LAUREL A. GROTZINGER

Women Who ''Spoke for Themselves''

The role and special contributions of women in the development of academic and research librarianship in the are shown through the careers of six major : Katharine Sharp, Isadore Gilbert Mudge, Margaret Mann, Adelaide Hasse, Flora Belle Ludington, and Genevieve Walton.

THE ROLE OF WOMEN in librarianship, academic and research libraries in the and especially in academic and research li­ United States dates from the 1870s and braries, has been characterized as one that 1880s. By that time, the foundations of the dominated in physical numbers but did lit­ system of postsecondary education were tle to provide the leadership essential to a well established, and the basic variations­ profession struggling to define and justify its the colonial college, technical institutes, own existence. Unfortunately, such a quick coeducational institutions, land-grant and assessment does not point out the special other state universities-were easily distin­ significance of those unique women who did guished. Not so clear, however, was the provide that leadership while overcoming office of the and the respon­ long-standing and oppressive social tra­ sibilities of that office in terms of building ditions, which not only circumscribed their an educational resource. As McElderry suc­ opportunities but also buried their contribu­ cinctly states, academic libraries, regardless tions. of institutional "type," were often "a miscel­ Even in 1976, analyses of those who rose laneous assortment of books, primarily gifts, to "prominent posts" note a Windsor, but few in number, poorly housed, and scarcely not a Katharine Sharp, a Williamson, but used."3 not an Isadore Mudge; cite as notable con­ At the same time, major public research tributors to the library literature a Billings, collections, such as the ones in Los Angeles, r but not an Adelaide Hasse, a Bishop but not Pittsburgh, and , were growing a Margaret Mann; or find reason to mention rapidly but had yet to be adequately a Charles Smith, but not a · Flora Belle housed, organized, and opened to the pub­ Ludington or a Genevieve Walton. 1 lic with the full range of services that are Yet the women were there and, as Holley commonplace to today' s user. Although a notes, while there were "stories of women number of women were involved in or having asked 'Papa' Poole, Lloyd Smith or closely identified with the development of some other male librarian to speak for them academic and research libraries and/or the in the deliberations at early conferences, provision of special services, one of the first they quickly learned to speak for them­ was Katharine Lucinda Sharp. selves. "2 In that speaking and in their doing lie many biographical studies; the following paragraphs address only six of those "library KATHARINE SHARP (1865-1914) ladies" .and their impact on the academic Katharine Sharp· was associated with two and research libraries of the twentieth cen­ key aspects of library history in the U.S. : tury. education for librarianship and the promo­ The major period of expansion of tion of a strong, accessible collection. Her direction of the first library school in the Laurel A. Grotzinger is professor, School of Midwest, at the Armour Institute of Librarianship, Western University, Technology in Chicago, from 1893 to 1897, Kalamazoo. and the continuation of that program at the

I 175 176 I College & Research Libraries • May 1978

University of Illinois, from 1897 to 1907, gave impetus to the acceptance of formal li­ brary education as a basic component of preparation for professional work Graduates of the Illinois program found positions in li­ braries and library schools throughout the country. As Dewey did before her, Sharp and her faculty colleagues imbued the majority of their students with a sense of the dramatic future of librarianship; those graduates, in turn, became influential advo­ cates of the role of libraries and library serv­ ice, which Sharp, herself, exemplified . . Katharine Sharp probably would be nota­ ble if she had done nothing but build a strong library school, but, in addition, she was instrumental in collecting and organiz­ ing the nucleus of the vast researcli library that currently exists at the University of Il­ linois. Illinois, one of the first of the land­ grant universities, had a library when Sharp arrived in 1897. However, no previous li­ brarian had the foresight or knowledge to take the odds and ends of materials that had been acquired until that time and make them accessible while encouraging the ex­ pansion of the collection. Yenawine, in his Katharine Sharp study on "The Influence of Scholars on Re­ search Library Development at the Univer­ 1885 she received the degree of Bachelor of sity of Illinois," documents her ambitious Philosophy with Honors in General, Latin, undertaking. and Special Scholarship. Ultimately she also Guided by library statutes and assisted by a Fac­ earned a B.L.S. in the New York State Li­ ulty Library Committee, Miss Sharp [by 1900] brary School, a master's degree from both had consolidated the Library's resources in the Northwestern and the New York State Li­ Library Building, had departmentalized the work brary School, and, after her retirement, was and trained a staff, had systematized procedures given an honorary degree by the University for book selection and acquisition, organized ref­ of Illinois. There was little doubt that she erence services, and had recataloged a large part 4 was a brilliant student and, more important, of the collection. was able to apply what she learned in a va­ Such an accomplishment was not due to riety of situations. chance. All of her preparation had em­ Her first position involved teaching at the phasized principles of "library economy" Elgin Academy, but this proved unsatisfac­ and a logical approach to collection de­ tory, and she became an assistant librarian velopment. In fact, that preparation and her in the of Oak Park, Illinois, in own unique personality made her one of the 1888. Shortly after she began her second widely recognized leaders of that period. year of library work, she applied for admis­ Sharp, in contrast to a . number of other sion to the infant library school that had just pioneers of that age, was a completely mid­ been transferred to Albany, New York, after western product. Born, on May 21, 1865, in Dewey's lost battle with the trustees of Co­ Elgin, Illinois, she was fortunate in her at­ lumbia. Sharp's decision to apply to that tendance at the Elgin Academy, a pro­ school was a gamble, since she had to resign gressively liberal school. She completed her her position, move to the east, and study studies at the age of fifteen and a year later for two years under a man who was an ex­ was enrolled in Northwestern University. In traordinary leader but also one of the most Women Who Spoke I 177 controversial individuals in the country. It Champaign/Urbana communities. Although was, at- least with respect to her future, a Sharp was unable to bring about the crea­ fortuil:ous choice, since Dewey was the pro­ tion of a state library commission, she left a fessional contact who provided access to the strong association, interested citizens, and "old boy network" of that period. numerous well-prepared librarians who During her years of study at Albany, were dedicated to the same ideals of service Sharp gained further experience cataloging and library expansion to which she had de­ and organizing small collections in Illinois voted . her professional life. She was an ac­ and Ohio. Her record at the library school tive and contributing member of other pro­ was excellent, and she was, as Dewey fessional associations including ALA, where noted, "easily first"5 in a class that also in­ she served ten years on the council and two cluded Edwin Hatfield Anderson, Mary terms as vice-president. Esther Robbins, and William Reed Katharine Sharp's life, however, may not . Eastman. Dewey's identification of her as ~ best assessed in terms of the events just "the best man in America"6 to direct the li­ chronicled. In many respects, her most sig­ brary and library school at the new vo­ nificant role came in the influence she had cational institute in . Chicago. was the only on others of that period-especially on the recommendation necessary to place her in a young women with whom she came in con­ position from which she could build a repu­ tact in those formative years of library work, table educational program and, four years who, in tum, brought their forces to bear later, begin her consolidation and creation on the library community. One such indi­ of the foundations of the research library at vidual, a member of Sharp's staff· at the the University of Illinois. University of Illinois, was Isadore Gilbert The years of Katharine Sharp's career Mudge. were relatively brief in number. She opened the Armour school in the fall of ISADORE GILBERT MUDGE (1875--1957) 1893 and some fourteen ye~rs later, in 1907, In McElderry's analysis of the evolution resigned from her position as head librarian, of the academic library, five categories are director of the library school, and professor identified, which, he suggests, represent of library economy at the University of Illi­ chronological trends in service to readers. nois. Although it was anticipated that she His first and second periods are described would eventually return to her library as ones concerned, as was Katharine Sharp career, her delight in her position as vice­ at the University of Illinois, with the "ac­ president of the Lake Placid Club and her cumulation of materials" and the "organiza­ tragically early death in 1914 at the age of tion of resources. "7 The third facet of library forty-nine left no opportunity for that future growth, the "personal assistance to readers," involvement. Regardless, less than two dec­ was also of singular interest to Sharp, ·who ades of service to the profession produced brought to Illinois, in 1900, a woman who accomplishments that are neither insig­ was to earn a special place in the history of - nificant nor transitory. Her outstanding library reference services. work in establishing the Illinois library Isadore Gilbert Mudge, as her biog­ school and formalizing the curriculum lead­ rapher, John Waddell, notes, ing to a degree in library science was prob­ was born March 14, 1875, the oldest child of ably the factor most important in assuring Alfred and Mary Ten Brook Mudge. Both her the continuation of university-associated parents had been raised to respect the impor­ education for librarianship in the Midwest. tance of higher education and to appreciate the Her lifelong dedication to the future of li­ satisfactions of professional achievement. Her brary services in the state of Illinois led to maternal grandfather, Andrew Ten Brook, was a the formation of the state library association minister, a professor, and for many years the li­ brarian of the ; her pater­ and brought an extension of library service nal step-grandfather, Charles K. Adams, was the into many communities-through her found­ president of Cornell and later of the University of ing and direction of a bureau of information and was instrumental in the building and through the library courses she and her of fine new libraries at both places . . . . It was a staff taught , outside the Chicago and family of achievers. 8 178 I College & Research Libraries • May 1978

