^ EDNA M. SANHERGOM AN APPRENTICE COURSE FOR SMALL LIBRARIES Outlines of Lessons, with Suggestions for Practice Work, Study, and Required Reading By The Faculty of the Library School of the University of Wisconsin SCHOOL OF LIBRARIANSUIP UNIVERSITY OF CALIFOKNIA BERKELEY. CALIFORNIA Chicago American Library Association Publishing Board 1917 Copyright, 1917 BY American Library Association Publishing Board CANTWELL PRINTING COMPANY, MADISON, WISCONSN CONTENTS CHAPTER I Selecting an Apprentice II Explanation of Classification and Shelving, by Helen Turv III Library Handwriting, by Mary F. Carpenter IV Mechanical Processes, by Helen Turvill V Care of Periodicals, by Helen Turvill VI Typewriting, by Mary F. Carpenter VII Teaching the Use of the Catalog, by Helen Turvill VIII Loan Work — Part I, by Marion Humble IX Library Economy, by Helen Turvill X Care of Books, by Helen Turvill .... XI Loan Work — Part II, by Marion Humble XII Cataloging and Classification, by Helen Turvill . XIII Reference Work, by Mary Emogene Hazeltine XIV Suggestions for the Apprentice's Personal Reading 7 ill 10 12 15 19 21 23 26 30 35 38 45 50 58 2007975 INTRODUCTION Apprentice work in small public libraries should receive greater con- sideration. Apprentice help can be of mutual benefit in even the smallest library, if rightly planned. From the standpoint of the librarian such help is usually necessary and solves the problem of inadequate funds for paid assistants. From the standpoint of the apprentice, it is an oppor- tunity to be "tested out" in her adaptability for library work, and for future training in the library school. In every community, there are high school graduates who seek such work. It is obvious that the librarian owes some return for this gratuitous or poorly paid service by planning as thorough a course of training in library routine as she is capable of giving. This is her duty towards her assistants and apprentices. Too few librarians appreciate the prestige- that comes to a library from the careful training of assistants and ap- prentices. Many are left to stumble about and fmd things out for them- selves, thus gaining no adequate conception of the work, and failing, therefore, to render service that really counts for the library. A num- ber of libraries have established reputations for good training, and assist- ants or apprentices coming from these libraries are recognized as first- rate candidates for library schools and not infrequently are offered good positions in other libraries. Believing that apprentice work merits more attention, and wishing to give assistance to those libraries that are trying to solve the problem, a series of articles on the subject was planned by the faculty of the Wis- consin Library School and first appeared in the Wisconsin Library Bulletin, October 191 4-July 1915, v. 10-11. "Separates" of these articles were printed in a limited edition, which was soon exhausted by numerous requests for extra copies. The matter contained in the original series has been revised and is offered herewith in the hope that it may continue to prove useful in this more convenient form. The subject matter is presented for the most part in outline, but it has seemed desirable to vary the style in the different chapters according to the nature of each subject. Methods given are naturally those ad- vocated by the Wisconsin Library School, and references to the Wis- consin Library Bulletin are frequent. Amendment and change to suit local practice will be needed. In this revision heed has been taken of the helpful criticisms which have been made upon the series by librarians who have used it. July 1917 Mary Emogene Hazeltine Helen Turvill Mary F. Carpenter Marion Humble CHAPTER I SELECTING AN APPRENTICE Positions on the library staff should not be given to untrained persons. Entrance should be yjossible only through apprentice- ship or library school training. It naturally follows that the library must have appren- tices in training to fill possible vacancies. But there need be no definite promise of employment to those who take such train- ing. The obligation of giving instruction in library methods in return for the service rendered by the apprentice is all that is binding upon the librarian. The emphasis should be put upon the privilege conferred by the library in accepting the apprentice. At the outset she will be far more trouble than help, since all her work must be re- vised, and in addition time must be spent in giving her instruction. Make the ap- plicant for a position understand that just as apprentice work is required in other call- ings, it is essential to a librarian's. *"The apprentice work should be given at the busiest time of the year for mutual advantage; work is seen at its best when at its busiest; the apprentice feels the pressure, and the library, the relief in the assistance given. The arrangement with the apprentices should be on a purely busi- ness basis and the course of instruction should be so thorough and systematic as to compensate for the time spent. At the outset the apprentice will be more trouble than help, since the librarian must revise all the work done, in addition to keeping regular appointments for instruction. Ob- viously, only a well trained and thor- oughly competent librarian is fitted for such a task. "The entrance requirements should be at least a high school course or its equiva- lent, good health, and the personality which makes possible good library serv- *Quoled paragraphs are taken from a th Apprentice System in Small and Medium Sized consin Library School, June, 1911. ice. Promptness, orderliness, accuracy, amiabilily, speed and the ability to differ- enliale between essentials and non-essen- tials, must be united with scholarship and good literary taste and sweetened with brotherly love and that kindly humor which is so truly the saving grace. In other words, the apprentice should be of such stuff as librarians are made and happy is she who adds to these things the ancest.'-y of culture. "Whether fitness shall be determined by examination must depend upon local con- ditions. The ideal method of selection is through personal acquaintance. In a town so small that the librarian knows her constituents individually, or in which she has implicit faith in the principal of the high school, this should be compara- tively easy. The librarian's visits to the school should be no rarity and should ex- cite no suspicion of ulterior purpose w-hen she goes to listen to recitations of the students chosen by the school authorities in answer to her request for a list of pos- sible apprentices." Examination for Candidates "The examination, if one be offered, should cover general history, English and American more specifically, general infor- mation, literature— again with emphasis on English and American — and current events. An informal oral examination to test the quickness of thought is often il- luminating, and an excellent test of an ex- amination is to take it oneself. "The important thing to bear in mind in selecting apprentices is that it is much easier to get an assistant then to get rid of one. Any applicant who can be deter- esis prepared by Sarah Virginia Lewis on The Libraries as a graduating requirement for the Wis- 8 APPRENTICE COURSE FOR SMALL LIBRARIES red by a recital of the difficulties with which her path will be set and the small compensation that will be hers, even should she continue to walk therein till the way leads through the portals of the library school and into librarianship it- self, should be spared no detail." A specimen of examination questions is given, as offered candidates by the Buffalo Public Library. Mr. Brown, the librarian, writes of these questions, as follows: "Of course, it should be understood that the examinations are given to graduates of high schools without any library ex- perience whatever, nor any library train- ing. They are simply papers of general information to weed out the large num- ber of applicants which we have at the times when the examinations are given. "As a rule, we get about 10% of the class to pass the examination. After this we give each one who passes, a two weeks' trial in the library, during which time we can judge somewhat of their adaptability and they can find out whether they like the work or not, and then their names are placed upon the eligible list. We offer these examinations about once a year." BUFFALO PUBLIC LIBRARY Examination of Candidates for Library Employment Saturday, May 27, 1916 Under each question, answer only the number of items specified. 1. (Counts 5). What form of municipal government is now in force in the City of Buffalo? Who are the men in charge of it? 2. (Counts 5). What railroads are now building stations in Buffalo? Where are these stations situated? 3. (Answer 5. Counts 5). What is an anthology, a gazetteer, an encyclo- pedia, a concordance, a dictionary of synonyms, year book, an alias? Name a notable example of each. 4. (Answer 10. Counts 10). Locate any 10 of the following: Dover Strait, Caspian Sea, Guate- mala, Saloniki, Culebra Cut, Kabul, Mt. Rainier, The Carpathians, Port Said, Lake of Lucerne, Vistula River, Mt. Hood, Verdun, Darda- nelles. 5. (Answer 10. Counts 10). \Miat author's name do you connect with the following localities? Brook Farm; The Lake Country; The Temple, London; Camden, N. J.; Casa Guidi, Florence; Sunny- "^ side; Me of Wight; Abbotsford; Con- cord, Mass.; Cheyne Row, Chelsea, ' London; Salem, -'Mass.; Coopers-; town, N. Y.; VaiUrim; Twickenham. , 6. (Answer 10. Counts 10). Who wrote the following? i^amona, Hiawatha, The Gold Bug, ' V^ Thanatopsis, Ben Hur, The Oregon trail, Walden, The Scarlet letter. The Biglow papers. Snow bound, Alhambra, Leather-stocking tales. Rise of the Dutch Republic, Con- quest of Mexico. 7. (Counts 5). What does the term "the classics" mean to you? Mention the titles of 5 works which seem to you properly so called. 8. (Answer 10. Counts 10). What is the meaning of the following phrases? ^^The forty immortals. Poet laureate, Rhodes scholarship, March to the- sea. Retreat of the ten thousand, - Divine right of kings, Mason and Dixon's line. The Renaissance, The minute men. The Puritan revolution, - Heir apparent. The Triple Entente. 9. (Answer 10. Counts 10). Identify, in a few words, 10 of the following per- sons: David Chester French, Robert Bridges, Arthur Twining Hadley, Elihu Vcdder, Owen Wister, Ed- ward II. Sothern, Augustus Thomas, — Frederick MacMonnies, John S. ■ Sargent, Maxfield Parrish, Louis C. Tiffany, John Masefield, Jessie Will- cox Smith, Cecilia Beaux. 10. (Answer 10. Counts 10). What is the meaning of the following words? Amphibious, archeology, pseu- donym, alluvial, iconoclast, antip- odes, csoleric, euphony, inertia, exotic, interpolate, ethnology, ethics, psychology. / ' APPRENTICE COURSE FOR SMALL LIBRARIES 11. (Counts 5). What book would you suii(t,'cst if you were asked for a good love story, a story of adventure, a business story, a southern story, an historical novel? 12. (Counts 5). Name a standard general history of the United States, the world, Greece, Rome, England. Do not name school text books. 13. (Counts 10). Write a brief letter to a friend describing quite specifically some book which you have read within the year and enjoyed. Say exactly what you liked in the book. Length of Course The amount of time, which the appren- tice should give to practice work in a small library, should be at least four hours a day for six months, if the library is open daily; five or six hours on each day, if the library is not open daily. Some librarians require 36 to 42 hours per week for a period of six months. Schedule the hours as for a regular assistant and hold the apprentice strictly to her time. Instruction time should be extra. If the apprentice desires to complete the course in a shorter period, she must be required to give full time for three months. If it is necessary to train an assistant for a va- Uk^o cancy, insist that the candidate be tried out as an apprentice, and that she serve without compensation the equivalent in time rccpiired of a|)prentices. Trades and professions demand an apprenticeship or previous training and the library board should have a similar requirement in em- ploying untrained and inexperienced as- sistants. The amount of instruction to be given by the librarian should include at least one lesson per week and informal instruc- tion and supervision each day. "The wise librarian who encourages her staff to 'help by thinking as well as by doing' will certainly enjoy a reflex benefit, and after a few weeks will find that in spite of the time she must spend in revision, she can do many of the things she has long been wanting to do, and now finds time for, be- cause of the relief from routine work that many hands afford." In addition to daily work in the library the apprentice should be assigned required reading on technical subjects to be done in her own time. Suggestions as to general reading should also be made, with a view to develojMng her literary taste and in- creasing her knowledge of books. Lists which may prove helpful in making reading assignments during the course are printed in the last chapter. -- 1j -L'- / {ry\ (yd ^ c^ ex :l cm t^ vrvn fil'O G n tU' CHAPTER II EXPLANATION OF CLASSIFICATION AND SHELVING The aim in beginning instruction with the apprentice should be to familiarize her with the arrangement of the books in the library, that she may know how to find books on the shelves, and thus learn the classification through use. This knowledge is best taught through practice in shelv- ing, work which will be of assistance at the same time to the librarian. Do not attempt to teach how to classify at first. Explanation of Classification 1. Give purpose of classification — group- ing books by subject. Define: Classification — a scheme for arranging books in a library so that similar works or works on similar subjects shall stand together on the shelves. Call number — a symbol used to desig- nate each book, consisting of two parts: 1st, class number, a combina- tion of figures indicating the subject of the book; 2d, book number, a com- bination of letters and figures used to distinguish an individual book from all other books in the same class. Class numbers keep all books on a subject together and book numbers keep books of a class in order. Decimal system — a scheme for arrang- ing all books in 10 classes, each class being divided into 10 divisions and each division into 10 sections. By using a decimal point, this division may be carried out until the classifi- cation is as minute as desired. Arabic figures are used, the numbers assigned to the books and the books arranged in simple numerical order. Thus 512 (^algcbra) precedes 513 (geometry) and follows 511 (arithmetic). Book num- bers insure that books with the same class numbers fall into alphabetical sequence. Figures 1 and 2 show two groups of books, one not classified and one classified according to the Decimal system. Note how much more readily the books upon music can be found in Figure 2, showing the result secured by classification, — namely that books on the same subject stand together. 