Democracy, machine industry, immigration and child psychology combine to make the child a new problem to the modern state and city, especially in America. With the problems of the child's normality and defectiveness, discipline and delinquency, work and play, and its a.s.similation into the body politic, our towns and cities, states and nation have been forced to deal. Hitherto we have dealt far more with the negative and repressive aspects of these problems than with any constructive ideal, purpose and method respecting them. We have, for instance, paid more attention to defective children than to the prenatal antecedents and early conditions of child life. We have been too long punishing juvenile delinquency without trying to help the backward and wayward child. We have let young children work without regard to the industrial efficiency of their whole life.

We are only beginning to share the attention we have paid to the education of our children with the equally serious problem of their recreation. We have been content merely with their physical exercise and have been stupidly obtuse to awaking and satisfying the pleasurable interest of the child in his play and the organization of it. Where there have been an un-American fear of immigration and feeling against the immigrant there has been all too little effort put forth to a.s.similate the foreign elements of our local population.

But we are coming to see that to prepossess is better than to dispossess. Prevention is found to be a surer and cheaper solvent of our child problems than punishment. The child's own resources for self development and self mastery prove to be greater than all the repressive measures to obtain and maintain our control over him. Thus our very disciplinary measures have become saner and more effective. No way-mark of our civilization registers greater progress than our abandonment of the criminal procedure against children and our adoption of the paternal spirit and method of our juvenile courts and reformatory measures. To our agencies for dealing with defectives and delinquents we have added the kindergarten and all the kindred principles, methods and instrumentalities of constructive work with children.

Chief among these is the use we are making of the child's instinct for play and mental diversion as a means of building up both the individual and the social life. Chicago has made the discovery of the civic value of recreation centers for the play of the people. Not since old Rome's circus maximus and the Olympic games of Greece has any city made such provision for the recreation of its people as is to be found in these great playfields, surrounding the beautifully designed and well equipped field houses, which at a cost of $12,000,000 of the tax payers' money have been built in the most crowded districts of Chicago. The recreation centers ill.u.s.trate the civic opportunity and value of library work with children. For the Chicago public library was quick to see and seize the advantage thus offered to serve the city. The delivery stations and reading rooms established in these field houses are already recognized to be the most useful of its centers to the child life of the city. The organized volunteer cooperation of several groups of women has added the story hour as a regular feature of the library work at these playgrounds, and at two public school buildings where similar stations are to be established in cooperation with the Board of education. At the central library building the work in the Thomas Hughes Young people's reading room has also been successfully supplemented by the story hour appointments in a large hall, with the same efficient cooperation.

The quick and large response given by the people to these civic extensions of library service in every city and town where they have been offered, demonstrates what a large field of usefulness awaits public library enterprise and occupancy. But the experiment has gone far enough to prove the absolute necessity of having librarians especially trained for work with children; and to that end, the addition of the position of children's librarian to the cla.s.sified civil service lists for which special examinations are set.

Equally with the schools and playgrounds, our library centers are essential to American democracy. All three are to be cla.s.sed together as our most democratic and efficient agencies for training our people into their citizenship and a.s.similating them into the American body politic. Nowhere are we on a more common footing of an equality of opportunity than in the public schools, the public playground and the public library.

The public school stands upon that bit of mother earth which belongs equally to us all. The playground is open alike to all comers. And the public library is not only as free and open to all as to any of our whole people, but also confers citizenship in that time-long, world wide democracy of the Republic of Letters.

The civic service thus democratically to be rendered by library work with children is indispensably valuable. It may be made more and more invaluable to any community by intelligent insight into the needs of the people, and by the practical and prompt application of library resources which are limited only by our capacity, enterprise and energy to develop and apply them.

