USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1897 > Part 23
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1
Plymouth, Eng.
1
Portland, Me.
1
Portsmouth, Eng.
1
Poughkeepsie
1
Providence
2
12
Providence Athenæum Library
1
10
St. Joseph, Nev.
1
St. Louis, Mo.
1
St. Louis Mercantile Library
1
Salem
2
1
10
San Francisco, Cal.
1
12
Scranton, N. J.
1
2
Seattle, Wash.
1
Springfield
7
12
Syracuse, N. Y.
1
Taunton
1
Carried forward
193
145
488
.
Hoar Library, Littleton, N. H. Jersey City, N. J.
1
1
12
Leominster
1
1
Minneapolis, Minn.
449
REPORT OF THE TRUSTEES OF THE PUBLIC LIBRARY.
LIST OF DONATIONS, 1897. - Concluded.
Vols.
Pamph.
Period.
Brought forward Public Libraries (Concluded ) : -
Waltham .
Waterbury, Conn.
Wilkesbarre, Pa.
1
1
Woburn
1
Worcester .
1
Quinn, J. C.
Radiator, Somerville High School .
Rapid Transit Commissioners
Richer & Co., G. H. .
1
Rymes, C. E.
Sawyer, C. W. .
Scientific American ..
Secretary of State, N. H.
Smith, Miss M. E.
2
2
Stokes, A. P.
1
Thompson, B. F.
1
1
Tuftonian, Tufts College
18
Tufts Weekly, Tufts College
36
United Societies, Manifesto
12
United States .
36
16
78
University of Pennsylvania
1
1
1
West, C. A.
6
West & Jenny .
12
Whitaker, George E.
54
Whitcomb, C. T. C ..
6
Whitcomb, I. A.
1
10
Whittier, J. H.
2
Willis, Charles W. .
4
Winship, George P. .
3
Winthrop, R. C., Jr.
1
Wisconsin Public Library Commission
1
1
Woman's Journal
52
Yeaton, Miss M.
17
Total
263
192
883
193
145
488
1
11
2
2
Winchester .
Winthrop
2 212111 2 1 1 1
10
Somerville Journal .
104
Southworth, J. A.
Trustees ot Public Reservations Tufts College .
1
Vincent, George I.
Werner Co.
.
450
ANNUAL REPORTS.
GIFTS TO THE LIBRARY.
It cannot be amiss to state that the magnificent and timely gift of Mrs. Harriet Minot Laughlin will set apart one class of books to bear her name, and the memory of our first librarian, Mr. Isaac Pitman, will be still farther preserved and perpetuated by being given to a specific department. It is proposed that in each book bought with the income of this fund some such label as the following shall be placed :-
THE ISAAC PITMAN
Department of Poetry.
ENDOWED BY
HARRIET MINOT LAUGHLIN.
Is not this an eminently worthy method of preserving the names of those who, for themselves or for others, become patrons and donors of the Library? Can you think of a better? How little it takes to perpetuate a memory if it be only connected with a good deed, and what better deed can there be than that which seeks to uplift a virtuous and intellectual character? One that belongs not to any individual, merely, but to the city itself.
There are public-spirited men and noble-hearted women who are able to make bequests to this institution. They are qualified to judge of what our Library has accomplished. They know what it is doing, and they cannot be blind to the large prospect before us. The same considerations which press upon all our citizens should influence them. Large means measure larger duties. The more we have received, the more will be required. In making this appeal to those who have large means, we do not under- estimate that the public at large, those of moderate means, con- tribute.
451
REPORT OF THE TRUSTEES OF THE PUBLIC LIBRARY.
A department of the Library, or an alcove, may rightly bear the name of some benefactor. The whole Library monuments the purpose and life of all. The public make the public library.
