Part 15

(_f_) The topic should be worth spending time upon. The _genealogy of Ellen Douglas_ will hardly linger long in the average memory.

_Use made of the material by the child._

Suppose the topic to be good and suitable material to have been found; for older children there are two good ways of using it--one to read through and make notes on the substance, the other to copy in selection. Children need practice in doing both. The first method suits broad description and narration, the second detailed description. There seems to be a prevailing tendency to copy simply, without sufficient neglect of minor points, a process which should be left to the youngest children, since it furnishes little mental training, uses a great deal of time, keeps the writer needlessly indoors, and fosters habits of inattention, because it is easy to copy with one's mind elsewhere. The necessity for using judgment after the article has been found is illustrated by the case of some children who came for the life of Homer. Champlin, in about a column, mentions the limits within which the conjectures as to the time of Homer's birth lie, the places which claim to be his birthplace, and tells of the tradition of the blind harper. The children, provided with the book, plunged at once into copying until persuaded just to read the column through. "When you finish reading," I said, "come to me and tell me what it says." They came and recounted the items, and only after questioning did they at all grasp the gist of the matter, that nothing is known about Homer. Even then their sense of responsibility to produce something tangible was so great that they would copy the details, and from the children who came next day I judged that the teacher had required some facts as to time and place and tradition. While it is true that we learn by doing and it is well that children should rely upon themselves, it is evident that young pupils need some direction. Even when provided with sub-topics, they often need help in selecting and fitting together the appropriate facts, since no article exactly suits their needs. About half of the reporting librarians are of the opinion that it is the teacher's business to instruct pupils in the use of books; they consider the library to have done its share when the child has been helped to find the material. The other half believe such direction as is suggested above to be rightly within the librarian's province; several, however, who express a willingness to give such help, add that under their present library conditions it is impracticable. We can easily see that time would not permit nor would it be otherwise feasible for the teacher to examine every collection of notes made at the library, but there ought to be some systematic work where the topics are thoughtfully chosen, the librarian informed of them in advance, and the notes criticised. A moderate amount of reference work so conducted would be of greater benefit than a large quantity of the random sort which we now commonly have. Five librarians state that they are usually given the topics beforehand. Several others are provided with courses of study or attend grade meetings in which the course is discussed.

_Systematic instruction in the use of the library._

While a general effort is being made to instruct children individually, only a few libraries report any systematic lessons. In Providence each visiting class is given a short description of books of reference. In Hartford an attempt at instruction was made following the vacation book talks. In Springfield, Mass., last year the senior class of the literature department was given a lesson on the use of the library, followed by two practice questions on the card catalog. In one of the Cleveland branches talks are given to both teachers and pupils. At the Central High School of Detroit the school librarian has for the past three years met the new pupils for 40 minutes' instruction, and test questions are given. A detailed account of similar work done in other high school libraries is to be found in the proceedings of the Chautauqua conference. Cambridge has given a lecture to a class or classes of the Latin school. In the current library report of Cedar Rapids, Ia., is outlined in detail a course of 12 lessons on bookmaking, the card catalog, and reference books. The librarian of Michigan City, Ind., writes: "Each grade of the schools, from the fifth to the eighth, has the use of our class room for an afternoon session each month. Each child is assigned a topic on which to write a short composition or give a brief oral report. When a pupil has found all he can from one source, books are exchanged, and thus each child comes into contact with several books. At these monthly library afternoons I give short talks to the pupils on the use of the library, the reference books, and the card catalog, accompanied by practical object lessons and tests." At Brookline our plan is to have each class of the eighth and ninth grades come once a year to our school reference room at the library. The teacher accompanies them, and they come in school hours. The school reference librarian gives the lesson. For the eighth grade we consider the make-up of the book--the title-page in detail, the importance of noting the author, the significance of place and date and copyright, the origin of the dedication, the use of contents and index. This is followed by a description of bookmaking, folding, sewing and binding, illustrated by books pulled to pieces for the purpose. The lesson closes with remarks on the care of books. The ninth grade lesson is on reference books, and is conducted largely by means of questioning. A set of test questions at the end emphasizes the description of the books. In these lessons the pupils have shown an unexpected degree of interest and responsiveness. The course brought about 400 children to the library, a few of whom had never been there before. These were escorted about a little, and shown the catalog, charging desk, bulletins, new book shelves, etc. Every one not already holding a card was given an opportunity to sign a registration slip. The following year the eighth grade, having become the ninth, has the second lesson. With these lessons the attitude of the children towards the library has visibly improved, and we are confident that their idea of its use has been enlarged.

