Part 33

If she wishes to evaluate them in the light of any possible principles she may have laid down, she finds the principles themselves very shaky. Experience is our only guide. A friend of mine much interested in psychology, and especially in the psychology of young people, and especially, again, in the influence on young people of the books read during the years 12 to 16, tells me that as a result of considerable study of nickel-libraries and news-stand story papers of what we call a poor kind, he thinks this literature is generally harmless; is perhaps even helpful; is well above the intelligence of most of those who read it; and is largely written by men and women who seriously wish to help to bring light and joy into the world. If our general opinion about these nickel-libraries is to be given a shock such as that, what may we not expect as to other classes of books, of our judgment on which at present we are quite as sure? It is distressing, the amount of work that is being done in this country nowadays even by the librarians themselves in their attempt, each by herself alone, to come to sound conclusions in regard to the value of books for children. We don't care to read these books. We read them when we are weary, we read too many of them. Our own taste, if originally good, gets perverted; our point of view gets prejudiced; and our opinions are of very little value when formed. Why not try co-operation? I suggest that you appoint a committee to formulate some scheme for securing the beginning of an evaluated list of children's books; and that this committee see that at least a portion of the scheme, enough to show us another year how it can be successfully carried on, be completed before our next annual meeting. I would suggest, for example, that this committee, in the first place, collect from members of the Association sufficient money in voluntary subscriptions to pay for postage, clerical work and printing, in beginning the evaluated list; that they then appoint some person to set in motion the machinery necessary for getting together a set of evaluations. She would perhaps begin by selecting almost at random 500 story books for young people of the ages 10 to 14. This list she would submit, in whole or in small sections, to as many active librarians who are interested in children's literature, as she could get into communication with. Having secured from them opinions, she would tabulate the results of the reading of each book and compile from these opinions a brief note. She would, perhaps, submit to us at the end of the year a brief list, in type, with or without annotations, of story books for children that are not good, another brief list of story books for children that are good. Without going further into detail I think you will see that in some such way as this, we can make the reading we now do along these lines permanently helpful to one another. We can perhaps in two or three years produce a foundation list of books for young people on which we can depend; we can then continue the evaluating process for other books as they appear from year to year.

H. C. WELLMAN directed attention to the economy which would result from a printed list of juvenile books to be prepared and issued by the Section of Children's Librarians and used as a catalog of the juvenile collections in public libraries. Such a list should not only embody the joint opinion of the best authorities, but should effect a saving of 90 per cent. in the work of preparing and the cost of printing separate lists for each library. The joint lists, containing 500 or more titles, could be set up with slugs, and revised and brought down to date in frequent editions. Some simple notation could be adopted, and the juvenile books in each library numbered to correspond. Then the list could be purchased in quantities by the libraries and sold to their borrowers at a cent apiece. The result would place within the reach of even small libraries a juvenile list at an exceedingly low price, always up-to-date, and of a quality and authority which should make it superior to any similar lists ever issued.

A motion was made by Mr. PERRY that a committee of three be appointed to take action on Mr. Dana's suggestion. The motion was carried and a special committee consisting of Mr. Dana, Mr. Perry and Miss Browning was appointed by the chair to act upon the suggestion at some general meeting of the Association.[H]

In the absence of Miss H. H. STANLEY Mr. WELLMAN read Miss Stanley's paper on

REFERENCE WORK FOR CHILDREN.

(_See_ p. 74.)

Mr. WELLMAN then discussed the question of whether the bulk of reference work with children should be carried on in the schools or at the library, and urged the claims of the library. The ultimate aim of reference work with children is to teach them to use the library during school life and after for purposes of study and self-education. To accomplish this end no person is so competent as the librarian and no place so appropriate as the library.

Miss LINDA A. EASTMAN said:

Miss Stanley's excellent report appears to furnish just the sort of basis for a discussion of one of the most vital questions in relation to the work with children, such a discussion as may lead to a much-needed definition of principles in regard to this side of the work.

A word or two about special topics mentioned--under library facilities. In addition to the books for reference mentioned by Miss Stanley, there is one which may not yet have come to the attention of all children's librarians because it is but just published--the new "Index to _St. Nicholas_," published with the consent of the Century Company by the Cumulative Index Co. It has its imperfections, but it certainly should prove a useful reference tool for every children's librarian, and the best simple stepping-stone yet furnished to the use of Poole and the other indexes.

