College and Research Libraries f u n d s w i t h o u t perceptible plan o r r e g a r d f o r use and need. H e sought and secured f r o m his s t a f f , f r o m the f a c u l t y , and f r o m the a d m i n i s t r a t i o n , a n e w a w a r e n e s s of the po- tentialities of a l i b r a r y to a u n i v e r s i t y . I n his c a r e f u l m e t i c u l o u s w a y he bought books f o r A r i z o n a , beginning w i t h o u r b i b l i o g r a p h i - c a l and r e f e r e n c e collection, going on to strengthen o u r S o u t h w e s t collection to w h i c h M r . G j e l s n e s s had contributed so g r e a t l y , and c o l l a b o r a t i n g w i t h the f a c u l t y in planning the l i b r a r y ' s book expansion so t h a t it bore some r e l a t i o n to the c u r r i c u l u m . H e r e a d the a n t i q u a r i a n c a t a l o g s daily as they c a m e a c r o s s his desk and his o r d e r li- b r a r i a n f e l t the d y n a m i c impact of his selec- tion policies instantly. H e did not w a s t e his time choosing a m o n g best sellers and the en- g u l f i n g flood of s e c o n d - r a t e c u r r e n t s t u f f , but husbanded o u r f i n a n c i a l r e s o u r c e s and his o w n book perspicacity f o r the i m p o r t a n t acquisitions that w i l l distinguish c e r t a i n p a r t s of o u r collection f o r e v e r . A n d another thing I r e m e m b e r about M r . C a r l s o n , a simple thing y o u m a y say, but f e w chief l i b r a r i a n s do it n o w a d a y s : he used to go into the stacks. O f t e n he w e n t to look up something f o r his o w n i n f o r m a t i o n , or sometimes he took one of us along to discuss something, or occasion- a l l y he r o a m e d up and d o w n the aisles j u s t looking, a b s o r b i n g the p e c u l i a r a t m o s p h e r e of thousands of books. W e n e v e r k n e w w h e n w e w o u l d r u n into him there, but it a l w a y s m a d e us f e e l good w h e n w e did. N o w by this I do not propose t h a t the s m a l l u n i v e r s i t y l i b r a r i a n run his l i b r a r y f r o m the stacks, but I do m a i n t a i n that neither can he run it e x - c l u s i v e l y f r o m the s a n c t u a r y of his office. M r . C a r l s o n g r a y e d considerably in o u r service, but I think he l o v e d us nonetheless, f o r w e had responded to his philosophy of bookmanship. ( S h o w me a staff w h o loves the b r i g h t y o u n g mechanical m a n w h o s e bible is his time and motion studies and w h o s e badge is his o r g a n i z a t i o n c h a r t , and I ' l l w a l k back to T u c s o n reciting chapter headings f r o m all the books e v e r w r i t t e n on u n i v e r s i t y l i b r a r y a d m i n i s t r a t i o n as penance.) W h a t does all this add up t o ? T h e o b s e r - v a t i o n s of one assistant l i b r a r i a n about d i f f e r - ent kinds of chief l i b r a r i a n s do not m a k e a handbook f o r guidance. Y e t these experiences a r e p r o b a b l y typical of a s m a l l u n i v e r s i t y l i b r a r y . I w o u l d say at least, if someone should ask me w h i c h l i b r a r i a n I w o u l d like most to be m a r o o n e d w i t h in a l i b r a r y , that he should, if possible, happily be both a d m i n - i s t r a t o r and bookman. B u t w i t h f e m a l e stubbornness, I r e s e r v e the f i n a l right to insist that if he can be only a d m i n i s t r a t o r , and not b o o k m a n as w e l l , he f o r s a k e l i b r a r i a n s h i p and l e a v e me alone w i t h the books. B y M A U R I C E F . T A U B E R Librarians as Bookmen Dr. Tauber is professor of library serv- ice, Columbia University. ROASTING A N OLD C H E S T N U T is a n a p p r o -p r i a t e title f o r this meeting. I f one goes back into l i b r a r y l i t e r a t u r e , in f a c t , to the f i r s t n u m b e r of the American Library Journal, issued S e p t e m b e r 30, 1 8 7 6 , he w i l l find in M e l v i l D e w e y ' s discussion of " T h e P r o f e s s i o n " r e f e r e n c e to the p r o b l e m u n d e r discussion. H e w r o t e as f o l l o w s : I t is not e n o u g h t h a t the books a r e c a r e d f o r p r o p e r l y , a r e w e l l a r r a n g e d , a r e n e v e r lost. It is not e n o u g h if the l i b r a r i a n c a n r e a d i l y p r o d u c e a n y book a s k e d f o r . It is not e n o u g h t h a t he c a n , w h e n a s k e d , g i v e a d v i c e a s to the best books in his collection on a n y s u b j e c t . A l l these t h i n g s a r e i n - d i s p e n s a b l e , but t h e y a r e not e n o u g h f o r o u r i d e a l . H e must see t h a t his l i b r a r y c o n t a i n s , a s f a r a s p o s s i b l e , the best books on the best s u b j e c t s , r e g a r d i n g c a r e f u l l y the w a n t s of h i s s p e c i a l c o m m u n i t y . D e w e y continues w i t h his thesis that a li- b r a r i a n should k n o w books, and that he should use them as a t e a c h e r . T h e time uoas w h e n the l i b r a r y w a s like a m u s e u m , and a l i b r a r i a n w a s a m o u s e r in m u s t y books, a n d v i s i t o r s looked w i t h c u r i o u s e y e s at ancient tomes a n d m a n u s c r i p t s . T h e t i m e is w h e n the l i b r a r y is a school, a n d the l i b r a r i a n is in the h i g h e s t sense a t e a c h e r , 316 COI.LEGE AND RESEARCH LIBRARIES a n d t h e v i s i t o r a r e a d e r a m o n g b o o k s a s a w o r k m a n a m o n g h i s t o o l s . W i l l a n y m a n d e n y to the h i g h c a l l i n g of s u c h a l i b r a r i a n - s h i p t h e t i t l e of p r o f e s s i o n ? S o m e f o r t y - t w o y e a r s a g o , W i l l i a m W a r n e r B i s h o p , w r i t i n g in The Sewanee Review ( J u l y , 1 9 1 2 ) , d i s c u s s e d t h e p r o b l e m o f " T r a i n i n g i n t h e U s e of B o o k s . " D r . B i s h o p u s e s T h o m a s J e f f e r s o n a s h i s p i v o t a l p o i n t in f o c u s i n g a t t e n t i o n o n t h e i n c r e a s e in t h e s i z e of l i b r a r i e s s i n c e J e f f e r s o n d i d h i s c o l l e c t i n g . J e f f e r s o n ' s 7 , 0 0 0 v o l u m e s w e r e c o l l e c t e d w i t h m e t i c u l o u s c a r e f r o m t h e b o o k s t o r e s o f P a r i s a n d o t h e r c e n t e r s . H e e v e n m a i n t a i n e d s t a n d - i n g o r d e r s f o r w o r k s r e l a t i n g t o A m e r i c a f r o m t h e b o o k - m a r t s of A m s t e r d a m , F r a n k - f u r t , M a d r i d , L o n d o n , a n d o t h e r c i t i e s . T o - d a y , w e h a v e s i m i l a r j u n k e t s o n t h e p a r t of u n i v e r s i t y l i b r a r i a n s w h o v i s i t f o r e i g n c e n t e r s c o l l e c t i n g b o o k s f o r t h e l i b r a r i e s u n d e r t h e i r c a r e . B u t B i s h o p ' s m a j o r t o p i c of d i s c u s s i o n w a s n o t J e f f e r s o n a n d h i s c o l l e c t i n g . B i s h o p w a s i n t e r e s t e d in h o w a n y o n e w a s g o i n g t o g a i n c o n t r o l o v e r t h e d e l u g e o f b o o k s . J e f f e r - s o n ' s d a y h a d p a s s e d . T h e s c h o l a r of t o - d a y i s e v e r f e a r f u l l e s t he s h a l l h a v e m i s s e d t h e l a t e s t t r e a t i s e on h i s l i t t l e s p e c i a l t y , w h i c h y e t , d e s p i t e its l i m i - t a t i o n s , h a s a l i t e r a t u r e of i t s o w n . T h e a v e r a g e m a n of i n t e l l i g e n c e i s w e l l - n i g h h e l p l e s s b e f o r e t h e m a s s of b o o k s e v e n in a m i n o r l i b r a r y . T h e c r a z e f o r t h e " l a t e s t " n o v e l , t h e " m o s t u p to d a t e " r e f e r e n c e b o o k , i s t h e c h a r a c t e r i s t i c n o t e of t h e p r e s e n t d e - m a n d f o r b o o k s . H o w , in t h e f a c e of t h i s flood, s h a l l the y o u n g m a n of o u r d a y find h i s b e a r i n g s ; h o w s h a l l h e r i d e t h e flood a m a s t e r ; b y v i r t u e of w h a t t r a i n i n g s h a l l h e m a k e it s e r v e h i m , c a r r y h i m to h i s g o a l , a i d h i m in h i s l i f e w o r k ? H o w s h a l l he a v o i d b e i n g o v e r w h e l m e d b y n u m b e r s , m i s l e d b y c h e a p n e w n e s s , m i s g u i d e d b y a d v e r t i s i n g , a n d lost in a w i l d e r n e s s of p r i n t e d m a t