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 the United States on the use of the text. 
 
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THE CHILDREN'S LIBRARY 
 
The efficiency of any profession depends in large 
 measure upon the degree to which it becomes scientific. 
 The . . . profession will improve in proportion as its 
 members direct their daily work by the scientific spirit 
 and methods, that is, by honest, open-minded considera- 
 tion of facts, by freedom from superstitions, fancies or 
 unverified guesses, and in proportion as the leaders 
 . . . direct their choices of methods by the results of 
 scientific investigation rather than by general opinion. 
 
 Edward Lee Thorndike. 
 
THE CHILDREN'S LIBRARY 
 
 A DYNAMIC FACTOR IN 
 
 EDUCATION 
 
 BY 
 
 SOPHY H. POWELL 
 
 WITH AN INTRODUCTION BY JOHN COTTON DANA 
 
 THE H. W. WILSON COMPANY 
 
 WHITE PLAINS. N. Y.. AND NEW YORK CITY 
 
 1917 
 
Copyright, 1917 
 BY The H. W. Wilson Company 
 
To 
 
PREFACE 
 
 This book is addressed to those interested in chil- 
 dren, whether teachers, Hbrarians or parents. It has 
 not been written from the standpoint of any one group, 
 because there seems to be a need for a study of library 
 work with children based upon broad educational prin- 
 ciples and concrete facts, and not upon the opinions of 
 any one class of workers. It does not present definite 
 conclusions or technical information which is already 
 available; but it is submitted as a basis for further 
 discussion. 
 
 School authorities are often indifferent to the value 
 of libraries for children ; librarians are none too familiar 
 with educational ideas and ideals, and frequently seem 
 to judge modern education, not by its aims but by its 
 immediate accomplishments. While the teacher is 
 likely to underestimate the value of books other than 
 text books, the librarian is in danger of over-emphasiz- 
 ing the esthetic and literary values of reading for 
 children, and of overlooking the tremendous changes in 
 the attitude of the educational world toward books, 
 due to developments . in sociology, psychology, applied 
 science and industry, The statements of educators and 
 of librarians in regard to children's reading bear an 
 astonishing similarity; yet it seems to be the general 
 opinion among librarians, judging from their printed 
 words, that the scho'ol gives too little attention to the 
 cultural side of books and reading. This book is pre- 
 
Vlil THE CHILDREN S LIBRARY 
 
 sented in the hope that it will help librarians to under- 
 stand better the modern educational attitude toward 
 children in relation to books, and teachers to appreciate 
 the value of the work which could be done by the 
 public library for the schools. 
 
 The function of the public library as a continuation 
 school has not been fully recognized. How to educate 
 adolescent children, who are often working children, 
 is a problem as yet unsolved. The use of books in 
 vocational and trade education is especially empha- 
 sized, partly because such training is well within the 
 pale of liberal culture if properly handled, and partly 
 because the significance of books as literature has been 
 adequately treated elsewhere. Whatever doubts one 
 may have about vocational education, in some form or 
 other, it is here to stay, and probably for others than 
 prospective wage earners. The public library as yet 
 plays a small part in the lives of working children. 
 Here is an attempt at an explanation of this fact, 
 with suggestions which may help to make the library 
 more useful to that class for which it has always been 
 primarily intended — those unable to take advantage 
 of formal education. 
 
 It is a pleasure to acknowledge indebtedness to 
 those who have read the manuscript in whole or in 
 part and have contributed criticisms and suggestions. 
 
 S. H. P. 
 Glen Ridge, New Jersey 
 January 20, 1917 
 
CONTENTS 
 
 Introduction xi 
 
 I. The place of books in education i 
 
 II. Early libraries for children 33 
 
 III. The elementary-school library 47 
 
 IV. The high-school library 81 
 
 V. The library resources of country children T29 
 
 VI. Public library relations with public schools 167 
 
 VII. The public library an integral part of the 
 
 public education 191 
 
 VIII. The children's room 225 
 
 IX. The children's librarian and her training. 255 
 
 X. Aids to library work with children 273 
 
 XI. Book selection 287 
 
 XII. Some social aspects of library work with 
 
 children 321 
 
 Bibliography 341 
 
 Index ; 457 
 
INTRODUCTION 
 
 A careful study of the relations of children's read- 
 ing to teachers, parents and librarians has long been 
 needed, and this is precisely what Mrs. Powell has 
 given us. Her book is a cool and dispassionate state- 
 ment of facts. Included in the facts are not only the 
 relations which children's reading bears to schools, to 
 libraries and to homes, but also the opinions on these 
 relations which are held by the advocates of the varied 
 theories that have arisen in recent years as to what 
 those relations should be. Extremists on either side 
 of the many questions that the modern practice of guid- 
 ing children's reading has brought forward, may find 
 here what seem at first to be special pleas for and 
 against their several theories. Investigation will show 
 them that, in the progress of her study, the author has 
 but calmly presented both sides, letting conclusions 
 fall with the weight of testimony, as they should. 
 
 The equipment of the author for the production of 
 such a book as this, a book which will rank among the 
 few careful studies yet made of any part of the public 
 librarian's field, is of interest and value to the reader 
 and should be noted. The manner in which the book 
 was written, the process, that is, by which it grew from 
 a preliminary study of writings on the immediate sub- 
 ject to a careful examination of so much of the whole 
 
Xll INTRODUCTION 
 
 field of education as is covered by the voluntary, guided 
 and obligatory reading of children, — this also is worthy 
 of brief presentation. A new author speaking on a 
 debatable subject is entitled to have her claims for a 
 hearing fairly set forth, even though, as here, she may 
 make somewhat of a protest against such a presenta- 
 tion in her own book. 
 
 Before her marriage Mrs. Powell had wide experi- 
 ence in library practice. After graduating from the 
 Pratt Institute Library School she worked in the Oster- 
 hout Free Library of Wilkes-Barre ; in a branch library 
 ?n Cleveland ; in New York as a children's librarian ; 
 and then in Queensborough as branch librarian. She 
 also organized a library in Hazleton, Pennsylvania. 
 
 From her report of her library experience it is evi- 
 dent that she was an enthusiastic advocate of the teach- 
 ing and entertaining attitude of public libraries toward 
 young people. As time passed and her experience 
 broadened she came to the conclusion that work done 
 from' this attitude was not as satisfactory and helpful 
 in the long run as the enthusiasm of others, and as the 
 personal pleasure she had herself derived from it, had 
 led her to think it was. At length, having more leisure 
 for thinking and study, she found herself asking two 
 questions, "Is the position which public libraries have 
 taken in recent years toward children's reading, the 
 proper and helpful one? That is, should public li- 
 braries enter the formal education liedd, and if so, how 
 far ought they to venture therein?" 
 
 To those questions her book is the answer, — an 
 
INTRODUCTION xui 
 
 answer brought forth by some four years of intensive 
 study, including an examination, not only of the litera- 
 ture of the subject, but also of the actual practice in 
 such libraries as those of St. Louis, Chicago, and Phila- 
 delphia. She studied, observed and talked with both 
 teachers and librarians, getting at their theories and 
 learning of their work. 
 
 And so, for several- years, the book grew, widening 
 in scope as new studies opened the field, and becoming 
 each year more truly a presentation of all aspects of the 
 subject and less and less a series of arguments in favor 
 of any group of theories. Even after it was complete, 
 as she tried to believe, in content and amply scientific in 
 manner, and after it had been accepted for publication, 
 Mrs. Powell continued to subject it to careful scrutiny 
 and to a resulting revision, in an effort to free her 
 book of statements born merely of enthusiasm or pre- 
 judice and to make it tell precisely what her studies 
 disclosed, and no more. 
 
 The preface says, in confirmation of what has been 
 here set down, that this book "does not present definite 
 conclusions, or technical information which is already 
 available ; but it is submitted as a basis for further dis- 
 cussion." For this purpose it is admirably full and 
 rich. It discusses the place of reading in education, 
 the history of books and libraries for children and of 
 the library in the elementary school ; and then goes on 
 to the high school, to the library itself, to the latter's 
 place in education and to the special activities of the 
 library toward children which have been so highly de- 
 
XiV INTRODUCTION 
 
 veloped in recent years. It opens out a wide field, and 
 one may well say that, for some years to come, any en- 
 thusiastic advocate of any special cult in library service 
 for children, who attempts to uphold his theory with- 
 out having first examined carefully the facts this book 
 presents, will find himself very poorly equipped for his 
 task. 
 
 John Cotton Dana 
 Newark, New Jersey 
 March, igij. 
 
THE CHILDREN'S LIBRARY: 
 
 A DYNAMIC FACTOR IN 
 
 EDUCATION 
 
 CHAPTER ONE 
 THE PLACE OF BOOKS IN EDUCATION 
 
 Although much has been written and said about 
 the influence of books, few learn to read; that is, to 
 assimilate ideas from a printed page. Printed charac- 
 ters are still comparatively new to the human mind, 
 and the mastery of them is not nearly complete. Fur- 
 thermore, the use of books generally has been taught 
 according to medieval and even ancient conceptions, 
 which do not fit modern requirements. As a result, 
 the reading of the majority is aimless and superficial, 
 and confined largely to newspapers and magazines; 
 and there is too little practical recognition of the ser- 
 vice which books and periodicals might be made to 
 perform in modern industry and business. Books are 
 not used enough by those who should be getting prac- 
 tical help from them, and are depended upon too much 
 by a small number who regard them chiefly as aids to 
 culture. 
 
 The reading done by children, which is important 
 
2 THE CHILDREN S LIBRARY 
 
 from both a cultural and a practical standpoint and 
 which should make them reading men and women, 
 usually fails to acquaint them with books as sources 
 of help and information in their hobbies and other in- 
 terests. Nor does it develop in them a discriminating 
 taste, because reading as a merely mechanical art is 
 difficult for young children. Serious reading habits 
 are acquired only after long and patient practice and 
 by some not at all.' Many educational authorities 
 contend, therefore, that school children should do 
 most of their reading in school, or at least under the 
 direction of teachers, whose constant supervision might 
 help them to master some of its difficulties; also that 
 children's reading generally should not be hampered by 
 the indiscriminate use of public library books by which 
 the child is liable to destroy any skill in the use of 
 print he may be in the way of acquiring. 
 
 Some librarians have maintained, on the other hand, 
 that young people will read out of school, and that the 
 public library should furnish them with the proper 
 kind of reading, which, in contrast to that done in 
 school, should be chiefly recreational and cultural. 
 This implies that everything done in school is irksome, 
 and that all outside reading is recreation, an opinion 
 which does not seem to be justified by the facts. Pub- 
 lishers of the five-cent weeklies report that the boy of 
 
 1 "It is a sad and significant fact that most people who attend 
 public schools never learn to read even the most simple material with 
 a fair degree ot ease and speed. Most people find the reading of a 
 simple story or the morninR paper a tiring and difficult task. Reading 
 is drudgery for most of them because they have never mastered the 
 mechanics of the process. The most difficult part of elementary school 
 wqrk IS learning to read, and it is the one in which the least 
 satisfactory results have been secured." — Ayres and McKinnie, The 
 public library and the public schools, 76 (19 16). 
 
THE PLACE OF BOOKS IN EDUCATION 3 
 
 to-day wants technical books. Even if he uses the 
 pubhc Hbrary for recreational reading, he will also 
 read his "Bowery Billy" until he acquires more serious 
 interests. The cultural and literary side of education 
 receives much attention from the leaders in school 
 matters, as is shown by the amount of material on 
 this subject, and they have the assistance of child 
 experts and the advantage of long years of experience 
 with children. To be sure the school is not yet able 
 to apply psychological principles to the education 
 of all children. Much less has the public library the 
 means by which to discover those children to whom 
 reading is a hindrance rather than a help. The public 
 library is supported by public funds upon the theory 
 that it is part of the educational system; therefore, in 
 dealing with school children it should proceed only 
 in cooperation with the older institution. The librarian 
 is necessarily the book expert, not the child expert. 
 
 In maintaining children's rooms in public libraries, 
 many librarians have sought to give each child a sub- 
 stitute for a well chosen private library in which to 
 browse. Well selected books in a home usually imply 
 well educated and cultivated parents ; in the school the 
 use of such books is accompanied by constant supervi- 
 sion and study and thus in both instances the influence 
 of books is only one of the many factors of environ- 
 ment. To duplicate the child's library, without being 
 able to duplicate the condition of his being well born, 
 without the subtle refinements of a good home, and 
 also without the supervision possible in the school — 
 and the public library cannot and does not give such 
 
4 THE CHILDREN 8 LIBRARY 
 
 supervision — will not produce even approximately 
 similar results. On the other hand, there have been 
 certain consequences of the indiscriminate and exces- 
 sive use of libraries by school children which have been 
 unforeseen and not always desirable. 
 
 First, there is the possible hindrance to school work 
 due chiefly to the library's independence of the school. 
 Probably Doctor Brumbaugh expressed the opinion of 
 many educators when he said, "The free use of libra- 
 ries undirected is a pernicious practice. It is far better 
 to have the teachers select and restrict the reading of 
 the pupils. Many a complaint of poor work is due to 
 the fact that the mental energy of the pupil is appro- 
 priated to reading books of no value in his educational 
 progress, leaving him dull and listless for the specific 
 work of the schools.'" Since only about half the school 
 children are getting more than a smattering of an edu- 
 cation,' such a complaint is not without significance. 
 At a time when the backward child is making no prog- 
 ress in his classes, and as a result is in danger of 
 drifting with scanty equipment into the ranks of un- 
 skilled labor, neither public library nor school points 
 out to him the value of books as vocational aids. When 
 vocational guidance is given it is usually to high school 
 pupils; thus the great majority of children who are 
 about to go to work receive no benefit. Some changes 
 in the right direction have been made in the child 
 labor laws, but they provide, for the most part, that 
 
 'National education association. Proceedings, 1900:169-74. 
 
 ' Less than half the children finish well more than the first six 
 maes, only one-fourth enter high school, and only one child in ten eoei 
 through high school. Ayers, Laggards in our schools, 4 (1909): V. S. 
 commissioner of education. Report, i9ii:I,xiii. 
 
THE PLACE OF BOOKS IN EDUCATION S 
 
 children may leave school at a certain age, and specify 
 no grade which the children must have reached or fin- 
 ished. Accordingly, many children leave school before 
 they finish the sixth grade, before vocational guidance 
 or help has been offered them. In one typical indus- 
 trial city' over half the working papers were issued to 
 children from the fourth, fifth and sixth grades. 
 
 The librarian is sometimes misled into thinking 
 that he is accomplishing satisfactory results, by the 
 fact that the children who come to the public library 
 show an overpowering eagerness to get "liberries." 
 Young people generally pass through a reading crazy 
 period, which may begin at eight and last until fourteen 
 or sixteen." The library is able to gratify the desires 
 of such children, but the librarian does not and per- 
 haps cannot decide when this craze is merely a waste 
 of mental energy, and there are no available records 
 which show that he is able to use this craze to promote 
 reading habits that will be increasingly useful. 
 
 This does not mean that young people may not 
 profitably use a public library. They would use books 
 just as eagerly if they could find material upon the 
 subjects to which their tastes and aptitudes directed 
 them. In any case the school record of each child 
 seems to offer the only sure basis for determining 
 whether he should be allowed to stuff himself with 
 thoroughly innocuous literature or whether he should 
 be directed to books which will establish a definite aim 
 
 * Van Sickle, Report on the examination of the school system of 
 Bridgeport, Conn., 63-5 (1913). 
 
 " See Bullock, Some observations on children's reading. National 
 education association, Proceedings, 1897:1015-21; Vostrovsky, A study 
 of children's reading tastes. Pedagogical Seminary, 6:523-35 (1898). 
 
6 THE CHILDREN S LIBRARY 
 
 in reading. This individual direction is possible only 
 in the school, and is the business of the school. The 
 library furnishes it only spasmodically at best, and is 
 not equipped either with money or methods to assume 
 what is clearly a teaching function. 
 
 Few wage earners are aware of the contribution 
 that books could make to their progress by increasing 
 the range of choice of vocation or by furnishing tech- 
 nical information by means of which they might get 
 better jobs. The librarian is likely to overlook the op- 
 portunity for such service because he has no way of 
 classifying the interests of readers except according to 
 their reading tastes, which, in the case of children, may 
 be entirely disassociated from their interest in doing 
 things. Theoretically maintained as an educational in- 
 stitution for those who cannot aflford to buy their own 
 books or otherwise continue their education, the public 
 library sometimes seems to be conducted upon the the- 
 ory that its mission is chiefly to provide good literature 
 for those who have learned to like it, thus neglecting 
 the interests of the child as prospective wage earner. 
 It is only natural, therefore, that when they go to work 
 young people too often fail to recognize the library as 
 an agency which can be of practical help to them. 
 There seems to be nothing which leads out from their 
 use of the children's room into the use which intelli- 
 gent working men may make of a public library. By 
 insisting that only literature so-called can be read for 
 pleasure and by over-emphasizing the value of good 
 literature, some librarians have brought it about that 
 the library is considered as chiefly recreational in its 
 
THE PLACE OF BOOKS IN EDUCATION 7 
 
 function ; an opinion which is not confined to the "pub- 
 He," but prevails among sociologists and educators. 
 
 These may be some of the reasons why so few wage 
 earners are using our public libraries in a serious way. 
 Although some attempts have been made in this direc- 
 tion, there is no far-reaching, systematic method 
 whereby children are taught either by the library or 
 by the public school to use a public library for other 
 than recreational purposes. Yet one of the earliest 
 developments of the public or free library idea was the 
 apprentices' library for working boys and girls. Mr. 
 Andrew Carnegie has declared that the benefits which 
 he, as a working boy, derived from books was the di- 
 rect inspiration of his gifts to public libraries, that 
 other working boys might be helped by books." 
 
 If the librarian's attention is given mainly to school 
 children already provided for, instead of to working 
 children for whom the public library is the only educa- 
 tional resource, the latter will certainly suffer from 
 neglect, since there is neither time, money, nor energy 
 for the service of both. 
 
 It has been claimed that the only way to reach the 
 older children is by encouraging them to make free and 
 
 •* "My own personal experience may have led me to value a free 
 library beyond all other forms of beneficence. When I was a boy in 
 Pittsburgh, Col. Anderson of Allegheny — a name I can never speak 
 without feelings of devotional gratitude — opened his little library to 
 boys. Every Saturday afternoon he was himself in attendance at his 
 home to exchange books. No one but him who has felt it can know the 
 intense longing with which the arrival of Saturday was awaited, that a 
 new book might be had. My brother and Mr. Phipps who have been 
 my principal business partners through life, shared with me Col. An- 
 derson's precious generosity, and it was when reveling in these treas- 
 ures that I resolved that if ever wealth came_ to me it should be used 
 to establish free libraries, that other boys might receive opportunities 
 similar to those for which we were indebted to that noble man." In 
 Adams, Public libraries and popular education. Home education bul- 
 letin (N. Y. state), 31:61. 
 
8 THE children's LIBRARY 
 
 unrestricted use of the library from early years. This 
 practice has been followed for over fifteen years; yet 
 librarians complain that the adolescent child is not us- 
 ing the library. The adolescent child in the majority of 
 cases is the working child, and the library does not 
 know his interests, nor is it prepared to further them. 
 If the teaching of school children to use a public li- 
 brary will result in their using it when they become 
 working children, it should be encouraged in all pos- 
 sible ways. Even so, who is to direct such lessons? 
 If the library continues to do so, the librarian cannot 
 afford to work independently of the schools and of the 
 information as to individual children which only the 
 teacher can give. However well or ill the school may 
 be meeting its responsibilities, the teacher knows the 
 child and his needs better than the librarian can. It is 
 possible to teach children how to use a library without 
 allowing them to monopolize the librarians' attention 
 or to crowd out those beyond school age. It is not 
 necessary to attract the younger children to the chil- 
 dren's room every day in the week, making thoughtful 
 work on the part of the librarian impossible, in order to 
 teach them how to use books intelligently. Such a 
 practice does not acquaint them with the best uses of 
 the library, and if it did, there is a less expensive and 
 a more effective way to accomplish the desired result. 
 One such way is suggested by the system of education 
 in use at Gary, Indiana, where the children are as- 
 signed in small groups to library hours, and where a 
 special literature teacher interviews each child several 
 times a week as to his reading interests. The librarian, 
 
THE PLACE OF BOOKS IN EDUCATION 9 
 
 like the teacher, cannot do good work with large 
 groups of children. 
 
 In considering libraries for children, it is necessary 
 also to recognize the changing attitude toward books 
 on the part of progressive educators. Educational 
 authorities such as Dewey, McMurry, and Huey, sug- 
 gest the entire elimination of reading from the first 
 three years of the child's school life, that is, to about 
 his tenth year. Doctor Klapper' gives their reasons 
 very concisely. The first is hygienic. Reading re- 
 quires certain functions of the eyes for which they 
 were not primarily designed. The untrained eye of 
 the young child should not be subjected to this unusual 
 strain upon nerves and muscles without due recogni- 
 tion of this fact.^ If all the books used by young chil- 
 dren in the library had the proper kind of paper, print 
 and spacing, educators might feel less reluctant to 
 have children read outside of school. But unfortunately 
 an examination of large numbers of children's books 
 convinces one that while the books in the ordinary chil- 
 dren's room have been chosen carefully with regard to 
 literary and artistic quality, less study has been given 
 to the physiological requirements of young children's 
 eyes. One very popular series found in nearly all 
 children's rooms violates in almost every particular 
 
 'Teaching children to read. 19 14. 
 
 " Some of the considerations touching the physiology and hygiene 
 of the eye as they affect the reading of young children may be found 
 in: Briggs, Eye and the printed page. Education, 33: 550-62; Cohn, 
 Hygiene of the eye, 215-9: Dearborn, The psychology of reading, Colum- 
 bia university, Contributions to philosophy and psychology, XIV, no. i 
 (1906); Koopman, Eye and the printed page. Education, 33:503-9; 
 Kotelmann and Bergstrom, School hygiene, 239-78; Patrick, Should chil- 
 dren under ten learn to read and write? Popular Science Monthly, 54: 
 382-91; Shaw, School hygiene, 170-95; Whipple, Eye and the printed 
 page. Education, 33:552-8. 
 
10 THE CHILDREN S LIBRARY 
 
 the rules for the kind of book a young child ought to 
 read. The print is too fine, the lines too close to- 
 gether and too long, and the paper glazed. 
 
 Further considerations are advanced by these 
 authorities against the reading of young children upon 
 psychological grounds. The act of reading requires 
 fine psychological adjustments, and the coarser adjust- 
 ments should come first Concrete knowledge by means 
 of observation and sensation should be taught before 
 symbolism. Bad mental habits result from the concen- 
 tration on symbolism, because the interpretation of 
 symbols is opposed to the child's natural cravings and 
 interests. Reading (interpretation of symbols) re- 
 quires him to concentrate in a way for which he is not 
 equipped. Consequently his mind wanders, and the 
 habit of concentration is weakened before it is fairly 
 formed. "Taking our school population as a whole," 
 says one educator, "I do not believe there is more than 
 one in ten who will be much benefited by such reading 
 as he is likely to do in early childhood ; and this mainly 
 on account of the excess of it, which often forms a glaze 
 over the intelligence and sensibilities, or else induces 
 a grasshopper habit of skipping from page to page 
 in search of exciting episodes."" 
 
 The reading process is so difficult for young chil- 
 dren that mental effort is concentrated upon the de- 
 ciphering of the symbols and not on the thought. 
 Thus a child acquires early the habit of reading with- 
 out thought. 
 
 There are also social considerations advanced 
 
 " Russell, Voluntary reading in the elementary school. School 
 Review, 13: 166 (1905). 
 
THE PLACE OF BOOKS IN EDUCATION 1 1 
 
 against early reading, which it is said, is too indi- 
 viduaHstic for the young child. He should be taught 
 social duties. The culture epoch theory, accepted by 
 one group of psychologists, simply reinforces the idea 
 that a young child like the young race is fitted for 
 other activities than the highly Complicated one of 
 reading. 
 
 From the pedagogical point of view much valuable 
 time is lost in the attempt to teach a child a very diffi- 
 cult process which he would find easy a little later on. 
 According to this theory, other activities are more 
 helpful than reading. The interests and the means of 
 development for the young child lie in doing things. 
 He needs more physical activity than he is likely to 
 get through our present educational methods. Con- 
 sequently, young children- ought to be discouraged 
 from reading. This does not mean that they should 
 be deprived of the literature suitable to their years, for 
 teachers can read to them and cultivate in them a 
 much more unusual faculty than that of reading — the 
 faculty of listening. For example, poetry was in- 
 tended to be sung and heard and not to be read silently. 
 Children with their instinct for rhythm readily learn 
 to appreciate verse at an early age if it be read to 
 them properly. Folk tales and fairy stories, which 
 are so well adapted to the early years of childhood 
 are of greater advantage to children when dramatized 
 than when read. Folk dances, songs, and games make 
 literature live for children ; whereas on a printed page 
 it is likely to be lifeless and cold." These methods 
 
 "See Chubb, Festivals and plays (1912). 
 
12 THE CHILDREN S LIBRARY 
 
 are not unknown in the modern school room, where 
 the dramatization of legends and tales is part of the 
 routine. In some such way literature should be 
 translated into action, then the children can be shown 
 how the knowledge to be gained from books may 
 supplement activity. 
 
 The recreational value of reading literature can- 
 not be urged against these conclusions, since a child 
 will approach books just as eagerly if he finds them 
 telling him how to do things as if they were so-called 
 pure literature which some adults read for rest and 
 recreation. Such a thought may not meet with ready 
 acceptance among librarians, whose tools are books, 
 and whose every performance centres in and around 
 books. As Professor Huey remarks, "The written 
 or printed 'word' and, especially, as of old, if it be 
 written in strange characters, still awes us and con- 
 trols us by its appeal to the old folk soul which is the 
 deepest soul in us all."" 
 
 These ideas are by no means accepted by all edu- 
 cational authorities. Some point out that many chil- 
 dren show interest in books before their eighth or ninth 
 years ; that reading is social as well as individualistic, 
 for it teaches children how others think and feel and 
 live; that since the majority of children leave school 
 at the sixth grade, they will go out into life even 
 more poorly equipped than at present, if reading be 
 postponed. Such considerations, both pro and con, 
 are of great importance to the librarian who would 
 direct the reading of young children. 
 
 " The psychology and pedagogy of reading, 4 (1908). 
 
THE PLACE OF BOOKS IN EDUCATION 13 
 
 Not only has the opinion of educators regarding 
 the value of reading for children undergone a change ; 
 their attitude, as well as that of sociologists and phil- 
 osophers, toward books themselves has been under- 
 going changes even more profound. To be sure, 
 leisure class standards persist — notwithstanding the 
 progress which has been made in the direction of de- 
 mocracy — and determine our conventional attitude 
 toward clothes, conduct, and education. The words 
 "culture" and "liberal education" still convey to many 
 minds the idea of mere bookishness and learning for 
 ornamental purposes. The assumption that knowl- 
 edge is not cultural when it is practical, has always 
 been apparent in the utterances of the disciples of the 
 printed page. 
 
 The root of liberal is Uber, "free," and not liber, 
 "book." A liberal education is one which liberates, 
 sets free the mind. Many get much pleasure, too, out 
 of reading for information, and perhaps more culture 
 than in making their way through five feet of selected 
 masterpieces. We can no longer believe that the 
 reading of literature for recreation and the use of 
 books for information can be divided into cultural and 
 non-cultural processes. We now know that there 
 cannot be any fast and hard line between liberal and 
 practical education. Educators are not so certain as 
 they were what culture is, still less certain that it 
 comes from reading selected literature or that it may 
 not also proceed from reading other kinds of books 
 and doing other things than reading. 
 
 As to the cultural values in vocational education. 
 
14 THE children's LIBRARY 
 
 some of the leaders in the movement have expressed 
 themselves as follows:" 
 
 Many of our present sticklers for culture would be too 
 cultured to take the stand they do if they understood the 
 original meaning. Originally culture was the ability to get 
 the most selfish enjoyment out of leisure. . Vocational 
 work is cultural . because it gives the pupils a purpose 
 early in life. This purpose has an organizing, systematizing 
 power over the mind, which makes for mental strength, dis- 
 cipline, culture. . The mind is clearest and most vigorous 
 after periods of purposeful labor. Therefore pupils will grasp 
 ideas from books and lectures and retain them with better 
 mental appetite if they spend part of their time in vocational 
 work. . 
 
 Mixing vocational and informational work creates a greater 
 respect for each. Hence, the shop worker will feel that he 
 must not throw books aside as not for him just because he has 
 chosen a life work of manual labor. 
 
 Says another reformer: 
 
 As is well known the system of education under which 
 we are working was planned primarily for European con- 
 ditions, where class distinction is an essential element of 
 social life. Our forefathers did not create a new system, but 
 established one after European models. Their first thought, 
 in higher education, was training for the ministry and later 
 for public and official life. It was a training of the head and 
 not of the hand — class education of doubtful value. . . It 
 is this system of education borrowed from bureaucratic 
 Europe that is breaking up. . No democracy can long live 
 and thrive whose children are fed continually on the ideas that 
 tend to produce class distinctions. The more commonly 
 
 accepted definition of liberal education to-day is that given 
 by Aristotle over two thousand years ago when slave and 
 serf, mechanic and tradesmen were not considered part of 
 
 .^ Symposium on Harmonizing vocational and cultural education. 
 National education association, Proceedings, 1914:377 et eeq. 
 
THE PLACE OF BOOKS IN EDUCATION IS 
 
 the educational system. . . . Every essential occupation and 
 calling has both a practical and a cultural value. . . These 
 cannot be separated without injury to the character and effi- 
 ciency of the individual. The hand, the head, and the heart 
 of every individual need developing, and the education is 
 more effective when the three processes are made mutually 
 interactive. . . . 
 
 Evidently, according to another speaker in the 
 same symposium, the lack of harmony between voca- 
 tional and cultural education is chiefly in the minds 
 of those vvrho oppose vocational training. "Part of 
 this lack of harmony in the views of the people," he 
 continues, "naturally grows out of the fights between 
 the men who work and the men for whom they work. 
 Just as long as the laborer looks with suspicion upon 
 ... his employer, that long he will look with suspi- 
 cion upon the educational notions of his employer. 
 Just as long as the more favored class looks upon labor 
 as menial or upon vocational training as inferior to 
 other forms of mental attainment, that long there will 
 be a lack of harmony between the teachers and friends 
 of the vocational studies and the teachers and friends 
 of the cultural studies." 
 
 Another speaker concludes that "there is only one 
 way, then, in which these two elements can be har- 
 monized and that is by having them both present. 
 Every individual, therefore, should be sure to en- 
 counter a cultural element in his education in order 
 that he may be united to his fellow-men by a com- 
 mon bond; likewise every individual should receive 
 a practical education in order that he may find his 
 place as a useful and contributing factor in . . . our 
 
l6 THE children's LIBRARY 
 
 civilization." These opinions seem to represent the 
 best thought of the modern educator as to cultural and 
 vocational studies. Has the librarian, whose calling 
 naturally inclines him to the side of the classical and 
 cultural traditions seriously taken into account these 
 newer elements in modern education and their bearing 
 upon his profession? 
 
 When the common school system was established, 
 discussions of the benefits of education had to do 
 chiefly with the reading of literature and the study 
 of text books. Glowing prophecies were made as to 
 the results of exposing the common mind to such in- 
 fluences. Crime was to be eliminated, deep thinkers 
 were to spring up on every hand, and every child was 
 to have a chance to become a "gentleman" — a man 
 of leisure — by means of book education. The child's 
 morals, his knowledge of natural law, his power to 
 think and to do, and his ability to escape manual work ; 
 all were to be gained from books. This sublime faith 
 in book learning has been rudely shaken. Psycholo- 
 gists have demonstrated that the child learns less from 
 reading than from play, from outdoor life, from the 
 street, from his own crude experiments, and from 
 work done with the hands ; and that books are only 
 accessories to those other factors in education. "In- 
 tellectual activity divorced from physical dealing with 
 things loses half its strength and more than half its 
 utility."" What society needs is not well read people, 
 who are not always interesting and useful even to 
 themselves, but intelligent, thinking citizens, who 
 
 18 Walton, Psychology of education, loo (1911). 
 
THE PLACE OF BOOKS IN EDUCATION 17 
 
 know how to use their own brains as well as the 
 thoughts of Others. The bookish person may find it 
 easy enough to get along without thinking; he may 
 read instead. 
 
 In the study of science, books are of real value 
 but only as secondary sources. Experimentation is 
 necessary if the student is to learn to see with his own 
 eyes the relation of cause and effect. Science de- 
 mands thoroughness, accuracy, and careful thinking; 
 it discourages the dilettantism of wide reading. Ac- 
 cording to Huxley, a rational scheme of education 
 consists of teaching the "rules of the game" ; in other 
 words, giving to every child the fundamental truths 
 of existence on this planet as a qualification for effec- 
 tive citizenship. The child learns these truths not so 
 much by reading about them as by seeing and feeling 
 the forces of nature at work. From his almost daily 
 falls and bumps, he learns that bodies tend to fall to 
 the ground, that two bodies cannot occupy the same 
 place at the same time, and that he suffers whenever 
 he attempts to act contrary to what he comes to rec- 
 ognize as natural law. All this we have tried to teach 
 children from books, only to abandon the attempt. 
 The laboratory method is now universal in the curri- 
 cula of the higher grades, and will be more and more 
 used throughout the school. 
 
 To the educator of the old school, the scientific 
 spirit in modern education seems not cultural but 
 materialistic and cold blooded. Yet insistence on 
 truth for its own sake has definite moral results. 
 Dr. Benjamin E. Smith, late managing editor of the 
 
l8 THE children's LIBRARY 
 
 new Century dictionary, once remarked. "I know 
 I told the truth as a child purely to please my mother, 
 as I would have carried out any other course of action 
 upon which she insisted. But I never saw any other 
 reason for doing it until as a lad I worked in a chemi- 
 cal laboratory. Then I realized that nothing that was 
 said made any difference to the elemental fact, and I 
 believe I have loathed exaggeration and falsehood ever 
 since." 
 
 The use of books as adjuncts to scientific investi- 
 gation may be as truly liberalizing as recreational 
 reading. The inventor, the machinist, the physician, 
 or the chemist, may be getting more inspiration from 
 working with those universal laws that the poets write 
 about than the man who reads the poetry. Only re- 
 cently have these discoveries been made and applied by 
 modern educators. A prominent feature of religious 
 teaching has been the exaltation of the spiritual and 
 the degradation of the material. This sentiment 
 stamped itself upon all early education, so that any 
 dealing with material things was left to menials, and 
 the education of the upper classes — who were the- 
 only ones to get any — was concerned with abstrac- 
 tions, which naturally had to be studied from books. 
 "It was more poetical," remarks Miss Stearns in her 
 School without books, "to think of the forests and 
 streams as peopled with dryads and satyrs and the 
 very animals as inhabited by the gods, than to make 
 a scientific study of them." And it might be added 
 that to most people a class in English poetry acquires 
 
THE PLACE OF BOOKS IN EDUCATION 19 
 
 culture, whereas a class in biology gets only infor- 
 mation. 
 
 In the early days of "universal" education, the in- 
 fluence of leisure class ideals was so strong as to create 
 the impression that schooling afforded a means of 
 escape from manual work. It was admitted, to be 
 sure, that not all pupils could thereby find a way out 
 of what was considered degrading employment and 
 into the genteel occupations. But the school curri- 
 culum was arranged for the benefit of those who 
 would not need to work with their hands; those who 
 would become "gentlemen." 
 
 As democracy has reconstructed our ideas of 
 gentility, so is industry reconstructing our ideas of 
 workmanship. A workmanlike attitude toward a job 
 — that which gives the artist his pleasure in creative 
 effort — is found in all of us. Every normal person 
 hates futility. This implies that everybody, rich or 
 poor, has inherent qualities which may be developed 
 to fit him for some particular service. 
 
 Modern economic conditions make it important, 
 for the sake of the individual as well as society, that 
 these natural aptitudes be recognized. In a system 
 of education depending entirely upon the use of books, 
 the peculiar ability of a child may never be discovered ; 
 and if discovered, may be regarded as a sign of freak- 
 ishness or backwardness. Yet society to-day is in 
 need of workers who have been trained in the primary 
 manual arts which underlie the more complex per- 
 formances of modern industry. Every child should 
 
20 THE CHILDREN S LIBRARY 
 
 have this training whether he be a prospective wage 
 earner or not. We must revive the craft spirit of the 
 medieval guilds and make it a part of the preparation 
 of those whom the schools train for life. Not only 
 for the manual laborer is the training of the hand im- 
 portant, but also for every child who would be well 
 rounded and liberally educated. "The value of vo- 
 cational education," says an industrial expert," "as a 
 means of enriching the life of the individual and of 
 the community by developing pleasure in good work- 
 manship, orginality, critical judgment, and respect 
 for one's self and one's occupation cannot possibly be 
 overestimated." We are beginning to realize that in- 
 stead of saying, "The cultural studies will benefit 
 those who do not go to college, for every one should 
 know these things," we should say, "The manual and 
 vocational studies will be of cultural value even to the 
 prospective college student, for every one should 
 know how to do something with his hands." 
 
 To this the classicist may reply that he believes in 
 an education which cultivates mind and spirit, usually 
 meaning by this the study of literary masterpieces. 
 Only in the aged, can books be the sole means of cul- 
 tivating mind and spirit. For the young they are the 
 least important; they may even hinder the ability to 
 think and to do. Since the biologist tells us that one of 
 the most important factors in the evolution of human 
 mentality has been the use of the hand, it is impos- 
 sible to believe that manual skill is no longer necessary 
 
 ** Sumner, Vocational education. National education association, 
 Proceedings, 1914: 576. 
 
tHE PLACE OF BOOKS IN EbUCAtlON 21 
 
 to the application of the evolutionary process which 
 we call education. For the child not only learns to do 
 by doing; he also learns to think by doing. As he 
 gains a sense of a universe in which all is truth by 
 his experience and experiments, so he acquires from 
 doing an honest piece of work, a kind of moral and 
 intellectual integrity. Because the spiritual influences 
 of manual work done for its own sake are intangible, 
 it does not follow that they are also vague. In fact, 
 the child who cheats himself and his job while making 
 a bench may feel immediately the results of his dis- 
 honest work; the bench is likely to break down. In 
 a high sense he learns the expediency of honesty, just 
 as the race has acquired its moral standards. 
 
 This point of view is well stated in a recent report 
 of the United States commissioner of education: 
 
 The problem of curriculum at the present time is often 
 stated as the question of "practical or cultural." Theo- 
 retically, of course, all subjects are, or ought to be, 
 both vocational and cultural. Every subject, however re- 
 motely connected with real life, is expected to help the pupil 
 in his future, or it would not be in the curriculum. It is 
 really not a question of excluding certain subjects because 
 they are not vocational and adding others because they are ; 
 it is really the problem of emphasis — of using those subjects 
 which will provide the greatest benefit to the individual com- 
 bined with the greatest usefulness to society. It is not that 
 educators fail to appreciate the "practical" as well as the 
 cultural values of Latin, but they feel that there are other 
 subjects more immediately necessary for the public welfare 
 that are not only practical, but "cultural" in the best sense. 
 In this connection it is felt by many critics of public edu- 
 cation that what is needed is emphasis upon the "cultural" 
 
22 THE children's LIBRARY 
 
 value of the so-called practical subjects. The merely book 
 taught boy has much to learn, from a purely cultural stand- 
 point, of the boy who knows how to use his hands. What 
 manual training was intended to do, and did not, something 
 in the modern school must sooner or later accomplish — 
 achieve genuine sentiment in behalf of all labor whether of 
 head or hands.'" 
 
 Under the conditions of a bookish education, the 
 "brightest" children are those who on account of their 
 retentive memories succeed in keeping up with their 
 grades and passing examinations. Since memory is 
 only an animal trait, useful if it does not take the place 
 of thinking, the school which cultivates this faculty 
 in children may be neglecting other forms of mental 
 discipline more essential to their all round develop- 
 ment. Here again, education has been organized for 
 the minority, since few are "bright" according to the 
 requirements of book learning. 
 
 In most states the child can leave school as soon 
 as he becomes fourteen, whatever his grade. If he 
 be a retarded pupil, whose dullness is sufficiently 
 marked, he may be sent to an ungraded school where 
 bodily activity is the principal element in the "les- 
 sons." Under such conditions, the hopeless child of 
 the desk and book often becomes an interested and 
 tireless worker, when he begins to do what all child- 
 ren like to do. As soon as he finds that books can 
 show him how to make things, his dislike of them is 
 likely to be modified. From the educational point of 
 view retarded children are variously classed as back- 
 word, delinquent, deficient or subnormal. As soon 
 
 " igi2 : I, 10. 
 
THE PLACE OF BOOKS IN EDUCATION 23 
 
 as they go to work, however, such children often 
 develop technical skill and ability and so confound 
 their teachers, who have set them down as dull and 
 unpromising students of books. Of the young wage 
 earners, subnormal and normal alike enter the ranks 
 of unskilled labor, because their training has prepared 
 them for nothing else. The "bright," bookish child 
 is at as great a disadvantage as the dullard, unless 
 he is going to college, and only one in ten goes even 
 through high school. He, too, is likely to become an 
 unskilled laborer, because his education has not devel- 
 oped the faculties need in modern life. 
 
 Under these circumstances, the schools must turn 
 their attention to an analysis of each child's needs, 
 with a view to fitting the curriculum to the child in- 
 stead of trying to fit the child to the curriculum. Thus 
 the determination of children's aptitudes becomes the 
 important business of education. By means of var- 
 ious psychological tests it has been found that there 
 are many children whose mental growth has stopped 
 at an early age while their bodies have continued to 
 grow. One may have the mind of 'a twelve year old 
 child and yet be held responsible for the conduct and 
 work of a youth of eighteen. When the brains of 
 such children begin to stiflfen it becomes imperative, 
 we are told, that "they should at once turn their backs 
 alike on the cultural subjects and the three R's, and 
 put in the short and precious time that remains on 
 training that will enable them to earn their own liv- 
 ing."" 
 
 '"Brewster, A scientific study of fools. McClure's, 39:332 (1912). 
 
24 THE children's LIBRARY 
 
 From the earliest times literature has been a factor 
 in the education of children among every civilized 
 people. It was a religious duty with the Jews to teach 
 children to read the literature which embodied their 
 ideals and traditions. With the Greeks it was a patri- 
 otic duty to subject the youth of the privileged classes 
 to the influences of the arts as a preparation for citi- 
 zenship. It was thought that only by this method could 
 racial principles and conventions be continued through 
 the generations. 
 
 These old educational ideas were different from 
 our own, although vestiges of them still cling to our 
 school system. Whenever they have been carried to 
 excess, education has come to place emphasis upon 
 memory and imitation rather than upon the develop- 
 ment of power to form independent judgments. China 
 has long furnished an example of the nation where 
 the literature of the fathers has stood in the way of 
 progress. Unfortunately there are Chinese-minded 
 educators in this country who would attach Oriental 
 sacredness to anything written or printed. To many 
 of these persons the thoughts of the old writers have a 
 kind of sentimental appeal which makes it seem im- 
 portant that they should be inculcated by means of 
 books. In short, the old educational ideal was to ni.ake 
 children think as their fathers thought. 
 
 What Dr. Charles W. Eliot has said in his re- 
 cent pamphlet" on secondary education applies to ed- 
 ucation in general. If such views are widely accepted, 
 
 ^^ Changes needed in American secondary education. 29 p. (1916). 
 
THE PLACE OF BOOKS IN EDUCATION 25 
 
 it will mean that books will be used and thought of 
 in quite a different way. 
 
 The best part of all human knowledge has come by exact 
 and studied observation made through the senses — of sight, 
 hearing, taste, smell, and touch. The most important part of 
 education has always been the training of the senses. . . 
 The European guilds with their elaborate rules about appren- 
 ticeship contributed strongly for centuries to the education 
 of the people through trades, before public schools and edu- 
 cation for the masses through books and reading had been 
 thought of. . . 
 
 It follows from these considerations that the training of 
 the senses should always have been a prime object in human 
 education at every stage from the primary to professional. 
 That prime object it has never been and is not to-day. The 
 kind of education the modern world has inherited from 
 ancient times was based chiefly on literature. . . . 
 
 Since the middle of the eighteenth century a new element 
 in the education of the white race has been developing, 
 slowly for a hundred years but rapidly during the past fifty. 
 This new' element is physical, chemical, and biological sci- 
 ence. Through the radical work of great inventors and 
 discoverers and of these new professions, all the large indus- 
 tries and transportation methods of the world, and therefore 
 the commerce of the world, have been so changed that the 
 producers and traders of times preceding 1850 would 
 find, . . . that the processes by which they made their livings 
 or their fortunes had completely disappeared. . . . 
 
 The observational, manual, and scientific subjects often 
 awaken in a boy or young man for the first time an intellect- 
 ual interest and zeal in work which memory studies have 
 never stirred. Hand and eye work often develops a power 
 of concentrated attention which book work has failed to pro- 
 duce, but which can be transferred to book work when once 
 created. . . . The progressive sense training from beginning 
 to end of systematic education is desirable for all pupils, 
 
26 THE children's LIBRARY 
 
 whatever their destination in life. ... To use a good tool 
 or machine, and get the results it is competent to produce 
 when in skilled hands, is vastly more interesting than read- 
 ing or hearing about the uses of such a tool or machine. . . . 
 The men, who, since the nineteenth century began, have done 
 most for the human race through the right use of their 
 reasons, imaginations, and wills, are the men of science, the 
 artists, and the skilled craftsmen, not the metaphysicians, 
 the historians or the rulers. . . As to the real poets, teach- 
 ers of religion, and other men of genius, their best work has, 
 the scientific quality of precision and truthfulness ; and their 
 rhetorical or oratorical work is only their second best. 
 
 Books, however, will have a place even in a re- 
 vised scheme of education, such as Doctor EHot and 
 other reformers contemplate, but it may be quite 
 different from their present position and from the ideas 
 of educators and librarians as to what their functions 
 should be. 
 
 Children are members of society and prospective 
 citizens, whether prospective wage earners or not. 
 They are expected to become familiar with the spiri- 
 tual as well as the mental and physical environment 
 into which each individual is born. The experience 
 of the race, which it has taken ages to assimilate, 
 they must somehow get in a few years. Some of 
 this vicarious experience they will get from books, 
 although probably less than is sometimes claimed. 
 However, the need of information as to cause and 
 effect exists for children in the moral world as in 
 the world of physical science. Biography, history, 
 and fiction help them to know the ideals of civiliz- 
 ation, without being told in so many words, and 
 to become conscious of what civilized men take 
 
THE PLACE OF BOOKS IN EDUCATION ^"7 
 
 for granted. Such literature serves as a back- 
 ground for individual thoughts and conclusions. 
 
 In the early years children may get some of this 
 foundation from the myths, folk tales, and fables 
 which represent the growing moral consciousness of 
 the race. ' Because they show such keen appreciation 
 and understanding of this form of literature, over- 
 enthusiastic claims as to its moral influences have been 
 made. Not only has folk literature been designated 
 as an important factor in education, but familiarity 
 with literature as literature has been proposed as 
 a means of developing moral and spiritual qualities 
 in children. The truth seems to be that, as Spencer 
 said, "Men dress their children's minds as they do 
 their bodies in the prevailing fashion." Part of the 
 equipment of an educated person, so-called, consists 
 of familiarity with certain prescribed masterpieces. 
 In order to make sure that children like what we 
 think they ought to like, we force upon them our 
 own ready-made opinions about the books which every 
 man who would call himself educated should read. Just 
 as the pagan of earlier times was the man from the 
 country whose appearance was uncouth, so the literary 
 pagan is one with wrong opinions or none at all about 
 certain literature. Naturally we do not want our 
 children to be humiliated by appearing "different," 
 but we must have a better reason for asking them to 
 study our literary choices. Consequently, we have 
 decided that good literature has intrinsic social and 
 moral values. The moral influences proceed from 
 the ideals of individuals and the race as found in books 
 
28 THE children's LIBRARY 
 
 and from the appeal to the emotions. An intelligent 
 cultivated sympathy and imagination should also serve 
 a social purpose by leading logically toward brother- 
 hood and social morality. Unfortunately the road to 
 morality is not so easy ; and when we try to prove the 
 social and moral influences of books, facts will not sup- 
 port us. It needs only slight observation to convince 
 an open minded person that an appreciation of litera- 
 ture is no evidence of an appreciation of moral values. 
 We no longer consider the reader of books either lib- 
 erally educated or necessarily well equipped for the re- 
 sponsibilities. of citizenship. If familiarity with litera- 
 ture were really evidence of superior moral force, then 
 Boston, New York, and London should be centers 
 of sweetness and light — model cities radiating ethical 
 strength and wholesomeness. We have been misled by 
 the fact that great men in most of the professions re- 
 port an imposing list of masterpieces which they read 
 as very young boys. They do not say that these books 
 were all they read, and neither they nor any one else 
 can say what it is that makes a man a genius. It 
 would seem that no one could be fatuous enough to 
 believe that by giving boys the books read by Lincoln 
 or Edward Everett Hale as boys we can produce 
 in them the Lincoln and Hale types of character. Great 
 men are not developed in that way. 
 
 As for the social effectiveness of good books, this 
 claim appears even more far-fetched. To be sure, 
 the reverse has been found true to some extent; that 
 is, poor, weak, and vicious books may be degenerative 
 in their effect, and mediocre writing weakening to 
 
THE PLACE OF BOOKS IN EDUCATION 29 
 
 the mind. But poor literature is only one of many 
 factors in a poor environment. One may assert with 
 some positiveness that the majority of respectable and 
 useful citizens read when boys as much of the "Dare 
 Devil Dick" variety of fiction as was available. On 
 the other hand, social workers say that the frequent- 
 ers of the cheap lodging houses are likely to be famil- 
 iar with good books. A vagrant who was picked up 
 in a large western city was found to have a well worn 
 copy of Plato in his pocket. Such instances are com- 
 mon to those familiar with the habits of dependents 
 and delinquents. It is significant that in deciding what 
 is good literature, the literary minded person is in- 
 clined to look leniently upon a vicious book if only 
 the thought be clothed in beautiful language, because 
 he is interested in it as a work of art and not as a 
 moral influence. 
 
 Books are probably among the secondary moral 
 influences, perhaps far down on the list. Children 
 learn truth, industry, generosity, courage, and the 
 other virtues, not from reading about them but by prac- 
 ticing them. In teaching ethics as in teaching science, 
 there is a growing tendency to use the laboratory 
 method. Such movements as those which resulted in the 
 Boy Scouts and Camp Fire girls are primarily educa- 
 tional and would have been unnecessary if our educa- 
 tion had been less bookish. Could the children who are 
 in this way learning the fundamentals of social moral- 
 ity get them from a selected list of good literature? 
 Like the rest of the race, young people must learn ethics 
 by doing ethically. There is no short cut. The family 
 
30 THE CHILDREN S LIBRARY 
 
 continues to be the best because it is the natural train- 
 ing school for the virtues. Since all famiHes are not 
 satisfactory in this respect, we find it is necessary to 
 supplement them by institutions." We cannot, how- 
 ever, improve upon association, example, and practice 
 as the methods in teaching morals. The literature 
 which illustrates the virtues may reinforce these other 
 lessons ; it can never do more. 
 
 But literature is judged as an art; and why try 
 to give excuses for allowing children to come under 
 its influences? To be sure, literary masterpieces, 
 like much of painting and music, will continue to be 
 unappreciated by many of our most desirable citizens. 
 Artistic appreciation usually requires cultivated taste, 
 and only the privileged class can have leisure for the 
 full development of the trained eye and ear. Never- 
 theless, educators have assumed that a cultivated taste 
 is an essential part of every child's equipment. Lit- 
 erature, being easier to present than the other arts, is 
 taught in school, and a good deal of it the children 
 appear to enjoy. Pleasure derived from reading is 
 often the standard by which to measure the spiritual 
 results, the descriptions of which are interesting rather 
 than convincing. The fact that children find enjoy- 
 ment in what adults have decided is good literature 
 does not necessarily prove that they receive any bene- 
 fits from reading it. As Stevenson remarked, "Elo- 
 quence and thought, character and conversation, were 
 but obstacles to brush aside as we dug blithely after 
 a certain sort of incident like a pig for truffles." A 
 
 ™ Bosanquet, The strength of the people, 211-28 (1903). 
 
THE PLACE OF BOOKS IN EDUCATION 31 
 
 later writer has made a similiar observation, "With 
 the young, at least, the most enthusiastic reading is 
 often the most slovenly, the engrossment with the mere 
 tale begetting an indifference little short of philistine to 
 every appeal, even from beauty itself, which presents 
 itself in the form of a delay."" 
 
 It is unnecessary as well as futile to make extrava- 
 gant claims as to the benefits to be derived from the 
 reading of literature. If the education in the refine- 
 ments and graces of living be kept in due proportion 
 to the education for self preservation, for earning a 
 living, for parenthood, and for citizenship, we shall 
 have achieved Spencer's ideal of a well balanced 
 scheme. If good literature presents the personalities 
 and incidents demanded by simple minds in beautiful 
 form accompanied by lofty ideals, the emotion to be 
 aroused may reach the heart of the reader. Every op- 
 portunity should be given for it to do so, provided it 
 does not interfere with other and more important per- 
 formances of childhood. 
 
 ^^ Firkins, Teaching of literature. Education 28:316 (1908). 
 
CHAPTER TWO 
 EARLY LIBRARIES FOR CHILDREN 
 
 At the time when the literature of instruction and 
 information for children, thinly disguised as fiction, 
 was being produced in England with great enthusiasm 
 by the followers of Rousseau, societies and associations 
 began to interest themselves in supplying with free 
 reading matter those poor children who could not 
 profit otherwise from books in which the proper sen- 
 timents for every class of society were carefully de- 
 fined. Robert Raikes was moved by the miserable and 
 abandoned condition of the children whom he saw in 
 the streets of London on Sunday to found his Sunday 
 school. There he taught reading, and finding no books 
 suited to his pupils, he wrote one himself. Since there 
 were no compulsory education laws either in England 
 or America, there were young apprentices in both 
 countries whose schooling ended at an early age or 
 never began. To provide these young workers with 
 the means of self improvement, mechanics' institutes 
 and apprentices' libraries were established. 
 
 As early as 1797 there was an Artisans' library in 
 Birmingham, England, which could be used upon pay- 
 ment of a penny a week. This movement, the first 
 successful attempt to supply children with free or 
 nominally free reading, spread rapidly, and soon there 
 
34 THE CHILDREN S LIBRARY 
 
 ' were many mechanics' institutes in England and the 
 United States, each with its library, reading room, 
 museum, and lecture courses. The result in this 
 country, as set forth by an enthusiastic English writer, 
 was "that thousands of children not more than eight 
 or ten years old now know more of geology, minerals 
 . . . than was probably known thirty years ago by any 
 five individuals in the United States.'" 
 
 In 1 817 the Society for promoting the education of 
 the poor in Ireland instructed its assistant commis- 
 sioner to inquire into the reading of the young and to 
 determine what mechanics' libraries there were, and 
 also "whether any systematic measures are taken for 
 placing suitable books in the hands of those persons 
 who have been taught to read."° This was a step in 
 advance; for there was concern not only that children 
 should learn to read, but also that they should be 
 taught what to read. 
 
 In the life of the American colonies, the "social 
 library" seems to have been the only collection of 
 books open to young people in the small towns. One 
 of these libraries, founded in 1795, was so small and 
 so desperately needed, that the members drew lots 
 for first choice. Options on the books were let to the 
 highest bidder, but the amount of the bids was gener- 
 ally as small as eight or ten cents "even for the last of 
 the Waverly series."" Meetings were held on the first 
 Sunday evening of each month, and discussion was 
 
 * Wyse, On the lyceum system in America. Central education 
 society. Papers, II, 203-28 (1838); Baker, Mechanics' institutes and 
 libraries. Ibid., I, 214-55 (1837)- 
 
 ■ Annual report, 9. 
 
EARLY LIBRARIES FOR CHILDREN 3S 
 
 almost always of books. In the year 1803, Caleb 
 Bingham of Salisbury, Connecticut, because he had 
 felt the lack of reading as a boy, left a library for 
 children between nine and sixteen years of age. The 
 following year, Dr. Jesse Torrey started the New Le- 
 banon (N. Y.) society for the acquisition of use- I 
 ful knowledge, which was open to the youth of both 
 sexes between the ages of twelve and twenty-one. ^ 
 The useful knowledge was to come entirely from \ 
 books to be donated or bought with the small sub- 
 scriptions. Many were admitted, however, who could^ 
 contribute nothing. Dr. Torrey was one of the earliest 
 advocates of libraries in schools, and his writings helped 
 to influence the establishment of libraries in the 
 schools of Philadelphia and in his own state. He has 
 been given credit also for the idea later realized in 
 the apprentices' libraries.* 
 
 The apprentices' library of Philadelphia was ] 
 founded in 1820. By 1876 it had 21,000 volumes and | 
 was serving 2000 boys and girls. In Cincinnati the ap- 1 
 prentices' library was composed of books which in- i 
 dividuals chose to donate and such other books as , 
 were calculated to make "the minor content with his 
 station in life."" The Brooklyn institute began in 
 1823 as the Youth's free library, conducted by the 
 Apprentices' library association. Boys over twelve 
 were allowed to use the books, and girls were admit- 
 ted for an hour one afternoon a week. 
 
 • See Porter, Books and reading (1871). 
 •Torrey, The intellectual torcli. 1817, reprinted 1912, xvi. 
 " XJ." S. bureau of education, Special report on libraries, pt. i :goo 
 (1876). 
 
36 THE children's LIBRARY 
 
 A plan for printing and publishing books suitable for 
 young people is outlined in the prospectus of the 
 American society for the diffusion of useful know- 
 ledge, issued in 1837. The books were to be placed in 
 schools, and through the pupils it was planned to reach 
 parents also. Such an organization, continues the 
 prospectus, "will raise the tone of literary interest 
 and ambition among pupils, and relieve the dull routine 
 of mere elementary instruction, by the pleasures of 
 entertaining and useful knowledge. It will be a kind 
 of connecting link, to unite the school with society 
 around. . . .'" 
 
 " The Sunday school, with its train of religious 
 ! literature, was already making its influence felt by the 
 I time the first apprentices' libraries were well estab- 
 ; lished. The Religious tract society of London was 
 publishing children's books in 1810, and by 1827 the 
 American Sunday school union had issued 50,000 
 books and tracts. 1 Sunday school libraries, which 
 were started in order to attract poor children to Sun- 
 day school, remained for many years the principal 
 free dispensaries of books for children. Hannah 
 More set the standard for the dreary books they con- 
 tained, and she was imitated by a number of American 
 women of feeble genius and facile pen. These books 
 reflected the extreme religious fervor of the first half 
 of the last century, and they cannot be considered as 
 the product of any one denomination or organization. 
 If it is better for children to have poor but harmless 
 
 ' American society for the diffusion of useful knowledge, Prospectus 
 of the American library for schools and families, 6 (1837). 
 
EARLY LIBRARIES FOR CHILDREN 37 
 
 reading matter rather than none at all, then these li- 
 braries had their place.' One Sunday school society 
 made a speciality of distributing books among the chil- 
 dren of remote country districts. As traveling libraries 
 were unheard of, no doubt this society through its I 
 missionaries brought many children in touch with the; 
 only reading matter they ever saw. 
 
 When the books of Maria Edgeworth, with their 
 basis of French materialism, were introduced into 
 America, they found a place in most Sunday school 
 libraries. The stories were at least human and natural, 
 and sufficiently moral for the most exacting taste. 
 They did not entirely supplant the religious books, 
 but they influenced their content. It was not long 
 before the religious writers had acquired some of the 
 Edgeworth characteristics, usually copying, as is the 
 habit of imitators, the faults rather than the virtues of 
 the more gifted writer. As a result we have the 
 curious spectacle of the "goddess of reason" influencing 
 the literature of the orthodox Protestant denomina- 
 tions. Thus there came into existence children's 
 stories which exhibited both religious utilitarianism 
 and French materialism. In these curious books, re- 
 ligious instruction was intermingled with practical in- 
 formation, mostly inaccurate, and the predominant 
 
 ' Little that is favorable can be said of the contents of most of 
 these early libraries, but attractive books written especially for children 
 were being extensively published and sold. Descriptions of these early 
 children's books are to be found in the^ following; Baker, Children's 
 literature. Munroe's cyclopedia of education, 4: ^2-6; Earle, Child life 
 in colonial days. Religious books, story and picture books, 248-304; 
 Halsey, Forgotten books of the American nursery; Kodjbanoff, The 
 history of children's books. Manuscript thesis. University of Chicago, 
 Department of education (1911^; Welsh. On some of the books for 
 children of the last century, with a few words on the philanthropic 
 publisher of St. Paul's churchyard. 
 
38 THE children's LIBRARY 
 
 motive became "Be good and you will get rich" instead 
 of "Be good or you will be lost." From such litera- 
 ture, the children of the time got their enjoyment and 
 inspiration. 
 
 Notwithstanding frequent protests against the 
 quality of reading furnished by the Sunday school li- 
 braries, no effective action was taken until the ladies' 
 commission of the Unitarian Congregationalists issued, 
 about 1865, a catalogue of selected juvenile literature. 
 The compilers' standards were high, but when in 1886 
 they revised their first catalogue, they confessed that 
 they "were often surprised to find that our taste as 
 well as the children's had changed.'" They pointed 
 out the danger from the floods of literature put out 
 by publishing houses with religious names and secular 
 business methods, because of the "intellectual im- 
 becility" likely to result from the reading of the typical 
 Sunday school books. It is doubtful whether in the 
 nature of things this good work could have accom- 
 plished general reform. In any event, the standards 
 of the Sunday school library are still low. Books are 
 often ordered not from reviews, but from advertise- 
 ments of religious societies, and publishers, with little 
 attempt at careful selection; for Sunday schools have 
 not made use of the principles of scientific book 
 selection, nor have they generally sought the advice 
 
 'Brooks, The ladies* commission. Christian Register, 70:84 (1891). 
 
 • An interesting example of a Sunday school library which covers 
 a wide range of subject matter is that of the South Congregational 
 church of New London, Conn. The arrangement of the catalogue is 
 inconsistent and irrational from a library point of view, but tlie book 
 selection is of unusual excellence. 
 
EARLY LIBRARIES FOR CHILDREN 39 
 
 of those having expert knowledge either of children 
 or of books." 
 
 Fortunately, the Sunday school library was not the 
 only collection of books open to children. In the re- 
 port of the Public school society of New York for 
 1818 school libraries are mentioned as one of the in- 
 novations of the year. Fifty books were supplied to 
 each of the schools maintained by the society, for the 
 use of the best behaved pupils. This was a private 
 charitable enterprise, and the books were generally 
 donations ; often those volumes which were of no in- 
 terest to the donors and consequently of little value to 
 the children. 
 
 It was not until 1827 that the state of New York 
 began to interest itself in supplying the rural districts 
 with books. In that year Governor De Witt Clinton 
 urged the placing of small collections of books in every 
 school house. These libraries were intended more for 
 the use of adults than for children, it is true, but they 
 were called school libraries, and a law passed in 1835 
 placed them on the same basis of taxation as the pub- 
 lic schools." Private individuals and societies had 
 succeeded in keeping the subject of school libraries 
 alive from Governor Clinton's time until this law was 
 passed." 
 
 Early school books were quite as objectionable as 
 
 1° This was the first law of its kind in the United States, and "when 
 the thought had penetrated the public mind that the school district 
 library deserved economic support by taxation on the same principle 
 as the public schools, a very important chapter of American institutional 
 history had begun." — ^Adams, Public libraries and popular education, 
 96 (igoo). 
 
 ^ See chapter three. 
 
4° THE children's LIBRARY 
 
 the Sunday school books. Horace Mann included in 
 his program of educational reform the improvement 
 of school readers, which were little more than scrap 
 books. He also pointed out the necessity for school 
 libraries which would give children opportunity to 
 read good books and so divert their interest from those 
 of questionable value. Through his efforts the legis- 
 lature of Massachusetts was induced to pass an act in 
 1837 authorizing school districts to raise money by 
 taxation for the maintenance of school libraries. As 
 this law failed to produce the desired result, another 
 act was passed in 1842 establishing the library bounty 
 system, by the terms of which the state offered to give 
 fifteen dollars to every school district which would 
 appropriate a like sum for a library. 
 
 From this time on educators became more and more 
 interested in the subject of reading matter for chil- 
 dren. Almost all the new states in the West recog- 
 nized the school library either in their constitutions, 
 as Wisconsin did, or by statute. Although the result 
 of the school district library in New York was nega- 
 tive, the germ of a good idea was there ready to be 
 revived and developed later. /'The public libraries for 
 the most part were still excluding children by an 
 arbitrary age limit, and the schools, in spite of small 
 funds, made heroic efforts to counteract the evils of the 
 "dime novel" and unregulated reading by young 
 people. In the report of the United States commis- 
 sioner of education for 1887-8 are many letters from 
 state superintendents emphasizing the necessity for 
 school libraries as a means of broadening the scope 
 
EARLY LIBRARIES FOR CHILDREN 41 
 
 of lessons and furnishing recreational reading. By 
 1889 reading circles for young people had been es- 
 tablished in Illinois, Indiana, and Ohio in connection 
 with the state teachers' associations. An advisory 
 board, which conducted the teachers' reading circles, 
 selected the books for the children, and they were sold 
 at cost to individuals or schools who joined the circle. 
 Children who read a certain number of the selected 
 books automatically became members of the circle. 
 
 The school authorities everywhere shared in the 
 general uneasiness over the great amount of vile lit- 
 erature designed especially for children. The famous 
 boy criminal, Jesse Pomeroy, had mentioned some of 
 the literature he had read, and there were many 
 thoughtful persons who felt that other juvenile male- 
 factors were being developed by the same sort of books. 
 In 1887 a New York newspaper reporter found in 
 Park Row a circulating library for boys, composed 
 of about 100,000 paper covered books, mostly uncopy- 
 righted material. A boy paid three cents for one 
 volume, and if the book was returned in good con- | 
 dition, he could sell it back to the proprietor for two I 
 cents and get another.* Such discoveries aroused I 
 much agitation and helped to stimulate the demand I 
 for children's libraries. * '. 
 
 Miss Emily S. Hanaway of New York helped to ' 
 organize a Children's library society in 1886, the con- 
 stitution of which stated that "its object shall be to 
 create and foster among children too young to be ad- 
 mitted to the public libraries a taste for wholesome 
 reading. To this end it will secure the delivery of 
 
42 THE CHILDREN S LIBRARY 
 
 addresses, the publication of articles, the circulation 
 of printed matter, the co-operation of schools, teachers, 
 and parents, and chiefly, so far as its means will allow, 
 it will supply the children for use both at home and 
 in free libraries with the books and serials best adapted 
 to profit them and to prepare them for the wisest use 
 of the free libraries."" Rooms were hired and 
 equipped with books, a stereopticon, and games. In 
 spite of an encouraging beginning and the crowded 
 condition of the room, the experiment was not a 
 success. ' Quarters were shifted several times in the 
 two years of the society's existence. For a few months 
 the second floor of the George Bruce library was oc- 
 cupied, but adults complained of the noise, and again 
 the library was forced to find new quarters. At about 
 the same time an entirely separate library for children 
 was opened on Fifth street as a branch of the Aguilar 
 free library. It finally became the children's room of 
 the Tompkins Square branch of the New York public 
 library. 
 
