reserve for each 100 students. Indeed, if Kansas State Agricultural College, which seems to have developed extensive use of its library with limited financial resources is excepted, the books in the assigned reading room for the second group is fewer than 50 per 100 studentsnot much more than one-half as many as in the case of the libraries in the first group. Libraries, in general, with loans of books above average have also a greater number of books available for assigned reading per student than do the libraries with loans below average. L'se shown by books borrowed from other libraries.-The number of books borrowed from other institutions also gives some indication of the use of library material in a given institution. A library with inadequate collections would ordinarily, it would be supposed, need to borrow much more material from other libraries than would institutions with strong collections. This supposition also proves to be contrary to the facts. Institutions borrowing more than 200 volumes each in 1927-28 from other libraries were University of Illinois, Iowa and Kansas State Colleges, Massachusetts Institute of Technology, Universities of Minnesota, Missouri, New Hampshire, and Ohio State. These are chiefly institutions, in so far as the libraries reported figures, with the stronger collections and with use of their own collections generally much above average. On the other hand, the seven colleges which reported loans much below average and also with book resources known to be most limited borrowed an average of eight books per year from other institutions. Again it is apparent that faculties in this latter group are not using published material as are the faculties in the first group, even after allowances are made for the size of the institutions.

The inference seems logical that a number of libraries are not supplying material which is demanded of libraries in other land-grant institutions. Possibly the faculties in the institutions of the second group have become discouraged in their attempts to obtain material, or possibly they are content with poor library service and lack of material. If the latter is the case, the quality of the instruction may be open to question.

Ratio between seating capacity of library and number of students— Exhaustion of seating capacity.-Some indication of the use of libraries may be obtained from the number of available seats in proportion to the number of students, compared with reports as to whether seating capacity is sufficient. The University of Florida, with one seat for every five students, reports crowding at certain periods, especially in the evening. Iowa State College, with a ratio of one seat for every eight students enrolled (560 seats for 4,200 students), reports all seats filled at times. Oregon Agricultural College, with the same percentage (480 seats for 3,780 students), also reports seating capacity not sufficient at peak times; University of

Hawaii has 152 seats for 840 students (one seat for 6 enrolled students). These institutions are above average in loans.

On the other hand institutions reporting loans far below average show in cases where reports are made: (a) 1 seat for 21 students; (b) 1 seat for 12 students; (c) 1 seat for 10 students; (d) 1 seat for 11 students; and (e) 1 seat for 14 students. This group has also few or no departmental libraries, while most libraries of the first group mentioned supplement their central library by additional seats in departmental reading rooms.

It appears that libraries with limited use as shown by loans have, in general, limited seating capacity within the library buildings.

Summary

These five tests of the use of libraries, considered independently, do not seem to give an adequate basis for definite conclusions. A consideration, however, of all these criteria taken together reveal certain facts which are significant. One group has loans much above average (20 per annum). A second is much below the average in books loaned to each student for home reading (7 per annum). Institutions in the second group also have fewer books available for assigned reading for each student than have those in the first group. In addition, their borrowings from other libraries are small, and the seating capacity of their libraries is less than 1 to every 10 students enrolled. New library buildings are noteworthy in the first group but are lacking in the second. In each of these five tests every library in the first group, in so far as figures are reported, ranks higher than any library in the second group. Objection may be made to the absolute validity of any one of these tests, yet the fact that certain institutions are much above average and that other institutions are much below average in every one of these tests can not be attributed to chance. This fact is emphasized further by the fact that the average expenditure per student for library purposes for institutions in the first group is more than double the expenditure in the second group.

statistics of the use of Several did not report

The inability of many librarians to give their libraries is noted later in this report. the number of loans of books to students, the amount of interlibrary loans, and the seating capacity. The following conclusions are based on the data submitted: (1) Certain land-grant institutions show indications of comparatively little use of the library by the average student; and (2) a definite relationship exists between lack of use and financial support. Libraries with small use showed average library expenditures of less than $11 per student; libraries with use well above average had expenditures of more than $20 per student.

Chapter III.-Methods of Facilitating Use

While in general the lack of use of most libraries of land-grant institutions is due to inadequate financial support, which results in inadequate books, buildings, and personnel, the data collected for this survey by questionnaires and personal visits indicate some practices in various libraries which tend directly to increase or to discourage the use of books. These methods deserve consideration, independent of the question of books, buildings, and personnel.

The card catalogue and the delivery and reference desks are the most important points of contact between the reader and the library. Such subjects as instruction in use of books and special aids to research workers also demand some attention.

Use of Card Catalogue

"Look it up in the catalogue."-The average student in the landgrant institution does not know how to use a card catalogue. Raymond L. Walkley in a study made of the knowledge of students in regard to use of books and libraries reported:

Out of 343 freshmen, only 163 claimed any previous acquaintance with either card catalogue, Dewey classification, or magazine index; only 40 per cent had ever used a library card catalogue, less than 15 per cent knew what the Dewey classification meant, and only 20 per cent had used magazine indexes."

