved methods
of management and systems of classification
adopted by the larger libraries in the
country; and by occasional visits to the
library centers they are enabled to see how
Library School
19
the work is carried on. So when the gradu-
ates go forth, they are not wedded to one
particular theory, but are prepared to grasp
any.
C
5 It keeps librarians and assistants on
their mettle all the time. They don't want
the school to get ahead of them. One good
Library school woman will put more snap
into a staff than any amount of scolding,
flattery, or A. L. A. conferences.
"6 It places library work on a more
elevated plane, by making of it a recog-
nized science.
"7 It teaches trustees and the public to
have greater respect for the calling of a
librarian; for they find at the school not
mere enthusiasts, but earnest, thoughtful,
far-seeing students fully alive to the re-
quirements of the times, and prepared to
enter whole-souled into this great educa-
tional work.
8 It shows trustees where they can find
competent employees. I do not mean to
say there isn't good material in the libraries
of to-day; but I do contend that there is a
surplus of poor stock among us, and what-
ever can be done to improve the quality
merits approval.
20 University of the State of New York
"9 It has resulted in giving to new libra-
ries trained and competent people, who could
lay a good foundation and build upon it;
and where a library school pupil has been
put in charge of an old library better service
has been the outcome.
"Io Wherever its existence is known,
would-be applicants for library positions
are deterred from becoming candidates.
Boards of trustees now recognize the fact
that local talent is not always the best.
"The time will come, and that soon, when
trustees will no more think of taking an
inexperienced person for librarian or assist-
ant, than they would of engaging the ser-
vices of a mining engineer to erect their
building. Before the school was estab-
lished trustees seldom thought of going
outside the city for library help. They felt
they must select some local man or woman.
Times are better now.
66
Finally: Every graduate is a living ex-
ample of the usefulness of the Library school.
Rapid strides have been taken since
1887. Every year adds to its reputation,
and in this success librarians rejoice. The
school has settled down to staid, definite
work.
"(
Library School
2I
"From inquiries made of other librarians,
supported by my own experience, it is con-
clusively proved that the pupils, as a rule,
underrate rather than overrate their own
ability.
"A few words in the way of criticism: If
anything the entrance examinations are
too severe. Perhaps not too much so to
secure the best material; but it seems to me
that just as good results might be obtained
with a little lower standard. For instance,
applicants who have had library experience,
and appear to be imbued with the "proper
library spirit," might be taken on trial even
though they fail to pass the examinations,
for it isn't always the best educated person
who makes the best librarian. It is quite
as necessary to know how to meet and treat
people who visit the library as to know
books; and the former is as hard for some
to learn as is the latter for others. A happy
medium is desirable.
"To librarians I would say: Steer clear of
the Library school unless you are as enthu-
siastic as the instructors and pupils, and
are fully prepared to answer all manner
of questions.
In my judgment the school is here to
22 University of the State of New York
:
I
stay, and will continue to increase in use-
fulness until it shall be recognized and ac-
cepted by the great brotherhood of libra-
rians and the community at large, as the
most powerful agent in shaping successful
library workers.”
FACULTY
MELVIL DEWEY, M. A., director. Library
economy, 1884-
Mrs SALOME CUTLER FAIRCHILD, B. L. S.
(N. Y.) vice-director.
Cataloging, loan
systems, reading, 1887-
FLORENCE WOODWORTH, director's assist-
ant, 1889-
WALTER STANLEY BISCOE, M. A. Bibliogra-
phy, classification, history of libraries, 1887-
ADA ALICE JONES, secretary of faculty.
Advanced cataloging, 1889–
DUNKIN VAN RENSSELAER JOHNSTON, M. A.
Reference work, binding, 1890–
MAY SEYMOUR, B. A.
Library printing
and editing, 1890-
EDITH DAVENPORT FULLER. Dictionary
cataloging, 1894-
WILLIAM REED EASTMAN, M. A., B. L. S.
(N. Y.) Library buildings, 1895-
MARTHA THORNE WHEELER, Indexing,
1895-
Library School
23
...
COURSE AND EXPENSES
General plan. The library school, like
law and medical schools, offers only a
technical course, presupposing college train-
ing, and often following years of active work.
It therefore confines itself strictly to its
peculiar work, making no attempt to give
general culture or supply deficiencies in
earlier education. Incidental instruction in
language, literature, history, science or art,
is limited to what the librarian must know
to do his technical work intelligently.
Not only are the subjects studied closely
limited by the end in view, but the methods
have less of the usual text-book and recita-
tion, and more of systematic apprenticeship
in which every effort is made to advance
the learner rapidly rather than to keep him an
apprentice as long as possible. Its students
are thoroughly in earnest, anxious to profit
by every opportunity, and therefore do not
need the same influences to secure effective
work that are used with younger pupils.
Preparation recommended for librarian-
ship. I Completion of a full high school
course. This is the minimum even for
students not candidates for graduation.
24 University of the State of New York
The school in February, 1891, decided to
refuse its instruction to those lacking this
minimum of general education. Since that
time other professional schools have adopted
the same standard. Librarianship, much
more than law or medicine, demands gen-
eral preliminary education, and it is folly
for any one to think of entering even its
subordinate positions before completing a
full high school course.
2 Completion of a four years' course in
one of the best colleges. A second, third
or even fourth-rate college is better than
none, but no more time and little more
money are necessary in one of the few col-
leges thoroughly equipped than in one of
the hundreds that are really little better
than high schools. It is doubly important
to select the best, as the object of this
course is the broadening effect of col-
lege residence as much as the opportunity
for study under good instruction. If
quite impracticable to complete the full
college course, candidates should stay as
long as possible. The library school re-
quires from its regular students two years
of college work as a minimum of general
education. It is possible to take these
ļ
Library School
25
studies at home or under private instruc-
tion, but this is highly undesirable as the
very great advantages of college residence
are thus lost.
In college the chosen profession should
influence the election of subjects; for gen-
eral library work the most important
are literature, history, social and economic
sciences, and in languages, German, French,
Latin and Italian in the order named.
In modern languages rapid and easy trans-
lation is much more important to a librarian
than philologic and grammatical refine-
ments. As for other subjects, the librarian,
more than any one else, needs to know a
little of everything, and may wisely elect a
greater variety than ordinary students. He
should not forget, however, that thorough
study of a few subjects, specially in the
earlier years, will teach him methods and
give him mental training and habits that
will best enable him to gain familiarity
with many other subjects after graduation.
3 The two years' library school course of
lectures, reading, problems,
problems, seminars,
object teaching and visits, with actual
experience in doing the various kinds of
work necessary in every considerable
26 University of the State of New York
library. This apprenticeship gives a prac-
tical appreciation of the real nature of the
work not otherwise to be obtained by any
amount of study, reading, lectures or obser-
vation.