Holding this fact in view, I venture to emphasize this state- ment, that the time of small things has passed. Somerville is a growing city, a city filled with noble homes. It is surrounded with colleges and universities. It was once a place threaded with Indian trails and bridle paths. Its noble hills were covered with patriots' camps ; here liberty and freedom first flung its ensign to the breeze. It was then a provincial town of scant number, yet of noble yeoman. It was then a city struggling to make itself worthy of a charter. To-day it is an important municipality. It counts among its citizens those who are of approved thrift and power, who hold positions of eminence and influence. It is a city on a hill, on seven hills, and on each one burns a beacon light that sheds forth rays of temperance, morality, industry, intelligence, and abounding uplifting faith. We are about to pass from the nineteenth to the twentieth century. We must not be content to follow far behind towns and cities that are less favorably situated. Why not lead, or strive for the head ?
To be sure, economy is a duty, but parsimony is no virtue. Generous provision should be made for a generous-hearted people. The prosperity of the Public Library should be cherished in every house. If it shall be, the Public Library will help to make every home more desirable and efficient for the education of pri- vate worth and the public weal.
SCHOOLS AND THE LIBRARY.
It will be found that the Superintendent of Schools in his well- considered report concerning our several institutions of learning has incorporated a very appreciative reference to the helpfulness of the Public Library.
It is a satisfaction to know that one who is equipped for his work and faithful in it welcomes and acknowledges what the Public Library has attempted to do. For it is undoubtedly a fact that the public schools and the Public Library should be stanch
452
ANNUAL REPORTS.
allies, bearing back the forces of ignorance, and carrying forward the standard of a well-instructed intelligence.
One remark in the section of the report referred to is, that the plan of extending the benefits of the Library to the teachers and pupils in the higher grades of schools "has been continued and extended with most beneficial results."
It is germain to the purpose of this report to expand this statement so that a little more detail may emphasize the fact, and the city understand that there is full warrant for what the Superin- tendent of Schools says, and that indeed it gives only a hint of the interest which the Library has taken in furnishing educational facilities to enlarge the usefulness of our efficient school system.
Let it then be stated succinctly, that all pupils in the eighth and ninth grades in our grammar schools have Library cards, which they are encouraged to use not only for school helps, but for home instruction and entertainment,-the conviction being held that a good book, not necessarily concerning any prescribed course of study, but giving apt and interesting facts in history, biography, travel, science, and fiction, will be a safeguard in the discipline of the present, and helpful for the good character of the future. Our youth in the formative period of their life cannot be too carefully guarded without being subject to unnecessary and, perhaps, irritating control.
Aside from the books furnished the boys and girls of the grades mentioned, our school teachers have special cards permit- ting them to take out six books at a time. Now let it be consid- ered that our teachers are subjected to a continual drain of physical and mental vitality. Body and mind must be given to any thorough and successful work. The nervous strain of teach- ers cannot be denied. The exhaustion of intellectual sympathy is often a painful experience. Now the Library purposes to furnish just the pabulum which shall restore such exhaustion, and feed body and mind to the recuperation of their entire strength. Out of the resources of the Library a thoughtful teacher can secure help which may not be available in any other way. An hour's quiet study or forgetful reading in the quiet of the evening will rest the body and mind, and suggest trains of thought which will
453
REPORT OF THE TRUSTEES OF THE PUBLIC LIBRARY.
revive an enthusiastic interest in a work second to none in imme- diate importance to those under their charge.
Nor is this all. Specially selected books are sent to the schools as special helps in the studies pursued in the schools, such as history, geography, etc., and these books are sent, under advice of the teachers, for those pupils too young to have Library cards.
It will be seen, therefore, that in conformity with the spirit which should exist, and to so considerable an extent does exist, in our public schools, this Library endeavors to be an immediate, personal, and continuous help and incitement to the teachers of our youth and of our youth themselves throughout the city. This is an exceedingly important work. It may be said to anticipate what in after years among adults make philanthropies and reforms necessary. The habit of intelligence is the prophecy of social enlightenment and a perpetual civilization.
The home, the school, the Public Library should be allies each of the others to give force of life and nobility of character to our children and youth.
Let it not be imagined that we emphasize unduly the import- ance of our youth. A few isolated facts are suggested in this connection.
Demosthenes at eighteen pleaded his own cause in court and won it against his guardians. Alexander the Great won his first battle at eighteen. Hannibal was commander-in-chief at twenty- five. Cicero was a pleader in the forum at twenty-five. Galileo at eighteen invented the pendulum as the measurement of time. Pascal wrote a treatise on conic sections at sixteen, and at eighteen discovered the weight of the atmosphere.
