A CHAPTER IN CHILDREN'S LIBRARIES (continued 7)

The idea at the beginning was that the groups should be made up of fifteen children, but later we adopted ten as a better number. So the family in which a library was placed would have the books always within reach, and a handful of children from the same tenement-house or near neighborhood would have access to the books at the time set for their exchange, and when a group had extracted the juice from one set of books we would send them another. It was understood at the start that the children outside of the librarian's family should exchange their books only once a week. I dropped in on the children when I could, but soon saw that the effectiveness of the work would be increased by regular weekly meetings of each group. As it would be impossible for me to visit them all myself, volunteers were sought to take charge each of a single library. Quickly the visitors began to come to me with all manner of puzzles—how to get the children to keep their hands clean, how to induce them to read thoroughly, what to do for a child who was ill, or a lad who was playing truant. Out of these interviews with individual visitors grew naturally the thought of a monthly conference of the visitors; and from an early period in the history of the libraries we have met once a month, except during the summer, and spent an hour and a quarter in discussing a great variety of questions, some general and some particular, that arise in connection with the libraries.

I must dwell a moment on the selection of books. The aim was to put really good literature into the hands of the poor in such a way that they would grow to love that literature. People, after all, are not so unlike. A really good book, a book that is human, that touches our sense of rugged reality, or the fancy or imagination which is native to us and as real as anything in us, is sure of a welcome among all classes of people, if it is couched in intelligible terms. I chose some books that I happened to have read myself, but soon coming to the end of the list of which I was perfectly sure, and finding it impossible to review enough books myself, I secured the volunteer help of a number of ladies who understood the children of the poor and knew how to pass judgment on books proposed for their reading. It was definitely understood that every book should be read by the reviewers from cover to cover. We would not depend upon advertisements, hearsay, or vague recollections of books read by ourselves years ago, but every book should be read from beginning to end with the immediate question in view of the admission of the book to the little libraries to be read by the poor in the homes of the poor. Publishers and book-dealers sent us books for examination. Upon a careful consideration of the written reviews of the volunteer readers, prepared according to certain canons, was based the decision as to their acceptance or rejection. It seemed clearly not worth while to take to the poor books not really worth their reading. If good books would not be read, then the plan should be given up. Had we been careless in the selection of books we easily might have done no little harm, and should not have learned that clean, unsensational, vigorous books that are loved by children in the homes of the well-to-do are welcome to children in the homes of the poor. The way to good taste in reading is not, as some curiously declare, through the mire of the dime novel and the sensational story, but straight along the clean, bright path of decent literature.

Although, by reason of the natural preference of some visitors, or the effect of changes in groups at first made up of both sexes, some groups are wholly made up of boys and others of girls, the ideal group is a mixed one as regards both sex and age—ten boys and girls from seven or eight to fifteen or sixteen years of age. Thus we provide for a healthful, unconscious association of the sexes and the training of the younger and older in their behavior toward one another, and in general touch the maximum range of relations, difficulties and services.

It follows from this make-up of a group that our books must be varied in order that in each set there shall be food for each child. So every library is made up of fifteen volumes, running the whole gamut from the nursery tale to Tom Brown at Rugby or Uncle Tom's Cabin, and also selections from juvenile periodicals suited to children of different ages, there being five collections of periodicals in each library, each collection comprising a bound portion of the annual issue of some periodical. You will readily see, therefore, that in order to select a new library it is necessary to have forty or fifty approved and unassigned books to choose from, and never is a set made up with its fairy tales, pictures of sweet domestic life, stories of adventure, simple history and biography, short stories, long stories, fact and fancy, humor and pathos—never is a set made up, preliminary to starting out upon its first visit, without my mouth watering to read them all myself.

To put the books to an interesting test, but more especially to induce the children to read appreciatively and really use their minds as they read, a form was made out on which the librarian or visitor should record the opinion of each child in regard to each book he returns. The evolution of these opinions from the obnoxiously frequent "nice" and "very nice," or the occasionally refreshing "no good," of the early history of a group into really intelligent and discriminating opinions, is one of the sure marks of progress and value in the work.