2. Require apprentice to learn the 10 main classes of the Decimal system and study the divisions, using either the sum- mary in the A. L. A. Catalog, 1901, page 36, or the second summary in the Decimal Classification. Give her the bookmark "How to use the library," (Democrat Print- ing Co.) showing the more important di- visions of the classification. 3. Explain the arrangement of classes on the library shelves. Call attention to the case labels as a guide in locating a spe- cific class. Take the apprentice through the book room, showing book cases, shelf labels, and other details of arrangement. 4. Drill by questions of the following type: Find a book on United States history. A novel by Booth Tarkington. The book marked 611-L63; 921- W27L (to show method of shelv- ing biography by name of biogra- phee, instead of author); 331.8- Rl t (to show use of decimal point). Ask some of these orally, requiring that the apprentice seek out the book and bring it to you in every case. Assign a few ques- tions of this type to be looked up before the next lesson, and the books involved brought to class. FIG. 1. — GROUP OF ART BOOKS, UNCLASSIFIED FIG. J. GROUP OF ART BOOKS. SHOWING HOW CLASSIFICATION BRI.NGS SUBJFC'l S TOGETHER FIG. 3— SHELF IX DISORDER FIG. 4— SHELF PROPERLY ARRANGED FIG. 5— EXAMPLE Ol' SHELVING FOR Hi;VLSI()N APPRENTICE COURSE FOR SMALL LIBRARIES 11 Directions for Ueadiiig Shelves 1. Review work given in first lesson. 2. Explain the arrangement of books on a shelf. Numerically by class. Alphabetically within class by au- thor's name. Alphabetically under author by title of book, except in biography. Space allowed at end of each shelf for growth of library. 3. Emphasize necessity of reading shelves daily to see that books are in order. 4. Assign reading of shelves and cor- recting mistakes found, this work to be done very morning during the course. If several apprentices, make each responsible in turn for books in specific sections, for instance, one can be assigned history, travel, biography, and fiction, A-H; an- other, literature, fine arts, and fiction, L-0; etc. Supervise this work until the appren- tice has learned to do it accurately. How to Shelve Books 1. General hints on order of shelves. Even rows, upright position of books. Books well forward on the shelves, even with front edge of shelf. Not crowded — books must be shifted as shelf becomes crowded. Book supports in place. Shelf labels in position. Book labels — clean, distinct; remove any book needing relabeling. Figure 3 shows a shelf of books in dis- order, row uneven, books out of place, and book support failing to hold them up- right. Note also poor labeling, uneven dis- tance from bottom of book, some torn, and some missing; poor shelf label, one missing entirely. Figure 4 shows a well arranged shelf, with space allowed for growth of the li- brary. Books are in proper position, just as the apprentice is expected to arrange them each morning. Note book supports in position, good labeling on books and shelf lal)els. 2. Required work in shelving. Have apprentice shelve every morning the books that have been discharged and slipped dur- ing the preceding day. Schedule this work as a part of her daily duties. Revise work as soon as completed, explaining mistakes made. 3. Directions for practice work in shelving. Arrange books to be shelved in class order on book truck or vacant shelf. Find location for each book and place it in position, but turned down, so that the work may be revised quickly. See Figure 5 for illustration of this method. Note: If preferred, a colored slip may be placed in each book, allowing it to project, and the book be shelved upright. Required Reading Fay, L. E. & Eaton, A. T. Instruction in the use of books and libraries. Boston Book Co. S2.25 Chapter 8. Arrangement of books on the shelves. "Ward, G. O. Practical use of books and libraries. Boston Book Co. $1 Chapter 4. Numbering and arranging books. CHAPTER III LIBRARY HANDWRITING One of the places where the appren- tice can be of great help to the librar- ian, and can also obtain a valuable as- set for herself, is in helping to keep the library records. In order to do this, she must know how to write a legible, well- formed hand. If an apprentice does not write naturally a perfectly clear hand and one easily read, she must acquire the "library hand." It is true that the type- ■vsTiter is taking the place of handwriting in many of the library records, but there are still places where the work can be done more quickly and clearly in handwrit- ing than on the typewriter. As most records are for public use it is essen- tial that they should be plainly and neatly ■WTitten. Places where Library Handwriting is Used 1. Library records — accession book, reg- istration records, book pockets and cards, readers' cards, reserve, gift, and overdue postals, circulation statistics, etc. See Figures 13, 14, 18 and 25 for examples. 2. Labeling — book labels, shelf labels, ex- hibition labels. Sec Figure 9. Hardly a library exists to-day which is not making more and more of a i)oint of laljcling "its goods." No exhibits, special collections of books, or even the general collection mean much to the public, unless they are sufTiciently labeled to call attention to them. It hardly need be emphasized that shelf labels and those on tiie backs of books must be clear and easy to read. 3. Business correspondence If this is not done on the type- writer, it must be in legiijlc hand- writing. 4. Catalog cards As the catalog is primarily for public use, the cards should be type- written, or if that is impossible, written in a good library hand. Library HandMriting Practice The apprentice cannot work on regular records of the library until she has mastered the proper handwriting. This practice should begin early in apprentice work, the discussion of principles being taken up in one of the early lessons outhned above, and practice continued until pro- ficiency is attained. The acquiring of a library hand is only a matter of practice. During the first month or two as much time as possible should be devoted to actual practice. At least fifteen minutes a day could be given to this during regular hours. An apprentice should willingly devote some outside time to copying in her best library hand material which she wishes to keep. As soon as a sufTiciently good hand is acquired, certain regular assignments in the actual record work of the library can be given to the apprentice. Instruction to Apprentice 1. Give principles of library handwrit- ing, as found in the New York State Library School pamphlet on library handwriting. (Price 5 cents.) 2. Provide apprentice with samples of joined and disjoined hand, such as those shown in Figures 6 and 7, which are taken from the New York pam- phlet. 3. Require practice on the making of capitals, lower case letters, figures and sentences, observing the following rules: APPRENTICE COURSE FOR SMALL LIBRARIES 13 SPECIMEN ALPHABETS AND FIGURES Coined hand 1234567890 &: ZJoJko. Qpjuxt pbouLnrub to ?^jOJ\>^ olM jLKu±jLyYL/a LXjYxjJlo-'^/vrL urx. ^AJZiL, hX/xrcLt^ Lsi86p.08-isoo {7-W5) FIG. 6. — JOINED HAND Disjoined hand ABCDEF GHIJKLMN OPQRSTUVWXYZ abcdefghijkl m nop orstuvvA/xyz 1Z34567890 & Taike great pains to have all writing uniform in size, slant, spacing 8c forms of letters. FIG. 7.— DISJOINED HAND FIG. 8— PENMANSHIP PRACTICE PAPER 14 APPRENTICE COURSE FOR SMALL LIBRARIES Sit squarely at the desk and as nearly erect as possible. Be accurate in making a copy of any- thing, and take great pains to have work neat. Take care that letters are uniform in size, slant, and spacing. Constant practice will result in speed which is an important requisite. Use lined practice paper (Figure 8). Note: Much difficulty is experienced in practicing the library hand on unruled Figures, t, &, i, are 1 J^ ems or 1 J^ spaces high. Avoid all flourishes and ornament in letters. Make figures large and plain for labels. (See explanation on lettering, p. 17). Practice by pasting labels on a card or sheet of paper and fill in. See Figure 9. This should be done before any attempt is made to write the label on the back of a book. 8^1 FIG. 9— BOOK LABELS or on the ordinary ruled paper. As the uniform size of the letters is most essential, paper ruled in groups of four lines, with even space between the lines is the best. The space between lines should be 2 milli- meters on a centimeter ruler, equaling 1 cm in printing or the space of one letter on the typewriter. Penmanship practice paper can be purchased frr)m the Democrat Printing Co., for 1 rent a sheet. 4. Thv following rules for the size of letters should be before the apprentice when practicing: Lower case letters are 1 cm or 1 si)ace high. Ca[)itals and extended letters, as j, I, b, g, etc., are 2 ems or 2 spaces high. 5. Provide apprentice with a good, tested ink, which when written should be allowec to dry without blotting; a stub steel pen; a cork penholder; an inkstand with a reservoir of ink shut away from the dust, light, and air, or one with a close glass stopper; a good steel eraser and a large blotter for a pad underneath the pai)er upon which the writing is done. Materials Recoinnioiuled Ink — Carter's Koal black. Pens — Library bureau, no. 5; King's non-pareil, no. .'> or 9; Esterbrook & Co., .Jurlgcs fjuill. no. ?>\2. Penholders — I""ull cork. CD 00 OC. J. Si i I O o CHAPTER IV MECHANICAL PROCESSES The mechanical processes of prepar- ing books and magazines for circulation should be taught the apprentice after the classification has been explained and practice in shelving has commenced. Practice in this work should be added to her schedule and occupy most of her time during the first weeks of her course. The apprentice is not as yet well enough acquainted with the library's resources to be able to do efficient loan or reference work. Make arrangements for an order of new books to be received about the time the appientice begins her period of service, so that the books may be used for demon- stration. The processes involved in mechanical preparation will be understood best when the books are actually carried through from start to finish in proper sequence. The apprentice will be in- terested in learning the steps involved, will enjoy handling new books, and will soon be of material assistance to the librarian. How to Give the Instruction Teach by demonstration rather than by lecture, showing the proper way to do each part of the work. Then require the apprentice to perform the same proc- esses. This work should be carried on with the shelving practice, several hours of her time each day being allotted to it for the first weeks. When subsequent or- ders are received, schedule the appren- tice to assist again that she may be thoroughly trained in the routine of the work. Do not put the apprentice at writing labels, pockets, or book cards the first time but defer requiring such work until she has had more practice in writ- ing the library hand and using the type- writer. Systematize the work thoroughly and provide the apprentice with written in- structions of the routine to be followed. Have shelves in work room or office labeled for work in different stages. If several apprentices, each might be re- quired to mark the work she does with her initials in pencil. Be very explicit as to directions. Give careful oversight to all work. Actual division into lessons is difficult to make, since size of order and speed of workers vary. Allow time for an unskilled person to do the work well. Two weeks will not be too much time to keep the apprentice on this work at the outset, with additional practice, whenever new books are received. Suggestions for a Written Outline of Processes to be Given the Apprentice (The practice followed in the Wisconsin Li- brary School is given. The librarian must alter the directions, when need be, to make them consistent with the practice already adopted in the library.) Opening Books Open every book carefully according to the following directions: "Hold the book with its back on a smooth or covered table; let the front board down; then the other, holding the leaves in one hand while you open a few leaves at the back, then a few at the front, and so on, alternately opening back and front, gently pressing open the sections till you reach the center of the volume. Do this two or three times and you will get the best results. Open the volume violently or carelessly in any one place and you will likely break the back and cause a start in 16 APPRENTICE COURSE FOR SMALL LIBRARIES the leaves. Never force the back; if it does not yield to gentle opening rely upon it that the back is too tightly or strongly lined." — Modern Bookbinding Practically Considered, by William Alathews. Note: Apprentice should be told that books will last much longer if properly opened be- fore they are put into circulation. The reasons for each process should be made plain, when the directions for doing them are taught. Cutting Leaves Use flat ivor\- or bone paper knife. Cut well into the joint, but do not cut the back of the section. Collating Check the make-up of each book, to see if complete. Examine for imperfections while cutting and opening. Collate books carefully, leaf by leaf, when directed. Glance quickly at the last figures of the page numbers for each leaf, thus: 1, 3, 5, 7, 9, to catch any mistakes, such as mis- placed or omitted sections, blurred pages, etc. Examine for contents as regards illustrations and other extras. Note: The librarian must decide what books will need careful collation. Require that expensive books, bound periodicals, books bought at second-hand and books with many plates be collated. Since publishers will always replace imperfect books free of cost even if they have been in circulation, fiction need not be collated, although such a ruling may give annoyance to the reader who discovers the imperfection. Require the apprentice to collate designated books. Mark of Ownership Stamp title page and page 25 (or any arbitrary page selected for the pur- pose). Stamp parallel with printed lines at least one inch from top and from right hand edge of page but vary distance in such manner as to strike some of the printing. Stamp important plates and unpaged illustrations, when directed. Book Plates Cover back of plate (if used) with paste. Place inside front cover in center. Use photo roller for pressing down. Pocketing Fold pocket over book card, creasing down with bone folder. See Figure 10. Put paste on flaps and back of pocket. Place inside back cover of book, a little below the center, so book card, when in place, will not project beyond the book. See Figure 11. Cover pocket with oiled paper before closing book. Press until dry; if pocket sticks when book card is inserted open with a dull knife. Paste "Seven day" and "rent collection" labels below pocket in books requiring these labels. Note: Librarian must of course decide which books are to be so marked. Dating Slip Tip in opposite pocket. See Figure 11. Methods of Labeling Paper labels Place labels on back of book 1 J^ inches from the bottom. Note in Figures 3 and 4, the influence that labeling has upon the appearance of the shelves. Insistence must be placed upon necessity of observing a uniform height for labels on