College and Research Libraries by three carefully worked indices. It is a most impressive list which carries all the ear- marks of completeness. Undoubtedly minor additions will be brought to the attention of the compilers from time to time but I do not believe they have overlooked any contribution of importance. Just for the sake of complete- ness I would like to suggest the inclusion of two titles. (Duduit de Maizieres) Les Muses Fran- r;oises. Premiere Partie, contenan~ un tableau universal par alphabet & numero de T.heatres de France, avec [es noms de leurs auteurs & de toutes les pieces anonimes de ces Theatres, de puis les Misteres jusqu' en t annee 1764. Paris, Duchene, 1764. pp. 241 (Cornell Uni- versity) (A mere listing of anonymous pieces). Grienwaldt, Franciscus Josephus. A !bum Bavariae I atricae seu catalogus celebrio'rum aliquot medicorum, qui suis in Bavaria scriptis medicinam · exornarunt ... Munich, Riedlin. 1733. 148 p. (Army Medical Library, Cleve- land) (Gives after the latinized name the German name in parenthesis, no index, rather unsatisfactory). Taylor and Mosher did not intend to ex- haust the fascinating subject of fictitious names in literature. Further studies in this field may well · concentrate on the following aspects. I) Classic literature, following Clift's re- search (Evelyn Clift, Latin pseudepigraphia) a Study in Literary Attributions. Baltimore, 1945) 2) Livres a clef, utilizing Schneider's prominent investigations which were pub- lished just a couple of months ago (Georg Schneider, Die Schliisselliteratur. Band I. Stuttgart, 1951) 3) The development of the hereditary family name. The conception "pseudonym" presup- poses that the person had another real name. But as long as the family name was preceded by the word "dictus" and was legally defined as "the passive acceptance of a neighbor's in- vention" one cannot call it a pseudonym in the modern sense of the. word. As late as r628 the English jurist Edward Coke ruled, that a man can have "divers surnames." The first restriction of the personal right to change one's name was imposed by Louis XI of France in 1474. This regulation applied to nobility only and had to be repeated fre- quently in the following centuries. From the last years of the seventeenth century on (Bavaria 1677) most European countries ac- cepted the family name as hereditary right and obligation which could be changed only by "administrative grace" and after showing valid reasons. The last country to accept the legal connotation of the family name was Turkey ( 1935). Both in England and in America the change of name is comparatively easy. Taylor and Mosher have mentioned several instances of the interesting development of the "name" but they have failed to summarize it and to integrate it into their topic. A com- prehension of the bibliographical connotation of the "name" is imperative for an under- standing of the development of the title page and of the author entry in general. These few critical comments are in no way intended to depreciate this excellent book. The Bibliographical History of Anonyma and Pseudonyma is a must for every scholarly li- brarian.-Felix Reichmann, Cornell University Library. Library 1n College Instruction The Library in College Instruction . ... By Louis Round Wilson, Mildred Hawks- worth Lowell, and Sarah Rebecca Reed. New York, The H. W. Wilson Company, 1951. 347 p. $3·75· The Library in College Instruction by Louis Round Wilson, Mildred Hawks- worth Lowell, and Sarah Rebecca Reed recognizes the central role of the instructor in the effective utilization of the college li- brary. Subtitled "A Syllabus on the Im- provement of College Instruction through Li- brary Use" this volume "is intended for the prospective college teacher or teacher in serv- ice and is designed to assist him in utilizing more effectively library materials and services that are essential in present-day teaching at the undergraduate level." (p. 4) The authors stress the fact that this sylla- bus is in no sense a course in library admini- stration for teachers-nor is it a manual for the preparation of college or university li- brarians. The volume is particularly planned for use in graduate schools either as a sepa- rate course or as part of a course in which students are preparing for teaching. It can 174 COLLEGE AND RESEARCH LIBRARIES also be used advantageously in individual col- leges "in a variety of ways: (I) a faculty meeting or meetings, ( 2) a seminar for new faculty members, (3) a meeting of the in- structors in the different divisions or depart- ments, (4) lectures by a visiting librarian or a library school instructor, and ( 5) individual study." (p. I6) In preparing this volume the authors have not only drawn upon their own rich experi- ence in library work and in teaching, but have conducted t'wo surveys to gather materials for this publication: I) a questionnaire asking for suggestions sent to more than two hundred college librarians and other faculty members and 2) an inquiry to the librarians of a number of colleges which have experimented with various plans for integrating the library and the instructional program. This syllabus is divided into the following five units: Unit !-General Bibliographical Sources Useful to the College Instructor ( 42 pages) Unit II-Teaching Materials for General Education at the College Level ( 165 pages) Unit III-The Selection of Materials for College Instruction ( 2 7 pages) Unit IV-Reading Guidance: A Function of the Entire Faculty (28 pages) Unit V-The College Library as a Teach- ing Instrument ( 27 pages) The authors recognize that reading about and discussing problems of library use must be supplemented by experience: "In whatever way this outline is used, it should be accom- panied by observation in good junior college, college, and university libraries, and if pos- sible by actual experience at the circulation and reference desks of these libraries. Such practical experience would make the college teacher aware of the problems which the stu- dents face in the use of library materials and would acquaint him with the problems which librarians and instructors must solve if the educational aims of the college are to be realized satisfactorily." (p. 16) In the judg- ment of this reviewer the suggestion that col- lege instructors have actual experience at the circulation and reference desks o£ college li- braries is one of the important proposals in this syllabus. What a contribution would be made to the improvement of college teaching if every professor (obviously impossible, but