General Rules for Classifying. (1) Classify by topic, then by form; except in pure literature where form is paramount. (2) Place a book in the most specific head that will contain it. (3) Avoid classifications which are in the nature of criticism. (4) Consider the predominant tendency or obvious purpose of a book. (5) When two headings clash make a decision as to which is to prevail. (6) When a book deals with two (or three) divisions of a topic, place it in the one which is most prominently dealt with or which is first treated; when with more than two (or three), place in the more general heading. (7) Always have a reason for placing a book where you do place it. (8) When a subject arises which has no place in the classification, determine the heading to which it seems most closely allied, and make a place for it there. (9) Place a book where it will be most useful. (10) Make notes of all decisions. Readings for Lesson I. BROWN. Subject Classification, pp. 7-11. (A very important part of the Introduction); and pp. 79-87. Learn from A to F9 on p. 80. DEWEY. Decimal Classification, pp. 6-19. Also first three summaries and Main Tables to 999. Learn JAST. Library Classification, in Greenwood's "British Library Questions. (1) Place a book under each of the seven divisions of the Subject class A, Generalia; classify the same books by the Decimal scheme. (2) What does Brown omit from his Generalia-when compared with Dewey's General Works-and where does he place the subjects omitted? Can you account for these changes? (3) The following novels have definite subject-matter. Classify them by subject-ignoring form-by the Decimal and Subject schemes, and give a brief note under each, saying what you suppose the subject of the book to be: Vachell. The Hill. London. Call of the Wild. Verne. Twenty Thousand Leagues Under the Sea. (4) Classify by both systems the following books; give alternatives where necessary: Yoxall. The A. B. C. About Collecting. Woodcraft for Boy Scouts. Dasent, A. J. Speakers of the House of Commons from the Earliest Times to the Present Day. Auldjo, J. Narrative of an Ascent to the Summit of Mont Blanc in 1827. Keary, C. F. The Pursuit of Reason. Ridgeway, William. The Origin of Tragedy: with Special Refer ence to the Greek Tragedians. Pictures from Punch. Lodge. Family History: the Champion, Marmion, and Dymoke Burke. Visitation of the Seats and Arms of the Noblemen and Gentlemen of Great Britain and Ireland. Wallace and Gage. Encyclopædia of Chronology. Encyclopædia Britannica. Encyclopædia of Needlework. Jast. Classification of Library Economy. In all exercises classify by examination of the actual books whenever possible. (5) Test in Theory. Answer the following question in not more than forty minutes without reference to your textbooks: "State briefly, with any explanations you are able to offer, the fundamental logical rules of classification." Lesson II: Philosophy. 10. In the Decimal Classification, 100, Philosophy, is a separate class; in the Subject Classification it is the first part (J000-J382) of J-K, Philosophy and Religion. II. The order of the two schemes is in general similar. Esthetics, however, is transferred to Dewey's 701 under Fine Arts, while Brown does not include in this class the topics. in Dewey's Mind and Body (130) as a whole, but places them under Nervous Systems and subsequent headings in G700 et seq. 12. We deal first with this class in the Decimal Classification and note the following points. (a) Do not confuse the functions of 140 and 180-190, The note under 140 explicitly states that the heading is for the "discussion of systems as such," and that the actual writings of philosophers go in 180-190. Hence, the heading should always be borne in mind; a book entitled "Modern Epicureanism," for example, cannot go in 187, but must be placed under the most appropriate topic in 140. A book on "Modern Epicureanism" clearly cannot be one on the ancient philosophers. The further notes under 140 should make this plain. Positivism, for example, is the doctrine of Comte; but only Comte's own exposition-and books directly bearing upon Comte-may go in 1948. Any discussion of the meaning, advisability, practicability, or any other phase of Positivism must go in 146. (b) Be careful not to confuse 109 with 180-190. Remember that 109 can only take general works like Lewes's History of Philosophy," and not such as Zeller's "History of Greek Philosophy". (c) Do not confuse the topics in 110-120 with the Christian view of them in 230-260. For example, a book dealing in a non-theological manner with immortality, as Delanne's "Evidence for a Future Life," is best in 128, but Farrar's. "Eternal Hope" is distinctly 237. (d) A difficult heading is 130, Mind and Body. It is usual to collect all phases of the mind-physiology, anatomy, etc., as well as the phenomena upon which the mind works (except those topics which are embraced by 150, Mental Faculties) under 130. But where the question is one of disease, involving therapeutics, surgery, etc., the works should go under 600 (with a reference in the catalogue from 131132). A book on "Suggestion in Brain Trouble" is 131, a book on "Trepanning to Cure Paralysis" is 61751. You will feel some difficulty in placing Astrology, etc., under Delusions, but the classification requires this, and it must be done. (e) There are a large number of cross-references from 170,. Ethics, to be considered. Questions of State Ethics, for example, must not be confused with Social Science. Ethics must always be regarded as the treatment of subjects "with a view to ascertaining their justice and righteousness in the control of conduct". 13. As we noted that the extension of the Brown class Philosophy was less than that of the Dewey, so we also note that the restricted area of the former is worked out with greater fullness in Ethics, J200-293, and this is the larger part of the class. A careful study of this section will elucidate many of the difficulties in Dewey's 170, Note carefully that many of the topics in Dewey's 120 are placed (erroneously as we think) under Brown's J150, Psychology. But follow Brown's rule when dealing with the Subject scheme, and Dewey's when dealing with the Decimal. 14. The classification of books on Philosophy demands imperatively: (a) A knowledge of the meaning of the terms used in the schedules. Therefore, look up carefully any words you do not understand in Baldwin's "Dictionary of Philosophy". If you have not access to this, go to Murray's "Oxford English Dictionary". Be sure you get the right (philosophical) meaning of the terms. (b) A clear understanding of the fact that books on philo sophy deal with abstract subjects in pure thought; that works on definite topics from a concrete standpoint do not go here. Readings for Lesson II. BROWN. Subject Classification, pp. 11-20 (pars. 5-15). I cannot lay too great stress upon these pages. The definitions should be understood thoroughly, and the remarks on notation and its adjustments, especially the use of national numbers, should be quite clear to you. It is a general ruling that Books should be placed in the Subject scheme under the specific head with Categorical numbers for their forms. Note carefully the use of the subject number with local or other qualifications on p. 19. Read Main Tables of Subject scheme, Jooo-J382. Learn from Go-J19 on pp. 80-81. DEWEY. Decimal Classification, pp. 19-31. The remarks under The more valuable part is p. 25 et seq. Read Main Tables 100-199, paying attention to the notes. Let this be comparative reading. Place class J-K of the PURNELL, H. R. The Development of Notation in Classification. A very helpful paper on notation variations. Questions. (1) What does Dewey mean by the phrase "divide as 940-999" when applied to the subject classes of his scheme? And how is a similar result obtained in the Subject Classification? (2) Classify the following by Dewey and Brown : Twain, Mark. Christian Science. Descartes. Œuvres. Comte. Philosophy of the sciences. Westermarck. Origin and Development of Moral Ideas. Liffingwell. Vivisection Controversy. Bosanquet. History of Esthetic. Bradley. Appearance and Reality. |