My standpoint is that of the user, not the custodian, of books, and of
the user of historical books in particular. There is no branch of
knowledge more dependent upon bibliography than is history. The natural
sciences, for example, get their bibliographies through current journals
and their original materials in the laboratory, while the student of
history must not only cover current literature thoroughly but is
entirely dependent upon bibliographies to guide him to the primary
sources of his subject of study. There is not as yet enough definite
instruction in historical bibliography offered in American universities;
indeed, there is some vagueness as to just what historical bibliography
is. In the work at Wisconsin the course is divided into two broad
sections. The first half of the course is taken up with a general
account of the manuscript and printed collections of historical material
in Europe and America. The second half begins with a description of the
bibliographical tools which all students alike use, the national
bibliographies, and the trade bibliographies of all the important
countries, and goes on to consider the bibliographical materials
peculiar to history and of prime importance only to the historical
student. In this connection especial stress is laid upon the historical
periodicals. The aim throughout the whole course is to indicate the
nature and the range of historical material, where it is to be found,
what and where are the sources, so that the student will come to know
what he wants and where to find it. The course is given one hour each
week through a half year and is taken entirely by graduate students. The
registration is usually from 8 to 12. The work in the lectures is
supplemented by many references to articles and books. In the latter
part of the course the "Manuel de bibliographie historique" of Langlois
is used as a text in the hands of the students. The second edition of
this book, which is just out, forms an exceedingly satisfactory book for
this purpose, and is supplemented by informal comment and mention of
additional material. In this admirable little volume nothing of
importance is omitted and very little indeed which is unimportant is
included. Very much is made of the actual handling of the books by the
students. No regular system of practical exercises in connection with
this course has yet been worked out, but progress is being made in this
direction. The object is primarily to impress students with the
importance of the use of bibliographical tools. Considerable practice in
the use of bibliographies is also given in all the advanced courses in
history.
In general I have found that much inconvenience both to students and
instructors results from the habit of secluding all the most important
bibliographies in the catalog room. If it be true that these
bibliographies are constantly needed in the catalog room, they should be
duplicated for the use of the students. This practice of seclusion would
not be worth mention did it not seem to be habitual in almost all
libraries, and I wish here to register a special plea that
bibliographies may be shelved just as publicly as any other section of
the library.
I am much interested in Mr. Josephson's proposals for developing
bibliographical instruction in universities. It seems to me he has taken
hold of the matter by the right end, and the establishment of a course
similar to that he suggests would not only be of value to future
librarians by giving them wider opportunities for general training than
they can get in special schools, but would also prove helpful to
advanced students in all departments of study. I hope some university
will take the matter up. I am in sympathy with any instruction, formal
or informal, which brings instructors and students to a better knowledge
of how to use the library and the books.