BOOK REVIEWS, BOOK LISTS, AND ARTICLES ON CHILDREN'S READING: ARE THEY OF PRACTICAL VALUE TO THE CHILDREN'S LIBRARIAN? (continued 2)

So with books. It is the old search for life, life, more abundant life—for knowledge of it, for entrance into it—which sends the child to the fairy-story, the boy to the tale of adventure, the young girl to the story of romance, the older man and woman to the realistic novel. And it is the instinctive feeling of the teacher and parent that life is a dangerous force and difficult of control which has made school and home look askance upon reading which the child finds too enjoyable.

There is another feeling or belief which lies back of our doubt of work or study or reading which is too enjoyable. It is in regard to the part which love of ease plays in human enjoyment. Love of ease is strong in human nature, and the man who tries to get his knowledge of human life mainly through the novel has indeed sought a short-cut to his end which will bring him but a short distance on his way. This is not the time nor place for the discussion of the value of fiction, but undoubtedly we are inclined to believe that man's indolence is a strong factor in man's enjoyment of certain lines of reading, and indolence is a bad thing. Therefore, we distrust the value of such reading. Whether we like or dislike it, however, we are obliged to admit that fiction is a permanent form of literature, that our children will read it, and that the question for us to settle is shall it be good or poor.

What, then, has the teacher to do? Two things: To be the atmosphere from which the child breathes in love for and delight in good books. This is first. All things in the way of learning are possible after this. Second, to be the pupil's guide and director in what may be called his "laboratory practice" with books.

The Autocrat, mellowest of men of ideas, once suggested that every college and university should have a professorship of books. The Autocrat was an ingrained aristocrat, although one most mild and kind. The true democratic idea is that a professorship of books should be established in every school-room.

But how shall the blind lead the blind? How shall the teacher who herself never has learned to know, to enjoy, and to choose good books guide others to do so?

The library is a storehouse of great thought, an unfailing source of healthful recreation, but also the library is the mine in which the practical man and woman, the lawyer, the machinist, the scientist, the teacher, must dig deep for information, if he is to keep near the head in his own line of work.

So far, as I have said before, nearly all organized effort to teach the teachers along these lines has come from the library. Certain normal school and college librarians have done much, but to a large extent the work has been on sufferance. Odds and ends of the students' time and attention have been given to it.

The desirable thing is that the study of juvenile literature and the use of the library shall take equal rank with other studies in the preparation of prospective teachers; that the normal school, the pedagogical department of the college and university, the teachers' summer-school and institute, shall recognize this subject in their curricula.

The practical side of library use—its use for information—is easily seen by the public, and schools for teachers can quite readily be induced to make room for the course of study suggested.

In the Cleveland City Normal Training School an attempt to carry out such a course of study has been made. A term's work is given in juvenile literature and the use of the library. Moreover, this subject is placed upon an equality with the philosophy of teaching, history of education and psychology.

As yet the work is not thoroughly organized. We feel, however, that some things of value have been already accomplished.

In a twelve-weeks' term a class of 116 prospective teachers (the junior class of the school) have taken notes on a series of talks on reference books. They have learned something of the comparative value of various standard encyclopædias, gazetteers, dictionaries and indexes, and they have been sent to the public library a half-day at a time to do work which required the use of these.

For instance, a study of the life of Robert Louis Stevenson was made for the purpose of giving a talk on the subject to fifth-grade pupils. The students were required to look up all the available material in the library, looking not only in the printed and card catalogs for individual and collective biography, but in the various indexes—Poole's, the Annual, the Cumulative—for magazine articles. They were required to select the four or five articles found most valuable and to estimate their comparative value for the purpose in hand, making definite statements of the points of value. They were required to make careful and well-worded notes from the best material available, either books or periodicals, always giving the source, and to read these notes in class subject to the criticism of their instructor and school mates. And, lastly, they were required to write the story of Stevenson's life as they would tell it to the children.

Careful instruction in the use of the printed and card catalogs and of indexes had preceded this assignment. We were fortunate in possessing quite a large number of issues of the Cumulative index unbound. It was thus possible to place one of these in the hands of each student during instruction on the subject. This was a considerable aid.

There was too much work with the less-used ready-reference books. Next year the number will be largely reduced.

A study of fairy stories was made. An attempt was made to find a philosophical basis for the love of children for fairy stories. An attempt was made to discriminate between the good and the bad fairy story. Felix Adler's "Moral instruction of children" was helpful here, but the study of the fairy stories at first hand is still more helpful.

The following books were read by the whole class:

(1) Alcott's "Little Women." Lessons were given on reading it with the children.

(2) Mara L. Pratt's "History stories," vol. 3.

(3) Eggleston's "First lessons in American history." The Pratt and Eggleston books were read in succession for the purpose of contrasting them. A yet better contrast would have been Baldwin's "Fifty famous stories."

(4) Frau Spyri's "Heidi." Some of our girls read this story in the original German but most in the translation published by Ginn & Co. It is a charming story of a breezy little maiden whose home was in the Swiss Alps, and one of the rather scarce desirable books for the fourth grade.

(5) Mrs. Burnett's "Sara Crewe." This was read as a type of the "child novel" and for the sake of a study of the charms, dangers and benefits of this class of books.

(6) Howard Pyle's "Men of iron" was read as a study of the worthy historical story.

The following outline was given the students as an aid in judging the books read: Outline to aid in estimating a juvenile book.

1. Written when? By whom? For children or adults? [e.g., "Robinson Crusoe" and "Gulliver's travels" were written for adults.] If for children, of what age? (Consider both manner and matter.)

2. Essential purpose of the book: Recreative? Instructive? Moral? Is the recreation afforded wholesome? The instruction reliable? The moral lessons sound?

3. Style: Is it clear? Correct? Beautiful? Suitable?

4. If a story, What is the strongest character in it? The most effective passage? Give reasons for thinking so. Is it true to life?

5. Is the book a creator of ideals? How so? Along what lines?

An effort was made that there should be no formal adherence to this outline. Papers on the books read were required in which the outline could not be used. For example, after reading "Men of iron" the students were required to write, in class, a paper on "The education of a boy in chivalry" based on the story of Myles Falworth.

The oral discussions of these books were often very animated.

Each student was also required to hand in an annotated list of at least 20 books actually read by the student and judged by her suitable for the grade in which she is to train. An oral discussion of these lists took place, and the student in many cases was required to justify her judgment, and to answer questions in regard to the books read.

Some of these lists were very cheering. One excellent list for the sixth grade, with very original annotations contained 60 instead of 20 books actually read, and 30 more which the student had listed to be read at her convenience.

Not all of the lists were of that character. A list for the third grade recommended "Gulliver's travels, by Gulliver" as a valuable aid in geography.

The instance is eloquent of the value of a course of study which results in the illumination or the elimination of such a student.

Much remains to be worked out, but a beginning has been made.

Ours is one instance of the awakening of the school to the value of the privileges which the library gives it. And as the reward of doing work well is invariably to have more work to do, from the school fully awakened the library shall receive its exceeding great reward in more work to be done.

Except for the hearty co-operation of the Cleveland Public Library the little experiment here outlined could not have been undertaken.

VITALIZING THE RELATION BETWEEN THE LIBRARY AND THE SCHOOL.

II. THE LIBRARY.

By Irene Warren, Librarian University of Chicago School of Education.

The establishment of the Library Section of the National Educational Association was proof that the thoughtful librarians and school men of this country believed that an effective co-operation between public schools and public libraries was possible. In many states library sections of the state teachers' associations have been formed. Many public libraries have for some time past systematically sent both books and lists of books to the public schools.

No sooner had this been done than librarians and teachers both saw that they had made but a beginning, and the next steps, and, indeed, the present needs, are to bring about a more intelligent use of both books and libraries and to place larger and better arranged collections within easy access of the pupils. Rarely do the teachers find the libraries adequate to the reference work or the collateral reading they wish the pupils to do. The funds are seldom sufficient to keep the libraries up to date. There is no one person in the school who knows how to organize and administer the library, and therefore whatever work the teachers do in this line is at a greater expense of both time, energy and material than it would be were it done by one having had a library training. The school buildings are frequently closed to the students shortly after the school session, usually by five o'clock, and always on holidays and during vacations. Most of the pupils' reading and research must therefore be done in the one or two books which he carries home with him. The Buffalo Public Library made another step in organization when it offered to take the collections of books from any of the public schools in the city and in return mend, rebind, catalog, classify them, furnish such schools as agreed to this arrangement with the books they needed, either from their own collections or from that of the public library, and appoint two attendants to look after the school work.

The public school began with the one central school in the community, but it soon found that it must establish branches if it reached all of the children of the city. To-day there is no town of any considerable size but has its central school with a high school usually, and its branches on the north, east, south and west sides. The public library, following the public schools, has found that it cannot reach the people of the community unless it delivers books to the various parts of the town, and moreover establishes branch reading rooms where at least reference books may be consulted and magazines read.

As in the history of the schools, so in the history of the libraries, provision was first made for the mature student. Educators have been slow to see that they should begin with the child before he has established habits of thought and action. Not until the public library is considered a vital factor in the educational scheme of a city can it hope to secure its best results, nor is this possible when the central library and its few branches are removed, as at present, from the public schools. The libraries and the schools should be housed in close proximity to do the most effective work.

It is with keen interest that the experiment in New York City is being watched. It certainly seems as if the most economical arrangement would be to have the branch of the public library so placed in a school building that the students would have free access to it, and the public also, not only during school hours but public library hours. It seems the logical duty of the board of education to furnish the few necessary reference books that are in continual demand in every school room and also the sets of books which are used for supplementary reading. It does, on the other hand, seem that the public library can furnish a larger general collection, in better editions and keep them in better condition for less money and with better results than can the public schools.

The already crowded curriculum in most of our public schools made many an educator hesitate when a course in library economy was suggested. One can indeed see a time not far distant, it is hoped, when such a course will not be thought necessary. Such a time will be when instructors have awakened to a much greater appreciation of the value and use of bibliography and the need of training students in this line. Along with this will develop a desire in the student to keep his own references and material so arranged that he will be able to use them easily. There will still be considerable of a general bibliographical character, handbooks, etc., which would be of value in all subjects and yet perhaps be overlooked by the specialists, that could be called to the students' attention through such a pamphlet as was recently compiled by Mr. Andrew Keogh, of Yale University Library, under the title, "Some general bibliographical works of value to the students of English."