t e r w h e n he e s s a y s to w o r k in a m o d e r n l i b r a r y o r to a t t e m p t t h e m a s t e r y of a n y i m p o r t a n t q u e s t i o n ? T h i s i s m y t h e m e : Training in the Use of Books, t h e a c q u i r i n g of a s c h o l a r ' s a t t i t u d e t o w a r d t h e p r i n t e d p a g e . B i s h o p ' s p r e s c r i p t i o n f o r d e v e l o p i n g a s e n s e o f v a l u e s i n b o o k s m a k e s g o o d s e n s e e v e n t o d a y . P e r h a p s i t w a s B i s h o p ' s t r a i n i n g in c a t a l o g i n g w h i c h a c c o u n t s f o r t h e i n g r e d i e n t s of t h e p r e s c r i p t i o n — t o k n o w a u t h o r s , t o k n o w t i t l e s , t o k n o w c o n t e n t s . H e s t a r t s w i t h t h e y o u n g c h i l d , a s o n e s h o u l d , a n d o u t l i n e s a p r o g r a m t h a t i n v o l v e s t h e e l e m e n t a r y s c h o o l t e a c h e r a n d t h e h i g h s c h o o l l i b r a r i a n . W e s h a l l s e e l a t e r t h a t B i s h o p ' s p r e s c r i p t i o n , c a r - r i e d f u r t h e r i n t o c o l l e g e a n d t h e u n i v e r s i t y , w o u l d d o w h a t c r i t i c s o f l i b r a r i a n s t o d a y w o u l d l i k e t o s e e d o n e — t o p r e p a r e l i b r a r i a n s w h o k n o w b o o k s f o r t h e i r v a l u e s a n d t h e i r u s e s . B u t l e t u s t u r n t o t h e c u r r e n t p r o b l e m — t o t h e m o r e s p e c i f i c p r o b l e m of m a k i n g o u r l i b r a r i a n s m o r e e f f e c t i v e a s b o o k m e n . E r n e s t J . R e e c e , w r i t i n g in 1 9 4 9 of The Task and Training of Librarians1 d e s c r i b e d t h e v a r i o u s r e s p o n s i b i l i t i e s o f p e r s o n n e l in m o d e r n l i b r a r y s e r v i c e . I n h i s d i s c u s s i o n of s k i l l s f o r t h e t a s k , h e w r o t e a s f o l l o w s : N a t u r a l l y t h e a b i l i t i e s r e l a t i n g to b o o k s c l a i m p r o m i n e n t a t t e n t i o n . A m o n g t h e m , f a c i l i t y in j u d g i n g , l e a r n i n g , a n d r e d u c i n g to u s a b l e o r d e r w h a t is r e c o r d e d in p r i n t e d a n d o t h e r f o r m s s t a n d s first, s i n c e it u n d e r - l i e s m a n y of t h e p r o f e s s i o n a l l i b r a r i a n ' s p r e o c c u p a t i o n s . P o w e r to e v a l u a t e b o o k s w a s w i d e l y t h o u g h t to be d e f i c i e n t in t h e g r a d u a t e s of l i b r a r y s c h o o l s . T h o s e so r e p o r t i n g d i d not a l l e g e t h a t s c h o o l s i g n o r e it o r a r e u n i n t e r e s t e d in it, b u t a p p a r e n t l y b e l i e v e d t h a t t h e e f f o r t s to n u r t u r e it a r e s u p e r f i c i a l a n d too s l i g h t . T h e y a l l u d e d to t h e p a r t t h e j u d g i n g of p r i n t e d m a t e r i a l s p l a y s in b u i l d i n g , b a l a n c - i n g , a n d l i m i t i n g c o l l e c t i o n s , c h o o s i n g i t e m s f o r r e a d e r s , s p r e s e n t i n g the c o n t e n t s of b o o k s to i n d i v i d u a l s a n d to a u d i e n c e s , a n d d e f e n d i n g p o l i c i e s in s e l e c t i o n . T h e y s p o k e of it a s a c a l l i n g f o r d i s c e r n m e n t in a p p r a i s i n g l i t e r a r y q u a l i t y a n d s i g n i f i c a n c e , a s w e l l a s in d i s - t i n g u i s h i n g f a c t , t h e o r y , b i a s , a n d p r o p a - g a n d a , a n d in i n t e r p r e t i n g r e v i e w s a n d t h e e s t i m a t e s of n e w p u b l i c a t i o n s s u p p l i e d b y e x p e r t s in p a r t i c u l a r fields. I f t h e p o w e r of o v e r - a l l e v a l u a t i o n i s i n - a d e q u a t e , m u c h the s a m e m u s t be s a i d a b o u t t h e c o m p e t e n c e in m a s t e r i n g a n d d e a l i n g w i t h t h e c o n t e n t s of b o o k s f o r p u r p o s e s of u s e . T h e p r e v a i l i n g v i e w i s t h a t t h e r e i s i n s u f f i c i e n t r e a d i n e s s in u n l o c k i n g t h e v a u l t s of k n o w l e d g e , to s a y n o t h i n g of t h e s l e u t h - l i k e p u r s u i t of c l e w s w h i c h o f t e n i s n e c e s s a r y , the h a n d l i n g a n d c o n s t r u i n g of r e s e a r c h r e - s o u r c e s , a n d t h e u t i l i z i n g of a l l p e r t i n e n t r e - s o u r c e s a n d m e d i a , w i t h i n a n d w i t h o u t a g i v e n l i b r a r y . T h e r e s u l t i s m e d i o c r e e f f e c - t i v e n e s s in d i s s e m i n a t i n g i n f o r m a t i o n , f u r - n i s h i n g r e q u e s t e d m a t e r i a l , a n d p r o m o t i n g 1 New York, K i n g ' s Crown Press, 1949. JULY, 1954 317 c o n t r i b u t i o n s to t h e w o r l d ' s s t o r e of l e a r n i n g . 2 A basic assumption of the f o l l o w i n g discus- sion is that it is essential f o r professional groups to take stock constantly of their edu- cational and training programs. M u c h of the discussion in the l i t e r a t u r e as to w h a t con- stitutes a " L i b r a r i a n " or a " B o o k m a n " has generally resulted in the generation of more heat than light. P r o f e s s o r Reece's conclusions regarding the observations of practitioners on the competencies of library school g r a d u - ates in book knowledge perhaps is as inclu- sive as one might possibly gather in a similar survey if conducted today. T h e deficiencies listed have been singled out b e f o r e , and to- gether they represent those important seg- ments of l i b r a r y service which have been sub- ject to the criticism of some librarians and others outside the profession. T h i s criticism is desirable. A check of the l i t e r a t u r e w i l l reveal that training f o r other professions, such as medicine, l a w , engineering, pharmacy, and teaching also has been subject to reap- p r a i s a l at frequent intervals. T h e appoint- ment of a non-career librarian to an impor- tant library position, h o w e v e r , is pointed out as a tangible demonstration of the f a i l u r e of the profession to produce the right man at the right time. T h e r e are, of course, other rea- sons w h y such appointments are made. M y contribution to this discussion is con- cerned with a m a j o r part of the training and background of l i b r a r i a n s — t h e i r knowledge and capacity as bookmen. W h a t , then, makes a bookman? I t is certain that the definition w i l l depend on the person defining it. I s it subject knowledge in a specific field, such as astronomy, mathematics, economics, B y z a n - tine art, or A m e r i c a n l i t e r a t u r e of the i g t h century, or the w o r k s and influence of B e n J o n s o n ? I s it collecting all the w o r k s of a p a r t i c u l a r a u t h o r ? I s it knowledge of books in the sense of a M c K e r r o w , E s d a i l e , or F r e d s o n B o w e r s ? I s it knowledge of book bindings in the sense of a C o c k e r e l l or a G o l d - schmidt? I s it knowledge of books in the sense of a Rosenbach or other internationally f a m o u s collectors? I s it knowledge of print- ing in the manner of an U p d i k e or a Stanley M o r i s o n ? I s it being bibliography-wise, in the sense of knowing at first hand the sources 2 Ibid., p. 19-20. in M u d g e , W i n c h e l l and other guides so that scholars can be helped promptly in their quest of i n f o r m a t i o n ? I s it knowing books in all languages and on all levels so w e l l that catalogs, indexes, and abstracts can be pre- pared so soundly that scholars w i l l accept them without question? I s it the ability to sit down with bookdealers and discuss books in their v a r i o u s editions, with emphasis on minu- tiae of f o r m a t and previous o w n e r s ? Is it the ability to trace the effects of one author upon another, and how they both influenced a third? I s it the type of infection which has been described as bibliomania, or the un- quenchable desire to acquire books? M u s t one be a D i d e r o t , Delisle, M e d i n a , E a m e s , or W i n g to be considered a bookman? W h a t is the place of music, maps, manuscripts, a r - chives, and other f o r m s of communication in the background of the bookman? W h a t in- deed makes a bookman? T h e r e is one other definition of a bookman. R o b e r t B . D o w n s , speaking to the South- eastern L i b r a r y Association, October 