_Bibliographical work._

The inquiry was made of the reporting libraries whether any bibliographical work was being done by the high school. The question was not well put, and was sometimes misunderstood. Almost no such work was reported. At Evanston, Ill., one high school teacher has taught her class to prepare bibliographies, the librarian assisting. At Brookline we have ambitions, not yet realized, of getting each high school class to prepare one bibliography a year (we begin modestly) on some subject along their lines of study. Last May the principals of two grammar schools offered to try their ninth grades on a simple bibliography. The school reference librarian selected some 60 topics of English history--Bretwalda, Sir Isaac Newton, East India Company, the Great Commoner, etc. Each bibliography was to include every reference by author, title and page to be found in the books of the school reference collection of the public library. The pupils displayed no little zest and enjoyment in the undertaking, and some creditable lists were made. Observation of the work confirmed my belief in its great practical value. Pupils became more keen and more thorough than in the usual getting of material from one or two references on a subject. Such training will smooth the way and save the time of those students who are to make use of a college library, and is even more to be desired for those others whose formal education ends with the high or grammar schools.

The practice of sending collections of books from the public library to the schools is becoming general. When these collections are along the lines of subjects studied, it would seem as if the reference use of the library by pupils might be somewhat diminished thereby. No doubt it is a convenience to both teacher and pupils to have books at hand to which to refer. The possession of an independent school library also tends to keep the reference work in the school. But in neither case ought the reference use of the public library or its branches to be wholly or materially overlooked, since it is on that that pupils must depend in after years, and therefore to that they must now be directed. We recognize that the people of modest means need the library. As for the very well-to-do, the library needs them. Other things being equal, the pupil who has learned to know and to know how to use his public library ought later so to appreciate its needs and so to recognize the benefits it bestows that he will be concerned to have it generously supported and wisely administered.

Even we librarians claim for our public collections no such fine service as is rendered by those private treasures that stand on a person's own shelves, round which "our pastime and our happiness will grow." Books for casual entertainment are more and more easily come by. But so far as our imagination reaches, what private library will for most readers supplant a public collection of books for purposes of study and reference? Is it not then fitting that we spend time and effort to educate young people to the use of the public library? Do not the methods for realizing this end seem to be as deserving of systematic study as the details of classification and of cataloging? We have learned that to bring school authorities to our assistance our faith must be sufficient to convince and our patience must be tempered by a kindly appreciation of the large demands already made upon the schools. Have we not yet to learn by just what lessons and what practice work the reference use of the public library can best be taught to children?

VITALIZING THE RELATION BETWEEN THE LIBRARY AND THE SCHOOL.

I. THE SCHOOL.

BY MAY L. PRENTICE, _City Normal School, Cleveland, O._

Years ago a little girl ran down a country road to meet the light wagon returning from town with the purpose of climbing into the back and so getting a ride. Without turning, the wise elder brother spoke from the driver's seat: "I wouldn't undertake that if I were you." And over his shoulder a breathless but dignified voice answered, "But I have already undertooken it!"

A similar answer might reasonably be expected from the library to any well-meant but tardy advice from the school-side in regard to the vitalization of the relation between the school and the library. It has already been accomplished, and comparatively small thanks are due to the school for its doing.

Graded lists of books, special lists of materials for occasions, library league work, the establishment of school branch libraries, all these have been the work of the library in a much larger measure than of the school.

However, there are many teachers who share the library's buoyant faith in the blessing which books bring. These have been first to appreciate all which the library has offered them. They have accepted all that has been offered them and asked for more. They have circulated library books through their own schools, sometimes at considerable cost and trouble to themselves, and for years have done all in their power to make their pupils wise and discriminating patrons of the library. That the children of their care and love might have life and have it more abundantly--that is why they have done these things.

These teachers are comparatively few.

That it is any function of the school to give joy to its children is an idea of slow growth. A child's school-time is usually thought of as preparation for living and not as living itself. Hence the rebuke of the teacher to the child who interrupts the "nature-lesson" to blow the thistle-down which waves over his head, or to watch the bee which booms against the window-pane, or the hawk which floats lazily against the blue sky. Life is such a wild, wilful, irregular thing. Quietude, prudent inaction, is so much safer.