Mudge, just ten years younger than Katharine Sharp, also reached college age at a time when she was able to attend an in­ stitution of higher education other than those that catered solely to females; she could think seriously about a career other than marriage. Given her background and fine educational preparation at the Adelphi Academy in , she found little difficulty in matriculating at Cornell Univer­ sity in 1893. She was an excellent student who was one of three elected to Phi Beta Kappa in the junior year but, more important, was given the opportunity to study under a number of superlative professors and to make use of an excellent library: "Probably nowhere else in the world could a young woman of her age have had access to such a strong collection, and it is obvious from the nature of the courses she took and the high grades she made that she must have spent countless hours using its resources. "9 Mudge enrolled in the New York State Library School in 1898 and graduated in Columbiana Collection, Columbia University 1900 having earned the B. L. S. degree­ again with an outstanding record including a Isadore Gilbert Mudge "100" in reference. Not surprisingly, she was recommended to the "demanding" Miss should be located "where it can be most Sharp of Illinois, who wanted only the best easily and conveniently consulted"; and that for her library staff and her school. the librarian should "give personal help in Katharine Sharp had recognized the need the use of the library whenever possible and for specialized reference personnel early in in giving such help to endeavor always to her career. When the library school was help the student to independent and intelli­ transferred to the university, Sharp fought gent use of the library resource. "11 to employ highly qualified individuals to During the same yeats that Mudge carry the responsibility of both giving and gained valuable first experiences at the ref­ teaching reference service. As she wrote in erence desk, she also taught in the library 1901, "without a reference librarian to de­ school. Although her teaching methods vote her entire time to the work, a univer­ were not comparable to those of later years, sity library must be restricted in one of the given the nature of the Illinois collection most important phases of its work. "10 and the relatively elementary nature of its When Mudge arrived in the summer of curriculum, the involvement and her con­ 1900, she had a tremendous task to handle, tact with Sharp, Margaret Mann, Minnie with what was then a paltry collection com­ Sears, and others provided the basis for fu­ pared to those resources available at Cornell ture friendships as well as for professional or some of the other universities of the development. Sears became a special friend East. However, even in these early years, and collaborated closely with Mudge in both she had a certain sense of the role of an ef- her library and literary work of the next . fective reference librarian. Her statement of several decades . . the function of the reference department, in By 1903 Mudge was ready to return to 1902., noted that "an all-round, well­ her beloved east coast. An opportunity for balanced collection of the best reference advancement came in the acceptance of the books in English" should be built; that it position of head librarian at Bryn Mawr. It Women Who Spoke I 179

