needed, is frittered into sums of one, two or three dollarssums too insignificant to produce any appreciable effect, or even to repair losses. It is believed that the appropriation should be increased, and that it should be accompanied with such Legislative provisions as will secure the greatest economy in its expenditure, and the most judicious selection of books. The trustees, having but one, two, three, or four dollars to invest, purchase a very few volumes, at a very high price, compared with which they could be obtained in larger quantities. In some of the States, the funds appropriated for the increase of district libraries, are expended by an agent of the State, who procures, directly from the publishers, two or three thousand copies of such works as he may select, and apportions the volumes to the districts instead of money. True economy would be consulted by purchasing a whole edition of ten or twelve thousand volumes; for the same money would command at least twice the mercantile value of books which is obtained by the present method; while it might also be reasonably hoped that the intrinsic literary value of the books would be equally enhanced."

The report of Hon. H. H. VAN DYCK, the present Superintendent of Public Instruction of New York, made in January last, gives some interesting facts relative to the condition of the school libraries of that State. It appears, that in 1847, there were, in round numbers, 1,310,000 volumes in the School Libraries of the State; in 1853, they had increased to 1,604,000; and since have gradually decreased, so that in 1857 there were only 1,377,000 volumes reported; showing a diminution of 226,000 volumes in four years, or an average of over 56,000 per annum, while $55,000 per year had been appropriated on the part of the State for that purpose, on the express condi tion that the districts should raise for the same object an equal amount. Thus the total number of volumes in the School Libraries of New York exhibit but a slight increase during the last ten years, notwithstanding the expenditure of $1,100,000 within that period for library purposes.

That something should be allowed for the natural wear of books is reasonable; but the real causes of the diminuition are unquestionably found in the reasons assigned by Mr. VAN Dyck in his last report their probable destruction, to some extent, by use; their dispersion and loss by neglect; and the want of sound judgment by the local Boards of Trustees in regard to the selection of books. "Works of an ephemeral character," adds Mr. VAN DYCK, "embodying little amusement and less instruction, have too often been urged upon Trustees, and found their way into the library, more to the gratification of

the publishing agent than the benefit of the district. It is true also in many cases, that when a library has attained to a respectable number of volumes, as measured in the estimation of those having it in charge, they look upon its enlargement as unnecessary, and seek to turn the appropriation from its legitimate purposes. Hence arise frequent applications to the Department for leave to appropriate the library money to the payment of teachers' wages; whilst others, it is apprehended, divert it to this and other purposes, without the formalities required by law."

In a personal interview with Mr. VAN DYCK, in September last, he attributed the partial failure of the New York system, to the fact, that on the limited district plan, the libraries are generally too small to be attractive and useful; that very many districts receive from the State the mere pittance of one, two, or three dollars a year, for library replenishment-an amount manifestly too insignificant to do any material good, even if the few books purchased were of the very best character, and hence, in his opinion, the Township plan would be far preferable. It will be seen, that by dividing the total number of volumes in the School Libraries of New York by 12,000, the number of District Libraries in the State, the average number is 114 volumes to each District Library-the large majority of them, doubtless, being far less-as the result of twenty consecutive years' additions, and at a total cost of $2,200,000, or $182 upon an average to each library or an average of a little over nine dollars to each, annually.

These facts and dearly bought experiences of New York, the pioneer State in the establishment of School Libraries, point unmistakably to two grand defects in the system of that State -first, the District Libraries being so small as to render them almost useless; and, secondly, the sad waste of a noble fund by its unwise expenditure by local Trustees, who necessarily know but little of the most suitable books; and if they do, have no proper opportunities to select them. Hence the wisdom of the opinions of Hon. Henry S. Randall, Chancellor Dean, Benson J. Lossing, Hon. Samuel S. Randall, and Hon. H. H. Van Dyck, that a Township Library system, with the books carefully selected by proper State officers, would be decidedly preferable.

Massachusetts-The first to imitate the example of New York, was the State of Massachusetts. It was a noble aspiration of HORACE MANN, when he became Secretary of the Massachusetts Board of Education, to plant the School Library in every neighborhood, so that there should not be a spot within the borders of the State, where a child should be at a greater

distance than a half hour's walk from a library of books suited to his reading. But the first effort of Massachusetts in 1837, like that of New York, simply permitted the districts to tax themselves, and procure libraries. It proved a failure, as it did in New York; those who needed them most, were most blind to their own pressing wants. In 1842, a Legislative grant of fifteen dollars was made to each district, on condition of raising an equal amount, for the purchase of a library. The State Board of Education suggested two series of books, of fifty volumes each, nearly all small works; but the districts, after all, were left to their own discretion in the selection. Publishers having on hand old publications, re-bound them, and though often mere trash, disposed of them upon tempting terms of cheapness to the districts, and thus much that was almost worthless, if not positively injurious, found its way into the School Libraries. After three years experience, with the powerful aid of HORACE MANN, only about two thirds of the districts availed themselves of the benefits of the law, and about $60,000 were thus appropriated. A vast deal of good was unquestionably accomplished. Yet, except as a temporary measure, it is conceded that the system proved a failure. The poorer districts, where libraries were most needed, were comparatively unsupplied. There were three principal causes of failure: 1. Adopting the district instead of the township system. 2. The law provided for only a single appropriation, with no provisions for replenishing the libraries; so when the books were once read, they were laid aside, and the interest in the libraries ceased. 3. No proper provisions were made for the management of the libraries, and hence they were often thrust one side by some blockhead of a librarian, and left to neglect. These libraries have gradually disappeared.