30, 1 9 5 2 , had as his object the disinfecting and deodorizing of horsefeathers, or delusions, in librarianship. H e w r i t e s : A f o u r t h p o p u l a r d e l u s i o n o r c l a s s of h o r s e f e a t h e r s i s m o r e p e r s o n a l in n a t u r e . T h a t i s t h e b e l i e f t h a t l i b r a r i a n s c a n n o t r e a d o r w r i t e , a n d k n o w o n l y t h e o u t s i d e s of b o o k s . T h e r e i s a n i n s i n u a t i o n h e r e , t h o u g h p e r h a p s n o t a d i r e c t c h a r g e , t h a t l i b r a r i a n s a r e i l l i t e r a t e ; o t h e r w i s e , t h e c r i t i c s s u g g e s t , w e w o u l d t a k e m o r e i n t e r e s t in k n o w i n g w h a t i s b e t w e e n t h e c o v e r s of t h e b o o k s w e h a n d l e . E v i d e n c e to c o n f u t e t h i s c a l u m n y a r e a l l a r o u n d u s . H o w c o u l d o u r t h o u s a n d s of a b l e r e f e r e n c e l i b r a r i a n s c a r r y on t h e i r j o b s w i t h - o u t t h e m o s t t h o r o u g h k n o w l e d g e of t h e c o n - t e n t s of b o o k s ? N o t o n l y m u s t t h e y h a v e r e a d , b u t t h e y m u s t r e t a i n a n a l m o s t u n - c a n n y m e m o r y of e v e r y t h i n g t h e y p e r u s e a n d w h e r e t h e y s a w it. T o m o r r o w , n e x t w e e k , o r n e x t y e a r , s o m e o n e w i l l c o m e a l o n g a n d a s k q u e s t i o n s f o r w h i c h t h e i n f o r m a t i o n w i l l be n e e d e d . T h e r e a r e t h o u s a n d s of s p e c i a l l i - b r a r i a n s , s e r v i n g b u s i n e s s , i n d u s t r y , m e d i - c i n e , l a w , a n d a m u l t i t u d e of o t h e r s p e - c i a l i z e d i n t e r e s t s , w h o a r e a c c u s t o m e d to h a v i n g a t t h e i r fingertips a v a s t a r r a y of f a c t s a n d figures on t h e m o s t u n e x p e c t e d a n d u n l i k e l y s u b j e c t s . T h e i r b a c k g r o u n d h a s b e e n a c q u i r e d t h r o u g h a m i n u t e a c q u a i n t a n c e w i t h b o o k s , j o u r n a l s , p a m p h l e t s , a n d u n - p u b l i s h e d d a t a . T h e s e r e f e r e n c e a n d s p e c i a l 318 COI.LEGE AND RESEARCH LIBRARIES l i b r a r i a n s w o u l d h a r d l y l a s t t w e n t y - f o u r h o u r s in t h e i r p o s i t i o n s w i t h o u t a c o m p r e - h e n s i v e f a m i l i a r i t y w i t h t h e p r i n t e d w o r d . 3 D r . D o w n s goes on to single out groups of traditional librarians, such as acquisition librarians and catalogers and classifiers, w h o make specific contributions through knowl- edge of books—of their insides as w e l l as their outsides. D o w n s also points out that there are some librarians w h o are capable w r i t e r s , regardless of the observations that there is a prominent gap in this area. I t is doubtful if a definition can be arrived at which w i l l be satisfactory to all. I t is doubtful if the old chestnut that is being roasted here w i l l be palatable to anyone. B u t the question needs airing. I have taken as my p a r t of this panel the discussion of three aspects: ( i ) w h a t library schools con- sider their role in helping to build up book and bibliographical knowledge of students, particularly in connection with uses of books; ( 2 ) what a group of scholarly bookmen— recognized as such by other bookmen and also by librarians w h o may or may not be de- scribed as bookmen—consider to be the role and potential of the library school in the development of their counterparts; ( 3 ) how may any deficiencies which are present in l i b r a r y schools be corrected. L I B R A R Y S C H O O L T R A I N I N G I n an e f f o r t to obtain some data on the pattern of instruction in the so-called book courses in l i b r a r y schools, letters w e r e sent to the deans and directors of schools ac- credited by the A L A . T h e response w a s g r a t i f y i n g . O n l y t w o l i b r a r y school directors f a i l e d to w r i t e . I t w o u l d take more time than that allotted to me to w r i t e f u l l y of the l i b r a r y school p r o g r a m s designed to assist students to strengthen their backgrounds in book knowledge. I n general, one must con- clude a f t e r reading the correspondence that library school directors and their s t a f f s are much concerned with their graduates being " b o o k m e n " in every sense of the term. " A s I g r o w o l d e r , " one writes, " I feel w e need more bookishness." B u t some of the younger deans and directors are seriously disturbed about not being able to do more than they are 3 Downs, Robert B . " S o m e Current Delusions, or Horsefeathers, in Librarianship," Southeastern Librar- ian, 3 : 2 4 , Spring, 1953. doing now w i t h the general product that comes to library schools. If one w e r e to categorize the problem of the l i b r a r y schools in terms of f a c t o r s , there w o u l d be three that deserve attention: ( 1 ) the courses, ( 2 ) the students, and ( 3 ) the f a c u l t y . Courses. B y and large the curricula of library schools disclose earnest attention to the importance of so-called book courses. M o s t of the library schools now o f f e r in- troductory courses in the l i t e r a t u r e of the several grouped disciplines—the humanities, the social sciences, and science and technology. T h e usual types of courses in book selection, reference, bibliography in various phases, chil- dren's literature, materials f o r adolescents, popular fiction, government publications, maps, serials and continuations, r a r e books, and manuscripts are provided. Some schools pro- vide an opportunity to specialize in subject fields, such as medicine, l a w , music, business and fine arts. G e n e r a l courses in l i b r a r y backgrounds, libraries and librarianship, his- tory of books and libraries, books and ideas, history of books and printing, libraries and publishing, acquisition of l i b r a r y materials, resources of libraries and cataloging and class- ification are also singled out as pointing t o w a r d s the enriching of the backgrounds of students. Advanced courses and seminars are also available f o r those w h o bring to library school more than the usual k n o w l - edge of books learned in the liberal arts cur- riculum in colleges. A n y l i b r a r y school course, technical or otherwise, should contain content dealing with books and other library materials. O v e r and above the required and special courses in books and book knowledge, several library schools have focused attention on problems of books, bookmen, scholars, pub- lishing, and bookdealers through symposia, workshops, institutes and lecture series. I t is difficult to discuss the merits of these courses, except in terms of practical success of the g r a d u a t e s in library service. T h e dis- cussions or summaries of Danton, W h e e l e r , Reece, B e a l s , and L e i g h all published in the last seven years, o f f e r some basis f o r conclud- ing that w e are not as successful as w e would like to be in turning out individuals w h o w o u l d be classified as bookmen by bookmen. B u t it may be w o r t h while lingering f o r a f e w moments to examine comments on book courses by two library school directors. JULY, 1954 319 W h e n o u r c u r r i c u l u m u n d e r w e n t e x t e n s i v e r e v i s i o n s a b o u t five y e a r s a g o , w e d e c i d e d t h a t p r i m a r y e m p h a s i s should be p l a c e d on books a n d less s t r e s s on a d m i n i s t r a t i o n a n d o r g a n i z a t i o n . I think w e h a v e s u c c e e d e d p r e t t y w e l l in this a i m . I n m y o p i n i o n , h o w - e v e r , l i b r a r y schools c a n n o t do the j o b a l o n e , in w h a t is o r d i n a r i l y a o n e - y e a r p r o g r a m . W e need to h a v e g o o d c o l l e g e p r e p a r a t i o n on w h i c h to b u i l d a n d , of c o u r s e , a keen i n t e r e s t in books on the p a r t of s t u d e n t s t h e m s e l v e s . W e a r e not, h o w e v e r , u n d e r the i l l u s i o n t h a t a n y o n e c a n be t u r n e d into a b o o k m a n in one y e a r . T h o s e w h o h a v e been r e a d i n g a v i d l y since c h i l d h o o d p r o b a b l y h a v e a p r e t t y g o o d s t a r t ; w e h o p e o u r i n t r o d u c t i o n of m a - t e r