THE ROLE OF EGERTON RYERSON
IN THE DEVELOPMENT OF PUBLIC LIBRARY
SERVICE IN ONTARIO
by
GORDON THOMAS STUBBS
Mus.B. (Manchester, 1939), B.L.S. (U.B.C., 1964)
A THESIS SUBMITTED IN PARTIAL FULFILMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS
in the Department of Education
We accept this thesis as conforming to the required standard
THE UNIVERSITY OF BRITISH COLUMBIA
April 1965 In presenting this thesis in partial fulfilment of
the requirements for an advanced degree at the University of •
British Columbia, I agree that the Library shall make it freely
available for reference and study, I further agree that per• mission for extensive copying of this thesis for scholarly
purposes may be granted by the Head of my Department or by
his representatives. It is understood that copying or publi•
cation of this thesis for financial gain shall not be allowed
without my written permission*
Department of cl*-*—G-^v-^d
The University of British Columbia, Vancouver 8, Canada
Date ABSTRACT GF THESIS
Egerton Ryerson is remembered today mainly as an educational reformer and religious leader. His work in connection with the public library movement in Ontario has received little attention. Yet Ryerson himself attached great importance to the provision of free libraries for the general public, as an extension and completion of the school system. His object was to ensure that all citizens, both young and old, would be able to enjoy the fruits of education.
A study of the library system introduced by Ryerson is needed to shed light on a neglected aspect of his career. At the same time, it fills a gap by furnishing a connected account of public library history in Ontario from 1844 to 1876. For source material, the chief documentary items are found in various works edited by J.G. Hodgins. Ryerson's own Annual Reports provide an abundance of valuable infor• mation. A search of newspapers and periodicals of the period has revealed some pertinent articles, which have been particularly useful in gauging the reaction in Ryerson's contemporaries to his library scheme. The scheme was first formulated by Ryerson in his iii
1846 Report, two years after he became Superintendent of
Education for Upper Canada. It was given government approval in 1&50. School trustees and municipal councils were authorized to start libraries in their communities, and money could be raised for the purpose by an assessment on property. Many of the libraries were placed in school buildings, though they were intended to be used by the adult population of the surrounding district as well as by the students. Local initiative was emphasized. Once a library became established, a government grant was avail• able for the purchase of books, on a matching basis with funds raised locally. All the books had to be selected from a list of authorized publications compiled and anno• tated by Ryerson, known as the General Catalogue. They were supplied at cost price from a central Depository in
Toronto. Most of them came from British and American publishing firms.
For about twenty years, the libraries grew and flourished. In I85O free public library service was un• known in Upper Canada. By 1870 there were over a thousand libraries circulating a quarter of a million volumes. The success of the scheme was partly due to the energetic back• ing Ryerson gave it. After his retirement in 1#76, the libraries declined rapidly. Government support was with• drawn, and given instead to the libraries of the Mechanics'
Institutes. Of all Ryerson's enterprises, this was one of iv
the few that did not survive. Its collapse was due partly to dissatisfaction with the material available in the
General Catalogue, and partly to public apathy. There was also strong opposition from Canadian publishers, who re• sented the Department of Education buying books in bulk from foreign sources.
Even though the libraries disappeared, Ryerson's efforts had not been wasted. During his lifetime, the project filled an important need, and much praise was accorded to it at all levels of society. It was the first real attempt in Canada to extend free library service to the whole population. Though changed in direction during the final quarter of the nineteenth century, the movement started by Ryerson continued to advance at a steady pace through the work of the Mechanics' Institutes. ACKNOWLEDGMENTS
I wish to thank the staff of the University of British Columbia Library for their valuable help and advice. While much of the research was being conducted, pneumatic drills were carving holes in the stacks, as part of a renovation programme to provide improved li• brary facilities. In these circumstances, with books and periodicals scattered in unaccustomed places, the staff deserve a special word of praise for their unfail• ing ability to find the materials I requested. Service was cheerfully given during a trying time.
To the faculty of the School of Librarianship, who provided assistance in a variety of ways, I am also very much indebted.
Acknowledgments are due to the Libraries of the University of Washington, the University of Pennsylvania, and Queen's University for supplying materials on inter- library loan. TABLE OF CONTENTS
PAGE
ACKNOWLEDGMENTS v
LIST OF TABLES ix
LIST OF FIGURES x
CHAPTER
I. INTRODUCTION 1
Scope and purpose; sources; plan.
II. BACKGROUND: THE SITUATION AT THE BEGINNING OF
RYERSON*S ADMINISTRATION 11 Social conditions in Upper Canada; subscrip• tion libraries; Ryerson appointed Superin• tendent of Education, 1844; bis plans for reform; his qualities and qualifications.
III. FIRST STEPS: THE LEGISLATION OF 1850 .... 17 Ryerson's I846 Report; recommendations for establishing public libraries in school districts; efforts to secure legislation; the 1S50 Act and its provisions.
IV. IMPLEMENTATION OF THE 1850 ACT 26
The Depository; Ryerson negotiates with pub• lishers; compilation of the General Catalogue of Books; the library scheme is launched; rules and regulations.
V. EARLY SUCCESSES 42
Ryerson's methods of promotion; some statistics on book sales; Lord Elgin praises the public libraries. VI. INFLUENCES FROM THE UNITED STATES 43
Work of Horace Mann and Henry Barnard; Ryer• son' s debt to Mann; school district libraries vii
CHAPTER PAGE
in New York State; ideas borrowed by Ryerson from New York and other states.
VII. PROBLEMS, OBSTACLES, CONTROVERSIES 54 Ryerson clashes with the booksellers; disputes over use of Clergy Reserve funds; criticism of the General Catalogue.
VIII. EVENTS TO 18?0: PROGRESS AND EXPANSION ... 65 Methods of combatting apathy: County School Conventions, the Journal of Education; RyersonTs views on the importance of continu• ing education through reading; growth and ex• pansion of libraries; favourable comment from local superintendents.
IX. THE LIBRARIES LOSE GROUND AND FAIL TO SURVIVE:
END OF1 THE DEPOSITORY 72 Flagging interest; discouraging reports from some areas; retirement of Ryerson, I876; the library scheme rapidly declines; the Deposi• tory ceases to function, lSSl; value of activities of Depository.
X. PUBLIC LIBRARIES IN ONTARIO AFTER RYERSON . . 79 Demise of Ryerson's scheme; rise of libraries in Mechanics' Institutes; Free Libraries Act, 18&2, and its provisions.
XI. ASSESSMENT OF RYERSON'S LIBRARY SCHEME . . . 82 Why did the libraries not survive? dissatis• faction with selection in General Catalogue, desire for free choice of books, lack of supervision; positive achievements.
XII. PUBLIC LIBRARIES IN SCHOOLS: A FINAL NOTE . . 87
Arguments for and against public libraries in schools; trends since Ryerson; the situation today.
BIBLIOGRAPHY 91 viii
APPENDIX PAGE
A. "A General Catalogue of Books in Every Depart•
ment of Literature for Public Schools in
Upper Canada"—Part II 97
B. General Regulations for the Establishment and
Management of Public School Libraries in
Upper Canada 143
C. Reminiscences of RyersonTs Libraries 147 LIST OF TABLES
TABLE PAGE I. Number and Classification of Public Library and Prize Books sent out from the Educa• tional Depository of the Ontario Education
Department, 16*53-1874 46 II. Library Statistics for the Years 1847, 1S60,
1&70 and 1875, Ontario Education Department . 47 III. Operations of the Ontario Provincial Deposi• tory, 1S53-1S81 78 LIST OF FIGURES
FIGURE PAGE
1. Copy of a Poster sent to the Schools to
Announce the Library Project 39
2. Book Plate used before 186? 40
3. Book Plate used after 1867 41 CHAPTER I
INTRODUCTION
A. Scope and Purpose
Today, the public library has a recognized place in the cultural and intellectual life of Canada. A hundred years ago, library service had been established in some of the more populated areas, but in relation to modern standards the service was severely limited. The fact that it did exist at all was due, in large measure, to Egerton Ryerson. Through his influence the public library movement was beginning to grow in Upper Canada during the l£60fs, and, once started, was destined to gather strength and spread gradually to other parts of the Dominion after Confederation.
This study will describe in some detail Ryerson's plan for the development of public library service in Upper Canada, and how the plan was put into effect. It will cover the years lo%4 to 18?6, when Ryerson was Superintendent of Public Instruction for Upper Canada.
Of Ryerson himself, much has been written. He is recognized as a key figure in Canadian education. His life and work have been the subject of numerous books and articles. While ample coverage has been given to the 2
reforms in school organization for which Ryerson was responsible, comparatively little has been written about the part he played in promoting libraries. It is often stated that Ryerson regarded the provision of public library service as an essential part of his educational programme; yet only scanty accounts can be found of the work he accomplished in this sphere.
What are the reasons for the neglect of this aspect of RyersonTs activities? In the first place, contributions to the study of Ryerson have been written, in the main, by specialists in the field of education, whose interest is centred j3n the changes he effected in school administration and curriculum. It might have been expected that the job left undone by educational historians would be tackled by library researchers. The fact is, however, that very little historical research of any kind has yet been under• taken by Canadian librarians. Up to the present, there is no work tracing the growth of the library movement either
in Canada as a whole, or in the province of Ontario.
Ryersonfs library system is one of many unregarded monu• ments in a territory that has in general not attracted
explorers.
To rescue it from obscurity will be valuable in a number of ways. Perhaps the most direct advantage will be
simply to provide a connected account of library develop• ment in the province of Ontario from 1&44 to 1&76. At
present the material dealing with the period exists only 3 in scattered and fragmentary form. By gathering together into a continuous narrative the work of Ryerson in this field, all important aspects of the public library move• ment will be dealt with, since Ryerson exercised a domi• nating influence and was the only leader of note.
Attention will also be focused on a question which was being discussed in Ryerson's day, and is still by no means settled: the question of control over public li• braries and whether it should be exercised through the school system. Ryerson's public libraries were integrated with education and in many cases placed within the schools so that their facilities could be shared by the whole com• munity, including the students and teachers of the school.
The wisdom of such a practice has always been a matter of debate. Shortly after Ryerson's death, the public libraries were taken out of the schools and since then they have generally led their own independent existence.
From time to time, there has been a renewal of interest in the feasibility of combining school and public library services. It will be rewarding to look at present-day opinions on this issue and relate them to Ryerson's experi• ences with school district libraries.
As far as Ryerson himself is concerned, the study will be useful in laying stress on a part of his work that has generally been little noticed. It will, in effect, add a new dimension to his career and accomplishments. 4
B. Sources
1 2 Three biographies of Ryerson, by Burwash, Putman, 3 and Sissons, provide the basic material for an under• standing of the outward circumstances of his life, the nature of his ambitions and achievements, and the place he occupied in his generation. There is also an autobio• graphical work, The Story of my Life,^" and a festschrift entitled The Ryerson Memorial Volume,^ both edited by J.G. Hodgins. The Story of my Life is a posthumous publi• cation based on manuscript material left by Ryerson, but to a large extent actually written by Hodgins. Gf the biographies, the work by Sissons is the most up-to-date and comprehensive. Putman dwells mainly on Ryerson's efforts to fashion a balanced system of education in Upper Canada. Nathanael Burwash, writing in 1903, nearer to Ryerson's own time, has done him a service by directing attention to the human side of his character, and has given us a clear insight into his highly individual personality. "^Nathanael Burwash, Egerton Ryerson, Toronto, Morang, 1903. 2 John H. Putman, Egerton Ryerson and Education in Upper Canada, Toronto, Briggs, 1912. 3 C.B. Sissons, Egerton Ryerson: his Life and Letters, Toronto, Clarke, Irwin, 1947. ^A. Egerton Ryerson, The Story of my Life, ed. by J.G. Hodgins, Toronto, W. Briggs, 1883. 5 'John George Hodgins, Ryerson Memorial Volume, Toronto, Warwick & Sons, 16*89. 5
For specific information on the topic of this study, a wide variety of sources were consulted. Two dissertations were useful incidentally. One by J.W. Emery^ gives some interesting side-lights on the reading habits of Canadian students in the nineteenth century, and examines the educa• tional benefits that can be traced to RyersonTs reforms. 7
Another, by Sylvia Carlton,' contains a section on the library system organized by Ryerson. While Miss Carlton's account presents the facts clearly and with good documen• tation, her evaluation of the success of the system is open to question. She tends to give it over-lavish praise, and fails to consider adequately its shortcomings.
In many publications connected with Egerton Ryerson, the hand of John George Hodgins will be evident, as author, editor, or compiler. Hodgins was a devoted friend of
Ryerson, and for many years served under him as Deputy
Superintendent in the Education Department of Ontario. To
Hodgins we owe a number of indispensable volumes containing a wealth of documentary material which he sorted, codified ^John W. Emery, The Library, the School and the Child, Toronto, Macmillan, 1917". (A Doctor's Dissertation, Uni- versity of Toronto, 1917) 7 Sylvia Carlton, "Egerton Ryerson and Education in Ontario, 1844-1877," Unpublished Doctor's Dissertation, University of Pennsylvania, 1950. & e.g. Ontario, Department of Education, Documentary History of Education in Upper Canada from 1791 to 187^ ed. by J.G. Hodgins, Toronto, Warwick and Rutter, 1894, 28 vols. 6
and arranged for publication in the years following
Ryerson's death. Some of the material is concerned with legislation in the earlier part of the nineteenth century, but a great deal of it is related either directly or in• directly to the work of Ryerson.
Without Hodgins the task of a researcher into any aspect of Ryersonfs life would be much more difficult.
His admiration for his superior made him anxious to pre• serve seemingly trivial as well as valuable documents, and to add in copious footnotes many engaging and revealing details. Acknowledging our debt to Hodgins, we must never• theless be prepared to make allowances for the hero-worship that led him to embark on his labours. Though there is no evidence that his quotations from official letters and public reports are anything but accurate, the comments that he sometimes interpolates, and the ubiquitous footnotes almost invariably place Ryerson and his enterprises in a 9 favourable light. Hodgins was not an unbiased witness.
To supplement the primary materials provided by
Hodgins, it is necessary to go directly to the Journals and Sessional Papers of the Ontario Legislative Assembly, to newspaper reports of debates and speeches in the legis• lature, and to articles in educational and literary jour• nals of the period. Ryerson's own Annual Reports on the ^In a review, W. Pakenham comments: "Hodgins' work . . . was the loving industry of a friend and co-worker rather than the balance and detachment of a historian." (Review of Historical Publications Relating to Canada, Toronto, W. Briggs, 1897-1919, Vol. 8, p. 216) ~~~ 7
affairs of his department contribute much information that
cannot be found elsewhere. This is especially true of the
statistical summaries and tables supplied at the end of
each report. In addition, Ryerson wrote extensively of the projects he wished to promote and the causes for which he stood, in articles and letters to newspapers and maga•
zines, and in monographs published either by the Council
of Public Instruction or, where the material was not of an
official nature, at his own expense.
The sources mentioned so far have been mostly
oriented to Ryerson and the educational policy of the Govern• ment of Ontario. From the point of view of the public lib• rary movement and its origins, Canadian materials are sparse; but a few pertinent references have been found in the pages of the Library Journal; and the standard works on library history"*"^ published in Britain and the United States yield several items of interest on events in Ontario in the early days, seen against the broader background of developments elsewhere.
Finally, in order to present a balanced picture of
Ryerson*s work, it is necessary to read the opinions of his
contemporaries, and find out what kind of impact the lib• raries made on the communities served by them. Many ac• counts survive, most of them written by school-masters,
^e.g. Thomas Greenwood, Public Libraries; a His• tory of the Movement and a Manual for the Organization and Management of Rate-supported Libraries, London, Cassell , a
school board officials, local superintendents and religious leaders, expressing views that run all the way from warm approval to outright condemnation. A perusal of Matthews', 11 bibliographical work Canadian Diaries and Autobiographies reveals some helpful references, but it also leads to the conclusion that comparatively little mention was made of reading and libraries by people outside educational circles.
This may not necessarily be an index of public reaction, however. The writers of diaries and memoirs in pioneering days tend to give prominence to the activities involved in
"taming the wilderness" rather than to affairs of the mind.
There is ample evidence from other sources that the public library was a force to be reckoned with in society, even if the facilities it provided were imperfect and lacking in glamour.
C. Plan
The material will be presented largely in a chrono• logical arrangement. First, some salient events prior to lo%4 in the library history of Upper Canada will be re• called. Then we shall turn to Ryerson. At the beginning of his superintendency, Ryerson made a careful survey of the educational scene in Upper Canada, found it far from satisfactory and began to devise immediate measures for correcting the situation. One of his remedies was a
^•*"W. Matthews, Canadian Diaries and Autobiographies, Berkeley, University of California Press, 1956. 9 programme to promote reading by young and old. We shall examine his views on the importance of books, and outline the practical steps he took to bring reading material to the public. His recommendations to the Legislature were embodied in certain clauses of the Education Act of 16*50, which set the public library scheme in motion. The pro• visions of this Act will be discussed, and the methods by which it was applied and implemented.
After summing up the successes of the first ten years we shall look at parallel developments in the United States. Ryerson travelled widely in the Eastern States, meeting government officials, attending conventions, and gathering ideas that might assist him in his efforts to bring enlightenment to the people of Upper Canada. An assessment will be made of the extent to which Ryerson benefited from the experience of American educational leaders.
Continuing from the year 1&54, the progress of the library system will be reviewed, and some space devoted to the problems and obstacles that arose, and the consequent frustrations which Ryerson suffered. We shall cite examples of unfavourable comment. Having heard from Ryerson's critics, we shall hear from some of those who were willing to give him praise and encouragement.
Then the events of the last few years during which Ryerson held office will be reported. In order to give 10
perspective to Ryerson's work, it will be necessary to glance at the direction followed by the public library movement after 1&76. When we have seen what happened in the last quarter of the nineteenth century we shall be in a better position to judge the quality of Ryerson's achievement. How appropriate were his methods? Were the institutions he created of any lasting value*? What im• petus did he actually give to the public library movement?
A consideration of these questions will form the conclusion to our study. CHAPTER II
BACKGROUND: THE SITUATION AT THE
BEGINNING OF RYERSON'S ADMINISTRATION
The first half of the nineteenth century was a period of political unrest in Upper Canada. It was also a period that saw the steady growth of population through successive waves of immigration. The bulk of the population were able to make a living, but in order to do so they had to spend long hours in hard physical labour, often rising early and working late. Social conditions were generally rough and primitive. Comforts and refinements were rare.
Under these circumstances, the average citizen had little opportunity to read, even if he were fortunate enough to have acquired the art at school. Only in a few of the larger centres had attempts been made to set up public libraries. The first of these was founded in 16*00 at Niagara, by a group of forty-one "proprietors'* who agreed to contribute four dollars a year to take care of running expenses and the purchases of books. For a while the library flourished and the number of subscribers in• creased substantially. The book collection included numer• ous works on agriculture, history, travel and religion, and some items of fiction. At the time of the American occupa• tion in 1813, the library suffered a severe setback when 12
part of its stock was destroyed by fire. It never did fully recover from the loss, being finally disbanded in
1320.12
Similar circulating libraries were established later at York and Kingston and enjoyed a moderate degree of suc• cess. In addition to the usual borrowing privileges for members, the Kingston library offered a novel supplementary service by making available to the general public "useful tracts" which could be bought "either for clean rags or
cash."1-*
The intention behind these early circulating libraries was a worthy one. Books were to be "made accessible to all classes of the community on the most reasonable terms."^ To a limited extent they fulfilled this aim; but the annual fee, though not large, had the effect of maintaining a somewhat exclusive membership. There were not many patrons outside the business and professional communities. The vast majority of towns and villages, in any case, had no library facilities whatever. A person with the leisure and the desire to read would have to rely upon his home
12 Ontario, Department of Education, Documentary History, vol. 1, p. 167. The information reported here by Hodgins was derived from a paper read at the Canadian Institute by Miss Garnochan of Niagara in January, 18*94. 13 Ontario, Department of Education, Documentary History, vol. 1, p. 84. "^Loc. cit. 13
resources. The Bible and a few treasured classics would constitute his "library" and for variety he would arrange exchanges with his neighbours.
When Ryerson became Superintendent of Education for
Upper Canada in October, 1344,^ he was fully aware of the magnitude of the task he was undertaking. As a circuit- riding Methodist Minister in the 1320's he had become well acquainted with conditions both in populated areas and in the backwoods. He had seen and deplored the lack of libraries, and the meagre instructional facilities in the schools. Public concern over the situation had prompted the government to appoint a four-man commission in 1339 to enquire into the subject of education in Upper Canada and make recommendations. Among other things, the commis• sion advocated setting up fee-paying schools in every town• ship, a quarter of the money raised to be allocated for the
i ft purchase of books and equipment. The recommendations of the commission were put into force, with beneficial results. But it was not enough. What was needed was a vigorous and imaginative programme of reform. Ryerson applied himself in 1344 to the prepara• tion of such a programme. In the next chapter we shall
His title was actually Assistant Superintendent of Education, the Provincial Secretary being the nominal head of the Department. Two years later, RyersonTs duties were redefined and the word "Assistant" was dropped.
^Ontario, Department of Education, Documentary History, vol. 23, p. 304. 14 analyse the section of Ryerson*s master plan that related to public libraries.
It will be useful at this point to take a brief look at Ryerson's background in order to understand the motives that lay behind his crusade for better education. On his appointment to the Superintendency, some critics were ready to draw attention to his own lack of schooling. The Globe protested loudly at the elevation to this office of a man
"of such slender attainments in a few common branches of
English education, and totally ignorant of mathematics and 17 classics." The charge is not entirely just, since Ryerson had worked diligently at the study of Latin and Greek when he was attending the Gore District Grammar School in Hamilton. It is true, nevertheless, that his formal schooling was intermittent and far from thorough. He never attended University. His degree was an honorary D.D. con• ferred on him by the Wesleyan University of Middletown, Connecticut, and awarded for outstanding service in the cause of Methodism rather than for distinguished scholar• ship.18 What, then, were his qualifications for assuming charge of the Department of Education in Upper Canada? In the first place, though not himself a brilliant student, he 17Article in Globe, May 23, 1344, signed "Junius." 13 The biographical information in this and subse• quent paragraphs is drawn largely from Burwash, op. cit. and Putman, op. cit. 15
set a high value on academic proficiency, and had a pas• sionate conviction of the need for educational opportunities for all. Because of his home circumstances, much of his education was the product of his own reading, and he be• lieved that the benefits of reading should be extended to all corners of the province. His aim was not only to re• organize the educational system, but also to raise the intellectual level throughout the whole country so that everyone could fulfil the obligations of self-government 19 with wisdom and patriotism. 7
Ryerson's early career as a champion of Methodism had given him wide experience as an organizer and adminis• trator. He had served as minister in a number of large parishes. From 1329 he was editor of the Christian Guar• dian and head of the publishing house that in later years 20 became known as Ryerson Press. On behalf of the church he visited England twice to negotiate delicate matters of policy and to conduct fund-raising campaigns. When a char• ter was granted to Victoria College in Cobourg, he was appointed its first principal.