A set of books usually remains with one group of children ten weeks or three months before it is exchanged for a fresh set and in turn goes to another group. So you see the Home Libraries stand for nothing less than a perennial and constantly fresh stream of good literature.

To make sure of the parents being back of us in our relations to the children, we have a little blank application for membership, which is signed by the parent or guardian as well as the child. It is noticeable that on many of these cards the children write not only their own names but the names of their parents, the latter, themselves unable to write, affixing their cross.

The volunteer visitors, as opportunity offers, on cards placed in their hands for the purpose, make a record of information concerning the family, their history, condition, habits, their reading at the inception of the library, and subsequently such items as may reveal their further history and the possible relation of the library to their life.

Close upon the heels of this effort to make books mean to poor children what they mean to the more fortunate, followed the idea of bringing to them a knowledge of those ways of having a good time within the walls of one's own castle that are so familiar in families where parents have leisure and ingenuity, and that make our childhood seem to our adult years, of a truth, a golden age. Without the elbow-room that some kinds of fun require, without money to buy games, without leisure to play them or to teach them to their children, forever held down by drudgery, forever pressed upon by the serious hand-to-hand fight to keep the wolf from the door, is it strange that the poor know next to nothing of the commonest home games and diversions? To the Home Libraries, a name sweet and dear to us who have had to do with them, came this further idea of Home Amusements. After the exchange of books, conversation about them, the recording of opinions, perhaps also reading aloud by the visitor or the children, they turn from books to play. It is the duty of the visitor to be informed in the art of merriment, and to teach the children all sorts of ways of having fun at home. Nor is it a slight advantage that thus inducement comes to the grown-up folks to look on and laugh too.

But as naturally as the rose-bush grows and more than a single bud appears and turns to blossom, so came another unfolding from the Home Libraries stock. "The destruction of the poor is their poverty." Might we not add to the home reading and home amusements inducements to Home Thrift? We began to get the children to save their pennies. Presently the Boston Stamp-Savings Society was established. So we purchase stamps from that society and supply them to visitors. The visitors in turn sell them to the children at the weekly meetings. The children are supplied with cards marked off into spaces in which they paste the pretty stamps as they buy them. When a card is filled, or when the total value of the stamps on a card is sufficient to make it worth while, perhaps fifty or seventy-five cents or a dollar, the stamps are redeemed, and the visitor goes with the child to open an account at some regular savings bank. The collection of pennies is resumed, to be followed by another redemption of the stamps and the swelling of the account at the savings bank.

I hardly need tell you that the Christmas festivities of the children are largely held under the auspices of the little libraries, or that in the warmer season you will find the visitors and children taking excursions together to the lovelier spots in the woods and at the shore. Once a year, too, we have a sale of plants. Last spring we sold three hundred and eighty-three plants to the children for windows and gardens. We have promised that all who will appear this autumn with live plants shall have a treat.

Through the visitors, too, we hear of cases of destitution, truancy, waywardness and moral exposure, of unfit dwellings, and illegal liquor-selling. Such things we report to suitable agencies—the other departments of our Children's Aid Society, the Associated Charities, the Society for the Prevention of Cruelty to Children, the Board of Health, the Law and Order League.

From all of this you will easily see why we think that ten children are enough for a single group or visitor. We expect the visitor to know not only the children of the group, but the families to which they belong, and as the children grow older, and are graduated from the little libraries, to follow them still as their friends. It is a highly important function of the Home Library to bring with good books a good friend, whose advice the children will seek, whose example they will aim to follow, and whose esteem they will not wish to forfeit.

