asks a recent pamphlet. Why, indeed? But we may ask in turn "Why fire?"
"Why flood?" I cannot answer these questions, but it would be foolish to act as if the scourges did not exist. Nay, I hasten to insure myself against them, though the possibility that they will injure me is remote.
This ultra-pacifist att.i.tude has gone further than school education and is trying to put the lid on community education also. Objection, for instance, has been made to an exhibit of books, prints and posters about the war, which was displayed in the St. Louis Public Library for nearly two months. We intended to let it stand for about a week, but the public would not allow this. The community insists on self-education even against the will of its natural allies. The contention that we are cultivating the innate blood-thirstiness of our public, I regard as absurd.
What can we do toward generating or taking advantage of other great driving impulses toward community education? Must we wait for the horrors of a great war to teach us geography, industrial chemistry and international law? Is it necessary to burn down a house every time we want to roast a pig? Certainly not. But just as one would not think of bringing on any kind of a catastrophe in order to utilize its shock for educational purposes, so also I doubt very much whether we need concern ourselves about the initiation of any impulse toward popular education. These impulses exist everywhere in great number and variety and we need only to select the right one and reinforce it. Attempts to generate others are rarely effective. When we hear the rich mellow tone of a great organ pipe, it is difficult to realize that all the pipe does is to reinforce a selected tone among thousands of indistinguishable noises made by the air rushing through a slit and striking against an edge. Yet this is the fact.
These incipient impulses permeate the community all about us; all we have to do is to select one, feed it and give it play and we shall have an "educational movement." This fact is strongly impressed upon anyone working with clubs. If it is desired to foster some movement by means of an organization, it is rarely necessary to form one for the purpose. Every community teems with clubs, a.s.sociations and circles. All that is needed is to capture the right one and back it up. Politicians well understand this art of capture and use it often for evil purposes. In the librarian"s hands it becomes an instrument for good. Better than to offer a course of twenty lectures under the auspices of the library is it to capture a club, give it house-room, and help it with its program. I am proud of the fact that in fifteen public rooms in our library, about four thousand meetings are held in the course of the year; but I am inclined to be still prouder of the fact that not one of these is held formally under the auspices of the library or is visibly patronized by it. To go back to our thesis, all education is self-education; we can only select, guide and strengthen, but when we have done these things adequately, we have done a very great work indeed.
What is true of a.s.semblies and clubs is also true of the selection and use of books. A book purchased in response to a demand is worth a dozen bought because the librarian thinks the library ought to have them. The possibilities of free suggestion by the community are, it seems to me, far from realized, yet even as it is, I believe that librarians have an unexampled opportunity of feeling out promising tendencies in this great flutter of educational impulses all about us, and so of selecting the right ones and helping them on.
Almost while I have been writing this I have been visited by a delegate from the foundrymen"s club--an organization that wants more books on foundry practice and wants them placed together in a convenient spot. Such a visit is of course a heaven-sent opportunity and I suppose I betrayed something of my pleasure in my manner. My visitor said, "I am so glad you feel this way about it; we have been meaning for some time to call on you, but we were in doubt about how we should be received." Such moments are humiliating to the librarian. Great heavens! Have we advertised, discussed, talked and plastered our towns with publicity, only to learn at last that the spokesman of a body of respectable men, asking legitimate service, rather expects to be kicked downstairs than otherwise when he approaches us? Is our publicity failing in quant.i.ty or in quality?
Whatever may be the matter, it is in response to demands like this that the library must play its part in community education. Here as elsewhere it is the foundrymen who are the important factors--their att.i.tude, their desires, their capabilities. Our function is that of the organ pipe--to pick out the impulse, respond to it and give it volume and carrying power.
The community will educate itself whether we help or not. It is permeated by lines of intelligence as the magnetic field is by lines of force.
Thrust in a bit of soft iron and the force-lines will change their direction in order to pa.s.s through the iron. Thrust a book into the community field, and its lines of intelligence will change direction in order to take in the contents of the book. If we could map out the field we should see great ma.s.ses of lines sweeping through our public libraries.
All about us we see men who tell us that they despair of democracy; that at any rate, whatever its advantages, democracy can never be "efficient."