As with the college course, an inferior
substitute is better than nothing and those
who can not take the regular course in the
school should attend the summer class and
carry on the correspondence work under
direction of the school. It is doubly impor-
tant that those in the correspondence class
or studying privately should attend the
summer class, where they can meet the teach-
ers personally, discuss topics with other
students and have for a few weeks the
advantages of the school's peculiar experi-
ence in teaching these new subjects and of
its unequaled collection of illustrative mater-
ial essential to the most intelligent work.
+ Experience. The faithful student who
has in this way spent two years in training
should then be ready to begin a successful
career. With such a start he will add al-
most daily some new experience to increase
his value. While having very great ad-
vantages over those without a technical
education, the graduates of the library
Library School
27
school are no more prepared to take their
places at once on a par with librarians of long
experience, than the recent graduate of a
medical or law school is prepared at once to
undertake the great cases or difficulties of
his chosen profession. As a rule, the young
librarian may wisely follow the example of
the young lawyer and secure the position of
an assistant to an older member of recog-
nized standing in his profession. But these
two years given to study should enable a
promising candidate, after having taken this
subordinate position, to grow to something
higher with a rapidity and certainty not to
be expected from one who had not had these
unusual opportunities for laying a deep and
broad foundation, and for acquiring the
inspiration and momentum essential to the
most successful start in one's chosen life
work.
Admission.
Candidates must be not
less than 20 years of age, and of recognized
fitness and character. Graduates of regis-
tered colleges may be admitted with-
out examination as to general scholar-
ship, but will be examined in German,
French or any other subject required by
the entrance examination, in which they
28 University of the State of New York
may be deficient. Only those holding
regents diplomasa or who are graduates
of high schools or academies registered by
the regents as maintaining a proper aca-
demic standard are admitted to entrance
examinations.
As every law, medical or dental student in
the state must have a regents certificate of
general preliminary education, and as these
students come from all parts of the world,
the regents list of registered schools and
colleges is very large. Any really good
institution will be registered if the required
evidence as to its standing is submitted.
While a college education is important as a
preparation, it is not yet required in all cases.
Many of the most successful librarians have
not been college-bred, and exaction of a
degree for admission might shut out many
whose work hereafter would be most credit-
a These diplomas are issued to those who pass
examinations on subjects equivalent to a full high
school course. Candidates who have never grad-
uated from a high school must therefore be exam-
ined on these studies and secure the regents
diploma before they can be admitted to the library
school entrance examinations. Full details of the
regents academic examinations system will be
found in the handbook, to be had free on applica-
tion to the Examination department, University
of the State of New York, Albany, N. Y.
Library School
29
able.
Still college-bred candidates are
strongly preferred because:
I They are a picked class selected from
the best material throughout the country.
2 College training has given them a
wider culture and broader view with a con-
siderable fund of information, all of which
is valuable working material in a library as
almost nowhere else.
3 A four years' course successfully com-
pleted is the strongest voucher for per-
sistent purpose and mental and physical
capacity for protracted intellectual work.
4 Experience proves that the discipline so
gained enables the mind to work with a
quick precision and steady application rarely
found in one who lacks this thorough college
drill.
Application for admission should be made
as early as practicable on the blanks pro
vided. The sole purpose of the school being
to advance library interests and elevate the
profession, the number of admissions to the
regular class from each year's applicants is
closely limited to those who give best evi-
dence of fitness to meet satisfactorily the
demands of their chosen life work.
Experience proves it very difficult for
30 University of the State of New York
students to enter after the opening of the
year and successfully make up the required
work. Hereafter no candidate will be admit-
ted except on the day fixed, unless he first:
Passes the required examinations, pay-
ing personally the extra cost of the needed
special examination.
I
2 Employs a tutor at one dollar a day for
the private instruction necessary before he
can take the regular class work successfully.
3 Gives evidence of strength and ability
to make up successfully for the time lost.
Admission to senior class. An impor-
tant change of policy went into effect
October 1896, by which completion of junior
work does not necessarily imply admission
to the senior class. Henceforth class work
and examinations and those personal quali-
fications which make or mar success will be
weighed, and only those who seem likely to
render important service in the library pro-
fession will be received for the second year.
Preparation in English. With the class
entering in 1895 the requirements in Eng-
lish were materially strengthened. The
regents ordained that no credential should
be issued by the University to a candi-
date seriously defective in his use of the
*
Library School
در
mother tongue, unless stamped across its
face, "Deficient in English." The school
is unwilling that its graduates should dis-
credit themselves and their teachers by
using incorrect English in articles, reports,
bulletins or correspondence, however credit-
able may be their knowledge of bibliogra-
phy, library economy and cataloging. No
separate admission examination in English
is given, but any student whose papers on
other subjects or later work in the school
shows defective training in English will be
required to make good the deficiency before
graduation. Every candidate should have
had at least the English represented by the
regents academic examination in first, sec-
ond and third year English, of which details
are given in the Academic syllabus to be
had for 25 cents from the Examination de-
partment, University of the State of New
York, Albany, N. Y.
Subjects for entrance. Candidates are
examined in literature, history, general
information, and in first yeara German,
a By a year's work in any subject is meant what
should be accomplished by an average student
pursuing it as one of the three daily studies during
a school year of 40 weeks. A full year's work is
therefore 12 counts.
32 University of the State of New York
first year French and in a third year of
language work, which may at the candi-
dates' option be second year German, second
year French or one year of any other foreign
language. Entrance examinations aggre-
gate 24 counts a and assume that besides
completing a high school course
or its
equivalent, candidates have done at least
two years' advanced work.
Entrance requirements have been in-
creased because the library public demands
and is willing to pay for better preparation.
The average salary received by graduates
has increased 50 per cent within five years,
and candidates must have greater maturity
and fuller general education to meet the in-
creased demands. For those unable to
meet the added requirements needed facili-
ties are provided by the summer and corre-
spondence courses and the various library
schools and training classes already estab-
lished with graduates of the school as
teachers.
As there are many more candidates than
the school can possibly admit it has seemed
((
a By a
"}
count is meant 10 weeks work in one of
three daily studies.
Library School
33
I
just to limit its unusual facilities to those
willing to make most thorough preparation.
48 counts or a full high school course is
required before any candidate is admitted
to the examinations, which are based on 24
counts more or two years of work in advance
of high school graduation. The two years'
course in the library school with thesis and
bibliography aggregates 24 counts more, so
that no student receives the diploma of the
library school till he has completed 96
counts, representing a total of eight full
years' work in preparation for his profession
after completing the grammar school course.
To become eligible for degrees, which are
conferred only on honor graduates, stu-
dents must have passed three fourths of the
counts for entrance as well as of the school
course with honor; i. e. at 90 per cent.
Time of entrance examinations. These
are held at the time of the regular regents
examinations during the five days ending
the third Friday in June, in any of the 602
regents schools in New York where there is
a candidate.
Examinations are also held at various
central points where special examiners are
34 University of the State of New York
appointed, and candidates outside the state
are notified two weeks or more in advance,
of the nearest point where the examination
can be taken. No papers are accepted un-
less accompanied by affidavit of an examiner,
present during the whole time, that the
regents' stringent rules were strictly en-
forced.