So with books. It is the old search for life, life, more abundant life--for knowledge of it, for entrance into it--which sends the child to the fairy-story, the boy to the tale of adventure, the young girl to the story of romance, the older man and woman to the realistic novel. And it is the instinctive feeling of the teacher and parent that life is a dangerous force and difficult of control which has made school and home look askance upon reading which the child finds too enjoyable.

There is another feeling or belief which lies back of our doubt of work or study or reading which is too enjoyable. It is in regard to the part which love of ease plays in human enjoyment. Love of ease is strong in human nature, and the man who tries to get his knowledge of human life mainly through the novel has indeed sought a short-cut to his end which will bring him but a short distance on his way. This is not the time nor place for the discussion of the value of fiction, but undoubtedly we are inclined to believe that man's indolence is a strong factor in man's enjoyment of certain lines of reading, and indolence is a bad thing. Therefore, we distrust the value of such reading. Whether we like or dislike it, however, we are obliged to admit that fiction is a permanent form of literature, that our children will read it, and that the question for us to settle is shall it be good or poor.

What, then, has the teacher to do? Two things: To _be_ the atmosphere from which the child breathes in love for and delight in good books. This is first. All things in the way of learning are possible after this. Second, to be the pupil's guide and director in what may be called his "laboratory practice" with books.

The Autocrat, mellowest of men of ideas, once suggested that every college and university should have a professorship of books. The Autocrat was an ingrained aristocrat, although one most mild and kind. The true democratic idea is that a professorship of books should be established in every school-room.

But how shall the blind lead the blind? How shall the teacher who herself never has learned to know, to enjoy, and to choose good books guide others to do so?

The library is a storehouse of great thought, an unfailing source of healthful recreation, but also the library is the mine in which the practical man and woman, the lawyer, the machinist, the scientist, the teacher, must dig deep for information, if he is to keep near the head in his own line of work.

So far, as I have said before, nearly all organized effort to teach the teachers along these lines has come from the library. Certain normal school and college librarians have done much, but to a large extent the work has been on sufferance. Odds and ends of the students' time and attention have been given to it.

The desirable thing is that the study of juvenile literature and the use of the library shall take equal rank with other studies in the preparation of prospective teachers; that the normal school, the pedagogical department of the college and university, the teachers' summer-school and institute, shall recognize this subject in their curricula.

The practical side of library use--its use for information--is easily seen by the public, and schools for teachers can quite readily be induced to make room for the course of study suggested.

In the Cleveland City Normal Training School an attempt to carry out such a course of study has been made. A term's work is given in juvenile literature and the use of the library. Moreover, this subject is placed upon an equality with the philosophy of teaching, history of education and psychology.

As yet the work is not thoroughly organized. We feel, however, that some things of value have been already accomplished.

In a twelve-weeks' term a class of 116 prospective teachers (the junior class of the school) have taken notes on a series of talks on reference books. They have learned something of the comparative value of various standard encyclopædias, gazetteers, dictionaries and indexes, and they have been sent to the public library a half-day at a time to do work which required the use of these.

For instance, a study of the life of Robert Louis Stevenson was made for the purpose of giving a talk on the subject to fifth-grade pupils. The students were required to look up all the available material in the library, looking not only in the printed and card catalogs for individual and collective biography, but in the various indexes--Poole's, the Annual, the Cumulative--for magazine articles. They were required to select the four or five articles found most valuable and to estimate their comparative value for the purpose in hand, making definite statements of the points of value. They were required to make careful and well-worded notes from the best material available, either books or periodicals, always giving the source, and to read these notes in class subject to the criticism of their instructor and school mates. And, lastly, they were required to write the story of Stevenson's life as they would tell it to the children.

Careful instruction in the use of the printed and card catalogs and of indexes had preceded this assignment. We were fortunate in possessing quite a large number of issues of the Cumulative index unbound. It was thus possible to place one of these in the hands of each student during instruction on the subject. This was a considerable aid.

There was too much work with the less-used ready-reference books. Next year the number will be largely reduced.

A study of fairy stories was made. An attempt was made to find a philosophical basis for the love of children for fairy stories. An attempt was made to discriminate between the good and the bad fairy story. Felix Adler's "Moral instruction of children" was helpful here, but the study of the fairy stories at first hand is still more helpful.