i a l s a n d i d e a s w i l l e n c o u r a g e them to c o n t i n u e a n d to g r o w to be b o o k m e n . S i m i l a r l y , w e h o p e t h a t o t h e r s w i l l b u i l d on w h a t w e a r e a b l e to g i v e them a n d w i l l d e - v e l o p a r e a d i n g b a c k g r o u n d . A t the s a m e t i m e w e r e c o g n i z e that, r e g r e t t a b l y , m a n y w i l l n e v e r r e a c h r e a l b o o k m a n s h i p . N o c o u r s e can do it all f o r them. W e b e l i e v e t h a t w h a t w e o f f e r is a s o u n d b a s i s ; but the outcome d e p e n d s on w h a t the i n d i v i d u a l b u i l d s on t h a t b a s i s . T h e s e t w o comments are typical of similar ones made by the directors and f a c u l t y mem- bers w h o w r o t e . W i t h i n the y e a r ' s program of a l i b r a r y school, there is obviously a serious limit as to w h a t may be done in the training of students. T h e recognition of this aspect of the problem by l i b r a r y school adminis- t r a t o r s and f a c u l t y members has been em- phasized by the bookmen themselves. The Students. W h a t about the students w h o come to the l i b r a r y school? A r e they much different f r o m ' t h e students of the p a s t ? T h i s particular problem w a s not investigated systematically. O n e respondent indicated that they w e r e not equal to the students in other g r a d u a t e departments of his university. I have been personally impressed, however, with the calibre of many of the students I have met in l i b r a r y school. W h i l e I am not ac- quainted with the backgrounds of students in all l i b r a r y schools, I have observed, f o r ex- ample, an increasing number of young people entering C o l u m b i a w h o have master's degrees in subject fields, or w h o have a sense of books that is beyond w h a t may be expected under present u n d e r g r a d u a t e instruction in colleges. T h e several students w h o have indicated in- terest in building special collections, in pub- lishing and printing, and in bibliographical control demonstrated their earnestness by their willingness to go beyond the call of duty. T h i s is important, as w i l l also be seen by the comments of bookmen. T h e r e must be a basic drive within the student himself. T h e learning process is not merely an in- structor lecturing and a student taking notes. T h e student must take an active part of the process of learning. T h i s w a s Bishop's pre- scription. T h e question of recruitment f o r l i b r a r y service, p a r t i c u l a r l y university l i b r a r y service, has been discussed many times. T h e part that must be played by university librarians them- selves in this p r o g r a m of directing attention of qualified persons to librarianship as a career cannot be stressed too often. Some of the young people w h o have gone into libraries with strong backgrounds in books have been sent to library schools by librarians. M r . P o w e l l , in his paper in Education for Li- brarianship, the proceedings of the conference of the U n i v e r s i t y of Chicago G r a d u a t e L i - b r a r y School, in 1948, r e f e r r e d to it as p a r t of a positive program in strengthening l i b r a r y personnel. If the students w h o are attending l i b r a r y schools do not meet the expectations of employing librarians, it might be speculated that the librarians themselves have not demon- strated through their own contributions and services that they are in a calling that demands the best minds of the land. T h e examples set by librarians in their professional lives and in their l i b r a r y administrations are exceptionally good instruments f o r influencing young people w h o are concerned with the selection of satis- fying careers. T h e blame placed on the schools and faculties should be qualified to the extent that there is a dual responsibility of both schools and libraries to select those in- dividuals w h o have shown an affinity f o r books and l i b r a r y service. T h e r e is no place in librarianship f o r a person w h o merely toler- ates books or w h o resists reading. The Faculty. T h e third p a r t of a p r o g r a m f o r training bookmen is the library school f a c u l t y . T h e letters f r o m the several direc- tors of the schools, as w e l l as those f r o m some f a c u l t y members w h o w r o t e , indicate a definite recognition of the role of the teacher in this important p r o g r a m . I wish there w e r e time to include these letters completely. T o d r a w conclusions on how w e l l the f a c u l t y members 320 COI.LEGE AND RESEARCH LIBRARIES succeed in c a r r y i n g out the p r o g r a m s which are described so w e l l there w o u l d be required a detailed study of the p e r f o r m a n c e records of the g r a d u a t e s of each l i b r a r y school. I n the s e v e r a l courses which w e r e listed e a r l i e r , h o w e v e r , there a r e pedagogical techniques which a r e designed to accomplish the aim of developing the students' interest in and con- cern f o r books and other m a t e r i a l s w i t h which l i b r a r i a n s have to deal w i t h in their w o r k w i t h patrons. A n y o n e w h o has t a u g h t in a l i b r a r y school k n o w s that there a r e serious problems in selection and recruitment of f a c u l t y members, their p r e p a r a t i o n in educational and p r o f e s - sional experience f o r p a r t i c u l a r assignments, their teaching loads, their scholarly produc- tivity, their associational and other responsi- bilities. K e e p i n g close touch w i t h the field may sometimes be a difficult task f o r the f a c u l t y member, but it is an essential one. T h a t there is criticism of l i b r a r y school f a c u l t i e s f o r losing touch w i t h libraries and problems in the field is w e l l k n o w n . O n e of the p r i m a r y recommendations of the W i l l i a m s o n report on the training of l i b r a r - ians w a s the placement of the l i b r a r y school in an established university. T h i s w a s pro- posed f o r a n u m b e r of reasons, but basically it w a s designed to m a k e it possible f o r both f a c u l t y members and students to become a r e a l p a r t of a l a r g e r w h o l e which w a s con- cerned w i t h k n o w l e d g e in all its phases. T h e extent to which students take a d v a n t a g e of their opportunities by being at a l i b r a r y school located in a l a r g e university w i l l determine to some extent their g r o w t h as bookmen. E v e n though f u l l - t i m e l i b r a r y school students spend only a y e a r , or possibly less, at their p r o f e s s i o n a l training, the observation on get- ting to k n o w books and their a u t h o r s made by s e v e r a l of the bookmen is relevant. I t is possible to become specific on this point. A student at C o l u m b i a U n i v e r s i t y ' s School of L i b r a r y Service, if he so w i l l s , can not only become acquainted w i t h books in the g e n e r a l l i b r a r y stacks in B u t l e r L i b r a r y , but w i t h those in the 3 2 departmental l i b r a r i e s of the U n i v e r s i t y . T h e D e p a r t m e n t of Special C o l - lections itself contains dozens of the types of collections that g e n e r a l l y a f f e c t the saliva flow of bookmen. T h e bookshops and collections of N e w Y o r k a r e open to him. Students at other l i b r a r y schools have, but perhaps not to the same extent, s i m i l a r a d v a n t a g e s to enjoy if they w o u l d only do so. Students, of course, complain that they a r e too burdened w i t h the task of reading l i b r a r y l i t e r a t u r e , of w r i t i n g term papers or theses, or w o r k i n g t w e n t y o r m o r e hours in a l i b r a r y . W o r k i n g students, of course, have an oppor- tunity to become acquainted w i t h books in a real sense. T h e bookmen w h o are l i b r a r i a n s f o c u s attention on the v a l u e of spending time in the stacks of l i b r a r i e s studying individual books as w e l l as collections. B o o k m e n f r e - quently get lost in the stacks. B O O K M E N ON B O O K M E N I t seemed to y o u r participant that one of the w a y s by which some guidance might be obtained on possible w a y s to strengthen the p r o g r a m s of l i b r a r y schools in their e f f o r t s to help students build their backgrounds in books w o u l d be f r o m suggestions of a group of book- men t h e m s e l v e s — l i b r a r i a n s of special collec- tions in universities, l i b r a r i a n s of w e l l - k n o w n special libraries, and others w h o have estab- lished reputations as bookmen. T o these 26 individuals a l e t t e r w a s sent.4 T w e n t y - t w o commented on the f o u r questions which w e r e as f o l l o w s : 1 . H o w did you develop y o u r k n o w l e d g e of books? 