In all these varied duties, Ryerson showed himself to be a man of strong purpose. From early youth he dis• played qualities of courage, firmness, resoluteness and tenacity. His work for the Church, giving him rapid "^Burwash, op. cit., p. 1&5. 20 In 1920. See Lome Pierce, "The Ryerson Press," Canadian Library Association Bulletin, 9:135-137» March 1953. 16
advancement, quickened his native talents and gave him a sense of mission. At the same time, it brought him into contact with many different types of people in all ranks and stations, whose opinions he learned to treat with respect even when they differed sharply from his own.
Though not intolerant, there were times however when his mind seemed to move in rather a narrow groove. In middle life, he grew less rigid than he had been in his youth, but unlike some other Canadian leaders, he never developed a talent for the art of compromise.
As he left behind his activities in the Church and entered the employment of the government in 1&%4, he took with him above all else a continuing sense of mission, of being a chosen instrument for the performance of a vital task. This thought remained with him, and often served to renew his confidence during the vicissitudes of the next thirty-one years. CHAPTER III
FIRST STEPS: THE LEGISLATION OF 16*50
A month, after taking over the Superintendency,
Ryerson set out on a tour of the United States and Europe.
He wished to study at first hand the educational institu• tions of a number of European countries before formulating
a new plan for Upper Canada. In his busy schedule he
found time to visit some of the famous libraries of Europe,
and he mentions in his journal with keen admiration the
Royal Library at Rotterdam and the University Library in
T * Leyden .2 1 On his return in December 1645, Ryerson compiled a report for the government, summing up his findings and re- op commendations. The Report, which was published in 1646, covered a wide range of material and has come to be re• garded as Ryerson's most important statement of policy. "The story of Ryerson's administration is the story of his effort to make effective the views expressed in the report
of I846."23 21 A. Egerton Ryerson, "The Story of my Life" . . . ed. by J.G. Hodgins, Toronto,.W. Briggs, 1883, p. 354. 22 Ontario, Department of Education, Report on a Sys• tem of Public Elementary Instruction for Upper Canada; by the Rev. Egerton Ryerson, Montreal, Lovell and Gibson, 1646. 23 Adam Shortt, Canada and its Provinces, Toronto, Glasgow, Brook, 1913-1917, vol.18, p. 304. ~~ 18
With many of the innovations Ryerson proposed we are not concerned. One section of the Report, however, deals with the need for libraries, and since it presents with such vigour and clarity the ideas Ryerson had in mind, a portion of it deserves to be quoted:
To detail the individual efforts which tend to accom• plish the objects of public instruction in connection with measures expressly required by law, would be foreign to the objects I have in view and would exceed my prescribed limits. There is, however, one more of so general and vitally important a character, that I cannot omit mentioning it. I mean the establishment of Circulating Libraries in the various Districts, and so far as possible in the School Sections. To the attain• ment of this object, local and voluntary co-operation is indispensable. The government may perhaps contrib• ute; it may assist by suggesting regulations, and re• commending lists of books from which suitable selections can be made; but the rest remains for individual and local effort to accomplish. And the advantages of the School can be but very partially enjoyed, unless they are continued and extended by means of books. As the School is the pupil's first teacher, so books are his second; in the former he acquires the elements of know• ledge, in the latter he acquires knowledge itself; in the former he converses with the Schoolmaster—in the latter he holds intercourse with the greatest and wisest men of all ages, and countries and professions, on all subjects, and in every variety of style. The School creates the taste and the want, which books alone can satisfy. In conversing with the wise, the learned and the good, the mind cannot be unhappy, nor will it become vitiated; its views will be expanded; its standards of manners and men and things will be elevated; its feelings will be refined; its exertions will be prompted; its practical knowledge will be matured, and its intellectual wealth and power will be indefinitely multiplied. But in any community, few persons can be expected to possess the means necessary to procure anything like a general as• sortment of books; in a new and rural community, perhaps none. One library for such a community is the best sub• stitute. Each one thus acquires the fruits of the united contributions of all; and the teacher and the poor man with his family participate in the common advantage.24
Ontario, Department of Education, Report on a Sys• tem of Public Elementary Instruction, pp. 188-189. 19
This passage contains a number of significant points: local effort should be the first essential; government grants would probably follow; the government would partici• pate also by framing rules and preparing a list of recom• mended books. We shall see how all of these ideas were developed later and incorporated in legislation.
An Education Act was passed late in I846, giving practical form to some parts of RyersonTs Report, but no mention was made of circulating libraries. In a letter to
Charles Fletcher of Gait, dated March 11, 1847, Ryerson speaks of his library proposals, and regrets that "no fund has yet been set apart and no legislative grant has yet been 25 made for that object." While he was waiting for govern• ment action, Ryerson wrote to the local superintendents ad• vising them that individual districts were to be encouraged to go ahead with their own plans for local libraries, im• provising arrangements and raising funds by any means at their disposal. That there was some response to this appeal is evident from articles and letters appearing in the Jour• nal of Education for Upper Canada, founded by Ryerson in I848. One of the letters, from R. Bell of the United Coun• ties of Lanark and Renfrew, stated that books were being bought there with the money from Tavern Licences, and sug• gested that the practice should be extended to the whole country by provincial law. "The sale of spirituous liquors is productive of much evil to the community, then why not 25 ^Original draft, Department of Education Papers, Ontario Archives, cited by Carlton, op. cit., p. 228. 20
allow the tax on the traffic to be applied to so good a purpose as purchasing books? It would, to some extent, counteract the evil."
It was a plausible suggestion, which has found acceptance today with certain provincial governments—in spirit if not in substance. We do not know what Ryerson thought of the idea. But we have evidence that he was exerting strong pressure on the government between 1646 and 1350 to provide a grant for libraries. He began com• piling statistics in 1347 so that when making representa• tions to the government he would have actual figures to support his arguments. Local officials were sent blank forms on which they were required to supply information regarding their books, equipment, and other matters.27
The first statistical table is found in the Superinten• ds* dent's Report for 1847, and includes the following data:
No. of No. of Libraries Volumes Common School Libraries 32 2729 Sunday School Libraries 33 3 915
Public Libraries 20 3960
Journal of Education for Upper Canada, 3:3l, June 1350. 27 Ontario, Department of Education, Documentary History, vol. 7, p. 170. 2gIbid., p. 171. 21
A word of explanation is required here for the terms used. A "Common School Library" in RyersonTs terminology was a free public library operated by a board of school trustees, housed in a school building and available for use either by students and teachers or by the inhabitants of the district. A "Public Library" was found in some other building than a school. It was operated and financed by the council of a municipality, or occasionally by a group of interested citizens who charged a small fee for member• ship. "Sunday School Libraries" need no elaboration and are outside the scope of this study.
In the Report of 16*47, Ryerson expresses satisfac• tion with the results of the new Education Act passed in the previous year, and compares the system of his own province favourably with that of the State of New York. However, he finds the library figures disquieting. Here is no cause for pride, he affirms—this is the one area in which the American state is pursuing a more generous and progressive policy. In New York, the Legislature appropriates a large sum for libraries while not a farthing has yet been ap• propriated by our legislature for the same object in Upper Canada. I hope, before the beginning of another year, we shall have reason to congratulate our country in this respect also, in comparison with that of our American neighbours.29
Ryerson was over-optimistic. No action was taken in
I848, then in the following year a new government was formed
29Loc . cit. 22
which was actively hostile to Ryerson. Without consulting
him, the Hon. Malcolm Cameron drafted a School Bill of a
reactionary nature and introduced it into the House where
it was rushed through. At this rebuff, Ryerson was furious,
and threatened to resign. Such was his power, and so ir•
replaceable had he become, that the Attorney-General,
Robert Baldwin, immediately urged the Governor^General to
suspend the new act and invite Ryerson to prepare another 30 one. The result was that Ryerson emerged from the inci• dent with his position strengthened, and an opportunity was created for him to press his demands for a more vigor• ous programme of reform. In a preliminary draft of "Measures for the Improve• ment of the Upper Canada School System," written in July 1849, Ryerson advocated a public library for each Township with branches in the School Sections. He maintained that if "a suitable selection of entertaining and instructive books" were available, "a vast and salutary influence would 31 be exerted upon the entire population."-^ Ryerson communi• cated these opinions to Robert Baldwin in a letter dated 32 August 16, 1849, and requested Baldwin to ascertain how much support his colleagues in the Cabinet would give to
3 such a scheme°Ryerson. ,He "Thalse o Stormentioney of dm y iLifen correspondenc," p. 370. e with -^Ontario, Department of Education, Documentary History, vol. 8, p. 221.
•^2Cited by Sissons, op. cit., p. 182. 23
Baldwin that during visits to the United States he had discussed library matters with school officials in New
York and Philadelphia, and had been in touch with several publishing firms, including Harpers. The officials and agents he met had given him much helpful advice and
encouragement.
At the same time as his negotiations with the govern• ment were going on, Ryerson was using the pages of the
Journal of Education to spread far and wide through the province the doctrines in which he believed. Articles and editorials appeared drawing attention to the intellectual and social benefits of reading good books. A prominent place was given to news items on the progress of the Ewart
Bill in the British House of Commons, which sought to 33 establish public libraries supported by rates.
The final version of RyersonTs submission to the government was completed late in 1849, and most of his recommendations were incorporated in the School Bill that was passed a few months later. The Act of 1#50 marked a milestone in the history of Upper Canada. It effected many significant changes in the operation of the schools, and put into the hands of the central authority a much greater measure of initiative and responsibility. Among the new duties assigned to the Chief Super-
-^See Journal of Education, 2:150, October 1849. Subsequent issues reported the passage of the bill and explained its provisions. 24
intendent was the following:
... to apportion whatever sum, or sums, of money shall be provided by the Legislature for the estab• lishment and support of School Libraries: provided always, that no aid shall be given towards the establishment or support of any School Library un• less an equal amount be contributed from local sources for the same object.34
Another paragraph in the Act (Section XXI) author•
ized the expenditure on libraries of £3000 out of the Legislature School Grant, and stated that this amount could be increased at the discretion of the Legislature.
The Act also re-constituted the Board of Education, giving it a new title, "Council of Public Instruction," and requiring its members to assist the Chief Superinten• dent in connection with Normal Schools, text-books, libraries and other matters.
Besides its vital importance for the schools of Upper Canada, the 1850 Act was in a real sense the first library law of the province. The use of the term "School Libraries" in the Act is misleading, since it is evident from later developments that they were to be intended for the use of the general population. In a report published in 1#54, the Governor-General, Lord Elgin, commented on this point and explained that the epithet "school" was used because the management of most of the libraries was
-^Section XXXV of School Act of IS50, reproduced by Hodgins in Ontario, Department of Education, Documentary History, vol. 9, p. 46. 25 entrusted to school authorities. Ryerson foresaw the possibility of confusion between public libraries in schools and those located elsewhere and when it was neces• sary to make this distinction he referred respectively to
"Common School Libraries" and "Public Libraries," follow• ing the definitions given earlier in this chapter.
Before describing the methods used to give effect to the library provisions of the I85O Act, mention should be made of a matter which caused Ryerson some anxiety.
Though a government grant was to be provided on a matching basis with local funds, only a limited degree of local taxation was permitted. In an editorial article in the
Journal of Education, Ryerson criticized the omission of certain tax clauses that had appeared in his original pro• 's £ posals to the government. He continued to agitate for them to be re-instated, and three years later his opinion prevailed. 35 Ontario, Department of Education, Special Report on the Separate School Provisions of the School Law of Upper Canada, and the Measures which have been Adopted to Supply the School Sections and Municipalities with School Text-books, Apparatus and Libraries; by the Chief Super- intendent of Education, Toronto, J. Lovell, I858, p. 3$. Journal of Education, 3:11, January 1#50. CHAPTER IV
IMPLEMENTATION OF THE 1850 ACT
As soon as the I85O school legislation received royal assent, Ryerson met with the Council of Public
Instruction to decide on appropriate steps for implement• ing the Act.
One of their first decisions was to establish a central depot where school materials could be accumulated and stored, then sold at cost price to the schools.
Known as the Depository, it was allocated space in a sec• tion of the Education Office at Toronto. Besides library books and text books, the Depository was intended to house equipment such as maps, globes, charts and blackboards.
Very little educational material was produced in
Upper Canada at this time, therefore the Council was obliged to consider the question of importing some of it from abroad. Ryerson had already made useful contacts with representatives of the publishing trade in various coun• tries. He expressed willingness to patronize any firm that could supply the right kind of literature at a reasonable price. Canadian agencies of the book-trade would not be ignored, but because of the large orders involved it would be necessary to use British and American sources for much of the material. 27
With regard to the American publishers, Ryerson's interest was tempered with caution. While the opportun• ities for doing business seemed good, there was the risk of bringing in literature that might be politically objec• tionable or morally debased. Ryerson had delivered stern attacks on more than one occasion against "the frightful- ness of the press of our enterprising neighbours in pro• ducing corrupting works of fiction designated 'Yellow 37 Coloured Literature.,M It would be important to screen the American publications with great care before placing definite orders. Early in September, 16*50, Ryerson ad• dressed a circular to selected publishers in the United States, requesting them to submit for approval samples of their wares. Since he planned to sail for England later in the month, he entrusted to Hodgins, now Deputy Super• intendent, the task of examining and cheeking the books 38* that came in. Leave of absence having been granted by the Gover• nor-General, Ryerson set off for England. The business negotiations he conducted there during the next three months were highly successful. He discovered that the Privy Council Committee on Education had an arrangement with certai37 n large publishing houses in London and Ontario, Department of Education, Documentary History, vol. 3, p. 100. •^Ontario, Department of Education, Documentary History, vol. 9, p. 192. This reference also provides the information in the following paragraph. 23
Edinburgh for discount at the rate of forty-three per cent to be granted on bulk purchases. The publishers were not prepared at first to extend the same advantageous terms to the Government of Upper Canada. Pressure being applied, however, at Ryerson's instigation, by the Colonial Secre• tary, Earl Gray, the publishers dropped their objections, agreed to the high discount rate, and made every effort to provide satisfactory service.
On his return to Toronto, Ryerson began work on a Catalogue of approved publications, from which local groups desiring libraries would select the books they wanted. In the preparation of the first edition of the Catalogue, Hodgins gave some assistance, but Ryerson himself was mainly responsible for the choice of titles and the writing of a descriptive annotation for each book, "requiring con- siderable thought, judgement and labour.tt>7 At the outset, it is unlikely that he realized the scope and complexity of the task, which, he reported later, "occupied most of my time out of office hours for nearly two years.
To establish a clear policy on selection, four directives were issued in 1850 by the Council of Public Instruction after consultation with Ryerson. These were: (1) No consideration would be given to works of a licentious, vicious or immoral tendency, or hostile to the Christian religion.
39 'Ontario, Department of Education, Special Report, p. 34. ^Letter to the Hon. J.C. Morrison, July 11, 1356, cited by Sissons, op. cit. , p. 376. 29
(2) No controversial works on theology or on denomi• national disputation would be admitted.
(3) On historical subjects, an effort should be made to include works presenting a variety of differ• ent viewpoints. (4) For the rest, the books selected should cover as wide a range as possible of all the major depart• ments of human knowledge.41
Following these principles to the best of his abil• ity, Ryerson finally completed the compilation of the Catalogue early in 1853, and it was published as a special feature in the Journal of Education. About two thousand works were recommended in this list. Supplements of ad• ditional titles appeared regularly in the Journal of Educa• tion up till 1857, when it was decided to cumulate all the titles, now grown to nearly three thousand, in a single book. Copies were then distributed to the local super• intendents .
The Catalogue was one of the earliest examples of an "authorized list." It comprised three sections: first, books of general reading, classified according to subject; second, reference works; and third, a commentary on the library system and a complete schedule of rules and regula-
^Ontario, Department of Education, Special Report, p. 39. JO Journal of Education, vol. 6, January, February, March, April, 1853. ^Ontario, Department of Education, A General Cata• logue of Books in Every Department of Literature for Public School Libraries in Upper Canada, Toronto, Lovell and Gibson, 1857- Part II of the General Catalogue will be found reproduced in Appendix A. 30
tions. In the light of present-day tastes in reading, it is interesting to note the type of book that qualified for inclusion. A wide range of subject matter was presented. Many of the titles are still remembered today, and some still enjoy popularity. These is a noticeable bias to• wards works of depth and solidity, and a preponderance of material concerned with different aspects of Christian virtue. The first subject, "History," begins with Josephus and includes Henry Liddell's School History of Rome and Macaulay's History of England. Very few of the titles listed under "Voyages and Travels" are known today, but two that stand out are Kinglake's Eothen and Perry's Expedition to Japan. Among the "Biographies" are Johnson's Lives, of the Poets, Boswell's Johnson and the Memoirs of Benvenuto Cellini.
Under "Literature" we find translations of Homer, Plato and Aristotle, several editions of Shakespeare, and a representative selection of the great classical writers. Among nineteenth century authors, Washington Irving occupies a prominent place with an entry for the complete edition of his works in fourteen volumes. In addition to the acknow• ledged giants of literature are some minor writers who at that time were enjoying a period of popularity. There are also religious treatises such as the following:
Noah and His Times; embracing the consideration of various enquiries relative to the antediluvian and earlier post-diluvian periods; by the Rev. J. Munson Olmstead. 31
In "The Teachers' Library" are books on Philosophy and Method, and useful reference works such as the Chauncey
Goodrich edition of Webster's English Dictionary, and the first edition of Roget's Thesaurus.
On scientific subjects there are manuals on chemistry and physics, and on astronomy and geology. Many of these works were new publications presenting the latest advances in various fields of knowledge. Then in addition to the theoretical works on science and natural history, numerous
"How-to-do-it" books are featured, on such topics as gar• dening, fruit-growing, beekeeping, and rearing livestock.
Of the three thousand titles in the 1#57 edition of the Catalogue, about a third are found under the heading
"Practical Life." They are story books by popular writers of the period, including Maria Edgeworth, Hannah More, Mrs.
Trimmer and Mrs. Sherwood. From their titles, the stories were evidently designed to illustrate some Christian pre• cept or to impart some useful information. Typical ex• amples are Kindness to Animals, The Good Neighbours,
Stories on the Lord's Prayer, Little Children's Duties,
Letters to Young Men, and Noble Deeds of Wonter*.
No section of the Catalogue was devoted to "Fiction" in the modern sense of the term, though some of the mate• rial in "Practical Life" could be classified as fiction.
The novels of Dickens are found in "Literature," along with Uncle Tom's Cabin and Pilgrim's Progress. A few fic• tional works are listed under "Miscellaneous," and Robinson 32
Crusoe turns up in "voyages and Travels."
In a later chapter we shall refer to the Catalogue again. It will suffice at the moment to say that in spite of occasional vagaries and inconsistencies, the Cata• logue was a remarkable achievement. It fitted the purpose for which it was intended—to serve as an index to reading material on a wide range of topics, from the simplest to the most sophisticated, for the benefit of people with diverse backgrounds, tastes and interests.
While the Catalogue was still incomplete, it was not possible to put into full operation the provisions of the
1850 Act. RyersonTs Annual Report for 1852 stated that new library regulations were being worked out. It also re• vealed that despite the delay in issuing regulations, re• turns from various school districts were showing a steady increase in the number of library books in the province.^
Finally, in 1353, the Catalogue was ready, and was given formal approval by the Council of Public Instruction.
Ryerson's plans could now go ahead. In the spring of 1353, he called a series of thirty educational conventions, em• bracing forty-two counties, to consider, along with other matters of topical concern, the practical details of organizing public libraries. Local groups had an oppor• tunity of questioning Ryerson on his scheme. Expressions
^Ontario, Department of Education, Documentary History, vol. 10, p. 290. 33 of interest and approval came from many quarters—from councillors, clergy, magistrates, local superintendents and trustees.^ To give the fullest support to his cause, he conducted a vigorous campaign, in meeting after meeting, for the establishment of libraries.
After the conventions, Ryerson composed a circular for distribution to the municipalities of Upper Canada, presenting a comprehensive survey of the plans he had pre• pared. ^ He began by stating that local initiative was the first essential. Municipalities and school boards were authorized by law "to do whatever they may judge ex• pedient" for setting up a library in the community. They were to find suitable premises, and raise funds for the purchase of books. Gn application to the Chief Superin• tendent, books would be supplied from the Depository at cost price, and to the money raised by local exertion, the government would add a bounty of seventy-five per cent.
The selection of titles could be done by an individual or group from the community, or if they wished to leave this matter to the Chief Superintendent, he was prepared to make up a collection of assorted items with the funds that were available. In either case, the choice must be made from titles in the General Catalogue. Ryerson pointed out that the libraries were securing very generous terras for the
AS Ontario, Department of Education, Special Report, p. 37. The circular is found in Ontario, Department of Education, Documentary History, vol. 11, pp. 29-34. 34 purchases made, and at the same time were assured of re•
ceiving nothing but good, wholesome literature. He warned the public against patronizing itinerant vendors, whose books were of poor quality, and whose business methods were often completely unscrupulous.
With each consignment of books sent out from the
Superintendent's office a supply of paper would be included for covering the books, and a sufficient number of printed labels to be inserted on the inside covers. Also enclosed were a copy of the Regulations, and the most recent issue of the Journal of Education. The government was respon•
sible for the expense of packing and cartage. The local authority was required to make arrangements for the books to be covered and marked with an accession number, and for the labels or book-plates to be pasted in. A librarian must be appointed to be in charge of circulation and to keep records. The supervision of the library was the re• sponsibility of the county inspector. Both he and the trustees were to furnish an annual report.
Great elasticity existed in regard to where a library might be organized. School trustees of cities, towns, villages or rural sections were empowered to start
one and provide accommodation for it in school premises.
Councils of townships or counties could also make their
own arrangements for general lending libraries. If large
enough, a township or county library might set up travel• ling sections which would circulate among the schools, or 35 provide service for the public in outlying areas.
