- About Bookbinding -

The ancient maxim that "it is only the first step that costs" is especially true in the great art of education. It matters little what it is that first awakens the intellect the great fact is that it is awakened, and sleeps no more thenceforward. A mottled bird's egg, found on the way to school, excites the little finder to ascertain the name of the bird that laid it. The school or the teacher supplies no means of finding out, but the public library has books upon birds, with colored plates of their eggs, and an eager search ensues, until the young student is rewarded by finding the very bird, with its name, plumage, habits, size, and season, all described. That child has taken an enormous step forward on the road to knowledge, which will never be forgotten. Instances might be multiplied indefinitely of such valuable aids to research, afforded by libraries, all along the innumerable roads traveled by students of every age in search of information. One of the most profitable of school exercises is to take up successively the great men and notable women of the past, and, by the effective and practical aid of the libraries, to find out what is best worth knowing about Columbus, Franklin, Walter Scott, Irving, Prescott, Bancroft, Longfellow, Hawthorne, Whittier, Emerson, Lowell, Victor Hugo, or others too numerous to name. Reading Longfellow's Evangeline will lead one to search out the history and geography of Acadia, and so fix indelibly the practical facts concerned, as well as the imagery of a fine poem. So in the notable events of history, if a study is made of the English Commonwealth, or the French Revolution, or the war between the United States and England in 1812-15, the library will supply the student with copious materials for illustration. Not alone in the fields of science, history, and biography, but in the attractive fields .of literature, also, can the libraries aid and supplement the teachings of the school. A fine poem, or a simple, humorous, or pathetic story, told with artless grace or notable literary skill, when read aloud by a teacher in school, awakens a desire in many to have the same book at home to read, re-read, and perhaps commit to memory the finer passages. What more inspiring or pleasing reading than some of Longfellow's poems, or the Vicar of Wakefield, or Milton's L' Allegro and n Penseroso, or Saintine's Picciola, or selections from the poems of Holmes, Whittier, Kipling, or Lowell? For all these and similar wants, the library has an unfailing supply. As a practical illustration of the extensive use of books by schools in some advance communities, I may note that Librarian Green, of the Worcester, (Mass.) Public Library, said in 1891 that his average daily account of the books loaned to schools in two busy winter months showed over 1,600 volumes thus in daily use. This too, was in addition to all that were drawn out by pupils on their own independent cards as borrowers. Such a record speaks volumes. In the same city where the Massachusetts State Normal School is located, sixty-four percent of the scholars visited the library to look up subjects connected with their studies. A forcible argument for librarians taking an interest in reading for schools is that both parents and teachers often neglect to see that the young get only proper books to read. The children are themselves quite ignorant what to choose, and if left to themselves, are likely to choose unwisely, and to read story papers or quite unimproving books. Their parents, busied as they are, commonly give no thought to the matter, and are quite destitute of that knowledge of the various classes of books which it is the province of the librarian to know and to discriminate. Teachers themselves do not possess this special knowledge, except in rare instances, and have to become far more conversant with libraries than is usual, in order to acquire it. That the very young, left to themselves, will choose many bad or worthless books is shown in the account of a principal of a school in San Francisco, who found that sixty percent of the books drawn from the public library by public had been dime novels, or other worthless literature. The wide prevalence of the dime novel evil appeared in the report of the reading of 1,000 boys in a western New York city. Out of this number, 472 ( or nearly one-half) were in the habit of devouring this pernicious trash, procured in most cases by purchase at the news stands. The matter W8JS taken up by teachers, and, by wise direction and by aid of the public library, the reading of these youthful candidates for citizenship was led into more improving fields. To lead a mind in the formative stage from the low to the high, from tales of wild adventure to the best stories for the young, is by no means difficult. Take a book that you know is wholesome and entertaining, and it will be eagerly read by almost everyone. There is an endless variety of good books adapted to the most rudimentary capacity. Even young minds can become interested in the works of standard writers, if the proper selection is made. Wonderful is the stimulus which the reading of a purely written, fascinating book gives to the young mind. It opens the way for more books and for infinite growth. All that is needed is to set the youth in the right direction, and he will go forward with rapid strides of his own accord. This teaching how to read is really the most profitable part of any education. To recite endless lessons is not education: and one book eagerly read through, has often proved more valuable than all the text-books that ever were printed.

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