ESTABLISHING RELATIONS BETWEEN THE CHILDREN'S LIBRARY AND OTHER CIVIC AGENCIES

A broader idea of library work with children necessitates greater knowledge of other agencies which work with them and a spirit of willing cooperation on the part of the children's librarian. From her experience in the city of Washington Miss Herbert contributed the following article of The Library Journal. Clara Wells Herbert was born in Stockbridge, Ma.s.s.; was a student in Va.s.sar from 1894 to 1896; received a special certificate from the Training School for Children's Librarians in 1904; was children's librarian in the Brooklyn Public Library from 1904 to 1907, and since that time has been the head of the Children's department in the Public Library of the District of Columbia.

The children's departments of many city libraries are carrying on a fine aggressive work and through branch children's rooms, close work with schools, including deposits of books in cla.s.srooms, deposits of books and story-telling in playgrounds, home libraries and home visiting, are coming close to the children and putting good books within their reach. Such work rests upon a large staff and a generous appropriation. On the other hand, the small town library has the advantage of informal relations with its people and is a part of the various activities of the town.

Between these two types of libraries is a third. It is located in a city too large for the helpful informal relations of the town library. It cannot, on the other hand, carry on its own aggressive work, for it is hampered by the smallness of its staff and the meagerness of its appropriation.

To libraries of this sort the effecting of cordial relations with other civic inst.i.tutions is of the utmost importance. Upon it depends largely the outside work of the library and a specialized knowledge of conditions very essential for intelligent work.

Nor is the library the only one to profit by cooperation.

"I never thought of asking for help there," said a probation officer recently when talking of her difficulties in keeping a record of the use of the withdrawn books given to the court by the library. Not more than we need the benefit of the intimate personal knowledge of conditions of such workers, do they often need the help the library stands ready and eager to give but which they do not think to ask.

The work of the children's department should be then twofold in purpose--to reach the children directly as far as possible, and to establish such relations with other organizations as will render it a vital interested force in the community, a place where people will naturally turn for help along the line of its work.

Certain practices which have been found useful in effecting this cooperation may be suggestive, but the basis of any satisfactory relationship is interest and the desire to help and has its beginnings in the children's room.

The children's librarian should keep always in mind that the city is full of workers who, strong in the belief that the hope of the future is in the children, are doing devoted work in their behalf. Sooner or later they will visit the children's room and the opportunity presents itself to know their particular line of work. It is interesting to note in how many of such cases the conversation contains something which may be applied with advantage to the library's activities. At least, the visitor receives the impression that the library a.s.sistant is interested in any work done for children and, if at some future time a need presents itself, turns to her for a.s.sistance.

This interest is also shown if the children's librarians attend meetings or conferences held in behalf of children or from which they may gather information on home conditions. Frequently there are courses of lectures given by charity organizations or club meetings of sociological workers where the problems of the city are discussed.

Libraries having staff or apprentice meetings frequently invite as speakers persons representing some particular phase of work, and these occasions engender mutual interest. In other cases librarians have added to their staffs former kindergartners and charity workers that they might profit by their special training and the knowledge of conditions gathered from their former experiences.

Much may be said of the undesirability of distributing withdrawn books among inst.i.tutions. But in libraries where the maintenance of travelling collections is limited they afford perhaps the only opportunity of reaching the children in orphanages, reform schools and similar inst.i.tutions. Such distributions should be followed by visits to the inst.i.tutions to talk, if possible, to the children and to get an idea of their needs and tastes.

Collections of withdrawn books at the juvenile court are used by the children while on probation and often after release, and by the grown people of their families as well. In Cleveland the list of official parents and paroled boys is furnished the library and booklists and information about the nearest branch are sent them.

In Washington the library supplies the probation officers with application blanks. When a child who has shown a taste for reading is to be discharged the officer on the last visit to his home takes the application blank and secures the parent's signature. The child brings the application to the library, obtains cards immediately and is helped in his selection of books.

The attendance or truant officers of the schools know home conditions better than teachers. They have a general knowledge of the city and the peculiarities of the different sections that is most helpful in the selection of places for home libraries or deposit stations. Their knowledge of the home life of troublesome children will often throw light on difficult cases of discipline.