2. I s it the type of background that could be developed by students in a l i b r a r y school ? 3. If so, w h a t might the l i b r a r y schools do to develop courses in this direction? I n g e n e r a l , w h a t w o u l d be the content of such c o u r s e s ? 4. W h a t should be the characteristics of the f a c u l t y members teaching such c o u r s e s ? Developing Knowledge of Books. L e t u s turn to an examination of the t r a i t s deduced as uniquely characteristic of bookmen, ac- cording to the descriptions by bookmen them- selves. H o w did bookmen become bookmen? A l t h o u g h there w a s some disagreement w i t h the definition of " b o o k m e n " as represented in 4 Among those who provided information were the following: Charles M. Adams, Roland Baughman, Curt F. Biihler, Rudolf Hirsch, William A. Jackson, Karl Kup, Hellmut Lehmann-Haupt, Harry M. Lydenberg, David C. Mearns, Stanley Pargellis, Howard Peckham, William B. Ready, Felix Reichmann, Joseph B. Rogers, Colton Storm, Lawrence S. Thompson, Edwin E. Wil- loughby, Donald Wing, Richard Wormser, Louis B. Wright, Lawrence C. Wroth, John Cook Wyllie. JULY, 1954 32 7 t h e l e t t e r , t h e i n t e r p r e t a t i o n s b y t h e r e s p o n - d e n t s i n d i c a t e d g e n e r a l a c c e p t a n c e of " k n o w l - e d g e of b o o k s " t o m e a n b o t h b i b l i o g r a p h i c a l a n d s u b j e c t k n o w l e d g e . O n e b o o k m a n a s k s : H o w d i d I d e v e l o p m y k n o w l e d g e of b o o k s ? B y r e a d i n g some of them. I n this p u r s u i t , t h e r e is, I ' m a f r a i d , no a l t e r n a t i v e to r e a d i n g . N o t e v e n l i s t e n i n g to the b r o a d - c a s t s of the e x t r a o r d i n a r y M r . H i g h e t c a n be a s a t i s f a c t o r y substitute. W h e n I first w e n t to w o r k in the l i b r a r y t h i r t y - f i v e y e a r s a g o , I s u p p o s e d , in m y i n n o c e n c e ( h a v i n g h a d no p r o f e s s i o n a l t r a i n i n g ) , t h a t its h e n c h m e n s h o u l d h a v e some r e s p e c t , e v e n v e n e r a t i o n , f o r the w a r d s on its s h e l v e s . B e i n g still u n - e d u c a t e d , I still c l i n g , a little o b s t i n a t e l y , to the notion. I n those f a r - o f f d a y s , t h e r e w e r e no r e s t r a i n t s on the r e f e r e n c e s t a f f , in t e r m s of r o u t i n e s , p r o c e d u r e s , a n d t i m e l i m i t a t i o n s . W e w e r e a s s i g n e d to an e n q u i r y a n d w e r e e x p e c t e d to c o m e up w i t h the s o l u t i o n . T h i s m e a n t g o i n g f a r b e y o n d a quick s e a r c h of a c a t a l o g , a t h u m b i n g of a n i n d e x , a g l a n c e at an e n c y c l o p e d i a , o r r e c o u r s e to the m o s t o b v i o u s c o m p e n d i u m . I t m e a n t g o i n g to the s t a c k s — t o the books t h e m s e l v e s . I t m e a n t a p p l i e d i m a g i n a t i o n . T h e r e w a s a r a t h e r fine s p i r i t of c o m p e t i t i o n . I t w a s s h a m e f u l not to b r i n g in a n a f f i r m a t i v e r e p o r t . Of c o u r s e m a n y of the books w e r e u n r e s p o n s i v e , but w i t h p e r s i s t e n c e it w a s s o m e t i m e s p o s s i - ble to c o m e u p o n the r i g h t one a n d f o r c e it to d i v u l g e the secret. T h e r e is no s a t i s f a c - tion a s c o m p l e t e a s the s a t i s f a c t i o n of d i s - c o v e r y c o m b i n e d w i t h r e c o g n i t i o n . A n d so, y o u w i l l u n d e r s t a n d , w h a t little I h a v e l e a r n e d of books h a s been h a p h a z a r d , d i s - t r e s s i n g l y m i s c e l l a n e o u s , a n d s h o c k i n g l y thin. B u t it h a s been g r e a t f u n , a n d I h a v e been g r a t e f u l f o r h a v i n g been p e r m i t t e d to l i v e a m o n g t h e m . T h e q u e s t i o n of s e l f - e d u c a t i o n in b o o k s a p - p e a r s p r o m i n e n t l y in t h e d i s c u s s i o n s of t h e b o o k m e n . A n o t h e r b o o k m a n c o m m e n t s o n t h i s p a r t i c u l a r a s p e c t a s f o l l o w s : I b e l i e v e " k n o w l e d g e of b o o k s " is a d i r e c t a n d n e c e s s a r y r e s u l t of e m o t i o n a l d i s t u r b a n c e c h a r a c t e r i z e d b y a b i l i t y to d e r i v e p l e a s u r e f r o m r e a d i n g , h a n d l i n g , o w n i n g , o r s e e i n g books, o r some k i n d s of books, like p o c k m a r k s on a f a c e a r e the r e s u l t of h a v i n g h a d c h i c k e n p o x , or, a s an o r n i t h o l o g i s t h a s b e e n a b i r d w a t c h e r b e c a u s e he is a b i r d l o v e r . H o w m a y the p e r s o n b e c o m e i n i t i a l l y i n - f e c t e d ? S o m e p e o p l e h a v e been v a c c i n a t e d a g a i n s t the t h i n g . O t h e r s a r e n a t u r a l l y i m m u n e . T h e c h a n c e of i n f e c t i n g the s u s - c e p t i b l e I think is i n c r e a s e d b y e x p o s i n g them r e g u l a r l y a n d s y s t e m a t i c a l l y to those w h o a r e s u f f e r i n g f r o m ( a n d / o r e n j o y i n g ) it. H o w d i d I d e v e l o p m y k n o w l e d g e of b o o k s ? I don't k n o w f o r s u r e w h a t the a n s w e r is. F r o m w a t c h i n g c h i l d r e n , I s u s p e c t t h a t book l o v i n g is not c o n g e n i t a l i n f e c t i o n , or if it is, it m u s t r e m a i n l a t e n t to teen a g e . I w a s much e a r l i e r i n t e r e s t e d in r e a d i n g t h a n I e v e r w a s in books a s p h y s i c a l o b j e c t s , but this is not r e l e v a n t r e a l l y b e c a u s e I h a d no e a r l y o p p o r t u n i t y to see or e n j o y b e a u t i f u l books. M y e a r l i e s t r e c o l - l e c t i o n s in this d i r e c t i o n c a m e f r o m o p p o r - t u n i t i e s to see p u b l i c a n d p r i v a t e c o l l e c t i o n s f o r m e d b y g r e a t b o o k m e n , a n d some of the g r e a t e s t s t i m u l i h a v e been these p l u s b o o k - men in the t r a d e . A r e t i r e d d i r e c t o r of a g r e a t r e s e a r c h l i - b r a r y w r o t e a s f o l l o w s : I d e v e l o p e d m y k n o w l e d g e of books b y t r y i n g to find out a l l I c o u l d a b o u t w h a t t h e y m e a n t , w h a t t h e y s a i d , w h y t h e y w e r e w r i t t e n , h o w t h e y w e r e m a d e , h o w t h e y w e r e p r i n t e d , h o w t h e y w e r e sold, in short, t r y i n g to l e a r n the ins a n d outs of the book w o r l d on a l l its m a n y s i d e s . Y e s , I a d m i t t h a t ' s a p r e t t y b i g o r d e r , a g r e e t h a t I c a m e f a r short of success, but k n e w t h a t the m o r e I l e a r n e d the w i d e r g r e w the c i r c l e of the u n k n o w n . P u t it a n o t h e r w a y : b y r e a l i z i n g t h a t books m e a n t m u c h to m e , b y h o p i n g to g e t o t h e r p e o p l e to f e e l t o w a r d s them a s I d i d , b y c u l t i v a t i n g a l a s t i n g a n d n e v e r s a t i s f i e d c u r i o s i t y a b o u t books in a l l t h e i r s i d e s a n d p h a s e s . T h o s e of y o u w h o r e m e m b e r D o u g l a s W a p l e s ' p a p e r , " O n D e v e l o p i n g T a s t e in R e a d i n g , " w i l l r e c a l l h i s c o m m e n t s o n t h e d i f f i c u l t i e s of a n y p r o g r a m in d e v e l o p i n g t a s t e in o t h e r p e o p l e . W a p l e s o b s e r v e s t h a t a f u n d of e x p e r i e n c e is t h e b a s i c e l e m e n t of t a s t e , a n d o u t of t h i s f u n d t h e i n d i v i d u a l l e a r n s to r e c o g n i z e e x c e l l e n c e . H o w d o e s a y o u n g p e r s o n o b t a i n t h i s b a s i c f u n d of k n o w l e d g e w h i c h l a t e r i m p e l s h i m t o p u r s u e f u r t h