 The American library association does not appear 
 formally to have considered the subject of reading for 
 children until 1882, when Miss Caroline M. Hewins 
 presented a report upon children's work. Miss Hewins 
 had sent cards to twenty-five leading libraries asking, 
 "What are you doing to encourage a love of reading 
 in boys and girls?" The replies were not encouraging. 
 In 1885 Miss Hannah P. James presented another 
 report on children's reading, which was the result of a 
 questionnaire sent to public libraries with over 4,000 
 
 "Library Journal, 12: r8s-6 C1887). 
 
EARLY LIBRARIES FOR CHILDREN 43 
 
 volumes. In this case many of the libraries did not 
 answer the questions at all. Miss James and Miss 
 Hewins, who were among the pioneers in this branch 
 of library work, carried on the work in their own li- 
 braries and never lost confidence in the ultimate 
 success of their eiiforts to interest others in the pro- i 
 fession. 
 
 Although they were barred out of the majority of 
 library buildings on account of age, school children 
 were being reached by several libraries. In Worcester, 
 Springfield (Mass.), Providence, Pawtucket, and 
 Cleveland, the libraries supplied books to teachers 
 especially for the use of pupils, or sent the collections 
 directly to the class rooms. The libraries of Denver, 
 Ilion (N. Y), St. Louis, Richmond (Ind.), Pawtucket, 
 Hartford and Greeley (Col.), have had no age limit 
 for years. Children received cards as soon as they 
 could read and were allowed to take books before there 
 were any separate children's rooms. 
 
 In 1890 the public library of Brookline opened a 1 
 reading room for children ; and in 1893 the Minne- 
 apolis public library provided a corridor for the chil- i 
 dren so that they might be kept away from the adults, ' 
 whom they annoyed. As early as 1894 the public li- 
 brary of Watertown (Mass.) had a separate reading ' 
 room for children. The Denver public library seems 
 to have had the first "children's room" in the sense in | 
 which the term is now used; that is, a reading room ; 
 from which books were loaned for home use. This ! 
 room, which was equipped with low shelves and seats, 
 had three thousand books accessible to children at a 
 
 J 
 
44 THE CHILDREN S LIBRARY 
 
 time when free access to shelves was still uncommon. 
 
 These early rooms had no children's librarians, al- 
 though the public library of St Louis in 1894 engaged 
 an experienced teacher to undertake the supervision of 
 children's reading. 
 
 After the age limit had been lowered or abolished, 
 the principle of furnishing reading matter especially 
 adapted to children — a principle already well estab- 
 lished in the schools, made rapid headway in public 
 libraries ; and of late years a children's room has come 
 to be considered a necessary part of a modern library. 
 Children's libraries are now considered also an essential 
 part of any social center plan, as in the social centers 
 in Denver, and in the famous field houses in Chicago. 
 
 Although the American librarian is likely to think 
 that there is no "children's work" in the American 
 sense carried on in English libraries, the fact is that the 
 needs of the children were being considered in England 
 soon after the middle of the nineteenth century." 
 During the cotton famine resulting from the Ameri- 
 can civil war, a juvenile readers' department was 
 opened in Manchester, and over 7,000 books were 
 issued the first year. At Birkenhead, 743 books were 
 given to children for home use in 1865, and five years 
 later over 2,500 books were issued. A library for 
 children was established at Nottingham in 1862 as the 
 result of a bequest. By 1898, there were 106 public 
 
 13 Private grammar school libraries were common in England dur- 
 ing_ the seventeenth and eighteenth centuries, but as they consisted 
 mainly of Latin books and sermons, they are interesting only to the 
 bibliophile. 
 
EARLY LIBRARIES FOR CHILDREN 45 
 
 libraries in England and Wales, which had separate 
 collections for children. 
 
 Library cooperation with schools began in England 
 at about the same time as in America, but it has been 
 hampered by the absence of a common school system. 
 Many of the free schools are charitable institutions, 
 conducted by private individuals or religious societies. 
 The "ragged schools" of London had 17,000 volumes 
 in 1871. The books were issued for home use, to boys 
 and girls who had been at school six weeks. At the 
 same time there was a lending library in connection 
 with the Jews' school in Bell Lane. 
 
 Leeds seems to have been the first city in which 
 the schools and the free library were in active co- 
 operation before 1877. The library tax rate in England 
 has been so inadequate that the schools have usually 
 furnished money for quarters, books, and equipment, 
 while the library furnishes service. The library has 
 been an important part of the attractions of the large 
 boys' clubs, which correspond somewhat to our social 
 settlements. There are also in England two organi- 
 zations similar to the reading circles of Indiana. 
 They are the Victoria reading circle of the Sunday 
 school union, which conducts reading clubs in connec- 
 tion with the Sunday school, and the National home 
 reading union, which does the same work through the 
 board schools of London and has over 500 circles. 
 
 At Cardiff the school children get all their reading 
 from the school libraries, which are selected, prepared, 
 and kept in condition by the library. Books are bought 
 
46 THE children's LIBRARY 
 
 through an appropriation from the school fund. The 
 school children are allowed to get books from the 
 public library only in special instances, through a 
 permit from the teacher. When they leave school they 
 are given a recommendation from the teacher to the 
 librarian. This plan is worthy of careful study, be- 
 cause it keeps the reading under the control of the 
 person who is responsible for results, and it relieves 
 the library of the expense of a large children's room 
 and the congestion which results when crowds of 
 school children use it for limited periods of time. 
 
CHAPTER THREE 
 THE ELEMENTARY-SCHOOL LIBRARY 
 
 The methods of teaching children to read have 
 been as numerous as the ideas of what they should 
 read after they have learned. That all should learn 
 at about the same age or be set down as dunces, has 
 been taken for granted until recently. "Learn your 
 letters, mind your betters;" this was the short and 
 pointed advice to youth. Learning the alphabet was 
 the first step in a laborious and difficult task, and those 
 who lagged behind were spurred on by punishment 
 of varying degrees of severity. There was no ulti- 
 mate pleasure or profit to be gained from the effort 
 so far as the child could see; simply one unpleasant 
 lesson after another. 
 
 So much we may infer from a study of some of 
 the earliest reading books for children, such as 
 Lydgate's Puer de Mensam (1430), The Babe's Book 
 (1475), and The Book of Cnrtase (1430-40), which 
 cannot be said to have made reading a pleasure. The 
 Orbis Pictus of Comenius (1650) which emphasized 
 the pictorial features of the reading book, was better 
 liked by the children, as is evident from the number 
 of editions and the well worn condition of the few 
 copies that have been preserved. 
 
 John Locke urged that reading should be made a 
 
48 THE children's LIBRARY 
 
 pleasure, saying, "I have always had a Fancy that 
 Learning might be made a Plsy and a Recreation to 
 Children. . . . When by these gentle Ways he de- 
 sires to read, some easy, pleasant Books suited to his 
 Capacity should be put into his Hands, wherein the 
 Entertainment he finds might draw him on. . . . But 
 his Learning to read should be made as little Trouble 
 or Business to him as might be."^ When applied 
 by his contemporaries to the teaching of reading, this 
 theory resulted in some novel experiments. Thus 
 cakes were made in the shape of the letters of the 
 alphabet, and the child was bidden to name the letter 
 before he might eat. Little girls, with painful prick- 
 ings of the fingers, learned to sew and to read at the 
 same time by making samplers. Locke advised the 
 use of the alphabet blocks, that the child might learn 
 while he played. "The Letters pasted upon the Sides 
 of the Dice or Polygon were best to be the Size of the 
 Folio Bible to begin with and none of them Capital 
 Letters." 
 
 While the publication of the "toy books" may be 
 attributed to the teachings of Locke, those who de- 
 signed the early English school books were influenced 
 rather by the church primary manuals and by the 
 arrangement of the horn book. The horn book 
 was not a book, but a sheet of paper containing the 
 letters of the alphabet, mounted on wood and pro- 
 tected by a film of transparent horn. The piece of 
 wood had a handle and was often suspended from the 
 
 ^ Locke, Some thoughts on education, 129, 133, 134 (1880). 
 2 Ibid., 132. 
 
THE ELEMENTARY-SCHOOL LIBRARY 49 
 
 child's neck or waist. Besides a large cross at the 
 top of the sheet and the large and small letters of the 
 alphabet, it contained the vowels, their combinations 
 with the consonants, and finally the formula, "In the 
 name of the Father, and of the Sonne and of the Holy 
 Ghost," the Lord's Prayer, and the Roman numerals 
 in the order named. Some astute publisher soon saw 
 the advantage of combining the church primers, which 
 were considered essential to the education of every 
 child, with the ABC books. 
 
 Harris, the publisher of the earliest of these combi- 
 nation books, had to flee to New England on account 
 of the anti-Popish character of the religious part of 
 his book. In the new country he found the anti- 
 Popishness of his Protestant Tutor welcome. When 
 the New England primer was published it was found 
 necessary to reduce the size in order to make the price 
 more suitable to the Puritan pocket. The cross was 
 omitted because of the Puritan aversion to that symbol. 
 In all other respects the New England primer followed 
 the plan of the Protestant Tutor and the other 
 primers, which in their turn had followed the horn 
 book and the church prayer book. It is said that 
 the first of these books was a Protestant primer sug- 
 gested by Henry VIII. 
 
 E^ch edition of the New England primer reflected 
 the changing beliefs and interests of the times. The 
 religious severity of the earliest editions was soon 
 modified by the introduction of some of the poems 
 of Dr. Watts and later by moral precepts. The his- 
 torical tale was the forerunner of the patriotic selec- 
 
so THE CHILDREN S LIBRARY 
 
 tions, which became prominent in the school books 
 about the time of the Revolution, and the literary 
 "gem" finally crowded out most of the religious ma- 
 terial and much of the ABC section. So closely did 
 the school books of the time copy this primer that 
 all school books for at least a century may be said to 
 be modifications of it. 
 
 The letters and state papers of our early states- 
 men indicate that there was good reason for emphasis 
 upon correct spelling; and long lists of words to be 
 spelled became an important part of all school readers. 
 The Webster speller (1783) which represented the 
 demand for that sort of instruction, influenced the 
 readers which followed. For many years school read- 
 ing was regarded chiefly as a means of teaching spell- 
 ing correctly. The growing incoherence of the read- 
 ing books, which had come to reflect various educa- 
 tional hobbies, was condemned by Horace Mann as a 
 serious hindrance to the development of effective read- 
 ing power in children. The result of his protests, how- 
 ever, was to change their content rather than their 
 form. 
 
 Publishers continued to experiment and educators 
 continued to complain of the lack of unity charac- 
 teristic of the readers, and of the fact that they failed 
 to lead children to good reading habits after school 
 was completed. Although the school library as an 
 important antidote to school readers had already been 
 proposed, local niggardliness and indifference forced 
 teachers and publishers to rely upon readers as the 
 only means by which they could get (i) complete 
 
THE ELEMENTARY-SCHOOL LIBRARY SI 
 
 literary selections, (2) supplementary reading, and 
 (3) collateral reading in geography, history, and 
 science. 
 
 As stated in Mr. P. A. Barnett's Teaching and 
 organization (1897) the educator's conception of the 
 school library was as large as the possibility of get- 
 ting the books was small. The library should aid 
 the routine work of the school ; should encourage vol- 
 untary work; should stimulate the formation of in- 
 dividual tastes and pursuits; should acquaint pupils 
 with social, political, and scientific facts; and should 
 foster a love of reading and form a sound and healthy 
 literary taste. These may be said to be the main 
 functions of the school library to-day. 
 
 At an earlier time, text-books which fulfilled these 
 requirements could be bought out of school funds 
 when it was impossible to obtain other books to form 
 a library. It is important to note that it was the 
 excessive economy of parents and taxpayers and not 
 the choice of teachers that so long compelled the use 
 of the school reader instead of better books. 
 
 That literature itself might be used as a means 
 of giving children the necessary incentive, by letting 
 them read what they enjoy, had occurred to teachers 
 as early as 1850.' It was proposed that literature be 
 presented to the children in such sequence that it 
 would illustrate the evolution of the racial ideals. In 
 this way books might be made to convey moral lessons, 
 which should take the place of the earlier religious 
 instruction. Some of these ideas were incorporated 
 
 ^ See Mansfield, American education (1850). 
 
52 THE children's LIBRARY 
 
 in the curricula of the Cincinnati public schools about 
 1874 in the form of a systematic study of the Amer- 
 ican poets in the lower grades. The birthdays of 
 authors were celebrated and the memory gem became 
 the final word in literary training. This plan was 
 noted and favorably discussed in the report of the 
 education commission of the French government, 
 which visited the schools of this country soon after- 
 ward. 
 
 In an address before the Ohio teachers' associa- 
 tion in 1880, the use of literature in schools, and col- 
 lateral reading in history were proposed. A few 
 publishers were enterprising enough to issue books 
 containing entertaining selections on history, geog- 
 raphy, and science, which could be bought under the 
 text book appropriation. These books served the pur- 
 pose of the school library for the time being. 
 
 Literature instead of scraps was officially recog- 
 nized as eminently desirable by the National education 
 association about 1880. In that year Mr. J. H. Smart, 
 superintendent of public instruction in Indiana, pub- 
 lished a symposium on children's reading, adding 
 corroborative comments based upon his own expe- 
 rience. A list of books included in this symposium 
 contained chiefly so-called recreational reading, which 
 was considered as distinct from reading for informa- 
 tion. The selection was of a high order, possibly un- 
 duly so, since the compiler remarked that while she 
 included Miss Alcott's Little women, that fact should 
 not be taken as an indication that other books of the 
 same author were approved. 
 
THE ELEMENTARY-SCHOOL LIBRARY 53 
 
 The old way was to teach the child to read through 
 the use of a collection of simple words made into 
 sentences, which were supposed to represent his in- 
 terests. Even after he had learned to recognize 
 certain words when he saw them, l^e got little benefit 
 from his reading. When he graduated to the higher 
 readers, he was overwhelmed with miscellaneous in- 
 formation. For his first contact with real literature, 
 he had to wait until he reached the high school. If 
 he failed to enter the high school, his literary ac- 
 quaintanceship was confined to memory gems and 
 selections for declamation. The proceedings of the 
 National education association record the attempts 
 made from 1880 to 1900 to bring about a reform of 
 these conditions. This does not mean that the read- 
 ing problem as a pedagogical question is considered 
 solved at the present time. If the librarian is to 
 handle the reading of little children, she should prob- 
 ably be familiar with the various methods of teach- 
 ing reading advocated by educational authorities and 
 in use in the schools.* The content of school readers 
 and of school libraries is not necessarily affected, 
 however, by the changes and experiments in methods 
 of teaching reading. 
 
 Myths, legends, and folk-tales, the foundation for 
 all literature, can be used for early reading lessons. 
 Inasmuch as the child repeats in his experiences the 
 
 * Some of the methods which have been tried and are still being 
 used and the reasons for and against their use may be found in: Klap- 
 per. Teaching children to read ; Laing. Reading. Rev. ed. ; Spaulding 
 and Bryce, Learning to read; Hughes, Teaching to read; Huey, The 
 psychology and pedagogy of reading; Arnold, Reading; Taylor, Princi- 
 ples and methods of teaching reading. 
 
S4 THE children's LIBRARY 
 
 emotions and impulses that the race has transmitted 
 through folk literature, he is already adapted to the 
 old stories ; they do not need to be adapted to him. 
 In 1891, Mr. Frank Pattee, a school principal, made 
 a plea for the use of unabridged poems of Longfellow, 
 Whittier and Lowell, and suggested that readers be 
 discarded. One result of the expression of such ideas 
 on the part of teachers and school authorities was 
 the Heart of Oak series of school readers, edited by 
 Charles Eliot Norton and published in 1895. In 
 these books the material was arranged according to 
 grades and the folk literature was distributed among 
 the books for the lower grades. The series naturally 
 began with Mother Goose. These books set a stand- 
 ard for graded school readers which has seldom been 
 equalled. For the higher grades, the Riverside Lit- 
 erature series begun in 1883, presents literary units, 
 such as a single selection of prose or several poems 
 by the same author in one number. These little 
 paper bound booklets have rendered valuable service 
 for while there is no attempt to grade the material pre- 
 sented, there is an effort to get (i) the best of its 
 kind; (2) what will appeal to young people; and (3) 
 generally a complete masterpiece instead of excerpts. 
 There were teachers, however, who did not wait 
 for the publication of adequate text books to begin to 
 reform reading conditions. To Mary E. Burt es- 
 pecially, the use of the adapted, expurgated classic 
 and books written down to children seemed a grave 
 educational error. Children's books were anathema 
 to her, and she undertook to prove that real classics 
 
THE ELEMENTARY-SCHOOL LIBRARY 55 
 
 could be read and enjoyed by children in the grades. 
 One of Miss Burt's ideas was to present literature in 
 chronological order, selecting from each era some 
 representative masterpiece. The results of these ex- 
 periments were presented in her Literary landmarks 
 (1889), from which it appears that young children 
 in her classes had read and apparently appreciated 
 certain of the early Eastern religious writings, several 
 of Aristophanes' plays, and some of Juvenal. The 
 bibliography in this book, though poorly arranged, is 
 suggestive and frequently surprising. It includes the 
 editions which Miss Burt used with her classes, and 
 it is notable for a complete absence of childrens' books. 
 Whether all teachers or librarians could successfully 
 present or use such a program is doubtful, but it is 
 certain that many of the early classics if attractively 
 bound and printed will be read voluntarily and with 
 pleasure by young people. Miss Burt was not alone 
 in her efforts to give worth while reading to children. 
 Her plan was more ambitious than that of other teach- 
 ers, but there were other pioneers who wished to 
 improve the subject matter of the child's reading and 
 to make lessons a pleasure instead of drudgery. 
 
 Educational reformers recognized that it was im- 
 portant not only to improve the quality and content 
 of the school readers, but also to enrich the curricu- 
 lum and broaden the child's horizon by giving him 
 agreeable and informing reading matter on the sub- 
 jects he studied. This aspect of the reform of the 
 schools appealed especially to Mr. Charles Francis 
 Adams, Junior, who at the time was a member of the 
 
S6 THE children's LIBRARY 
 
 board of education of Quincy. Unlike many public 
 spirited reformers, Mr. Adams knew how to put his 
 ideas into workable shape. He felt the narrowness 
 of the contemporary methods and with the aid of 
 Mr. F. W. Parker, superintendent of schools, he out- 
 lined a plan for the collateral reading of the pupils. 
 The teachers were urged to take the children to the 
 public library, and not only to use the books avail- 
 able but to call for more.'' Such efforts were only 
 symptoms of the departure from the old scholastic 
 methods into something that would connect with life 
 and the natural interests of children. As a substitute 
 for the school library, public library books served for 
 the time, especially when their use was directed by 
 the teachers. Other schools which were fortunate 
 enough to be situated near a good public library had 
 used their books, as in Gloversville, New York, topics 
 to be looked up in the library being assigned weekly 
 to the pupils. In the schools of Holbrook and Toledo, 
 public library books were used regularly by the chil- 
 dren under assignment from the teachers. Children 
 who attended the Wells grammar school in Boston 
 were encouraged to find additional information at the 
 library and to report in the class room on the books 
 they had consulted. In other ways through the in- 
 itiative of either schools or public libraries, the loss 
 which the children suffered by the absence of the 
 class room library was less keenly felt. The plan 
 of teaching children to use dictionaries, encyclopedias, 
 
 'Adams, A new departure in the schools of Quincy, 5-15 (1879). 
 Reprinted in Green, Libraries and schools, 5-24 (1883). 
 
THE ELEMENTARY-SCHOOL LIBRARY 57 
 
 and indexes, which librarians are now urging, was 
 presented at the meeting of the National education 
 association by Miss M. W. Hinman in 1880.° 
 
 All this additional reading to be done by the child 
 in relation to his lessons was intended not as an ad- 
 ditional task, but as a stimulus to his interest and en- 
 joyment. Not only was "there to be no distinction 
 in his memory between reading as an art learned 
 and reading as a delight discovered,'" but reading 
 for recreation and reading for information were to be 
 equally inspiring and helpful. To children, at least, 
 there is no invidious distinction between a book of in- 
 formation and one which simply amuses. 
 
 In Indiana, Ohio, and Illinios the state teachers' 
 associations have organized reading circles as branches 
 of the teachers' reading circles. In Indiana the 
 young people's reading circle has the same board of 
 directors. Smaller circles are formed in local schools. 
 The reading of one book on the year's list qualifies for 
 membership. Those who read six books of the course 
 receive diplomas, and four seals are given to pupils 
 who complete the course. Such devices keep the 
 children interested in their circle and eager to go on. 
 Twenty books in a group are usually sold to the schools 
 and are paid for out of school funds. An attorney 
 general of Indiana has rendered an opinion that this 
 is a legal and proper expenditure of public money. 
 All the books are bought through the central board 
 of directors at a low cost. The reading circles are 
 
 ■* Hinman, The practical use of reference books. National educa- 
 tion association. Proceedings, 1880: 194-203. 
 
 ^ Larned, Books, culture and character. 98 (1906). 
 
S8 THE children's LIBRARY 
 
 not run for profit, but the quality of the books listed 
 would seem to give ground for the suspicion that 
 their selection has not been altogether free from 
 commercial influence. Earlier reading circles were 
 the National young folks' reading circle, the Qiautau- 
 qua young folks' reading union, and the Columbian 
 leading union. But long distance education, like 
 private gymnastic exercises, is only too liable to fail 
 because of a fundamental weakness in human nature. 
 The lack of the friendly prod of the supervisor is a 
 serious drawback. The Indiana reading circles are in 
 a flourishing condition chiefly because of centralized 
 management and supervision. They take the place of 
 the school library, or it may be more correct to say 
 that their books become the school library. 
 
 Contemporaneously with the improvement of the 
 reading books used in the schools and the presenta- 
 tion of new plans for furnishing children with good 
 reading, came the agitation for school libraries and 
 school library laws. For a time text books engaged 
 the attentions of teachers because the school library 
 laws, such as they were, had failed to produce results. 
 Horace Mann's efforts to improve the reading matter 
 available to children had resulted in a school library 
 law in Massachusetts in 1837. Much of the statute- 
 making in other states was based on the New York 
 school district library law (1835). This was not a 
 school library law at all, for it merely provided that 
 taxation for libraries should be based upon the school 
 district division. New York spent its share of the 
 surplus revenue distributed by the federal government 
 
Th£ EL6MENTARY-SCH00L LIBRARY S9 
 
 in buying books to establish these libraries, which, 
 however, were intended quite as much for adults as 
 for children. The supervision of the libraries was 
 inadequate, and a decade later almost all of the books 
 had disappeared. In modelling their laws after this 
 ineffective statute, other states copied its defects. 
 Indiana has had a school library law since 1852. 
 The libraries are under the direction of the state board 
 of education, and the superintendent of public in- 
 struction selects and distributes the books. In Il- 
 linois and Wyoming the state librarian is also super- 
 intendent of public instruction. Ohio had a school 
 library law in 1836, which, like the New York law, 
 failed because it made inadequate provision for super- 
 vision and fixed too small a unit of taxation. Wis- 
 consin's first constitution ( 1848) provided for libraries 
 to be bought from the school fund. Of these various 
 legislative attempts to supply books other than text 
 books to schools, the only favorable results were re- 
 ported from California, which had school libraries 
 in 1854. The state superintendent of public instruc- 
 tion in 1873 commented upon the high standards of 
 selection shown in the choice of books and added that 
 the books were used to an encouraging extent. 
 
 Some of the early legislation was well planned. 
 Rhode Island in 1874 adopted a school library law which 
 provided for the supervision and control so generally 
 lacking in other states. A local board, to get state 
 aid for libraries, had to convince the state board of 
 education that it would furnish the books free. Each 
 applicant for a grant from the state treasury was 
 
6o THE children's LIBRARY 
 
 required to give a list of the books already in the 
 library which had been bought with public funds. 
 State financial aid was necessary then as now, on 
 account of the usual lack of funds in rural districts. 
 Many of the early laws were ineffective because they 
 made no provision for reinforcing local funds. The 
 money for books was derived from various sources. In 
 Michigan the fines for penal offences are set aside for 
 the purchase of books for the school libraries, under 
 a law which is still in force, notwithstanding the 
 opposition of educators. It is an antiquated and in- 
 efficient manner in which to provide money for educa- 
 tional necessities. 
 
 Most of the states have permitted the school dis- 
 trict to raise funds by means of taxation, but the tax- 
 payer is generally loath to add to his financial burdens. 
 The early laws were put upon the statute books for 
 the benefit of the rural districts, but they did not suc- 
 ceed. Even when the state gives financial aid toward 
 school libraries, the conditions under which the books 
 are bought or the provisions for their use may be 
 such as to make the money a wasted expenditure. 
 If the law is permissive and depends for effectiveness 
 upon the initiative of the locality, it is likely to re- 
 main a dead letter. If there is no supervision of the 
 local purchase of books bought out of school funds 
 or state grant, and no systematic inspection, the quality 
 of the libraries is effected in several adverse ways. 
 The books may not be bought at all, or they may be 
 unsuitable, and not properly used. There is likely 
 to be no addition of new material to the libraries at 
 
THE ELEMENTARY-SCHOOL LIBRARY 6l 
 
 regular intervals to keep up interest. If there is no 
 attempt to make the collection of books into a library 
 by providing that some properly qualified person be 
 appointed as librarian, then again the books will 
 probably remain in the box or cupboard unused. 
 When local taxation for school libraries is allowed, 
 as was provided in many of the early school library 
 laws, the law should be made mandatory ; otherwise 
 it is likely to be ignored. Legislation which provides 
 for the use of a percentage of the school fund itself 
 is more satisfactory; and when state grants are given, 
 the state library commission or the state board of 
 education should be given authority to direct the 
 expenditure of the money and to supervise the use of 
 the books.' 
 
 In the cities of England, the libraries for schools 
 are often bought with school funds, and the books 
 are selected, prepared, and mended by the public li- 
 brary, the school furnishing room and equipment. 
 
 France has had school libraries in all elementary 
 schools since 1862. There are 50,000 of these libraries, 
 containing an average of 160 volumes each. Their 
 
 * The essentials to be covered by a good school library law, accord- 
 ing to Miss J. A. Rathbone, are: 
 
 (i) Mandatory minimum annual tax levy by county 
 
 (2) Compulsory selection from well chosen list made by some 
 
 recognized and responsible authority 
 
 (3) A central purchasing agency and a state contract price 
 
 (4) A definite and fixed time for annual purchase 
 
 (s) Suitable rules and rCErulations to prevent scattering of books. 
 Munroe's cyclopedia of education, 4: 15. 
 
 As to the provision for a fixed mill tax there is ground for 
 objection from the fiscal point of view. The "special fund" is a relic 
 of a primitive attitude toward public finance. All public services are 
 important, and it is a question whether the discretion pi the apportion- 
 ing body should be limited by statute. A fixed rate is quite as likely 
 to yield too little as enough, due to the irregular increase of the value 
 of taxable property in relation to community needs. 
 
62 THE children's LIBRARY 
 
 administration is under the minister of education, 
 and since 1865 there has been a special commission 
 which passes upon the purchase of the books. 
 
 Certain American states give not only money, 
 but also helpful advice for the use of the teachers. 
 The New York state department of education has 
 published a syllabus for pupils' reading which con- 
 tains lists of books to be used by different grades and 
 directions to the teachers. In this syllabus it is 
 recommended that the children be read to during the 
 first four years of their school life, in order to develop 
 their interest in books, to cultivate their imagination, 
 to present a model of expression, and to create ideals. 
 Virginia has a department of public instruction which 
 distributes aid to school libraries in schools which 
 raise amounts equal to those given by the state. In 
 the pamphlet containing a list of books which may 
 be bought with the state money, there are specific 
 instructions to teachers as to the use of the libraries. 
 The teachers are urged to study the tastes of theii 
 pupils, to help them select books, to encourage reading 
 in spare moments in school, to lead children into in- 
 formal talks about the books they have read, to read 
 aloud frequently, to recommend books for collateral 
 reading, and finally not to treat library work as a 
 side issue. 
 
 The purpose of school libraries as stated in the 
 Connecticut law is to serve as an aid in the preparation 
 for class room work, and to afford opportunity "for 
 the development of individual tastes and pursuits quite 
 
THE ELEMENTARY-SCHOOL LIBRARY 6$ 
 
 outside the ordinary routine of school work.'" Travel- 
 ing school libraries in Connecticut are loaned through 
 the state public library commission by the Connecticut 
 society of colonial dames. The lists of the various 
 collections are printed in a state document and the 
 books may be kept three months. When requested 
 most state library commissions send traveling libraries 
 to rural schools. 
 
 Although the rural districts are inadequately served 
 through school libraries, the school libraries in large 
 cities have generally been well equipped. About i860, 
 Mr. Ira Divoll, superintendent of the St. Louis public 
 schools, tried to arouse interest in a public school library 
 and his efforts resulted in the organization of the 
 Public school library society in 1865. The purpose 
 of this library seems to have been surprisingly similar 
 to that of school libraries to-day. "The exhibition of 
 some handsome picture books, the narrative of some 
 lively stories from books in the library will draw the 
 children in large numbers to drink of the fount set 
 flowing for their refreshment, and the taste will in- 
 variably grow into a fixed thirst for literary enjoy- 
 ment rising gradually from the hasty reading of story 
 books to the more deliberate study of literature and 
 science."" The librarian visited the class rooms and 
 told the pupils of the advantages of the library. Al- 
 though the society was separately incorporated, it was 
 planned that the library should ultimately be a part of 
 
 " Conn, school document, no 5 (1902). 
 1° IJ. S. bureau of education. Special report, 983 {1876). 
 
64 THE CHILDREN'S LIBRARY 
 
 the school system and in 1869 it was taken over by 
 the school board under an arrangement which provided 
 for joint control by the society and the school author- 
 ities. This arrangement continued until the library 
 again became a separate corporation as the St. Louis 
 public library. The Cleveland public library was 
 originally a public school library. In Columbus 
 (O.) the public school library has a collection of 
 80,000 volumes and lends to forty-nine elementary 
 schools, six high schools, and one normal school. The 
 high school library of Albany established in 1868 is 
 now conducted as a general school library of 30,000 
 volumes. 
 
 Most progressive city school systems have class 
 room libraries and whenever the principal or super- 
 intendent happens to recognize the value of the school 
 library, interesting experiments are carried on in the 
 classes. Home reading is reported on in school and 
 in addition the children keep note books. In Utica 
 (N. Y.) a regular course of home reading is planned 
 for the pupils, who report upon books read to the 
 teacher, discuss them together in class and keep note 
 books. During one year over 5000 pupils read and 
 discussed in class over 36,000 books." The New 
 York city public schools have appointed a library hour 
 on Friday afternoons, during which the teacher talks 
 of books or reads aloud. A guide to helpful reading 
 arranged by grades has been prepared by the super- 
 intendent of schools of Sault Ste. Marie. This has 
 
 1^ Griffith, A course of reading for children. Educational Review, 
 17: 65-9 (1899). 
 
THE ELEMENTARY-SCHOOL LIBRARY 6S 
 
 a blank leaf inserted opposite the titles for the pupil's 
 comments. 
 
 Among other interesting innovations at Gary 
 (Ind.) there are special literature teachers, who 
 meet every child for thirty minutes on alternate days. 
 These teachers tell stories and read aloud, and also 
 talk over each child's needs with his regular teacher. 
 The children's outside reading is thereby influenced 
 in a thorough and direct way. A branch of the public 
 library with a street entrance of its own is located 
 in one of the newer buildings. Some of the defects 
 of the ordinary school room teaching of reading and 
 literature, or of the use of public libraries by school 
 children are overcome by this method. The individual 
 child is reached and understood in relation to the rest 
 of his activities as the public librarian could never hope 
 to understand him, and an expert handles the difficult 
 problem of the control of children's reading. 
 
 In one of the large Cleveland elementary schools, 
 an adaptation of the Gary plan known as the platoon 
 system, is now being tried. Each subject has a special 
 teacher and a special room. Naturally the room for 
 the teaching of literature would be the library. At 
 the observation school connected with the normal 
 school in Cleveland each teacher sends one group of 
 children at a time to the school library to get the books 
 they want. This avoids the rush hour of the public 
 library and according to the report of the Qeveland 
 Foundation, "the teachers report that it does not re- 
 sult in confusion and the librarian says that she can 
 handle the children and guide their reading much 
 
66 
 
 THE CHILDREN S LIBRARY 
 
 more satisfactorily than was possible under the old 
 plan"" — the old plan being the custom of sending the 
 children to the library after school hours. The Foun- 
 dation report adds, "If the libraries are to remain in 
 the schools and do their best work, means must be 
 found by which the pupils will be able to go to the 
 library in leisure at different times during the day 
 instead of going in haste at one time. If a room is 
 to be set apart in a school building for library purposes, 
 some means must be found to use that room every day 
 or else it becomes an expensive investment." 
 
 Another well considered plan is in use in the schools 
 of Pomona (Cal.), where the children read from 
 lists selected by the teacher. Each child however, 
 chooses the book that appeals to him, and reads it 
 at home or in his spare moments at school. All 
 the pupils are reading different books since there is 
 nothing to be gained by having all the children reading 
 the same book at the same time. Each child reports 
 in class on the book he has read, thus adding to the 
 general interest and information. At the beginning 
 of the second year of this system, each child was 
 allowed to buy a book approved by the teacher to 
 be used instead of the usual reader. These books 
 were exchanged among the members of the class, and 
 at the end of the year every child had had the oppor- 
 tunity to read them all and at the same time had added 
 a book to his private library. 
 
 A recent development, which directly affects the 
 
 ^ Ayres and McKinnie, The public library and the public schools, 30 
 (1916). 
 
THE ELEMENTARY-SCHOOL LIBRARY 67 
 
 content of the school library, has been the study of 
 newspapers and magazines in public schools. The 
 pupils check periodicals for articles which might be 
 of interest to other classes, to their home people, to 
 themselves, and to their own class. In this way stand- 
 ards of reading are developed which must react in a 
 directly favorable ' way, for many adults read news- 
 papers and magazines rather than books and are 
 in need of standards by which to judge such material. 
 The children are sometimes helped to compile a book 
 of jokes, and the class criticises the jokes which are 
 not suitable. This is better than to ignore or condemn 
 all funny pages and joke books, which the chil- 
 dren will read anyway, despite the efforts of the most 
 careful teacher or librarian. 
 
 "The school collection," says a school librarian, "can 
 include little besides the essentials and must, therefore, 
 depend upon the libraries — city, county, or state — to 
 round out the reading worlds of the boys and girls, 
 with books of more varied interest."" There has 
 been little or no special study by librarians of the 
 special needs of the school library and the class room 
 library. The result of having books suitable for school 
 libraries selected by librarians exclusively has often 
 been collections which fail to connect in a helpful way 
 with the children's school work, because the librarians 
 often do not give intensive study to school curricula 
 and methods. On the other hand books for school 
 libraries selected by teachers exclusively, sometimes 
 lack literary merit. In Portland (Ore.) school li- 
 braries are selected jointly by both teacher and librar- 
 
68 THE children's library 
 
 ian. For the selection of such a specialized library 
 as the elementary school library, special knowledge 
 is required and special standards must be developed. 
 Under a system of organic control of school and li- 
 brary, with a branch library or children's room in every 
 grade building, the problem of book selection would 
 be much simplified, for a larger collection would be 
 available. 
 
 The discussion thus far has been confined main- 
 ly to the elementary school library administered, pur- 
 chased, and entirely controlled by the school authorities. 
 However elementary school libraries are also admin- 
 istered by the public library with books owned either 
 by the school or the library. Class room libraries are 
 frequently supplied entirely by the public library ; and 
 there ^re various ways of sharing the expenses. In 
 some cities the grade school libraries are conducted as 
 branches of the public library, having a separate 
 room in a school building. This involves a certain 
 amount of joint organic control. 
 
 It is the opinion of the committee on elementary 
 school libraries of the national education association" 
 that school libraries should be administered by the 
 public library. This is the librarians' point of view, 
 but it is not always shared by the school authorities. 
 Under a system of joint control of public schools and 
 public library by one board commissioner, the grade 
 school buildings would probably contain children's 
 rooms or library rooms. This would effectually 
 
 " Case, Selecting an elementary-school library. National education 
 association, Proceedings, 1915:1077. 
 "Proceedings, 1915: 1073. 
 
THE ELEMENTARY-SCHOOL LIBRARY 69 
 
 prevent the separation of school and library interests, 
 and give the school children access to a large collection 
 of books without unnecessary and expensive duplica;- 
 tion. In Kansas City (Mo.), where school and library 
 are under joint control, the branch libraries in high 
 school buildings have been so successful that all new 
 grade buildings will have library rooms. 
 
 Whenever the libraries started by the school after- 
 wards became public libraries, they had already es- 
 tablished themselves as deserving of the taxpayers' sup- 
 port before they were made accessible to adults as well 
 as to children by means of separate administration, or- 
 ganization, and quarters. The collection of books in 
 the school room and school building continues to be 
 a necessity for successful teaching, notwithstanding 
 the many examples of the evolution of such libraries 
 into public libraries. "That the library is an essen- 
 tial part of the equipment and activities of the public 
 education is becoming more and more recognized and 
 the tendency of recent legislation is to provide for the 
 establishment and support of public school libraries."" 
 
 There are some interesting legal opinions" which 
 serve to confirm the educator's view of the school li- 
 brary. A decision of the supreme court of Michigan 
 in 1877, declared, "The ordinance of 1787, under 
 which this region was first set apart for its future 
 creation into states which have been organized under 
 its sanction, declares that religion, morality, and knowl- 
 
 " Prefatory remarks in Bulletin of U. S. bureau of education. 
 State school systems (1907). 
 
 " See Sterner, The legal status of the public library in the United 
 States. American law review, 43:536-46 (1909). 
 
70 THE CHILDREN S LIBRARY 
 
 edge were necessary to good government and the 
 happiness of mankind, and provided that for these ex- 
 press purposes schools and the means of education 
 shall forever be encouraged. It is somewhat strange, 
 therefore, to have it suggested that libraries are not 
 within the proper range of school apparatus. . . . 
 Nothing but poverty can make it proper for any school 
 district to deprive itself of the valuable aid of libraries, 
 which enlarge and supplement the work of the 
 teacher."" This point of view is advanced even to-day. 
 
 We have the teachers to thank not only for the 
 school library, but also for the idea which they have 
 advanced, in and out of season, that the public library 
 is a necessary part of a complete educational system. 
 This they have drilled into the mind of the public, 
 until almost every community recognizes the educa- 
 tional value of a public library, although in practice it 
 may be regarded either as a purely recreational agency 
 or even as a charity. 
 
 In any attempt to control and direct the children's 
 reading outside the school, the influence of the teacher 
 is also an important factor. Outside of the home 
 she holds perhaps the highest place in their affections. 
 What she advises has great weight with them. By 
 spending five or six hours daily with her pupils, she 
 can hardly fail to know them thoroughly. If she 
 has any freedom in carrying out the schedule of studies, 
 she can introduce books to the children by means of 
 
 " Maynard v. Woods, 36 Mich. 423. 
 
THE ELEMENTARY-SCHOOL LIBRARY 71 
 
 story-telling, reading aloud, and dramatizations' in 
 which they take part. 
 
 If the teacher herself knows little of good literature, 
 her pupils will make that fact evident in their use of 
 the library; and public school teachers, themselves 
 the victims of the earlier methods, often show consider- 
 able lack of discrimination in their judgment as to books 
 for children. Yet this ignorance of relative values in 
 the world of books is perhaps no more exasperating to 
 the librarian, than her own ignorance of school aims 
 and methods is to the teacher. In the library the child 
 is considered only in his relation to books; in the 
 school he must be considered in relation to an almost 
 endless variety of factors. With all her other duties, 
 it is not surprising that the teacher should be some- 
 what indifferent or even hostile to the children's out- 
 side reading, particularly if it interferes with their 
 school work. 
 
 Since the average grade teacher is so much occu- 
 pied, some authorities maintain that literature should 
 be taught by a special teacher, as are music and draw- 
 ing. If the children's librarian had some special 
 pedagogical training, she would be well fitted for such 
 a position. In the meantime the majority of the schools 
 will continue to allow a single teacher to conduct all the 
 lessons, and to direct the children's reading. It is 
 desirable, therefore, that the teacher be equipped as 
 efficiently for this work as for any of her other duties. 
 As has been pointed out, the public librarian has been 
 in a position to detect poor instruction whenever it 
 
72 THE CHILDREN S LIBRARY 
 
 has affected the pupil's taste or appreciation of litera- 
 ture, or his ability to use books for his own information. 
 Librarians therefore made the first move to introduce 
 into normal schools courses which would give the 
 prospective teacher ( i ) instruction in the use of refer- 
 ence books, indexes, and the card catalogue; (2) in- 
 struction in the simpler methods of keeping books in 
 order and making them accessible, such as classifica- 
 tion according to subject matter; and (3) opportun- 
 ity to become acquainted with the books themselves. 
 It is along these general lines that a report of the 
 joint committee of the National education association 
 and the American library association in library ad- 
 ministration in normal schools was prepared.*' The 
 librarian of the normal school should be able to con- 
 duct such a course, provided she has also had training 
 as a teacher. 
 
 As conducted in the leading normal schools, the 
 program indicated seems to place undue emphasis on 
 library technique. 
 
 A later report" recommends that twenty-five les- 
 sons of not less than forty-five minutes be devoted 
 to reference work, the same to children's literature, 
 and that an elective course on technical subjects be 
 provided for teacher-librarians. Only three normal 
 schools in the country give all these recommended 
 courses. The technical side of the work still seems 
 
 ^^ Baldwin, Report on instruction in library administration in 
 normal schools. 71 p. (1906). 
 
 1" American library association, Committee on standardizing library 
 courses in normal schools. Report. Bulletin 9:280-2 (191s). 
 
THE ELEMENTARY-SCHOOL LIBRARY 17> 
 
 to be emphasized rather than the study of children's 
 books themselves. 
 
 The three courses recommended by the normal 
 school committee of the National education associa- 
 tion'" include one of ten class periods for study of the 
 uses of a library, which is intended for the personal 
 assistance of the normal school students, one of fifty 
 class periods for the study of children's reading; and 
 one in library organization and administration intended 
 for those teachers who intend to devote their time 
 wholly or in part to the management of school libraries. 
 One hundred class periods are designated for this 
 course. The first course, which should be given in the 
 library by the librarian, should cover the possibilities of 
 the library, the classification, the catalogue, reference 
 books, periodicals, indexes, public documents, investi- 
 gation of subjects (research), how to read, and book 
 selection. The second course should emphasize the im- 
 portance and possibilites of children's reading, the 
 problem of directing it, the kinds of children's books, 
 standards of choice, grading, adaptation from original 
 sources, story telling, dramatization, graphic illustra- 
 tion, use of pictures and maps, how to get books at 
 school and public libraries, library rules and regula- 
 tions, the care of books and what books to buy for one's 
 self. This covers the essential points thoroughly and 
 practically, but no provision seems to be made for read- 
 ing children's books, unless it is implied under one of 
 the above heads. The third course (elective) would 
 
 '"'National education association, Proceedings, 1915; 1056-64. 
 
74 THE CHILDREN'S LIBRARY 
 
 include the first two with additional library technique. 
 These courses were prepared after an examination of 
 the answers to questions sent to school supervisors 
 under the general heading "What should a teacher 
 know about the use of books and libraries?" 
 
 They put technique where it should be, in a second- 
 ary place. In a small rural school library, the teacher, 
 must play the part of librarian, but she never has more 
 than fifty or a hundred books in her library, and so 
 does not need an elaborate system for keeping them 
 in order. In a large city school, the class room li- 
 braries are small ; but where the library is large as in a 
 high school, there is a growing tendency to employ a 
 person technically trained in library work. 
 
 On the whole, teachers do not need to go deeply into 
 matters of library economy. What they need is an 
 acquaintance not only with children's books, but also 
 with those books not written especially for children 
 but well adapted to their use. The study of books of 
 travel, history, biography, and science which may be 
 used with children has scarcely been begun, certainly 
 not in a systematic way, even by librarians. The lists 
 usually repeat the same children's books over and over, 
 and the consultation of these lists is recommended to 
 the prospective teacher as the way to gain familiarity 
 with the proper books to use. The normal school 
 student is sometimes asked to make a list of her own 
 with the idea that by so doing she will get valuable 
 knowledge of the books she lists. The assumption 
 is that she will put on her list only those books which 
 she has read. What she is likely to do, is to go to the 
 
THE ELEMENTARY-SCHOOL LIBRARY 75 
 
 catalogue and look under the heading "Juvenile litera- 
 ture" or "Children's books" as the case may be, consult 
 any lists of juvenile books which may be at hand, 
 and prepare a list without any reading whatever. If 
 the student were asked to make a list of adult books, 
 suitable for children, it would be necessary for her to 
 read every book she lists, since there are few lists of 
 this sort. To become familiar with children's books, 
 so-called, the student should also read the books, not 
 merely make lists and hear lectures. 
 
 In order to present books to children the teacher 
 as well as the librarian needs to know the principles of 
 psychology which may be applied. Apperception is 
 recognized as an important element in the improve- 
 ment of the child's reading tastes. By selecting 
 books which conform to his natural interests, the pupil 
 may be led to better reading along the same lines. 
 In the normal school, the teacher pupil becomes 
 familiar with other psychological principles which 
 might well be used in the wise direction of the child's 
 reading. Nothing is suggested as to this feature in 
 the library course for teachers referred to above. 
 Yet to gather precise information as to the reading 
 tastes of certain children at certain ages and the read- 
 ing matter that ought to be supplied, would seem to 
 be not only valuable training for the pupil teacher, 
 but an indispensable part of her equipment if she is 
 to guide children to good books. One might go so 
 far as to say that without these two fundamental ele- 
 ments in the library course as given in normal schools, 
 that is, familiarity with children's books, and a know- 
 
76 THE children's LIBRARY 
 
 ledge of psychology applied to the pupil's reading, 
 all the technical training would be superfluous. 
 
 In the state normal school at Geneseo, a course 
 in children's literature is given during the junior year, 
 three times a week for twenty weeks. A study is 
 made of different kinds of children's books and meth- 
 ods of presenting them to children. The literary 
 merit of the books is considered as to plot (Is it 
 loose, simple, complex, involved, impossible, overdrawn, 
 etc.?) ; characters (Are they wholesome, natural, well- 
 bred, too good, morbid, life-like, well drawn, etc.?); 
 motive of theme (Human sympathy, moral courage, 
 etc.?) ; style (Is the English correct, slangy or baby- 
 ish?). Special uses of each book are considered; as to 
 whether it is good for outside reading or reading 
 aloud, and to what age it is adapted. The physical 
 make-up of the books is also considered. Class discus- 
 sions of outside influences upon children's reading 
 are held. In all of this work the pupil teachers do 
 not listen to lectures on book selection merely, but 
 they examine, read and study the books themselves. 
 A complete and systematic course of instruction in 
 children's literature has been prepared by the staff 
 of the Newark free public library. The course in- 
 cludes instruction to normal school pupils in the prin- 
 ciples governing children's reading, the history of 
 children's literature and the test questions to be ap- 
 plied in determining the worth to children of each 
 form of literature. One hundred and forty-four 
 books are to be read in connection with the course. 
 The correspondence-study department of the univer- 
 
THE ELEMENTARY-SCHOOL LIBRARY 11 
 
 sity of Chicago has prepared a course on children's 
 literature, adapted to settlement workers, parents, and 
 writers for children. The course attempts to give a 
 survey of the field of literature for children, the prin- 
 ciples, hygienic and psychological, which underlie the 
 selection of such literature, and to require certain 
 reading which will illustrate some of the problems 
 of selection. The course will also include a study of 
 other factors in the child's life which may have an 
 effect upon his reading tastes. The best methods of 
 presenting the literature to children are also considered 
 and the forms of literature best adapted to certain 
 ages are indicated. 
 
 The state normal school at Greeley, (Colo.), rec- 
 ognizes the teacher's need of intruction in the prin- 
 ciples of book selection and her lack of acquaintance 
 with children's books, and makes special effort to 
 supply that need. At Cedar Falls (la.) the stu- 
 dents in the library class of the state teacher's college 
 are expected to become familiar with children's liter- 
 ature, and much of their time is given to reading 
 children's books. The state normal school of May- 
 ville, (N. D.), gives to seniors a special one-hour 
 course upon children's literature, which includes 
 examination of books. Most of the normal schools 
 which consider books for children seem to limit the 
 course to lectures on book selection, and few require 
 reading or study of a definite number of books. 
 
 Not all the normal schools which give a library 
 course, require it of all their students; which seems 
 to indicate that the value of the training has not yet 
 
78 THE children's library 
 
 been proved to educators. The Wisconsin state board 
 of regents requires twenty weeks of library methods 
 of each normal school student. At the normal school 
 at Geneseo (N. Y.) such a course is also required. 
 Certainly the programs could be made more inter- 
 esting if emphasis were laid upon the reading and 
 study of books to be used with children rather than 
 upon the technique of library work. 
 
 If the librarian is to help conduct the school li- 
 brary, she must understand school methods ; if the 
 teacher is to make the pupil's use of the school library 
 a preparation for the use of the public library, she 
 must understand how to get information out of books. 
 
 The transfer of the school child from the school 
 library to the public library is the aim. Experience 
 has shown that we do not need to stimulate the use of 
 books as recreation, but the use of books for serious 
 purposes will always need to be encouraged. This 
 is largely the mission of the school library, and it 
 cannot be carried out by the teacher alone. The li- 
 brarian must give the most sympathetic and intelli- 
 gent cooperation; if it is sufficiently unselfish, the 
 school library will sooner or later become the training 
 school for the public library. The best interest of 
 the children rather than the convenience of the teacher 
 or the librarian, is the important consideration. Con- 
 sequently, whether the children should be allowed to 
 take books home from the school library, or whether 
 the school library should contain only books of ref- 
 erence are questions which cannot be decided arbi- 
 trarily. Everything depends upon the relative loca- 
 
THE ELEMENTARY-SCHOOL LIBRARY 79 
 
 tion of the school and the library building, upon the 
 constituency served by the school, and upon the 
 methods which the individual teacher can best use. 
 The most effective work with young people is prob- 
 ably done when the books are circulated from school 
 libraries. The New York law provides that every 
 school library shall be a circulating library ; it rec- 
 ognizes and gives definite legal status to the position 
 of school librarian and provides for the joint em- 
 ployment of a librarian by public library and school 
 when desirable. 
 
 The teacher's superior knowledge of individual 
 children in relation to all their activities, makes it 
 seem expedient that the library leave to the school 
 the direction of the child's early reading. Therefore 
 the teacher must know more of the use of books and 
 of public libraries. 
 
CHAPTER FOUR 
 
 THE HIGH SCHOOL LIBRARY 
 
 It becomes necessary to determine the real aim of 
 the modern high school before we may consider 
 what books the library should contain or the methods 
 by which it should be conducted. The earliest high 
 schools, it appears, were established in a spirit of 
 protest against the narrow classical training supplied 
 by the academies. "It should never be forgotten,'' 
 said the High school society of New York in its first 
 annual report (1825), "that the grand object of this 
 institution is to prepare the boys for such advance- 
 ment and such pursuits in life as they are destined 
 to after leaving it.'" In other words, the purpose 
 was to give substantial secondary training to those 
 who did not intend to go to college as well as to their 
 more fortunate companions. Thus the aim was thor- 
 oughly utilitarian and democratic. But as the high 
 schools came to supplant the academies, like them 
 they came under the domination of the colleges, and 
 so gradually became governed by academic rather 
 than practical ideals. It has remained for modern 
 educators to reestablish our system of secondary edu- 
 cation upon its original basis, with emphasis upon 
 direct connection with the world of affairs rather 
 
 1 Brown, American high school, 28 (1909). 
 
82 THE children's library 
 
 than with the colleges. This reversion is not yet 
 nearly completed. 
 
 No part of the high school curriculum has suf- 
 fered more from college influence than the study of lit- 
 erature. There is no reason to question the sincerity 
 and highmindness of the various committees of the 
 National education association which were organized 
 between 1893 and 1899 to improve the course of study, 
 in secondary schools. But while the members of 
 these committees were in a position to complain of 
 the shortcomings of the students the colleges were 
 receiving from the high schools, they were not in 
 touch with the industrial and social forces influencing 
 the people at large. All the reforms suggested 
 seemed to be for the benefit of the colleges, which 
 would not change curricula or methods, rather 
 than for the welfare of the students. 
 
 The reports of the committee of ten (1894) and 
 of the committee on college entrance requirements 
 (1899) were written in the language of suggestion, 
 but the high schools found that the college entrance 
 examination must necessarily determine the high 
 school course; otherwise the student could not enter 
 the college of his choice. That a very small propor- 
 tion wanted to enter college, made no appreciable 
 difference. The course was arranged for prospec- 
 tive college students. 
 
 Some of the books prescribed for the English 
 literature classes were selected because they were no 
 longer protected by copyright, and so could be bought 
 more cheaply by the students at a time when free 
 
THE HIGH-SCHOOL LIBRARY 83 
 
 text books were the exception rather than the rule. 
 Others were obviously chosen for traditional reasons, 
 with little regard to the needs of real life or real 
 children. Robert Louis Stevenson learned to write, 
 so he said, by means of a careful study of certain 
 prose models ; and so some of the Stevensonian pat- 
 terns were incorporated in the list of required read- 
 ing in the hope that approximately the same results 
 would follow in the case of the student. Still other 
 books were selected to illustrate epochs in style and 
 form. "The literature that most schools now teach," 
 says an educational reformer, "is partly obsolete, 
 partly ill-timed, rarely effective or appealing. Now 
 nothing is more wasteful of time or in the long run 
 more damaging to good taste than unwilling and 
 spasmodic attention to what history and tradition 
 stamp as meritorious or respectable in literature; 
 nothing more futile than the make-believe by which 
 children are forced to worship as 'classics' or 
 'standards' what in their hearts they revolt from 
 because it is ill-chosen or ill-adjusted. The historic 
 importance or inherent greatness of a literary docu- 
 ment furnishes the best of reasons why a mature 
 critical student of literature or literary history should 
 attend to it ; but neither consideration is of the 
 slightest educational cogency in respect to a child 
 at school.'" 
 
 The opening of public libraries to children was 
 brought about largely because of the unsuitability of 
 the books they had to read in school to interest 
 
 Tlexner, A modern school, ix-12 (igiS), 
 
§4 THE children's LIBRARY 
 
 them or to develop in them a love of good reading. In 
 spite of the use of much black ink on much good 
 white paper in the attempt to show how to make 
 Pope, De Quincey, and Burke interesting to young 
 people, a disinterested person is forced to admit that 
 the eighteenth century writers have little appeal to 
 twentieth century readers, especially to the young. 
 Although the chief educational value of literature 
 comes through the appeal to the emotions, educators 
 have chosen works which do not appeal to the emo- 
 tions of young people, because they have not been 
 trying to develop children as they are, but to make 
 them familiar with those masterpieces, so-called, 
 which a hypothetical person ought to like. In other 
 words, "the curse which at present rests upon the 
 teaching of English literature in our elementary 
 schools is the imposition upon our young people of 
 a priori programs. This way of dealing with the 
 most sacred interests of children is educational quack- 
 ery and nothing else, whether it proceed from auto- 
 cratic individuals or from bodies of educators in 
 solemn conclave.'" 
 
 The fact that children did not like the selections 
 of the classicist made little difiference so long as 
 educators thought that disagreeable studies were 
 beneficial. For a time anything in school which the 
 pupil enjoyed was looked upon with suspicion as not 
 affording sufficient discipline. The educational 
 conservative still insists that if children do the things 
 
 = Dial, 26: 387 (1899). 
 
THE hiGh-school Library 8s 
 
 they like to do and can do best, they are not getting 
 what he considers an education. 
 
 Not content with giving such beauty as there 
 might have been in their choice of literature a chance 
 to sink into the minds and hearts of children by 
 the natural method of assocation, the well meaning 
 reformers tried to impress their worth upon the 
 students by means of the study of rhetoric, philology, 
 form and style, and literary history and biography. 
 This was largely because English language and litera- 
 ture were taught in the only way then known — after 
 the manner of teaching Greek and Latin. Such 
 methods were based upon antiquated views of human 
 nature. When put into practice they not only failed 
 to inspire children with a love and appreciation of 
 literature, but actually turned them from the master- 
 pieces and classics; so much so that to-day the word 
 "classic" has an invidious sound to many ears. Nor 
 did this kind of literary study enable the students to 
 express themselves in well chosen English. Strange 
 to say, we learn from the colleges that many of their 
 own graduates cannot write good English and do not 
 love good books. College graduates frequently be- 
 come high school teachers. If they have a special 
 degree in literature, they have gained it more often 
 than not by philological research, "a ready road by 
 which mediocrity may proceed to academic honors." 
 
 How to teach children to like the books we think 
 they ought to like, is not always clear; but it should 
 be possible to avoid methods of study which will 
 
86 THE children's library 
 
 make them dislike what they might care for under 
 other circumstances. The difficulty seems to lie in 
 the fact that educators have stated their aim in teach- 
 ing literature to be one thing, and then have aimed at 
 quite a different result. The aim should be "to lead 
 pupils to appreciate thought as thought . . . , to 
 enlarge, enrich, and refine their minds and hearts. 
 The study of grammar, philology, and antiquarianism 
 will help them but little to accomplish this object."* 
 But they must be studied, for the real aim of the 
 whole system is to prepare children to pass exami- 
 nations. 
 
 Three influences seem to be at work in the minds 
 of those who attempt to teach young people to love 
 literature by way of rhetoric, criticism, and the Mur- 
 ray dictionary. The strongest of these is the fact that 
 it has always been taught that way. Not all educa- 
 tors, even when confronted with the failure of the 
 present system of teaching literature, are willing to 
 admit that the methods are wrong; many persist in 
 deploring the general decadence of youth and the 
 materialism of the times. 
 
 Another reason for teaching philology and ex- 
 pounding the possible meanings of certain writers, is 
 that the literal-minded educator seems to think that in 
 order to appreciate a work of art one must under- 
 stand its structure and all of its meaning. Academi- 
 cally speaking, this may be true. Nevertheless, great 
 art has never influenced the world through the world's 
 appreciation of technique. In spite of the decisions 
 
 * Bowen, English literature teaching in schools, 3 (1891). 
 
THE HIGH-SCHOOL LIBRARY 87 
 
 of scholars that the masterpiece belongs only to the 
 initiated, the people have adopted many a work of art 
 for their own. Whatever the theory may be in regard 
 to the "looking up of allusions" and kindred opera- 
 tions connected with the study of poetry and other 
 forms of literature, the fact remains that such study 
 may destroy idealism in children, turn them from 
 the good things they might otherwise enjoy, and 
 make them feel that "culture" must necessarily be 
 a bore. Thus the critical method for young people 
 may not only fail to accomplish its avowed object, 
 but may do positive injury. It has been the experience 
 of many librarians that classics which appeal especially 
 to children before they enter high school, become 
 a matter of aversion after they have begun to study 
 them. The most astonishing feature of the whole proc- 
 ess is that it is supposed to be cultural in contrast 
 with scientific investigation or manual or vocational 
 training. That the old disciplinary subjects and ways 
 of teaching them are a failure for present day youth, 
 whatever may have been their effect on the children 
 of an earlier generation, is generally conceded. As 
 Dr. Butler has said, "The ever present problem of 
 college entrance is purely artificial and has no business 
 to exist at all. We have ingeniously created it, and 
 are much less ingeniously trying to solve it."" 
 
 The third influence which keeps these methods 
 hanging around the necks of pupils and teachers is 
 that examinations for emotional and spiritual results 
 of reading cannot be conducted, and colleges must 
 
 "Butler, The meaning of education, 88 (1901): (Rev. ed. 191s). 
 
88 THE children's library 
 
 examine. It is possible and fairly simple to test the 
 ability of a student to memorize the meanings of 
 words and phrases; it is not so easy to discover the 
 extent to which he has appreciated and understood 
 the literature he has studied. Furthermore, it is an 
 impertinence to try to find out these intimate happen- 
 ings in the heart and mind of youth. It is scarcely 
 consistent for the dictators of these policies to be- 
 moan the poor taste not only of the high school 
 student, but even of the college graduate, when the 
 methods they still defend drive young people from the 
 good to the trashy. 
 
 Since myths and legends, which are the basis of 
 many of the "allusions" in literature, have been intro- 
 duced into the elementary school curriculum, one as- 
 pect of the high school problem is in the way of being 
 solved. Children already familiar with various myth- 
 ological characters are likely to find that one reason 
 for their dislike of the study of poetry and prose has 
 disappeared. 
 
 If the attempt to make scholars of young people 
 has failed, so have the efforts of another branch of 
 the classicists — the exponents of Greek and Latin lit- 
 erature. Even so ardent a classicist as Mr. A. C. Ben- 
 son confesses that his experience leads him to the 
 belief that the translation of Greek and Latin master- 
 pieces by young people hinders rather than develops a 
 love for literature.' They should learn something of 
 the literature of antiquity, of course, but rather 
 
 ' Benson, The place of the classics in secondary schools. Educa- 
 tional Foundations, 22:282-93 (1911). 
 
THE HIGH-SCHOOL LIBRARY 09 
 
 through reading a good English translation than 
 through their own bungling attempts to translate. 
 There are other ways of exercising the mind which 
 accomplish better results, so the plea of mental dis- 
 cipline no longer holds good. 
 
 We have seen that appreciation of literature has 
 been thought to be inseparable from a knowledge of 
 structure. The study of rhetoric was cleverly un- 
 loaded upon the masterpiece, which had already become 
 overloaded by philology, grammar, composition, and 
 memory tests. Instead of presenting literature as 
 an art, and "if it is not an art it is the most futile 
 and foolish thing ever introduced into the training 
 of the young,'" scientific and laboratory methods 
 have obsessed literary study, and dissection has been 
 the fashion. The reform of these conditions is being 
 worked out along certain well-defined lines. In the 
 first place, new principles are being established in the 
 selection of books, which must be those best fitted to 
 meet the requirements of the cultural task as well 
 as changing social and industrial conditions. In 
 this undertaking librarians are well qualified to 
 assist, if they are informed as to these newer 
 methods of teaching literature. The progres- 
 sive English department of the high school will no 
 longer confine its attention to "classics," but will teach 
 children how and what tO' read by the "realistic treat- 
 ment of literature [which] would take hold of the 
 child's normal and actual interests in romance, ad- 
 
 7 Schuyler, English as an art study. School Review, 12: 716-21 
 (1904). 
 
90 THE children's LIBRARY 
 
 venture, fact or what not, and endeavor to develop 
 them into as effective habits of reading as may be. 
 Translations, adaptations, and originals in the ver- 
 nacular — old and new — are all available. They ought 
 to be used unconventionally and resourcefully, not in 
 order that the child may get — what he will not get 
 anyway — a conspectus of literary development ; not in 
 order that he may some day be certificated as having 
 analyzed a few outstanding literary classics ; but 
 solely in order that his interest in books may be 
 carried as far and as high as is for him possible ; and 
 in this effort, the methods pursued should be calcu- 
 lated to develop his interest and his taste, not to 'train 
 his mind' or to make of him a make-believe literary 
 scholar. There would be less pretentiousness in the 
 realistic than there is in the orthodox teaching of 
 literature; but perhaps in the end the child would 
 really know and care about some of the living master- 
 pieces and in any event there might exist some con- 
 nection between the school's teaching and the child's 
 spontaneous out-of-school reading.'" 
 
 Most librarians have the conventional attitude to- 
 ward literature, and many libraries still approximate 
 the methods of the teaching of the conventional Eng- 
 lish department. Even if the librarian is in sympathy 
 with the newer spirit, in the selection of books for the 
 English department of the high school, she must 
 necessarily follow the lines laid down in that depart- 
 ment. If the old methods are used, the books will 
 need to be works of reference to a large extent. But 
 
 ' Flexner, The modern school, 12 (1916). 
 
THE HIGH-SCHOOL LIBRARY 91 
 
 in many of the more progressive high schools, an effort 
 is being made to direct the voluntary reading of the 
 pupils by giving credit for it. In making up a list 
 from which the pupils may choose, the high school 
 librarian can cooperate with the English teacher to 
 good effect. 
 
 In the Horace Mann high school in New York 
 city, the pupils choose from a wide range of selec- 
 tion. They make out for each book they read, cards 
 containing eight lines of criticism. Some high schools 
 require every child to have a public library card, and 
 to use books outside the high school library for his 
 voluntary reading. In the Danielson (Conn.) high 
 school, eight books a year are required for outside 
 reading. The lists from which the students make 
 their selection contain one hundred titles. These 
 are classified, and no pupil may choose more than 
 four from any one class. Outlines of the books read 
 are handed in to the teacher. 
 
 During their first year, the pupils of the Sheffield 
 literary institute belong to a book club. The teacher 
 does not attempt to influence the choice of books by 
 the club members. The children get the books at 
 the public library or anywhere else they choose, 
 and report on them in club meetings. When made 
 responsible for their selection, children are severe 
 critics, and the selection grows steadily better as the 
 points of difference between good and bad are brought 
 out in the club discussions under the direction of the 
 teacher. There is great advantage in having the 
 students see for themselves what it is that makes 
 
92 THE CHILDREN S LIBRARY 
 
 a book worthy, instead of having somebody else de- 
 cide for them. In New London, the Bulkely school 
 uses the public library as a laboratory for its literary 
 work. Credit is given for outside reading, and a 
 course on the use of the library is an integral part of 
 the curriculum. Modern literature, drama, and fiction 
 are successfully used in the girls' high school in 
 Brooklyn, not only as an introduction to standard 
 fiction, but also as a means of interesting the girl who 
 is not much of a reader of anything. The high 
 school library may encourage the ownership of books 
 and the building up of the home library by having on 
 a special shelf some of the attractively bound books 
 from the various inexpensive series of classics now 
 extensively published. 
 
 If possible the high school library should contain 
 a wide range of literature, modern as well as classical, 
 but it might also be an advantage to the children if 
 each one had to get some of his required reading from 
 the public library. In Madison (Wis.) each high 
 school student must have a library card, and he must 
 read four books from the public library every year of 
 his course. 
 
 Aside from the demands made by literature as 
 literature upon the time and attention of high school 
 pupils, there are other books which also contribute to 
 culture. The development of the high school library 
 is past the stage of existing merely as an adjunct to 
 the English department. The high school has felt the 
 changes taking place in a live system of education. 
 Some of these new elements which must and do effect 
 
THE HIGH-SCHOOL LIBRARY 93 
 
 the conduct and content of the high school library 
 are :■ the introduction of differentiation and variety 
 into the high school course, the vocational guidance 
 movement; the social center movement, which will re- 
 quire of the library a more representative collection 
 of books and journals; and new methods of super- 
 vised study." 
 
 It seems obvious that for such diversified needs 
 only the library within the school building can fur- 
 nish that expert and careful help which is impossible 
 in the rush hours at a public library.^" 
 
 The time has passed when an educator can expect 
 to be heard without protest when he says, "The public 
 schools will never send to higher institutions any very 
 large proportion of the children who are trained in 
 them ; but their programs may best be made substan- 
 tial and systematic by fitting them to the needs of 
 their most intelligent and fortunate pupils." The pro- 
 gram referred to is not fitted even to the fortunate 
 pupils ; still less does it fit the needs of the large num- 
 bers who cannot go to college. Many children who 
 might finish high school, drop out because the curricu- 
 lum will not stand the test of common sense and 
 reality. The academic conception ol bright chil- 
 dren is based upon their ability to memorize, not to do 
 or to think. It is significant that the honor men 
 of college often become nonentities, for the curricu- 
 lum of the old style academy or college does not test 
 
 * See Johnston, Library work and the public schools. Public libra- 
 ries, 20:457 (1915). 
 
