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 class to prepare bibliographies,the librarian assisting.At Brookline we have ambitions,not yet realized,of getting each high school class to prepare one bibliography a year (we begin modestly)on some subject along their lines of study.Last May the principals of two grammar schools offered to try their ninth grades on a simple bibliography.The school reference librarian selected some 60topics of English history--Bretwalda,Sir Isaac Newton,East India Company,the Great Commoner,etc.Each bibliography was to include every reference by author,title 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 classification and of cataloging?We have learned that to bring school authorities to our assistance 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 CATALOGSAND 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.