is likely that Dewey was again involved, she was appointed reference librarian, a .Po­ since graduates of the Albany school had sition she held until her retirement thirty been earlier librarians at that college; Sharp years later, in 1941. also recommended her and wished her suc­ In 1927 she added the second element to cess. her distinguished career when she was Sears went with Mudge to Bryn Mawr as made an associate professor of bibliography her cataloger, and both left the college in of the recently opened School of Library 1907 to spend a year traveling in Europe. Service, which had grown out of a merger After the year there, during which she and of the New York State Library School at Al­ Sears compiled A Thackeray Dictionary, 12 bany and the library school that operated she spent the next three years in a variety within the structure of the New York Public of activities. From 1909 to 1911 she worked Library. The combination of Mudge's dual with William Dawson Johnston, librarian at role as reference librarian and instructor Columbia, in compiling a directory of spe­ plus the superb facilities of the university cial collections in American libraries. 13 In library provided the environment that 1910 she was employed at Simmons College shaped the future of much of reference library school where she was recognized for work in America. During the years of her her teaching ability. tenure she focused on the centralization and In the same period she contributed the expansion of the collection, the selection first of numerous reviews to Library Jour­ and education of staff, and, key to it all, the nal, and, possibly most important, Mudge definition of professional service to the took over Alice Bertha Kroeger's Guide to scholar. the Study and Use of Reference Books 14 and published supplements in the Library Jour­ Word of mouth reputation of Mudge's services nal. In 1917 Mudge edited her own first full spread, so that in a relatively short time she was able to demonstrate factually to the library ad­ edition, the third of the Guide; it became ministration something of the achievements and the undisputed leader among reference the growth of her department ... . Staff and col­ tools of that type. Mudge eventually edited lection were import~nt in furthering the de­ four editions-1917, 1923, 1929, and velopment of the reference department, but the 1936-before her successor, Constance real key to success was, of course, Mudge's al­ Winchell, took on the job. As Winchell later most superhuman skill in answering questions of wrpte great variety in subject and in level, and in train­ ing her carefully chosen assistants to learn to do Miss Mudge became the outstanding authority on almost as well. In later years she phrased a glib reference books, and her Guide has been known prescription for success in reference work, which and consulted in libraries throughout the world she called the three M's-material, mind, and . . . . Her thorough familiarity with reference method. 17 books and reference techniques, her clear think­ ing, her wide knowledge and remarkable mem­ A glib prescription or not, Mudge's three ory, and her deep interest in the subject and in "M's" became the basis for her resourceful . the student or research worker, all combined to and influential classes in the library impress her influence on succeeding generations school-classes that in tum produced future of students, colleagues~all who used her book. 15 instructors who based their methods on her work. As Winchell later wrote, "probably no Closely tied to her ability to earn this other one person has contributed so much reputation and produce the Guide was to raising the standards of reference collec­ Mudge's career at Columbia University. Al­ tions and reference service in the libraries though Simmons College desired to keep of this and other countries. " 18 her as an instructor, Mudge claimed that That rare spirit was eventually recognized she had "for some reason set my mind on by the American Library Association, which wanting Columbia from the days that I was established in 1958 the Isadore Gilbert at Cornell. "16 Her interest in the institution Mudge Citation to be given to others who eventually led her to accept a position in had, in the image of Mudge, made a "dis­ gifts and exchanges, which began February tinguished contribution to reference librar­ 6, 1911. A few months later, on June 15, ianship." 180 I College & Research Libraries • May 1978

MARGARET MANN (1873-1960)

"Her chief service to librarianship," wrote Bishop in 1938 when Margaret Mann was preparing for retirement after a career that had spanned four decades, " ... is the train­ ing she has given her students in earlier and in later years. She has shown them that cataloging is work of absorbing interest and never-ending variety; that classification of books calls for a happy combination of scholarship and practical sense; that both are fundamental processes in the conduct of any library. 19 William Warner Bishop, perhaps, overemphasized the final years of Mann's professional life, when she was the best known instructor in cataloging and clas­ sification in America. Mann had spent at least as many years in cataloging materials as she spent in teach­ ing, and her contributions in this area, if not unmatched in her time, surely iden­ tified her as an expert in the field. At the same time, her climactic years in the library University of Michigan school at the University of Michigan did focus her ideas about the organization of re­ Margaret Mann sources in such a way as to produce her classic text, Introduction to Cataloging and the Classification of Books, 20 a work de­ Institute library school. She passed the ap­ scribed by Lehnus, in his analysis of "mile­ plication test for the Armour Institute li­ stones in cataloging" as "not only the most brary course with ease and was one of cited manual, but also one cited as much as twelve young women who began study on others which have had more recent revised September 14, 1893, in the first class of the editions . . . . Even though there are more Department of Library Science. From that recent texts than that of Mann, hers has day on, Margaret Mann's future in the pro­ proven its superiority through its quality. "21 fession was assured-both