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 ill.u.s.trated 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 quant.i.ty 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 cla.s.s is given a short description of books of reference. In Hartford an attempt at instruction was made following the vacation book talks. In Springfield, Ma.s.s., last year the senior cla.s.s 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 cla.s.s or cla.s.ses 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 cla.s.s room for an afternoon session each month. Each child is a.s.signed 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 cla.s.s 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 t.i.tle-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, ill.u.s.trated 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 att.i.tude 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, III., one high school teacher has taught her cla.s.s to prepare bibliographies, the librarian a.s.sisting. At Brookline we have ambitions, not yet realized, of getting each high school cla.s.s to prepare one bibliography a year (we begin modestly) on some subject along their lines of study. Last May the princ.i.p.als 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, t.i.tle 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 collection 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 cla.s.sification and of cataloging? We have learned that to bring school authorities to our a.s.sistance 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?

INSTRUCTION OF SCHOOL CHILDREN IN THE USE OF LIBRARY CATALOGS AND REFERENCE BOOKS

The necessity of close cooperation between school and library in the practical use of books as tools in order that we may have "our grown people more appreciative of the value of their public library and better able to use it" is clearly brought out in this article written by Miss Elizabeth Ellis, Peoria Public Library, for Public Libraries, July, 1899. Miss Ellis says: "It was written at a time when we had no children's department and was an account of my pioneer efforts made entirely as a side issue from my own work as general reference librarian."

Elizabeth Ellis spent one year in the New York State Library School, later taking three months of special work. With the exception of organizing a library at Wenona, Illinois, her work was with the Peoria Public Library. She is not now in library work.

Since the public school of today is the source from which must come our support tomorrow, it behooves us to give some attention to the proper training of our school children if we would have our grown people more appreciative of the value of their public library and better able to use it.

We cannot begin too early, and if the children fall into line there will be no trouble with the coming generation.

But they must learn to really use the library; to feel that they are standing on their own feet and using their own tools, not merely that there is a pleasant room where a good story may be had for the asking. They must grow up in such familiar use of the library in all its departments that it will come to be an actual necessity to them in the pursuit of knowledge.

There are music, drawing, and physical culture teachers for our schools; may we not have a few lessons in how to use a library to the best advantage as part of the course? This field for instruction may be worked to advantage by the librarian, with comparatively little expenditure of time after the first round has been made.

Teachers often feel that they have themselves already more outside work than they can accomplish, but they are really glad to have this instruction given in their schools, and in our experience they have invariably taken great interest in it and have done all in their power to further our efforts.

There is certainly no library work which sends in its returns more promptly, for children feel an instinctive sense of ownership in their library, and take a personal interest in anything pertaining to it. They give the most flattering attention and put their instructions into immediate practice. I believe they really take more interest in the subject when presented by "a lady from the library" than if it were only an additional school lesson taught them by their teacher.

Most of the practical instruction must come in the grammar grades and high school, but it is well to begin as early as the third year, and possibly with the second, if there are found to be many children in a room who have already begun to take books and if there is no age limit. If it should so chance that only a small number in a room are library members, it is better to give only the general interesting library talk, leaving the specific instruction till a second visit, when the fruits of the first will probably appear. There is one point for the lowest room which it may be well to mention. See to it that they are learning to say their A B C's in the good old-fashioned way, for upon this depends all familiar use of catalogs and indexes.

Any child who can write can fill out a call slip, and this we teach them to do from the very first, either from a catalog when help in selection must be given, or from a special list of books for little children.

It must be impressed upon them that if they do not understand the general instruction you are always ready and glad to explain further. If they feel that you are really interested, even the smallest ones will work with enthusiasm to prepare their own call slips instead of asking each time for just any good book.

The intermediate grades, the fifth and sixth, and sometimes the fourth, are quite able to understand the general catalog. I should not advise much explanation at the school, at least in these grades, of the card catalog, if the library has a printed list. The use of a cla.s.sed catalog, with its index, is easily comprehended, and there are many whole cla.s.ses of books which these children will enjoy knowing about; boys, I should say, perhaps, for it is the pages containing electricity, photography, boat-building, and hunting, which are worn and crumpled. It is the cla.s.sed catalog which they will use most, but they should understand the difference between it and the author list.

In all schools it is a good plan to give quizzes, even on a first visit, to draw the children out. Those who are already patrons of the library are delighted to show their knowledge. Afterwards it would be well before the day of the visit, with the teacher's consent, to send a short set of questions which would be answered and returned for correction, thus giving you an idea of what points need dwelling upon. These questions would vary from the simplest points in filling out library numbers, giving authors to t.i.tles and vice versa, to questions on arrangement, use of dictionary catalog and of various reference books.

In upper grades and high school add a simple explanation of the card catalog as being the most complete record, trusting to their interest in coming to the library to use it practically. If there is no printed catalog this explanation will have to be given to fifth and sixth years also.

They should be advised to use both kinds, and particularly the dictionary catalog for biography, as the short a.n.a.lytical references are most often what they want.