There is a phase of library economy that every teacher should know, and which it seems must always have its proper place in the curriculum of the normal school. That is the knowledge of how to obtain books. Every teacher should know what the laws of his state are regarding the establishment and maintenance of the public library and the public school library, and how these laws compare with those of other states. He should know what aid he can gain through the travelling library system, should he be in a village or country district, and the possible co-operation between the public library and the public schools should he be assigned to a city. Just as the public schools are finding that they must adapt their curriculum to the needs of the children of a certain district or class, so the public library has the same lesson to learn. The Carnegie Public Library of Pittsburgh has been one of the first to recognize this in the establishment of home libraries. It has thus reached a class of children that could be reached in no other way, and why should not the public library as well as the public school aim to reach these less fortunate children?

The subject of children's literature should be a serious one with every teacher of children. The best writers for children, best illustrators, and best editions should be part of the normal school student's knowledge when he completes his course and goes out to teach. It is a great problem with him now how he shall keep this information up to date, when there are hundreds of books coming out every year and his school-room duties absorb so much of his time. Here is the librarian's opportunity to be of great aid to the public school teacher by issuing lists of the best children's books on various subjects, exhibiting them in the library from time to time, and to the schools for trial, as so many libraries are now doing. In the country districts the library commissions must supply this information through annotated lists.

It has been shown in a number of schools that children love to make books, and that the making of books quite successfully lends itself to the constructive work as carried on in the schools of to-day. The materials for this work are not so costly as to make it impossible for the average school. Every child at the completion of the graded schools should know the value of a title-page, the use of the preface and introductory notes, the difference between the table of contents and the index, the best books in the several subjects which he has studied, and where and how he can obtain more books on these subjects later, should he wish them. It would doubtless be a great surprise to one who has not tried the experiment to ask the pupils in our graded and high schools even, for such simple information as the author, title and date of the text-books they are using daily.

If the suggestions in this paper be accepted, and most of them have already been successfully tried, it will be seen at once how great is the importance of having trained librarians in our normal schools and institutions of higher learning. The time has now come in a number of cities which we hope is prophetic of the future, when the public library stands equally important as an educational institution with the public school, each supplementing the other in work and still distinct in function and administration. It is therefore necessary that our teachers should be trained to use libraries, and that our librarians should be acquainted with the great educational movements of the day.

OPENING A CHILDREN'S ROOM.

By Clara Whitehill Hunt, Newark (N. J.) Free Public Library.

In writing this paper on the opening of a children's room, I am presupposing the following conditions: That in a library whose work with the children has been confined to the general delivery desk, and the divided attention of clerks whose time an adult public would monopolize, there is to be set aside a commodious apartment to be known as the Children's Room; that, considering this work of enough importance to demand such a department, the trustees are prepared to support it by a reasonable outlay for new books, necessary and convenient furnishings, and especially by placing in its charge one who, by natural fitness and special training they believe to be so thoroughly capable of supervising the work, that she is to be given a free hand in deciding both how the room is to be made ready for opening, and how managed after it is opened. This being the case, I imagine the children's librarian, with opening day a few weeks or months ahead, planning her campaign with such wise foresight and attention to the smallest detail that, in the rush of the first weeks, there may be the least possible wear and tear on nerves and temper from petty inconveniences which assume gigantic proportions when one is hurried and tired, and the smallest amount of undoing and beginning over again as time goes on.

It is difficult to be clear in speaking of furnishings without something more than verbal description for illustrating mistakes and excellences, but so much power can be lost by not having the parts of the machine properly fitted and well oiled that how to furnish the children's room becomes one of the most important topics under this subject.

To begin with, the children's librarian must cultivate, if she does not already possess, the architect's faculty of seeing a completed structure in a flat piece of paper marked off by lines labelled 20 ft., 50 ft., etc. If 20 ft. does not mean anything to her she would do well to take a tape measure to an empty lot and measure off the exact dimensions of her room to be, until she can see its floor space clearly. She should live in her room before its existence, locating every door and window, the height of the windows from the floor, every corner and cupboard, the relation of her room to the other departments of the library. In proceeding to furnish the room she will learn what to adopt and what to avoid by visiting other children's rooms and asking if the tables and chairs are the correct height, if the exit is satisfactorily guarded, what working space is necessary for a certain circulation, whether the electric light fixtures are easily broken, and many other things. If she cannot make such visits, her knowledge of children and a study of conditions in her own library will answer.

Limited to a small space the children's room is nevertheless a circulating department, a reading room, a reference room, perhaps a repair room, and a cataloging department all in one; and if the children's librarian has not had actual work in each of these departments of her library, she should serve an apprenticeship at the receiving and charging desks, the registration desk, the slip rack, not only for the sake of knowing the routine of each department, but for studying improvements in planning her furnishings. The registration clerk will tell her that she has not enough elbow room, that the application drawers are too narrow or too heavy; the attendants at the charging desk find every present arrangement so satisfactory that they advise exact reproduction. Armed with pad and tape measure the children's librarian notes all these points.

The problem how with a minimum of help to "run" all departments, to see all parts of the room, to keep your eye on the entrance so as to nip in the bud any tendency to boisterousness as the children come in, and to watch the exit so that no book goes out uncharged, how to keep all unfinished work out of the children's reach but to give them perfectly free access to the books, in short, how to arrange your working space so that one person on a moderately busy day can attend to all these things, may be answered, I think, in this way. All wall space will sooner or later be needed for books. Taking an oblong floor space (dimensions proportionate to size of room and circulation) and surrounding this by a counter 30 inches high and two feet wide, is a simple way of accomplishing these things. The counter opposite the entrance is the receiving and charging desk; at another place it is the registration desk; books after "slipping" are piled in another part ready for return to shelves; books waiting to be marked occupy a fourth section; the catalog case, notices to children, call-slip holders, etc., stand on the counter. The space under the counter is available for supply cupboards and drawers. The height of the counter is such that a grown person sitting in an ordinary chair works comfortably behind it, but it is so low that no small child feels frowningly walled out in standing on the other side. Thus all the work of the room is concentrated and supervision is easy. A few details are worth noticing. First, don't let the carpenter give you drawers instead of cupboards. Drawers are wasteful of room for packing supplies, and of time in hunting for them. Next, have the cupboard doors slide, not swing, open, for economy of your working floor space. Underneath registration and charging desks leave space empty for your feet. Just under counter near the registration desk have a row of drawers, sliding easily but fastened so they cannot fall out, made of the exact size to hold your application blanks and cards, with guide cards. A work table within the counter will be necessary.

In addition to this working space, every large children's room should have a locked closet, or better still, a work room opening from it. In busy times things will accumulate which must be kept out of reach, and it would not be sensible to take valuable space out of the children's room to hold such accumulations until you have time to attend to them.

The height of the children's chairs and tables seems to have reached a standard in children's rooms—tables 22 and 28 inches high, with chairs 14 and 16 inches to go with them. I think it best to have very few tables of the smaller size, for tall boys take the strangest delight in crouching over them, snarling their long legs around the short table legs and trying, apparently, to get a permanent twist to their shoulders. Small children do not stay long, and it is less harmful, if necessary, for them to sit in a chair a little too high than to compel large children to spend a holiday afternoon with bodies contorted to fit a small chair and table.

By all means have the electric light fixed in the center of the table so that each child gets an equal share of light, and have the connections so made that jarring the table and the movements of restless feet will not put the fixtures out of order. Be very careful not to have the shade so high that the glare of the lamp instead of the restful green shade is opposite the child's eyes.

When you see a chair that you like, find out before purchasing whether it is very easily tipped over. You will know why, if you are not wise, on some rainy day, when the room is full of readers and the reports of chairs suddenly knocked over sound like a fusillade of cannon balls.

Leaving this hasty and most unsatisfactory discussion on getting the place ready for opening, I would say a word about getting the books ready—not about buying a large quantity of new, and putting the old into the best possible condition of repair and cleanliness, for that will naturally be done. But from experience I know that the moment is golden for weeding out, never to return, authors you think objectionable.

Suppose a girl reads nothing but the Elsie books. Very likely one reason is that she knows little about any other kind. In a printed catalog with a scattering "j" between many titles of adult books it is easier to make lists of numbers from the long sets of prolific writers, and those excellent authors who have produced only a few books for children are oftenest overlooked. Suppose in the process of moving the Elsie books are left behind. The little girl comes into the beautiful new children's room. She sees the shining new furniture, the pictures, the comfortable tables and chairs and book cases so planned that any child can reach any book. She finds that there is perfect freedom for every child in this room—that no stern Olympian comes and says, "Don't do this," and "You can't have that," and "Those books aren't for you," but that among all these hundreds of fresh new covers she may take her pick, may sit anywhere, or stand or kneel as she chooses. Do you imagine that, as these unaccustomed delights sink into her mind, any child is going off in a huff when she finds one author is lacking, if the children's librarian uses any tact in introducing her to others adapted to her tastes? I have been asked for Alger and Optic and Elsie, of course, though much less often than I anticipated, but I am perfectly certain that I have never lost a "customer" because I did not display these wares. One little girl exclaimed in doleful tones, "Oh, haven't you the Elsie books? Oh, I'm terribly disappointed! I think those are grand books!" But in spite of this tragic appeal her curiosity and interest proved stronger than her disappointment, and I have the satisfaction of seeing a more wholesome taste develop in a child who must have been on the high road to softening of the brain and moral perversion from association with the insufferable Elsie. If you once put these books on the open shelves, however, and later attempted the weeding out process, a howl would arise which would not be silenced without consequences which I, for one, would not like to face.

Furniture and books are comparatively simple matters to make ready, but to prepare your assistant or assistants for opening day and the time that follows is harder. The external preparation for the rush of the first weeks consists in drill in the routine to be observed. Assigning a place and certain duties to each person, foreseeing as far as possible all questions that may arise and making sure that each attendant understands what to do in any case, having a place for everything, and everything in its place, and every person knowing what that place is, so that there will be no frantic search for an extra set of daters when a long line of people stands waiting—this also requires only foresight and firmness. But so deeply to imbue your chief assistant with your spirit and principles of management that she will not simply obey your directions, but be inwardly guided by your desires, and there may be no break in the steady march to a definite end—this demands that rare species of assistant who is born, not made, for the position, and a leader who possesses strength, tact, contagious enthusiasm, a likeable personality, and other qualities difficult to attain.