There are no fees for these examinations
in New York, but candidates in other states
pay $5 each to the local examiner to cover
part of the extra expense involved.
Special students. The large number of
candidates who have prepared to take the
full course makes it difficult and often im-
possible to admit special students, but libra
rians or assistants of sufficient experience
and capacity who wish special instruction
are admitted more freely than other candi-
dates. The largest liberty is accorded them
and they may select lectures and instruction
with either or both classes, and often accom-
plish more in a given time than regular
students because of previous experience and
definite aim. (See also Summer and corre-
spondence classes, p. 71–74.)
School year. The regular course is two
college years called junior and senior, each of

AM PHOTO ENG. CO.NY.
PHOTO BY BROWD ALBANY NY
Room 41a Looking north. Director's office
36 University of the State of New York
about 38 weeks, beginning the first Wednes-
day in October and continuing till the
fourth Friday in June. The course of study
is planned on the basis of a continuous
session of five days a week, eight hours a
day, or 40 hours a week for 38 weeks, omit-
ting only legal holidays.
To each student is given a private table
for work and study, and shelves, pigeon
holes and drawers for books, stationery,
models, etc. All these are available for
individual reading, study and library work
from 8 a. m. to 10 p. m. daily, thus making
private rooms for study unnecessary.
Holidays and recesses. There are no
exercises in the school on legal holidays,
Election, Thanksgiving, Christmas, New
year's, Lincoln's birthday, Washington's
birthday and Decoration day, Monday
mornings, or Saturday afternoons, these
being left free for individual or outside
work or recreation, though the library is
open for work from 8 a. m. to 10 p. m.
every day in the year except Sundays and
after 6 p. m. on legal holidays. Students are
advised to limit their daily work to eight
hours and to give at least one hour daily to
outdoor exercise.
Library School
37
For the convenience of some students who
prefer to work more than five days a week
and have their time free during the holi-
days, there are no class exercises from
December 24 to January 2 inclusive, this
time being allowed for theses, bibliography,
practice work, study of the school collections
and other individual duties. The average
student will find it necessary, however,
to work during these 10 days or to use
part of the weekly holiday. Ten days
at Easter are devoted entirely to annual
visits to prominent libraries for compara.
tive study.
Vacation work. Many students find it
wise to use one or two of the three summer
months in library work. Some find tempo-
rary work in other libraries, while others
prefer to get their individual school work
weil ahead in order to profit more from the
class work during the regular session, for
every earnest student finds that he can use
to excellent advantage much more than the
time allotted to class work.
Fees. While the school is distinctly
authorized by law (laws of 1892, ch. 378, §48)
no appropriation has ever been made for its
support. The unequaled facilities of the
38 University of the State of New York
state library are free. Several members of
the library staff in addition to time given
to the students in exchange for their work
under supervision for the state, have giver
without compensation much time oul
of official hours, and many of the leading
librarians of the country have for years
liberally given their services. The law
authorizes the regents to charge suitable
fees and to use the receipts therefrom for
the necessary extra expenses, for which no
other provision has been made.
After careful computation of the value
of students' services, payment is unevenly
distributed because during the first three
months students are not only unable to
render any assistance of value to the state
library but also require more time from
teachers and more individual correction of
exercises.
The total tuition, lecture and incidental
fees for the entire course of two years are:
for residents of New York state $80, for
non-residents of the state $100. These
Library School
39
fees are to be paid as follows: by residents
of New York, $40 in October and $20 in
January of junior year; by non-residents
of New York state, $50 in October and $30
in January of junior year.
The total fee for the senior year both for
residents and non-residents is $20 payable
in October.
In May and June of junior year and all
of senior year the state library work is so
adjusted as to allow students to render
services equivalent to the time spent by
staff and faculty in personal criticism and
supervision, and thus to apply the principles
studied and to gain in actual library work
the experience necessary to prove and
develop their judgment and capacity. This
practical test is a chief factor in determining
relative ability and placing each student
where he is likely to attain the highest
success. Without this practice, in which
cataloging is specially prominent, indepen-
dent library work could much less safely
be undertaken.
40 University of the State of New York
Students' work for the state library is dis-
tributed as follows:
Junior year, Jan. 3-April 30, 16 weeks,
one hour daily; May 1 (University day) to
close of year, four hours daily, a total of
225 hours.
Senior year, 40 weeks, two hours daily,
or a total of 350 hours after deducting
allowances for visits, holidays, etc.
Fees for short periods are $20 a month
for the lectures and instruction of the regu-
lar class. For special instruction the fee
varies with subject and length of course;
but special instruction outside the class
exercises can not be promised. If compe-
tent teachers are available, it will be given
on payment for the actual time required at
the rate of the annual salary. In other
words, the state provides the library and all
its facilities for the free use of students,
but they must pay for the actual expense of
any personal instruction or assistance.
Other expenses.
Suitable board and
rooms cost from $5 to $9 per week. There
are no extras charged at the school, and
really necessary incidental expenses are
slight. Each student should allow $25 a
year for the annual visit of the school to the
Library School
+1
.
New York or Boston libraries, and $20 a
year for text-books, note-books, catalog
cards and various technical fittings and
supplies to be retained as personal prop-
erty.
Outside and personal expenses vary with
circumstances and taste. It is very
desirable that each student should improve
some at least of the unusual opportunities
for buying important reference books and
aids at the greatly reduced prices conceded
by publishers interested in this work; but
all such expenses are wholly optional.
The most economical can hardly meet
necessary expenses for less than $300 a year.
Outside work. The work of the school
is exacting and taxes the full time and
strength of the best prepared. Students
should, therefore, make no plans for outside
work during the school year.
Those who prove their capacity in junior
year may compete for the prize scholarships,
and the most successful graduates are
eligible for the prize fellowships if they wish
to continue their studies under direction of
the faculty for a third year. (See p. 70-71.)
42 University of the State of New York
METHODS OF STUDY
Practical training is the end sought. There-
fore, besides its regular courses of instruc-
tion, lectures and reading, the school uses
seminars, problems, study of various libra-
ries in successful operation, and, chiefly,
actual work in a library, in such proportion
as experience proves will give the best
results.
Lectures. Interest is developed, needed
inspiration given, and information otherwise
inaccessible is imparted in a series of lec-
tures, supplementing the course of formal
instruction, and given by a select list of
eminent librarians, inventors or leading
advocates of various systems and theories
in library science, experienced educators,
publishers, booksellers, printers, binders
and others having allied interests.
Reading. Students are directed to books,
pamphlets, and articles in periodicals and
transactions bearing on their studies and
practice, to be found in the very extensive
special library collected by the school on the
subjects of study. Critical estimates of the
books, pamphlets, and articles are given,
with cautions where allowance must be
I
Library School
43
made for peculiar circumstances of authors'
prejudices. The reading is followed by
reports, summaries or examination.
Problems. Through actual or specially
devised problems presenting difficulties lia-
ble to be met in all departments—e. g. cata
loging, indexing, aiding readers, hunting
down hard questions by skilful use of bib-
liographic apparatus — the novice faces in
advance many puzzling questions of after
experience, and learns their true solution
without the mortification and expense of
mistakes in real administration.
