D R . S.R.

RANGANATHANS
FIFTY YEARS OF EXPERIENCE IN THE
DEVELOPMENT OF COLON CLASSIFICATION
! GENESIS OF COLON CLASSIFICATION
! DEVELOPMENT OF COLON CLASSIFICATION
! BEGINNING OF THE THEORY OF LIBRARY CLASSIFICATION (1933 TO
1939) AND A PERIOD OF AFTERMATH STIMULUS TO THE DEVELOPMENT
OF THEORY
! TEAM RESEARCH IN THEORY OF LIBRARY CLASSIFICATION
! FREELY FACETED VERSION OF COLON CLASSIFICATION
! DEPTH VERSION OF COLON CLASSIFICATION FOR DOCUMENTATION
! LIST OF NORMATIVE PRINCIPLES
1
GENESIS OF COLON CLASSIFICATION (1924)*
S.R. Ranganathan
1. Starting with ignorance
From 9

July 1917 to 4 January 1924, I was teaching mathematics in diIIerent colleges in
Madras. In the aIternoon oI the latter date, I took charge oI the Madras University Library. I
was the Iirst to be appointed as its librarian. I then knew nothing oI library work, inspite oI
my having been a regular user oI the then newly Iormed Madras University Library. It has a
Paste-Down alphabetical author Catalogue. It was not oI much help in selecting books other
than those already known. There was no member in the library staII beyond a matriculate
and he could not give much help. But there was a separate Accession Register Ior the books
acquired on the recommendation oI the Board oI Studies in each subject. The staII were kind
enough to give me access to the Accession Registers Ior Mathematics and Physics. From
here, I used to select books Ior my study. Then, I had not even heard oI the term Library
ClassiIication; --- that is, classiIication oI books by subject. With this ignorance in
abundance, I was deputed by the University to study Library Science in the British Museum
Library, london. But its Principal Librarian and Superintendent, Sir Federick Kenyon, told
me in eIIect, 'You have been sent to the wrong shop! Our methods are not modern. Join the
School oI Librarianship in the University College down in Gower Street. At my request, he
was so kind as to telephone immediately to Ernest Baker, a ProIessor in English and the
Director oI the School oI Librarianship: And I was admitted to the School that very day.
2. First Glimpse of Library Science
The University College had a good library on Library Science. OI Course, the number oI
books on the subject available in those years was very small. The Library was in a special
room. I took a key to the room against a small deposit oI Iive shillings. My residence was in
YMCA Indian Students` Hostel, the very next building. This enabled me to spend 9 am to 11
pm or even till midnight in the Library, everyday including Sundays, except Ior attending
classes Ior two hours on each weekday. This gave me the Iirst glimpse oI Library Science.
2
* Colon ClassiIication its generic and development. A note prepared by S.R. Ranganthan.
1971-72. (Fifty Years of Experience in the Development of Colon Classification)
3. Charm of Classification
All the branches oI Library Science were interesting. But, ClassiIication truely charmed
me. The teaching oI this subject by W C Berwick Sayers made it even more so. Decimal
ClassiIication (DC), Expansive ClassiIication (EC), Subject ClassiIication (SC), and Library
oI Congress ClassiIication (LC) were engaging me Iull time Ior nearly three weeks. The
attraction oI DC was reinIorced by a complete set oI the ClassiIied Catalogue oI the Carnegie
Library oI Pittsburgh and by the classiIied periodical accession lists oI the Mitchel Library oI
Glasgow. They were based on DC.
4. Dissatisfaction with Decimal Classification :
But DC did not give satisIaction. Many compound Subjects did not get a co-extensive
DC number. All the Iacets oI the Class Number oI a Compound Subject, except the last one,
were Irozen. My dissatisIaction was traced to this Iact. OI course, this Iact was due to DC
being Enumerative. It enumerated most oI the Compound Subjects known, and represented
them by Decimal Fraction Numbers. But it could not provide co-extensive Class Numbers
Ior all the new subjects Iormed in the twentieth century. The books embodying these new
subjects had to be given Iorcedly one or other oI Iar more extensive Class Numbers. This
made consistent decision diIIicult. This led W S Merill to publish his Code for classifiers
(1928). Virtually, it was a list oI the libraries in USA placing the new subjects Iorcedly in
this or that oI the possible more extensive Class Numbers. 'Is the design oI DC Iaulty?
came the Ieeling. At the time oI its design, it might have worked well. However, Iaith, the
genius, and the persistence oI Melvil Dewey made librarians as well as readers accept
Library ClassiIication as a help.
5. A Possible Remedy
The Ieeling oI the Iaulty design oI DC led to an exploration oI every possibility oI re-
designing the Foundations oI a Scheme Ior Library ClassiIication. No light would come Ior
a Iew days. The mental strain was great. At that time, I happened to visit one oI the
SelIridges` Shops in London. I was attracted by the stall demonstrating the use oI a Meccano
set. With a Iew slotted metal plates, two small thin metal rods, a Iew metal hooks, a Iew
bolts and nuts, and a Iew short thin pieces oI string, the man demonstrated the making oI
toys in the shape oI truck, crane, and many others. I saw this Ior the Iirst time. It gave me
3
the clue. Instead oI selling read-made rigid toys, the man showed a Iew Iundamental
components; with these a child could itselI make any toy. So it should be with Class
Numbers. That was my Ieeling. Instead oI providing ready made Class Numbers Ior
Compound Subjects, it should be possible to construct the Class Number Ior any such subject
by combining together an assortment oI a Iew appropriate component numbers taken Irom
short schedules Ior component ideas. We now call the collection oI each list oI component
ideas by names, such as the Schedule oI Basic Subjects and the Schedules oI Isolates oI
various kinds.
6. Working with Sayers
One evening in October 1924, W C Berwick Sayers and myselI spent some time in the
caIetaria oI the University College, London, in designing a Scheme Ior Library ClassiIication
along these lines. A Basic Facet was oI course inevitable as the Iirst Iacet oI any subject.
Time Facet and Space Facet suggested themselves as possible Isolate Components. Another
Category oI Facets, called by diIIerent names in the context oI diIIerent. Basic Subjects
say, as Crop Facet in Agriculture was also easily thought oI as a possible kind oI Isolate
Component. We now denote this by the generic term Personality Facet`. A Iew other
components were all clubbed together under the name Problem Facet`. Roman capitals were
used as the initial digits oI most oI the Basic Subject Numbers and oI the Time Isolate
Numbers. Indo-Arabic Numerals were used as the Initial digits Ior most oI the other Isolate
Numbers. The digit ': (Colon) was used to Iunction as 'bolt and nut in assembling the
various components oI the Class Number oI a Compound Subject to distinguish it Irom the
Class Number oI a bare Basic Subject. It was so denoted because the digit ': (Colon) was
made to play an important role in the Class Numbers oI the scheme.
7. Worthy of Attempt
That evening, it was decided that such a Ioundation Ior a Scheme Ior Library
ClassiIication was worthy oI attempt. No doubt, diIIiculties would turn up. They should be
overcome as and when they turn up, instead oI brooding over every possible diIIiculty, at that
very early stage. For, this would make any tangible progress impossible. With provisional
schedules, several oI the titles in the cumulative monthly issues oI the Publisher`s Circular
were given co-extensive Class Numbers. They arranged the subjects in a helpIul sequence.
71. Colon Classifiction
It was decided to denote the Scheme so designed by the term 'Colon ClassiIication
(CC).
4
8. Sense of Hope
81. Pilot Project on Board the Ship
In June 1925, I was sailing back to Madras in the ship M.V. Dumana. The Iirst Iew days
oI the voyage were spent in trying out CC in its incipient Irom in classiIying the Iew
hundreds oI books oI the ship`s library. This was done as a pilot project. The Captain oI the
Ship was very Iriendly and gave me the Ireedom to arrange and rearrange the books as I
liked. Some oI the passengers appreciated the helpIulness oI the resulting sequence.
82. Large Scale Work
BeIore leaving London, I had got Irom Madras an interleaved copy oI the printed
Alphabetical Author Catalogue oI the Madras University Library. I started putting CC
Numbers against the titles in the printed catalogue. Against every oblique title, not plainly
disclosing its subject, a special mark was put against it. The number oI books excluding
periodicals, was only about 20,000. I completed the work beIore arriving at Madras.
