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* LIBKABIES. 203 lilBRAKIES. tendency or obvious purpose and also the na- ture and specialties of the library. Translations, reviews, analyses, and other books about specific books should be classified with the original books, as being most useful there. Devising Xew Schemes. The relative inde.Y and rehitive location, and closer classification than was thought possible before their invention, are now generally accepted. E.xperienot-d libra- rians uniformly advise against making new- schemes, as the labor and cost are so excessive. The result is never wholly satisfactory, and tlie same time and money spent in other directions would do much greater good to the library. Schemes already laboriouslj' worked out are freely at the disposal of all, and there is also the very great advantage in adopting a scheme used by many other libraries that catalogues, indexes, and notes are interchangeable, and that many ac- cessories liave been prepared and printed and can be cheaply obtained that could be had for an independent scheme only at a cost so large as to be prohibitive. Library School.s and Training. When near the close of the last century librarianship was recognized as a profession, it became clear that it had the same need for professional schools as law, medicine, or teaching, but nowhere was there offered systematic training for this impor- tant field. May 7, 1883, Melvil Dewey's plan for a library school with a statement of need of it was presented to the trustees of Columbia Univer- sity. There was a growing call for trained li- brarians animated by the modern library spirit. There were in the T'nited States 5000 public li- braries, large and small, whose efficiency experts agreed could be doubled by skillful administra- tion. Young college graduates of unusual prom- ise were ready to enter the new profession, but lio adequate facilities for training were offered. In 1884, after a year's consideration. Columbia voted to establish the school, which was opened January 5, 1887. The three months' course was by petition lengthened to four, and then to seven months, and then at once to two years, thus proving a demand for technical training not only larger than estimated, but also for broader and more thorough work than that originally planned. On April 1, 1889, by agreement between Columbia and tlie State, the school was trans- ferred to the State Library at Albany. Library schools in charge of graduates of the parent school were opened in 1890 by Pratt Institute. Brooklyn, in 1892 by Drexel institute, Philadelphia, " in 189.3 by Armour Institute, Chicago. When in 1897 the LTniversity of Illinois erected its finest building for the library and determined to make library training a special feature, it arranged for the transfer to the State of Armour Institute School with its faculty and collections. The New York School since 1902 requires for admis- sion a degree from a registered college. The Illi- nois State School in 1903 raised its requirements from two to three years of college work for ad- mission. The degree of B... in library science is given at the end nf four years' college work, the last of which is devoted to library science. The degree of bachelor of library science requires two full years of work besides the three years of col- lege work. Pratt and Drexel Institute schools admit high-school graduates, and do not offer de- grees. Like law and medical schools, a library school offers only a technical course, making no Vol. XII.— u. attempt to give general culture or supply de- ficiencies in earlier education. It gives only an outline treatment of historical and antiquarian topics, devoting its time to preparing its students for as valuable .service as possible in their cliostn field. A course includes bibliography, catalogu- ing, classification, work of accession, loan and shelf departments, bookbinding, library buildings, administrative, supervisory, and Slate commis- sion work, selection of books, general library methods and ai>pliances. As practical training is the chief end, seminars, problems, study of li- braries in operation, and other features arc used in such proportion as experience has shown to give the best results. Practice work in all the different departments under careful supervision is an important factor. The arduous work of the modern librarian de- mands more than ordinaiy capacity and execu- tive ability, and also health, energ^•, and tireless industrj'. Besides these natural "(lualihcations, the candidates should be college-bred because: (1) They are a picked class, selected from the best material throughout the country: (2) col- lege training has given them a wider culture and broader view with a considerable fund of informa- tion, all of which is valuable working material in a librarj- as almost nowhere else: (3) a four years' course successfully completed is the strong- est voucher for persistent purpose and nient:il and physical capacity for protracted intellectual work; (4) experience proves that college disci- pline enables the mind to work with a quick pre- cision and steady application rarely otherwise gained. Several large libraries have regular training or apprentice classes. Younger staff memliers and sometimes applicants for positions are or- ganized in a class, assigned a teacher, and trained for several months in order to make them more efficient. Such classes are not open to the public, and do not pretend to be library schools; but in a lai-ge library systematic class instruction is nuich cheaper and more effective than to have high-priced assistants losing time in individual explanations. Many colleges and normal schools give library and bibliographic courses, not to train librarians, but to teach their students how to utilize a large library, how to care for their own jirivate libraries, and to give them a knowl- edge and interest that will qualify them to serve intelligently as libraiy trustees. Another form of instruction is for library or- ganizers, members of commissions, or missionary librarians to meet for a day librarians needing assistance and answer questions and make sug- gestions. The name 'institute' has been used for such 'round table' work, but should properly be limited to work corresponding closely to ordinary teachers' institutes where most of the week is given to .systematic short courses under expert conductors. In 1902 Xew York was divided into 11 districts and the first systematic institite work successfully begun. Library A.ssociations attd Clubs. The first convention of librarians was held in Xew York, September 1,5-17. 1853. with .53 delegates. The next was held in Philadelphia. October 4-6. 187C. with 103 delegates. .t the close, the .merican Library .ssociation. of which the object is ''to promote the welfare of libraries in. ierica." be- gan its work, which has grown steadily in scope and usefulness. Its annual meetings alternate