Now, for the general subject, Miss Stanley says, "I think we are agreed that for the children our aim reaches to a familiarity with reference tools, to knowing how to hunt down a subject, to being able to use to best advantage the material found. In a word, we are concerned not so much to supply information as to educate in the use of the library."

The aim is well stated, and we are agreed in it, I believe, but are we agreed as to, and have we given sufficient thought to, the methods by which this desirable aim is to be accomplished? Where, in that ideal ultimate of co-operation between schools and libraries toward which we are striving, will the necessary instruction be given, in the schools or in the library? Or, if in both, where will the division of labor be placed? I, myself, am inclined to think that the formal, systematic instruction in the use of books should be given in the schools, with sympathetic, systematic help on the part of the library. Is it not possible that we, as librarians, seeing the need, are over-anxious to do the whole work, or at least feel sometimes that we can do the whole work more easily and better than we can get the overworked teachers to do it--though a large part of the work really belongs to them.

More than in any other work with the children, this reference work requires that we go back of the children and begin with the teachers--no, not with the teachers, but with the teachers in embryo--the students in the normal schools.

Miss ALICE TYLER, who followed, said that it was of the greatest importance to teach children the use of the catalog, which should be made to suit the mental capacity of children, using terms with which they are familiar.

In Cleveland the children's catalog was made upon these lines, using simple subject headings based on headings used by Miss Prentice in her "Third grade list" and the Pratt Institute lists.

Teaching children in the children's room how to use the catalog is the only way to make the future men and women more independent readers in the public library.

Mr. HENSEL closed the discussion with a short account of the reference work done in the Columbus public schools.

A paper by Miss CLARA W. HUNT was read on

OPENING A CHILDREN'S ROOM. (_See_ p. 83.)

The discussion was opened by HENRY J. CARR, who said:

I cannot say why I was selected to discuss Miss Hunt's paper, unless because I was known to her and somewhat familiar with her work and the particular children's room fitted up under her direction in the new building of the Newark Free Public Library.

I am so much in sympathy with Miss Hunt's views as expressed in the paper, and regard them as so correct that I can do little but emphasize the points she has brought out. She has been eminently wise in presenting for consideration some of the proper guiding principles of the children's room, something that is too often lost sight of in the attitude taken by those responsible for their establishment and operation.

We should not look upon the children's room as a "kindergarten," or playground for the younger children, so much as a stepping-stone to tide them along to the reading of books adapted to more mature minds, and hence to "graduate" them out of it as fast as possible. It has also a purpose, which is a further reason for retaining in this room, more or less, an aspect similar to that of the adults' rooms. Parents to some extent come to select reading matter for their children, and those of mature years but immature minds may drift into this department, if it is not made too juvenile in tone and appearance. Hence, I prefer the name Young People's Library to that of Children's Room. I have seen boys stand aloof at first for fear of ridicule for going into the room "for kids." I prefer to have the discharging of books done at one main desk, as it keeps the children in touch with adults and gives all ages more freedom in drawing from all departments. Hence we have no special juvenile cards. I should advise to include on the children's shelves good books for older readers; to avoid sets or the writings of voluminous authors, as a rule; and to aim to seek the writers of those good books that are apt to be overlooked. Discipline and good order should be maintained at the outset, and after that the children should be let alone, so far as possible. They like to have a chance to inform one another; those becoming first familiar with the room and its methods will only too gladly induct newcomers into its operation.

Mrs. M. A. SANDERS said:

The librarian from Newark speaks from experience, for hers is an ideal children's room, both in equipment and administration. At the dedication of the library the interest centered largely around that department. Her interest in the children and their work, so ably expressed, carried me back to the early 80's, when, as some of us remember, scarcely a round dozen libraries could be found where children were admitted. On one side of the door we saw a placard reading, "Children not admitted under 14 years"; on the other, "Dogs not allowed." A strong appeal was made at that time at the Thousand Island meeting for children's rights in the public library by a librarian who was making a specialty of work with children, and admitted them without an age limit. Glorious has been the response, for the library that makes no provision for the children to-day is the exception.

At Pawtucket we open our children's rooms and bid them welcome, we open our shelves, and their judgment in the selection of books often equals our own. We decorate the walls with pictures that appeal to the affections, we send them into the homes, and by and by we see an entire family gathered around the table deeply interested in the pictures and the description of them as they read from the books brought home by the children. We put in our cases of birds, which the children delight to study, and soon a mother says to us, "I never thought much about the birds till the children began to talk about them, but we have been out every morning listening for the new calls as the birds appear in the spring." In these and various other ways we see the influence of the children's room, which is broadening every day.