by her own Margaret Mann's entrance to librarianship abilities and her contacts with Katharine did not build on the educational and cul­ Sharp and, through her, Dewey. tural strengths seen in the background of Records indicate that she was an all "A" both Sharp and Mudge. She was born on student who was so expert that Katharine April 9, 1873, in Cedar Rapids, Iowa, and Sharp hired her, in 1894, after only a year her early years were circumscribed by the of study under limited conditions, to catalog rural community in which she was raised in the Armour library and, also, while tak­ and in which her father worked as a dry ing a second year of work, in 1895-96, to goods merchant. After Amasa Mann moved serve as an instructor in the beginning his family to a suburb of Chicago in 1890, classes. Margaret was able in 1893 to obtain her Mann was especially attracted to the area secondary diploma from Englewood High of cataloging and classification; it not only School. She was then twenty years old. appealed to her own well-organized habits As with many young women of that pe­ and intellectual interests, but it was, at the riod, her options for employment were lim­ time, the only area of librarianship that was ited, but she was able to benefit from the codified in any systematic way-there was circumstances that brought, in the year of something upon which to base decisions. her graduation, the opening of the Armour Moreover, she was an advocate of the basic Women Who Spoke I 181 assumption that the catalog was the key to distinction which it owes directly to Margaret effective library use and that its value was Mann. It is the sole American library of size and based on the skill of the cataloger. She not importance which has published a classified and only . practiced this belief, as is evident in annotated catalog on a large scale . . . . The her innovative and user-oriented catalog execution of this huge and formidable task was modifications found at the Carnegie Library carried out under Miss Mann's close and continu­ in Pittsburgh and the Engineering Societies ous supervision. 24 Library in New York, but she made it the Although her long years of work at emphasis of her courses in which she Pittsburgh began to suggest that she might stressed the discipline of the subject. eventually retire in that community, Mann [The study of cataloging] develops an exact way of readily accepted a totally new challenge in thinking and doing, and the student comes to 1919 when Harrison Craver asked her to realize through such a course the importance of bring order to the assorted libraries of the system, accuracy and order. He comes to accept United Engineering Societies in New York the fact that, no matter how much knowledge one City. This work in a special library not only acquires in handling books, unless this knowledge can be satisfactorily passed on to others, the li­ added to her _cataloging experience but brary is not fulfilling its purpose. 22 brought to a forefront her ideas about adapt­ ing a collection to the needs of the user and When the Armour Institute library school producing a usable catalog. As she wrote was transferred to the University of Illinois several years later, 'in 1897, there was never any doubt that Mann would make the move with Sharp. A . . . libraries are formidable places at best . . . . close and special friendship had developed People . who use tlle library are immediately aware of their shortcomings and very few like to between the instructor and student. During expose the fact that they do· not know the answer the period at Illinois; Mann did much to to the question they want to look up . . .. With support the massive changes that Sharp had this situation it is much better for the shy reader to bring about in order to get the library (arid there are many of them) to be able to go to and ~ibrary school operating in an efficient the catalog and look up his own information. He manner. will be more likely to come again if he can help Prior to Sharp's arrival, there had never himself. 25 been a consistent policy of cataloging and In addition, she was quick to utilize the classification so that many of the resources idea that a classed catalog worked more ef­ needed, at the very least, to be accessioned, fectively than a dictionary catalog when shelflisted, and prepared for the shelf; other used with certain subjects-so the Societies' material needed major reorganization. The library had a special classed catalog that only help came from the library school stu­ gave, she noted, "a logical arrangement of dents who had to be closely supervised, titles to supplement the illogic~ dictionary but, by the end of the first year, the annual arrangement. "26 report could state that the library had its After five years, the collection of the En­ material "arranged for easy reference, with gineering Societies was largely recataloged 23 its records all systematized. " and well-organized. It was then that Mann By 1899 Mann was serving both as assist­ turned her attention to a different and even ant librarian and senior instructor as well as greater challenge-teaching cataloging and personally handling all government docu­ classification in Paris at the Ecole des Bib­ ments, college catalogs, and other miscel­ liothecaires. She taught there for only two laneous resources. When Edwin H. Ander­ years, 1924-26, and although she might son, then librarian of the Carnegie Library have stayed ·longer, family concerns, several at Pittsburgh, offered her the position as teaching offers, and an agreement to write head of the Cataloging Department in 1902, the ALA textbook on cataloging enticed her she could not refuse and, from 1903 to to return. 1919 was instrumental in directing the de­ Bishop persuaded her to come to his velo~~ent of the catalog at that institution. newly formed library school at the Univer­ The Carnegie Library of Pittsburgh enjoys a sity of Michigan; it was Margaret Mann's peculiar distinction among American libraries-a last professional home. The final twelve 182 J College & Research Libraries • May 1978 years of her active career, 1926--38, were a fitting capstone as she was internationally recognized as an exceptional, talented teacher whose textbook became a classic almost as soon as it was published.