We are having to face more and more the question of the graduates of the libraries. One thing we propose for them is a printed list of selected books that are in the Public Library with the numbers that they bear. These lists in the hands of our graduates we think will continue to guide them to the choice of good reading. So, too, we hope to see our graduates go from the little libraries into the working girls' clubs, the associations for young men, and the workingmen's and workingwomen's clubs. And we want the love of good books, and all that good books stand for, to follow them.

We have now, about six years and a half since the first library was established, seventy libraries scattered throughout Boston, with sixty-three volunteer visitors and a membership of six hundred and thirty-four children. Since June, 1889, one paid assistant, a lady who was among the first volunteers in the work, has been employed, and has rendered most interested and efficient service. For the past two years we have employed also an extra summer-assistant, as so many of the visitors are away during that season, and as we try to give every library group at least one outing during the midsummer months. A committee of the Board of Directors of the Boston Children's Aid Society have acted as volunteer visitors, and promoted and strengthened in various ways this department of the Society.

From the beginning it has seemed best to let the experiment work itself out somewhat fully before attempting to say too much about it. A widespread demand, however, for fuller information has arisen, and home libraries are being established in various cities I hope that before long a full record of the establishment and growth of the Home Libraries in Boston may be placed at the service of any who seek to adopt this form of philanthropic effort among the children of the poor.

HOME LIBRARIES

One of the first librarians to give to library work with children a full appreciation of its possibilities in extension work was Salome Cutler Fairchild. An address given by her on January 10, 1898, before the New York Library Association and the New York Library Club on the development of the home library work in Albany describes some modifications of Mr. Birtwell's plan, and is especially interesting because it indicates the relation of this method of extension work to the "new philanthropy."

Mary Salome Cutler was born in Dalton, Mass., in 1855, was educated at Mt. Holyoke Seminary, and received the degree of B.L.S. from the University of the State of New York in 1891. In 1897 she was married to the Rev. Edwin Milton Fairchild. From 1884 to 1889 she was cataloguer in the Columbia College Library and Instructor in the Columbia College Library School. She became Vice-Director of the New York State Library School in 1889 and remained there until 1905. Since that time she has been a lecturer on selection of books and American libraries. Mrs. Fairchild was chairman of the committee in charge of the library exhibit of the World's Columbian Exposition in Chicago in 1893 and was identified with the publication of the A. L. A. Catalog.

It is probable that some of the readers of the Journal are unfamiliar with the idea of the home library. In a few words, this is its motive and its plan: To help the children of the poor in developing and ennobling their lives by giving them books and a friend.

The home library idea was evolved, not by a librarian, but by Mr. Charles W. Birtwell, secretary of the Children's Aid Society in Boston, a very old non-sectarian society. It grew up in a most natural way. He fell into the habit of lending books to poor children of his acquaintance and of talking with them about the books after they had been read. This took time, and the result was organization. The children were formed into little groups, books were bought systematically, and his friends were interested to form regular visitors.

And so a home library involves a group of 10 poor children, a library of 20 carefully selected books placed in the home of one of the children and circulating among them all, a visitor, who should be a person of rare wisdom and sympathy, who meets the children once a week, talks over the books with them, and during the hour gives them all possible help in any way she chooses. Each group contains both boys and girls from eight to fifteen years of age.

There are several groups of children and several little libraries. Once in three or four months the libraries pass from one group to another. The personal element supplied by the visitor is quite as valuable as the influence of the books. It is hard to tell just what the visitor does. It is perhaps simplest to say that she is a friend to the children and that she studies how to help them. That means a great deal. The plan is elastic and each visitor chooses her own methods.

Doubtless many librarians listened to Mr. Charles Birtwell's paper on home libraries at the Lake Placid conference, September, 1894, and are thoroughly familiar with the central thought and its application in the parent libraries in Boston. To such I would like to call attention to some modifications of the plan in the Albany libraries, to a few new points which we have worked out and old ones which we have emphasized.

It goes without saying that each book is read carefully by at least one member of the selection committee with special reference to the home libraries. It is not enough that a competent judge has read it without having that in mind. We are constantly tempted to give these readers books a little too old for them. They enjoy books which children who have always been familiar with books would be ready for three or four years earlier.