This brings us to the consideration of what the guiding principles of the new department are to be—a question which must be pondered and settled by the children's librarian before making the external preparations. If the senior members of the American Library Association, the librarians-in-chief, would consider the children's room of enough importance to give us their ideas of what it should stand for, what its scope should be, the result might be more uniformity of thought among members of the library profession in this regard, and a more sensible attitude toward the children's room in the library. Between those who, on the one hand, take themselves so very seriously, pondering with anxious care what probable effect on the child's future career as a reader the selection of a blue or a green mat for mounting the picture bulletin would have, and those who look upon the children's room merely as an interesting plaything, driving the big boys away in disgust by encouraging visitors who exclaim, "Oh, what cunning little chairs and tables! Why, you have a regular kindergarten here, haven't you?"—from either point of view, the discussions on children's rooms in libraries seem almost to lose sight of the very word library and all it carries with it.

The children's room is only one room in a great dignified library. As the newspaper room, the catalog room, and all the rest are fitted up with furnishings suited to their peculiar needs, so the children's room is furnished with tables and chairs and books suited to its constituents. Apart from this, all its management and spirit should correspond as closely as possible to that of the other departments. The same dignity, the same freedom, the same courteous attention to every want without fussy attentions which by grown people would be called intrusiveness should prevail. Make the selection of books what it should be, provide guides and catalogs, perfectly clear but not patronizingly written down, show the children that you are always willing to respond in every way to their questions, and then—let them alone!

Some one has asked me to speak on the question of discipline. After the first two or three weeks, if one begins properly, there will be no such question. Allowing something for the noise of small feet which have not learned to control themselves as they will later on, and expecting more "talking over" an interesting "find" than is common with adults, one should aim for library order. Teach the children what a library reading room means. If in the first days there is a disposition on the part of any boy to be rough or unruly, or if a group of girls make a visiting-and-gum-chewing rendezvous of your tables, don't waste any time in Sunday-school methods of discipline, trying to keep a hold on the child at any cost to the library. A sentence in a report of Pratt Institute children's room is worth adopting as a guiding principle. "The work of the children's room should be educative, not reformatory." Give one decided warning and then if a child does not behave, send him out at once. Do not be afraid of seeming stern at first. The fascinations of the room are such that a child who has been turned away for disobedience comes back a subdued and chastened young person and your best friend forever after; then with your aim and your firmness early settled, you will have no more thought of discipline than the reference librarian with his tables full of studious adults. After the first a little care about the way a child enters the room will be all that is necessary. Your courteous manner, low tones, a little reminder about caps and clean hands while discharging his book, will give him the cue as to what is expected, and he will have a pride in living up to what is expected of him as a gentleman, not demanded of him as a child under authority.

Many other points will engage the thought of the children's librarian, for example, what shall be the attitude of the children's room toward the other departments—whether it is to encourage the children to make use of the adults' reference room, to take out cards in the main delivery department, and get into the way of reading standard works from suggestions of the children's librarian; or whether the line of separation is to be rigid and she will be jealous of their "graduating" from her care. How to prepare the public, especially the school-teaching public, for the opening, so as to secure their hearty co-operation from the beginning is worth constant effort. The question of blanks and forms for the children's room is a minor matter which is after all not a small thing. To make as few changes as possible in the forms already in use, so that any assistant from the main delivery room can in emergencies quickly take up the clerical work of the children's room without needing to learn a new routine may save much confusion should the children's staff all happen to be stricken with grippe at the same time!

Beginning early to plan, profiting by other people's mistakes, getting the routine of each department at one's finger tips, foreseeing every probable obstacle and removing each in imagination, beforehand, proceeding with calmness and common sense, thus the new machinery will move as smoothly during opening weeks as if it had been running for years, and, as "well begun is half done," every thought given to preparation while the room exists only on paper will have a far-reaching effect on the permanent influences of the children's room.

REPORT ON GIFTS AND BEQUESTS TO AMERICAN LIBRARIES; 1900-1901.

By George Watson Cole.

The period covered by this report is from June 1, 1900, to July 1, 1901, and includes all gifts and bequests of $500 or more, as well as all gifts of 250 volumes and over, given by any single individual. A few gifts have been included which fall below these figures where the importance or value of the gift seemed to require mention. This report has been increased by the addition of over 50 gifts, information of which was received too late to be inserted before its presentation to the Waukesha conference. A few others, which have been announced since July 1, have also been inserted.

Much of the information here given has been obtained by a careful examination of the Library Journal and Public Libraries. Communications were sent to all the state library commissions, several state library associations and clubs, and to the librarian of libraries known to have 50,000 volumes or more. The responses to these communications have been quite general, and the information contained in the replies has been embodied in this report. The thanks of the compiler are herewith extended to all who have assisted him in collecting the material for this list.

It was suggested by Miss Hewins in 1896 that it would be desirable to have the library commission of each state appoint some librarian, or library trustee, who should be responsible for the collection of information regarding the gifts and bequests made within his state. Judging from the replies received this year the suggestion has never been carried out.

Following the example of my predecessor, I wish to emphasize the importance of the suggestion, and would further recommend that the information so gathered be divided as nearly as possible into the following classes:

1. Buildings, giving value or cost;

2. Sites, giving value or cost;

3. Cash for buildings, with accompanying conditions, if any;

4. Cash for sites, with accompanying conditions, if any;

5. Books, pamphlets, periodicals, prints, maps, etc., giving number of each kind, with value or cost of the whole, if known;

6. Cash for books, etc., with accompanying conditions, if any;

7. Cash for endowment funds, giving purpose for which income is to be expended;

8. Cash to be expended, with specified purposes for which it is to be spent;

9. Cash given unconditionally;

10. Miscellaneous gifts, specifying their nature and value.

It will be observed that the first four of the above headings relate to gifts of real estate, which should also include gifts for fixtures of any kind, such as plants for lighting, heating, and ventilation; mural decorations, such as frescoes; furniture, so constructed as to be an essential part of the building; landscape gardening, etc. The remaining headings include books, endowment funds for various purposes (excepting building funds and the other objects just mentioned), and gifts of money for administration, current expenses, etc., etc.

Then, too, information should be given as to whether a gift has been offered, accepted, or received.

It seems desirable that information relating to such old and moribund libraries as have been absorbed or merged with newer and more vigorous institutions should somewhere find a record. As such transfers are usually made as gifts, there seems to be no more suitable place for such a record than in the annual report of Gifts and Bequests. It is to be hoped that, in the future, the tables of statistics issued from time to time by the state library commissions, the U. S. Bureau of Education, and others will contain a record of the final disposition of such libraries.

In the report of Gifts and Bequests made by Mr. Stockwell, a year ago, covering a period of two years, there were given 458 separate gifts, amounting to over $10,500,000, and distributed among 36 states and the District of Columbia. This report, covering 13 months, includes 482 separate gifts, amounting to $19,786,465.16, and is distributed as follows: 468 in 39 of the United States, 10 in the British provinces, and three in Scotland. To that princely philanthropist, Mr. Andrew Carnegie, we are indebted, during the past year, for gifts reaching the enormous aggregate of $13,704,700, over $12,500,000 of which was given for the erection of library buildings. In every case the gift, except where otherwise specified, was made upon the condition that the city or town receiving it should furnish a site for the building and appropriate yearly for the maintenance of the library a sum equivalent to 10 per cent. of the gift.

The most notable gifts of the year are due to the ever-increasingly generous hand of Mr. Carnegie. That to the city of New York of $5,200,000, for the erection of 65, or more, branch libraries, is probably the largest library gift ever made at one time to a single city. His gift of $1,000,000 to the city of St. Louis for library buildings and an equal sum, placed in trust as an endowment fund, for the Carnegie libraries at Braddock, Duquesne, and Homestead, Pa., occupy the second and third positions, by reason of their amounts. His recent gifts of $750,000 each to the cities of Detroit and San Francisco, though announced since July 1, have been included in this report. Mr. Carnegie's gifts during the year number 121; 112 in the United States, six in Canada, and three in Scotland. One hundred and seven of these gifts in the United States were for library buildings. Of the remaining five, amounting to $1,028,000, one of $25,000 will probably be used for a building.

The transfer of the John Carter Brown Library to Brown University by the trustees of the estate of the late John Nicholas Brown, recently announced, is one of the most important library events of the year. This library contains, if not the finest, at least one of the finest collections of early Americana in this country, and possesses many books not to be found in any other library on this side of the Atlantic. Its collector, after whom it is named, was a competitor with Lenox, Brinley, and other early collectors of Americana for many a choice nugget which Henry Stevens and other European dealers had secured for their American patrons. The library is estimated to be worth at least $1,000,000, and the gift carries with it two legacies, one of $150,000 for a library building, and another of $500,000 as an endowment fund for its increase and maintenance.

The gift of four public-spirited citizens of St. Louis, who have jointly contributed $400,000 to lift an incumbrance on the block to be used for the new Carnegie library in that city, is a noble example of public spirit, and one of which the friends of that city may justly feel proud.

The collection of Oriental literature of Yale University has been enriched by the gift of 842 Arabic manuscripts, many of which are extremely rare. The collection covers the whole range of Arabic history and literature, dating back to the 12th and 13th centuries.

This collection, formed by Count Landberg, was purchased by Mr. Morris K. Jesup, of New York, at a cost of $20,000, and was presented by him to the university library. This library has also received, as a bequest, the private library of the late Prof. Othniel C. Marsh, consisting of about 5000 volumes and 10,000 pamphlets, dealing mainly with palæontological subjects.

The New York Public Library—Astor, Lenox, and Tilden foundations—through the generosity of Mr. Charles Stewart Smith, has come into possession of a large and valuable collection of Japanese engravings and chromo-xylographs, formed by Captain Brinkley, of the Japanese Mail.