83. Sense of 1oy
All along, the schedules Ior the diIIerent kinds oI isolates were amended, improved upon,
and added to. This work produced a sense oI joy. It also induced a sense oI hope on the
possible success oI the adventure.
5
DEVELOPMENT OF COLON CLASSIFICATION (1925 to 1932)
1. Early Development
The early development oI CC was in the Madras University Library during the eight
years 1925 to 1932. During this period, about 20,000 current books and back volumes oI
about 1,000 periodicals were acquired. This was in addition to the old 20,000 books and
some back volumes oI about 300 periodicals. At the time oI my taking charge, the books
were Iound arranged on the shelves alphabetically by names oI authors. In the Iirst year, I
had to do all the work single-handed. For,
1. The staII had poor qualiIication.
2. Only one oI the Iour had passed the Metriculation Examination; and
3. One had passed only the Primary School Examination.
In 1926, Iive Iresh graduated were recruited. OI these, C Sundaram and K.M..Sivaraman
soon acquired the pioneer`s spirit. And they associated themselves with me in the work oI
designing CC, in addition to routine work.
2. Procedure
21 Class Number
The schedule oI Main Subjects (MS) was Iinalised. A copy oI it was given to each oI the
Iive graduate assistants.
22 Forming Literature Group
In the Iirst instance, they picked out all the books in the Main Subject . They were
assembled together in a Iew book racks.
23 Forming Language Groups
ThereaIter, the staII were given the Schedule oI Language Isolates (See Chap DG). With its
aid, they sorted out the books in Literature. The books in English Literature were Iirst taken
up Ior Iurther work. For
1. They Iormed the most numerous single group. And
2. They were the most used.
6
24 Forming Form Groups
With the aid oI the Schedule oI Form Isolates, these books were sorted out into Form-
Groups.
25 Forming Author Groups
ThereaIter, the books in each Form Group were sorted out into the Author-Groups.
26 Forming Work Groups
Then the works oI one and the same author were sorted out into the Work-Groups. The
works oI an author were arranged in a chronological sequence.
27 Forming Group of Approached Documents
Lastly, the approach documents such as, Bibliography, Encyclopaedia, Periodical,
Serial, Biography, and Collected Works bearing upon Literature as a whole or a Language
Isolate, or a Form-Isolate, or an Author, or a Work, as the case may be, were inserted at the
beginning oI the respective groups. |From 1970, a Double Inverted comma (') is used as the
Indicator Digit Ior an ACI|. They were arranged among themselves according to a
provisional schedule drawn up Ior Anteriorising Common Isolates.
28 Schedule for Authors
The schedule Ior authors was constructed by the Chronological Device, (See Chap CU)
using their respective years oI birth as the spoch.
291. Construction of Work Number
The Work Number was constructed either on a one-digited base or two-digited basis as
warranted.
292 Finalising Class Number
The Anteriorising Common Isolates Digits iI any were added according to prescribed
rules. This step completed the Class Numbers.
292. Writing the Class Number
The Class Number oI each book was written in pencil on the tag on the spine Iixed just 1
above its bottom, at the back oI the title-page, and in the one other, standard page.
3 Book Number
The books were then arranged by Class Numbers. The result was completely revised
personally by myselI. AIter being passed, the Book Number was added in each book.
7
31 Call Number
A combination oI a Class Number and a Book Number is denoted by the term Call
Number`. (See Chap CA). A Class Number and a Book Number are written either in
1. Two lines, one below the other Ior example,
O 15, l(gN 72); or
One line, with a space between themIor example,
O 15,l(g N72).
The books were then Iinally arranged according to their respective Call Numbers.
Temporary Bay-guides and ShelI-Plank Guides were provided. Each Guide carried on it the
Class Number and the name oI the subject (The translation oI the Class Number) in English,
put in the Bay Guide or ShelI Guide, as the case may be. For example,
1. Bay guide contained O,15,l Sanskrit, Poetry; and
2. One oI the ShelI Guides in the Bay contained O,15,1 'g Sanskrit, Poetry
'Evaluation.
The Call Numbers were entered in the alphabetical bound catalougue Ior public use.
32 Personal Help to Readers and the Lower Staff
During the period oI transition, I personally helped the readers and the lower staII in
locating particular books on demand.
32 Cataloguing
Concurrently, another squad oI staII prepared catalogue cards Ior each book according to the
provisional draIt rules oI the Classified Catalogue Code, then in preparation. The
accession card and the shelI-register card were also written Ior each book.
4. Testing Acceptability
The books were arranged on the shelves according to their Call Numbers. Competent
readers were invited to browse among them. All their suggestions Ior improvement were
noted. Open Access was given to the ClassiIied Section oI the Collection. ReIerence Service
was given to each reader. Their reactions to the arrangement oI the books were observed.
6. Incorporation of Acceptable Suggestions
The suggestions Ior improvement were all examined. Whatever were acceptable, were
incorporated in the schedules and also carried out in the Call Numbers.
8
7. Schedules for Other Subjects
The schedules Ior the other subjects could not be designed all by myselI. ThereIore, the
help oI subject experts my Iormer colleagues in colleges was Ireely taken. Here is a list
oI the chieI among them :
Name of person Subject
Edward b Ross Mathematics, and the Scheme as a whole
K Ananda Rao and
G.A. Srinivasan Mathematics
J P Manickkam Physics
M V Ekambaranathan Engineering
B B Dey, U Mudlagiri Nayak
and S Lakshmi Narayanan Chemistry
T N Muthuswamy Geology
M S Sabhesan Biology, Botany, Education, and the Scheme
as a whole
P R Gopala Ayyar Zoology
M Guruswamy Mudaliar Medicine
S Kuppuswamy Sastriar Sanksrit classics, Linguistics, Religion,
Philosophy, and the Scheme as a whole
T R Chintamani Linguistics, and the Seheme as a whole
A S Woodbourn Psychology
N Subramanian Geography
P S Sivaswamy Ayyar Political Science and Law
S Varadachariar Law
S Venkataraman Law
The procedure described in section (Sec) AB21 to AB22 was Iollowed in classiIying the
books belonging to each Basic Subject.
8 Periodical Publications
Finally, the periodical publications were classiIied in accordance with the rules Iramed
Ior the purpose and given in Chap 2, Part 1 oI CC, Edition (ED) 1 (1933).
9
9 Refractory Documents
AIter this, about 5,000 documents, mostly pamphets, were leIt over Ior want oI detailed
schedules to classiIy them.
91 Fault in the Early Stage of CC
While using the Indicator Digit ': (Colon), ideas were not quite clear about its exact
Iunction, although we now deIine it clearly. ThereIore, in 1924, the Indicator Digit was not
put between two consecutive Facet Numbers, in case the last digit oI the Iormer and the Iirst
digit oI the latter were oI diIIerent species. The absurdity oI this wrong practice was not seen
till 1930 that is, till about 30,000 books had been classiIied. The absurdity was
experienced quite oIten in the Class Numbers oI Compound Subject going with the (MS) 'V
History. Consider, Ior example, the Iollowing sequence in which the subjects were thrown
as a result oI the omission oI the Indicator Digit between the Problem Facet (as it was called
in those days) and the Time Facet. In these examples, the isolate numbers have been taken
Irom the Schedule oI Problem Isolates in Chap 'V History oI CC, Ed 1 (1933)
V56:255M7 Franchise in Great Britain upto 1870s
V56:25M7 Political riIhts and duties in Great Britain upto 1870s
V56:2M7 Constitution oI Great Britain upto 1870s
This violates the Canon oI Decreasing Extension. (See Sec AH3141), No doubt the
Canons were not enunciated at that time. There was an involuntary revolt against this
unhelpIul arrangement. This Iault was rectiIied in 1930 by the insertion oI the Indicator
Digit ': (Colon) between the Problem Facet Number and the Time Facet Number. The
resulting arrangement was as Iollows :
V56:2:M7 Constitution oI Great Britain upto 1870s
V56:25:M7 Political rights and duties in Great Britain upto 1870s
V56:255:M7 Franchise in Great Britain upto 1870s
Even in CC, Ed 1, this idea was incorporated.