Visitors should be prepared for disappointment in the quality of the reading that is done. At the beginning of my work with the children I was delighted with their enthusiasm over the books. To be sure their choice was often determined by the attractiveness of the cover or big type, or the bigness or littleness of the book. I soon found that it was a rare thing for a child to read a book through. They would often say with pride "I read 30 or 60 pages" and were unwilling to take the book again, though claiming to like it. It is a slow process, but now after over two years they read with much more enjoyment and thoroughness. It was a long step ahead when the brightest child in the group began to read the continued stories in the St. Nicholas and to watch eagerly for the next number.

I wonder if these children are not in a way a type of the readers in our larger libraries. We fondly hope that there will be an immediate and hearty acceptance of the good things which we have spread out with such lavish expenditure of our own life, later we learn that even among the educated classes the genuine reading habit is the heritage of the few and among the many must be the result of a slow and steady growth.

I think we have improved on the Boston plan in dealing with the magazines. They take nine different periodicals and break the year up so that with one library of 15 books the children have parts of five periodicals. We put 18 books in each library and subscribe regularly for each group of children for St. Nicholas and Youth's Companion. In some of the groups the children have not cared for Youth's Companion. It has been given a fair trial since July, 1894, and we have just substituted Harper's Round Table as an experiment. Other groups, however, are devoted to the Youth's Companion. St. Nicholas is a prime favorite with all.

We do not buy cheap editions. Grimm's "Fairy tales" is selected in the tasteful Macmillan edition with illustrations by Walter Crane. Hawthorne's "Wonderbook" is given to them in the exquisite illustrated edition of Houghton, Mifflin & Co. We consider the illustrations and the dainty covers a part of the educative value of the book. We do not cover the books permanently, but give them covers which slip on and off easily that they may use them at their pleasure. A good deal of pride is developed in each group of children in having the little library clean when it passes on to the next group.

An effort is of course made to balance the libraries, putting in each a volume of history, one of light travel, and a book about animals like Mrs. Jackson's "Cat stories," "Buz," "Sparrow, the tramp." Stories of course predominate. Fairy-tales are by all odds the most popular and get the hardest wear. I have noticed that this is also true in the children's travelling libraries sent out by the New York state library. In one group of home library children Grimm's "Household tales" was such a favorite, and they called for it so persistently, that an extra copy was bought for their benefit and is almost constantly in use. They much prefer it to Andersen. The naming of the libraries and of the groups of children is a new feature. Of our nine libraries five are named for children. Any person, or number of persons, giving $25 (the cost of a new library with its bookcase) is entitled to name the library. The plan is a popular one and several gifts of that sort have been received. In one case a small framed picture of the child for whom the library is named goes with it and the children seem to have a positive affection for the picture.

The children choose for themselves some hero to give the name to their club, or group. We have the Washington, the Columbus, the Anthony Wayne, the Lincoln, and the Edison groups, and one more recently formed, not yet named. It is a significant fact that the children knew and admired Anthony Wayne because they read about him in Coffin's "Boys of '76."

One beauty of the home libraries is the simplicity of the central idea and the natural relations between the children and the visitor. It is quite possible to combine with this much direct educational work. Games are almost always used by the visitors.

The skilful visitor, who should have the spirit of the kindergarten and might well have also her training, may develop through the games attention, concentration, and courtesy, qualities in which these children are especially lacking. It is an interesting study to watch the development of the game of 20 questions; e.g. from a wandering, haphazard medley asked in a slow and painful way by self-conscious children, to quick, intelligent, carefully planned questions

To illustrate more specifically an attempt at educational work, the Columbus group may be taken as an example.