I regret that I do not have the pleasure to record any addition, during the year, to the Publication Fund of the American Library Association. The Publishing Board is much hampered by lack of funds from carrying on its important work. If some philanthropically inclined person would present a fund, say $100,000, upon condition that all publications issued from its income should bear the name of the fund, it would not only be of inestimable benefit to the cause of libraries, but would also be a most enduring monument to its donor.

An examination of the following list will disclose other gifts worthy of special mention if space permitted. The main list has been arranged alphabetically by states, as being the most convenient for reference. A tabulated summary, arranged by the geographical sections of the country, will show how widely scattered have been the benefactions of the year, extending from Alabama in the south to Montreal in the north, and from Bangor in the east to "where rolls the Oregon" in the far west.

ALABAMA.

Montgomery. Public Library. Gift of $50,000, for a public library building, from Andrew Carnegie.

— Gift of books forming its library, from the Montgomery Library Association.

Tuskegee. Tuskegee Normal and Industrial Institute. Gift of $20,000, for a library building, from Andrew Carnegie. The building will be erected entirely by student labor.

CALIFORNIA.

Alameda. Public Library. Gift of $35,000, for a public library building, from Andrew Carnegie.

Berkeley. University of California. Gift of $10,000, as a fund for the purchase of books for the law library, from Mrs. Jane Krom Sather, of Oakland, Cal.

— Gift of $1000, from Col. E. A. Denicke.

— Gift of about 2500 volumes, being the private library of the late Regent, A. S. Hallidie, from Mrs. M. E. Hallidie.

Fresno. Public Library. Gift of $30,000 for a public library building, from Andrew Carnegie.

Napa. Public Library. Gift of $20,000, for free public library building, from George E. Goodman.

San Francisco. Public Library. Gift of $750,000, for a public library building, from Andrew Carnegie.

— Gift of building and fixtures for Branch Library, No. 5, estimated to cost $20,000, from Hon. James D. Phelan, Mayor of San Francisco.

San Jose. Public Library. Gift of $50,000, for a public library building, from Andrew Carnegie.

Stanford University. Leland Stanford University. Gift of $2000, $1000 for books on sociology and $1000 for books on bibliography, special gift from Mrs. J. L. Stanford.

COLORADO.

Grand Junction. Public Library. Gift of $8000, increased from $5000, for a library building, from Andrew Carnegie.

Leadville. City Library Association. Gift of $100,000, for a public library, from Andrew Carnegie.

Ouray. Walsh Library. Gift of a library building, costing $20,000, from Thomas F. Walsh.

CONNECTICUT.

Branford. Blackstone Memorial Library. Bequest of $100,000, from Timothy B. Blackstone, of Chicago, founder of the library.

Danielsonville. Edwin H. Bugbee Memorial Building. Bequest of $15,000, for the erection of a building, also the donor's private library and cases, from Edwin H. Bugbee.

Derby. Public Library. Gift of a fully equipped public library building, by Col. and Mrs. H. Holton Wood, of Boston, the city to agree to maintain the library and raise a book fund of $5000, to which sum the donors will add an equal amount.

— Gift of $12,000, raised by popular subscription, towards book fund, from interested citizens. Nearly $75 was given by public school children.

— Gift of $5000, towards a book fund, from Col. and Mrs. H. Holton Wood.

— Gift of 900 volumes, from Derby Reading Circle.

Greenwich. Public Library. Gift of $25,000, as an endowment, from wealthy New Yorkers.

Hartford. Case Memorial Library, Hartford Theological Seminary. Gift of $2000 towards fund for purchase of periodicals, from Mrs. Charles B. Smith.

— Gift of $500 for book purchases, from Miss Anna M. Hills.

— Gift of 365 volumes, pertaining to missions, from Rev. A. C. Thompson, D.D.

— Public Library. Gift of $5000, from F. B. Brown.

Kensington. Library Association. Gift of $10,000, for a new library building, from S. A. Galpin, of California.

Litchfield. Wolcott Library. Bequest of $1000, from ex-Governor Roger Wolcott, of Boston, Mass.

Middletown. Wesleyan University. Gifts of $3604, to be added to Alumni Library Fund.

— Gift of $483, to be added to the Hunt Library Endowment. This addition has been increased to $1000 by the reservation of the income of the fund.

New Haven. Yale University. Gift of $10,000, for a fund for the Seminary library in the department of Philosophy, from Mrs. John S. Camp, of Hartford, Conn.

— Gift of $1500, a contribution towards an administration fund, from Charles J. Harris.

— Gift of $1300, for purchases in the department of Folk-music, from an anonymous donor.

— Gift of $1000, for purchases in department of English literature, from Edward Wells Southworth, of New York.

— Gift of $500, a contribution towards an administration fund, from the Hon. William T. Harris, U. S. Commissioner of Education.

— Bequest of about 5000 volumes and 10,000 pamphlets, forming the private library of the testator, from Prof. Othniel C. Marsh.

— Gift of 842 Arabic manuscripts, collected by Count Landberg; bought for $20,000 by Morris K. Jesup and presented by him to the University. Many of these Mss. are very rare. The collection covers the whole range of Arabic history and literature, dating back to the 12th and 13th centuries.

— Gift of a collection of musical manuscripts, number not stated, from Morris Steinert.

Norwalk. Public Library. Gift of $50,000, for a public library building, from Andrew Carnegie.

South Norwalk. Public Library and Free Reading Room. Bequest of $1000, for permanent fund, from R. H. Rowan.

Southington. Public Library. Gift of $5000, towards a library building, from L. V. Walkley.

Torrington. Library Association. Bequest of $100,000, by Elisha Turner. From this amount is to be deducted the cost of the library building, about $70,000, which was being erected by the testator at the time of his death.

Wallingford. Public Library. Gift of library building, cost value not stated, from the late Samuel Simpson, as a memorial to his daughter.

Windsor. Library Association. Gift of $4000, towards a library building fund, from Miss Olivia Pierson.

GEORGIA.

Atlanta. Carnegie Library. Gift of $20,000, for furnishings and equipment of new building, from Andrew Carnegie.

Travelling Libraries for Schools. Gift of 960 volumes for 16 travelling libraries for country schools, for that number of counties in the state, from the Hon. Hoke Smith. It is planned to have each library remain in a school for about two months.

ILLINOIS.

Aurora. Public Library. Gift of $50,000, for a public library building, from Andrew Carnegie, the city to furnish a site and guarantee $6000 a year maintenance.

Centralia. Public Library. Gift of $15,000, for public library building, from Andrew Carnegie, the city to provide a site and $2000 yearly for maintenance.

Chicago. John Crerar Library. Bequest of $1000, from the late President, Huntington W. Jackson.

— Rush Medical College. Gift of 4000 volumes of medical and surgical books, from Dr. Christian Fenger. This gift contains a practically complete collection of German theses for the past fifty years.

— University of Chicago. Gift of $30,000, to endow the history library, from Mrs. Delia Gallup.

Decatur. Public Library. Gift of $60,000, for a public library building, from Andrew Carnegie.

— Young Men's Christian Association Library. Gift of $500, from Miss Helen Gould, of New York.

Dixon. Dodge Library. Gift of a valuable and extensive collection of art books, value and number not stated, from George C. Loveland.

Evanston. Northwestern University. Gift of $750, for the purchase of books in political economy, from Norman Waite Harris, of Chicago.

— Gift of $543.50, to be known as the "Class of '95 Library Fund," the income of at least 4 per cent. to be used for the increase of the university library, from the class of 1895.

— Public Library. Gift of $5000, toward library site fund, from William Deering.

Freeport. Public Library. Gift of $30,000, for a public library building, from Andrew Carnegie.

Galesburg. Knox College. Gift of $50,000, for a library building, from Andrew Carnegie.

— Public Library. Gift of $50,000, for public library building, from Andrew Carnegie. The city already appropriates $6000 for library maintenance.

Grossdale. Public Library. Gift of $35,000, for public library building, from Andrew Carnegie.

Havana. Public Library. Gift of $5000, for a public library building, from Andrew Carnegie.

Jacksonville. Public Library. Gift of $40,000, for a public library building, from Andrew Carnegie.

Kewanee. Public Library. Gift of $50,000, for a public library building, from Andrew Carnegie.

Lake Forest. Lake Forest College. Gift of the Arthur Somerville Reid Memorial Library building; cost about $30,000, from Mrs. Simon Reid.

Lincoln. Public Library. Gift of $25,000, for a public library building, from Andrew Carnegie.

Maywood. Public Library. Gift of $100, being surplus campaign funds remaining after the election, from Republican Committee of that town.

Pekin. Public Library. Gift of $10,000, for a public library building, from Andrew Carnegie. The city has appropriated $1500.

— Gift of a site for the proposed Carnegie library building, value not stated, from George Herget.

Rock Island. Public Library. Gift of $10,000, for book stacks and furniture, from Frederick Weyerhauser, of St. Paul.

Rockford. Public Library. Gift of $60,000, for a new public library building, from Andrew Carnegie, the city to furnish site and "not less than $8000" yearly for maintenance.

Springfield. Public Library. Gift of $75,000, for a public library building, from Andrew Carnegie. The City Council appropriated $10,000 annually in hope that the gift might be increased to $100,000. The library will be known as the "Lincoln Library."

Streator. Public Library. Gift of $35,000, for a public library building, from Andrew Carnegie.

Sycamore. Public Library. Gift of a library building, to cost about $25,000, from Mrs. Everill F. Dutton, as a memorial to her late husband, Gen. Everill F. Dutton.

Waukegan. Public Library. Gift of $25,000, for a public library building, from Andrew Carnegie. The city already appropriates $2000 for library maintenance.

INDIANA.

Crawsfordsville. Public Library. Gift of $25,000, for a public library building, from Andrew Carnegie.

— Wabash College Library. Gift of the original manuscript of "The prince of India," from General and Mrs. Lew Wallace.

Elkhart. Public Library. Gift of $30,000, for a public library building, from Andrew Carnegie. The city, in advance, has pledged $3500 yearly for maintenance.

Elwood. Public Library. Gift of $1000, through the local Women's Club, from President Reid, of the American Tin Plate Co., of New York.

— Gift of $200, the results of a benefit, from The Women's Club.

Fort Wayne. Public Library. Gift of $75,000, for a public library building, from Andrew Carnegie.