every book. A few books with labels out of position will quickly spoil the appearance of a collec- tion. Best grade of labels is made from Denni- son's No. 22 white coated paper, and can be bought from the Democrat Printing Co. See Wisconsin Library Bulletin, 6:77-78 (May-June 1910) Locate exact place to put label by always using a marker. Make marker from a square of celluloid, spoiled kodak film or card board; cut a hole size of label, 1 V2 inches from the edges. Place marker in position; apply ammonia with camel's hair brush to remove sizing from surface of tlic binding ex|)Osed. APPRENTICE COUnSE FOR SMALL LIBRARIES 17 Moisten label with warm water or paste and press (irmly against bind- ing on exact spot made by the am- monia; use clean cloth to jjrevcnt soiling the label. Mark call number on label, when thoroughly dry. Hold book against desk or table. See Figure 12. Use disjoined library hand, make characters as large and distinct as monia diluted with water. Allow binding to dry thoroughly. Using marker (stiff card cut at proper distances) indicate with pen- cil position on back of book, where lettering should be placed, about an inch and a half from bottom is a good distance, unless it conflicts with printing worth preserving. Make lettering clear, distinct, even and 14 inch in height (see sizes on Book Pock ft Same Folosd. Saub Rsvcrcs. FIG. 10— HOW TO FOLD BOOK POCKETS possible. Center marking on the label. See Figure 9. Use Higgins' black American India ink. Place -t- for children's books, * for reference books, above call number. Apply thin coat of Pyrox or white shellac with brush, when ink is thoroughly dry, covering a circle at least a quarter of an inch larger than the label. Shellac covers of books in light colored bindings. Lettering with black or white inks Remove glaze from binding with cloth dampened with water; if varn- ish is difTicult to remove, use am- Figure 9). Practice forming letters and experiment on some old books at first. Hold book against table as in writing label. Use Bissell's show card color (white). To avoid evaporation, pour a few drops into a small container, in- stead of using directly from bottle. Add water to get desired consist- ency. On light colored binding use black India ink. Apply ink with broad pointed pen or small brush. (Esterbrook's Tele- graphic pen. No. 1876. Red sable hair brushes, Nos. 1 and 2. Sold by Favor, Ruhl & Co., Chicago or Mautz Bros., Madison, Wis.) ]8 APPRENTICE COURSE FOR SMALL LIBRARIES Apply thin coating of Pyrox or shellac after letters are thoroughly dry. (Use red sable hair brush. No. 9). See Figure 2, also article on Book Labels in Wisconsin Library Bulletin, 12:444-45 (Dec. 1916). Marking Book Cards and Pockets Write call number, copy number, accession number, surname of author, and title on book card. See Figure 11. Write call number, copy number, and accession number on pocket for class book. See Figure 11. Write author, title, copy number, and accession number on pocket for fiction. Note: Observe uniformity in placing in- formation on cards and pockets. Revise carefully for this. Revision of Apprentice's Work Supers'ise closely, working with the apprentice and examining her work as it progresses. Require work to be done over when necessary. Expect to repeat directions, when mistakes are made, and to spend time in correcting work. De- mand careful hand work in all these processes. Required Reading on ^Mechanical Processes Dana, J. C. Library primer. 5th ed. Library bureau. $1 Chapters on Preparing books for the shelves, Reading room — Periodicals. Stearns, L. E. Essentials in library ad- ministration. 2d ed. A. L. A. pub. board. 15c. (Library handbook, no. 1) Section on Mechanical preparation of books, p. 41-43. CHAPTER V CARE OF PERIODICALS Each morning, as a part of her du- ties, the apprentice should assist in put- ting the reading tal)les and periodicals in order. Emphasize the need of hav- ing the reading room present an orderly, well cared for appearance at all times. At stated intervals during the day, have the apprentice spend a few minutes straightening up the periodical rack and returning all magazines and papers left on tables to their places. Make her re- sponsible for the care of the room on certain days or for certain weeks to test her in doing this work. The shelves of bound periodicals and reference books must be read daily just as those for circulating books, and any necessary corrections made. Note: A satisfactory method of arrangement for current periodicals is secured by using a periodical rack, and numbeiing alike the maga- zine binder and its position in the rack. See illustration in Wisconsin Library Bulletin, 4:14 (Jan. -Feb. 1908). But even with this scheme readers will not always return the periodicals to the proper place. The tables must be cleared and the rack put in order several times each day. Receiving Process for Periodicals The apprentice should be taught how to check and care for the second class mail each day, according to the following directions: 1. Receiving Open, cut, collate, stamp cover and title page of magazine. Learn to scan as you handle them, but do not spend time while on duty in reading magazines. Report missing or imperfect copies to librarian. 2. Checking receipt on serial card Enter year in first column. Enter volume number whenever it changes. Check in column for date of maga- zine, not for date of receipt. Use number of magazine and date of receipt for a monthly or quarterly in the squares. See Figure 13. Check by number in four corners of square for weeklies and in center when a fifth number. See Figure 14. Check duplicate copies by entering number of copies in red above the year for which they are taken. 3. Shelving Place periodical in binder, remove previous issue to pamphlet box. Put newspapers into holders. 4. Covering Reinforce covers, pocket, and write book card for circulating magazines. Note: Methods of covering periodicals are described in an article in the Wisconsin Library Bulletin, 13:151-52 (May 1917). 20 APPRENTICE COURSE FOR SMALL LIBRARIES \>iflhSl^ ViJ-a^SlR . fv * a^,:^A:^^i\ FroniiPnrv ^A*>^:~!?^ 4_ Tv — Year Jan. Feb. March April May June July August Sept. Oct. -^sn Nov. Dec. v^v-^ 3 A 5 6 W i 1 7 F <,' «■ > ^;; - <^ o n 2 S t t'^ u ij « « > e 0" O" (J Ji f « f (! c I 5 i ,1 ^ , - - ! ( 1 + < ! i5 = « c s. c : i = « <- i 1^ "c *. e < C 3 ■T c -z f u C f 5 V v^ L JG T Ji t, s - J IT 5^ •T -d °a (, !■ C ^ r C I -a 1 a +■ T a c f i « rt) T tr c 5 ' (n c < 01 . 0" C ~ i T) a r ■a c I C i r" ^ O > a > <: a C c - c a V o t C ^ S i <^ > P 5 J < (^ s- f i -I F ■1 . . a <• C f T3 .r f c . c . . l- X 1, ■ lU r + « 1^ T) IT a c F \ r ! Z in iP c a < ~i ^ — — ^ \ - f .*- c 1 ? p - -c o "■ s £ d y^ c q X a f 1 ?■ ro *- tr C c c < a x t ^ C : f ^ a s. \ 1 F J c : P T) f I. t ^1 ? > ^^ •o rN o o _ M 'o -* lO -^ ^ e- _ M t>. 00 "" ji ■V ■V T T "V T ■V *" »0 2 '" ° — ir> P in ^ ►^ u u. ^ OO tS I 32 APPRENTICE COURSE FOR SMALL LIBRARIES Volume or copy number Source (dealer or donor) Cost (if purchased) Added by gift, binding See Figure ISforillustrationsof entries. Revision of Work Examine all work to see that it is done properly. Shelf-listing Since a knowledge of catalog rules is required in making shelf cards, the appren- tice cannot profitably be given much of this work to do, until she has been taught more about cataloging. But the record should be explained and practice in the use of it given her, that she may fully appreciate its use and importance. Definition A record of books in the library' in the order in which they stand on the shelves. Usually a card record. Uses For inventory In assigning book numbers, to avoid conflicts In classifying, to secure uniformity In book-buying to avoid duplication, keep classes well balanced Serves as classed catalog Rules for making shelf cards Cards contain Surname of author (initials added for works of fiction) written on the first line of card at first indention. See Figure 19 Brief title, at second indention, second line Date of publication one centi- meter, or three spaces on type- writer, after title, for class book. See Figure 20 Call number as on catalog cards, but in black ink Accession number placed in the margin, second line below title Explain method of entering copies and volumes Practice Work for Apprentice Give the apprentice very little practice in writing shelf cards at this time, since this work can not be done without more knowledge of cataloging forms than she possesses. Shelf cards are generally made when the catalog cards are written, and the apprentice is not ready for this in- struction as yet. Explain how to file shelf cards and give the apprentice practice in this work. Let her arrange by call number and file the cards above the rod in the shelf-list trays. Revise all filing. Filing the cards will teach her the arrangement of this record and familiarize her with it. Withdrawals In connection with the routine of making withdrawals the apprentice can be of assist- ance, if she proves accurate and reliable. Practice Work to Assign 1. "Pulling" cards from shelf-list and catalog. 1 The apprentice has learned how each of these records is arranged and this work is merely the reversal of the process of filing. Explain the tracing on the author card, which en- ables the rest of the cards to be found in the catalog. 2. Entering books in withdrawal record, if a withdrawal book is kept. Since this means copying the accession entry, it is work that can often be assigned to the apprentice early in the course. 3. Entering withdrawal numbers on shelf cards 4. Noting date and cause of withdrawal in accession book 5. Stamping books "discarded" 6. Filing shelf cards, after withdrawal notes have been made upon them, in withdrawal list Inventory Arrange to take inventory during the apprentice's time of service. If the stafi" is small, her assistance will be welcome. The work will be excellent drill for her, since it involves the use ot practically all the library APPRENTICE COVPSE FOR SMALL LIBRARIES 33 7579 8976 8977 Davis, R.H. Soldiers of fortune. c 2 w 2978 c 3 o FIG. 19.— SAMPLE TYPEWRITTEN SHELF CARD FOR FICTION. ENTRY OF SEVERAL COPIES, AND WITHDRAWAL NOTE FOR ONE ^?.n Dq w so-n D32 .Soiith /A-merica-n rpptihl ic.=i. 1^03-0^. 2v, 2.^ vl .'^0 v2 r ^ LJ FIG. 20.— SAMPLE HANDWRITTEN SHELF CARD FOR CLASS BOOK, SHOWING ENTRY OF SEVERAL VOLUMES 34 APPRENTICE COURSE FOR SMALL LIBRARIES records and proves the need of care and In carrying on the work, put the ap- accuracy in keeping them. The apprentice prentice at reading the shelf-list, while will also learn much regarding books and another member of the staff looks for the classification. books. In hunting down missing books the An outline of the routine of taking in- apprentice can help, but require her to ventory has been printed in the Wisconsin bring the book or book card involved to Library Bulletin, 8:95-98 (May-June 1912) be checked up. and this article can be given the apprentice to read. CHAPTER X CARE OF BOOKS Proper up-keep of the library must at once take into account the care of l)ooks and this work will take much time on the part of the staff. Insofaras they conlnliule towards this, the mechanical preparation of books and directions on shelving have already been emphasized in this course. But constant attention is needed, for nothing more quickly spoils the appearance of a library than the sight of volumes on the shelves in dilapidated condition, in dire need of mending or rebinding. The bad efTect of allowing books to circulate in such condition must not be ignored. Patrons either become more careless in their regard for library books, because of the example set them, or they cease to use books offered in such unattractive form. If the children especially are to be taught proper regard for books, they must not see the library neglectful in this respect. Make the apprentice understand the importance of systematic care of books. Some suggestions to the librarian in taking up this subject with the apprentice follow. These may be given the apprentice to read or brought out in talks with her. Points to Consider in Repairing Books 1. Examine books carefully before shelv- ing and take from circulation when the first signs of wear appear. 2. Form practice of glancing through books for tears, loose leaves, broken joints, etc., when discharging and slipping books. 3. Place books in poor condition upon a designated "mending shelf" at the de- livery desk or transfer to the work room. 4. Books needing repairs fall into the following classes. (Have illustrations to show when giving the talk to the appren- tice.) Shelves in work room should be labeled for each class as follows: For binding — Books with weakened sewing and broken backs. Consider worth of the book and cost of re- placing. Mend sparingly books of permanent value. These should be rebound as soon as the sewing be- gins to give way. Since the re- binding will wear two or three times as long as the original binding, it pays to send to the binder all books in constant demand, unless they could be replaced at a lower cost than the price of rebinding (usually obtainable at 40c. to 50c.). For recasing — Books that have be- come loosened in covers but with sewing still firm. Many books of temporary interest, such as a majority of recent novels, can be repaired sufficiently well by recasing to last as long as the demand continues, without requiring rebinding. For mending, cleaning, and general repairs — Books with tears, loose leaves, pencil marks, etc., and books needing new backs, hinges, and fresh end sheets. Do not attempt to mend books when the sewing has loosened; these will be rebound or discarded according to their value. For discarding — Take badly soiled and much worn books from circu- lation. They should be replaced by fresh copies, if sufficiently popular, or by more up-to-date books on the subject. 5. Give mending prompt attention. Judicious mending preserves the book. Serious damage often results if repairs are not made at once. Neglecting to tip in a loose leaf may mean a book ruined by loss of the page; failure to strengthen weakened 36 APPRENTICE COURSE FOR SMALL LIBRARIES joints will send the book to the binderv' before its tinie. If books are sent out in poor condition, it is difficult to place the blame upon the borrower for lack of care and unjustified mutilation, while they are in his hands. Books needing mending are apt to be in most constant demand. Do not keep out of circulation any longer than possible. Appearance of library is directly afTected by sight of books out of repair. Try not to let work pile up, since a work room over- flowing with books needing mending is discouraging. Instruction to Apprentice in Routine of JMending 1. Explain arrangement of work room, which should have shelving, glass topped table, if possible, cupboard for supplies, and necessary tools, all kept in order. 2. Assign apprentice to assist with the mending for weekly periods, soon after the course is begun. Slight mending, such as tears and loose leaves often done at the loan desk, can be taught during the first week. 3. Provide apprentice witn pamphlet How to Care for Books in a Library, by H. P. Sawyer (Democrat Printing Co. 10c. )• See also article fiooA' Repairing, by H. R. Cochran, Wisconsin Library Bulletin, 13: 102-7 (April 1917). Require that the descriptions of each process be studied carefully. 