Nearer our own day we have the fame of Washington, a colonel in the army at twenty-one, and winning his spurs in the French and Indian war at twenty-two. And the days of our Revolution give us the names of Patrick Henry, whose immortal speech, in which he hurled defiance to tyranny, was made when he was twenty-nine; and of Hamilton, who constructed Fort Washington at twenty, and was an expounder of liberty at twenty- five. Lafayette was only twenty when he came to this country.
454
ANNUAL REPORTS.
Other names the world writes high on its list of famous men may be readily suggested by the mention of representative young men of this century in this and other lands. Goethe was famous at twenty-four. Bryant wrote "Thanatopsis" at twenty-two; Hugo published his first novel at twenty-one; Bulwer wrote his first book at twenty, and the "Last Days of Pompeii" at thirty ; Burns' fame was won before the age of twenty-five ; Whittier's first book was written at twenty-three; Sumner was lecturing in Har- vard Law School at the age of twenty-three; Edison had made notable applications of electricity before he was twenty-five.
Our civil war gave us hosts of young men who honored their youth by their devotion to our country. Sheridan was only thirty when his name was a power, and Custer only twenty-two at the beginning of the war.
The list could be extended indefinitely were it necessary, but the names cited confirm our statement that we cannot emphasize too much the importance of youth. We respect the oak tree with its tough sinews and wide spreading branches, but the future oak is in the acorn.
EDWARD EVERETT EDGERLY.
It is entirely appropriate after this reference to the importance of the duties associated with the education of youth, and of the illustrious examples of those who have won renown in their youth, to recall the name of one who must ever be associated with the in- ception and formation of this Library. I refer to Edward Everett Edgerly. His portrait has been presented to the Library by Henry M. Brown, and the Trustees in accepting it and giving it a prominent and permanent resting-place on the walls of this building give their personal encouragement to the ambitious youth of to-day who, by stirring qualities of manhood or woman- hood, desire to exert a helpful influence upon their own and com- ing generations.
The names I have mentioned are the names of those so cir- cumstanced that in letters or in active pursuits won distinguished
455
REPORT OF THE TRUSTEES OF THE PUBLIC LIBRARY.
honor largely outside the ordinary ways of life. In the instance before us we have one who illustrates the worth and potency of a life which asserted itself despite unpropitious conditions. Let his name stand apart from those mentioned, yet only to emphasize suitably what he was and what he did.
It may be said without exaggeration that this Public Library is a monument of his interest in the intellectual growth and wel- fare of the young. He was only twenty-five years old when he died. His young life passed in pain and wearying sickness. His desire for enlarged usefulness was repressed. A fall when a child induced a spinal trouble which made him a sufferer for years. Physical weakness seemed to be compensated by mental vigor.
He was the son of John S. and Nancy Edgerly, and was born October 26, 1847, in the Edward Everett house, corner of Broad- way and Main street. He passed through our primary and gram- mar schools, and was a member of our High School when fourteen years of age, and was a close student and a favorite in his class. On being graduated in 1863 he entered Tufts College and pur- posed to give himself to the work of the ministry, but ill-health broke in upon his studies, and he lost one year in his college course. He was not discouraged, but returned and was gradu- ated, being honored with a commencement part, which won for him marked commendation.
His theme was the "Coming Man," and it seemed prophetic oi the earnest spirit with which he purposed to take up the work of his own life, and unquestionably would have done, if the body had been able to accomplish what the brain conceived. Surrendering his purpose to enter his chosen profession, he began the study of law in the office of our President, Charles S. Lincoln.
His studies were not continued long, and three years from the time of his graduation from college he entered upon immortal youth.
Yet one year before his death, while president of the Somer- ville High School Association, he originated the idea, and helped inaugurate measures which resulted in the establishment of this Public Library.
Let his name be honored among the youth of Somerville who deserve well of the city of his habitation, of the immediate com-
456
ANNUAL REPORTS.
munity in which he lived and died. May his memory, in connec- tion with this Library, prove an incentive to the youth of to-day, not only to live to accomplish our ideal of personal worth, but also to help others to think high thoughts, to do brave deeds, and live a noble and blameless life.