ADELAIDE R. HASSE (1868-1953) In 1897, an issue of the San Francisco Call ran a two-column illustration of Adelaide R. Hasse and headed it with the phrase, "Famed for her Library Knowl­ edge." As the information under the picture noted, Hasse had formerly been employed by the Los Angeles Public Library and had later "distinguished herself" in the Bureau of Public Documents in WashingtoiJ. Fur­ thermore, the notice went on, "no woman in the country has a more thorough knowl­ edge of the public documents of the United States than has Miss Hasse. So complete is her information in that line that the head of the bureau has often referred to her as the 'living ,index.' "27 The occasion that had caused this glowing Library Journal commentary to be published was Hasse's appointment as head of the documents de­ Adelaide Hasse partment in the Astor Library, which had just been consolidated with the Lenox Li­ brary and the Tilden trust to form the New formation of all kinds, quite logically York Public Library. Within a few years, brought her to a place where collecting was the documents collection "became, the Li­ keen-the Los Angeles Public Library. brary Journal observed, 'so completely There, in 1889, Hasse became the library equipped and so well organized as to form a assistant to Tessa L. Kelso and took the first model of its kind. . . . ' Miss Hasse and her steps on her remarkable career path. Years staff produced valuable bibliographies and later Hasse noted: checklists [and] in 1911 ... they provide[d] ... collecting is great fun. Every employer I service directly to the public. "28 have had has been a collector. My first employer Adelaide Hasse, as was true of Sharp, was a woman, and it was she who gave point and Mudge, and Mann, brought her own unique direction to my natural bent towards collecting. personality and background into focus when She herself was a remarkable collector of experi­ she became a librarian. Born September 13, ence. Having had but little library experience 1868, in , Wisconsin, Hasse grew herself, she was able, by her ability as a collector of the experience of others, to avail herself up in a family in which her father, a suc­ thereof and, on the strength of it, to build up one cessful surgeon and renowned botanical re­ of the livest, most progressive libraries I have searcher, gave his children many oppor­ known ... [She] aroused my interest in the pos­ tunities to study with private tutors and to sibilities of specializing in government docu­ share in his own literary interests. Dr. ments. She was so sympathetic in her efforts that, Hasse moved his practice on several occa­ almost without being aware of having done so, sions, and Adelaide also came to enjoy dif­ somehow I had organized the collection of docu­ ferent environments and to delight in ments, not inconsiderable, in the Los Angeles travel. Public Library, devised a classification for them, 29 Adelaide's penchant for what she called and had b~gun a checklist of them. "collecting,". which originally referred to her From that checklist came the first of enthusiasm for reading and discovering in- nearly two dozen bibliographies that were Women Who Spoke I 183 published during the sixty years of Hasse's respect for Billings, who had, in her estima­ career-publications that were instrumental tion, an international perspective on the in identifying and organizing state, federal, functions of a research library and the scope and foreign documents on a variety of topics of its resources. She was given the opportu-: including, among others, public archives of nity to travel and acquire materials and was the ·thirteen original states, demolition­ responsible, in 1902, for locating a copy of blighted areas, the trade paper press, the supposedly lost 1695 Bradford journal, finance, Department of Agriculture publica­ which she later edited. 34 tions, foreign affairs, and her invaluable After Billings' death in 1913, Hasse lost Index of Economic Mate rial in Documents much of the momentum that had, with his of the States of the United States, 30 a support and interest, helped her to build an monumental reference resource, which was excellent documents collection and develop "in itself a life work for any less industrious user-oriented services for businessmen. He and persistent person."31 Moreover, from had supported her in the compilation and 1894 to 1939, there are more than fifty arti­ publication of several significant bibliog­ cles by Hasse, published in a variety of raphies; her work in ALA also led to her library and nonlibrary sources, that percep­ preparation of a catalog handbook for docu­ tively define an active and competent li­ ments.35 brary institution as well as chastise an often The new administrator of the library, E. inactive and incompetent library staff. H. Anderson, was not judged by Hasse to Hasse's work in the Los Angeles library be a worthy successor to Billings. A disrup­ was singular enough to bring her to the at­ tive and destructive personality conflict be­ tention of individuals who had major dif­ tween Anderson and Hasse developed. She ficulties in document organization-the U.S. was not one to bear her troubles silently, government. The first section of her and Anderson would not, could not allow checklist of public documents, which dealt her criticism to go unanswered. With the with agriculture, brought a request from outbreak of World War I, matters grew that department for its publication. 32 · even worse and rumors circulated through­ Shortly thereafter, knowledge of Hasse's out the staff about Hasse's pro-German skill in this area was such that, in 1895, she sympathies. She perceived what she consid­ was offered the position of librarian of the ered to be inferior work all around her; a office of the Superintendent of Documents. catalog she had spent years developing was This position and the office .were created by given to another department to manage; the passing of the Printing Act of 1895, and, ultimately, she believed that she was which centralized the distribution and sale purposely "ostracised from any activities of of government publications as well as the the library"36 including, in 1917, omission preparation of bibliographies that would in the annual report of the librarian of ref­ index them. Her duties in Washington erence to the work of her Economics Divi­ sion, whose effective and resourceful serv­ were to care for the current documents after they ices had become famous in the New York had been recorded by the cataloguers and to col­ business community. By 1918, the entire lect all other documents. The Richardson Bill matter had gone beyond reasonable recon­ gave to the Superintendent of Documents the au­ thority to remove to his custody from all the de­ ciliation, and Hasse's resignation was re­ partments all the accumulations of documents not quested. Never one to retreat, Hasse re­ in use for the business of the departments. The fused to leave quietly and requested a hear­ removal of these accumulations fell to me. 33 · ing before the executive committee. Her request was refused, and in October her Two years after she arrived in Washing­ employment was "terminated." ton, , then director of the For anyone other than a personality of , visited the docu­ the strength and determination of Adelaide ments office, observed her efforts, and of­ Hasse, the affair would have ended a pro­ fered her a position in the Astor Library. fessional life. Hasse, however, in addition to She accepted the position and, in 1897, her own drive, had many colleagues who moved to New York. Hasse had tremendous supported her regardless of their ,interpreta- 184 I College & Research Libraries • May 1978 tion of the incident. She returned to Wash­ ington, by request, and during the years from 1919 through the early 1940s con­ tinued to organize records, prepare bibliog­ raphies, serve as a research consultant, and teach in the local universities. She officially stopped working in 1952 at the age of 83, with her last major effort directed to the editing of state records for microfilm publi­ cation.37 FLORA BELLE LUDINGTON (1898-1967) Although all the women profiled to this point had active careers in regional, state, and national associations, only Flora Ludington was able to scale the political ramparts that produce American Library As­ sociation presidencies. She was still a novice librarian when Sharp was dead, Mann an in­ ternationally known cataloger, Mudge an in­ creasingly recognized authority on reference works, and Hasse a thirty-year veteran of special library services for the economics and business world. Ludington came to the profession of li­ Mount Holyoke College brarianship when it was in the throes of serious criticism about its educational sys­ Flora Belle Ludington tem, had yet to establish and clarify many of its standards, and had far more unanswered Carnegie public library. That experience questions about users than it had answers or and her lifelong enchantment with the de­ even the right questions. During her distin­ lights of reading and the joy of learning also guished career, which was involved with involved her in work in the library of the two colleges-Mills and Mount Holyoke­ University of Washington, Seattle, where and international library development, she took her B.A. degree in librarianship, in Ludington never lost 1920. In her work in the library classes at sight of the first responsibility of the librarian-to Washington, she came under the strong bring together books and people, and she would guidance of William E. Henry. He was ex­ add, "books that will inspire the mind, that will tremely supportive of the educational pre­ throw fresh lights on current problems . . . books cept that "no one can teach efficiently who on a variety of subjects, not necessarily new lacks enthusiasm for the subject taught, or books ... good books." Her reading as well as who is deficient in human interests as dis­ her writings encompass[ed] many diverse fields, 39 and are worldwide in their extent. She [was] li­ tinguished from mere subject interest. " brarian, bookman, collector, and, perhaps, of The instructors at the library school were greater importance, an informed and active citi­ selected because Henry believed that their zen of the world. as interest was the "welfare of the student." In addition, he espoused the then basic philos­ Flora Belle Ludington was born Novem­ ophy that the instructors should be practic­ ber 12, 1898, in Harbor Beach, Michigan, ing librarians. When this emphasis on the but while still a child, she moved with her personal touch was combined with small family first to Idaho and later to Wenatchee, classes and field work in the library, the Washington. Her earliest association with stage for the Ludington career was well es­ library work came at the age of fourteen tablished. As one graduate and later profes­ when she served as a volunteer in the local sor of the school wrote, Women Who Spoke I 185