For raising funds, many different methods were em• ployed. Reference has been made to the purchase of books in Lanark and Renfrew with the proceeds from liquor licences. Other districts followed their example. Some local officials came forward with donations. The Mayor of
London was reported by the Journal of Education to have given £10. Municipal councils were permitted by the
School Act of 1^50 to levy taxes, at their discretion, for the support of lending libraries. The same Act did not extend comparable power to School Boards, but the situation was remedied by a section of the Supplementary School Act of 1853, which invested School Boards with the authority to raise money for libraries "by a general rate upon prop- erty, or otherwise." Taxation for this purpose was op• tional, and there is no evidence to suggest that Municipal• ities and Boards made widespread use of their taxation clauses.
Reviewing the main points in the circular, it will be seen that Ryerson is following closely the programme he outlined in his 1346 Report: where there is local exertion, government help will be forthcoming; there must be proper
in See Carlton, op. cit., p. 231. 16 "Extracts from the Law authorising the Establish• ment and Management of Public School Libraries in Upper Canada," a memorandum prepared by Ryerson in January 1355, reprinted in Ontario, Department of Education, Documentary History, vol. 12, p. 94. 36 supervision, based on rules laid down by the Chief Super• intendent, and this will only be achieved by active co• operation between central and local administrative units; the choice of books must be restricted to the titles authorized by the Council of Public Instruction.
Before going on to discuss the manner in which the public responded to Ryerson!s scheme, it will be useful to take a look at the General Regulations 7 which con• trolled the operation of the Public School Libraries. The
Regulations merit inspection for several reasons. They are a testimonial, for one thing, to RyersonTs concern for meticulous detail. Taken in sequence, they give us a com• plete picture of the progress of a book between its arrival from the Depository and its delivery into the hands of a borrower. They also enable us to make revealing comparisons between the practices of the present day and those of a cen• tury ago. Because of their unusual interest, the entire schedule of Regulations is reproduced in Appendix B.
One can readily understand why Ryerson went to such lengths to specify exactly how a library should be run, and to insist that his directions should be followed throughout, the whole province. The local groups who participated in the scheme were in most eases ignorant of library procedures.
They could hardly be relied upon, without full and explicit instructions, to operate in a business-like fashion. Govern-
yOntario, Department of Education, Documentary History, vol. 11, pp. 25-28. 37
ment money was involved, too, therefore Ryerson could not afford to risk the: misuse or loss of books through in• efficient management.
The Librarian was enjoined to record the titles of his collection in an accession book and to number each book according to the order of its accession. Books could be loaned only to residents of the district. Not more than one book could be borrowed at a time, and if the collection was small, only one would be allowed for each family.
There was no age limit for borrowers. The period of loan was one week for each hundred pages in the book, the sup• position being that the average person would manage to read a hundred pages a week. Renewal was permitted. A fine of a penny a day was to be paid on overdues. For damage sus• tained by a book, the scale of charges was stated with al• most painful precision. Each spot of grease would be as• sessed three-pence half-penny. Each cut or tear would cost the borrower six-pence.
The original version of the Regulations, adopted by the Council of Public Instruction on August 2, 1853, re• mained substantially in force for the next twenty-two years. It had been Ryerson's intention to revise the rules from time to time, as experience and the circumstances might suggest. No major changes were ever made, however. They interpreted the 1350 Law fully and clearly. Subsequent legislation, though important, did not fundamentally alter the structure of the library system. The Regulations continued to serve as an effective vade-mecum for librarians and other local officials whose enthusiasm was not always matched by knowledge or experience. 39
V1111 V V .1 •gjflV ;• r • y yy.yyy; - M • • ;••; I DEPARTMENTAL ^EDUCATIONAL *4J Molicot to Municipal aad School Corporation* In Upp«r On n ad a.
PUBLIC SCHOOL LIBRARIES. ' The Chief Superintendent of Education .will, ap- portion one hundred per cent, upon all sums which shall he raised from local sources by Municipal Councils and School Corporations, and transmitted to him for the establishment or increase of Public Libraries in Upper Canada, under the regulations rovidcd according fu law. Remittances must not be in less bums limn five Sollars. Catalogues and Forms furnished upon Application; but a suitable •clcction can always be matlo by llie Department, when so desired.
* PRIZES IN THE PUBLIC SCHOOLS. The Chief Superintendent will grant one hundred per cent, upon all sums not less than five dollars, transmitted to him by the Municipalities or Boards of School Trustees, for the purchase of Hooks or Reward Cards for distribution as Prizes in Grammar and Common Schools. Forms and Catalogues furnished upon application; but a suitable selection can always be made by the Department, when so desired.
SCHOOL MAPS AND APPARATUS. The Chief Superintendent will add uno hundred per cent, to any sum or sums not less than live dollars, transmitted to (he Department from Gram• mar and Common Schools; and forward Maps, Ap• paratus, Charts, and Diagrams to the value of the omount thus augim-nird. upon receiving a list of lite articles rrmiiml. and Catalogues will he I'urwurded . upon application; but a seleclion of articles lo be sent can olways he diade by the Department, when so desired.
Figure 1. Copy of a Poster sent to the Schools to Announce the Library Project
(From a Reproduction in Ontario, Department of Education, General Catalogue, p. 251.) (
• Jib. 10. Form of the Label authorized by the General fleoulations, $"o. IV.
!
of [\t
STABLISHED and conducted according to the REGULATIONS E adopted by tho Council of Public Enitruttion Cor Dpptr Cinotit, dated this 2nd of August, 1853, under tlio authority of tbo Upper Canada School Act of 1SS0, sections 35, (10th clause',) 38, (4th clause,) and 41.
NOTE.—This Book shall always be known by the number entered above. If it bo lost, its natoo and number must still remain on tbo Catalogue and its place bo supplied, with another copy of tbo karoo work, XA toon as possible*. (Sco Library Regulations, No. n.)
•„* JKnery Work mutt bl returned to ths Library within as many teeekt. after it thall have been taken out, as it contains hundred* of pages, under a forfeiture cf one penny for each day** detention beyond that time. (See Regulation X, Mh and 10M divisions.)
Figure 2. Book Plate used before 1867
(From a Reproduction in Ontario, Department of Education, General Catalogue, p.. 252.) 41
<5
i! % ON' THE ^OCtlc PNT"E p,,ST.SBLlSMED and conducted 'accord- ' Vi ingt<> theKBCVLATIOXSmlnjit«d by the. j'" 15bura 1 ion Stparbr-tut for Ontario, under !•'• the authority of t]ic School Aeis'>f-Ontario.. ;! XoTK-This Book shall always bo known i: by the mi inber entered above. If it be lost . j; its name and number must still remain soon as possible. [Sec Library Regula- j'; 'tions, Xo. vi.] ' \* Kt^nj mi'etlc r t as hinin/ ic.'r/.-v a fter it rhal! hitv--. hrc tuken out as li^'lj rftiitaia* hmulo'ils tif payr*, uniltr rt fiirfcitiirc'ti/tie'i l!' CiltK f'.-r c:i':h day's th-ttntioHtvitmidthai lime. (Sec A''V/'i/VoV.;;.v .V , S//i and iOtlt tiii:Uioun). - ji. Figure 3. Book Plate used after 1867 (From a Reproduction in Emery, The Library, .the School and the Child, p. 1247) CHAPTER V EARLY SUCCESSES The response to Ryerson's effort was most encour• aging. This can be partly attributed to the novelty of the scheme, and to its timeliness: books were a scarce commodity in Upper Canada, eagerly desired by those who could read, but not readily available for the majority of people. The initial successes scored by the library system were also due to Ryerson's skilful and energetic methods of promotion. He used every propaganda device known at the time—articles in newspapers and periodicals, speeches in the major centres, meetings with municipal officials, and a constant stream of circulars to local representatives. The Journal of Education was regarded by Ryerson as one of the most powerful instruments at his disposal. The articles it contained were made up of a judicious blend of informa• tion and inspiration. Columns frequently appeared outlining plans for the effective functioning of a library, with sketches of architectural designs, and hints on lighting and seating, the placement of shelves, and the size and ar• rangement of reading rooms. In addition to practical ad• vice, an emotional appeal was provided by contributors such as T.O. Davis, inviting his readers to 43 look at that wall of motley calfskin, open those slips of inked rags—who would fancy them as valu• able as the rows of stamped cloth in a warehouse? Yet Aladdin's lamp was a child's Kaleidoscope in comparison.50 The government was impressed by Ryerson's shrewd tactics and by the favourable response they evoked. In 1354 a government order increased the grant for library materials from seventy-five per cent to one hundred per cent. To assure the libraries of adequate funds, an annual sum of £3500 was provided in a section of the Grammar and Common School Improvement Act, passed by the Legislature in 1855-^1 Ryerson was obliged to augment his office staff in order to deal with the demand for books. In his Annual Report for the year 1$54, he quoted many messages of con• gratulation from district superintendents, and went on to assert that the library system ''constitutes a new epoch in 52 the intellectual and social history of Upper Canada."' Between the publication of library regulations in August 18^53 and the end of 1&54, no fewer than 81,965 volumes had been sent out from the Depository. Libraries had been established in all but three of the forty-two counties of ^T.O. Davies, "Libraries," Journal of Education, 1: 135, May 1348. 51 ' Ontario, Department of Education, General Catalogue, Part III (Law and Regulations), p. 232. ^Ontario, Department of Education, Report of the Chief Superintendent of Education . . • for the Year 1853- 54, Toronto, 1854, P« 133. The statistics and citations that follow are from the same report. 44 Upper Canada, including some remote spots in the northern townships bordering the Ottawa River. While these results were all most gratifying, Ryerson chided some of the cities, notably Toronto, Ottawa and London, for not taking advan• tage of legislative grants. If they were to do so, he claimed, they might gain some relief from their problems with young delinquents, by providing wholesome literature for the "idle, listless, mischievous boys." Praise for Ryerson's enterprise came from many quarters. The Chief Justice of Upper Canada, Sir John Beverley Robinson, declared at an address before the Canadian Institute on January 3, 1855: There is good ground for expectation that, with the advantage of Public Libraries, selected as they are with care and judgement, a spirit of enquiry will be fostered, and an ambition excited to be distinguished in scientific pursuits.53 Even more flattering were the remarks of Lord Elgin, the Governor General. His report to the Secretary of State for Colonies, written in 1354, devoted much space to a description of the way in which library service had been organized and promoted. Summing up the educational advances in Upper Canada during the period 1347 to 1353, he said: In the former of these years the Normal School, which may be considered the foundation of the system, was instituted, and at the close of the latter the first volume issued from the education department to the public libraries which are its crown and completion. ^Ontario, Department of Education, Documentary History, vol. 12, p. 20. ^Ontario, Department of Education, Special Report, p. 33. 45 Lord Elgin used the same metaphor again in the reply- to an Address presented by the Municipal Council of the Town of London, when he stated: "Township and County Libraries are becoming the Crown and Glory of the Institutions of the 55 Province." These words were treasured by Ryerson and he quoted them on numerous occasions to confound his critics or to rouse a greater measure of public support. From 1853 to 1357 the libraries continued to flourish, and fully justified the tributes paid by Lord Elgin. A glance at Table I will confirm the fact that during those five years the Depository was experiencing a healthy demand for books. The average sales per year were about thirty-two thousand. After 1357 sales declined and levelled off, partly because libraries had acquired their basic collections and were only needing replacements or new publications. There were other reasons, too, which will be discussed later. The general picture, however, in the early years was one of spec• tacular growth. A comparison of statistics for 1347 and 136CK illustrates the strength of the library movement at this time: 1347 1360 No. of No. of No. of No. of Libraries Volumes Libraries Volumes Common School Libraries 32 2729 411 136,653 Public Libraries 20 3960 347 157,305 Totals: 52 6639 753 344,463 Ontario, Department of Education, Documentary History, vol. 11, p. 173. 56Taken from Table II. TABLE I Number and Classification of Public Library and Prize Books sent out from the Educational Depository of the Ontario Education Department, 1653-1674 o o s 5 co — C-l - >•» O •SOU -a 2 s te O 0 OJZ e c 3 o CO w a C CD £ co a >> . a be a. . CO o = s G2 o JO M a o a •a c = b a >>£ >> - a ° S c 2 5 o 21 u P £ o H £ =-a o 2 o J3 « S5 |6 rr\ — ^ > CM « E- 1853 21,922 4,158 1,602 287 906 526 234 940 132 192 807 2,694 1,141 2,917 5,178 208 21,922 1854 66,711 10,633 5,532 1,030 2,172 1,351 636 4,780 629 321 3,235 5,7f*4 4,350 6,393 19.307 578 60,711 1855 28,659 5,475 2,053 318 558 663 200 1,808 207 76 1,452 3,361 2,926 3,081 6,049 432 28,659 1S56 13,669 2,498 652 118 39 287 77 660 55 31 418 1,523 1,019 1,844 3,832 258 13,660 O 1857 29,834 5,295 1,763 321 632 817 195 1,729 134 67 1,257 2,391 2,253 3,516 9,219 244 2,557 32,390 1858 7,587 1,567 503 -S6 152 98 65 276 27 2 186 713 843 744 2,245 84 8,045 15,632 o 21,39 1859 9,308 1,670 551 136 209 192 130 432 87 18 300 1,169 714 1,127 2,401 172 12,089 *1 1S60 9,072 1,561 475 144 223 200 100 526 61 17 339 852 797 1,115 2,520 142 20,194 29,266 w 1861 6,458 1,273 302 59 101 72 64 223 36 2 172 601 760 880 1,826 117 26,931 33,419 a 1862 5,599 927 244 45 99 43 75 211 45 24 165 412 661 830 1,706 112 29,760 35,359 ci 282 26 202 547 652 864 2,286 112 32,890 39,164 n 1863 6,274 707 304 42 97 80 67 6 >• 1864 3.361 552 140 11 47 ' 38 28 134 7 87 321 290 451 1,198 57 33,381 36,742 H . 1865 3,882 611 168 20 62 53 26 131 3 110 328 534 553 1,225 58 44,601 48,483 O 1866 6,856 1,144 217 56 125 81 55 282 26 291 652 776 784 2,200 148 58,871 65,727 1867 ' 5,426 1,003 125 20 78 65 15 189 7 19 118 524 595 650 1,971 66 64,103 69,529 1803 6,573 1,106 214 39 86 51 42 195 26 132 554 979 736 2,211 150 52 54,715 61,288 1869 6.42S 1,143 268 51 96 91 36 . 138 18 19 162 ' 499 1,172 882 1,237 491 60 54,657 . 01.0S5 1870 5,024 865 . 162 28 68 64 36 166 14 159 367 527 610 1,542 52 60,055 65,679 M 374 W 1871 4,825 830 152 12 46 41 35 115 18 149 366 581 524 1,591 297 37 GO, 420 65,245 SS 1872 6,015 866 235 49 90 64 57 188 18 132 540 850' 560 1,671 306 323 63,721 69,736 76,924 o 1873 5,367 771 176 32 78 74 59 164 23 178 420 734 409 1,727 171 357 71,557 > 9 . 639 777 705 471 '67,498 74,655 1874 7,167 1,004 175 27 133 97 100 73 130 2,271 550 > > Totals.. 266,046 45,66-1 16,013 2,931 6,455 5,048 2,328 13,722 1,608 795 10.181 25,237 23,931 30,181 75,413 2,399 4,134 766,645 1,032,691 Volumes sent to the Mechanics' Institutes and Sunday Schools.' ... 20,362 Grand Total Library and Prize Books despatched up to 31st December, 1874. $1,053,053 00 Source: Ontario, Department of Education, Documentary History, vol. 26, p. 168. TABLE II LIBRARY STATISTICS FOR THE YEARS 16*47, 1660, 1670 AND 1675 ONTARIO, EDUCATION DEPARTMENT Common Sunday Public Totals School Libraries School Libraries Libraries Year No. of No. of No. of No. of No. of No. of No. of No. of Libraries Volumes Libraries Volumes Libraries Volumes Libraries Volumes 1647 32 2,729 33 3,915 20 3,960 65 10,604 1660 411 166,656 1756 276,646 347 157,605 2,514 623,111 1670 1146 239,062 2433 345,655 369 174,441 3,966 759,356 1675 1390 273,790 2557 362,302 164 133,962 4,111 790,074 Source: Annual Reports of the Chief Superintendent of Education. CHAPTER VI INFLUENCES FROM THE UNITED STATES Whatever other merits Ryerson may have possessed, he is not remembered as a man of outstanding originality. He himself freely acknowledged that his gifts were practi• cal rather than creative. "He boasted that his education• al system was eclectic, with its law from Massachusetts, its finance from New York, its teacher-training from Ger• many, its text-books from Ireland, and its museum and 57 depository from England."" We might add that as far as library service was concerned, the pattern he followed was the one that had been adopted in the New England States. Libraries had existed in many of the larger cities of the United States since the early years of the eight• eenth century. The first, and most famous, was Benjamin Franklin's "Library Company" of Philadelphia, founded in 1731. Like the library at Niagara, the American institu• tions were financed by membership dues, and therefore had a limited clientele. They were not open to the general public. rry .... Shortt, Canada and its Provinces, vol. 16, p. 317. The ideas contained in Ryerson's 1846 Report were some• times critised for their lack of originality. The Report was referred to by the Globe as "a wretched document, made up of the opinions of other people, stitched together by a few sentences." (Globe, January 6, 1647) In the nineteenth century, the first stirrings be• gan to be felt of a movement to place educational oppor• tunities within the reach of all. The most prominent figures in building the new system that was to offer school• ing as a right rather than a privilege, were Horace Mann and Henry Barnard. Both men considered the subscription library to be a relic of a bygone age. To extend the bene• fits of reading to all people, they advocated public li• braries in the school districts. Ryerson was well acquainted with the work of Mann and Barnard. He read their reports, and travelled exten• sively in the United States to observe at first hand the educational reforms that were being introduced there. His study of the writings of Horace Mann, in particular, left a deep and lasting impression, and there is no doubt that Ryerson's views on the beneficent effect of reading were based, or at any rate confirmed and reinforced by the theories of Mann. One of his favourite quotations, often placed at the head of memoranda and reports, with due acknowledgement to Mann, was: Had I the power, I would scatter libraries over the whole land as the sower sows his seeds. The purpose of libraries, Mann believed, should be to disseminate knowledge, because knowledge confers authority. Knowledge the world over has been possessed by the few and ignorance has been the lot of the many . . 50 . . Just so far and so fast as education is extended, true democracy is ascendant.5# Reading the right books, according to Mann, would help to redeem wayward human nature. What were the right books? Those that imparted information and conveyed good 59 moral lessons. ' Such a philosophy is found quite clearly reflected in the choice of material for the General Catalogue of Books authorized for use in the libraries of Upper Canada. A heavy stress was placed by Ryerson on works that were serious and instructive; and for over ten years the various editions of the Catalogue deliberately excluded the cate• gory of "Fiction," though as we have seen in Chapter 3, a few examples of this branch of literature found their way in by being classified under a different name. Suggestions were received from time to time at the Superintendent's Office that some works of an entertaining and popular nature should be featured. In December 1867, following a A quotation from Mann's Common School Journal, cited by George A. Hubbell, Horace Mann, Educator, Patriot and Reformer, Philadelphia, W.F. Fell, 1910, p. 90. ^Hubbell, (ibid, p. 122), describes an interesting encounter between Mann and Richard Henry Dana. The latter had been asked by Mann if he would consider rewriting Two Years Before the Mast, adding statistical information and facts as to the countries visited, their resources, products, and the habits of the people. Dana's own comments were: "I suggested . . . that to make it statistical and didactic would destroy its character. ... I said it had life, and that the course he proposed would stop the circulation of the blood. . . . But he had only one idea in his head, and that was the idea of a school-master gone crazy, that direct instruction in matters of fact was the only worthy object of all books." 51 recommendation from the District Superintendents of Simcoe and Durham to reduce the number of uplifting tales by minor writers, and include more books by leading novelists, Hodgins approached Ryerson with the proposal that a Fiction List should be introduced in the next supplement to the Catalogue. The authors mentioned by Hodgins as worthy of consideration were Scott, Dickons, Thackeray, Judge Hali- burton, Trollope, Lytton, Charlotte Yonge and John Gait. Ryerson had misgivings, but under pressure he consented to the change. The Council of Public Instruction also gave their approval.^ Not only on questions of what to read, and why, but on matters of practical organization, Ryerson showed a close affinity to Horace Mann. Both Ryerson and Mann pub• lished educational journals, held conventions and public meetings for expounding their programmes of reform, and devoted much care to the collection of statistics. Though Mann was a pioneer for school district libraries, his own state of Massachusetts was not the first to acquire them. New York led the way in 1835 with a law enabling school districts to raise by tax twenty dollars in the first year and ten dollars in any subsequent year, for the purpose of financing local libraries. Ryerson watched the developments in the State of New York with keen interest, ^Ontario, Department of Education, Documentary History, vol. 20, p. 93. Table I shows that in 1868, the first year that the Depository dealt in works of fiction, one hundred and fifty copies were sold. 52 ready to learn from their experience, and, if possible, to improve upon their methods. The systems adopted in New York and in Upper Canada bore a close resemblance in certain respects. They had a common aim in the establishment of circulating libraries for the use of all citizens. In Upper Canada, as in New York, local support was a sine qua non, yet in neither case was there any compulsion on local authorities. Ryerson found fault with some features of the New York libraries. For example, purchases could be made with• out restriction from local agents, who, according to Ryerson, charged unreasonably high prices and unloaded on the li• braries "an immense amount of trash. "^ In Upper Canada the choice of books was limited and controlled, and prices were kept to a minimum. Government grants were available in New York from let3#, to match funds raised locally, but the government money set aside for this purpose could be directed into other channels if the Department of Education found it expedient to do so. An effective safeguard existed in Upper Canada to ensure that the government appropriation should be spent exclusively on libraries. 