In the legacy of Carnegie philanthropy, too, colleges and universities reside outside the usual historiographical tradition. However, there is one significant period when the Carnegie Corporation of New York contributed significantly to the development of Canadian university and college libraries during the Great Depression. From 1932 to 1935, 34 libraries in institutions of higher education shared in book grants totaling $214,800 (approximately $4,000,00 in 2016) as a result of a national (Canada and Newfoundland) examination conducted by an advisory group established by the Corporation. The ways in which the Advisory Group investigated and inspected potential recipients, evaluated whether they complied with conditions set, and distributed grants typically followed the policies and procedures established by an earlier American advisory group funded by the Corporation. Carnegie and university records document how financial aid was awarded and used for the advancement of undergraduate print collections. Sources can also be used to study the Canadian group in relation to the role of American philanthropic college library work, attempts by Canadian administrators to adapt library collections and organization to local circumstances, and trends in the improvement of undergraduate library services on a national scale.
You can read my article on this interesting, mostly unknown story and its contribution to the development of Canadian libraries in higher education in the latest fall 2016 issue of Historical Studies in Education/Revue d'histoire de l'éducation. HSE covers all aspects of education, from preschool to university education, informal and formal education, and methodological and historiographical issues.
The Carnegie book program was of short duration. For the first time on a national scale, it drew attention to the need to improve undergraduate library resources and elevate the status of the library in educational institutions. The book grants were tied to the caliber of local library services and looked for a number of effects and results.
- to awaken university administrators to the potential of a good library;
- to provide books required for collateral reading in connection with the courses and materials faculty designated for their own instructional needs;
- to promote the library more as a service-oriented partner with faculty and less as a passive repository of books;
- to supply books for voluntary student reading and encouragement of their use;
- to employ professionally educated librarians to ensure that acquisitions could be easily accessible through proper cataloguing and classification systems;
- to promote wide-ranging book selection covering all fields of knowledge;
- to educate students in the use of library resources, thereby better integrating holdings with academic programs.