In Washington the attendance officer issues permits under the child labor law. From this office may be secured a list of stores and other places of employment for children. The library should send notices to such buildings and place at the office invitations to use the library to be distributed at the time the permits for work are issued.

The Cleveland Public Library uses for a mailing list for publications pertaining to children's work a card directory of social workers. This directory gives the name, address and connection of each individual and includes board members of set- tlement houses, a.s.sociated charities, visiting nurses'

a.s.sociations, pastors and their a.s.sistants, of churches conducting club work, and others similarly engaged. In some cities this same information may be gathered from the published directory of philanthropic agencies and their reports. Lists such as those published by the Carnegie Library of Pittsburgh, "Stories to tell to children," "Books for reading circles,"

"Games," or lists made especially in connection with the activities of a settlement, playground, etc., mailed to its club workers attract them to the library.

Rainy days when the hours drag and the children cannot be out of doors are good times to visit summer camps and vacation homes.

There may be an opportunity to tell stories or for a talk to the children which, when their vacation is over, they are glad to remember.

There are two special collections which it is well for the children's department to have--one for the children and one for grown people.

It should follow Newark's notable example in putting into form, adapted for children's use, all the information regarding the city, its inst.i.tutions, historic spots, etc. The collection of such material informs the a.s.sistants, attracts the cooperation of those from whom the information is sought and by acquainting the child with the manifold features of the life of the city, helps to prepare him for intelligent citizenship.

It should collect, also, all material relative to the children of the city. It should have reports of settlements, inst.i.tutions, summer camps and homes, day nurseries, work with foreigners, mounted maps of the location of schools and playgrounds, copies of the child labor law, compulsory education act, in fact, any information obtainable about the conditions of the child life of the city. Such material will draw interested people to the library and thus open up opportunities for further cooperation.

Such are a few of the many ways in which the children's room may be tied to other organizations working for children. Under the varied conditions of different cities they develop indefinitely.

Only a few could be mentioned here. Even the work with schools and playgrounds, the importance of which is generally established, has not been included. As these relations grow closer and closer the library's work broadens and deepens and the realization that all are workers in a common cause brings encouragement and inspiration for the daily task.

VALUES IN LIBRARY WORK WITH CHILDREN

The "possibility and duty," on the part of the children's library, of being a moral force in the community, was discussed by Clara W. Hunt in a paper presented at the Narragansett Pier Conference of the A. L. A. in 1906. Seven years later, at the Kaaterskill Conference in 1913, Miss Hunt again considered the influence of children's libraries as a civic force. This later paper, representing more fully her point of view, and embodying her later experience, is here reprinted.

Clara Whitehill Hunt was born in Utica, N. Y., in 1871. She was graduated from the Utica Free Academy in 1889, and from the New York State Library School in 1898. From 1893 to 1896 she was a public school princ.i.p.al in Utica. She organized work with children in the Apprentices' Library, Philadelphia, in 1898, and had charge of it in the Newark, N. J., Free Public Library from 1898 to 1902. Since 1903 she has been Superintendent of the Children's Department of the Brooklyn Public Library. Miss Hunt has been a lecturer and contributor to magazines on children's literature, library work with children and related topics, and has published a book on "What shall we read to the children?"

You are probably familiar with the story of the man who, being asked by his host which part of the chicken he liked best replied that "he'd never had a chance to find out; that when he was a boy it was the fashion to give the grown people first choice, and by the time he'd grown up the children had the pick, so he'd never tasted anything but the drumstick."

It will doubtless be looked upon as heresy for a children's librarian to own that she has a deal of sympathy for the down-trodden adult of the present; that there have been moments when she has even gone so far as to say an "amen"--under her breath--to the librarian who, after a day of vexations at the hands of the exasperating young person represented in our current social writings as a much-sinned-against innocent, wrathfully exploded, "Children ought to be put in a barrel and fed through the bung till they are twenty-one years old!"