There is a badge consisting of a bronze medal with the head of Columbus, fastened with a knot of red, white, and blue ribbon. The rule of the group is the rule of the majority; e.g., when games are to be played a vote is taken and all are expected to enter heartily into the one chosen by the majority. By constant application of this plan and the discussion which it involves, those children have come to understand pretty well the nature of a vote. There is a child's life of Columbus and a scrap-book containing pictures of him. The Columbus group are appropriately discoverers, and as they have set out to find out everything possible about their own city, once a month the group goes out together for a long walk. They have visited the capitol, geological hall, city hall, the Schulyer mansion, etc. Every week 10 minutes are spent in studying the city, the name and location of the streets, the city buildings, the government of the city, its history and antiquities, the cleanliness of the city, etc. Many problems of city government which are taking the attention of the best minds to-day can be studied in simple form here. And this is real study. It is simple and elementary, but not haphazard, and what they get is definite and organized. It is not merely amusement, though they are interested and take hold heartily. A simple statement of each lesson is duplicated and put into the hands of the children. These will be combined into a handbook useful for all children in the city and suggestive for other cities. I hope that some line of study may be taken up by the other groups, each visitor choosing that which she can best develop. Light science would be attractive to some and of real service to the children.

Music, always a powerful agent in the development of life, is specially useful in this city because the music taught in the public schools is purely technical. All the children have met on Saturday afternoons in the kindergarten room of one of the public schools to sing under the direction of a competent director of music who loves children and takes genuine pleasure in the work. This gives them a little repertoire of choice children's songs to take the place of the street songs which was about all they knew before, helps to soften their voices in speaking, and also serves as an excuse for bringing together the children of the various groups about once a month and making a little esprit de corps, which is desirable. It is wonderful when they are inclined to be boisterous and unmanageable in their games what a humanizing influence a sudden call for one of these songs will produce.

It is proposed to circulate games suitable for playing at home, also small framed pictures after the plan of the Milwaukee Public Library. The books are often read by the parents and older brothers and sisters. The games and pictures would help in like manner to sweeten and ennoble the home life.

But why should you be interested in the home library and in allied movements? Is it simply because they are an extension of the book power to which you have pinned your faith? There is, I think, a deeper reason. The movement known as the new philanthropy is one of the strong factors in our civilization to- day. The life of the community is the study of the man who serves the public as librarian. Nothing which is an essential part of that life is foreign to him. As distinguished from the old- fashioned charity which relieved individual suffering without regard to its effects on society, the new movement is characterized by two tendencies:

1. A scientific study of the principles of philanthropy: information before reformation.

2. A spirit of friendliness: not alms, but a friend.

Men and women of singular ability, of the best training and devoted to noble ideals, have given their lives to studying the problems of the poor, and so we have colleges and social settlements, free kindergartens, home libraries and a score of other new activities, one in spirit and in aim. But there are not enough trained specialists.

The philanthropic work of our cities is largely done by young ladies of the leisure class, quite a proportion of them graduates of colleges, and with a splendid mental, moral, and social equipment for the work. But they are raw recruits for lack of discipline. Caught in the wave of enthusiasm they plunge zealously into work with very little understanding of underlying principles.

I have given a good deal of thought to this difficulty and am persuaded that there is a way out. I want to present it here because, if it appeals to you as wise, you will be able to help in putting the plan to the test of experience. As the difficulty is ignorance, the remedy is study.

A class in philanthropy should be organized, for serious study in the scientific spirit and by the scientific method, under the direction of as competent a teacher as can be secured. Only those who are determined to do serious work and who have ability to cope with these problems should be admitted. Every attempt to popularize the course should be discouraged. The class might be carried on under the auspices of a church, a charity organization society, or even of a library. The initiative should be taken by some one person with the requisite discrimination, tact, and organizing skill. According to my outline a two- years' course is needed, involving an hour of class work once a week, with, if possible, five hours a week of study, and for nine or ten months in the year. Laboratory work, that is, investigation of local conditions, should be carried on throughout the course. Lectures combined with seminar work seem to me the best methods of instruction. The literature of the subject is rich and helpful.