92. Correction of Class Number
By 1930, about 3000 books had already been classiIied in (MS) 'V History. The Class
Number oI each book occurs in Iour places in the book itselI the tag on the spine, the date
label, the back oI the title-page, and the standard page. Further, it occurs on an average in
Iive catalogue cards, one shelI register card, and one accession card. It also occurs in the
10
book card. This makes a total oI twelve places. The ': (Colon) had to be inserted in all
these twelve places Ior each book. My colleagues were young. They had all the enthusiasm
oI pioneers. They were proud oI their being new. They said to themselves, 'Nothing new
can be Iound without Perspiration. ThereIore, we all did this correction work as a pick up
work in addition to our normal work. This correction work arose out oI the Trial and Error
Method used in designing CC in those years, without any guiding principles.
91. Correction Work Always Inevitable
Today, we have guiding principles and yet correction work becomes inevitable on account
oI the continuing development in the Universe oI Subjects quite beyond the control oI the
classiIicationist and the library proIession. Such correction work is ever necessary in any
scheme Ior library classiIication used. Compare Ed 16 and Ed 17 oI DC with each other and
with the earlier editions. UDC is publishing correction lists Irom time to time: See their P
Note. They are more than 800 in number. But unIortunately, some librarians oI today
continue to use outmoded old editions oI CC, DC, and UDC. In deIence, they speak oI
'Practical diIIiculty. The Laws oI Library Science, particularly Law 5, would urge them to
give up this attitude and carry out the corrections in Class Numbers made necessary by the
ever-continuing development in the Universe oI Subjects.
11
BEGINNING OF THE THEORY OF LIBRARY CLASSIFICATION (1933 to 1939)
AND A PERIOD OF AFTERMATH
1. GENERAL GUIDING PRINCIPLES
The development oI CC Irom 1924 to 1932, led to the publication oI its Ed 1 in 1933.
The only guiding principles in the design oI CC, Ior that edition, were the six general laws
Ior thinking (See Sec AH1) and the Five Laws oI Library Science (See Sec AH2). There
were no guiding principles speciIic to the work oI designing a Scheme Ior Library
classiIication.
2. TRIAL AND ERROR METHOD AND TRACE OF INTUITION
Whatever was done depended largely upon Trial and Error Method conditioned by the
moment to-moment experience and a Ieeble gleam oI light emerging now and then Iorm a
small trace oI intuition. A scheme designed with the aid oI cent percent intuition, would be
a 'PerIect PerIection. But my design was Iar Irom it. ThereIore, I was all along conscious
oI the probability Ior mistakes and inconsistencies.
3. READER`S REACTION AND CORRECTION OF INCONSISTENCIES
AIter the publication oI Ed 1, the staII was increased. The Iive graduates who had grown
with me in the thick oI the Iight in the early years oI design work were put on whole time
reIerence service on the Iloor oI the stack room. I myselI spent as much time as possible on
Iloor duty.
1. Readers were observed;
2. Their reactions were noted; and
3. Discussions were held with them.
Thus, suggestions were slowly collected Ior improving the design. Three instances oI
unhelpIul inconstancies came to notice.
1. In most oI the subjects, the Personality Facet preceded the Problem Facet;
2. This gave satisIaction to the readers; and
3. But, in the compound subjects going with main subjects, '2 Library Science, 'E
Chemistry, and 'Z Law, the sequence Iixed was the reverse Problem preceded
Personality.
12
In readers coming to the shelves containing books on these subjects, we could observe a
sense oI dissatisIaction in their Iaces
4. INCONSISTENT USE OF DIGITS
One and the same digit was used to denote totally diIIerent and unequivalent ideas in a
Iew diIIerent schedules. Equivalent ideas were represented by diIIerent digits in diIIerent
schedules. The readers did not observe this; but it was most irritating to us.
5. ATTEMPT AT A THEORY OF CLASSIFICATION (1933 TO 1937)
These and other inconsistencies led us to realize that where a design is not done in the
light oI cent percent intuition, but only intellectually, the work should be regulated by a set oI
agreed, deIinitely Iormulated, intellectual Principles Ior Guidance. But, the history oI
subjects shows that any work has to begin by trial and error only. It is only aIter gaining
some experience with trial and error method, Guiding Principles are usually evolved.
According to a well known saying, 'Poetry Iirst prosody aIterwards. This is true in all
subjects. It has been true in the design oI CC too.
By 1935, the time was ripe to work out a Theory oI ClassiIication. The result oI this
work was the Prolegomena to librarv classification, Ed 1 (1937)
6. DESCRIPTIVE STATIC THEORY
No doubt, there has been some theory written earlier by E. C. Richardson, W C Berwick
Sayers, and H. E. Bliss. But these theories consisted oI canons, mostly descriptive oI the
existing schemes. These did not have much oI a dynamic quality capable oI leading to a
Theory Ior the Design oI a Scheme Ior ClassiIication, oI the ever extending and ever
deepening Universe oI Subjects. Prolegomena Ed 1 (1937) too has suIIered Irom this deIect
except Ior the canons oI
Consistent Sequence (See Sec AH3134 Relativity (See Sec AH3313)
Currency (See Sec AH323) Mnemonics (See Sec AH332)
Enumeration (See Sec AH322) View Point
Context (See Sec Ah321) Classics, and
Reticence (See Sec AH324) Distinctiveness
(See Sec H343)
13
This set oI canons had something dynamic in them. The canon oI View Point has
now been generalised into Phase Relation (See Chap DN), and that oI Classics has been
changed into Classic Device (See Chap CZA)
7 CORRECTION OF CC WITH THE AID OF THE CANONS
With the aid oI the Canons, several oI the inconsistencies in CC, Ed 1, were removed,
and Ed 3 was brought out in 1939.
8 Diversion of Thought (1940 to 1946)
By 1939, the combined eIIect oI the local conditions caused by World War II, and the
adverse local political Iorces, virtually sapped away much oI the creative energy. ThereIore,
mind was diverted Irom the continuation oI the work oI a Dynamic Theory oI ClassiIication.
However, authorial work was not altogether abandoned. Books were written on other
subjects oI a less exacting nature namely,
1. ReIerence Service
2. Bibliography
3. School and College Library work
4. ClassiIication Practice and
5. Cataloguing Practice.
These were all based on actual experience. In Iact, the writing oI a books on these
subjects, took away to some extent, the pain caused by adverse local conditions.
In 1945, migration Irom Madras to Banaras became necessary. There, are enormous
amount oI routine work was needed Ior reclassiIication and Ior reorganization. This was to
be done without the help oI trained staII. The generally prevailing atmosphere in the
University the revival oI work oI a creative kind was not conducive.
81 RESUMPTION OF UNINHIBITED WORK
Resumption oI work on the Theory oI ClassiIication was possible only aIter going to
Delhi on 17 June 1947. This was at the kind invitation oI Sir Maurice Gwyer, the Vice
Chancellor oI the University oI Delhi, and retired ChieI Justice oI India. He sent the
invitation in an aIIectionate letter, aIter hearing oI the inhibiting Iorces working on me Ior
some years.

14
STIMULUS TO THE DEVELOPMENT OF THEORY (1947 to 1961)
1. Proliferation of Subjects
Between 1925 and 1950, the proliIeration oI subjects had increased. Books came to be
written on subjects oI greater depth than beIore. CC had to Iace this problem. To meet this
demand and similar Iuture needs, the Theory oI ClassiIication oI 1937 had to be deepened
and made more dynamic. Opportunity to do this came in Iive ways aIter my going to Delhi
in 1947.
1. I had no administrative work;
2. The whole time could be devoted to research and teaching;
3. Sir Mautice Gwyer instituted the M. Lib. Sc. Degree and this provided a great
stimulus to research;
4. Delhi had an appreciable number oI my old students willing to work with me in
their leisure hours; and
5. By his kindness, Sir Maurice Gwyer provided a stimulating atmosphere Ior team
research.