Goshen. Public Library. Gift of $25,000, for a library building, from Andrew Carnegie, the city to furnish $2500 yearly for maintenance.

Indianapolis. Butler College. Gift of $20,000, for a library building, also a site for the same, from Mr. and Mrs. Edward C. Thompson, in memory of their daughter.

— Public Library. Gift of 275 volumes on music, in memory of her son, Harry S. Duncan, deceased, from Mrs. Ella S. Duncan. This collection includes musical scores of the most famous operas and oratorios, as well as the best critical works on music.

Lafayette. Public Library. Gift of property, valued at $15,000, from Mrs. Robert R. Hitt, of Illinois.

Logansport. Public Library. Gift of a fine library of historical material relating to the Mississippi Valley, collected by the late Judge Horace P. Biddle. This collection was the result of 60 years of historical research, and contains originals of maps, drafts, etc., of great value.

Madison. Public Library. Gift of $20,000, for a public library building, from Andrew Carnegie.

Marion. Public Library. Gift of $50,000, for a public library building, from Andrew Carnegie. A site was purchased some time ago, and the offer was promptly accepted.

Michigan City. Public Library. Gift of $500, for books, from Mrs. J. H. Barker.

Muncie. Public Library. Gift of $50,000, for a public library building, from Andrew Carnegie.

— Gift of $6000, from the heirs of an estate, name not given.

New Harmony. Workingmen's Institute Public Library. Bequest of $72,000, from Dr. Edward Murphy. In the final settlement the amount may exceed these figures.

Peru. Public Library. Gift of $25,000, for a public library building, from Andrew Carnegie. The city already appropriates $2700 yearly for library maintenance.

Portland. Public Library. Gift of $15,000, for public library building, from Andrew Carnegie.

Wabash. Public Library. Gift of $20,000, for a public library building, from Andrew Carnegie.

— Gift of 5000 volumes, from Woman's Library Association. The library has been turned over to the city to be maintained as a public library.

Washington. Public Library. Gift of $15,000, for a public library building, from Andrew Carnegie.

IOWA.

Burlington. Public Library. Gift of $20,000, from Philip M. Crapo.

Cedar Rapids. Public Library. Gift of $50,000, for a public library building, from Andrew Carnegie.

Centerville. Public Library. Gift of $25,000, for a public library building and site, from ex-Governor F. M. Drake, on condition that a two mills tax be laid for the perpetual and proper care of the property.

Davenport. Public Library. Gift of $25,000, for a public library building, thereby increasing former gift to $75,000, from Andrew Carnegie.

Dubuque. Carnegie-Stout Free Library. Gift of $50,000, from Andrew Carnegie, on condition that the Young Men's Library Association be made the nucleus of a free public library, and that the city furnish a site and maintain the institution.

— Gift of a suitable site for the library building offered by Andrew Carnegie, valued at $17,000, from F. D. Stout, given in memory of his father.

Fayette. Upper Iowa University. Gift of $25,000, which will be devoted to library purposes, probably for a new building, from Andrew Carnegie.

Fort Dodge. Public Library. Gift of $30,000, for a public library building, from Andrew Carnegie.

Grinnell. Stewart Library. Gift of a new library building, costing $15,000, from Joel Stewart.

— Gift of a site for new library building, value not stated, from The Congregational Church.

— Gift of $4000, for books, raised by popular subscription by the citizens of Grinnell.

Iowa Falls. Public Library. Gift of a public library building, if the city will provide a suitable site, from E. S. Ellsworth.

Mt. Vernon. Cornell College. Gift of $40,000, for a library building, from Andrew Carnegie. Conditions, if any, not stated.

Muscatine. Public Library. A new library building, to cost about $30,000, by P. M. Musser, provided the city vote to establish and maintain the library.

KANSAS.

Dodge City. Railroad Library and Reading Room. The Atchison, Topeka, and Santa Fé Railroad Co. are fitting up a library and reading room at this place for its employés.

Fort Scott. Public Library. Gift of $15,000, for a public library building, from Andrew Carnegie.

Kansas City. Public Library. Bequest of about $6000, from Mrs. Sarah Richart.

Lawrence. Public Library. Gift of $25,000, for a public library building, from Andrew Carnegie.

KENTUCKY.

Lexington. State College. Gift of $50,000, from President James K. Patterson.

LOUISIANA.

New Orleans. Public Library. Gift of $10,000 and a valuable collection of books, from Abram Holker.

MAINE.

Bangor. Public Library. Bequest of $18,347.26, towards the building fund, from A. D. Mason.

— Gift of building site, costing $7500, from Nathan C. Ayer.

Belfast. Free Library. Gift of $3000, as a fund for the purchase of books on history and biography, in memory of Albert Boyd Otis, from Albert Crane.

Brunswick. Bowdoin College. The new library building, given by Gen. Thomas H. Hubbard, of New York City, reported last year, at over $150,000, will cost over $200,000.

— Bequest of $2000, from Captain John Clifford Brown, of Portland.

— Gift of $1200, from an unknown donor, through a Boston friend.

Fairfield. Public Library. Gift of a library building, to cost between $8000 and $10,000, from E. J. Lawrence.

Farmington. Public Library Association. Gift of $10,000, for a public library building, from Hon. Isaac Cutler, of Boston, Mass.

Lewiston. Public Library. Gift of $50,000, for a public library building, from Andrew Carnegie.

MARYLAND.

Cumberland. Public Library. Gift of $25,000, for a public library building, from Andrew Carnegie.

Hagerstown. Washington County Free Library. Gift of $50,000 and accrued interest $1250, from B. F. Newcomer, of Baltimore, the town to furnish a site for building, which will cost about $25,000.

MASSACHUSETTS.

Amherst. Amherst College. Gift of $500, to form a fund for the purchase of Spanish books, from Hon. John S. Brayton, of Fall River, Mass.

Bolton. Parker Library. Devise of a dwelling house and one-half acre of land, on condition that within one year from the allowance of the will the town shall establish a free public library to be known as the Parker Library, from Louisa Parker.

Boston. Lang Memorial Library. Gift of a free public library of musical scores, founded by B. J. Lang, as a memorial to Ruth Burrage.

— Public Library. Bequest of $4000, from Abram E. Cutter.

— Gift of 599 volumes of text-books used in the public schools of Boston, from the Boston School Committee, in co-operation with the publishers.

— Gift of 597 volumes, relating to music, scores, etc., from Allen A. Brown.

— Gift of 576 volumes, relating to music, including operas, oratorios, collections of school and college song books, etc., from The Oliver Ditson Co.

Cambridge. Harvard University. Bequest of $10,000, to increase fund, already established by him, for purchase of works of history, political economy, and sociology, from ex-Governor Roger Wolcott.

— Gift of $1250, for purchase of books relating to the history of the Ottoman Empire, from Prof. A. C. Coolidge.

— Gift of $800, for the purchase of books on ecclesiastical history in the Riant Library, from J. Harvey Treat, of Lawrence.

— Gift of $500, for purchase of books relating to Scandinavian subjects, from Mrs. Emil E. Hammer.

— Bequest of 1920 volumes, mainly English and French literature, from Edward Ray Thompson, of Troy, N. Y.

— Gift of 700 volumes from the library of James Russell Lowell, to form the Lowell Memorial Library for the use of the Romance Departments of the University, from various subscribers.

— Gift of 549 volumes, the library of Alphonse Marsigny, from The J. C. Ayer Company, of Lowell.

— Gift of 317 volumes, belonging to the library of her late husband, from Mrs. John E. Hudson.

— Bequest of 250 volumes of Sanskrit and other Oriental works, from Henry C. Warren, Esq.

— Public Library. Bequest of 550 volumes, consisting chiefly of Maine and New Hampshire local histories, genealogies, etc., from Cyrus Woodman.

— Gift of a collection of art works, valued at about $500, from Nathaniel Cushing Nash.

Clinton. Public Library. Gift of $25,000, for a public library building, from Andrew Carnegie.

Conway. Field Memorial Library. Gift of a library building to cost $100,000, as a memorial to the donor's father and mother, from Marshall Field, of Chicago. It will also be endowed by Mr. Field.

Fairhaven. Millicent Library. Gift of Fairhaven Waterworks, valued at from $100,000 to $125,000, and producing an annual income of about $8000, from Henry H. Rogers.

Groveland. Public Library. Bequest of $5000, from J. G. B. Adams.

Hinsdale. Public Library. Bequest of $5000, to be known as "Curtice fund," the income to be used for the purchase of books, from John W. Curtice, of Washington, D. C.

Lynn. Free Public Library. Gift of a library building, erected largely from the bequest of Mrs. Elizabeth Shute.

—Gift of large mural painting, by F. Luis Mora, from Joseph N. Smith.

— Gift of copy in marble of the Venus of Milo, from Charles W. Bubier, of Providence, R. I.

— Gift of a bronze bust of the late Charles J. Van Depoele, from his family.

Malden. Public Library. Gift of $125,000, to be known as the Elisha and Mary D. Converse Endowment Fund, from Hon. Elisha D. Converse. "The income from this fund will be 'used freely in any direction in which it may conduce to the welfare of the library.'"

Milton. Public Library. Bequest of $2000, from ex-Governor Roger Wolcott, of Boston, Mass.

Newburyport. Public Library. Gift of $20,000, for the purchase of books, from John Rand Spring, of San Francisco.

— Bequest of $4500, from Stephen W. Marston, of Boston.

— Bequest of $3000, from E. S. Moseley.

North Adams. Public Library. Gift of furnishings and decorations of children's room, value not stated, from William Arthur Gallup, as a memorial to his children.

Petersham. Public Library. Bequest of $12,000, from Lucy F. Willis.

Plymouth. Public Library. Gift of a new library building, to cost about $20,000, from the heirs of the late William G. Russell, of Boston, as a memorial to their father and mother.

Salem. Public Library. Bequest of $10,000, from Walter S. Dickson.

Somerville. Public Library. Gift of $4000, from Mrs. Harriet Minot Laughlin, in memory of her father, Isaac Pitman, the first librarian of the institution, the income to be used for the purchase of "works of art, illustrative, decorative, and otherwise."