e r t h e g o o d e x p e r i e n c e ? W a p l e s w r i t e s a s f o l l o w s : G i v e n t h a t k i n d of y o u n g p e r s o n , the l i t e r - a r y m e n w h o h a v e w r i t t e n a b o u t l i t e r a r y t a s t e tells m u c h t h a t w i l l g u i d e h i s f u r t h e r steps t o w a r d c o m p e t e n c e in l i t e r a r y c r i t i c i s m . W e s u s p e c t t h a t such p e o p l e r e s u l t f r o m a h a p p y selection of p a r e n t s , p l u s the f a m i l y i n t e r e s t s such p a r e n t s w o u l d c r e a t e , p l u s s e v e r a l a c c i d e n t a l a n d v i v i d e x p o s u r e s to l i t e r a t u r e in t e r m s of l i f e . W e suspect a l s o t h a t such p e o p l e a r e t h e i r o w n best t e a c h e r s . B u t a l l t h i s is s m a l l h e l p . T h e m a s t e r s b e g 322 COI.LEGE AND RESEARCH LIBRARIES the question. A s p a r e n t s w e c a n ' t a f f o r d to w a i t f o r such y o u n g p e o p l e to h a p p e n in o u r f a m i l i e s . A s t e a c h e r s w e c a n ' t w a i t f o r them to b l o s s o m in the schools. I n most cases, a positive program is essential but parental and f a m i l y influence apparently have been significant in the training of book- men. One of the respondents w r o t e as f o l l o w s : T h e s m a l l k n o w l e d g e I h a v e of books w a s d e v e l o p e d f r o m r e a d i n g t h e m . M y f a t h e r w a s a n o n - c o l l e g e m a n , y e t he w a s a c a r e f u l a n d a v i d r e a d e r . H e w a s like m a n y men of h i s g e n e r a t i o n : he b o u g h t the books he t h o u g h t he o u g h t to r e a d . T h o s e books w e r e all a r o u n d us, a s I g r e w up, a n d I r e a d them j u s t a s r a p i d l y a s I c o u l d u n d e r s t a n d t h e m ( o r , at l e a s t , t h o u g h t I c o u l d u n d e r - s t a n d t h e m ) . T h e w h o l e f a m i l y r e a d books a n d d i s c u s s e d t h e m a n d b e l i e v e d t h a t r e a d - i n g w a s f u n . W e w e n t to the l o c a l p u b l i c l i b r a r y w e e k l y a s a f a m i l y a n d I w e n t m o r e o f t e n . C h i l d r e n w e r e not a d m i t t e d to the a d u l t section of the l i b r a r y in m y y o u n g e r d a y s , but w e h a d a r e m a r k a b l e w o m a n on the l o c a l staff w h o k n e w I n e e d e d s o m e t h i n g beyond The Rover Boys. She sneaked me into the a d u l t s t a c k s a n d I p r o w l e d the s h e l v e s f r e e l y . T h e r e w a s n o t h i n g d i r e c t e d a b o u t this r e a d i n g — i t w a s r a t h e r s q u i r r e l - like, c l u t c h i n g at r a n d o m a n d b u r y i n g h u r r i e d l y . T h i s same respondent states that he w a s an indifferent student in college, but a l w a y s a good reader. " A n d read I did," he w r i t e s , " f o r more than t w o years, I w a s reading at the rate of t w o books each day. I ' m not yet quite sure why I w a s g r a d u a t e d . " W e all know w h y he g r a d u a t e d — h e undoubtedly knew more than his teachers. U p to this point, w e have discussed personal initiative and parental direction. Direction by others, such as members of high school and college faculties, librarians with the pre- f e r r e d book sense, and bookmen—bookdealers and book collectors—have helped young people to develop their background in books. A current supervisor of special collections in a l a r g e university library w r i t e s as f o l l o w s : I b e c a m e a b o o k m a n , a s y o u put it, e n t i r e l y b y c h a n c e a n d in the t i m e - h o n o r e d t r a d i t i o n of " p r e c e p t o r - n e o p h y t e . " W h e n I b e g a n m y c o l l e g e c a r e e r t h e r e c e r t a i n l y w a s no t h o u g h t in m y m i n d of b e c o m i n g a l i b r a r i a n . A n d f i n d i n g m y s e l f t h r o u g h f o r c e of c i r c u m s t a n c e on the s t a f f of a l a r g e r e s e a r c h l i b r a r y in the e f f o r t to g a i n f u n d s w i t h w h i c h to c o n t i n u e m y c o l l e g e w o r k , I still r e s e n t f u l l y r e s i s t e d the t e n d e n c y to put d o w n roots, a n d f o r a n u m b e r of y e a r s I c o n s i d e r e d m y p a r t i c i p a - tion in the a c t i v i t i e s of a r e s e a r c h l i b r a r y a s t r i c t l y i n c i d e n t a l i n t e r f e r e n c e w i t h the p r o p e r e v e n t u a l c a r e e r in e d u c a t i o n , m y chosen field. T i m e a n d the i n f l u e n c e of t w o men finally w o r e m e d o w n — p l u s the f a c t t h a t I c a m e to r e a l i z e t h a t of all such l i b r a r i e s I h a d by p u r e s t c h a n c e a t t a c h e d m y s e l f to the v e r y best. T h i s respondent w r o t e in detail of the effect of these t w o men, his supervisor and the chief of the l i b r a r y , on his developing interest in books. H e went on as f o l l o w s : T o b e c o m e a b o o k m a n r e q u i r e s a l o n g a n d l e i s u r e l y e x p o s u r e to books a n d t h e i r u s e r s — books a s o b j e c t s a n d h u m a n d o c u m e n t s , not c a l l - n u m b e r s ; a n d u s e r s as s c h o l a r s a n d p a r t i c i p a t o r s , not s t a t i s t i c s . I f I h a v e a n y r i g h t f u l c l a i m to the n a m e y o u h a v e c a l l e d me, it is due e n t i r e l y to ( i ) the u n p a r a l l e l e d q u a l i t y of the collection w i t h w h i c h I w a s t h r o w n in d a i l y c o n t a c t f o r so m a n y y e a r s ; ( 2 ) the q u a l i t y of the men w i t h w h o m a n d u n d e r w h o m I w o r k e d , a n d ( 3 ) the q u a l i t y of the r e a d e r s w h o m m y e f f o r t s s e r v e d . I could quote many more extracts f r o m these most interesting and i n f o r m a t i v e letters of other bookmen, but essentially the f o r m u l a is the same. T h e bookman became a book- man because he w a s early thrown into the company of books and lovers of books. T h e background of bookmen appears to be similar, even though it manifests itself in different w a y s — a s librarian, book collector, bookdealer, teacher. A l s o noteworthy is the catholic in- terests of the bookmen in all fields of scholarly endeavor. T h e r e is no concern about the separating of books into categories or dis- ciplines, although this does not mean subjects are unimportant. I n f a c t , the attitude ap- preciates both the runover of one subject into another and the special nature of each sub- ject. Pierce B u t l e r ' s spectrum of scholarship is quite evident in the blending of science, social science, and the humanities in the back- grounds of many of the bookmen. Relation to Library School. S i n c e s e v e r a l of the bookmen w e r e not library school g r a d - uates, it is understandable that they might be reluctant to speculate on the possibility that JULY, 1954 32 7 a b o o k m a n ' s b a c k g r o u n d c o u l d b e d e v e l o p e d in a o n e - y e a r p r o f e s s i o n a l p r o g r a m . A f e w d e c l a r e d o u t r i g h t t h a t it w a s a n i m p o s s i b i l i t y . O n e of o u r b e s t k n o w n r a r e b o o k m e n r e s p o n d e d a s f o l l o w s : I don't t h i n k I h a v e m u c h of use to s a y on the m a t t e r . W h e n I w a s t a u g h t to r e a d I s t a r t e d to l e a r n a b o u t books. I , p e r s o n a l l y , h a v e v e r y little use f o r l i b r a r y schools and b e l i e v e the best w a y to t e a c h a p e r s o n a b o u t l i b r a r i e s is to put h i m in a g o o d l i b r a r y a n d m a k e h i m w o r k . O n e of t h e b e s t a c q u i s i t i o n s m e n m a k e s t h e f o l l o w i n g c o m m e n t : B o o k m a n s h i p c a n n o t be t a u g h t . Y o u e i t h e r h a v e it or y o u don't. I f y o u don't, y o u c a n still do g o o d w o r k in l i b r a r y school a n d y o u c a n a d m i n i s t e r . T h e w o r s t l i b r a r y school a t t i t u d e s t r i k e s m e a s an e n o r m o u s c o n - f u s i o n t h a t c a n g o l i k e t h i s : books = c a r d s = m e r c h a n d i s e = q u a n t i t y . T e a c h i n g e n d s w i t h the t i t l e - p a g e . B u t e q u a l l y p r o m i n e n t m e m b e r s of t h e p r o - f e s s i o n w e r e n o t a s p e s s i m i s t i c in r e g a r d t o t h e l i b r a r y s c h o o l ' s p o t e n t i a l i