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San Jose State University SJSU ScholarWorks Special Libraries, 1917 Special Libraries, 1910s 11-1-1917 Special Libraries, November 1917 Special Libraries Association Follow this and additional works at: https://scholarworks.sjsu.edu/sla_sl_1917 Part of the Cataloging and Metadata Commons, Collection Development and Management Commons, Information Literacy Commons, and the Scholarly Communication Commons Recommended Citation Special Libraries Association, "Special Libraries, November 1917" (1917). Special Libraries, 1917. 9. https://scholarworks.sjsu.edu/sla_sl_1917/9 This Book is brought to you for free and open access by the Special Libraries, 1910s at SJSU ScholarWorks. It has been accepted for inclusion in Special Libraries, 1917 by an authorized administrator of SJSU ScholarWorks. For more information, please contact [email protected]. Special Libraries Vol. 8 NOVEMBER, 1917 No. 9 -pp - ---- - Library School Courses as Training for Business Librarians* By Josephine A. Rathbone, Vice-dircctor, Pratt Institute Library School This paper discusses whnt features of librwy istrntion courses would hnve no ~pplicabil~ty, School trdning fiL for busincss library work and whilc more kno~vlcdgcol business IiIc, metl~ods whethcr further special~xalionalong these lincs and practice, a further study of indexing, proof- is possible in library schools. I was asked to reading, fling and offkc mcthods; more ltnowl- epealc for the hbrary schools, and if, t,l~ercfore, eclgc of the bi1)liography of the 300s and 600s I omit from consideration other means of and also of the special clnssiiications thnt have training for busincss library poslt~ons, it, is becn worlwd out in Ihcse subjects, moulcl add because of ihc lim~tnlionsof the subject ns given greatly to the initial valuc of the llbrnry school me,-filing schools, summer course:s, collcges or graduntc in n husinevs l~brnry. schools offering somc library ~LIbject~in con- Now, is il worth ~vliilclor the onc-ycnr library nection ?villi other courses not coming wituin school so to modify its course as to offer thcse my provmcc. subjccts as n substitute for ch~lclren'sworlt, First, thcn, I wish to consider whelher library circulation dcpnrt~ncnl wodq und the otl~cr schools' tra~nmgfits for morlc in busincss 11- subjccts clrt~linpwith public library l~rol~lemsl brarics, nnd here my thesis is that in so fnr as Frankly, I do not mysclf think thnt it is nd- I~usinesslibraries are libmries,-that is, organ- viwhle in n om-ywr course. Thnt course ized collections of books nnd other printed clnirns to teach only the elcments of hbmry worlc, material,-that thc library school course trams not lo send out cxpcrt cataloguers or cxperienccd for the work of collecting and organizing such children's librsriar~s,but it does offcr 5 broad libraries. Cases of correspondence filcs, how- founclnldon upon which specinlization may be ever, do not const,ittue a library, and the library built after the student has tested hcrself and school does not am to trnm for the worlc of has hecn tested in the various clepart~nentsof keeper of filcs, file clcrk, or whatever thc posi- librnr work. Few students coming to a library tion may he called, though it is true that library schooYltnow what thcy wanL to do or what they school graduates do somctimes take positions are best fittccl for. Moreorcr, the same person of that kind and do find t.hat their training may in her ti~nebe callccl on to play mnny parts enal>lcs them to acquirc t,he technique of file- and would bc hampered, in going from one keeping with some tlegrec of readiness. They podion to mother, by the lnck of a gencml, dl find, also, that the habits of ordcr and exuctness around truininp. l311t the general library school acquired in lhc study of classificntion and curriculum contains mnny course8 that are crttnloguing m'o in~~aluablcnsvets in the business excellcnt tmining for the business hbrnrian. world. Among these arc: For the work of tho business library propcr Cataloguing, which em ~hasizcs accuracy nnd differs from that of the gcnerril library in that form, wit11 its by-products-use of the type- the fielcl is narrower and more intansive. hqost writer, hbrnry handwriting,~. -printing, and library schools ha~rein view the needs of a curd filing. - general public, and since public llbrnlies are Classificntion, which shows thc relntion of sub- emphasizing more and more the social side of jects; which provides a to01 for thc organi- the work, the tendcncy in Chc school curriculum zntlon and nrrnngemcnt of ninterinl; which is to expand in tllc direclion of subjects of gives prnct~ceIn the rapid appraisal of books sociological importance and to consider tcchniral and pan1phlet.s by sd~jcct. subjects from the point of view of their socinl The ass~gnmenisof subject headings, wh~chnot utility, ratl~crthan to consider the specialized only gives practice in the dcterlninalion of a applications of technique. The librnry school book's subject but in tllc fornlulation of that graduate who goes