Part 27 (1/2)

In the Boston Public Library, storytelling is not organized as a definite feature of work with children, but has been employed occasionally in some branch libraries, regularly in others, by varying methods. It is regarded as markedly successful in districts where library a.s.sistants are closely identified with the work of the neighborhood. Co-operation with settlements in which storytelling has been carried on for some years has been very successful. Rooms have been furnished by the library; the settlements, and sometimes the normal schools, have provided storytellers. The work of a settlement leader with a large group of boys was especially interesting one winter, as he told continued stories from such books as ”Treasure Island” and ”The Last of the Mohicans.”

In the sixty home libraries conducted by The Children's Aid Society, storytelling and games are carried on by regular and volunteer visitors on the days when books are exchanged. (For full information concerning home libraries refer to Mr. Charles W. Birtwell of The Children's Aid Society, Boston, with whom this work originated.)

Settlements and libraries report great improvement in the quality of reading done by the children as well as keen appreciation and enjoyment of the stories to which they have listened. They remember and refer to stories told them several years ago.

BROOKLYN

In the children's room of the Pratt Inst.i.tute Free Library, storytelling and reading aloud have had a natural place since the opening of the new library building in 1896. Years before this library was built the lot on which it stands was appropriated as a playground by the children of the neighborhood--a neighborhood that has been gradually transformed by the life of the inst.i.tution which is the center of interest. The recognition of the necessity for play and the value of providing a place for it-- children now play freely in the park on the library grounds-- exercised a marked influence on the conception of work to be done by this children's library and upon its subsequent development.

The children's librarian was never allowed to forget that the trustees had been boys in that very neighborhood and remembered how boys felt. It was evident from the outset, that the children's room was to be made of living interest to boys and girls who were very much alive to other things than books.

Probably more suggestions were gained from looking out of windows, and from walks in the neighborhood and beyond it, than from any other sources.

Fourteen years ago there were no other public libraries with rooms for children, in Brooklyn; and boys frequently walked from two to five miles to visit this one. During the past six years a weekly story hour with a well-defined program based upon the varied interests of boys and girls of different ages has been conducted from October to May of each year.

The children's librarian plans for the story hour, and does much of the storytelling herself; but from time to time some one from the outside world is invited to come and tell stories in order to give the children a change, and to give breadth and balance to the library's outlook upon the story interests of boys and girls.

Listening as one of the group has greatly strengthened the feeling of comrades.h.i.+p between children's librarian and children, and the stories have been enjoyed more keenly than as if one person had told them all.

The evening on which Mr. Dan Beard told ”Bear Stories” is still remembered, and another evening is a.s.sociated with the old hero tales of j.a.pan told by a j.a.panese, who was claimed by the boys as one of themselves, and known thereafter as ”The j.a.panese Boy.”

Pure enjoyment of such a story hour by children whose homes offered nothing in place of it already gives a.s.surance of results rich in memories and a.s.sociations, since men and women who were coming fourteen years ago as children are now bringing THEIR children to look at picture books.

CHICAGO

The inst.i.tutions in connection with which storytelling is carried on are: The Chicago Public Library, the munic.i.p.al parks and playgrounds, social settlements, vacation schools, inst.i.tutional churches, hospitals, and the United Charities. The private organizations supporting the storytelling movement financially, by the employment of special storytellers, are: The Library Extension Story Hour Committee, the Permanent School Extension Committee, the Library Committee, the Daughters of the American Revolution, and various women's clubs of Chicago.

A league has been formed of those who are telling stories under the auspices of the public library. The league holds meetings once a month for the purpose of upholding the standard of story work and to strengthen the co-operation with the library. Stories from Scandinavian literature, and stories of patriotism related to the different nationalities represented in the story hour groups, have been notably successful in Chicago.

The following statements are made by (1) Mr. E. B. De Groot, director of the playgrounds and field houses. ”I think that the story hour is the only pa.s.sive occupation that should be given an equal place with the active occupations. I see in the story hour, not only splendid possibilities but a logical factor in the comprehensive playground scheme. The place of the story hour, I believe, is definite and comparable with any first choice activity. It is unfortunate that we are unable to secure as playground teachers, at the present time, good story hour men and women.”

(2) Mr. Henry E. Legler, Librarian of the Chicago Public Library: ”We are now engaged in developing the branch library system of the city, and no doubt storytelling will be made incidentally a feature of the work planned for the children's rooms. This work must be done by the children's librarians, the storytelling growing out of library work and merging into it in order that its most effective side be legitimately developed.” (Mr. Legler states his views with regard to storytelling and other features of work for children in an article ent.i.tled ”The Chicago Public Library and Co-operation with the Schools.” Educational Bi-Monthly, April, 1910).

(3) Mrs. Gudrun Thorne-Thomsen: ”As to the future of the movement I believe the purposes are best served by the storyteller being an integral member of the organization she serves. I believe that if the organizations which express themselves so sympathetic toward the work would co-operate and give definite instruction in storytelling to their workers, and also give them a fair amount of supervision and direction, the whole movement might be placed on a dignified and wholesome basis.”

CLEVELAND

Storytelling has been carried on in the playgrounds and summer schools for several years. Since 1907 the work of playground leaders has been supplemented by storytelling done by public library a.s.sistants who visit the playgrounds by invitation, and who are scheduled for this work as a part of their regular library duties.

In the Cleveland Public Library storytelling and reading clubs have been widely developed under the guidance of the director of work with children. In each of the branch libraries two story hours a week are usually held. Storytelling is regarded as a part of the equipment of the children's librarian, and time is allowed from the weekly schedule for the preparation of stories.

Definite neighborhood co-operation is the aim of each branch library. Storytelling visits are therefore made to the public schools, social settlements, day nurseries, mission schools, and other inst.i.tutions of a neighborhood. Requests for such visits are more numerous than can be supplied.

Storytelling in the settlements is done by club leaders and volunteer workers mainly in connection with club work. Stories were told last season in the children's gardens connected with the social settlement by an a.s.sistant from The Home Gardening a.s.sociation.

Positive results of the effect of storytelling in the Cleveland Public Library are shown in the favorable direction of the reading of large numbers of children by a strong appeal to their spontaneous interests, and by the many requests for library storytellers. The total number of children who listened to stories told by library a.s.sistants in 1909 was 80,996. The Cleveland Public Library publishes an ill.u.s.trated ”Handbook”