In 1853, the Legislature authorized each town to raise money for the establishment of a Town Public Library; some thirty cities and towns, in the course of five years, have established libraries at which rate it would require fifty-five years for all the towns to be supplied. So far as adopting the town Library plan is concerned, this appears to be a step in the right direction; but without State aid and encouragement, and that permanently, a few spasmodic efforts, and at best only partial success can be expected.

Maine.-Little has been done in this State as yet for School Libraries. In 1849, there were but seventeen District Libraries; and in 1851, after the district plan had been seven years in operation, only nine towns reported their establishment. Hon. E. M. THURSTON, Secretary of the State Board of Education,

in his annual report of 1851, thus recommends: "It seems to me, that the only feasible way of establishing a general system of public libraries in the State, is to apply the system to towns, instead of school districts."

New Hampshire and Vermont have no State system of School Libraries; but in Rhode Island and Connecticut, where Mr. BARNARD has labored and sown the good seed, better results have been accomplished. Mr. BARNARD, as the Rev. Dr. WAYLAND assured me, in conversation, “did a great work for Rhode Island in the matter of School Libraries, while at the head of the department of Public Instruction of that State, by infusing the right spirit among the people." The State furnished no direct aid, we believe, and the towns and districts were left to their own discretion. Some 20,000 volumes were reported in 1852, in the School Libraries of the five small counties, comprising thirty towns of that State.

Connecticut. In 1841, Mr. BARNARD, then Secretary of the Board of School Commissioners of Connecticut, eloquently urged the establishment of School Libraries, the districts to furnish as much as the State for the object. Public sentiment was not then prepared for this noble measure. Hon. JOHN D. PHILBRICK, as Superintendent of Common Schools of that State, in 1855, again brought the subject to the consideration of the Legislature, and pressed the matter with such earnestness, that a law was enacted the following year, granting ten dollars to every school district, for a School Library, and five dollars each succeeding year, on condition of such district raising as much by tax or subscription, for the same purpose.About one third of the districts of the State have availed themselves of the provisions of this law, the districts being left to select the books, subject to the approval of the Board of Town Visitors.

Middle and Southern States.-Except New York, and a spasmodic effort in New Jersey, none of the Middle States have yet done anything towards School Libraries. In Pennsylvania, their necessity is felt, but they have no State School Fund, and hence have a heavy educational tax to levy. The Southern States have done nothing in the direction of School Libraries. The West-the giant WEST, has outdone them all.

Michigan. This State took the lead in the West, in establishing libraries for Schools. They were at first District Libraries, but in 1843, we find them changed into Township Libraries. The sum of $25 is by law annually set apart by each town, out of its local tax, for the Township Library; and to this is added about an equal amount, derived from the clear

proceeds of all fines and penalties for breach of the penal laws of the State, recognizances, and exemption equivalents from military duty. Thus the sum of about $30,000, is annually expended for the replenishment of these libraries, the Township School Inspectors being charged with the duty of selecting and purchasing the books. It is the testimony of Hon. IRA MAYHEW, the Superintendent of Public Instruction of that State, that "wherever Township Libraries have been established, and properly maintained, they have been productive of incalculable good."

There are now over 500 Township Libraries in Michigan, possessing an aggregate of over 200,000 volumes, or an average of 400 volumes to each library. From the large amount of money appropriated to this purpose, it would seem that there should have been a much larger number of volumes in the li- · braries; but we may charge something, doubtless, of this apparent deficiency, to the system of purchasing the books of itinerant hawkers and pedlars, who naturally enough feel that they should have pretty liberal profits, with something clever added for freights, and still, perhaps, another item for selecting the books for the local officers.

Ohio.-Hon. SAMUEL LEWIS, Hon. JOHN SLOANE, Hon. SAMUEL GALLOWAY, Hon. HENRY W. KING, and Hon. H. H. BARNEY, successive heads of the School Department of that State, urged the establishment of School Libraries. After fifteen years' agitation of the subject, the Legislature at length became awakened to its importance, and in 1853, one-tenth of a mill State tax was imposed on the State valuation, and annually appropriated for the specific purpose of School Libraries, the State Commissioner being charged with the duty of selecting the books, and contracting for their delivery. This tax amounts to upwards of eighty thousand dollars a year; and in the years 1854, 1855, and 1856, the total value of the books distributed, amounted to over two hundred and two thousand dollars, and and the value of over nineteen thousand dollars in addition was distributed in school apparatus. The total number of volumes distributed to the School Libraries of Ohio in those three years, was 332,579. After a suspension of the library tax for two. years, it has again become operative, and probably not less than 100,000 additional volumes will shortly be distributed.

The present library law of Ohio, fraught as it is with such incalculable good, has met with some opposition, which the present State School Commissioner, Hon. ANSON SMYTH, thinks "has arisen from the fact that sub-district, rather than Township libraries have been attempted. This plan has given to many of the districts so small a number of books, as to