4. Demonstrate each process, explaining why you are treating the books in this manner. 5. Take up in turn each kind of mending and give apprentice practice in it until she understands how to do the work well. 6. Continue the weekly period for mend- ing throughout the apprentice course, that deftness and skill, which come with prac- tice, may be acquired. 7. Look over all work apprentice does, calling her attention tp any mistakes made. Have her correct those and give her hints that will help her to improve. The following outline may be suggestive in giving instruc- tion. Much more time should be spent, however, than this schedule allows. An Outline of Four Practice Periods in JMending Given Students in the Wisconsin Library School The Madison (^^'is.) Free Library co- operates with the Library School in pre- senting the course in mending. Practice is done under supervision. Each period con- sists of two and one half hours. Sub- jects considered are as follows: 1. Tears; tipping loose leaves; sewing backs and loose sections; cloth and paper hinges. 2. Review of Lesson 1 ; work done over if wrong; rebacking; marking; books pre- pared for recasing; making paste. 3. Recasing; ottier uses of glue in mend- ing, as tightening hinges. 4. End papers; side papers; practice in sorting books for kinds of mending, for rebinding; cleaning books; how to make scrap books from worn-out picture books. Binding Routine Preparation of books for bindery Books to be sent to the bindery should be placed upon shelves in the work room labeled, "For binden,'." Binding should be done at least once or twice a year. After librarian has decided what books are to be sent, the apprentice can be assigned the work of preparing them. Directions for apprentice Collate books for missing pages and im- perfections (see exi)lanation on collat- ing new books, p. 16). Erase pencil marks and stains with art gum. Collate periodicals with special care for possible mutilation and imperfections. Place title page and contents in front of volume, index at end, unless other- wise paged. Rei)()rt all books witli missing pages or other imi)erfections to librarian, who will discard much soiled or mutilated books and any with narrow margins. Remove book pockets carefully and file alphabetically. Make binding records. Bd, No i e Ace. No « 1 Sixe ^ Price .- V style p (Underscore or outline proper word) Color: Light brown, dnrlf ^ maroon, green. oi Biui and Corners. S Morocco, roan, buffing, E buckram, clotji. art rel- Z lUm. C.OVA'Vj-Aj ;-; 1 Lettering for Back j Ov..a5U^ Sides. 1 PaDer, cloth. e OT Directions o s o > Bind contents of maua- £ zliies in front and Indexes •=" In back unless paged to go J elsewhere ». ! Insert stubs for missing ° pa(fes. =; Return this slip with % bouna volume j; i Bd. No e a a a Ace. No. ..:'■■ u o Size < Price Style ^ (Underscore or outline proper word) Color: Light brown, dark ^ brown, black, blue, red , S maroon, green. "^ d Back and Corners. a Morocco, roan, bufiBngr. E buckram, cloth, art vel- 'Z lum. ;^ Sides: I Paper, cloth. « Directivns: 3 > Lettering for Back \xiojvj^ ,^fij^n\/\t ^ hi Bind contents of maga- zines in front and Indexes 5 in back unless paged to go ij elsewhere. ^ 1 Insert stubs for missing ° ] ''Hetnrn this slip with | | O^rvW^^-^^vO^ boun'd volume. z i^j:^ ^i^^vx^j^ FIG. '^1. -SAMPLE BINDING SLIPS, SHOWING HOW TO INDICATE LETTERING AND STYLE OF BINDING FIG. 22.— EXAMPLES OF BINDING. SHOWING DIFFERENT STYLES OF LETTERING APPRENTICE COURSE FOR SMALL LIBRARIES 37 Binding Records Binding slips Fill out binding slips for each volume. See Figure 21. Nole: Printed slips may be purchased from library supply firms, or blank P slips are satisfactory for this purpose. They should give directions to binder as t" the kind of i)inding to be used and the lettering for each panel on the back of book. Sainjile slips should be kept on file at library for periodi- cal sets and copied with change of volume number and date, when each volume is ready to send, so that binding may be kept uniform. A method is suggested in the Wisconsin Library Bulletin, 8:198-200 (Dec. 1912) Rules for lettering Observe accuracy in spelling, call num- ber, division of words -and titles, l^emember that as the slip is made out so the book will be lettered by the binder. See Figure 22 for illustrations of lettering on rebound books. Capitalize important words in titles. Use Arabic numerals. Panel 1 — Author's surname; both sur- names of joint authors; well known pseudonyms given in parenthesis under real name, or, if entered under pseud- onym, real name in parenthesis. Panel 2 — Brief title, usually omitting initial article; give several titles if by one author and bound together; main title of sets or annuals. Panel 3 — Series, if very notable; editor, or translator if important; brief con- tents of single volume for specific time or subject; place and date of meeting for conferences; author and title of second book, if two are bound to- gether. Panel 4 — Volume number only, omit abbreviation v. or vol. Panel 5 — Call number fbinder sometimes makes a slight additirjnal charge for adding); name of library at bottom. Lettering for periodicals, see Figure 21 Panel2— Brief title. Panel 4 — Volume, year anri months; when date covers two years, use last two figures for second year. Two series, give both volume numbers, thus: 20 New series 10 1898 Jan — June Panel 5 — Name of library. Style of binding Indicate style and color of binding by underscoring in column provided on printed slip or by key letters, which stand for different styles. Place slip in each volume. Pack for shipment. Records when books are sent Charge on book cards to bindery; filo book cards alphabetically, convenient for reference, under separate guide in charging tray, marked "Bindery." If not sufficient space in tray, keep in drawer of delivery desk. Make list in duplicate, showing number of books sent, give author's surname, brief title, volume, with binder's name and date sent at top. One copy sent to binder, one retained. Books returned Check up with duplicate list. Compare books with slips for lettering. Collate. Replace pockets. Return book cards to pockets. Librarian will return to bindery books needing correction. CHAPTER XI LOAN WORK— PART II Before gi\'ing the following instructions to the apprentice, be sure that she has at- tained accuracy and rapidity in the use of the tools described in Chapter VIII, Loan Work — Part I. She should know from the lessons in classification and shelving the position of books in the library, and from the lessons on the catalog the quickest way to reach information in those books. Now she is prepared for work with people at the loan desk, and should be able to give "prompt and thoughtful service." Instructions for Apprentice Charging Books Note: As the apprentice has worked with the librarian at the desk, slipping books, ar- ranging book cards, filing borrowers' applica- tions and cards, she has had opportunity to watch the prompt serving of borrowers, charg- ing and discharging books, and registration of borrowers. First, test apprentice's quickness in finding books by giving her some requests to fill. Meantime, have her observe charging and discharging, and then practice herself, at first under your observation, later independ- ently. Teach her to wait on patrons in the order that they come to the charging desk. Notice borrower's card number to be sure that it is in force, and borrower's card to see that there are no uncancelled charges of books that should be re- turned. Copy borrower's card number in next vacant space on book card, accurately. Place personal initial after number so that mistakes can be traced. Stamp date in next vacant space on 1) book card, 2) borrower's card, 3) dating slip. If "date due" stamp is used, be sure to use right date, 14 or 7 day, as need may be. Insert borrower's card in book i)0cket, and place book card with others of current dav's circuhition. If more than one book is charged, there must be a date stamped on the borrower's card for each book taken. Fiction is usually charged on the face of the card, beginning at top, and non-fiction on verso, beginning at bottom. See Figure 23. Dates must be stamped straight and even on all cards, or space is wasted. See Figure 11. In charging books to teachers, in addition to above processes, copy book num- bers on teacher's card, thus making a double entry. See Figure 24. Discharging Books WTien dating slip is used Compare uncancelled date on bor- rower's card with last date on dating slip. If they agree, cancel charge on borrower's card by stamping date of return opposite uncancelled dale. This is the borrower's receipt for return of book. If several books are returned at once, be sure that charges for all are cancelled on borrower's card, comparing dates with dating slii)s each time. It is not necessary to stamp date of re- turn on book card. Return borrower's card to borrower, or keep for him, according to usage of library. Place books discharged in pile of books to be sli])ped. In discharging books, watch dales for "overdues." A book more than 5 days overdue should be slipped at once while borrower waits. Wlien dating slip is not used While borrower waits, slip book, as dcsrril)od on p. 27-28. Cancel borrower's card as above. APPRENTICE COURSE FOR SMALL LIBRARIES 39 rr 01 (0 ci o S > a H 01 o u z E E -a: C«4| u z < JO a. CD a. -< y z E 3 I: E U z 4 40 APPREXTICE COURSE FOR SMALL LIBRARIES ^'^ rJ £ r u ^ in u u (T 3^ n: Z L° W 1 1 1 )rrow )ok — iturne 2 DQ CQ Q a: c H QJ a Q X: -h»; u in IT) Q CI 5^ ir> »0 lf> ^ A- i-^i ^ lO ^ o T *7 .4 •5 5, (4 00 « «« I ? (P O p. 0> ■ (O 0- (O y.- o -;^ APPRENTICE COURSE FOR SMALL LIBRARIES 41 Place book in pile of l)Ooks to he shelved or reserved, as case may be. If book is returned without borrower's card, fill out receij)!. See saniplQ p. 40. Give to borrower to attach to his card, or attach to application card kejit in library. When bor- rower's card is presented with this receipt, it is cancelled as usual. Collection of Fines Note: This must be understood by the apprentice in discharging books. Compute number of days overdue, by comparing date on borrower's card with current date. (Calendar for year should be kept at desk.) A book charged on Monday, April 19, for two weeks, is one day overdue on Tjjesday, May 4. Compute amount of fine. If fine is one cent a day for each day overdue including vSundays and holiday's, amount of fine is equal to number of days overdue. If two cents a day, multiply by two. If book is more than 5 days overdue, slip at once, as fine slip is marked with notice of wrong address, con- tagious disease (no fine charged), wrong charge, etc., and correction can be made only at this time. Place fine in cash drawer, and enter amount on cash slip in drawer, in column ruled for "fines." In making change, form habit of first taking from borrower the money to be changed then handing him the change. Learn to make change properly and quickly, counting up from the amount taken, not subtracting. Example: If a dollar bill is taken in pay- ment of a 7 cent fine, count "8, 9, 10, 15, 25, 50, $1." in paying back the change. Registration of Borrowers Residents If a resident of the city wishes a book, have him fill out a regular application blank with full name, address, occupation, business ad- dress, date. Print full name, inverted, in upper left hand corner of application. See Figure 16. Look up name in alphabetical file of borro vers to find if he has registered before, or if there are any charges for unpaid fines, damages, or long overdue books noted on a possible former application. Look up name in city directory; if there, he is entitled to a card at once. If not there, he must first be identified by some resident or some one known to the librarian, or must secure a reference signature on his application blank. A child's aj)- plication should be signed by one of his parents, before he is entitled to a card, and his age entered on application. When found in directory, or other- wise identified, mark application "O.K." with your initials in lower right hand corner. Enter borrower's name and address in next vacant line in registration book, under current date. Copy number from registration book to upper right hand corner of aj)- plication, and to borrower's card, face and verso. Fill in borrower's card with name and address and date of expiration, and give to borrower, explaining to him the number of books he may take at one time, and the length of time they may be kept. Explain rules and regulations of library or give printed form containing them. Place dale of expiration on application under borrower's number, and place application with others issued on current day. Note: Some libraries do not enter new- borrowers in registration records at once, instead issue temporary cards with name and address, but no registration number, for use until number is assigned and per- manent card made out the following morning. Transients Charge §2 if a transient in the city wishes a book for use outside the library (covers cost of ordinary' book). 42 APPRENTICE COURSE FOR SMALL LIBRARIES Give receipt for money, which is refunded when book is returned. Use ordinarj^ receipt book. Place money in cash drawer, with slip bearing amount, name and address of transient. Have applicant make out application card; mark it "Transient." Make out temporary card for ap- plicant, bearing name and address; mark it "Transient;" charge book as usual, using name and address instead of number. Rental Books \ole: Borrower need not use regular card for rental book; no card is needed. Charging Write borrower's name and address on book card. Stamp date (7 day stamp if "date due" is used) on dating slip and book card. On book card and on dating slip, enter word "Pd" or "Coll." after date to indicate whether rent is paid or to be collected on return of book. When paid, place money in cash drawer, and enter amount on cash slip in column ruled for "rent." Discharging Look at dating slip to see if paid. If marked "Pd," put with books to be slipped; if marked "Coll." collect' charge and enter in cash as above. Loan Records Note: The following records can be made out by the apprentice and submitted to the libra- rian for revision and correction. Cash. At end of day's work, take money and cash slip from cash drawer, and add "fines" and "rent" columns separately. Compare total with amount of money in driiwer. Enter items in columns of cash book under current diitc. Turn money over to lihrarijin, al- ways leaving SI in small change in drawer. Statistics sheets. Circulation statistics must be counted at night or first thing in morning. Sort book cards, fiction, non-fiction, and juvenile apart, then by classes. Count number of book cards in each class. Add adult and juvenile circulation separately and total. After revision by librarian, copy into circulation statistics book. At end of week, add amounts in each class; total of these "class" totals and of daily totals must agree. If cor- rect, enter the weekly summary and totals in red in circulation book. At end of month, add weekly sum- maries. Enter in red. If library is open less than six days a week, use every column in circu- lation book, redating at head of page. See Figure 25. Reserve Notice Postals Note: A borrower should be able to have a book reserved for his use, if it is out in circula- tion. This is done by having at the library post cards, which he may buy for two cents, fill out, and leave at the library to be sent him when the book comes in. Look up class number of book to be reserved, filling in on post card. Search for book card in charging tray, attaching clip to it when found. File post card with others waiting to be sent, filing by class number. As books are returned, if book cards hold clips, they should be placed on shelf marked "For reserve." Look up post cards for these books, fill out and mail, placing in each book a slip with name of person for whom it is reserved and last day of reserva- tion. Book to be placed on reserve shelf. Each day take from shelf all books on which time of reservation is ui», re- move clips from book cards and re- turn books to regular shelves. Lost Cards Application for new card Take luimc anfl address of borrower on P sli|), wilh dale. APPRENTICE COURSE FOR SMALL LIBRARIES 43 , v.