THE PUBLIC LIBRARY.

Auckland Star, Volume XLII, Issue 152, 28 June 1911, Page 8

THE PUBLIC LIBRARY.

ITS GROWTH AOT> IMPORTANCE

1A BIG AND INCREASING MODERN FACTOR IN INTELLECTUAL DEVELOPMENT. An interesting address was delivered at the Auckland Training College by Mr. T. W. Leys last evening on the subject of "Libraries," in which he traced the development of the great modern educational factor in the shape of the free library, from its birth, about half-a-century ago, to the present time, and compared the system of library administration and upkeep in New Zealand with the more advanced methods obtaining in some outside countries. The lecture was followed with the keenest interest by the audience, and at its conclusion a very hearty vote of thanks was accorded I the speaker. J

Mr. Leys opened his address by referring to the early origin of libraries and to their development, and proceeded to give some interesting opinions in regard to the value of rare dooKs in connection with the Grey collection in the Auckland Library. Incidentally he mentioned having accompanied Sir George Gfrey to the shop of Messrs. Angus and Robertson, in Sydney, the principal dealers in old books in Australasia, where a stay of little more than if j hour sufficed to' complete the purchase of about £180 worth of rare books, which are now in the Auckland Library. He remarked, en-passant, that Sir George Grey developed a surprising "knowledge jof the value and number of existing copies of notable books. Having on one occasion expressed surprise to Sir George Grey that in view of the fact that he had spent the greater part of his life out of England he had managed to make such a remarkable collection, the great pro-consul explained that when in London after his first New Zealand Governorship he formed the acquaintance of Mr. Quaritch, the second-hand bookseller, then in a comparatively small way of business, but who had founded the most important mart for the disposal of rare books in London. Mr. Quaritch obtained a good insight of Sir George Grey's taste, and used to set aside and offer him, no matter in what part of tho Empire he lived, any work he might, wish to add to his collection. Although ■ rare books and manuscripts gave a certain distinction to public libraries, such collections, said Mr. Leys, must be regarded how as coming within the sphere of museums rather than that of practical library work. Those books now commanded such high prices that public libraries could do little more than purchase sufficient representative works to illustrate the progress of printing in various centuries. Collections of the rarest examples of those works might be left by public libraries to millionaires, from whom in duo time they would probably find their way into public j libraries'. '

GROWTH OF THE FREE LIBRARY MOVEMENT. In touching upon the birth and growth of free public libraries, Mr. Leys pointed out that the Public Libraries Act, 1809, of New Zealand, modelled on the main provisions of an English Act of 1850, was the first step towards the institution of public libraries in this country. Auckland yaus the first-.-city. in New Zealand to take .advantage of the Act, our Free Public Library being established in ISSO. Many years elapsed before any other city followed our example, and only two years ago Dunedin opened its first free public library, partly as the result of a £1000 grant from Mr. Carnegie. At the time of the establishuient of the Auckland Free Library there were only 96 such libraries in the wholo of the United Kingdom, and only one In the metropolitan area of London, namely, at Westminster. The first free municipal library was established in Glasgow as recently as 1901, but so rapid had been the development in this direction that rate-supported libraries were now found in nearly every borough in the United Kingdom. As an illustration of tho dif. ference in circulation o" hooks when a library was actually free ho drew attention to the returns from the lending branch of tho Auckland Library, where a charge of 10/ per year was made, and at Timaru, where books were circulated free. The total number of borrowers on the roll at Auckland was only about 900, out of a population of 100,000, for many suburban residents subscribed to the city library. In Timaru, which received a Carnegie building grant, and where there is a free lending branch, there were 2000 borrowers out of a popu- j lation of 11,000. The issue of juvenile books from the Auckland City Library, with a subscription of 5/ a year, was | last year only 780, whereas under the free library system in Dunedin the issue for nine months was 5472, Tho free issue of books from the lending branch -involved a very considerable addition to the cost of maintaining the librarj', not merely because of the loss of revenue derivable from subscriptions, but also because of the enormous increase in circulation and consequent wear and tear of the books. Several of the English Corporations had found a penny rate inadequate, and in boroughs like Cardiff, which supplied books to school libraries, ljd in the £ was barely sufficient to carry on the work, even when aided by Carnegie building grants and a rate of remuneration for library assistants below what obtained in the colonies. In Great Britain the right to borrow without payment was conferred not only upon ratepayers, but upon any person residing in the borough not a, ratepayer, but who had obtained the guarantee of a ratepayer, also upon any person employed within the city, although he may reside outside, upon obtaining the guarantee of his employer or of a ratepayer. The guarantee involved; liability to make good any loss or to books.

LIBRARY WORK IN THE STATES. In the United States library work had advanced even beyond the English standard, more especially in connection with the supply of .books to schools. It was done under various systems. Usually sets of books, consisting of about 40 volumes in each section, were supplied for use in the school in ordinary school work, or for lending from the school, the teachers managing the circulation under the general direction of the library authorities. The books were supplied in sets adapted for the various standards, and being interchangeable, a good supply of efficient reading matter was secured at a minimum of cost. The teachers practically made the selections themselves. The effect of the system was really to turn every school into a branch library at no extra cost for building or management. Reference collections were also supplied for the use of teachers. HOW NEW ZEALAM) COMPARES. An attempt to apply this system in New Zealand was now being made by JMr. Baillle, chief librarian at Wellington.