 1° National council of English teachers. Committee on high school 
 libraries. Preliminary report (1915). 
 
94 THE children's LIBRARY 
 
 the student's ability to use his brain independently. 
 The more one learns of children, the more is he in- 
 clined to think that it may be the makers of school 
 programs who are "backward," "deficient," "dull," 
 and "stupid," instead of the children. 
 
 The old standbys, the three R's, are only inciden- 
 tal to education. They are worth knowing only as 
 they help us to know and do other things. Boys will 
 learn their mathematics willingly when they find it is 
 an aid to carpentry. Girls can see some interest in 
 chemistry if their studies are connected with cook- 
 ing. In this way children's natural activities become 
 part of educational forces. 
 
 In order to plan reading for children, the educator 
 or the librarian must know what children are really 
 like. He cannot learn this wholly from books on 
 psychology or pedagogy, helpful as they may be ; 
 he must study the children themselves. Careful 
 analytical studies of children's tastes in reading have 
 been made by teachers, and they report that in the 
 child himself may be found the principles of selection 
 according to subject matter. In all the adolescent's 
 spontaneous reading, he is seeking definite incidents. 
 Above all he wants action. He is confused by sub- 
 tlety of expression or involved style, but he responds 
 to the elemental virtues presented in simple lan- 
 guage. He thrills upon reading of the hero who does 
 things, whether he be a train robber or a Stanley. 
 The interest of a child under fourteen is mainly in 
 plot and action. He may notice the moral of a story, 
 partly because he has been taught to look for it, but 
 
THE HIGH-SCHOOL LIBRARY 95 
 
 also because he is really looking for a "lesson." 
 Children's own stories show the tendency to bring the 
 bad to punishment and the good to reward. 
 
 One often finds the interests of the child over 
 fourteen directed to abstract virtues, and to the style 
 of the work he is reading. He is interested also in 
 character study, and takes pleasure in writing that 
 brings out personal traits. The differences in boys' 
 and girls' tastes, of which much has been made, are 
 probably due more to training than to inherent quali- 
 ties ; and it is not well to emphasize such superficial 
 differences as there may be." 
 
 The characteristic of the adolescent which it is 
 most important for the high school to recognize, is 
 his romantic spirit. Juvenile court records show that 
 most youthful mischief and much crime orginates 
 in the search for romance. The cheap and often 
 evil agencies which attract young people recognize 
 this fact, and use it to greater advantage than have 
 the educators. Yes ; the "devil is a cheerful cuss."" 
 The devil, in short, applies good psychology while 
 the school men are discussing it. He appeals to the 
 adolescent's desire for life, noise, color, vivacity, ac- 
 tivity. How can we reconcile ourselves to the fact 
 that these natural and valuable impulses are being 
 used only by those interested in the money they can 
 make out of them? In the ordinary high school these 
 
 ^ See Bullock, Some observations on children's reading. National 
 education association, Proceedings, 1897: 10 15-21; Ellis, The books chil- 
 dren prefer. Dial. 31: 429; Forbush, Studies of boys' tastes in reading. 
 Work with boys. 7: 264-74; Henderson, Report of child reading. New 
 York, Supt. of public instruction. Report, 1897, 2:978-91. 
 
 '^ The Devil is a cheerful cuss. Educational Foundations, 23 : 600-5 
 (191-2). 
 
96 THE children's LIBRARY 
 
 instincts are for the most part ignored or discour- 
 aged. Hence it is not surprising that so many of 
 the children who leave high school before their course 
 is completed do so because the factory seems more 
 attractive than the grind of the school. 
 
 Librarians have fancied that the craving for ro- 
 mance might be satisfied only by old tales and by certain 
 good literature. No book can kindle the imagi- 
 nation as does scientific investigation. Science has in- 
 troduced a new element of discovery, conquest and 
 adventure ; a new idealism and a new idea of culture 
 — the discovery and conquest of natural forces, as 
 thrilling as any tales of old; the idealism made pos- 
 sible by the discovery of an absolutely truthful universe, 
 with which we must keep ourselves in tune ; the cul- 
 ture which comes with the power of adjustment to this 
 universe of law and order. Books of science, which 
 can present these truths without sentimentality are 
 needed in the high school library as supplementary 
 to the laboratory and to text books. There has been a 
 tendency in writing about the high school library to 
 over-emphasize its literary functions. This tendency 
 has been common to those interested in vocational 
 training as v\'ell as to librarians interested in the 
 purely literary side of high school library work. It 
 should be emphasized that the vocational school can- 
 not do without the library either on the cultural 
 side or from the practical viewpoint. Vocational 
 training schools need a library strong in their special 
 branches and in books with a more specific cultural 
 value. Likewise — and this librarians are likely to 
 
THE HIGH-SCHOOL LIBRARY 97 
 
 overlook — as the academic high school is being more 
 and more changed into a high school where both 
 vocational and academic subjects are taught, 
 so the high school library, even when its chief 
 function seems to be literary, cannot neglect the cul- 
 tural values of the vocational studies and the books 
 which represent such values. Librarians sometimes 
 claim that such books are few. Is not their interest in 
 this kind of literature more feeble than in that which 
 has what is called "cultural" values? 
 
 There is another sort of romance which may be 
 presented to children ; the romance of modern in- 
 dustry. Just before his death William James de- 
 clared that the modern heroes are to be found 
 on the railroads and in the shops ; that the soldiers 
 of to-day are the doctors and the nurses who fight 
 disease. This is the message of Whitman : 
 
 Away with old romance ! 
 
 Away with novels, plots and plays of foreign 
 courts, . . . 
 
 I raise a voice for far superber themes for poets and 
 
 for art. 
 To exalt the present and the real, 
 
 To teach the average man the glory of his daily work 
 and trade, . . . 
 
 To manual work for each and all, to plough, hoe, dig, 
 
 To plant and tend the tree, the berrj', vegetables, flow- 
 ers. 
 
 For every man to see to it that he really do somethmg, 
 . . for every woman too ; 
 
 I say I bring thee Muse to-day and here, 
 
 All occupations, duties broad and close. 
 
 Toil, healthy toil and sweat . . . 
 
98 THE children's LIBRARY 
 
 A cultivated Italian once remarked that to Michael 
 Angelo a steam locomotive would have seemed as 
 wonderful and as beautiful as his work seems to us. 
 It is indeed high time that Americans cease to wor- 
 ship the art and culture of the past, and of other na- 
 tions, and recognize that their own national life has 
 within it all the elements necessary for a genuine 
 cultivation of the arts. "Our cultural humility," as 
 Rlr. Randolph S. Bourne points out in a recent essay, 
 has made us blind to the fact that "a true appreciation 
 of the remote and the magnificent is acquired only 
 after the judgment has learned to discriminate with 
 accuracy and taste between the good and. the bad, 
 the sincere and the false of the familiar and con- 
 temporaneous art and writing of every day."" Some 
 thoughtful teachers of literature have recognized this 
 fact, and have tried to teach children to discriminate 
 between the good and poor fiction and even motion 
 pictures of the day by inviting discussion of what 
 the children are reading and seeing outside of school. 
 The attempt to turn children from poor literature by 
 having them read Milton has not succeeded, and the 
 most progressive librarians and teachers frankly ac- 
 knowledge the fact and work from the children's actual 
 tastes, rather than from the remote taste of an older 
 person." In short, true culture is more likely to 
 spring from familiarity with American art as ex- 
 pressed in our modern photography, ceramics, archi- 
 tecture, the folk songs of the negro and the Indian 
 
 13 Atlantic Monthly, 114:505 (1914). 
 
 1* Hodgson, The adolescent's prejudices. English Journal, 427-38 
 (1915)- 
 
THE HIGH-SCHOOL LIBRARY 99 
 
 and of the pioneer days of the West, drama, poetry, 
 fiction, sculpture, painting than from many visits to 
 the Morgan collections or constant study of Pope. 
 
 The study of American writings rarely extends 
 to a later period than that of the last quarter century, 
 and those educators who wish to study contemporary 
 novelists and magazines often find it necessary to 
 assume an apologetic attitude before learned con- 
 ventions busily engaged in admiring the past. Asso- 
 ciation with that art which expresses the vital interests 
 of other times and other peoples can only postpone the 
 appreciation of that culture which is indigenous. Our 
 own interests are as worthy as those of other genera- 
 tions. 
 
 Dr. Charles W. Eliot has so well summed up the 
 changes along these lines needed in secondary edu- 
 cation that it seems wise to quote extensively from 
 his recent monograph. These changes in the aim and 
 methods of the high school will not make the li- 
 brary less important, if the librarian is adaptable to 
 the new ideas, but they will vastly change its content. 
 If the practical arts are to be placed on an equal 
 footing with academic subjects, a new science of book 
 selection will have to be developed, and a readjust- 
 ment in values as between the books representing 
 each class will become necessary. 
 
 The best part of all human knowledge has come by exact 
 and studied observation made through the senses of sight, 
 hearing, taste, smell, and touch. The most important part of 
 education has always been the training of the senses through 
 which that best part of knowledge comes. This training has 
 two precious results in the individual besides the faculty of 
 
100 THE children's LIBRARY 
 
 accurate observation — one the acquisition of some sort of 
 skill, the other the habit of careful reflection and measured 
 reasoning in precise statement and record. . . . 
 
 The boy on a farm has admirable opportunities to train 
 eye, ear, and hand; because he can always be looking at the 
 sky and the soils, the woods, the crops, and the forests, 
 having familiar intercourse with many domestic animals, 
 using various tools, listening to the innumerable sweet 
 sounds which wind, water, birds, and insects make on the 
 countryside, and in his holidays hunting, fishing, and roaming. 
 
 Increasing skill in the use of the hands and fingers has 
 undoubtedly had much to do with the development of the 
 human mind ever since man first stood erect, and set free 
 from foot work his fingers and their opposing thumb. One 
 of the best methods of developing the minds of children is 
 practice in the coordinated activities of the brain and hand. 
 If brain, eye, and hand are cooperating, the developing men- 
 tal effect is increased; and the mental action and reaction 
 is stronger still when eyes, ears, and hands, and the whole 
 nervous system, the memory, and the discriminating judgment 
 are at work together. 
 
 . . . The European guilds with their elaborate rules about 
 apprenticeship contributed strongly for centuries to the edu- 
 cation of the people through trades, before public schools 
 and education for the masses through books and reading had 
 been thought of. . . 
 
 It follows from these considerations that the training of 
 the senses should always have been a prime object in human 
 education at every stage from primary to professional. That 
 prime object it has never been and is not to-day. The kind 
 of education the modern world has inherited from ancient 
 times was based chiefly on literature. Its principal materials, 
 besides some elementary mathematics, were sacred and pro- 
 fane writings, both prose and poetry, including descriptive 
 narration, history, philosophy, and religion. ... As a result 
 the programmes of secondary schools in the United States 
 allotted only an insignificant portion of school time to the 
 cultivation of the perceptive power. ... As a rule the 
 
THE HIGH-SCHOOL LIBRARY lOI 
 
 young men admitted to American colleges . . . possess no 
 skill of eye, ear; or hand. . . . 
 
 Since the middle of the eighteenth century a new element 
 in the education of the white race has been developing, slowly 
 for a hundred years but rapidly during the past fifty. This 
 new element is physical, chemical, and biological science. . . . 
 Through the radical work of great inventors and discoverers 
 and of these new professions, all the large industries and 
 transportation methods of the world, and therefore the com- 
 merce of the world, have been so changed that the producers 
 and traders of times preceding 1850 would find, . . . that the 
 processes i by which they made their livings or their fortunes 
 had completely disappeared. This prodigious change should 
 have instructed the makers of programmes for schools and 
 colleges maintained by nations which were undergoing this 
 great revolution in regard to their means of livelihood; but 
 for the most part professional educators have been and still 
 are, blind to the necessity of a corresponding reformation 
 or revision of the processes of education. . . . 
 
 Many highly educated American ministers, lawyers, and 
 teachers have never received any scientific training, have never 
 used any instrument of precision, possess no manual skill 
 whatever. . . . Their entire education has dwelt in the region 
 of language, literature, philosophy, and history, with limited 
 excursions into the field of mathematics. Many an elderly 
 professional man, looking back on his education aird examining 
 his own habits of thought and of expression, perceives that 
 his senses were never trained to act with precision, that his 
 habits of thought permit vagueness, obscurity and inaccuracy, 
 and that his spoken or written statement lacks 'that measured, 
 cautious, candid, simple quality which the scientific spirit 
 fosters and inculcates. 
 
 The changes which ought to be made immediately in the 
 programmes of American secondary schools, in order to cor- 
 rect the glaring deficiencies of the present programmes, are 
 chiefly: the introduction of more hand, ear, and eye work — 
 such as drawing, carpentry, turning, music, sewing, cooking, 
 and the giving of much more time to the sciences of observa- 
 
102 THE children's LIBRARY 
 
 tion— chemistry, physics, biology, and geography — not politi- 
 cal, but geological and ethnographical geography. . . . Mul- 
 titudes of Americans continue to regard the sense-training 
 subjects as fads and superfluities. They say: . . . Let the 
 secondary schools teach thoroughly English, Latin, American 
 history, and mathematics, with a dash of economics and 
 civics, and cease to encumber their programmes with bits of 
 the new sciences and the new sociology. This doctrine is 
 dangerously conservative; for it would restrict the rising 
 generation to memory studies, and give them no real acquaint- 
 ance with the sciences and arts which within a hundred years 
 have revolutionized all the industries of the white race, 
 modified profoundly all the political and ethical conceptions 
 of the freedom-loving peoples, and added wonderfully to the 
 productive capacity of Europe and America. . . . 
 
 The observational, manual, and scientific subjects often 
 awaken in a boy or young man for the first time an intellec- 
 tual interest and zeal in work which memory studies have 
 never stirred. Hand and eye work often develops a power 
 of concentrated attention which book work had failed to 
 produce, but which can be transferred to book work when 
 once created. . . The progressive sense training from be- 
 ginning to end of systematic education is desirable for all 
 pupils, whatever their destination in life, . To use a good 
 
 tool or machine, and get the results it is competent to produce 
 when in skilled hands, is vastly more interesting than read- 
 ing or hearing about the uses of such a tool or machine. . . . 
 The men who, since the nineteenth century began, have done 
 most for the human race through the right use of their 
 reasons, imaginations, and wills are the men of science, the 
 artists, and the skilled craftsmen, not the metaphysicians, the 
 historians or the rulers. . . As to the real poets, teachers 
 of religion, and other men of genius, their best work has 
 the scientific quality of precision and truthfulness; and their 
 rhetorical or oratorical work is only their second best." 
 
 Those librarians who, having been trained in the 
 
 ^^ Eliot, Changes needed in American secondary education. 29P. 
 (1916). 
 
THE HIGH-SCHOOL LIBRARY 103 
 
 older and traditional methods of classical education, 
 find it difficult to accept these newer definitions, will 
 also find the influence of their libraries diminishing. It 
 matters not whether they approve of this new trend 
 or not; it is upon them, especially is it upon the high 
 school librarian, and they can either make their libra- 
 ries a force along these newer lines, or cling to the 
 older literary conception of a library and lose their 
 influence or be supplanted. 
 
 The high school library is an important factor in 
 reinforcing these new ideas in education. It may be- 
 come one of the attracting forces which will help to 
 keep in school those young people who are now leaving 
 because of lack of interest. The test of life marks as 
 educated the person who is resourceful, purposeful, in- 
 telligent, and appreciative. The kind of education 
 which attempts chiefly to cultivate in children an ap- 
 preciation of the embellishments of life by means of 
 classical and literary studies, may succeed only in driv- 
 ing them into industries where they will never have 
 time or energy for their appreciation. 
 
 Thus the books in the library of the modern high 
 school should be those which represent this newer 
 romanticism and idealism; books which effectively 
 second the manual training and vocational ideas. The 
 high school library might make a special collection on 
 local history, now almost neglected in the schools, or 
 arrange with the local library or historical society for 
 the use of such a collection. Almost every American 
 community has an early history in which the elements 
 of romance and adventure make the dime novel seem 
 
104 THE CHILDREN S LIBRARY 
 
 tame reading. Yet it is surprising how little is known 
 of the local pioneers by the younger generation of 
 school children. In Newark the public library has 
 been the chief factor in supplying the schools with in- 
 formation about Newark, its history, government and 
 industries. New Orleans is about to get out a book 
 on New Orleans for school children. 
 
 It goes without saying that when the high school 
 gives courses in dressmaking, cooking, carpentry, etc., 
 the library should contain something besides text books 
 on those subjects. If dressmaking is worth studying 
 at all, books on costume as well as the best fashion 
 magazines should be the library's contribution to the 
 course. Carpentry is but an introduction to architec- 
 tural or cabinet work, and books on houses and furni- 
 ture should be available to the students in such courses. 
 
 Vocational guidance is being seriously undertaken 
 by some high school libraries. In the Grand Rapids 
 high school it is introduced by means of required themes 
 written during the four years. The books, as well as 
 clippings, indexes of vocations, and magazines, in the 
 library are used as aids in writing the themes. In the 
 ninth grade the first semester is devoted to themes on 
 the elements of success in life illustrated by biography 
 which the students get in the high school library. The 
 second semester, the theme is developed by means of 
 the thought of ''Know Thyself," and the library fur- 
 nishes books and essays which present this idea. In 
 the second year, the work of the world is the subject 
 of themes, the books for which need to be carefully 
 selected so that they are not over the heads of the stu- 
 
THE HIGH-SCHOOL LIBRARY 105 
 
 dents and yet present a fairly accurate picture of the 
 economic aspects of the world's work. "Choosing a 
 vocation" is the subject of the theme of the second 
 semester of the second year, and there are now many 
 books and pamphlets on different vocations and pro- 
 fessions, which may be had for the asking ;" and which 
 furnish information for such a theme. In the third 
 year "Preparation for life's work" is the subject of the 
 theme, which has to do with technical, trade or college 
 training. The students write on "Business ethics" in 
 the second half of this year, and magazine articles 
 necessarily furnish most of the material. The first 
 half of the senior year the theme is devoted to "The 
 individual and society," and in the second half to "The 
 individual and the state." These subjects are broad 
 enough to leave leeway for adaptation by different 
 students. The brief outline given above will no doubt 
 suggest other subjects. The material for such a course 
 is not very plentiful." 
 
 ■ The local industry or industries should be a subject 
 of natural interest to pupils of high school age, and the 
 library could make a specialty of the books and 
 magazines concerning the industry and its beginnings. 
 If there are foreigners in the community, the high 
 school should be interested in their several countries, 
 something of their history, and the causes of immigra- 
 tion. There are many attractive books on this subject 
 quite within the mental grasp of high school students. 
 
 ^° See Hall, Vocational guidance. 22p. (1914). 
 
 " The courses as carried out in this high school, with full lists of 
 the books to be used by the pupils and with samples of themes written 
 by them, will be found in Davis, Vocational and moral guidance (1914). 
 
I06 THE children's LIBRARY 
 
 When the community is primarily agricultural in 
 its interests, there is an almost endless amount of free 
 material available to a library; but how many rural 
 schools have agricultural bulletins or monographs in 
 their libraries or take agricultural periodicals? 
 
 The modern magazine as a factor in modern educa- 
 tion has been too long neglected, but some high schools 
 are using various periodicals in regular study courses. 
 The Barringer high school library of Newark sub- 
 scribes to thirty or more current periodicals. An im- 
 portant part of this library is a vertical file in which 
 are kept clippings, mimeographed sheets, and pam- 
 phlets and leaflets relating to Newark, arranged under 
 the various city departments and municipal activities. 
 Sets of single poems for the use of the English depart- 
 ment are kept in the library and lent to teachers for 
 class study. Old magazines not wanted for binding 
 are looked over and interesting articles and stories cut 
 out and bound separately as pamphlets. They are clas- 
 sified, catalogued simply and arranged on shelves by 
 themselves. These small and easily handled pam- 
 phlets may be taken home by students while the heavy 
 and cumbersome bound magazine could not. 
 
 In a Providence high school the head of the history 
 department uses magazines constantly in his work with 
 the pupils. The periodicals are chosen for their precise 
 English ; clearness and definiteness of presentation; un- 
 questioned scholarship ; trustworthy and authoritative 
 information ; lack of partisanship, and public spirit. 
 Five methods of serious magazine study have been 
 used in this school: (i) The pupil chooses a subject 
 
THE HIGH-SCHOOL LIBRARY 107 
 
 in current history and is required to hand in references 
 (by date and page) to his subject, and an outline. The 
 results of this study are given to the entire class, which 
 takes notes and is held responsible for what is reported. 
 (2) Pupils are required to keep in their current events 
 note books a record of at least ten events a week — 
 under the headings, Local, National, International, and 
 Foreign. (3) Four or five pupils are excused from 
 a history recitation, and to each is given a different 
 magazine reference on the same subject upon which he 
 must report in class. An outline from the reports is 
 constructed during the class period and entered in the 
 note books. (4) An important national or interna- 
 tional topic is followed by the students for several 
 weeks, the teacher suggesting the headings under which 
 the class may organize material. Not only are the 
 present facts studied, but the class investigates history 
 as a basis for the research. This is a most important 
 feature of this research work; for it is really research 
 work excellently conducted. Many college students 
 and even those who do highly paid research work have 
 no idea of getting past experience and events as a 
 basis for present investigations. (5) Daily tests are 
 given on current events and examinations on current 
 problems. 
 
 This course has been fully outlined because it is in 
 refreshing contrast to the usual perfunctory work of a 
 current events class. It should be especially interesting 
 to librarians, for it is definite bibliographical work 
 which presents many suggestions for library lessons. 
 Work with magazines has been criticized by some edu- 
 
I08 THE children's LIBRARY 
 
 cational authorities on the ground that the pupils can- 
 not be held to definite work. The above is a method of 
 work which is conducted in the approved scientific 
 spirit. Some of the benefits are given by the head of 
 the department. "Such a use of magazines shows 
 . . . the material and process of history making. It is 
 nothing short of a revelation to young minds to find 
 that history is not a matter of the past only, but is in 
 the making; that the roots of the problems of today 
 extend far into the years back of us. This kind of 
 study furnishes an excellent way of studying civics. 
 . . . Facts learned from a text book are soon forgot- 
 ten. . . . But when pupils see just how town meet- 
 ings, city councils, state legislatures, national con- 
 gresses, and rulers handle public affairs and problems 
 as they arise, the practical facts of civics become a per- 
 manent part of their intellectual life." Such work cor- 
 relates the work of the class room more truly with life, 
 gives the students a modern vocabulary and tends to a 
 formation of a liking for good and serious reading. It 
 broadens the views of young citizens, who are likely to 
 share the partisan views of their parents. It provides 
 "an intelligent basis for sound and trustworthy judg- 
 ments on contemporaneous movements, institutions, 
 and leaders."" 
 
 In the library of the girls' high school of Brooklyn, 
 a clipping file is kept, and clippings of daily news are 
 displayed on the bulletin board. The pupils themselves 
 do the clipping under the direction of the librarian. 
 
 ^ Gathany, Using magazines in history classes. Outlook, 107: 
 1053-6 (1914): see also McAndrew, The use of magazines of current 
 events as text books in high schools. World's Work, 25:71-9 {1912). 
 
THE HIGH-SCHOOL LIBRARY 109 
 
 Supplementary reading lists are posted in the rooms of 
 each grade and in the library room. Photographs and 
 prints are mounted and filed according to subject. 
 
 It is well to bear in mind in considering content of 
 the high school library that reading need not necessarily 
 be purposeless in order to afford relaxation or culture. 
 A serious interest has recreational value when it is 
 different from the day's work. It is to be feared that 
 librarians have helped to foster the idea that in order 
 to read for pleasure or culture, one must read litera- 
 ture. The contention of some librarians that there can 
 be no joy, no spontaneity, and nothing inspirational in 
 connection with any reading done in school or in a 
 school library, ought to be sharply challenged by school 
 librarians, especially by high school librarians. Such 
 an attitude hinders that complete sympathy and under- 
 standing between public library and public school 
 library which could be of such value to both. 
 
 It goes without saying that the high school library 
 should contain something more than reference books 
 and a few classics. The character of the community, 
 the location of the high school, the course of study, and 
 the accessibility of the public library, are important 
 considerations in selecting books and making rules for 
 their use. If the high school is in a thickly populated 
 section, distant from a public library, it would seem 
 eminently practical to have the library in the school 
 open in the evenings, and perhaps to circulate books in 
 the neighborhood. At least the high school library 
 could be used as a reference library in the evening by 
 adults, and this is frequently done. Especially in small 
 
no THE CHILDREN S LIBRARY 
 
 towns, the high school library may be the only place 
 where the young people can find wholesome recreation 
 in the evenings. Its use at a time when the school stu- 
 dents do not need it will enable the town, by helping out 
 with the librarian's pay, to have a really first class 
 library service, and will be in line with the wider use 
 of the school plant. 
 
 The library in the girls' high school of Brooklyn 
 is the center for various clubs which have grown out 
 of the students' natural interests and are carefully 
 fostered by the librarian. At intervals receptions are 
 held for parents, and at the beginning of the term 
 there are several social meetings in the library with 
 the librarian and the English teacher. In January and 
 again in June of each year the North Central high 
 school of Spokane invites all the 8-A grammar school 
 classes to visit the high school. They are shown over 
 the building, ending their visit in the library, where 
 they are welcomed by the librarian and a student li- 
 brary board. This board is composed of eleven mem- 
 bers elected from the three upper classes and manages 
 satisfactorily all matters pertaining to order and 
 discipline. 
 
 Instead of the bare unattractive study room where 
 many high school pupils spend several hours of their 
 day and where discipline is difficult, the library and 
 study room are sometimes combined. Says one school 
 librarian of this arrangement : 
 
 From my experience with a study room and library com- 
 bined in a high school of four hundred pupils and my obser- 
 vation of the work of many other high schools, I am led to 
 believe that the problem of discipline disappears as soon as 
 
THE HIGH-SCHOOL LIBRARY HI 
 
 the students are taught how to study and the room is filled 
 with the necessary tools for their study. 
 
 The study-room walls should be lined with books, there 
 should be cabinets full of pictures, there should be bulletin 
 boards exhibiting these pictures, and special collections of 
 post cards; there should be special shelves for each subject 
 where the most needed books may be placed for short periods, 
 there should be cases exhibiting the process of silk manu- 
 facture from the silk worm to the finished goods if that is 
 the subject being studied; there should be a case in which 
 the birds as they appeared in that region are placed during 
 the migratory season. In fact every interest of the school 
 should be represented in this room, practically all of the 
 time, and in addition to this, an attractive list of books should 
 be suggested for vacation and week-end reading, field trips 
 outlined and all sorts of information bulletined that would 
 arouse interest in the students and keep them in touch with 
 the great opportunities about them. . . In the School of 
 Education, University of Chicago, where the high school 
 study room and library are combined, the librarian has elim- 
 inated a large part of the pupil's waste time by showing him 
 how to settle down promptly to study and to help him to 
 form habits of preparing for his study periods with the same 
 thought that he prepares for his class periods. He now 
 comes to the library with the necessary ruler, pencil, pen, 
 note-book, paper, clear understanding of the lesson assign- 
 ment, etc. The librarian marks the study habits of each 
 pupil and the report is sent to the principal. Poor study 
 habits invariably mean poor class work. Frequently a little 
 help sets the student right ; occasionally the student is sent 
 to the school physician, or the psychologist is called in con- 
 sultation. The students approve this plan because they are 
 getting better results — they are getting their lessons better and 
 in shorter time." 
 
 The most progressive high school librarian does 
 much to promote the love of good reading. No text 
 
 ^® Warren, Some high school library problems. . . . Wilson bulletin, 
 I, no. 1:23 (Mar. 1915)- 
 
112 THE CHILDREN S LIBRARY 
 
 book study is permitted in the best libraries. There is 
 a growing tendency to employ a technically trained 
 librarian in the high school. Eventually there will be 
 a demand for a librarian who is also a teacher, or at 
 least one who is familiar with educational psychology 
 and pedagogy. In some cases a clerk or even the jani- 
 tor is the only librarian, and naturally no reference 
 work is done; while the books themselves are locked 
 away in cases untouched by pupils or teachers. The 
 state has probably required that the books be pur- 
 chased, but there has been no machinery of supervision 
 and administration to see that they are used. A live, 
 enthusiastic librarian is the best remedy for such a 
 condition. Perhaps the most notable symptom of ad- 
 vance in the attitude of the educational world toward 
 the high school library is the insistence that a librarian 
 shall rank with the high school teachers in educational 
 preparation and personality, and be paid accordingly. 
 One of the objections to having the high school admin- 
 istered by the public library is that most public library 
 assistants are not so well educated as the high school 
 teacher. If the high school library is made a branch of 
 the public library, and the school authorities appoint a 
 librarian with the ordinary public library qualifications, 
 much harm might be done to this branch of educational 
 work. Educators are open to conviction on the subject 
 of the good to be done by the high school library, but 
 they cannot be convinced by a librarian who is ignorant 
 of educational methods. 
 
 On the other hand, some educators overlook the 
 necessity for any library training and appoint to high 
 
THE HIGH-SCHOOL LIBRARY 113 
 
 school library positions teachers who have failed at 
 teaching. The same qualities which make a good 
 teacher also make a good librarian. A poor teacher is 
 a poor candidate for a high school library position. 
 Colleges might well include some library training in 
 their educational courses. Library schools too gener- 
 ally neglect courses by qualified educational experts — 
 not librarians — in education. There is considerable 
 room for reciprocity in this matter. A teacher with no 
 library training is indeed unsatisfactory as high school 
 librarian, but a librarian with no pedagogical training 
 is equally deficient, and each branch of workers ought 
 to recognize both facts. 
 
 The New York board of regents has prepared a 
 list of approved library schools for the training of high 
 school librarians. The .New York city board of su- 
 perintendents has recommended that no one shall be 
 eligible for appointment to a high school librarianship 
 unless he or she is a graduate of at least a one-year 
 course in a library school approved by the regents. 
 These qualifications do not seem sufficiently high, since 
 a graduate of a one year library school course does not 
 necessarily have the educational equipment of the 
 average high school teacher. The standard for those 
 who administer elementary school library work is better : 
 "The standard of preparation should equal that of the 
 school supervisory staff, and include teaching epcperi- 
 ence, library school training, and at least two years' 
 experience in general library work.'"" 
 
 ™ National education association. Committee on elementary school 
 libraries, Report. Proceedings, 1915:1074-5. 
 
114 THE CHILDREN S LIBRARY 
 
 In California most of the high school librarians 
 have had formal library training. In some cases the 
 librarian also holds a teacher's certificate and gives 
 part time to teaching. In the Los Angeles high schools, 
 librarians have the status and salaries of regular high 
 school teachers. The high school rules for Minnesota 
 provide that the librarian must have the educational 
 qualifications of the high school teacher and at least a 
 six weeks' library school course. In this state this 
 means that in 75 per cent of cases the librarian must be 
 a college graduate. 
 
 The necessary qualifications for a high school libra- 
 rian have been so concisely and accurately stated by 
 Dr. Forbes/' that they cannot be presented more ef- 
 fectively. 
 
 The high school librarian must have not only the tech- 
 nical and professional training which gives mastery of this 
 instrument, but also the psychological and pedagogical train- 
 ing which is essential to its most effective use. It follows, 
 too, that no office in the whole range of library or teaching 
 work could be invested with more of dignity or efficiency 
 in the work of education. And, finally, if we grant that the 
 function of the library in education is bound up with the 
 genetic or modern view, then the whole progressive element 
 in the profession, I mean those members of it who look upon 
 the technical organization and manipulation of books as only 
 incidental in the great educational work of the librarian, 
 should give vigorous help in the study of educational prob- 
 lems and the transformation of ideals so as to show the 
 way out of the existing chaos. They should take their work 
 as educators in dead earnest and this means that they must 
 study education in its history so as to understand tradi- 
 tional ideals and gauge their force and direction, and they 
 
 ^ New York Libraries, 3: 174 (1912). 
 
THE HIGH-SCHOOL LIBRARY US 
 
 must study education in its modern psychological founda- 
 tions so as to understand that growing conception of it upon 
 the triumph of which depends the greatest contribution they 
 can make to the most important and the most difficult of 
 problems. 
 
 The apprentice system in common use in the public 
 library, where it may be either an organized training 
 class or merely a system of getting and training cheap 
 assistants, may have a serious effect upon the high 
 school library. The apprentice idea seems deeply in- 
 grained in libraries, and there is some attempt to put 
 public library apprentices into high school libraries 
 which have a trained librarian that they may gain a 
 knowledge of high school library work. As the high 
 school library field is as yet comparatively unorganized, 
 the apprentice system has not had time to gain foothold. 
 But it presupposes a conception of high school library 
 work as something to be easily learned by a few months 
 in a high school library, a view which certainly ought 
 to be discouraged by earnest high school librarians. 
 The apprentice system is bound to demoralize the high 
 school library situation, dragging down salaries, and 
 lowering standards, as it has done in every other field 
 of work. It may be a necessary evil for public libraries 
 on account of lack of funds, but, if possible, it ought 
 to be prevented from entering the high school library. 
 There is a determined and somewhat successful effort 
 now going on in the high school library world, to raise 
 and maintain standards for the position of high school 
 librarian. 
 
 The library school graduate is sometimes fitted by a 
 year or two of apprenticeship in the high school library 
 
Il6 THE children's LIBRARY 
 
 to take a position as high school Hbrarian, but she does 
 so at the expense of the Hbrarians whose preparation 
 has included college work and some pedagogical train- 
 ing. If high school librarianship is to be regarded 
 seriously by the school authorities, it must have ade- 
 quate training behind it. When the educational au- 
 thorities see untrained girls holding positions where 
 they ought to have equipment equivalent to that of any 
 other high school teacher, their early indifference to the 
 high school library will return, salaries will decline, ap- 
 propriations will be smaller, and all the work of putting 
 the high school library on its proper footing will have 
 to be done over again. This will be the result of the 
 apprentice system whether the apprentices are 
 library school graduates or from a public library ap- 
 prentice class. The library school apprentice is obvi- 
 ously more desirable because the standards for admis- 
 sion to a general library school and the breadth of the 
 training are superior to those of an apprentice class. 
 But while a general library school course is indispen- 
 sable in addition to college and pedagogical training, it 
 is not enough in itself. Neither is the public library 
 assistant even if she has been in a children's room 
 qualified to become an apprentice in a high school li- 
 brary. The requirements of high school library work 
 are so specialized that they demand much more of the 
 librarian than is acquired from either an apprentice 
 course, experience in a public library or a one-year 
 library school course. The high school librarian is a 
 teacher in the best sense of the word and not a clerk. 
 "The service that the library must render," says 
 
THE HIGH-SCHOOL LIBRARY 117 
 
 one high school principal/'' "depends . . . upon the 
 scholarship, the inventive fertility, the tact, and the de- 
 votion of the librarian. We are accustomed to be ex- 
 acting in the qualifications we demand of the teacher, 
 yet orle teacher comes in contact with a comparatively 
 small number of pupils, while the librarian has a point 
 of contact with all of them. Have we not, therefore, a 
 right to expect that she be the equal of the other mem- 
 bers of the faculty in scholarship, talent, and teaching 
 powers ? Is it too much to ask that she have a college 
 degree in addition to her library training ? . . . If she 
 has been fortunate enough to have some teaching ex- 
 perience, it will prove an advantage in giving her the 
 teacher's point of view of the service which the library 
 should render, and it will also help her to a better 
 understanding of the needs of the pupils." 
 
 The librarian with any experience in high school 
 work also feels that it is necessary for the high school 
 librarian to have college training. "She should have 
 library school training, some general library experi- 
 ence, and the equivalent of a high school teacher's edu- 
 cation in college or university. ... If a public library 
 assistant is chosen, she will need to . . . acquaint her- 
 self very thoroughly with the organization, curriculum, 
 and teaching methods of that particular high school.'"' 
 
 As a member of the faculty of the high school, it 
 should be the special duty of the librarian to direct and 
 guide the outside reading of the pupils. An efifective 
 way in which she may establish working relations be- 
 
 ^2 Hargreaves, Possibilities of the high school library. National 
 education association. Proceedings, 1915: 733-4. 
 ^' Ward, The high school library, 21-2 (1915). 
 
Il8 THE CHILDREN'S LIBRARY 
 
 tween herself and other high school teachers is to ask 
 their cooperation in the preparation of a list of books 
 for the school by departments. The teachers will, of 
 course, suggest the books they want for their depart- 
 ments in the routine way. When the heads of the dif- 
 ferent departments at the University high school of 
 the University of Chicago were asked to make a list of 
 the authorities in their respective subjects, they be- 
 came so interested in the lists and in the library, that in 
 some cases they gave unlimited time not only to the 
 compilation, but to careful annotation as well. This 
 list was afterwards published by the United States bu- 
 reau of education. 
 
 It is for the librarian of the high school to conduct 
 "library lessons," which may range from simple in- 
 struction in the use of catalogues, indexes, and refer- 
 ence books to an elaborate course for which credit is 
 given. 
 
 In the Detroit central high school, the course, which 
 continues through all four years, is given in connection 
 with the required English work. Explanation of the 
 library aids is given first, after which the students an- 
 swer a list of questions by consulting the aids. At the 
 top of these lists is this quotation from Edward Everett 
 Hale, "The difference between an educated person and 
 one not educated is that the first knows how to find 
 what he wants, and the other does not." 
 
 The course in library aids is divided into eight 
 parts, one for each English class, and may be outlined 
 as follows : 
 
 (i) The use of indexes — indexes in the same vol- 
 
THE HIGH-SCHOOL LIBRARY HQ 
 
 ume; index to an atlas; city maps; street guides; use 
 of a concordance ; and guides to periodical literature. 
 
 (2) The purpose and use of a card catalogue; ex- 
 planation of the system of classification used in most 
 American libraries ; and study of a few important ref- 
 erence books. A list of the reference books covering 
 biography, geography, classical history, literature, 
 and general information is given in connection w^ith 
 this section of the course. 
 
 (3) An intensive study of indexes ; additional ref- 
 erence books, indexes to periodical literature. The im- 
 portance of the publisher, date and preface of a book is 
 discussed. 
 
 (4) The methods of making a bibHography are 
 explained; notable bibliographies on special subjects 
 are noted ; and other sources of bibliographical mate- 
 rial are considered. 
 
 (5) Uses of newspaper annuals; annual reference 
 books ; state manuals or blue books ; city reports and 
 city manuals. Additional reference books are presented 
 to the class without special study. 
 
 (6) Study of encyclopedias and dictionaries. 
 
 (7) The publications of the United States gov- 
 ernment are presented. This involves a study of the 
 organization of the various departments and bureaus. 
 
 (8) A general review of the above with questions 
 testing the ability of the student to get information out 
 of books. 
 
 A Spokane high school gives a course in the use of 
 the library. Most of the work (which includes the 
 usual study of card catalogues, indexes, etc.) is con- 
 
120 THE CHILDREN S LIBRARY 
 
 ducted by the English teacher with supplementary 
 tests by the librarian. The teacher assigns a subject 
 for a bibliography to be handed in as a written exer- 
 cise. "It would doubtless be better," says the princi- 
 pal,'^ "if all this library instruction could be given by a 
 trained librarian, but this is manifestly impossible in a 
 large high school. The present plan has one advantage 
 in that it brings about a close cooperation between 
 teacher and librarian and makes a working knowledge 
 of the library and its facilities a necessary part of the 
 teacher's equipment. Experience has convinced us that 
 this method of giving library instruction works. The 
 verdict of the librarian, who is in the best position to 
 judge, is that it is practical, while it appeals to the 
 pupil and the teacher as one of the most interesting 
 features of the English course." 
 
 The use of the library seems not to be taught to 
 any great extent in manual training or commercial high 
 schools, probably because in the past the library has 
 been made primarily of use to the students of the "hu- 
 manities" ; and the high school library has grown up 
 around the needs of classical students who were being 
 taught according to college methods. 
 
 It is as important for the child who is taking a com- 
 mercial course or manual training to know how to use 
 a library as for the student who is going to college. 
 Educational reformers insist that there is no reason for 
 a separate building for manual and vocational training, 
 and that such work should be required as much as 
 work in English. Similarly, English is required in a 
 
 ^* Hargreaves, Possibilities of the high school library. National 
 education association, Proceedings, 1915: 732. 
 
THE HIGH-SCHOOL LIBRARY 121 
 
 manual training course, and with it should go lessons 
 in the use of a library. In each department of the Me- 
 chanics' institute of Rochester, special lessons on the 
 books useful to the department are given to the stu- 
 dents.'' 
 
 There are four types of high school libraries: (i) 
 a distinctly reference collection; (2) a public school 
 library bought and entirely controlled by the board of 
 education, as in Spokane, New York City, Los Angeles, 
 Rochester, Albany and Newark; (3) a branch of the 
 public library as in Cleveland, Passaic, and Portland 
 (Ore.) ; and (4) a library which is a combination 
 of high school and public library, frequently found use- 
 ful in small towns. There are variations under each of 
 these heads ; that is, more or less control by either pub- 
 lic library or board of education, and all degrees of 
 cooperation where each authority contributes certain 
 stated features of the library's service. An investiga- 
 tion in New York showed that thirty out of fifty-three 
 high school libraries in that state were open only to 
 teachers and pupils. The others were union libraries in 
 high school buildings, accessible to grade pupils under 
 direction of librarians who supervise the home reading 
 of the pupils ; or high school libraries open to the pub- 
 lic. In California the county libraries furnish aid to 
 the high schools. Collections of books are deposited 
 in the schools. In one instance a high school turns over 
 its book money to the county library, and the libra- 
 rian's salary is paid by the school. The library of an- 
 
 25 For a list of books and articles describing lessons in library 
 use, see page 369 in bibliography under heading Instruction in the use 
 of libraries. 
 
12:2 THE children's LIBRARY 
 
 Other county is located in the high school building, 
 rent free, and the shelves, tables, and chairs are sup- 
 plied by the school. The high school library books are 
 retained by the school, but are catalogued, etc., by the 
 county librarian. 
 
 According to the report on high school libraries of 
 the National education association"" the high school li- 
 brary under school board control is the common form 
 of administration. "Here," continues the report, "the 
 library is an integral part of the school organization, 
 and the librarian is a recognized member of the faculty, 
 with many of the powers of the head of a department. 
 The success of this type of high school library depends 
 upon the school board's intelligent appreciation of the 
 functions of the library in the modern high school, ade- 
 quate appropriation for maintenance, care in choosing 
 the right librarian, and close cooperation with the pub- 
 lic library." Furthermore, since "the problems of the 
 high school library are more those of the college than 
 the public library . . . this freedom [possible to the 
 individual library under school board control] admits 
 the adaptation of college and other library methods 
 when necessary."" 
 
 The high school library as a branch of the public 
 library may not necessarily be open to the public. 
 Branch libraries in high school buildings have a differ- 
 ent status and different functions. However, the high 
 school library, whether a branch of the public library 
 or under the control of the board of education, may be 
 
 ^° Proceedings, 1915: 1068. 
 
 ^ National council of English teachers. Committee on high school 
 libraries, Preliminary report (1915). 
 
THE HIGII-SCHOOL LIBRARY 123 
 
 open to the public; and there are many reasons, espe- 
 cially in the small town, why it should be. In Kansas 
 City (Mo.), where the public library is under the same 
 board as the schools, the new high school buildings 
 contain the branch libraries, which have a separate 
 street entrance and are plainly marked Branch Library. 
 This practice is in line with the wider utiHzation of the 
 school plant, and is obviously the most economical and 
 efficient method of operating branches.^' 
 
 In some cities where the library and school are un- 
 der different boards, school authorities object to public 
 library management of school libraries, the objection 
 being based on the difference in the qualifications de- 
 manded of the staffs, the different ideas and ideals, and 
 different standards both as to personality and equip- 
 ment. If public library assistants are employed as high 
 school librarians they usually do not have the training 
 and equipment of the high school teacher, and so can- 
 not establish themselves on the same basis. On the 
 other hand, if school authorities have no conception of 
 the value of a library in the high school, they are likely 
 to neglect it, and to appoint a derelict teacher who 
 cannot do effective library work. "Each plan has its 
 distinct advantages. In many cities the public library 
 can buy books and supplies more economically than 
 the school board and can give better service in this way 
 all through the year. On the other hand, the school 
 board cai^ as a rule set up higher standards of qualifica- 
 tions for the librarian, and, by offering an independent 
 faculty position with a regular teacher's salary, can at- 
 
 2^ See chapter seven. 
 
124 THE CHILDREN S LIBRARY 
 
 tract the trained and experienced college men and 
 women needed.'"" 
 
 An objection advanced by school authorities to the 
 high school library as a branch of the public library 
 and open to the public, is concerned with the possible 
 hindrance to the reference work with the pupils. Un- 
 less there is plenty of help in the library, the reference 
 work with the students and the technical work which 
 goes with it will take the entire time of assistants, who 
 thus cannot adequately serve the public. If the library 
 open to the public is administered by the board of edu- 
 cation, or if both library and school are administered 
 by the same board or commissioner these difficulties 
 can be satisfactorily adjusted. In a large city, the 
 branch library located in a high school building would 
 probably have a separate street entrance and a refer- 
 ence room large enough to accommodate the students 
 during school hours. In some cases the public is barred 
 from such libraries until after school hours, but as pub- 
 lic libraries are little used in the early morning hours, 
 the objections to the plan on the ground of interference 
 with school work are not practical.™ It would be to 
 the advantage of the high school to have access to 
 the larger reference collection of a branch library, and 
 there would be no difficulty, such as there now is, in 
 getting children to continue to use the library after 
 they leave school. Better reference collections could 
 be bought if there were no necessity for duplication, 
 and a more highly trained librarian could be employed. 
 
 ^National education association, Proceedings, 1915; 1069. 
 ^ They are well stated by Miss Brack in The efficient high-school 
 library. English Journal, 5: 10-19 (1916)- 
 
THE HIGH-SCHOOL LIBRARY I2S 
 
 Some school librarians maintain that the books for 
 a high school library should be of a higher type than 
 those necessary for a branch library. But as the stu- 
 dent uses the branch library also, would it not be a 
 gain to have the librarian able to keep watch on 
 what the student is reading? This she cannot do if 
 the branch is in a separate building. Keeping the 
 books of a high school library of a very high quality 
 will not prevent high school pupils from getting other 
 books, although it may give the librarian a feeling of 
 false satisfaction because she sees them reading only 
 the better books. She is relieved from direct respon- 
 sibility, but is deprived also of the power of influ- 
 encing more of the students' choices. It is simply 
 ostrich-like for either school or library to pretend that 
 children will read only the books which each furnishes. 
 The narrower the range of the high school library, 
 the more likely the student is to go elsewhere for his 
 reading. 
 
 There seems to be no decisive opinion on the part 
 of librarians or educators as to whether the high 
 school library is best administered by the public 
 library or by the school board. The opinions so far 
 expressed are based upon personal experiences of 
 librarians or isolated cases on either side of the ques- 
 tion rather than upon the principles involved. There 
 are well administered high school libraries under 
 school control and also under library control. From 
 the point of view of organization and administration 
 there can be little doubt that all functions involving 
 any sort of teaching — and much modern library work 
 
126 THE children's LIBRARY 
 
 is teaching — should be under the control of school 
 authorities. From the point of view of economy and 
 efficiency of equipment and control, it is equally plain 
 that a combination of school and library, which would 
 make possible the placing of libraries in school build- 
 ings, is highly desirable. The public library in the 
 school building is so pre-eminently the most economic 
 and efficient plan for the ordinary town that the dif- 
 ficulties will no doubt be solved as high school library 
 work develops and as the necessity for closer coordi- 
 nation of school and library administration becomes 
 more apparent. 
 
 In the small high school neither of the above plans 
 may be possible. In such cases the teacher in charge 
 of the library may take a course in library methods 
 at a summer school under the auspices of the state 
 library commission, the state library, the state uni- 
 versity, or a normal school. In Minnesota a six 
 weeks' course is required of all school librarians. In 
 a small town, the public school and the public library 
 may combine funds and hire an experienced librarian 
 to serve the school during a large part of the school 
 day and the public library certain hours in the after- 
 noon or evening. For the small rural school library 
 the best plan is to have a trained and experienced 
 librarian as state supervisor or school libraries under 
 the state education department as is done in Minne- 
 sota. In New Jersey the state library commission 
 does the same sort of work, but there is always the 
 danger in such a plan that exclusive library control 
 
THE HIGH-SCHOOL LIBRARY 127 
 
 may mean a neglect of some important educational 
 features of a school library. 
 
 In the meantime, the importance of the high school 
 library is being increasingly recognized. Connecticut 
 offers aid for the establishment of high school libra- 
 ries ; California and Wisconsin, among other states, 
 condition aid to high schools upon their library as 
 well as laboratory equipment. A new law in New 
 York makes it possible for the state to grant $100 
 toward the salary of any high school librarian who 
 measures up to certain standards of professional train- 
 ing. The idea seems to be growing that the library 
 is just as necessary to the high school as to the col- 
 lege; and that it should be something more than a 
 "laboratory" for historical and literary studies. It 
 should meet the natural interests of the children, as 
 the school will more and more meet them, and rein- 
 force those individual aptitudes which it is the busi- 
 ness of the school to discover and cultivate. 
 
CHAPTER FIVE 
 
 THE LIBRARY RESOURCES OF 
 COUNTRY CHILDREN 
 
 "The magnificent gifts recently made to found 
 free libraries in cities have directed special attention 
 to the value of good literature as an educational 
 agency. If it is commendable liberally to endow such 
 libraries in cities possessing literature and wealth, 
 how much more praiseworthy would it be to provide 
 free libraries for the tens of thousands of small 
 villages and hamlets where neither literature nor 
 wealth abound. The frequent calls on the American 
 Sunday school union show how serious and wide- 
 spread is this need for such literature and how deep 
 is the unsatisfied hunger for it." Foillowing this 
 general statement in the report of the union for 1902, 
 there is specific testimony from the missionaries lo- 
 cated in destitute rural districts. From Texas : 
 "The influence of good books has been greater among 
 country people than in cities ; for long winter evenings, 
 nowhere to go and nothing to do, give ample time 
 for reading." From Missouri : "On my field there are 
 hundreds of young people who have never read a book 
 because they have none to read." 
 
 According to the census of 1910, more than half 
 the population of the United States still lives in the 
 
 10 
 
130 THE children's LIBRARY 
 
 country, i.e., on farms or in villages of 2,500 inhabi- 
 tants or less. Correspondingly, the country has 
 16,000,000 children between the ages of five and twenty 
 to the 11,000,000 of city children. In so small a state 
 as New Jersey, there are communities of people who 
 resemble the mountain whites of the South ; and in 
 the New England states the stagnant town and isolated 
 families are a matter of common discussion among 
 sociologists. 
 
 It is to the interest of the city that the country 
 children become intelligent and useful citizens. The 
 city continually draws new life from the country, 
 and the degeneracy of the country means loss of 
 strength to the city's population. 
 
 The loss of the capable from the farms would 
 mean their ultimate abandonment and a consequent 
 curtailment of the food supply. Most serious of 
 all is the process of natural selection which drains 
 off the fittest of the rural population. Nor is this 
 consideration of rural degeneration beside the mark 
 in the discussion of an educational matter. Ambitious 
 parents, who want their children to have educational 
 advantages, are compelled to move to town or put up 
 with inferior schools and teachers. Such parents 
 are among our most desirable citizens, and in leaving 
 the country they abandon the social and intellectual 
 life of rural districts to the financially poor and men- 
 tally impoverished inhabitants. When we have in- 
 troduced scientific agriculture into rural schools and 
 libraries, therefore, only half the necessary reform 
 is accomplished. All agree that country life is socially 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN 131 
 
 and intellectually barren.' Almost the only reading 
 matter that hundreds of country children see are 
 Sunday school leaflets, farm periodicals, the yellow 
 newspapers, and the illustrated catalogues of mail 
 order houses'' Scientific agriculture is needed, to be 
 sure, but the enrichment of the mental environment 
 and the widening of the intellectual horizon, must 
 also be factors in the rural awakening. Beoause 
 they introduce new ideas and bring the larger world 
 to remote homes, books are not the least important 
 contributions toward the rural revival. 
 
 As it is, observe the vicious circle. Country life 
 lacks the richness of opportunities afforded by good 
 schools and libraries. Consequently the most intelli- 
 gent parents leave the country, and those left behind 
 are little inclined or are unable to improve conditions. 
 Libraries and schools are lacking or inadequate, be- 
 cause the best people have left the country; and the 
 best people have left because these institutions are so 
 poor.' Country life must be made equal to city life in 
 educational opportunities for children. The country 
 boy or girl is of the same stuff as his city cousin. He 
 deserves to have the same amount of money spent on 
 his schooling, and the state cannot afford to neglect 
 him — a future citizen. Waste places and barren spots 
 in a state's educational system are not only a reproach 
 but a danger. We must recognize rural ignorance and 
 
 ^ Report of the country life commission, 60 congress, 2 sess. S. doc. 
 70s, 6sp. Also published by Stur^is and Walton, 1913. 
 
 ^Bailey, What people read. Library Journal, 38:387-91 (1913). 
 
 * "It is the desire for education which has taken a good many 
 of our people from the farms," says d Missouri farmer. The father 
 and mother want their children to go to school." — St. Louis Republic, 
 Jan. 18, 1913. 
 
132 THE CHILDREN S LIBRARY 
 
 backwardness as a disease to be stamped out by all 
 possible means. 
 
 Neither the state nor the nation can prosper, 
 morally speaking, with half its population mentally 
 undernourished. All the arguments for teaching 
 children what to read as well as how to read, apply 
 to country as well as city. Consequently, the reasons 
 for books and libraries for city schools are equally 
 cogent when applied to rural sections. Especially 
 for those who are far from other means of education, 
 books are of prime importance. 
 
 The reasons for poor educational facilities in rural 
 districts are not far to seek. During the colonial 
 period, every family and later every community was 
 sufficient unto itself. The necessities of life were 
 manufactured in the household. Isolation was inevi- 
 table. Rural conditions to-day still foster the intense 
 individualism bred by American pioneer life. Every- 
 where else this spirit is becoming subordinated to the 
 modern demand for coordination and cooperaticn. 
 With the economic and industrial changes that have 
 made self-sufficiency a drawback where once it was 
 a life preserver, must come the community and social 
 way of looking at human activity. Only by getting 
 together on the basis of a common interest can rural 
 citizens solve their problems. 
 
 To-day the country is getting seconds in mer- 
 chandse and seconds in education. It sends the 
 best of its human and farm products to the city, and 
 in return gets the teachers not acceptable in city 
 schools, and for the most part food and clothing not 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN 133 
 
 marketable in good city stores. As social reformers 
 have pointed out, the school can be made the focal 
 point of the social as well as the educational 
 interests of rural districts. At present the 
 rural school, generally speaking, is not play- 
 ing an important part as a social center for adults 
 and children, because our political policy of hands 
 off has been starving the rural educational system. 
 
 The main difficulty has been and still is lack of 
 funds. Good teachers, good librarians, and good 
 books cost money ; and most rural neighborhoods either 
 cannot or will not raise the necessary amounts by 
 taxation or subscription. In spite of much legisla- 
 tion for encouragement of school libraries, every sur- 
 vey of rural conditions only serves to confirm the 
 suspicion that only the more intelligent communities 
 are reached by library commissions, women's clubs, 
 and state boards of education. 
 
 On account of poor teaching and worse materials 
 with which to teach, less than 25 per cent of the 
 12,000,000 country pupils ever complete the grades.* 
 "Very grave injustice is being done to-day to a large 
 proportion of the children of the state through the 
 inequalities of school opportunity resulting from the 
 system of local management.'" Since most of the chil- 
 dren in the country are not in school, it is apparent 
 that the problem of rural library resources for chil- 
 dren is wider than that of furnishing books to school 
 children. It is also concerned with the 75 per cent of 
 
 ' Fairchild, Status of rural schools, 18-20 (1012). 
 "Connecticut. Board of education. Report for 1908, 51. Connecti- 
 cut. School document, 1909: no. 5:3. 
 
134 THE CHILDREN S LIBRARY 
 
 the children outside the school who may be entirely 
 deprived of reading matter. Conservative American 
 and foreign observers prophesy national humiliation 
 on account of these neglected rural conditions.' In 
 Germany and France the state makes no distinction 
 between the quality of education furnished rural and 
 city children. 
 
 Leaving until later a discussion of centralization 
 of administration as a possible remedy for this de- 
 ficiency in our rural educational system, we may profit- 
 ably study the several methods of supplying reading 
 matter to country children. Let it be said in passing 
 that the rural community is likely to be better off 
 than the village in respect to such service. 
 
 Most of the libraries in isolated communities 
 are placed in the school house as the one common 
 meeting ground. Such collections are supplied or 
 provided for: (i) by the state, under well defined 
 educational laws; (2) by the state library commis- 
 sion, usually on request; (3) by the efforts of private 
 individuals or organizations; (4) through granges or 
 teachers' associations; and (5) by county or town- 
 ship libraries, or by the cooperation of one or more 
 of these agencies. ^ 
 
 State laws making possible the use of the school 
 fund for the purchase of school libraries are generally- 
 concerned with rural districts, although their provi- 
 sions may apply equally to cities. The permissive 
 law, by which the township, district, or county may 
 
 ' See Klemm, Public education in Germany and the United States 
 (1911); Plunkett, Rural life problem in the United States (igio). 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN 135 
 
 tax itself for libraries has not been effective. Any 
 provision which makes action dependent vipon the ini- 
 tiative of a single school, district, county, or township, 
 will work well only in the most progressive com- 
 munities. 
 
 After New York state in 1837 spent $55,000 to 
 establish school district libraries and provided for 
 their support through local taxation, about twenty 
 states followed the example. The New York law 
 and similar acts used the school district as the basis 
 for taxation. They were not school library laws at 
 all, but school district library laws, and the libraries 
 were designed for adults as well as children. If the 
 books were placed in the school house it was chiefly 
 for the reason that it was a central meeting place. 
 These early attempts failed, because (i) the unit of 
 taxation was too small ; not enough money could be 
 raised by taxation in a school district for good schools, 
 not to mention libraries; (2) there was no provision 
 for supervision of the purchases of books, or for con- 
 tinuous additional purchases necessary to keep in- 
 terest alive; (3) the books were never organized into 
 libraries, but remained collections of books, and 
 very unsuitable collections they were in most cases ; 
 (4) the teachers or superintendents who were ap- 
 pointed as librarians were not qualified to administer 
 libraries and were not held responsible for the care of 
 the books; and (5) for lack of a personal, driving en- 
 thusiasm behind the book purchases, local interest 
 soon died out. In New York library funds were 
 diverted to other uses, and after about twenty years 
 
136 THE children's LIBRARY 
 
 most of the books had disappeared. This was a waste- 
 ful experiment; but New York at least learned its 
 lesson, which is more than can be said for the other 
 states. To-day New York exercises detailed control 
 over school libraries and public libraries which 
 are .supported partly or 'entirely by public funds. 
 Traveling libraries are sent out by the home education 
 division of the state library, which is controlled by 
 the state education department. This highly centralized 
 administrative body, which is known as the Univer- 
 sity of the state of New York, is composed of a 
 chancellor, a board of regents, a state commissioner of 
 education, and the state librarian. A fee of five 
 dollars is required for every traveling library, and 
 twenty-five reputable taxpayers must guarantee 
 against loss or damage. Eighty-six per cent of the 
 school districts in New York have permanent school 
 libraries, some of them aided by appropriations from 
 the school fund. The law specifies in an elaborate 
 and careful manner the apportionment of the money 
 for every sort of school and school district. Almost 
 every contingency is provided for. The aim is to 
 make possible local freedom under close supervision 
 and inspection. Other states, without this degree of 
 control, contrive to maintain some authority by speci- 
 fying conditions under which state aid is to be granted. 
 For example, a sum equal to that given by the 
 state must be raised by school or district, and in most 
 cases the books must be bought from specified lists, 
 or with the approval of the state superintendent of 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN 137 
 
 public instruction, the library department of the state 
 board of education, or the library commission. 
 
 vMississi£pi, South Carolina, Alabama, Louisiana, 
 and Tennessee have recently passed laws which, in 
 general, grant about ten dollars to the rural school 
 which raises an equal amount for books. The Ala- 
 bama law authorizes an annual appropriation of one 
 hundred dollars to each county for school libraries. 
 Ten schools may raise ten dollars each, and the county 
 school commissioner then apportions the hundred dol- 
 lars among them. There are enough contingent factors 
 in a plan of this kind to deprive the poorer school dis- 
 tricts of books ; and it is precisely these schools which 
 need them. So while such laws, and they are in the ma- ■ 
 jority, are excellent for the most enlightened communi- 
 ties, they do not solve the problem of the backward 
 localities. Among social workers, certain classes are 
 characterized as deficient, delinquent, neglected. 
 Rural communities could be evaluated in precisely 
 the same manner, using perhaps the same descriptive 
 language. Those that fall into any one of the above 
 classifications are a social menace, and should be dealt 
 with as such. 
 
 When state aid is granted or money is raised by 
 taxes for books, the state has a right to supervise the 
 purchase of the libraries and their use. Whenever 
 districts are too indifferent to provide such means of 
 development, the state should use its authority as it 
 would in the case of a delinquent individual. 
 
 In order to concentrate state aid where it is most 
 
138 THE children's LIBRARY 
 
 needed, the appropriations for school Hbraries 
 in Minnesota have recently been restricted to rural 
 ungraded schools and a technically trained librarian, 
 who is an officer under the state board of education, 
 is in charge of their administration. In Vermont aid 
 is given to rural schools through an annual appro- 
 priation of $1000 to the board of library commission- 
 ers, which apportions the money among the libraries 
 most useful to schools. Such libraries are not neces- 
 sarily those which circulate the most books. There 
 are some unique features about the Vermont way 
 of doing things, and a broadside issued by the board 
 of library commissioners is here reproduced on ac- 
 count of its valuable suggestions : 
 
 The aim of the board of library commissioners is to help 
 the smaller town libraries already established, and to en- 
 courage those towns and villages, now without free public 
 libraries, to start such libraries. The state gives $100 in 
 books to a town that votes to establish a free library and 
 appropriate a certain sum toward its maintenance. But the 
 state does not stop there. If the library keeps in touch with 
 the outlying district of its town, by sending books to one or 
 more district schools, or by maintaining other branch libra- 
 ries, the state gives it, on application, annual aid to the 
 amount of $20 and $25 in books. 
 
 Any library may ask the Board of library commissioners 
 for advice on any point. For instance, many small libraries 
 find it hard to choose the books they buy with their yearly 
 appropriation. The Board has helped several with book-lists 
 and will always be glad to help others. 
 
 Vermont wishes to give all her children a chance to en- 
 joy such reading and pictures as children near a library 
 enjoy. She thoroughly believes that "the children of to-day 
 are the citizens of to-morrow," and that the more chance 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN 139 
 
 for general development they have now, the better citizens 
 they will become. The most central places for these children 
 are their schoolhouses. So collections of books — stories and 
 other interesting books for children of all ages — called 
 "School libraries," travel to any schools in the state, and 
 towns are specially authorized by law to pay the cost of 
 transportation. 
 
 A town without a library, desiring books for adults and 
 children, can get a collection of 45 books by application to 
 the secretary of the Board. Reading clubs, wishing to study 
 a special subject, can also obtain books. A Grange can send 
 for a "Farmers' library" containing agricultural books and 
 stories for its instruction and entertainment. The only cost 
 is that of transportation both ways, about $1.25. 
 
 Quarterly meetings, held in different parts of the state, 
 sometimes with the co-operation of the state superintendent 
 of education or of the commissioner of agriculture, en- 
 courage the towns which are bravely supporting their libra- 
 ries, give them ideas as to methods of work, and raise libraries 
 and librarians in the estimation of their towns as members 
 of a large and helpful body of workers. These meetings 
 are not for librarians alone. They are planned to be of in- 
 terest to all wide-awake citizens, all who take an active part 
 or interest in any movement that keeps their town, their 
 children and themselves up-to-date, clear-headed, broad- 
 minded Vermonters. 
 
 Here we have a plan which makes aid dependent 
 upon the assistance given to schools instead of large 
 figures of circulation. 
 
 The California library law permits 10 per cent of 
 the school fund of each district to be used for school 
 libraries. Three per cent of the annual school ap- 
 propriation in every district of Idaho must be used 
 for library purposes. In Utah every school district 
 must spend fifteen cents for every child of school age 
 
140 THE children's LIBRARY 
 
 upon books other than text books. A tax of not less 
 than ten cents for every child of school age must be 
 levied by every county of Oregon for the establish- 
 ment of school libraries. Lists of books are selected 
 by the local authorities from the list prepared for the 
 purpose by the state library commission. All the lists 
 from the counties go to the commission, which buys 
 the books in quantities and so more economically. 
 If, however, the local officers neglect to send in requi- 
 sitions, the commission has the power to buy the books 
 for the delinquent county. These laws should result 
 in a supply of trustworthy books in all the rural 
 schools of Oregon. Arizona, Nebraska, Nevada, Ok- 
 lahoma, Oregon, South Dakota, and Wisconsin have 
 laws which provide for the taxation of the school 
 district, or whatever the unit for school taxation may 
 be, or use the school fund itself as the basis of sup- 
 port of school libraries. 
 
 In framing statutes which are intended mainly for 
 the improvement of libraries in rural schools, certain 
 obvious errors are to be avoided: (i) The unit of 
 taxation must be large enough. School district units 
 are usually too small. Wealthier communities and 
 towns will have to contribute their share toward the 
 education of the neighboring population, and as has 
 been pointed out, it is to their interest to do so. In 
 the United States the township and county are being 
 substituted generally for the small school district for 
 purposes of taxation and administration, chiefly be- 
 cause the earlier method has not worked. (2) 
 Enough supervision must be provided to make books 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN 141 
 
 useful after the school receives them, and to show 
 teachers how to use them. A collection of books will 
 not of itself constitute a library without a person who 
 knows what to get out of them and what the children 
 can get out of them. (3) There must be a scientific 
 study of the book needs of the country child before 
 definite lists are prescribed by law. What are the 
 children of rural districts reading? Do the library 
 commissions know, or do the other state organizations 
 interested in children know? How can a commission 
 or a state educational department furnish books that 
 the rural children will read if they know nothing of 
 these children or their needs? Some of these ques- 
 tions have been answered to a certain extent by an 
 investigation conducted by the Delaware state library 
 commission. The results of this study led to the con- 
 clusion that the books which had been sent out as trav- 
 eling libraries were unsuited to the children who 
 might use them, and as a matter of fact, the children 
 had not been using the books. 
 
 Legislators sometimes think that books for young 
 people mean story-books exclusively. Emphasis 
 might well be placed upon the large number of books 
 which help young people in choosing a trade or pro- 
 fession,' or make them conscious of their unused 
 powers and abilities. There are to-day hundreds of 
 books on technical subjects which are quite as essen- 
 tial to the country boy as to the city boy ; not to men- 
 tion those on agriculture and kindred subjects. 
 "Frankly,'' says one librarian, "if I were teacher, I 
 
 'See bibliographies in Davis, Vocational and moral guidance (1914). 
 