As problems can be made to fit any re-
quirements, the variety available is limit-
less, and the careful solution, discussion,
and final criticism and suggestions by the
teachers serve the same purpose as a moot
court for a student of law. This repeated
study of definite cases gives that self-reli-
ance without which many able men fail in
new undertakings from an unwillingness to
trust their own powers.
Seminars. The seminar method of origi-
nal investigation is applied to such library
topics as are best treated in this way.
Teachers and students are brought together
in these conferences for frequent and famil
44 University of the State of New York
iar discussion of the subjects before the
school. Short original papers, summaries
of books and articles read, new theories or
strictures on old ones, reports on libraries
visited and on their methods, discussion of
difficulties in the daily work, and in all
entire freedom of inquiry and criticism,
make these seminars of the greatest interest
and practical utility.
Library work. Each student has daily
library work, supplementing the instruction
and lectures and carefully supervised by
trained teachers. Those taking the full
course thus gain actual experience in all the
varied duties of a great library, and so far
as practicable, carry away tangible results
of their work, with notes of criticisms and
corrections.
The need of practice in methods of smaller
and more popular libraries is met by utiliz
ing the smaller Albany libraries, which
require economical management and simple
methods, and whose managers are glad to
have them carried on by the students of
the school under supervision of the faculty.
Visits and quizzes. Visits to libraries
have ranked from the first as an important
feature of the school. Both classes accom-
Library School
45
panied by the vice-director spend 10 days
at Easter in visiting alternately the leading
libraries in Boston and New York and their
immediate vicinities, the many libraries
opened to the school for such visits afford-
ing an unequaled field for comparative
study.
Points peculiar to certain libraries or
better studied there than elsewhere are
specified in advance and sets of reports, cat-
alogs, etc., are provided by which students
can prepare themselves to gain more from
the visit, and special reporters are ap-
pointed on specific subjects. Students are
thus taught how to get most quickly and
systematically from other libraries the les-
sons they have to teach.
With similar preparation, there are visits
under guidance to representative houses,
where can be learned to the best advantage
so much as a librarian needs to know about
publishing, printing, binding, illustrating,
bookselling book-auctions, second-hand
bookstores, and other allied business.
Object teaching. Every article referred
to in the lecture is, if practicable, at hand
for inspection, and duplicates of blanks,
forms, blank-books, etc., enable each student
46 University of the State of New York
not only to see, but also to have a sample to
attach to his notes of the use, merits, faults,
and modifications desirable for various spe-
cial uses.
When an article too large or costly to be
given as a sample is described, its size, best
material, maker, cost, etc., are given, with a
cut to accompany the notes wherever desira-
ble and practicable, the purpose being to
omit nothing necessary to insure to the least
experienced the most practical good from
these suggestions.
Blackboards are freely used, and the more
valuable illustrations, tables, diagrams and
book lists are printed or stenciled so as to
supply each student with authentic copies
for his notes.
Working models. Great pains have
been taken to secure full-sized working
models of many library fittings and appli-
ances which can never be fully understood
from descriptions, pictures, or even small
models. Various kinds of shelving are
illustrated by one or more tiers so that
convenience, strength, ease of adjustment
and interchangeability can all be reliably
tested by each student. In loan systems
students have opportunity actually to use
Library School
47
Təyy
Io of the best selected from home and for-
eign libraries, outfits for which in full size
are owned by the school so that books are
charged and discharged exactly as in the
libraries themselves, with the added advan-
tage that the different systems may be
worked side by side and every merit and
fault compared much better than would be
possible even by visiting the widely sepa-
rated libraries using them.
Study by topics. When any subject is
under consideration all methods applicable
to its study are used. By thus approaching
each subject on all sides at once, it is more
quickly and thoroughly mastered.
Comparative study. While the methods,
fittings, furniture, and technical appliances
and supplies adopted for the state library
have been selected with great care and with
the needs of the school constantly in mind,
it does not teach simply these methods and
ideas, nor those of any individual or class of
libraries or librarians. Different parts of
the state library have been equipped, ar-
ranged, or treated each in an approved form
different from the others, in order to give a
better basis for thorough comparative study
of leading methods. Library science is in-
48 University of the State of New York
terpreted in its broadest sense, as including
all the special training needed to seiect, buy,
arrange, catalog, index, and administer any
library in the best and most economical way.
Students have fairly placed before them all
methods approved in successful administra-
tion, and are taught to select or combine
from the various plans what is best adapted
to any circumstances in which they may be
placed. While the great advantages of
specific directions are retained by giving
what the teacher in each case esteems best,
the different opinions held by others enti-
tled to be heard are carefully noted and dis-
cussed, and prominent advocates of differ-
ent systems present their claims in person.
Educational relations. Special stress is
laid on teaching every student the true
place of libraries and reading not merely in
schools, colleges and universities, but also in
the broadest conception of education. The
library is recognized as the corner stone of
educational work outside the regular teach-
ing institutions, as the most important fac-
tor of the five great elements of home edu-
cation: libraries, museums, extension teach-
ing, clubs and official tests and credentials;
and as the needed center round which all
+
Library School
49
these interests should naturally group them-
selves in each community.
As New York is the only state which
maintains distinct departments in charge of
these newer educational interests, each class
is made familiar with their methods and in-
terrelations, and specially the features most
closely allied to library work,
Besides the state library proper, with its
quarter million volumes, quarter million
manuscripts and great pamphlet collec-
tions, the students have daily opportunity
to study the administration of the capi-
tol library, circulated among state em-
ployees, and of the nearly 500 traveling
libraries which are constantly going out for
the use of villages, schools, extension cen-
ters, study clubs, and of the numerous
home libraries which supply the best read-
ing to the poor children of the city of
Albany.
-
Outline of course
JUNIOR YEAR
In junior year little attention is given to
comparative study, the time being chiefly de-
voted to elementary courses on the most
important subjects with the instruction and
50 University of the State of New York
practice without which students are unable
to deal profitably with the broader senior
course. The distinctively junior studies
are:
Elementary cataloging. Practice under
instruction and direct supervision in cata-
loging prepared lists of books illustrating
all the main features of cataloging. Each
student keeps as a future help his own com-
plete catalog of 300 books, correctly ar-
ranged and furnished with guides.
Lectures on the following topics:
Best reference books for catalogers.
Anonyms and pseudonyms.
Catalogs: systematic or logical subject catalogs,
author catalogs of public and private libraries; old
book, auction and sale catalogs; dictionary and
alphabet-classed catalogs, etc.
Catalog making: printed, manuscript, or card;
author, subject, title, classed; dictionary or com-
bined, catalog rules; size notation; cooperative
cataloging; duplicated titles, print or photography,
linotype, stencils.
Mechanical accessories: cards, cases and fittings,
drawers, trays, blocks, checks, guides, labels, etc.
Rudolph indexer and other patent devices.
