For well over one hundred years, libraries open to the public have played a crucial part in fostering in Americans the skills and habits of reading and writing, by routinely providing access to standard forms of print: informational genres such as newspapers, pamphlets, textbooks, and other reference books, and literary genres including poetry, plays, and novels. Public libraries continue to have an extraordinary impact; in the early twenty-first century, the American Library Association reports that there are more public library branches than McDonald's restaurants in the United States. Much has been written about libraries from professional and managerial points of view, but less so from the perspectives of those most intimately involved—patrons and librarians.

            Drawing on circulation records, patron reviews, and other archived materials, Libraries and the Reading Public in Twentieth-Century America underscores the evolving roles that libraries have played in the lives of American readers. Each essay in this collection examines a historical circumstance related to reading in libraries. The essays are organized in sections on methods of researching the history of reading in libraries; immigrants and localities; censorship issues; and the role of libraries in providing access to alternative, nonmainstream publications. The volume shows public libraries as living spaces where individuals and groups with diverse backgrounds, needs, and desires encountered and used a great variety of texts, images, and other media throughout the twentieth century.

In the first decades of the twentieth century, print-centered organizations spread rapidly across the United States, providing more women than ever before with opportunities to participate in public life. While most organizations at the time were run by and for white men, women—both Black and white—were able to reshape their lives and their social worlds through their participation in these institutions.

Organizing Women traces the histories of middle-class women—rural and urban, white and Black, married and unmarried—who used public and private institutions of print to tell their stories, expand their horizons, and further their ambitions. Drawing from a diverse range of examples, Christine Pawley introduces readers to women who ran branch libraries and library schools in Chicago and Madison, built radio empires from their midwestern farms, formed reading clubs, and published newsletters. In the process, we learn about the organizations themselves, from libraries and universities to the USDA extension service and the YWCA, and the ways in which women confronted gender discrimination and racial segregation in the course of their work.

Reading is an everyday activity so taken for granted that it seems virtually invisible. In spite of its ubiquity in modern life (or perhaps because of its familiarity), scholars have only recently begun paying attention to its development as a social practice. During the nineteenth century, an evolving print culture made reading an essential part of Americans' daily routines. To date, the history of American reading practices has tended to focus on middle-class white people living in northeastern cities before 1876. Reading on the Middle Border shifts the focus to the Midwest and broadens the base of economic classes studied.

Christine Pawley investigates the use of print by "ordinary" Americans in the small, rural community of Osage, Iowa—the town that shaped Hamlin Garland—analyzing primary source material on education, religious life, a reading club, and business affairs. A major section of her study focuses on the public library, an institution that provides a valuable window into the reading practices of men and women of various ages, classes, ethnicities, and religions. An extensive database of library circulation and accessions information, combined with federal and state census data, sheds light on the elusive issue of "Who read what?"

Pawley explores the ways print confirmed or challenged people's economic, social, and religious world, and asks what values print expressed or confronted. She also raises questions relating to modes and contexts of reading, distinguishing between groups and individuals. The picture of print in Osage is complex and defies reduction, but by placing print in a community context and viewing printed materials as an expression of activities, not mere artifacts, Pawley enhances our understanding of the role of reading in American culture.

This book recounts the history of an experimental regional library service in the early 1950s, a story that has implications far beyond the two Wisconsin counties where it took place. Using interviews and library records, Christine Pawley reveals the choices of ordinary individual readers, showing how local cultures of reading interacted with formal institutions to implement an official literacy policy.

Central to the experiment were well-stocked bookmobiles that brought books to rural districts and the one-room schools that dotted the region. Three years after the project began, state officials and local librarians judged it an overwhelming success. Library circulation figures soared to two-and-a-half times their previous level. Over 90 percent of grade-school children in the rural schools used the bookmobile service, and their reading scores improved beyond expectation.

Despite these successes, however, local communities displayed deeply divided reactions. Some welcomed the book-mobiles and new library services wholeheartedly, valuing print and reading as essential to the exercise of democracy, and keen to widen educational opportunities for children growing up on hardscrabble farms where books and magazines were rare. Others feared the intrusion of govern- ment into their homes and communities, resented the tax increases that library services entailed, and complained about the subversive or immoral nature of some books.

Analyzing the history of tensions between various community groups, Pawley delineates the long-standing antagonisms arising from class, gender, and ethnic differences which contributed to a suspicion of official projects to expand education. Relating a seemingly small story of library policy, she teases out the complex interaction of reading, locality, and cultural difference. In so doing, she illuminates broader questions regarding libraries, literacy, and citizenship, reaching back to the nineteenth century and forward to the present day.