LITMIR.BIZ

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to illustrate it and to indicate what may and should be done in the premises. According to this view it is not only the duty of a board of trustees to consider what should be the results aimed at by its library, to formulate its conclusions, to communicate them to the librarian and then to hold him responsible for their attainment, but everything that the board may properly do may be brought under this head; and to state it broadly is therefore to set forth comprehensively the “whole duty of a trustee,” which may serve as the justification of my somewhat ambitious title.

      The layman’s influence, control exercised by and through the viewpoint of the general public, is a most excellent thing, however much the expert may chafe under it. This is apparent in every art and craft. The expert, the man who has made a study of technique, of the way to do it, comes more and more to think of the method rather than the result—to elaborate detail and manner and to take keen joy in their recognition and comparison. So it is with the worker in art or in literature, and thus we have what are called painter’s pictures and musician’s music and poet’s poems—works that interest and delight those whose business it is to produce them, but which leave the general reader or hearer cold. It is evident that these, no matter how valuable or interesting they may be from one standpoint, are not the highest examples of their class. Better are the crude attempts of native genius which kindle enthusiasm and arouse the best impulses while breaking every canon of art. Best of all, of course, are the works where the technique and the result are both admirable and where the technical resources of the workers are brought to bear consciously, directly and successfully upon the attainment of the result. And to produce such works two forces must generally co-operate—the trained skill and enthusiasm of the artist and the requirement of the general public that his work must appeal to them, interest them, take them a message. Now this is of interest to us here and now, because, just as we occasionally have “composer’s music” and “architect’s buildings,” so, it is “to be feared, we may have librarian’s libraries—institutions that are carried on with the highest degree of technical skill and with enthusiasm and interest and yet fail of adequate achievement because the librarian makes the mistake of regarding the technique as an end instead of as a means—of thinking that if his methods be precise, systematic and correct, good results must needs follow, instead of aiming directly at his results and adapting his methods to their attainment.

      It is here that the trustee, as the official representative of the general public, may apply a corrective influence. In the case of the artist or the writer this influence is brought to bear generally in a financial way—by a wealthy patron who will order a picture or statue provided it accords with his own ideas—by hostile criticism, public or private, that drives away purchasers. In a public library, public opinion rarely makes itself felt in this way; indeed, it could do so only in cases where disregard of the public amounted to mismanagement and led to the reduction of appropriations or the discharge of the librarian. Public criticism, as in the press, might also affect a librarian’s course; it undoubtedly often does, but it need not; and he may safely disregard it as a general thing. When, however, his board of trustees calls him to account, he must listen, and when it tells him what he is expected to do, it is then his business to devise the best way to do it.

      A rough classification and analysis of the results that a librarian may be expected to accomplish may not be out of place here. We may treat them under four heads: financial, educational, recreational and social.

      Financial results.—A library must show a good material return for money expended. By this is meant that its books and supplies must be purchased at fair rates, its salaries reasonably proportioned to quantity and quality of services rendered, its property economically administered. A board of trustees is derelict in its duty if it does not require all this, and also hold its librarian rigidly to such requirement. This means that it must, along the broadest lines, know the ratio of expenditure to return in these various departments; it does not mean that the librarian should be hampered by the prescription of details. It means, for example, that the expert administrator should be called to account if his bills for lighting and heating are excessive, and that he should be asked to show cause why they should not be kept within bounds; it does not mean that he should be required to use lights of a certain candle-power or turn off the light in a particular room at a given hour. In most libraries, the making of annual appropriations under designated heads and the requirement that cause shall be shown for a transfer from one of these categories to another, are sufficient measures of financial control.

      Among the financial results that have already attracted the attention of the public and hence engaged the interest of boards of trustees is the attainment of a proper ratio of expenditure for books to the expense of administration. This ratio is generally regarded by the lay critic as abnormally small, but trustees have generally acquiesced in the librarian’s explanation of the causes that seem to him to make it necessarily so. It is undoubtedly the trustee’s duty to call his expert administrator’s attention to this and all other seeming discrepancies in expenditure, and to make sure that they are not carrying the library too far toward technical perfection at the expense of practical efficiency.

      Educational results.—It is only right to require that a library should be able to show that it is increasing the educational content of the community, or raising its educational standard, or at least that it is exerting itself to do so, both directly and by co-operation with other agencies, especially with the public schools. A board of trustees is certainly justified in ascertaining by any means in its power whether this is being done, and if not, in asking an explanation of its librarian. Does everyone in the community know where the library is? Is everyone who would be benefited by it making use of it? Is it a help to the schools, and do the teachers recognize this fact? Does the community in general regard it as a place where material for the acquisition of knowledge is stored and discriminatingly given out? These are questions that can be settled not so much by the examination of statistics as by ascertaining the general feeling of the community. It is much easier for a trustee to find this out than it is for a librarian; and trustees, both individually and as a body, should continually bear in mind the value to them of information along this line. Librarians are apt to talk a good deal about the educational function of the library as an adjunct and supplement to the school. It is to their credit that they have made it an educational force not under pressure but voluntarily, as a recognition of the necessities of the situation. But where such necessities have not yet been recognized or where their full import has been slow of realization, the educational side of library work remains undeveloped. Let the board of trustees notify its executive officer that it expects him to look to this feature of his work as thoroughly as to the condition of his building or the economical expenditure of his lighting appropriation, and all such institutions will experience a change of heart.

      Recreational results.—Nothing is more important to the physical and moral health of a community, as of an individual, than the quality of the recreation that it takes. The question of whether recreation is or is not taken need not be considered. Everyone takes recreation; if means for the healthy normal variety are not provided, the other kind will occupy its place. And the healthy normal individual—child or adult—prefers the first kind if he can get it. With the physical variety the library has nothing to do; but to purvey proper intellectual recreation is one of its most important provinces. Is this adequately done? Is it done at all? Does the librarian exalt other functions of his great machine and neglect this one? The large amount of fiction circulated in most public libraries is generally taken as an indication that the quantity of its recreational content is considerable, whatever may be said of the quality; but this is a very superficial way of looking at the matter. There is educational material of the highest value in fiction and nearly every non-fiction class contains books of value for recreation. Moreover, what may be recreation to one man may be the hardest kind of study to another. The enthusiast in higher mathematics may extract as pure amusement from a book on the theory of functions as his neighbor would from the works of “John Henry.” In short, it is very difficult to separate education and recreation. Good work presupposes good play. It is simply our duty to view the library as a whole and to decide whether it contains the means of satisfying so much of the community’s demand for recreation as is wholesome and proper. Whether it does this may be judged from the freedom with which the library is used for recreational purposes compared with other agencies. A proper admixture of physical

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