Elementary bibliography. Practical
bibliographic experience in the catalog,
reference and order departments of the state
Library School
51
library in connection with lectures and
quizzes on:-
Scope and utility of bibliography.
General and national bibliographies.
Trade bibliography.
Bibliography of special forms, anonyms, pseud-
onyms, etc.
Accession department work. Lectures
and practice on:
Selecting and buying books, serials, pamphlets,
ephemera; prices, discounts, duty free importa-
tion; auctions, old book lists; sale duplicates, ex-
changes, gifts; reception, checking bills, collation;
plating, pocketing, embossing, private marking;
accessioning; order slips, index and book, order
and serial blanks.
Elementary dictionary cataloging. In
January, lectures with instruction in pre-
paring a dictionary catalog of 200-300 books
covering all important subjects.
Elementary classification. Practice in
classing selected books involving difficulties
common to beginners.
Classification on shelves; in catalogs; in diction-
ary catalogs; systems of notation, figures, letters,
symbols, combined; importance and advantages;
difficulties; close vs broad classing; mnemonic
features; basis of division; coordination of special
subjects.
1
52 University of the State of New York
Shelf department work. Each student
shelf-lists 350 books and preserves the sheets
as revised. Book numbers are explained
and practice given in assigning them.
Lectures on:
Arrangement of shelves; shelf numbers; shelf
and book labels; fixed and relative locations; sizes
on shelves; arrangement and preservation of pub-
lic documents, pamphlets, papers, manuscripts,
maps, drawings, and plans, music, broadsides,
clippings; injuries, heat, gas, insects; stock taking;
shelf-lists.
Loan systems. Ten representative loan
systems for public libraries are in operation
in working models at the school. These
were selected with great care from the
great number of systems in use at home
and abroad as most valuable. The actual
working of each system by means of the
full size models made specially for the
school gives an understanding of principles
and their application otherwise impossible
without experience in each of the libraries.
Lectures on:
Accounts with books and with readers; indi-
cators; charging systems, ledgers vs cards; book
cards, marks, pockets; call slips, readers' cards;
notices, reserves, fines, registers; inter-library
loans.
Library School
53
Bookbinding. Students must become
familiar with all the processes through
which a book passes in binding, by inspec-
tion of the actual work in the state library
bindery and in visiting large library bind-
eries and publishing houses. Practice is
given in distinguishing binding materials
and in judging work as to strength, dura-
bility, appearance and cost.
Relative cost and durability of binding mate-
rials; e. g. leatheret, muslin, buckram, duck,
skiver, sheep, roan, bock and other imitation
moroccos, Persian, Turkey and levant moroc-
cos, Russia, calf, cowskin, pigskin, etc. Tight
vs spring backs; sewing on bands, tapes, etc.;
color; lettering. Paper covers and temporary
binders. Restoring, mending, cleaning and oiling.
Bindery in the building, cost of material and
labor, graded scales of prices.
COMBINED JUNIOR AND SENIOR WORK
The best results are obtained by treating
certain subjects as combined junior and
senior work. Some of these are carried on
during both years. Others are taken by
the two classes together. The combined
work is:
Reading seminar. Each student spends
four hours a week during the entire course
in familiarizing himself with the best old
5+ University of the State of New York
1
and new
books under direction of the
faculty, the results being gathered in a
weekly exercise in which both classes take
part. In this work there is a great variety.
A leading feature is a 10-minute report on a
specified topic by a student previously ap-
pointed, practice being thus gained in gath-
ering material and in speaking before such
an audience as a librarian would meet in con-
ferences with his most interested readers.
As part of this work the school also selects
by vote the best new books of each month,
being prepared to choose by study of the
lists, notes and reviews in the Publishers'
weekly, Bookseller, Nation, Literary
world, Critic, Dial, Athenæum, Spectator,
Academy, Saturday review, and similar
journals, and chiefly in most cases by
actually handling the new books.
Every Thursday evening the large tables
in room 36 are cleared for the convenient
display of the new books of the week, as
the extent of buying by the state library
with a book fund of $15,000 and by the pub-
lic libraries division with $25,000 a year
secures the weekly submission by publishers
of copies for personal inspection of every-
Library School
55
thing published which either department
may wish. Students have the best possible
opportunity for training and experience in
systematic, discriminating book buying as
they study the work with the book board
of five of the state library staff in making
the selections for the state library, and
capitol, traveling, extension and home
libraries.
Each student keeps on separate slips
titles of selected books with references to
good reviews and is systematically trained
in selecting the best current books in all
fields.
Scope and founding of libraries.
Scope and usefulness.
Library as an educator; as people's university.
Library in relation to schools and the young.
Library lectures, museums, galleries, etc.
Library as a public recreation.
Founding. Extension.
Developing interest; by press, lectures, school,
pulpit, societies, circulars, etc.
Legislation; national, state, local.
Raising funds. Securing gifts of books --Subscrip-
tions, bequests, lectures, fairs, membership fees,
taxes, government aid (remitted duties, public
documents, foreign exchange, etc.). State aid,
subsidies, traveling libraries, etc.

3.3 aw 107
Catalog department, looking north
Library School
57
Government and service.
Constitution and by-laws for managers.
Appointment and tenure of officers.
Trustees. Managers. Committees.
Director or chief librarian. Qualification. Du-
ties. Supervisory, financial, publishing and
other executive methods.
Staff. Assistants, catalogers, janitor.
Vacations.
Daily hours.
Titles and duties.
Salaries.
Rules for staff.
Regulations for readers.
Readers' qualifications: user's age, residence,
guarantees, references, registration.
Fees and assessments.
Free use.
Hours of opening. Evening opening.
Closing. Sunday, holiday, vacation, examina-
tion.
Reference use: access to catalogs, librarians
and shelves; reading-room rules; decorum in li-
brary.
Home use: number of books, time, delinquen-
cies, fines, re-lending, restrictions, renewals.
Special privileges to readers: extra books; extra
time; reservations; suspension of rules; excuses.
Injuries. Defacements. Mutilations. Losses.
Thefts.
Library buildings. Plans of important
library buildings, proposed or now building,
are often submitted for suggestion and criti-
cism. The school has also many such plans
58 University of the State of New York
submitted to it in previous years, so that
the classes have an unequaled collection for
study. Representative drawings are chosen
from this collection as a basis for the building
seminars and lectures. Each class also in-
spects personally from 10 to 20 representative
library buildings during its course and
makes its instruction much more practical
by applying to criticism of these buildings,
with a teacher's assistance, the principles
learned theoretically.
Location. Provision for growth.
Deliveries.
Materials and protection against fire. Library
fires.
Plans. Number, size, and
rooms.
rooms.
Branches.
Storage rooms. Stacks, alcoves, galleries.
Reading rooms. Central halls. Small study
arrangement of
etc.
Administration and special rooms: cataloging,
office, patent, newspaper, public document, du-
plicate, class, lecture, museum, art, chess, conver-
sation, waiting, coat, toilet, etc.