Efficient for what? Efficiency is a relative quality, not absolute. A big German howitzer would be about as inefficient a tool as could be imagined, for serving an apple-pie. Beside, democracy is a goal; we have not reached it yet; we shall never reach it if we decide that it is undesirable. The path toward it is the path of Nature, which leads through conflicts, survivals, and modifications. Part of it is the path of community education, which I believe to be efficient in that it is leading on toward a definite goal. Part of Nature is man, with his desires, hopes and abilities. Some men, and many women, are librarians, in whom these desires and hopes have definite aims and in whom the corresponding abilities are more or less developed. We are all thus cogs in Nature"s great scheme for community education; let us be intelligent cogs, and help the movement on instead of hindering it.
CLUBWOMEN"S READING
I--_The Malady_
A well-dressed woman entered the Art Department of a large public library.
"Have you any material on the Medici?" she asked the custodian. "Yes; just what kind of material do you want?" "Stop a minute," cried the woman, extending a detaining hand; "before you get me anything, just tell me what they are!" Librarians are trained not to laugh. No one could have detected the ghost of a smile on this one"s face as she lifted the "M" volume of a cyclopedia from a shelf and placed it on the table before the seeker after knowledge. "There; that will tell you," she said, and returned to her work.
Not long afterward she was summoned by a beckoning finger. "I can"t tell from this book," said the perplexed student, "whether the Medici were a family or a race of people." The Art Librarian tried to untie this knot, but it was not long before another presented itself. "This book doesn"t explain," said the troubled investigator, "whether the Medici were Florentines or Italians." Still without a quiver, the art a.s.sistant emitted the required drop of information. "Shan"t I get you something more now?" she asked. "Oh, no; this will be quite sufficient," and taking out pencil and paper the inquirer began to write rapidly with the cyclopedia propped before her. Presently, when the Art Librarian looked up, her guest had disappeared. But she was on hand the next morning. "May I see that book again?" she asked sweetly. "There are some words here in my copy that I can"t quite make out."
On another occasion a reader, of the same s.e.x, wandered into the reading-room and began to gaze about her with that peculiar sort of perplexed aimlessness that librarians have come to recognise instinctively as an index to the wearer"s state of mind. "Have you anything on American travels?" she asked.
"Do you mean travels in America, or travels by Americans in foreign countries?"
"Well; I don"t know--exactly."
"Do you want books like d.i.c.kens"s _American Notes_, that give a foreigner"s impression of this country?"
"Ye-es--possibly."
"Or books like Hawthorne"s _Note Book_, telling how a foreign country appears to an American?"
"We-ell; perhaps."
"Are you following a programme of reading?"
"Yes."
"May I see it? That may give me a clue."
"I haven"t a copy here."
"Can you give me the name of the person or committee who made it?"
"Oh, I _made_ it _myself_."
This was a "facer"; the librarian seemed to have brought up against a stone wall, but she waited, knowing that a situation, unlike a knot, will sometimes untie itself.
The seeker after knowledge also waited for a time. Then she broke out animatedly:
"Why, I just wanted American travels, don"t you know? Funny little stories and things about the sort of Americans that go abroad with a bird-cage!"
Just what books were given to her I do not know; but in due time her interesting paper before the Olla Podrida Club was properly noticed in the local papers.
In another case a perplexed club-woman came to a library for aid in making a programme of reading. "Have you some ideas about the subject you want to take up?" asked the reference a.s.sistant.
"Well, we had thought of England, or perhaps Scotland; and some of us would like the Elizabethan Period."
The a.s.sistant, after some faithful work, produced a list of books and articles on each of these somewhat comprehensive subjects and sent them to the reader for selection. "Which did you finally take?" she asked when the inquirer next visited the library.
"Oh, they were so good, we decided to use all of them this year!"
The writer is no pessimist. These stories which are as true, word for word, as any tales not taken down by a stenographer (and far more so than some that are) seemed to throw the persons who told them into a sort of dumb despair, but I hastened to rea.s.sure them. I pointed out that the inquirers after knowledge had, beyond all doubt, obtained some modic.u.m of what they wanted. If the lady in the first tale, for instance, had mistakenly supposed that the Medici were a new kind of dance or something to eat, she surely has been disabused. And her cyclopedia article was probably as well written as most of its kind, so that a literal transcript of it could have done no harm either to the copyist or to her clubmates.