into thc business field has subject in words and the connect,ion of rclnted no use lor many of the subjects covered by the subjects by refercnces. general course,-children's books, story-tclling, The seminar courscs provide experience in the circulation department worlc, and iiction seminar; collection, assirnilstion and p~csentt~tionof much of the book selection und hbrnry admin- infor~nationupon assi~netltop~cs, thu8 giving *Address nt Annual Convention of Spccinl Librnrics somc practice in onginul research and in Association, Loulbville, Iiontucky, Juno 26, 1917. making reports based upon it. SPECIAL LIBRARIES At least an elementnry lcno~vlcclgcof printin With scl~oolsoffering a second-year, whether proccsses, proofreading, kind of types, an! of school work nlonc, as in Albnny rind Illinois, good form in printing is givcn in most lllmry or a second year of pnid prnctice combined with schools. ?lass-room work, ns in the New York Public llefcrence work, wlilrh includcs a, l~nomlcdgcof Lihary School, the rnsc is quite cliffcrcnt. Thcre the scopc nncl cllnracter of goneml rcfcrcnrr, specin1ie:~tionis possible nncl nltcrnative courses boolts, bibliographies nnd documents, and lending to sonic dcgrcc of spcclnlization are practicing in loolcing up qrmtions in tllerrl the rule. How does the casc for business li- gmcs the studa~tthc method of and fimlitg in brnries present itself to the~n" rcscarch and helps dovclop tlmt instinrt for The director of the P;ew Yorlt State Llbrary following n cluc tht~t all librarians nrccl. School nt Albnny writes, "There is clcaily an Practice in compiling and often in nnnotnting increasing clcmnnd for 11b1nry school students subjccl lists is a fcnt~lreof reference courses for business plnccs. 1t7e are not nblc to meet in most schools. TIN 1ibr:wian of tho Ame~icnn the demand. Wc do not try very hnrcl to do so; Unnkers' Association wotc mc in this con- we haven't enough stucldents to fill the real nection, "It. llns bttcn my cspcric~~cethat the library places that ask our help. Our course lcnowledgc of rcfcre11c:e sourccs gained in the hns been rnodlfied very littlc if nny, lo fit library school courses has been the one thing studcnts for busincss poistions, though me are thtrt has hat1 specinl vnllic ~n thc field of in favor of incrensing a little our instruction in business lil~rwywork. Wllilc the rclcrcnce thc gcnertd principles of filing and othcrwise sourccs of hr~sinessnrc SO 111uch more highly caring for eplicnlcral and ininor librnry ma- specinlizcd tllan those usually used in public terial, such ns pictures, clippings, pnmphlets, libraries, these is distiiwi :dv:mtngc in kno~ring etc, ancl this instruction mould apply to the the stand:lrtl sources of general information nnd care of corrcsponclence ns well. The success in lu~vingti mind tra~nedto research worlc." which our students hnve llnd who have gone Thls sirlkes at lllc hcnrt of thc wl~olemnttcr,- into bus~ncsslibrnrics leads us to believc thnt thc library school not only impnrls ,z tcchriique, Ihc adjustments neccssnry lo tram morc speci- a method of work that can be usccl in any ficnlly for this lrind of work will not need to be kind of librnry, but it docs give n kind ol iiieiltnl very extensive." training thal endhlcs ~tsstudents lo dig ouL Tlic director of Lhe Illinois University School from ninny sourccs, to assemble, to arrnnge, -also a two-year grnduntc course-writes, to organize and to p~went,inforlnntion in Tot many of our rcccnt grnduntes hwc be- usable form with a minimum loss of ti~ncmcl come hbrwiana of busincss houses,-perhaps energy. There is nlso n trtdniug of the jutlgrrimt it woulti not nverngc morc than one n ycnr. which lesults from a study of coinpsmlive I am inclined to tllinlc il~crequests for such mcthodv and the ndnpting of methocls to special librarians ttre incrcnsing but not very lnnrltedly condit~ons. Are not, tlmc n goocl hasis for so. For the bcnefit of studcnts who plan to successful busirlcss libmriimship? work in spccial librnrias, a modification of the As to thc sccond pnrt of my subject,-"Is senior yenr's work is-under cerlnin conditions further s ccinliration In preparation for the --perrnittcd. A student may pctition for such wot of Eusincsr 1ibnuics possiblc in existing modificnt,ion, provided hc intcnds to work in library schools?"-my own feeling, as sintcd n busincss, technical, or ot~?r spccinl librury, before, thab this is not possible in the librnry nnd groridrd his undtv-grau xte courscs in- schools ofcring a one-ypnr course (mhcLher cluclcd n sufficient nunh - in i1. field in which given in one ymr as at I1rntt or Urcstern Rcsnrve, he expects to speciahzc in such inslnnces the or sprcad out ovcr tl four-ycnrs gencrnl colle~e faculty mag permit thc stldcnt to sul~stitutc COUISC, as at Simlnons or Syracuse) is strcngt.h- for ccrtnin of ihc rcgulnr librnry courses such em1 by the teslirnony of otlm liblnry scl~ool electives in thc various collegcs of the university directors to wlmn I wrote about the nmttcr.
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