This continued in a large measure till Gwyer`s leaving Delhi in 1950 and myselI leaving
in 1955. As the President oI the Indian Library Association, I organized a Library Research
Circle. It used to meet in my house every Sunday aIternoon. In addition to this, the more
intimate members and myselI were utilizing our daily morning walks in pursuing diverse
problems in this subject, among others. In 1949, the quarterly Abgila was started as a
medium Ior exchange oI ideas developed by research in Library Science.
2. Difficulty Due to Predetermined Facet Structure
One oI the diIIiculties met with is illustrated below:
1. 'Designing in Electrical Engineering had to be given the Class Number D66: : : 4, as the
two intermediate Iacets ' Secondary Work and 'Part - - were not present in the subject.
2. II two oI the colons had not been put, the Class Number would have been D66: 4. And
this would have represented 'Transmission oI Electricity.
15
This was due to the predetermined rigid Iacet structure Ior every Compound Subject
going with the respective Basic Subjects.
3 FIVE FUNDAMENTAL CATEGORIES
A way out oI this diIIiculty was Iound by developing a Theory oI ClassiIication. This
development consisted oI the Postulate oI Five Fundamental Categories. According to this
Postulate, each isolate Iacet in a Compound Subject (CS) should be deemed to be a
maniIestation oI one and only one oI one or other oI the Five Fundamental Categories (FC)
Personality, Matter, Energy, Space, and Time (PMEST). Each Iacet was given a separate
Indicator Digit:
FC Indicator Digit
Personality , (Comma)
Matter ; (Semi Colon)
Energy : (Colon)
Space . (Dot)
* Time . (Dot)
The respective ordinal values oI the Indicator Digits were so Iixed as to throw them in the
above decreasing sequence. Further, their ordinal values were all taken to be smaller than
that oI any substantive Digit used in CC. This solved the problem. This ideas was
incorporated in CC, Ed 4 (1952) and in the Prolegomena, Ed 2 (1957)
4 INTERPOLATION OF NEW MAIN SUB1ECTS
The substantive Digits available Ior use in the Array oI Order 1 (Array oI (MS) ) oI the
CC were limited eight Indo-Arabic numerals and the 26 Roman capitals. ThereIore, need
arose Ior Iinding new digits so as to interpolate new (MS) appearing Irom time to time, and
Partial Comprehensions (MS) in their respective helpIul places. Finding a Iinal solution to
this problem had to be postponed, on account oI there being many other more pressing
problems needing immediate attention. ThereIore, Greek letters oI appropriate phonetic
values were temporarily improvised. For example, the Greek Letter Lamda represented
'Animal Husbandry providing Ior its place between 'K Zoology and 'L Medicine, This
* In 1959, the Indicator Digit Ior Time was changed to - (Single inverted comma), at the suggestion oI P. B.
Roy, Librarian oI the Commercial Intelligence and Statistics Library, Calcutta, who came to Bangalore and
worked with me on classiIication Ior a short period. This increased the versatility oI the notational system.
16
provisional arrangement was continued till 1963, when the reprint oI CC Ed 6 (1960) was
produced. In this reprint, the Greek letters were replaced by Roman letters and a Iew other
new ideas were introduced.
5 EXTRAPOLATION
Need was Ielt Ior extrapolation at the end oI each species oI digits Roman smalls, Indo-
Arabic numerals, and Roman capitals. A simple solution was Iound Ior this. The last digit oI
each species was postulated to be Semantically Empty but to retain its Ordinal Value. Thus,
the semantically rich member aIter the digit '8, is the digit pair '91. The digit '8 and the
digit pair '91 are coordinate in their array. The digit pair '91is treated as iI it were a single
digit. The idea was incorporated in the Prolegomena, Ed 2 (1957). However, this use oI the
digit '9 had occurred unconsciously in some arrays even in CC, Ed 2 (1939). We can have
as many sectors as we like at the end oI each oI the three species oI digits. However, as this
device was used in the earlier years only in respect oI Indo Arabic numerals and each oI its
sectors had only eight semantically rich digits, it was called 'Octave Device. It is now
called 'Sector Device. UDC accepted this device in 1954. From Ed 17 onwards DC is also
using it.
6 THREE PLANES OF WORK AND THEIR SEPARATION
All along, the notational system had been imposing a limitation on practically all the
schemes. This was a great handicap. Removal oI this handicap was investigated
theoretically between 1952 and 1957. The result was the separation oI the work in the Idea,
Verbal, and Notational Planes respectively. It was also decided that the work in the Idea
Plane was paramount. It should march Iorward according to the ever-increasing demands oI
the Universe oI Subjects. It was the duty oI the Notational Plane to implement, in Iull
measure, every increasing demands oI the Universe oI Subjects. It was the duty oI the
Notational Plane to implement, in Iull measure, every Iinding in the Idea Plane. This led to
continued work in the Notational Plane, so as to increase its versatility. Further, to remove
the cloud thrown round the Idea Plane, by the use oI common words in the schedules, the use
oI agreed technical terminology in the schedule was brought into vogue. These results were
incorporated Iirst in the Prolegomena oI Ed 2 (1957) and later in Ed 3 (1967).
17
7 CO-OPERATION OF THE INTERNATIONAL FEDERATION FOR
DOCUMENTATION (FID)
The theoretical investigation since 1957 was stimulated to some extent by FID. In
October 1947, FID asked me to contribute a paper on 'ClassiIication and International
Documentation. A Iew months later, FID invited me to the 1948s FID Congress, at the
Hague. I was asked to give an exposition oI the Theory oI Faceted ClassiIication, developed
in India till then. In 1950, FID created its Committee on the General Theory oI ClassiIication
(FID/CA) and invited me to become its Rapporteur General. I continued in this capacity till
1961.
This stimulated research in the theory. The annual reports submitted to FID/CA were
discussed at its Annual Meetings. When FID/CA was replaced in 1962 by FID/CR
(Committee oI FID on ClassiIication Research), I was invited to be the Honorary Chairman
oI the latter Ior liIe.
8 STIMULUS BY INTERNATIONAL CONFERENCES ON CLASSIFICATION
On the initiative oI FID/CA and its successor FID/CR two International Study
ConIerences on ClassiIication have been held one at Dorking in 1957 and the other at
Elsinore in 1964. On both these occasions, I was invited to open the ConIerence and to
participate in its work. This provided an opportunity to discuss the subject with a large
number oI colleagues coming Irom diIIerent countries. The discussions led to the
Iormulation oI Iurther problems Ior research. This gave stimulus to the Iurther development
oI a Dynamic Theory oI ClassiIication.
18
TEAM RESEARCH IN THEORY OF LIBRARY CLASSIFICATION (1962 onwards)
1 ESTABLISHMENTS OF RESEARCH INSTITUTE
The year 1962 Iorms an important epoch in the development oI a Dynamic Theory oI
ClassiIication and oI CC. In that year, ProIessor P. C. Mahalanobis F R S, a member oI the
Planning Commission in charge oI Perspective Planning, persuaded the Indian Statistical
Institute to establish the Documentation Research and Training Centre (DRTC) in Bangalore.
This was done with the concurrence oI the Union Government. His chieI reasons Ior doing
this were:
1. In order to make industrialization oI India would become truly productive, iI and only iI
it was no longer based on imported results oI research and know-hows but was actively
supported by indigenous research and design oI know-how.
2. Progress in industries will not be possible iI based on only results oI Ioreign research and
know-hows.
3. An eIIicient and concurrent documentation work and service would not be possible,
unless supported by continuous improvement in documentation techniques.
4. Inspite oI documentation having practised in the Western countries, even beIore India`s
Independence and industrialization, the documentation methods developed in those
countries were based largely on trial and error method; on the other hand.
5. Since 1935 India has been developing a Dynamic Theory oI ClassiIication Iound Iit to
Iorm the Ioundation Ior eIIicient documentation.
6. AIter India`s Political Independence, India had boldly entered into research in the Iield oI
documentation oI nascent micro-documents; and thereIore,
7. Independent India owes it as a duty to itselI to strengthen and provide Ior Iurther research
in documentation on a permanent basis by establishing a Research Institute Ior
Documentation. The generous statesmanly outlook oI Pandit Jawaharlal Nehru gave Iull
support to this proposal. At the request oI ProI Mahalanobis, I organized the DRTC in
Bangalore, as a wing oI the Research and Development Department oI the Indian
Statistical Institute.