At the end of the first course there would be two or three new persons competent to instruct, and these might organize other classes.

If this class in philanthropy could be carried on in any city for 10 or 15 years, the charities of the city would feel the effect of the work. Instead of crudity there would be strength, enthusiasm would be supplemented by wisdom. The result would be the strengthening of the personal character of the poor and the enrichment of the whole city life. For we rise or sink together. The higher groups of society cannot develop without a corresponding development in the lower groups.

And so I call you to study the problems of philanthropy, to follow intelligently the history of home libraries, to approve this plan of training if it be wise, if not to work out a better one. Neither is this to go outside your natural course on the ground of sentiment. You are to study the community on broad lines that you may give back to the community through many channels that abundant life which is the highest service.

LIBRARY DAY AT THE PLAYGROUNDS

The Monthly Bulletin of the Carnegie Library of Pittsburgh for October, 1901, includes an account of summer playground work which was begun three years before. Playground libraries as an introduction to regular library agencies are described by Miss Meredyth Woodward.

Meredyth Woodward, now Mrs. J. Philip Anshutz, was born in Waterloo, N. Y., in 1869, and was educated in the schools of Tecumseh, Michigan. She took special work in the State Normal School at Oswego, N. Y., and later studied in the Law Froebel Kindergarten Training School at Toledo, Ohio, and in the Chicago Kindergarten College. After teaching in this institution she became Principal of the San Jose Normal School in California. After this she studied in the Leland Stanford University. She took charge of the Home Library Work in the Carnegie Library of Pittsburgh in 1901, where she remained until 1904, part of the time acting as assistant in the Training School for Children's Librarians.

The work of supplying the summer playgrounds with books, begun as an experiment three years ago, was continued this summer as a part of the work done by the Children's department of the Library for the children of this city. During the initial summer, five playgrounds were supplied, the total circulation being about 1,600. Last year the needs of seven playgrounds were met, with a result of 1,833 in circulation, while the present year nine playgrounds have given a circulation of 3,637 volumes, and this during one day in each of six weeks. At a joint meeting of the Library workers with the Kindergartners who had charge of the playgrounds, it was decided to set apart this day as Library day, and as high as 117 volumes have been issued in a single playground on that day, while one week every available book was issued in spite of a drenching rain outside.

Through the courtesy of the school directors and principals, the library was enabled to place the books, take registrations, and fill out cards, several days before the day for circulation. Thus much valuable time was gained, and the work begun and carried out more systematically. Boxes of books carefully selected from the best juvenile literature, comprising attractive stories of history, biography, travel, nature, poetry and useful arts, as well as fiction, picture books and the ever popular fairy tales, were sent to each playground. Each kindergartner also received for her special use a list of stories bearing on the thought she wished to emphasize each week, with the books containing these stories. Charging stations were improvised out of desks, tables, or chairs, in some vacant room, or corner of a hallway. Walls dismantled for the summer cleaning were made more attractive by gay flags, or picture bulletins illustrating the books to be circulated.

One morning spent at a playground on Library day would be enough to convince the most sceptical that the children fully appreciated their opportunities. As one of the kindergartners remarked, "You'd think they had never seen a book before." They swarmed about the windows and doors of the circulating room, and at one school, when the impetuous but good-natured line became too eager, they were restrained by the commanding voice of the policeman to "Back up." Even the charms of an exciting game of base-ball had no power over a wonted devotee, when pitted against the attractions of an interesting book. Kindergartners from five playgrounds agreed that by far the largest attendance was on Library day, many of the older children coming on that day only. They felt "too old to play," but never too old to read.