This has been done. It is not necessary for us to imagine what may result from the life of any single individual. Would you have evidence of the fact? You have only to look around. What changed conditions belong to these days so contrasted with the days, after all not so distant from us, when a single school- house of wood, with the baldest furnishings of a country school, satisfied the needs of a territory which should bear up the indus- tries and homes and civic worth of this prosperous city. Con- sider also the evidence which comes from men and women de- voted by years of careful training and an experience which has been persistent and faithful to the education of the past and the coming generations. It is with a profound sense of the import- ance of such evidence that I bring to your attention the testimony now presented. No one can question its competency. The names of those who offer it gives valuable endorsement to every statement made. And all together give cumulative and incon- testable proof of all that has been said of the work and the pur- pose of our Library. It focalizes intellectual power. It en- courages what has well been called university extension. I take pride in bringing before you the series of letters which have come into my hands, and invite the most careful consideration of them from every reader :-
Gordon A. Southworth, Superintendent of Schools.
I wish to thank you and, through you, the Trustees of the Public Library on behalf of the School Board, and of the teachers of our schools and their pupils, for the unusual favors and facilities afforded in the use of books during the year now closing.
The teachers have found the Library a very valuable aid in
457
REPORT OF THE TRUSTEES OF THE PUBLIC LIBRARY.
broadening and giving life and reality to their instruction, espe- cially in the line of geography and history. The spirit of investi- gation and research, and the desire to know more than the meagre outlines the text-books furnish, have been awakened and gratified.
Children are being directed and educated in the choice and use of books. A taste for good literature is being cultivated, slowly, perhaps, but surely. Interesting and instructive occupa- tion is furnished for hitherto idle hours. Books are finding their way into homes heretofore strangers to them. Gradually the edu- cative and refining and elevating influences which good books always exert are being felt in those portions of the community most needing them.
Teachers are unanimous in their appreciation of the value of the stationary libraries placed in many of the schools for the use of the younger pupils.
Altogether I am confident that no expenditures made by the Library management yield a larger dividend in both present and future good. I trust the plan may be extended to include all our schools, and that the only two great forces which are supported at public expense, the schools and the Library, may continue to work heartily together in promoting the intelligence and happi- ness of our people.
Charles T. C. Whitcomb, Head Master English High School.
Permit me to express to you in written form, which I have often expressed to you in conversation, my deep appreciation and gratitude for the many privileges you have granted the teachers and pupils of the English High School during the past year.
I desire to record the opinion that no public library in the Commonwealth is doing more, or can do more, for the public schools than the Somerville Public Library. When the use of as many books as are desired, for a time as long as desired, is sup- plemented by a willingness to purchase books to a reasonable
458
ANNUAL REPORTS.
extent for the use of the school, the serviceableness of a public library surely has reached its highest point of efficiency and power ..
As the English High School bases its work largely upon laboratory and library methods, the need and value of books for reference and comparative study are vital points around which the. success of the school is centered. Many of the important books. necessary for study in history and literature are owned by the school, and yet about thirty volumes have been called for, and. twenty-five volumes have been received from the Public Library cach week during the past year. In round numbers, this makes. about a thousand different volumes actually used by the school.
It would be difficult to keep a record or to make an accurate. statement of the exact circulation of these books. Some of them are used one or more times by pupils of classes with a membership. of 120 and 170 pupils.
It would not be unreasonable to consider that every volume has been used by at least forty individuals. A grand total of forty thousand volumes is thus obtained! Nor does this astonishing figure show the extent to which the Library is being used for school purposes by members of the English High School alone. Teachers and pupils have private cards, and it is safe to assume. that a large majority use them in obtaining books as aids in school work.
The above facts express better than any formal words the vast amount of good which is being accomplished by an institution that, through the will of its Trustees and by the action of its Libra- rian, has placed itself in the front rank of educational work.
The Somerville Public Library is an educational centre in every sense of the term, and its mission will be potent for the up- building of the city and for the enrichment of the lives of its. citizens.