Springfield. City Library. Bequest of about $70,000, from the estate of David Ames Wells, of Norwich, Conn., his son David Dwight Wells having died June 15, 1900, without issue. One-half of the income is to be expended for publications on economic, fiscal, or social subjects.

— Gift of 450 volumes, from Miss Frances Fowler.

Sunderland. Public Library. Gift of $10,000, for a library and its equipment, from John L. Graves, of Boston.

Swansea. Public Library. Bequest of a library building, cost not stated, from Frank Shaw Stevens.

Woburn. Eunice Thompson Memorial Library. By his last will Jonathan Thompson, of Woburn, left a plot of ground and the residue of his estate for the erection and maintenance of a suitable building by the city, to be known by the above name. Value of bequest about $70,000.

Worcester. American Antiquarian Society. Gift of $3000, for a fund, the interest of which is to be expended for literature relating to the Civil War of 1861-65. This fund is in memory of Hon. John Davis, President of the Society from 1853-54, and was given by John C. B. Davis, of Washington, D. C., Horace Davis, of San Francisco, and Andrew McF. Davis, of Cambridge.

— Clark University. Bequest of $150,000, from Jonas G. Clark, for the erection and maintenance of a library.

MICHIGAN.

Albion. Albion College. Gift of $10,000, to be devoted to a library building, as a memorial to the donor's daughter, Lottie T. Gassett, from Mrs. C. T. Gassett.

Ann Arbor. Ladies' Library Association. Bequest of $3000, from Mrs. L. M. Palmer.

— University of Michigan. Gift of about 1600 volumes, belonging to the library of the late Prof. George A. Hench, from his mother, Mrs. Rebecca A. Hench. The greater number refer to Germanic philology.

Delray. Public Library. Gift of property, valued at $15,000, for a public library, from The Solvay Process Company, of that place.

Detroit. Public Library. Gift of $750,000, for a public library building, from Andrew Carnegie.

— Gift of 477 volumes and 1932 pamphlets, from the heirs of the late Gov. John J. Bagley. "This collection was notable in being almost wholly available, useful, and valuable to the library."

— Gift of 418 volumes and 1435 pamphlets, from Herbert Bowen, formerly a member of the Library Board. "All were of a historical character, mostly local and relating to Michigan, or institutions and localities in the state."

Grand Rapids. Public Library. Gift of $150,000, for the erection and furnishing of a library building, from Martin A. Ryerson, of Chicago, the city to provide site and maintenance. The offer was made Feb. 14, 1901, and was at once accepted by the Mayor.

Iron Mountain. Public Library. Gift of $15,000, for a public library building, from Andrew Carnegie.

Ishpeming. Public Library. Gift of $20,000, for a public library building, from Andrew Carnegie.

Jackson. Public Library. Gift of $70,000, for a public library building, from Andrew Carnegie. The city already appropriates $7000 yearly for library support.

Marquette. Public Library. Gift of $5000, toward a new library building, from an anonymous donor.

Muskegon. Hackley Public Library. Gift of $25,000, for a new two-story stack room, from Charles Henry Hackley.

Sault Ste. Marie. Public Library. Gift of $30,000, for a public library building, from Andrew Carnegie.

MINNESOTA.

Cloquet. Public Library. Gift of a site for a library building, valued at $2500, from Cloquet Lumber Company.

Duluth. Carnegie Library. Gift of $25,000, for a new library building, in addition to a former gift of $50,000, from Andrew Carnegie.

Mankato. Public Library. Gift of $40,000, for a public library building, from Andrew Carnegie.

Minneapolis. Public Library. Gift of $60,000, for the erection of a branch library building, from ex-Governor J. S. Pillsbury.

St. Cloud. Public Library. Gift of $25,000, for a public library building, from Andrew Carnegie.

— Gift of $2000, towards the purchase of a site for the new Carnegie library building, from J. J. Hill, of St. Paul.

St. Paul. Public Library. Gift of $500, for purchase of children's books, from various friends of the library.

— Gift of their library of 430 volumes, from St. Paul Teacher's Association.

— Gift of 38 photographs of paintings, two pictures and a large cast of the Victory of Samothrace, from four donors.

Sleepy Eye. Dyckman Free Library. Gift of $8000, being the cost of the completed library building, from F. H. Dyckman.

MISSISSIPPI.

Natchez. Fisk Library Association. Gift of $25,000, from Mrs. Christian Schwartz, on condition that the Association raise an additional $10,000.

— Gift of site, valued at $3000, and a library building, to cost $10,000, from Mrs. Christian Schwartz.

Yazoo. Public Library. Gift of a library building, to cost $25,000, as a memorial to the late Gen. B. S. Ricks, from his widow.

— Gift of $1000, from Mrs. K. C. Gardner.

MISSOURI.

De Soto. Railroad Library. Gift of $1000, for a library for railroad employes, from Miss Helen Gould, of New York.

Hannibal. Public Library. Gift of $25,000, for the erection of a library building, to be known as the John H. Garth Public Library, from Mrs. John H. Garth and her daughter, Mrs. R. M. Goodlet.

Jefferson City. Public Library. Gift of $25,000, for a new library building, from Andrew Carnegie, upon condition that the city secures a site and appropriates $3000 a year for the maintenance of the library.

St. Joseph. Free Library. Bequest of $20,000, from Jarvis Ford.

St. Louis. Public Library. Gift of $1,000,000, for public library buildings, from Andrew Carnegie, provided the city will contribute the site and appropriate $150,000 yearly for the support of the library.

— Gift of $400,000, to lift incumbrance on block to be used for the new Carnegie Library, from four St. Louis citizens.

South St. Joseph. Public Library. Gift of $25,000, for a public library building, from Andrew Carnegie.

NEBRASKA.

Crete. Public Library. Gift of $10,000, for a public library building, from T. H. Miller, provided the city furnish a site approved by the donor.

Lincoln. University of Nebraska. Bequest of 2000 volumes, of history, literature, and works on education, forming the library of the donor, from Simon Kerl, of Oakland, Neb. The books are never to be loaned outside the library rooms.

South Omaha. Public Library. Gift of $60,000, for a public library building, from Andrew Carnegie.

NEW HAMPSHIRE.

Derry. Benjamin Adams Memorial Library. Bequest of $10,000, for the erection of a town-hall and public library building, from Benjamin Adams.

Hanover. Dartmouth College. Bequest of $10,000, as a library fund for the Department of Philosophy, from Mrs. Susan A. Brown.

Pittsfield. Public Library. Gift of a library building, to be erected, value not stated, from Josiah Carpenter, of Manchester.

Rindge. Ingalls Memorial Library. Gift of $1000, as a fund, the interest to be used for the benefit of the library, from the Hon. Ezra S. Stearns.

NEW JERSEY.

Jersey City. Free Public Library. Gift of 819 volumes and 381 pamphlets, forming the medical library of the late Dr. S. W. Clark, from his widow.

Montclair. Public Library. Gift of $30,000, for public library building, from Andrew Carnegie.

Newark. Free Public Library. Gifts of 1125 periodicals and pamphlets, from three persons.

Perth Amboy. Public Library. Gift of $20,000, for a public library building, from Andrew Carnegie. The city already appropriates $1200 yearly.

— Gift of a site for a public library building, value not stated, from J. C. McCoy.

— Gift of $1000, with which to purchase books when needed, from Adolph Lewisohn.

Princeton. Princeton University. Gift of $50,000, for library maintenance, from anonymous donor.

— Gifts of cash aggregating at least $16,000, from various sources.

— Gift of $5000, for library of Germanics, from the class of 1891.

— Bequest of 2739 volumes and 860 pamphlets, from Prof. William Henry Green.

— Gift of 1000 volumes, from the library of the late Dr. Samuel Miller, presented by Samuel Miller Breckinridge.

— Gift of 310 volumes, from D. H. Smith, of New York.

— Gift of 255 volumes, from Prof. Henry Van Dyke.

Trenton. Public Library. Gift of books, forming the Women's Christian Temperance Union Library, to the Public Library.

— Gift of about 2500 volumes, comprising books in "A. L. A. catalog" not already in library, from Ferdinand W. Roebling, president of the board.

NEW MEXICO.

Albuquerque. Free Public Library. Gift of a two-story brick building, valued at $25,000, on condition that it be used forever as a public library and that $1000 additional be raised by the citizens, from J. S. Reynolds.

— Gift of $2000, for the purchase of books, raised by popular subscription.

NEW YORK.

Albany. Young Men's Association Library—Pruyn Branch Library. Gift of building, furniture, and equipment, cost about $20,000, from Mrs. William G. Rice, in memory of her father, the late Chancellor J. V. L. Pruyn.

— Gift of $525, from various persons.

Angelica. Free Library. Gift of $12,000, for a library building, from Mrs. Frank Smith.

— Gift of a building lot for a library building, value not stated, from Frank S. Smith.

Brooklyn. The Brooklyn Library. Bequest from Mr. James A. H. Bell of sixteen-seventy-fifths of his estate. This bequest is estimated to be worth about $10,000. Mr. Bell also left the library 1523 volumes, collected since he gave his library of 10,425 volumes, three years ago.

— Long Island Historical Society. Gift of $6500. This amount was raised by popular subscription, and is to be known as the "Storrs Memorial Fund," the income to be devoted to the increase of the library.

— Bequest of $1000, the income to be expended in "the enlargement of the department of ecclesiastical history," from Richard S. Storrs, D.D., late President of the Society.

Caldwell, Lake George. Dewitt C. Hay Library Association. Bequest, valued at about $13,300, consisting of 100 shares of Amer. Bank Note Co. stock, 35 shares of C. M. and St. Paul R. R. stock, and $2000 in Duluth and Iron Range R. R. stock, to be held in trust, the income to be spent for new books, pictures, and objects of art, from Mrs. Marietta C. Hay, of Tarrytown, N. Y. This library is established in memory of the donor's husband.

Catskill. Public Library. Gift of $20,000, for public library building, from Andrew Carnegie.

Cohoes. Public Library. Gift of $25,000, for public library building, from Andrew Carnegie.

Gloversville. Public Library. Gift of $25,000, for new library building, from Andrew Carnegie. The city already appropriates $3000 for library maintenance.

Greene. Public Library. Gift of $30,000, for a public library building, from William H. and James H. Moore, founders of the Diamond Match Co., of Chicago.