„, .19)5 . CIRCULATION STATISTICS ,; I .fi'i ..,,,■ .^'"'^^^'^r , f I' '■ i.'i I . ,-.i-. 0, -111 MoDih norcln ~1^ '^ ^ ^ ^^ ^^ ^^ >r ^^ 3' •H ^ ^^ 4^ A ChllclrcD'K Book* 0!jO 1 1 1 .^ 1 1 7 P 1 3 100 VKI 1 3"! 1 1 ^ 2 2 1 ,") 1 1 10 1 1 2 1 500 •) 2 3 «00 I'Horm Arts 1 1 2 1 1 ^ ^ fi 1 1 2 1 /] 700 1 1 ? 1 1 5 1 3 1 r 1 sm ?, 1 ? \ \ 1 ^ ?, 1 3 3 3;? 1 3 7 \ i 90'>-W)0 930-91IO ? £ H 'i ^ <=) 3 3 ;?ft 2 1 G 3 2 910-019 1 S fi ft P M 1 1 30 1 i 2 1 \ 8-920 Biography 3 p 1 m 1 2 3 1 1 27 ^ 1 3 2 \ FlotlOD ■^•i ?7 ^ f 103 ^G ?l ?3 flf5 2?l 2fl 'ISI 21 ?l 15 17 Current Perlodlcnls D.Tllv Summary 5?> ^f) ft^ IPO RO '^Q '^Q MQ ^'\ 1^ ^f^n 11 11 ?>^ 31 31 Ailult.' Boohs OMI General Worts 1 o:»o lOO 1 1 ?■ 1 1 200 RellElon 1 \ a 1 1 2 300 ? 1 -^ 5 ^ ^ 1 1 3 100 1 1 1 1 3 500 Nntural Science ?> 3 s Z 1 ?> in 1 3 ^ 3 2 600 Useful Arts ^ 5 1 1 10 3 1 1 ^ 1 700 Fine Arts 1 1 ? 1 1 1 1 ?. 800 3 ^ ^ ^ ?o 7 2 9 1 9W-9O0 930-999 ?, 3 3 ^ ft \Ci G 3 3 3 910-919 1 1 ? ? 7 ^ \2 1 1 ^ 7 B-9M I 1 ? 5 3 2 5 1 2 ^"^ ^-^ 3f^ 113 ^■^ ^G 22 MR ^^'^ :35 1^0 31 31 Q>^ 30 2,T German 1 12 2:^ ^^ ^ ^ e Ift 3 3 120 3 i ^ 1 ,3 Norweplan 1 1 1 3 ? 1 3 3 in ?- Z 1 3 Hentlne Collection 1 1 3 1 8 i fyT GO 3^ 151 ^3 13 &f)8 G^ IT 115 ^-^I 11 Dally Total MR 100 I2f^ 3'=I7 IS7 100 7^ R^^ P.7 51 1S3G 102_ 1 Bl ^00 _az 7,T Teachera' Circulation '^ (p ^ 13 1 ^ 1 'I <5 6 13 ^ 1 3 1 3 Pamphlets and Clippings rlctnres loaned ?, 3 ^ 8 1 ?) 1 S 2. S ^^ 7 3 10 3 1 Tsllmalea Headlnj and Reference Boobs repaired FIG. 25.— CIRCULATION STATISTICS SHEET OF LIBRARY OPEN THREE DAYS A WEEK. NOTE USE OF EVEF.Y COLUMN. WEEKLY SUMMARIES (COL- UMNS WITH "S" AT HEAD) AND MONTHLY SUMMARY ARE ENTERED IN RED INK 44 APPRENTICE COURSE FOR SMALL LIBRARIES Look up card in file of borrowers' cards at library. Look up application card of bor- rower to be sure it is still in force and holds no record of book lost or unpaid fine. Copy borrower's card number on slip. File with other slips of "duplicate cards to be issued," if not issued at once, or attach to application. Note: Some libraries issue duplicates im- mediately on payment of five or ten cents; others require a delay of two weeks. Issuing duplicate cards Look up borrower in file of "du- plicate cards to be issued." If required time has expired, get borrower's application from file. Make out borrower's card, using old card number and date of ex- piration. Mark card "Dup. " Change address if necessary. On back of application, enter "Dupli- cate card issued" with date. Place slip with other slips of du- plicates issued, to be counted at end of month. Re-registration Assign for careful reading the article on Re-registration, by Maud van Buren, Public Libraries, 18: 229-30 (June 1913) also in Wisconsin Li- brary Bulletin, 9:14-15 (Jan.-Feb. 1913). Teach apprentice to pull applications from alphabetical file of borrow- ers' applications, and borrowers' cards from file at library, according to this article. Re-alphabeting and re-filing suggested in this article can be done by apprentice. CHAPTER XII CATALOGING AND CLASSIFICATION That the apprentice can be of much actual assistance to the library in the prac- tice work she may do in cataloging and chissification is doubtful. Do not plan to leach in detail processes that involve so much instruction and revision. Unless the course is organized with a special instructor in charge, little is usually attempted beyond instruction in the use of the catalog. An earlier lesson covered this topic and was designed to give a slight familiarity with cataloging terms and kinds of cards. See Chapter VII. Attend- ance at a library school should be ad- vised for those wishing the detailed training. Much depends upon the individual apprentice. Experience has shown that, with a little instruction and with samples to follow, an apprentice who does neat and careful record work, can learn to make cards for fiction and even write added entry cards for class books, where the author card and subject headings have been determined. But unless her work is usable, it will be a waste of time to assign such practice. Emphasis should be laid upon the necessity for absolute accuracy and exactness. Nothing offers better discipline in these quahties than does cataloging. Lesson 1. — Simple Directions for Making Author and Title Cards for Fiction Indentions Explain the indentions for call number, author and title. Cards ruled for pen work, with two vertical lines to show 1st and 2d indentions should be used at first. See Figure 26, For typewritten work, the following inden- tions arc used in the Wisconsin Li- brary School: Call number at 1 Author's name at 8, succeeding lines at 13 Title at 11 for first line, succeeding fines at 8. If the typewriter has attachment for tabu- lating, the stops on the gage can be set at these numbers and the shifting done mechanically. Author Card Call number, if used, in red ink, close to left margin. Author's name, given in full. Look up in catalog to find the proper form. If not used before, consult aids in library for finding full names. Write on top line, 1st indention; succeeding lines 2 spaces after 2d indention. Surname given first, followed by forenames. Title written on line below author's name at 2d indention, with succeeding lines at 1st indention. Number of volumes, if more than one. added 1 centimeter or 3 spaces on typewriter after end of title. Use capital letters only for proper names and first word of title. See Figure 26 showing a sample author card for book of fiction. Title Card Title written on top line, 2d indention, succeeding lines 2 spaces after 2d indention. Number of volumes as on author card. Author's name on line below title, 1st indention. Use surname, followed by forename if only one; by initials, if more than one. See Figure 27 showing a sample title card. 46 APPRENTICE COURSE FOR SMALL LIBRARIES Tracing Purpose has been learned through practice in withdrawing cards from catalog. Place abbreviation / on back of author card to indicate that a title card has been made. See Figure 28. Practice Work Let apprentice write cards for fiction. Full names should be supplied at first. Revise, explaining mistakes or points that may arise, require rewriting of cards if necessarv. Imprint, 3 spaces after edition or title as the case may be. Consists of place, publisher's surname, and date of publication or date of copyright, if former not given. Place of publica- tion may be omitted, where publisher is well known. Collation, 3 spaces after imprint. Give number of volumes if more than one, illus. por. pi. maps, diagr. tables. Series, if known, 3 spaces after collation. Contents and notes. Omit a line below other data on card. Begin at 2d Xt\'s±.Scx_^^^^ S.V\^^ \V\^n \\\tiJ\h \h\\irr\?r\U 2m^ ^ct, c. g. Ai/rirulliire is preferred to Fanning as a lieading. APPRENTICE COURSE FOR SMALL LIBRARIES 47 Write heading seleclcd, in red ink, on loj) Subject heading and aulhor's name enleicd Hne, 2d indention. as on suljject card. Author's name as on lillc card in al;ijre- , , ,, • , , r 1 lUe ol i)ook, followed l)y date, hne be o\v viatcd lorm. , ^ > author s name. Paf^in',', if JMiok is paged continuously Copy other data exactly as given 0:1 auliior card. t 3 Authors a s Cornwall, Barry, pseud, a 3 Dickens, Charles a 3 Hawthorne, Nathaniel a s Mitford, M, R, a 3 Thackeray, W.M, a 3 Wordsworth, William FIG. 28. — SAMPLE OF THF VERSO OF AX AUTilOH CAKl). SlKAVEXCi JKAV TRACENG FOR TITLE, SUBJECTS AND ANALYTICS IS ARRANGED 630 Bailey, Liberty Hyde, ed. B15 Principles of agriculture: a text-book for schools and rural societies. 8th ed. Macniillan,1903. Illus. (Rural science series) With chapters by J.W.Spencer, L. A. Clin- ton, G.W. Cavanaugh, B.M.Duggan, I.P.Rob- erts, James Law, and H.H. Wing. FIG. 20.— SAMPLE AUTHOR CARD, TYPEWRITTEN, FOR BOOK OF NON-FICTION. SHOWING HOW EDITION, IMPRINT, COLLATION, SERIES AND NOTES ARE GIVEN. NOTE SPACING AND INDENTION. CALL NUMBER IS WRITTEN IN RED See Figure 30, showing sample of a subject throughout, in margin, 3d hne below card for the book cataloged in Figure call number. 29. See Figure 31 showing sample for a short Subject Analytic Card form analytic. Explain value of making cards for chapters If title of the chapter adds any information and sections of books. about the scope of treatment, give it 48 APPRENTICE COURSE FOR SMALL LIBRARIES also. See Figures 32, 33, showing samples of long form analytics. Tracing Show how each additional card is traced on the author card. See Figure 28. famiharity with the classification. She is able to find a book when it is classified, but she has had no practice in the converse, namely, in assigning the classification number to the book. To give a little experience in this part of the work is easily possible by allowing the apprentice to practice upon an order of 630 Agriculture B15 Bailey, L.H. ed. Principles of agriculture: a text-book for schools and rural societies. 8tli ed. Macinillan,l903« Illus. (Rural science series) With chapters by J.W.Spencer, L.A.Clin- ton, G.W. Cavanaugh, B.M. Duggan, I.P.Rob- erts, James Law, and H.H. Wing. FIG 30— SAMPLE SUBJECT CARD. SHOWING SUBJECT HEADING, AUTHOR'S NAME ABBREVIATED, OTHER DATA AS ON CORRESPONDING AUTHOR CARD, FIG. 29. NOTE: CALL NUMBER AND HEADING WOULD APPEAR IN RED INK WHE.N NL\DE IN THE LIBRARY 820 F46 Hawthorne, Nathaniel Fields, J.T. Yesterdays with authors. £^1899, page 41-124 FIG. 31.— SAMPLE SUBJECT ANALYTIC CARD, IN SHORT FORM. NOTE INDENTIONS AND DATA GIVEN; CALL NUMBEIi AND PAGING TO BE WRITTEN IN RED. SIMILAR CARDS WOULD BE .\L\DE FOR OTHER CHAPTERS IN THE BOOK Practice Work Give apprentice samples of each kind of card to copy for practice. Let her try writing added entry cards, after the author card and subject head- ings have been assigned. Revise all work. Lessons on filassifiration and Assign- ing IJook Numbers Through practice in shelving and filing book cards, llic, api)rcnticc has gained a new books. Explanation of "building numbers" should be given, see introduction to Decimal Classification, p. 29, and brief rules for assigning book numbers from Cutter's Author Tables. Since this work will not be of material assistance to the librarian, practice should be done in the apprentice's own time and may be ojitional. Rules for Assigning Book Numbers 1. Find the first few letters of the author's name in the Cutter tabic. I'se two of APPRENTICE COURSE FOR SMALL LIBRARIES 49 the fii»iires follow! ni?, addintj them to the iniliai to form the Book number, e. g. Baldwin, B19. 2. For names he,L;inniiit» A, K, I, O, U, and S, use the first two letters of the au- thor's name instead of initials only. and one figure; and for names begin- ning with Sc, three letters and one figure; e. g. Addams, Ad2, Sehiller, Sch3. 3. Q, X, Y, Z, use one letter and one figure, e. g. Young, YS. Edwin Drood, D55e. This letter is called a work mark. For two or more titles with the same initial letter, use first letter alone for the title first in alj)habelic order, and two or more initials as needed for the others. Cooper l^ath finder C78 p Pilot C78 pi Pioneers C78 pio Prairie C78 pr Precaution C78 jjre 824 West, The - History Ir83 Irving, Washington Tour of the prairies, book, tl8l9j ) (in his Sketch FIG. 32.— SAMPLE SUBJECT ANALYTIC CARD, IN LONG FORM, FOR BOOK CONTAIN- ING SEVERAL WORKS OF AN AUTHOR. NOTE PHRASING USED; PAGING OMITTED, SINCE EACH PART IS SEPARATELY PAGED 826 H32 Lincoln, Hay, John Lincoln Addresses, Abraham as lawyer, 1906) (in Hay, John. page 30-107 FIG. 33.— SAMPLE SUBJECT ANALYTIC CARD, IN LONG FORM, GIVING TITLE OF CHAPTER ANALYZED. TO AVOID AMBIGUITY THE AUTHOR'S NAME IS REPEATED, INSTEAD OF USING THE PRO- NOUN -HIS" 4. If the first letters of the name do not occur in the table, take the letters next previous in the alphabetical order. 5. If a number has been used for another author in the same class, or the appli- cation of the above rules does not result in individual numbers for books in same class; annex another figure so as to put the name in alphabetical order in relation to names already used. Avoid using 1 as this prevents further insertions. Barr, B27, Bar- rie, B276. 6. Distinguish books by the same author in the same class by adding in small print initial of catch title to book number; e. g. Dickens, History of Churchill Celebrity C47 c Crisis C17 cr Crossing C17 cro Coniston C 17 co 7. For biography, use initial of person written about rather than author's name to keep material concerning one person together on the shelves. When there are two or more biographies of the same person, distinguish by adding initial of biographer, as a work mark, to the book number. Required Reading on Cataloging Hitchler, Theresa. Cataloging for small libraries. A. L. A. Pub. board. $1.25 Chapter 2. General principles. CHAPTER XIII REFERENCE WORK In no other direction does the previous education, especially college training, and the mental ability of the apprentice count more than in reference work. The amount and character of the instruction given in the course will depend entirely upon the individual. Any one who could qualify as a library apprentice has surely used refer- ence books for herself, though it may have been in a fumbling, haphazard fashion, without knowing the full scope of the books. The instruction given in the course should attempt to teach how to handle books through theirmethod of arrangement, cross references, indexes; the use of period- ical indexes; and the method and scope of the more important reference books. This instruction is best given by practice in handling each book for actual questions. When the explanation of the classifi- cation is given, attention should be directed to the reference collection, that the appren- tice may know, when asked by patrons, where to find the encyclopedias, books of quotation, atlases, etc. After the first month of the course, formal instruction, with practice work in the use of the re- ference collection, can be begun. But not until toward the end of the course can she be entrusted to do actual reference work; even then her help can never be of material as- sistance to the librarian, since nearly as much time must be spent in checking it up as would have been required to have done it in the first place. As soon as the apprentice is scheduled for work at the loan desk, reference ques- tions will be asked her by the public. Sujjcr- vision must be exercised to see that patrons are satisfied by the answers she finds. Require apprentice, when working alone, to report questions asked, answers given. and name of patron, so that any oversight on her part can be rectified. Caution apprentice against turning patrons away unanswered. If she is unable to give the help needed, she should promise to have the material found, if patron will call again. Impress apprentice with the responsibility of giving the utmost service possible in every case. OfTer to notify patron by telephone, if additional material should be found after he leaves. General Suggestions for Work in Reference Room* Rules to be emphasized with the appren- tice when practice in reference work is begun. 