During the scant quarter century which has seen the birth and marvelous growth of modern library work with children, the "new education" has been putting its stamp upon the youth of America and upon the ideas of their parents regarding the upbringing of children. And it has come to pa.s.s that one must be very bold to venture to brush off the dust of disuse from certain old saws and educational truisms, such as "All play and no work make Jack a mere toy," "No gains without pains," "We learn to do by doing,"

"Train up a child in the way he should go," and so on.

Our kindergartens, our playground agitators, our juvenile courts, our child welfare exhibits are so persistently--and rightly --showing the wrongdoing child as the helpless victim of heredity and environment that hasty thinkers are jumping to the conclusion that, since a child is not to blame for his thieving tendencies, it is our duty, rather than punish, to let him go on stealing; since it is a natural instinct for a boy to like the sound of crashing gla.s.s and the exercise of skill needed to hit a mark, we must not reprove him for throwing stones at windows; because a child does not like to work, we should let him play--play all the time.

The painless methods of the new education, which tend to make life too soft for children, and to lead parents to believe that everything a child craves he must have, these tendencies have had their effect upon the production and distribution of juvenile books, and have added to the librarian's task the necessity not only of fighting against the worst reading, but against the third rate lest it crowd out the best.

It is the importance of this latter warfare which I wish mainly to discuss.

We children's librarians, in the past fifteen or twenty years, have had to take a good many knocks, more or less facetious, from spectators of the sterner s.e.x who are worried about the "feminization of the library," and who declare that no woman, certainly no spinster, can possibly understand the nature of the boy. Perhaps sometimes we are inclined to droop apologetic heads, because we know that some women are sentimental, that they don't all "look at things in the large," as men invariably do. In view, however, of the record of this youthful movement of ours, we have a right rather to swagger than to apologize.

The influence of the children's libraries upon the ideals, the tastes, the occupations, the amus.e.m.e.nts, the language, the manners, the home standards, the choice of careers, upon the whole life, in fact, of thousands upon thousands of boys and girls has been beyond all count as a civic force in America.

And yet, while teachers tell us that the opening of every new library witnesses a subst.i.tution of wholesome books for "yellow"

novels in pupils' hands; while men in their prime remark their infrequent sight of the sensational periodicals left on every doorstep twenty years ago; while publishers of children's books are trying to give us a clean, safe, juvenile literature, and while some nickel novel publishers are even admitting a decline in the sale of their wares; in spite of these evidences of success, a warfare is still on, though its character is changing.

Every librarian who has examined children's books for a few years back knows exactly what to expect when she tackles the "juveniles" of 1913.

There will be a generous number of books so fine in point of matter and makeup that we shall lament having been born too late to read these in our childhood. The information and the taste acquired by children who have read the best juvenile publications of the past ten years is perfectly amazing, and those extremists who decry the buying of any books especially written for children are nearly as nonsensical as the ones who would buy everything the child wishes.

But when one has selected with satisfaction perhaps a hundred and fifty t.i.tles, one begins to get into the potboiler cla.s.s--the written-to-order information book which may be guaranteed to kill all future interest in a subject treated in style so wooden and lifeless; the retold cla.s.sic in which every semblance to the spirit of the original is lost, and the reading of which will give to the child that familiarity which will breed contempt for the work itself; the atrocious picture book modeled after the comic supplement and telling in hideous daubs of color and caricature of line the tale of the practical joker who torments animals, mocks at physical deformities, plays tricks on parents, teases the newlywed, ridicules good manners, whose whole aim, in short, is to provoke guffaws of laughter at the expense of someone's hurt body or spirit. There will be collections of folk and fairy tales, raked together without discrimination from the literature of people among whom trickery and cunning are the most admired qualities; there will be school stories in which the masters and studious boys grovel at the feet of the football hero; in greater number than the above will be the stories written in series on thoroughly up-to-date subjects.