Hempstead, L. I. Public Library. Gift of $25,000, for a public library building, from Andrew Carnegie.

Homer. Public Library. Gift of $10,000, for the erection of a public library building, from George W. Phillips.

Ithaca. Cornell University. Gift of $12,000, as an endowment fund for the Flower Veterinary Library, the income alone to be used for the increase of the collection, from Mrs. Roswell P. Flower.

— Gift of $1126, as a contribution toward printing the catalogue of the Dante collection, from Willard Fiske.

— Bequest, estimated at about $2000, from C. H. Howland, class of 1901. This is to form an endowment fund, the income to be used for the purchase of works in the English language for a circulating library for the use of students and officers of the university, and is not payable until after the death of the testator's father, who is still living.

— Gift of $575, for the increase of the White Historical Library, from the Hon. Andrew D. White.

— Gift of 330 volumes, from the family of the late Prof. S. G. Williams.

— Gift of 300 volumes, from Theodore Stanton, class of '76.

Johnstown. Public Library. Gift of $20,000, for a public library building, from Andrew Carnegie, the city to furnish site and appropriate $2500 yearly for maintenance.

Middletown. Thrall Library. Bequest of $31,500, with which a fine library building has been erected, from Mrs. S. Marietta Thrall.

Mount Vernon. Public Library. Gift of $35,000, for a public library building, from Andrew Carnegie.

New Rochelle. Public Library. Gift of $25,000, for a public library building, from Andrew Carnegie. The city must furnish site and a yearly maintenance of $4000.

New York City. American Geographical Society. Gift of $4455 to building fund, from various persons.

— Am. Institute of Electrical Engineers. Gift of Latimer Clark collection of electrical works, 6000 v., from Dr. S. S. Wheeler.

— American Museum of Natural History. Gift of 4539 volumes, pamphlets, etc., on Natural History, including 73 maps, of a value of not less than $4200, from Gen. Egbert L. Viele.

— Gift of 3166 volumes of Bibles, dictionaries, travels, cyclopædias, etc., valued at $6500, from N. Y. Ecumenical Council.

— Gift of 243 volumes and 33 pamphlets, handsomely bound and valued at $2000, from Frederick A Constable.

— Gift of 45 rare volumes on Mineralogy, valued at $250, from Ernest Schernikow.

— Association of the Bar. Gift of $10,000, received Jan. 1, 1901, source not given.

— Columbia University. Gift of $10,000, from "A Friend of the University," for additions to the library.

— Gift of $5000, from "A Friend of the University" (another friend), for special purposes.

— Gift of $2250, with which to complete the library's set of English Parliamentary Papers, from the Hon. William S. Schermerhorn.

— Gift of the "Garden Library" of 2279 volumes and 145 pamphlets, consisting of works by Southern authors or bearing on Southern history, from The New York Southern Society.

— Deposit of the library of the Holland Society, consisting of books and pamphlets, mostly in the Dutch language, many of which are rare.

— General Theological Seminary. Gift of 2700 volumes, a part of the library of the Rev. B. I. Haight, D.D., from C. C. Haight, Esq.

— Gift of 1000 volumes, a part of the library of the Rt. Rev. Horatio Potter, D.D., from Prof. William B. Potter.

— Gift of books, number not stated, to the value of $3850, from the Society for Promoting Religion and Learning in the State of New York.

— Mechanics' Institute Library. (General Society of Mechanics and Tradesmen.) Bequest of $5000, from estate of Charles P. Haughan.

— New York Free Circulating Library. (New York Public Library.) Bequest of $20,000, from Oswald Ottendorfer.

— Bequest of $11,250, from Proudfit Estate. This library is now absorbed by the New York Public Library—Astor, Lenox, and Tilden Foundations.

— New York University. Gift of over 1200 volumes, from the library of the late Prof. Ezra Hall Gillett, D.D., from his two sons.

— Public Library—Astor, Lenox, and Tilden Foundations. Gift of $5,200,000, for the erection of 65 branch library buildings, the city to furnish the sites and guarantee the maintenance of the libraries, from Andrew Carnegie.

— Gift of 1304 volumes, from the Union League Club.

— Gift of 738 volumes, from Hon. Robert P. Porter.

— Gift of 592 volumes, from the Misses Ely.

— Gift of 497 volumes, from Mrs. Gertrude King Schuyler.

— Gift of 393 volumes, from estate of S. V. R. Townsend.

— Gift of 343 volumes, from Dr. R. G. Wiener.

— Gift of 287 volumes, from H. V. and H. W. Poor.

— Gift of 280 volumes, from Edmond Bruwaert.

— Gift of 923 groups of steel engravings, all "engravers' proofs," chiefly the works of the donor's father, from James D. Smillie.

— Gift of a large and valuable collection of Japanese engravings and chromo-xylographs, formed by Captain Brinkley, of the Japan Mail, from Charles Stewart Smith.

— New York Society Library. Bequest of $1000, from Maria B. Mount.

— Bequest of $20,004.86, from Charles H. Contoit; during the previous year $137,000 was paid to the library by this estate.

— Union Theological Seminary. Gift of 559 volumes, from the library of the late president, Roswell Dwight Hitchcock, LL.D.

— Gift of 519 volumes, from the library of the late Prof. Ezra Hall Gillett, D.D., from his two sons.

— Washington Heights Free Library. Gift of $1700 by Andrew Carnegie towards completing sum required by conditional gift for new building.

— Young Men's Christian Association. Gift of $5000, to prepare catalogue of circulating library, from Frederick E. Hyde.

Newark. Gift of a library building, costing nearly $25,000; also, $1000 to send out travelling libraries in the neighborhood and the salary of the librarian for a year, from Mr. Henry C. Rew, of Evanston, Ill.

Niagara Falls. Public Library. Gift of $50,000, for a public library building, from Andrew Carnegie, the city to furnish a site and a yearly maintenance of $7000.

Oxford. Public Library. Gift of a public library, from children of the late Eli L. Corbin.

Oyster Bay, L. I. Public Library. Gift of $1000, towards a public library building, by Andrew Carnegie. No conditions were attached to this gift.

Peekskill. Public Library. Gift of the old Henry Ward Beecher residence, fully equipped for a public library, from Dr. John Newell Tilton.

Port Jervis. Public Library. Gift of $20,000, for public library building, from Andrew Carnegie, the city to furnish site and appropriate $3000 yearly maintenance.

— Gift of plot of ground for library site, value not stated, from Peter E. Farnum.

Rochester. Reynolds Library. Gift of 900 volumes of United States public documents, from Hon. Charles S. Baker.

St. George, S. I. Arthur Winter Memorial Library of the Staten Island Academy. Gift of $500, from Andrew Carnegie, without conditions.

Schenectady. Public Library. Gift of $50,000, for a public library building, from Andrew Carnegie. The city council had already appropriated $5000 a year for library maintenance provisionally in hope of securing a Carnegie gift. A site is under consideration, at a probable cost of $14,000.

— Gift of $15,000, with which to purchase a site for the new Carnegie library, from the General Electric Company.

Syracuse. Public Library. Gift of $260,000, for a new library building, from Andrew Carnegie, the city to furnish site and guarantee $30,000 yearly for maintenance.

Watertown. Flower Memorial Library. Gift of $60,000, from Mrs. Emma Flower Taylor, for a public library to commemorate her father, the late Governor Roswell P. Flower.

Yonkers. Public Library. Gift of $50,000, for a public library building, from Andrew Carnegie.

NORTH CAROLINA.

Charlotte. Public Library. Gift of $20,000, for public library building, from Andrew Carnegie.

Durham. Trinity College. Gift of $50,000, for a library building, from James K. Duke, president of the American Tobacco Co.

Raleigh. Olivia Raney Memorial Library. Gift of 5000 volumes, also services of a trained librarian to organize the work, from Richard B. Raney.

NORTH DAKOTA.

Fargo. Public Library. Gift of $50,000, for public library building, from Andrew Carnegie.

OHIO.

Akron. Public Library. Gift of a building for the public library, to cost not less than $50,000, from Col. George T. Perkins.

— Gift of library of music (1898), valued at $600, name of donor not stated.

Ashtabula. Public Library. Gift of $15,000, for public library building, from Andrew Carnegie.

Bucyrus. Memorial Library. Gift of $500, for purchase of books, from Andrew Carnegie.

Canton. Public Library. Gift of $50,000, for public library building, from Andrew Carnegie.

— Gift of property, valued at $10,000, from W. W. Clark.

Cincinnati. Natural History Library. Gift of $60,000, for a new library building, name of donor not stated.

— Gift of 14,000 volumes, donor not named.

— Public Library. Gift of $1000, for the purchase of books for the blind, raised by popular subscription.

— Gift of 500 volumes in raised type for the blind, name of donor not given.

— Gift of 416 volumes and 1600 pamphlets, from H. L. Wehmer.

— University Library. Gift of 6782 volumes; the Robert Clarke collection.

Cleveland. Adelbert College, of Western Reserve University. Gift of $15,000, name of donor not given.

— Case Library. Library property condemned by U. S. government for new public building; award, including damages, fixed at $507,000.

— Cleveland Hardware Co.'s Library. Gift of 300 volumes, from famous people all over the world, many with autographs.

— Medical Library Association; The Vance Library. Gift of 2000 volumes, from Drs. Dudley P. Allen and A. C. Hamman.

— Public Library. Gift of 306 bound and 217 unbound volumes, on Oriental religions, folk-lore and allied subjects, from John G. White.

Columbus. Public Library. Gift of $1000, for maintenance of the Kilbourne alcove; also 750 volumes, from James Kilbourne.

Conneaut. Public Library. Gift of $100,000, for a public library building, from Andrew Carnegie.

Delaware. Ohio Wesleyan University. Gift of 4179 volumes, including the complete library of the late Prof. Karl Little, from Prof. John Williams White, of Harvard University.

Gambier. Kenyon College Library. Gifts of $15,000, names of donors not given.

Geneva. Platt R. Spencer Memorial Library. Gifts of $1577, names of donors not given.

Granville. Dennison University Library. Gifts of $525, names of donors not given.

Greenville. Public Library. Gift of $15,000, for public library building, from Andrew Carnegie, a yearly maintenance of $2000 required. The site has already been secured.