Lighting. Natural and artificial; electric, gas,
Heating and ventilation as affecting books.
Fixtures. Furniture and fittings. Shelving,
counters, hoists, desks, tables, chairs, racks, cabi-
nets, folio cases, etc.
Library School
59
{
10
Reading
This includes work done dur-
ing both years in reading seminars, and in
reference work; also lectures of senior year
on the following topics:
Reading and aids.
Methods.-e. g. Tasting, skipping, reviewing, sys-
tematic book marking, making synopses, abstracts,
extracts, and index rerums.
Choice of editions.-Annotations, indexes, paper,
type.
Courses of reading.
Fiction. Novel reading.
Reading of young. Juveniles.
Professorships of books and reading.-Lectures.
Stimulus and guidance in schools.
Use of reference books.
Aids to readers.-Guidance, printed or personal.
Character of reading in libraries.
Literary methods and bookmaking.
Lectures, with practice so far as subjects
admit it, on:
Methods.—e. g. Exact reference; standard sizes;
use of colors; thought study; intercalation or card
system; cooperative methods; records vs memory,
abbreviations, contracted writing, note-hand, etc.
Appliances. Time and labor-saving literary
tools and devices.
Clippings. Scrapbooks, files, boxes, envelops.
Notebooks, notetaking, abstracting, etc. Card
system.
Indexing. Index rerums. Printed and patent
indexes.
60 University of the State of New York
Authorship. Writing for press. Copy and proof.
Library printing and editing. Composition,
presswork, papers, prices. Types for greatest legi-
bility and skilful differentiation.
International and domestic copyright.
Library bookkeeping. Lectures on busi-
ness methods and principles of bookkeep-
ing for libraries. Full explanation of the
best methods, supplemented by carefully
supervised practice in writing up a few
pages in a set of simple books for a library,
including analyzed expense accounts for
books, serials and binding, supplies, inci-
dentals and salaries.
Library museum. The valuable collec-
tion on library economy and allied sub-
jects, consisting of several thousand books,
pamphlets, samples, blanks, etc. is minutely
classified and indexed. It includes the entire
collection made since 1876 by the American
library association, that made by Colum-
bia college from 1883-89, and transferred
with the school to the University of the
state, and important additions constantly
gathered from libraries at home and abroad.
As this collection was widely known as
the most complete ever made, it was used
as a basis and added to from all sources in
making for the United States authorities

Library school study room, looking northeast
62 University of the State of New York
the first important world's fair library
exhibit. This was planned, collected,
arranged, and elaborately classified, cata-
loged, indexed and cross-referenced at the
Library school and during the exposition
was in charge of its graduates in the U. S.
government building.
Most important, at the close of the world's
fair, October 31, 1893, the entire comparative
library exhibit was deposited with the
Library school as part of its permanent
equipment. Access to the unequaled facili-
ties at Albany is therefore obviously essen-
tial to the most thorough work in any de-
partment of library economy.
Personal collections. Students are re-
quired to gather for themselves and care-
fully annotate as complete a collection as
possible of samples and other illustrative
material, as one of the most important parts
of their future working equipment. Besides
general instruction in systematic notetak-
ing, each teacher criticizes the students'
notes in his subjects and suggests any
modifications likely to make them easier of
record or reference or otherwise more prac-
tically useful. Increasing stress is laid on
this part of the school work because the
Library School
63
i
:
j
librarian more than almost any other literary
worker has to deal with limitless material
on all varieties of subjects. Therefore no
training is of greater value than that which
enables him to preserve in readily accessi-
ble form the results of work once done,
so that it need not be repeated in detail
when first impressions have become dull or
are entirely forgotten.
SENIOR YEAR
Senior year is designed to qualify stu-
dents for more important and better paid
positions. The method of study is largely
comparative and students are systematically
trained not in a single good way for doing
each thing as in junior year, but in knowl-
edge of various systems, and specially of
the principles that should determine which
should be selected or what modifications
should be made in adapting any method to
local requirements. Students who
specializing are allowed so far as practicable
to do more of their state work in the de-
partment chosen. (See also Admission to
senior class, p. 30.)
are
Advanced bibliography. Lectures, with
problems solved by the class and criticized
by the instructor.
64 University of the State of New York
The following four examples illustrate the
nature of these problems:
(6
'Make a reading list with notes on recent
Russian history."
"Make a chronologic list of the works
of Louisa M. Alcott and works about her."
Prepare a complete list of books and
articles on the housing of the poor."
'Make for a travel club a select list of
illustrated books on Italian art, architecture
and antiquities."
The year's work includes thorough in-
struction on the merits and drill in the use
of the best author and subject bibliographies,
selected from the remarkably full biblio-
graphic library owned by the state.
Reference work. Lectures and quizzes
by the reference librarian on methods of
helping readers and on the books most used
as the tools of the reference librarian.
Actual questions asked by readers are given
to the class, some to be answered at the
moment, others after time for study. Each
student brings to the class the answer he
would give and states how he found it. The
sources of information used are compared
and the teacher points out the quickest and
best method for each, with the reasons why
((
(C
Library School
65
each book is best for each case, though for
the next similar question another authority
might be preferable.
Advanced cataloging. Comparative study
and discussion of leading catalog codes,
study of difficult and misleading cases in
actual practice.
Advanced dictionary cataloging. Princi-
ples of dictionary cataloging reviewed and
applied in making a dictionary catalog on
more difficult subjects than in junior year.
This, like other similar work, is retained as
the permanent property of the student.
Advanced classification. Comparative
study is made of all prominent systems of
classification, and their various notations
are applied to the same books in order to
test more fairly their comparative practical
value for different uses.
Also discussion of difficult cases in classi-
fication which arise in the large additions to
the state library, and practice in dealing
with puzzling cases that have been noted for
this purpose from year to year.
History of libraries. The origin and de-
velopment of libraries with a general sum-
mary of the history, resources, equipment,
and methods of the leading American and
´66 University of the State of New York
foreign libraries. The purpose of the course
is to give needed information not elsewhere
available in so compact and useful a form.
Original bibliography. Each student must
submit by June 1 of senior year, either a
subject or an author bibliography, or an an-
notated reading list on a subject approved
by the faculty and not already satisfactorily
covered.
The following selections from recent work
show the kind of topics chosen:
Bibliographies: Hawthorne; Ben Jonson; Later
18th century English literature; Best 200 books on
biography for a popular library; Select list of fic-
tion for girls; Books on children's reading; Hud-
son river.
Reading lists: Suggestive list of books to be
read before going to Europe; Church history; Some
famous cathedrals; 10 great paintings; Books to be
read before going to California.
Thesis. Each student must submit by
June 1 of senior year, a thesis on some sub-
ject in library science approved by the fac-
ulty. It must show independent thought
and research, and an intelligent grasp of the
subject, and must be satisfactory in literary
form and use of English.
Instead of this thesis the faculty may ac-
cept other written work of the student
Library School
67
which shows power to collect material,
arrange it in logical order and discuss its
meaning in creditable English.