142 THE children's LIBRAI^Y 
 
 should not be so much interested in whether or not 
 a child read the classics, but I should be tremendously 
 interested in finding out the child's hobby, . . . and 
 having found out, I should help him to all the books 
 available on that subject.'" The supervisor of 
 school libraries in Minnesota suggested that the 
 school libraries should contain, besides books on the 
 subjects of the curriculum, those which will train 
 country children in habits of observation and help 
 them to identify stars, birds, trees, wild flowersj and 
 animals. It is doubtful if even the state and national 
 agricultural publications and other free material are 
 found to any great extent in country libraries or schools. 
 Grades in a country school cannot be relied upon 
 properly to classify the children's book needs. In 
 fact, lists which attempt to arrange reading matter 
 for children according to either grade or age should 
 be used with caution. Pinally, every argument for 
 good schools and good libraries for city children ap- 
 plies with equal force to the rural situation. The 
 pushing, ambitious, alert individual and community 
 will find all sorts of agencies to give them a boost. 
 On the whole, American life seems designed for 
 the particular benefit of such individualities. They 
 can take care of themselves. But we cannot trust the 
 delinquent or degenerate community to take care of 
 its interests or of ours, any more than we now ex- 
 pect the backward individual to do so. 
 
 Forty states have one form or another of school 
 
 " Ovitz, Training of rural teachers in the use of books. National 
 education association, Proceedings, 1914:802-7. 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN 143 
 
 library law. The elements of a model law from a 
 library point of view have been noted elsewhere in 
 these pages." Results under existing laws have been 
 comparatively meagre, for the same reason that the 
 country school is inefficient and ineflfective, namely 
 excessive decentralization of administration. Besides 
 this, there is little coordination as between the state 
 library commission, the state board of education, and 
 the state library in the service they are trying to give 
 rural schools and communities, except in the few 
 cases where they are organically joined. There are 
 other factors which have not been sufficiently con- 
 sidered. Mr. Wolcott, in his library section of the 
 1912 report of the United States bureau of education, 
 says, "It is now recognized that an essential condition 
 of effective work in library extension is a broader 
 understanding of rural life and its problems. Much 
 work in this direction has proved futile because of its 
 lack of cooperation with other agencies, such as the 
 country church and the rural school, at work for 
 country life uplift. The library can not work alone and 
 work successfully. Another requisite for effective 
 library extension work in rural communities is a 
 knowledge of home conditions ... In order to meet 
 this need, the methods of the rural social survey may 
 perhaps successfully be employed to ascertain the 
 reading interests and the present book facilities of 
 the people to be reached." 
 
 In most states the library laws have been passed 
 at widely separated intervals: laws providing for the 
 
 ° See chapter three. 
 
144 THE children's LIBRARY 
 
 establishment of libraries by towns and cities, others 
 township and county library laws, and still others 
 relating to school libraries are provisions of the edu- 
 cational code of the state. These laws overlap, and 
 the agencies to administer them encroach on each 
 other's work. New York has the most effective 
 dentralized system. In Tennessee the state Taoard 
 of education has superseded the board of library 
 commissioners ; traveling libraries are put under the 
 state library, state financial aid is given to libraries, 
 and the state board of education makes rules for the 
 purchase of books. Since the best and easiest way 
 to reach the country child is through the country 
 school, the best results are obtained in those states 
 where one agency handles the selection and administra- 
 tion of the libraries which go to the rural schools. 
 
 All efforts for rural enlightenment in France are 
 conducted with the school as a center. The aim is to 
 make the library movement a factor in the intellectual 
 and social life of the country as well as a contribution 
 to industrial improvement. Upon the zest and in- 
 terest which may be added to rural living by these 
 means, the commercial welfare of cities and the nation 
 itself depends. For, in a final analysis, the city looks 
 to the country for food and workers. Railroads feel 
 the loss in freight earnings to no small degree if farms 
 are abandoned or neglected. Therefore, business men 
 as well as educators and philanthropists have or should 
 have a utilitarian interest in making country living 
 both pleasant and profitable. National authorities in 
 this country are well aware of these facts, but are not 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN MS. 
 
 SO free to take constructive action as the European 
 governments with their highly centralized administra- 
 tion. Since 1862 every rural school house in France 
 has had room for a library, which is bought under the 
 supervision of the central government. The ex- 
 penses are apportioned among the state department 
 of education, the conseils-generaux, private individuals, 
 and pupils and teachers. To procure funds for books 
 a society in Jura, "Les Amis des Livres," hired a field 
 of one acre, and the thirty-three members furnished 
 seed potatoes and labor for its cultivation. The funds 
 raised in this way went to the purchase of new books 
 for the library. In some of the districts, because the 
 books were old fashioned and unsuited to the children's 
 needs, the teachers started a popular library for parents 
 as well as children. Two cents a time is paid for 
 drawing books and the funds are used for new books. 
 Children often read aloud to their parents, a fact 
 which may explain the large use in some places. 
 In Chaumont (Loir et Cher) sixty-eight children 
 took out 560 books; at Lonray (Ome) twelve chil- 
 dren took out sixty books. The school libraries are 
 generally in the best room in the building and the 
 pupils may use them from 4:30 P. M. to 8:00 P. M., 
 and on Saturdays." The central education department 
 of Norway supplies libraries at reduced rates to com- 
 munities upon the basis of population; say, a certain 
 number of books to every 3,000 people. 
 
 The chief work of a state library commission is 
 
 1" Brereton, The rural schools of western France. Gt. Brit. Educ. 
 dept. Special report, 7:1-244 (1902). 
 
 11 
 
146 THE children's LIBRARY 
 
 to send libraries to towns which have no public li- 
 braries or very small ones, and to promote the estab- 
 lishment of new libraries. Some commissions send 
 traveling libraries to rural schools, but generally they 
 are only indirectly concerned with children's reading. 
 By means of summer schools and institutes for 
 teachers as well as librarians, the subject of books for 
 children and methods of presenting them is brought 
 before those who are naturally nearest to the children 
 in rural districts." A large part of a commission's 
 contribution to local library needs is given through 
 book lists. 
 
 The New Jersey public library commission has 
 recently taken charge of the school libraries in that 
 state. In response to a pamphlet which the com- 
 mission sent to schools and school supervisors out- 
 lining the rules and regulations and the value of co- 
 operation with public libraries, came questions from 
 teachers about books for children, good editions, and 
 other library aid. In order to answer these questions 
 helpfully and practically, the commission assembled 
 at its summer school a school libraries' exhibit, which 
 included among other things collections of books for 
 second-year high school pupils ; for rural teachers ; 
 about children ; books helpful in story telling ; good 
 illustrated editions ; collections of plays and pageants ; 
 and different editions of the classics. Pamphlets 
 covering vocational guidance ; the free publications 
 
 " For courses of instruction in the use of libraries see p. 369 of 
 bibliography and chapter three. 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN 147 
 
 of the state and national governmental departmeijts, 
 as well as the special publications of such organizations 
 as the Boy Scouts, the Brooklyn children's museum, 
 and the Drama League were shown. Booklets pub- 
 lished by manufacturing firms describing the processes 
 by which their output is made, were an interesting 
 feature of the exhibit. Maps, published and sold by 
 the state geological survey were displayed, in addition 
 to samples of good and poor book binding and edu- 
 cational pictures helpful for teaching. The exhibit 
 proved that neither lists of books, written description 
 of methods, nor lectures can equal in helpfulness such 
 a graphic illustration of library tools and methods. 
 Best of all there was much in the exhibit that was 
 suggestive to the rural teacher with small funds to 
 spend for books. 
 
 Only the more progressive communities are helped 
 by library commissions, and this means that they are 
 not making much headway, despite heroic efforts, 
 against rural ignorance. Complacency is character- 
 istic of a mind which has no chance or refuses to 
 compare itself with others. Such an attitude is often 
 characteristic of rural sections. Thus the self-satisfied 
 communities, which need advice the most, are often 
 the ones to fail to realize the fact and so do not ask for 
 help from the commission. Hundreds of rural school 
 teachers, who should be expected to represent the in- 
 telligence of the community, have never heard of a 
 library commission. Even if they should get help 
 from it, we must remember the 75 per cent of rural 
 
148 "THE children's LIBRARY 
 
 children who are still under twenty but not in school. 
 These young people need reading matter quite as 
 urgently as do the school children. 
 
 Some commissions may be aggressive enough to 
 introduce themselves to localities ignorant of their 
 existence, but they have no authority to bring a recal- 
 citrant town to terms and force it to provide proper 
 books for young people. Such educational work as 
 that done by the experts employed by a library com- 
 mission should not have to depend on a kind of in- 
 tellectual evangelism or missionary propaganda. 
 The time should have passed when a community may 
 choose whether it shall furnish the elements of educa- 
 tion to children. 
 
 To force educational advantages upon reluctant 
 communities seems rather the work of the state board 
 of education than of the library commission. Prob- 
 ably the commission as a distinct organization having 
 little relation to the other educational bodies of the 
 state, is only a temporary body destined to exist until 
 it has shown how much there is to be done; after 
 which it may be continued in permanent form as part 
 of the educational system of the state. Experts of 
 the commission are well equipped to make surveys 
 of the state with special reference to the reading matter 
 available to children. In a study made in Minnesota 
 it was found that only a little over half the population 
 is reached by traveling or other libraries. The New 
 Jersey library commission has found over 600 villages 
 of less than 2500 population without library service 
 of any description. The surveys conducted by the 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN 149 
 
 Presbyterian church in Pennsylvania, Kentucky, Ten- 
 nessee, Illinois, Maryland, Indiana, Ohio and Missouri 
 as well as that of the Georgia club reveal appalling 
 conditions of booklessness in rural districts. These 
 were sociological surveys, which treat the reading 
 problem in an incidental way, but the state of rural 
 backwardness disclosed is of decided interest to edu- 
 cational authorities.'^ There would be more incentive 
 for the commissions to investigate the rural situation 
 in regard to reading if they could report their findings 
 to a body empowered to take immediate steps to remedy 
 conditions. Backed by the power of the whole state 
 educational system, the library extension department 
 could enforce its rules and produce results. 
 
 In the Northern states the library commission has 
 often developed from the work of women's clubs 
 and similar organizations. In the South such organi- 
 zations are still doing the work of a commission to 
 a great extent. Various associations for the improve- 
 ment of school houses and grounds have used the 
 library as a prize for neat and well maintained schools. 
 
 Mrs. Eugene V. Heard of Middleton, Georgia, 
 with the cooperation of the Seaboard Air Line rail- 
 way company and Mr. Andrew Carnegie, has dis- 
 tributed rural traveling libraries throughout five 
 states. The close relation of the women's clubs to 
 the work of a commission is illustrated in these states 
 where the members of the commission are nominated 
 
 ^2 Branson, The Georgia club . . . for the study of rural sociology. 
 U. S. Bureau of education. 1913, bulletin 23. 41P.; Thompson and War- 
 ber. Social and economic survey of a rural township in northern Minne- 
 sota. 46p. (1913). 
 
150 THE children's LIBRARY 
 
 by the state federation or where one or more of the 
 members of the commission must be representatives 
 of the clubs. 
 
 Not only in the United States but also in England, 
 libraries for rural districts and rural schools have 
 been furnished by private individuals. Miss Sophia 
 Sturge of Birmingham sends. into the rural parishes 
 boxes of books for country readers. Books are also 
 sent to remote parts of Ireland and to the islands of 
 the Hebrides. Bishop Herford has furnished books 
 to elementary schools and rural parishes in Herford- 
 shire. Fifty books go to a school on payment of one 
 dollar a year by or for the school and the school man- 
 ager must appoint the head teacher or some other re- 
 sponsible person as librarian. Libraries are exchanged 
 three times a year, and about sixty-five schools and 
 twenty-five parishes have already taken advantage of 
 this opportunity. 
 
 In Alabama, Illinois, Kansas, Indiana, and Ohio, 
 the state teachers' associations have organized pupils' 
 reading circles for the particular benefit of country 
 children." 
 
 In Maine there is a school improvement league 
 one purpose of which is to furnish "suitable reading 
 matter for pupils and people."" Money for the travel- 
 ing libraries which are circulated among the schools 
 belonging to the league, is raised by means of enter- 
 tainments and exhibitions. In some states library 
 
 " See chapter three. 
 
 " Butterfield, Chapters in rural progress, 127 (1909). 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN IS I 
 
 day is celebrated with the cooperation of the county 
 superintendent of schools or even of the state board of 
 education. In Kentucky this is the last day of school. 
 Over 50,000 books were added to school libraries in 
 West Virginia in 1905 as the result of school entertain- 
 ments, which were given in the school house and in- 
 cluded one or more talks or papers on the use of a 
 library, besides music and recitations. 
 
 Winnebago county, Illinois, has school district 
 traveling libraries composed of fifty-nine boxes of 
 books, numbering 3,200 volumes. The teachers' in- 
 stitute, under the leadership of the county superinten- 
 dent, holds a library hour, during which various aspects 
 of children's reading are discussed. The institute con- 
 siders the different kinds of books for children; the 
 care of books ; how to interest children in good liter- 
 ature ; how to teach them to read ; the relation of 
 the library to school work; how to become acquainted 
 with books ; what the teacher may need to do to 
 make possible better use of the school library; reports 
 on the library reading done in district schools ; and the 
 children's verdict upon the books they have read. 
 When the reading matter itself is the subject of discus- 
 sion, the institute considers the kind of books suitable 
 for different grades and for reading aloud ; why cer- 
 tain books are interesting to children; and what kind 
 of book is valuable to a child as literature. At the 
 meetings in Rockford, books are carried from the pub- 
 lic library for the teachers to examine and read. An 
 hour a day is given to enable them to become familiar 
 
152 THE children's LIBRARY 
 
 with reading suitable for children. This is a note- 
 worthy example of many such efforts to make rural 
 teachers efficient in handling their school libraries. 
 
 Among country residents, the Grange is an evidence 
 of the modern tendency toward consolidation, co- 
 operation, and organization so prominent in business, 
 politics, and education. Largely industrial in its in- 
 terests, the Grange also stands for information and 
 enlightenment. Consequently it has often encouraged 
 the reading of good books by young people and adults. 
 Several commissions circulate their traveling libraries 
 through the Granges, and so maintain relations with 
 communities otherwise difficult to reach. 
 
 The Hesperia movement seems to be a unique com- 
 bination of the Grange and the school improvement 
 league ideas. Hesperia is a small village in Michigan, 
 twelve or fifteen miles from a railroad. The teachers 
 of the country had been associated for some time, but 
 for the sake of closer relations with parents, they 
 finally asked the farmers to meet with them in one of 
 the school houses. At these meetings, which have 
 been increasingly popular for over twenty years, sub- 
 jects are discussed which are interesting to the agri- 
 culturist as a cultivator of children rather than crops. 
 One of the early objects was "to create a taste for good 
 American literature in home and school."" 
 
 After the organization was well under way the 
 county commissioner, prepared a list of books for 
 every grade in the rural schools. At the same time a 
 campaign for school libraries was inaugurated. The 
 
 " Butterfield, Jog. 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN 153 
 
 State educational organization of Michigan encourages 
 local activity. Every library in the state must report 
 to the county commissioner, who in his turn reports 
 to the board of library commissioners. Something 
 still depends on the spirit of individual counties, but 
 the necessity for makiaig some sort of a report on 
 library conditions leads most of the county commis- 
 sioners to push the matters of libraries. 
 
 When a county or township has one large public 
 library, arrangements have sometimes been made be- 
 tween the library and the district in which it is located 
 by which books are furnished to rural as well as urban 
 inhabitants. We have seen that the failure of early 
 library extension was due to the inability of a small 
 group of people to raise money enough even for the 
 bare necessities of administration. Consequently, 
 county and township have come to be the practical 
 divisions for taxation and supervision. 
 
 Iowa has a township extension law which enables 
 the township to contribute to the support of a town 
 library in order to provide for book service to non- 
 urban residents. Indiana has a similiar permissive 
 law. The library of Alexandria township, Indiana, 
 has been in operation since 1902 and deposit stations 
 are maintained in schools. In the article on education 
 in the Indiana constitution of 1816 it was provided 
 that ID per cent for county libraries should be reserved 
 out of the proceeds of the sale of town lots. Only 
 a few libraries were organized under this system and, 
 because money for maintenance was not forthcoming, 
 only one or two remain. 
 
154 THE CHILDREN S LIBRARY 
 
 The township law of Indiana of 1852 required a 
 tax for library purposes. The defects of the older 
 provisions were corrected to some extent by giving 
 over the money raised, to the state department for 
 disbursement. The library was a township affair, 
 supported by township funds, but the tax was laid by 
 the state, and so its use could be legitimately directed 
 by the state. The levy under the law of 1852 was for 
 two years only, and as in hundreds of other cases 
 support failed after the expiration of that time. There 
 was no supervision which could keep the books already 
 bought in good condition or available for use. One 
 library organized under this law — the Marion county 
 library at Indianapolis, is still in existence, but accord- 
 ing to the law this library may receive only $75 an- 
 nually from the county. The public library at Bed- 
 ford extends its privileges to the citizens of Lawrence 
 country, which contributes toward its support, and 
 there is an old county library at Evansville, which is 
 little used. Apparently none of these libraries sends 
 books to rural readers, who in each case must come 
 to the central library. 
 
 The later laws for the foundation of county or 
 township libraries correct in large measure the de- 
 fects of the law above noted, and the county library 
 system is receiving attention from both educators and 
 librarians, who recommend it as the best method of 
 making books available to a rural population. The 
 California county library law, as the most thorough- 
 going of the more recent laws, has attracted wide- 
 spread interest. It makes possible the rural use of li- 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN ISS 
 
 braries already in existence, provides for the establish- 
 ment of county libraries where they are needed, which 
 will carry on the rural extension work hitherto ad- 
 ministered by the state library, and makes the county 
 the unit of taxation. The county librarian, who must 
 be certificated by a state board of examiners, does the 
 work originally undertaken by the state, such as in- 
 stalling new systems in old libraries and cataloguing 
 small libraries. A municipal library may be exempt 
 from the operation of the law, or it may contract with 
 the county supervisors to furnish library service to 
 the county in which it is situated. The county libraries 
 have over a thousand branches, and a school depart- 
 ment has been organized to establish branches in 
 schools or school districts. 
 
 The New York county library law of 191 1 has as 
 yet accomplished nothing owing to the fact that under 
 its provisions the property of any city or town now 
 maintaining a library may be taxed again, if the li- 
 brary service is extended to the county. 
 
 Several of the states have one or two county li- 
 braries organized under special acts, or endowed, and 
 there are several town libraries which furnish ser- 
 vice to the county in which they are situated. As 
 the most important aspect of the county library system 
 is that of the organization and administration of a 
 book supply to rural districts, these special cases need 
 not be considered. In Professor Cubberly's hypo- 
 thetical state of Osceola, the county school house is the 
 center of the county life, and in it is placed the library, 
 under the control of the county board of education. 
 
IS6 THE children's LIBRARY 
 
 which will appoint a librarian to be certified by the state 
 and nominated by the county superintendent of 
 education. The county library is to have branches, 
 and the school libraries are administered as part of the 
 county library system. This is not unlike the Cali- 
 fornia law except that in Osceola the state library is 
 a bureau of the state board of education." 
 
 The importance of the county library system is em- 
 phasized by the United States commissioner of educa- 
 tion in his report for 1913. "There is great need for 
 county libraries located at county seats with branches 
 in all the towns and villages of the county and in 
 the public schools. . . . Every county in the United 
 States ought to have such a library . . . Every town 
 and city library ought to make some arrangement by 
 which its books would be free to the people of the 
 county in which the libraries are located." 
 
 The Oregon law of 191 5 establishing branches of 
 county libraries, provides that cities in which county 
 branch libraries may be erected shall guarantee to 
 provide a maintenance fund equal to and not less 
 than 10 per cent of the cost of the branch library 
 building and shall also provide the site. The title to 
 the property remains vested in the county." 
 
 One is forced to the conclusion that library serv- 
 ice to country children is like the old fashioned kind 
 of charity; several agencies imperfectly or not at all 
 coordinated, working zealously in spots, but skipping 
 other spots altogether. It is evident that only the 
 
 ** See Cubberly, State and county educational reorganization (1914). 
 " L. Or. 1911, c. 117, as amended 1915, c. 346. 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN IS7 
 
 surface of the problem of the reading of rural children 
 is being touched. Discussions of the rural ischool 
 problem formed an important part of the proceed- 
 ings of the National education association during the 
 summer of 1912, and rural sociology already has a 
 place in the college curriculum. It has not yet been 
 included in the curricula of library schools, but it has 
 been discussed in the columns of library periodicals, 
 and the proceedings of library associations. 
 
 One conspicuous example of the result of futile 
 efforts is the country town and its library service. 
 For the sake of convenience the rural village is here 
 considered as a town of 5,000 inhabitants or less. 
 For all practical purposes, library conditions effecting 
 children may be quite as unsatisfactory in a com- 
 munity of 5,000 as in one of 800, although the census 
 bureau designates as rural all towns of 2,500 or less. 
 
 There seems to be an impression abroad that merely 
 to have a pleasing library building with some books 
 in it is in itself an educational benediction. Many 
 a complacent little village congratulates itself on a 
 pretty library where no dirty children are ever al- 
 lowed, and where the members of the woman's club 
 can always find the latest novel or material for 
 papers on Thibet and radium. There is no glimmer- 
 ing of an idea that the library should be contributing 
 to the education of the school children, and helping 
 those who have left school and need vocational guid- 
 ance. Not without careful analysis does one venture 
 to assert that it is the rural town and its educational 
 delinquencies that should become the center of library 
 
IS8 THE children's LIBRARY 
 
 agitation and reform. Not in the city, but at these 
 points outside of the main currents, are the most 
 neglected children. "It may be asserted with some 
 degree of positiveness that the small village, on the 
 moral and intellectual sides is distinctly inferior to the 
 isolated farm home."" Farmers' bulletins issued by 
 state and national governments; expert advice from 
 state universities ; and several good agricultural papers 
 are at the disposal of the farmer. But what of the 
 resident of the small town? 
 
 Some villages are adjusted to modern conditions, 
 and are in the main current of progress. What is 
 said here is nc>t for them. A progressive, alert com- 
 munity is at all times open to suggestion and new 
 ideas. Such a town will make use of all that the 
 state library commission has to offer; it will seek 
 expert advice and follow it. 
 
 There are communities, however, where the "cream 
 of the population" has been skimmed off, and upon 
 such centers the social and educational experts must 
 concentrate their study. The fundamental problems 
 of the country town are due to the degeneration of 
 the good old stock in consequence of industrial changes. 
 Brain power is being concentrated, and the country 
 village has been impoverished by the inevitable drift 
 to the city. Neither "can relief from the dismal pros- 
 pect portrayed by the despairing evolutionist be found 
 by denying the familiar fact that the most ambitious, 
 the most energetic, the most intellectual, the most 
 competent of the people leave the country to find a 
 
 " Butterfield, 21. 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN 159 
 
 more congenial home in the city."" No inconsider- 
 able numbers of children are growing up in these 
 communities, where the educational administration 
 is in the hands of the older men, who are naturally 
 conservative, likely to be ignorant and stingy in money 
 matters. Under such conditions only the most en- 
 ergetic and ambitious children can survive, intellect- 
 ually speaking, and if they do they will probably move 
 on to the city, leaving the situation as before. 
 
 It is the business of the state to give all its wards, 
 the children, equal opportunities of education and de- 
 velopment for the sake of its own future welfare. 
 If the state neglects the future citizens, the national 
 government itself has too much at stake to overlook 
 the matter. If the book needs of country children 
 are different from those of other children, this fact 
 should be established and acted upon. 
 
 Conditions in the ordinary country village are a 
 logical result of the political doctrine of exclusive 
 local control of local affairs, which was so natural 
 and inevitable before the days of the railroad and 
 of modern industry, and which "may be termed," says 
 Mr. Sidney Webb," the Anarchy of Local Autonomy. 
 It has given the United States the worst local govern- 
 ment of any country claiming to be civilized.""' 
 
 The early settlers of America had escaped from 
 an excessive application of centralized authority in 
 Europe, and so looked with suspicion on any attempts 
 at state interference with individuals or communities. 
 
 "Anderson. The country town, 144 (1906). 
 2" Webb, Grants in aid, 5 (1911). 
 
l6o THE children's LIBRARY 
 
 The argument for centralization as a remedial and 
 preventive method is concerned here only with state 
 administrative control accompanied by local finan- 
 cial freedom. Taxes imposed by a state, or measures 
 involving local expenditures forced upon a locality by 
 state legislatures, seem for the most part unjustifiable. 
 Other than financial functions of the village are not, 
 however, of merely local concern. Education for the 
 young, and books as a necessary part of education, 
 are the business of both state and nation. 
 
 The charters of incorporated towns are given by 
 favor of the state as to any other corporation, and 
 the borough or village is an agent for carrying out 
 the purposes of the state government, as well as man- 
 aging affairs of purely local concern.'^ "We also find," 
 writes Doctor Goodnow, "that the tendency in almost 
 all the states which have reached a high degree of 
 social development is to subject the actions of local 
 officers, more or less, to central administrative con- 
 trol.'"^ Furthermore, "local authorities," says an- 
 other writer, "are coming to assume almost purely 
 administrative positions, as the subordinate authorities 
 carrying out a state wide will on all matters of fun- 
 damental importance.'"^ 
 
 When a public service corporation gives inade- 
 quate service, the state compels it to mend its ways, 
 so the state should bring to task the villages which 
 neglect their educational duties. 
 
 ^ Bates, Village government in the United States. American polit- 
 ical science review, 6: 367-85 (1912). 
 
 ^ Goodnow, Principles of administrative law of the United States, 
 62 (1905). . ... 
 
 ^ Beard, American government and politics, 655 (1910). 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN l6l 
 
 State school systems have begun to deal with the 
 problem of rural education; and there is a growing 
 tendency in educational administration toward cen- 
 tralization of authority and of supervisory power in 
 the hands of a single bureau or commission. The only 
 hope for the usefulness of the library to the village 
 child lies in the same direction. In how many towns 
 where there are Carnegie libraries does the perform- 
 ance within their walls live up to the promise of their 
 triumphant acquisition ? The state library commission, 
 probably as a department of the state library, must 
 take the initiative in arousing, aiding, and encourag- 
 ing the decadent community, which is unwilling or 
 unable to help itself. "The local self government 
 becomes local dryrot ; it is valueless.'"' We can no 
 longer allow localities to breed ignorance or at best 
 mediocrity, unchecked by state authority, than we now 
 allow them to breed disease. "We are just beginning 
 to see," says a school librarian, "the necessity of hav- 
 ing our educational interests unified and wisely admin- 
 istered in a state ofifice.""' Whether this organization 
 is under the state board of education or the state library 
 does not matter so much as the methods used in 
 supervising local libraries. 
 
 To the wide awake community, the supervision of 
 the state would be welcome. Successful supervision 
 of school libraries is found in New York, Minnesota, 
 Wisconsin, Oregon, California. The duties of the su- 
 pervisor or supervisors include: (i) the establishment 
 
 ^'i Verplanck, Necessary legislation. Conn. Pub. doc. 4:587 (igo8). 
 ^ Warren, Some high school library problems. Wilson bulletin, I, 
 no. 2: 20 (1915). 
 
 12 
 
1 62 
 
 THE CHILDREN S LIBRARY 
 
 of school libraries instead of collections of books. This 
 involves some knowledge of books and library methods 
 on the part of the teacher. (2) The development of 
 a system of cooperation between school and public 
 library. (3) The compilation of reading lists, in co- 
 operation with teachers, on every subject in the cur- 
 riculum and for general reading. (4) The reporting 
 of statistics and progress of the school libraries of 
 the state. (5) The informing of teachers through 
 bulletins and institutes of free material they can obtain 
 and keeping them in touch with the newest library 
 material, such as books, magazines, government docu- 
 ments, slides, postal cards, and museum material. 
 (6) The furnishing of good plans of library rooms, 
 approved by both teachers and librarians. (7) Aid to 
 teachers and teacher-librarians in matters of technical 
 detail. (8) Development of cooperative methods of 
 lending books, cataloging etc.°° 
 
 State inspection, if extended to the small town, 
 would give local librarians some incentive to keep up 
 to date, an incentive they now lack, because they know 
 thiat no inatter what they may do, nobody knows 
 enough to appreciate it, and that they can never get 
 more salary, because there is no more to give. The 
 difficulty of getting a well trained librarian in the 
 small town is in the way of being solved by the plan 
 in use in Minnesota. There the librarian, usually of 
 the high school, will have charge of the school library 
 and of the library service to the community, thus 
 making it possible, by a combination of financial forces 
 
 »• Ibid. 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN 163 
 
 to get a well trained person. The high school rules 
 require the librarian to have the same educational 
 qualifications as a high school teacher, which usually 
 means that she must be a college graduate. This 
 requirement is as important for the rural districts as 
 for the cities. 
 
 Still more important for the small town is the plac- 
 ing of the library room in the school building. This 
 means economy in construction, in operation, and in 
 service to both community and school," and increased 
 efficiency owing to the possibility of more books and 
 a better librarian, when there is no duplication of col- 
 lections and rooms. 
 
 In order to accomplish these results, the consolida- 
 tion of school and library interests seems inevitable. 
 "It would seem clear that much more effective work 
 could be done, if this [library] work were officially 
 related to the state government combined into one 
 education department with various bureaus as in New 
 York."^ State educational bureaus can command 
 better and more highly trained workers than the small 
 village. Centralization has already improved the 
 schools. For the sake of the country children, it 
 must be urged in library affairs. 
 
 The state compels children to learn to read. Edu- 
 cators are agreed that the state is also responsible for 
 
 ^ See page 217: Johnston, The school librarian. . . . Minnesota pub- 
 lic library commission, Notes and news, IV,_ no. 9: 157-60 (1915); Gil- 
 ruth, Public library in the school . . . Ibid., 160-61 (1915); Howe, 
 Report on the economic utilization of the school plant ... in New York 
 City. Committee on school inquiry of the board of estimate and appor- 
 tionment. Report, 3:436-7 (1913). 
 
 ^ Fairlie, Local government in villages, towns and counties, 224 
 (1906). 
 
l64 THE children's LIBRARY 
 
 teaching these children what and how to read. In 
 order to perform such a function properly and effec- 
 tively, steps must be taken to regulate the choice of 
 books procured with public funds. The best way to 
 accomplish such an end is through state aid, which 
 leads naturally to state control. Supervision would 
 require reports from the local school or library show- 
 ing their comparative efficiency. State school boards 
 are as yet unable to get satisfactory statistics from 
 local schools, for, although the schools may be com- 
 pelled by law to submit some sort of report, the lack 
 of uniformity in the manner of keeping records makes 
 these almost valueless. 
 
 Until state library authorities are able to demand 
 uniform statistics from local libraries, they will con- 
 tinue to be without an important instrument of con- 
 trol. Grants of aid or of clerical help from the 
 state library commission are likely to be wasted or 
 only of temporary value, if all the facts about the 
 beneficiary are not available. 
 
 If it be contended that state supervision would 
 mean the political corruption of the village, the 
 answer is that state politics compare favorably with 
 village and rural politics. What is still worse from 
 an educational point of view, the wire pulling ex- 
 tends from school trustees to village choir. In the 
 outside world, the strong current of publicity and an 
 awakened social consciousness have swept away many 
 of the sources of corruption in state and national 
 affairs. But the small town is often in an eddy out- 
 side this modern stream of progress, and stagnation 
 
LIBRARY RESOURCES OF COUNTRY CHILDREN l6S 
 
 is the result. Any one who has lived in a small village 
 will find it impossible to believe that state influences 
 could make matters worse. 
 
 When we have considered the political life of the 
 small town we have diagnosed only one of the symp- 
 toms of the social disorder. What can be expected of 
 village politics, when we know "the narrowness of 
 the horizon, the pettiness of the endless gossip, the 
 absence of ambition, the feebleness of the faculties, as 
 if the string had broken and the bundle had fallen 
 apart.'"* 
 
 The conviction is spreading that there is noth- 
 ing sacred about local administration, and that the 
 state and eventually the nation should help to build 
 up an educational system in keeping with the dignity 
 and responsibilities of this country. In the business 
 of educating citizens for a democracy, there is no 
 place for outworn political fetishes. 
 
 ^ Anderson, 104. 
 
CHAPTER SIX 
 
 PUBLIC LIBRARY RELATIONS 
 WITH PUBLIC SCHOOLS 
 
 Since most public libraries are entirely indepen- 
 dent of the rest of the educational system, various 
 expedients for reaching the school children have been 
 adopted by librarians. Praiseworthy as have been 
 most of the motives back of library efforts to co- 
 operate with schools, others, as revealed in the pub- 
 lished papers of librarians themselves, are less to be 
 commended. The influence of the teacher is recog- 
 nized as an important factor in directing children's 
 reading. Consequently, she is often approached directly 
 by the librarian with suggestions as to methods for 
 encouraging children to use the public library or with 
 offers of library books for use in the class room. Li- 
 brarians generally complain of the failure of many 
 such plans owing as they think to ignorance or in- 
 difference on the part of the teacher. On the other 
 hand, the teacher is inclined to look with suspicion 
 on any plan which may add to her responsibilities, 
 especially if she can see nothing definite to be gained 
 by it. Too often she may be justified by the fact that 
 the library may be using this means primarily to 
 increase the number of books issued for the sake of 
 statistics. Funds for the purchase of books are often 
 
i68 THE children's library 
 
 apportioned according to the number of books issued, 
 and statistics of circulation therefore receive an un- 
 fortunately large amount of the attention and con- 
 sideration of the practical librarian. Moreover, the 
 librarian is not always successful in concealing from 
 the teacher her feeling of superiority or her own 
 ignorance of school aims and methods. 
 
 Cooperation is made easier if the librarian puts 
 herself in the position of asking advice from the 
 teacher and offering help whether it seems to be of 
 direct advantage to the library or not. True, the 
 teachers may be the victims of the stereotyped kind 
 of instruction given in many normal schools, which 
 seems to ignore the use of books other than text books 
 in the education of children. But teachers are re- 
 sponsible for results to those in authority over them 
 by whom their work is directed. In order to make 
 the library useful to the school, the librarian will find 
 it desirable to convince the teachers' superiors, rather 
 than the teachers, of the benefits the pupils may de- 
 rive from the use of library books. School superin- 
 tendents and principals are sometimes more occupied 
 with political matters than with the welfare of their 
 pupils; and there have been instances where the pub- 
 lic library was not encouraged to send books to the 
 school or to give library service in other ways, be- 
 cause the members of the board of education wished 
 to handle all the books used in the schools and to con- 
 trol all the appointments, for reasons best known to 
 themselves. On the other hand, it is apparent that 
 some educational authorities are dubious about the 
 
PUBLIC LIBRARY AND PUBLIC SCHOOLS 169 
 
 public library's methods of approaching children ; con- 
 sequently they distrust advances on the part of the 
 library, particularly when they do not seem to be based 
 upon an understanding of educational principles. 
 "My criticism is not against the motives of the li- 
 brary," says one teacher, "but against its method, 
 which, it seems to me, defeats its own purpose and 
 while it aims to cultivate a reading faculty, secures 
 only a reading habit. . . . Librarians who have had 
 no experience in teaching will hardly be able to form 
 a just conception of the average teacher's mental 
 attainments and spiritual needs. Her judgments are 
 apt to be too severe, for she fails to realize that while 
 her environment is stimulating, refining, and broadly 
 educative, the teacher's is very apt to become exhaust- 
 ing physically, narrowing mentally and even deadening 
 spiritually."^ 
 
 Cooperation may take the form, first of all, of 
 consultations with the teachers about individual chil- 
 dren and about the purchase of books for both library 
 and schools. School representation on the library's 
 book committee will pave the way for cordial relation- 
 ships and put at the service of the librarian the ex- 
 pert knowledge which he cannot command so readily 
 in any other way. 
 
 For the work done in the library building, a sym- 
 pathetic attitude toward educational matters is quite 
 as important. Here again, the librarian needs the 
 advice and help of the school authorities. The chil- 
 
 1 MacKenzie, Public schools and public libraries. Public Libraries, 
 2: 424-s (1897). 
 
170 THE CHILDREN S LIBRARY 
 
 dren's room in a public library has such a dramatic 
 and sentimental appeal that the librarian may not 
 care to inquire very deeply into its justification as an 
 educational influence. By giving help to the teachers 
 of a community it is possible to reach in a systematic 
 and thorough way nearly all the children. If the 
 chief part of the library's work with children is con- 
 centrated in the children's room, the return on the 
 time, money, and energy invested is at best uncertain, 
 since (i) only a small proportion of the children 
 are reached; (2) the library has no opportunity to 
 know individual children except in their relation to 
 books; and (3) even in that relation, the librarian 
 can have no means of determining when a child needs 
 a particular book, for she knows nothing of the rest 
 of the child's education and perhaps little of other 
 influences in his life. 
 
 Only teachers can do the intimate personal work 
 with children which is so important in directing their 
 reading. Consequently, the books, service, and in- 
 formation which the library is able to supply to the 
 schools through the teachers are what counts. 
 
 One of the first attempts at cooperation between 
 library and school was made in Worcester in 1879. 
 The superintendent of schools was also a member of 
 the board of directors of the public library; and he, 
 with the principal of the normal school, and the li- 
 brarian consituted a committee on the cooperative 
 plan. It was decided that the use of the library books 
 should extend to the seventh, eighth, and ninth grades. 
 
PUBLIC LIBRARY AND PUBLIC SCHOOLS 171 
 
 Geography was chosen as the subject for which 
 collateral reading was to be supplied. Special library 
 cards were given to teachers upon which they could 
 take out collections for their classes. Cards upon 
 which pupils could take books home from the class 
 room libraries were also distributed through the 
 teachers. At first the work was somewhat hindered 
 by a lack of information as to just which books could 
 be used with children. Otherwise the plan worked 
 well from the beginning. 
 
 In 1899 the Boston public library had a reference 
 room for school children and book deposits were sent 
 out to class rooms. Before the first children's room 
 was established, Mrs. Sanders of Pawtucket was carry- 
 ing on library work with school children. Library 
 books for class rooms are selected by the principal 
 of the schools in Providence, and he carefully super- 
 vises the children's reading of them. The use of 
 library books has long been an important part of the 
 notable educational work done in the iSprtngfield 
 (Mass.) schools. The teachers come to the library 
 and in the school reference room, select such mate- 
 rial as they think suitable. The books are then sent 
 by the library to the schools. In Springfield as well 
 as in Worcester, topics are assigned to pupils, who are 
 required to arrange the material consulted in the 
 order of its merit. This method has proved to be 
 of unusual interest to the children, and it is worthy 
 of consideration as an indirect means of giving library 
 lessons. In the cities where the library has been or 
 
172 THE children's LIBRARY 
 
 is part of the educational organization, collateral read- 
 ing in the schools has been a prominent feature of the 
 school work. 
 
 In general, the library's efforts to be of assistance 
 to the schools has included certain well defined aims 
 and methods, which are (i) to make the use of the 
 public library continuous for the children from 
 the earliest possible age; (2) to cooperate with the 
 teacher in guiding and limiting reading during the 
 school life of the child, and to ask her advice con- 
 cerning the kind of books needed by individual chil- 
 dren ; (3) to give aid at the library in the preparation 
 of the pupils' lessons, especially in the case of chil- 
 dren in whose homes study is impossible; (4) to 
 furnish the schools with supplementary school room 
 libraries and loans of pictures; (5) to furnish in- 
 struction in the use of catalogues, indexes, and books 
 of reference; (6) to furnish lists of books arranged 
 according to grades; and (7) to give special aid and 
 privileges to teachers. Methods vary according to 
 the presence or absence of cordial and mutually con- 
 fidential relations between the school and the library. 
 These methods will be considered in order: 
 
 ( I ) The effort of the librarian has been directed 
 toward making the use of the library continuous from 
 earliest school age to latest school age. But, with 
 the end of school attendance, the children have often 
 ceased to use any library. The continuous use of 
 public library books by pupils through all the grades 
 is not so important as some certain way of transfer- 
 ring to the public library the children's interests in 
 
PUBLIC LIBRARY AND PUBLIC SCHOOLS 173 
 
 the studies and books they have had in school. Since 
 the reorganization of educational institutions, which 
 will make education a continuous process, is not yet 
 accomplished, "one can still trace the several meta- 
 physical theories, the several theories of the nature of 
 life and of school organization, laid beside one an- 
 other in our school systerh like the geological evi- 
 dences in some upheaved stratum of the ancient 
 earth.'" 
 
 The scholastic type of education has serious results 
 when it concerns the working child and his relation 
 to educational opportunities, among which the li- 
 brary should have a prominent place. In this country, 
 a feeling of uneasiness over the lack of library attrac- 
 tion for the adolescent child is increasing among li- 
 brarians, and there have been some efforts to estab- 
 lish intermediate departments in libraries. But for 
 the solution of the problem, we must go further. 
 Young people will not suddenly come to make serious 
 use of a library when heretofore their use of books 
 in the children's room has been mainly recreational. 
 A different attitude toward the use of the library will 
 have to be established in the higher grades of school. 
 Furthermore, when the child leaves school, the library 
 will have to make a systematic effort to keep track of 
 him and sustain his interest in self education. This 
 has been tried successfully at Grand Rapids where 
 the librarian gets the names and addresses of children 
 leaving school, and sends them the following letter: 
 
 2 Collier, Industrial education in the metropolis. Paper read before 
 the Efficiency society, Dec. 30, 1912. 
 
174 THE children's LIBRARY 
 
 DoNT Be a Quitter 
 
 Hutchins Smith— I shall call him by that name here— is 
 a friend of mine in Baltimore who works for an electrical 
 company. He gets several thousands dollars a year although 
 not long ago he thought he was doing well when he got 
 several dollars a week. 
 
 You are interested in the story of Smith? Well, Smith, 
 when he left school to go to work started right, and then 
 kept right. He made up his mind to know all he possibly 
 could about electricity. Soon he discovered that the easiest 
 and best way to do this along with work was to read the 
 books in the public library on this subject, to read the elec- 
 trical papers as they came to the reading rooms every week, 
 and to watch for all the new books on electricity that came 
 to the library from time to time. In this way Smith worked 
 his way from one position to another in the company. Was 
 not the earning of these promotions worth while? 
 
 Boys and girls, young men and young women, are doing 
 this right along in all our cities : learning more about their 
 daily work, getting ideas from books and papers in public 
 libraries, and in this way continuing their education. Edison 
 did this very thing in the public library of Detroit when he 
 was a messenger boy in that city. 
 
 On leaving school to go to work you are very much in- 
 terested in wages. You want to earn just as much as you 
 can right now, and you want to earn more next year and the 
 year after. What positions could you get if you could not 
 read or write? A moments thought tells you that even the 
 least bit of education pays. Ignorance is never a recommen- 
 dation for anyone, for everyone wants the man who is effi- 
 cient — the man who "knows how" to do something, does it — 
 and can always be depended on to do it well. And the basis of 
 this efficiency is knowledge. 
 
 You must not think because you have left school that 
 your education is finished. This world has not use for person 
 who has stopped learning, who thinks he knows it all. Such 
 a person is a quitter; and nobody likes a quitter. 
 
PUBLIC LIBRARY AND PUBLIC SCHOOLS I7S 
 
 Education helps a man to earn more because it makes 
 him worth more, worth more to himself, and more to his 
 employers. This is true because it makes him more efficient — 
 adds brains to the strength of his arms. Your years in school 
 have already done much to help you in this direction; but 
 the schools can only fit you to start in the right way. It is 
 for you to continue in it ; for as Lowell says, "The better 
 part of every man's education it that which he gives himself." 
 
 Do you think there is no chance for you to continue to 
 learn from books because you have left school? Such a 
 thought is a great mistake. Opportunities to learn come to 
 every one. They even break into jail, for some of the 
 fellows in the state prisons, with only half a chance and a 
 record to live down, are using books to fit themselves to do 
 good work successfully after they get out. 
 
 Have you ever thought of continuing your education — get- 
 ting more knowledge, absorbing new ideas, and enlarging your 
 experience from the experience of others — while you are at 
 work? 
 
 There is in this city an educational institution that enables 
 you to do this very thing, whatever business, trade or calling 
 you may follow. In this educational institution, by the way, 
 thousands of persons are enrolled, more than are enrolled 
 as students in the largest university in the country. This 
 institution is the Public Library with it wealth of books, 
 pamphlets and magazines in its reading rooms and its other 
 activities, all ready to supply you freely with instruction, 
 information and enjoyment. 
 
 The schools teach us to read and write and a lot of the 
 things we know. But we don't stop learning things when 
 we leave school ; for the gaining of knowledge is a "con- 
 tinuous performance." It lasts as long as we live, and there is 
 no end of useful and interesting things to know: about our 
 city, our state, our nation, about science and about art, and 
 most of all in its immediate importance, about the very work 
 we are doing every day and by which we earn our living. To 
 know these things makes life more interesting, fuller and 
 
176 THE children's LIBRARY 
 
 richer in every way, and it makes us more valuable, both to 
 ourselves and to our friends and neighbors. Being more 
 valuable means the power of earning more money. 
 
 This is what thousands of young men and women are 
 doing all over the world, learning more about the world, and 
 the work they are doing in it from the books and magazines 
 and papers in the public libraries. They are doing it right 
 here in this city. Why not you? 
 
 Continue your education at the library. As a public insti- 
 tution it is maintained for this very purpose — free for your 
 use. Why not give several hours a week to the connected 
 reading of books and papers that are worth while? This will 
 be the right start for you. It will give you a better chance 
 at the whole of life. 
 
 It will afford the librarian great pleasure to talk this 
 over with you, whether you are using the library or not. 
 You can call for this purpose almost any hour of the day, 
 or you can write. 
 
 I am sure that you, like every other boy or girl on leaving 
 school, want to start your work in life right, that you want 
 to get along well and become a useful man or woman. Begin 
 now to get the best experience of others through the study 
 of the books and papers in the public library, and don't he 
 a quitter. 
 
 The Washington Public Library makes use of the 
 school census to determine what proportion of the 
 children in the city are being reached. Regular re- 
 ports from the probation officers and from the public 
 officers who give out working papers to the children, 
 will open up avenues of approach to the children out 
 of school. In Passaic letters are sent from the library 
 to the children who have just received their certifi- 
 cates. 
 
 (2) Few librarians, apparently, are asking the 
 teacher's advice about the reading of individual chil- 
 
PUBLIC LIBRARY AND PUBLIC SCHOOLS 177 
 
 dren or about the selection of books for the children's 
 room and for the collections sent to the schools. 
 Consultation with the teachers is one of the best ways 
 to establish friendly relations between schools and 
 library. On the other hand the children's librarian 
 cannot do individual and conscientious work with the 
 children without consulting the teachers. As Mr. 
 P. B. Wright says, "A library laying out its work in- 
 dependent of the teacher is likely to prove a detriment 
 to a large number of pupils in furnishing what is not 
 essential to their work or in not supplying what is 
 needed at the proper time.'"" When a child is about 
 to join the library, it might be wise for the librarian 
 to consult the teacher as to the advisability of his 
 doing so. This could be made a matter of form just 
 as is obtaining the parent's signature, with this differ- 
 ence, that the teacher should be consulted and not 
 given a bunch of cards to sign. 
 
 The suggestions of teachers as to pupils' tastes 
 and capacities and as to suitable and timely book 
 purchases would be especially valuable in the case of 
 the timid and backward children, because "the danger 
 to individuals is far less with a comprehensive scheme 
 embracing all children than with methods where the 
 clever children secure more than their share of school 
 and library."* It is precisely these clever, book-crazy 
 children who receive the most attention from the li- 
 brary, while the others are lost in the rush. 
 
 ^ Wright, The relation of the public library to the public school. 
 Public Libraries, 4: 12 (1899). 
 
 ^ Ballinger, Children's reading halls. Library association record, 5: 
 558 (1903). 
 
 13 
 
178 THE children's LIBRARY 
 
 (3) During school years, familiarity with the pub- 
 lic library on the part of the pupils can be secured by 
 having the teachers refer them to the library for defi- 
 nite information. As the school gives more and more 
 attention to the child's spontaneous interests as well 
 as to those which may become the basis for his life 
 work, these interests may be made the subject of his 
 work in the library. Thus the habit of consulting 
 books will be well established at the close of school 
 life. The public library at Newark has had a special 
 room for the school children containing a reference 
 library of about 300 volumes. This collection in- 
 cludes the usual reference books used by both adults 
 and children; collections of poetry both English and 
 American ; books concerning the myths of Greece and 
 Rome; elementary and standard geographies, his- 
 tories, books of science, and a complete file of St. 
 Nicholas. The reference room furnishes help to pupils 
 by means of mimeographed copies of poems which 
 are often called for by the teachers; through a file 
 in which are kept clippings from newspapers and 
 magazines, pamphlets, etc. arranged according to sub- 
 ject matter and carefully indexed, and by means of 
 a special collection on Newark, its history, govern- 
 ment, industries, geography and natural history. 
 
 The children's rooms in the branches of the New 
 York Public Library have reference collections which 
 were selected by the supervisor of work with schools 
 in consultation with the supervisor of children's work. 
 These libraries include some of the reference books 
 used in the adult reference room, reference books writ- 
 
PUBLIC LIBRARY AND PUBLIC SCHOOLS '79 
 
 ten especially for children and collections of poetry, 
 besides simply written books on United States history, 
 science and geography. In some of the branches, this 
 reference department of the children's room is fenced 
 off from the circulation department and only children 
 who want to study are admitted. Young people who 
 have received help with their lessons in such reference 
 departments or help in looking up their outside inter- 
 ests, are likely to continue to use the library in the 
 way to which they are thus accustomed. Consequently, 
 the reference department becomes an important 
 factor in establishing definite and lasting connections 
 with children. To conduct such a department success- 
 fully, the librarian will find it necessary to be on 
 cordial terms with the teachers, for the library must 
 be notified in advance of the subjects studied, so that 
 the proper references may be on hand. 
 
 Most public libraries send small collections of books 
 to classrooms once or twice a year or oftener. As 
 an independent institution the library can scarcely 
 expect to dictate to school authorities the reading 
 they shall use in every grade without the constant 
 advice of principals or teachers. It is true that li- 
 brarians know more of books than the average teacher, 
 but they know so little of the child's education that 
 their book knowledge has only partial utility. 
 
 Librarians consider that the manner of supplying 
 class room libraries in BufiFalo is satisfactory. In 
 that city the permanent collections in the class rooms 
 contain only reference books. The public library 
 furnishes all the supplementary reading. In Pomfret, 
 
l8o THE children's LIBRARY 
 
 Vermont, small libraries are sent from the public li- 
 brary to rural school houses in the town. Besides 
 seven high school branches, the Cleveland public 
 library has nine elementary school branches, and 
 supplies over three hundred sets of class room li- 
 braries. The elementary and high school branches 
 have permanent collections supplemented by loans 
 from the main library. The class room libraries are 
 supplied from a class room collection. 
 
 The rules for the circulation of books from the 
 class room libraries should differ according to the dis- 
 tance of the school from the main library and the best 
 use which the teacher can make of the books. There can 
 be no rule which will apply to every case. Educators 
 believe it to be desirable to circulate books from the 
 school libraries, although librarians generally think 
 this is unwise, because the children do not become 
 accustomed to the use of the public library. Here 
 again the public library situated in the school building 
 would counteract any such tendency. In any case 
 the teacher should have a hand in selecting the books 
 which she is to use in her classes. This is by no 
 means the practice among libraries. Usually the li- 
 brarian makes up the collection; at best the teacher 
 selects from a limited collection which has been first 
 selected by the librarian. No doubt this results in 
 some saving of time for the teacher, but she might 
 well be helped to select from the entire children's 
 collection or, when children's books are less used than 
 now, from among adult books as well. 
 
PUBLIC LIBRARY AND PUBLIC SCHOOLS l8l 
 
 Graded lists or annotated catalogues are sometimes 
 used by teachers in making up their class room li- 
 braries, but it is far better for the teacher to see the 
 books. Books which fit the eighth grade in one city 
 may be quite unsuitable for that grade in another city, 
 since the grades in American schools are not an 
 absolute standard by which to measure reading ability. 
 Lists may be a guide to approximately suitable books, 
 but when they are prepared by librarians who have 
 had little experience with school conditions, they do 
 not always fit the particular grade for which they 
 were designed. This is inevitable; even if teachers 
 made up a graded list which was satisfactory for the 
 school in which they happened to be, it might not be 
 adapted to the school on the other side of the town 
 and still less to the same grade in a different city or 
 in a rural community. Books need to be selected for 
 specific classes, each of which has individuality of its 
 own. Children do not come in bunches ; their read- 
 ing ability is exteremely diverse, as are their interests, 
 even at the same age, and cannot be determined by 
 their grade any more than by the color of their eyes. 
 
 The method of charging the books sent from the 
 library to the school should be as simple as possible, 
 since the teacher has neither time nor energy to keep 
 complicated records. In the book pockets of every 
 school library book in the Madison (Wis.) public li- 
 brary two cards are kept; one is retained at the li- 
 brary when the book goes to the school, the other is 
 used to charge the book to the pupil in the class room. 
 
l82 THE children's LIBRARY 
 
 The children themselves do the charging by signing 
 their names and noting the date on the cards when 
 they take books home. 
 
 (4) Picture loans are in favor with teachers. 
 The pictures, which may be cut from old or duplicate 
 copies of magazines or from discarded books, should 
 be those which illustrate definite subjects. They 
 may include portaits of famous people, local, inter- 
 national, and historical ; everything which well il- 
 lustrates geography and travel; and good copies of 
 paintings and other works of art. There should also 
 be specimens of book illustrations and pictures which 
 show definite action, but not pretty-pretty pictures 
 of no discernible meaning or pictures of impossibly 
 perfect and insipid women and children which serve 
 no purpose except to indicate the artist's lack of 
 originality. 
 
 In the library at Newark the pictures are mounted 
 and classified according to the subjects which they 
 illustrate. The mounted collection now numbers over 
 50,000 pictures. When new pictures are received, 
 only those in great demand are mounted at once; 
 others are classified and mounted when called for. 
 Among other libraries which lend pictures to schools 
 and individuals are those at Springfield (Mass.), Cin- 
 cinnati, Dubuque, Port Huron, Northampton, Buffalo, 
 and Portland (Ore.) 
 
 (5) Instruction in the use of reference books, 
 catalogues, indexes etc. is sometimes given by the 
 librarian in the schools. All concerned are better 
 
PUBLIC LIBRARY AND PUBLIC SCHOOLS 183 
 
 satisfied when this is done in the library, where labora- 
 tory experimentation is possible. Library lessons 
 are sometimes rather sketchy, taking the form of talks 
 by the librarian and a personally conducted tour of the 
 library. A more effective method is to assign to each 
 pupil a particular subject chosen in conference. In 
 gathering his material the pupil will learn the use of 
 most of the common reference books. This makes 
 more work for the librarian, but it is more helpful 
 to the children than talks or lectures. If the lessons 
 are arranged with the advice and assistance of the 
 teacher or principal, and if they prove to be of worth, 
 the school authorities are usually willing to give credit 
 for them. In the schools where bookbinding is taught 
 as a craft, there is excellent opportunity for the study 
 of the history of printing and of book making, which 
 may serve to increase the children's respect for books. 
 As an art, a handicraft, and the basis for library 
 lessons, bookbinding appeals to almost every type of 
 mind. When manual training comes to be taught in 
 the lower grades, this craft should surely have a place 
 in the schedule. 
 
 At the present, instruction in the use of the library 
 is neither common nor well organized below the high 
 school. In the school of education of the university 
 of Chicago, library lessons are given successfully to 
 children of the third grade. Since so few school 
 children reach high school, it seems a mistake to give 
 such instruction only to high school pupils. The 
 most economical and efficient plan is for the library 
 
l84 THE children's LIBRARY 
 
 assistants to give the information to the teachers, who 
 in turn may give it to the pupils, as is the practice 
 in Newark. 
 
 (6) It is a widespread practice among public li- 
 braries to furnish lists of books to schools. Lists of 
 books for the use of pupils and teachers, as has been 
 shown in another connection, should not be made by 
 those who are ignorant of modern educational and 
 psychological principles and of the aims and objects 
 of the school curricula. Such knowledge does not 
 proceed from a casual visit to the schools. The 
 preparation of a list should take many months during 
 which the teacher should have an opportunity to pass 
 judgment on the books and to try them out in the class 
 room. Graded lists compiled by librarians do not 
 always give evidence of such study ; they are likely 
 to be based upon the librarian's observation as to what 
 children like to read and her opinion as to what they 
 should like to read. Most lists are strong in literature 
 and weak in science and history. In nearly every 
 town and in all cities, there are persons capable of 
 judging the value of books relating to science and 
 history upon whom the librarian may call for authori- 
 tative advice. Very often such persons will be the 
 high school teachers. The library at Springfield 
 (Mass.) in revising its juvenile collection, asked the 
 advice of the science teacher as to the "nature books." 
 As a result a large number of juvenile books were dis- 
 carded. More adult books suitable for children 
 might well be included in the lists for the older grades. 
 Books for vacation reading have been listed by some 
 
PUBLIC LIBRARY AND PUBLIC SCHOOLS 185 
 
 librarians, and have proved popular with the young 
 people, especially when they were recommended by 
 the teachers. In Troy (N. Y.) the school, by an 
 arrangement with the public library, gives pupils 
 credit for reading done from the regents' lists during 
 the summer. 
 
 (7) Certain libraries give teachers special cards 
 on which they may take books for use in the class 
 room or for private study. Books for the class room, 
 as we have seen, may be sent there dirertly. It seems 
 unnecessary to provide special study cards for non- 
 fiction. Such a practice is a relic of the over restricted 
 use of public libraries. Any one who cares to take 
 home four or five books on a subject is by that sign 
 a serious reader." If the books are called for by other 
 readers, they may be called in; or duplicate copies 
 may be bought for such emergencies. 
 
 There are libraries, notably at Newark and Provi- 
 dence, which provide a special room for the teachers, 
 buy educational books and periodicals, and give special 
 help. The teachers' professional library in Provi- 
 dence has been moved from the high school to the 
 teacher's room in the library, and special funds are 
 provided for the purchase of books. In Newark there 
 is a school department which contains the teachers' 
 professional library of about six hundred titles ; over 
 thirty educational periodicals, the back numbers of 
 which are loaned for home use ; a text book collection, 
 which includes all the books used in the Newark pub- 
 lic schools as well as other text books for comparative 
 study; a model library of about five hundred titles 
 
l86 THE children's LIBRARY 
 
 for children; a reference library for the use of pupils 
 in preparing lessons; a collection of pamphlets, leaf- 
 lets, and clippings, which includes examination papers, 
 material on the city of Newark, and on the public 
 school curriculum. 
 
 At Superior Saturday mornings are reserved at 
 the library for consultation with teachers. The North 
 End branch of the Boston public library has a refer- 
 ence room for teachers. Classes sent from the school 
 for instruction in the use of a public library may con- 
 veniently use such a room. If there is an assistant 
 other than the librarian or the children's librarian in 
 charge of school work, who meets the teachers, gives 
 library lessons to school children, and assists in the 
 selection of school libraries, she should, have some spe- 
 cial educational training, as well as some practical work 
 in the children's room. Here again familiarity with 
 the school curriculum is not equivalent to a broad 
 general knowledge of educational principles. School 
 authorities can hardly be expected to respond with 
 enthusiasm to oflfers of library help if the work with 
 the schools is carried on by library clerks who have 
 neither experience in children's work in the library 
 nor an}'thing but the most superficial pedagogical in- 
 formation at their command. It seems obvious that 
 the library workers, who come into contact with school 
 authorities, should be able to talk intelligently of edu- 
 cational matters. 
 
 The committee on elementary-school libraries of 
 the national education association" recommends that 
 
 " Proceedings, 1915: 1073. 
 
PUBLIC LIBRARY AND PUBLIC SCHOOLS 187 
 
 the library work with schools administered by the 
 public library in cities under 100,000 population, be 
 carried on by the chief librarian or children's li- 
 brarian with a trained assistant. For large cities the 
 class room libraries may be supplied from a special 
 duplicate collection of children's books, which should 
 equal in number the school population. In cities under 
 250,000 population the committee recommends that 
 the work with schools should be administered by a 
 separate department of the central library. In larger 
 cities, there may be a separate department under the 
 chief librarian, a division of the children's department 
 of the library, or a division of the extension depart- 
 ment. 
 
 More important than these forms of organization 
 is the recommendation of the committee that "the 
 standard of preparation for those who administer the 
 school work should equal that of the school super- 
 vising staff and include teaching experience, library 
 school training, and at least two years' experience 
 in general library work including work in a children's 
 room." 
 
 The public library in practice if not in theory is 
 likely to ignore children as potential men and women. 
 The common school system as organized and conducted 
 by the state, considers a child as a future citizen, 
 and not as one of a race apart. His essential child- 
 likeness, which was once tolerated, is recognized as 
 the very stuff out of which his development proceeds. 
 It is the contribution which his ardent spirit and en- 
 thusiasms can make toward the progress of society 
 
I»» THE CHILDREN S LIBRARY 
 
 that should be the chief concern of educators, li- 
 brarians, and teachers. "To-day let it be said with 
 the utmost emphasis and repeated over and over again, 
 the spirit of youth is the one and only hope of this 
 country, not to say of the world — only it can save us.'" 
 This spirit must be preserved through the adoles- 
 cent years when it reaches a climax of dynamic force. 
 At present almost all this energy is wasted because 
 the educational system has practically nothing to do 
 with the masses of young working people who are 
 deprived of guidance and advice at an age when they 
 especially need it. This is largely a problem for the 
 schools, involving, as it does the gradual raising of 
 the compulsory education age limit, but the library 
 has a share of the responsibility. 
 
 Library co-operation with schools is not a matter 
 for individual and sporadic efforts depending on local 
 conditions or the personality of teacher or librarian. 
 It demands the thought of far-seeing educators and 
 a certain quality of statesmanship and diplomacy. 
 On the success or failure of such work depends, to 
 some extent, the intelligence on the one hand or the 
 mental inertia on the other of thousands of the chil- 
 dren who go from school at so early an age and with 
 so incomplete an education. 
 
 The library has neither money nor equipment with 
 which to do any work the results of which are doubt- 
 ful. Still less should it encroach upon the work of 
 another institution in the equipment of which millions 
 are invested. Librarians will find it necessary to de- 
 
 ° Hall, Educational problems, I, 339 (1911). 
 
PUBLIC LIBRARY AND PUBLIC SCHOOLS 109 
 
 termine the precise aim of the library, and how nearly 
 it is approaching this aim. If they do not make this 
 study themselves, the efficiency expert who is abroad 
 in the land will sooner or later make it for them ; for 
 the public is becoming informed as to what to expect 
 from the agencies which it supports. As an educa- 
 tional agency the library must be conducted along 
 educational lines which do not conflict with the 
 schools: as a distributing agency it must be adminis- 
 tered as efficiently as a large business house which has 
 its follow-up methods, and studies ways and means 
 of approach to every imaginable human being. In 
 the work with school children the librarian must recog- 
 nize that her most important duty is not toward them 
 but to children and young people out of school, and 
 that the work done for pupils is only by way of 
 preparation and training for this service. 
 
CHAPTER SEVEN 
 
 THE PUBLIC LIBRARY AN INTEGRAL PART 
 OF THE PUBLIC EDUCATION 
 
 The organic relation between the public library 
 and the common school has been a matter of much 
 uncertainty, both as to theory and practice. The li- 
 brarian is prone to think that although the public li- 
 brary ought to be a part of the educational plant, it 
 should be conducted separately for administrative 
 reasons. Sometimes the library under the board of 
 education has been subordinated to the schools. In 
 such cases the library may never have proved to the 
 community its importance as an educational institu- 
 tion. Undoubtedly many educators as well as the 
 general public tend to think of the public library as 
 recreational rather than educational in character. But 
 taxation for library support is justified as a means of 
 affording opportunity for further study to those no 
 longer able to go to school or college.^ If the public 
 library is not considered as a continuation school in 
 this sense it may be because librarians generally have 
 not taught educators to look to it for such service. In 
 other words, the duties of a library have been de- 
 termined by librarians rather than by those educators 
 
 1 Steiner, The legal status of the public library in the United States. 
 American Law Review, 43: S3S-46 (1909). 
 
192 THE children's LIBRARY 
 
 who are in a position to judge where the use of books 
 fits into the whole scheme of education. Under such 
 circumstances, educational authorities are inclined to 
 ignore or underrate results which they can neither 
 measure nor direct, especially when they relate to chil- 
 dren. Both educational guardians of the child, the 
 public library and the public school, claim the right to 
 direct his reading; one because it assumes to know 
 what a child ought to read, and the other because it 
 assumes to know what a child ought to become. 
 
 It is important that the book expert and the child 
 expert pool their information and apply it to the de- 
 velopment of the child's interest in books. Every 
 individual must learn in childhood how to use books 
 intelligently if the public library is to be the help to 
 him as an adult which the law contemplates. To 
 train every child to avail himself of adult library 
 privileges without interfering with the rest of his 
 education is a matter requiring delicate adjustments. 
 It cannot be accomplished by one institution alone. 
 If the best results for the children can be obtained 
 by having the library managed as an educational de- 
 partment coordinate with the school, the respective 
 opinions or prejudices of librarians or teachers can 
 be only one factor and not the deciding factor in 
 bringing about the change. 
 
 Business, government, education, charities, and 
 the churches, are alike effected by the modern demand 
 for consolidation and correlation — the elimination of 
 waste. The public now demands larger returns for 
 a given expenditure of energy and money. Perhaps 
 
LIBRARY— A PART OF PUBLIC EDUCATION 193 
 
 the agencies of production and distribution of creature 
 comforts and necessities have felt the necessity for 
 efficiency more urgently than have non-competitive 
 organizations such as schools and libraries. If a 
 manufacturer ignores methods for making his prod- 
 uct better or for distributing it at less expense, he 
 loses his market. But if school and library cling to 
 antiquated methods and resist modern demands, the 
 public cannot go to a rival library for service, or, in 
 most cases, to a better school. In general the pub- 
 lic has to take whatever service the library chooses 
 to give, for the lay mind is not supposed to be quali- 
 fied to judge whether it is efficient or not. Libra- 
 rians themselves largely determine policies and 
 methods ; consequently, except in the purely mechan- 
 ical and technical features of library work, the prin- 
 ciples of what has come to be known as scientific 
 management are little known and seldom applied.'' 
 Other distributing agencies make experiments, in- 
 troduce new elements, and bring about consolidations, 
 all of which have one end in view — to increase the 
 use of the article which they have for distribution. 
 Neither does the wide awake producer or distributor 
 trust to his own judgment as to methods. He calls 
 in an expert, who does not necessarily know the par- 
 ticular business but who does know certain principles 
 which are capable of general application. 
 
 Whenever progressive librarians have discussed 
 the application of business methods to the adminis- 
 
 ^It is perhaps significant that in a bibliography on efficiency recently 
 published in Special libraries, there is no reference to libraries. 
 
194 THE children's LIBRARY 
 
 tration of a public library, there have always been 
 enough reactionaries to oppose what they consider 
 a materialistic view of the mission of a public library. 
 When one ventures to assert that the library is for 
 the practical use of practical people rather than for 
 the literary delectation of the few, he must be pre- 
 pared to receive attacks from the classicists and in- 
 tellectual standpatters. The progressive librarian, 
 however, insists that, particularly in . the case of chil- 
 dren, education for culture must be left to the schools, 
 and that the library's mission to the school child must 
 be subordinated to the school authorities. 
 