6l Ontario, Department of Education, Documentary History, vol. 10, p. 30. A list of recommended books, known as the "State Regent's List" was circulated among local authorities in New York State, and in fact it was this publi• cation that prompted Ryerson to compile the General Catalogue. He went a stage further, however, in not merely recommending, but requiring that all selections should be made from the titles in the Catalogue in order to qualify for a government grant. 53 While New York favoured a minimum of supervision and dictation, some states went to the opposite extreme. The Indiana School Law of 1852, for example, provided for libraries in selected townships which would each receive identical collections of books, bought in bulk from a large distributor in the East. The standard set comprised three hundred and twenty-one volumes. To augment the collection extra copies would be supplied, but no variation was per- 62 mitted from the approved titles. By i860 the majority of the states were operating school district libraries, differing widely in form as to organization, administration and financing. Against this background of activity in the United States, the methods employed by Ryerson, to a large extent derivative, were nevertheless aptly chosen, with an understanding of the particular needs of Upper Canada at that time. Borrowed ideas were not drawn upon piecemeal, but fused into a con• sistent whole; and the ruling principle, applied also through the entire system of education, was "the development of individual self-reliance and local exertion, under the superintendence of a central authority." 62 Ontario, Department of Education, Special Report, p. 40. ^In Michigan, books were purchased with the revenue from penal fines. See Oliver Garceau, The Public Library in the Political Process, New York, Columbia University Press, 1949, p. 25. ^Ontario, Department of Education, Special Report, p. 39. CHAPTER VII PROBLEMS, OBSTACLES, CONTROVERSIES During his tenure of office, Ryerson received many bouquets. But there were brickbats, too. As a wielder of power, it would have been surprising if he had not aroused antagonism among certain groups in the province. Criticism of his library scheme came from different quar• ters. Some of it was intended to be helpful and construc• tive, some was calculated to inflict injury on his reputa• tion. Of all the groups that clashed with Ryerson, the strongest, most persistent, and most acrimonious was the publishing trade of Upper Canada. From the start, Ryerson entertained a low opinion of Canadian publishers and especially of their local agents. It was he who first went to the attack, in one of the ear• liest issues of the Journal of Education; Booksellers, especially in small towns, exercise no small influence in the choice of books—yet they are generally unfit to do so. They are like agents for the sale of patent medicines—knowing the prices but not the ingredients, nor the comparative worth of their goods, yet puffing them for the commission sake.65 The whole machinery that was set up to supply books to the public libraries was designed to by-pass the book- 6^Journal of Education, 1:137, May I84S. 55 sellers, in whom Ryerson had no confidence. The General Catalogue deprived the booksellers of any opportunity to give advice as to the selection of materials. The Deposi• tory, buying heavily from publishing businesses in Great Britain and the United States, prevented the Canadian trade from reaping the financial rewards to which it felt it was entitled. For over twenty years the Canadian publishers fought a running battle with Ryerson. In I858, they petitioned the government for the abolition of the Depository. Ryerson pointed out that the Depository bought from Canadian firms when they could supply the books that were wanted, but that much of the material required for the Depository was only obtainable from abroad. He also quoted figures to demon• strate that the publishing business, far from suffering from restrictive government policy, was growing and thriving. The government supported Ryerson and turned down the petition. Bitter attacks followed, the Globe and the Canadian Monthly willingly providing space for articles en• dorsing the publishers' point of view. The following is a typical passage from one of these articles: Ontario, Department of Education, Documentary History. vol. 13, p. 295. A memorandum from Ryerson's office states that the value of books imported into Upper Canada in• creased from £35,425 in I85O to £106,998 in I856. The pro• portion of the latter figure spent by the Department of Education only amounted to two per cent, the rest represent• ing the value of books that would be sold through regular retail channels. 56 In regard to the abuse and injustice of the Government Book-shop, and the follies and expense of its manage• ment, criticism and invective have, hitherto, been levelled at them in vain. For around this monopoly, so vicious in principle and so indefensible in prac• tice, its conductors seem always to be able to throw the gloss of plausibility and the fiction of the public good. Hence, its management has, for many years, be• come responsible to no one, its rules and regulations have been freed from all higher interference, and its accounts and balance sheets held sacred from the vul• garity of an audit. . . . Its repression and abolition have been loudly called for; and as, unquestionably, not a solid argument can be advanced for the continu• ance of the Government Book Depository, except the personal benefit of those directly interested in its maintenance, it is with no surprise we learn that there is every probability of the institution soon being swept away, and its peripatetic functions, at last, brought to a close.67 The points raised here were by no means frivolous ones. In the l860's, the Depository was attracting criti• cism not only in the popular press, but also in the Legis• lature. The main objections to it could be summarized as follows: (a) an agency of the government held an almost com• plete monopoly over the supply of all library books, as well as text books, maps and other school materials; (b) as a result the Canadian booksellers were being deprived of their legitimate share of orders for the schools and libraries; and (c) there was a danger of financial loss to the prov• ince through bureaucratic methods or through peculation. In reply, Ryerson claimed that the Depository was performing a service that was beyond the capacity of private From the April 1866 issue of Canadian Monthly, quoted by Ryerson in his Defence against the Attacks of the Hon. George Brown, Toronto, Copp Clark, 1872, p. 86. 57 enterprise. He gave instances ef library systems in the United States that were ineffective because they relied for their materials upon booksellers, whose stocks were limited and often of indifferent quality. To prove that the Depository was being managed in a business-like fashion, Ryerson referred his critics to reports of the Committee of the House of Assembly and financial statements of the Pro• vincial Treasurer, giving positive evidence of careful accounting,. . 68 Though he was reluctant to make concessions, Ryerson 69 was nevertheless obliged to modify some of his policies. From about 1855, more and more of the text-book orders were handled through private companies. The Depository became more selective, also, in the type of customer it would ac• cept. Requests from abroad (they came from as far away as Japan), though flattering, were politely turned down. Even within the province, books would only be supplied to public bodies. Many worthy organizations that were not under pub• lic auspices, such as the Sons of Temperance, were asked to buy elsewhere, for fear of aggravating the charges of inter• fering with private trade. Ryerson answered his critics at some length in the work just cited, Defence against the Attacks of the Hon. George Brown. He also defended his position in numerous articles in the Journal of Education and other periodicals. 69 The information in this paragraph and the next is derived from the Annual Reports of the Chief Superintendent, 58 The booksellers presented a second formal petition to the government in I87O, reiterating their arguments against the continued existence of the Depository, whose activities they maintained, were "a violation of the funda• mental principles of political economy and of the social compact." There was no- immediate result, but the book• sellers won a partial victory four years later when the law was changed to grant the hundred per cent bounty for books purchased either from the Depository or from an independent 70 agent. All titles still had to be approved by the Depart• ment of Education. Trustees dealing with an agent were re• quired to obtain a voucher showing the title, edition, pub• lisher and price of each book. The voucher was then sent to the Department and half the cost was refunded. To Ryerson, the Canadian publishing business was a thorn in the flesh throughout his career as Superintendent. He aroused angry opposition among other groups, too, in connection with the distribution of money derived from the sale of Clergy Reserve Land. Over a million dollars was available from this fund in 1854, and municipalities could spend their share of the proceeds on any object to which they had authority to apply other funds. In circulars to the municipal councils, Ryerson exhorted them to use the money for school purposes and the purchase of books for 70 One of the provisions of the Consolidated School Act of 1874. After the Act came into force, the booksellers claimed that Ryerson made the procedure for collecting the government grant unnecessarily complicated in order to thwart their trade. 59 libraries. He repeatedly pointed out the advantage of devoting the funds to projects where the hundred per cent government grant would apply, thereby doubling the amount. Many municipalities followed Ryerson's advice. Complaints were sometimes heard, however, that other causes more urgent than libraries were needing financial assistance. This attitude is found characteristically expressed in the swelling phrases of the Rev. J.M. Bruyere: Let these resources with which a kind Providence has blessed us be spent in improving our Cities, Towns and Villages, in draining and macadamizing our streets, digging sewers, where wanted, in founding institutions of general beneficence such as common baths for the use of poor people, in erecting shel• ters for the aged, the infirm, the widow, the orphan and the immigrant. . . . When sickness and pestilence breaks out in your midst, will you be able to relieve suffering humanity by scattering around you books of "useful and entertaining reading" such as Dr. Ryerson suggests to purchase with the money placed under your control? Are the fathers of our towns and cities to waste and squander away public money intended for gen• eral purposes, because the dictator of the schools bids them to do so?71 Amid the emotional overtones, one can discern here a familiar theme—the argument that physical needs must be satisfied first, then intellectual needs can be taken care of in due course. Ryerson's contention was that Upper Canada was ready to leave behind the "bush" mentality that Rev. J.M. Bruyere, Controversy between Dr. Ryerson and Rev. J.M. Bruyere on the Appropriation of the Clergy Reserves Funds; Free Schools vs. State Schools; Public Libraries and Common Schools Attacked and Defended, Toronto, Leader and Patriot Steam Press, 1857, PP. 21-22. This work contains a series of letters submitted to The Leader by Ryerson and Bruyere over a period of four months. It was edited by Bruyere and published at his own expense. 60 had sufficed in early pioneering days. In fact, the prov• ince could not afford now to neglect the development of its intellectual resources, which in the future "would tell powerfully upon the advancement of the country in 72 knowledge, wealth and happiness." In the expenditure of Clergy Reserve funds, Ryerson*s voice generally prevailed. Much of the money was applied to school and library purposes. The availability of these funds partly accounts for the heavy demand for materials from the Depository, already noted, between its foundation and 1857. Attacks on the library system frequently revolved around the question of titles to be selected, and the regu• lation that only books appearing in the General Catalogue could be acquired. In compiling the Catalogue, Ryerson foresaw the possibility of rousing antagonism in certain religious groups, especially the Roman Catholics, and for that reason he was careful to exclude publications that gave strongly doctrinal viewpoints in any religious per• suasion. To the best of his ability, he "tried to pursue 73 a generous course towards the Roman Catholics." He in• vited some members of the clergy, including Bishop Charbonnel72 , to recommend titles on historical subjects, Ontario, Department of Education, Documentary History, vol. 14, p. 73. 73 Bruyere, Controversy, p. 27. 61 and incorporated their suggestions in the Catalogue. Yet in spite of these precautions, the Catalogue received a hostile reception in Catholic circles. One of Bruyere's 74 letters to The Leader assailed it for giving prominence to "the most rabid anti-Christian writers, such as the infidel Hume and the sceptical Gibbon." The reading of such books was "calculated to corrupt the budding mind of youth with the venom of infidelity." In another letter, he stated that "lately in several localities, Protestants, in a spirit of conciliation towards Catholics, their fel• low Christians, have already sold out their Public Libraries, judging wisely that these Ryersonian contrivan- cies do not meet the present wants and taste of our com- 75 munity."'^ If this did actually happen, it was only in a few isolated instances. Yet there is no doubt that the Catalogue caused some irritation and embarrassment, in an area where Ryerson had taken particular care to avoid giving offence to anyone. Besides the complaints arising from religious is• sues, there were objections to the principle of compelling the libraries to choose their books from a standardized list. The list was admittedly an extensive one, not a mere handful of titles as in the state of Indiana; but choice was not free, and on no account would any books be supplied that were not in the Catalogue. This regulation was ^Dated December 9, 1#56. 7 S Bruyere, Controversy, p. 75. strictly enforced. On one occasion the Board of Trustees at Perth ordered some novels by a popular writer called Lever, only to be informed by Ryerson that the Council of Public Instruction could not sanction the spending of pub• lic money on stories that glorified the adventures of "rollicking, drunken heroes." The Trustees maintained that the books they had requested could have no harmful effect, and their cause was taken up in the editorial columns of the Globe: The complaining parties have dared to question the propriety of that index librorum prohibitum which this Canadian Pope has instituted. The absurdity of this literary dictatorship is too gross to escape ridicule, and the sooner it is done away with the better. 76 The same subject was discussed in the columns of Canadian Monthly: By some [the authorized books] are seen as a blessed reservoir for the irrigation of the Province with a wholesome, useful, entertaining literature; by others the question is asked whether teachers and parents, including farmers, mechanics, business and profes• sional men, are to have their choice of literature limited or suggested by a few individuals, who cer• tainly are in no appreciable respect wiser or better than themselves.77 Despite public pressure, Ryerson insisted on retain• ing the Catalogue as the one inviolable authority for book This quotation, and an account of the whole inci• dent, is found in Ryerson, Defence against the Attacks of the Hon. George Brown, pp. 89-90. 77 'James Porter, "The Public Schools of Ontario," Canadian Monthly, 1:483-496, June 1872. 63 selection. He believed that placing a limitation on free• dom of choice was necessary in order to guard against ad• mitting into the libraries books "of a vicious or immoral tendency." This was the principal reason he gave. It is quite evident that Ryerson had little confidence (perhaps with justification) in the ability of local trustees to make a wise selection of material for their libraries. His official utterances on the subject are phrased diplo• matically: the purpose of the Catalogue was not to impose dictatorship, but to provide guidance where it was needed. New titles were added periodically to enlarge the scope of the Catalogue and give greater flexibility. A revised edition published in I860 contained four thousand entries, 73 double the number of the original list. Yet the chorus of criticism continued. On certain issues, then, the public library system became a gathering-point for disagreement and dispute. Ryerson found himself frequently involved in minor skir• mishes and occasionally in serious engagements. The most bitter attacks on his administration came from the editor and staff of the Globe, who were always ready to castigate his policies with regard to both schools and libraries: 73 The 1360 edition was prepared by Hodgins. On Ryerson's recommendation that he should receive a special grant for his labour, Hodgins was awarded the sum of £13.15s. (Proceedings of Select Committee, House of As• sembly, March 1360; Ontario, Department of Education, Documentary History, vol. 15, p. 241.) 64 From all the leading journals ... of the Province [Ryerson wrote] the Globe is distinguished as the . . . common sewer through which are poured upon the Education Department and its Head all the accumula• tion of dissatisfaction and animosity of every dis• appointed man under the operations of the school system from Sarnia to the Ottawa and from Lake Erie to the Georgian Bay. 79 It is to his credit that he had the force of charac• ter to fight back vigorously on issues which he considered vital to his educational programme. Undeterred by strong and often abusive criticism, he remained convinced that a provincial library system was essential, and that his method of organizing it was basically the correct one. It would give a false impression to overstress the weight of adverse opinion; but the obstacles Ryerson en• countered cannot be overlooked. After a very propitious start, the libraries provided him with many unexpected problems. We shall now trace the development of the library movement in the latter part of RyersonTs Super- intendency, and discover by what means, and with what success, he handled these problems. "Ryerson, Defence against the Attacks of the Hon. George Brown, p. 9. CHAPTER VIII EVENTS TO 1670: PROGRESS AND EXPANSION The money realized by the sale of Clergy Reserve Land gave a strong impetus to the public library movement. When these funds began to dwindle, around I856, there was a tendency for interest to lag, and libraries to be neg• lected. Perhaps the greatest continuing problem that con• fronted Ryerson after I656, certainly matching the intrigues of booksellers and religious groups, was public apathy. The novelty of the scheme had worn off. To keep it going, ener• getic and imaginative measures were needed. The instrument of propaganda that Ryerson found most effective for this purpose was the organization of County School Conventions. It was the 1653 Convention that en• abled Ryerson to spread news of the initial library legis• lation. Further Conventions were held in 1660 and 1666. In both of these Ryerson played a leading role, visiting many rural areas as well as the major centres, and speak• ing untiringly and persuasively on the educational needs of the province. During the 1666 Conventions, he addressed no fewer than forty meetings in the course of a seven-week tour. There is no doubt that the Conventions helped to 66 put new life into districts that would otherwise have been victims of inertia. In between the Conventions, Ryerson maintained contact with local centres by means of official circulars, articles in the Journal of Education, and oc• casional excursions into specific areas that required en• couragement or advice. The arguments Ryerson advanced in favour of public libraries, both in speech and in writing, were based on the belief he shared with Horace Mann, that reading was the key to a fuller and better life. It will be useful at this point to look a little more closely in• to the claims that were made by Ryerson and many of his contemporaries for the practice of reading. First, there was the educational aspect, stated clearly by Ryerson in his 1846 Report, and elaborated in the Report of 1853: Through the medium of books, the sons and daughters of our land may contemplate the lives of the good, the wise and the great of both sexes and of all ages, survey the histories of all nations, trace the rise and progress of all sciences and useful arts, con• verse with the sages and bards of ancient Greece and Rome, as well as with the philosophers, poets, scholars, discoverers, inventors, artists, travellers g0 and benefactors of mankind of all times and countries. The "sons and daughters" to whom he refers are those who have completed their school careers and will continue to learn through reading. Since Ryerson's time, the same theme has been echoed again and again in articles, speeches and official documents. It is found expressed in a recent ctO Ontario, Department of Education, Documentary History, vol. 11, pp. 93-94* 67 report on education in Ontario: Once formal education has ended and the personal contribution of the teacher has ceased, books remain the most significant of all educational media.®1 More debatable, yet a persistent feature of certain segments of nineteenth century thinking, was the belief in the value of a book as a source of moral benefit as well as intellectual gain. We have here a carry-over from the 82 eighteenth-century doctrine of the perfectibility of man. Reading good literature was one of the methods by which mankind could raise his spiritual level and attain greater happiness. Not only would the virtuous be made better, but evil-doers would be redeemed. Libraries were placed in the prisons of Upper Ganada, so that by reading, "a new bias might be given to the feelings and tastes" of prisoners, and "a purer and nobler ambition" might inspire those who had embarked on a career of crime. Through the influence of public libraries, fewer men would find them• selves in trouble. "As you educate the people, you propor- 83 tionately diminish crime." p If good books contributed to the well-being of society,8l then bad books had the opposite effect: Ontario, Royal Commission on Education, Report, Toronto, Baptist Johnson, 1950, Section 92. 82 Oliver Garceau, The Public Library in the Politi• cal Process, New York, Columbia University Press, 1949, p. 23. 83 O.S. Fowler, "Public Libraries," Journal of Education, 3:147, October 185©. 68 The reading of disreputable books affords ... a species of unusual gratification. The taste thus vitiated grows by what it feeds upon; and the descent, it is well known, is easy from familiar• ity with the over-wrought pictures of imaginary crime to the actual perpetration of it.84 An important duty of those in positions of authority in education, therefore, was to keep a watchful eye on what was read by both children and grown-ups. At several meet• ings of the i860 County Conventions, Ryerson repeated this quaint little story to illustrate the point: In one of our towns, a BoysT Association was formed at School, for the purpose of bad books, to the amount of about $100; when discovered, it was broken up, the books burnt, and a good library substituted.85 For the pursuit of knowledge and for spiritual en• richment , the communities of Upper Canada were urged to cultivate the habit of reading. A third reason, less em• phasized, tout acknowledged to carry some weight, was the element of recreation and relaxation. During the long winter evenings, a book would while away the hours pleas• antly for many people whose days were spent in hard physical toil. The effectiveness of Ryerson's campaigning was proved by the remarkable growth in the number of libraries between i860 and 1870. Combining the figures for libraries Extract from a Circular Notice sent to School Trustees in 1863; Ontario, department of Education, Documentary History, vol. 18, p. 193. 