t y , if y o u h a v e t h e r i g h t s t u d e n t a n d t h e r i g h t f a c u l t y m e m - b e r . O n e of o u r l e a d i n g b o o k m e n w r o t e : I should l i k e to e x p r e s s m y c o n v i c t i o n t h a t the c o u r s e s w h i c h y o u h a v e in m i n d should be g i v e n o n l y to s t u d e n t s w h o h a v e s t r o n g l y e x p r e s s e d a p e r s o n a l i n t e r e s t in b i b l i o g r a p h - i c a l p r o c e d u r e , d e r i v i n g f r o m f o r m e r e x - p e r i e n c e a n d b r o a d e d u c a t i o n a l b a c k g r o u n d . I think the content of the c o u r s e s s h o u l d d e a l w i t h the h i s t o r y of b i b l i o g r a p h y , p r i n t i n g , a n d t e x t u a l c r i t i c i s m , a n d t h a t t h e y s h o u l d c o m p r i s e a r a t h e r r i g i d t r a i n i n g in d e s c r i p - t i v e a n a l y s i s of p r i n t e d a n d m a n u s c r i p t v o l - u m e s . T h e r e is no d o u b t in the w o r l d t h a t the skill itself c a n be t a u g h t to one w h o w a n t s to l e a r n it. T h e q u e s t i o n of w h e t h e r this t e a c h i n g c r e a t e s a b o o k m a n is one t h a t c a n - not be s e p a r a t e d f r o m the i n d i v i d u a l i t y of the s t u d e n t c o n c e r n e d . A n o t h e r m a k e s t h e c o m m e n t : « Y e s , the b a c k g r o u n d c a n be d e v e l o p e d , but I a m h e r e t i c a l e n o u g h to f e e l t h a t it c a n be d e v e l o p e d o n l y if it is s o u g h t b y the stu- dent a s m e e t i n g a n e e d t h a t he f e e l s is i m - p e r a t i v e . F o r c e it a s a " r e q u i r e d c o u r s e , " a n d I d o u b t w h e t h e r it's p o s s i b l e to be of l a s t - i n g v a l u e . I n the l a s t a n a l y s i s it s e e m s to me e s s e n t i a l l y a m a t t e r of self e d u c a t i o n . G u i d a n c e a n d s u g g e s t i o n m a y be o f f e r e d , but t h e y a r e u s e l e s s if a c c e p t e d a s n e c e s s i t i e s f o r g e t t i n g a n u m b e r of c r e d i t s . Development of Courses. H o w s h o u l d l i - b r a r y s c h o o l s d e v e l o p c o u r s e s t o t r a i n b o o k - m e n , a n d w h a t s h o u l d b e t h e c o n t e n t of s u c h c o u r s e s a r e q u e s t i o n s w h i c h a r e d i f f i c u l t t o a n s w e r , e v e n b y b o o k m e n . B u t t h e r e a r e s o m e s p e c i f i c s u g g e s t i o n s w h i c h s h o u l d b e n o t e d . T h e d i r e c t o r of a l a r g e r e s e a r c h l i b r a r y w r i t e s a s f o l l o w s : S e v e r a l k i n d s of c o u r s e s c a n be t h o u g h t o f . T h e a n t i q u a r i a n b o o k d e a l e r s in N e w Y o r k c o u l d be a s k e d to g e t up a c o u r s e a m o n g t h e m s e l v e s . T h e y w o u l d j u m p at the c h a n c e . A t t h e i r best y o u get f r o m b o o k d e a l e r s s o m e - t h i n g l i k e G o l d s c h m i d t ' s t h r e e e x c e l l e n t l e c t u r e s on R e n a i s s a n c e books. O r s o m e - one not a b o o k d e a l e r w i t h a g o o d s c h o l a r l y k n o w l e d g e of the h i s t o r y of the p r i n t e d book c o u l d do it. I w o u l d l i k e v e r y m u c h to see such a c o u r s e r u n a s a s e m i n a r , e v e r y s t u d e n t b e i n g g i v e n a n a s s i g n m e n t e a c h w e e k of finding out e v e r y t h i n g he c a n a b o u t a s p e c i f i c book. T h a t w o u l d m e a n t h a t he w o u l d h a v e to g e t a c q u a i n t e d w i t h b i b l i o g r a p h i e s , w i t h a u c t i o n r e c o r d s , w i t h the r e a s o n s f o r the i m p o r t a n c e of the book, a n d w h a t h a s been w r i t t e n a b o u t it. W h a t f u n it w o u l d be to g i v e a c o u r s e l i k e t h a t . I ' d l i k e to do it m y s e l f . A n o t h e r c o m m e n t s : It w o u l d seem to m e d e s i r a b l e f o r l i b r a r y schools to e m p h a s i z e c o u r s e s in l i t e r a t u r e a n d h i s t o r y , e v e n if some t e c h n i c a l c o u r s e s h a v e to s u f f e r . M e m b e r s of l i b r a r y s t a f f s h a v e told m e t h a t t h e y w a s t e d a g o o d d e a l of time in p o o r l y t a u g h t c o u r s e s in c h i l d p s y c h o l o g y , book selection, a n d e v e n some r e d u n d a n t c o u r s e s in c a t a l o g i n g . T h i s t i m e , t h e y f e l t , c o u l d h a v e been b e t t e r spent in c o u r s e s w h i c h g a v e them k n o w l e d g e of a p a r t i c u l a r d i s c i - p l i n e , l i k e h i s t o r y o r E n g l i s h l i t e r a t u r e . A d i r e c t o r of s p e c i a l c o l l e c t i o n s in a u n i - v e r s i t y , n o t a l i b r a r y s c h o o l g r a d u a t e , w h o h a s t a u g h t in a l i b r a r y s c h o o l , s u g g e s t s t h e f o l l o w - i n g p r o g r a m : i . F i r s t a n d f o r e m o s t , y o u s h o u l d d e v i s e a system of tests t h a t should i d e n t i f y those s t u d e n t s w h o h a v e a n a t u r a l i n c l i n a t i o n t o w a r d b e i n g " b o o k m e n . " Y o u m u s t be v e r y c a r e f u l , t h o u g h , t h a t these tests d i s t i n g u i s h b e t w e e n those w h o h a v e a s i n c e r e , honest- t o - G o d r e g a r d f o r the p a s t a n d its c o n t r i b u - 324 COI.LEGE AND RESEARCH LIBRARIES tions to h u m a n p r o g r e s s , and those w h o s e " l o v e of b o o k s " stems f r o m a f e a r of r e a l i t y or f r o m a h o r m o n e d e f i c i e n c y . 2. T i e the c u r r i c u l u m in w i t h o t h e r a c a - d e m i c d i v i s i o n s of the u n i v e r s i t y to p r o v i d e such students w i t h sound g r o u n d i n g s in c o m - p a r a t i v e r e l i g i o n , p h i l o s o p h y , science ( a p - p l i e d a n d e x a c t ) , a n d h i s t o r y — e s p e c i a l l y the h i s t o r y of i d e a s . B e i n g a g o o d b o o k m a n is not j u s t m e m o r i z i n g , s a y , the points of i s s u e of Two Years Before the Mast; it is in k n o w i n g the g e n e r a l a r e a s in w h i c h i m p o r - t a n t books a r e l i k e l y to o c c u r , a n d h o w to r e c o g n i z e them a s such. 3. P r o v i d e a c o u r s e in a n a l y t i c a l b i b l i - o g r a p h y u n d e r a p r o f e s s o r w h o is an a b l e c o n t r i b u t o r to the field. 4. P r o v i d e a c o u r s e in r a r ' e - b o o k o l o g y — t h e m e t h o d s a n d c a r e of p r e s e r v a t i o n , e x h i b i t i o n t e c h n i q u e s , the a r e a s of c o l l e c t i n g , c o r r e l a - tion of the p h i l o s o p h y of c u r r e n t u s e f u l n e s s w i t h t h a t of the o b l i g a t i o n to the f u t u r e , r e - q u i r e m e n t s of s t a f f i n g a n d h o u s i n g , s p e c i a l - i z e d c l a s s i f i c a t i o n s f o r r a r i t i e s , etc. 5. E n c o u r a g e a c t u a l r e s e a r c h — l i t e r a r y , b i b l i o g r a p h i c a l , o r h i s t o r i c a l (but not in l i - b r a r y t e c h n i q u e s ) — w i t h a v i e w t o w a r d p u b - l i c a t i o n . N o t h i n g w i l l p r o v i d e a b u d d i n g b o o k m a n w i t h a g r e a t e r l i f t t h a n l e a r n i n g t h a t he is at one w i t h both c u r a t o r s h i p a n d s c h o l a r s h i p . 6. P r o v i d e o p p o r t u n i t i e s f o r i n - s e r v i c e t r a i n i n g in a r a r e - b o o k l i b r a r y . 