Credentials and degrees
Passcards. These are issued to any
person who passes one or more library ex-
aminations, regardless of age, sex, resi-
dence, or previous instruction. They show
simply that the holder knows enough of each
subject certified to meet the required test.
Certificates. A certificate is simply the
equivalent of a series of passcards on a sin-
gle form, and is issued when all examina-
tions in a specified group of subjects have
been passed.
First-year certificate. This shows that
the holder has passed the entrance ex-
aminations, has completed satisfactorily the
work and examinations of junior year and
is officially recognized as a senior library
student. This certificate is necessary for ad-
mission to the senior class,
Second-year certificate. This is de-
signed to encourage systematic study of
librarianship by librarians and assistants
unable to leave their positions, and shows
that the holder has passed all the examina-
68 University of the State of New York
tions, submitted a satisfactory thesis and
bibliography and met all other requirements
for a diploma except that of a year's resi-
dence at the school.
Diploma. This shows that the holder
has met all entrance requirements, has re-
ceived at least one year's instruction in resi-
dence at the school and has passed each
examination of the two years' course with
a standing of not less than 75 per cent.
Passcards and certificates may be for any
subjects included in the examinations and
may be earned by those who have taken
summer school or correspondence instruc-
tion or study at home, but the diploma is
issued only for a complete balanced course
of which at least one year is taken at the
school in order to profit by its extensive
collections and apparatus and teaching
facilities.
Honor credentials. If three fourths of
all the required work is completed with an
examination standing of 90 per cent or over,
the credential is issued with honor".
Degrees. There have been established
the degrees B. L.S. and M.L.S. on examina-
tion, and causa honoris, D.L.S., for bache-
lor, master and doctor of library science.
""
Library School
69
B. L. S. The degree B. L.S. is conferred
only on graduates who have met all require-
ments of the course for an honor diploma,
and who submit diplomas or certificates from
registered colleges (see p. 27-28) or pass ex-
aminations covering at least two full years of
general college work. Thus the full course
for which the degree is given includes two
years of college work and the two years'
technical work in the Library school, so
that candidates can not earn a degree in
less than four years after graduation from
the academy or high school.
M. L. S. The degree M.L.S. is con-
ferred only on persons of recognized fitness
and character who after having received
the degree B. L.S., have been successfully
engaged for not less than five years in profes-
sional library work and who present a sat-
isfactory thesis, bibliography or catalog and
pass such further examinations as the fac-
ulty of the Library school may prescribe.
D. L. S. The degree D. L. S. is granted
only for conspicuous professional merit and
for distinguished services to librarianship,
and only on unanimous vote of the regents
as provided in their ordinances regarding
honorary degrees.
70 University of the State of New York
Aid to students
Gifts. The receipt of gifts to be dis-
bursed as fellowships scholarships or other-
wise to deserving students in the Library
school, is authorized, provided that such
receipt and distribution be in accordance
with the rules made by the regents or the
library committee. The school has received
much of its support from private gifts,
services and money, and invites those inter-
ested in its work to contribute means to aid
promising students who would otherwise be
unable to complete their training.
Fellowships and scholarships. For the
double purpose of securing better services
for the state library, and to encourage
higher attainments among library pupils,
the chancellor is authorized to appoint the
most successful students from the school as
junior assistants in the state library, so far
as the needs of the library may require and
the appropriations for salaries allow, and
graduates so appointed may be reported as
holding state library fellowships, and under-
graduates as holding state library scholar-
ships. At least one fellowship yielding
$500 a year, shall be assigned to that gradu-
Library School
71
ate applying for the same whose record for
the course and for any examinations or
other tests of fitness prescribed shall be
highest, and at least one scholarship of the
value of not less than $50 nor more than
$300 as may be determined in each case,
shall be assigned similarly each year to that
undergraduate in the school, who besides
excelling in scholarship, can render, in
addition to school duties, services in the
library of the value of the scholarship
assigned. All candidates must of course
pass the state civil service examinations.
SUMMER AND CORRESPONDENCE
COURSES
The Library school is maintained solely to
advance general library interests, and its
equipment gathered at large cost and with
great labor by those specially interested in
this important educational work is unsur-
passed. The published results of the school
work are widely scattered. Its success has
been remarkable and the library classes
conducted by its graduates at the Pratt
and Drexel institutes and at the University
of Illinois are giving instruction to a yearly
increasing number. The growth in library
interest has however been still greater and
72 University of the State of New York
we learn of hundreds of librarians and
assistants anxious to profit by the school
facilities, but absolutely unable to attend
its sessions. In the spirit of modern
librarianship the school hopes to carry to
those who can not come to it some at least
of its advantages, by means of the summer
or vacation class and by correspondence.
teaching.
Experience shows that admirable results
can be thus obtained, but obviously there
are peculiar and serious difficulties in library
instruction which for the best practical re-
sults must have systematic apprenticeship
and extensive illustrative apparatus in con-
nection with a large working library.
Neither summer nor correspondence course
offers a satisfactory substitute for the school
but clearly our experienced faculty can use
these means more effectively than any other
agency. Plans for these courses were out-
lined in Library notes, 2:289-96, and the
summer session opened July 1896.
Summer session. The first summer ses-
sion of the New York state library school
began July 7, 1896 and lasted five weeks.
The members of the regular faculty give
certain lectures, and for the direct conduct
!
73
Library School
i
:
!
of the school select graduates who from
their library course and experience seeni
best adapted to this peculiar work. This
summer faculty has every facility of the
school and such assistance as is practicable.
At the close of the course regents examina-
tions are given, and certificates that the
summer course has been completed are
awarded to successful candidates. Obviously
five weeks will allow study only of the
simplest methods and most elementary
work included in the 76 weeks of the full
course, which is found hardly long enough
for the work. Simple cataloging, classifi-
cation, accessioning, shelf-listing, loan
systems and some elementary work in bibli-
ography and library economy are taken up.
As this summer course is given at the
urgent request of library assistants who
can not leave their positions for the full
course, they have preference in admission,
and there are few vacancies for those with-
out library experience as a basis for the
short five weeks' course. As the number
of desks is limited, early application should
be made. Only those who hold credentials
for the completion of a full four-year aca-
demic or high school course, or its equiva-
[
74 University of the State of New York
lent, are admitted to the summer session.
For those engaged in library work in the
state of New York, and who meet the
requirements for admission, instruction is
provided without charge as part of the
work of the public libraries division. To
all others meeting the conditions for admis-
sion the fee is $20 for the five weeks'
course.
Correspondence course. Definite courses
of study and reading to be pursued at home
will be prescribed, systematic guidance and
advice will be given, and work done will be
criticized and revised.
This work will go on during the school
year, and by the use of blanks specially de-
vised to reduce correspondence and by skil-
ful adaptation of the methods worked out
by the most successful correspondence teach-
ers of late years, it is hoped to aid substan-
tially those working at home. Tuition fees
will be only for time actually given to each
student. Use of the school facilities will be
free.
Addresses of those interested are filed and
announcements of details will be sent as
soon as prepared.