 The public library is a distributing agency for in- 
 formation; and as an integral part of the public 
 education it is the educational agency for those 
 who have left school and who have no other means 
 of getting information. Many librarians, however, 
 seem to want the library to be an integral part of the 
 educational scheme and at the same time to be in- 
 dependent and separate. There is as much talk of 
 the library as a continuation school and as a part of 
 the educational plant as if it were such in fact. Public 
 libraries can never be considered part of the public 
 educational system until they really are part of it. 
 Usually the library is willing to play at the game of 
 cooperation with the schools if it can dictate the rules 
 and conduct affairs according to library ideas. 
 Although some librarians profess to be optimistic 
 as to the ultimate success of cooperation under these 
 conditions, it seems clear to those who have studied 
 the tendencies in other fields, that in order to be part 
 of the educational system the library must be joined 
 
LIBRARY — A PART OF PUBLIC EDUCATION iPS 
 
 on at some point. In other words, "There must be 
 between library and school, an organization which 
 will make it possible to decide on common aims with 
 methods that do not defeat one another and with 
 rational agreement as to division of labor."" It is 
 not a solution of the problem, except in special cases, 
 for the public library to manage school libraries. 
 Until public library assistants are better trained in 
 educational methods and principles, school authori- 
 ties will continue to doubt the library's ability to con- 
 duct school libraries in the best interests of the school. 
 
 Even when there are the friendliest relations be- 
 tween the library and the school under separate man- 
 agement, "nevertheless the library and the librarian 
 are not really accepted as belonging to the school and 
 its work. The librarian does not attend teachers' 
 meetings. In considerable measure the teachers re- 
 gard the librarian as an outsider and she regards 
 herself in the same way. . . . Library and librarian 
 are incidental and not integral parts of the school 
 and its work.'" This is said of a city where the co- 
 operation between library and school has reached a 
 high degree of usefulness. 
 
 A striking example of the consequences of wasted 
 money effort and energy is presented by the conditions 
 in New York City. "It is less than a score of years 
 ago," says a prominent librarian," "that this great city 
 began the establishment of a modern library system. 
 
 ^ Shute, Teaching of English in the elementary schools. School 
 Review, 10:332-50 (1902). 
 
 * Ayres and McKinnie, The public library and the public schools, 
 32 (1916). 
 
 ^ Johnston, The school librarian. Minnesota public library commis- 
 sion, Notes and News, 4: no. 9: 157-60 (igis). 
 
196 THE children's LIBRARY 
 
 It has so far been able only to establish a central li- 
 brary and branch libraries side by side with the schools 
 but entirely separate from them. It has not been able 
 to make them a part of the educational organization 
 of the city." The public library has eighty-eight 
 branches and nearly a million volumes for circula- 
 tion, and the board of education libraries which circu- 
 late from the schools contain nearly two million vol- 
 umes. After commenting on the cost of the new 
 branches, Dr. Howe in his study of the uses of the 
 school plant, says, "A large part of this cost could 
 have been saved had the school and the branch library 
 been housed under the same roof. In addition, the 
 branch libraries are not united with the schools as 
 they should be, for the libraries ought to be a closely 
 integrated agency of education. Were the branch 
 library within the school the child would come to 
 the library when he comes to school. He would learn 
 to use it while young. During the hours when not 
 reciting he could be in the library. Study would be 
 enriched and diversified by the use of periodicals and 
 reference books. This is especially true in the high 
 schools. But, even in the elementary school, the child 
 would be brought in contact with literature during 
 his most formative age; with literature far more 
 attractive than the average text book. Art exhibits 
 could be held in the library, as is now the practice 
 to a limited extent, while the many story-telling and 
 other activities which the libraries have assumed 
 would provide a place for the children after school 
 hours. There would be a saving in books, in space. 
 
LIBRARY ^A PART OF PUBLIC EDUCATION 197 
 
 in employees, in time as well as in building costs and 
 maintenance charges. 
 
 "Such an arrangement would also bring the library 
 much closer to the people. By the use of printed slips 
 containing lists of current books, children would deliver 
 books to parents too exhausted or unfamiliar with the 
 library to make use of it. 
 
 "No cultural institution in America has widened its 
 activities in a more democratic way than has the public 
 library. And were it housed under a common roof 
 with the school, and its work correlated with that of 
 education, the efficiency of both agencies would be 
 greatly increased."" 
 
 Wherever studies of the supply of books to school 
 children are made by educational experts, who see 
 the problem as an educational and not a library prob- 
 lem merely, the same conclusions are reached: "It is 
 not good management to erect within a few hundred 
 feet of each other two costly public buildings with 
 two auditoriums, two heating systems, and two sets 
 of janitors and caretakers and proceed to give the chil- 
 dren part of their education in the first building, and 
 then close it while the children go to the second 
 building to enjoy further advantages, requiring in 
 large measure the same sort of equipment." Even 
 when there are two boards, "they should consider 
 building the branch libraries and schools together 
 or close to each other, so that the library can carry 
 on its valuable extension work without duplicating 
 
 * Report on tlie economic utilization of the_ public school plant . . . 
 in New York City. Committee on school inquiry of the board of esti- 
 mate and apportionment. Report, 3:432 et seq. (1913). 
 
ipS THE children's LIBRARY 
 
 equipment." It certainly is only common sense to 
 assert that "it is probably a better policy to take books 
 where a big majority of the children are, than to hope 
 to lure a less number to the branch library where 
 the books are.'" Most educational authorities feel 
 that this is a thoroughly practicable scheme only 
 when the library and school systems are under a 
 single board or commissioner, or have an organic 
 relation which takes the place of such a union. Li- 
 brarians object to any form of consolidation, whether 
 with the schools, under the same board, or under a 
 commissioner who manages both library and schools. 
 Most of these objections have not been expressed in 
 a way to convince municipal experts or educators, 
 from whose point of view education should be a unit, 
 and who look upon the problems of government from 
 a somewhat broader standpoint than is possible to the 
 average librarian. If the library has been treated 
 as subordinate, it is chiefly because it has often been 
 a subordinate influence. 
 
 That the public library will be compelled to submit 
 to the same overhauling that other branches of city 
 administration are undergoing, there is already some 
 evidence. School authorities and librarians have 
 always held that their services to the community 
 could not be measured by any ordinary standards. 
 Yet in New York City a school survey has been made, 
 which to be sure the school authorities did not alto- 
 gether enjoy; a state wide survey of schools has 
 
 ' Ayres and McKinnie, The public library and the public schools, 
 48, 49, 64 (1916). 
 
LIBRARY A PART OF PUBLIC EDUCATION 199 
 
 been conducted in Ohio; and the reports of the 
 United States commissioner of educatipn lists in- 
 creasing numbers of school surveys. In Wisconsin 
 there has been an attempt to fit library accounting 
 into a proposed system of municipal accounts. The 
 United States census bureau regularly reports finan- 
 cial statistics of libraries as of other city departments. 
 All these activities seem to be groping attempts 
 actually to unite the educational services of a city. 
 That they were ever separated, is more or less an 
 "historical accident," as Doctor Schaper shows.' 
 
 In Boston the interpretation of the public library as an ex- 
 tension and completion of the free school system greatly 
 strengthened the cause. A hbrary free to all was but a 
 necessary step forward in universal public education — a sort 
 of continuation school. The city throtigh its schools had 
 taught the masses how to read ; but had so far failed to supply 
 the necessary books. As a result only the few . . . made an 
 adequate use of their ability to read after their school days 
 were over. So imbued were the fathers of the first public 
 library with the idea that it was a part of the free educational 
 system that in 1852 they requested the ground floor of the 
 Adams school in Mason street, for housing the library. 
 
 Doctor Schaper then describes the circumstances which 
 forced the public library control from a committee of 
 councilmen into the hands of a board of trustees ap- 
 pointed by the mayor. 
 
 The library having been accidently placed under trustees, 
 entirely independent of the board of education, the close 
 relation of the public library to the city schools pointed out 
 by the founders was soon lost sight of. . . . 
 
 " The place of the public library in the administration of a city. 
 National Municipal Review. 3, 676 et seq. (1914). 
 
200 THE children's LIBRARY 
 
 The wider use of the school plant is a popular slogan, 
 and yet at this very time the educational plant is being dupli- 
 cated by the erection of a set of buildings for library purposes. 
 An outsider cannot help suspecting that the explanation of this 
 paradox is to be found primarily in the historical accident 
 which decreed that the schools should be managed by one 
 independent board and the libraries by another. At any rate 
 the existence of two distinct educational authorities, one for 
 the schools and the other for the libraries is a very natural 
 provocation to erect also two sets of educational buildings. 
 The city as a whole does not in any given case deliberately 
 adopt such a policy. The city is committed to it by the prac- 
 tice in other cities and by the decision of authorities that 
 act in its name. Some duplication of schools and library 
 buildings is inevitable and desirable. It must be equally 
 apparent, however, that a program calling for the erection 
 of an expensive branch library building adjoining each high 
 school, and many of the large graded schools, in the neighbor- 
 hood parks, and in practically every organized locality that 
 can exert sufficient influence to get one, is a program involv- 
 ing large public outlays that merits more careful consideration 
 by our cities than has heretofore been given to it. 
 
 . . . The public library, like most other new things, was 
 introduced by a man with a new idea and a few enthusiasts 
 who had faith in him. Every government should be elastic 
 enough to permit experiments to be tried out as this one was. 
 It does not follow that the organization inaugurating and in- 
 stalling a new service is necessarily the best fitted to admin- 
 ister it efficiently, after it is once thoroughly established. In 
 fact most of these newer municipal services are now admin- 
 istered by centralized departments of the city government. 
 The independent boards still having charge of the public 
 schools, libraries, art galleries, museums, and other secondary 
 educational activities will probably in course of time become 
 an organic branch of a properly organized city government. 
 
 This change may be brought about by placing the entire 
 educational establishment, including public schools, libraries 
 
LIBRARY A PART OF PUBLIC EDUCATION 201 
 
 . . . under one central administrative division of the city with 
 proper subdivisions, having ample freedom of action, separate 
 budgets and properly protected funds. . . . 
 
 The advantages of uniting the public library system with 
 the public school system under one central authority properly 
 related to the rest of the city government are many, among 
 which the following may be enumerated : 
 
 (i) The saving on buildings and in their operation and 
 maintenance. 
 
 (2) A better utilization of school buildings by a unifica- 
 tion of all educational activities therein. This would require 
 one central directing agency. 
 
 (3) The simplification of the machinery of city gov- 
 ernment. The selection of library trustees ... is apt to be 
 a mere formality or perhaps a farce. 
 
 (4) The uniting of the public libraries and other secon- 
 dary educational agencies with the public schools would 
 greatly strengthen the influence of the educational interests 
 as opposed to the material, the purely mercenary and political. 
 
 To continue to divide and scatter our educational forces 
 and organize the material interests more and more efficiently 
 is not the wisest plan to pursue. There is no good reason 
 why the educational efforts of the city should be confined to 
 the children in school. To do that means to stop the edu- 
 cational process for the great majority when they reach the 
 eighth grade. The development of the city high schools 
 greatly improved the entire public school system. The addi- 
 tion of the continuation and vocational schools is going to do 
 still more. The further the educational work is carried and 
 the more it meets the needs of the youth nearing maturity 
 and the adult, the greater the need for a close affiliation be- 
 tween the school and library. 
 
 (5) Placing the schools and the libraries under one cen- 
 tral directing agency will promote a closer integration be- 
 tween them. . . . 
 
 The closer the affiliation between the schools and the 
 libraries becomes, the stronger the reason why they should 
 
202 THE CHILDREN S LIBRARY 
 
 be directed from a common center. It would seem almost 
 as sensible to place the large university libraries, many of 
 which are truly public libraries, under a board of trustees, 
 separate from the regents of the university, as to place the 
 city library under a board distinct from the school board. 
 
 The appointment of library trustees by the board of edu- 
 cation as provided by the statutes of Ohio, or the representa- 
 tion of the school authorities on the library board, in one way 
 or another, as in Indiana and other states, needless to say is 
 not a solution of the question. That there are great difficulties 
 in the way of bringing the public schools and libraries to- 
 gether after many years of complete separation is self evident. 
 That many librarians, accustomed to their present position of 
 almost complete independence, will raise objections is to be 
 expected. 
 
 Almost all the more recent activities of the city 
 were originally experimental and were tried out by 
 means of the board system or through private or- 
 ganizations. Gradually these experiments have been 
 taken over and financed by the city. Such is the 
 history of the free public school, the free kindergarten, 
 the free high school, and playgrounds, which were 
 first administered by private or charity societies. 
 There seems no reason for keeping up a form of 
 organization no longer adapted to the growing de- 
 mands upon educational institutions. If the school 
 and the library are to be made continuous and effec- 
 tive forces in the lives of young people, the gap 
 which now exists between the two must be bridged. 
 The library does not turn out students from the chil- 
 dren's rooms, although we hear much of that influence ; 
 generally the schools do not succeed in graduating 
 children who know how to get practical help from 
 
LIBRARY A PART OF PUBLIC EDUCATION' 203 
 
 books. The ordinary cooperation carried on by 
 teachers and Hbrarians, about which much is written, 
 by no means gets to the root of the difficulty. 
 
 Many librarians seem to fear that association with 
 the school board or education committee will in- 
 evitably subordinate the library. Anybody entrusted 
 with the control of the two most important educational 
 agencies would be assured of abler and more con- 
 scientious members than either the ordinary school 
 or library board. By making the library a separate 
 department, its friends have not saved it from the 
 prevailing political evils. The fact that the impor- 
 tance of the library is not generally recognized is 
 likely to make the appointing authority careless as 
 to the membership of the board, and any power of 
 appointment is certain to be used sooner or later 
 for political purposes." The election of members 
 of school or library boards is not to be thought of. 
 Politics and wirepulling are quite as characteristic 
 of a small board composed of eminently respectable 
 citizens as of the city council, and, unlike the council, 
 the board is not so easily reached by public opinions, 
 demands, or needs. The influences which we com- 
 monly describe as political are not removed by a 
 change in the form of organization designed "to take 
 the library out of politics." Persons chosen for 
 social or business standing in the community are not 
 necessarily qualified to direct such an institution as 
 the public library. There are few public libraries 
 
 'In Chicago, the mayor, in 1913, appointed to vacancies on the 
 library board, one member as a representative of the G. A. R. and one 
 recommended by the Polish organizations. 
 
204 THE CHILDREN S LIBRARY 
 
 which do not have staff members who are retained 
 for reasons other than fitness. 
 
 Not only are leading citizens susceptible to "in- 
 fluence," but they are often quite as ignorant of li- 
 brary aims as the alderman to whom they feel supe- 
 rior. In one town of 20,000 population not one of 
 the original library board had ever been in a public 
 library, although they were supposed to be the edu- 
 cated men of the town. When the eagerness of the 
 people for the books had almost emptied the shelves 
 of the newly opened library, one of the members of 
 this board felt greatly disturbed at the appearance of 
 the empty shelves and remarked that it was not his 
 idea of a library at all. In a smaller town, the head 
 of the library board is a man who has never finished 
 the graded schools and who objects to the presence 
 of children in the library, because of the fear that 
 they may introduce a disturbing element into the 
 peaceful atmosphere. 
 
 Pride in the public school is characteristic of 
 every American community, and although a separate 
 school board has not taken the schools out of politics, 
 it is likely to have more competent members than a 
 library board. The main thing to be desired for a 
 school or a sewer system is to have an expert in charge, 
 as is the custom in England and on the continent. 
 If this could become the practice, it would make little 
 difference whether schools and libraries were both 
 run by a committee of councils, a commissioner, or 
 a separate board, for the absurdity of the idea of 
 appointing anybody but thoroughly trained persons 
 
LIBRARY A PART OF PUBLIC EDUCATION 205 
 
 as teachers and librarians would be apparent. Under 
 present conditions it is possible for members of boards 
 to obtain appointments of school principals or librar- 
 ians for personal or political reasons. 
 
 School and library administration, have become 
 matters for the expert. A board of railroad directors 
 would not be likely to appoint a man to the head of 
 a railroad for personal reasons, for they are respon- 
 sible to stock holders for measurable results. More 
 important than the form of organization by which 
 schools or libraries are directed, is the insistence 
 upon the same principle in their management, and 
 upon the responsibility of board members or council- 
 men to taxpayers as stockholders in the public cor- 
 poration. There is nothing about public education 
 that makes it necessary to administer it differently 
 from dther governmental undertakings. To call 
 directors by different names, or to have them appointed 
 in different ways will not correct defects in adminis- 
 tration which have become characteristic of American 
 local institutions. The reformers who have advo- 
 cated and pushed through a new form of municipal 
 organization which works smoothly and independently 
 of the gang for a season or until they find out how to 
 manipulate it, have learned this to their cost. Some 
 of the younger reformers are still enthusiastic over 
 forms of organization, but on the whole the emphasis 
 has been changed from form to methods. When 
 the public has learned to demand efficient manage- 
 ment all the year round instead of a new form of 
 organization every few years, the library will be safe 
 
206 THE children's LIBRARY 
 
 even under the directorship of an aldermanic com- 
 mittee, — quite as safe as some librarians imagine it 
 to be under a board. 
 
 The administration of the schools has reached 
 a considerable degree of efficiency. School affairs 
 usually command the liveliest interest on the part of 
 citizens, and the consequent discussion within and 
 without the educational field creates a healthy con- 
 dition. Methods, curricula, and educational ideas 
 of all sorts are constantly subjected to criticism and 
 suggestion from educational authorities as well as 
 the layman. This may not be pleasant for those who 
 run the schools, but it is one reason for the fact that 
 education is very much alive — a changing, growing 
 force. In the library world there is little of this 
 controversial spirit and consequent breadth of view. 
 The public knows too little what to expect of a li- 
 brary, and the members of the profession sometimes 
 seem to think that all library problems are in the 
 way of being solved. Nothing so well illustrates 
 this difference as the printed proceedings of the 
 American library association and the National edu- 
 cation association. If the public library were to be- 
 come a part of the educational system, it would get the 
 benefit of many conflicting ideas— often the ideas 
 of those who have devoted their lives not to the con- 
 sideration of ptiblic schools alone, but to education as 
 a whole. There would be some hope of a continuous 
 organization which would make the library a real 
 continuation school. 
 
 Librarians might well leave the "culture," and the 
 
LIBRARY — ^A PART OF PUBLIC EDUCATION 207 
 
 development of the literary tastes of school children 
 to other institutions better equipped to furnish such 
 training-, and give their attention to these matters 
 of administration and organization whi(;h effect so 
 vitally the school children and young people. It is 
 no easy task properly to approach and hold the in- 
 terest of adolescent children, and so far the library 
 has tried to do it chiefly through their literary in- 
 terests. When the public library has proved itself 
 worthy, it will be proud to be included in the school 
 system, which with all its relics of medieval ideas, 
 is nevertheless regarded by our foreign critics as 
 proof of the sincerity of our democracy. 
 
 In a paper prepared for the meeting of the council 
 of the American library association, January, 191 2, 
 Mr. W. L. Brown suggested as a remedy for the 
 present lack of coordination and the consequent waste 
 in library and school administration, an educational 
 commission upon which representatives of each in- 
 stitution should serve, as well as one or two persons 
 not technically trained but public spirited and broadly 
 educated. The librarian would be employed as an 
 expert administrator by the commission, which should 
 be informed as to the standards of library efficiency. 
 If there are no generally recognized standards, the 
 commission could take steps to establish them. The 
 librarian who served the public through a body of 
 this kind would need executive ability rather than 
 literary qualifications. The new charter of St. Paul 
 provides that the librarian be appointed and con- 
 trolled by the commissioner of education. One sec- 
 
208 THE children's LIBRARY 
 
 tion of the charter further provides for an advisory 
 library board, which shall be composed of "twelve 
 residents of St. Paul properly qualified for the place, 
 one from each ward, to serve a term of two years. 
 Such persons, so appointed, in association with the 
 superintendent of the St. Paul schools, the principals 
 of the high schools in the city, and a teacher elected 
 by the whole body of teachers in the St. Paul schools 
 in such a manner as the council may direct, shall act 
 as an advisory library board." This body will meet 
 with the commissioner of education at least once a 
 month to make recommendations for "new books, 
 papers, and periodicals for the library," and to make 
 suggestions for the library's increased usefulness to 
 the public. The new Minneapolis charter proposes a 
 union of public schools and public libraries under one 
 board with separate budgets. 
 
 Nor is this plan of closer organic relations between 
 school and library merely the dream of a reformer. 
 On account of lack of funds, the libraries committee 
 in Halifax was merged with the education committee 
 of councils and the juvenile libraries were removed 
 to the elementary schools. Each pupil on leaving 
 school now receives a card of membership in the 
 central library. A large number of new readers for 
 the library have been obtained in this manner. The 
 work in connection with the school libraries is done 
 in the library, but all the expense is borne by the 
 educational committee. 
 
 Municipal government in England is notably more 
 efficient than our own, and the variation between 
 
LIBRARY^A PART OF PUBLIC EDUCATION 20g 
 
 methods of control in the different towns is not so 
 great as in the United States. The free schools are 
 administered by an educational committee of the city 
 council, or in some instances by an enlarged school 
 board directly responsible to council, with sub-com- 
 mittees controlling technical schools, museums, and 
 libraries, respectively. This board may consist partly 
 of elected members and partly of experts. Free li- 
 brary funds in England are limited by the low tax 
 rate permitted for library purposes, which may ex- 
 plain the beginning of the administration of libraries 
 for school children by the educational authorities. 
 
 When there is a separate libraries committee it 
 has sometimes, in consultation with the education 
 committee, appointed a sub-committee as advisors in 
 charge of school libraries. Experience has proved 
 that friction has been the result. The most satis- 
 factory results have come from a joint "school li- 
 braries committee," the membership of which is drawn 
 in equal numbers from the education committee and 
 the libraries committee. Such a committee in Cardiff, 
 Wales, also includes three head teachers elected by the 
 head teachers employed under the education com- 
 mittee. The librarian attends all the meetings of this 
 composite committee, and presents a monthly report 
 of the school libraries. Under the direction of their 
 composite committee the librarian and staff buy the 
 books and prepare them for use in the schools. The 
 action of this committee must be approved by a sub- 
 committee composed of the members of the composite 
 committee who are also members of the education 
 
 IB 
 
210 THE Children's library 
 
 committee, and finally submitted to the education 
 committee itself. This is necessary, because the funds 
 for school libraries are education funds. The money 
 grant is £2 los. for every hundred pupils in average 
 attendance. This amounts to about $2,600 annually, 
 most of which can be spent for books, as the service 
 and supervision are furnished by the library. 
 
 Children who have access to the school libraries 
 are allowed to take books from the public library, 
 only by special permission from the teacher. An 
 exceptional child can get this permission without 
 difficulty. At the end of his school course, each child 
 receives a membership card in the public library. 
 By this means the school work of the children is 
 certain not to be hindered, and the teachers have full 
 control of the development of the child for which they 
 are held responsible. On the other hand, the library 
 selects the books with regard to the suggestions of 
 the teachers. 
 
 The scheme of the school libraries in Cardiflf 
 embraces the following groups of books : 
 
 1. Books for every classroom in the elementary 
 schools; which allows one book for each pupil. 
 
 2. Libraries for every class room in the secondary 
 schools. 
 
 3. A collection of books for the pupil teachers' 
 school; which provides about three books for each 
 pupil. 
 
 4. A group of books for the school for the blind. 
 For use in school only, there are collections of pic- 
 ture books in the oral school for the deaf, and in the 
 
LIBRARY A PART OF PUBLIC EDUCATION 211 
 
 school for defective children, and groups of simple 
 ("easy") books for each class in the infants' school. 
 When the school libraries were started under the 
 present plan, only the first three of these divisions 
 were put in operation, in order that the pupils about 
 to leave school might be reached at once. 
 
 The books are usually lent to the children once a 
 week. Teachers are not responsible for loss or damage 
 to the books, but they are requested not to circulate 
 books in need of repairs. Rebinding and mending 
 are undertaken by the library twice yearly; during 
 the Christmas holidays and during the summer va- 
 cation. For the first few years the books were 
 changed frequently between schools, but although 
 this seemed a good plan in theory, the teachers found 
 that they could do better work with the same collec- 
 tion, because the pupils move on and the collections 
 gain variety from additions and removals. In his 
 report for 1903, Mr. John Ballinger, the librarian, 
 gave the following reasons for making the collections 
 permanent : "I think the teachers would take more 
 care of and more interest in a permanent as compared 
 with a temporary library. For instance, if under 
 existing arrangements a teacher recommends the 
 committee to make purchases of books suitable for 
 his own school, supposing the books are added, he 
 can only have the use of them for a short time, and 
 then they would be removed to another school. I 
 think the fact that we have had so few suggestions 
 from the teachers may be partly owing to this. Again, 
 it would be possible for the teachers to become better 
 
213 THE CHILDREN S LIBRARY 
 
 acquainted with the books under their care, and they 
 would be able to advise and direct the childreti's 
 reading to better advantage. Another gain would 
 be that it would be possible to confine the selection 
 to the very best books if each section were self con- 
 tained. Under the existing system, in order to vary 
 the sections, it is necessary to include some books 
 which are only moderately good, and which under 
 the revised system would be rejected." , 
 
 Ten years after the first books were issued from 
 the school libraries in Cardifif, Mr. Ballinger reported 
 that more intelligent readers had been secured than 
 when the school children made their own selections 
 from the public library. This statement of experience 
 is worth more than tons of glittering generalities as 
 to what a children's room accomplishes. Children 
 have been using children's rooms in libraries for about 
 fifteen years, and if such use really does "keep alive 
 the imagination, stock the mind with fine thoughts, 
 noble impulses and practical suggestions, and instil 
 a love of good literature," these results should have 
 been apparent long since in the better use of the pub- 
 lic library by those who have graduated from the chil- 
 dren's room. What is needed is not a glowing and 
 vague promise as to what public library reading will 
 do for children, but a survey of the facts which will 
 show some actual examples of what it has done in in- 
 dividual cases. 
 
 Mr. Ballinger has given some other results of the 
 Cardifif plan: (i) There was no longer any over- 
 
LIBRARY A PART OF PUBLIC EDUCATION 213 
 
 lapping of the two sources of the children's reading 
 supply; (2) the power to use the public library when 
 desirable was consistently developed; (3) technically 
 minded children were sent to the public library when 
 the school supply failed to meet their needs ; (4) un- 
 due pressure on the juvenile department of the pub- 
 lic library was relieved and more time could be de- 
 voted to the children who had left school; (5) as 
 much reading as could be assimilated by the child 
 during his school life was provided and no more; 
 (6) reading was controlled by the persons closest to 
 the children, who were in a position to judge what 
 books they should have and when they should have 
 them. 
 
 Since every child who leaves school receives a 
 form to be presented at the library for membership, 
 the public library in Cardiff becomes in effect a con- 
 tinuation school, without elaborate or expensive ma- 
 chinery. The simplicity of the plan makes it extra- 
 ordinarily effective. Mr. Harry Farr, the present li- 
 brarian, reports that while the library does not hold 
 all the adolescent children, many are retained. The 
 figures of circulation in a recent report confirm this 
 statement. In spite of the fact that school children 
 do not use the public library branches, the issue of 
 juvenile literature from all the branches during the 
 year was nearly 60,000; and from the children's halls 
 20,000. In this country there are few instances of 
 real organic control, and many varieties of organic 
 relationship. The latter, however, do not afford a 
 
^H THE CHILDREN'S LIBRARY 
 
 solution of the difficulty, although they do indicate 
 the way in which the union may be worked out." 
 The Kansas City (Mo.) school district maintains the 
 public library as part of the educational system and 
 all school buildings have library rooms. The new 
 high school buildings contain regular public library 
 branches. The Indianapolis library and schools are 
 controlled by the same board. Each school building 
 has a boy or girl librarian, and for class rooms a sub- 
 librarian, who reports to the librarian of the school. 
 These children pack and unpack the books for the class 
 rooms as they are received from the main library. The 
 public school library of Columbus is open to the gen- 
 eral public, but is supported by the board of education. 
 Libraries in the schools are maintained as branches. 
 The permanent collections belong to the main library, 
 but they are left in school buildings, and there is a 
 constantly changing collection of other books. There 
 is a special supplementary reading department in the 
 library to which no additions are made except on 
 the advice of teachers and superintendent. Cali- 
 fornia school libraries are legally required to be open 
 to all members of the pupils' families living within 
 the district. The high school libraries of Newark, 
 Passaic, Cleveland, and Portland (Ore.) are branches 
 of the public library. In Newark, the high school 
 librarian is appointed and paid by the board of edu- 
 cation, but is under the supervision of the public li- 
 
 '° The drawbacks and advantages of the union in the case of the 
 high school library, the elementary school library, and the cllildren's 
 room are considered somewhat in detail in the chapters on those respec- 
 tive subjects. 
 
LIBRARY- A PART OF PUBLIC EDUCATION 215 
 
 brary. The English teachers of the Cleveland high 
 schools serve as librarians, and as such are under the 
 supervision of the public library. The librarian of 
 the normal school in Cleveland is a member of the 
 staff of the public library and a member of the 
 faculty of the normal school. She is responsible to 
 the supervisor of grade school libraries for the con- 
 duct of the library, and to the principal of the school 
 for the instruction which she gives in the use of books 
 and children's literature. Her salary is shared by 
 the board of education and the library board. Al- 
 though under separate boards, the "library has be- 
 come an integral part of the school. It is no sense 
 merely incidental. . . . This arrangement has been 
 so developed administratively that it works without 
 a hitch."" The joint organic control is not so effec- 
 tive in the other school libraries and the report of the 
 Cleveland foundation survey suggests that a corps 
 of teacher librarians be established who should have 
 teaching experience, and library school training. 
 They should be certified as librarians and nominated 
 by the library board and be certified as teachers and 
 appointed by the board of education. They should 
 have a special supervisor who should be appointed and 
 paid by the same joint arrangement. When there 
 are two boards this seems to be the most effective and 
 practical way of managing the library work in the 
 schools. 
 
 The salary of the school librarian in Madison 
 
 ^ Ayres and McKinnie, The public library and the public schools, 
 68, 72 (1916). 
 
2l6 THE children's LIBRARY 
 
 (Wis.) is paid by the public library. Saginaw has 
 two school libraries under the board of education, 
 one of 12,000, the other of 15,000 volumes," both of 
 which are also public libraries. A West Virginia 
 school law of 1908 provides that school libraries of 
 over one hundred volumes shall be open after school 
 hours to the district, upon petition of one half the 
 taxpayers and under regulations prescribed by the 
 trustees of the schools. The Detroit board of edu- 
 cation has a contract with the library board under 
 the terms of which the library furnishes books to the 
 schools, which are held responsible for their care, 
 although the library repairs them at stated intervals. 
 The school authorities provide the boxes for trans- 
 portation. The library keeps a collection of 18,000 
 volumes, from which 750 class room libraries are 
 supplied; and books for reference' use are sent to 
 three high schools. In Passaic the board of education 
 contributes toward the salary of a library assistant 
 who administers the school libraries, while the pub- 
 lic library furnishes supervision, and buys annually 
 $300 worth of books for school use. In this case 
 the teachers send to the library lists of the books 
 they want. 
 
 Until 1903 the Grand Rapids public library was 
 managed by a committee of the board of education. 
 Since that time the superintendent of schools has been 
 a member of the library board, and in 1906 the school 
 board agreed to equip a room in every new school 
 house for library purposes. There are at least six 
 branch libraries in school buildings. The library 
 
LIBRARY A PART OF PUBLIC EDUCATION 217 
 
 furnishes books, periodicals, and catalogues, and 
 conducts story hours. At Galesburg, the board of 
 education employs a teacher whose business it is 
 to take charge of the juvenile department of the pub- 
 lic library. She is a trained teacher and a trained 
 librarian. The office of the spuerintendent of schools 
 is in the library building. 
 
 A Wisconsin law of 191 1 provides that the super- 
 intendent of schools must be a member of every local 
 library board. In Elizabeth distributing centers for 
 books have been opened in school houses. The ex- 
 penses of books, service, and equipment is borne by 
 the public library, and heat, light, and a suitable room 
 are furnished by the board of education. The school 
 board in Houston gives an allowance to the public li- 
 brary for keeping up sets of supplementary reading. 
 
 For the small town the plan of joint operation and 
 control has many advantages of an eminently prac- 
 tical nature. In describing the system used in two 
 towns in Minnesota of 2,400 and 1,600 population re- 
 spectively, the superintendent of schools in the larger 
 town expressed himself as well satisfied with the re- 
 sults." The school provides a room in the main build- 
 ing of each town for a library. This room is somewhat 
 larger than a regular classroom. It opens directly on 
 the street, and has an entrance also to the school cor- 
 ridor. The school provides and furnishes the room, 
 supplies heat, light, janitor service, and pays the salary 
 of the librarian. The town pays for books and period- 
 
 " Gilruth, Public library in the school. . . . Minnesota public 
 library commission. Notes and News. 4: no. 9: 160-1 figis). 
 
2l8 
 
 THE CHILDREN S LIBRARY 
 
 icals, which remain its property. The rooms are open 
 both afternoons and evenings, including Sundays for 
 the full twelve months. It is suggested as essential to 
 the successful working of such a plan that the room 
 must be in a centrally located building; that it must 
 have a separate entrance, which can be used when the 
 rest of the building is closed ; that it be twice as large 
 as an ordinary class room ; and that there be separately 
 controlled heat mains and special arrangements for 
 ventilation. This last proposal might not be neces- 
 sary, considering the increasing all-year-round use 
 of the school plant. 
 
 Given these conditions, the advantages of the plan 
 in the matter of economy and efficiency of service 
 have worked out as follows: In the matter of con- 
 struction, "ample room can be provided in the ordin- 
 ary school building at a cost much less than required 
 for a separate library building. . . . Compared with 
 separate buildings offering equal accommodations, a 
 saving of at least 75 per cent of the initial investment 
 will be apparent." The increased economy in operation 
 is evident when the library is a unit "in the educational 
 system, with janitor service, fuel, telephone, etc., in 
 common. . . . All books being in the one place, the 
 unnecessary cost of duplicates is saved. Interest on 
 money invested in a satisfactory separate building 
 valued at $24,000, amounts to $800 a year at 4 per cent, 
 a saving of $560 annually for purchase of books." 
 In a large system the saving would be proportionately 
 larger. 
 
 With such a room located in a school building, it 
 
LIBRARY — A PART OF PUBLIC EDUCATION 219 
 
 will be "easy to get the children interested and the 
 library habit for research and systematic reading can 
 be readily developed. The librarian will come to 
 know the teachers and their work and the teachers in 
 turn will make use of the library for personal and 
 class room use far more because of the accessibility." 
 The plan also "brings the methods of a trained li- 
 brarian into the school reference work and general 
 reading of the pupils." When the librarian's salary 
 is shared by school and library, a better trained and 
 higher type of worker can be secured. It will be no- 
 ticed further that the library is open to the public longer 
 hours than is possible in the ordinary small town. 
 
 Much the same are the conclusions of Super- 
 intendent Wirt of Gary as to the practical results of 
 the library in school buildings and particularly in 
 regard to elementary schools. In a school branch 
 of the public library Mr. Wirt finds that "library 
 maintenance and circulation cost per book circulation 
 is only about 5 per cent of the cost in the main 
 library, while the life of the book . . . under the con- 
 trol of the teachers is ten times that of the usual cir- 
 culation book in the library. In both the Emerson 
 and Froebel schools there is a branch of the public 
 library, under a library assistant. Children use the 
 library as a part of their regular work under the 
 supervision of the assistant and teachers. . . . The 
 library becomes the storehouse of the knowledge of 
 the school and the children learn to recognize it as 
 such. . . . Like most of the features of the Wirt 
 plan, this consolidation of gallery, museum, and li- 
 
220 THE CHILDREN S LIBRARY 
 
 brary in the school is as economically efficient as it is 
 educationally valuable."" The library has a special 
 significance in these schools, because so much of the 
 studying is done, even in the grades, by the seminar 
 and departmental method. This means that each sub- 
 ject is taught in a special room fitted up with the lab- 
 oratory and library material necessary. Many of the 
 literature classes are assigned to the library, as the 
 natural place for such study. 
 
 We have been mainly concerned with the relation 
 of school and library in town or city. There re- 
 mains for consideration the welfare of the children 
 who do not live in town or city and who are affected 
 by the coordination or lack of it between the state 
 educational and library authorities. Lack of correla- 
 tion between the two or more educational agencies 
 in the state is only one of many conditions which are 
 preventing country children from getting the reading 
 that they need. The lack of centralization of respon- 
 sibility in educational administration has had un- 
 fortunate results upon the schooling of rural chil- 
 dren, and the same condition in library affairs has 
 deprived them of books which might add not only to 
 their enjoyment of the country as a place in which to 
 live, but also to their ability to prepare themselves 
 for the work they are best fitted to do. 
 
 The connection between the state educational 
 system and the library commission is in most states 
 slight, and takes the form of a commission which 
 has for members the state librarian, the superintend- 
 
 " Bourne, The Gary schools, 25-6 (1916). 
 
LIBRARY — A PART OF PUBLIC EDUCATION 221 
 
 ent of public instruction, and often the chancellor 
 or president of the state university. The gymna- 
 sium commission of Utah appointed by the state board 
 of education, serves under the state library board as 
 the state library commission. In Connecticut, the pub- 
 lic library committee is appointed by the state board 
 of education. School libraries in Connecticut receive 
 a grant from the state and they are permitted to buy 
 books through the committee. The traveling li- 
 braries of Idaho are under the department of public 
 instruction; and the school libraries of Minnesota are 
 supervised by a librarian under the department of pub- 
 lic instruction. The public library commission in 
 Oregon is authorized by law to buy books for all the 
 school libraries in the state. Funds for this purpose 
 are raised by a tax of ten cents for each child of 
 school age in the district, and the county superin- 
 tendent is directed to notify the commission of the 
 amount allowed for each district. The commission 
 has compiled a list of books for school libraries, and 
 all books are bought from this list and through the 
 commission. Library extension work in New York 
 is conducted through the New York state educational 
 department. 
 
 Six weeks' courses in library methods are given 
 at the summer schools of the state universities of 
 Washington, North Carolina, Iowa, Missouri and 
 Minnesota. The state library commission gives the 
 library course at the three normal schools in Michigan, 
 and a course of about ninety lectures is given at Earl- 
 ham College, Richmond, Indiana. The library school 
 
222 THE children's LIBRARY 
 
 of the University of Wisconsin is an outgrowth of the 
 library corrimission's school of instruction. "During 
 the freshman and sophomore years, students in the 
 university follow the usual college courses, electing 
 those calculated to make the best foundation for li- 
 brary work; at the end of the sophomore year they 
 take the entrance examinations of the Library School. 
 If they are admitted to the Library School, the Uni- 
 versity in recognition , of the school's standards of 
 scholarship, grants twenty hours (five hours each 
 semester) of credit toward the A. B. degree for work 
 done in the Library School during the junior and 
 senior years." Other commissions have given courses 
 for one year or perhaps two at normal schools or the 
 state university. 
 
 In educational affairs, central authorities are 
 assuming more importance, because the only way to 
 insure efficiency and to give the taxpayer his money's 
 worth, is to have each piece of governmental and edu- 
 cational machinery produce what it is meant to pro- 
 duce without doing the work of another kind of ma- 
 chine. There seems reason to hope that other states 
 may follow the example of New York and make the 
 public library activities of the state in reality an inte- 
 gral part of the public education. 
 
 In this connection the school code in Professor 
 Cubberly's "State of Osceola" presents a plan for 
 educational reorganization which includes the library. 
 The public library is recognized as an important 
 adjunct of the school. The state library is made one 
 
 ^^ League of library commissions, Handbook, 1910, 96, 
 
LIBRARY — .\ J'AR-l- OF PUBLIC EDUCATION 223 
 
 of the branches or bureaus of the state board of edu- 
 cation. The county is the unit of administration, and 
 every county school has a branch library. All such 
 schools outside incorporated cities come under the 
 county board of education, which directs the library, 
 and appoints a county librarian who must have a state 
 certificate and be nominated by the county superin- 
 tendent of education. Branch librarians must also 
 hold state library certificates. One county library is 
 to be established in each county, and provision is made 
 for a branch library in each community center. The 
 school libraries are made a part of the county li- 
 brary system, and the purchase and distribution of 
 books is intrusted to the county library, which in turn 
 is controlled by the county board of education. In 
 cities the library is placed under the city board of 
 education." 
 
 1^ Cubberly, State and county educational reorganization. 19 14. 
 
CHAPTER EIGHT 
 THE CHILDREN'S ROOM 
 
 If the public has not yet learned what to expect 
 of the public library as an agency of public service, 
 still less does anyone — even the librarian— know the 
 exact status of the children's room as an educational 
 factor. We are told that "any modern educational 
 theory which does not rest back upon the basis of 
 social and economic needs is sterile and unscientific."* 
 In considering the place of the children's room in the 
 public library as now administered, it is pertinent to 
 raise the following questions: (i) Does the chil- 
 dren's room as an educational factor "rest back upon 
 some social and economic need?" (2) Is it conducted 
 according to psychological principles? (3) Is there 
 a definite idea of the ends to be served by the separate 
 department? and (4) Is there an approximately 
 accurate measure of accomplishment? These are the 
 questions which will be asked by an informed public. 
 Aside from the claims as to the beneficent results 
 of the children's rooms, mostly based on statistics 
 or vague general statements neither of which prove 
 anything to the point, few librarians have attempted 
 to answer these questions. The need for study of the 
 question has been recognized by Doctor Bostwick who 
 
 1 Carlton, Educational and industrial evolution. 8 (1908). 
 16 
 
226 THE children's LIBRARY 
 
 says: "We need to focus our attention at present on 
 the organization and administration of a children's 
 department, especially where it interlocks with other 
 departments. The study of this matter should not 
 be entrusted to children's librarians alone, for stan- 
 dardization work involving more than one department 
 should not be ex parte!''' 
 
 At the time that conscientious school teachers be- 
 gan to concern themselves about the outside reading 
 of their pupils, librarians also discovered that chil- 
 dren were reading much that seemed harmful. So 
 long as public libraries did not admit children under 
 fourteen or sixteen as the case might be; so long as 
 the schools had not yet succeeded in reforming their 
 own methods of teaching literature, there was some 
 reason for concern about the undirected reading of 
 the majority of children. Not until the improvement 
 of school reading matter was well under way did the 
 public library let down the bars to young people. 
 Now, besides all the children's rooms, beautifully 
 planned and furnished, there are one or two entire 
 buildings in the United States entirely for children, 
 and designed especially to handle large crowds for 
 a limited period — the working condition of the chil- 
 dren's room. One of these is the Brownsville chil- 
 dren's branch of the Brooklyn public library, a two- 
 story building which was planned and built especially 
 for the use of children. 
 
 2 Bostwick, Volume of children's work in the United States. Amer- 
 ican library association. Proceedings, i9i3> 290. 
 
THE children's ROOM 227 
 
 Although Hbrarians and teachers were discussing 
 in identical terms the juvenile reading problem in the 
 early '8o's there is no record of any joint conferences, 
 athough some were probably held. For the most part, 
 librarians had no confidence in the ability of the school 
 authorities to direct the reading of children ; and they 
 seem to have thought that no efforts were being made 
 in the schools to present to children the joys of read- 
 ing. Apparently they were unaware of the newer 
 spirit working in the schools for that individual de- 
 velopment of each child which they felt the library 
 could give so well in the children's room. Of course 
 the children's room was not established to counteract 
 the influence of the school room. But after it had 
 become a success so far as numbers were concerned, 
 the enthusiasts contrasted its appearance of freedom 
 and the attractive appearance of its books with the 
 confinement of the school room with its unattractive 
 text books, and a feeling of superiority came over the 
 spirit of many children's librarians. 
 
 On the other hand the public schools were going 
 through a storm and stress period of changing methods. 
 Text books were being improved and other books 
 were being introduced as supplementary reading. 
 The teachers had to adapt themselves to these changes, 
 and they had neither leisure nor energy to study li- 
 brary methods. Whether it was the librarian's as- 
 sumed superiority or the teacher's indifference that 
 prevented joint consultations is immaterial. Libra- 
 rians are now trying to establish those friendly rela- 
 
228 THE children's LIBRARY 
 
 tions with the schools which should have been the 
 most important factor in such an experiinent as the 
 children's room. 
 
 In some cases the separate children's department 
 in the public library came into being largely as a 
 matter of expediency. A few libraries which happened 
 to have librarians specially interested in children, such 
 as Hartford, Cleveland, Worcester, St. Louis, and 
 Pawtucket, had done effective work with children 
 either through the schools or in the libraries long be- 
 fore the first children's room was opened. When the 
 age limit had been lowered to include all children 
 who could read, the younger children began to come 
 to the public library in large numbers. In many li- 
 braries, juvenile fiction was kept on separate shelves, 
 but the other books were left among the adult collec- 
 tions. This meant that the children got in the way 
 of older people and annoyed them by their whispering 
 and restlessness. There was urgent need for a place 
 where they could rustle and murmur by themselves. 
 Furthermore, the necessity for special supervision and 
 a special collection of books soon became everywhere 
 apparent. Pleas in behalf of the separate department 
 were made before the American library association, 
 and those pioneers who were in a position to carry 
 out their ideas set aside a corner or a room for the 
 children in their own libraries before the rest of the 
 profession was awakened or convinced. It is im- 
 portant to note, however, that all the arguments for 
 the cultural values of children's reading had already 
 
THE children's ROOM 22g 
 
 been made by educators and school teachers before 
 they were repeated by the librarians. 
 
 The school authorities in their study of children's 
 reading had already found difficulty in getting the 
 right kind of books. All the resources of psychology 
 and observation at first hand were at the command 
 of those educators who made the selection of proper 
 and useful books for young people their special concern. 
 The material chosen for use in the schools was intended 
 as an aid in the cultural tasks of education. Books 
 were not only to supplement lessons, but also to con- 
 tribute to the child's joy of living.- Miss Mary E. 
 Burt's Literary Landmarks appeared in 1889, and in 
 1896 Dr. G. Stanley Hall published his Reading and 
 How to Teach It. George E. Hardy, a public school 
 teacher of New York City, published a list of books 
 for the young in 1892. With the exception of Miss 
 C. M. Hewin's Books for the Young (1882) and Mr. 
 John F. Sargent's Reading for the Young (1890) 
 most of the early lists were compiled by teachers. 
 Many papers were read before the national education 
 association on the same subject. This material formed 
 a basis upon which the library study of books for 
 children could proceed, because the aims of the school 
 to give pupils interesting reading matter were the 
 same as those of the library, and the teachers had 
 had more experience with children. 
 
 Many of the early children's books, such as those 
 of Alger, "Oliver Optic," and Martha Finley, were 
 gradually eliminated from the progressive libraries, 
 
230 THE children's LIBRARY 
 
 and the books chosen to take their places were chiefly, 
 (i) childhood favorites of librarians; (2) books 
 which possessed high literary merit; and (3) those 
 which seemed to represent, so far as the librarian 
 knew, what children liked. From these collections 
 children were supposed to be able to choose those 
 books which would add to their enjoyment and furnish 
 the spiritual nourishment they needed. This, of course 
 was the declared aim of the school as well; only the 
 educational authorities assumed that they knew better 
 than the child what he needed for his development. 
 It would seem, therefore, that the separate depart- 
 ment for children in the public library did not meet 
 an educational need for which there was no other 
 provision. 
 
 Much has been claimed for the children's room 
 as a recreational agency which may help to keep chil- 
 dren off the streets and out of mischief. With the 
 increasing use of the school as a social center, how- 
 ever, the children will be able to indulge their desire 
 for activity after school hours. Probably this will 
 be more wholesome than to spend time in a close 
 room where hundreds of little bodies have made the 
 air poison to breathe. 
 
 In a room which at the most is only twice as large 
 as the ordinary school room there are often gathered 
 three or four times as many children as the class 
 room ever holds. The ventilating systems of libraries 
 are not so perfect that the children's room under such 
 conditions is a preeminently healthful place in which 
 to spend the hours of recreation. If the children 
 
THE children's ROOM 231 
 
 take the books home, the result is often not much 
 better. Many homes to which children carry public 
 library books are neither properly ventilated nor lighted. 
 It is a question whether any reading after school hours 
 is necessary or desirable for young children. In many 
 schools children are discouraged from taking books 
 home for study on the ground that they have already 
 used their eyes enough in school. The familiar state- 
 ment that the children's room furnishes a better en- 
 vironment than the street can mean that it is better only 
 from the librarian's point, of view. In New York an 
 effort is being made to turn some streets into play- 
 grounds by diverting traffic during certain hours. Dr. 
 Hall has gone so far as to say that the street is an im- 
 portant factor in the child's education. 
 
 The fact that in some libraries appropriations for 
 books are distributed according to the number of books 
 circulated, has been one reason for the undue attention 
 to the issue of books, and has made large figures so 
 desirable for reports that the effects of indiscriminate 
 reading on the part of young children have not been in- 
 vestigated. In establishing a standard by which to 
 measure the educational accomplishment of the room, 
 statistics of circulation must be ignored. The number 
 of books taken home by the children may and fre- 
 quently does becloud the issue, which is related to the 
 actual progress the children make in an intelligent 
 use of books. One might as well try to judge the 
 effects of a motion picture show by the number of chil- 
 dren who go in at the door. 
 
 No library can follow up the child reader in his 
 
232 THE children's LIBRARY 
 
 selection even to the extent of knownig the number 
 and kind of books he has taken out during the year. 
 Although he may choose innocuous books, he is by 
 no means certain to get what he himself wants or 
 what he needs. In the school, individual progress can 
 be more or less accurately tested, and deficiencies 
 corrected. 
 
 There are children's rooms where children are 
 served a few at a time and under such conditions that 
 the librarian may come to know each child intimately 
 and keep watch over his reading. But in the branches 
 of large city libraries, the room is usually open to 
 children on week days from 3 130 to 6 P. M. iDuring this 
 time several hundred children must go into the room, 
 find books, and go out again ; all with a minimum of 
 noise and disorder. Consequently the children form 
 in line to enter the room, form another line to have 
 their books charged as they go out, and those who 
 want fairy tales often form still another line. Those 
 outside want to get in as soon as possible; for they 
 know from experience that the most desirable books 
 will be gone if they do not. The assistants at the 
 desk also feel the necessity for haste. The assistant 
 who is trying to help the children find books, knows 
 that they must be out of the room by a certain time, 
 and she cannot possibly find out the real needs of each 
 child, because that would necessitate knowing his 
 school record and the kind of books he has had before. 
 Compare this with the plan used in Gary, Indiana, and 
 already referred to, where the child has the entire 
 attention of a special literature teacher, for half an 
 
THE children's ROOM 233 
 
 hour every day, and where he may visit at stated in- 
 tervals during the day a branch Hbrary in his school 
 building, which need never be crowded. 
 
 In most libraries, as has been shown, the younger 
 children tend to crowd out the older ones. Any child 
 who can read and write his name is generally admitted 
 to membership. These younger thildren, most oi 
 them pupils in the public schools, receive a large share 
 of the attention of the children's librarian, who is 
 better equipped to deal with them than with older 
 children. Half grown boys and girls do not care to 
 go into a room crowded with small children, especially 
 if it has a kindergarten appearance. Librarians find 
 such children a problem. Says the report of the 
 Cleveland public library for 1913 : "A great many boys 
 between the ages of fourteen and eighteen use this 
 [branch] library. A number of them are older in body 
 than in mind, their mental development not having kept 
 pace with their physical development. They are too old 
 and too big to sit in the children's room, and they are 
 not ready to be thrown on their own resources in an 
 adult collection of books." Such a situation may 
 have two results. The younger children, who probably 
 ought not to be doing so much reading, are attracted 
 deliberately, and the older children out of school are 
 inadequately served. To be sure, a few books, mostly 
 novels, are sometimes shelved in a separate place in 
 the children's room under a sign "For older boys and 
 girls." Instead of a few shelves, these older boys 
 and girls ought to have the largest space in the library 
 and the chief attention of the librarian. When school 
 
234 THE children's LIBRARY 
 
 children use the library, says Doctor Bostwick, their 
 use of it should be "directly contributory to the best 
 use of their school privilege.'" He adds that this is 
 the exception rather than the rule in the practice of 
 children's rooms. 
 
 Librarians admit that the public library is not con- 
 ducted for school children but they contend that only 
 those children who have become familiar with the li- 
 brary can be expected to use it continously as they 
 grow older. The truth of this contention has never 
 been proved. The children's room, with its special 
 supervision of the young reader, was intended to de- 
 velop discrimination in the selection of books and to 
 lead to a wise use of the main library. Most rooms 
 have at least one library attendant and the larger 
 rooms several, who know children's books; but, owing 
 to the peculiar demands of the work in a busy chil- 
 dren's library, individual supervision is not possible 
 and the valuable specialized knowledge is sadly in- 
 effective. Although the separate department has been 
 maintained by libraries for over fifteen years, there is 
 little evidence that the graduates of the room have 
 learned to read with discrimination or that they are 
 making better use of the adult department than other 
 readers. The book selection of the children's library 
 is usually superlatively good; the attendants are often 
 well trained and know books, but the methods made 
 necessary by an after school "rush" constitute a very 
 serious defect of the work, a defect impossible to over- 
 come if the children's room is to remain separated 
 
 ■Bostwick, The American public library, 105 (1910). 
 
THE children's ROOM 235 
 
 from the school. That librarians have not yet come 
 to realize these facts is evident from the fact that they 
 are often proud of the crowds and consider them a 
 sign of a successful children's room. 
 
 This crowded condition when it exists in school 
 libraries, and for the same reasons, has been well char- 
 acterized by educational experts: "The regulations 
 which make it necessary for most children wishing to 
 draw books to do so at noon or after school result in 
 great numbers of children going to the libraries at these 
 periods. As a consequence the librarian has little op- 
 portunity to get acquainted with the children and to 
 direct their reading. In three of the libraries [exam- 
 ined] an average of only a little over half a minute is 
 spent in giving out each book, while in two of them the 
 average time is only a little over a minute. Little in- 
 dividual work can be accomplished under these condi- 
 tions. . . . The librarians' . . . efforts would be far 
 more effective if conditions did not require them to 
 hurry so much when the children are getting their 
 books. It is not enough for the library to get books to 
 children. If the reading of these young people is to 
 gain in breadth and richness, it must be directed, en- 
 couraged and supplemented. The librarian cannot do 
 this unless she knows something of the tastes and 
 characteristics of the child, and this knowledge cannot 
 be gained in the half minute that a pupil is present 
 borrowing the book."* In the Passaic high school 
 libraries the student writes on his own card the name 
 of the book he is drawing. These cards enable the 
 
 * Ayres and McKinnie, The public library and the public schools, 
 28-30 (1916). 
 
236 THE children's LIBRARY 
 
 librarian or teacher to follow each individual's reading. 
 Such a system presupposes some leisure, and -would be 
 possible only under the conditions of a library con- 
 ducted as part of the school curriculum where rush 
 hours would be eliminated. The teacher or teacher- 
 librarian has opportunity to follow up the children's 
 reading in other ways. The senior teacher-librarians 
 of the Geneseo normal school are put in charge of the 
 library hour during their practice work, and they try 
 at that time to learn something of the children's outside 
 reading, how they happened to read certain books, 
 whether they have books at home, whether they take 
 books from the public library, what books they have re- 
 read, and whether there is reading aloud at home im- 
 portant information which the average children's libra- 
 rian has not time to obtain. 
 
 Children cannot tell from hasty examination the 
 books which they will like best; much less have they 
 any intuition as to those which would not only interest 
 them, but also improve their taste. Yet free access to 
 the shelves in the children's room is considered as one 
 of its advantages compared to the school. 
 
 It is doubtful whether the children's room accom- 
 plishes those results in relation to character and spirit- 
 uality of which children's librarians have written so 
 confidently. 
 
 As has been shown, on account of its limited hours, 
 the children's room is likely to be crowded, and there 
 are certain psychological effects of crowding which are 
 apparent in its work. Many of the features of the 
 work are so appealing and attractive, that one hesi- 
 tates to suggest that children, like sheep, follow the 
 
THE children's ROOM 237 
 
 crowd ; that they stop taking "Hberries" because their 
 best friend stops and take books for equally trivial 
 reasons ;' that they are likely to accept anything they 
 can get for nothing; that they choose books for the 
 color of their covers, their size, their pictures, their 
 print; and that they read the first twenty pages of 
 many books and then come back for others. 
 
 Perhaps the psychological aspects of the room in 
 its effect on the adults who see it and upon the chil- 
 dren's librarian are also worth more intensive study. 
 It is almost impossible to convince those to whom the 
 small chairs, the attractive pictures, and the intent 
 faces of the children reading at the low tables, make 
 an artistic and sentimental appeal, that the children's 
 room for younger children is not its own excuse for 
 being. Educators and others who are more familiar 
 with the ways of children than the average librarian, 
 have said that the intensity of the child's interest does 
 not necessarily mean that he is getting any lasting im- 
 pressions or helpful development. So pleasing are the 
 rows of eager faces and the shining eyes of the chil- 
 dren at a story hour, that the story-teller is likely to 
 feel that some virtue has departed out of herself and 
 into the children. The influence of what we do our- 
 selves is greater than what we passively receive from 
 others, and it is likely that the story teller gets more 
 than do the children out of her entertainment. 
 
 The effect upon adults of anything which concerns 
 
 ^ Careful investigation by a candid-minded librarian would reveal 
 many children who like the dirty books best, because that shows they 
 have been popular; who always want a red book, because one they hap- 
 pened to like had a red cover; who want books of a size to fit the other 
 books they happen to be carrying; and who, for reasons of eyesight 
 choose books with large print. 
 
238 THE children's LIBpARY 
 
 children is very noticeable in American art and litera- 
 ture. Some one makes a picture of a child curled up 
 in a window seat reading a book, and many persons are 
 pleased. Such pictures and stories are made for the 
 susceptible adult. The child in the picture might be 
 much better off if he were out of doors, but the sight 
 of a child in conjunction with a book deprives some 
 people of their power to form unbiased judgments. If 
 artistic picture books appeal to adults, they assume that 
 they are not only attractive to children but educational 
 as well, in spite of the fact that children enjoy much 
 more the sketchy drawings that they make themselves. 
 
 Mr. Bliss Perry has spoken of this sentimental at- 
 titude toward children as one of the most typical 
 aspects of American idealism. Expressed in pictures 
 and stories made for adults it probably does no harm to 
 those who care for that sort of art; but when it affects 
 the judgment of those in charge of educational agen- 
 cies, it can become a serious drawback to work educa- 
 tionally correct. 
 
 On the whole, small libraries which are unable to 
 maintain a separate department for children may con- 
 sider themselves fortunate, for while separation has 
 been more convenient for the library it has not 
 proved entirely beneficial to the children. In Cleve- 
 land, several of the smaller branches of the public 
 library are used almost exclusively by children and 
 young people. These branches are usually of one room 
 or two closely connected rooms, and they attract many 
 between the ages of fourteen and eighteen. For the 
 crowded section of a large city, the Cleveland method 
 
THE children's ROOM 239 
 
 is worthy of consideration. It seems to point to some 
 systematic plan which will provide many single rooms 
 in congested districts to relieve pressure on a branch 
 library and to attract half-grown boys and girls.' 
 School buildings might furnish such rooms as an ex- 
 tension of the social center idea. As we have seen, 
 one of the strongest arguments advanced by educa- 
 tional leaders and governmental experts against the 
 separation of library and school is the waste and ex- 
 travagance involved in having separate buildings for 
 library purposes. The difference in aim between the 
 school library and the children's room in the public 
 library seems to exist only in the mind of the librarian. 
 As one school librarian says, "the school library works 
 primarily to lift, even if slowly, the taste of the youth 
 of today, and those living and striving with him from 
 day to day should be responsible for his mental food.'" 
 With the children's library in the school building, the 
 librarian would have a chance to become familiar with 
 school affairs ; the teachers could observe library meth- 
 ods ; the library work with children would come nearer 
 to reaching a majority of them, under conditions which 
 would make individual supervision possible; and the 
 duplication of effort would be avoided. The fear ex- 
 pressed by some school librarians and educational 
 authorities that the public library work would interfere 
 
 " Probably as a consequence of this system, but at any rate worth 
 studying in this connection, the circulation of books to children between 
 tlie ages of nine and fifteen in Cleveland is t6 per cent of the entire 
 juvenile circulation. In several large cities the juvenile circulation is 
 almost half and sometimes more than half the entire circulation of the 
 library. If this circulation is among school children to any large extent, 
 iiow far is such a duplication of expenditure justified? 
 
 ' Breck, The efficient high school library. English Journal, 5:18 
 (1916). 
 
240 THE CHILDREN S LIBRARY 
 
 with the school Hbrary work is not a practical objec- 
 tion since public libraries are not used to any extent 
 while children are in school — that is the early morning 
 and afternoon hours. When continuation and voca- 
 tional work becomes a part of every school curriculum, 
 the library in the school building would do much to 
 keep working youth in touch with good and helpful 
 reading. Busy workers are more likely to use books 
 when they are accessible. There would be little danger 
 that a children's library located in a school building 
 would become so widely separated from the schools as 
 at present. Eventually the teacher and librarian would 
 do their respective work with satisfactory adjustments 
 of working relations, the librarian leaving teaching to 
 the teacher and the teacher using the librarian's expert 
 knowledge of books for the best advantage of the chil- 
 dren. If the public library is to have any control of 
 such a library system — and there are obvious reasons 
 why such control is impracticable under separate ad- 
 ministration of library and schools — the educational 
 qualifications of librarianship would need to be raised 
 so that the librarian would know as much of education 
 and pedagogy as she expects the teacher to know of 
 literature. 
 
 Should a trained librarian be employed jointly by 
 the school and library she might supervise pupils' read- 
 ing and school libraries and also conduct the public 
 library for the few hours a week that a small town can 
 afford. 
 
 The class room library would no doubt be retained 
 in connection with the children's department of the 
 
THE children's ROOM 24I 
 
 branch library located in the school building. The 
 Cleveland public library cannot meet the demands for 
 libraries which come to it from schools. The objection 
 that the children's room in the public school building 
 would not meet the practical needs of parochial school 
 pupils as well as the children's room in a separate 
 branch library, seems to be answered by a recent re- 
 port of the Cleveland public library which shows that 
 the libraries in school buildings are largely patronized 
 by children from parochial schools.' 
 
 In order to hold the older boys and girls the lead- 
 ers in children's work may find it necessary to break 
 away from some of the methods which have become 
 traditional in the development of children's libraries. 
 Whether school children be reached through the 
 schools and only those who have left school be per- 
 mitted to use the public library as in Cardiff — what- 
 ever may be the solution of the problem presented by 
 the older children — the work of the children's room is 
 now somewhat standardized. 
 
 In a large central library of a city's system, the 
 children's department often serves as a reference bu- 
 reau for teachers, parents, and social workers, who 
 may learn where to get any information in print about 
 children. By recommending editions suitable for gifts 
 to children and advising with teachers as to the best 
 books to use in school, the children's department has 
 a wide influence. 
 
 Many libraries have exhibits of approved books 
 during the Christmas season for the inspection of 
 
 « Cleveland public library. Report, 1913: 83, 84, 86. 
 17 
 
242 THE CHILDREN S LIBRARY 
 
 parents and others interested in buying books for 
 children. At least one copy of the editions of chil- 
 dren's books well worth preserving because of beau- 
 tiful workmanship, might be kept as a matter of his- 
 torical interest. It is obvious that the children's room 
 should be a bureau of information to all adults who 
 wish to know about children's books and reading. 
 The children's librarian is often in demand for talks 
 on books and reading before teachers' associations 
 and mothers' clubs. In Pittsburgh one of the branch 
 libraries conducts a mothers' club; and books suitable 
 for children are discussed at the meetings. On the 
 whole, talks to teachers or to the mothers' clubs of 
 the schools will go further than any ordinary efforts 
 to make the library the centre for such a club. 
 
 Just as any well organized business has definite 
 methods of getting customers and keeping in touch 
 with them, the library might well have some means of 
 knowing the names and addresses of children who 
 are leaving school, those who have dropped out, and 
 the reasons why they have done so. The young 
 people who have never used the library at all may be 
 the very ones who could make the greatest use of 
 books. Since it is so important that the older chil- 
 dren be attracted to the library, the school authorities 
 should be asked for a list of the pupils as they leave 
 school.' The librarian may be able also to learn from 
 the teacher what particular line of interest each child 
 developed before he left the school. 
 
 The aim of the children's room, aside from experi- 
 
 " See Chapter Six. 
 
THE CHILDREN S ROOM 243 
 
 ments, could be more definitely directed toward the 
 help of the young wage-earner and of those children 
 who have left school, whose prospects may be im- 
 proved by what they can get out of books. This prob- 
 lem is well stated by a thoughtful leader in children's 
 work, who says, "Instead of permanency of book in- 
 terests extending over the difficult intermediate period, 
 we know that large numbers of those children who 
 leave school before they reach high school age have 
 little or no library contact during their first working 
 years, and we sometimes feel that the interesting ex- 
 periences with reading working children, which libra- 
 rians emphasize, give us an impression of a larger 
 number than careful investigation would show. As 
 for quality of reading of the individual working child, 
 we cannot maintain that it is always on a high plane."" 
 The children's department has never made a spe- 
 cialty of the needs of working children and young 
 people by keeping a stock of technical periodicals and 
 books, especially those which have to do with local 
 industries. It should have at least one attendant who 
 has had some special training in using such material 
 and so could direct young workers to the adult sec- 
 tion of the library where they could best use it. All 
 the information which a library can assemble regard- 
 ing special phases of industry and manufacturing 
 should be made available. It is not enough for the 
 high school to have material on vocational guidance. 
 The majority of children are going to work before 
 they enter high school; many, before they finish the 
 
 " Burnite, Values in library work with children. American library 
 association, Bulletin. 7:282 (1913). 
 
244 THE CHILDREN S LIBRARY 
 
 seventh grade. True, many young workers should 
 not be in industry at all, but it is a condition and not 
 a theory which confronts the children's room, and if 
 cannot be ignored. Other agencies are working to 
 keep the children out of industry, but so long as some 
 of them are still at work it is the library's duty to 
 provide for them. In the struggle for existence, the 
 best informed, not the well read, come out ahead." 
 
 In order to make the use of the children's room on 
 the part of the school child more systematic, it might 
 be well to consult both the teacher and parent about 
 every school child before he joins the library. The 
 teacher has a right to pass judgment upon the recrea- 
 tion which may interfere with the child's progress in 
 his lessons, or with the maintenance of proper discip- 
 line in school. 
 
 To require the signature of a tax payer outside 
 the family for library membership is considered un- 
 wise by progressive librarians. In their earnestness 
 to "belong," the children often get the corner grocer 
 or the saloon keeper to sign their cards. In one city 
 of over 100,000 population it is the practice of a drug- 
 gist whose store is near the library to sign many 
 children's applications. Fie is something of a philan- 
 thropist, for while he has to pay for lost books he 
 continues to sign. In case a child moves or loses a 
 book the teacher can furnish information as to his 
 whereabouts with more certainty than a neighbor 
 wlio may have signed his application. Care should be 
 
 ^ For books which will help young people to decide on a vocation, 
 see Davis, Vocational and moral guidance (1914). 
 
THE children's ROOM 245 
 
 taken that the teacher's name is given merely by way 
 of identification and not as guarantee for loss or dam- 
 age. The grade in school and the number or name 
 of the school are also useful in tracing children who 
 have left the neighborhood of the library. In several 
 of the Cleveland public library branches, visits are 
 made to the homes for signatures, overdue books, and 
 fines. This method at once establishes the library and 
 the librarian on a confidential footing with the parents 
 in the interests of the child. 
 