2 BLENDING OF METHODS OF RESEARCH
Since the establishment oI the DRTC, great strides have been taken in improving the
Dynamic Theory oI ClassiIication put in ?. These are in ordinary classiIication at book level,
and in depth classiIication at the level oI nascent micro documents, papers in periodicals and
19
parts oI books. Apart Irom many results in the theory, about 100 depth schedules have been
designed Ior the classiIication oI microdocuments in some specialist subjects. To publish
these schedules and the results oI research, two periodical publications are being maintained.
1. The proceedings oI the Annual Seminar oI DRTC (1963-), and
2. The quarterly Librarv Science with a slant to Documentation (1964) sponsored jointly by
the DRTC and the Sarada Ranganathan Endowment Ior Library Science. One oI the
outstanding Ieatures oI the research done in this DRTC is the continuous blending oI the
methods oI pure research and oI pragmatic research. This conscious blending oI the
methods leads to developmental research and quickly yields reliable results.
A. A systematic account oI the subject will be Iound in R.S.Parkhi`s Library
ClassiIication: Evolution oI Dynamic Theory (1972), Iorming the Sarada
Ranganathan Lectures, 1968. (Sarada Ranganathan Endowment Ior Library
Science Series, 2)
3 WORK IN THE IDEA PLANE
The work in the Idea Plane has been completely Ireed Irom the work in the Notational
Plane. This has enabled the work in the Idea Plane to spread out its wings, so to speak, to
their Iullest extent. This opened up a Ilood gate Ior research in the Idea Plane, In its turn this
enables the Dynamic Theory oI ClassiIication to keep step continuously with the rapid
changes in the Universe oI Subjects. This has now become a truly turbulent dynamic
continuum. Some oI the areas in which research is in progress are :
1. Clearer concept oI Basic Subject and the recognition oI diIIerent kinds oI Basic
Subject;
11 Systems oI thought oI a (MS)
12 Study oI subjects in extra-normal environmental conditions such as
Environmental Engineering, High Altitude Physiology and Economics in
Developing Countries; and
13. Study oI (MS) within a speciIied restricted range such as Physics oI Low
Pressure, Child Medicine, and Small Scale Industries;
2. Fusion as a method oI Iorming new (MS);
3. ReIinement in the concept oI the maniIestation oI the (FC);
20
4. Development and exploitation oI the concepts oI Compound Basic Subjects and
Compound Isolates with their respective components;
5. Aid oI statistical concepts in developing a general Theory oI ClassiIication.
Research in the Idea Plane is Ior classiIication in general and not Ior any particular
scheme.
4 WORK IN THE NOTATIONAL PLANE
To enable the Notational System to implement all the Iindings oI the Idea Plane, without
any inhibition, research in the Notational Plane has become a necessity. The DRTC
Research Team has been actively engaged in this work. It has already produced many useIul
results. The Notational System should develop the versatility, necessary to meet any demand
oI the Idea Plane. This had been completely overlooked in the past. Indeed, it was not
unusual Ior people to decry any research in the Notational Plane. ' Our country will not
agree to Mixed Notation; 'Our country will tolerate only the Simple System oI Indo-Arabic
numerals such are the samples oI allergy even in persons who accept the necessity Ior a
Freely Faceted ClassiIication in so Iar as the Idea Plane goes. But this does not appear to be
a healthy or scientiIic attitude. It is particularly so on account oI the increasing demand by
the classiIication oI nascent Micro Documents. The Universe oI Micro Subject is
proliIerating at a great rate. This cannot be met without research in the Notational Plane.
5. AREAS COVERED BY WORK IN DRTC
Research in the Notational Plane can in general be only with reIerence to the notational
system oI particular scheme Ior classiIication. The work in DRTC is in respect oI the
notational system oI CC. But some oI the ideas behind the results obtained may be oI use to
other schemes also. For example the Concept oI Octave Notation developed Ior CC beIore
1950 has been accepted by UDC and to some extent by DC (See Sec AD5) The areas oI
research in the Notational Plane covered aIter 1963 are:
1. Notational Devices Ior Extrapolation and Interpolation in any array among the Iacets
presented by compound subjects :
2. Notational Device Ior Iormation oI Compound Facets; subjects going with any Basic
Subjects.
3. Enlargement oI the base oI the notational system. All such matters are Iully
described in relation to the notational sytem oI CC in Chap CH.
21
FREELY FACETED VERSION OF COLON CLASSIFICATION
1. RESULTS OF THE THEORY OF CLASSIFICATION
One oI the chieI results oI the Dynamic Theory oI ClassiIication developed till now, may
be brieIly stated as Iollows:- It has taken a Scheme Ior ClassiIication Irom an Enumerative
one, through a Rigidity Faceted one, to a Freely Faceted one.
2. AUXILIARY SCHEDULES
In this discussion, we may ignore the Iew auxiliary schedules Iound practically in all the
schemes Ior classiIication DC, EC, UDC, LC, and BC. We may also do similarly with the
schedules oI analytical subdivision given Ior certain subjects in UDC.
3. ENUMERATIVE CLASSIFICATION
Each oI the above mentioned schemes consists essentially oI a long main or Core
Schedule` as it may be called. The core schedule enumerates the current and also all
anticipated subjects with their respective Class Numbers. They are mostly Compound
Subjects. LC has the longest core schedule. The number oI Compound Subjects enumerated
in DC and UDC is about 17,000. This is Iar too small a number to cover the Universe oI
Subjects throwing Iorth many new Compound Subjects, continuously and at a Iast rate. An
Enumerative Scheme is thereIore obliged to lag behind and give up providing co-extensive
Class Numbers to many new Compound Subjects. One example oI this predicament oI DC
will be Iound at the end oI Step 7.
4. VALIANT ATTEMPT OF UDC
However, UDC gets over this kind oI diIIiculty by the use oI ' Analytical Divisions in
many cases. In case oI this being impossible it valiantly gets over the diIIiculty with the aid
oI ' Coloned Numbersthat is, combining two Compound Class Numbers with the digit ':
(colon) as the connecting digit. This valiant attempt oI UDC is an indication oI the
soundness to the theory, ' the Class Number should individualise and be co-extensive with
the subject, whatever be its depth. But its solution is oIten oI a desperate kind. This is due
to UDC having Iirst accepted the long DC core oI Compound Subjects. The UDC has still
this handicap in spite oI changing its schedule oI enumerated compound subjects. This will
not happen iI the UDC breaks up each oI these Compound Subjects into its Basic Facets and
22
Isolate Facets. But the beginning oI the twentieth century was too early Ior this new way oI
building Class Numbers oI Compound Subjects to have suggested itselI.
5. ANALYTICO-SYNTHETIC CLASSIFICATION
As stated in Sec AA4 and AA5, the inability oI an Enumerative ClassiIication such as DC
giving a single schedule oI all possible Compound Subjects to provide co-extensive Class
Numbers to new Compound Subjects, led CC to Iind an alternative approach to the design oI
a scheme Ior classiIication applicable to the ever-growing Universe oI Subjects. This
alternative approach has led CC to give:
1. One Schedule oI Basic Subjects:
2. Nine auxiliary Schedules oI Common Isolates; and
3. A set oI Schedules oI Special Isolates Ior use in the Compound Subjects going with the
respective Basic Subjects a diIIerent set Ior each Basic Subject.
All these schedules are short except the schedule oI space isolates. Enumeration is
restricted only to these short schedules. The number oI enumerated schedules is expected to
be about 100 in Ed 7 (1974).
With these enumerated schedules, the number oI subjects capable oI being provided with
co-extensive Class Numbers is many hundred times larger than the 17,000 oI DC. To get this
advantage, practical classiIication cannot be as simple as looking up the index and iI
necessary looking up the relevant page oI the core schedule. On the other hand,
1. The subject should be analysed into Facets in the Idea Plane;
2. Each Facet Term should be replaced by its Facet Number; and
3. Facet Numbers should be Synthesized in the Notational Plane. In 1934, this process
oI synthesizing led H. E. Bliss, coin the term Synthetic Scheme.` But the Iully
expressive term Analytico-Synthetic Scheme` was suggested later in 1948 by A. J.