1. Try first, without seeming inquisi- tive, to learn definitely what the reader wants. If the subject is large, try to find if he really wants to cover the entire field or some special phase, period, or subdivision of it; whether an encyclopedic account, or more exhaustive treatise is desired. 2. In case of doubt as to the kind of material the reader wants, give preference to elementary and popular treatises, sug- gesting that more comprehensive and scien- tific works are available if desired. 3. If the reader is in a hurry, find some- thing in a reference book if possible and tell him you will get him more material in a few minutes. If nothing can be found in reference books, consult the shelves in the class most related to the subject de- sired. Do not wait until you have ex- hausted indexes and catalogs before pro- viding your reader with a book, lie may be impatient and leave. 4. If you have no adequate conception of the subject asked for, consult a ready reference book yourself. ♦Adiiplcd from sLcncil prepared by Elva L. Bascom on Work in New York State Library Reading Room. APPRENTICE COURSE FOR SMALL LIBRARIES 5. Never tell a patron off hand tliat you have not what he wants. 6. If the books you find do not sccni to cover the reader's needs, but he wishes to look them over, ask if you shall look further, or, if you are busy with other readers, tell him to ask again if he does not find what he wants. 7. If you send anyone to the card cata- log, watch without being ofhcious, to see that he knows how to use it intelligent- ly. Otherwise it means a waste of his time and perhaps yours. 8. Do not make a practice of doing everijthing for a reader. The average reader should be allowed to use tables of contents and indexes himself. Students usually prefer to consult the periodical indexes themselves, and are grateful for being introduced to them. In case of other readers, judge from the character of reader or question, whether or not he is competent to use indexes. Some think indexes a bore, others find them puzzling and do not want you to know it. 9. If a question by its nature promises a good deal of research or looks hopeless, such as identifying a part of a poem or finding some obscure name, make a note of it and ask your patron to return in a day or two. 10. However trivial or impossible a request may be, treat it with consideration. 11. Be over obliging, even permitting yourself to be imposed on rather than risk letting readers go away dissatisfied, to grumble about the library service. 12. A good rule. When a lull comes, think over what you have done for each reader. Sometimes you will find that in your hurry you have overlooked something better than the material you gave a reader. If so, get it and frankly confess you have improved on yourself. Aids in Teacliing Reference Work Gilson, M. L. Course of study for normal school pupils on the use of the library. Chapters on The parts of a book, Magazine indexes. Reference books. Fay, L. E. & Eaton, A. T. Use of books and libraries. Chapters on The physical hook. General reference books. Special reference books. Magazine indexes. Krocfjcr, A. B. (iuide to the study and use of reference books. 3d ed. revised by I. G. Mudge. A. L. A. Publishing board. S2.50. Ward, G. O. Practical use of books and libraries. Chapters on Printed parts of a book. Reference books, Magazines. Western Massachusetts Library Club. Outline of an hour's exercise on how to use the library. Wisconsin Library Bulletin, 11:106-8 (April lOloj Wisconsin — Public Instruction Dept. Lessons on the use of the school library. Designed for the teacher's use, but equally helpful to the librarian. Lesson I. — Parts of a Book The librarian should define and show illustrations of each part in the make-up of a book. Ask the apprentice to find other examples.- In preparing talk and assign- ing lessons see chapters in the books listed above under Aids in Teaching Reference Work. End papers Title page Copyright date Dedication Table of contents List of illustrations and maps frontispiece full page illustrations insets half-tone engraving Introduction and preface Text Appendix Glossary Notes Bibliography Index 52 APPREXTICE COURSE FOR SMALL LIBRARIES Lessons 2-5. — How to Handle Books In assigning reference books for study, require the reading of the introduction or preface, and the examination of the book for its scope, through table of contents or otherwise. Explain the meaning of scope, the value of arrangement, limitations of date, and any supplements designed to keep the work up to date. Emphasize the importance and use of the index. Indexes and their Use An index is an alphabetical list of the subjects treated in the book, with the number of the pages on which mentioned. It is the key to the book. Some books are self-indexing, because arranged in alphabetical order under subject, e. g. New International Encyclo- paedia. Illustrate reference use that shelf books can be made to furnish through their in- dexes, — that frequently a fact is wanted, when the book will not be read through. Examples of Indexes Direct attention to the points illustrated in the examples quoted below for instance use of italics to show book titles; pronun- ciation given in Guerber's Legends, an un- common feature; citation for work in two volumes; use of specific entry; abbrevia- tions employed, etc. Extracts from index in Earle's Child Life in Colonial Days. Girls, schools for, 90 e( see/.: in England, 91; school-hours for, 9^; price of schooling for, 96; education in New York, 94, 9"); educa- tion in Providence, R. I., 95; education in Salem, Mass., 95; discipline of, in England 192, et seq. Glass-painting, 322. Go-cart, 23-24. Goldsmith, Oliver, quoted, 72; children's books by, 267, 270, 273, 287; love of catches, 287. Good Child's Liltlc Hymn Honk, 257. Goodrich, S. G. Sec I'clcr Parley. Goodu Two Shoes, authorship of, 270; title-page of. 270-271; chapter from. 271-272; (Iharles Lamb on, 298. Extracts from index in Guerber's Legends of the Middle Ages. An-Gi;b-Va'del. Mafiic sword, 247; Thorstcn receives, 249; Frithiof inherits, 253. An'ton. See Hector. Ant'werp. Marriage of Else and Lohengrin at, 203. An'zi-us. Emperor of Constantinople, 100. A-pol'lo. Marsile worships, 144. A-pu'li-a. Part of Rother's kingdom, 89. A-qui-taine'. Walther, son of duke of, 124; Brutus coasts along, 308. Ar'abs. Huon defeats a band of, 166; Spain under the, 282. Ar'a-gon. Calahorra cause of quarrel in, 286; Don Ramiro of. 286, 289. Ardennes (ar-den')- Quest for robber knight of the, 134; Anymon's sons take refuge in, 160. Extracts from index in Fiske's American Revolution. Lafayette, Marquis de, i. 241; asked to go to Canada, ii. 43; meets Gates at dinner at York, ii. 44; rides to Boston, ii. 78; visit to France, ii. 202; gets troops for America, ii. 203; and Washington, ii. 225; suggests that Andre be exchanged for Arnold, ii. 231; on the military commision to judge Andre, ii. 233; and Cornwallis in Virginia, ii. 270; on Malvern Hill, ii. 272; York- town, ii. 280. Lake Erie, Franklin advocates the founding of a colony on, i. 9. Lancaster, Pa., Congress at, i. 317. Landais, Captain, of the Alliance, ii. 123; avoids the battle with Seraphis, ii. 128; dis- charged from navy, ii. 130. Abbreviations and Devices Used in Books Consult introduction or key to learn meaning. It is a waste of time to use a book blindly without knowing w'hat mean- ing has been attached to a symbol. Each book is a law unto itself, though some symbols are universally recognized. Examples of Symbols Frequently Used * Significance varies, commonly used to refer to foot note; special meaning frequently, e. g. in Iloyt's Cyclo- pedia of Practical Quotations means a quotation from Shakespeare. q. V. Abbreviation of the Latin quod vide, 'which see,' indicates cross reference. lb. or ii'id. Abbreviation of the Latin ibidem, moaning 'the same.* 49:688. Hefcrcnce to volume and page. Called Poole citation, because first used in Poole's Index. 178-192. Inclusive paging covered by citation, showing length of article. APPRENTICE COURSE FOR SMALL LIBRARIES 53 et scq. or sq. Abl)reviation of the Latin et scqiicnlia or et set/uentes, mcuniiii,' 'and what foUows' or 'and the follow- ing.' See index to Earle's Child Life in Colonial Dai/s. Another way of indicating length of article approx- imately. Difference in type. Significance varies, e. g. ilalics frequently used to in- dicate book title, cross references, etc.; black face for authors' names, etc. Marginal notes. When found in text help to locate a fact quickly. Specific entry or analytical index. Illus- trated in examples of indexes quoted, making reference easy. Nothing is more tantalizing than an index which gives a list of page references only, with no clue as to specific content, such as Washington, George, 7, 71-78, 81, 83, 89-90, 234, 3 14-56. Atlas Indexes Citation refers to map and section (block system). Explain how to locate a city, e. g. 13 D7 means that it will be found on map 13 in the square near the intersection of imaginary lines drawn from the letter D and figure 7, noted on margins of map. Concordances A concordance is an index to the words of a book, e. g. Bartlett's Concordance to Shakespeare. Extracts from concordance in Hoyt's Cyc- lopedia of Practical Quotations. Crown — abdicated his crown 1 a. and an immortal crown 674 a. emperor without his c 354 u. Head that wears a c* 535 g. Lover or crown to thee, 241 h. Types of Qviestions to Assign for Drill in Handling Books Answers are to be looked up in the appren- tice's own time. Appointments should be made for the dis- cussion of these questions, which are planned to give practice in using books and to show scope and arrangement of each work. Questions are given for a few books only. Other reference works should have like treatment in the course. World's Almanac, 1917 Note: Example of a book dependent entirely upon its index for usefulness, since a systematic arrangement of the text is lacking. Note un- usual position for index, in front of book. 1. Who appointed our present represen- tative to France? 2. How many states in the Union? 3. Name ten different kinds of informa- tion found in this work. Answer: State flowers, best athletic records, postal information, etc. Century Atlas of the World Note: Answers readily found through con- sultation of the general alphabetical index for all place names. A general alphabetical index, rather than a separate index for each map, is the test of the best modern atlas. 1. On what map and where do you find Noblesville? For what does the abbrevia- tion "c. h." following Noblesville stand? What is the population'.' To illustrate scope of the index and items given. 2. On what map and where do you find Loch Katrine? The Rhone river? To illustrate inclusiveness of index, covering all geographical features. 3. Where will you find the extent of the empire of Charlemagne? To illustrate historical maps, with separate index. Chambers' Book of Days Note: Material arranged chronologically, hence index a necessity. 1. Is there more material on May Day or Thanksgiving? Why? Reason: an English work, therefore more ma- terial on May Day. 2. When is St. Swithin's day? Indexed under name, not title of honor. 54 APPRENTICE COURSE FOR SMALL LIBRARIES AJl Soul's Day? Candlemas Day? Questions give drill in learning to use an index rapidly. 3. For what is 24 of August noted? Found without reference to index through ar- rangement of book. 4. What are the customs of the wedding ring? 5. Where are hot cross buns most ex- tensively eaten and when? To illustrate kinds of material found in this work, and its careful indexing. Hoyt's Cyclopedia of Practical Quoiations Note: Alphabetical arrangement of quota- tions by subject; concordance giving exact lo- cation of quotation on page. See example of this concordance cited above. 1. How is a quotation on courage found? By means of alphabetical arrangement, under courage and cross reference in the Topical index. 2. Verify the quotation about "every- body's business being nobody's." Tell how it is traced. Through concordance and exact reference. 3. Complete the quotation "where duty leads." Who wrote it? 4. W'hat is the use of the asterisk in the index? Of the dagger? Larned's History for Ready Reference Note: Example of pure dictionary order for vocabulary entries, with cross reference to chronological order under country. Full con- text of the reference must be noted. Brought up to 1910 by supplements, making several alphabets to consult. 1. Tell where and how information can be found on Battle of Blue Licks' Note careful cross references, taking care to get full data before turning to the reference cited. 2. On Stonehenge Found in supplement also. 3. On Peter the Great Note various I'elcrs named, also that names are included only as they are a part of history. 4. On carpet-bagger To illustrate minute scope of work. 5. On Civil service reform To illustrate inclusion of social reforms as well as political movements. Supplements must be used. 6. On Rhodes scholarship To illustrate inclusion of educational topics. Found only in second supplementary volume. Dictionaries and Encyclopedias 1. Tell how to find in the dictionaries contained in the library quarter binding blind tooling to beat time to beat about the bush To show how phrases and compounds are "run in" under main word in minute alpha- betical order. 2. Make the Century Dictionary give as much information as possible on Little Dipper loggia century plant To illustrate cross references and encyclo- pedic information now included in many dictionaries. 3. Find William Howard Taft; Michael Angelo; Leatherstocking; f. o. b. in the dictionary. Where found in each diction- ary? To illustrate inclusion of personal names of living and deceased men, ficticious names, abbreviations, in modern dictionaries. 4. Tell how to find the complete article in the New International Encyclopaedia on Fox Islands Agriculture in France To illustrate cross references and arrange- ment of material on countries. 