7. P r o v i d e a c l i m a t e f o r r a r e - b o o k shop t a l k — i n f o r m a l g a t h e r i n g s w i t h d e a l e r s , col- l e c t o r s , a n d s c h o l a r s , v i s i t s to r a r e - b o o k li- b r a r i e s , a t t e n d a n c e at b i b l i o p h i l e m e e t i n g s , etc. T h i s p r o g r a m undoubtedly w o u l d help to develop the type of person w h o could take care of acquisitions, special collections, han- dling of rarities and exhibitions, and, in gen- eral, do the job of a certain type of bookman. O t h e r programs suggested by bookmen include reference to specific historical courses in paper- making, sound recording, etc. I n this connection, one librarian w r i t e s : I h a v e been c o n t i n u a l l y i m p r e s s e d in m y p r o f e s s i o n a l l i b r a r y w o r k w i t h the g e n e r a l p a u c i t y of i n f o r m a t i o n p o s s e s s e d b y l i b r a r - i a n s w i t h r e s p e c t to the d e v e l o p m e n t of the m a t e r i a l s w i t h w h i c h t h e y w o r k d a i l y , the p e c u l i a r i t i e s of t h e i r p h y s i c a l f o r m , the w a y s in w h i c h these c h a r a c t e r i s t i c s a f f e c t s t a n d - a r d l i b r a r y r o u t i n e s , a n d the i n f l u e n c e of p r i n t i n g a n d o t h e r f o r m s of r e c o r d i n g i d e a s upon the p r o g r e s s of the w o r l d . I b e l i e v e e v e r y a d m i n i s t r a t o r o u g h t to be a b o o k m a n . A s y o u c a n see, I a m i n t e r p r e t i n g the w o r d " b o o k m a n " to m e a n a p e r s o n w h o is s u f f i c i e n t l y w e l l schooled in the d e v e l o p - ment, uses, a n d i n f l u e n c e s of the v a r i o u s m e a n s b y w h i c h i n f o r m a t i o n h a s been r e - c o r d e d a n d p r e s e r v e d to be a b l e not only to i n t e r p r e t but to e f f e c t i v e l y t r a n s l a t e into p o s i t i v e c o u r s e s of action the n e e d s of his c o m m u n i t y f o r l i b r a r y m a t e r i a l s . Comments on Faculty. T h e l a s t point which may be discussed on this question of training bookmen concerns the f a c u l t y mem- bers of the schools. Since there is divided opinion regarding the practicality of the library school attempting to train bookmen in certain senses of the term, it would not help the situation too much to consider this matter in g r e a t detail, despite its prime importance. W e have already r e f e r r e d to suggestions that f a c u l t y members may be recruited f r o m the book trade, at least f o r seminars on books. W e have other suggestions that f a c u l t y mem- bers should alternate teaching with w o r k i n g in libraries and with books. T h e r e is u n i f o r m opinion that the f a c u l t y members must be "instinctive bookmen themselves, able to excite enthusiastic f o l l o w e r s by their own devotion and enthusiasm, able to teach as w e l l as be examples of bookmen." I s it j u s t those w h o teach book courses w h o are involved? N o t at all. W h e t h e r the course deals with reference, cataloging, or communications, the teachers involved have opportunities of carrying f u r t h e r the knowl- edge of books that students bring with them. Some of you may recall R a l p h B e a l s ' paper on Education f o r Librarianship given before the E a s t e r n College L i b r a r i a n s ' C o n f e r e n c e in 1 9 4 6 a n d p u b l i s h e d in Library Quarterly, October, 1947. T h i s statement seems to me penetrating in its analysis of librarianship as a profession. T h e characteristics of librarian- ship—its breadth and scope, its reliance upon collections, its institutional setting—affect the educational program f o r training librarians. B e a l s also had a prescription f o r the training of librarians which involves the ingredient of getting at students e a r l i e r — a t the end of the second y e a r of high school—so that their gen- eral education could be controlled to some extent. T h i s does not necessarily mean start- ing library school courses e a r l i e r ; it does mean charting the course of education earlier. JULY, 1954 32 7 S U G G E S T I O N S FOR T H E F U T U R E T h i s report would be amiss if there w e r e no suggestions f o r possible f u t u r e action in regard to the question of bookmen in the library. F i r s t of all, it should be stressed that the chief officer of a l i b r a r y w h o is only a bookman is only half an officer. T h i s point has been discussed before, and does not need repeating here. A s s u m i n g that the chief li- brarian is both a bookman and an adminis- t r a t o r , he should be interested in the perfect blending of these t w o essentials in his super- visory officers and other professional s t a f f , even though some of the l a t t e r may not have any real administrative responsibility. T h e most striking and most comforting con- clusion is that the library school personnel and the librarians have both been thinking of this problem of training in book knowledge. Deficiencies there are, and as libraries have g r o w n in size and complexity, the day of the encyclopedic librarian is disappearing. E v e n bookmen recognize this limitation—many book dealers and collectors have become specialists. L i b r a r y schools can do an efficient j o b if they w i l l develop the sensitivity of students to books and other graphic materials which are essential f o r the scholarly w o r k of researchers in the university l i b r a r y . T h e school li- brarian, the children's librarian, the public librarian w i l l have to be j u s t as a w a r e of their materials and their uses. T h e beginner must be given a chance to g r o w . T h e r e are several roads to becoming bookmen, according to the bookmen them- selves. B u t " r e a d i n g " is essential to all of them. W h i l e l i b r a r i a n s have not a l w a y s been generous with their s t a f f s as to permitting reading on l i b r a r y time, this should not dis- suade those w h o are really interested. A s I w a s completing my r e m a r k s on this topic, I chanced to examine a new volume which came across my desk, Books and the Mass Market, the F o u r t h A n n u a l W i n d s o r L e c t u r e s at the U n i v e r s i t y of Illinois L i b r a r y School. I w a s p a r t i c u l a r l y intrigued with the paper by H a r o l d K . G u i n z b u r g , president of V i k i n g P r e s s and a friend of librarians. M r . G u i n z b u r g ' s paper is concerned with " F r e e Press, F r e e E n t e r p r i s e , and D i v e r s i t y , " a topic which he covers admirably. B u t it is one of his closing p a r a g r a p h s which is relevant to our discussion today. H e w r i t e s as f o l l o w s : T h i s [ l a c k of i n t e r e s t in r e a d i n g a n d b u y - i n g b o o k s ] s e e m s to i n d i c a t e t h a t o u r e d u c a - t i o n a l system is at l e a s t in p a r t c u l p a b l e . T h e r e m e d y m a y lie in i m p r o v e d m e t h o d s of i n c u l c a t i n g in s t u d e n t s a l o v e of books a s a n e c e s s a r y a d j u n c t to a s a t i s f y i n g l i f e . M a n y t e a c h e r s , w e l l a w a r e of the s i t u a t i o n , a r e a s k i n g , " A r e those w h o m w e g r a d u a t e g o i n g on w i t h t h e i r e d u c a t i o n t h r o u g h r e a d i n g ? A r e w e p r o d u c i n g c u l t i v a t e d a d u l t s w h o w i l l find g o o d books a sine qua non of the g o o d l i f e ? " T h e s y s t e m of r e q u i r e d r e a d i n g in schools a n d c o l l e g e s m i g h t be c h a n g e d so t h a t y o u n g p e o p l e a r e not f o r c e d to s t r u g g l e t h r o u g h d i f f i c u l t ' c l a s s i c s ' w h i c h b o r e a n d d i s c o u r a g e them, but r a t h e r a r e g i v e n e x c i t - i n g c o n t e m p o r a r y w r i t e r s w h i c h s t i m u l a t e t h e i r i n t e r e s t in the book a s a s o u r c e of p l e a s - u r e a n d l e a d them on t o w a r d m o r e d i f f i c u l t r e a d i n g — e q u a l l y s t i m u l a t i n g a f t e r p r o p e r p r e p a r a t i o n . S e e k i n g s a t i s f a c t i o n in g o o d books m u s t s o m e h o w be m a d e a u t o m a t i c f o r a n e d u c a t e d A m e r i c a n . O n l y t h u s c a n the schools r e f u t e the s t a t e m e n t r e c e n t l y m a d e b y G e o r g e G a l l u p a f t e r a s t u d y , t h a t " o u r e d u - c a t i o n a l s y s t e m is a d m i r a b l y d e s i g n e d to k e e p o u r n a t i o n i m m a t u r e . " By L A W R E N C E C L A R K P O W E L L The Excitement of Administration Dr. Powell is librarian of the University of California, Los Angeles, and visiting pro- fessor of library service, Columbia University, 1954- Up U N T I L N O W I have kept my mouth shut about administration, believing it is something one does rather than talks about doing. A b o u t books, h o w e v e r , I have done more then my share of talking, so that I have come to be branded as a bookman. I resent this, f o r I am proud of the administrative scars I bear, each one earned, I can assure y o u ; honorable, yes, not honorary. T h e r e has been a good reason f o r all the talking I have done about books. N o m a t t e r 326 COI.LEGE AND RESEARCH LIBRARIES