Room 51 Catalogers' collection
76 University of the State of New York
!
ALUMNI ASSOCIATION
In 1894 the alumni of the school present at
the Lake Placid (N. Y.) meeting of the A. L.A.
organized an association to cooperate in the
work and promote the interests of the Li-
brary school, thus putting into the usual
organized form the enthusiastic loyalty and
readiness to help which has from the first in
a marked degree characterized our students.
Perhaps one of the greatest services of the
alumni is in discouraging the application of
candidates who would be unable to meet the
high standards maintained and do success-
fully the hard work required. Students
trained in the school from January 1SS7
through October 1897 have already filled
568 positions, among them being many of
the most important in the country. Con-
stant reports of increased salaries and the
fact that where one graduate is employed
trustees commonly insist on another for the
next vacancy, are the best testimony to the
practical value of the school training.
POSITIONS
The main purpose of the school is to pro-
vide satisfactory librarians, catalogers and
assistants for the rapidly growing number
Library School
77
I
of libraries, public and private, town and
college, reference and circulating, that wish
help in starting anew or reorganizing with
the best and cheapest methods, and in the
modern library spirit. The registry of all
students wishing positions, gives notes of
qualifications, experience, salary required
and position or kind of work and location
preferred. To any library or individual
wishing such services is recommended the
student who seems best adapted to the work
required. Every graduate is entitled to free
registration and to such recommendations
for vacant positions as his abilities and work
while in school or elsewhere, have mer.
ited, but no definite promise whatever as to
position or salary is made.
DIRECTIONS FOR APPLICANTS
Applicants for admission to the Library
school should write for a copy of the follow-
ing form:
APPLICATION FOR ADMISSION TO THE NEW YORK
STATE LIBRARY SCHOOL
189
I have read carefully the handbook ex-
plaining the aims, methods and require-
ments of the Library school.
I wish to enter the school
to remain for.
•
189,
Below I give as

Room 51a Library school lecture room
Library School
79
accurately as I can the information required
to decide my claim for admission,
I Full name
2 Address
[Answer accurately, in your own handwriting.
Where more space is needed, complete the
answer on the last page, prefixing the proper
number. The arbitrary scale in questions 5,
10 and 28 conveys a clearer idea than words,
and care should be taken to assign the num-
bers accurately. The opinion of judicious
friends will help greatly. The faculty needs
these details in deciding which of the numer-
ous candidates have the best claims on the
strictly limited facilities of the school.]
3 Age 4 Married 5 Health
[Give here the figure fairly estimating your
place in this scale: 4-very delicate; 5-deli
cate, but able to work; 6-fair; 7=good;
8=very good; 9-perfect.]
6 How many days have you lost in the
past year because of ill health?
7 Have you any noticeable physical de-
fect of any kind, e. g. in sight, hearing or
speech?
8 Addresses of references who can speak
positively of your character, abilities and
experience.
9 Education. Give schools and years; if
a graduate, degrees and dates of graduation.
[Forward if practicable with your application
catalogues for years when you were in attend-
ance.]
10 With what languages are you familiar?
[Mark against each the figure showing the de-
gree of familiarity, thus: 2-slight acquaint-
ance, can pick out common titles; 4-read with
dictionary; 6=read fluently; 8-read, write
and speak fluently. Use the odd figures for
closer approximation; e. g. 5-read with slight
use of dictionary. Use 9 for a mother tongue
only.]
So University of the State of New York
Lan-
guage
ENGLISH
GERMAN
FRENCH
ITALIAN
SPANISH
LATIN
GREEK
Fa-
miliar-
ity
Where
acquired ?
·
How much used?
Where and how?
II To what extent have you pursued
special studies or courses of reading?
12 What has been the character and extent
of your general reading since leaving school?
13 If you use shorthand or the typewriter,
note how many words per minute you can
write, system or machine used, and extent
of experience.
14 Library experience. What work?
15 Where?
16 How long?
17 When and why terminated?
18 Experience in other occupations, bus-
iness, teaching, etc.
19 Do you take or read Library journal?
[If the answers to no. 19, 20, or 21 be "Yes" add
length of time or extent of reading.]
20 Do you take or read Public libraries?
Library School
81
.
21 Are you a member of the American or
any state or local library association?
22 Do you wish to prepare for general
library work or for some special department;
e. g. executive, cataloging, reference, or
loan department?
23 Have you a library position now in view?
24 Do you wish to secure one on leaving
the school?
25 What is your motive in engaging in
library work ?
26 How long do you intend to continue
in library work?
27 How low a salary would you accept for
the first three years after leaving the school?
[This question has no bearing on any engage-
ment. Its answer enables us to advise candi-
dates who hope for too high salaries at first
not to enter on a course which will probably
disappoint them precuniarily.]
28 Add any farther facts as to personal
abilities, habits, tastes, or experience that
occur to you as likely to influence your suc-
cess in library work; e. g. as to
order
quickness
methodical habits
accuracy
memory
executive
tact
earnestness
enthusiasm
ability
[The most compact answer can be given by
marking opposite each word 2, 4, 6 or 8 as in
question ro, languages. Call 5 the average.
If your memory, in your own judgment or by
common repute among friends, is something
better than the average, mark 6 under that
word; if decidedly above the average, mark
it 8.]
When filled, mail to MELVIL DEWEY, Direc-
tor N. Y. State Library School, Albany, N. Y.

From room sra looking southeast
University of the State of New York
STUDENTS
1896-97

Institutions in the
University
Universities and col-
leges of liberal arts
For men
women
<< men and women
Total
Professional and tech-
nical schools
i
Law
Medicine
Dentistry
Veterinary medicine
Pharmacy.
Theology.
Education of teachers
""
librarians
Music.
Other.
Total.
Academies
Academies (incorp.).
Senior acad. schools.
Middle
Junior
Total..
..
("
No. Jan.
1, 1898
23
5
6
34
77
15
3
3
5
14
4
1
4
15
92
1,999
3,790
499
119
623
757
15
198
913
5
28
515
155
-5,732 4,249
71 13,877 6,030
2
77
22
Men Wom'n
123
9
2 2,217
852-
3,331
1,717
5,050 3,078.
42
235
12
21
3,825 4,330
208
40
122
157
498
368
4,653 4,895

Institutions in the
University
High schools
High schools
Senior
Middle
Junior
@Special"
Total
Grand total
46
Institutions and Assoc-
iations for home
education
Institutes
Libraries (incorpora
ted or admitted).
Registered libraries
Museums.
Extension teaching
centers
Summer schools.
Study clubs.
•
Total.
Grand total
•
No. Jan
71, 1898
252
-25
50
159
2
488
716
135
48
2
44
2
186
420
1136
STUDENTS
1896-97
Men Wom'n
15,515 19,316
885 1,149
974 1,272
2,128 2.499
924 86
W
19,594 24,322
643,146 32,325
81,471


a New York institution for the blind and New
York state school for the blind
6 Not including 28 duplicates
cIncluding branches