 In order to measure the usefulness of the chil- 
 dren's room, the reading of each child should be fol- 
 lowed up. In the smaller rooms and in the libraries 
 where there is no separate department, the children 
 are so well known that the librarian may know 
 whether a certain child is reading too much or the 
 wrong sort of book. In making such decision she will 
 need to consult the teacher abo.ut the child's progress 
 in school, and as to the kind of books that would be 
 useful and helpful in his development. This would 
 not necessarily mean that he would be encouraged to 
 read books relating to his lessons, but it would mean 
 that he would not be able to flit from book to book 
 with no aim except to find exciting incidents. 
 
 Such individual work would enforce a new attitude 
 in the library toward statistics of circulation. Libra- 
 rians have classified children according to types rather 
 than individuals. Thus they have duplicated the error, 
 which they saw in the schools, of treating children 
 in the mass. 
 
 Those who supervise children's reading need to 
 
246 THE children's LIBRARY 
 
 classify the readers as to their eyesight; the kind of 
 reading they do and the kind they might better do; 
 their natural aptitudes; and their relative progress in 
 school. This cannot be done without the cooperation 
 of teachers, parents, and librarians. 
 
 When there is strong pressure from the adminis- 
 trative head of the library or from the supervisor of 
 children's rooms for favorable statistics, the children's 
 librarian will naturally strive for large figures of cir- 
 culation. If the money for new books is apportioned 
 according to these figures, the libraries doing the best 
 work may receive the least encouragement. This 
 leads to cynicism on the part of the conscientious 
 workers. Furthermore, the book collections in the 
 branches are not being built up in a scientific manner, 
 because the branch which started out with a large col- 
 lection can always circulate more books and so get 
 more books, while a smaller branch may issue many 
 more books in proportion to the size of its collection. 
 
 By far the most important service performed by 
 the children's department is the reference work. 
 Every well equipped children's room has a collection 
 of books useful for answering children's questions, 
 most of which are given out by the teachers." The 
 collections in use in the children's room of the New 
 York public library have proved of practical use. 
 They include some of the reference books in use in 
 the adult reference room, special compilations and en- 
 cyclopedias, and a number of fine editions on reserve 
 which may be examined by all who have clean hands. 
 
 ^ See Chapter Six. 
 
THE children's ROOM 247 
 
 The children's reading room is often closed at eight 
 in large city branches, either on account of staff lim- 
 itations in the evening, or conforming to the polite 
 fiction that it ought to be the children's bed time. 
 \Vhen a library is located in a neighborhood where 
 children throng the streets in the evening, it would 
 seem advisable to keep the room open later. 
 
 In most large city libraries, the children's depart- 
 ments in the branches are administered by a super- 
 visor of children's work, who is represented in the 
 branch by the children's librarian. The branch organ- 
 ization itself is somewhat recent in the history of 
 library development, and the central supervision of all 
 service to children has introduced another factor in 
 library administration. The inter-relation of the 
 branch system and the supervision of children's rooms 
 in the branches constitutes a more serious problem of 
 organization than seems to be recognized generally by 
 librarians. 
 
 There are two common forms of organization; 
 one divisional or functional, the other departmental. 
 These are mutually inconsistent in principle, but in 
 most library systems an attempt has been made to 
 combine them. The branches are usually organized 
 on a departmental basis, each branch librarian having 
 large authority. Certain operative functions, however, 
 which have no direct relation to the service of the 
 public — such as book ordering, cataloguing, and ac- 
 counting — are performed under the direction of super- 
 visors, whose authority extends throughout the system, 
 thus making it coordinate with dissimilar functions. 
 
248 THE children's LIBRARY 
 
 Work with children is not an operative function, yet 
 in most libraries it has been intrusted to a supervisor, 
 thus making it coordinate with dissimilar functions. 
 This often results in more or less friction in the con- 
 duct of children's work in the branches." 
 
 When children's libraries had developed to a cer- 
 tain point, the need for their supervision as a sepa- 
 rate department of library service became everywhere 
 apparent. If every branch could have a plan of its 
 own for dealing with children, the work would have 
 neither continuity nor unity. The service to school 
 children, especially, needed to be conducted along 
 broad, comprehensive lines that would give school 
 authorities confidence in its stability ; confidence they 
 could scarcely have if every branch had different 
 rules for its child patrons, wide differentiation in 
 choice of books, and as many conceptions of educa- 
 tional matters as there were branches. The direct 
 consequences of the lack of a guiding policy would be 
 similar confusion, since in a large city one child might 
 be a member of several branches within a year or two. 
 Here again, difference in policy would mean failure 
 to hold the child by a continuous and consistent proc- 
 ess. Such conditions made it obvious that there must 
 be fixed policies in regard to children and their rela- 
 tions to the library. 
 
 Every effective organization has a single admin- 
 istrative head who acts through agents immediately 
 responsible to him for the discharge of such duties as 
 
 ^^ See Bostwick, Conflicts of jurisdiction in library systems. Library 
 Journal, 39: 588-91 (1914). 
 
THE children's ROOM 249 
 
 may be assigne to them. The agents are simply the 
 extension of the authority and personality of the head. 
 The supervisor of children's work in branch libraries 
 as one of these agents represents the head librarian in 
 all matters relating to children. The branch librarian, 
 nevertheless, may be in more or less independent con- 
 trol of her branch or directly responsible to the head 
 librarian instead of through his agent, the supervisor. 
 The difficulties of making the branch librarians re- 
 sponsible to supervisors of children's rooms have been 
 largely personal. In many cases the branch librarian 
 has had more general library experience than the 
 supervisor, whose training and interest is necessarily 
 specialized. The fact that these difficulties exist, how- 
 ever, is not remedied by a makeshift organization 
 which compromises with the earlier departmental sys- 
 tem of control, while trying to establish the functional 
 system. This is poor organization and friction is to 
 be expected where it exists. Whenever it succeeds, it 
 is due to a fortunate combination of personalities and 
 circumstances. 
 
 The results of this attempt to join the two systems 
 of organization in the case of children's work have 
 been concretely: (i) To make the supervisor theo- 
 retically responsible for all service to children in 
 branches, without giving her enough authority over 
 branch librarians to carry out her plans satisfactorily 
 and to compel cooperation. It is a question how much 
 authority the supervisor has over children who are 
 just admitted or about to be admitted to the adult de- 
 partment and over the books they will read; and 
 
250 THE children's LIBRARY 
 
 whether her lack of jurisdiction over workers with 
 children in the adult department may not account in 
 some measure for the gap between the children's room 
 and that department. (2) To make the children's 
 librarian directly responsible to the supervisor, al- 
 though theoretically she is responsible only through 
 the branch librarian. The result is divided responsi- 
 bility and division of responsibility is inconsistent with 
 effective organization. If the children's room is to be 
 closely related to the work of the adult department 
 in the branch, the children's librarian must be respon- 
 sible to the branch librarian. Otherwise the room as 
 a feeder for the adult library fails of its purpose, and 
 the children's librarian will feel and generally does 
 feel, that the service to children is an end in itself, to 
 be administered apart from the service to adults. But 
 in the interest of continuity of policy, the supervisor 
 must also be in close contact with the children's libra- 
 rians, thus dealing directly with the subordinates of 
 another administrator, another characteristic of poor 
 organization (3) To hold the children's librarian 
 responsible for results which she has no authority to 
 accomplish. Assistants from the adult department are 
 sometimes used as helpers in the rush hours of the 
 childrens' room. These assistants may have little in- 
 terest in children's work, and as they are not under 
 the authority of the children's librarian, they may do 
 much to disorganize the work. If the children's room 
 is located in the school building, in cities where library 
 and schools are under the same administration, the 
 position of the children's librarian would probably 
 
THE CHILDREN S ROOM 251 
 
 approximate that of the high school librarian, and 
 since the policy of the school and library in regard to 
 children's reading would be the same, the position of 
 supervisor of children's reading would probably be 
 unnecessary. If there were such a supervisor, her 
 equipment would have to be equivalent to that of other 
 school supervisors. 
 
 The triangular personal relations involved in the 
 combination of departmental and functional systems 
 make for confusion and inefficiency. A serious study 
 of the problem is worth while, since divided respon- 
 sibility and divided sympathy among the three admin- 
 istrators of children's departments may mean that the 
 children are not being ushered into the adult depart- 
 ment under favorable auspices. 
 
 The policy adopted in directing library service to 
 children should largely determine the policy of the 
 entire library system, just as educational theory and 
 practice are determining the attitude of the state to- 
 ward adults. If the children's rooms do not produce 
 adults who can help themselves through books, they 
 are not living up to their purpose. But when the super- 
 visor can carry out her policies so far and no further, 
 the library will lose touch, as it does, with children 
 too old for the children's room, who can find no 
 organized help in the adult department. It seems that 
 notwithstanding their interest in library work with 
 children, the administrative heads of libraries have not 
 fully realized this aspect of its usefulness, as prepara- 
 tion for the adult department. As it is, the work with 
 children too often reaches a dead end when it ought to 
 
252 THE CHILDREN S LIBRARY 
 
 be showing results, at the threshold of the adult de- 
 partment. Instead of library service to children being 
 overemphasized, it has been emphasized at the wrong 
 end, due largely to faulty administration. It is not less 
 important than adult library service ; it is in fact the 
 foundation for the entire adult library system and can 
 be consistently considered in no other way. In order 
 to supervise a work of such proportions, some general 
 library experience on the part of the supervisor, as 
 well as a solid background of educational theory and 
 practice and specialization in library service to children, 
 would seem urgently necessary ; and in order to carry 
 out the policies of the supervisor, some experience with 
 children on the part of the branch librarian, as agent 
 of the supervisor, is essential. 
 
 There are as yet no fixed standards by which the 
 results of the work in the children's room may be 
 measured. A study in regard to the reading of the 
 children from the time they have access to the chil- 
 dren's room until they enter the adult department of 
 the library would establish in a scientific way the effect 
 of these rooms on individuals. So far only the imme- 
 diate results have been described in vague although 
 glowing terms, by those whose statements seem to 
 be inspired by feeling rather than facts. If a record 
 could be kept of the graduates of the children's rooms, 
 we should have a basis of fact upon which to appraise 
 their accomplishments. No better proof could be 
 asked, if such a study established the fact that the 
 children who had learned to read good books and to 
 use books for information in the children's library, 
 
THE children's ROOM 253 
 
 read better books in the adult department than those 
 who had not used a children's room, and that young 
 wage earners knew how to get help out of the library. 
 Every social and educational reform has started 
 as the detached enthusiasm of persons of one idea. 
 Later on the movement is fitted into the general 
 scheme. This has been the history of innovations iri 
 the public schools, which in the majority of cases were 
 organized by private individuals or societies and then 
 taken over by the public school system. Whether the 
 children's rooms will ever become adjunctive to a 
 system of class room libraries, it is too early to decide. 
 The foregoing suggestions are offered as a basis for 
 discussion to those who wish to consider the functions 
 of the children's room from a broad social and edu- 
 cational point of view. 
 
CHAPTER NINE 
 
 THE CHILDREN'S LIBRARIAN AND HER 
 TRAINING 
 
 If the facts and arguments presented in this study 
 lead anywhere in particular, it is to the conclusion that 
 children's libraries are monopolized by the younger 
 children. The books, methods, and above all the 
 librarian of the children's room are adapted to chil- 
 dren under fourteen. The Carnegie library in Pitts- 
 burgh at first employed kindergarteners as children's 
 librarians, because at that time they were the only 
 people available who seemed fitted for work with 
 children. 
 
 Of those children who leave school as soon as they 
 can go to work, the majority are boys. Evidently 
 school appeals less to them than to girls, which seems 
 as much the reason for their leaving as the necessity 
 tor the support of someone dependent upon them. 
 There are, therefore, more boys than girls out of 
 school.^ These boys are certainly not found in any 
 large numbers in public libraries. Since all children's 
 librarians are women, and frequently the younger 
 members of the profession," they can hardly be ex- 
 
 ^ See Conditions under which children leave school to go to work. 
 In United States bureau of labor. Report on women and child wage- 
 earners, VII (1910). 
 
 2 The average age of one class in the training school for children's 
 librarians at Pittsburgh was 26. This school furnishes only a small 
 proportion of the librarians of children's rooms. 
 
2S6 THE children's LIBRARY 
 
 pected to select books or to arrange their work in a 
 manner to attract or hold the half grown boy. Edu- 
 cators are agreed that whether younger children 
 should be under the exclusive control of women or 
 not, at least the boy from fourteen to eighteen 
 needs a man to help direct his education. The library 
 is likely to discriminate against these young wage- 
 earners ; ( I ) by the literary nature of the book selec- 
 tion, which may lead to dilettantism rather than to 
 discrimination; (2) by undue consideration of the 
 needs of school children; and (3) by leaving almost 
 entirely to young women the practical direction of 
 young people's reading. It is safe to say that most 
 children's librarians do not regard themselves as 
 teachers in a continuation school, nor are they fitted 
 by training or temperament to be such.^ 
 
 So rapid has been the growth of children's work 
 in libraries, that the standards of qualifications and 
 the compensation for the services of the children's 
 librarian are not properly measured or adequately ad- 
 justed. In almost any other profession conpensation 
 is fixed with reference to training and experience. 
 Standards are being rapidly developed in the profes- 
 sion of high school librarianship, which will raise the 
 position of high school librarian to that of a high 
 school teacher, but in many cases the librarian of the 
 children's room is rated solely upon personal grounds; 
 Personality may include charm of manner, cultivated 
 speech, refined bearing, a sense of humor, and last but 
 
 ' See Wilkinson, Librarian as a teacher. Journal of Education, 
 66: 121-2 (1907). 
 
CHILDREN S LIBRARIAN AND HER TRAINING 257 
 
 not least an ability to dress tastefully. Such may be 
 also the qualifications demanded of the high school 
 librarian, but in addition to her training. 
 
 Those who do library work with children and ad- 
 minister children's rooms may be divided into several 
 classes, according to training and equipment, which 
 may consist of: (i) a high school education, and a 
 one-year apprentice course in a library — this is prob- 
 ably the minimum requirement, although it is not un- 
 usual to find a library page doing children's work; 
 (2) a high school education or its equivalent, and the 
 one or the two year course at the training school for 
 children's librarians; (3) a high school education, 
 general library school course and library experience 
 which may include some informal training; (4) high 
 school education, general library school course, and 
 the second year course at the training school for chil- 
 dren's librarians; (5) high school education, general 
 library school course, library experience and the sec- 
 ond year course at the children's librarians' training 
 school; (6) a four-year college course, and the course 
 at the training school; (7) four-year college course, 
 a general library school course, and the training- 
 school course ;' (8) four-year college course, a general 
 library school course, library experience, and the 
 course at the training school, which is the equipment 
 of the minority. No matter what their previous train- 
 ing or experience, the members of the school are on 
 equal footing. Any one who completes satisfactorily 
 
 • According to the catalogue of the Carnegie training school for 
 1912-3, only SIX graduates had this preparation. Thirty-five per cent 
 had college degrees, and twenty per cent some college training. 
 
 18 
 
258 THE children's LIBRARY 
 
 the first year course may take the second year course. 
 Since this school cannot supply the demand for chil- 
 drens' librarians, having graduated less than two hun- 
 dred young women since its opening in 1901, the 
 majority of those in charge of children's reading in 
 public libraries have still less educational preparation 
 than the school requires or supplies. 
 
 It is obvious that those who are to administer 
 an important department of education should know 
 something about educational methods and principles. 
 Inasmuch as the practical work of the children's li- 
 brary and the books and methods to be used in such 
 work, are matters determined largely by the super- 
 visor of children's work or the children's librarian, it 
 is even more essential that the children's librarian 
 know something of education, than that the teacher 
 should, for the teacher does not determine the meth- 
 ods of the school. When librarians compare the 
 equipment of teachers and librarians, they seem to 
 overlook the fact that the children's librarian and the 
 supervisor of children's work often hold a position in 
 the library equivalent to the position of a school prin- 
 cipal or supervisor, who in most cities has had a train- 
 ing and experience with children which is far superior 
 to that of any children's librarian. If this fact is 
 borne in mind, it will be seen that the qualifications 
 required of the children's librarian fall far short of 
 those required of other workers in the educational 
 field. 
 
 The children's librarian's position requires that she 
 should know something not only of elementary-school 
 
CHILDREN S LIBRARIAN AND HER TRAINING 2S9 
 
 and high-school methods and aims, but much more of 
 the education of children out of school. Practically 
 no training is given or required along these lines in 
 any library school. It is putting it mildly to say "that 
 the other shortcomings in library training seems to 
 me the failure to give the student knowledge of the 
 social and educational forces with which the library 
 is allied and with which it must cooperate. Young 
 librarians usually know very little of the state's rela- 
 tion to education, courses of study, and of the differ- 
 ent grades of high schools and normal schools. The 
 plans for cooperation between library and school fail 
 to meet with cordial response from the superintendent 
 because the librarian shows an utter lack of knowl- 
 edge of the methods and aims of the school. It seems 
 to me that there should be training in sociology and 
 in the history of education and the work of the public 
 schools."" It goes without saying that a course of lec- 
 tures on library work with schools is in no way equiv- 
 alent to intensive study of educational psychology, edu- 
 cational theory and practice, vocational education, and 
 the pedagogy of reading. Even a course of reading 
 in the proceedings of the National education associa- 
 tion, which would reveal much to librarians of the 
 aims and ideals of the educational world is not usually 
 recommended to the prospective children's librarian, 
 although the knowledge she would get from such 
 reading would seem to be the least that could be re- 
 quired of an educational worker. If the readings 
 were narrowed down to those dealing only with books, 
 
 'Marvin, Communication, in Public Libraries, ii, 267 (1906). 
 
26o THE children's LIBRARY 
 
 literature, and the teaching of reading, the course 
 would assume bulky proportions. 
 
 Far-sighted members of the profession have seen 
 that library training generally is in the process of evo- 
 lution and at about the same stage that medicine and 
 law occupied twenty or thirty years ago.' In the 
 library profession there are no state examining boards 
 for librarians which could establish certain minimum 
 standards by examination and certification. Many 
 librarians are opposed to any general standardization 
 of qualifications for children's librarians to be main- 
 tained by examinations, such as is being established 
 for the position of high-school librarian. The chil- 
 dren's librarian begins her professional career with no 
 educational or pedagogical training, and her work 
 and the attitude of her superiors usually does not lead 
 her to read educational periodicals or to become 
 familiar with educational principles even when she is 
 trying to cooperate with the schools. 
 
 Not only are these conditions obviously fatal to 
 effective cooperation with schools, they work manifest 
 injustice to the librarian who is well grounded in edu- 
 cational principles. If such equipment receives no 
 special recognition, there is little incentive for a well 
 educated woman to enter the profession of children's 
 librarian, except perhaps as school librarian. She may 
 be at no better advantage in the public library than a 
 slip of a girl with engaging manners and a literary 
 taste. 
 
 'See Bostwick, American public library, 330-41; Robertson, Should 
 the education department issue a librarian's certificate? Public Libraries, 
 9: 209-12 (1904). 
 
children's librarian and her training 261 
 
 A second factor which is unfavorable to one who 
 has invested in a good education is the training class 
 or apprentice class within the library, from which chil- 
 dren's librarians are often recruited. Instruction in 
 such classes is given by heads of departments in the 
 library. The curriculum is similar to that of a library 
 school. In a final analysis the library training class is 
 only a systemized and organized apprentice system. 
 
 Apprenticeship is a characteristic phase in the his- 
 tory of vocational and professional education. Mod- 
 ern industry has crowded it out of the trades, and 
 higher standards, out of the professions. So the ap- 
 prentice system puts the library profession economi- 
 cally and educationally at least twenty-five or thirty 
 years behind the times. It does this in several ways. 
 The members of such a class are frequently those who 
 cannot or do not wish to go to a library school. As 
 a graduate of a training school, an apprentice can 
 hope to receive about the same wages as a clerk in 
 a department store. She is willing to work for little, 
 for she wishes to stay at home, and the library affords 
 a genteel way to earn pin money. These facts do not 
 speak well for the personnel. 
 
 If, on the other hand, the student happens to be 
 ambitious and really competent, the system works in- 
 justice to her as well as to the library. In some libra- 
 ries the apprentice, in addition to her work in the 
 class, serves without pay as part of her training, and 
 she may contribute considerable time as a substitute. 
 If the library gets more out of such students than it 
 gives in the way of genuine preparation for a career, 
 
262 
 
 THE CHILDREN S LIBRARY 
 
 the system needs careful scrutiny. Student appren- 
 tices should know all the facts as to their present and 
 future status. Sometimes, it is true, a specially quali- 
 fied graduate of an apprentice class may be given 
 opportunities for advancement ; but her progress will 
 be uncertain and slow, and dependent very largely 
 upon the attitude of the administrative head of the 
 library toward professional equipment. The appren- 
 tice is likely to find that, with all her demonstrated 
 qualifications for a higher position, she will not appeal 
 to the appointing authority in comparison with the 
 graduate of a library school, who may possess train- 
 ing but no experience. Nor can she feel safe after 
 she has made good in a higher position, for in the 
 event of a change of administration, she may again 
 be forced to demonstrate her fitness and much more 
 thoroughly than the library school graduate under the 
 same circumstances. Should young women be at- 
 tracted into what often proves to be a professional 
 cul-de-sac, when they might have a wider choice as 
 graduates of a library school? That there are will- 
 ing recruits is nothing in favor of the system. That 
 has been the plea of the employers of child labor. 
 "Home girls" are partly responsible for the low wages 
 of women in industry. The library should not en- 
 courage and perpetuate such a condition. 
 
 Not only are the possible consequences to individ- 
 uals serious, but the effect upon the library is little 
 short of disastrous. If there is a constant stream of 
 young women willing to be underpaid and encouraged 
 in this ambition, what of the effect on the graduate 
 
children's librarian and her training 263 
 
 of a professional library school who is capitalized to 
 the extent of her training? Her earning power 
 should have been increased according to the time and 
 money spent on her education. Any profession has 
 some mechanical tasks not calling for any high de- 
 gree of skill or ability. The girl who helps a busy 
 dentist may gain considerable familiarity with his pro- 
 fession, and some agility in the mechanical operations 
 demanded of her. She can never become a dentist, 
 however, without professional training, and she is not 
 in any way a competitor of dentists. Every graduate 
 of a training school, on the other hand, becomes a 
 "librarian," and as such a competitor of the trained 
 woman. If she has "personality" she can often go as 
 far, as a children's librarian, as the librarian with 
 four years of college training, special pedagogical 
 preparation, and a certificate from a library school. 
 
 Examinations are arranged as a test for admission 
 to the higher grades in some libraries, but the highly 
 trained and thoroughly equipped worker is examined 
 in common with the graduate of the training school. 
 Otherwise the library repudiates its own apprentice 
 class. 
 
 Not only does the apprentice's willingness to ac- 
 cept low wages reduce salaries, but she is likely to 
 reduce the library's efficiency by a lack of professional 
 spirit. Three apprentice clerks in a library may con- 
 tribute the energy, enthusiasm, and ability of one 
 scientifically and technically trained individual. There 
 are quite as many stories outside the library of absurd 
 answers to questions on the part of library assistants 
 
264 THE children's LIBRARY 
 
 as there are within the library about the foolish ques- 
 tions of the public. 
 
 It is apparent, therefore, that only the most ambi- 
 tious and earnest young women will take the time 
 needed for training in educational principles and 
 methods; for except in the case of school librarians, 
 no special emphasis is laid upon such training as a 
 preparation for children's librarianship. It is not only 
 that the standards for children's librarians are low — 
 although they are low, if such librarianship be con- 
 sidered an educational function — ^but that the stand- 
 ards differ so widely among different libraries. Lead- 
 ers in children's work themselves do not agree as to 
 the qualifications. Because of this and the additional 
 fact that the supply of trained children's librarians 
 is inadequate to the demand, several large libraries 
 have established special training classes for children's 
 librarians, admitting to these classes only those who 
 have had library experience and training. 
 
 The Cleveland public library has a system of ap- 
 prenticeship for children's librarians, which is some- 
 what like that of the young interne before he becomes 
 a doctor. For two years the young women who took 
 the course were required to have a college degree. 
 Some of them had had some library experience and 
 training as well as teaching experience. The average 
 number of students in the class now is eleven, of 
 whom eight have had one year's training in a library 
 school, and the average number of years of library 
 experience per pupil is two and a third years. These 
 students do practice work of thirty-five hours a week. 
 
children's librarian and her training 265 
 
 for which they are paid. Several mornings a week 
 are given to lectures and recitations, which include 
 sixty-four on children's literature; twelve on child- 
 study; twelve on social conditions; four on adminis- 
 tration; four on departmental organization; three on 
 branch loan methods; two on cooperation with 
 schools ; ten on library extension methods ; two on 
 instruction in the use of books; two on reports; and 
 one on catalogues for children. During 1914 eight 
 lectures on educational psychology were given by a 
 normal school teacher. By this means there has been 
 not only standardization of the children's librarian's 
 equipment, but unification of the children's work 
 within this particular library, with no injustice to 
 either student or library. 
 
 In most library schools the technical requirements 
 of library work seem to be over-emphasized. The fil- 
 ing systems of a library can be readily mastered and 
 are scarcely worth the attention they receive unless the 
 librarian's profession is considered that of a clerk in- 
 stead of an educational function. 
 
 Library work with children has many features 
 which should make it congenial and attractive to those 
 who are interested alike in books and young people. 
 It should appeal to the educated and cultivated young 
 woman. It can do so only when it is financially re- 
 munerative and when it leads to a position as dignified 
 as that of the high school teacher. 
 
 The work of the children's room should be scien- 
 tifically conceived and conducted. This means depth 
 as well as breadth in training, and the maintenance of 
 
266 
 
 THE CHILDREN S LIBRARY 
 
 an educational point of view. Since librarians have 
 not as yet recognized themselves as teachers in a 
 great continuation school, some of them still have 
 "that acute consciousness of a mission; that accentu- 
 ated and complacent responsibility for the welfare and 
 improvement of society ; that strained and over-serious 
 attitude toward their own work and methods, an atti- 
 tude which seems to regard the contemplation of their 
 calling as a sacred rite or ceremonial.'" Education 
 should be considered as a unit, but how can it be so 
 considered by those who know nothing of it? It is 
 evident that "the immense and rapid increase of libra- 
 ries . . . calls for a well considered and far-sighted 
 scheme of training beyond anything now offered.'" 
 
 Although general library schools offer lectures on 
 children's library work, there is only one school in 
 this country for the special training of children's 
 librarians. College graduates are admitted to this 
 school without examination, and students with certifi- 
 cates of the first-year course are admitted to the 
 second-year course upon recommendations. Others 
 take examinations in literature, general information, 
 and general history, which admits them to the first- 
 year course, and to the second-year course if the first 
 is completed satisfactorily. Three courses are given — 
 each of one year. The first is a course in library 
 economy as applied to work with children. Certifi- 
 cates are given upon a satisfactory completion of this 
 course. The second-year course consists of paid prac- 
 
 ^ Wyer, Outside the walls. Library Journal. 36:172 (1911). 
 ^ Plummer, Training for library serivce, in Munro's Cyclopedia of 
 education, IV, 24-6. 
 
children's librarian and her training 267 
 
 tice work and lectures. A special course, which is 
 open to students of accredited library schools, com- 
 bines the salient features of both regular courses. 
 
 The technical subjects for the first-year course are 
 the same as in any library school; that is, classifica- 
 tion, book-numbering, order and accession work, cat- 
 aloguing, shelf-listing, and lending systems. In addi- 
 tion there are lectures on administration of children's 
 rooms, with special reference to the relation of the 
 room to the adult library ; book selection for children, 
 with a course of selected reading; elements of parlia- 
 mentary law, for use in directing clubs ; methods of 
 conducting home libraries and reading clubs; illus- 
 trated book lists and picture work; forty-two lectures 
 on story-telling, eleven on work with schools includ- 
 ing the history of education, and additional lectures on 
 special educational subjects, and one lecture on books 
 for older boys and girls. During the second year 
 some of these courses are amplified, and a thesis is 
 required; there are four further lectures on the rela- 
 tion between libraries and schools, and three on read- 
 ing lists. No attempt is made to give students any 
 psychological, pedagogical, or sociological training. 
 By means of the entrance examination, students not 
 sufficiently familiar with psychological, pedagogical, 
 or sociological principles may be refused admittance. 
 The catalogue does not indicate how much of such 
 training is considered sufficient. The fact that those 
 who are not college women can satisfactorily complete 
 the course outlined above, emphasizes the inequalities 
 of a system which gives the college woman no advan- 
 
268 THE children's library 
 
 tage. It does not show — as has been claimed — that 
 the non-college student is really as desirable as the 
 college trained woman, because she can apparently do 
 the same work in the same way. If a woman with 
 little previous training along educational lines is as 
 satisfactory a. graduate of the school as a person 
 trained in the science of education, then library work 
 with children offers no special inducement to the lat- 
 ter. The high-school library makes much the same 
 personal demands upon its librarian as does a chil- 
 dren's room — that she should have "tact, agreeable 
 presence, interest in young people and in the work for 
 its own sake,'" and both educational authorities and 
 school librarians agree that the high-school librarian 
 must have training equivalent to that of the high- 
 school teacher. The librarian will not care to admit 
 that the work with children in the public library calls 
 for less. 
 
 In the training school for children's libraries, edu- 
 cational principles are considered only in the lectures 
 on the relations between libraries and schools, which 
 deal with methods and forms used in the school work 
 of libraries, "the relation of work with schools to 
 various library agencies, and its value as an active 
 factor in the field of educational activity." There are 
 twenty or more special lectures on about the same 
 number of subjects, which include the work of library 
 commissions and of large libraries, of playgrounds, 
 literature for children, story telling, and library archi- 
 tecture. Children's librarians are in demand especially 
 
 •Ward, The high-school library, 21 (1915). 
 
children's librarian and her training 269 
 
 for work among younger children. Therefore, library 
 schools are forced to ignore almost entirely any work 
 with older children, and are unable to recognize the 
 library as a means of vocational training and a con- 
 tinuation school, because the library as continuation 
 school is practically non-existent. Instead of shaping 
 the work of children's libraries, the schools and their 
 courses are shaped by them. The usual methods are 
 rationalized and made the subject of systematic study. 
 From an educational point of view, such courses as 
 outlined above seem hardly adequate as training for 
 an educational function. They are conducted entirely 
 from the library standpoint with little apparent con- 
 ception of educational unity. The fact that only one 
 lecture is given on book selection for the intermediate 
 department is evidence of the small place of older chil- 
 dren in the children's library. There are, of course, 
 many explanations for these conditions. Children's 
 library work is just emerging from its infancy, and a 
 pioneer school is likely to meet demands and not to 
 initiate policies. 
 
 The present methods of training children's librari- 
 ans in apprentice classes, general library schools, and 
 special schools are largely the results of expediency 
 and experimentation, and an unprecedented demand 
 for workers in a field where principles and standards 
 are not yet established. The growing interest in school 
 libraries, especially high school libraries, will prob- 
 ably mean higher standards of qualifications for chil- 
 dren's librarians generally. In the high school, if the 
 librarian is to rank with the high school teachers, who 
 
270 THE CHILDREN S LIBRARY 
 
 are nearly always college graduates, she will have to 
 be better educated and more thoroughly trained than 
 is the average librarian. The standards for school 
 librarians, being higher than for the ordinary children's 
 librarian, will undoubtedly have an effect on the cur- 
 ricula of library schools and the preparation required 
 of the student who would take charge of children's 
 libraries. In the school libraries administered by 
 school boards, a training in educational methods equiv- 
 alent to that of a teacher will be required of the libra- 
 rian. The elementary-school committee of the Na- 
 tional education association recommends that those 
 who have charge of library work with schools should 
 have training to equal "that of the school supervising 
 staflf and [to] include teaching experience, library 
 school training, and at least two years' experience in 
 general library work including work in a children's 
 room."" Since the childrens' librarian is generally in 
 charge of work with schools except in the largest 
 cities, this recommendation indicates the particulars in 
 which her qualifications must be raised. 
 
 It now seems an auspicious time, as the interest in 
 school libraries is increasing, to broaden the require- 
 ments for the profession of children's librarian along 
 educational lines, and with the assistance of educa- 
 tional authorities to devise a plan of constructive 
 training which will recognize public education as a 
 unit. 
 
 Actual needs of older boys and girls as well as the 
 needs of younger children now merit the attention of 
 
 w Proceedings, 1915:1073. 
 
children's librarian and her training 271 
 
 educators. If school and library were administered by 
 a joint board, would not the educational authorities 
 take more interest in the position of the children's li- 
 brarian, both in and out of the school? The excuse 
 of the librarian who acknowledges that the apprentice 
 system is a mistake, and that standards are low, is that 
 the library has not money enough to pay for better 
 trained and better educated assistants. With the li- 
 brary system as part of the educational plant, this 
 difficulty might be overcome. The librarian-teacher 
 would assume her rightful place as an important mem- 
 ber of the teaching staff, and would herself have the 
 benefit of contact with the ideals and aims of the edu- 
 cational world, which include and transcend those of 
 the library world. 
 
CHAPTER TEN 
 AIDS TO LIBRARY WORK WITH CHILDREN 
 
 The oral story was the earliest means of perpetu- 
 ating traditions, handing down history, and teaching 
 ethics. If in the child are repeated the stages of de- 
 velopment through which the race has passed, story 
 telling is well adapted to early childhood. It is used 
 in the schools to teach ethics and to develop the child's 
 imagination and taste. In the library it has been a 
 means of attracting children and also of cultivating 
 their taste for certain desirable literature. The story 
 hour is said to advertise the childrens' room and to 
 promote correct conduct therein. 
 
 To produce the ethical and artistic effect claimed 
 for it, the story must be told by one who is well 
 grounded in psychological and pedagogical principles. 
 Many librarians believe that they can judge a capable 
 story teller, but their tests are too often concerned 
 with personality rather than method. If the story is 
 to be well told, preparation and study are necessary. 
 The originals of the older epics and folk stories should 
 be examined in the form of an authoritative transla- 
 tion. In the case of the Odyssey, the Iliad, and the 
 other epics, the story teller will necessarily adapt from 
 the translation. It is a question whether the adapta- 
 tion she makes in telling the story is as good as the 
 
 19 
 
274 THE CHILDREN'S LIBRARY 
 
 one from which she selects. Reading aloud might 
 serve a better purpose, or it might be wiser to wait 
 until the child has reached an age at which he may 
 read for himself. 
 
 Whether the time that is usually spent in prepara- 
 tion is justified by the results of the story hour, has 
 not been demonstrated to the satisfaction of all libra- 
 rians. The children who hear the stories often read 
 the books they hear about, but at the most only a few 
 children are reached. The same children are likely to 
 come to the story hour again and again, with a scat- 
 tered few who have never come before. Even if the 
 librarian were careful to take all the children in the 
 library register in succession in making up a story hour 
 group, she could hardly arrange to have each child 
 hear stories oftener than twice a year. Thus it is 
 impossible to reach in an impartial or systematic way 
 the entire juvenile public which the library is sup- 
 posed to serve. 
 
 If story telling develops a better literary taste 
 among children, it might be justified if it brought the 
 influence to bear on all alike. But the cultivation of 
 such taste in an individual undergoes constant inter- 
 ruption. Many librarians question whether it is the 
 function of the library to teach children to discrim- 
 inate between the books on its shelves, or to make a 
 special effort to introduce them to books which it may 
 be thought desirable for them to know. It is the duty 
 of the library to furnish books to the public; so long 
 as the books approach a reasonably high standard, is 
 it the library's concern what the public may read? 
 
WORK WITH CHILDREN 275 
 
 So long as the books on the shelves of the children's 
 room are wholesome, the library assumes a teaching 
 function, whenever it attempts to guide children to 
 certain books in preference to others ; and these eflforts 
 can hardly fail to be sporadic and uncertain. 
 
 The oral story is most effective when told to 
 younger children who have already listened to it in 
 school, where it may be told by the teacher and acted 
 by the children every day and at the most effective 
 time in the child's education. If the librarian has mas- 
 tered the art of story telling she might be asked to 
 tell stories in the schools where all the children in 
 time could be reached. When the library assumes any 
 part of the school's duties, the significance of such a 
 step should be clearly recognized. Story-telling is 
 unmistakably a teaching method. 
 
 In directing the attention of younger readers to 
 a class of books otherwise neglected, the library story 
 hour may be of real service, (i) if the books are 
 worth the trouble, (2) if they are not already being 
 read by the children, (3) if they should not be read 
 at a later age, or (4) if the groups chosen for the 
 story hour have been selected because they especially 
 need the introduction to certain books. 
 
 As a method of advertising a new room or of in- 
 creasing the use of one already established, the story 
 hour gives the desired results. By means of coopera- 
 tion with the school before the room is opened and by 
 means of constant contact with the teachers, the bene- 
 fits of the children's department in the library may 
 then be equitably distributed among the children in 
 
276 THE children's library 
 
 a way that is not true of the story hour. If the chil- 
 dren's room does not attract or hold the children, 
 there is something the matter with either the books 
 on the shelves, the methods of administration, or the 
 persons in charge; and a story hour may be only a 
 poor substitute for efficient and patient work. 
 
 The same might be said of attempts to use the 
 story hour in an effort to further discipline. Whether 
 the disciplinary effect is due to the ethical influence of 
 the stories or to the fact that only well behaved chil- 
 dren may hear them, does not appear. If children are 
 habitually mischievous in a library, they are there for 
 some other purpose than reading. The books and 
 periodicals may be poorly selected ; or the assistants 
 may show poor judgment in their methods of ap- 
 proach. There should be no hesitation in excluding 
 those children who exhibit no interest in reading, but 
 who come to get warm or to amuse themselves by 
 teasing the other children. A library is neither a re- 
 formatory nor a lounging room. 
 
 In a large system, it is claimed, story telling adds 
 cohesiveness to the children's work in the branches. 
 The meaning of this statement is not clear, but some- 
 thing is wrong with an organization which requires 
 such a method to unify the workers. When it is to 
 be a factor in the education of library assistants, story 
 telling should come as a part of their preliminary 
 training and not at the expense of the library or the 
 children who hear the practice work. 
 
 Considerations of economy and efficiency require 
 that if it is the librarian's duty to teach children by 
 
Work with children 277 
 
 means of stories, she should teach them systematically 
 and impartially. It is a question, however, whether 
 the public library has not enough to do in the way of 
 reaching the public. The story hour too often has 
 been conducted because it happens to be the fashion, 
 but the library which is working intensively instead of 
 extensively very often has little time for it. 
 
 To any one who has told stories to children or 
 heard them told, these statements may seem far from 
 convincing. Story telling has its psychological effect 
 upon the story teller as well as upon the children. 
 The almost magical responsiveness, the "beautiful 
 seriousness," the sighs of satisfaction on the part of 
 the audience give the thrill felt in a larger degree by 
 the successful musician, actor, or orator. Anything 
 which has such an immediate and beautiful response 
 as a good story well told seems to need no other jus- 
 tification. This result of the story may be as transi- 
 tory as a summer cloud, since moral and ethical les- 
 sons for children must come through action. It is 
 dangerous to stir up emotions which do not result in 
 immediate action; and to encourage children to in- 
 dulge in such emotions may well be a mild kind of 
 sentimental dissipation for both the children and the 
 story teller. We need to be cautious about the way 
 we cultivate emotions in children lest they be evanes- 
 cent and insincere. That aesthetic appreciation and 
 virtue, especially civic virtue, have no necessary rela- 
 tion was asserted by Schiller, who said, "In every 
 epoch in history when the arts flourished and taste 
 reigned supreme, mankind was sunk in depravity, and 
 
278 THE children's LIBRARY 
 
 it is not possible to find a single example of aesthetic 
 culture, at once widespread and advanced, among a 
 people possessed of political freedom and civic virtue, 
 of fine manners accompanied by genuine morality, or 
 of behavior at once both refined and sincere." When 
 libraries try to improve taste, they may not only be 
 outside their sphere, but engaged in a dubious under- 
 taking. 
 
 The story hour should be conducted only by ex- 
 perts who are in a position to watch its results. It 
 is hardly justifiable to play upon the sensibilities of 
 children unless we are quite sure of the aims and re- 
 sults of such a delicate pastime. The fact that children 
 will read certain books that they hear about does not 
 of itself prove that the story hour is worth while. 
 
 For older boys and girls the club and the circle 
 for reading aloud are considered successful by many 
 librarians. Miss Caroline M. Hewins of Hartford 
 organized reading clubs for older children during the 
 summer vacations. Her "What You Can Get out of a 
 Henty Book" is in its way a library classic. Miss 
 Hewins helped boys to become interested in history 
 by the ingenious use of Henty books ; arranging a list 
 of good histories to be read in connection with the 
 stories. 
 
 In the Cleveland public library, the self governing 
 clubs for debates and for the reading of popular 
 science and travel have been successful. There is a 
 supervisor of reading clubs. The leaders are men and 
 women "to whom this form of social service makes 
 an especial appeal," and who can either contribute a 
 
WORK WITH CHILDREN 2/9 
 
 knowledge of some special subject of interest to boys 
 or girls, or share with them some experiences such as 
 foreign travel. 
 
 Twenty or more clubs in the Cincinnati public 
 library are conducted by neighborhood men and 
 women in the library building and with relation to 
 books as aids. Club work is successful among young 
 women and girls in a factory in Dayton. The average 
 school attendance of these workers had ended with the 
 sixth grade ; and the management was glad to en- 
 courage a regular course of study and to print the 
 club year book. 
 
 To facilitate the transference of older children to 
 the adult department the supervisor of clubs in the 
 New York public library has organized clubs for boys 
 and girls between the ages of eleven and sixteen. A 
 Cranford club at one branch read Pride and Preju- 
 dice, Old Curiosity Shop, David Copperfield, and 
 Twelfth Night. For the most part the literary side 
 of the library's resources is emphasized in the New 
 York clubs. 
 
 Reading clubs are organized in England among 
 those boys and girls who are nearing the end of their 
 school course, and among those who have left school. 
 There are over 500 reading clubs of the national home 
 reading union in the London schools. This organiza- 
 tion also publishes a periodical. 
 
 As in the case of the story hour, only a small pro- 
 portion of the children can be reached by the clubs 
 that the library conducts, whereas a larger number of 
 the young people both in and out of school might be 
 
28o THP children's library 
 
 using the library, if its activities were concentrated 
 along the line of its special functions. Those clubs 
 which the library organizes and accommodates with a 
 room in which to meet, are a different matter from 
 the clubs which are conducted by librarians or super- 
 visors. The cost in time measured by the salary of 
 the librarian and the supervisor should be computed, 
 so that libraries may know how much per club mem- 
 ber it costs to conduct this work, which is after all 
 that of the social settlement. True enough, the best 
 results cannot be measured, as the defenders of story 
 hour and clubs often say, but some of the results are 
 measurable and can be ascertained. 
 
 When clubs are necessary to attract children, it is 
 usually because there is no place in the library where 
 the older boys and girls feel at home, or can find 
 satisfaction for other than their literary needs. In 
 such cases the club may be a substitute for quiet work 
 along routine lines. Many librarians believe that so 
 long as most libraries are unable to buy all the serious 
 books which the working community needs, they can 
 scarcely afford to conduct extension work which 
 reaches only the brightest and most ambitious chil- 
 dren; work which is rather the business of social 
 agencies and the school. 
 
 For some time bulletin-making was considered an 
 important part of the work of a children's room. A 
 bulletin as known to librarians usually consists of one 
 or more pictures on a given subject pasted on a sheet 
 of card-board. Accompanying the illustration is a se- 
 lected list of books, and perhaps appropriate verses 
 
WORK WITH CHILDREN 281 
 
 or quotations lettered by hand. Holiday bulletins may 
 have only a verse or a picture. The purpose of the 
 bulletin is to attract the attention of the children to 
 certain desirable books. The pictures and the illumin- 
 ated letters are also supposed to add to the artistic 
 atmosphere of the room, and to contribute to the 
 aesthetic education of the children. 
 
 The advocates of bulletins insist that they must 
 be carefully planned, and executed in a finished man- 
 ner. Above all each bulletin must have unity of 
 thought. Like the story hour, bulletins have been the 
 fashion. If a successful bulletin must take some time 
 in the making, would not the time of the maker com- 
 puted in money buy a really artistic picture? For it 
 must be admitted that the majority of bulletins appear 
 amateurish and fussy rather than artistic. Library 
 assistants are not always characterized by superior 
 artistic ability. 
 
 Lincoln's birthday and other holiday bulletins have 
 been made at libraries in which the material on Lin- 
 coln and the particular holiday is not equal to the de- 
 mand. A good picture or bust of a notable person 
 would be a more dignified memorial. Some of the 
 bulletins exhibited in children's rooms have been both 
 artistic and pleasing to adults. As to their effects 
 artists are not agreed that beautiful pictures have 
 much if any effect upon young children. Certain pic- 
 tures are supposed to produce a certain atmosphere 
 in the children's room. Probably most of the results 
 are upon adults. "In fact, unpopular though it may 
 be to project such a theory, one fancies that the real 
 
282 THE children's LIBRARY 
 
 educational power of the picture book is upon the 
 elders. . . . Whether a child brought up wholly on 
 the aesthetic toy book would realize the greatness of 
 Rembrandt's etchings or other masterpieces of real- 
 istic art more easily than one who had only known the 
 current pictures of cheap magazines is not a question 
 to be settled ofif hand.'" These remarks coming as 
 they do from an artist are significant and equally ap- 
 plicable to pictures outside of books. We lack exact 
 knowledge as to the influence of pictures upon chil- 
 dren, and so we give them what we like ourselves. 
 Teachers and librarians might well study the elements 
 of the comic supplement which show at least an under- 
 standing of children's interests. The immaculate art 
 of the children's room is not yet a successful rival of 
 the "funny sheet.'' 
 
 Pictures may be collected, however, for mounting 
 and circulating to the schools. Several pictures on 
 one board illustrating an historical subject will be 
 welcomed by teachers.'' 
 
 Another method of calling the attention of chil- 
 dren to certain books is by means of a book mark, 
 which may carry a lesson in respect for the book. One 
 of the best of these is the Maxson book-mark, which 
 has on one side a list of books and on the other this 
 little parable: 
 
 Once upon a time a Library Book was overheard talking 
 to a little boy who had just borrowed it, and this is what 
 it said : "Please don't handle me with dirty hands. I should 
 feel ashamed to be seen when the next little boy borrowed 
 me. 
 
 * White, Children's books and their illustrators, 5, 63 (1897). 
 ^ See Chapter Six. 
 
WORK WITH CHILDREN 283 
 
 "Or leave me out in the rain. Books can catch cold as well 
 as children. 
 
 "Or make marks on me with your pen or pencil. It would 
 spoil my looks. 
 
 "Or lean on me with your elbows when you are reading 
 me. It hurts. 
 
 "Or open me and lay me face down on the table. You 
 wouldn't like to be treated so. 
 
 "Or put between my leaves a pencil or anything thicker 
 than a single sheet of thin paper. It would strain my back. 
 
 "Whenever you are through reading me, if you are afraid 
 of losing your place, don't turn down the corner of one of 
 my leaves, but have a neat little Book Mark to put in where 
 you stop and then close me and lay me down on my side so 
 that I may have a good rest. 
 
 "Remember, that I want to visit a great many other boys 
 and girls after you are through with me. 
 
 "Besides, I may meet you again some day, and you would 
 be sorry to see me looking old and torn and soiled. Help to 
 keep me fresh and clean, and I will help you to be happy."' 
 
 The Christmas book exhibit, which is a feature of 
 work with children, enables the library to serve as an 
 advisory agent. Usually the local book-dealer will be 
 willing to cooperate with the library in getting up such 
 an exhibit. In fairness he should be given every 
 opportunity to do so. The books may be borrowed 
 from the publisher or the dealer, or bought outright 
 for the future use of the library. Good and beautiful 
 editions should be included, but there should be also 
 some of the good literature for children now pub- 
 lished in substantial cheap form. In one case cited 
 by Miss Mary W. Plummer,* the library and the local 
 dealer issued a catalogue in conjunction, and the 
 dealer distributed copies and referred to the library 
 
 » Written by the Rev. H. D. Maxson, Menominee (Wis.). 
 
284 THE children's LIBRARY 
 
 for a view of the books. One of the largest book 
 stores in New York advertises that it has available 
 copies of the lists of children's books prepared by the 
 New York, Cleveland, Pittsburgh, and Brooklyn 
 public libraries. 
 
 The publisher has an interest in the sale of good 
 editions rather than the cheaper form of gift books, 
 and consequently in measures which tend to make chil- 
 dren lovers and so buyers of books when they become 
 adults. Handled in a broad and comprehensive way, 
 the Christmas book exhibit should affect the sale of 
 books in the shops, now dominated by the cheap and 
 gaudy children's books especially designed to tempt 
 the bachelor uncle and the careless parent. Such an 
 exhibit might well become a permanent feature of the 
 children's room. By adding to it the worthy books 
 as they appear, and cooperating with the local dealer 
 so that he will keep on hand the books shown in the 
 exhibit, the librarian might exert practical influence 
 against the floods of cheap literature. 
 
 The exhibit might serve also as an inducement to 
 children to own their books. A collection of children's 
 books from the various series of those publications 
 which are attractive in form and cheap in price, would 
 do something to encourage children to buy their favor- 
 ites ; something they are not inclined to do in this day 
 of free libraries and free text books. 
 
 In spending the time necessary to carry out all 
 these methods of attracting children, the children's 
 librarian is likely to neglect the simplest and most 
 
 ♦Library Journal. 35:4-9 (1911). 
 
WORK WITH CHILDREN 285' 
 
 effective method of all ; and that is to know books by 
 reading rather than by studying lists. In the pro- 
 nounced reaction against the older type of librarian, 
 who browsed, we have the brisk modern librarian who 
 is too busy perfecting her means of approach to the 
 public to look inside the books. Although assistants 
 m a library are often discouraged from looking into a 
 book in library hours, it is as necessary for them to 
 know the stock which they handle as it is for the sales- 
 man to know his stock. Too many librarians seem 
 to be so fascinated by the ingenious system they have 
 created, that they count agility in keeping up with the 
 system of more importance than familiarity with 
 books. We need a revival of the type of old-fashioned 
 librarian who read and knew books. With an eight- 
 hour day, the children's librarian has little time out- 
 side the library in which to keep in touch with educa- 
 tional matters and to become acquainted with chil- 
 dren's books. Although this is her main business, she 
 is often made to feel that technique is the chief end 
 of library work. If all her education and ambition 
 ends in this shufifling of cards, she may well ask 
 "Why?" An hour a day spent in reading in the 
 library should be the least required of the children's 
 librarian. This time might be divided between books 
 for children and books about children and education. 
 The public is much more likely to feel timid about 
 interrupting a person who is manipulating cards in a 
 mysterious manner than if he were reading a book. 
 Absorbed reading is not for the library, but glancing 
 through any book unfamiliar to the assistant is to the 
 
286 
 
 THE CHILDREN S LIBRARY 
 
 interest of the public. More good can be accom- 
 plished by the librarian who becomes familiar with 
 the books on the shelves and with new books as they 
 come in, than by the one who spends the same amount 
 of time making bulletins or telling stories. Children 
 and adults always go back to the library assistant who 
 knows enough about books to give helpful advice. 
 
 One thing the inquiring public does require of 
 everybody in a library, and that is that they know 
 color, shape, size, and relative value of every book. 
 Until the librarian shows more familiarity with her 
 stock, other methods of interesting children or adults 
 might well be curtailed. The street car conductor who 
 doesn't know the names of the streets along his route ; 
 the saleswoman who is ignorant of the relative value 
 from the customer's point of view, of what she is try- 
 ing to sell; the dealer in horses who has never mas- 
 tered the good points of the animals; the pharmacist 
 unfamiliar with the drugs and their effects, are com- 
 parable to the librarian who is unacquainted with the 
 contents of the books she handles. Clubs, story hours, 
 and bulletins cannot make up for such a deficiency. 
 
CHAPTER ELEVEN 
 BOOK SELECTION 
 
 To no small extent the policy of a library and the 
 quality of the service rendered to the community de- 
 pend upon the books chosen for distribution. Fami- 
 liarity with community life which must modify and 
 clarify knowledge of child nature is an essential fac- 
 tor in the selection of books for children. The facts 
 of child psychology are always subject to local varia- 
 tions. Whether a child lives in a quiet country vil- 
 lage, a busy city, or a manufacturing center, is of 
 great importance in determining the kmd of books he 
 needs. If it were merely a question of deciding what 
 books had literary values, the matter would be simple 
 indeed, but the whole problem of book selection for 
 children is to decide upon books which have values 
 for children, a distinction not always apparent in the 
 books selected for children's rooms in public libra- 
 ries.' 
 
 Among the numerous community influences at 
 work which may effect the choice of books, several 
 stand out and suggest others. If the industries afford 
 what are known as "blind-alley" occupations, this 
 fact is of importance to the library, for such occupa- 
 
 1 See Burnite, Good and poor books for boys and girls. Public 
 Libraries. 11:360-2 (1906), and Standard of selection of children's 
 books. Library Journal. 36: 161-6 (1911). 
 
288 THE children's LIBRARY 
 
 tions lead nowhere, and keep the worker an unskilled 
 laborer until he is no longer young. On the other 
 hand, a manufactory which demands in all of its 
 departments a certain amount of technical skill, fur- 
 nishes to the child a part of his training which the 
 library may supplement with books carefully fitted to 
 him and his work. 
 
 The foreign colony is likely to be homogenous but 
 isolated from the rest of the community. Native 
 children of foreign parents come under the influence 
 of the public schools, and they can also be reached by 
 any well administered library. But we have also to 
 consider the child who comes to America after he is 
 fourteen and who reads English very little or not at 
 all. He constitutes another variation of the library's 
 public. Every foreign neighborhood in a large city is 
 a community in itself. Every neighborhood demands 
 special study and special kinds of books. Except for 
 a few reference books, a general catalogue such as 
 that published by the United States bureau of educa- 
 tion in 1904 for the American Library Association, 
 cannot serve the purposes of all libraries without mod- 
 ifications to serve local needs. To make collections 
 of children's books the same for every community 
 library and for every branch would be indeed unin- 
 telligent. 
 
 In contrast with the industrial community which 
 almost always includes the foreign groups, there is 
 the farming group and the purely residential com- 
 munity such as the suburban town. A different kind 
 of literature is needed for the children in such com- 
 
BOOK SELECTION 289 
 
 munities, who may be strong where the city children 
 are weak, and vice versa. A well-to-do American 
 neighborhood produces a particular type of child, 
 whose book needs are more difficult to diagnose than 
 those of the less fortunate children. His parents often 
 ignore his reading or buy books of an inferior sort. 
 It is not poor people who are the largest purchasers 
 of poor children's books. The children of our "best 
 families" are often reading the same sort of stories as 
 the dime novel. The only difference, as Mr. C. M. 
 Harvey has said, is the "difference between ten cents 
 and a dollar and a half." Some of these books find 
 their way into libraries in response to the demand of 
 the American child who has been brought up neither 
 on the sagas, poems, or romances which are daily food 
 to the foreign child, nor on a collection of literary 
 masterpieces such as the Old Testament. Many Amer-- 
 ican children know little of the Bible as literature. 
 
 Having read the "leading juveniles," the native 
 children come to the library with their tastes already 
 spoiled, and the librarian reluctantly buys for them a 
 few of the best books of the better series, and hopes 
 that their taste may improve. It is safe to say that 
 this hope is too often unfounded. On the whole the 
 foreign child responds much more readily to the in- 
 fluences of good books. 
 
 Given these four classes into which most Ameri- 
 can communities fall: the industrial community the 
 foreign born colony within it, the residential or sub-, 
 urban town, and the rural village, what of the influ- 
 ences common to all? First of all, there is the 
 
 30 
 
290 THE CHILDREN S LIBRARY 
 
 school. As has been pointed out, a progressive 
 school will prepare pupils to use a library intelli- 
 gently, and it will demand of the library a selection of 
 books as strong along historical, scientific and tech- 
 nical lines as in literature. 
 
 The motion picture show is popularly supposed to 
 spoil the children for the higher joys of reading. But 
 to a certain extent it presents geographical and his- 
 torical subjects in a more interesting and vivid way 
 than do the books to be found in most libraries. How 
 should this kind of entertainment affect the choice of 
 books for the children who have access to it? No 
 doubt there is something in the pictures which books 
 cannot supply, but there may be some other elements 
 in the children's enjoyment of them which properly 
 selected books may give. As an educational and re- 
 creational agency, this new form of amusement is a 
 competitor of the public library, and the only move 
 which the library can make in the competitive game is 
 to make sure that in its choice of books it recognizes 
 children's spontaneous interests as efficiently as its 
 rival. 
 
 The reading available outside of school and li- 
 brary is another means of modifying children's 
 tastes. It is seldom realized that the daily newspaper 
 forms quite as large a part of juvenile reading as the 
 five-cent weekly. In many homes this paper is of the 
 cheapest and most vulgar sort. Its appeal is to the 
 childlike and simple mind. Everything is done in bold 
 strokes, crude but effective. The humor is seldom 
 subtle. The appeal to primitive emotions is upper- 
 
BOOK SELECTION 29I 
 
 most. Some of the characteristics enjoyed by children 
 in the old folk tales appear in modern form in the 
 daily papers. For the old tales are based upon the 
 same elemental human occurrences. Excitement, 
 fighting, and gore have always entertained childhood 
 whether found in folk tales or in the modem news- 
 paper. "Yellow" journals furnish much objection- 
 able gossip, but before the time of journalism there 
 were the tales of the elders by the fireside at the close 
 of the adventurous day. Children and childlike minds 
 demand the raw facts of life, whether in the velvet of 
 good and ancient literary form, or the rags and tatters 
 of modern realism. 
 
 Those of delicate sensibilities who attempt to diag- 
 nose the vulgarity of much of modern print cannot 
 afford, as reformers, to assume a shocked attitude. 
 This crudeness is a characteristic of democracy, and 
 many of the events of the past would seem precisely 
 as distasteful if they took place in their own town 
 and were recorded in the local paper. The subjects 
 of romantic poetry, especially ballads, are not essen- 
 tially different from those exploited by yellow jour- 
 nalism ; only the setting is changed. The respectable 
 people of Robin Hood's time probably viewed his 
 exploits with the same horror and disgust which a 
 recent generation felt toward Jesse James. Despera- 
 does and rogues have long been the heroes of the 
 plain people. 
 
 It is the business of the librarian to analyze, in a 
 scientific manner and without prejudice, the effect of 
 yellow journalism upon the children who come to the 
 
292 THE CHILDREN S LIBRARY 
 
 library; and without attempting any moral reform, to 
 meet the situation by the choice of books for children, 
 always remembering "that the prig which lurks in 
 most of us may be nurtured by too refined a diet.'" 
 
 The nickel weekly is another factor in the child's 
 reading, which should be carefully studied by the li- 
 brarian, because it contains elements which every boy 
 demands and has a right to demand. One of our lead- 
 ing modern literary critics has said of the penny 
 dreadfuls of his own time, "Indeed out of this cut and 
 dry, dull, swaggering and infantile art, I seem to have 
 learned the very spirit of my life's enjoyment; met 
 there the shadow of the characters I was to read 
 about and love in a late future; . . . took from these 
 rude cuts an enduring and transforming pleasure.'" 
 
 The delight in the defeat and discomfiture of cruel 
 and oppressive authorities is part of folk inheritance 
 handed down from the days when heroes were those 
 who could break old laws and make new ones. The 
 pirate, because he has vanished from the seas, is a 
 figure of romance. The bandit we still have with us ; 
 consequently stories about him are too realistic. But 
 admiration for the train robber has the same elements 
 as that for the pirate and Robin Hood; all are taking 
 from the rich who have plenty. While this attitude is 
 unethical, it is deeply ingrained in the traditions of 
 the folk and must be recognized as one of the reasons 
 for the popularity of the tales of violence. Interest in 
 the life and welfare of the criminal has brought about 
 
 ' White, Children's books and their illustrators, 63 (1897). 
 
 ' Stevenson, A penny plain and twopence coloured. Memories and 
 
 traits, ;!26 (1887). 
 
BOOK SELECTION 293 
 
 a school of criminal fiction and drama in which sym- 
 pathy is excited for law breakers. Books of this 
 class, if sufficiently literary in form, are received in 
 many public libraries. 
 
 The boys' books in many children's libraries show 
 the effect of taste somewhat too fussy and feminine. 
 It is questionable whether the average children's li- 
 brarian or grade teacher appreciates as a worker with 
 boys does, that "the red-blooded boy, the boy in his 
 early teens must have his thrill; he craves excitement, 
 has a passion for action ; 'something must be 
 doing' all the time. . . . The difference between a 
 'Treasure Island' and a modern thriller in its many 
 editions is not a difference in the elements so much as 
 the use each author makes of them."* In the selection 
 of books for boys the librarian might profitably study 
 the other agencies supplying books to boys and the 
 strength of the counteracting influence of the library. 
 A social survey would give to librarians much valu- 
 able information in regard to boys' tastes and their 
 reading habits.^ 
 
 Since there is no such thing as an average child, 
 we shall have to think of the composite picture of a 
 child here constructed. In studying him further, psy- 
 chological principles may be applied. For the libra- 
 rian the most important of these are the theories of 
 apperception and the culture epoch theory. The 
 teacher or librarian must discover the impulses, tastes, 
 emotions, and aptitudes of the child. Acting in his in- 
 
 * Mathiews, Blowing out the boy's brains. Outlook. 108:653 (i9i4). 
 » See Chapter Twelve. 
 
294 THE CHILDREN S LIBRARY 
 
 terest, she may select the qualities likely to be most 
 useful, and develop them. Perhaps unconsciously 
 there has been a tendency on the part of some libra- 
 rians to select the traits easiest to observe, and the im- 
 pulses for which mental food was easiest to provide. 
 The craze for stories is characteristic of every child, 
 and a good deal of the literature for children has been 
 selected along this line in order to develop literary 
 taste. Some of the scientific books for children are 
 written in story form. 
 
 One of the reasons for the lack of standardization 
 in book selection is the ignorance or indifference in 
 regard to generally accepted psychological principles 
 as they apply to the choice of books for children. The 
 only way to determine the value of a book for a child 
 is first to know the child, for the book's value per se 
 may be and often is quite different from its value for 
 children or for a certain child. Until psychological 
 principles are applied, personal opinion will confine to 
 govern book selection and no. one children's librarian 
 will accept the judgment of any other. Some chil- 
 dren's librarians think that they know children by ob- 
 servation, experience, or memory of their own child- 
 hood — the most unreliable means of all — but such 
 judgments must always be indeterminate, intangible, 
 and of little practical worth to students of the subject. 
 In all discussions of book selection there is evident the 
 feeling that there can be no decisive standards ; that the 
 things of the mind are in the nature of things indeter- 
 minate and intangible and must always remain so. 
 There is even sometimes a hint that to find out as 
 
BOOK SELECTION 295 
 
 much as possible about the mental processes of the child 
 may somehow hurt the child ! 
 
 There are many reactions to stimuli or responses to 
 situations which are as inevitable and as exactly known 
 as any facts in chemistry and they should be familiar 
 to the librarian. The opinions and feelings of libra- 
 rians may be useful and valuable to themselves in 
 choosing books, but they cannot be communicated to 
 anybody else. So long as the art or science of book 
 selection — it is a little of both — is made up only of 
 individual opinions, it must remain in its present un- 
 satisfactory condition of vagueness. 
 
 One of the very few books which does apply these 
 principles of psychology in a practical way to book 
 selection classifies the interests of children according to 
 well-known facts of psychology. These interests 
 could be further classified according to age." 
 
 The psychological applications for book selection 
 can only be hinted at here. To make the applications 
 in detail as Miss Kready has done for fairy tales would 
 require a book rather than a chapter. 
 
 All of the child's interests are toward doing, and 
 so he demands books in which action prevails. Edu- 
 cators have thought to use books in which admirable 
 characters perform admirable deeds to satisfy this 
 craving for action and at the same time to teach an 
 ethical lesson by presenting certain virtues for the 
 child to imitate. Until recent years, the ethical and 
 educational value of the child doing things for himself, 
 whether making a table or playing game, has received 
 
 'Kready, A study of fairy tales, 13-3 (1916)- 
 
296 THE children's LIBRARY 
 
 scant recognition. Consequently, books in children's 
 libraries have not been of a sort to reinforce this in- 
 stinct for action, experimentation and manipulation. 
 Otherwise, the action is only second hand. The 
 child's emotions are stirred, but it has never been sat- 
 isfactorily proven that there is really an ethical result, 
 and most of the arguments in favor of such a view are 
 characterized by a priori reasoning. 
 
 The library in its choice of books for children 
 might well emphasize the value of those books which 
 will make the child want to do something tangible and 
 concrete because in early years the child's brain in- 
 creases in size by means of manual work. It will be 
 necessary in that event for the librarian to forget 
 all those invidious distinctions which she has been 
 taught to make between cultural and practical read- 
 ing. For children the most important culture prob- 
 ably comes when they make and do things, 
 and not when they read about deeds, however 
 glorious, performed by others. In fact, too much 
 reading which stirs the emotions serves neither an 
 ethical nor a cultural purpose. The school is more 
 and more making lessons mean something to children 
 by putting action first and book learning second, and 
 only as an aid to action. As the schools reorganize 
 themselves along these lines, the library must be pre- 
 pared to meet an increasing demand for books which 
 will supply children with the incentive to do. Such 
 books as are already written are in great demand 
 among both boys and girls. The function of such a col- 
 lection will be, as Mr. A. W. Richards has said, "to 
 
BOOK SELECTION 297 
 
 serve as an aid in keeping the hand work and construc- 
 tive activities warm with the motives, sentiments, and 
 inteUigence associated with the arts and industries." 
 
 The admiration of children for physical bravery is 
 merely another aspect of their respect for those who 
 do. The literature which tells of brave deeds of the 
 past has been most prominent in the selection of books 
 which should not only interest children but cultivate 
 virtue. It hardly seems necessary to mention the pres- 
 ent-day heroes of peace who are quite as worthy the 
 admiration of children. Just as the modem artist finds 
 the spirit of romance in the construction of the Panama 
 canal and in the mills of Pittsburgh, so the modern 
 writer presents the romance of labor, of the fight 
 against disease, fire, and crime. The older heroes 
 fought dragons and giants. There is as much romance 
 today in the fight against less tangible forms of evil. 
 Few books of this sort have been written but some are 
 available. While we do not want to banish the old 
 fighting heroes, it is just as well to emphasize moral 
 bravery. 
 
 Besides the romance of modern life, it is recognized 
 today that the natural world has a romance all its own, 
 which may be presented in books without any of the 
 sentimentality characteristic of many of the nature 
 books. 
 
 In determining the wholesomeness of books for 
 children the law of apperception will help to classify 
 conclusions. Children see in stories only what they are 
 looking for, and they look for those things which a lim- 
 ited social experience and their own natures dictate. 
 
298 THE children's LIBRARY 
 
 The chief requirement is that the book ring true; that 
 the disgust aroused be for that which ought to be hated, 
 and the admiration for that which ought to be admired. 
 Many books of a high literary quality do not pass this 
 test, but some which describe persons and things not 
 desirable in themselves do pass it. For example, books 
 in which there may be some incidental mention of sex 
 are often withheld. This concern for the child's so- 
 phistication is not always necessary. City children are 
 likely to be more sophisticated than the children's libra- 
 rian. As for other children, if the emotions inspired by 
 the book are those which a civilized person ought to 
 have, it will probably do them little harm.' 
 
 When children are inspired by bravery, the amount 
 of incidental bloodshed which accompanies the heroism 
 is a matter of indifference to them. Children's libra- 
 rians have often bought revisions of the classics under 
 the impression that the incidents are not good for chil- 
 dren to read, because they are unpleasant. If the hero 
 is of sufficient stature ethically, he may be admitted to 
 the child's imaginative life ; he can hardly outdo in gory 
 adventure the creations of the child's own brain. 
 
 The poor ethics of some of the old legends and folk 
 tales have also troubled those responsible for children's 
 reading. Lying, cheating, deceiving, and trickery are 
 common in fairy tales. When they are the main busi- 
 ness of the story, there is doubt whether they should 
 be read by children. Usually, however, bravery, cheer- 
 fulness, kindness, goodness are the virtues which oc- 
 
 ' The distinctions in th« case of novels are well stated in Bacon, 
 What makes a novel immoral. Rev. ed. 19 14. 24pp. They are equally 
 cogent in the case of books for children. 
 
BOOK SELECTION 299 
 
 cupy the spotlight, and hold the child's attention. 
 When this is not true, the story had better be disap- 
 proved. Ethics does not come to any great extent from 
 books in the early years of childhood. The virtues are 
 cultivated first by experience in the family and then 
 socially in the neighborhood. "Many of the pleas for 
 literature as moral salvation seem purely sentimental.'" 
 Fairy tales present individual virtues which remain vir- 
 tues for all time ; social virtues are a later development 
 for both children and race. This is the position taken 
 by those who hold the culture epoch theory of children's 
 development, which is in short that the child goes 
 through the stages of civilization experienced by the 
 race. Thus literature belonging to the earlier periods 
 of civilization is well suited to early childhood, provided 
 the tale be a genuine folk product and not a manufac- 
 tured article. It is not necessary that a form of litera- 
 ture ideal for cultivating imagination and presenting 
 the primary virtues should teach more than one virtue 
 at a time. 
 
 As they grow older, children develop strong practi- 
 cal interests. Curiosity about outdoor life characterizes 
 the middle period of childhood. The adolescent inter- 
 ests seem but a development of this longing to know 
 more about the world, translated. into terms of the ro- 
 mance of adventure, or the romance of science and 
 industry. Because of lack of knowledge of the ado- 
 lescent's psychology both library and school have failed 
 to meet his needs. 
 
 It has been thought that because girls read love 
 
 'Carpenter, The teaching of English, 162 (1903). 
 
300 THE CHILDREN S LIBRARY 
 
 stories, their craving for romance can be satisfied 
 only by that type of literature. As a matter of fact, 
 differences in taste are largely artificial. Girls are 
 brought up according to adult ideas of what they ought 
 to like and do. Early in life, they are urged to be 
 "ladylike" and informed as to the things they must 
 learn to care for. In case a girl rebels, she is called a 
 "tom-boy." One cannot wonder that the strait jacket 
 put on by parents and society has given us a girl prob- 
 lem. Very likely the tastes of girls would not be so 
 different from those of boys if they were given a 
 chance to develop naturally. In a world where there 
 are so many innocent things inexplicably "not nice" for 
 her to do, say, or be interested in, a girl's taste can find 
 almost no other satisfaction than in the love story. The 
 librarian should not take it for granted that girls will 
 not read other kinds of books if they have the chance. 
 These subtle psychological differences of sex may 
 not exist at all, or only to a small degree. We cannot 
 eliminate from the girl's life all the activities natural to 
 both kinds of young human animal and expect her to 
 react in the same manner as a boy. "After a round 
 century of discussion and investigation, the real crux 
 of . . . the question is still whether some of the so- 
 called secondary and all of the so-called tertiary sex 
 characteristics are inherent and relatively permanent, 
 or whether they are merely temporary variations due to 
 environmental and social causes. . . . Are the pecu- 
 liarities comprised in what is called 'femininity' and 
 'masculinity' equally fixed? For a good many hun- 
 dred years it has been assumed that they were unal- 
 
BOOK SELECTION 301 
 
 terable, but the discoveries in biology and the rise of 
 democratic theory have together undermined this as 
 well as many other dogmas."" Furthermore "the point 
 to be emphasized is that according to our present light, 
 the psychological differences of sex seem to be largely 
 due not to difference of average capacity nor to dif- 
 ference in type of mental activity, but to the difference 
 in the social influences brought to bear on the develop- 
 ing individual from early infancy to adult years."" 
 
 Because of all this subconscious feeling about girls, 
 books for girls are the least convincing and wholesome. 
 So much has been taken away from the girls' interests, 
 that what remains can hardly fail to be silly and vapid, 
 just as the girls' heads have been filled with false no- 
 tions of life and reality. Curiously enough, it is the 
 well brought up girl of American parents who presents 
 the most difficult problem, because it is for her that the 
 girls' books — weak, sentimental and snobbish — are 
 bought. 
 
 After the child has been studied in relation to his 
 environment and the appropriate psychological laws ap- 
 plied, the problem of book selection is only half solved. 
 There are still the books to be considered, and most of 
 them fail to meet the requirements of the situation. 
 Fairy tales, myths, and legends, have undergone re- 
 writing at the hands of tender-minded persons, fearful 
 of a variety of harm from the originals. Other seek 
 to convert into infants' food, masterpieces written for 
 adults. Adaptations are to be looked upon with suspi- 
 
 ' Coolidge, Why women are so, 302 (1912). 
 "Thompson, Mental traits of sex, 182 (1903). 
 
302 THE CHILDREN S LIBRARY 
 
 cion, for they frequently take away strength and substi- 
 tute nothing. Nor can the re-written novel or extracts 
 from it be recommended. The child can afford to wait 
 until he can appreciate the original. Nothing can be 
 more deplorable than this attempt to re-write what was 
 intended to be an artistic whole, no matter how charm- 
 ing a book is the result. As Mrs. Wetmore says, "The 
 Boy's Charlemagne, the Child's Shakespeare, The 
 World, The Flesh, and The Devil boiled down into 
 Liebig's or Armour's Extract of literature is the pabu- 
 lum administered in sterilized capsules. . . . Only the 
 children of the very poor are allowed to see life face to 
 face."" 
 
 There are, however, translations, or versions in 
 modern English, of classics such as the Odyssey, the 
 Faerie Queene, the Canterbury Tales, and the Morte 
 d'Arthur which are well adapted to children, especially 
 if read aloud. The books to be cautious about are the 
 modern re-written versions in which the poor quality 
 of the text is helped out by handsome illustrations. 
 Such titles occur again and again in lists of children's 
 books. 
 
 Usually the modern adaptations of folk-lore and 
 tales of fancy are equally ill-suited to children because 
 they lack the naive simplicity of the old tales. There 
 are one or two exceptions, such as Alice in Wonder- 
 land and Stockton's Fanciful Tales. Andersen's Tales 
 are of sufficient literary quality, but not all of them are 
 interesting to children. Worse than the poorly written 
 version of the old fairy tale, is the modem fairy story 
 
 " Bisland, At the sign of the hobby horse, 72, 95 (1910). 
 
BOOK SELECTION 303 
 
 book, which is characterized by profuse illustrations, 
 imagination of a sort, although a poor sort, little liter- 
 ary merit, and a general cheapness and gaudiness in 
 tone which often verges on vulgarity. Such books are 
 numerous. Some are bought by libraries, many by par- 
 ents, thereby creating a demand which is felt in the 
 library. Generally speaking, the modern fairy tale 
 ought to be avoided in buying books for children. 
 There are plenty of good collections of the old favor- 
 ites. 
 
 Another trap set for the unwary librarian is the 
 series. As far back as 1865, the ladies' commission on 
 children's books^^ had discovered the insidious nature 
 of the series. The first book is usually fairly good, but 
 the succeeding volumes get weaker as the tales prog- 
 ress, and the perplexed librarian, in an effort to be both 
 conscientious and consistent, finds herself torn in twain. 
 Even the first book is hardly worth buying, and to start 
 is like getting on a toboggan. You can't stop. The 
 series become a habit with the children, and where to 
 draw the line is never settled. Characters follow each 
 other through one book after another, at least one 
 always being retained as a cue for the next book. Most 
 public libraries have banished the Elsie Dinsmore, the 
 Oliver Optic, the Harry Castleman, and the Horatio 
 Alger series. Whether there has been any gain in sub- 
 stituting a different kind of series is an open question. 
 
 Series written for girls are the poorest of their kind. 
 It is hardly an exaggeration to say that almost all fic- 
 tion written for girls is entirely hopeless from either the 
 
 ^ See Chapter Two. 
 
304 THE children's LIBRARY 
 
 literary or ethical standpoint. The heroines are im- 
 possibly rich, or good, or bright, or beautiful. Most 
 of the long series for girls reek with snobbishness and 
 admiration for wealth, and when the remarkable hero- 
 ine is not slangy or obsessed with worldly ideas, she is 
 impossibly goody-goody, with a tendency to reform her 
 parents and other older people within her reach. Even 
 the books which present fairly human characters and 
 in which the atmosphere is wholesome, are insipid and 
 have nothing special to recommend them. The greatest 
 harm they do is to prevent the girl who reads them 
 from becoming interested in the great novels of the 
 world, which would naturally appeal to her in the 
 adolescent period. "Careful" mothers try to keep 
 love-stories from their growing daughters, but it is im- 
 possible to believe that girls could get any more harm 
 from novels written for grown-ups, than from the 
 modern girl's book. 
 
 Many librarians find it difficult to refuse to buy sets 
 of books which are published by a reputable house. 
 There are a number of these which contain selections 
 of both prose and verse of irreproachable character, but 
 children's librarians have various reasons for thinking 
 them unsuited to public library use." Some of these 
 reasons are: (i) The material — fairy stories, poetry, 
 legends, myths, adaptations from novels — is already 
 in the library in more convenient form, (a) The 
 set is expensive for the small library. For the large 
 children's room, it probably has value for the reference 
 department. (3) A single volume cannot be replaced 
 
 13 Woods* Sets for children. Public Libraries. 18:138-41 (1913). 
 
BOOK SELECTION 305 
 
 without buying the whole set. (4) Children should be 
 taught to read whole classics and not selections or 
 adaptations. (5) Sets of books bound alike lose indi- 
 viduality, and do not appeal to real book lovers or to 
 children. 
 
 Prominent among the available book supply are the 
 books about children. If they are true to life, they 
 present children's standards as to right and wrong, and 
 not adult standards. This is especially true of school 
 stories. If they are false and unnatural, as they fre- 
 quently are, they are neither moral nor literature. As 
 hero-worshippers, children need grown up characters 
 to admire. A book with only child interests can 
 scarcely be expected to be other than petty, narrow, 
 and belittling. The school-boy-and-girl stories present 
 ethical standards which belong to a school-boy-and-girl 
 world rather than to the real world. School-girl sto- 
 ries, if they are real, are concerned with clothes, money, 
 and boys. We know the interests of the adolescent 
 girl, and there seems to be every reason why she should 
 be removed from the atmosphere in which she daily 
 lives, at least for the time during which she is lost in 
 the pages of a book. Why glorify the silly age by 
 making iiction of it, and then handing it to the silly 
 ones themselves to read? The adolescent girl is look- 
 ing for romance and love stories. Better to give her 
 the world's great love stories about men and women 
 than have her make heroes and heroines of boys and 
 girls as immature as herself. 
 
 One of the latest developments in the production of 
 boys' books of adventure is the reprinting of old dime- 
 
 21 
 
3o6 THE children's library 
 
 novels by reputable firms. A publisher writes, "I have 
 on ray desk today one of these cheap books and with it 
 a half dime novel in paper published in 1901 of which 
 it is a reprint. The good people who freely buy the 
 cloth bound book would be very much shocked if it 
 were suggested that they should give their sons the 
 paper novel." Librarians have not cooperated very 
 successfully with publishers, but their interests are not 
 unlike. Both wish to make book lovers of children. 
 The far-sighted publisher realizes that by giving chil- 
 dren the cheap series, he is undermining his own fu- 
 ture business, because the children who read this sort 
 of book do not become buyers of good books. Simi- 
 larly, the far-sighted librarian recognizes that in pro- 
 viding quantities of juvenile literature, she does not 
 lead children to better reading but condemns them to 
 mediocrity. Even the publisher of the paper bound 
 books has begun to supply technical material, in re- 
 sponse to the interests of the modern boy. The patron 
 of the children's room will not learn to love literature 
 from reading a mass of harmless but feeble books, and 
 he may be hindered from learning the best use of the 
 library. 
 
 The juvenile book should be at least a work of art 
 in itself. If it is, it will appeal to adults as well as 
 children. Few children's books come up to this stan- 
 dard, and there is reason to believe that adult books 
 will have to be substituted eventually for much of the 
 juvenile literature. 
 
 The protest against books written especially for 
 children was heard as early as 1844: "When creative 
 
BOOK SELECTION 307 
 
 power and simple grandeur were extinct it became nec- 
 essary to make books professedly and especially for the 
 entertainment of children, a sort of industry never 
 enough to be deplored. Follows a race of faultless, 
 theatrical, preaching papas and mamas, aunts and chil- 
 dren. ... If you wish your child to grow tall and 
 erect do you confine him in a room the ceiling of which 
 is exactly as high as his head? If you wish his body 
 to unfold itself and acquire bulk and vigor do you 
 swathe it in tight bandages? The only books from 
 which we can really learn, says Goethe, are those we 
 cannot judge. The author of a book which we are 
 capable of judging must learn of us."" It is not nec- 
 essary that children understand all they read, when 
 they read for pleasure. Occasional stretching is as 
 good for brain as for muscles. Childhood naturally 
 reaches out to the world of grown-ups. In the olden 
 days the children came in with dessert at the evening 
 meal, and heard the rich and racy happenings of the 
 day; "surely a wholesome training," remarks Miss 
 Godfrey in her English Children in the Olden Time, 
 "and one that bore better fruit than the incessant con- 
 templation of the infinitely small affairs of the nursery, 
 of the storms in teacups, the morbid misunderstandings 
 in nutshells which occupy the small minds of today." 
 Easy reading must be provided, of course, for half- 
 grown foreigners, but such readers will often find chil- 
 dren's books distasteful. The publications used in the 
 schools for presenting history, civics, and biography, 
 and simple poetry such as Longfellow's, are better 
 
 " Anti Peter Parleyism. Living Age, 296 (1844). 
 
308 THE children's LIBRARY 
 
 fitted than children's books for the use of those who 
 are learning English. 
 
 Thoughtful librarians recognize some of the objec- 
 tions to juvenile books, but they feel that it is well to 
 have a few in order to attract the children. Do the 
 children thus attracted read better books later on? Is 
 it impossible to appeal to a street boy who is used to 
 exciting stories, and incidents, except by a book of a 
 little better grade than those he reads outside the li- 
 brary ? Has there been sufficient test of the attractive 
 power of history, biography, and technical books and 
 periodicals ? The Newark public library has used adult 
 books in the children's room, and in the Cleveland pub- 
 lic library an intensive study of adult books for children 
 was made by the staff, and such books as were ap- 
 proved were added to the children's collection. 
 
 Another variety of book which appears on almost 
 all library lists seems to be there for no other than 
 historical and sentimental reasons. These are the early 
 children's books which reflect contemporary educa- 
 tional, political, and social philosophy. While some of 
 them have the human touch, as a class they are out of 
 sympathy with the modern point of view. "The good 
 old times'' and the admirable children who lived in 
 them appear to better advantage at a distance. In any 
 event, there are few modern children, however regret- 
 table the fact, who will spontaneously enjoy the Rollo 
 books, Sanford and Merton, etc. With characteristic 
 humor, Thomas Wentworth Higginson wrote of the 
 Rollo books in 1866, "These works are invaluable to 
 fathers; by keeping always one volume in advance of 
 
BOOK SELECTION 309 
 
 his oldest son a man can stand before the household 
 an encyclopedia of every practical art. . . . Does a 
 child reach some height of virtue hitherto unattainable? 
 His mother presents him with a bradawl." The 
 glimpses of contemporary New England make enjoy- 
 able reading for adults because of all such manners 
 and customs represent. 
 
 Maria Edgeworth wrote in a spirit of revolt against 
 fairy tales and all that imaginative literature which is 
 considered so important today. She stood for the con- 
 temporary rationalistic and utilitarian movement, and 
 her books were intended as a guide to parents in 
 bringing up their children rather than for the recrea- 
 tion of the children. The virtues set forth are of a 
 rather commonplace and utilitarian sort. "Don't seize 
 a tart, and your kind aunt will give you the largest one 
 on the dish." Early Protestant religon had a decided 
 time-serving element, and this system of rewards and 
 punishments coincided with the religious teaching of 
 the time. 
 
 In all of Maria Edgeworth's stories which deal with 
 the poor appear the social theories and the individualis- 
 tic philosophy of Rousseau, whose teaching, now dis- 
 credited, the Edgeworths had absorbed. It may be a 
 healthy instinct, which makes the American child shun 
 the Edgeworthian model children and parents, whose 
 social ideals are so different from our own. 
 
 As for Mrs. Barbauld and Mrs. Trimmer, we won- 
 der at the wrath of the gentle Lamb who wrote to Co- 
 leridge, "Hang them! I mean this cursed Barbauld 
 crew, those blights and blasts of all that is human in 
 
3lO THE CHILDREN'S LIBRARY 
 
 man and child." There is still a vestige of these "prac- 
 tical" stories, but the better thought of the day is that 
 information should be conveyed to a child honestly and 
 wrjthout disguise. If it is what he wants to know, and 
 he wants to know almost everything, he will not need 
 the ineffectual sugar-coating such literature is intended 
 to provide. 
 
 A thorough trial of biography, history, poetry, and 
 travel not written for children has yet to be made in 
 the children's room. Travel such as has been written 
 by Sven Hedin and Henry M. Stanley and biography 
 like Booker T. Washington's and Jacob Riis' are en- 
 joyed by children. Such books as those of Alice Morse 
 Earle and Clifton Johnson are of interest to children, 
 and they are better than the inaccurate and poorly 
 written juvenile history. Traditions long ago exposed 
 as fakes are perpetuated in many of the children's 
 history books. Thus children are still reading as facts 
 such discredited tales as the rescue of Capt. John 
 Smith by Pocahontas and the saving of Oregon by 
 Marcus Whitman. When such stories are told as leg- 
 ends, there can be no objection to their use. 
 
 Very few of the travel books written for children 
 are worth while. Many of the travel series now so 
 widely advertised are uneven in merit, comparing vol- 
 ume for volume, and often seem to depend for their 
 appeal on their pictures. 
 
 Much of the poetry written for children lacks dis- 
 tinction. A love of poetry may be cultivated by read- 
 ing aloud either by the child himself or by some older 
 person. Some of the tests for poetry suitable for chil- 
 dren as suggested in the course on children's literature 
 
BOOK SELECTION 311 
 
 compiled by members of the Newark public library 
 staff are :" Is it musical ? Does it avoid sentimental- 
 ity ? Does it avoid excess of emotion ? Does it appeal 
 to the imagination? Is it simple in thought and con- 
 tinction. A love of poetry may be cultivated by read- 
 struction? Does it help the child to see beautiful pic- 
 tures and to sympathize with experiences outside the 
 range of his own life, to feel nobly and to act rightly? 
 Longfellow's and Whittier's complete poems are usu- 
 ally found in the children's room, and there are a num- 
 ber of good anthologies. 
 
 The purely imaginative animal story which is avow- 
 edly fiction has its place in the child's education, and is 
 useful when there is no pretense of presenting scien- 
 tific facts. For other books on science, the Newark 
 course gives the following tests : Is it the accurate rec- 
 ord of the author's observation ? Is the style clear and 
 entertaining? Is it suitably dignified, free from senti- 
 mentality and condescension to the child mind? Is the 
 human element in motive and conduct introduced to 
 such a degree as to sacrifice accuracy to the story inter- 
 est? Are the descriptions accurate and the directions 
 clear? The romance in natural things does not lie in 
 the method of presentation, as so many writers for 
 children seem to imagine, but in the processes them- 
 selves, and these can be explained in simple language. 
 The purpose of a nature book should be to make the 
 reader observant. If the story interest is predominant, 
 
 " Course of study for normal school pupils on literature for chil- 
 dren, by Julia S. Harron, Corinne Bacon and J. C. Dana. 1912. I34p.; 
 Same, Multigraphs used in the course, ssp. Gives a list of good lists 
 of children's books. 
 
312 THE children's LIBRARY 
 
 such an object is defeated. It is unnecessary to make 
 frogs, bees, wasps, ants and butterflies talk and act like 
 human beings in order to interest children in their 
 doings. 
 
 In considering picture books, the librarian will be 
 repaid by a study of the despised comic supplement. 
 There is a striking likeness between the "funny sheet" 
 and the Slovenly Peter of Dr. Hoffman. Both satisfy 
 the demand of the child that the pictures be with- 
 in his own experience. The colors are primary, and 
 there is almost no perspective. The comic sheet should 
 find a formidable rival in the library, and it should be 
 the object of librarians to reform the pictures rather 
 than to ignore them or try to abolish them. The 
 situation cannot improve so long as librarians do 
 nothing except bar them from the children's room, 
 under the impression that they thus prevent the chil- 
 dren from seeing Mutt and Jeflf and Relentless Ru- 
 dolph. By taking concerted action and giving hearty 
 support and approval to those newspapers which ap- 
 proach a better standard, librarians might accomplish 
 something constructive. 
 
 Illustrated editions and beautiful picture books 
 multiply as a result of adult demand rather than de- 
 sire or need of children. The aesthetic picture books, 
 which are so pleasing to their elders, may have little 
 effect upon children. "We do not yet know," re- 
 marks a teacher, "to what extent the illustration helps 
 the mental imagery of the reader or to what extent it 
 may hinder it."" Foreign picture books are generally 
 
 •° Laing, The child and the book. Elementary School Teacher. lo: 24 
 (1909). 
 
BOOK SELECTION 313 
 
 better than ours. There is a notable group of English 
 illustrators of whom the older ones are Tenniel, Cal- 
 decott, Crane and Kate Greenaway, and the more 
 recent Rackham, W. H. Robinson, Billinghurst and 
 the principal illustrators of the Lang fairy books, Ford 
 Hood, and Speed. Buck perpetuates the style of Cal- 
 decott, which is similar to that of Hugh Thomson. 
 Boutet de Monvel is well known as a master of il- 
 lustration for children. 
 
 In order to make the library a factor in the move- 
 ment for vocational training and guidance, leaders 
 in vocational and trade education and the large em- 
 ployers of young wage-earners must necessarily be 
 consulted. A complete set of the publications of the 
 best correspondence schools will attract boys, and help 
 their vague ambitions to become concrete. The trade 
 and technical periodicals, which represent the manu- 
 facturing interests of the community by means of 
 book reviews furnish guidance in buying books for 
 vocational aids. 
 
 As a method of evaluating books for children, 
 nothing in this country approaches for thoroughness 
 and scientific exactitude the work of the German 
 book committees. In 1893, Paul Ziegler of Berlin 
 founded the periodical Jugendschriftenwarte, in which 
 juvenile literature is criticized upon psychological, 
 pedagogical, and aesthetic grounds. Under the leader- 
 ship of Heinrich Wolgast of Hamburg, twenty-six 
 committees representing different sections of Germany 
 and composed chiefly of school teachers and school 
 librarians, were organized in 1900. By 1906 the com- 
 
3*4 THE children's library 
 
 mittees numbered seventy-eight, representing wage- 
 earners, social workers, and students of folk-lore. 
 Each book is independently reviewed by three mem- 
 bers of the local committee. The final vote (yes or 
 no) is forwarded to central headquarters. All three 
 must agree, and in the event of one member dissent- 
 ing, another reads the book in order to cast the de- 
 ciding vote. The numbers of the Jugendschriften- 
 warte contain the titles already read, with a few of the 
 deciding votes given, a brief summary of plot and 
 reasons for discharging or accepting. An entry from 
 a current number of the paper is as follows : 
 
 Burnett, The little lord — tr. by M. de SchoUey-Joelson. 
 Black and white pictures by Moest. 238pp. Price 210m. 
 P. SoUors. . . 1912. II yes. 8 no. 
 
 This book is already in the catalogue in another edition. 
 We are thereby agreed, notwithstanding considerable doubt 
 concerning its contents, and this is directed against the man- 
 ner in which the writer at the end abandons an important 
 question to an unhappy accident. It would have been best 
 in an adaptation to leave out the story of the wrong heir alto- 
 geteher. The book would thereby have been poorer by a sen- 
 sation but infinitely richer in poetic worth. But that would 
 not be our reason for rejecting it. Over against this failing 
 stands the excellence of its child psychology. Burnett has 
 set forth with great tenderness how successfully the loving 
 ways of the little lord, easily and unknown to himself, trans- 
 form the misanthropic old man. What makes it necessary 
 for us to reject this edition is the strange idea of the translator 
 of translating the American child English into Austrian dia- 
 lect. This, it seems to us is impossible without harm to the 
 poetic charm. Also there are a succession of North German 
 expressions entirely unintelligible. Rejected. 
 
 Each Christmas season, a gift catalogue compiled 
 from the numbers of the periodical is published. 
 
BOOK SELECTION 31 S 
 
 Beautifully illustrated and expensive editions are in- 
 cluded as well as popular editions and reprints with 
 good paper and illustrations. 
 
 To Herr Wolgast belongs the credit for the en- 
 thusiasm and persistence necessary to start and main- 
 tain such an organization. In two of his published 
 writings, Das Elend unserer Jugendliteratur and Vom 
 Kinderbuche, he has given his ideas of the principles 
 which ought to govern the selection of books for chil- 
 dren: 
 
 1. Books for a child should be complete works of 
 art. 
 
 2. If the book cannot be enjoyed by the child at 
 an early age, do not destroy unity by boiling it down 
 but let him wait for it. All prose or children's editions 
 of famous poems are unnecessary and inartistic. 
 
 3. Great men did not read juvenile books. 
 
 4. Grown ups should be able to enjoy the book 
 as much as the child. Alice in Wonderland is a 
 classic example of a book read as much by adults 
 as by children. 
 
 5. A work of art must not be made a vehicle for 
 moral sermons and propaganda. 
 
 6. Educational editions are condemned. 
 
 7. Experiment will show at what age children 
 can best read certain books. Do not force them. 
 The young reading child is abnormal in any case. 
 
 8. We do not want reading for the sake of read- 
 ing; not a reading child but a reading adult. 
 
 9. Only over the best of its kind is it worth 
 while to spend time and money. 
 
 10. Dangers of sensational fiction. 
 
3l6 THE children's LIBRARY 
 
 II. In judging picture books or illustrated Christ- 
 mas editions, the committees demand, (a) pictures 
 simply drawn, full of poetic feeling, and decorative 
 design; (b) picture and text agreeing; (c) colored 
 pictures preferred, but black and white rather than 
 poor colored, and better none than poor pictures of 
 any sort. 
 
 Adopting these principles, the organization has been 
 remarkably successful in influencing not only the pur- 
 chase, but also the publication and sometimes the 
 writing of good books. Cooperation has been sought 
 with all societies interested in the preservation of folk 
 literature, and pressure has been brought to bear on 
 the authors of children's books. Opposition to the 
 work of the committees has developed among religious 
 and political reactionaries, who suspect anything ad- 
 vocated by the teaching' force of being socialistic. 
 
 There has been no such concerted action in the 
 United States, although a protest on the part of li- 
 brarians as to the poor bindings of children's books 
 has not been without effect upon publishers, several 
 of whom produce special library editions, sewed with 
 tapes and with pictures firmly inserted in the bind- 
 ing." The only plan for influencing the sale and dis- 
 tribution of juvenile books which seems to have with- 
 in it the gferm of success is now being tried out by the 
 Boy Scouts of America. The library commission of 
 this organization, composed of three leading librar- 
 
 ^■^ In 1900 a _ committee of the American ilbrary association was 
 appointed to consider the feasibility of a cooperative scheme for evalu- 
 ating children's books and printing lists of those approved, but nothing 
 came of it. 
 
BOOK SELECTION 317 
 
 ians, has already supervised the publication of a list of 
 books which is contained in the Boy Scouts' hand 
 book. The selected books are specially bound with 
 the Boy Scout official stamp on the cover. They in- 
 clude standard reference books relating to the outdoor 
 interests of the scout, and the best known story books. 
 The compilers have borne in mind the boys' actual in- 
 terest in stories of adventure, in "what and how to 
 do" books, and in information of all sorts. If the 
 books listed are read by the boys, it will be because 
 the compilers have thought it most practical to try to 
 improve the boy's reading by starting out with the 
 books he likes instead of the books they want him 
 to like. 
 
 Printing and size and kind of type are matters of 
 concern to the librarian, on account of their close re- 
 lation to the hygiene of the eye. Whether paper is 
 glazed or not also has some bearing on the same sub- 
 ject. Dull 'finished paper tending to yellow in color 
 rather than dead white, is the best for children's eyes. 
 Close inter-lineage is hard on the eyes. A newspaper 
 column is about the right length of line. The stan- 
 dard measurements for type, lines, and leading, ac- 
 cording to the child's age are as follows : 
 
 First year in school — type should be 2.6 mm. ; 
 width of leading 4.5. Second and third year type 
 should be 2 mm. ; width of leading 4 mm. Fourth 
 year type should be 1.8 mm. ; width of leading 3.6 mm. 
 
 There should be .75 mm. between two letters of 
 the same word ; .2 mm. between adjacent words ; and 
 2.5 to 3 mm. between lines. 
 
3l8 THE children's LIBRARY 
 
 For the small library of limited means, Miss Caro- 
 line Burnite, supervisor of children's work in the 
 Cleveland public library has given some practical 
 suggestions for book purchasing: 
 
 1. Set aside a definite sum for children's books. 
 
 2. Study inexpensive editions (book lists are good 
 for editions). 
 
 3. Consider the cultural and school side of the li- 
 brary's function. 
 
 4. For the sake of the discount buy all the books 
 at the same time. They can be put on the shelves a 
 few at a time. 
 
 5. Buy a few beautifully illustrated editions of 
 the classics. 
 
 6. Always specify editions in ordering. 
 
 One might add to this that only those books should 
 be chosen which the librarian is able successfully to 
 use with children. Children's rooms are overbur- 
 dened with books chosen from lists. 
 
 Advertisements, book reviews, or lists must be 
 used in caution in buying books for children. Most 
 Sunday school libraries and not a few public libraries 
 buy from advertisements or from publishers' lists, 
 which amount to the same thing. 
 
 Book reviews in even the most respectable peri- 
 odicals and newspapers are not to be trusted. Whereas 
 the standards for judging all other publications may 
 be exacting, those for testing the worth of a "juvenile" 
 are likely to be erratic. 
 
 Periodicals for children are generally quite as in- 
 ferior as the books. Half grown boys do not care 
 
BOOK SELECTION 319 
 
 for the children's room if all they can find there are 
 St. Nicholas, The Youth's Companion, and picture 
 books. There are a number of excellent technical peri- 
 odicals desirable for boys. Such magazines as Popular 
 Mechanics, Popular Electricity, Technical World, 
 Scientific American, Illustrated London News, and 
 World's Work can be used to advantage. Just why 
 it should be necessary for a small child to have a mag- 
 azine has never been satisfactorily explained. The 
 periodicals for little children are generally utterly 
 <fapid. 
 
 Everything indicates that the production of books 
 written especially for children is the high water mark 
 of the sentimental attitude toward childhood. One 
 feature of the reconstructive period will be the de- 
 velopment of a point of view that regards childhood 
 only as a transition state. We cannot feed our young 
 people on mental mush and expect much from them 
 from them later. Teeth do not become strong through 
 a prolonged diet of infants' food, and minds as well as 
 stomachs are built for the reception of solid fare. 
 
CHAPTER TWELVE 
 
 SOME SOCIAL ASPECTS OF LIBRARY WORK 
 WITH CHILDREN 
 
 There are two phases of the work of the public 
 library as a social agency; the one intensive, the other 
 extensive, The latter phase, being the more obvious, 
 is often considered as more distinctly social in its in- 
 fluence. The social and economic significance of the 
 library service to rural districts has already been dis- 
 cussed at some length. The traveling library of the 
 state becomes the home library of the city. 
 
 A home library is a collection of books placed in 
 homes at a distance from the library and circulated 
 among small groups of children in the immediate 
 neighborhood. The idea originated with Mr. Charles 
 Birtwell of the children's aid society of Boston in 
 1887. In the routine work of the society, the visitors 
 saw many homes without books. Cases containing a 
 few books suitable for children were placed in these 
 homes ; and the small libraries served as centers for 
 study groups or clubs. Each week the visitor read 
 aloud, played games with the children, unlocked the 
 cases, and distributed books. Upon the records of 
 the society were noted the character of the family the 
 occupations of the different members, and the reading 
 matter found in the home. Membership in the club 
 
 22 
 
322 THE CHILDREN S LIBRARY 
 
 was sometimes continued well into adult years. As 
 the clubs were outgrown, the members were direct- 
 ed to the public library. 
 
 In making this plan a part of public library ex- 
 tension work, the local charity workers should be 
 consulted. The children may not need a home library. 
 They like to "belong," and some have been known to 
 have library cards in several different organizations 
 and to patronize a home library as well. 
 
 In Washington, the public library chooses the books 
 for the home library collections and the visitor is fur- 
 nished by the associated charities. The books are 
 given first to one family from whom the suggestions as 
 to their circulating among the neighbors is allowed 
 to come. The Carnegie library of Pittsburgh and the 
 public library of Cleveland use the home library to 
 reach children in outlying districts. These libraries 
 furnish the volunteer visitors, but on the whole it 
 seems desirable that the visitor be a person trained 
 in social work, since the meeting with the children 
 of the group and the knowledge of the neighborhood 
 are more important than library training. Whether 
 the home library is conducted by the library or by a 
 charity society, a study of the city map should be 
 made and the libraries located as nearly as possible in 
 the isolated sections. 
 
 Some of the libraries of the Boston children's aid 
 society were given by parents in memory of a child. 
 This is also the case in the Grand Rapids public li- 
 brary, which has received an endowment for memorial 
 libraries to be sent out to crippled children and to 
 
SOCIAL ASPECTS OF WORK WITH CHILDREN 3^3 
 
 those who are recovering from non-contagious diseases. 
 In some cities home Hbraries are under the supervision 
 of the public recreation commission, and library as- 
 sistants are asked to give out books and to tell stories 
 to the children. 
 
 Organized play is a recognized part of the educa- 
 tional process, as well as a recreational factor in the 
 lives of city children. Some of the activities of the 
 playground are closely allied to the literary arts. 
 Ballads and folk songs accompany the work and play 
 of primitive people; and the relation between folk 
 dances and festivals and the literature of early child- 
 hood is close.' Books sent to the playground should 
 stimulate the children's interest in what they are do- 
 ing. Picture books for the younger children and 
 books to keep the older ones out of mischief as they 
 rest, are included in the collections. Stories are told 
 to children on the playground, either by library assis- 
 tants or the play supervisors; in many cities the play 
 supervisor having special training which includes story- 
 telling. 
 
 Many social settlements have libraries for children. 
 In Cleveland such libraries are under the supervision 
 of the public library, either as sub-branches or de- 
 posit stations. Institutions for deaf and dumb chil- 
 dren or the blind usually have libraries of their own. 
 The reading of the deaf forms the larger part of their 
 education. The library at the Minnesota school for 
 the deaf contains a large variety of adult books be- 
 sides children's books. The cost of books for the 
 
 1 See Chubb, Festivals and plays, 201 (1912). 
 
324 THE CHILDREN S LIBRARY 
 
 blind has prevented most public libraries from doing 
 much in the way of furnishing them either to in- 
 dividuals or to institutions. The public libraries in 
 Cleveland, Philadelphia, and New York have depart- 
 ments which supply books to the blind, and there is 
 also such a department in the Library of Congress. 
 
 Before the library undertakes extension work which 
 may overlap that of other agencies, a survey might 
 well be made of the community in which books are to 
 be distributed. When social surveys are made they 
 necessarily include the economic and industrial condi- 
 tions, and other salient factors which affect the lives 
 of children and adults. No two communities are alike 
 or present the same problems. It is the tendency at 
 present to inaugurate no reform movements without 
 a detailed study of the facts as a basis for constructive 
 action. Surveys of towns or cities are made most fre- 
 quently for the promotion of social and political ef- 
 ficiency, and the library can hardly be a vital part 
 of the life of any community until a library survey is 
 made. Such a study would be of importance in plan- 
 ning the work of the children's room ; it is essential for 
 the conduct of effective extension work. The work 
 for children as carried on in many libraries is likely 
 to be sentimental and unscientific ; conclusions may 
 be drawn from insufficient data without a consideration 
 of all the conditions which affect the children's need 
 of books ; the masses of children reached may seem 
 to make up for the lack of definite information con- 
 cerning their individual reading habits and interests. 
 
SOCIAL ASPECTS OF WORK WITH CHILDREN 325 
 
 Therefore, a survey to determine the reading habits 
 and facilities in the home and the reading resources 
 of a community is essential to the performance of a 
 Hbrary's educational functions.^ Facts along these 
 lines are often obtainable through social and industrial 
 surveys. The library might also make use of the 
 statistical material from such sources as the publi- 
 cations of the United States census bureau; the state 
 census bureau, if any; the state board of education; 
 the state factory inspector; the state bureau of labor, 
 if any; the local and state boards of health; the local 
 board of education ; the state bureau of statistics ; and 
 the local charity agencies. In a large city, the figures 
 and facts concerning children will include much more, 
 but even in smaller communities various pertinent 
 facts may be discovered from the. above sources. The 
 nature of statistics differs greatly as between states 
 and as between towns in the same state, but generally 
 speaking the librarian should be able to ascertain the 
 number of children classified according to age, school 
 attendance, and employment. In addition, he can get 
 the names of children who receive employment certi- 
 ficates, those in special industries, the number and 
 generally the causes of juvenile arrests, and the find- 
 ings of the local charity agencies. With the result 
 before her she can answer such questions as: 
 
 * See Johnston, Library work and the public schools. Public Libra- 
 ries. 20:457-60 (1915); Gillette^ Culture agencies of a typical manufac- 
 turing group; South Chicago, Chicago. 1901. 66p.; What boys and girls 
 do when they do as they please. Leaflet showing three charts used at 
 Rochester child welfare exhibit, April 5-12, 1913; also in Rochester 
 public library. Report. 1913, 11, 17, 20; Library Journal, 38:344-5 
 (1913). 
 
326 THE children's LIBRARY 
 
 What proportion of the children of reading age is 
 being reached by this library? 
 
 Does the library have more card holders among 
 children between the ages of eight and twelve, than 
 among those between the ages of twelve and sixteen? 
 
 Is this library in its choice of books meeting the 
 actual needs of the various classes of working chil- 
 dren as shown by this investigation? 
 
 Is the collection of literature of such a nature as 
 to appeal to the children of the community, con- 
 sidering their interests, their environment, and the 
 amusements to which they are accustomed? 
 
 Motion picture shows sometimes give pictures based 
 upon novels. What is the quality of these pictures? 
 Do they affect the circulation of the books which they 
 represent? Is it desirable that these books be read 
 by children? For example, in an investigation made 
 in Cleveland one teacher reported, "they seem to in- 
 spire them to read books, study history; to interest 
 them in reading good books such as Julius Caesar 
 and As You Like It.' Another says, "They seem to 
 establish ideals of travel, history, Bible history, com- 
 mercial geography, and heroic deeds." "By far the 
 greater number of children speak of the good things 
 seen at the picture theaters — subjects relating to his- 
 tory, geography, literature, and industry.'" 
 
 As a result of an investigation of motion picture 
 shows conducted by a teacher of one of the Spring- 
 
 ' Bartholomew, Report of motion pictures ... of Cleveland, 26-27 
 (19J3). 
 
SOCIAL ASPECTS OF WORK WITH CHILDREN 32/ 
 
 field (Mass.) high school/ the conclusion was reached 
 that on the whole the pictures did not encourage read- 
 ing, although many pupils reported that they had been 
 thus lead to read standard works. Most of the 
 high school pupils liked the presentation of books and 
 plays better than other kinds of pictures, and many 
 reported that they had been helped in history, geogra- 
 phy, and literature. The pictures which seemed to 
 make the greatest impression, however, were those 
 which represented the old, familiar dime novel inci- 
 dents, which as Mr. Willard points out, were followed 
 closely by Stevenson. 
 
 The answers to questions such as these are also 
 important to the librarian: 
 
 What other sources of reading matter than the 
 library are available to children? What is the na- 
 ture of this reading matter? 
 
 How many of the library's juvenile readers buy 
 books at the five and ten-cent stores ? In other words, 
 what agencies are competing with the library on its 
 own ground? If the competition is successful, why? 
 
 Is it easier and pleasanter to put down five cents 
 and get a gaudily covered tale than to go to the li- 
 brary and get a card ? 
 
 What influence does the library exert among the 
 children of the leisure class? 
 
 Is any attempt made to interest parents of this 
 class in the best books for children, either through 
 
 *WiIlard, The motion picture theater and the child. Education, 35: 
 350-61 (1915). 
 
328 THE children's LIBRARY 
 
 the local book dealer, or by means of lists? If such 
 efforts are made, do they have any appreciable effect? 
 
 Publishers and booksellers can give valuable in- 
 formation as to the reading habits of children, espe- 
 cially half-grown boys. The dime and nickel novel 
 publisher is suffering from the competition of the 
 motion picture theaters. An author of "thrillers" 
 was quoted as follows by the Boy Scout librarian at 
 the American booksellers' convention, 1915:" "The 
 decline of Shorty Muldoon, Jimmy Grimes, Jack 
 Wright, Nick Carter, and other heroes is not due to 
 iconoclasts, but to the moving picture shows, which 
 have ruined their sales. Connected with a publishing 
 house which was responsible for many of these old time 
 stories, and writing a part of some of them, I am in 
 a position to know the reason, as I suifered, as have 
 many writers, from the inroads of the movies.' This 
 is not cheerful news for librarians, who had hoped 
 that their efforts to dimish the demand for the cheap 
 story were helpful. The fact is that the same boy 
 who is getting as many books a week as he can from 
 the public library may also go to the "movies," and 
 buy reprints of "thrillers." When an effective sub- 
 stitute is given to the boy, booksellers always report 
 a decrease in the sale of the nickel weekly.' Is the 
 public library providing effective substitutes? Has 
 the librarian information which will enable her to 
 
 ^ Mathiews, Books as merchandise and something more. Publishers' 
 Weekly. 87: 1487-8 (1915). 
 ' Ibid., 1489. 
 
SOCIAL ASPECTS OF WORK WITH CHILDREN 329 
 
 assert that the library is in successful competition 
 with these outside agencies? If not, what will it 
 avail her or any other educator, if only the boys who 
 already prefer good reading are using the books in 
 the library? As the Scout librarian remarks, boys, 
 like that eternal boy, Robert Louis Stevenson, read 
 story books "not for the eloquence or character or 
 thought, but for some quality of the brute incident," 
 which is conspicuous in the cheap newspaper, "movie," 
 and paper back. It is a fact, established by the sur- 
 veys so far conducted, that the books of the "under- 
 ground library" are as influential as those circulated 
 by public means.' Even if the greatest percentage of 
 spare time is devoted by children to reading" such 
 a fact can scarcely be a matter of congratulation con- 
 sidering some of the sources of supply. 
 
 Turning to the case of the working children, the 
 librarian may ask : 
 
 What are the technical, mechanical, and industrial 
 interests of the boys and girls? 
 
 Are these interests being stimulated or ignored 
 by the library? 
 
 What kind of children are brought into the juven- 
 ile courts? 
 
 Haven any of them ever been to the library? 
 
 What are their tastes ? 
 
 7 Mathiews, Blowing out the boy's brains. Outlook. 108:652-4 
 (1914); Rochester public library. Report, 1913, 17. 
 
 ^ See "What 1500 school children did between Friday and the fol- 
 lowing Monday" and "TJie hobbies of 933 boys." Three charts used at 
 Rochester child welfare exhibit, April 5-12, 1913, in Rochester Public 
 Ibrary. Report, 1913. n. i7- 
 
330 THE children's LIBRARY 
 
 Does the library reach any of the children who do 
 not work in factories; those who do piece work at 
 home, for example? 
 
 What are the tastes and aptitudes of this class? 
 
 What steps can the library take to meet these tastes ? 
 
 The Survey tells of a boy of a mechanical turn 
 of mind who was summoned to the juvenile court be- 
 cause he had taken to pieces an automobile not his 
 own in order to find the use of a piece of junk 
 which he had saved his money to buy. Little by 
 little he was buying old automobile parts, but this piece 
 he could not fit into its proper place. Could this boy 
 have received the information he wanted in a library? 
 Since he did not go to one, he had probably never 
 thought of it in that connection, or never heard of 
 it at all. Does the children's room attract boys of 
 this type? 
 
 Constructive information may be gained from phil- 
 anthropic agencies or from the library's own investi- 
 gations, which may answer such questions as these: 
 
 If the children read comic supplements on Sunday, 
 is it because they can get nothing else? 
 
 Is the library closed to children on Sunday? 
 
 What are the recreational conditions for children? 
 
 What are the home conditions ? 
 
 What kind of books do the children most fre- 
 quently steal from the library ? 
 
 What is the relative sophistication of the children? 
 Often they are more wordly wise than the children's 
 librarian, and yet she is inclined to fancy that she is 
 
SOCIAL ASPECTS OF WORK WITH CHILDREN 331 
 
 protecting them by excluding books which to her 
 seem gory, tragic, or too realistic. 
 
 To some extent books must be selected accord- 
 ing to the character and needs of the children to be 
 served not according to an adult's academic notion of 
 an "average" child, or according to her remembrance 
 of her own childish taste. As Mr. E. L. Pearson 
 has said, the children's librarian was never a boy. It 
 is likely that she was never the kind of girl with 
 whom she may have to deal in the library. The re- 
 sults of the efforts of the Boy Scouts' organization to 
 evaluate books for boys, will be observed with inter- 
 est by librarians. No other agency has the first-hand 
 knowledge of boys' reading and what they will read 
 under proper direction, and surely no other agency 
 can so effectually influence the reading of boys. 
 
 A survey of conditions in the community or neigh- 
 borhood with relation to individuals may be made by 
 the library itself. Such an investigation of the dis- 
 trict surrounding the Woodland branch of the Cleve- 
 land public library was conducted by the members of 
 the Western Reserve library school and the branch 
 libraries. The questions covered the nationality of 
 the family; homes in which books other than library 
 books were read; families using a public library; and 
 other recreations of the members of the family. If 
 systematic knowledge of the children in the vicinity 
 of the library is desired, it could be acquired readily 
 through such house-to-house visits. All the juvenile 
 members of the library could be required to re-regis- 
 
332 THE children's LIBRARY 
 
 ter periodically, thus getting the information from 
 former as well as new members. Where there are 
 cordial relations between school and library, the prin- 
 cipal will doubtless be glad to cooperate in having 
 questions answered. A score card might be drawn 
 up along these lines : At the top of the card spaces 
 should be provided for the child's name and address; 
 the school or position if at work; the teacher's name 
 or the employer's business, the grade in school or the 
 grade at which child left school. The rest of the card 
 should be filled out by the teacher or librarian in con- 
 ference with the child and parent. 
 
 Age 
 
 Nationality (or race) 
 
 Reading ? 
 
 Five cent weekly 
 
 From public library 
 
 From school 
 
 (Here could be given one or two titles to indicate 
 the type of reading) 
 Favorite books 
 
 Special interest or hobby 
 
 Recreations 
 
 Favorite study 
 
 The second section of questions is to be filled out 
 
 by the teacher 
 
 Child's special aptitude 
 
 Retarded? 
 
 Advanced ? 
 
 Average ? 
 
 Should you advise against outside reading? 
 
 Why? 
 
SOCIAL ASPECTS OF WORK WITH CHILDREN 333 
 
 The last set of questions is for the Hbrarian to an- 
 swer 
 
 Books child reads in library 
 
 What most affects his reading ? 
 
 His recreations ? 
 
 His hobby ? 
 
 His work? 
 
 His nationality ? 
 
 His mentality? 
 
 Along what lines should reading be encouraged? 
 
 A representative of the school or Hbrary visiting 
 in the interests of the children is usually received cor- 
 dially. Interest" in their children seems natural to 
 most parents. At least part of the above information 
 ought to be obtained by the librarian in regard to 
 every new juvenile member of the library. Here again 
 there would be economy in having the children's library 
 more closely affiliated with the school. Elaborate 
 records are already kept in many schools, and with 
 library rooms in school buildings these records would 
 be more readily available to the expert director of the 
 children's reading. 
 
 In conducting extension work, the library is likely 
 to encroach upon a field in which it is not an expert. 
 Not only that, but the child's reading can scarcely be 
 properly directed without some of the information 
 indicated above. Hence the need for detailed inquiry 
 into conditions to serve as a basis of constructive 
 action. 
 
 The intensive phase of the library's service is quite 
 as important as the extensive. By deepening and 
 
334 THE children's LIBRARY 
 
 strengthening that service which is peculiarly its own 
 to give, the public library might become a stronger 
 social factor than by sharing the work of other 
 agencies. 
 
 There is nothing so apparent in American life as 
 the prevailing lack of consideration for the minor in- 
 terests of others. It is necessary to have a society for 
 the suppression of unnecessary noises because of the 
 lack of elementary gentility. No one can move about 
 in the crowded streets of a large city without being 
 constantly reminded of the general thoughtlessness 
 as to others' rights and comfort. 
 
 In the library where children often congregate in 
 crowds, there is an excellent opportunity to establish 
 some of those habits of good manners which are 
 simply extended neighborliness. Discipline in a li- 
 brary depends largely upon low voices and good breed- 
 ing on the part of assistants. The whole problem of 
 order should be made a matter of social thought- 
 fulness. The child must learn that he cannot do 
 what would disturb everybody if many should do it. 
 This principle covers the talking which is harmless in 
 itself, but formidable in the bulk. Children have a 
 strong sense of justice, and they can be appealed 
 to when it is a matter of fairness to friends with 
 whom they share the privileges of the library. The 
 fine, which should not be more than a cent a day, is 
 another way of enforcing the social point of view. A 
 book kept out over time is a deprivation to some other 
 person. In some of the Cleveland public library 
 branches the withdrawal of the book privilege for 
 
SOCIAL ASPECTS OF WORK WITH CHILDREN 33S 
 
 three days for every day overdue has been substituted 
 for the fine. The proper treatment of public property 
 may be taught by insisting upon the careful hand- 
 ling of books by assistants as well as children. 
 
 An important part of the library's social service, 
 and one which is particularly emphasized by some li- 
 braries, is the establishment of friendly relations with 
 parents. The best way to learn of the homes and 
 personalities of the children is to go personally to the 
 parents with the child's application card. This may 
 seem an impossible task in a large system, but it is 
 desirable to serve smaller numbers and to know all 
 about those who do take books, instead of having 
 crowds of children whose needs are imperfectly met 
 because they are imperfectly known. By seeing the 
 child's home and talking with his parents, who do not 
 resent the visit when they understand that it is a part 
 of the routine, the librarian not only has a basis for 
 individual work with each child, but she has given 
 the parent a glimpse of a personality behind the in- 
 stitution. This is especially important in the case of 
 foreign children. 
 
 The institutions which take the child in hand often 
 ignore the parents and the old world culture which they 
 have brought with them. Gradually the child is 
 alienated from his parents, whom he may grow to de- 
 spise on account of their ignorance of English and of 
 American customs. Juvenile court records show that 
 the weakening of parental control and authority among 
 the immigrant children is a direct cause of juvenile 
 delinquency. 
 
336 THE children's LIBRARY 
 
 The literature and some of the handicrafts of the 
 European immigrant would add richness and variety 
 to our American life. That we have been indifferent 
 to these things and in many instances have succeeded 
 in crushing out every sign of national individuality, is 
 due partly to the machinery and methods of education. 
 American self-complacency is generally the reason for 
 this condition of affairs. We have come to assume 
 that the only desirable kind of child is the American 
 child, and that all children should be made after his 
 pattern. Library trustees sometimes object to buying 
 foreign books for the library, as if any tongue save 
 English were barbarous. To such objections one need 
 only point out that it is absurd for a country with a 
 meager literature of its own to deny to the children of 
 older countries the masterpieces which have all the 
 richness of older civilizations. This would exhibit a 
 spirit of arrogance which should no longer be tolerated 
 in educational affairs. 
 
 Schools and settlements such as Hull House have 
 been making efforts to bring ,the immigrant parents 
 and their children into sympathetic touch with each 
 other's interests. By means of the revival of folk 
 dances and the arts and crafts of the industrious 
 European peasant, the adult immigrant is able to arouse 
 the respect of his children and the community. In- 
 stead of being shoved aside and ignored, he finds 
 that he too has a contribution to make. The arts, 
 literature, history, and biography of the foreign coun- 
 tries represented here, will some day be recognized 
 in the schools to the social and educational advantage 
 
SOCIAL ASPECTS OF WORK WITH CtllLDREN 337 
 
 of all the children. No one becomes a better American 
 by giving up all his national characteristics. "The 
 Pole, Turk, Frenchman, Swede who is loyal to his 
 own land and proud of his descent, rather than the 
 flabby reconstructed specimen who apes all our manners 
 at the expense of his own, makes the best American 
 citizen, because he adds something of positive value 
 to the diversification of elements of which true Amer- 
 icanism is only the higher unity.'" 
 
 By its choice of books the library may have a 
 prominent part in helping children of foreign parents 
 to maintain their interest in their country. Especially 
 among picture books, there are many attractive 
 foreign publications for children. The Webster branch 
 of the New York public library has a collection of 
 artistic Bohemian children's books, and in the chil- 
 dren's department of the central library other foreign 
 books are to be found. The supervisor of work with 
 children in the Brooklyn public library has made a 
 special study of foreign picture books for children. 
 In order to get the foreign books for the community, 
 the librarian will find it necessary to know its foreign 
 elements. In small towns there are often large colonies 
 of immigrants who are not in touch with the public 
 library. 
 
 In so far as it makes the workers happier and 
 more intelligent and so less likely to become a burden 
 upon the community, the library is fulfilling the 
 functions for which it is supported by the taxpayers. 
 Whenever it undertakes the role of literary guide 
 
 "Hall, Educational problems, I, 3389 (ign)- 
 23 
 
338 THE children's LIBRARY 
 
 and mentor, or attempts to invade the field of the - 
 social settlement, it may fail in these aims and at the 
 same time neglect the duties nearer home which no 
 other organization is equipped to assume. Librarians 
 often believe that in order to be progressive they must 
 carry on some sort of extension work. Almost all 
 of this social work is conducted upon the theory that 
 the contribution made by books to culture and recrea- 
 tion is their most important service. The library may 
 have a mission which is similar to that of the art 
 gallery, but its chief social function is to second the 
 work of the school in preparing children to become 
 intelligent citizens — intelligent not because they are 
 familiar with the classics but because they know how 
 to pod in books that information and inspiration 
 which enables them to realize their own capabilities 
 and to be masters of their own particular job. 
 
 Public library books, handled, as they are, by a 
 class of people among whom disease is most pre- 
 valent, present a social problem of great seriousness. 
 Librarians report that they have never heard of a case 
 of disease known to be transmitted by a book, but 
 hygienists agree that it is not an uncommon occurence," 
 especially in the case of diseases not reported to li- 
 braries by the board of health. "Books," says the 
 Journal of the American medical association," "are 
 known to have infected people with septicemia and 
 
 10 "Went! auch bisher sichere Beweise fiir die Krankheitsubertragung 
 durch Biicher nicht existieren, so sind wir doch auf Grund unserer Kent- 
 nisse von der langen Lebensfahtgkeit verschiedener pathogener mikro- 
 jrganismens ausserhalb des menschlichen Korpers gezwungen die 
 Moglichkeit einer Infektion auf diesem Wege zuzugeben." Ballner, 
 Qber die Disinfektion von Biichern, 2 (1907). 
 
 ^ 58: 1201 (1Q02). 
 
SOCIAL ASPECTS OF WORK WITH CHILDREN 339 
 
 tuberculosis as letters have carried scarlet fever and 
 small-pox." In towns of any size the board of health 
 makes a daily report of contagious diseases to the 
 library. The list does not contain the names of those 
 afflicted with tuberculosis or venereal diseases, both 
 communicable by means of books and the latter in 
 certain forms not uncommon among children. 
 
 According to German authorities" ' the only sure 
 method of disinfection is by exposure to moist hot air 
 30 to 40 per cent humidity at a temperature of 78° to 
 80° C. for thirty-two hours. One investigator states" 
 that only nine states and twenty-five cities are taking 
 proper precautions against contagion through books. 
 Although public libraries either destroy or disinfect 
 books which have been in the hands of any person at 
 the address reported by the board of health, it is a 
 question whether these precautions are adequate. 
 Thus far there has been no serious consideration of 
 this admittedly difficult problem either on the part of li- 
 braries or of public health officials in this country. 
 
 An oarsman who should pull vigorously and en- 
 thusiastically on his own oar, perhaps ignoring the 
 rower behind or before him with whom his labors 
 conflicted, would be an object of derision. Yet many 
 a child welfare organization, feeling that it is the 
 one indispensable agency, prefers to work without 
 reference to other agencies. How can we wonder 
 that little progress is made and that in spite of the 
 
 1^ See Ballner, Uber die Disinfektion von Buchern (1907), and 
 Sobernheim, Uber Biicherdisinfektion (19 10). 
 
 "Nice, The disinfection of books. Pedagogical Seminary. 18: 197- 
 204 (ipii). 
 
34° THE CHILDREN S LIBRARY 
 
 thousands of dollars spent on the education of children 
 there are so many aimless young people. "Casting 
 aside for the moment all tradition and ideas of com- 
 placency in regard to the present, it would seem that 
 if child welfare and not education is the thing that 
 is really necessary, then we ought to have not a 
 department of schools, but a department of children and 
 that to the general control of this department be 
 relegated all those activities in which children are con- 
 cerned."" Probably we should never be able to ac- 
 count for every child, even by such a comprehensive 
 plan, but we might at least try to prevent duplication 
 and waste and to find the many gaps where nothing is 
 done. Schools, libraries and all other agencies of 
 social service should present an unbroken line of in- 
 fluences in favor of each individual's development. 
 The public library doubtless will never fail to supply 
 all the so-called cultural and classical material called 
 for ; the part that it may play in the education of chil- 
 dren for capable and intelligent citizenship remains 
 to be determined. We already have opinions as to 
 what it accomplishes ; what we need are the facts. 
 
 " Curtis, A comprehensive plan for child welfare. Child conference 
 for research and welfare. Proceedings, 1910, II, 273-83. 
 
BIBLIOGRAPHY 
 
 THE PLACE OF BOOKS IN EDUCATION 
 
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 1880. I47p. 
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 f!ducational methods, 178-220. 
 
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342 THE CHILDREN S LIBRARY 
 
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344 THE CHILDREN S LIBRARY 
 
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346 THE children's LIBRARY 
 
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374 THE CHILDREN S LIBBIARY 
 
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376 THE children's LIBRARY 
 
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37S THE children's LIBRARY 
 
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BIBLIOGRAPHY 379 
 
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38o 
 
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 1914. 847P. 
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BIBLIOGRAPHY 38l 
 
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382 THE children's LIBRARY 
 
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BIBLIOGRAPHY 3^3 
 
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384 THE children's LIBRARY 
 
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BIBLIOGRAPHY 3^5 
 
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 criticism. Educational Review. 20:289-94 (1900). 
 
 Shackford, M. H. Literature for admission to college. Edu- 
 cational Review. 27:410-16 (1904). 
 
 Sharp, K. L. Libraries in secondary schools. Library Jour- 
 nal. 2o:supp. S-ii (1895). 
 
 Sheperd, H. E. The teaching of the English language and 
 literature; methods of study in English literature. Edu- 
 cation. 9:73-8 (1888). 
 
 Simons, Sarah E. American literature and the modern mag- 
 azine in the high school course. English Journal. 2 : 357- 
 61 (1913)- 
 
 Sioussat, St. George L. The need of the library for best 
 results in teaching history, comparable 'to the need of the 
 laboratory in teaching the science courses. Southern Edu- 
 cation Association. Proceedings. 1912 : 400-8. 
 
 Sisson, E. O. The high school's cure of souls. Educational 
 
 Review. 35:359-72 (1908). 
 Stevenson, O. J. The old and the new in literature teaching. 
 
 English Journal. 3:69-77 (1914)- 
 
 26 
 
386 THE children's library 
 
 Sykes, F. H. English in the secondary schools. School Re- 
 view. 14:157-63 (1906). 
 
 Tanner, G. W. The library situation in Chicago high schools. 
 Educational Bi-monthly. 7:9-15 (1912). 
 
 Terry, H. L. Two lines of high school reading. School Re- 
 view. 20:476-82 (1912). 
 
 Thomas, C. E. English for industrial pupils. English Jour- 
 nal. 2: 241^6 (1913). 
 
 Thompson, Grace. High school reading: the Newark plan. 
 School Review. 21:187-90 (1913). 
 
 Thorndike, Edward L. The elimination of pupils from 
 school. United States Bureau of Education. Bulletin. 4: 
 1907. 63p. 
 From the high school, 21. 
 
 Thurber, Samuel. English in secondary schools. School Re- 
 view. 2:468-77, 540-9 (1894). 
 
 English literature in girls' education. School Review. 
 
 2:321-36 (1894). 
 
 English literature in the schools. Academy (Syracuse). 
 
 6:485-98 (1891). 
 
 The English situation. School Review. 11:169-86 
 
 (1903). 
 
 Voluntary reading in the classical high school from the 
 
 pupil's point of view. School Review. 13:168-79 (1905). 
 
 Tobey, Carolyn. Story telling in the high school. Story 
 Hour. 1:8-11 (1909). 
 
 Trent, William Peterfield. Greatness in literature. New 
 York. 1905. 248p. 
 Teaching literature, 147-84. 
 
 Teaching literature. Sewanee Review. 12: 401-19 (1904). 
 
 Teaching of English literature. National Education As- 
 sociation. Proceedings. 1896:104-11. 
 
 ■ Teaching the spirit of literature. Pp. 239-55 of Authority 
 
 of criticism. New York. 1899: 29IP. 
 
 Same. Atlantic Monthly. 78:414-9 (1896). 
 
 Triggs, O. L. Study and teaching of literature. University 
 of Chicago Record. 1:337-9 (Sept. 4, 1896); 364-6 (Sept. 
 II, 1896). 
 In the old days reading was done exclusively for the cultivation of 
 
 taste. Science and democracy have changed this. Distinction between 
 
 line and industrial arts is losing force. 
 
BIBLIOGRAPHY 387 
 
 Van Denburg, J K. Causes of the elimination of students in 
 public secondary schools. New York. 191 1. 207p 
 Columbia university. Teachers' college. Contributions to Education, 
 
 Van Metre, Sara. Ideals versus realities in high school 
 Jinghsh. National Education Association. Proceedings. 
 1908 : 656-8. 
 
 Venable, Emerson. Oral reading as an aid in the interpreta- 
 tion of literature in the high school. School Review. 13 : 
 337-41 (190S). 
 
 \\'ait, M. F. Library work in the preparatory school. Li- 
 brary Journal. 29: 182 (1904). 
 
 Walter, F. K. Teaching library use in normal and high 
 schools. American Library Association. Bulletin. 6 : 255- 
 60 (1912). 
 
 Vi'ard, Gilbert O. Cleveland solution of the problem. Wis- 
 consin Library Bulletin. 8:32-5 (1912). 
 
 High school branches of public libraries. American Li- 
 brary Association. Bulletin. 6:266-8 (1912). 
 
 The high school library. Chicago. 1915. 29p. 
 
 The high school library. Public Libraries. 16 : 161-3 
 
 (1911). 
 
 Same. New York State Teachers' Association. Proceed- 
 ings. 1916 : 304-10. 
 
 Report on high school branches of the Cleveland public 
 
 library. Cleveland Public Library. Report. 191 1 : 90-2. 
 
 Warner, Charles Dudley. The novel and the common school. 
 Atlantic Monthly. 65:721-31 (1890). 
 
 Warren, Irene. Some high school library problems. Wilson 
 
 Bulletin, i : no. 2:20-3 (Mar. 1915). 
 Watterson, H. E. The library and history teaching. Public 
 
 Libraries. 18:136-8 (1913). 
 
 Watkins, H. E. Relation of high school to public library. 
 Wisconsin Library Bulletin. 8:30-2 (1912). 
 
 Whiteford, R. N. Fate of English literature in secondary 
 schools. Dial. 38:35-7 (1905). 
 
 Williams, Sherman. High school library problems. New 
 York Libraries. 4:174-8 (1915). 
 
 Wilson, Louis R. A constructive library platform for South- 
 ern schools. Library Journal. 37:179-85 (1912). 
 
388 THE children's LIBRARY 
 
 Witham, R. A. American college girls' ignorance of litera- 
 ture: a second point of view. Journal of Pedagogy. 19: 
 13-25 (1906). 
 
 Wolfe, L. E. The many versus the few book course of study. 
 Educational Review. 45: 148-54 (1913). 
 
 Wood, Harriet A. The administration of high school libra- 
 ries as branches of public libraries. Library Journal. 39: 
 659-62 (1914). 
 
 Woodward, C. M. At what age do pupils withdraw from 
 public schools? St. Louis Academy of Science. Transac- 
 tions. 7:185-200 (1896). 
 
 Woodward, Franklin Cowles. English in the high schools. 
 Boston. 1893. 2Sp. 
 
 Wright, Purd B. High school branches in Kansas City. Li- 
 brary Journal. 39:672-6 (1914). 
 
 High school branches of public libraries. National Edu- 
 cational Association. Proceedings. 1914 : 820-3. 
 
 Wright, R. H. How to make the library useful to high school 
 pupils. National Education Association. Proceedings. 
 190S : 864-7. 
 
 Same. Public Libraries. 10:460-2 (1906). 
 
 A classical course in English. Journal of Pedagogy. 11 : 201- 
 
 2 (1898). 
 The devil is a cheerful cuss. Educational Foundations. 23 : 
 
 600-5 (1912). 
 
 Lack of attractive power in the high school curriculum. 
 
 Cooperation between high school libraries and public 'libraries 
 in Brooklyn, N. Y. Library Journal. 34: 146 (1909). 
 
 Cooperation between public library and high school at Wo- 
 burn, Mass. Library Journal. 37:467. (1912). 
 
 English in secondary schools. Prize essays, n. p. 1890. 87p. 
 
 High school library problem. School Review. 14 : 762-3 
 (1906). 
 
 High school pupils and the library. School Journal. 72:185 
 (1906). 
 
 Libraries for academies and high schools. Massachusetts 
 Teacher. 10:241-54 (1857). 
 
 Library in the school. Dial 40: 73-5 (1906). 
 Philological fetish in literature teaching. Journal of Peda- 
 gogy. 18:239-48 (1906). 
 
BIBLIOGRAPHY 3,^9 
 
 Reading and literature. United States Commissioner of Edu- 
 cation. Report. 1889-90 :pt. 2:1168-70. 
 
 Teaching of English. Outlook. 73:403-4 (1903). 
 
 Teaching of English. Independent. 56:277-8 (1904). 
 
 "That horrible Tennyson." Nation. 86:392-3 (1908). 
 
 Wisconsin idea on library cooperation. New York Libraries. 
 3: 130 (1912). 
 
 Note: — The equipirent and plan of the high school library room is 
 discussed in detail in the report of the National council of English 
 teachers on high school libraries (1915). which can be obtained from 
 J. F. Hosic, Chicago Normal College, and in The high school branch of 
 the public library by McKnight and Dana (American library economy 
 series). 1 IjiiijT'JOt 
 
 Lists of books to buy for high school libraries are furnished by 
 most state library commissions especially Minnesota, Wisconsin, New 
 York, and Oregon, and by the United States bureau of education. 
 
 Lists to aid young people in choosing an occupation have 
 been made by several high schools in collaboration with 
 the librarian, or by social agencies : 
 
 Cleveland cooperative bureau for girls. 612 St. Claire Ave. 
 Cleveland, O. To girls about to leave school. 
 
 Vocations for Cleveland girls. 1912. 
 
 High school teachers' association. New York City. Pam- 
 phlets at five and ten cents each on various trades and 
 professions. 
 
 Liveright. A working library of vocational guidance. Board 
 of Public Education. Pedagogical Library. Philadelphia. 
 1912. 
 
 New York school of philanthropy. lOS East twenty second St., 
 New York City. Bibliography of vocational guidance. 
 Bulletin 2. November, 191 1. 
 
 Portland (Ore.) library association. How to make a living? 
 What are you going to do? 1913. 
 
 Poughkeepsie. Adriance memorial library. Books for girls 
 about to enter business or a profession. 1912. 
 
 Books for the young man about to enter a profession 
 
 or engage in business. 1912. 
 
 Poughkeepsie. Board of education. Choosing an occupa- 
 tion . compiled by Florence Brewer. 1912. 
 
 Providence public library. What next? . . for girls. 
 
 United States. Department of commerce and labor. Re- 
 port on vocational guidance. 1910. 
 (From twenty-fifth annual report.) 
 
390 THE children's LIBRARY 
 
 Vocation bureau of Boston. 6 Beacon st. Bulletins on var- 
 ious occupations at fifteen cents each, except one on De- 
 partment store at fifty cents. 
 
 Vocation office for girls. Girls' trade education league. Bos- 
 ton. Pamphlets on various occupations. Ten cents each. 
 
 Women's Educational and industrial union. 264 Boylston st., 
 Boston. Pamphlets adapted to girls with high school or 
 college training. 
 
 Y. M. C. A. — West side branch. New York City. Vocation 
 Bureau. Pamphlet of advice to young man choosing a 
 career. 
 
 Y. W. C. A. 6s South Fourth st., Columbus, Ohio. In search 
 of an occupation. Five cents. 
 
 This list is adapted from a bibliography on high schools li- 
 braries compiled by Miss Mary E. Hall and appearing in 
 New York Libraries. 3 : 273-82 (1913). 
 
BIBLIOGRAPHY 391 
 
 THE LIBRARY RESOURCES OF COUNTRY 
 CHILDREN 
 
 Adams, Charles Francis, Jr. State school supervision. Bos- 
 ton. 1881. i4p. 
 
 Anderson, Wilbert L. The country town. New York. (2 
 ed.) 191 1. 307p. 
 
 Antrim, Saida Brumback and Ernst Irving Antrim. The pio- 
 neer county Hbrary. Van Wert, O. 1914. 3o6p. 
 The county library movement in the United States, 233-96. 
 
 Ashley, Percy. Local and central government. London. 1906. 
 396p. 
 The administrative control of local authorities, 335-52. 
 
 Ayer, Jean Y. Literature in the rural school. Educational 
 
 Foundations. 25:101-8 (1913). 
 Bailey, A. L. What people read. Library Journal. 38 : 387-91 
 
 (1913)- 
 Bailey, Liberty Hyde. The country life movement. New 
 
 York. 191 1. 22op. 
 
 Library work for rural communities. Library Journal. 
 
 33:381-5 (1908). 
 
 Rural communities. Journal of Education. 65:411 
 
 (1907). 
 
 Rural development in relation to social welfare. Na- 
 tional Conference of Charities and Correction. Proceed- 
 ings. 1908:83-91. 
 
 Some relations of library work to rural betterment. 
 
 New York Libraries. 2:52-4 (1910). 
 
 Bates, F. G. Village government in New England. Ameri- 
 can Political Science Review. 6:367-85 (1912). 
 
 Beard, Charles A. American government and politics. New 
 York. 191 1. 772p. 
 Local rural government, 638-55. 
 
 Betts, George Herbert. New ideals in rural schools. Boston. 
 
 1913. I27p. 
 
 Rural elementary school curriculum, 64-8. 
 
 and O. E. Hall. Better rural schools. Indianapolis. 
 
 1914. 5i2p. 
 
 Blackmar, Frank Wilson. Social degeneration in towns and 
 rural districts. National Conference of Charities and 
 Corrections. Proceedings. 1900: 115-24. 
 
392 THE children's LIBRARY 
 
 Bookwalter, John Wesley. Rural versus urban. New York. 
 
 191 1. 292p. 
 
 Boone, Richard Cause. Education in the United States. New 
 York. 1893. 403P- 
 Centralizing tendencies, 79-116. 
 
 Bourne, Edward Gaylord. The history of the surplus revenue 
 of 1837. New York. 1885. i6ip. 
 New York's share, 86-91. 
 
 Branson, Eugene Cunningham. The Georgia club . . . for the 
 study of rural sociology. United States Bureau of Edu- 
 cation. Bulletin 23. 1913. 4ip. 
 
 Brereton, Cloudesley. The rural schools of north west 
 France. Great Britain Education Department. Special 
 Report. 7:1-244 (1902). 
 
 Broughton, J. M., Jr. The rural school library. North Caro- 
 lina Library Bulletin. 1:78-80 (1911). 
 
 Brouse, J. P. W. The library as seen by the state. Southern 
 Education Association. Proceedings. 1912 : 397-400. 
 Suggests legislation which will provide for rural school libraries. 
 
 Bullock, E. D. Management of traveling libraries. Ameri- 
 can Library Association. Library Handbook 3. 1907. 25p. 
 
 Burnham, Ernest. Two types of rural schools. New York. 
 
 1912. 130P. 
 
 Teachers' college, Columbia university. Contributions to Educa- 
 tion, 51. 
 
 Butterfield, Kenyon Leech. Chapters in rural progress. Chi- 
 cago. 1908. 2Sip. 
 
 Carleton, E. F. Public school libraries of Oregon. School 
 and Home Education. 28:207-9 (1909). 
 
 Carver, Thomas Nixon. Principles of rural economics. New 
 York. 191 1. 386p. 
 Bibliography, 11-18. 
 
 Cary, Charles Preston. Libraries and library privileges for 
 village and rural communities. National Education Asso- 
 ciation. Proceedings. 1905 : 854-7. 
 
 Clark, E. M. The relation of the library to the country life 
 problem. Vermont Library Commission. Bulletin. 7 : 4-6 
 (1911). 
 
 Clark, Walter S. What the district superintendent can do 
 for school libraries. New York State Teachers' Associa- 
 tion. Proceedings. 1912 : 125-33. Discussion. 134-7. 
 
 Same. New York Libraries. 3:269-71 (1913). 
 
 Claxton, Philander Priestley. County libraries. Report of 
 United States Commissioner of education. 1913 : i.xxxviii- 
 
BIBLIOGRAPHY 393 
 
 Libraries for rural communities. American Library As- 
 sociation. Proceedings. 1914 : 147-52. 
 
 Comstock, Sarah. Byways of library work. Outlook. 106: 
 201-5 (1914). 
 
 Cotton, Fassett Allen. County life and the country school. 
 School and Home Education. 28:90-4 (1908). 
 
 Cubberly, Elwood Patterson. The improvement of the rural 
 schools. Boston. 1912. 7sp. 
 
 Rural life and education. Boston. 1914. 367P. 
 
 Culter, Horace M. and Julia M. Stone. The rural school ; its 
 methods and management. Boston. 1913. 365P. 
 The library and its uses, 125-42; Well chosen list of books for small 
 
 country school libraries, 135.42. 
 
 Davis, B. M. The rural school as a community centre. Na- 
 tional Society for the Scientific Study of Education. Year 
 Book. X, pt. 2: i-i6 (1911). 
 
 Davey, Henry B. County circulating school libraries. Wash- 
 ington Library Association. Bulletin. I. no. 2:5-7 (1906). 
 
 Dewey, Melvin. Field libraries. Dial. 40:75-7 (1906). 
 
 Field and future of traveling libraries. University of 
 
 the state of New York. Home Education Department. 
 Bulletin 40. I5sp (1901). 
 
 Libraries as related to the educational work of the state. 
 
 United States Commissioner of Education. Report. 1887- 
 8: 103 1 -9. 
 
 Same. Pp. 63-83 of The relationship between the library 
 
 and the public schools, edited by A. E. Bostwick. New 
 York. 1914. 33ip. 
 
 Downey, Mary E. Intellectual life in the community. Pp. 197- 
 212 of Hart. Educational resources of village and rural 
 communities. New York. 1913. 277p. 
 Not so much a presentation of facts as a special plea. 
 
 Draper, Andrew Sloan. Rural supervision in New York. 
 
 Educational Review. 43: 193-8 (1912). 
 Eddy, Harriet G. California county free libraries. Journal 
 
 of Education. 74: 104 (1911)- 
 
 California county free libraries. Library Journal. 36: 
 
 336-42 (1911). 
 
 -^ — California county free libraries. National Education 
 Association. Proceedings. 191 1 : 1026-30. 
 Subject matter of these three articles the same, but presentation 
 
 different. 
 
 Edson, Andrew Wheatle. Supervision of schools in Massa- 
 chusetts. Boston. 1895. 24p. 
 
394 THE CHILDREN S LIBRARY 
 
 Elliott, Edmund Charles, State school systems (I). United 
 States Bureau of Education. Bulletin 3, igo6. 1569. 
 
 Libraries, 124-6. 
 
 State school systems (II). United States Bureau of 
 
 Education. Bulletin. 7, 1908. 364P. 
 
 Fagge, E. H. County free library service to high schools. 
 
 National Education Association. Proceedings. 1911:1019- 
 
 26. 
 Fairchild, Edward Thomson. Status of rural schools. United 
 
 States Bureau of Education. Bulletin 15, 1912 : 18-20. 
 Fairlie, John Archibald. Local government in counties, towns, 
 
 and villages. New York. 1906. 289P. 
 
 State supervision, 215-25. 
 
 State supervision in New York. Political Science Quar- 
 terly. 15:50-74 (1900). 
 
 Field, Jessie. The district schools in a county as educational 
 and social centres. National Society for the Scientific 
 Study of Education. Year Book. 10: pt. 2:17-9 (ipn)- 
 
 Fiske, George Walter. The challenge of the country. New 
 York. 1912. 283P. 
 The rural problem, 1-29; The new rural civilization, 63-88; Rural 
 
 opportunities for social reconstruction, 117-47; Education for country 
 
 life, 151-70; Bibliography, 269-74. 
 
 Foght, Harold Waldstein, American rural school. . . . New 
 York. 1910. 361P. 
 Library and rural communities, 254. 
 
 Ford, Worthington Chauncey and Lindsay Swift. The pub- 
 lic library in its relation to the state and to literature. New 
 York. 1900. 4lp. 
 To the state, 1-22. 
 
 French, Elmer Ellsworth. Rural school libraries. Public 
 School Journal (afterward School and Home Education). 
 16:429-30 (1897). 
 
 Galpin, C. J. A method of making a social survey of a rural 
 community. University of Wisconsin. Agricultural Sta- 
 tion. Circular of Information 29, 1912. up. 
 
 Gillette, John Morris. Constructive rural sociology. New 
 York. 1913. 30lp. 
 
 Goodnow, Frank Johnson. Comparative administrative law. 
 New York. 1893. 2v. 
 Rural local administration in the United States, I, 178-89. 
 
 The principles of the administrative law of the United 
 
 States. New York. 1905. 480P. 
 
 Territorial distribution of administrative functions, 55-63; Rural 
 local administration, 189-98. 
 
BIBLIOGRAPHY 39S 
 
 Graham, A. B. Rural school libraries. National Society for 
 the Scientific Study of Education. Year Book. io:pt. 2: 
 34-43 (1911)- 
 
 Value of the traveling library in the district schools. 
 
 Ohio State Library. Bulletin 3: 10-13 (l907)- 
 
 Greene, Frances Nimmo. State support for library extension. 
 Southern Educational Review. 5 : 219-27 (Dec-Jan., 1908-9). 
 
 Greenman, E. D. State aid for public school libraries. Li- 
 brary Journal. 37:310-6 (1912). 
 
 Greenwood, Thomas. Free public libraries. London. 1886. 
 
 463?- 
 
 Free libraries in rural districts, 260-76; Free libraries in board 
 schools, 277-87. 
 
 Hart, Joseph K. Educational resources of village and rural 
 communities. New York. 1913. 277p. 
 
 Hartt, Rollin Lynde. A New England hill town. Atlantic 
 Monthly. 83:561-74, 712-20 (1899). 
 
 Heard, Mrs. Eugene B. Free traveling library. National 
 Education Association. Proceedings. 1900 : 648-55. 
 
 Hereford, J. P. Experiments in rural libraries for school and 
 home. Nineteenth Century. 62:751-7 (1907). 
 
 Hewins, Caroline Maria. What a country library and coun- 
 try school can do for each other. Connecticut Public 
 Library Document 8. 1901 : 33-5. 
 
 Hoagland, H. E. The movement of rural population in Illi- 
 nois. Journal of Political Economy. 20:912-27 (1912). 
 
 Huntington, Stella. Library and the country schools. News 
 Notes of California 'Libraries. 2:92-3 (1907). 
 
 Hutchins, Frank Avery. Educational needs of hamlets. 
 New York Libraries. 1 : 73-6 (1907). 
 
 Present conditions of school libraries in rural schools 
 
 and villages of less than 2500. National Education 1 Asso- 
 ciation. Proceedings. 1899:501. 
 
 Same. United States Commissioner of Education. Re- 
 port. 1899 : 703-4- 
 
 Securing libraries for rural schools. National Educa- 
 tion Association. Proceedings. 1899:503-10. 
 
 Same. United States Commissioner of Education. Re- 
 port. 1899 : 700-3. 
 
 Township school libraries of Wisconsin. Library Jour- 
 nal. 21: 185-6 (1896). 
 
 Johnston, William Dawson. Schools and libraries. Alabama 
 Educational Association. Proceedings. 1909 : 78-86. 
 
396 THE children's LIBRARY 
 
 A survey of rural literacy. Public Libraries, ig: i6o 
 
 (1914)- 
 
 Jayne, N. W. Township library extension at Alexandria- 
 Library Occurent. 2 : no. 12:221-4 (1911). 
 
 Jones, D. R. State aid to secondary schools. University of 
 California. Publications. 3:147-50 (1903). 
 
 /oyner, James Yadkin. Rural school libraries. Conference 
 for Education in the South. Proceedings, igos : 44-50. 
 
 Kelly, P. W. How the state may aid school libraries. South- 
 ern Educational Association. Proceedings. igi4 : 329-33. 
 
 Kennedy, R. M. The county library movement. Southern 
 Educational Association. Proceedings. 1914 : 322-g. 
 Description of the Washington county (Md.) library. 
 
 Kern, Oily Jasper. Among country schools. Boston. igo6. 
 366p. 
 School libraries, 103-27. 
 
 Traveling libraries in country schools. School and 
 
 Home Education. 23:177-84 (igo3). 
 
 Use of the library in the institute. School and Home 
 
 Education. 19:346-50 (igoo). 
 
 McClure, Daniel E. The Hesperia plan. Educational Foun- 
 dations. 16:284-5 (1904). 
 McKeever, William Arch. Farm boys and girls. New York. 
 
 1012. 326p. 
 
 Juvenile literature in the farm home, 69-80; chapter bibliographies. 
 
 Marvin, Cornelia. Library commissions and rural schools. 
 American Library Association. Bulletin. 2:314-5; Dis- 
 cussion. 315-7 (igo8). 
 
 Medd, J. C. Rural education in France. Great Britain Edu- 
 cation Department. Special Report. 7:245-310 (igo2). 
 
 Metz, C. A. Library work with rural schools. Public Li- 
 braries. 17:83-5 (igi2). 
 
 Ohio county library. American Library Association. 
 
 Bulletin. 5:146-8 (1911). 
 
 Miller, Zanak. North Dakota free traveling libraries. North 
 Dakota Magazine, Sept. 1908:73-7 (vol. 3). 
 
 Minor, K. P. Relation of the library to the school. Alumni 
 Bulletin of the University of Virginia, 3d series. 3 : 294-303 
 (1910). 
 
 Monahan, A. C. The status of rural education in the United 
 States . United States Bureau of Education. Bulletin, 8. 
 1913. 72p. 
 
 Morrill, G. H. Education and culture for rural life. Ver- 
 mont Library Commission. Bulletin. 7:1-4 (1911). 
 
BIBLIOGRAPHY 397 
 
 National education association. Committee on rural school 
 libraries. Report. Proceedings. 1914 : 798-809. 
 Contents: I. A standard foundation library for a rural school by 
 
 Harriet A. Wood and Walter Barnes. II. Training rural teachers in 
 
 the use of books by Delia G. Ovitz. III. Community service from the 
 
 rural school library by Elizabeth B. Wales. 
 
 Committee . . on rural schools and communities. Re- 
 port. Proceedings. 1897 : 385-583. 
 
 Newberry, Maria Anna. The rural school library. New 
 York. 1914. I4p. 
 
 Plunkett, Sir Horace. Rural life problem of the United 
 States. New York. 1910. I74p. 
 
 Poe, C. A. Rural school libraries in North Carolina. Ameri- 
 can Review of Reviews. 28:338-9 (1903). 
 
 Presbyterian church in the United States of America. Board 
 of home missions. Department of church and country life. 
 A rural survey in Maryland. 1912. Il3p. 
 
 A rural survey in Tennessee. 1912. 48p. 
 
 Preston, Josephine Corliss. The country child in the rural 
 library. National Educational Association. Proceedings. 
 1914 : 796-7- 
 
 The country school library and the reading habit. Pa- 
 cific Northwest Library Association. Proceedings. 1913 : 
 72-4. 
 
 Reed, Leslie I. The public library and the rural schools. 
 Iowa Library Quarterly. 7:54-7 (1913). 
 
 Rice, O. S. Rural school libraries. . . . National Education 
 Association. Proceedings. 1913 : 740-5. 
 
 Robertson, Agnes. School libraries in the rural districts. 
 National Education Association. Proceedings. 1902 : 818- 
 
 Sabin, Henry. Rural school libraries. United States Com- 
 missioner of Education. Report. 1901-2 : 579-81. 
 
 Seerley, Homer H. The country school. New York.- 1913. 
 2i8p. 
 
 Shaw, William Bristol. Traveling library. American Re- 
 view of Reviews. 17: 165-70 (1898). 
 
 Shinn, Charles Howard. Among district school libraries. 
 Education. 10:369-72 (1890). 
 
 Sims, Newell Leroy. A Hoosier village ; a sociological study. 
 New York. 1912. i8ip_. 
 Columbia university. Studies in History, Economics, and Public Law, 
 
 46; 445-623. Educational activity, 514-9: The social environment, 605- 
 
 13: Progress, 614-23. 
 
 Slade, William. The school and the traveling library. Ver- 
 mont Library Commission. Bulletin. 5:4-5 (1910). 
 
398 THE children's LIBRARY 
 
 Smith, W. P. The responsibility of the state to the rural 
 community. Vermont Library Commission. Bulletin. ^ : 
 3-6 (1911). 
 
 State library commission and traveling libraries. Library 
 
 Journal. 26:56-8; 171-3 (1901). 
 
 Stern, Renee Bernd. Neighborhood entertainments. New 
 "V ork. 1910. 2g7p. 
 The importance of a public library, 117-37. 
 
 Stetson, William Wallace. Rural communities and centres 
 of population. Journal of Education. 63: 3-4 (1906). 
 
 Thompson, C. W. and G. P. Warber. Social and economic 
 survey of a rural township in southern Minnesota. 1913. 
 
 75P- 
 
 University of Minnesota, Studies in Economics, i. 
 
 True, E, I, Phases of rural extension in Iowa. Public Li- 
 braries. 16:99-102 (1911). 
 
 Rural extension under the township. Iowa Library 
 
 Quarterly. 6: 152-5 (1911). 
 
 Turner, ' M. L. Rural school libraries. School and Home 
 Education, 20:295-6 (1901). 
 
 United States country life commission. Report. 60th con- 
 gress. 2 sess. S. doc. 705. 1909. 6sp. 
 
 Same. New York. 191 1. isop. 
 
 Updegraff, Harlan and William R. Hood. A comparison of 
 urban and rural common school statistics. United 
 States Bureau of Education. Bulletin 21, 1912. 3ip. 
 
 Webb, Sidney. Grants in aid. London. 1911. I35p. 
 Bibliography, 111-29. 
 
 \\'ebster, Caroline E. Local history story hour. New York 
 Libraries. 3:178-80 (1912). 
 In a village of 2,500 people. 
 
 What the district superintendent can do for the school 
 
 library. New York State Teachers' Association. Pro- 
 ceedings. 1912:138-40. 
 
 Whitten, Robert Harvey. Public administration in Massa- 
 chusetts. New York. 1897. i67p. 
 Columbia university, Studies in History, Economics, and Public Law, 
 
 7: 395-55I- 
 
 Williams, H. R. Branch libraries for rural schools. Journal 
 
 of Education. 69: 10-12 (1909). 
 Williams, Mabel C. How can the town library serve the 
 
 country community? Southern Educational Association. 
 
 Proceedings. 1914 : 339-42. 
 
BIBLIOGRAPHY 399 
 
 Williams, Sherman. School libraries. New York State 
 Teachers' Association. Proceedings. 1912 : 216-20. 
 
 Wilson, Louis R. Libraries for schools and rural communi- 
 ties. Southern Educational Association. Proceedings. 
 1911 : 669-71. 
 
 A constructive library platform for southern schools. 
 
 Library Journal. 37: 179-85 (1912). 
 
 Wilson, Martha V. The movement for better rural school 
 libraries. Library Journal. 39:677-9 (1914). 
 
 Possibilities of the rural school library. American Li- 
 brary Association. Bulletin. 7:291-5 (1913). 
 
 School libraries in Minnesota. Minnesota Department of 
 
 Public Instruction. Report. 1911-2, 33-40. 
 
 School library management. St. Paul. 1914. i6p. 
 
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414 THE CHILDREN S LIBRARY 
 
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BIBLIOGRAPHY 417 
 
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 28 
 
4i8 THE children's library 
 
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BIBLIOGRAPHY 419 
 
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BIBLIOGRAPHY 4^1 
 
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422 THE children's LIBRARY 
 
 THE CHILDREN'S ROOM 
 
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BIBLIOGRAPHY 423 
 
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424 THE CHILDREN S LIBRARY 
 
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BIBLIOGRAPHY 425 
 
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 5:231-3 (1903). 
 
 Stanley, H. H. Reference work with children. Library Jour- 
 nal. 26:supp.74-8 (1901)- 
 
426 THE children's LIBRARY 
 
 School reference room in the Brookhne pubUc library. 
 
 Public Libraries. 6 : 398-400 ( 1901 ) . 
 
 Stearns, Lutie E. The question of discipline. Library Jour- 
 nal. 26: 735-7 (1901). 
 
 Stewart, J. D. Cult of the child and common sense. Library 
 Association Record. 10:281-8 (1908). 
 
 Straus, Esther. Critical moments in the children's room. Li- 
 brary Journal. 35:147-9 (1910). 
 
 Reference work with children. Ohio State Library. Bul- 
 letin. 4:no. 4:1-3 (1908); no. 5:1-3 (1908). 
 
 Tracey, Angle E. The child and the library. Maine State 
 Library. Bulletin. 3:2-4 (1914). 
 
 Vale, G. F. The juvenile library. Library Assistant. 4 : 262-5 
 (1905)- 
 
 Wellman, Hiller C. Roof reading rooms in branches of the 
 New York Public Librarj-. Library Journal. 35 : 259-60 
 (1910). 
 
 What the libraries are doing for children. Atlantic 
 
 Monthly. 90 : 402-9 ( 1902) . 
 
 Willcock, W. J. Are children's reading rooms necessary? 
 
 Library Association Record. 9: 184-5 (1907). 
 Wood, Butler. Three special features of free library work; 
 
 juvenile libraries. Library. 4: 111-2 (1892). 
 
 American children's libraries. Library World. 10:211-3 
 
 (1907). 
 American tomfoolery. Library World. 11:301-3 (1909). 
 
 Same. Library Journal. 34:107-8 (1909). 
 
 Angels of the books. Journal of Education (Boston). 66: 
 542 (1907). 
 
 Are juvenile libraries desirable? Library World. 11:477-9 
 (1909). 
 
 Boston public library. Report of examining committee. Pp. 
 54-62 of Report, 1906. 
 
 City children and the library. Library Journal. 25:170 
 (1900). 
 
 Do public libraries foster a love of literature among the mas- 
 ses? Chambers Journal. 3:134-6 (1900). 
 
 First children's room. Library Journal. 34: 552 (1909). 
 
 Free libraries for children. Harper's Bazar. 33:1026 (1900). 
 
 Juvenile library. Library World. 9:193-7 (1906). 
 
 Reading rooms for children. Public Libraries. 2 : 125-si 
 (1897). 
 
BIBLIOGRAPHY 427 
 
 THE CHILDREN'S LIBRARIAN AND HER TRAINING 
 
 Crunden, Frank M. Special training for the children's li- 
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 Gold, K. E. Training of children's librarians. Public Libra- 
 ries. 8:223-7 (1903). 
 
 Moore, Annie Carroll. Special training for children's libra- 
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 Same. Public Libraries. 4:99-102 (1899). 
 
 Training for the work of a children's librarian. Ameri- 
 can Library Association. Proceedings. 1914 : 238-43. 
 
 The work of the children's librarian. Library Journal. 
 
 28: 160-4 (1903). 
 
 National education association. Committee on elementary- 
 school libraries. Report. Proceedings. 1915 : 1073-5. 
 Gives qualifications for school librarians. 
 
 Olcott, Frances Jenkins. Rational library work with chil- 
 dren and the preparation for it. Library Journal. 30 : supp. 
 71-5 (1905)- 
 
 Same. Pittsburgh. 1910. I5p. 
 
 Training of a children's librarian at Pittsburgh. Amer- 
 ican Library Association. Bulletin. 2:213-6 (1908). 
 
 Pearson, Edmund Lester. Library and the librarian. Wood- 
 stock (Vt.) 1910. 87p. 
 The children's librarian, 43-4. 
 
 Plummer, Mary Wright. Training for library service. Mun- 
 roe's Cyclopedia of Education. 4:24-6 (1913). 
 
 Pospishil, Lillian. The personal element in library work with 
 children. Iowa Library Quarterly. 3:33-6 (1903). 
 Discussion, 36-7. 
 
 Robertson, W. J. Should the education department issue a 
 librarian's certiiicate? Public Libraries. 9:209-12 (1904). 
 
 Straus, Esther. . The equipment of the children's libra- 
 
 rian. Ohio State Library. Bulletin. 3 : no. 12:1-2 (1908). 
 
 Underbill, E. P. Crumbs of comfort to the children's libra- 
 rian. Library Journal. 35:155-7 (1910). 
 
 Wallace, C. E. Value of kindergarten training in library 
 work with children. Pratt Institute Monthly. 8:195-9 
 (1899). 
 
 Webb, Sidney. London Education. London. 1904. 2i9p. 
 The organization of the library service, 175-95. 
 
 Wright, H. S. Miss Hewins and her class in children's read- 
 ing. Library Journal. 38:210-11 (1913). 
 
428 THK children's LIBRARY 
 
 Zachert, A. B. Creed of the children's librarian. Public Li- 
 braries. 17:257-9 (1912). 
 
 Circular of information concerning the training school for 
 
 children's librarians of the Carnegie library at Pittsburgh. 
 
 Pittsburgh. 1911. 359. 
 Instruction in work with children in various library schools 
 
 and summer schools. American Library Association. 
 
 Bulletin. 3:420-7 (igop). 
 Training school for children's librarians at Carnegie library, 
 
 Pittsburgh. Public Libraries. 11: 1 16-7 (1906). 
 What a children's librarian should know. Public Libraries. 
 
 12:374-5 (1907). 
 
 Set of proposed examination questions. Knowledge of books rather 
 than of children or of educational principles emphasized. 
 
BIBLIOGRAPHY 429 
 
 AIDS TO LIBRARY WORK WITH CHILDREN 
 
 Coutts, H. T. Work amongst children in the hbrary. Li- 
 brary Assistant. 5:34-8, 38-40 (1905). 
 
 Fairchild, E. M. Methods of hbrary work for children. Li- 
 brary Journal. 22: supp. 19-27 (1897). 
 
 Fairchild, S. C. What American libraries are doing for chil- 
 dren and }-oung people. Library Association Record. 5 : 
 468-8, 541-51 (1903). 
 
 Farr, Harry. Library work with children. Cardiff. 1910. I2p. 
 
 Same. Library /ournal. 36: 166-71 (1911). 
 
 Greene, C. S. School and library; wild flower day at Oak- 
 land (California) public library. Library Journal. 30:344-5 
 (1905)- 
 
 Harris, R. D. Work with children at the colored branch of 
 the Louisville free public library. Library Journal. 35 : 
 160-1 (1910). 
 
 Hassler, Harriott E. Work of the public library for chil- 
 dren. Portland, Oregon, n. d. up. 
 
 Hunt, Clara Whitehill. Work with children in the small li- 
 brary. Library Journal. 28 : supp. 53-6 (1903). 
 
 Kudlicka, Joseph. Library work among foreigners. Public 
 Libraries. 15:375-6 (igio). 
 
 Legler, Henry E. Library work with children. American 
 Library Association. Bulletin. 5:240-9 (1911). 
 
 Lyman, Edna. Principle of work with children. Public Li- 
 braries. 13:125-6 (1908). 
 
 McLeod, Jean. An employees' library. American Library 
 Association. Bulletin. 6 : 250-4 (1912). 
 
 Maltby, Adelaide Bowles. Library's work with children. 
 Outlook 82:360 (igo6). 
 
 Morton, Frances. What the librarian of a very small library 
 can do for children. Nebraska Library Bulletin, no. i : 
 3-7 (1906). 
 
 McCrory, H. L. Discussion on children's work in small li- 
 braries. Library Journal. 25 : supp. 130-1 (1900). 
 
 Olcott, Frances Jenkins. Pasadena exhibit of library work 
 with children. Library Journal. 36:345-7 (1911). 
 
 Rational library work with children and preparation for 
 
 it. Pittsburgh. 1910. I5p. 
 
430 THE children's LIBRARY 
 
 — — Same. Library Journal. 30:supp.7i-S (1905). 
 
 Report of the chief of the children's department. Car- 
 negie Library of Pittsburgh. Report. 1899 : 21-31. 
 
 Work with children at the Carnegie library of Pitts- 
 burgh. Library Journal. 25 : 166-8 (1900). 
 
 Potter, J. C. Library work with children. Ontario Library 
 Association. Proceedings. 19x1:100-4. 
 
 Pratt, J. A. The library and the children. Public Libraries. 
 3:77-9 (1898). 
 
 Price, H. U. Possibilities for work with children in small li- 
 braries. Public Libraries. 14:121-3 (1909). 
 
 Plummer, Mary Wright. The work for children in free li- 
 braries. Library Journal. 22:679-86 (1897). 
 
 Rawlins, C. M. ^largins in library service. Public Libraries. 
 
 15:47-50 (1910). 
 Saxe, M. S. With the children in Canada. Library Journal. 
 
 37:433-35 (1912). 
 Sayers, W. C. Berwick-. Things we may expect. Library 
 
 Assistant. 4:317-9 (1905). 
 Stearns, Lutie E. Child and the small library. Wisconsin 
 
 Free Library Commission. Biennial Report. 1897-8 : 12-20. 
 White, G. F. Catalog game played in the young people's room. 
 
 Library Journal. 31 : 815 (1906). 
 
 Children's library in Cleveland. Library Journal. 34:31-2 
 (1909). 
 
 Same. Charities. 21:298 (1908). 
 
 Children's museum of the Brooklyn institute of arts and sci- 
 ences. Brooklyn. 1900. 2Sp. 
 Children's museum library, 20-3. 
 
 Work with children; a symposium. Pubhc Libraries. II : 193- 
 202 (1906). 
 
 Bulletins, Etc. 
 
 Bowerman, George F. Cooperation between the library and 
 the book store. Publisher's Weekly. 83: 1764-70 (1913). 
 
 Child, G. A. Mounted pictures and picture bulletins. Con- 
 necticut Public Library Commission. Document, no. 8, 
 1901 : 47-52. 
 
 Dana, John Cotton. Picture bulletins from another point of 
 view. Wisconsin Library Bulletin. 3:75 (1908). 
 
 Elliott, J. E. Use of children's book mark in libraries. Wis- 
 consin Library. Bulletin. 1:49-50 (1905). 
 
BIBLIOGRAPHY 431 
 
 Gaillard, E. \V. Outcome of the picture bulletin. Library 
 
 Journal. 26: 192-3 (1901). 
 Hunt, Clara Whitehill. Picture work in children's libraries. 
 
 Library Journal. 25 : supp.66-7 (1900). 
 Moore, Annie Carroll. Picture bulletins. Wisconsin Library 
 
 Bulletin. 2: 11-2 (1906). 
 
 Place of pictures in library work for children. Library 
 
 Journal. 25 : supp. 126-8 (1900). 
 
 Moore, E. L, Picture work in children's libraries. Library 
 Journal. 25:159-62 (1900). 
 
 Perry, E. M. Experiment with children's book marks. Wis- 
 consin Library Bulletin. 1:95 (1905). 
 
 Plummer, Mary Wright. Christmas book exhibit in libraries. 
 Library Journal. 36:4-9 (1911). 
 
 Rathbone, Frances L. Picture bulletins practically applied. 
 
 Library Journal. 32:434 (1907). 
 Root, M. E. and A. B. Maltby. Picture bulletins in public 
 
 libraries. Library Journal. 27:191-4 (1902). 
 Trask, L. M. D. Bulletins for children. Vermont Library 
 
 Commission. Bulletin. 2:6-7 (1906). 
 
 Same. Library Journal. 31:708-9 (1906). 
 
 Wallace, C. E. Bulletin work for children. Library Journal. 
 
 26 : supp. 72-4 ( 1901 ) . 
 Webb, M. A. Exhibits in the children's room of the Ft. 
 
 Wayne public library. Library Occurent. 2: 191-2 (1911). 
 Whitbeck, Alice G. . Booklists and bulletins in the children's 
 
 room. Library Journal. 31:316-7 (1906). 
 
 Story Hour 
 
 Blanchard, A. A. Story telhng as a library tool. Child Con- 
 ference for Research and Welfare. Proceedings. 1909, 
 1 : 39-44- 
 
 Same. Pedagogical Seminary. 16:351-6 (1909). 
 
 Bragg, Mrs. P. W. Story telling in libraries. Vermont Li- 
 brary Commission. Bulletin. 6:4-5 (1910). 
 
 Bryant, Sara Cone. How to tell stories to children. Boston. 
 
 1905. 26op. 
 Buckland, Anna. Uses of educational stories. Educational 
 
 Foundations. 15:105-12 (1903). 
 
 Clark, A. W. Story hour. Library Journal. 34: 164-5 (1909). 
 Clarke, E. P. Story telling, reading aloud and other special 
 
 features of work in children's rooms. Library Journal. 27: 
 
 189-90 (1902). 
 
432 1HE children's library 
 
 Cooley, Mrs. A. W. Story telling and the teaching of lit- 
 erature. Story Hour. 1:3-8 (1909). 
 
 Cummings, R. R. How to interest children in the classed 
 books. Iowa Library Quarterly. 5:96 (1906). 
 
 Dana, John Cotton. Story telling in libraries. Public Libra- 
 ries. 13:349-51 (1908). 
 
 Duff, I. J. Story telling in the Brooklyn public library. 
 American Library Association. Bulletin 3 : 415-7 (1909). 
 
 Elrod, Jennie. How to interest children in good literature. 
 Public Libraries. 5:56-7 (1900). 
 
 Ely, Mary. The story hour. Ohio State Library. Bulletin. 
 4, no 1 : 1-2 (1908). 
 
 Foucher, L. C. Story telling in public libraries. Story Hour. 
 1 : 10-4 (1909). 
 
 Gymer, Rose. Story telling in the Cleveland public library. 
 American Library Association. Bulletin. 3:417-9 (1909). 
 
 Hartland, Edwin Sidney. The science of fairy tales. London. 
 
 1897. 373P- 
 
 The art of story-telling, 2-21. 
 
 Hassler, Harriott E. Common sense and the story hour. 
 Library Journal. 30: supp.76-8 (1905). 
 
 Hazeltine, A. I. Story telling in the Carnegie library of 
 Pittsburgh. American Library Association. Bulletin. 3: 
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 Hitchler, Theresa. Telling stories to children. Public Libra- 
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 Hummerston, M. M. The art and practice of story telling. 
 . . . Library Assistant. 9: 194-6 (1912). 
 
 Hunt, Clara Whitehill. Arousing an interest in the great clas- 
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 Same. New York State Teachers' Association. Pro- 
 ceedings. 191 1 : 81-6. 
 
 Some means by which children may be led to read better 
 
 books. Library Journal. 24: 147-9 (1899). 
 
 Keyes, A. M. Stories and story telling. New York. 1911. 
 286p. 
 
 Lyman, Edna. Purpose and results of telling stories to chil- 
 dren. Michigan State Teachers' Association. Proceed- 
 ings. 1909 : 262-4. 
 
 ■ — Story hour. Wisconsin Library Bulletin. 1:4-6 (1905). 
 
 Story telling : what to tell and how to tell it. Chicago. 
 
 1910. 229P. 
 
BIBLIOGRAPHY 433 
 
 Martin, D B.' Local history story hour. Madison, Wiscan- 
 
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 Wisconsin state historical society. Bulletin of information 37. Re- 
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 Moore, Annie Carroll. Story hour in the Pratt Institute free 
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 Story telling in the New York public library. American 
 
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 Olcott, Frances Jenkins. Story telhng, a public library 
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 Same. Child Conference for Research and Welfare. 
 
 Proceedings. 1909, l : 225-7. 
 
 Same. Pedagogical Seminary. 16:545-7 (1909). 
 
 Story telling, lectures and other adjuncts of the chil- 
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 Story telling as a means of teaching literature. Public 
 
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 ing in school and home. New York. 1912. 32op. 
 Bibliography, 314-9. 
 
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 Runyan, M. D. Stories and story telling for kindergarten 
 and primary school. Teachers' College Record. 5 : 32-48, 
 438-48 (1904). 
 
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 Sayers, W. C. Berwick-. Is the story hour within the li- 
 brarian's province? The affirmative. Library Assistant 
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 Librarian as a lecturer : To children. Library World. 
 
 12:23-7 (1909). 
 
 Shellenberger, Grace. Suggestions for the . . story hour in 
 the small library. Iowa Library Quarterly. 7: 100-2 (1914). 
 
 Sikes, L. M. Advertising the children's room. Library Oc- 
 current, I, no. 10: 1-2 (1907). 
 
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 Thomsen, Mrs. Gudrun Thorne-. The practical results of 
 story telling in Chicago's park reading rooms. American 
 Library Association. Bulletin. 3 : 408-10 (1909). 
 
 29 
 
434 THE children's LIBBIARY 
 
 Thwaites, Reuben Gold. Local history in the library story 
 hour. Wisconsin Library Bulletin. 3:43-4 (1907). 
 
 Same. Library Journal. 32:158-9 (1907). 
 
 Tobitt, Edith. Discussion on "Story telling, lectures and 
 
 other adjuncts to the children's library." Library Journal. 
 
 25 : supp. 129-30 (1900). 
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 curent. 3:26-8 (1912). 
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 The story hour. Boston. 1894. iSsp. 
 Wilkinson, M. S. and Cora Frantz. Shall there be a story 
 
 hour in the small library? Public Libraries. 17:122-3 
 
 (1912). 
 Pro and con. 
 
 Wiltse, Sara Eliza. The place of the story in early education. 
 
 Boston. 1892. I32p. 
 Wyche, Richard Thomas. Experiment in story telling in 
 
 school. Education. 28:76-9 (1907). 
 
 The national story tellers' league. Child Conference for 
 
 Research and Welfare. Proceedings. 1909, i : 217-21. 
 
 Story tellers' league. Pedagogical Seminary. i6:537-4r 
 
 (1909). 
 
 Gentle art of story telling revived. World's Work. 16 : 10748 
 
 (1908). 
 A lost art. Chambers's Journal. 60:801-3 (1883). 
 Report on story telling; symposium. Library Journal. 35: 
 
 404-12 (1910). 
 Story hour. Ohio Library Bulletin. 4:1-2 (1908). 
 The story hour. National story tellers' league magazine, 
 
 published at 406 sth st., N. W. Washington, D, C. 
 Story telling. Library World. 13:168-70 (1911). 
 Story telling. Playground. 4 (1910). 
 
 Story telling traveling libraries. Iowa Library Quarterly. 6: 
 156-7 (1911)- 
 
 Clubs 
 
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 1906. 2i8p. 
 Clark, G. M. Children's literary club of Muncie, Indiana. 
 
 Library Occurent I, no. 8:4-5 (1907). 
 
BIBLIOGRAPHY 435 
 
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 Field, Walter Taylor. Reading Shakespeare to children. 
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 Fiske, George Walter. Boy life and self government. New 
 
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 Group clubs and mass clubs for boys, 169-gi. 
 Forbush, William Byron. The coming generation. New 
 
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 Clubs for street boys, 212-22. 
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 Reading clubs for older boys and girls. Child Confer- 
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 Same. Pedagogical Seminary. 16:325-30 (1909). 
 
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 public library. Child Conference for Research and Wel- 
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 Same. Pedagogical Seminary. 16 : 548-9 ( 1909) . 
 
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 Richardson, Charles Francis. Choice of reading. New York. 
 
 1881. 94p. 
 
 Reading aloud and reading clubs, 149-62. 
 
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 1908. 44Sp. 
 
 Libraries, 180-93. 
 
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436 THE children's LIBRARY 
 
 Shellenberger, Grace. Value of reading aloud. Iowa Li- 
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 Tyler, Anna C. Transition period in a girl's reading. New 
 York State Teachers' Association. Proceedings. 1911:86- 
 9- 
 
 Van Buren, M. Junior civic league. Wisconsin Library Bul- 
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 Williams, Ora. Boy scouts and the library. Library Oc- 
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 Vacation reading. Iowa Library Quarterly. 5:32 (1905). 
 Work of the factory girls' club, Dayton, Ohio. Library Oc- 
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BIBLIOGRAPHY 437 
 
 BOOK SELECTION 
 
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 Children 
 
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 Same. Public Libraries. 16:12-4 (iQn)- 
 
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 Evil of unlimited freedom in the use of juvenile fiction. 
 
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 Belloc, Hilaire. Children's books. Living Age. 276 : 186-9 
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 Benson, Arthur Christopher. What Tom Brown reads. Lit- 
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 I have long held literature to be one only of many legitimate 
 
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438 THE children's LIBRARY 
 
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 Bostwick, Arthur Elmore. The making of an American's 
 
 library. Boston. 1915. l6op. 
 
 The boy and the book, 91-123. 
 
 Same. Bookman. 38:531-7 (1914). 
 
 Recent books for boys. American Library Association. 
 
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 14:352-4 (1911). 
 
 Same. New York State Teacher's Association. Pro- 
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 1904. 226p. 
 
 For the young, 103-20; The reading public, 39-54. 
 
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 27:599. (1908). 
 Bullock, R. W. Some observations on children's reading. 
 
 National Education Association. Proceedings. 1897:1015- 
 
 21. 
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 Public Libraries. 13:360 (1908). 
 
 Same. Ohio State Library. Bulletin. 3: 1-2 (1908). 
 
 Same. Library Occurent. 2:60-1 (1909). 
 
 Good and poor books for boys and girls. Public Libra- 
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 Same. Bulletin of New Hampshire Public Libraries 
 
 (n. s). 8:74-77 (1907)- 
 
 Standard of selection of children's books. Library Jour- 
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BIBLIOGRAPHY 439 
 
 Values in library work with children. American Li- 
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 Describes standards of book selection established by Cleveland public 
 
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 Buston, A. A. Strange — Art in the nursery. Belgravia. 49 : 
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 Chadburn, Isabel. Book selection committees for juvenile lit- 
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 The boy's library, 122-42. 
 
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 1886. 236P. 
 
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440 THE children's LIBRARY 
 
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BIBLIOGRAPHY 44' 
 
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44^ THE CHILDREN S LIBRARY 
 
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filBLIOGRAPHV 443 
 
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444 THE CHILDREN S LIBRARY 
 
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BIBLIOGRAPHY 445 
 
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446 THE children's LIBRARY 
 
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BIBLIOGRAPHY 447 
 
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 33P- 
 
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BIBLIOGRAPHY 449 
 
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 30 
 
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 Interesting review of contemporary children's books. 
 
4S2 THE children's LIBRARY 
 
 Books for children. Atlantic Monthly. 69:854 (1892). 
 
 Books that boys like. Public Libraries. 14: 140 (1909). 
 Suggestions as to adult books for boys. 
 
 Boys and girls and books. Dial. 26 : 387-8 ( 1899) . 
 
 Buying books for children. Independent. 59: 1418-9 (1905), 
 
 Children and their books. Spectator. 92:766-7 (1904). 
 
 Children's books. Christian Remembrancer. 14:231, 789 
 
 (1847). 
 Children's books, old and new. Current Literature. 34 : 234-5 
 
 (1903)- 
 Children's books and rooms in California. News Notes of 
 
 California Libraries. 1:227-66 (igo6). 
 
 Children's section of the American library association, 1906. 
 
 Library Journal. 31 : supp.244-7 (1906). 
 Child's library. Nation. 89:426-7 (1909). 
 English poetry for children from six to ten. Educational 
 
 Foundations. 18:640-8 (1907). 
 Extinct angel child. Nation. 94:306-7 (1912). 
 Interesting evidence upon books popular with young people. 
 
 Wisconsin Library Bulletin. 7: 188-9 (ipn)- 
 
 Literature for the young. Dublin Review. 90:439 (1882). 
 
 Literary infants' food. Saturday Review. 88:760-701 (1899). 
 
 The most popular books in the New York schools. Library 
 Journal, 38:208-10 (1913). 
 
 Need of guidance for children's reading. Harper's Magazine. 
 
 119:637-40 (1909). 
 The new pace for children. Century Magazine. 63 : 315-6 
 
 (1901). 
 Old fashioned children's books. Living Age. 261 : 754-60 
 
 (1909). 
 
 Reading for children. Outlook. 78:1018-9 (1904). 
 
 Reading for children. Nation. 83:551-2 (1906); 89:562-3 
 
 (1909). 
 Recreational reading. School Journal. 75:539 (1907). 
 Sunday supplements and their comics for children. Newarker. 
 
 1:95-8 (1912). 
 Vanishing home industry. Nation. 95:29 (1912). 
 
 What do your children read ? Iowa Library Quarterly. 5 : 
 203-4 (1908). 
 
BIBLIOGRAPHY 4S3 
 
 SOME SOCIAL ASPECTS OF LIBRARY WORK WITH 
 CHILDREN 
 
 Adams, E. L. The social opportunity of the public library. 
 Public Libraries. 14:247-9 (1909). 
 
 Addams, Jane. Spirit of youth and the city streets. New 
 York. 1909. i62p. 
 
 American economic association. Child labor. Publications. 
 1890. S. no. 2. i49p. 
 
 Ayres, Leonard Porter. The identification of the misfit child. 
 New York. 191 1. I3p. 
 
 Bartholomew, Robert O. Report of censorship of motion pic- 
 tures of Cleveland. Cleveland. 1913. 32p. 
 
 Birtwell, Charles W. Home libraries. Library Journal. 19: 
 supp.9-13 (1894). 
 
 Boggs, L. P. Is it possible for child helping agencies to main- 
 tain research experts? Child Conference for Research and 
 Welfare. 1:252-7 (1909). 
 
 Bosanquet, Helen Dendy. Strength of the people. New York. 
 1903. 3.4SP. 
 
 The children, 211-28, 
 
 Bostwick, Arthur Elmore. Social work of the library. Public 
 Libraries. 16:192-5 (1911). 
 
 Bray, Reginald A. The town child. London. 1907. 333p. 
 
 Brooks, S. D. Causes of withdrawal from school. Educa- 
 tional Review. 26:362-93 (1903). 
 
 Burgess, Ruth. Library at the school for the blind. Minne- 
 sota Public Library Commission. News and Notes. 4 : 4-5 
 (1913)- 
 
 Carson, Vera. The library at the home school for girls. 
 Minnesota Public Library Commission. News and Notes. 
 4:3-4 (1913). 
 
 Carver,' Thomas Nixon. Sociology and social progress. Bos- 
 ton. 1905. 8lop. 
 
 Chicago school of civics and philanthropy. Finding employ- 
 ment for children who leave school to go to work. Chi- 
 cago. 1911. 56p. 
 
 Chute, Gladys. What a library can mean to an institution 
 child. Minnesota Public Library Commission. News and 
 Notes. 4: 1-3 (1913). 
 
4^4 THE children's LIBRARY 
 
 Cooley, Charles Horton. Human nature and the social order. 
 New York. 1902. 413P. 
 
 Curtis, H. E. A comprehensive plan for child welfare. Child 
 Conference for Research and Welfare. 2:273-83 (1910). 
 
 Daniels, John. The social survey, its reasons, methods and 
 results. National Conference on Charities and Correction. 
 Proceedings. 1910 : 236-40. 
 
 Dousman, M. E. Books for the playground. Wisconsin Li- 
 brary Bulletin. 3:83-4 (1907). 
 
 Fairchild, Salome Cutler. Home libraries. Library Journal. 
 21 : 60-2 (1896). 
 
 Forbush, William Byron. The boy problem. Boston. 1905. 
 
 '?.4P- 
 
 Bibliography on work with boys, 180-6. 
 
 Gillette, J. M. Culture agencies of a typical manufacturing 
 group : South Chicago. Chicago. 1901. 66p. 
 
 Literary, 50-2. 
 
 Gulick, Luther Halsey. Why 250,000 children quit school. 
 
 New York. 1910. 3op. 
 Gymer, Rose C. Juvenile court and the Cleveland public 
 
 library. Library Journal. 35 : 159-60 (1910). 
 
 Hall, Granville Stanley. Application of psychology to child 
 welfare institutions. Child Conference for Research and 
 Welfare. Proceedings. 2 : 54-65 (1910). 
 
 Hatch, H. D. Some observations on Scottish education pro- 
 visions for promoting the life careers of pupils leaving 
 school. Educational Bi-monthly. 7: 203-21 (1913). 
 
 Jenkins, J. F. How to make a social survey. Independent. 
 74 ■■ 1335-8 (1913)- 
 
 Jones, Arthur J. The continuation school in the United 
 States. United States Bureau of Education. Bulletin i. 
 1907- I57P- 
 
 Manchester, Elizabeth. Relation of the library to the boy 
 
 scout and campfire girl movement. Library Journal. 39: 
 
 752-s (1014). 
 
 Aid in library discipline. 
 
 Moore, Annie Carroll. Library membership as a civic force. 
 Library Journal. 33:269-74 (1908). 
 
 Same. American Library Association. Bulletin. 2 : 372-80 
 
 (1908). 
 
 Same. Condensed. Public Libraries. 13:264-6 (1908). 
 
 Same. Excerpts. Minnesota Public Library Commission. 
 
 News and Notes. 2: 127-9 (1908). 
 
BIBLIOGRAPHY 455 
 
 Work with children from institutions for the deaf and 
 
 dumb. Library Journal. 35:158-9 (1910). 
 
 National child labor committee. Vocational direction : sym- 
 posium. Pamphlet 132, n. d. 20p. 
 
 Olcott, Frances Jenkins. Home libraries for poor children. 
 Chautauquan. 39:374-80 (1904). 
 
 Public library a social force in Pittsburgh. Pittsburgh. 
 
 1910. 3ip. 
 
 Quigley, M. G. Libraries for sick and crippled children. 
 
 Charities. 20: 131-2 (1908). 
 Sadler, Michael Ernest. Continuation schools in England and 
 elsewhere; their place in the educational system of an in- 
 dustrial and commercial state. University of Manchester. 
 Educational series i. 1907. 779p. 
 The library as continuation school; Free public libraries and the 
 
 national home reading union, 80-4; Libraries, 584-6. 
 
 Stearns, Lutie E. Library and social centre. Wisconsin Li- 
 brary Bulletin. 7:84-5 (1911). 
 
 Stelzle, Charles. Boys of the street. New York. 1904. 96p. 
 
 Stewart, Alexander Hamilton. American bad boys in the 
 making. New York. 1912. 24IP. 
 
 Thomdike, Edward L. The eUmination of pupils from school. 
 United States Bureau of Education. Bulletin 4. 1907. 63P. 
 
 Tuck, L. C. Library at the school for the deaf. Minnesota 
 Public Library Commission. News and Notes. 4 : 5-6 
 (1913). 
 
 Urwick, Edward Johns. Study of boy life in our cities. Lon- 
 don. 1904. 320P. 
 
 Watson, E. P. Why good workmen are scarce. Cassier's 
 Magazine. 33:230-2 (1907). 
 
 Whitehouse, J. H. Problems of boy life. London. 1912. 342p. 
 
 Willard, Frederic R. The motion picture theatre and the 
 child. Education. 35 : 35o-6i (1915). 
 
 Infection from Books 
 
 Ballner, Franz. Uber die desinfektion von biichern. Leip- 
 zig. 1907. S7P. 
 
 Horton, E. G. The disinfection of books by vapor of forma- 
 lin. Medical News. 69: 152-4 (1896). 
 
 Nice, L. B. The disinfection of books. Pedagogical Semi- 
 nary. 18:197-204 (1911)- 
 
4S6 THE children's LIBRARY 
 
 Poole, William Fletcher. The spread of contagious disease 
 by circulating libraries. Library Journal. 4:258-62 (1879). 
 
 Sobernheim, George, and E. Seligman. Ober biicherdesinfek- 
 tion. Berlin. 1910. 24p. 
 
 Books and bacteria. Journal of American Medical Associa- 
 tion. 58: 1201 (1912). 
 
 Contagion in books. Library Journal. 16:80 (1891). 
 
 Disinfection of books by vapor of formalin. Library Journal. 
 22:388 (1897). 
 
INDEX 
 
 Adaptations, 301-303; as found in 
 sets of books, 305 
 
 Adolescent children not reached 
 by libraries, 8; their interests, 
 04-96, 1 73* I -j^i, 1 88 ; in chil- 
 dren's rooms, 233-235; in small 
 branch libraries, 238-239; possi- 
 ble help from libraries, 242-244; 
 children's librarian in relation 
 to, 255-256; small place in li- 
 brary, 269; book selection for, 
 290, 304: girls, 305 
 
 Adult books used with children, 
 
 , S4-55» 306-310 
 
 Age limit, 43-44 
 
 Apprentice system in libraries, 
 high school, 115-116; effect on 
 trained librarians, 261-264, for 
 children's librarians, in Cleve- 
 land public library, 264-265 
 
 Apprentices' libraries, 33, 35 
 
 Book lists, their dangers, 142; use 
 in selecting classroom libraries, 
 181; for teachers' use, 184-185; 
 in book selection, 318-319 
 
 Book-marks, 282-283 
 
 Book selection, for high school 
 pupils, 89-go, 94-99, 103-104, 
 109-110, 125; for country chil- 
 dren, 141-142; by school leaders, 
 229 ; in early children's room, 
 229-230 
 
 Boy Scouts, library, 316-317, 328- 
 329; selection of books for 
 boys, 331 
 
 Boys' books, 293; "dime novels," 
 305-306, 328; qualities neces- 
 sary in, 328-329 
 
 Branches in school buildings, 196- 
 201; in Kansas City (Mo.), 214; 
 high school branches, 214; 
 Grand Rapids, 216; Gary (Ind.), 
 219-220; as extension of social 
 center idea, 239 
 
 Bulletins, 280-282 
 
 Business and industry. See Vo- 
 cational education 
 
 Cardiff, library work with chil- 
 dren, 45-46 ; coordination of 
 schools and libraries, 209-213 
 
 Children's librarians, in St. Louis, 
 44 
 
 Children's room, as a substitute 
 for private library, 3; prepara- 
 tion for use of aault library, 6- 
 7; reasons for starting, 228-229; 
 as a substitute for the street, 
 231; crowded condition and its 
 result, 232-237; psychological ef- 
 fects upon adults, 237-238; in 
 school buildings, 239-240; refer- 
 ence use^ 246-247; organization 
 and administration, 247-252 
 
 Christmas book exhibits, 241-242; 
 as a method, 283-284 
 
 Circulation statistics, influence on 
 methods, 231; influence on book 
 selection, 246 
 
 Class-room libraries, 64; book se- 
 lection for, 179; in Buffalo, 
 179; in Cleveland, 180; rules 
 and regulations, 180; methods of 
 charging books, 181-182; in con- 
 junction with children's rooms 
 in school buildings, 240-241 
 
 Classical versus contemporary lit- 
 erature, 96-99 
 
 Cleveland public library, coopera- 
 tion with schools, 65-66; high 
 school branches, 21^; small 
 branches used by children, 238- 
 239; class room libraries, 180, 
 240-241; apprentice class for 
 children's librarians, 264-265 
 
 Clippings, pamphlets and leaflets, 
 Newark (N. J.) free public li- 
 brary, 186 
 
 Clubs, and reading circles, 278-280 
 
 Clubs in high schools, fostered by 
 library, no 
 
 Continuation school, library as, 
 191, 194, 199, 201, 206, 2^0; 
 children's librarian as teacher in, 
 266; ignored in training schools, 
 269' 
 
458 
 
 INDEX 
 
 Cooperation between libraries and 
 schools, 2, 3, 8; in England, 45; 
 early efforts, 56; aims, 78-79. 
 1 70- 1 72 ; library's service to 
 schools, 1 72-187 ; administration 
 of library assistance to schools, 
 1 86- 187; importance, 1 87- 188 : 
 purpose, 188-189;. conducted 
 from library point of view, 194- 
 195; in conducting story-hours, 
 275-276 
 
 Cooperation between teachers and 
 librarians, 167-170, 195; possible 
 with library in school building, 
 219; reasons for lack of it, 227- 
 228; with children's library in 
 school building, 240; when chil- 
 dren join library, 245 
 
 County libraries, 153-156; 222-223. 
 See also Rural school libraries 
 
 Cultural values of reading, 1-31 
 
 Girls' books, 301; series for girls, 
 
 303-304 
 Graded lists. See Book lists 
 Grange, 139, 152. See also Rural 
 
 school libraries 
 
 High school branches, in Newark, 
 214; in Cleveland, 215 
 
 High school librarian, training, 
 111-117; duties, 117-118; stand- 
 ards of position, 268, 269-270 
 
 High school libraries, administra- 
 tion, 121-127; as public library 
 branches, 121, 123-125; rural, 
 126-127 
 
 High school, vocational training, 4, 
 93, 104-106 
 
 Home libraries, 321-323 
 
 Huey, physiological aspects of 
 reading, 9-10; influence of print. 
 
 "Dime novel" and nickel weekly, 
 292-293 ; republished by reput- 
 able firms, 305-306; in library 
 survey, 328-329 
 
 Eliot, Sense education versus book 
 education, 24-26; changes needed 
 in secondary education, 99-102 
 
 England, early library work with 
 children, 33-34, 44-46 ;_ coopera- 
 tion between libraries and 
 schools, 45; reading circles, 45; 
 school libraries, 61; coordination 
 of schools and libraries, 208-209 
 
 Ethical aspects of reading, 27-29 
 
 Fairy-tales, myths, legends, adapted 
 to early childhood, 11, 27, 53- 
 54; as a preparation lor study 
 of literature in high school, 88; 
 selection 298-299; re-written, 
 301 
 
 Fines, the social viewpoint, 334- 
 335 
 
 Foreign children in the library, 
 booK selection for, 288; coopera- 
 tion with parents of. 335-337 
 
 Gary schools, library system, 8, 
 65-66; branches in school build- 
 ings, 219-220 
 
 Geneseo (N. Y.) normal school, 
 instruction in library methods, 
 76, 78 
 
 Institutional libraries, for deaf, 
 dumb and blind children, 323- 
 324 
 
 Instruction in use of libraries. See 
 Normal school instruction in 
 books for children; normal 
 school programs; reference use 
 of libraries 
 
 Laboratory method versus book 
 education, 17-18 
 
 Legends. See Fairy tales, myths, 
 legends 
 
 Legislation, See School libraries 
 
 Library commissions, 145-149; 
 connection with state educational 
 system, 220-223 
 
 Library lessons. See Reference 
 use of libraries 
 
 Library survey, 324-331; in Cleve- 
 land, 331-33-3 
 
 Literature, as a factor in educa- 
 tion, 20, 24, 26-31 ; in schools, 
 51-55 
 
 Literature in the high school, ef- 
 fect on high school library, 82- 
 91 
 
 Local history collections in high 
 schools, 104 
 
 Locke, influence on children's 
 books and education, 47-49 
 
 Mann, reform of early school 
 books, 40 ; school libraries, 40 ; 
 improvement of school libraries, 
 
INDEX 
 
 459 
 
 Mechanics* institutes, 33 
 
 Motion pictures, their influence on 
 reading and book selection, 29 
 in a library survey, 326-327. 
 
 Motor education versus book edu- 
 cation, 16, 21-23 
 
 Myths. See Fairy tales, myths, 
 legends 
 
 New England primer, influence 
 upon school books, 49-50 
 
 Newark (N. J.) free public library 
 normal school program, 76; 
 school reference work, 178; pic- 
 ture collection, 182; teachers' 
 professional library, 1 85-186 ; 
 pamphlet, leaflet and clipping 
 collection, 186; high school 
 branches, 214; course in chil- 
 dren's literature, 311-312 
 
 Newspaper, part of children's read- 
 ing, 290-292; in library survey, 
 330 
 
 Normal school instruction in books 
 for children, need for, 71-72; li- 
 brarians' recommendations, 72- 
 74; place of technique, 72, 74; 
 primary need, knowledge of 
 books themselves, 75-76; knowl- 
 edge- of psychology, 75-76; re- 
 quired, 77-78 
 
 Normal school programs, Geneseo, 
 76; Newark course, 76-77; Gree- 
 ley (Colo.), 77; Cedar Falls 
 (la.), 77; Mayville (N. D.), 77 
 
 Osceola, plan of educational reor- 
 ganization, 155-156, 222-223 
 
 Pedagogical aspects of reading, 11- 
 12, 53 
 
 Periodicals in schools, 66-67; espe- 
 cially in high schools, 106-109 
 
 Physiological aspects of reading, 9- 
 10; in selection of proper kind 
 of print, 31;; 
 
 Picture collections, loan to schools, 
 182; Newark free public library, 
 182 
 
 Providence public library, teach- 
 ers' professional library, 185 
 
 Playground libraries, 323 
 
 Psychological aspects of reading, 
 10; in the high school, 94-96; in 
 the children's room, 225 
 
 Psychological principles of book 
 selection, 293-297; sex differ- 
 ences as a basis for book selec- 
 tion, 300-301 
 
 Reading circles, 45, 57-58 
 
 Recreational aspects of reading, 2- 
 3. 12, 13, 52; in high school, 
 103; in public library, 191; in 
 children's rooms, 230 
 
 Reference use of libraries, lessons, 
 8» 56-57; in high school^ 107-108, 
 118-121, by school children in 
 public libraries, 178-179; instruc- 
 tion by librarian, 182-184; in 
 children's room, 246-247 
 
 Rural life, 129-134 
 
 Rural school libraries, legislation, 
 134-145; centralization of admin- 
 istration, 136, 143-145, 148-149, 
 153, 156-165; Osceola, iss-156 
 
 St. Louis public library, coopera- 
 tion with schools, 6^-64 
 
 School assistant in library, train- 
 ing, 186-187, 19s 
 
 School books, early, 33, 39-40, 47- 
 50; as a substitute for school li- 
 braries, 50-51; graded readers, 
 54 
 
 School children in public libraries, 
 2-6, 7-9, 232-234 
 
 School department in library. See 
 Teachers' professional library 
 
 School, High. See High school 
 
 School libraries, introduced, 35; 
 legislation, 39:41, 58-61; aims as 
 first stated, 51; in England, 61; 
 in France, 61-62; in city schools, 
 63-66; in Cleveland, 65-66; in 
 Pomona, 66; special needs, 67- 
 68; in St. Louis, 63-6^; book 
 selection, 67-68: administration 
 by school board, 63-68; jointly 
 administered, 68-6p; educators* 
 view of, 69-70; Cfardiff, Wales, 
 209-213. See also Rural school 
 libraries; High school libraries; 
 Cooperation between libraries 
 and schools; Branches in school 
 buildings 
 
 School_ reading versus library 
 reading, 2-4, 227-228 
 
 Scientific management in libraries, 
 193 
 
 Secondary education, aims, 81-82; 
 changes in, which affect high 
 school library, 92- 104 ; changes 
 needed, 99-104 
 
460 
 
 INDEX 
 
 Sense education versus book edu- 
 cation, 24-26 
 
 Settlement libraries, 323 
 
 Social aspects of reading, lo-ii, 
 27-29 
 
 Social library, 34-35 
 
 Social survey, rural, 141, 143, 148- 
 14^; as a means of determining 
 children's book needs, 293. See 
 also Library survey 
 
 State aid to libraries, 62-63; to ru- 
 ral libraries, 136-139, 164 
 
 Story-hour, psychological aspects, 
 237; methods and aims, 273-278 
 
 Study room. See Supervised study 
 
 Sunday school libraries and books, 
 31. 36-39 
 
 Supervised study, in the high 
 school, 93, iio-iii. 
 
 Supervisor of children's work in 
 libraries, 247-252 
 
 Teacher's influence upon children's 
 reading, 2-3, 8, 70-71, 79, 167, 
 170, 236 
 Teachers* institutes, 151-152 
 Teachers* library cards, 185 
 Teachers* professional library, 
 185; in Boston, 186; other uses 
 of such a room in library, 186 
 Teaching children to read, 1-2, 9- 
 12, 47-49, 53 
 
 Township libraries, 153-154. See 
 also Rural school libraries; 
 County libraries 
 
 Training school for children's li- 
 brarians, rules, and curriculum, 
 266-269 
 
 Traveling libraries for rural dis- 
 tricts, 146, 148, 149, 150, 151 
 
 Village library service to children, 
 157-165; plan for its improve- 
 ment, in Minnesota, 217-219 
 
 Vocational education, use of 
 books, 1, 4-8; cultural values, 
 13-16; 19-23; by schools and li- 
 braries, 201; place of children's 
 library in, 240 
 
 Vocational guidance, inadequate 
 service of library, 4-5; in high 
 school, 93, 104-106; working 
 children, 173-176, 188; keeping 
 in touch with children out of 
 school, 242 ; technical informa- 
 tion for working children, 243- 
 244; inadequacy of children's 
 rooms and librarians for, 255- 
 256; as related to book selec- 
 tion, 287-288, 313; needs deter- 
 mined by library survey, 329-330 
 
 Voluntary reading of high school 
 pupils, 91-92 
 
 Working children. See Vocational 
 guidance 
 
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