To carry it out the ratepayers must be prepared to face a very great increase in the cost oi our library system. In Boston the amount appropriated by the City Council for the support of the public library averaged from £60,000 to £65,000 a year, or about 56 cents per capita of the city population. On the same basis, taking the municipal population of Auckland at 45,000, our expenditure would be not less than £5250. As a matter of fact the amount provided from rates in Auckland for the current year—at a half-penny rate—would yield only £ 1295. Interest on the Costley grant was £572, and other sources would bring the receipts up to something over £2000. To carry out the Boston library system in this city would entail an expenditure of £5250, equivalent to a twopenny rate or an increase of three halfpence on the I present basis of rating. He (Mr. Leys) doubted whether Sir. Parr would be prepared to submit such an estimate as that to the Auckland ratepayers. It might be mentioned, however, that the library expenditure in Boston was about double the average expenditure of other American cities. He thought that an efficient library system might be secured in Auckland for a penny rate.

JUVENILE READING. ROOMS. With respect to the question of juvenile reading rooms there was considerable divergence in opinion and practice amongst libraries, said Mr. Leys. In the United States these reading rooms were wide spread, and the system was rapidly extending in British libraries. It was an absolute necessity that every juvenile reading-room must be under separate 1 control, and even under these conditions it was often difficult to maintain order and preserve the interest of the juvenile attendants. One of the most successful devices adopted in America was what was known as the "Story hour," during which an assistant or outside volunteer told an interesting story or gave a short address to the children. These reading rooms were usually kept open from the time of closing school until 8.30 p.m., and on Saturdays from 11 a.m. to 8.30 p.m. The attendance is naturally much greater in winter than in summer, and it was usually expedient to close them down for two months in mid-summer. They had not been a universal success, but in his opinion where failure had resulted it had been due to la-ck of aptitude on the part of the assistant in charge. Recognising the necessity for special qualification there had been established in America a school for train- : ing assistants for juvenile reading rooms, j very much as we trained students for kindergarten work. In Wellington a juvenile room was established at the Newtown library, but the results were not satisfactory, and in rebuilding the library no provision was made for the continuance of that section. Mr. Baillie, in writing to him on the subject, stated that he was not in favour of purely reiding rooms for children, nor did he favour opening at night unless it could be sho.vn there was hardship, as he found that it encouraged children to go out on to the street under pretext of going to the library. He believed rather in encouraging home reading. Now, while ! there was some force in Mr. Baillie's objections, he, the speaker, disagreed with his opinion about opening juvenile reading rooms at night. It was certainly undesirable to tempt boys from their homes in the evenings, and every inducement should be given them to take books for home reading. But if we could induce the many boys who wandered about the streets at night to join reading rooms by making them attractive, he thought a very important -work would be accomplished.' Tie, said j this from personal experience. They hail at the Leys Institute the only juvenile readying room under municipal control open in the evening in New Zealand. They got there an attendance of from 20 to 50 boys, many of them barefooted, who were attracted partly by the brightness of the room and partly by the desire for companionship. And although the educational results might not at first sight appear very satisfactory, excellent and permanent work was being accomplished. In order to check any tendency to rowdyism they had adopted a system of issuing cards bearing the boy's name, and any misbehaviour resulted in cancellation of the boy's card. It was evidence of the fact that the room was appreciated that boys had applied freely for those cards and evidently valued them. The attendance was entirely voluntary, and the order prevailing such that, although the room was over the general reading room, there was very little disturbance. He thought they could safely and reasonably infer" from that experiment that there was a need for such reading rooms in all thickly populated 1 centres.

TRAVELLING LIBRARIES. In referring to travelling libraries for country districts, Mr. Leys spoke of the system established all over the United States, and also in Victoria and' South Australia. In those Australian States assorted boxes were made up from the surplus books in the metropolitan libraries and forwarded to any district that applied for them and established a committee to take charge and carry out the distribution of the books. The interchangeable system is also applied to these travelling libraries. Although the difficulties of transportation and control were more difficult in New Zealand than in Australia, he did not think they would be insurmountable. Travelling libraries might be worked in conjunction with school libraries, or an arrangement might be made by which a case of books could be made up at any centre where a public library existed. The whole resolved itself into a question of cost. But it had been found possible in 25 States of the American Union, and should, therefore, be possible in this country. In the beginning of 1009 the travelling libraries of those States aggregated over 400,000 volumes. The Libraries Association of New Zealand had endeavoured to impress upon the Government the necessity of encouraoinrr some system by which settlers in the back blocks might be supplied with the advantages extended by public libraries in centres of population ,and had put forward several suggestions, but so far had failed to secure any a-ction by the Department of Education, under whose jurisdiction the work would naturally

ORGANISATION NECESSARY. We had in this country armies of organisers and experts of various descriptions to promote the material prosperity of the country, went on the lecturer, and surely it was not too much to ask that an effort should be made to minister practically to the intellectual wants of those settlers who were unable to assist themselves. In many States of America they had special officials as library organisers whose business it was to travel the country and organise library committees and excite interest in the movement. In New Zealand at present Parliament voted £3000 for distribution in subsidies amongst established libraries. The amount was far below that provided in the Australian States, and was altogether inadequate for its purpose. If administered a great deal more might .usefully be accomplished.

Mr. Leys, referrine to ft. selecting and wi^? 1 «ll sent established ref « ** V hbranes, said it was farW I tory, but it could be sW^ without better organSS plan of central " "th, indicated in the schem described were adopt* 6 gg| supply of good *K» ; placed within react br ! country libraries at the 1 J™} 001 »4 I cost. The New Zealand|ttSPP« ciation was earnestly desi™; 68 , Am »- > pling with this question les, and would be glad to>? ÜbT * I suggestions from teachers ; who felt an interest in this ant branch of educational wor£