Children, boys again particularly, take to the card catalog with a confidence often lacking in their elders. I have seen them even make out their fiction lists from the cards in preference to the printed catalog, though for what reason I cannot explain, unless it is their innate desire to explore the unknown.

It is a good plan to have sample cards plainly written in large form on a sheet of paper, in addition to using a section of the catalog itself if it seems advisable to take it. In lower rooms a blackboard talk holds the attention better.

The use of the guide card, which misleads so many grown people, the heading in red, and the see and see also cards in the dictionary catalog, and the arrangement of biography in a cla.s.sed list are a few points, which may need dwelling upon, and which I mention as having been found in our experience to be pitfalls for the unwary.

In the upper grade rooms, and particularly in the high school, comes the use of the encyclopedias and reference books.

I have found it hard to hold the attention of sixth-year pupils in this part, but they ought to be familiar with a good encyclopedia and biographical dictionary, and the gazeteer.

Tell them about Harper's Book of facts, Hayden's Dictionary of dates, the Century and Lippincott reference books and so on; also Chambers' Book of days, and the mythological dictionaries, in addition to the best encyclopedias, leaving at each school a descriptive list of these books for their further use. Call especial attention to the biographical dictionaries--few persons know how to use a set whose index is in the last volume; also note difference between table of contents and index in general books, and accustom them to use the latter. If there is a very large reference room it might be well to have some of the best books for school use collected on one shelf, and of course every children's room should be thus supplied.

Poole's index may be explained for the principle, but practically people are so sure to select the very volume you have not that it is well to use a little discretion with regard to it, unless you have made an index of all your own periodicals which are included in Poole, and can induce children to be patient enough to use it as a key to the other. The c.u.mulative index is rather better to teach them the use of periodicals, since it does not contain so many, and also as it gives such a very good idea of the dictionary catalog. The back numbers can be used in your explanations in the schoolroom for both purposes. Find out whether there is a debating society, and if so bring out Briefs for debate, Pros and cons, and tell them specially about the periodical indexes for late subjects.

Care must be taken not to crowd too much into one lesson, or to make it too technical; this latter point we must specially guard against, and experience in teaching comes into good use here.

Their individual work with these books will have to be overlooked for some time, even though they are not conscious of it; and one must be ready to fly to the rescue and lend a helping hand without a special request, which I have found some children too timid to make.

In the first year of this kind of work the grammar grades and high school would need some of the instruction given in the lower grades, and after the system is really in working order there would be no actual need to go beyond the grammar grade, as the aim should be to have all really necessary instruction given then as so large a majority of pupils never go farther; but in the high school, if advisable, a course in bibliography could be introduced, based on their school work.

The use of the reference room, or reference desk, is a thing to be taught as much as the books themselves, and in this matter those libraries in which there is not an entirely separate children's room may have an advantage.

I am told that there is a certain feeling of timidity in entering a reference room which is sometimes hard to overcome in children accustomed to a special room and attendant.

Whatever the arrangement, they must be made to feel that the reference room, its appliances and its attendants, are part of their school outfit, an annex to the school as it were, however much we, carrying out the idea of Dr. Harris, may think the school an annex to the library. Accustom them as far as possible to use reference books at the library, and perhaps the coming generation will not invariably demand a book to take home, no matter how small the subject or how large the number of applicants for the same.

In this, as in all other school work, we must look to the teacher for aid after the technical use of our tools is taught.

The average child does not so much need the encouragement to read which may come from the library as constant guidance, which, to a large degree, must and does rest with the teacher, and in this matter of instruction much must depend on her even though the teaching itself is not imposed upon her as part of her duties.

Explain to her your ideas, get her individual interest, and I can testify that she will a.s.sist in many ways. Children take their tone from their teacher, and the battle is half won if we have her hearty cooperation. A catalog should be placed in every school, and this she will help her pupils to use in nature work, history, and geography, and at the different holidays; also for their selections in speaking.

Particularly can she help in regard to their use of the reference room. She will remind them from time to time to go there instead of to the general delivery counter for special school topics. She will furnish a weekly memorandum of her essay work, this especially in the high school. She will send a warning note when her whole cla.s.s is to descend upon us in a body at the busiest part of the afternoon, thereby probably saving our reputation in the minds of these young people whom we are laboring to convince that the library is an inexhaustible storehouse of information, equal to any demand which may be made upon it.

Now is the time for them to put their theoretical knowledge into practice, and we must often turn them loose with the reference books to find their own way, if we would be able in the future to deny the accusation that we are fostering laziness by having the very page and line pointed out.

I really believe that when the present library and school movement, has had time to exert its influence over even one generation, unlimited possibilities will unfold. Think what it will be to have our legislatures and city councils, our school and library boards and corps of teachers, drawn from the ranks of those who have grown up in the atmosphere of the public library to a true appreciation of its value.

ELEMENTARY LIBRARY INSTRUCTION

Principles and methods and the part of the public library in giving library instruction are presented by Gilbert O. Ward, Supervisor of High School Libraries, Cleveland, Ohio, in Public Libraries, July, 1912. This and its allied subjects are more comprehensively treated in several of the articles included in the first volume of the present series, ent.i.tled "Library and School."