85 ^Ontario, Department of Education, Documentary History, vol. 16, p. 84. 69 organized by school districts and by municipalities, the number more than doubled in those ten years, rising from 756 to 1535. While sales from the Depository declined after the peak years of 1853 to 1857, the demand for books was sufficiently steady to bring the total number of vol• umes in the libraries from 344,463 in I860 to 413,503 in 1870. In his Reports to the government, Ryerson expressed satisfaction with the evidence of continued interest in library development. It was a source of pride that by 1370 the combined resources of Public and Sunday School Libraries provided nearly one volume for every two inhabit• ants of the province.^ In twenty years, from I65O to 1670, the number of volumes had increased ten-fold. There are no important changes to note in the legis• lation affecting libraries during this period. The system set up in the early 1850fs proved capable of handling the greatly-expanded network of libraries stretching across the province. In his Report of 1666, Ryerson featured a map of Upper Canada, with red dots to show where libraries were located. The map indicated a generally healthy situ• ation. He commented on the existence of gaps in certain areas, but added that it would be a mistake to "force the pace." New developments should come from "the spontaneous See Table II. The population of Ontario in 1871 was 1,620,651. 70 37 expression of the felt wants of the people." The Rules and Regulations prepared by Ryerson in 1353, were reprinted year after year with no significant alterations, and they remained in force until his re• tirement. If he had been less preoccupied with other mat• ters some changes might have been made. Writing to the government in 1363 with a proposal that he should be per• mitted to retire in favour of a Minister of Education, he offered to continue working in a voluntary capacity on various projects he wished to carry out, including a re- 33 vised schedule of library regulations. The government persuaded him to remain in office, however, and nothing more was heard of the projects he mentioned. The weight of official duties allowed time only for the most pressing matters. Public approval of the library system was demon• strated in the highly satisfactory statistical returns. It can also be gauged in some of the comments made by dis• trict superintendents in their Annual Reports to the Educa• tion Department. As one might expect, the comments varied greatly in tone. Some were enthusiastic, some registered mild approbation, some were openly critical. It is diffi• cult to make an assessment of the actual degree of support 37 Ontario, Department of Education, Documentary History, vol. 20, p. 140. Ryerson describes the map fully in his Report and refers to it as a "supplement," but it is omitted from the Documentary History. ^Ibid., vol. 21, pp. 139-140. 71 they denoted. The general tenor was commendatory, and in Ryerson's view they were an adequate endorsement of his scheme. The following are a few characteristic statements from areas that had had some success with their libraries: Libraries in the townships under my supervision are not very numerous, but where they are found in sec• tions they produce the same effects as in families. That is, they create a spirit of enquiry, a thirst after knowledge, and give a death blow to all low, grovelling and outwardly vicious habits.°9 As to the influence of libraries, I am fully satisfied a great deal of benefit is derived from them.90 We have one School Section library open to the public, the books are in good condition, the regulations are strictly carried out . . . readers are increasing. Books are well read and disseminated and have exer• cised a very favourable influence. The books are generally covered, numbered, well cared- for, and better still in many instances, constantly read. Report from Elgin, cited in the Chief Superinten• dent's Report for 1858. 90 This and the next three examples are taken from Ontario, Legislative Assembly, Sessional Papers, Toronto, 1870-71. The Reports were for the year 1869, and came respectively from Simcoe (p. 76), Essex (p. 105), Haldimand (p. 85) and Norfolk (p. 90). CHAPTER IX THE LIBRARIES LOSE GROUND, AND FAIL TO SURVIVE: END OF THE DEPOSITORY Right to the end of his career, Ryerson continued to express confidence in the viability of his public library system. He appeared not to notice the unmistakable signs that from about I87O it was beginning to lose momen• tum. There were setbacks, such as the concessions he un• willingly made to the booksellers in 1874. Mixed reports came in from district superintendents. Yet at no point did Ryerson confess to any doubt that the structure he had planned and set up would not form a permanent part of the educational system. Though he remained optimistic in his pronouncements, he spoke of the libraries less frequently, and when he did refer to them in articles and memoranda, his remarks tended to be repetitive. After his visit to Europe in 1866-67, 91 the ensuing report on measures recommended for the new province of Ontario contained proposals for free and com• pulsory education, and for improved teacher training, but there was no mention of library service. Perhaps we have in this negative evidence a hint that Ryerson was losing 91 Ontario, Department of Education, A Special Report on the Systems and State of Popular Education . I . by the Rev. Dr. Ryerson . . . Toronto, Leader Steam Press, 1#6£. 73 interest or entertaining some misgivings, even though he does not seem to have acknowledged the existence of any- such thoughts. It may have been partly a matter of diminishing energy. Approaching the age of seventy, with departmental duties pressing heavily upon him, he was no longer able to conduct vigorous campaigns to muster public support. The libraries had responded well to the aggres• sive methods employed by Ryerson for nearly twenty years, but without strong backing they soon began to falter. The last chapter concluded with some instances of favourable impressions reported on the library situations in certain areas. Other districts had less rewarding ex• periences. The local superintendent at Perth, for example, stated with candour that there were "only a few libraries, and while some people avail themselves of the advantages, the masses do not appreciate the opportunity nor cultivate the taste for reading, hence their influence is scarcely perceptible." In the District of Bruce, the libraries were "not well kept up," and "in some cases nearly out of exis• tence." From Middlesex: came the comment: "Very little influence is exerted by the libraries and I never met a 92 community less inclined to read." The Superintendent of the County of Lambton reported: In regard to libraries, the returns are very defective. The chief reason appears to be that the books are old and are little read; and the trustees think it hardly worth while making any return in regard to them. The primary object of establishing libraries was, no doubt, 92 Ontario, Legislative Assembly, Sessional Papers, 1870-71, p. 96. 74 that it might lead the youth attending the schools to form habits of reading, which they would carry with them after leaving the Common School. In this, the libraries have been almost a failure.93 After 1870 more and more similar complaints were coming in from superintendents in areas that had at one time shown a sincere interest in acquiring and circulating books. Such phrases as "little used" or "very neglected" or "most discouraging" kept recurring when the subject of libraries was being discussed. A mood of disillusionment began to replace the bright promises of the fifties and sixties. Ryerson retired in I876. The Education Department, over which he had presided for over thirty years, became a branch of the Executive Government, with Adam Crooks as Minister of Education. It was felt that responsibilities of such weight and importance could no longer be kept out of the arena of party politics. In general, these adminis• trative changes did not affect the major educational re• forms with which the name of Ryerson is linked. The school system he had built up had a firm foundation, and its basic principles were not challenged. In fact, among the items which Ryerson regarded as essential features of his legis• lative programme, the public library scheme was one of the 94 few casualties. Declining already before his retirement, ^ 93 ^Ontario, Legislative Assembly, Sessional Papers, 1869, p. 38. 94 There was actually a slight gain in the total num• ber of libraries between I87O and 1875, from 1535 to 1554, felbut l ifron thme 389sam eto perio164. d the number of municipal libraries 75 the final demise of the libraries was hastened by the fact that no one in authority sympathized with them or exercised much faith in their usefulness. After I676, they continued to receive over five thousand dollars a year, but it seems to have been taken for granted that the project was a fail• ure and that the libraries should be allowed to die as quickly as possible. The Depository shared the fate of the libraries. It was an institution in which Ryerson took particular pride, and it undoubtedly played a vital role in equipping schools and libraries. However, the Depository was a means to an end—a quick source of supply, performing a function for which commercial firms in the mid-nineteenth century were probably not equipped. In I676, the government could see no reason for holding back any longer the private interests that were eager to capture the trade once monopolized by the Depository. Agitation in the press for its abolition became increasingly insistent. The following is part of a feature editorial that appeared in the Globe, entitled'The Provincial Book Store'!: We should hope that the days of the Provincial Store in the Normal School Buildings are numbered. There is absolutely so little that can be said in defence of that concern, viewed either educationally or economically, that we cannot imagine the Government consenting to its continuance or the Minister of Education acquiescing in the idea that in addition to his other duties he must turn bookseller and look after all the petty details of a huckster's stall. The Provincial Store has been doing the work of an ordinary bookshop and a hardware store and it has been doing that work in a highly unsatisfactory manner.95 95Globe, December 16, 1675. 76 The business of the Depository steadily dwindled, and in 1880 the government grant for books and apparatus was reduced from one hundred to thirty-three and a third per cent. Finally, on July 1, 1881, the Provincial Educa• tional Depository came to an end. All its stock, amount• ing to about twenty-seven thousand dollars worth of goods, was distributed free to various organizations. Among the beneficiaries were teachers' associations, prisons, asy• lums, the Ontario Agricultural College, and Toronto 96 University. In spite of all that could be said against the De• pository, it became apparent after the emotional atmos• phere had cleared that a great deal had been accomplished. The summary of its transactions, found in Table III, shows a record of very solid achievement in twenty-eight years of operation from 1853 to 1881. "Ryerson projected this plan of supply on a purely commercial basis, and so arranged and successfully carried out his scheme that while there was distributed nearly a million dollars' worth of school mater• ial and books up to the time when the Depository was closed, it did not cost the country anything for the expenses of 97 its management, as it more than paid its way." About 96 John ¥. Emery, The Library, the School and the Child, Toronto, Macmillan, 1917, p. 131. 97 7'John George Hodgins, Ryerson Memorial Volume, Toronto, Warwick and Sons, 1889, p. 92. sixteen hundred libraries were supplied with more than three hundred thousand volumes, apart from the million volumes sold to schools as prizes. Besides paying its way, the Depository had indeed justified its existence. 78 TABLE III OPERATIONS OF THE ONTARIO PROVINCIAL DEPOSITORY, 1853-1881 Number of Volumes sent out from the Depository: 1. To the School Libraries 307,743 2. To Mechanics Institutes and Sunday Schools . . 35,402 3. To Schools as Prize Books 1,068,995 Total, 1853-1661 1,407,140 Value of School Libraries supplied by the Department $163,790 Of this sum there was remitted to the Department $93,273 Added from the Library Grants . . . 90,517 $163,790 Net Profits made by the Depository $ 71,054 Source: Ontario, Department of Education, Documentary History, vol. 10, p. 201. CHAPTER X PUBLIC LIBRARIES IN ONTARIO AFTER RYERSON Writing in 1917, J.W. Emery stated: Few people in Ontario today know anything about [Ryerson's] libraries or the three hundred thousand books sent out to them from the People's Depository. Over thirty inquiries made from inspectors and teachers who were in active service during the six• ties and earlier elicited only a small amount of in• formation. The replies all confirm the suspicion that the books fell into disuse and gradually be• came scattered and lost.98 If this enterprise of Ryerson's proved abortive, how was it possible for the public library movement to continue its advance and make significant progress before the end of the nineteenth century? The answer lies in the fact that while the school district libraries were losing ground, those of the Mechanics' Institutes were growing and flourish• ing. The Mechanics' Institutes had been receiving financial assistance for their libraries since 1851, when an act was passed providing government grants of two hundred dollars a year for selected institutions. The Minister of Agriculture was responsible for distributing the funds. In some cases, the Institutes purchased books from the Depository though they were not entitled to the hundred per cent subsidy. By y Emery, op. cit. , p. 134. A selection of the replies received by Mr. Emery will be found in Appendix C. the time of RyersonTs retirement, many of the Institutes possessed library collections of a thousand books or more from which the public could borrow, on payment of a mem• bership fee that was usually a dollar a year. The only further step needed was legislation to make it possible for money to be raised by taxation so that the fee could be abolished. An Act "to Authorize the Formation of Free Libraries" was passed in 1682. Under its terms, a tax of one half per cent on annual assessments could be levied by local authorities for the purpose of providing free library service and to administer the service at the provincial level, a new agency was created within the Department of Education, known as the Public Library Branch. The cities of Toronto, Hamilton and London were the first to take ad• vantage of the legislation. Once the trend was started by these three cities, other areas soon followed their example, so that by the end of the nineteenth century, there were about a hundred free libraries, large and small, scattered 99 across Ontario. The great majority of them had been for• merly attached to Mechanics' Institutes. Special provision was made in the law to facilitate the conversion of Mechan• ics' Institute Libraries into public bodies. In a few in• stances, libraries were established where none existed be- 99 James Bain, "Canadian Libraries," Canadian Maga• zine of Politics, Science, Art and Literature. 16:28-32. November 1900. According to Bain, Toronto had the largest collection with 110,000 volumes in 1900. Over the whole province, the average size was about 2,000 volumes. 81 fore, or grew out of small private collections. There is no evidence of any of the libraries under Ryerson's juris• diction maintaining their independent existence and be• coming transformed into units of the new system created by the Act of 1882. A good many of them were probably dis• banded, as Emery suggests, with little ceremony and not much thought for the use that might be made of the books. Some of their materials, however, were undoubtedly ab• sorbed into the libraries of the Mechanics' Institutes, so uniting the two streams which, in spite of their dif• ferent characters, were both leading in the same direction towards effective library service for the people of Canada. CHAPTER XI ASSESSMENT OF RYERSON'S LIBRARY SCHEME If Ryerson's libraries are represented as a stream, it was indeed reduced to a mere trickle before its con• fluence with the strong current of the libraries organized by the Mechanics' Institutes. The scheme put forward with so much idealism in Ryerson's master plan for education in Upper Canada, after a period of useful activity and con• siderable success, found itself abandoned when its author retired. Can we label the scheme a failure since it failed to survive? What exactly had been accomplished? These questions will be best approached by consider• ing first the reasons why it foundered. Many ideas have been suggested to account for the decline of the libraries, some recurring in different sources, and some presenting quite contradictory views. Emery, for example, stated that the books "were too advanced for the readers, ""''^while Hallam, writing in 1882, maintained they were "too elemen- 101 tary." This is not very helpful, but at least it does point to an area where there appears to have been a general lack of satisfaction: the choice of books for the collec- "^^Emery, op. cit. t p. 134- "^"Kjohn Hallam, Notes by the Way on Free Libraries. Toronto, Globe, 1882, p. 28. ~ • 83 tions. In a paper read before the Royal Society of Canada in 1882, Alpheus Todd singled out the matter of book selection as a major weakness in the school district 102 libraries. He referred to the Free Libraries Act which had just become law, paid tribute to Ryerson for his en• ergy and foresight, and outlined the plans made by Ryerson thirty years earlier for giving each community a collection of books to suit its individual needs. Todd claimed that this objective had not been realized. The collections sent out, he said, were too stereotyped, not enough provision being made for satisfying local tastes and specialized interests. It seems quite clear that the regulation limiting books purchased to titles listed in the General Catalogue did impose a damaging restriction on the district libraries. It prevented one evil—the circulation of immoral books, and created another—an inflexible, paternalistic control that eventually had a stifling effect. What the editor of the Globe called the index librorum prohibitum imposed a type of censorship, and no sanctimonious exposes of the depraved tastes and sharp practices of the private book• sellers could hide the fact that selection was not free. An incident involving the Board of Trustees at Perth has 102 Alpheus Todd, "On the Establishment of Free Pub• lic Libraries in Canada," Royal Society of Canada. Pro• ceedings and Transactions, Series 1, vol. I, section 2:14, 1882. The paper was delivered on May 25, 1862. 84 been cited. The resentment of the trustees at their wishes being overridden provides a typical reaction of local lead• ers to the experience of being told by a higher authority what is good for them. A strong case can be made for the appropriateness of Ryersonfs dictatorial methods in the reorganization of an antiquated school system. Without .. his dynamic leader• ship, the process of reform would almost certainly have been delayed. There were occasions, however, when his highly personal approach to problems became an impediment. The General Catalogue was perhaps a useful instrument at the outset of the library scheme, a necessary aid when reading was not a widely-practised art; but as the libraries grew there was less justification for retaining it, even though its scope was enlarged. Through its agency, Ryerson in effect set himself up as an official censor of the lit• erature that people should be allowed to read in public libraries. However many titles it contained, the Catalogue acted as a screen, only admitting the "good books" sanc• tioned by the Chief Superintendent, and keeping out equally "good books" that did not appear in its pages. Furthermore, not everyone was prepared to accept Ryerson's belief that books can be neatly segregated into "good" and "bad." In• telligent criticism demands a less black-and-white approach to the subject. Besides the need for more freedom of choice in their collections, the libraries faced other difficulties. 65 Librarians were often not interested in their duties, and paid little heed to the Rules and Regulations. There was a lack of proper supervision. Money was scarce after the first few years when Clergy Reserve funds were available, so many of the libraries were not kept fresh with regular supplies of new books. These were some of the reasons why Ryerson's scheme was unable to survive. The success it did enjoy for about two decades was due in large measure to Ryerson's personal influence in soliciting support from the public, and ar• ranging government grants to match local contributions. It has been suggested by Alpheus Todd that although Ryerson always stressed the importance of local initiative, he was in fact inclined to force his wishes on the public. The 103 library scheme, in Todd's opinion, was premature. The result was a hot-house growth not really rooted in the spontaneous effort of the community, lacking in stamina, and therefore doomed to a short life. There may be an element of truth in Todd's thesis. Perhaps Upper Canada was not ready for a public library system in I65O. Ryerson recognized that he was often con• fronted with a solid wall of indifference, but to him this meant a challenge and an opportunity, not an insurmountable obstacle. We may find fault with Ryerson's methods; we may question his sense of judgement; but it is difficult not to 103Loc. cit. 86 admire his crusading spirit in resolving that, however dif• ficult , the campaign against ignorance should embrace the older generation as well as the children in school. His efforts were not wasted. Admittedly, they only went a short way towards achieving his objective, which was to create a more enlightened public, better able to exercise their responsibilities as citizens in a democratic society. But it was a start. The public library movement was launched. Later pioneers in the library field, work• ing through the Mechanics' Institutes in Ontario, looked to Ryerson, "the enlightened and far-seeing Superintendent of Education," as the father of their movement. "^^H.H. Langton, "Canada and Public Libraries," Library Journal, 28:Conf. No. 45, 1903. CHAPTER XII PUBLIC LIBRARIES IN SCHOOLS: A FINAL NOTE Should a public library be located in the public school? School administrators, school and public librarians, and laymen have asked, and will con• tinue to ask, this question. So begins the Preface to a recent monograph of the 105 American Library Association. No attempt can be made here to pursue the question in any depth, but it is in• structive to note that the pros and cons are still being debated. Since the lSSO's there has been a steady trend in the United States towards taking public libraries away from direct control by school trustees, and out of school buildings. Combined school and public libraries are gen• erally not in favour today, though they exist here and there. A few areas in the United States in which school and public libraries have been quite separate are experi• menting now with various schemes for closer liaison, which may include the sharing of premises. The ALA Survey on The School-housed Public Library, quoted above, states that the main advantages reported from shared premises are the chance to coordinate all community educational program- ^Ruth M. White, The School-housed Public Library—a Survey, Chicago, American Library Association, 1963. 