There is, however, many a library where the children's room has not yet materialized, either from lack of space or funds, that is exerting a powerful influence through its children, and I question sometimes whether it may not be a mistake to draw too sharp a line of separation. Where should we draw our line? At just what age do girls and boys cease to be children? That has been for me a serious question; I wonder if you have escaped it, and if the children's room solves it.

I am in hearty sympathy with the opinion expressed that "the management and spirit of the children's room should correspond to that of other departments of the library." There seems to be a tendency to make these rooms a play-room--the children coming to be amused, and the time of one person devoted to their amusement. If this is the design of the children's room, our own young people at Pawtucket will be sadly disappointed. While we will put in the pictures, the birds, the plants, the busts and all else to make the room interesting, and while we will have frequent talks in the lecture room, the children being quietly led on to express themselves freely, the quiet dignity of the children's library room as an important part of the library will be maintained. The books will also be charged at the main charging desk for them, as we feel that this bringing of the adult and the child into close contact is of mutual benefit.

The discipline of the children's department has never been a serious question to us. Give them a very few brief rules, and enforce them, and we shall have no great troubles to contend with; the children will virtually take care of themselves.

The question is asked us, "For what does the children's room stand, what is its real purpose?" It is evident that it has a different purpose in different libraries. To us the children's library room is for reading, for study, for observation, for questioning undisturbed and undisturbing, while the entire library is still at the service of any child who desires to make practical use of it.

Miss CHARLOTTE WALLACE read a paper on

BULLETIN WORK FOR CHILDREN. (_See_ p. 72.)

Two papers were read on

VITALIZING THE CONNECTION BETWEEN THE SCHOOL AND THE LIBRARY,

Miss MAY L. PRENTICE treating

THE SCHOOL. (_See_ p. 78.)

Miss IRENE WARREN presenting the side of

THE LIBRARY. (_See_ p. 81.)

Owing to the lateness of the hour discussion of the last topics had to be passed over.

The chairman then called for the

REPORT OF COMMITTEE ON NOMINATIONS.

The committee on nominations wishes to submit the following names: For president, Miss Annie Carroll Moore; for secretary, Miss Mary E. Dousman.

In suggesting the continuance of the present officers the committee does not wish to establish a precedent, but there seems to be special fitness and justice in asking Miss Moore and Miss Dousman to serve the section for another year. To their earnest effort this section of children's librarians is largely due; these well-balanced programs are a result of their careful planning. The section can hardly be put in safer hands for its second year.

The officers named in the committee report were unanimously elected.

FOOTNOTES:

[Footnote G: This report is from notes furnished by Miss Mary E. Dousman, secretary of the section.]

[Footnote H: For report of this committee and action of Association _see_ Proceedings, p. 130.]

STATE LIBRARY COMMISSIONS AND TRAVELLING LIBRARIES: ROUND TABLE MEETING.

An informal "round table" meeting for the consideration of the work of state library commissions, including travelling libraries, was held in the assembly room of the Fountain House on Tuesday afternoon, July 9. The chairman, MELVIL DEWEY, called the meeting to order at three o'clock, and in a few introductory remarks outlined the subjects to be discussed.

Mr. DEWEY: We have on our program this afternoon two of the most interesting things in library work. The travelling library is reaching out in its manifold forms with wonderful rapidity and gives very great promise of usefulness for the future; organized work under the state commissions is showing every year better and better results and indicating that just as our schools increased their efficiency so immensely by having state departments to look after them, we are repeating the history of that evolution in our state library commissions. We have only a single session this afternoon to discuss these two subjects. If we were to give them one quarter of the time that they ought to have, we would not get one quarter through, and I propose therefore to deal only with questions and answers, and utilize one another's experience or thought along these lines of state commission work and work of administering travelling libraries.

I have noted down some of the topics that have been given to me by persons who wanted to have them discussed briefly; we will first take up some of these. So much has been done in travelling libraries, that perhaps we should clear the floor of that subject, and then consider the work of the state commissions--and in that I mean all the work done by the state in its official capacity--chartering libraries, library legislation, inspection, travelling libraries--whatever the state may do for public libraries.

The first topic is, "What is the best method of getting travelling libraries before the people?" Who has any experience or suggestion to offer on that point--either of difficulties or successes?

A MEMBER: Go to the pastors and school houses.

Mr. HOSTETTER: Does the gentleman mean to put the travelling libraries into school houses? Last Sunday I visited a man who had never heard of such a thing as travelling libraries; he was a German pastor; and probably that accounted for it.