... every student went out with a call to service. war leave from Mount Holyoke so that she . . . As future librarians we became aware that could direct the U. S. information library in we would have in our charge the recorded history Bombay, India, from 1944 to 1946. of mankind. . . . we were responsible to see that books and information were diffused as widely as Miss Ludington served for several months in possible. There was nothing passive about librar­ 1948 as visiting expert on information libraries in ianship and if we were to measure up to the de­ Japan for the Supreme Command for Allied Pow­ mands of the profession, we must be up and do­ ers and was awarded the Certificate of Achieve­ ing.40 ment of the Civil Information and Education Sec­ tion. She [was] a member of the USIA's Advisory "Up and doing" was soon to be a life-style Committee on International Cultural Relations for Flora Ludington. Upon completion of [from 1957 to 1964.] As chairman of a committee her bachelor's degree, she was employed to working with the ALA and the Ford Foundation work as an assistant in the circulation de­ to establish a library school at the University of partment of the university but left to gain Ankara in Turkey, she visited libraries there and additional knowledge by studying for a year in Lebanon in 1957. In 1959 she studied library development in Africa under a Rockefeller Foun­ at the New York State Library School. That dation grant. 42 year, 1922, ended with her first significant appointment as reference librarian at Mills Ludington was chosen as vice-president College, . and president-elect of the American Library Ludington remained at Mills for the next Association in 1952; she was president in fourteen years. She was promoted first to 1953-54. Her election to that post came assistant librarian, then added the role of after years of service to a number of com­ assistant professor of bibliography, and, mittees and boards. In her inaugural ad­ from i935 to 1936, was associate librarian. dress she noted that (In addition, she took the opportunity to with the growth of libraries and consequent earn a M.A. in history from the college; it civilization, the bond which has kept the profes­ was awarded in 1925, and, in that same sion together is a firm conviction that books and year, she was granted the B.L.S. from the the reading of them are important in a free soci­ New York State Library School.) ety ... . In an age of mass communication by The institutional memory at Mills College means of the motion picture, radio and television of her devotion, as well as her competence, the book may well offer a unique opportunity for was keen enough to bring the award of an one mind to meet another mind. . . . The freer honorary Doctor of Laws degree in 1953. the society, the greater is the responsibility of the individual to be informed on the issues of the The citation read: "Alumna of this college, day.43 and held in its affections; librarian who is a lover of learning as well as a custodian of Her words were lucid reflections on a con­ books; leader in her profession at home and temporary issue of monumental concern: it its honored representative abroad. "41 was the era of McCarthyism and intellectual In 1936 Ludington was appointed librar­ freedom was under concerted attack. The ian·at Mount Holyoke, and she held this posi­ Los Angeles conference during which she tion until she retired in 1964. Although her spoke endorsed the declaration "On Free­ primary responsibility remained in her work dom to Read," which then and now enun­ at Holyoke, she also carried on three other ciates the principle that the library "offers professional involvements: teaching, interna­ the opportunity to gain the information tional library work, and association activi­ needed to understand diverging points of ties. From 1930 to 1943 she taught in the view on local, national and international af­ library schools, on one occasion or another, fairs .... It imposes no thought control. "44 .at the University of Texas, San Jose State, Not separate, but certainly distinctive in and Columbia University. Ludington's in­ its own significance, is the administrative ternational library concerns were linked role Ludington played at Mount Holyoke. with her ALA work on the International Re­ In the 1930s Mount Holyoke was in the lations Board. During World War II, she midst of a major educational revision; it was was chairman of the Special Committee on apparent that the collection needed to be International Cultural Relations and took a evaluated, and Ludington was quick to rec- 186 I College & Research Libraries • May 1978