88 mes involving books, and to operate more economically through eliminating the duplication of buildings and services. Disadvantages are not far to seek. "Although both public libraries and schools are educational institutions with similar aims, the approach, specific purposes, and methods of operation are different. "^"^ A public library provides for all ages, whereas a school library caters to the needs of a particular group of students. Problems arise from adult patrons coming in at inconvenient times, from librarians feeling a division of loyalty between stu• dent and public demands, and from many other causes. In Canada, the school-housed public library all but disappeared with the eclipse of Ryerson's library system. From time to time, the issue is brought up and discussed, and recommendations are sometimes found in official reports. For example, a clause of the Cameron Report on education in Alberta proposes "that the possibilities of making the school library accessible and of service to the general com- 107 munity be explored." ' Similarly, the Chant Report on edu• cation in British Columbia contains a suggestion that "more integration of Public Library facilities with School Library 106T, . , Ibid., p. 1. 107 Alberta, Royal Commission on Education, Report 1959, Edmonton, Queen's Printer, 1959, Article 238. 89 facilities be considered." No action has been taken so far in either province, and Canadian librarians are usually somewhat sceptical of such arrangements. The strongest grounds for joint libraries are economic ones. When money is scarce, it might be preferable to give public library service in a school rather than none at all. The gains and losses would have to be weighed—but in this country the consensus of opinion comes down emphatically in favour of separate facilities. Ryerson's libraries were not all school-housed, but the majority of them were. They were conceived as an ex• tension of the school system, therefore it was entirely consistent to place them in schools, and the interests of economy were served at the same time. The arrangement must have resulted in inconveniences similar to those ex• perienced with joint premises. Yet contemporary accounts seldom mention complaints arising from this cause. Perhaps it was felt to be a matter of small importance compared with the multitude of problems and frustrations that must have existed in many schools at that time. Critics of Ryerson have stated on occasion that the money poured into the school district libraries would have been better de• voted to the Mechanics' Institutes to enable them to build up their collections. In most cases, however, this was 10$ British Columbia, Royal Commission on Education, Report . . . I960, Victoria, Queen's Printer, I960, p. 107. 90 "wisdom after the event." Between I65O and 1870 the ob• jections raised against Ryersonfs scheme were mainly the ones described in Chapter 10, and did not usually include any disapproval of the principle of public library service sponsored by the schools. It seemed to be a logical part• nership. If the libraries had kept going, there would probably have been some agitation for the partnership to be dissolved in the latter part of the nineteenth century. However, this did not prove to be necessary, since they attained a more independent status by means of a period of co-operation with the Mechanics1 Institutes, after Ryerson*s plan was abandoned. They are likely now to retain their independent status. In recent years, public librarians and school authorities have found it to their mutual advantage to work closely together. There is no sign in Canada, how• ever, of any desire on their part to combine their functions as fully as they did under the regime of Egerton Ryerson. BIBLIOGRAPHY A. DOCUMENTARY SOURCES Hodgins, John George. Historical and Other Papers and Documents Illustrative of the Educational System of Ontario, 1792-1872. Toronto, L.K. Cameron, 1911, 5 vols. Ontario. Department of Education. Annual Report of the Chief Superintendent of Schools"! Toronto, 1845-76. Ontario. Department of Education. Documentary History of Education in Upper Canada from 1791 to 1876; ed. by J.G. Hodgins. Toronto, Warwick and Rutter, 1894. 28 vols. Ontario. Legislative Assembly. Journals. Toronto, 1867- 1880. Ontario. Legislative Assembly. Sessional Papers. Toronto, 1867/68-1880/81. B. GOVERNMENT PUBLICATIONS Alberta. Royal Commission on Education. Report . . . 1959• Edmonton, Queen's Printer, 1959. British Columbia. Royal Commission on Education. Report . . . I960. Victoria, Queen's Printer, I960. Massachusetts. Board of Education. Seventh Annual Report of the Board of Education together with the Seventh Annual Report of the Secretary of the Board. Boston, Dutton and Wentworth, 1&44. Ontario. Department of Education. A General Catalogue of Books in Every Department of Literature for Public School Libraries in Upper Canada. Toronto, Lovell & Gibson, 1857. Ontario. Department of Education. Report on a System of Public Elementary Instruction for Upper Canada; by the Rev. Egerton Ryerson. Montreal, Lovell and Gibson, 1846. 92 Ontario. Department of Education. Special Report on the Separate School Provisions of the School Law of Upper Canada, and the Measures which have been Adopted to Supply the School Sections and Munici• palities with School Text Books, Apparatus and Libraries; by the Chief Superintendent of Education Toronto, J. Lovell, 1#58. Ontario. Department of Education. A Special Report on the Systems and State of Popular Education on the Continent of Europe, in the British Isles, and the United States of America ... by the Rev. Dr. Ryerson . . . Toronto, Leader Steam Press, 1863. Ontario. Legislative Assembly. Index to the Debates and Speeches in the Legislative Assembly of the Prov• ince of Ontario . . . 1867-1887 . . . extracted from the tfGlobe," "Leader" and "Mail*1 Newspapers. Toronto, Warwick, 1887. Ontario. Royal Commission on Education. Report. Toronto, Baptist Johnson, 1950. C. BOOKS, PERIODICALS AND NEWSPAPERS 1. Contemporary (written during Ryerson's lifetime) Bruyere, J.M. Controversy between Dr. Ryerson and Rev. J.M. Bruyere on the Appropriation of the Clergy Reserves Funds; Free Schools vs. State Schools; Public Libraries and Common Schools Attacked and Defended. Toronto, Leader and Patriot Steam Press, TWT.— Fraser, James. Report ... on the Common School System of the United States and of the Provinces of Upper and Lower Canada^ London, Eyre and Spottiswoode, Globe, January I846 - December 1376. Hallam, John. Notes by the Way on Free Libraries and Books; with a Plea for the Establishment of Rate-supported Libraries in the Province of Ontario. Toronto, Globe, 1882. Journal of Education for Upper Canada, 1343-1377. Toronto. Moody, Susanna. Roughing it in the Bush. Toronto, McClelland, 1925 [first pub. 1852] 93 Porter, James. "The Public Schools of Ontario." Canadian Monthly, 1:483-496, June 1872 . Ryerson, A. Egerton. My Dearest Sophie; Letters from Egerton Ryerson to his Daughter.. Ed. by C.B. Sissons. Toronto, Ryerson Press, 1955. Rev. Dr. Ryerson's Defence against the Attacks of the Hon. George Brown. Toronto, Copp Clark, T87T. . "The Story of my Life". . . ed. by J.G. Hodgins. Toronto, W. Briggs, 1883. Todd, Alpheus. "On the Establishment of Free Public Libraries in Canada." Royal Society of Canada, Proceedings and Transactions, series 1, vol. 1, section 2:13-lb, 1882. 2. Later Works Bain, James. "Canadian Libraries." Canadian Magazine of Politics, Science, Art and Literature, 16:28-32, November, 1900. • . "Library Movement in Ontario." Library Jour• nal, 26:269-270, May 1901. . "Public Libraries in Canada." Proceedings of the Canadian Institute, 1:95-100, 1897-1904. . "Public Libraries in the Dominion of Canada." library Journal, 12:217-20, 1887. British Association for the Advancement of Science. Hand• book of Canada. University of Toronto Press, 1924. Buck, C.S. "Library Service in Goderich 100 Years Ago." Ontario Library Review, 35:260, November 1951. Burpee, Lawrence J. "Canadian Libraries of Long Ago." Public Libraries, 13:255-256, July 1908. Burwash, Nathanael. Egerton Ryerson. Toronto, Morang, 1903 (The Makers of Canada, vol. 13) Carlton, Sylvia. "Egerton Ryerson and Education in Ontario, 1844-1877." Unpublished Doctor's Dissertation, University of Pennsylvania, 1950. 94 Coleman, Herbert T.J. Public Education in Upper Canada. New York, Teachers College, 1907. Desrochers, Felix. "Retracing the Origin of our Canadian Libraries." Ontario Library Review, 21:113-115, August 1937. Emery, John W. The Library, the School and the Child. Toronto, MacMillan, 1917. Fletcher, William I. Public Libraries in America. Boston, Roberts Bros., 1894. (Columbia Knowledge Series, No. II) Garceau, Oliver. The Public Library in the Political Process. New York, Columbia University Press, 1949. Green, Gavin Hamilton. The Old Log School. Goderich, Ont., Signal-star Press, 1939. Greenwood, Thomas. Public Libraries; a History of the Movement and a Manual for the Organization and Management of Rate-supported Libraries. 4th ed. London, Cassell, 1894. Hardy, Edwin A. "Half Century of Retrospect and Prospect." Ontario Library Review, 11:41-46, November 1926. . The Public Library; its Place in our Educational System^ Toronto, W. Briggs, 1912. Hodgins, John George. Ryerson Memorial Volume. Toronto, Warwick & Sons, 1889. Hubbell, George A. Horace Mann, Educator, Patriot and Reformer. Philadelphia, W.F. Fell, 1910. Langton, H.H. "Canada and Public Libraries." Library Journal, 28: Conf. No. 43-6, 1903. Matthews, W. Canadian Diaries and Autobiographies. Berkeley, University of California Press, 1956. Pierce, Lome. "The Ryerson Press." Canadian Library Association Bulletin, 9:135-137, March 1953. Putman, John H. Egerton Ryerson and Education in Upper Canada. Toronto, Briggs, 1912. Ross, George W. The School System of Ontario. New York, Appleton, 1896. (International Education Series) 95 Shortt, Adam. Canada and its Provinces. Toronto, Glasgow, Brook, 1913-1917. Vol. 18. Sissons, C.B. Egerton Ryerson; his Life and Letters. Toronto, Clarke, Irwin, 1947. 2 vols. Walker, F.A. Catholic Education and Politics in Upper Canada. Toronto, Dent, 1955- Wallace, William Stewart. Report on a Provincial Library Service in Ontario, [n.p.] 1957. White, Ruth M. The School-housed Public Library--a Survey. Chicago, American Library Association, 1963. (The Public Library Reporter, No. 11) D. ENCYCLOPEDIA ARTICLES Dunlap, Leslie W. "Libraries." Collier's Encyclopedia, 1959, vol. 12, p. 347. Morton, Elizabeth H. "Libraries." Encyclopedia Canadiana, 1960, vol. 6, pp. 133, 136. Sissons, C.B. "Egerton Ryerson." Encyclopedia Canadiana, I960, vol. 9, pp. 120-121. Tigert, John J. "Horace Mann." Encyclopaedia Britannica, 1959, vol. 14, pp. 814-815. APPENDICES APPENDIX A A GENERAL CATALOGUE OF BOOKS IN EVERY DEPARTMENT OF LITERATURE FOR PUBLIC SCHOOLS IN UPPER CANADA—PART II PART II. BOOKS OF REFERENCE—HISTORY. (Not designed for general reading.) I. PALESTINE AND THE JEWS. . 192. Eohn's Josephus [2S4]—(2 v. Svo. Eng. Edi.) The Works of Flavins Josephus, the learned and authentic Jewish historian. Translated by WILLIAM WIIISTOS, A.M. With maps, and fifty-two beautiful pictorial illustra• tions. In two volumes, pp. GD3, GGl = l35t. hgb. Priced. 193. Lippincott's Josephus [1]—(2 v. Svo. Am. Edi.) Tho learned and authentic Jewish historian and celebrated warrior; containing twenty hooks of the Jewish antiquities, seven hooks of the Jewish war, and the lifo of Josephus, written by himself; translated from tho original Creek, according to Havcrcamp's accurate edition ; together with Explanatory Notes and Observations. Embellished with engravings. By WILLIAJI 'WIIISTON', A.M. In two vols. Sheep, pp. i.t, 532 + 000 = USD. Igc. Price $1.S5. 194. Blaekie's Josephus [119]—(4 v. Svo. Eng. Edi.) With maps and illustrations. In four volumes, pp. 1802, bs. Prico J5. 195. William's Jerusalem [12S] —(Svo. Eng. Edi.) His- torical and descriptive memoir of Jerusalem. (To accompany tho Ordnance Survey Map. By the Rev. GEORGE WILLIAMS, B.D. Cloth, pp. 161. j-uip. Price, with an Ordnance Map, 5'-. II. GENERAL HISTORY. 196. Ancient History .[3] — (Svo. II. Tr. Soc.) Containing tho History of the Egyptians Assyrians, Chaldeans, Modes, Lydians, Persians, Mace• donians, the Selcucidrc in Syria, the Busthiaus. and Carthaginians. From IlOLLIX and other authentic sources, both ancient and modern. With six maps. One vol. Cloth, pp. 523. Double columns. Price J1.S0. 197. Kitto's Scripture Lands [129] — (12mo. Eng. Edi.) Described in a series of historical, geographical, and topographical sketches; and illustrated by engravings, and a complete Biblical Atlas of twenty-four coloured mans; with a general index of reference- By Jonx KITTO, D.l),, P.S.A. Cloth, pp. 276, maps 24, index 90=300. hrjb. Price $1.50. 198. Blaclue's Rollin [281] —(3 v. It. Svo. Eng.) The Ancient History of the Egyptians, Carthaginians, Assyrians, Babj'loninns, Mcdcs and Persians, Grecians, and ^Macedonians, their arts and sciences. By M. BOLLIX. With geographical, topographical, historical, and critical notes, and a life of the author. By JAMES BELL. Illustrated with numerous engravings and etchings on steel, in• cluding a complete set of maps. In throe volumes. Cloth, pp. 4G,C2l,"i0,S;U,S0,-i,Co'2 = 2177. bs. Price ?7--5. 199. Tegg's Rollin's [2] — (G v. Svo. Eng. Edi.) Ancient History of tho Egyptians, Carthaginians, Assyrians, Babylonians, Mcdcs and Per• sians, Grecians and Macedonians. By M. Itoi.i.iy. Translated from the French. Revised, corrected, and illustrated witli maps. In six volumes. Cloth, pp. 2031. ivtc. Price f-i.GO. 200. Harper's Pollin [2]—(2 v. Svo. Am. Edi.) Including a History of the Arts and Sciences of the Ancients. By CHAT.LES ROLLIX. Illustrated •with marts and plans. With a life of the author. By J.v:,ii:3 BELL. In two volumes. Sheep. Double columns, pp. xlvii, oS-l + xii, £01 = 1343. lib. Price $2.20. 201. Niebuhr's Ancient History [263]—(3 v. Svo. Am. Edi.) Lectures on Ancient History, from the earliest times to the taking of Alexan• dria by Oetavianus; comprising the history of the Asiatic nations, tho Egyptians, Greeks, Macedonians, and Cai-thairiuiaus. By B. G. NiEBUin;. Translated from the Cerman of Dr. Ma;cu3 Niebuhr. 'By Dr. L>:OXIIAKT) SCUMITZ, F.K.S.E. AVith ad• ditions and corrections from his own manuscript notes. In three volumes. Cloth, pp.421,3S3, CC1)=14'G. lb. Price $3.00. 98 202. Muller's History of the World [6]—(-1 v. 12mo. Am. Edi.) From the cr.rlii.-st period to the year of our Lord 1753 ; with particular reference to the affairs of Eurone and her Colonies. Translated from the German of Karon Jou.v Vox MULLKR. Revised, corrected, anrl illustrated by n no. tice of tin; life and writings of the author. Hy ALEXANDER II- EVERETT. In four volumes. Cloth, pp. vii.372-t-3SH-3Su + -107—1530. lib. 1'i-iee 52.-10. 203. Farr's-Ancient History [113]—(4 vi 12mo. Am. Edi.) Containing the History of the Egyptians, Assyrians, Chaldeans, Medcs, Lydians, Carthau'inians, Persians, Macedonians, the Seleucidre in Syria, and Parlhians." From ROI.LIX, and other authentic sourees, ho'.h ancient and modern. ISy EDWARD FAKK. In four volumes. Cloth,pp. 310, 333, 320, 302 = 133;. rel. Price 51.00. 204. Taylor's Ancient and Modem History—(2 v. Svo. Am. Edi.) Price for the twj volumes 52.20, as follows: (1.) Taylor's Manual of Ancient History [4]—(Svo. Am. Edi.) Containing the political history, geographical position, and social state- of the princi• pal nations of antiquity, carefully revised from.the ancient writers. By W. C. TAYLOR, LL.D. Revised by C S. IIKSRY, D.D. Cloth, pp. xii, 323, (Questions) 33 = 370. clac. Price 51. (2.) Taylor's Manual of Modern Ilistory [-11]—(Svo. Am. Edi.) Containing the rise and progress of the principal European nations, their political history, and the changes intheir social condition; with a history of the colonies founded by Europeans. By \V. C. TAYLOR, LL.D. Revised, with a chapter on tho United States. By C. S. HUSKY, D.D. Cloth, pp. iii, 47-1, 51 = 331. clac. Price 51.20. 205. Tytler's - Universal History [5]—(G v. IGino. Eng. Edi.) From the creation of the world to the beginning of the eighteenth century. By the late Right Hon. AT.KXAXDER ERASER TYTLER, Lord YV'oodhousclee. In six volumes. Cloth, pp. 200»'3, wtc. Price 51. 206. Hid. [5]—By the late Right Hon. ALEXANDER ERASER TYTLER and Rev. ETIWAED JJAKES, D.D. Edited by an American. Six volumes in three. ICmo, half sheep, pp. 10S-1. hb. Price 52.20. 207. Dew's Ancient and Modern History [170]—(Svo. Am. Edi.) A digest of the laws, customs, manners, and institutions of the ancient and' modern nations. I3y THOMAS DEW. Cloth, pp. 002. clac. Price 51-30. III. HISTORY OF GREECE. 208. Thirlwall's Greece [14,3] —(8 v. ISmo. Eng. Edi.) With vignette and title3. From Lirdner's Cabinet Cuclopadia. Iu eight volumes. Cloth, 1c. Price 55 CO. 209. Grote's, History of Greece [17]—(12 v. Am. Ecli.) By GEORGE GROXE, Esq. In twelvo volumes. Each volume averaging -130 pa"es ho. Price 57-20. ° 210. Thirlwall's Greece [142]—(2 v. Am. Edi.) A History of Greece. By the Right Rev. Bishop TJHRLWALI,, D.D. In two volumes. Sheep pp. 502,535 = 1127. Double columns, lib. price 52.-10. ' 211. Heeren's Greece [137] — (Svo. Eng. Edi.) Ancient Greece. From the German of ARNOLD H. L. HEEREX. By GEORGE B.ixcRorT. Also three Historical Treatises by the same author. Cloth, pp. 518, h'jb. Price 53. 212. Eoeekhs' Athens [138]—(Svo. Eng. Edi.) The r'ubiic Economy of Athens ; to winch is added, a Dissertation on the Silver Mines of Laurion." By AUGUSTUS BOECKIT, Professor in the University of Berlin. Translated, with notes, by Sir GEORGE COEXEWALL LEWIS, A.M. Cloth, pp. G3S, jwp. Price 53.S0. 213. Becker's Works—(2 v. Svo. Eng. Edi.) Trice for the'two volumes 5-1.10, as follows : (1.) Becker's Gallus [155]—(12mo. Eng. Edi.) Or, Boman Scenes of tho times of Augustus: with notes and exercises illustrative-of the "Man. nets and Customs of the Romans. With two coloured sheets. By Professor \V \ BECKER. Translated by the Rev. FREDERICK SIETCAII-X, 3I.A. Cloth, pp. 035 jiVV Price 52.10. , * (2.) Becker's Charicles [13D]—(12mo. Eng. Edi.) Or, the pri• vate life of the Ancient Greeks. By Professor W. A. BECKER. Translated bv tho . Rev. F. UEICALVE, JI.A. Cloth, pp. 512, jwp. Price $2. IV. HISTORY OP ROMS. 215. 'Eohn's Gibbon's Decline and Fall [23]—((i v. i2mo. Eux. Kill.) History of the LVellno ami Full er the Roman Empire. BvEmvu-n GIDEON, Esq. 'With various Notes, including those of Guizot, Wenok, Xicbulir Ilugo, and Aeander. Edited, with further illustrations, from the most recent sources' by au English Churchman. In six volumes. Cloth, pp. average 550=-^3300, hgb. Price 5-1-50. 215J. Jhi'l. [23]—(Gv. 12mo..'Am. Edi.) With Notes by the Rev. It. It. MILMAX. With Maps. In six volumes. Cloth, pp. 3S10,p8c. Prico 52. 215J. Ibid.—(In G v. 12mo.) Sheep, pp. die same, psc. Price 52 50. 216. Niebvihr's Lectures on Rome [22]—(3 v. Svo. Eng. Edi.) Lectures on the History of Rome from the earliest times to the fall of tho Western Empire. By I!. G. XIEBI'IIK. Edited by LY. LEONARD Scir.uiTz, F.K.S.E. With every addition derivable from Dr. ISTER'S German Edi. In threo volumes. Cloth, pp. 1309. Price 53.00. 216}-. Niebuhr's Roman History [26-1]—(3 v. 12mo. Eng. Edi.) Lectures on P.omau History. Delivered at the University of Bonn. By B.G- IS'iEnuiiR. Translated by HAVII.LAND LE JI. CHEP.VELL, M.A.. and Ph. D. In threo volumes. With three steel plates. Cloth, pp. 531, -103, -1S0=1-100, hgb- Price 52.20. 217. Arnold's Roman Histories—(3 v. 12mo. Eng. Edi.) Written for the English " Encyclopedia Metropolitanfe." Price for the three volumes $5.SO, as follows : (1.) Roman Republic—(12mo. Eng. Edi.) History of the Roman Republic. By tho Rev. THOMAS ARNOLD, D.D., Sir THOMAS IS'.'TAI.FOUED, D.C.L., the Rev. Professor JEREMIE, and others. With numerous illustrations. Cloth, pp. 530, rgc. Price 51.50. (2.) .Roman Empire—(12mo. Eng. Edi.) History of the Roman Empire, from the Ago of Julius Cmsar to that of Vitellius, by the'Rev.Dr. ARNOLD of , Rugby, &c. With numerous illustrations. Cioth, pp. 051, rgc. P/ice 52. (3.) Roman Decline—(12mo. Eng. Edi.) History of the Decline and Pall of the Roman Power, from the Age of Vespasian to the Fall of Rome. By Dr. ARNOLD, Professor JEKEMIE, Bishop RUSSELL, AC. With numerous illustrations. Cloth, pp. , rgc. Price 52. i 218. Arnold's Rome [2-!]—(Svo. Am. Edi.) .History of Rome to tlie Death of Hannibal. Ev THOMAS ARNOLD, D.D. Cloth, pp. xvi. 070. With margi• nal indices, rfoc. Price 52.25. 219. Ferguson's Roman Republic [152]—(Svo. Am. Edi.) The history of the progress and termination of the Roman Republic." By ADAM FEE- GUSSOX, LL.D. Cloth, unabridged: PP- -103, double columns, rcb. Price 51.20.. 220. Ramsay's Roman Antiquities [154]—(12mo. Eng. Edi.) A Manual of R.nuan Antiquities, contributed to the " Encyclopaedia Metropolitana." By WILLIAM RAMSAY, M.A. With maps, numerous cugravingd, and a copious index. Cloth, pp. 4S5, rgc. Price 5I.S5. • 221. Elliott's Liberty [202]—(4 v. 12mo. Am. Edi.) The His-'^ tory of Liberty. Parti.—The Ancient Romans- Part 2.—Tho Early Christians. In four volumes. Cloth, pp- 1G32, Ibc. Price 5-1- V. MEDIEVAL HISTORY, &c. 222. Guizot's Civilization [46]—(4 v. 12mo. Am. Edi.) Gen• eral History of Civilization in Europe, from tho Fall of the Roman Empire, to the French Revolution. Ry M. GUIZOT. With occasional notes. By C. S. HENRY, D.D. In fodr volumes. Cloth, pp. 151,5, clac. Price 52.S0. 223. De Joinville's Crusades—(12mo. Eng. Edi.) Chronicles of the Crusades, being contemporary narratives of the Crusade of Richard Ceeur de Lion. Ry RICHARD OF DEVISES and GEOFFREY DE VINSAUF. And of the Crusade of St. Louis. By Lord JOHN DE JOINVILLE. With illustrative notes and an index and-frontispi ,cc. Cloth, pp. v+502=507, hgb. Price $1.05. 100 224. Mallet's Northern Antiquities [235]--(12mo.Eng. Edi.) Or an historical account of the manners, customs, religion ami laws, maritime cipccli- tions anil discoveries, lat.iruavc ami literature of the Ancient Scandinavians (Danes, Swedes, Norwegians ana livl.tmlui'*.) Willi (nc|.i,.utal nutlet's r,\spec!lug our Satou nncestors. Translated from the Kronen of M. Mallet. By Bishop I'I:KCY: Revised and enlarged, with a translation of the Prose Edda from the original old Norse teit; and notes'critical and explanatory, By I. A. Kr.ACKwKi.i., Esq. To which is added nn abstract of the Eyrbyggja Saga. By Sir WALTER SCOTT, Bait. Cloth, yii.KS.hgb. Price SI. 225. Brand's British Antiquities [175]--(3 v. 12mo. Eng. Edi.) Observations on the popular antiquities of Great Britain; chiefly illustrating tho origin of our vulvar and provincial customs, ceremonies, and superstitions. By JoitX BRAND, M.A. Arranged, revised, and greatly enlarged. By Sir HKXEY ELLIS, K.H., F.R.S., &B. A new edition, with further additions. In three volumes. Cloth, pp. 639, 522, 409=1500, hgb. Price S3. 226. Thierry's Historical Essays [203]—(Svo. Am. Edi.) The Historical Essays, published under the title of "Dix Ans D'Etudcs Historiques," and narratives of the Merovingian era; or scenes of the sixth century. With an auto• biographical preface. By M. AUOCBTIN THIERRY. Cloth, pp. 204, double columns, hcb. Price 51.20. 221. Thierry's Norman Conquest—(2 v. 12mo. Eng. Edi.) History of the Conquest of Em--land bv the Normans ; its causes and ils consequences, in England, Scotland, Ireland, and ou the Continent. By AUGUSTIN THIERRY, Member of the Institute. Translated from the Paris edition. By WILLIAM HAZLITT, Esq. In two volumos. pp. 470, db rye. Prico J2. VI. MODERN HISTORY. •228. Schlegel's History (2 v. 12mo. Eng. Edi.) Price for the two volumes *1,-10, as follows : • - (1.) Schlegel's Philosophy of'History [159]—In a course of Lec• tures, delivered at Vienna. By FREDERICK VOX SCJTLKGEL. Translated from tho German, witli a memoir and portrait of the adthor. By JAMES BURTON* ROBERTSON, Esq. Cloth, pp. xii. iW.hgb. Price 70 cts. (2.) Schlegel's JModern History [1C0]—A course of Lectures on Modern History ; to which are. added Historical Essays on the beginning of our his• tory, and on Civsar and Alexander. By FREDERICK VOX SCIILEGKL. Translated by LINDSAY PUKCEI.L and R. Ii. WIIIXELOCJ-, Esqs. Cloth, pp. 423, hgb. Price 70 cts. '229. Miller's Philosophy of History [158] (4 v. 12mo. Eng. Edi.) History philosophically illustrated, from the Fall of the' Roman Empire to tho French Revolution. By the Rev. GEORGE MILLER, I).P., M.R.I.A. In four volumes. Cloth, with portrait of tliu author, pp. 1S72. hgb. Price $2-50. 