Mr. HUTCHINS: Is there not objection to having travelling libraries in school houses, for the reason that so many of the hours during which the children have leisure to read, and their parents could read, the school houses are closed? Another difficulty is the long summer vacation; and still another is that to place the library in the school house makes the travelling library merely a side issue.

Mr. DEWEY: Where would you put it?

Mr. HUTCHINS: Find somebody to take it in special charge. A travelling library in a community is bound to find some good woman who would rather have charge of it than anything else in the world.

Mr. DEWEY: Then you would put it in a private house?

Mr. HUTCHINS: In a private house or a country post-office--wherever you can find a person who believes in its use and will give service for it.

Mr. GALBREATH: I should like to ask Mr. Hutchins, provided the teacher is a man or woman who believes in the library, what objection is there to placing it in the school house?

Mr. HUTCHINS: The teacher may be a person who believes in it, but he or she makes the school of first importance.

Mr. BRIGHAM: What difference does it make if the library is a side issue, so long as it gets in its work?

Mr. HUTCHINS: If it is a side issue it does not get in its work.

Miss STEARNS: Let us go back to the original question, How to get the travelling library before the people. The best method, we find, is to take with you a county superintendent who is acquainted with all the people in his county, or ought to be. Take your travelling library with you also, just as a travelling man takes his samples. Do not start out with a lot of circulars; take the books themselves right with you, in the back of the wagon. When you have brought the people together open your box; take out your _Scribner_ or your _Youth's Companion_; take out your books on the Philippines, on birds, on cookery; show your audience some good stories; and you will organize a library association ten times quicker than if you had started out by writing letters. Those are letters, very often, that are never answered, and you wait and wonder why the people do not want the books. Go to the people with the books. That is the way we find we can work best in Wisconsin.

Mr. GALBREATH: Sometimes it is difficult to find the means to do the work that Miss Stearns has mentioned, and possibly our experience, briefly stated, in bringing the travelling library to the attention of the people of Ohio might not be out of place here. We began by advertising it through the daily and weekly papers. That brought us very few responses. We next tried to reach the people through the official organ of the teachers of the state. That brought us many responses from rural schools. Our next effort was to reach the farming communities through the state grange, which devoted one of its quarterly bulletins to the travelling libraries. This brought many responses. We reached the women's clubs through circulars issued to their membership, and this was very effective in turn. We found it best to reach the people of the state through the organs that were devoted to specific interests, especially along educational lines.

Mr. DEWEY: Did you go personally to the grangers, write to them, or send printed matter?

Mr. GALBREATH: We saw the lecturer of the grange, who issues a quarterly bulletin in our state. We explained the system fully to him, and he devoted almost an entire bulletin to an explanation of the system, and advised the farmers of the state to patronize the travelling libraries. Then we have published in Ohio the _Ohio Farmer_, which circulates widely outside of the state. That took up the work and helped us greatly. We reached the farmers by going to the public press and using the organs that the farmers read. We reached the teachers in the same way, and the women's clubs. We have advertised our system pretty widely over the state, so that now we do not send circulars except when they are requested. We are circulating about one thousand travelling libraries in Ohio, and they go to all parts of the state. Not only that, but we have travelling library systems in three counties of the state that are in no way dependent upon the state for support and that are doing excellent work.

Mr. HUTCHINS: Do the people pay anything for the libraries?

Mr. GALBREATH: They pay transportation both ways, and that is all.

Miss STEARNS: Do they always have to pay it?

Mr. GALBREATH: Yes.

Miss STEARNS: If you found a community too poor to pay, what would you do?

Mr. GALBREATH: We have not so far met that condition. Perhaps some libraries have not been sent out because the people were too poor to pay the charge, but if that problem does come up before us, we will try to find some person who will pay the transportation.

Mr. DEWEY: Are there no remarks to be made on the use of annotated finding lists in travelling library work?

Mr. HUTCHINS: Annotations are worth a great deal, because the people, at their homes, sit down and talk over the books in these lists, and they get acquainted with the books and the authors.

Mr. DEWEY: The best form of annotation, I take it, would be the brief note, giving the best idea possible of the character of the book, and telling the reader whether he wants to read it or not, not necessarily as a matter of quotation from some one else.

Miss STEARNS: It is always a good plan to put in the publisher and price of the book; if the person gets interested in the book he can find out how much it would cost and where he can get it.

Mr. BRIGHAM: It would be well also to put in the number of pages, so that people know how large a volume it is--150, 250, or 350 pages.