I 120 ] 40 



4. Students'' libraries in colleges, professional schools, academies, &c.^ 

 The societies formed by students in our seminaries of learning for mu- 

 tual improvement in debate and composition, for the most part, possess 

 libraries. These are generally valuable collections of books of a popular 

 character. Sometimes (in Yale College particularly) they are large, well- 

 selected, and admirably arranged and kept. Dust seldom gathers on the 

 books in such collections. 



The whole number of which I have obtained statistics is - 134 



The aggregate number of volumes ... -259,089 



5. Libraries of professional schools and incorporated academics . 

 Whole number reported ..... 22'? 

 Number of volumes ..--.- 315,237 



6. Libraries of learned societies, scientific, historical, &c. 



Whole number ...... 33 



Number of volumes ...... 143,576 



7. Public school libraries. — The State of New York has 8,070 district 

 school libraries, containing .... 1^338,848 vols. 



The State of Massachusetts has, in some 1,500 libraries 91,539 " 

 The State of Michigan has, in 374 libraries - - 47,220 <' 



The State of Rhode Island has, in 35 libraries - 19,637 '' 



(This State has a librar}^ in every town but three.) 

 Other States have commenced such collections, and it is to be hoped 

 ■that they may be greatly multiplied. They are not intended for pupils 

 .-alone, bnt for parents also. Tliey are composed of valuable books, de- 

 ^signed and adapted to communicate useful knowledge in a popular way, 

 Jand to cultivate all the higher elements of character. These, with the 

 public journals, are the true enligliteners of the people. It is impossible 

 to over-estimate their influence. It Avould hardly be possible for books of 

 an immoral and injurious tendency to find their way among such collec- 

 tions. 



8. Sunday school libraries. — Of these it has not been in my power to 

 collect reliable statistics. The number of books which they contain is 

 very great. These books, though mostly for juvenile readers, are always 

 of a moral or religious character, and they have vast influence in forming 



;the intellectual as v^ell as the moral character of the people. 



The comparative statistics presented in my last report, though not so 

 full as I desired, were sufficiently so to show the general condition of the 



^country in comparison to that of other countries, with reference to the ap- 

 paratus for extensive study, as well as to the means of a more superficial 

 but a widely diffused general culture and enlightenment. That some 

 books should be accessible to all who are disposed to read, is more import- 



^ant as a means of general education, than that vast collections should be 



Toffered to the learned few. Our own condition is that of the wide dift\i- 

 sion of facilities for general reading. We have a large number of libra- 

 'ries: they are widely scattered; they are freely open to the public; the 

 conditions of their use are so easy that none are deprived of them who are 

 disposed to use them aright. Of this we may be justly proud. It is strict- 

 ly in accordance with the nature of our institutions that we should con- 

 sult first for the education and mental improvement of the great body of 

 the population. Our institutions are founded upon the intelligence of the 

 many; not upon the power, or wealth, or learning of the feio. The 



• diffusion of knowledge is our safeguard. The common school, the 