The following books were read by the whole class:

(1) Alcott's "Little Women." Lessons were given on reading it with the children.

(2) Mara L. Pratt's "History stories," vol. 3.

(3) Eggleston's "First lessons in American history." The Pratt and Eggleston books were read in succession for the purpose of contrasting them. A yet better contrast would have been Baldwin's "Fifty famous stories."

(4) Frau Spyri's "Heidi." Some of our girls read this story in the original German but most in the translation published by Ginn & Co. It is a charming story of a breezy little maiden whose home was in the Swiss Alps, and one of the rather scarce desirable books for the fourth grade.

(5) Mrs. Burnett's "Sara Crewe." This was read as a type of the "child novel" and for the sake of a study of the charms, dangers and benefits of this class of books.

(6) Howard Pyle's "Men of iron" was read as a study of the worthy historical story.

The following outline was given the students as an aid in judging the books read:

_Outline to aid in estimating a juvenile book_.

1. Written when? By whom? For children or adults? [e.g., "Robinson Crusoe" and "Gulliver's travels" were written for adults.] If for children, of what age? (Consider both manner and matter.)

2. Essential purpose of the book: Recreative? Instructive? Moral? Is the recreation afforded wholesome? The instruction reliable? The moral lessons sound?

3. Style: Is it clear? Correct? Beautiful? Suitable?

4. If a story, What is the strongest character in it? The most effective passage? Give reasons for thinking so. Is it true to life?

5. Is the book a creator of ideals? How so? Along what lines?

An effort was made that there should be no formal adherence to this outline. Papers on the books read were required in which the outline could not be used. For example, after reading "Men of iron" the students were required to write, in class, a paper on "The education of a boy in chivalry" based on the story of Myles Falworth.

The oral discussions of these books were often very animated.

Each student was also required to hand in an annotated list of at least 20 books actually read by the student and judged by her suitable for the grade in which she is to train. An oral discussion of these lists took place, and the student in many cases was required to justify her judgment, and to answer questions in regard to the books read.

Some of these lists were very cheering. One excellent list for the sixth grade, with very original annotations contained 60 instead of 20 books actually read, and 30 more which the student had listed to be read at her convenience.

Not all of the lists were of that character. A list for the third grade recommended "Gulliver's travels, by Gulliver" as a valuable aid in geography.

The instance is eloquent of the value of a course of study which results in the illumination or the elimination of such a student.

Much remains to be worked out, but a beginning has been made.

Ours is one instance of the awakening of the school to the value of the privileges which the library gives it. And as the reward of doing work well is invariably to have more work to do, from the school fully awakened the library shall receive its exceeding great reward in more work to be done.

Except for the hearty co-operation of the Cleveland Public Library the little experiment here outlined could not have been undertaken.

VITALIZING THE RELATION BETWEEN THE LIBRARY AND THE SCHOOL.

II. THE LIBRARY.

BY IRENE WARREN, _Librarian University of Chicago School of Education_.

The establishment of the Library Section of the National Educational Association was proof that the thoughtful librarians and school men of this country believed that an effective co-operation between public schools and public libraries was possible. In many states library sections of the state teachers' associations have been formed. Many public libraries have for some time past systematically sent both books and lists of books to the public schools.

No sooner had this been done than librarians and teachers both saw that they had made but a beginning, and the next steps, and, indeed, the present needs, are to bring about a more intelligent use of both books and libraries and to place larger and better arranged collections within easy access of the pupils. Rarely do the teachers find the libraries adequate to the reference work or the collateral reading they wish the pupils to do. The funds are seldom sufficient to keep the libraries up to date. There is no one person in the school who knows how to organize and administer the library, and therefore whatever work the teachers do in this line is at a greater expense of both time, energy and material than it would be were it done by one having had a library training. The school buildings are frequently closed to the students shortly after the school session, usually by five o'clock, and always on holidays and during vacations. Most of the pupils' reading and research must therefore be done in the one or two books which he carries home with him. The Buffalo Public Library made another step in organization when it offered to take the collections of books from any of the public schools in the city and in return mend, rebind, catalog, classify them, furnish such schools as agreed to this arrangement with the books they needed, either from their own collections or from that of the public library, and appoint two attendants to look after the school work.