ognize that a small college needed to coop­ erate with other institutions. Her emphasis · on library cooperation was a major thrust of her life, and, · when the Hampshire Inter­ Library Center, Inc., was formalized in 1951, she would declare

no institution is an island sufficient unto itself, especially a libr~ry. It is rather a ,reservoir, con­ tinuously fed from many streams, but differing from other reservoirs in that the substance of which it is composed is not expended. 45 Ludington's life, as well, was a "reservoir, continuously fed from many streams." She constantly sought to fill that reservoir for herself and for others through the libraries she fought to build and to save. At the height of the 1950s controversy, she wrote

. . . if libraries indoctrinate for anything it is for civilization, for liberty, for free press, for free re­ ligion, for free schools, for self government and democracy. Help the users of your libraries to preserve the inquiring mind whether it be how to make a better slip cover for a chair, or to over­ University Archives, Center of Educational Resources rome the sense of futility or belief that just one Eastern Michigan University vote doesn't count, or to help those who are frightened or resistant to new ideas. Knowledge Genevieve Walton can be our greatest resource. 46 Flora Belle Ludington retired as librarian library development is reflected. Unique of Mount Holyoke in 1964 after more than women, as stated in the introductory para­ forty professional years of expert and in­ graphs, have often been misplaced in the fluential contributions to twentieth-century history of academic and research libraries. libraries and librarianship. Despite their speaking and their doing, the result has been reduced to a minimum of GENEVIEVE WALTON (1857-1932) record and a lost recognition. So it was with Genevieve Walton, who In 1976 Cynthia Cummings, at the· Uni­ spent forty years as "a distinguished librar­ versity of Wisconsin Library School, com­ ian and book lover"48 in a single position, piled and published "A Biographical­ librarian of Michigan's first "normal" school, Bibliographical Directory of Women Librar­ now Eastern Michigan University, in Yp- . ians." Five lines constitute the paragraph on silanti. Appointed as librarian in 1891, she Genevieve Walton; it is the briefest entry of continued to work in the library until a few the eighty-one women who are included. months before her death in April 1932. The Very little information could be found on culmination of her dedication to that institu­ Genevieve Walton. She appeared to be the li­ tion occurred in January 1930 when she was brarian of Michigan State Normal College Library able to attend the formal opening of the from 1892, and until at least 1930. She also new library building. Charles McKenny, helped found the Michigan Library Association, president of the institution, wrote of her 47 and served as its first woman president. contribution, both to the institution and the library: In concluding a biographical series on six women who "spoke for themselves" with a It has been the good fortune of the Michigan sketch of Genevieve Walton, the beginning State Normal College to have as chief of staff in as well as the end of an unusual period of the library department a woman of unusual gifts Women Who Spoke I 187 as librarian. With personality, technical training, methods to answer their immediate demands. 52 a grasp of the far reaches of her office and at the same time a gift for detail, Miss Genevieve M. This "brief course" became a five weeks' Walton ... has been the directing spirit of the program taught by Fletcher himself; college library, has made a notable contribution Genevieve Walton attended the Fletcher to the life of the campus . ... Miss Walton's hund-reds of friends, on the faculty, among the program and supplemented that background . citizens of Ypsilanti and among the alumni of the "through the meetings and journals of li­ college, congratulate her on her years of unusual brary associations and personal contacts with successful administration. 49 other librarians. Problems of book selection, classification and cataloging she met with It seems difficult to perceive that an indi­ what limited tools were available, adapting vidual, who was as . knowledgeable and who them to her own special situation."53 had as much influence on library develop­ This constituted her preparation; the ment in the state of Michigan as did dramatic results obviously built heavily on Genevieve Walton, should have so little personal ability. Walton was thirty-four record outside of that state. As William years old at the time of her appointment as Warner Bishop commented, "Her work, librarian; she is judged to have initiated the year after year, for the Michigan Library "modern era" of the Michigan State Normal Association in planning and carrying College library. Michigan State Normal Col­ through library institutes, has 4ad results far lege, founded in 1852, had grown consider­ beyond those which lie on the surface:"so ably in the intervening years between it~ es­ Since Michigan was noted early for its em­ tablishment and the Walton appointment. phasis on libraries and often pioneered in However, in 1892; the faculty still num­ areas of library innovation that have become bered only 31, with a student enrollment of standards for other states, Walton's com­ 1,002; there were 11,000 volumes in the li­ manding role at a turning point in its library brary and Walton had one assistant who history should not be overlooked. worked three hours a day. When the "new" Genevieve Walton was born June 25, library building was opened in 1930, it was 1857, in the city, Ypsilanti, in which she a mudel facility, largely designed or influ­ lived her entire life and died; her family is enced in its design by Walton. recognized as "one of the pioneer families of The college had, in the thirty-eight years that city."51 She attended St. Mary's Acad­ of Walton's tenure, expanded in many ways. emy in South Bend, Indiana. Her major By 1930, the enrollment had gone above interest during those years was in the study 2, 100, the faculty numbered 200, and there of art, especially painting. were 70,000 volumes in the library. Wal­ Walton's transition from a young girl in­ ton's staff had enlarged from one part-time terested in painting and the world of art to helper to eleven staff members and fifty­ that of a dedicated "career" librarian is not eight student assistants. The library plan re­ recorded in great detail. As did Hasse, flected that growth and Genevieve Walton's Mudge, and Sharp, she rejected the teach­ personal involvement. ing profession per se and became involved As efficient as Walton was in the basic in the emerging field of library work. Prior administration and development of the col­ to Walton's appointment to the position of lection and the facilities, it is even more librarian at the normal school, there is no important to note her leadership in select­ indication that she attended any special ing a staff that would reflect her own ideas courses or worked in a library, although the of service. President McKenny noted that role of "bookman" was clearly hers before skill when he commented that "it would be the 1890s. However, in April 1891 William difficult to suggest in which way the staff I. Fletcher, then librarian at Amherst Col­ could be improved. Alert, courteous and lege, offered devoted are terms which could properly be a brief course calculated to give beginners in li­ applied to this group of workers which Miss brary work or the librarians of small libraries who Walton has brought together and inspired have not been brought in contact with modem by her own sense of obligation. "54 That "ob­ improved methods, enough instruction in such ligatio~" was, in the final assessment, the 188 I College & Research Libraries • May 1978 truly outstanding factor that capsulizes her profession knows and values its heritage. impact on the normal library and state li­ CONCLUSION brary concerns. Although Walton was not the prolific con­ There is no real conclusion to a series of tributor to the library literature that can be biographical profiles of influential women li­ seen in the writings of Hasse and Mudge, brarians. Each one, in her own individual­ she did present a number of papers at both ity, made special contributions to the field state and national conferences on topics re­ while all, together, represent only a small lated to the joy of reading and the "friendly sample of those who might as logically have book." She was invariably described, one been included. Yet, Sharp's contribution to colleague noted, as "a woman who can dis­ education for librarianship in the Midwest cuss books so that you can hardly wait to and her concern with collection, organiza­ read the ones she talks about. "55 Her many tion, and development at the University of friends claimed, as did Anne Carroll Moore, Illinois can only be regarded as significant that their friendship was "rooted in love and library factors at the tum of the century. In admiration of good comradeship in books the case of Isadore Mudge, there are few and good fellowship in human relations. "56 who would challenge her place in the his­ In the end, it is difficult to conclude. tory of reference work, which suggests that Prophetically, in 1925, Genevieve Walton what she did became a model for academic gave a commencement address at the Pratt and research libraries and library schools. Library School; it was entitled "The Lost Margaret Mann justifiably emerges as one of Librarian. " 57 Although the speech dealt the first practitioners of classification and with book lovers and book loves, its title has cataloging, who made the teaching of that a special knell when associated with an in­ difficult field a matter of logic and method dividu"al of whom it was said, "no one who while preserving the creatively challenging has met Miss Walton ever forgot her."58 role of the cataloger. The richness of her contributions to the Controversial, dynamic, and innovative, library world once resounded in the phrases Adelaide Hasse explored resources and ad­ of those who knew of her work and those vocated services that went beyond most who knew her. "Her professional zeal, contemporary perceptions, while Flora breadth of interest, concern for the training Ludington defended with magnificent of teachers, positive character and personal strength and clarity the most valued ideal of charm"59 were common knowledge. Her the library world, the freedom to read. "fidelity to high ideals, amid discourage­ Finally, a librarian who has been forgot­ ments and delays, "60 the "intellect [that] ten or never known, Genevieve Walton, demanded and deserved attention, "61 made could reach what the entire profession ulti­ her the woman who stood "head and shoul­ mately strives to achieve: "few that ever had ders above us. "62 That Genevieve Walton any contact with her failed to benefit in should become the "lost librarian" of the some way by it. " 63 These were six who 1970s reflects, once again, how little the "spoke for themselves."