230. Smyth's Modern History [42] (2 v. Eng. Edi.) Lectures on Modern Histoiy from the irruptions of tho Northern Nations to the close of tho American Revolution. By W. SMYTH, Lb.D. Two volumes. 12mo. pp. 502+532 = 1034, hgb. Price $1.40. 230-}. Ibid.—(Svo. Am.~Edi.) Modern History. The same work. With a Preface. List of hooks ou American History. By JARLD SIMUKS, LL.D. Two volumes in one. pp. 73S, s.c.h. Price 40 cts. 231. Arnold's Modern History 143]—(12mo. Am. Edi.) Intro• ductory Lectures on Modern History.—Delivered in Lent term MDCCCXLH, with the inaugural lecture., delivered in December, MDCCCXU. By THOMAS AI:XOM>,I>.I>. Edited, with a Preface and Notes. Uy. HENRY RJ;I;I>, M.A. Cloth, pp. 423, dac. Price £1. 232. Russell's Modern Europe [45]—(4 v. Svo. Eng. Edi.) Hie History of Modern Europe, with a continuation to the Treaty of Paris in 1S50. By WILLIAM JONES and GEORGE TOWNSEXD. Cloth, pp. VJ\\,grc. Price SO. 233. Alison's Europe [44]—(G v. Am. Edi.) From the com• mencement of the French Revolution in 17S0. to the accession of Louis Napoleon iu 1852. Six volumes, Svo, sheep, pp. 3332, hb. Price S7.20. VII. BRITISH HISTORIES. 234- Mahon's England [.r>2]—(2 v. 8vo. Am. Edi.) History of England from tho Peace of Utrecht, to the l'c.icc of Pario. By J.OfU jr,wn5.--f. Edited by llHxnv RliKU. In two volumes. Cloth, pp. 1109, (Inc. Prlco 53-20. 235. Mackintosh, Wallace, and Bell's England [172]—(10 v. 10mo. Eng. Edi.) The History of England. By Sir JAMES JICINTOSH. With a continuation from A.T). 1572. IS.v W. WALLACE, Esq.. and ROBERT BELL, Esq. Erom Lardncr's " Cabinet Cyclopaedia." In ten volumes. Cloth, Ic. 1'riec 57. 236. Aikman's Scotland [187]—(G v. Svo. Eng. Edi.) From the earliest period to the present time. With niucty illustrations, landscapes, portrait and historical. In six,volumes, bs. Price 512. 237. Robertson's Works [38-40]—(3 v. Svo. Am. Edi.) Price for the three volumes 53X0, as follows: • (1.) Robertson's Scotland and India [39-40]—(8vo. Am. Edi.) History of Scotland during tho rciens of Queen Jlary and of King James the Sixth, till his accession to the crown of England. With a review of the Scottish History previous to that period, with an appendix containing original letters. And an Histori• cal Disquisition concerning the knowledge winch the ancients had of India, and tho progress of trado witli that country, prior to the discovery of tho passage to it by the Capo of Good Hope. With an appendix containing observations on the Civil Policy— the laws of Judicial Proceedings—the Arts—the Sciences, and religious institutions of • the Indians. Ry WILLIAM ROBERTSON, D.D. Tho two in one volume. Sheep, pp. -\ 4G0+UG=G0G, lib. Price 51.20. (2.) Robertson's Charles V. [38]—(8vo. Am. Edi.) History of tho Reign of the Emperor Charles the Eifth: with a view of tho progress of Society in Europe from the subversion of the Roman Empire, to the beginning of the Sixteenth Ontury. By WILLIAM RODERTSON, D.D. Sheep, pp. CM, lib. Price 51.20. (3.) Robertson's America [37]—(Svo. Am. Edi.) History of the Discovery and Settlement of America. By WILLIAM ROBERTSON, D.D. With an ac• count of his life and writings. Sheep, pp. xxxii. 570=002, lib. Price 51.20. 238. Robertson's America and Charles V.—(5 v. Xtn. K. Soc.) Price for the five volumes 52.05, as follows ; (1-2.) Robertson's America [37]—(2 v. lGmo. Xtn. K. Society.) History of America. By WILLIAM RORERTSON, D-D. In two volumes. Cloth, pp. 1120. Price 51.60. (3 to 5.) Robertson's Charles V. [3S]—(3 v. lGmo. Xtn. K. Soc.) History of tho Reign of the Emperor Charles the Piflh, with a view of the progress of .Society in Europe from the subversion of the Roman Empire to the beginning of the sixteenth century. By WILLIAM ROBERTSON, D.D. In three volumes, Cloth, pp. 130S. Price 51.10. 239. Napier's Peninsular War [181]—(1 v. imperial Svo. Am. Edi.) History of the War in the Peninsula, and in the south of France, from the year 1807 to tho year 1811. By Colonel W. F. P. NAPIER, C.U. In one volume. Cloth, pp. 192, double columns,,/*'?*. PriCc 52. • VIII. FRENCH AND SPANISH HISTORIES. 240. Thiers' Revolution, Consulate and Empire [293]—-s (2 v. Svo. Eng. Edi.) History of the French Revolution of 17S9, and of the Consulato and Empire of Napoleon I. By ADOI.PH THIERS. Translated from the French. In two volumes. Cloth, pp. 072, 057, 314—1013, doublo columns, hgb. Price $1.50. 241. Thiers' Revolution, Consulate and Empire [G2-G3]— (4 v. Svo. Am. Edi.) History of the French Revolution, and of the Consulate and Em• pire of France under Napoleon. By JI. A. THIERS, late Prime minister of France. Translated with Notes and Illustrations from the most authentic sources. By FRED• ERICK SIIOIIEKI, D. FORBES CAMPBELL, and H. W. HERBERT ; with notes and addi• tions. Cloth, pp. 3000, ilac. Price 51.50. 242. Stephen's France [204]—(Svo. Am. Edi.) Lectures on- tho History of France, delivered at the University of Cambridge. By Sir JAMES STEPHENS, K.C.B, LL.D. Cloth, pp. 710, lib. Price 51.40. 243. Carlyle's French Revolution of 1789 [210]—(2 T. 12mo. Am. Edi.) Tho French Revolution of 17S9,-a history. By THOMAS CARLYLE: Cloth, pp. 470+417=917, fii. Price S1.G0. 244. Smyth's Lectures on the History of the French Rcvolution-(2 v. Eng Edi.) pp. 550, 5uG=1110, hrjb. Price 51.40. 245. Michelet's French Revolution of 1/789—(12mo. Eng. Mi.) An Hirtorlrnl View of tlio French Revolution Of ITS'.'. Translated by. C.CoCKS. B.L. Two vols, in one. Cloth, pp. 000, hgb. Price S3 cts. 245. Xamartine's Girondists [207]—(3 v. 12mo. Eng. Edi.) A History of the Girondists; or, personal memoirs of tho patriots of'tho French. Revolution, from unpublished sources. "With portraits, on steel, of Robespierre, Madame Roland and Charlotte Corday. I5y Ai.nioxsK DE LAMARTINE. Translated by H. J. RYDE. 'With a biographical sketch of tho author. Cloth, pp. 520+020+555 =1505, hgb. Price S2.10. 245}. Ibid. [20S]—(3 v. 12mo. Am. Edi.) The same work in three vols. Cloth, pp. 405+.r.34 + 51G=1575, hb. Trice 51-75. 246. Lamartine's Restoration [211]—(4 v. 12mo. Am. Edi.) The History of the Restoration of Monarchy in France. By AiruossEDE LAMARTINE. Cloth, pp. 530 + 490 + 554 + 524=2107, hgb. Price S2. 247. Conde's History of the Arabs in Spain—(3 v. 12mo. Eng. Edi.) History of tho Dominion of the Arabs in Spain. Translated from tho Spanish of Dr. J. A. CONDI: by Mrs. JONATHAN FOSTER. Cloth, pp. xii+5I0=522,/>^4. Price $2.10. IX. GERMAN HISTORY. 248. Dunham's Germanic Empire [228]—(3 v. lGmo. Eng. Edi.) Tho History' of the Germanic Empire, contributed to the Cabinet Cyclopredia. ' By S.A. Dcsitm, h\,X>. Cloth, le. Price $2.10. 249. Coxe's Austria [233]—(4 v. 12mo. Eng. Edi.) A History of the House of Austria, from the foundation of the monarchy, by Rodolph of Hapsburg to tho death of Leopold the Second; 121S to 1702. By the Rev. WILLIAM COXE, Archdeacon, F.R.S. To which is added Genesis; or, details of the late Austrian Revolution. By an oiliccr of State. Translated from the German, and contained in tho fourth volume. With portraits of Maximilian,. Rodolph of Hapsbunr, Mario Therese, and the present Emperor of Austria, Francis Joseph. Cloth, pp. 52S+522+ 602 + 127 + 40S=2237, hgb. Price S2.S0. 250. Motley's Dutch Republic—(3 v. Svo. Am. Edi.) The Rise of the Dutch Republic—a, history. By JOHN SOTHROP MOTLEY. Cloth,pp. xii+5S0+iv+5S2+iv+GG4 = lSlG, hb. Price S4.80. 251. Davies' History of Holland and the Dutch Nation (3 v. 8vo- Eng. Edi.) 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Cloth, pp. 22, 515, 521, G, 412—lOOti. hgb. Price 129. Montgomery's Colonies [4ft]—(4to. Eng. Edi.) The British North American Colonies,—Their Xlistory, Extent, Condition and Resources, with introductory sections on the Colonization of Ancient and Modern Nations, and the extent of Population, Class!Heat-ion, Administration and importance of the Jlrit- ish Colonies and Maritime possessions. In six hooks :—I. Eastern and Western Can• ada- II. rNova Scotia and Cape Jh'cton. III. New Erunswick. IV. Prince Edward Island. V. Newfoundland nnd Labrador. VI. Hudson's Hay Territory. Compiled from the fullest and most authentic documents; illustrated with engravings of Queen Elizabeth, Sir "Walter Kalehrh, Lord Uneon, Queen Anne, Prince Itiipert, the Earl of Chatham, and Sir Praneis .Drake; also maps of Merer.tor's "World, liritish America ; •with appropriate vignettes. J|y RICHAKP MONTGOMERY MAKTIN, Esq. 2 volumes; pp. 300, double columns. Price ?:J. 130. Lake Superior [41]—(Svo. Am. Edi.) 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The Diagram ex• hibits the cause of the diversity of Climate, the Sun's Declination for every day in tho year, the Tempcraturo and Length of day in all latitudes, &c- On a sheet six feet in length, full coloured, with Triangle, Analcmma, and Explanatory Notes. Mounted on canvass, and folded in a portfolio. Cloth, jr. Price S1.65. 51. Reynold's Nature in. ascending Regions [64]—(Dc- " my, 4to. Portfolio, Eng. Edi.) View of Naturo in Ascending Regions; presenting a comparative view of tho chief Mountains of the Globe, and tho distribution of Organio life in a VERTICAL direction; showing the varieties of Climate and Vegetation, from the sea level to the mountain summits, in tho torrid, temperate, and frigid zones. The principal Plateaus, Mountain Passes, Towns, aud other objects remarkable for their elevation abovo the ocean, are also shown. On a sheet three feet iu height, full coloured, with Explanatory Notes. Mounted on canvass, and folded in a portfolio. Clotb.j'r. Price S1.65. 52. Johnston's Classical Atlas [61]—(Demy 4to. Eng. Edi.) ( A School Atlas of Classical Geography; comprising in twenty plates, maps and places ll*. of all tho important countries and localities referred to by classical authors, con- stnicted from tho best material, and embodying the results of the most recent inves• tigations, accompanied by a complete index of places, with tho proper quantities marked. Beautifully printed in colours. By ALEXANDER KEITH JOHNSTON, F.R.S.E. Cloth, wbs. Prico S2-50, and .with Pillans' Classical Geography, &c., (No. 33) S3 JO. 63. Johnston's General Atlas [71]—(Imp. 8vo. Eng. Edi.) 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By means of a new process; theso works combine tho accuracy and neatness of the highest style of engraving, with a mechanical application of colours, of which the effect is to secure clearness, correctness, and elegance. By A. KEITH JOHNSTON, i'.R.S.E. Eighteen plates. Cloth, wakj, wbs. Price S2.50- 65. Johnston's Physical Atlas [6.5]—(Demy 4to. Eng. Edi.) The Physical Atlas of Natural Phenomena, reduced from the edition in imperial folio. By ALEXANDER KEITH JonNSTON, F.R.G.S. This edition contains twenty-llvo maps, including a Palrcontological Map of the British Islands, engraved in tho highest stylo of art, by Mcsssrs. W. & A. K. JOHNSTON, and carefully coloured under their own superintendence; with 112 pages of descriptive letter-press and a very copious index. List of Plates:—Geology, 6: Hydrography, 7 i Meteorology, 9. pp. 122, and twenty- four plates, wbs. Price S10.50. 56. Milner & Petermann's Descriptive Atlas [66]— (Demy, 4to. Eng. Edi.) A Descriptive Atlas of Astronomy, and Physical and Political Geography. Comprised in seventy-four maps, exhibiting a comprehensive system of Astronomy, illustrated with seven maps and hemispheres, and of Physical and Politi• cal Geography, with a complete Atlas of tho Glo.bc, carefully constructed, with ucscrip- tivo letter-press. By tho Rev. T. MILNER, M. A., F. R.G.S. Illustrated by several ' hundred vignettes. Tho maps of Physical and Political Gcoeraphy constructed and carefully revised and corrected, by AVGUSTUS FETERHANN, F.R.G.S. Cloth, pp. 171, index 65 =229, wsoc, Prico S0.75, 57. Milner & Petermann's Physical Atlas '[07]—(Demy, 4to. Eng. Edi.) The Atlas of Physical Geography, consistine of sixteen maps, illustra- .' tive of the Geology, Hydrography. Meteorology, Zoology, Botany, and Ethnography of the Globe. Constructed by AUGUSTUS PKTERMANN, F.R.G.S. Tho letter-press, descriptive of the Physical Phenomena of tho Globe, by tho Rev. T. Itn.scit, M.A., F.R.G.S. Illustrated by upwards of one hundred aud thirty vignettes, sections, aud views. Cloth, pp. 134, Ksoc. Price S3. 58. Blackie's Imperial Gazeteer [76]—(Royal 8vo. Eng.- Edi.) The Imperial Gazeteer; a general Dictionary of Geography, physical, political, statistical, and descriptive. Compiled from the latest and best authorities. Edited by W. G. I4I.ACK.IE, Ph. D. "With seven hundred illustrations, views, costumes, maps, plans, ic. In two volumes. Cloth, pp. 130S + 12S3 + 01=2G57, tcbs. Price $10.75. 59. Lippincott's Pronouncing Gazeteer—(8vo. Am. Edi.) A complete pronouncing Gazeteer, or Geographical Dictionary of tho World, contain• ing a notice of 100,000 places, with the most recent and authentic information respect• ing tho countries, islands, rivers, mountains, cities, towns, &c, in every portion of the Globe; including the latest and most reliable statistics of population, commerce, etc. Also a complete Etymological Vocabulary of geographical names. Edited by J. THOMAS and T. 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Dobsou's Masonry and Stone Cutting [50-4-5]—A rudi• mentary treatist ou masonry and stone cutting; in which the principles of masonic projectionand their application to the construction of curved wing walls, domes, oblique bridges, aud Roman and Gothic vaulting are concisely explained. By EDWARD DOUSON. With forty.uino engravings on wood, and fifty-ono illustrations drawn on stone. Cloth, pp. xiii + ll8 = 131. Pricc-l.lcts. (6.) Dobson's Foundations [50-C]—A rudimentary treatise on "foundations aud concrete works; containing a synopsis of the principal cases of foundation works, with the usual modes of treatment and practical remarks on foot• ings, timbor-planking, sand, concrete, and beton pilc-drivimr, caissons and cofferdams. With an account of the new mole executed in beton at the harbor of Algiers. Illustrated ty wood cuts. By EUWARD Donso.v, C. E. Cloth, pp. V + 130 = 133,/KI. Prico 23 cts. (7.) Dobsou's Art of Building [50-7]—Kudiments of the art of building: In five sections, viz.: I. General Principles of construction. II. Materials used in building. III. Strength of Materials. IV. Uso of Materials. V. Working drawings, specifications aud estimates. Illustrated with ono hundred and eleven woodcuts. By EDWARD Donsox. Cloth, pp. xvi + 174 = l0n,ii». Price 23 cts. (8.) Tomlinson's Warming and Ventilation [50-Sj—A rudimen• vr tary treatise on warming and ventilation ; being a concise exposition of tho general principles of the art of warming and ventilating domestic aud public buildirigs, mines, light-houses, ships, Jtc. By CUAJtLES ToitLIKSOJf. With numerous illustrations. Cloth, pp. 200, jw. Prico 45 cts. iiA.0.) Dempaey's Drainage and Sewerage [50-9]—A rudimentary f * treatise on tho drainage of towns and buildings; suggestive of sanitary regulations that would conduce to the health of an increasing population. Bv G. DRTSDAXB DEMF-SEY.C- E. With numerous illustrations. Cloth, pp. no, jw. Price 23 cts. (10.) Allen's Cottage Building—Budimentary treatise on cottage building: or, hints for improving the dwellings of the laboring classes. EyC.BRUCE ALLEN, Architect. With an appendix containing .designs, also for a higher, class. Cloth, pp. 122. Prico 23 cts. 141- Weale's Series, No. 7—(4 v. lGmo. Eng. Edi.) Price for tho four volumes 51.50, as follows: (1.) Pync's Perspective [49-4]—A rudimentary and practical treatise on perspective for beginners ; simplified for the use of juvenile students and amateurs in Architecture, Painting, Ac., also adapted for schools and private instruc• tions. Revised and enlarged. By GEO- PYXE, Artist. Eiglity-six illustrations on copper and wood. Two parts in one. Cloth, pp. v + lG5 = 170. Price-t5 cts. (2.) Garbett's Design in Architecture [49-3]—Budimentary treatise ou the principles of design in architecture as deducible from nature and exemplified in the works of tho Greek and Gothic Architects. By EDWARD LACY GARUKTT, Architect. With sixty-six illustrations. Parts I and II in one volume. Cloth, pp. viii+2il 1 = 272, jw. Price 45 cts. (3.) Leed's Architecture [49-1]—Rudimentary architecture for the use of beginners and students. The orders, and their ./Esthetic principles. By-V W. II. LEEDS, Esq. With illustrations and considerable additions. Cloth, pp- viii-V - 130=117, jw. Prico 25 cts. (4.) Bury's Architecture [49-2]—Rudimentary architecture for the use of beginners The history and description of tho styles of architecture of various countries, from tlie earliest to the present period. Witli illustrative engravings.1. By T. TALBOT BURY, Architect. Cloth, pp. viii + 191 = 100, jw. Prico35cts. " l 142. Didron'sChristian Iconography [SG]—(12mo.Eng.Edi.) \ Or, the history of Christian decorative art in thouiiddle ages. By JI. LIDROK. \ Translated from the French by E. J. MILLIXOTON. Comprising the history of tho '. representation of the nimbus, the aureole, the glory and the trinity. With uumerous illustrations. Cloth, pp. 593, hgb. Price 51. 143. Miscellaneous—(2 v.) Price for the two volumes $1.05, as follows: •'•'*: (1.) Gould's Church Music in America—(12mo. Am. Edi.) History of church music in America; treating of its peculiarities at different periods; its leirititimatc use and its abuse. With criticisms, cursory remarks and notices relating to composers, teachers, schools, choirs, societies, conventions, books,.&c. By KATIIJLSLEL D. GOULD. Cloth, pp. 51G, gl. Price CO eta. (2.) Spencer's Treatise of Music [51-13]—(IGmo. Eng. Edi.) A rudimentary ami 11racticaltrcati.se on music. • By CHARLES CHILD SI'ESCEK. TWO . volumes in one. With numerous musical illustrations. Cloth, pp. viii-f l'-3-t-17G» 3U7,yt0. I'rice 15 cts. 144. Miscellaneous—(4 v. iCmo. Am. Edi.) Price for the four volumes S2.75, as follows: (1.) Overman's Manufacture of Steel [11S-2]—Containing the "- practice and principles of working and making steel. A hand-book for blacksmiths, and workers in steel and iron, waggon-makers, dicsinkers, cutlers and manufacturers of tiles and hardware, of steel aud iron, and for men of science and art. By FREDERICK* OVERMAN. Cloth, pp. 2-20, mb. Price 55 cts. (2.) Larkin's Brass Founder's Guide [118-3]—The practical brass and iron founder's guide: a concise treatise on the art of brass founding moulding, &c. "With numerous practical rules, tables, aud receipts for gold, silver, tin, and copper founding; plumbers, bronze, aud bell founders, jewellers, &c. .Ice. By JAMES LARKIN. Clotli, pp. 20t,pmi/>. Prico 75 cts. . (3.) Overman's Moulder's and Founder's Guide [11S-4]—A treatise on moulding and founding in green sand, dry sand, loam aud cement; tho moulding of maehino frames, mill-gear, hollow-ware, ornaments, trinkets, bells, and statues, description of mould for iron, bronze, brass, and other metals, plaster of Paris, sulphur, wax, aud other articles commonly used in casting, the construction of melting furnaces, the melting and founding of metals, tho composition of alloys, bronze, varnishes and colours for castings, also, tables on the strength and other qualities of cast metals. By FREDERICK OVERMAN. With forty-two wood engravings. Cloth, pp. 252, mb. Price 70 cts. (4.) Cotton Spinner and Carder [118-5]—The American cotton spinner and manager and carder's complete guide. Cloth, pp. 2Z2,psc. Price 75 cts- 145. Miscellaneous—(3 v. IGmo. Eng. Edi.) Price for the three volumes S2. as follows: (1.) Templeton's Steam Engine [119-2]—The practical esami- nator on steam nnd the steam engine. With instructive reference relative thereto, -..arranged for tho use of engineers, students and others. By WILLIAM. TEMPLETON, Engineer. Cloth, pp. 1-13, hcb. Price 00 cts. (2.) Colburn'sLocomotive Engine [119-1]—Including a descrip- "tlon of its structure, rules for estimating its capabilities, and practical observations on / its construction and management. By ZEEAHCOLDURN, "W ith illustrations. Cloth, pp. 1S7, hcb. Prlcu 00 cts. (3.) Kentish on Box of Instruments [119-3]—-A treatise on a box of instruments and tho slide-rule. For the use of gangers, engineers, seamen and students. By THOMAS KENTISH, With a plate aud numerous figures. Cloth, pp. 228, hcb. Prico 80 cts. 146. Miscellaneous—(3 v. IGmo. Am. Edi.) Price for the three volumes 62, as follows; • (1.) Smcaton's Builder's Companion [119-5]—The builder's companion: containing the elements of building, surveying, aud architecture. With practical rules and instructions connected with'tho subject. By A. C. SMEATON, CE, Ac. With illustrative figures. Cloth, pp. 273, hcb. Price SO cts. (2.) Painter, Gilder, and Varnishei's Companion [119-8]—• Containing rules and regulations in everything relating to the arts of painting, gilding, varnishing and glass-staining: numerous useful and valuable receipts : tots for tho detection of adulterations in oils, colours. &c, and a statement or the diseases and- ^accidents to which painters, gilders and varnishers arc peculiarly liable: with tho "simplest and best methods of prevention and remedy. Witu illustrations. Cloth, pp. ISO, hcb. Price GO cts. (3.) Arrowsmith's Paper Hanger's Companion [119-9]—A treatise on paper-hanging ; in which the practical operations ot the trade are syste• matically laid down; with copious directions preparatory to papering; preventions against the effect of damp on walls; tho various cements aud pastes adapted to the several purposes of tho trade i observations on tho panelling and ornamenting of rooms, &c. By JAMES ARROWSMITH. Cloth, pp. 103, hcb. Price GO cts. 147. Miscellaneous (3 v. IGmo. Am. Edi.)—Price for the thrco volumes $2, as follows : (1.) Hughes' American Miller [119-4]—Tho American Miller and "Millwright's Assistant. By WILLIAM CARTER il VOHES. With numerous illus• trations.' Cloth, pp. 223, hcb. Prico 80 cts. (2.) The Turner's Companion [110-7]—Containing instructions in concentric, elliptic, and eccentric lurnh-gi ami various plates of chucks, tools, and instruments I and directions for using the eccentric cutter, drill, vertical cutter, aud circular rest. With patterns aud instructions for working thoih. llluntrnluu by four** .tetm foli.tinjf platco miaraved m KIIHII. Cloth, pp. 133, hcb. Prico CO cts. (3.) Stokes' Cabinet Makers' Companion [119-G]—The Cabi• net and Upholsterer's Companion i comprising the rudiments and principles of cabi• net making and upholstery! with familiar instructions, illustrated by examples, for attaining a proficiency in the Art of Drawing, as applicable to Cabinet Work : tho processes of veneering, inlaying, and buhlworkl the art of dyeing and staining wood, ivory, bono, tortoise shell, Ac. Directions for lacquering, japanning, and varnishing, to make French polish t to prepare the best glues, cements, and compositions 1 and a number of receipts, particularly useful to workmen generally. With explanatory aud illustrative engravings. By J. STOKES. Cloth, pp. 137, hcb. Price CO cts. 148. Miscellaneous (3 v. lGmo. Am. Edi.)—Price for the three volumes .51.80, as follows: (1.) Dyer and Colour-Maker's Companion [119-10]—Contain• ing upwards of two hundred receipts for making colours on the most improved prin• ciples, for all tho various styles and fabrics now in existence t together with tho scouring process, and plain directions for preparing, washing off and finishing tho goods. Cloth, pp. 101, hcb. Price 60 cts. (2.) "Walker's Electrotype Manipulation [119-11]—Being the theory and plain instructions in tho art of working tin metals, by precipitating them, from their solution, through tho agency of galvanic or voltaic electricity t also, in tho arts of electro-plating, electro-gilding, aud electro-ctchim* t with an account of the mode of depositing metallic oxides, and of the several applications of electrotype in the arts. By CUASLES V. WiiKEJt. Illustrated by wood-cuts. Cloth, pp. 76, hcb. • Price CO cts. (3.) Mortimer's Pyrotechnist's Companion [119-12]—Or, a familiar system of recreative ;firc-works. With a section on tho importance and usn of rockets. By G. W. MORTIMER. With engravings. Cloth, pp. ICS, hcb. Prico €0 cts. 149. Overman's Mechanics [79]—(12mo. Am. Edi.) Me• chanics for tho Millwright, Machinist, Engineer, Civil Engineer, Architect and Stu• dent, containing a clear elementary exposition of the principles and practice of ; building machines. By FREDERICK OVERMAN. Illustrated by ono hundred and fifty-four fino wood engravings by WILLIAM Ginoy. Cloth, pp. 420, Igc. Price 90 cts, 150. Evans' Millwright's Guide [77]—(Svo. Am. Edi.) .The Young Millwright and Miller's Guidei illustrated by twenty-eight descriptive plates, by OitVEii KVA>"S. With additions and corrections by THOMAS P. JONES. With a description of an improved merchant Ilcur-mill, with twenty-eight plates and engrav• ings. By O. &. O. liVANS, ttnginecrs. Sheep, pp. 400, lb. Price $1.S0. 