In looking over the various definitions of the word bibliography, I have
found two main groups, one narrow, one broad.
The narrow definition has been thus expressed by Prof. C V. Langlois:
"Bibliography is the science of books. As library economy treats of the
classification, the exterior description of books, of the organization
and history of libraries; as bibliography treats of the history of the
book as a manufactured product (printing, bookbinding, bookselling); so
bibliography in the precise meaning of the word, is that particular part
of the science of the book which treats of the repertories and which
provides the means of finding, as promptly and as completely as
possible, information in regard to sources."
As an example of the broad definitions I choose the one by M. E. Grand
in "La grande encyclopédie" He defines bibliography as "the science of
books from the point of view of their material and intellectual
description and classification," and goes on to say that "there are
three principal things to be considered in the study of bibliography:
classification of books, ... (_bibliographical systems_); description of
books (_bibliographical rules_); and the use of _bibliographical
repertories_."
If we compare these two definitions we see that here the same word has
been used for two distinct subjects, the one of which includes the
other. Without here going deeper into the intricacies of these
definitions, I will, for the purpose of this discussion, accept the
broader of the two.
The question what instruction in bibliography should contain is already
answered in the above definition itself.
The study of _bibliographical systems_ for classification of books
presupposes the study of the theoretical systems of classification of
knowledge and this presupposes the study of the history of the sciences.
_Bibliographical rules_ govern the practical art of book description,
what is technically known as cataloging. There are various codes of
rules, more or less arbitrary, as they are more or less the outcome of a
compromise. But under all arbitrariness one will discern some underlying
theory as to what a description of a book should contain. Such theories
are founded on the practice of printing and publishing: thus the
intelligent study of bibliographical rules presupposes the study of the
history of printing and publishing.
_Bibliographical repertories_ contain the systematic records of printed
documents and the study of these repertories is what is called
bibliography in the narrow sense. While the branches of study previously
referred to may by some be regarded as of less value to the librarian
there is surely none who will deny the necessity of his being thoroughly
familiar with the literature of bibliographical repertories. However, I
do not think that I am alone in the contention that all the different
branches of bibliography in the broader sense are of the utmost
importance to the librarian.
Dr. Dziatzko has pointed out that in such an eminently practical
occupation as that of the librarian it is particularly important not to
neglect altogether some kind of theoretical studies. There can be no
studies of greater importance to the librarian than those just
enumerated, namely, history of literature--the word taken in its
broadest sense--history of the book in all its phases, and the study of
bibliographical literature.
The library schools have done much to encourage the professional spirit
of librarians and to develop the technical side of their work. It is,
however, felt that something more is needed, something that a
professional school or a training class cannot give, namely, solid
bibliographical scholarship. This can, in my opinion, not be acquired
except at a university with a faculty of specialists and an extensive
equipment of bibliographical literature as a part of a large university
library.
A post-graduate school of bibliography, such as I have in mind should
offer instruction to two classes of students. The one class would be
students in the other branches of instruction who would select as a
minor one of the subjects offered by the school, and who should be
required to pursue in the school the bibliographical study of their main
topics and the preparation of the bibliographies that should be required
as a necessary accompaniment to every dissertation. The other class
would consist of persons wishing to prepare themselves for the
professional work of the librarian and bibliographer. They would choose
as their majors the studies offered at this school, and could choose as
a minor any other scholastic subject. It would be of great importance to
the would-be librarian, could he, while pursuing his special studies, be
allowed to do university work in some other subject of his choice, such
as literary history, philosophy, American history, mathematics, or the
like.
As thorough bibliographical knowledge is the foundation for the work of
the librarian, the central subject of instruction in the school should
be the study of bibliographical repertories and of the record
literature. This study should include seminar work in the handling of
literary tools, in hunting up references on special questions, and in
the preparation of bibliographical lists. This leads to the study of
bibliographical methods. The principles of book description should be
discussed, the leading codes of rules studied comparatively, their
merits and defects discussed, but none should be taught as the one to be
absolutely followed.
History of printing and bookselling comes next, preceded by an
introductory consideration of palæography, particularly that of the 15th
century. The steps leading to the discovery of printing with movable
types, and the spread of the art over the world should be followed.
Examples of the products of the first printing presses should be studied
and described. Of later periods in the history of the book the most
important seem to be the later 16th and the 17th centuries in England,
and the 19th century in Germany.
A parallel study with that of the history of printing might be
classification of knowledge and of books, with the history of science.
The student might well be given his choice between these two topics,
while that of bibliography in its narrower sense should be required of
everyone. The history and interrelation of the various sciences is a
subject of great importance not only to the classifier, but to the
library administrator in general. It should be covered by special
lectures by the representatives of the various sciences, connected by a
theoretical course in the theory of classification, and followed by
seminar work in classification of books.
A course preparing for the professional work of librarianship cannot be
complete without the study of library administration. While we are not
particularly concerned with this to-day, it should be said that this
subject would naturally be a required one, and would cover particularly
the history of libraries and of the methods of library administration.
The technical training in the minor topics of library economy would not
have any place in a school of this description.
I had hoped to be able to present at this meeting some statements from
university authorities in regard to the establishment of a post-graduate
school of bibliography at some university. I have not, however,
succeeded in getting any statement of such definiteness that I can
present it here. I can only say that the president of one of the larger
western universities seems to look with some interest on the
proposition. A letter from Dr. W. T. Harris, Commissioner of Education,
says:
"It is very easy for me to say that I believe post-graduate courses in
bibliography to be a most excellent thing, but whether there should be
such a school established in Washington--I have no conviction on this
question. I am not in a condition to say whether it would not be a most
excellent thing to establish such a school in connection with the
Library of Congress. Mr. Putnam is proceeding in a very intelligent
manner to make the Congressional Library of use to the whole country.
Would not a school of bibliography here in Washington have the best
opportunity to do, so to speak, laboratory work in bibliography, and
this in connection with the national library? I am not able to affirm an
opinion on this question. The subject is very important and your letter
was a letter which I wished to answer to some purpose, but I have not
been able to do it, and this is merely an explanation of why I have not
been able to do it.
"You very well name the studies of such a school: The literature of the
subject; the use and handling of books as literary aids;
bibliographical methodology; comparative history of literature and the
sciences; classification of knowledge accompanied by the study of the
various systems of classification of books; palæography, history of
printing.
"It seems to me that one-tenth of all the librarians educated for the
purpose of working in a library should take just such a course of
instruction as this. This would give them directive power in the most
important part of the librarian's duty."