Part 12 (2/2)
Experience has proved that a children's department can not reach standards of reading which in the judgment of librarians working with the children are beyond the possibility of attainment, for with them rests entirely the delicate task of the adjustment of the book to the child. A staff of children's librarians of good academic education, the best library training, a true vision of the social principles; a broad knowledge of children's literature is the greatest a.s.set for any library doing children's work.
But it is true, inversely, that in raising the standards of the children the standards of the workers were raised. By this I mean that with definite methods of book presentation in use, the worker saw farther into the mental and material life of the child and understood his social instincts better. This has been evidenced in the larger duplication of the better books. Among the methods are those which recognize group interest and group a.s.sociation as a social need of childhood. Through unifying and intensifying the thoughts and sympathies of the children by giving them great and universal thought in the story hour, the mediocre is often bridged and both the child and the worker reaches a higher plane of experience. Also by giving children a group interest, not only children recognize that books may be cornerstones for social intercourse and that there is connection between social conduct as expressed in books and their own social obligations, but what is also important, the worker learns that when children are at the age of group activity and expression they can often be more permanently influenced as a group than as individuals. This prompted the organization of clubs for older children.
Through the recognition of the principle that there are methods of book appeal for use with individual children and other methods for groups of children, it was shown that the organization of the work as a whole must be such that the chief methods of presentation of literature could be fully developed. It was seen that, far less with a group of children than with the individual child, could we afford to give a false experience or an unfruitful interest, and that material for group presentation, methods of group presentation and the social elements which are evinced in groups of children should receive an amount of attention and study which would lead to the surest and soundest results. This could be fully accomplished only by recognizing such methods as distinct functions of the department. In other words, that there should not only be divisions of work with children according to problems of book distribution, such as by schools and home libraries, but there must be of necessity, divisions by problems of reading. Whereas, in a smaller department all divisions would center in the head, the volume of work in a large library renders necessary the appointment of an instructor in story-telling and a supervisor of reading clubs, which results in a higher specialization and a greater impetus for these phases of work than one person can accomplish. Here we have a concrete instance of the benefit that a large volume of work may confer upon the individual child.
With the attainment of better reading results and higher standards for the workers, it is obvious that the reading experiences of the children and the standards of the workers must be conserved, and that the organization should protect the children, as far as possible, from the disadvantage of change of workers. Considerable study has been given to this, and yearly written reports on the reading of children in each children's room are made, in which variations from accepted standards of the children's reading in that library, with individual instances, are usually discussed. However, the children's librarian is entirely free to report the subject from whatever angle it has impressed her most. Also a written report is made of the story hour, the program, general and special results, and intensity of group interest in certain types of stories. This report is supplementary to a weekly report in prescribed form, of the stories told, sources used and results. All programs used with clubs are reported and semi-annual report made of the club work as a whole. By discussion and reports back to individual centers, these become bases for a wider vision of work and a wiser direction of energy with less experimentation.
The connection between work with children and the problem of the reading of intermediates, referred to in the beginning, should not be dismissed in a paragraph. However, it is only possible to give a short statement of it. Recognizing that the reading of adult books should begin in the children's room, a serious study of adult books possible for children's reading was made by the children's librarians, the reports discussed and the books added to the department as the result. A second report of adult t.i.tles which children and intermediates might and do read was called for recently and from that a tentative list had been furnished to both adult and children's workers for further study. The increasing number of workers in the children's department who have had general training, and in the adult work who have had special training for work with children make such reports of much value. In order to follow the standards of children's work, there is one principle which is obvious, namely, a book disapproved as below grade for juveniles should not be accepted for general intermediate work. This is especially true of books of adventure which a boy of any age between 12 and 18 would read.
In conclusion, the chief means of determining values in library work with children are these: An intensive study of the reading of children in relation to its social and informational worth to them; the right basis of education and training for such study, on the part of the workers; the direction of such study in a way that brings about a higher and more practical standard on the part of the worker; the conservation of her experience. These are the great services which the library may render children and they can be most fully accomplished, I believe, through departmental organization.
ADMINISTRATION AND METHODS; REFERENCE WORK; DISCIPLINE
The section devoted to administration and methods records the ”expansion of the library ideal” in multiplying the sources from which books may be borrowed; pictures the opportunities of the small library; emphasizes the importance of personal work, since the ”child must be known as well as the book”; explains the library league as a means of encouraging the care of books and as an advertising medium; gives a thorough discussion of the use of the picture bulletin, and suggests systematic work with mothers as an important and resultful method.