And the paper on "American Travels," and the combined lists on England, Scotland and the Elizabethan Period; did not those who laboured on them, or with them, acquire information in the process? Most a.s.suredly!
Still, I must confess that, in advancing these arguments, I feel somewhat like an _advocatus diaboli_. It is all very well to treat the puzzled clubwoman as a joke. When a man slips on a banana-peel and goes down, we may laugh at his plight; but suppose the whole crowd of pa.s.sers-by began to pitch and slide and tumble! Should we not think that some horrible epidemic had laid its hand on us? The ladies with their Medici and their Travels are not isolated instances. Ask the librarians; they know, but in countless instances they do not tell, for fear of casting ridicule upon the hundreds of intelligent clubwomen whom they are proud to help. In many libraries there is a standing rule against repeating or discussing the errors and slips of the public, especially to the ever hungry reporter. I break this rule here with equanimity, and even with a certain degree of hope, for my object is to awaken my readers to the knowledge that part of the reading public is suffering from a malady of some kind. Later I may try my hand at diagnosis and even at therapeutics. And I am taking as an ill.u.s.tration chiefly the reading done by women"s clubs, not because men do not do reading of the same kind, or because it is not done by individuals as well as by groups; but because, just at the present time, women in general, and clubwomen in particular, seem especially likely to be attacked by the disease. It must be remembered also that I am writing from the standpoint of the public library, and I here make humble acknowledgement of the fact that many things in the educational field, both good and bad, go on quite outside of that inst.i.tution and beyond its ken.
The intellectual bonds between the library and the woman"s club have always been close. Many libraries are the children of such clubs; many clubs have been formed in and by libraries. If any mistakes are being made in the general policies and programmes of club reading, the librarian would naturally be the first to know it, and he ought to speak out. He does know it, and his knowledge should become public property at once.
But, I repeat, although the trouble is conspicuous in connection with the reading of women"s clubs, it is far more general and deeply rooted than this.
The malady"s chief symptom, which is well known to all librarians, is a lack of correspondence between certain readers and the books that they choose. Reading, like conversation, is the meeting of two minds. If there is no contact, the process fails. If the cogs on the gearwheels do not interact, the machine can not work. If the reader of a book on algebra does not understand arithmetic; if he tackles a philosophical essay on the representative function without knowing what the phrase means; if he tries to read a French book without knowing the language, his mind is not fitted for contact with that of the writer, and the mental machinery will not move.
In the early days of the Open Shelf, before librarians had realised the necessity of copious a.s.signments to "floor duty," and before there were children"s librarians, I saw in a branch library a small child staggering under the weight of a volume of Schaff"s _History of the Christian Church_, which he had taken from the shelves and was presenting at the desk to be charged. "You are not going to read that, are you?" said the desk a.s.sistant.
"It isn"t for me; it"s for me big brudder."
"What did your big brother ask you to get?"
"Oh, a Physiology!"
Nowadays, our well-organised children"s rooms make such an occurrence doubtful with the little ones, but apparently there is much of it with adults.
Too much of our reading--I should rather say our attempts at reading--is of this character. Such attempts are the result of a tendency to regard the printed page as a fetich--to think that if one knows his alphabet and can call the printed words one after another as his eye runs along the line, some unexplained good will result, or at least that he has performed a praiseworthy act, has "acc.u.mulated merit" somehow or somewhere, like a Thibetan with his prayer-wheel.
It is probably a fact that if a man should meet you in the street and say, "In beatific repentance lies jejune responsibility," you would stare at him and pa.s.s him by, or perhaps flee from him as from a lunatic; whereas if you saw these words printed in a book you might gravely study them to ascertain their meaning, or still worse, might succeed in reading your own meaning into them. The words I have strung together happen to have no meaning, but the result would be the same if they meant something that was hidden from the reader by his inability to understand them, no matter what the cause of that inability might be.
This malady is doubtless spontaneous in some degree, and dependent on failings of the human mind that we need not discuss here, but there are signs that it is being fostered, spread, and made more acute by special influences. Probably our educational methods are not altogether blameless.
The boy who trustfully approached a Reference Librarian and said, "I have to write a composition on what I saw between home and school; have you got a book about that?" had doubtless been taught that he must look in a book for everything. The conscientious teacher who was now trying to separate him from his notion may have been the very one who, perhaps unconsciously, had instilled it; if so, her fault had thus returned to plague her.