The signature of one of the parents, with that of the child's, entitled him to draw books. One little tot begged hard to have a "ticket," and be allowed to take books home, insisting with many emphatic nods that she could write her name. On trial only a few meaningless scratches resulted, and the tears that filled her eyes at her failure were banished only when the librarian promised that she might come each week, and look at the picture books. Another child asked for a card for his little friend who had rheumatism, and couldn't come to the playground. A mother of the neighborhood took a card that she might draw out picture books, and books of rhymes and jingles for the little one at home. The "little mothers" invariably saved a place on their cards for a book to please the baby brother or sister tugging at their skirts, or, it might be, for some older member at home. Very often the whole family read the books. One boy waited till nearly noon on Library day for his father to finish the "Boys of '76." Another said he wished he might take three books, because there were four boys at home, and he would like to have enough "to pretty near go 'round." In another family three of the children were drawing books. Still the older sister had to come down to get a book for herself, saying the others never gave her a chance to read theirs.

In these miniature libraries not only do the children become familiar with library regulations, but more judicious and intelligent in the selection of books. At first they choose a book because it has an attractive cover, large print, "lots of talk" (conversation), or because it is small and soon read. "I tell you, them skinny books are the daisies," said one, while the opinion of another was, "These ain't so bad if they'd only put more pictures in to tell what they're about." Later they select a book because the title tells of interesting subject matter, or because a playmate has recommended it as "grand," "dandy," or "a peach." A popular book often has as high as ten or fifteen reserves on it, the Librarian being greeted in the morning with a chorus of, "Teacher please save me"—this or that book. So, from having no idea of choice, the children finally have such a definite idea of what they want, and why they want it, that, unless the particular book is forthcoming, they "guess they don't want any book to-day." One small girl took out "Little Women," and wanted "Little Men" on the same card. When she understood that only one book of fiction could be taken on one card, she inveigled her little sister into taking it on her card. Then she tucked the books under her arm, remarking, with a sigh of satisfaction, "Now, we'll have 'em both in our family." In striking contrast to the excitement attending the selection of books is the lull that follows. Here and there are interested groups looking at the pictures— delightful foretaste of what is to follow in the text—or comparing the merits of the different books. Some have already made an absorbed beginning in the story which will be finished at home, on the door step, or by the evening lamp, when the more active games of the day are over. Nor are these absorbing books always fiction. The statistics show that stories of travel, lives of great men, and books on natural history were fully as popular as the fiction. The fiction per cent of last year was reduced from 60 per cent to 52 per cent this year.

And so the work for the season has closed, leaving many a young reader not only trained but enthusiastic to enjoy regular library privileges. The general verdict of the children was that they were "Sorry it was over." Four lads from the South Side begged that they might get books from the Main Library, and one boy presented his card the very day after the playground closed. Nearly all the branches have gained new adherents from their respective districts.

On the whole we feel well pleased with the season's work, although, as is natural, the work done by the two new Branches was not so successful as that elsewhere owing to the fact that the work was new to the district. When compared with that done in the districts where it has been carried on for three years, it gives a striking example of the growth and development which has taken place since the beginning. As a result of the work, at the West End Branch alone, fifty-two children from the Riverside playground have taken out library cards. The children are better trained in library usages, and more intelligent as to what they want, often counting from one year to the next upon getting a certain book. Out of this enthusiasm there naturally result the Home Library groups and clubs which furnish books during the winter. One notable outgrowth of last summer's playground was the Duquesne School Club, whereby the children of the Point were enabled to get books through the winter. This has since been superseded by the introduction of the School-Duplicates, and now the children hold elections for their various officers, while the wide-awake principal has gotten out a neat little catalogue of the books in their collection.

Unemployed and uninterested children are fallow ground for the seeds of mischief and crime. The half-day playgrounds do wonders toward solving the problem of the vacation child. Do not the interesting, wholesome, juvenile books made so accessible to the children also play a large part in this good work?

LIBRARY WORK IN SUMMER PLAYGROUNDS

At the Pasadena Conference of the A. L. A. in 1911, Miss Gertrude Andrus led a discussion on library work in summer playgrounds, in which she considered some simple methods of administration. Gertrude Elisabeth Andrus was born in Buffalo, N. Y., acted as an assistant in the Buffalo Public Library in 1900-1901; was a student in the Training School for Children's Librarians in Pittsburgh from 1902 to 1904; children's librarian in the Carnegie Library of Pittsburgh from 1903 to 1908, and since that time has been head of the children's department in the Seattle Public Library.