5. From liie Encyclopaedia J3ritanniva answer the following: For subject Taxation, how arc various rehilod topics found? I'ind the biography of Cardinal (iibbons Find a clcscri|)tion of Taj-Mahal, (com- pare with that found in New International Encyclopaedia To illuslratc value of the index. Cardinal Ciil)bons found only in 1 I I li edition, since living persons were not included in earlier editions. APPRENTICE COURSE FOR SMALL LIBRARIES 55 Lessons 6-8. — How to Use Periodical Indexes Indexes to periodical literature, as opening a great store-house of material, should be carefully explained to the apprentice, and exercises given in finding references. In demonstrating the Poole set, it is advised that the lessons be confined to the abridged edition. Abridged Poole, 1815-1899 Indexing 39 magazines, beginning with North American Review. An index by sul^ject, giving for cita- tion, the magazine in abbreviation, volume, and page; key in beginning; use of dash for repetition. Readers' Guide Vol. 1—1900-1904 Vol. 2—1905-1909 Vol. 3—1910-1914 Current monthly issues with cumu- lations constitute a monthly supple- ment. The annual cumulations (December numbers for 1915, 1916, etc.) con- stitute annual supplements to the five-year volume, until another five- year cumulation takes their place. Indexes about one hundred periodicals. An index giving author, title, and sub- ject entries, including for citation, the magazine in abbreviation, vol- ume, inclusive paging, and date. Also makes mention of illustrations, portraits, and maps. With the many references for all sub- jects in Readers' Guide, it is necessary to learn to use this tool intelligently, and to become expert in rending the index, or rather in "reading between the lines," and making all the information it gives tell somewhat of the nature of the article, before it is located in the magazine itself. How to Read a Periodical Indes 1. Subject. Read for — The particular phase sought. For whom or for what purpose: for a school boy, a club woman, or a professional man; for pleasant read- ing; for information or study. These points have a bearing on the maga- zine selected, length of article, etc. P'or the suggestion of the phase con- tained in the title, as the title is often suggestive of the contents. 2. Read for the magazines available in the library, where the index is used. Every library should have a type- written list of all the magazines and volumes on its shelves to use with its indexes. For example: SPHINGVILLE FBEE LIBRARY List of Magazines. Volumes Underscored are Unbound. Ask for these at Desk. Abbreviation Title Volumes Am. City American City. ...v. 10-datc (Ja. 'Id- date] Am. J. Soc... American Journal of Sociology ....V. 1-2; 3, p. 1— 280. ' 43.3-488; 4-date Am. M American Maga- zine V. 64:6.5. p. 1-448. 5,55-6.'')f); 66, p. 107-624 : 67- date Arena Arena v. 2-21; 31-36; 41 Cent Century v. 1 (new series)— date (N. '81- date) Char Charities and Commons v. 13—21. contin- ued as Survey St. N Saint Nicholas (children's room)v. 1— date Survey Survey v. 22— date System System v. 23-date (Ja. '13-date) 3. Author of the article. The author's name is given when known, and often helps in determining which of several entries on the same subject may be most worth while. Impress upon the apprentice the necessity of knowing about people and subjects, as general information. 4. Standing of the magazine. For instance The Forum and North American Review give a different treatment of a subject than the American Maga- zine or Current Opinion. 5. Length of article. 6. Date of subject. If a recent topic, begin with most recent index and work backward. The bewildering number of supplements and indexes 56 APPREXTICE COURSE FOR SMALL LIBRARIES makes it necessary to impress upon the apprentice how vakiable her general knowledge is in using these crowded indexes to advantage. 7. Details included in entry. Use these as far as possible to decide whether the article will meet your need. Maps, illustrations, etc., often help in "reading between the lines." 8. If not found under subject sought, look under related subject. 9. Personal knowledge of articles read often helps to determine choice. 10. After reading the indexes and mak- ing the best selection of articles possible, they should be verified, to be sure that a. citation was accurate, as to volume and page, and b. subject matter apposite to the question, since title is often mis- leading and the article thus se- lected might not meet the need of the patron. Lessons to Assign First, let the apprentice read aloud to you various entries from Readers' Guide, going to the key for any abbreviations not understood. Send her to the bound periodicals to being you various articles selected on a chosen topic from the refer- ences read, and let her decide if they properly answer the question. Second, assign questions of the following type for her to answer in her own time, and hand in for criticism. 1. Find a good account of the opening of the Panama Canal 2. An article on Whitelaw Reid 3. The Simplon tunnel 4. Work of Luther Burbank 5. Description of the play. Yellow Jacket. Lessons for Remainder of Course — Evaluation of Important Kefer- ence Hooks in the I^ihrary Definition of a reference book "A book which is to be consulted for definite points of information rather than read through, and is arrnnged witli ex|)li(it reference Lo ease in finding specific facts." Books to be considered As far as time permits discuss with the apprentice the principal reference books in your library. Include trade bibliographies, such as United Stales Catalog, A. L. A. Catalogs, etc. The needs of the apprentice may reveal weaknesses in the library's collection. Use Kroeger's Guide to Reference Books, 3d ed. as a checklist for buying and for annotations of the books discussed. Assign questions to be hunted down in the books studied. A set of reference questions follows, which can be assigned in groups, after enough books have been con- sidered to give the apprentice facility in handling a question. Typical Reference Questions The answers should be discussed with the apprentice, as to where the best one was found: how many and what books she looked in before finding an answer, thereby making false moves. How is Disraeli pronounced? Edinburgh? Find a facsimile of Queen Elizabeth's signature. Find a history of medicine. What is the meaning of "Pollice verso," the name of a picture l)y Gerome? Find the poem "It was an old, old, old, old lady". Find how "league" comes to have such totally dilTerent meanings. Find illustrations of lace. Who was Colleoni? Who made his stat- ue? Where does it stand? What is lapis lazuli? Can you find an illustration? How is arbutus (trailing) pronounced? Route (postman's)? Find coat-of-arms of Norway. Brazil. Canada. Who was the Pied Piper? Little Cor- poral? Who is the author of the "Ingoldsby Legends''? Find an article on cranberries for a child. What is the meaning of laissez faire? I'ind the great seal of Wisconsin. What are the dangerous trades, with some account of them? Where is Ilildesheim? APPRENTICE COURSE FOR SMALL LIBRARIES 57 Information for a hoy on "how to make a balloon". In what stales is Lincoln's birthday a holiday? Who was called the "Sailor King"? Find a quotation for a dinner in honor of an artist. A toast to "our city." An invitation to a picnic. Time that the mulberry tree blooms. What is the primary election law of Wisconsin, and liow does it differ froni the old caucus system? Find an article on Hans Christian Andersen for a child. Costume for Brittany peasant. Honor system in prisons. Care of furnaces. Leland Stanford University. Designs for place cards. How to kill pests on apple trees. Synopses of Shakespeare's plays. Eradication of farm weeds. State flower adopted by different states. Some of the work of some of our great women. Costume for King Lear. What is the Wisconsin Blue Sky Law? Child labor law in Wisconsin. Picture and Clipping Collections Explain value in reference work to sup- plement books. Assign reading of article on Picture and Clipping Collections, by M. F. Carpenter, Wisconsin Lihrarjj Jiiitlrlin, 0:1 0-1. "5 fl-'eb. l<)i;',). Subjects to select: pictures of famous paintings, architecture, sculpture, etc., holidays, pictures of costumes, scenes in dili'erent countries, pictures illustrating various industries and occupations. Instruction to Apprentice After explaining the method of the librar\' in handling its collection, either mounting or filing in envelopes, give apprentice some material to arrange. Let her assign subject headings or classify, marking in pencil on back of each piece (excellent practice in subject work or classification). After revising, have her enter corrected heading or number on upper right hand corner of the picture or clipping. Apprentice then files material. Required Reading Dana, J. C. Library primer. Chapter on reference work — Helping the in- experienced inquirer. Freeman, M. W. The psychological moment. Library journal, 36:55-62 (Feb. 1911) "An admirable and interesting presentation of the means and methods for rapid fire reference work in public libraries." E. C Richardson. CHAPTER XIV SUGGESTIONS FOR THE APPRENTICE'S PERSONAL READING* That the apprentice will have some liter- ary tastes and inclinations in reading may be presumed, but guidance is generally necessar\^ on account of her immaturity and limited knowledge of books. Encour- age her to read books that aid and stimu- late and that will serve to introduce her to the various classes represented in the li- bran,-. Impress upon her the librarian's responsibility towards patrons who seek advice. The direct influence of a libra- rian's own reading upon the quality of that done in a small community is often marked. Such reading, as well as much of her study, must be done by the apprentice out of library hours. If staff meetings are held, she should take her turn in reviewing library periodicals and reporting on new books. Practice in writing book notes should be given. Library Work Require the current reading of Library Journal, Public Libraries, and the library commission bulletins received at the li- brary. For example an article such as Training of the Library Appreriiice, by M. C. Gardner in the Library Journal, 42: 524-28 (July 1917) should certainly be read. A few books and articles treating library work from the standpoint of the public follow: Bostwifk, A. E. American public library. Appleton. SI. 50 A valuable book to use with the apprentice. Have her begin to read chapters from it to give an idea of the dignity and extent of lil)rary work. The whole book will grow more intelligible as she progresses in the course. Crundc-n, F. M. The public libran,': a l).iying investment. Outlook, 73AM- 9')" (Feb. 28 190:5) Larned, J. N. The mission and the mis- sionaries of the book, (in his Books, culture, and character, p. 75-114. Houghton. $1) Shaw, A. M. Day's work of a librarian. World's work, 6:3681-6 (July 1903) Hyde, W. D. The college man and the college woman. Houghton. SI. 50 This book, with its application of the four Greek virtues to daily thought and life, and its presentation of the principles of sane, happy, effective living, will bring much of suggestion and inspiration to the librarian. The philo- sophical principles in the chapter "The person- ality of the teacher" are worth careful considera- tion as belonging equally well to the librarian. President Hyde's book Self-Measurement, Huebsch, 50c. is also valuable in this connection. Standard Fiction Impress the apprentice with the neces- sity of knowing and talking about good books that she may be able to interest read- ers and be qualified to make suggestions when asked to help patrons select books. Suggest that she should read some of the older novels with which she may not be acquainted to give her a background for judging modern fiction. A short list is given from which selection can be made. From the following list Dickens, Eliot, Scott, and Thackeray have been omitted, since it may be presupposed that the ap- prentice has read these authors in English courses in the high school. Attractive edi- tions are given for the books on the list; cheaper ones can be substituted. Aldrich, T. B. Marjoric Daw. Hough- ton. SI Austen, Jane. Pride and prejudice. 2v. (St. Martin's ed.) Duflield. S1.25ea. Barrie, J. M. Little minister. (Maude Adams ed.) Grossct. SI * These lists have been revised with additions by Elva L. Bascom, Instructor in Book Selection, Wisconsin Library School. APPRENTICE COURSE FOR SMALL LIBRARIES 59 Black, William. Princess of Thule. Har- per. $1.25 Blackmore, R. D. Lorna Doone; illus. by Clifton Johnson. Harper. $2 Bronte, Charlotte. Jane Eyre. (Ha- worth ed.) Harper. $1.75 Craik, Mrs. D. (M.) John HaUfax, gen- tleman. (Handy lib.) Little. $1 Dumas, Alexandre. Black tulip. (Handy lib.) Little. $1 Gaskell, Mrs. E. C. Cranford. Macmil- lan. $1.50 Goldsmith, Oliver. Vicar of Wakefield. Macmillan. $1.50 Halevy, Ludovic. Abbe Constantin. Dodd. $1.25 Hawthorne, Nathaniel. House of the seven gables. (Visitor's ed.) Hough- ton. $1 Howells, W. D. Rise of Silas Lapham. Houghton. $1.50 Hugo, Victor. Les Miserables. 2v. Crowell. $2.50 Kipling, Rudyard. Kim. Doubleday. $1.50 Macdonald, George. Sir Gibbie. McKay. $1.25 Mitchell, S. W. Hugh Wynne. Cen- tury. $1.50 Page, T. N. Red Rock. Scribner. $1.50 Reade, Charles. The cloister and the hearth. Scribner. $1.25 Stevenson, R. L. Kidnapped. Scribner. $1 Biography The apprentice should be introduced to some of the best biographies, to enlarge her own vision of life, and to give her a personal knowledge of them. Books for the busy man. Nation, 95: 903-4 (Oct. 3, 1912) Brooks, Phillips. Biography (in his Es- says and addresses, p. 427-53. But- ton. $1.20) An address to the boys in Phillips Academy, Exeter, N. H., March, 1S86. One of the best discussions for the reading of biography ever presented. As stimulating and helpful today as ■when delivered. Antin, Mary. The promised land. Houghton. $1.75 Balfour, Graham. Life of Robert Louis Stevenson. (Biographical ed.) Scrib- ner. $1 Barrie, J. M. Margaret Ogilvy. Scrib- ner. $1.25 Greenslet, Ferris. James Russell Lowell. Houghton. $1.50 Howells, W. D. My Mark Twain. Har- per. $1.'10 Lockhart, J. G. Sir Walter Scott. (Everyman's library) Button. 50c. Muir, John. Story of my boyhood and youth. Houghton. $2 Palmer, G. H. Life of Alice Freeman Palmer. Houghton. $1.50 Schurz, Carl. Abraham Lincoln. Hough- ton. $1 Stanley, H. M. Autobiography. (Popu- lar ed.) Houghton. $2 Steiner, E. A. Against the current. Revell. $1.25 Current Magazines Walter, F. K. Periodicals for the small hbrary. A. L. A. Pub. Board. 1913. 