REFERENCES

1. Robert B. Downs, "The Role of the Scholars on Research Library Development Academic Librarian, 1876-1976," College & at the University of Illinois" (Doctoral disser­ Research Libraries 37:491-502 (Nov. 1976). tation, Univ. of Illinois, 1955), p.36. 2. Edward G. Holley, "Librarians, 1876-1976," 5. Letter of to Francis Simpson, Library Trends 25:183 Guly 1976). March 21, 1922 (Sharp Memorial Corre­ 3. Stanley McElderry, "Readers and Resources: spondence, Univ. of Illinois Archives). Public Services in Academic and Research 6. Ibid. Libraries, 1876-1976," College & Research 7. McElderry, "Readers and Resources," p.409. Libraries 25:408 (Sept. 1976). 8. John Neal Waddell, "Mudge, Isadore Gil­ 4. Wayne Stewart Yenawine, "The Influence of bert," in Encyclopedia of Library and Infor- Women Who Spoke I 189

mation Science (New York: Marcel Dekker, ogy, 1950), p.10. 1976), 18:287. 27. "Famed for Her Library Knowledge," The 9. John Neal Waddell, "The Career of Isadore San Francisco Call, July 9, 1897. G. Mudge: A Chapter in the History of Ref­ 28. Phyllis Dain, The New York Public Library: erence Librarianship" (Doctoral dissertation, A History of Its Founding and Early Years Columbia Univ., 1973), p.46. (New York: The New York Public Library, 10. Letter of Katharine Sharp to Lodilla Am­ 1972), p.ll5. brose, April 17, 1901 (Sharp Papers, Letter­ 29. Adelaide Rosalie Hasse, The Compensations book 7, p.ll3, Univ. of Illinois Archives). of Librarianship (Privately printed, 1919), 11. Univ. of Illinois, Library, Reference Depart­ p.3. ment, Annual Report, 1902-{)3, p.16. 30. Adelaide Rosalie Hasse, Index of Economic 12. Isadore Mudge and Minnie E. Sears, A Material in Documents of the States of the Thackeray Dictionary: The Characters and United States, Prepared for the Department Scenes of the Novels and Short Stories Al­ of Economics and Sociology of the Carnegie phabetically Arranged (London: Routledge; Institution ofWashington (Washington, D.C.: New York: Dutton, 1910). Carnegie Institution of Washington, 1907- 13. W. Dawson Johnston and Isadore G. Mudge, 22), 22v. Special Collections in Libraries in the United 31. R. R. Bowker, "Women in the Library Pro­ States. U. S. Bureau of Education Bulletin, fession," Library journal 45:640 (Aug. 1920). #23 (Washington, D.C. : Govt. Print. Off., 32. Adelaide Rosalie Hasse, List of Publications 1912). of the U.S. Department of Agriculture from 14. Alice Bertha Kroeger, Guide to the Study 1841-1895, U.S. Dept. of Agriculture Li­ and Use of Reference Books: A Manual for brary Bulletin No. 9 (Washington, D .C . : Librarians, Teachers and Students (: Govt. Print. Off., 1896). American Library Assn., cl902). 33. Hasse, The Compensations of Librarianship, 15. Constance M. Winchell, "Preface," in Guide p.5. to Reference Books (7th ed. ; Chicago: Ameri­ 34. New York (Colony), General Assembly, 1695, can Library Assn., 1951), p.v. House of Representatives, A journal of the 16. Isadore C. Mudge, "Reminiscences of House of Representatives for His Majestie's Nicholas Murray Butler," in Columbia Uni­ Province of New York in America. Repro­ versity, Oral History Collection, October 15, duced in facsimile from the first edition 1955, quoted in John Neal Waddell, ''The printed by William Bradford, 1695, with an Career of Isadore G. Mudge," p.126. introductory note by Adelaide R. Hasse (New 17. Waddell, "Mudge, Isadore Gilbert," p.288- York: Dodd, 1903). 89. 35. Adelaide Rosalie Hasse, United States Gov­ 18. Winchell, "Preface," p. v. ernment Publications, A Handbook for the 19. William Warner Bishop, "Margaret Mann," Cataloger (Boston: Library Bureau, 1902-03). Catalogers' and Classifiers' Yearbook 36. Hasse, The Compensations of Librarianship, (Chicago: American Library Assn., 1938), p.14. 7:14. 37. William S. Jenkins, Collecting and Using the 20. Margaret Mann, Introduction to Cataloging Records of the States of the United States; and the Classification of Books (Chicago: Twenty-five Years in Retrospection (Chapel American Library Assn., 1930). Hill, N.C.: Bureau of Public Records, Univ. 21. Donald James Lehnus, "Milestones in of North Carolina, 1961). Cataloging, 1835-1969; An Attempt at an Ob­ 38. Margaret L. Johnson, "Flora Belle jective Approach to the Growth of a Subject Ludington: A Biography and Bibliography," Literature" (Doctoral dissertation, Case College & Research Li,braries 25:376 (Sept. Western- Reserve Univ., 1973), p.168. 1964). 22. Margaret Mann, "Specialized Cataloging in a 39. William E. Henry, quoted in John S. One-Year Library School," Libraries 34:307 Richards, "University of Washington School Guly 1929). of Librarianship: The First Fifty Years," Li­ 23. Univ. of Illinois Library, Report of the Head brary News Bulletin 28:12 Quly-Aug.-Sept. Librarian, 1897/98, p.13. 1961). 24. Bishop, "Margaret Mann," p.ll-12. 40. Richards, "University of Washington School 25. Margaret Mann, "What it Means to Catalog," of Librarianship," p.12. Library Notes and News 8:288 (1927). 41. Anne C. Edmonds, "Ludington, Flora Belle 26. Margaret Mann, "Selective Cataloging in a (1898-1967)," in Dictionary of American Li­ Public Library," quoted in Dorothy R. Shaw, brary Biography (Littleton, Colo.: Libraries "The Life and Work of Margaret Mann" Unlimited, 1978), p.322. (Master's thesis, Drexel Institute of Techno I- 42. Johnson, "Flora Belle Ludington," p.375. 190 I College & Research Libraries • May 1978

43. Flora B. Ludington, "Taproot, Trunk and 23:98 Guly 1932). Branches," A.L.A. Bulletin 47:371-72 (Sept. 52. American Library Association, "Proceedings, 1953). 1891," Library Journal 16:88 (Dec. 1891). 44. Ibid. 53. Egbert R. Isbell, A History of Eastern 45. Flora B. Ludington, "Hampshire Inter­ Michigan University: 1849-1965 (Ypsilanti: Library Center," A.L.A. Bulletin 46:10 Gan. Eastern Michigan Univ. Press, 1971), p.298. 1952). 54. McKenny, "The Contribution of the Li­ 46. Flora B. Ludington, "Our Common Interests brary," p.66-67. and Purposes," PNLA Quarterly 18:80 (Oct. 55. Elisabeth Knapp, "From Miss Knapp," 1953). Michigan Library Bulletin 21:77 (March 47. Cynthia S. Cummings, comp., "A Biographi­ 1930). cal-Bibliographical Directory of Women Li­ 56. Moore, "From Miss Moore," p.75. brarians" (Madison: Library School Women's 57. Genevieve Walton, The Lost Librarian (New Group, Univ. of Wisconsin, 1976). York: 1925). Also . .;ished in the NYPL Bul­ 48. Anne Carroll Moore, "From Miss Moore," letin 29:529--39 (194,. Michigan Library Bulletin 21:75 (March 58. Katharyne Sleneau, "From Miss Sleneau," 1930). Michigan Library Bulletin 21:82 (March 49. Charles McKenny, "The Contribution of the 1930). Library to the Michigan State Normal Col­ 59. Isbell, A History of Eastern Michigan Uni- lege," Michigan Library Bulletin 21:66 versity, p.297-98. (March 1930). 60. Bishop, "From Mr. Bishop," p.73. 50. William Warner Bishop, "From Mr. Bishop," 61. Knapp, "From Miss Knapp," p.77. Michigan Library Bulletin 21:73 (March 62. Agnes Jewell, "From Miss Jewell," Michigan 1930). Library Bulletin 21:81 (March 1930). 51. "Miss Walton," Michigan Library Bulletin 63. "Miss Walton," p.97.

ABOUT COLLEGE & RESEARCH LIBRARIES

College & Research Libraries (C&RL) is the official publication of the Association of College and Research Libraries, a division of the American Library Association. It is published seventeen times a year-six bimonthly journal issues and eleven monthly (combining July-August) news issues. As the official publication of ACRL, College & Research Libraries maintains a rec­ ord of policy statements and actions taken by the association. In reporting activities of ACRL and its sections, it thus serves as the principal medium of communication among ACRL membership. The publication is also a medium for professional communication among academic and research librarians. The journal issues contain reports of research and thoughtful articles on matters of current and continuing concern, communications from readers related to those articles, and reviews and announcements of important and relevant publications. The news issues report activities and programs of the association, information and news related to academic and research libraries and their personnel, and brief notices of relevant publications. General information on submission of manuscripts may be found on the masthead page in each issue. More detailed information on the journal and news issues is in­ cluded in a statement in the April 1978 issue of College & Research Libraries News, pages 86 and 87.