Four articles on reference work and instruction in library use bring out the importance of careful cataloguing, of thorough knowledge of resources, and of practical plans to enable the children to help themselves.
Three articles on discipline present this sometimes difficult problem from varying viewpoints. It is said to resolve itself ”into the exercise of great tact, firmness, and, again, gentleness.” Again, ”many of the problems of discipline in a children's room would cease to be problems if the material conditions of the room itself were ideal.” The Wisconsin report is of special value because it represents the experiences of small as well as of large libraries. It lays stress on some of the points brought out by Miss Dousman, who says: ”In our zeal to control the child, some have lost sight of the fact that it is quite as important to teach the child to control himself; that if he is to become a good citizen, he cannot learn too early to respect the rights of others.”
THE CHILDREN'S ROOM AND THE CHILDREN'S LIBRARIAN
Some of the principles of library work with children, and the qualifications of a children's librarian were discussed by Miss Eastman in the following paper read at the fourth annual meeting of the Ohio Library a.s.sociation held in Dayton in 1898. Linda Anne Eastman was born in Oberlin, Ohio, in 1867; was educated in the Cleveland Public Schools, and taught in the public schools of West Cleveland and Cleveland from 1885 to 1892, when she became an a.s.sistant in the Cleveland Public Library. In 1895-1896 she was a.s.sistant librarian and cataloguer in the Dayton, Ohio, Public Library, and in 1896 became vice-librarian of the Cleveland Public Library, where she has since remained. Since 1904 she has been an instructor in the Library School of Western Reserve University. She was a charter member of the Ohio Library a.s.sociation, and its president in 1903-1904, Miss Eastman has made frequent contributions to library periodicals.
In the planning of a new library building, or the remodeling of an old one, there is no department to which I should give more thought in the working out of the details than in the children's department, in order to best adapt the arrangement to its use.
Its location in the building is the first matter for consideration. It should be easy of access from the main entrance, or, better still, have an entrance of its own directly from the outside, in order that the noise of the children may not become a disturbing element in the corridors and in other parts of the library. It would seem desirable, also, for many reasons, to have the children's department not too far removed from the main circulating department.
The children's department in a large library should contain at least two large rooms, one for the reading and reference room, the other for the circulating books. The rooms should be light, bright and cheery, as daintily artistic and as immaculately clean as it is possible to make and keep them. Wall cases seem best for the shelving of the books, low enough for the children to reach the shelves easily. These low cases also allow wall s.p.a.ce above for pictures, and plenty of this is desirable. A children's room cannot have too many pictures,[1] nor any which are too fine for it; choose for it pictures which are fine, and pictures which ”tell a story.” Provide, also, plenty of s.p.a.ce for bulletins, for the picture bulletins have become an important factor in the direction of the children's reading. One enthusiastic children's librarian wrote me recently that her new ”burlap walls, admitting any number of thumb-tacks” were the delight of her heart. There should be reading tables and rubber- tipped chairs, low ones for the little children; and wherever there is s.p.a.ce for them, the long, low seats, in which children delight to snuggle down so comfortably.
[1] If this paper were now open to revision, the writer would omit ”cannot have too many pictures.” The reaction against bare, bleak walls may not make it necessary to warn against over-decoration, but its undesirability should he recognized.--L.
A. E.
As to the arrangement of the books, I should divide them into three distinct cla.s.ses for children of different ages:
(1) The picture books for the very little ones, arranged alphabetically.
(2) The books for children from seven to ten or twelve years of age. While these books should be cla.s.sified for the cataloging, I should place them on the shelves in one simple alphabetical list by authors, mixing the fiction, history, travel, poetry, etc., just as they might happen to come in this arrangement. I believe this would lead the children to a more varied choice in their reading, and that they would thus read and enjoy biography, history, natural science, etc., before they learned to distinguish them from stories, whereas by the cla.s.sified arrangement they would choose their reading much more often from the one cla.s.s only.
(3) The books for boys and girls from ten or twelve years of age to fifteen or sixteen. These should be arranged on the shelves regularly according to cla.s.s number, in order that the children may become acquainted with the cla.s.sification and arrangement, learn to select their books intelligently, and be prepared to graduate from here into the adult library.
Where it is possible to duplicate the simple and more common reference books in the juvenile department, these should form a fourth cla.s.s. Then there should be all of the good juvenile periodicals, with some of the best ill.u.s.trated papers, such as Harper's weekly, for the reading room.
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