151. Kelk's Mechanics' Text Book [S0l—(12mo. Am. Edi.) The Mechanics' Text Book and Engineer's Practical Guide i containing a conciso treatise on the nature and application of mechanical forces, action of gravity; tho elements of machinery, rules and tables for calculating the working effects of machi• nery ; of the strength, resistance and pressure of materials; with tables of the weight and cohesive strength of iron and other metals. Compiled and arranged by THOMAS KELK. TO which is added, Valuable Hints to tho Young Mechanic on tho choice of a Profession; misdirection of industry; intellectual cultivation, and the studies and morals of the mechanic, Sc., <£c Uy Jon x FROST, LL.D- Cloth, pp- 403, psc Price 80 cts." 152. Knapen's Mechanics' Assistant [81]—(12mo. Am.Edi.) Tho Mechanics' Assistant: a thorough practical treatise on Mensuration and tho Sliding Rulo: teaching tho manner of drawing all regular superficies, and the most conciso methods of finding the areas of all regular superficies, and tho contents of all regular solids, both by numbers and by the sliding rule. The strength of materials— Treating also upon tho Laws of Motion,—Tho Descent of Falling Bodies—Tho Mechanical Powers—Tho Elasticity aud iorco of Steam—Specific Gravities—Level• ling—The Pendulum, &c-, adapted for the use of carpenters, shipwrights, wheel• wrights, sawyers, gangers, lumbermen, students and artisans generally. ByJ- D. Kif APEN, A.M. Cloth, pp. 273, dac. Prico 75 cts. 153. Napier's Manual of Dyeing [116]—(12mo. Eng. Edi.) A manual of the art of dyeing. By JAMES XAPIEE, F.C.S. Illustrated by engravings. With glossary and index. Cloth, pp. 10+405—121, rye. Price 51.50. 154. Napier's Dyeing B.eoeipts (12mo.Eng.Edi.)—A Manual of Dyctns Receipts for general uso. By JAMES NAPIER, F-C-S, With numerous examples of dyed cloth aud silk. Cloth, pp. 77, rgc. Price 516i. 142 155. Napier's Chemistry of Dyeing [117]—(12mo. Am. Ed!.) Chemistry applied to dyeim.-- By JAMES XAFIF.U. I'.E.S. Illustrated by engravings.' "With glossary and index. Cloth, pp. I2'J, hcb. Price 51.20. 156. Smith's Dyer's Instructor [115]—(12mo. Am. Edi.)— ' -— Comprising practical instructions in the art of dyeing silk, cottiwi, wool, and worsted, and woollen floods, as single and tws-colorcd damasks, moreen*, camMs, last inr^s, shot cobourgs, silk striped Orleans, plain Orleans from white and coloured warps, merinos, woollens, yarns, Ac. Containing nearly eiirht hundred receipts. To which is added a treatiso on the art of padding: and the printing of silk warp?, skeins, aud handker• chiefs, and tho various mordants and colors for the different styles of such work. iiy DAVID SMITH, pp. 333, hcb, I'rice ?1.20. 157. Murphy's Art Of Weaving [111]—(Svo. Am. Edi.>—A Treatise ou the art of weaving. Illustrated by nearly two hundred and sixty figures, with warp, waft, and yarn tables, for tho uso of manufacturers. By JOHN MuiiPnr* Cloth, pp. 513, bs. Price $3.20. '158. Scott's Cotton Spinner [112]—(Svo. Am. Edi.) Tho practical cotton spihner, and manufacturer; tho manager's, overlooker's, and me- chanic's companion. A comprehensive system of calculations of mill gearing and machinery, from the primary moving power, through the different processes of card* ing, drawing, slubbing, roving, spinning.and weaving, with the recent improvements in machinery. To which aro added compendious tables of yarns and reeds for silk, linen, worsted and wool. By K. SCOTT. Corrected and enlarged, with plates of American machines. By OLIVXB BVRNB, C. 4 M. E. Cloth, pp. 577, hcb. Prico 52^0. 159. Dyeing and Calico Printing—(Svo. Am. Edi.) A Prac• tical Treatise on Dyeing and Calico Printing; including the latest improvements and inventions. "With an appendix. By an experienced dycr.assisted by several scientific gentlemen. With engravings On steel aud wood- Cloth, pp. xxi + 701=725, hb. Prico 52,80. 160. Silk, Cotton, Linen, &c [5]—(Svo. Am. Edi.) The History of Silk, Cotton, Linen, Wool, and other fibrous substances; including obser• vations on spinning, dyeing and weaving. Also, an account of the pastoral life of tho • , ancients, their social state and attainments in tho domestic arts. With appendices on PLINY'S Natural History; on the origin and manufacture of linen and cotton paper; on felting, netting, etc., deduced from copious and authentic sources. Illus• trated by steel engravings. .Cloth, pp. xxiii + lG-l = 'iS7, hb. Price 52.10. • 161. Morfit's Soap and Candles .(Svo. Am- Edi.)—Chemistry • / applied to the Manufacture of Soap and Candles. By CAMPBELL JSIonpiT. Illustrat- - ed with one hundred and seventy engravings on wood. Cloth, pp. 511, ah, Price 5-t. 162. Kenten's Soaps—(12mo. Am. Edi.) The art of manufac• turing soaps, including the most recent discoveries: embracing the.bcst methods for i ' making all kinds of hard, soft, and toilet soaps: also olive oil soap, and others neces• sary in the fabrication of cloths. With receipts for making transparent aud camphino oil candles. By PHILIP KENTEN. Cloth, pp. 210, linb. Prico SO cts. 163. Morfit's Perfumery—(12mo. Am. Edi.) Perfumery: its manufacture and use. With instructions in every branch of the art, and recipes for all tho fashionable preparations. Illustrated by numerous wood cuts. With additions and improvements. By CAMPBELL MOLFII. Cloth, pp. 370, hcb, Prico $1.20. Source: Ontario, Department of Education, A General Catalogue of Books in Every Department of Literature for Public Schools in Upper Canada, Toronto, Lovell and Gibson, 1857, pp. 186-231. APPENDIX B GENERAL REGULATIONS FOR THE ESTABLISHMENT AND MANAGEMENT OF PUBLIC SCHOOL LIBRARIES IN UPPER CANADA (EKCLOSUKE) : GBXEBAt B»otnu*HHMi **ft SBE Esa'ADtisuiiiiM* OK PUBLIC Softool LisaAR- • IES IN UprER CANADA., ' j Adopted by the Council of Public Instruction on the Fccand of August, iS53.§ \ The Council of Public Instruction for Upper Canada, as authorized by the Thirty-eighth ' Section of the School Act of 1850, makes tho following Regulations for the Establishment and ". '• Management of Public School Libraries,— . v 1. There may bo School Section Libraries, or Township Libraries, as each Township I Municipality shall prefer. In the cas'o of the establishment of a Township Library, the Town- ". ' j ship Council may cither cause the Bonks to bo deposited in ono place, or recognise each School j R- ctiim within its jurisdiction as a Branch of the Township Library Corporation, and cause ; tho Library to be divided into parts, or sections, and allow each of these parts, or sections, of the Library to be circulated in succession in each School Section. ' If. Each Township Library shall be under the management of the Township Corporation; and each Branch, or School Section, Library shall bo under the management of the .School- Section Corporation. The Township Council shall appoint, or remove, the Librarian for tho- Township, and each Trustee Corporation shall appoint, or remove, tho Librarian for the School Section, us already provided by the Seventh clause of theTwelth Section of the School Act of 1850. v- '.' ; III. Each Township Council and each School Section Corporation receiving Library Books, I musr, provide a proper Case for these Books, with a lock and key ; and must cause the Case and ! Books to bo kept in some safe place and rcpaircl when injured ; and must also provide Buffi. ; cient wtnpping-paprr to cover tho Books, aud writing paper to enab'o the Librarian to keep Minutes of tlie delivery and return of Books, and write tho needful Notes, or Letters. The Members of the Township and School Section Corporations aro responsible for the security and presentation of tho Books in their charge. " IV. When any Books arc taken in charge by the Librarian, he is to make out a full and complete Catalogue of them ; and at tho foot of each Catalogue, ths Librarian is to sign a Receipt to the following effect:— ' "I, A.B., do hereby acknowledge that the Books specified in the proceeding Catalogue have been delivered to me by the Municipal Council of the Township of .or. (asthecase may be,) by the Trustee of School Section Number in the Township of , to be carefully kept, by me as their Librarian, for the uso of the inhabitants within their jurisdiction, according to tho Regulations prescribed by authority of the Statute, for tho management of .Public School Libra• ries, to be accounted for I13' me, according to the said Regulations, to said Council, (or Trustee*, a? the case may bo,) and to bo delivered to my Successor in office, Dated at ,183.. '•'.*• Such Catalogue, with tho Librarian's Receipt, having been examined by such Council, or Trustees, or some person, or persons, appointed by them, and found to be correct, shall be de-. liverod to such Trustees, or Council, and shall be kept among their official papers. 5 The principles upon Vhicli tlie P.ook foi- these Public School Libraries were selected are fully explained on paste COS ot the Tenth Volume 0! this Documentary History. In addition, Doctor Hycrsnn stated that, in establishing these Libraries, bis object was.: ' 1. The prevention of the expenditure ot any part ot the Library Fund in the purchase and circulation ot Books, hav" Ing a tendency to.subvert public morals, or vitiate public taste. _ • . 2. The protection ot the local parties acrainft imposition by interested Peek Vendors In regard to both the price and character of Books introduced into their Libraries. 3. The placing ot the remotest Municipalities upon an equal fouling with those adjoining the Metropolis, in regard to the terms and facilities ofproeuriiig- Books. 4 Hie selection, procuring and rendering oqnallv acceptable to all School Municipalities of the Und » .large variety of attractive and instructive reading Books, and that upon the most economical and advantageous terras. Sec the remarks in a Note of President Eliot ot Harvard University on " Tons ot ephemeral reading matter " »Uleh is generally circulated, and "which is neither good in form or substauce." Page i!Dl of the Tenth i olume ia the Documta- _ tary History. 144 DUTIES AND RESPONSIBILITIES OF TUB TOWNSHIP, OR SCHOOL SECTION, LIBRARIAN-. V. Tho Libr.vi.an is accountable to the Trustees, or Council, appointing him. for tho cost of every Book that is missing, or for tliu whole scries of which it formed a part. The Librarian nlso accountable in like manner, for any injury which a Book may appear to. have sustained by being soiled, defaced, torn, orotlieiwise injured ; andean be relieved from such account• ability only by the Trustees, or Council, on its being satisfactorily shown to them, that 60rae resident within their jurisdiction is chargeable for tho cost of tho Book so missin", or for tho amount of injury so done to any work.- ,'. VI. The Librarian must see that in each Book belonging to tho Library, tho number of tho Book and the name of (ho Library to which io belongs shall be written, either on a printed label pasted insido of the cover of.the Book, or on the lirst blank leaf of it; and ho is, on no account, to deliver out any Book which is not thus numbered and identified. He is also to causo all Books to be covered with strong wrapping paper, on tho back of which is to bo writ- ton tho title of tho Book, and tho number in largo .figures. . .As new Books nrn added, thfl numbers aro to bo continued, and they tiro in no case to bo altered ; so that, if the Book be lost its number and Title must still be continued on tho Catalogue, with a note that it is missing. VII. The Librarian must keep a blank Book, which may consist of a few sheets of •writ- ting-paper stitched together, — ruled across the width of tho puper, so ns to leave five columns of tho proper size, for the following entries,—to bo written lengthwise of tho paper ; In tho fir-t column, tho title and number of tho Book ; in the.second column, tho naino and residence of the person to whom delivered ; in the third column, the dato of delivery ; in the fourth column the date of ils return ; in tho fifth column, remarks respecting tho condition of the Book, as good, injured, torn or defaced, etc., in tho following form,— Title and Number , To whom When When Condition of • of tho Book. delivered delivered returned the Book - -I'viiii.Tr——'"-"-^ • Ss it will be impossible for tho Librarian to keep any trar.c of tho Books without such. Minntcf his own interest., as well as his duty to the public, should induce him to bo exact in nakin" his entries at the time any Book is delivered ; and when returned, to be equally c'xict in noticing its condition, and making tho proper minute in regard to it. . VIII. The Librarian is to act at all times, and in all thingi, according to tho ordors of tho Corporation appointing him ; and whenever he is removed, 7. When there is .1 sufficient number of Volumes in a Library to accomodate all the residents of the (school Section who wish to borrow, the Librarian may permit each Member of a Family to tal 0 Books as often as desired, so long as the Regulations aro punctually and fnilv observed. But where there arc not Bonks enough to supply all the borrowers, the Librarian must "accomodate as many possible, by furnishing each family in proportion to (lie number of its readers, or borrowers, or by delivering not. more than ono Book at a time for each Family. 8. Kvery Book must be returned lo the Library within as many weeks after it shall have been taken out. as it contains hundreds of pages,—allowing one week for the reading of 0 hundred page*; but the same person may again take the same Book, if application has not been made for it, while it was so out of the Library, by any person entitled, who lias not previously borrowed tbo «arno Basis, — in whloh case, AMBII Applicant (mall have the preference In tho use of It. And where- t.hero have' been several such applicants, the preference shall be according to priority in tho time of tbeir appli- (Cations, to bo determined by tlie Librarian. 9. If a Book bo not returned at the proper time, the Librarian is to report tho fact to the Trus• tees, and bo must exhibit to them every Book which has been returned, injured by soiling, defacing, tearing, or in any other way, before such Book shall be again loaned out, together with the name of the person iu whose possession it was when so injured. . . . 1 -- 10. For each day's detention of a Book beyond the time.allowed by- theso-regulations, the for• feiture of one penny shall bo incurred by the borrower, and shall be payable- forthwith to the' Librarian. "- ' ' 11. For the destruction, or loss, of a Book a forfeiture shall be incurred by the borrower equal to the cost of the Book, or of the set, if the Book be one of a scries. . And, on the payment of such forfeiture, the party paying it'shall be entitled to the residue of the series. ' 12. For nnv injury which n Bonk may sustain by a borrower, and before its return, a forfeiture shall be incurred by such borrower, of not less than Three pcnco-half-pcnny for every spot ot grease, or dirt, upon the cover, or upon any leaf of the volume ; for writing in, or defacing, any Book, or .or cutting, or tearing, the cover, or the binding, or any leaf, not less than Six pence, or more than the cost of tho Book. 13. If a leaf be torn out, or so defaced, or mutilated, that it cannot be read, or if anything be written in the volume, or any other injury done to it, which renders it unfit for general circulation, the Trustees shall consider it a destruction of the Book, and the forfeiture shall be incurred accord, ingly, as above provided, in case of the loss of a Book. 14. When a Book shall have been detained seven days heyond tin time allowed by these ReguJU. tionn, the Libraria'i) shall give notice to the borrower, to return the same within threo days. If not rciuni'-.d within that time, the Book may be considered as lost, and tho forfeiture imposed in such case as incurred accordingly. 15. When, in the opinion of the Librarian, any forfeiture has been incurred by any person under, those Regulations, he shall refuse to deliver any Book to the party liablo to such fine until the Tni5' tecs shall have .decided upon such liability. - \-v 10. It is the special duty of the Librarian to givo notice to the borrower of a "Book that shall be returned injured, to show cause why he should not pay the forfeiture incurred. Such notice may be given to the agent, or child, or sent to bis house, of the borrower who returns the Book; and it should alv.uvs, if possible, bo given at tho time the Book is returned. ' 17. The Librarian is to inform the Trustees of every such notice git-en by him, and they sha^ assemble at-the time and place appointed by him,.or by any notice given by them, or any One of them, and shall hear the case. They arc to keep a Book of Mir.utes, in which every forfoitu.ro which, in their judgment, has bee incurred, shall be entered and s'.gned by them, or tho major part of them, or by their Secretary on their order, and these Minutes^ or a duly certified COpy of theiit, shall be conclusive evidence of each of the facts recorded in tlicin. IS. It 6hall be the duty of the Trustees to prosecute prorjptly.for the collection of the forfeitures adjudged by them, and all forfeitures shall be applied to in defraying the expenses and increasing tho Books of the Library. , ~\ ?• XI. The foregoing Regulations apply to Branch School Section Libraries, as well as to School Section Libraries ; alsO'to Township Councils, the samo as to Trustees of School Sections, and to Township Libraries, and to the residfiiits in a Township, in which there are no School. Section Libraries, the same as to tho residents of a. School Sections ; likewise to the Librarian of a Township, the same as to a Librarian of a School Section. - ' XII. When a Township Councillor, or School Trustee, shall bo notified as having incurred a forfeiture for detafning, injuring or destroying a Book borrowed from the Library, he shall not act as a jutlgo in'his own case, but such caso shall bo decided upon by the other Mcj»bers, or tv majority of them, o£ tho Township Council, or School Corporation authorized to ace in the matter. In all cases tho acts of a majority of the Corporation are to bo considered as the acts of the Corporation; . . XITT. In order to prevent tho. introduction of' improper Books into the Libraries, it is requiied that no Book shall be admitted into any Public School Library, established under these Regulations which is not' included in tho Catalogue of Public School Library Books, prepared t>y tho Education Department, according to law. XIV. Tho Council, or Truatcos, have authority, if lUcy shall think proper, (according to tho cuiiinion practice of Circulating Libraries), lo require tho borrower to drposit with tho . Librarian a Finn equal to tho cost of tho Book taken by him, as a security for its safe return, and tho payment of any injury which may be done to it. XV. Those Regulations shall apply to Cities, Towns, and Incorporated Villages, tho same as to School Sections. By tho Fourth clause of tho Twenty fourth Section of the School Act of 1850, the Board of Public School Trustees in each City!, Town, or Incorporated Village, has tho same authority to establish and maintain "a School Library, or School Libraries," as tho Trustees of a School Section have by tho Seventeenth clauso of the Twelfth Section of the same Act, to establish and maintain a School Library. XVI. The foregoing Regulations, being made under- the express authority and require, ment of the Thirty-eighth Section of the School Act of 1850. are binding upon all parties concerned in tho establishment, support, management, and privileges of Public School Libraries ; and all parties act with a full knowledge of those Regulations. X.VJI, The Local SuperirHpndcuts of Schools filionld inspaefc and onquiro into the state , and operations of tho Libraries, or Branch Libraries, within their respective jinisdiction\ av <1 pivo tho results of their observations and inquiries in their Annual Reports ; and eafh Town-, ship and School Section must report annually, at tho time of making the annua' Sch'o il Report^ on tho condition of their Libraries, with the number of Volumes in each, and the success and influence of tho system. XVIII. These Regulations will be subject.to reconsideration and revision from time to time, as oxpbrienco and the circustances of the Country may suggest. .. .., ; TOROKIO, August 2nd, 1853. 'EGERTOF RTERSOKV-^-, Source: Ontario, Department of Education, Documentary History, vol. 11, pp. 25-28. .APPENDIX C REMINISCENCES OF RYERSON1S LIBRARIES (the result of enquiries made by J.W. Emery in 1917) Dr. James L. Hughes, formerly Chief Inspector of schools, Toronto, writes: "I remember very well the town• ship circulating school libraries founded by Dr. Ryerson. A strong box was provided for each school section in the township. Each school had to exchange boxes at stated periods. I often drove with my father when he went to ex• change one box for another. When I became inspector of schools in Toronto in 1873, I found a heap of books in each school not used at all. I had them sorted into use• ful and useless. The useless were sent to the second hand store, the useful were divided among the schools of the city, the principals in turn choosing a book till all were divided. They were made the basis of libraries to which we added annually." Dr. Strang of Goderich, whose experience goes back over fifty years, states that one of the old libraries still exists in the Central School of that town and several others in the rural schools of Huron county. "The books as a rule were all serious, and as the modern demand for story books spread the scholars voted them dry and neglected them." Dr. William Scott, principal of the Toronto Normal School, states "In the first school in which I taught in 1862, there was a little library procured with funds ob• tained from the sale of Clergy Reserves. It was set up in a cupboard and consisted of about 300 volumes. These were of a solid kind, there were very few story books amongst them. I learned a good deal of History from this library. It was also used extensively by the young men of the neigh• bourhood, not by the pupils. It was too difficult for the pupils, but the young men who took a genuine interest in improving their minds read continually from books in that library." Mr. John Dearness of the London Normal School re• marks: "The school libraries that I remember as a youth were kept at the secretary's home in a trunk. When I be• came inspector in 1874, I found here and there remnants of similar libraries occasionally, but they had practically 148 ceased to exist as means of circulating books in the section." Dr. D.J. Goggin, formerly text-book editor of the Department of Education, Toronto, writes: "I had know• ledge of two of these libraries. The first was in a little log school in the township of Cartwright, Durham County. The books had been purchased out of the Clergy Reserve Fund allotted to the school section. The sub• ject matter was far beyond public school pupils, but the library was of much service to the older men and women, and I still recall with pleasure what an amount of help• ful reading I did there. When I went to Port Hope in 1873, I found a small collection of books in the Central School. These had been purchased from the Depository. There were books dealing with the History of Education, School Management, Philosophy, and Ethics. I recall Lewes' History of Philosophy, and books in geography, history, and natural science." Source: John W. Emery, The Library, the Child and the School, pp. 134-136. s