Wells. Another name used to describe CC is Faceted Scheme`.
6. RIGIDLY- FACETED SCHEME
Between 1924 and 1949, several new Compound Subjects had been thrown Iorth by the
Universe oI Subjects, challenging the capacity oI CC. According to an analysis oI the
challenge the Iault was traceable to a predetermined Facet structure imposed on all the
Compound Subjects going with a speciIic Basic Subject. This pre-determination Iorced an
overgrown Compound Subject into the Procrustean Bed oI such a Iacet. A Rigidity Faceted
23
Scheme was oIten Iound to be as bad as DC. Chapter AC, about 15 years oI theoretical
investigation led to the postulation oI the Five Iundamental Categories and other postulates
and principles. This reduced the rigidity oI CC to very a large extent.
7. FREELY FACETED CLASSIFICATION
But during the period 1962 to 1966 the deeper cause Ior the rigidity oI the earlier versions
oI CC was traced out. It was due to the wrong belieI that the Iacets belonging to the Basic
Subjects. But according to the present idea they belong only to each Compound Subject. No
doubt, a Basic Facet is a necessary Facet. Thus a Compound Subject may bring any number
oI Isolate Facets. We should identiIy each oI them. In the process oI the Analysis in the Idea
Plane, we should transIorm their sequence into the sequence suited to the syntax oI the
Notational Plane that is oI the preIerred ordinal language. This is similar to a preliminary
transIormation in translating Irom one natural language to another (Step 31 in Sec. BB5).
CC is now able to do this. It does not Iorce any particular Iacet on any Compound Subject.
Nor does it ignore and throw away any particular Iacet Irom any Compound Subject Ior
reasons oI its own inability to accommodate it in the Class Number as a result oI the Iault in
the Notational Plane on the other hand, it Iully respects the Ireedom oI a Compound Subject
to bring in any number oI every kind oI Iacet. It also gives similar Ireedom to Complex
Subjects to bring in any number oI any kind oI phase. In this way, the version oI CC Ed. 7
has gained the status oI a 'Freely Faceted Library ClassiIication. To gain this status, CC has
had to reIine its analysis in the Idea Plane. It also had to increase the versatility oI its
Notational System.
8. IS THERE NO RESIDUAL RIGIDITY ?
Any residual rigidity leIt in CC, should be lurking behind the Principles Ior Facet
sequence. (see Sec AH6) Then, these principles may Iail to give helpIul sequence. But
according to Chap XJ oI the Prolegomena, Ed 3 (1967), the Principles oI Facet Sequence
respect the Absolute Syntax oI Iacet, as Iound in the present day mode oI thinking oI a
human intellect. A method Ior checking up this assumption has also been suggested in that
chapter. In case oI assumption being true, trouble due to rigidity will arise, only under one
condition, the present mode oI thinking gets mutatated, calling Ior a diIIerent pattern oI
Absolute Syntax. Further, the apparent rigidity imposed by the Absolute Syntax is essential.
24
For, otherwise, the sequence oI Compound Subjects will prove to be like a 'river without
banks.
81 ANALOGY FROM THE RAMAYANA
The Ramayana describes that the river Ganga was trained to Iollow King Bhagiratha
along the route being carved out by him in advance to sense and to meet ever-changing,
needs oI the Universe oI Subjects.


25
DEPTH VERSION OF COLON CLASSIFICATION FOR DOCUMENTATION
1. GENESIS OF THE IDEA
A study oI the document-needs oI specialists in the industries oI USA in 1950, the
association with the International Federation Ior Documentation (FID) since 1947, and
having charge oI the FID/CA (Committee on the General Theory oI ClassiIication oI the
FID) since 1951, led to the realization oI the Iollowing :
1. Failure to take up the responsibility oI serving : The Library proIession would be Iailing
in its duty to specialist readers, with all the relevant nascent Micro Documents in their
respective subjects, would lead to the library proIession Iailing in its duty, to IulIil law 2
oI Library science;
2. The discharge oI the documentation responsibility required the use oI the Depth Version
oI the Colon ClassiIication, and indeed oI any scheme Ior ClassiIication; and
3. The design oI the Depth Version oI any scheme Ior ClassiIication should be a continuing
process; and
4. It should depend upon a Dynamic Theory oI Library ClassiIication capable oI keeping
step with the un-ending and un-anticipatable developments in the Universe oI subjects.
4. PLAN OF 1952: VOLUME 1
Accordingly, in 1952, it was intended to publish Ed 4 oI CC in 2 volumes. Vol. 1 was to
contain just what was necessary Ior classiIication at book level. It is being continued in later
editions, including the present one, with such additions as the newly emerging Literary
Warrant at book level and the needs oI generalist readers require.
3 PLAN OF 1952: VOLUME 2
Vol. 2 was intended to give the Depth Versions oI the CC Ior diIIerent specialised
subjects, in successive Iascicules.
3 ERROR IN 1UDGEMENT
Till about 15 years later, it had not brought out Iascicule oI Vol. 2. For, in 1952, the
experience was meagre to realise the implications oI building Depth Schedules Ior diverse
special subjects. The implications are as Iollows:
26
1. A methodology has to be devised Ior the design oI the Depth Version oI a scheme Ior
classiIication. This will demand Ior Compound Subjects, a Ireely-Iaceted structure, with
a large number oI Facets and the sharpening oI the Isolates in any Facet to a considerable
degree;
2 A good abstracting periodical has to be continuously scanned, and whenever necessary,
the help oI a specialist has to be taken in order to sense the Micro Subjects being newly
Iormed; and
3 The absence oI economic viability in the publication oI the Iascicules oI Depth Versions
Ior the respective special subjects will make their publication diIIicult, on account oI the
demand Ior such Iascilcules being very limited.
After the Establishment of DRTC
Since the establishment oI DRTC in 1962, the diIIiculties mentioned in Sec. 4 are being
slowly overcome as Iollows:
1. Since November 1962, teaching the subjects, to the DRTC inmates at a deep level, gave
a considerable help;
11. A better insight was gained in the understanding oI the Postulates regarding the Five
Fundamental Categories Personality, Matter, Energy, Space, and Time (PMEST);
12. Further, the Iormulation oI the versatile Wall-Picture Principle has proved to be an aid,
in most oI the cases in determining in a consistent way a helpIul sequence among the
Facets oI a Compound Subject, and also among the Isolates in a Schedule and in each
array oI it;
13. The useIul device oI Iorming Compound Isolates and Compound Basic Subjects has
been Iormulated;
14. In this connection the concept oI Special Component has been developed;
15. The concept oI Empty, Emptying, and Empty-Emptying Digits has been Iormed, in
order to provide Ior interpolation and extrapolation oI Main Subjects and oI Space
Isolates in the respective Arrays;
16. The versatility oI the Notational System oI CC has been increased to a great extent by
eliminating most oI the wastage oI digits persisting all along;
27
2 The teachers and the inmates oI the DRTC systematically scan the abstracting periodicals
in each specialised subject, having an immediate demand Ior Documentation in India, and
to take the help oI specialists in their respective subjects to the extent necessary; Thus,
21 They bring to surIace new Micro Subjects arising out oI the horizon;
3 The uneconomic idea oI publishing Iascicules oI Depth Schedules as constituents oI
Vol. 2 oI the CC has been given up;
They are now being published in the two periodical publications:
1. Library science with a slant to documentation (Lib Sc) jointly sponsored by the Sarada
Ranganathan Endowment Ior Library Science and the DRTC; Vol.1 ---; 1964 ---; and
2. Annual seminar, DRTC (Annual Seminar, DRTC) V1 --; 1963 --.
A Iew schedules had also been published earlier in the Annals oI library science (An lib sc)
V1-10; 1954-1963.
6. PROGRESS IN THE PREPARATION OF DEPTH VERSIONS OF COLON
CLASSIFICATION
Sec. 8 gives a list oI the subjects already provided with schedules Ior Depth Versions. The
list includes also 20 unpublished schedules.