A personal observation at loan desks of several institutions revealed the fact that the not uncommon reply to an inquiry for a definite book was "Look up the call number in the catalogue." Several of these students were followed to watch results. Generally, they went to the catalogue, were unable to find what they desired, and left the library without either the desired material or encouragement to make future use of the library. The material, nevertheless, was there. In several cases the comment was heard, "I never can find anything in this library."

In view of the inability of students to use the card catalogue as an effective tool, one of the clear indications of poor library service is the conventional phrase, “Look it up in the catalogue." If a student can be given some assistance at the beginning of his college course, he will be able to help himself later. Otherwise, the probabilities are that the library catalogue may be an unknown tool to him throughout his life.

15 Library Journal, 45: 775-777, Sept. 15, 1924.

Dr. D. A. Robertson, of the American Council on Education, notes at the University of Richmond the frank and friendly resort of students for suggestions and assistance to a library attendant.16 The John Crerar Library has had for 20 years an assistant whose special duty it is to assist readers in the use of the card catalogue. The information desk in the New York Public Library is well known. The University of Illinois has an information desk with an assistant whose special duty it is to show readers how to use the catalogue. Iowa State College has started such a service. In a large institution a special assistant for this work will prove invaluable. In the smaller institutions a sufficient staff at the loan desk can perform this service.

Efficiency of Catalogues

Satisfactory use of the catalogue requires that it be an efficient tool. Too often it is not. Three books on farm engines of about the same scope were entered in one catalogue under three different headings-Farm engines, Agricultural engineering, Gas engines— with no references to guide the seeker from one heading to another. Any reader might have found one of the three books; it is doubtful if he would have found all three. A special assistant at the catalogue of the larger libraries, or the loan assistant in the smaller, may be as valuable in informing the cataloguing staff of the needs of readers as in interpreting the catalogue to readers.

It is due to the Library of Congress that the catalogue is as efficient as it is. For the past 30 years, printed cards have been available, making it possible for libraries to secure at far less cost card records. which are more satisfactory in accuracy and scholarship than any which they can produce independently. The large use of these cards by land-grant colleges is indicative both of the extent to which they are attempting to maintain the effectiveness of their catalogues and also of the value of the service rendered. Only three institutions report that they are not obtaining Library of Congress cards for at least 50 per cent of their accessions. One institution reports it obtained cards for 99.8 per cent of its accessions. Three institutions report 95 per cent, and several others 90 per cent. The larger institutions that are purchasing considerable material in foreign languages report the lowest percentage of printed cards obtained. The University of Illinois receives only 50 per cent, Ohio State 54 per cent, Cornell about the same. An examination in one library of titles for which printed cards are not available reveals the fact that the greater proportion of such titles are in foreign languages. It is apparent that many libraries are cataloguing independently the same titles in foreign languages. To this extent work is duplicated.

16"The college library." Educational Record, 10: 22-23, January, 1929.

If arrangements could be made to enable the Library of Congress to print cards more generally for publications not in its own collections but available in university libraries, many assistants in landgrant institutions could be released for necessary work in other library departments, and in addition the accuracy of the catalogue would be improved.

The fact that the income from the sale of cards reverts to the Federal Government presents difficulties in the more general printing of catalogue cards by the Library of Congress. The proceeds from the sales of cards go directly to the Treasury Department. Increased sales involve increased expense to the Library of Congress, with no compensation from the sales. A change in the Federal statutes which would permit receipts from the sales of cards to be used for printing would seem desirable.

Not only the question of sales, but also the entire subject of cooperative cataloguing needs intensive study. This question has been often discussed in library circles but does not seem to have received effective consideration. The increasing need of some study is shown by the fact that the annual number of additions to land-grant college and other libraries of publications in foreign languages is increasing rapidly. T. F. Currier, of Harvard College, states the problem as follows:

The question that the investigation must answer is this: Can practicable methods be introduced further to centralize cataloguing? If so, who is to be responsible for managing the proposition on a sound financial basis, the American Library Association, a committee of librarians, or a commercial firm in it for profit?"

Instruction in Use of Libraries and Books

To freshmen. The inability of many college freshmen to use card catalogues and library indexes has been noted in a previous paragraph. In order to familiarize them more quickly with the use of books and library tools, some class instruction has been given to freshmen at many land-grant institutions. The form and extent of this instruction vary greatly. The principal argument for it is that the use of books can be taught more economically and satisfactorily to students in groups than to individual students as they come to the desk for help with their problems.

Only two institutions are giving such instruction to all freshmen as required courses. One of the two requires one hour for six weeks, using primarily assignments of problems. In the second, instruction is given one hour every other week for the first semester. In addition, the College of Arts and Sciences in the University of Mary

17 Currier, T. F., Extension of centralized cataloguing. Library Journal, May 15, 1929, P. 438.