Hamilton. Lane Free Library. Gift of $500, donated by citizens.

Marietta. Marietta College. Gift of 18,712 volumes, from his private library, by Hon. R. M. Stimson; to be kept together and in reasonable repair. The collection is especially rich in Americana relating to the Mississippi Valley.

Massillon. McClymonds Public Library. Gift of library building, valued at $20,000, name of donor not given.

— Gift of $10,000, as an endowment for books, name of donor not given.

Painesville. Public Library. Gift of new library building, neither value nor name of donor given.

— Gift of 385 volumes, name of donor not given.

Sandusky. Public Library. Gift of $50,000, for a public library building, from Andrew Carnegie.

Shelby. Public Library. Gift of property valued at $6500, for a public library, from Daniel S. Marvin.

Steubenville. Carnegie Public Library. Gift of $50,000, for a public library building, from Andrew Carnegie.

Toledo. Public Library. Gift of $1800, from Mr. Hardy.

— Gift of $1000, from Mrs. J. R. Locke.

— Gifts of 1223 volumes, names of donors not given.

Van Wert. Brumback Library. Gift of new library building, costing about $50,000, from family of the late John S. Brumback, thus carrying out his intentions in completing and furnishing it and presenting it to the county.

Wooster. University Library. Gift of a $35,000 library building, from H. C. Frick, of Pittsburg, Pa. "This beautiful building is fitted up with the latest improvements."

Youngstown. Reuben McMillan Free Library. Bequest of $5000, received from Charles D. Arms.

OREGON.

Portland. Library Association. Gift of $25,050, from the three daughters of the late Henry Failing.

— Bequest of $2500, the income to be used for maintenance of the donor's private library of nearly 9000 volumes, also bequeathed to this institution, from John Wilson.

— Bequest of his private library of nearly 9000 volumes, valued at $2500, from John Wilson. This library is rich in art works and examples of early printing, and is to be kept as a separate collection for reference only.

— Gift of $1100, for work of cataloging the Wilson Library, provided for by private subscription, by the directors.

PENNSYLVANIA.

Braddock, Duquesne, and Homestead. Carnegie Libraries. Gift of $1,000,000, from Andrew Carnegie. This amount has been placed in trust with the Carnegie Company, of Pittsburg, the income of which is to be devoted to maintaining the above libraries, founded by Mr. Carnegie. It will be distributed from time to time, according to the work done or needed.

Carbondale. Public Library. Gift of $25,000, for a public library building, from Andrew Carnegie.

Duquesne. See Braddock.

Easton. Lafayette College. The Van Wickle Memorial Library building, erected at a cost of $30,000, from a legacy of Augustus S. Van Wickle, of Hazleton. Pa.

— Public Library. Gift of $50,000, for a public library building, from Andrew Carnegie. The gift was declined March 14, 1901, because of maintenance requirement, and afterwards accepted (April 11) on assurance that the site would be given to the city.

— Gift of money to purchase a site for the building offered by Mr. Carnegie, amount not stated, raised by popular subscription.

Homestead. See Braddock.

Huntingdon. Gift of $20,000, for a public library building, from Andrew Carnegie.

Idlewood. Chartiers Township Free Library. Gift of $1500, for the purchase of books, from Andrew Carnegie.

Newcastle. Public Library. Gift of $30,000, for public library building, from Andrew Carnegie. If the yearly maintenance is made $4000 the gift will be raised to $40,000. Gift rejected, June 27, 1901.

Philadelphia. Academy of Natural Sciences. Bequest of about $500,000, from Dr. Robert B. Lamborn. Though bequeathed to the academy, its library will be benefited by the bequest.

— Bequest of about $75,000, and a valuable collection of botanical books and dried plants, from Charles E. Smith. The library will be benefited by this bequest.

— College of Physicians. Gifts and bequests amounting to $27,500 towards a "Library Endowment Fund," raised through the efforts of the president of the college, Dr. W.W. Keen, within a period of eighteen months, as follows: Trustees of the William F. Jenks Memorial Fund, $7000. Mr. William W. Frazier, $5000. Estate of Esther F. Wistar, $5000. Mrs. William T. Carter, $5000. Dr. William W. Keen, $1000. Charles C. Harrison, $1000. J. Percy Keating, $1000. Major Luther S. Bent, $1000. John H. Converse, $1000. George H. McFadden, $500.

— Gift of 2466 volumes, from Dr. J. M. Da Costa.

— Gift of 1500 volumes, from Dr. John Ashurst, Jr.

— Gift of 272 volumes, from the daughters of the late Dr. William T. Taylor.

— The Franklin Institute. 844 volumes and 899 pamphlets, relating to iron, coal, mining, railroads, and statistics, from the late Charles E. Smith, at one time president of the Philadelphia and Reading Railroad Co.

— Free Library. Bequest of 1215 volumes and 1806 unbound books, pamphlets and magazines, through Stevenson Hockley Walsh, from Mrs. Annie Hockley.

— Gift of 464 volumes, for H. Josephine Widener Branch Library, from Mr. P. A. B. Widener.

— Gift of 245 volumes, from estate of George B. Roberts.

— Gift of several volumes in embossed type for the blind, from Dr. David D. Wood.

— Historical Society of Pennsylvania. Gift of $5000, from Mrs. Mifflin Wistar.

— Gift of $2041, from Miss Ellen Waln.

— Gift of $500, from Carl Edelheim.

— Library Company of Philadelphia. Gift of 900 volumes, from the Hon. Richard Vaux.

— Gift of 406 volumes, from Henry Carey Baird, Esq.

— University of Pennsylvania. Gift of $1750, to be spent in purchase of philosophical books, from Class of 1889.

— Gift of $615, for purchase of files of botanical periodicals, from Robert B. Buist.

— Gift of about 2500 volumes exceedingly valuable in works of Travels and Archæology, from the heirs of Robert H. Lamborn, and the Academy of Natural Sciences.

— Gift of 1300 volumes, secured at Hunter sale, from contributions of friends of the University.

Phoenixville. Public Library. Gift of $15,000, for public library building, from Andrew Carnegie.

Reading. Public Library. Gift of $2000, for purchase of books, from friends.

— Gift of 681 volumes, from same source.

— Gift of 356 volumes, forming his library, from Henry S. Comstock.

Sharon. Public Library. Gift of $25,000, for a public library building, from Andrew Carnegie.

Washington. Washington and Jefferson College. Gift of $10,000 (added to the $50,000 given by her husband, William R. Thompson, for a new library building), from Mrs. Mary Thow Thompson, of Pittsburg. The building will cost $40,000, the balance, $20,000, will be held as a book fund, the income only to be spent. Mr. Thompson's gift is intended as a memorial to his mother, Mrs. Elizabeth Donaldson Thompson.

— Gift of $30,000, towards the erection and maintenance of a new library building, from W. P. Thompson, making in all from Mr. and Mrs. Thompson $60,000.

Wilkinsburg. Public Library. Gift of $50,000, for public library building, from Andrew Carnegie.

RHODE ISLAND.

Central Falls. Adams Library. Bequest of $35,000 from Stephen Ludlow Adams, as a special trust for the establishment of a library, to be named as above; $25,000 to be spent on building, the income of $10,000 for its maintenance.

Newport. Redwood Library. Bequest of $1000, from Miss Martha Maria Anderson.

— Bequest of $5000, to be paid at the expiration of three years, from John Nicholas Brown. This is to be used as a fund, the income to be used for the purchase of books.

— Bequest of $2000, from Mrs. Orleana Ellery Redwood Pell (Mrs. Walden Pell).

— Gift of 316 volumes on angling and hunting, from Daniel B. Fearing.

Providence. Brown University. By the will of the late John Nicholas Brown it is provided that the John Carter Brown Library of Americana previous to 1801, the estimated value of which is at least $1,000,000, shall be maintained as a permanent memorial. The testator sets aside $150,000 for a building and $500,000 as an endowment fund for its increase and maintenance. This library and its endowments have been presented, by the trustees of the estate, to Brown University.

— Gift of $1000, for purchase of American poetry and drama, at the McKee sale, from William Goddard, Chancellor of the University.

— Gift of over 250 volumes on international law, from William Vail Kellen, a trustee of the University.

— Public Library. Bequest of $10,000, from Ada L. Steere.

— Gift of $3000, to be invested and income used for purchase of books. The name of the donor is not made public.

SOUTH DAKOTA.

Aberdeen. Alexander Mitchell Library. Gift of $15,000, for public library building, from Andrew Carnegie. Mr. Carnegie requests that the library be called after his friend, Alexander Mitchell. Accepted March 20, 1901.

Sioux Falls. Public Library. Gift of $25,000, for a public library building, from Andrew Carnegie.

TENNESSEE.

Chattanooga. Public Library. Gift of $50,000, for library building, from Andrew Carnegie. It is reported that the amount of the gift will be raised to $100,000, provided the city agrees to appropriate $10,000 yearly.

Jackson. Public Library. Gift of $30,000, for public library building, from Andrew Carnegie.

Memphis. Cossitt Library. Bequest of 942 volumes and 423 pamphlets especially strong in social science and history, from Gen. Colton Greene.

TEXAS.

Dallas. Public Library. Gift of over 1100 volumes, from various persons, at a book reception, held Dec. 11, 1900.

San Antonio. Carnegie Library. Collection of books, valued at $3500, from San Antonio Library Association. To be turned over to the Carnegie Library on the completion of its building, and provided that the city contribute $50 a month towards expenses until so turned over.

Waco. Public Library. Gift of $1000, by Andrew Carnegie, towards the library.

UTAH.

Ogden. Public Library. Gift of $25,000, for a public library building, from Andrew Carnegie.

Salt Lake City. Free Public Library. Gift of $75,000, to erect a free public library building, and a building site worth $25,000, from John Q. Packard.

VERMONT.

Middlebury. Middlebury College. Gift of the Starr Library building, erected from a bequest of $50,000, from Egbert Starr, of New York City.

Windsor. Library Association. Bequest of $2000, from Charles C. Beaman, of New York.

VIRGINIA.

Hampton. Hampton Normal and Industrial Institute. Gift of a new library building, cost not stated, as a memorial to Collis P. Huntington, from Mrs. C. P. Huntington.