Part 22 (2/2)

Miss Martha E. Dunn, Stanley, Wis.

We have had some experience with the older scholars making the library a meeting place. I mentioned the fact to the library board, and the president, who was the editor of our local paper at that time, made mention of it in the next issue. Since then, there has been no trouble. Our local paper has done much toward helping to put down any annoyance in and around the library building. It is a good thing to have the editor of the paper on the library board.

Miss Anna S. Pink.u.m, Marinette, Wis.

Our problems of discipline are, in some respects, peculiar to local conditions and in other respects, are the results of a larger movement which seems to be sweeping the entire country.

Broadly speaking, two causes which make discipline such a difficult task stand out prominently:

1. Local causes. A 9 o'clock curfew law and that not enforced; parents allowing their children to roam the streets at night; misdemeanors winked at by those in authority, particularly the police; a general laxity on the part of parents and city officials in correcting offences.

2. Universal movement. Loss of parental authority. This is not peculiar to Marinette, but it is a deplorable state of affairs which is being brought to light all over the country.

We find that moral suasion does not work effectively.

Theoretically probably none of us believes in being caught wearing a frown, but most of our boys and girls respect sternness and a.s.sertive authority when they will not respond to any sort of kindly advice or appeal to their better natures.

After the study of this problem for some time, the conclusion reached is this:--With one a.s.sistant, we can control any situation that may present itself within the library and by so doing, in time, may create the habit of quiet and orderly conduct; but until parents realize that their children need guidance, correction, and above all need to be kept from roaming the streets at night, the problem of discipline will be an ever present one both in the schools and in the library at Marinette.

Mrs. Anna C. Bronsky, Chippewa Falls, Wis.

We have had only a few occasions when it was necessary to deny pupils the privileges of the library. In such cases, the suspended one may come to the library for any books needed in school work, but is not allowed to remain longer than is necessary and may not go in to the reading room. This has been found helpful in most cases. I dislike very much to send a child out of the library, and only do so when it is imperative; for while they may be trying at times, they are the very ones who need the help that the library can give. Often the mischievous mood is of short duration, the attention is arrested by something in one of the books before him, and suddenly, your noisy boy is transformed into a studious youth. It is a great satisfaction to know that while the small child is in the library, he is not only safe from the evil influences of the street but is deriving a double benefit--the enjoyment of the book that absorbs him for the time being, and the habit of reading that is unconsciously being formed.

Mr. R. Oberholzer, Sioux City, Iowa.

If a real disturbance is made which seems clearly intentional, a quick dismissal follows. Reproof is never repeated--once speaking in that way is enough. Reproof is always made in an undertone, and the command to go home, while imperative, is in a few words and followed by absolute silence until obeyed. This is much more impressive than any amount of talk. Dismissal is only for the day. I have never suspended anyone, and only once did I write to the lad's mother that it would be better if her son did not come to the library for a time. If a child really wants to come to the library he learns to conduct himself so as not to offend the people who are in other ways such good friends of his. If he only comes for mischief, he soon concludes that the game is not worth the candle. The desire to ”show off,” always a strong element in a mischievous child, is not gratified, and the whole atmosphere is against him.

To keep things going in this way is not easy except by eternal vigilance, both for the public who have to be taught some things over every day, and for library workers who have to learn to be good natured but unyielding, obliging but arbitrary, eternally patient but abnormally quick.

In short, discipline in a library is, as everywhere, a matter of atmosphere rather than method, and atmosphere always means a group of forces expressed through personality.

Miss Nelle A. Olson, Moorhead, Minn.

Before our library opened, I visited all the rooms of all the schools of the city to talk library. I tried to awaken interest and enthusiasm, and to make perfectly clear to the students beforehand the purpose of a library and what was expected of them there and why.

During the first few weeks I managed to spend a good deal of time in their room, moving about among them, helping them, and ready with a word of reminder the very moment a boy forgot himself. I tried in every possible way to help them to form correct library habits from the first. They all seemed anxious to conform to the library spirit when they understood it.

Now, when a boy does something a little out of the way, I try to pa.s.s over it as much as possible at the time, then when he comes in again some time, perhaps having forgotten his feeling of irritation, I try to talk kindly with him about it and I find he usually takes it kindly then, and does not trouble again.

I have tried always to take it for granted that the boy did not mean to annoy but forgot himself or was a little careless. I have no set procedure, but try to settle each little difficulty as that particular case seems to warrant and never to let it go on until it becomes a great one.

Miss Kate M. Potter, Baraboo, Wis.

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