Library Work with Children [18]
one has entered into an engagement with her young readers to take 1 book in every 4 from some other class than fiction. Others do not answer definitely. A few libraries issuing two cards, or two-book cards, allow children the use of two books a week, if one is not a novel or story.
Question 8 is a less important one, whether children's cards are of a different color from others. There is no difference between the cards of adults and children in 124 libraries, except in case of school cards in 2. In 4 the color of cards for home use varies, and 4 report other distinctions, like punches or different charging slips. Eight do not charge on cards and 12 do not answer.
With regard to question 9, "What authors are most read by children who take books from your library?" the lists vary so much in length that it is impossible to give a fair idea of them in in few sentences. Some libraries mention only two or three authors, others ten times as many. Miss Alcott's name is in more lists than any other. Where only two or three authors are given, they are usually of the Alger, Castlemon, Finley, Optic grade. These four do not appear in the reports from 35 libraries, where Alden, Ballantyne, Mrs. Burnett, Susan Coolidge, Ellis, Henty, Kellogg, Lucy Lillie, Munroe, Otis, Stoddard, and various fairy tales fill their places. Seven are allowing Alger, Castlemon, Finley, and Optic to wear out without being replaced, and soon find that books of a higher type are just as interesting to young readers.
Question 10 asks what methods are used in directing children's reading, and if a special assistant is at their service, or if they are encouraged to consult the librarian and all the assistants. Many librarians overconscientiously say, "No methods," but at the same time acknowledge the personal supervision and friendly interest that were meant in the query. Only nine do not report something of this kind. Six have, or are about to have, a special assistant, or have already opened a bureau of information. Five say that they pay special attention to selecting the best books, 4 of the larger libraries have open shelves, and 2 are careful in the choice and supervision of assistants.
In answer to question 11, 5 report special reading rooms, present or prospective, for children; 3 more wish that they had them, while others believe that the use of a room in common with older readers teaches them to be courteous and considerate to others. Most reading rooms are open to children, who sometimes have a table of their own, but in a few cases those under are excluded.
My own opinion on the subjects treated in the questions are:
1. It is easier for a librarian or assistant to find a book for a child if whatever is adapted to his intelligence on a certain subject is kept by itself, and not with other books which may be dry, out of date, or written for a trained student of mature mind.
2. It is easier to help a child work up a subject if the books which he can use are divided into classes, not all alphabeted under authors.
3. A separate card catalog for children often relieves a crowd at the other cases. A printed dictionary catalog without notes does not help a child.
A public library can make no better investment than in printing a classified list for children, with short notes on stories illustrating history or life in different countries, and references to interesting books written for older readers. Such a list should be sold for 5 cents, much less than cost.
4. The money spent in paying for the paper and time used in covering books is just as well employed in binding, and the attractive covers are pleasant to look at.
5. The books can be kept reasonably clean if children are made to understand that they must not be taken away, returned, or if possible, read with unwashed hands. City children soon begin to understand this if they are spoken to pleasantly and sent away without a book till they come back in a fit state to handle it.
6. As soon as a child can read and write he should be allowed to use books. A proper guarantee
Question 8 is a less important one, whether children's cards are of a different color from others. There is no difference between the cards of adults and children in 124 libraries, except in case of school cards in 2. In 4 the color of cards for home use varies, and 4 report other distinctions, like punches or different charging slips. Eight do not charge on cards and 12 do not answer.
With regard to question 9, "What authors are most read by children who take books from your library?" the lists vary so much in length that it is impossible to give a fair idea of them in in few sentences. Some libraries mention only two or three authors, others ten times as many. Miss Alcott's name is in more lists than any other. Where only two or three authors are given, they are usually of the Alger, Castlemon, Finley, Optic grade. These four do not appear in the reports from 35 libraries, where Alden, Ballantyne, Mrs. Burnett, Susan Coolidge, Ellis, Henty, Kellogg, Lucy Lillie, Munroe, Otis, Stoddard, and various fairy tales fill their places. Seven are allowing Alger, Castlemon, Finley, and Optic to wear out without being replaced, and soon find that books of a higher type are just as interesting to young readers.
Question 10 asks what methods are used in directing children's reading, and if a special assistant is at their service, or if they are encouraged to consult the librarian and all the assistants. Many librarians overconscientiously say, "No methods," but at the same time acknowledge the personal supervision and friendly interest that were meant in the query. Only nine do not report something of this kind. Six have, or are about to have, a special assistant, or have already opened a bureau of information. Five say that they pay special attention to selecting the best books, 4 of the larger libraries have open shelves, and 2 are careful in the choice and supervision of assistants.
In answer to question 11, 5 report special reading rooms, present or prospective, for children; 3 more wish that they had them, while others believe that the use of a room in common with older readers teaches them to be courteous and considerate to others. Most reading rooms are open to children, who sometimes have a table of their own, but in a few cases those under are excluded.
My own opinion on the subjects treated in the questions are:
1. It is easier for a librarian or assistant to find a book for a child if whatever is adapted to his intelligence on a certain subject is kept by itself, and not with other books which may be dry, out of date, or written for a trained student of mature mind.
2. It is easier to help a child work up a subject if the books which he can use are divided into classes, not all alphabeted under authors.
3. A separate card catalog for children often relieves a crowd at the other cases. A printed dictionary catalog without notes does not help a child.
A public library can make no better investment than in printing a classified list for children, with short notes on stories illustrating history or life in different countries, and references to interesting books written for older readers. Such a list should be sold for 5 cents, much less than cost.
4. The money spent in paying for the paper and time used in covering books is just as well employed in binding, and the attractive covers are pleasant to look at.
5. The books can be kept reasonably clean if children are made to understand that they must not be taken away, returned, or if possible, read with unwashed hands. City children soon begin to understand this if they are spoken to pleasantly and sent away without a book till they come back in a fit state to handle it.
6. As soon as a child can read and write he should be allowed to use books. A proper guarantee