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Apologies if this enquiry is simple or obvious. A question has stumped me - easily done, as I am not an experienced local historian. Grateful for any information on the significance of the term Reading Room to describe what in other places might be called the Church Room, Church Hall, Parish Room or Parish Hall, or sometimes School Room. Looking around, I find there seems to be a fashion for setting up Reading Rooms, often associated with village or town Institutes, or Working Men's Clubs, which in turn may have been set up with the support of the parish church, but generally as a separate organisation. Most instances I have come across of the use of the term date to the mid to late 19th century. However, close to where I live in Surrey, there is a village Reading Room that belongs to the parish church, stands in for the church or parish room, and is not attached to an Institute or similar separate organisation. Are these common elsewhere? What would have been distinctive about a Reading Room? (Nothing to show in this one, these days, except possibly approx. 8 ft. of shelves, not very well suited to a library!) Was there any sort of organised movement behind their establishment, or was it just a fashioable form of philanthropy? Was there any sort of blueprint for a Reading Room? Any pointers gratefully received. Many thanks Hilary Ely * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * This email and any attachments with it are intended for the addressee only. It may be confidential and may be the subject of legal and/or professional privilege. If you have received this email in error please notify the sender or [log in to unmask] The content may be personal or contain personal opinions and cannot be taken as an expression of the County Council's position. Surrey County Council reserves the right to monitor all incoming and outgoing mail. Whilst every care has been taken to check this outgoing e-mail for viruses, it is your responsibility to carry out any checks upon receipt. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *