Chapter 23

Before our library opened, I visited all the rooms of all the schools of the city to talk library. I tried to awaken interest and enthusiasm, and to make perfectly clear to the students beforehand the purpose of a library and what was expected of them there and why.

During the first few weeks I managed to spend a good deal of time in their room, moving about among them, helping them, and ready with a word of reminder the very moment a boy forgot himself. I tried in every possible way to help them to form correct library habits from the first. They all seemed anxious to conform to the library spirit when they understood it.

Now, when a boy does something a little out of the way, I try to pass over it as much as possible at the time, then when he comes in again some time, perhaps having forgotten his feeling of irritation, I try to talk kindly with him about it and I find he usually takes it kindly then, and does not trouble again.

I have tried always to take it for granted that the boy did not mean to annoy but forgot himself or was a little careless. I have no set procedure, but try to settle each little difficulty as that particular case seems to warrant and never to let it go on until it becomes a great one.

Miss Kate M. Potter, Baraboo, Wis.

The burning of our high school, two years ago, made the library the only place of general meeting for the scholars. While it was an added trouble at the time, I am not sorry for the experience either for the scholars or myself. Classes were held downstairs and study periods in the reading rooms. The children were made to realize they were under the same discipline as in the assembly room and while it took our time, it taught them the proper use of the library and we gained in the experience.

First:--In regard to the children coming in such numbers as to keep the older readers away. The older people make such little use of the books in comparison, I believe in giving the time and room to the children.

Second:--As to their making it a meeting place. In smaller places the children have no other place to go. Is it not better to attract them to the library?

Third:--As to discipline. We find one thing essential--not to let them get started in the wrong way. A boy or girl spoken to at first, generally does not repeat the offense.

While this all takes the librarian's time I feel that it is spent, in the greatest good to the greatest number, after all.

Miss Gertrude J. Skavlem, Janesville, Wis.

The Janesville Public Library is so arranged that the desk attendant has almost no supervision over the Reading and Reference Rooms. The matter of discipline in those rooms was a source of considerable trouble until an attendant took charge there in the evenings. We find it necessary to have this attendant only during the winter months, when more High School students use the library than at other times.

It is not the policy of the Library Board to enforce any strict rules as to quiet in the rooms. Rules are very lenient and the enforcement more by inference than in any other way. An attendant if she has the requisite personality, may, simply by her manner ensure quiet and orderly conduct, at least that has been our experience during the past year.

Various other means were tried before the one which we now find so successful. Talks were given in the High School by the superintendent, and at one time a police officer had the Library on his regular beat. None of these methods were permanently successful.

Miss Jeannette M. Drake, Jacksonville, Ill.

I have never hesitated to take what measures seemed necessary to have a quiet library, otherwise how near can we come to fulfilling the purpose of a library?

Since the first few weeks that I was here as librarian I have had no trouble in regard to the discipline. I feel sometimes that I am too strict, but I cannot have patrons say "I cannot study at the library because of the confusion, etc." The only solution of the problem that I know of is to ask every one not to talk, unless he can do so without disturbing others in the least. When it is necessary for people to talk about their work, except to us, we give them a vacant room in the building and often have people in every vacant space and the office at the same time. We encourage such use of the rooms; try to be courteous in our demands; interested in all; do everything in our power to get material for patrons and the result is that they feel that the library is a place of business.

The boys who used to come "for fun" come now and read for several hours at a time and are always gentlemanly and are our friends. I know of none who ceased to come because of the order we must have. At first, if we had spoken to anyone and they still were not quiet, we asked them to leave the building and to come back when they wanted to read or study. We always saw that they left when we told them to do so, and no one has been sent from the building for unruly conduct for two years. If I needed help I would call on the police as I would not want either teachers or students to feel that we could not manage our patrons when they were in the library. Of course we are always on the alert as we realize that the matter would get beyond us if we were careless for a time. It is not easy for librarians to carry out these rules, but it pays in the reputation of the library.

Mrs. Alice G. Evans, Decatur, Ill.

We have had very little trouble with discipline since moving into our own building, the rooms being so arranged that excellent supervision over them is possible from the loan desk. Then too, the children's and reference rooms have their own attendants and any disturbance may be quickly settled.

Perhaps the most disturbing element comes from the boys preparing debates, who often forget and talk somewhat above a whisper, and it is sometimes necessary to request them every fifteen minutes, to lower their voices.

As to making the library a meeting place, this is done, I suppose, to some extent but we rarely have any particular trouble from it.

I think the main reason for the order in our library is the separation of the different departments, as we used to have a great deal of trouble when we had but one room for readers, students and children.

Miss Elizabeth Comer, Redwood Falls, Minn.

When I first came here, I sent both boys and girls home; it was seldom necessary to send the same child twice for the same offense. Some of the boys tried a new tack after being sent home once and were then told to stay away until they could conduct themselves properly on the library premises, with the result that I have not been obliged to send a child away from the library for months.

Miss Marie E. Brick, St. Cloud, Minn.

The question of discipline has always been such an easy matter with me and never a problem that it seems rather difficult to state just how the good results are accomplished. We have none of the disfiguring printed signs of warning about; we do not need them. A glance, a word, a motion, at the least sign of uneasiness or noise, and all is quiet.

Any good disciplinarian will say that her methods are the same. It is not what she says or does, but her entire attitude, her manner, her commanding personality, that secure the desired results.

Our High School pupils never give us any trouble. They enjoy too many privileges as students to abuse them. The school is in the next block, so near that the teachers almost daily excuse a number of them to do supplementary reading in the library during school hours. They hand me a printed slip or pass on entering, which I sign with the time of coming and leaving. These are returned to their respective instructors on returning to the school room. This pass acts as a check on anyone disposed to loiter by the way.

Miss Ella F. Corwin, Elkhart, Ind.

We never have had a great deal of trouble with the discipline. We try to make the children and young people feel that we depend upon them to assist in keeping up the standard of good behavior.

We reach the younger children partly through the children's hour, not by talking to them on these subjects, but by winning them to us through the stories we tell and in our treatment of them.

With the High School boys and girls, it is more difficult. The suspension of two boys had a beneficial effect, but the principal of the High School is our greatest help with them.

Miss Bertha Marx, Sheboypan, Wis.

The matter of discipline has not been of sufficient importance in our library to be classed as a problem. This may be due to two facts: First, the atmosphere discourages rowdyism, loud talking and visiting; secondly, an unwritten rule is that there must be quiet in the library but not necessarily absolute silence. It seems to me where the order in a library is not what it would be, the staff is lacking in its sense of discipline.

If by chance, a group of people happens to make too much noise, we never hesitate to step up to them and in a courteous manner request them to be quiet. Such disturbance is usually caused through thoughtlessness, not from any desire to break a library rule, and after people have been cautioned they rarely commit the offense again. I will admit this must be done in a tactful way, for a grown person does not wish to be dictated to in the library as though he were a child in school. There are a few old men and women who persist in talking in a loud tone of voice; we know it would hurt their feelings if they were told to be quiet and therefore we wait upon them quickly, even ahead of their turn and so get rid of them as soon as possible.

The boys and girls of the High School have to be spoken to quite frequently as they are so imbued with a sense of their own importance that they have very little regard for the order of the library. The most effective appeal which can be made to them is to suggest that every one has equal rights in the library and that when other people come who wish quiet in the reading rooms, the High School pupils have no right to deprive them of it.

One evening the pupils were unusually noisy, we had cautioned them in vain to be quiet, and finally I ordered them all to leave the library. They were simply aghast for they were to have a test in history the following day and the material could only be procured from our reference shelves. I was aware of this at the time but felt drastic measures must be taken to show them that the three readers who shared the room with them had a right to undisturbed order. They plead with me in vain, and finally admitted that they deserved their punishment. It is needless to say that their history teacher approved my actions and that for weeks afterwards we had no more trouble with High School students.

The library is never used as a club or meeting-place by people for we discourage all attempts at visiting among our patrons.

It is not often found necessary to discipline the children in their reading-room as their behavior is on the whole, very good. When they become mischievous or noisy, it is generally because they have remained in the library too long and have grown restless, so they are advised to go out-doors and play for a time. We have practically none of the rowdy elements to deal with and when such children do come, we find that the attractive surroundings seem to have a quieting effect upon them.

Miss Mary J. Calkins, Racine, Wis.

The problem of discipline in the Library, is one which is "ever with us," and I do not feel sure that I have solved it to my satisfaction. We have tried "signs" and no signs; gentle persuasion and stern and rigid rules; and still we cannot always be sure of order, and a proper library deportment on the part of either children or grown people. I have come to the conclusion, that the character of the individual has everything to do with it. Children who defy rules both at home and at school, will also give trouble in the library, and nothing but a complete withdrawal of privileges will do any good. We have had very little trouble during the past year, but the children themselves seem to be different, the rougher class not coming to the library to make trouble, as they did formerly. The High School students are much more of a problem than the younger children; and cause much more disturbance, as far as my experience goes. When they are engaged in preparing their debates, it is necessary to have one of the staff sit in the room with them, and keep constant supervision, or the whole library will be disturbed.

Miss Margaret Biggert, Berlin, Wis.

During the past winter, for the first time since we have been in our new library it has been a question how to manage the situation without antagonizing the offenders, for it seems to me a librarian must avoid appearing in the guise of ogre even at the expense of perfect order. Scholars from the schools use the library constantly in their school work--including reference work for their three debating societies and it is with these pupils that the problem has been, the reference room becoming quite noisy-- though more from thoughtlessness and high spirits than otherwise. I feel certain a cork carpet would help to solve this problem in our library--with the unavoidable noise of heels on hard wood floors, it is hard to make people realize they are disturbing others.

My own system of dealing with the problem has been to warn them as pleasantly as possible that they are forgetting themselves and then to impress on them individually as the chance offered, the necessity of remembering that the library is a place for reading and study--not a "conversation room" as an irate gentleman one day said a group of ladies seemed to think. Though it is very seldom that people who meet friends, either by chance or appointment cause any annoyance by remaining to carry on conversation. No signs enjoining silence are in evidence. The younger children have their own reading room and have given very little trouble. This I believe to be in a measure due to the influence of their teachers, who keep in close touch with the work of the library. One lad of about ten, the ringleader of a group, was sent from the library for misbehavior. I was pleased but surprised to have him appear at my home one morning and say: "I am sorry I cut up at the library and I'll never do it again." He never has and he comes regularly.

We were at one time troubled with boys gathering outside the library evenings, making considerable disturbance with malicious intent. I was forced at length to call a police officer, who took the names of the offenders and walked through the reading rooms effectually quelling any budding aspirations toward hoodlumism in the children seated at the tables and we have had no trouble of that kind since.

Miss Molly Catlin, Stevens Point, Wis.

The matter of discipline has not been a difficult one with us, of course we have a good deal of noise, the adults are very apt to forget and talk noisily but as far as real trouble is concerned we have not had it.

The Boys' Club room is a great help, in that the boy who just comes down town for fun and not to read goes into that room from preference.

The girls and little children are often times noisy but with a glance or gentle reminder of some kind, they seem to be all right.

The discipline of the Boys' Club Room is, however, a different matter, it really is hard to discipline, but the reason is that we never yet have gotten just the right kind of an attendant to care for the room, we need one who is interested in boys, who can mingle with them and teach them games, etc. We now have a young man, well educated and a good man but he is lax in discipline and careless about the room. Nevertheless I think the Boys' Club room a success, for during the months of February and March we have sometimes between fifty and seventy boys in attendance at one time and they seem to enjoy it.

Miss Ella T. Hamilton, Whitewater, Wis.

I suppose I have found much the same difficulties as others in regard to discipline. Our High School pupils, especially when working on their school debates, for which they get much of their material from the library, do sometimes find it easy to work together to the annoyance of their neighbors, but as they are, on the whole, well intentioned young people they usually take kindly the reproof. I do not mean to say that they do always after remember and act accordingly. Who of us do? And my experience as a teacher has taught me that some lessons have to be often repeated. There is, however, a kindly feeling between the young people who use the library and those who have charge of it, for we try to help them to whatever they need and they appreciate the fact; and this fact I think helps in the matter of discipline. The main reading room seems sometimes rather full with them, but there are places for but sixteen at the tables and that partly explains it. I have had occasionally the difficulty of young people making the library a meeting place. Only two weeks ago, I told a young Miss and her attendant, that we could dispense with their presence in the library; they have both been back since, but not in any way to our annoyance.

We were at one time much troubled by some boys from ten to fourteen. Sending home didn't help for very long, and I finally went to the parents of the ring-leaders with very good results. Perhaps the fact that complaints came to them from several other sources helped. But I am sure parents can aid the librarian as well as the teacher. The only notices I have ever had up in my library in regard to order are two neatly printed signs, "Silence is golden." I think they have been more suggestive and effective than the ordinary sign.

Miss Grace E. Salisbury, Whitewater, (Normal School.)

In answer to your circular just received, I hardly know what to say. We have practically no disciplining to do. Of course conditions are not the same as in a public library. At the beginning of the school year every evidence of disorder is nipped in the bud, and after a few weeks we are entirely freed from any annoyance from visiting or other disorder. The children from the model school some times show a little inclination to talk too much in getting their books. If a word does not quiet them, the ring leader as it were is sent down to his department room which is the worst possible punishment as they love to come to the library. This never happens more than once or twice a year.

The greatest help I have at the opening of the school year in creating the spirit I wish in the library, is the small work room opening out of it. If students visit, or get to talking over their work, I ask them if they will please take their work into the work room where they can talk things over without disturbing any one. They never resent that, when many times they would resent almost anything else in the way of reproof. If they talk too loud in there or seem to be still disturbing, I call attention to the fact that others are trying to work, and find it difficult to do so under the conditions.

After the first few weeks of the year, I think I have to speak to a student not oftener than once in several weeks if that.

I think the student body recognize the library as a place where they can find absolute quiet, and welcome it in that light, and most of them are glad to help to keep it so.

Mrs. Alice A. Lamb, Litchfield, Minn.

Our library opened four years ago. An acquaintance, through teaching, with most of the children of the town has been of great assistance. Possibly, mature years with a reputation for strict order in school have been of value.

At any rate disorder is almost unknown. We started with the idea of perfect quiet in the building. The text "Be gentle and keep the voice low" was given a prominent place on the walls of the children's room for the first year and I'm sure was helpful.

If the little children get to visiting, usually a glance or a shake of the head is sufficient. To the older children it has been necessary a few times to say quietly, "We must have perfect quiet here." This of course is said privately so that no one but the offender hears.

Sending home seems a legitimate punishment and if judiciously used ought to produce good results.

The good will of the children, with good nature and firmness on the part of the librarian would seem the chief essentials to good order.

If disorder has once become a habit the problem is a serious one. In small libraries with but one person in charge it would seem wise to hire an assistant or have an apprentice to do the desk work during the evening hours or whenever disorder is likely to occur, and let the librarian be free to go about the rooms and use her best efforts to establish order, by every tactful means possible.

Our building is so arranged that every part of it can be seen by the librarian at her desk. This doubtless is a very great aid in discipline, and perhaps explains why we have never been troubled by the boys and girls making a "meeting place" of the library.

Miss Agnes J. Petersen, Manitowoc, Wis.

Reading over your questions on the subject of discipline in the library, brought back very vividly to my mind, the first years of our library work.

From the first day of opening, absolute quiet was made one of the rules of the library, and many boys and girls went home early in the evenings before they would recognize the rule. The fact that no disturbance of any kind would be tolerated was so impressed upon everybody, but, especially upon the children, that now, though the supervision is not so strictly kept, the same good order is easily maintained. A word or look of warning is at most times sufficient now to keep a roomful of 75 children in order except on rare occasions. We did practically I believe what every librarian does. The offender was warned concerning his conduct, and if, after several warnings, he still "dared us" he was sent home, not permitted to return to the library, nor draw books for a week or two as the case might be, only returning after promising good behavior in the future. When, as it happened a few times, the offender did not respond to this treatment, the president of our Library Board sent a note by the chief of police to the offender's parents, and that inevitably ended the matter. Only one boy was suspended for two weeks during this past year, and he gives a great deal of trouble at school, also.

SPECIAL METHODS AND TYPES OF WORK: STORY-TELLING; READING CLUBS; HOME LIBRARIES, PLAYGROUNDS, ETC.

The function of the story hour as a recognized feature of library work with children has been variously discussed. The five papers given below represent these different points of view, and the experience of several libraries is included in the report of the Committee on Story- telling given at the Congress of the Playground Association of America in 1910.

Another group method, which has been adopted as a means of introducing children to books and of securing continuity of interest, is that of the reading club. The three articles given show the influence of the direct, personal effort of Miss Hewins, and the carefully organized work of somewhat different types in two large library systems.

The early history of home library work with children as conducted by the Boston Children's Aid Society and a consideration of the place of this method in extension work of libraries in general are included.