to a remarkable degree. The librarian who sincerely wishes to succeed in this, by a systematic study of the books of reference, and the use of the indexes and other keys, will be able to accomplish what will appear most wonderful to one not accustomed to the daily handling of books and constant observation of them. A librarian, distinguished for his ability to assist readers, wrote, "In the intervals of library work, I am accustomed to consider the looking up of subjects or authorities as one of my very best recreations. It is as interesting as a game of whist and much more profitable. And this is one of the foremost attractions, let me add, of the librarian's calling; it is more full of intellectual variety, of wide-open avenues to knowledge, than any other vocation whatever." A. R. Spofford in his Book for all readers, p. 193. In some of the large libraries meetings of the assistants are held at regular intervals. A study of aids and guides, with the result of practical experience in using them, can be made an instructive feature of such meetings. There are possibilities of improvement in the regular staff of the library in this way, while the results can be tested from time to time if desired by means of examinations, the questions asked at the delivery desk serving as a basis for such examination. SOURCES OF INFORMATION Other institutions besides libraries are engaged in reference work and are important bureaus of information which the reference librarian should know and refer to when the resources of his library have been exhausted. Some of these are in connection with the United States government at Washington, among which may be mentioned the Bureau of Education which is the chief authority in the country for educational information, the Department of Agriculture, the Surgeon-general's office for medical subjects, the Department of Commerce and Labor and many others. There are other institutions such as the Philadelphia Museums whose specialty is foreign commerce that may be called upon by librarians for aid in looking up subjects. A few enterprises of a more commercial nature it is also well to use. An example of this is the Cumulative Reference Library of the H. W. Wilson Company, White Plains, which consists of articles clipped from magazines (principally those indexed in the Readers' guide) and theses, pamphlets, etc. Collections on a number of important subjects are rented at a small cost. This is of use in small towns to supplement the collections of the public library when its collection of periodicals is limited. INTERLIBRARY LOANS Through a system of interlibrary loans books may be borrowed from other libraries for the use of students. The reference librarian must remember this when assisting serious readers. The Library of Congress, for example, lends books "for the convenience of investigators engaged in research" on condition that the book is an unusual one "which it is not the duty of the local library to supply, and that it can at the moment be spared by the Library of Congress, and that the risk and expense of transportation shall be borne by the borrowing library." This custom is also adopted by many large public, state and college libraries. LEGISLATIVE REFERENCE WORK Several of the states have established in connection with the state library a legislative reference department where members of the legislature can obtain material upon matters which come before them for consideration and action. The legislative reference librarian collects books, newspaper and magazine articles, documents, pamphlets, letters, etc., classifies and indexes these so as to have them ready for immediate consultation. A few cities have adopted the idea by establishing municipal reference departments for the benefit of the mayor and the council. These legislative departments can also be consulted by librarians. REFERENCE WORK IN COLLEGES In many colleges the study of bibliography has been introduced-usually as an elective course in the senior year-in which the use of reference books and the library catalog is included. This is realizing, to some extent, what Emerson so much desired when he wrote, earnestly advocating a professorship of books in every college. That the college is the proper field for such study there is little question. It is only to be regretted that such a chair does not exist in every college, and that the course is not a regular part of the curriculum. It is here that the student, who is pursuing a special line of work, finds that a knowledge of bibliography will aid him in obtaining access to the literature of his subject, and that in thoroughly understanding how to use reference books, he can find quickly information on subjects outside his specialty which otherwise he would either do without, or be obliged to consume much valuable time in finding. REFERENCE WORK IN SCHOOLS A systematic study of the use of books can also be made an important feature in the training of teachers, and it might therefore be introduced to advantage into the course of study in high and normal schools. The knowledge of how to advise others what to read and how to find answers to the questions constantly coming up in the course of their reading is of the greatest value to the student who is soon to go out to teach young people. One of the difficult problems of the public libraries of the present day, especially in our large cities, is to make closer the union between the public library and the public schools. Many methods have been adopted to bring about better results in improving the character of the reading of the children in the schools, and much valuable discussion of these methods may be found in the volumes of the Library Journal. Nevertheless it still remains a formidable task for one librarian in a large city to influence several hundred public school teachers or to assist them to any perceptible degree in learning how to use the library and the books in it. Instruction of this character should begin before the cares and busy hours of teaching take up all the time, if not all the enthusiasm and desire on the part of the teacher. A normal school is generally provided with a working collection of books. The instruction should therefore include a study of the catalog and classification of its own library, which must be made to conform as nearly as possible to the best library methods. In teaching the use of reference books in schools, it will often be found necessary to take the class to the public library, if the school library does not contain the most important of these books. On leaving the school, every student should be able to go to a library to look up any information either in catalog, on shelves, or in reference books. The references (p. 4-5) will call attention to many articles in library periodicals, illustrating courses now given in normal schools. HOW TO STUDY REFERENCE BOOKS Only constant and practical use of a reference book will make a student thoroughly familiar with its character and use, but the following suggestions will help him in his preliminary examination of the book. 1. Examine title page carefully for information as to (a) scope of work as indicated in title, (b) author's name, (c) author's previous record (often indicated by list of degrees, positions, titles of earlier works, etc.), (d) publisher, (e) date of publication. Check date of publication by reference to copyright date and date of preface. 2. Read preface or introduction for (a) further information as to scope of work, (b) special features claimed, (c) limitations, if any, (d) comparison with other books on same subject. 3. Examine book itself for (a) arrangement, (b) kind of entry, (c) cross-references, i. e. extent to which included, whether given in main work or in separate list, etc., (d) supplementary lists, noting number and kind and how connected with main work, (e) indexes, noting fullness and exactness of reference, (f) quality and kind of articles, noting whether they are popular or scientific, signed or unsigned, impartial or biased, and especially whether they are equipped with satisfactory bibliographical references in the form of either appended bibliographies, references throughout the text or bibliographical foot notes. Several articles should be read carefully, and compared with similar articles in other books. The student should, if possible, look up subjects upon which he has some special information. 4. In examining both preface and articles note any evidence of lack of impartiality; e. g. if the book deals with a controversial subject, religious, political, etc., does it represent only one side; or in the case of a biographical work, is the selection of names, kind and length of article, etc., determined in any way by the desire to secure subscribers. 5. If the work in question purports to be a new edition, note carefully the extent of revision claimed for it and check this by comparison with earlier editions. It is not sufficient that titles of reference books should be known to the student, but systematic study should be followed by constant reference to the books by means of set questions which must be looked up thoroughly. As the student progresses, he must not confine himself to the reference books, but consult the best books on any subject for fuller, and often more authoritative, information. Many text-books are the best reference books on special subjects. These have not been included in this list, which is limited to the more narrow meaning of the term reference book. Libraries such as that of the British Museum, and even others not so large, include the leading text-books and authorities in the reference department. This should be done if the library can afford to possess duplicate copies. Care should always be taken to keep in touch with what is being published, the latest editions and most recent authorities should be noted, and when a new work comes out, and is found to be useful for some specific purpose, it should be added to the student's list of reference books. |