Читать книгу How to plan a library building for library work - Charles C. Soule - Страница 32

The library needs of all these educational institutions are similar. It has been said that there are three classes to be considered,—professors, graduate or advanced students, and undergraduates.

The ordinary youthful students do not get much time for general reading and do not need unrestricted access to all the shelves. If they can get at general and special reference books, their own text-books, and the books recommended by their instructors, it is all they want.

The professors and teachers, however, and to a certain extent advanced students, may wish to browse anywhere, and can be trusted to go anywhere. They want facilities for examining and selecting books in the stacks, they want quiet rooms to take books to (perhaps several books) where they can read, copy and write.

The professors want department and “seminar” rooms, shelved sometimes for permanent sub-libraries of their own technical books, always for books of present use in their daily classes. They also like to have individual rooms for study, and for their records.

The relation of these rooms to the general library is the peculiar and pressing problem of scholastic library building. Dr. Canfield said that the question, shall departmental libraries be included in the building of the general library? has not two sides, but a dozen.

School Libraries. These should not perhaps be treated here, as they rarely, perhaps never, have separate buildings. But as schools rise in grade, or are grouped in large buildings, their libraries may attain size and individual character, and the rooms assigned to them need careful planning. Good light first, with cheerful aspect; an accessible central position; wall shelving, combined perhaps with shallow alcoves opposite windows; spaces and tables for teachers and for scholars of different grades; a central space for general reference books, an attendant, and what passing to and fro is necessary; as good artificial light as the classrooms,—these would seem obvious desiderata.

College. Colleges and universities vary little except in size, and perhaps in the proportion advanced investigation and large departments bear to prescribed undergraduate study.

Rather open stacks, with carrels, would be preferable in a college; a good general reading room, or a suite of rooms slightly differentiated; nooks and private desks, with a private room or rooms for professors; wall shelving in professors’, class or seminar rooms, with shallow alcoves or floor cases at end of rooms for possibilities of enlargement.

Simple, central, inexpensive administration, with tubes or telephones to different rooms and departments; a central position in the college group or building, ample provision for growth, as gifts come in—these points suggest themselves.

At the St. Louis Conference in 1889, a suggestion was made that inasmuch as the library is the heart of a university, it should be given a central position from which the other buildings should radiate.[39]

University. Many universities are so large that most of their problems have been suggested in the chapter on Very Large Libraries.

Here the question of seminar or department libraries becomes acute. In some respects it is analogous to that of branches to a public library, but it is far more complicated.

How many departments are to be provided for; how far can they be served from the main library; if they are to have separate libraries, how large should these be; do they need permanent libraries, or only books sent from time to time; how far shall they duplicate the contents of the central library; how far shall they have department librarians under control of the general librarian? All these questions affect the planning of buildings.

Law and medicine generally have separate buildings and separate administration. As to other departments, systems vary in universities. Indeed, no two seem to have the same system. The one adopted at Brown is simple, inexpensive, efficient. This assigns all the departments to a separate building, not far from the central library, and connected with it by telephone, tunnel, and mechanical carrier. This building has a central room for one attendant. Round him are grouped the reference books needed by all departments, and any professor, through him, can call books at will from the delivery desk at the main library. In this arrangement each department can have its own shelving, and its head can have an adjoining private room, with convenient storage for his own books and papers.

A system, some variety of which seems common, provides wings or galleries on various floors for the seminar rooms, more or less conveniently served from the main library.

Other universities have their departments dotted around the grounds, wherever they happen to have been placed from time to time, without apparent reference to the library, and served from it only by messenger.

Others have seminar rooms built in various forms near the library building, with bridges or arcades between, by which they have access to their own branch of literature, stored in an adjacent part of the library.

Others again have rooms fitted more or less cleverly into the body or corners of a general stack. A very convenient location would be a special seminar story over the stack, with both top and side light, which would allow a large number of rooms of any required sizes.

Without the seminar complication, Mr. Patton[40] is perhaps right in saying that the college library presents a simpler problem than the public library, for it has less circulation, and no children to deal with; but with it, especially on a large scale, this is one of the most perplexing puzzles of library planning.

Mr. Patton also suggests[41] that the best location for a college library is one that does not require architectural façades on all sides, and that a slope backwards has advantages. The same may be said of many other kinds of libraries.

In a recent number of the Popular Science Monthly[42] it is suggested that a university might be built in a compact group, with a common façade, as beautiful as possible; offices and lecture rooms to be directly behind this show front; the library occupying a central position further back, flanked by the departments, all connected and all built on “the unit plan” for easy enlargement sideways, endways, up, or down.

In recent projects, there seems to be a tendency toward schemes for a college group, evolved evidently not from the use of the several buildings, but from desire for architectural harmony. Those interested in the library should strive to have it omitted from any such general scheme, and relegated to any modest position in the background, where its details could be worked out without any such exterior bias.

The position of the general reading room is another major problem. In a small college it can be put, as a single room or a suite, almost anywhere within easy reach, near the main entrance, and preferably on the main floor. In a large university a one-story ground floor room in the center of the building, just back of the main entrance, not too high (lest the roof cut off too much light from the lower windows of the wings opening on the courtyard), would seem to be a good location.

Administration rooms, as in other libraries, should be central, well lighted, suitably collocated, and quiet. The delivery desk would better be separate from the reading room, unless it could be combined with the service desk in that room, and so placed toward the entrance end or side as not to let the stir and noise disturb readers.

Where to put the catalog cases adjoining both departments, with good light, is usually another puzzle inviting study.