In behalf of the teachers and pupils of the English High School, I extend to the Trustees, to yourself, and to your assist- ants sincere thanks for the valuable aid rendered. I beg to assure- you that the many favors and courtesies received have been deeply appreciated, and will be gratefully remembered.
459
REPORT OF THE TRUSTEES OF THE PUBLIC LIBRARY.
John S. Emerson, Master O. S. Knapp School.
I desire to state that in my opinion the benefits being derived by pupils and teachers more than compensate any and all effort, time, and expense the experiments are costing. We receive on teachers' and pupils' cards from fifty to seventy-five books a week. The teachers are more liberal patrons of the Library than ever before.
The books supplied to rooms in which pupils are not per- mitted to take books directly from the Library are in constant use. It is only by an accident or oversight that a book is left in a school- room over night, excepting in the lowest primary grades. Some of the books in such rooms are engaged by individual pupils some time ahead.
Many pupils who, before the commencement of our experi- ments, had never read a book, excepting the school text-books, have now read several. The number of such pupils in the middle grades is from twelve to sixteen to a room. To judge by the eagerness of these pupils to relate what they have read and to secure more books, they are highly pleased with the books and with themselves.
Our expectations and predictions respecting the care of Library books have been-with the exception of one theft and a few accidents-completely fulfilled and verified. The children take much better care of the Library books than of their text- books, seeming to regard the former as choice luxuries, and the latter as commonplace necessities.
So much for the use and care of books. The benefits derived are numerous and marked. The increasing use of Library books is strong evidence of an increase of interest in reading. The books have entered some homes that were strangers to them. Many of the children read aloud at home, in some instances to parents who cannot read a word of English, and in one case that has come to our notice the mother cannot even make herself understood in English, but can understand her little girl as she reads simple stories to her.
We receive abundant evidence in one form or another that the books have brought delight to many homes.
460
ANNUAL REPORTS.
The character of the books chosen by pupils using cards is much better than when we began. The classes studying history and geography constantly draw upon the Library for assistance. Their work has accordingly improved. They talk with a degree of freedom, fluency, and fullness that can come only with reading. (I am speaking comparatively now, having in mind the work for- merly done by our pupils, not what they ought to do, or may do in the future, or what pupils in other schools are now doing,-simply that our children have improved.)
The oral reading is better; generally speaking, in some classes very much better. The children recognize words more readily, get the thought more quickly and accurately, and conse- quently read with greater fluency and expression.
The moral influence of the books has, in some instances, been striking. Here is one of the best examples : A girl about thirteen years old, no farther advanced than the fifth grade, could not be kept in the house in the evening, but would get out on some pre- text or other, and hang about the streets, in company her parents objected to, till they were in despair about her. Punishment had but little effect. She has become interested in the Library books her teacher has lent her, and now gives no trouble whatever. She had nothing to interest her at home, and went out for company and amusement. The books supply her need, and, we firmly believe, will be the means of salvation of a broad kind to her.
Our teachers have used the books in various ways as rewards, and have been greatly assisted in their work. We are all enthusi- astic about them, and are unanimous in our desire that the present plans be continued and extended.
Personally, I feel deeply indebted to the Trustees and to the Librarian for placing in our hands so important a means of education.
It is strange that the people who have been so long struggling to educate the children through the schools, and those who have been equally anxious to accomplish the same end through the Public Library, have not in all these years joined their forces and worked together. Had they done so, how much might have been accomplished !
461
REPORT OF THE TRUSTEES OF THE PUBLIC LIBRARY.
TEACHERS IN THE KNAPP SCHOOL.
Grade VIII.
The children enjoy them, and take very good care of them. The largest number read by any pupil is nine in eight weeks, and some children who seldom read a book formerly have read several. I find that some other members in most of the families have read them also.
Grade VII.
Judging by the desire of many of the pupils to obtain books from the Library, and the care taken by them when received, my opinion is that most of the children fully appreciate the value of the books and the kindness of the Librarian in loaning them for their use. As to material benefit, two or three months is a short time in which to look for results. Improvement is perceivable in their use of English, and in their fund of general information.
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