7 NEED FOR CONTINUED REVISION
Depth Scheducles should generally be taken to be much more provisional than the Basic
Schedules Ior books. For, they will have to be revised more Irequently, than the Basic
Schedules, in the light oI the,
1. Formation oI new Micro Subjects;
2. Improvements in the Theory oI Library ClassiIication; and
3. Resulting changes and improvements in the schedules.
7. List oI Depth Versions oI COLON CLASSIFICATION
28
SN Class Subject Author Where published
Number (Either the Paper numbers
inclusive pages are given)
1. a Generalia bibliography Ranganathan (S.R.) An lib sc. 10; 1963; D
and Neelameghan (A)
2. w Personal bibliography Ranganathan (S R) Ann.sem,DRTC.3;1965; H
and Neelameghan (A)
3. 2 Library Science Bhattacharyya (G) Ann sem, DRTC. 4 1966; N
and Bhattacharyya (M)
4. 2 Library Science Ranganathan (S R) Lib Sc. 7; 1970; J
5. 2;51 Library classiIication Ranganathan (S R) An lib sc. 7; 1960; 65-76
6. 2;51 Library classiIication Kidwai (A H) Unpulished
7. 2;55 Library cataloguing Ranganathan (S R) An lib sc. 8; 1961; 35-41.
8. 2;51 Library classiIication Bhattacharyya (G) Ann sem, DRTC 5; 1967; F
9. 3 Book science Ranganathan (S R) Lib sc. 1; 1964; F
10. 8 Management Ranganathan (S R) An lib sc. 3; 1956; 33-85
11. 2;51 Library classiIication Upadhyaya (P D) Unpublished
12. 8;y Personnel Ranganathan (S R) Unpublished
Management
13. 95,8 Programming Ravichandra Rao(I K) Lib sc. 9; 1972; B
language and Rawat (K)
29
SN Class Subject Author Where published
Number (Either the Paper numbers
inclusive pages are given)
14. BT93 Statistical Harjit Singh Unpublished
quality control
15. C5 Radiation physics Subramanian (T V) Unpublished
16. C5 Radiation physics Revanna Siddappa Unpublished
17. D41 Highway engineering Raghavan (MC) Unpublished
18. D44 Bridge engineering Sabade ( M R) Unpublished
19. Air Vehicle Wing Neelameghan (A) and Lib. Sc. 7; 1970; C
Ranganathan (T)
20. Motor vehicle Neelameghan (A), Lib. Sc. 4; 1966; P
Gopoinath (MA) and
Denton (P H)
21 Locomotive Neelameghan (A)
and Bhattacharrya (G) Lib Sc. 3; 1966; P
22. AircraIt Ranganathan (T) Unpublished
23. Helicopter Basu (H) unpublished
24. Missile Anjaneyulu (V) Ann sem, DRTC, 3;
1965; K
25. Screw Adbul Rahman Lib. sc. 1; 1964; B
AIroze Fathima, and
Ranganathan (T)
26. Nut Ranganathan (T) Lib. sc.1; 1964; G
27. Bearing Ranganathan (T) Lib sc. 1; 1964; M
28. Gear Ranganathan (T) Lib. sc. 3; 1966; B
29. Spring Ranganathan (T) Ann sem. DRTC,3;
1965; J
30. High vacuum pump Malhotra (VK) Unpublished
31. Air compressor Thomas (J T) Unpublished
32. Furnace Chakraborti (A K) Ann sem, DRTC.
5;1967;G
33. Boiler Neelameghan (A) and Ann sem, DRTC.
Gopinath (M A) 3; 1965; L
30
SN Class Subject Author Where published
Number (Either the Paper numbers
inclusive pages are given)
34. Reciprocating Ranganathan (S R). Lib. sc.2;1965; B
internal combustion Neelameghan (A) and
engine Gopinath (M A)
35. Gas turbine engine Ranganathan (T) Ann sem, DRTC,
2;1964; 1.4
36. Chemical rocket Vasudeva Rao (K N) Ann sem, DRTC. 4;
engine 1966; Q
37. Voltaic Cell Subramanian (P V S) Unpublished
38. Electric Motor Gupta (B L) Unpublished
39. Electron tube Parthasarathy (V V) Ann sem, DRTC.
3; 1965; N
40. Semi-Conductor Nagarathna (R A) Ann sem, DRTC. 3;
diode and transister 1965; P
41. Transistor Gundu Rao (D) Ann. sem, DRTC
2; 1964; 1.5
Transistor Mari Gowda (A B) Unpublished
42. Radar Ramananda (B S) Ann sem, DRTC;
2; 1964; 1.6
43. Laser Ramananda (BS) and Ann. sem, DRTC
Anjaneyulu (V) 4; 1966; R
44. Nuclear reactor Raghavendra (MK) Ann sem; DRTC;
3; 1965; N
45. Particle accelerator Gupta(A B) Unpublished
46. Computer Anjaneyulu (V) Ann sem, DRTC;
5; 1967; H
47. Lathe Gopinath (M A) Lib. sc.8;1971;k
48. Antenna Aloraham (M A) Unpublished
49. Incandescent DRTC trainees Unpublished
lamp
50. Radio receiver Devadasan (F J) Unpublished
51. Corrosion Chitnis (M) Unpublished
52. Metallurgy Chakraborti (A K) Unpublished
31
SN Class Subject Author Where published
Number (Either the Paper numbers
inclusive pages are given)
53. Technology oI Iood Neelameghan (A) and Lib. sc. 7; 1970; L
Sangameswaran (SV)
54. Meat Gopinath (M V) Unpublished
55. ReIractory material Gupta (A K) Ann sem, DRTC.
5; 1967; K
56. Ceramics Bavadekar (P N) Unpublished
57. Glass Neelameghan (A) Lib.sc.5; 1967; L
58. Natural Rubber Nair (V K G) Unpublished
59. Plastics Bhide (M G) Unpublished
60. Man-made Iibre Shah (P R) and Ann sem, DRTC. 6;
Chitra Krishnamswamy 1968; BE
61. Leather Eswara Reddy (DB) Ann sem, DRTC. 6;
1968; BF
62. FV Foundry Jayarajan (P) Unpublished
63. Biology oI steriods Mitra (Priti) Unpublished
64. GT Cytology Krishnamurthy (P G) Unpublished
65. J,431 CoIIee Cultivar Lakshmanaswamy (MG) Ann sem, DRTC. 2;
1964; 1.7
66. J,452 Tobacco Cultivator Raja Rao (D Ch) Ann sem. DRTC. 3;
1965; S
67 J,711 Rubbercultivar Goonetileke (S C) Ann sem. DRTC. 4;
1965; S
68. KX;6 Animal breeding Chandrasekara Unpublished
Sastri (K)
69. L;2 Human anatomy Seetharama (S) Unpublished
70. L;4 Disease (in medicine) Seetharama (S) Lib. sc.8; 1971; R
71. L;4;35 Diagnositic radiology Ranganathan (SR). Lib. sc. 2; 1965; G
Neelameghan (A) and
Gopinath (MA)
32
SN Class Subject Author Where published
Number (Either the Paper numbers
inclusive pages are given)
72. L;4;65 Therapeutic radiology Ranganathan (SR) Lib. sc.2; 1965; G
Neelameghan (A) and
Gopinath (MA)
73. LX3 Pharmacology Ranganathan (S R) Lib. sc. 1; 1964; L
and Neelameghan (A)
74. LX3,C5 EIIect oI nuclear Mukherjee (SC) Unpublished
Radiation,
Pharmacology
75. LY5 Public Health Rajani Ahuja Unpublished
76 MP85 Fountain pen Bavadekar (PN) Unpublished
production
77. O,152,1 Hindi poetry Sharma (N K) Ann sem, DRTC, 6,
1968;Bh
78. O,31,1 Tamil poetry Ranganathan( S R) An lib sc. 10; 1963; P
Thillainayagam (V)
79. S Psychology Sinha (M P) Unpublished
80. T;3 Teaching technique Mahajan (S G) Unpublished
81. V;15 Foreign policy, History Wasan (R P) Ann sem, DRTC.4;
1966;T
82. W Political science Chayadevi (A) Unpublished
83. W`;15 Foreign Policy, Wasan (R P) Ann sem, DRTC, 4;
Political science 1966;T
84. w,691 Communism Sanyal (TK) Unpublished
85. X62 Banking Neelameghan (A) Unpublished
86. X,65 Investment Neelameghan(A) Lib.Sc.8; 1971;C
87. X,72 Taxation Neelaemghan (A) Lib.sc.8;1971;F
88. X,95 International Trade Neelameghan (A) Lib.sc.8,1971;L
89. XX,D74 Transport economics Neelameghan (A) Lib Sc. 7; 1970; P
and Gopinath (MA)
90. XYT Econometrics Sambamurthi(N) Unpublished
91. Y Sociology Mukherjee (BP) Unpublished
92. YX Social Work Kumedan(BS) Ann sem. DRTC.5;
and Parkhi(RS) 1967;M
33
LIST OF NORMATIVE PRINCIPLES
0 INTRODUCTION
The theory governing the design and the use oI scheme Ior Library ClassiIication is given
in my Prolegomena to Librarv Classification, Ed. 3 (1967). CC Iollows this theory. A list oI
the normative principles explained in that book is given here Ior ready reIerence. Except in
Sec. 5, the part, chapter, or section number given within brackets at the end oI the collective
and the individual names oI the normative principles, is the number oI the part, chapter, or
section in the Prolegomena, in which that principle is deIined, explained and illustrated. In
Sec 5 the reIerence is to this book itselI.
