The Art of Writing Handwriting Letters and Notes
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From Law in Blackletter to “Blackletter Law”*
LAW LIBRARY JOURNAL Vol. 108:2 [2016-9] From Law in Blackletter to “Blackletter Law”* Kasia Solon Cristobal** Where does the phrase “blackletter law” come from? Chasing down its origins uncov- ers not only a surprising turnabout from blackletter law’s original meaning, but also prompts examination of a previously overlooked subject: the history of the law’s changing appearance on the page. This history ultimately provides a cautionary tale of how appearances have hindered access to the law. Introduction .......................................................181 What the Law Looked Like: The Lay of the Land .........................185 Handwriting .....................................................185 Print ...........................................................187 Difficulties in Reading the Law ........................................189 Handwriting .....................................................190 Print ...........................................................193 Why Gothic Persisted Longest in the Law ...............................195 Gothic’s Symbolism ...............................................196 State Authority .................................................198 National Identity ...............................................199 The Englishness of English Law ...................................201 Gothic’s Vested Interests. .203 Printers .......................................................204 Clerks ........................................................205 Lawyers .......................................................209 -
History of Library and Information Science Education
ILLINOIS UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN PRODUCTION NOTE University of Illinois at Urbana-Champaign Library Large-scale Digitization Project, 2007. Library Trends VOLUME 34 NUMBER 3 WINTER 1986 University of Illinois Graduate School of Library and Information Science Wherr necessary, permission is granted by the copyright owner for lihrarim arid others registerrd with the Copyright Clearance Center (CCC) to photocopy any artirle herein for $3.00 per article. Pay- ments should be sent directly to the Copy- right Clearance Center, 21 Congress Street, Salem, Massachusetts 10970. Copy- ing done for other than personal or inter- nal referenre use-surh a5 copying for general distribution, for advertising or promotional purposes, for creating new rollective works, or for resale-without the expressed permission of The Board of Trustees of The University of Illinois is prohibited. Requests for special permis- sion or bulk orders should he addressed to The Graduate School of Library and Infor- mation Science, 249 Armory Building, 505 E. Armory St., Champaign, Illinois 61820. Serial-fee code: 0024-2594/85 $3 f .OO. Copyright 0 1986 The Board of Trustees of The llniversity of Illinois. I History of Library and Information Science Education DONALD G. DAVIS, JR. PHYLLIS DAIN Issue Editors CONTENTS Donald G. Davis, Jr. 357 INTRODUCTION Phyllis Dain Francis L. Miksa 359 MELVIL DEWEY: THE PROFESSIONAL EDUCATOR AND HIS HEIRS Wayne A. Wiegand 383 THE SOCIALIZATION OFLIBRARY AND INFORMATION SCIERTCESTUDENTS: REFLECTIONS ON A CENTURY OF FORMAL EDUCATION FOR LIBRAR- IANSHIP Mary Niles Maack 401 WOMEN IN LIBRARY EDUCATION: DOWN THE UP STAIRCASE William L. Williamson 433 A CENTURY OF STUDENTS Laurel A. -
M E L D Dewey: the Professional Educator and His Heirs
Meld Dewey: The Professional Educator and His Heirs FRANCIS L. MIKSA The Assessment of Dewey’s Educational Work MELVILDEWEY IS, without question, the person most responsible for establishing formal education for librarianship in the United States. On 5 January 1887, after more than three years of planning, he opened the doors of the first library school in this country, the School of Library Economy at Columbia College in New York City. His work in the school was extensive. He developed its curriculum through a trial-and- error method and arranged for a number of outside lecturers. By his own accounting he presented more than 60 percent of the formal class sessions conducted by its resident staff during the lecture terms in its first two years. 1 He also nearly singlehandedly wrote and published a jour- nal, Library Notes, that served as a serial textbook for the school.’And, between late 1888 and early 1889 when Columbia College withdrew its support for the school, Dewey reestablished it at the New York State Library in Albany, New York. Dewey’s personal involvement in the school began to diminish as early as 1889, but his influence was such that the school continued for years afterward in the course he had originally set for it.3 Dewey’s contribution to early library education also went well beyond his own school. He was untiring in his efforts to explain, extol, defend, and promote library education throughout the larger library community. His own school also became an effective educational model by virtue of its graduates becoming staff members of the burgeoning Francis L.