10c. "An annotated list of fifty-seven periodicals, list of periodical indexes, suggested list of first magazines for a small library, and list of periodi- cals in the abridged Poole's Index and supple- ment, and in Beaders' Guide." A. L. A. Booklist. Cook, M. W. Magazines on special sub- jects for a town library. New York Libraries, 5:89-91 (May 1916) The apprentice has been taught to check magazines and newspapers as they come to the library each day (Chapter V on Care of Periodicals) As she prepares the magazines for circulation she can hastily familiarize herself with their general contents and learn what eacn stands for. The references named above will aid in this. Each week she should include articles from the Literary Digest, Outlook or Independent, and the Survey in her personal reading. These will give her discussions of current questions and world movements, prominent men and women, art, and literature. Each month she should read the Atlantic and either Century, Harper's or Scribner s. 60 APPRENTICE COURSE FOR SMALL LIBRARIES One of the book reviewing peridicals, the Nation or the Dial, should be read as faith- fully as the daily newspaper; and the A.L. A. Booklist should be scanned, for in it are authoritative notes of the new books with which she will work. St. Nicholas or the Youth's Companion should be known to her, for they will keep her in touch with current literature for children. Once a week a review of some article in one of these magazines should be written by the apprentice for the librarian's criti- cism. As ability in writing reviews is acquired, the apprentice may prepare some for bulletin board or local newspaper, to attract the attention of people to interest- ing periodical articles to be found in the Hbrary. The following form of annotation is recommended: How to make history dates stick, by Mark Twain. Harper's Magazine, Dec. 1914. p. 3-15. This article by the well-known humorist de- scribes by means of personal incidents and clever pen sketches "how to make history dates stick" >n one's memory by pictorial symbols. The road and the car, by H. B. Joy. Inde- pendent, Jan. 4, 1915. p. 20-21. Taking the development of the railroad as ground for his argument, Mr. Joy proves that the road is the basis of all development of trans- portation systems. He predicts as great growth for the automobile as the locomotive has had, but maximum growth will be postponed until good roads make it possible. Clever illustrations aid the argument. A real Pan-Americanism. World's Work, Dec. 1914. p. 137. The writer sets forth the ignorance of each country about the other, and pleads for a closer relationship, now that each country is thrown more or less upon the resources of the other. Children's Books Children's books can be known and en- joyed only by reading them. It may be assumed that the apprentice is familiar from childhood with many of the books found in the children's room, such as Alcott's Little Women, Andersen's and Grimm's fairy tales, Lewis Carroll's Alice in Wonderland, etc. But she should be en- couraged to continue her reading in the field of children's literature, especially if she sliows an ai)titucle for work with young people. A wider acciuainlance with books in this field will enable her to aid the chil- dren more eiTectively and influence their reading. \ few titles are listed here; others will be found in the lists on p. 29. Chaucer. Tales of the Canterbury pil- grims, retold by F. J. H. Darton. Stokes. SI. 50 French, Allen. Story of Rolf and the Viking's bow. Little. SI Kipling, Rudyard. The jungle book. Century. SI Lagerlof, S. O. L. The wonderful ad- ventures of Nils. Doubleday. SI -50 Molesworth, Mrs. M. L. The cuckoo clock. (Stories all children love) Lip- pincott. S1.25 Pyle, Howard. Story of King Arthur and his knights. Scribner. S2 Spyri, Johanna. Heidi. Ginn. SI. 50 Stevenson, R. L. Treasure Island. Scrib- ner. $1.25 Books of Poetry, Drama, and Essays In books of poetry and drama there is "joy reading" in full measure. The ap- prentice should early learn to read poetry both for music and thought, and drama as well. The good anthologies give opportu- nity for familiarity with the best poets. It is a good plan to memorize poems or parts of poems constantly, so that they will be permanently one's own. " — last year's sunsets, and great stars Which had a right to come first and see ebb The crimson wave that drifts the sun away — ■ Those crescent moons with notched and burning rims That strengthened into sharp fire, and there stood. Impatient of the azure — and that day In March, a double rainbow stopped the storm — ■ May's warm slow yellow moonlit sum- mer nights — Gone are they, but I have them in my soul." (From Browning's Pippa passes.) Poclry BronsoM, W. C , cd. American poems. Chic. Univ. Press. $1.50 APPRENTICE COURSE FOR SMALL LIBRARIES 61 Browninp, H<)h«Ti. Poems and plays. (Everyman's lil^rary) 2v. Dulton. 50c. ea. Kipling;, Rudyard. Collected poems. Doublcday. $1.80 Noyes, Alfred. Tales of a Mermaid tav- ern. Stokes. $1.35 Palgrave, F. T., ed. Golden treasury of songs and poems. (Everyman's li- brary) Button. 50c. Quillcr-Couch, A. T., ed. Oxford book of English verse. Oxford Univ. Press. $1.90 Rittenhouse, J. B., ed. Little book of modern verse. Houghton. $1 Drama Barrie, J. M. Half hours. Scribner. $1.25 Galsworthy, John. Plays: 1st series. Putnam. $1.35 Gregory, Lady. Seven short plays. Luce. $1.75 Ibsen, Henrik. The doll's house. Apple- ton. 50c. Mackaye, P. W. Jeanne D'Arc. Mac- millan. $1.25 Maeterlinck, Maurice. Blue bird. Dodd. $1.25 Peabody, J. P. The piper. Houghton. $1.10 Phillips, Stephen. Ulysses. Lane. $1.25 Rostand, Edmond. Cyrano de Bergerac. Doublday. 50c. Shaw, G. B. Plays, pleasant and un- pleasant. V.2 Brentano. $1.25 Zangwill, Israel. The melting-pot. Mac- millan. $1.25 Essays Matthews, Brander, ed. Oxford book of American essays. Oxford Univ. press. $1.25 Rhys, Ernest, ed. Century of English essays. (Everyman's library) Dut- ton. 50c. History and Travel Books of history and travel make a very large and important class in every library. In history the apprentice should know who are the leading aiilhorities and in what fu'ld each wrote. A slight familiarity with the work of such historians as James Bryce, Channing, Fiske, J. R. Green, McMaster, Motley, and Parkman, has undoubtedly been gained from required readings in school. Notable books of travel should be read and known by the apprentice, since an interest can easily be awakened in them by an enthusiastic comment from the desk attendant. Luhhork, Sir John. The pleasures of travel, (in his Pleasures of life, chap- ter 7. Macmillan. $1.25) Rihbany, A. M. The Syrian Christ, p. 7-8. Houghton. $1.50 Stephens, H. M. History, (in Counsel upon the reading of books, p. 23-94. Houghton. $1.50) Entertaining Travel Dana, R. H., jr. Two years before the mast; illus. by E. Boyd Smith. Houghton. $1.50 Flandrau, C. M. Viva Mexico! Apple- ton. $1.25 Franck, H. A. Vagabond journey around the world. Century. $3.50 Price, O. W. Land we live in. Small. $1.50 Putnam, G. H. Southland of North America. Putnam. $2.50 Ross, E. A. Changing Chinese. Century. $2.40 Ruhl, A. B. Other Americans. Scrib- ner. $2 Thwaites, R. G. Down historic water- ways (Wisconsin) McClurg. SI. 25 (Some volume having a local appeal can be substituted.) Twain, Mark, pseud. Innocents abroad Harper. S2 Wallace, Dillon. Lure of the Labrador wild. Re veil. $1.50 Warner, C. D. My winter on the Nile Houghton. $2 Travel Problem An interesting exercise can be given the apprentice which will make her familiar with the A.L. A. Catalogs. In her previous 62 APPRENTICE COURSE FOR SMALL LIBRARIES study of books these aids were probably quite unknown. In using them, she will get a little idea of the scope and value they are to the libran,', as well as practice in helping readers to select books. Find the setting of the following novels and select two or three books of travel from the library shelves that will satisfy the average reader's desire for more informa- tion concerning the countries in which the scenes are laid. Black, William. Shandon bells. Crawford, F. M. Saracinesca. Jackson, H. H. Ramona. Kipling, Rudyard. Kim. Little, Frances. Lady of the decoration. London, Jack. Call of the wild. Parker, Gilbert. Weavers. Spyri, Johanna. Heidi. Books in Science and Art Books in science and art are so varied in their appeal and interest, that only a few types are suggested to give the apprentice an introduction to these fields. In these classes on the lii)rary shelves are found scientific and scholarly works, together with popular and practical manuals. Many are technical, but the alert assistant should know the best to recommend in each field. Baynes, E. H. Wild bird guests. But- ton. S2 Carlcton, William, pseud. New lives for old. Small. SI. 20 Cox, Kenyon. Classic point of view. Scribner. SL50 Fabre, Ilcnri. Life of the spider. Dodd, $1.50 Fisher, Irving & Fisk, E. L., ed. How to live. Funk. $1 Frederick, Mrs. C (M.) The new house- keeping. Doubleday. SI Jordan, D. S. Heredity of Richard Roe. Amer. Unitarian Assoc. SL20 Mathews, F. S. Field book of American wild flowers. Putnam. S2 Sharp, D. L. Face of the fields. Hough- ton. Sl.fiO Stockwcll, II. Ci. r^sscnlial elements of business character. Revell. 60c. Thomas, Mrs. R. (F.) Memoirs of Theodore Thomas. Moffat. S3 The most importiinl, the mosl inlcrfsliiiR, the most instructive, the most rornaiilic hook ever published on music in America, brimful of anec- dotes and with flashlights on music in nearly all its phases. — Nation. Weed, C. M. Our trees and how to know them. Lippincott. $3 Williams, H. S. Miracles of science. Harper. S2 Books in Psychology and Ethics Bennett, E. A. Human machine. Doran, 75c. Cabot, R. C. What men live by. Hough- ton. SL50 Dubois, Paul. Education of self. Funk. SL50 Hall, G. S. Youth. Appleton. SL50 James, William. Habit. Holt. 50c. (reprinted from his Principles of psy- chology.) Laselle, M. A. Young woman worker. Pilgrim press. $1 Walton, G. L. Why worrj'? Lippincott. SI Books in Religion Clark, W. N. Sixty years with the Bible. Scribner. SL25 Grenfcl, Wilfred. A man's helpers. Pilgrim press. 50c. Rauschenbusch, Walter. Christianity and the social crisis. Macmillan. 50c. Books in Sociology Addams, Jane. Twenty years at Hull House. Macmillan. SL50 Bacon, Mrs. A. F. Beauty for ashes. Dodd. SI. 50 Croley, Herbert. Promise of American life. Macmillan. 50c. EUwood, C. A. Sociology and modern social problems. Amer. Book Co. SI Field, .\. P. L. Story of Canada Blackie. Dulton. $1 Hale, Mrs. B. F. R. What women want. Stokes. $1.25 lliiichinaii, W. S. The American school. l)oul)leday. SI Palmer, G. H. The ideal teacher. Hough- ton. 35c. Roberts, Peter. New immigration. Mac- millan. Sl.GO INDEX Abbreviations, in books, .'J2-.'J3. Accession book, sample page, 31. Accessioning, directions for, 30-32. Alphabeting, rules for, 24-25. Analytic cards, 47, 48, 49. Application cards, filing of, 28. ApiJrcntice course, length of, 9; value of, 3. Apprentice, selecting, 7-9; qualifications of, 7. Art (reading list), 62. Atlas indexes, 53. Author cards, 45, 46. Biography (reading list), 59. Binding, preparation for, 36— .38. Book cards, arranging, 27; charging on, 38, 39; marking, 18. Book labels see Labeling. Book lists see Reading lists. Book numbers, defined, 10; rules for assigning, 48-49. Book plates, 16. Book pockets, 16-17, 18, 27-28, 36, 38. •Book receipt, 40, 41. Books, care of see Care of books. Books, overdue, 28; parts of, 51; reference use of, 52. Borrowers, registration of, 41-42. Borrowers' cards, charging books on, 38; filing of, 28; samples, 39. Brushes, 17. Call numbers, defined, 10; entered on back of book, 16-17; on book card, 18; on catalog card, 46; on pocket, 18; on shelf-list, 32. Card catalog see Catalog. Card numerical record, 28. Care of books, cutting leaves, 16; opening, 15—16; repairing and binding, 35—37. Cash records, 41, 42. Catalog, explanation of, 23-24; references on teaching use of, 25. Cataloging, 45-48. Century Alias of the World, questions on, 53. Chambers' Book of Days, questions on, 53—54. Charging books, 38. Children's books, lists of, 29; (reading list), 60. Children's room, work in, 29. Circulation statistics, 42-43. Class numbers, defined, 10. Classification, explanation of, 10; practice in, 48. Clipping collections, 57. Code book, 26. Collating books (new), 16; (rebound), 36, 37. Concordances, 53. Cutter's author table, 48—49. Date guides, 27. Date stamps, setting, 27. Daters, 27. Dating slips, 16. Decimal classification, 10. Dcnnison's labels, 16. Desk work see Loan work. Dictionaries, questions on, 54. Discharging books, 38. Disjoined handwriting, 13. Double entry charging, 38, 40. Drama (reading list), 61. Duplicate borrowers' cards, 44. Embossing see Stamping. Encyclopedias, fjuestions on, 54. Essays (reading list), 61. Ethics (reading list), 62. Examinations for apprentices, 7-9. Fiction, cataloging of. 45-46; (reading list), 58-59. Fines, collection of, 41; notices of 28. Handwriting, rules for, 12-14. History (reading list), 61. Hoyt's Cyclopedia of Practical Quotations, ques- tions on, 54. Indexes, examples of, 52; use of, 52. Ink, 14, 17. Ink pads, 27. Inventory, 32, 33. Joined handwriting, 13. Labeling, methods of, 16—17; places used, 12; "seven day" and rent collection labels, 16; size of letters, 14. Larned's History for Ready Reference, questions on, 54. Leaves, cutting of, 16. Lettering books, 17-18. Libraries, teaching use of (list), 25. Library economy, 30—34. Library handwriting, 12-14. Library work (reading list), 58. Lists see Reading lists. Required reading. Loan records, 42. Loan work, 26-29, 38-44. Lost cards, 42—43. Magazines see Periodicals. Marking books see Labeling, Stamping books. Mechanical processes, 15-17. Mending see Repairing books. Non-residents see Transients. Novels see Fiction. Overdue notices, 28. Ownership, mark of. 16. 64 APPRENTICE COURSE FOR SMALL LIBRARIES Pages, cutting of, 16. Penmanship practice paper, 13-14. Pens, 14. Periodicals, checking of, 19-20; current maga- zines (reading list), 59-60; covering, 19; indexes, use of, 55-56; preparation for bind- ing, 37; receiving process for, 19; shelving, 19. Picture collections, 57. Pockets see Book pockets. Postal notices, fines, 28; reserves, 42. Poetry (reading list), 60-61. Preparing books for the shelves, 15-17. Psychology (reading list), 62. Readers' cards see Borrowers' cards. Readers' Guide, how to use, 55—56. Reading lists, apprentice's personal reading, 58-62; work in the children's room, 29. Reading room, care of, 19. Reading shelves, directions for, 11. Receipt for book, 40. Reference questions, 56-57. Reference work, 50-57; aids in teaching (list), 51. Registration of borrowers, 41-42. Registration records, 28. Rent collection labels, 16. Rental books, 42. Religion (reading list), 62. Repairing books, 35-36. Required reading, cataloging, 25, 49; classifica- tion and shelving, 11; loan work, 28-29; mechanical processes, 18; reference work, 57. Rc-registration, 44. Reserve notices, 42. Residents, registration of, 41. Science (reading list), 62. Serial cards, checking of, 20. Seven day labels, 16. Shelf-listing, directions for, 32-33. Shelves, directions tor reading, 11. Shelving, directions for, 11. Slipping books, 27—28. Sociology (reading list), 62. Stamping books, 16. Stamps see Date stamps. Statistics see Circulation statistics. Subject cards, 46—47, 48. Teachers' cards, 40. Title cards, 45, 46. Tools, at loan desk, 26-27. Tracing cards, 32, 4(>-47, 48. Transients, registration of, 41—42. Travel (reading list), 61—62. Typewriting, 21-22. White ink see Lettering books. Withdrawals, routine of, 32. Work marks, 49. World Almanac, questions on, 53. University of California SOUTHERN REGIONAL LIBRARY FACILITY 405 Hilgard Avenue, Los Angeles, CA 90024-1388 Return this material to the library from which it was borrowed. D 000 011 922 2 ^:;^i