1 GENERAL LAWS
11 Laws oI Interpretation (Chap DC)
12 Laws oI Impartiality (Chap DD)
13 Law oI Symmetry (Chap DE)
14 Law oI Parsimony (Chap DF)
15 Law oI Local Variation (Chap DG)
16 Law oI Osmosis (Chap DH)
2 LAWS OF LIBRARY SCIENCE
21 Books are Ior Use (Sec DB1)
22 Every Reader His book (Sec DB2)
23 Every Book Its Reader (Sec DB3)
24 Save the Time oI the Reader (Sec DB4)
25 Library is a Growing Organism (Sec DB5)
3 Canons of Classification
31 Canons Ior Work in the Idea Plane (Part E)
311 Canons Ior characteristics (Chap EB, EF)
3111 Canon oI DiIIerentiation (Chap EC)
3112 Canon oI Relevance (Chap ED)
3113 Canon oI Ascertainability (Chap EE)
3114 Canon oI Permanence (Chap EF)
34
312 Canons Ior Succession oI Characteristics (Chap EG/EK)
3121 Canon oI Concomitance (Chap EH)
3122 Canon oI Relevant Succession (Chap EJ)
3123 Canon oI Consistent succession (Chap EK)
313 Canons Ior Array (Chap EL/EQ)
3131 Canon oI Exhaustiveness (Chap EM)
3132 Canon oI Exclusiveness (Chap EN)
3133 Canon Ior HelpIul Sequence (Chap EP)
3134 Canon oI Consistent Sequence (Chap EQ)
314 Canons Ior Chain (Chap ER/ET)
3141 Canon oI Decreasing Extension (Chap ES)
3142 Canon oI Modulation (Chap ET)
315 Canons Ior Filiatory Sequence (Chap EU)
3151 Canon oI Subordinate Classes (Sec EU1)
3152 Canon oI Co-ordinate Classes (Sec EU2)
32 Canons Ior Work in the Verbal Plane (Part G)
321 Canon oI Context (Chap GB)
322 Canon oI Enumeration (Chap GC )
323 Canon oI Currency (Chap GD)
324 Canon Reticence (Chap GE)
33 Canons Ior Work in the Notational Plane (Parts J/L)
331 Basic Canons Ior Notation (Part J)
3311 Canon oI synonym (Chap JB)
3312 Canon oI Homonym (Chap JC)
3313 Canon oI Relativity (Sec JD1)
3314 Canon oI UniIormity (Sec JD2)
3315 Canon oI Hierarchy (Sec JE1)
3316 Canon oI Non-Hierarchy (Sec JE2)
3317 Canon oI Mixed Base (Sec JF1)
3318 Canon oI Pure Base (Sec JF2)
33191 Canon oI Faceted Notation (Sec JG2)
35
33193 Canon oI Co-extensiveness (Sec JH1)
33194 Canon oI Non Co-extensiveness (Sec JH2)
332 Canons Ior Mnemonics (Part K)
3321 Canon oI General Mnemonics (Chap KA)
3322 Canon oI Alphabetical Mnemonics (Chap KB)
3323 Canon oI Scheduled Mnemonics (Chap KC)
3324 Canon oI Systematic Mnemonics (Chap KD)
3325 Canon oI Seminal Mnemonics (Chap KE)
333 Canons Ior Growing Universe (Part L)
3331 Canon oI Extrapolation in Array (Chap LC)
3332 Canon oI Interpolation in Array (Chap LD)
3333 Canon oI Extrapolation in Chain (Chap LF)
3334 Canon oI Interpolation in Chain (Chap LG)
34 Canons Ior Book ClassiIication (Parts U/V)
341 Canon oI Book Number (Sec UB2)
342 Canon oI Collection Number (Sec VB6)
343 Canon oI Distinctiveness (Sec VC3)
4. Postulates oI ClassiIication (Part R)
41 Postulated Ior Facets (Chap RB/RJ)
411 Postulate oI Fundamental Categories (Sec RB1)
412 Postulate oI Basic Facet (Sec RC1)
413 Postulate oI Isolate Facet (Sec RD1)
414 Postulate oI Rounds Ior Energy (See RH1)
415 Postulate oI Rounds Ior Personality and Matter (See RH2)
416 Postulate oI Rounds Ior Space and Time (Sec RH3)
417 Postulate oI Level (Sec RJ1)
42 Postulates Ior Iacet Sequence
421 Postulate oI First Facet (Sec RK1)
422 Postulate oI Concreteness (Sec RK2)
423 Postulate oI Facet Sequence within a Round (Sec RK3)
424 Postulate oI Facet Sequence within Last Round (Sec RK 4)
36
425 Postulate oI Level Cluster (Sec RK5)
5 POSTULATES FOR SUB-FACETS
51 Postulates Ior Sub-Facets in a Basic Facet
511 Postulate oI Main Sub-Iacet in a Basic Facet
512 Postulate oI Primary, Non-Main Sub Iacet in a Basic Facet
513 Postulate oI Sub-Iacets , other than the Main and Primary ones, in a Basic Facet.
52 Postulates Ior Sub-Facets in an Isolate Facet
521 Postulate oI Primary Sub-Facet in an Isolate Facet
522 Postulate oI QualiIier Sub-Facets in an Isolate Facet
6 PRINCIPLES FOR FACET SEQUENCE AND SUB-FACET SEQUENCE
(CHAP RM/RN)
61 Wall-Picture Principle (Sec RM1)
62 Whole-Organ Principle (Sec RN1)
63 CowCalI Principle
64 Actand-Action-Actor-Tool Principle (Sec RNS)
7 PRINCIPLES FOR HELPFUL SEQUENCE
71 Principle oI Chronology and Evolution
711 Principles oI Later-In-Time (Chap FB1)
712 Principle oI Later-In-Evolution (Chap FC1)
72 Principle oI Spatial Contiguity (Chap FD)
721 Principle oI Bottom-Upwards (Sec FD21)
722 Principle oI Top-Downwards (Sec FD22)
723 Principle oI LeIt and Right (Sec FD31)
724 Principle oI Right and LeIt (Sec FD32)
725 Principle oI Clockwise Direction (Sec FD41)
726 Principle oI Counter-Clockwise Direction (Sec FD42)
727 Principle oI Periphery to Centre (Sec FD51)
728 Principle oI Centre to Periphery (Sec FD 52)
7291 Principle oI Away-Irom-Position (Sec FD6)
73 Principle oI Quantity (Chap FE)
37
731 Principle oI Increasing Quantity (Sec FE1)
732 Principle oI Deceasing Quantity (Sec FE2)
74 Principle oI Increasing Complexity (Chap FE1)
75 Principle oI Canonical Sequence (Chap FC)
76 Principle oI Literary Warrant (Chap FH1)
78 Principle oI Alphabetical Sequence (Chap FJ1)


38