Abstract
Early library education, including Melvil Dewey's School of Library Economy at Columbia College, has traditionally been thought to have em phasized vocational-technical skills rather than substantive intellectual issues. New evidence for the first two lecture sessions of Dewey's school raises ques tions about that view. The schedule of the school, its faculty (including regular Columbia College professors), and the way the school's topical con tent of library economy and bibliography was approached strongly suggest an educational venture with unexpected intellectual substance. More evidence is needed before extrapolating these findings to early library education in general.
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