APRIL~ 1952 nevertheless fine to dream about) could oc- casionally view students from the vantage point of a library desk! Perhaps the most notable surprise in store for readers of this volume whose introduction to it comes only through its title is the ex- tensive consideration given to the selection of library materials (the 234 pages comprising Units I-III) as contrasted with the compara- tively little consideration given to the use of such materials in teaching (the 55 pages com- prising Units IV and V). Undoubtedly col- lege instructors need to know sources of in- structional materials and how to select them. Likewise, the bibliographies of materials for use in general education h~lps meet a gap in both library literature and in the literature of college teaching. Nevertheless this reviewer would have welcomed a more extensive treat- ment of the college library as a teaching in- strument (Unit V) even at the expense of shortening the lists of materials for general education (Unit II). Notable omissions in the list of materials included in the syllabus are recordings, mo- tion pictures, and other audio-visual materials. The concept of the library as a resource cen- ter of all types of instructional materials ( cer- tainly at the level of general education) might have been strengthened by including, along with lists of books, suggestive lists of some of the films and recordings which are increas- ingly being used in college teaching. By the selection of materials which they include, the authors indicate a viewpoint re- garding general education-a viewpoint un- douhtedly influenced by the University of Chi- cago faculty members with whom they con- sulted in selecting materials to list: I. Many readers will applaud the inclusion of thirty titles on History of the East- a field which Howard Mumford Jones and others point out is too often neg- lected in programs of general education. 2. Some will criticize the fact that in the section on education are included two titles by Hutchins but that no reference is included to any of the volumes on gen- eral education written at the General College at the University of Minnesota. 3· Others will question the wisdom of list- ing for "purposes of general education" twenty-four titles on crime and only 175 eleven on maT'riage and the family,· and thirty-seven on astronomy and only thirty-five on psychology. The unit on reading · guidance includes background material on the importance of reading in college instruction, reports of selected studies in the field, and specific sug- gestions regarding what librarians and other faculty members can do to stimulate and guide student reading. The final section of the syllabus, The Col- lege Library as a Teaching Instrument, is divided into six parts, each of which includes a variety of suggested specific practices: The Library as an Extension of the In- structional Activities of the Classroom A Laboratory in which the Student Devel- ops the Ability to use Tools of Learning A Source of Information on Non-Academic Subjects A Reservoir of Knowledge An Aid in Helping Students Become Good Citizens in a Democracy Examples of Library-Faculty Relationships . To the best of this reviewer's knowledge, this volume represents a pioneer effort at publishing an actual course syllabus designed to highlight library-instructional relationships for college faculty members. The authors are to be commended, both for the validity of their concept and for the value of the ma- terials they have assembled.-B. . Lamar 1 ohnson, Stephens College. Government Publications Library Rewrds for Government Publications [by] Anne Ethelyn Markley. Berkeley and Los Angeles, University of California Press, 1951. vii, 66p., forms. $1.25. Lithoprint. So few contributions of significance have been made to the literature of the admini- stration of government documents collections that any addition to it is sure to be received with attentive interest by a wide audience of documents librarians and library administra- tors. They will find Miss Markley's work well worth consideration. According to the preface, it is "a revised and expanded version of a paper presented at the Institute on Government Publications held at Berkeley, California, October 26-28, 1950, under the sponsorship of the State Documents Committee of the California Li- brary Association, the University of Cali- fornia School of Librarianship, a·nd U niver- sity of California Extension." It discusses systems of classification and records for collections of government publica- tions in non-depository, selected depository, and complete depository libraries, recognizing that the essential requirements in these mat- ters vary according to the nature and size of the collection. The non-depository collection is disposed of briefly and sensibly with the assumption that the same arrangement and records as are used for the general collection of the library will be most efficient. For the depository libraries, the continuing controversy over segregating the documents collection as opposed to incorporating it into the general collection is briefly recognized, with reference to fuller treatment elsewhere. Segregation is recommended, on the ground that the printed lists and indexes available are best utilized under this arrangement. In the light of experience, this reviewer considers that Miss Markley is on th.e side of the angels.' Problems of classification are next consid- ered in more detail. At the outset, a basic ar- rangement by issuing office is assumed, with- out debate. It is the order of arrangement of the offices themselves that Miss Markley considers the chief problem, and her recom- mendation here is one of the most contro- versial points in the study. Instead of ar- rangement by major department, subdivided by subordinate agency, on the principles of the Superintendent of Documents classifica- tion system for federal government publica- tions, she advocates direct arrangement of agencies without regard to their place in the government hierarchy, in an alphabetical sub- ject arr.angement to be brought about by selecting a key word in the title of the agency that will indicate its subject specialization and if possible place it in juxtaposition to other kindred agencies. The example cited is the Navy's Bureau of Ordnance, the publi- cations of •which will file next to those of the Army's Ordnance Department. This is all very well, but let us consider another ex- ample. In the Department of Agriculture, there have been, at various times, the Agricul- 176 COLLEGE AND RESEARCH LIBRARIES