The library in a summer playground serves a double purpose; it supplies books in a district not otherwise reached by the library and it acts as a lure to the use of the main library. If the books are attractive, the children will follow them to the main library and thus become permanent borrowers. So it is plain that the books we place in our summer playgrounds must be of the most popular type. Easy books, picture books, fairy tales, stories, histories, books of travel, and books on games and manual arts are the ones most in demand. A knowledge of the district in which the playground is located is also necessary. If the children have a school library and are accustomed to reading, the books sent to the playground will differ from the kind sent to one in a foreign district where little reading has been done.

As the library room is invariably used for other work on other days, the books must be locked up. A satisfactory solution of this is a built-in bookcase with adjustable doors which may easily be lifted from their sockets and set aside when access to the books is desired, and may be replaced and padlocked when the day's work is done. The arrangement of the room and the charging desk should always be made so that the exit can be very carefully supervised.

In order to conserve our time so that we may have leisure to give attention to individual children, we must arrange to have the mechanical part of the work as systematic as possible. Playground library work is a life of stress and strain. Everything comes in rushes. There is always a mad dash for the door as soon as the library is opened, for each child is sure that unless he is the first he will miss the good book that he is convinced is there. This rush of course makes it difficult to discharge the books, slip them, shelve them, and at the same time charge the ones the children have selected, to say nothing of helping the children in their choice. We have therefore found it best to collect the books beforehand, discharge them and distribute the cards among the children before opening the library doors. When the Newark system is used, however, and a child has drawn two books, this may result in considerable confusion, for the books may be separated and one may not be sure that both charges on the card should be cancelled. When our first playground library in Seattle opened, we used the Browne system of charging and this proved so satisfactory that we have continued to use it in the others. According to this method, each borrower receives two cards. When a book is borrowed, the book slip is drawn and put with one of the borrower's cards in a small envelope. It is readily seen how easy it is to avoid complications when the books are gathered before the opening of the library, for the slip of each one is with the borrower's card, and if the borrower returns no book, no card is given him. After the books are discharged and shelved and the cards distributed, the children are admitted. In this way much of the confusion incident to opening is eliminated and more time is secured to help the children make their choice.

In order that the care of the books may not interfere with the children's play, we have devised a checking system by means of which the children may leave their books in charge of the librarian until they are ready to go home. This not only allows the children freedom in play but obviates the possibility of loss of books through their being left on benches and swings. The playground is a place of freedom and fun and good fellowship, and the library's rules should be made as inconspicuous as possible.

The librarian should be not only willing, but anxious to enter into the life of the playground as far as her duties permit. One way in which she will be able to make herself popular not only with the children but with the instructors is by means of story telling. Joseph Lee says that story telling is the only passive occupation permissible on a playground and the librarian thus finds her work ready to her hand. She is able to advertise her books, make friends with the children is a most effective way, and at the same time relieve the playground instructor of a duty which is sometimes found irksome.

She must remember that she is an integral part of that playground, not a weekly visitor, and she must throw herself into the interests and activities of the children with all the enthusiasm at her command.

THE SELECTION OF BOOKS FOR SUNDAY SCHOOL LIBRARIES AND THEIR INTRODUCTION TO CHILDREN

In the following article taken from the Library Journal of October, 1882, Mr. S. S. Green says that his "principal object is to show how books are selected and how children are interested in books in the Sunday-school in which I am a teacher." It is interesting to know that in a recent letter written to the editor in regard to the use of this article Mr. Green says: "As I read it over, it seems to me that the advice given in it is still much needed." Samuel Swett Green was born in Worcester in 1837, and was graduated from Harvard in 1858. In 1890 he was appointed by the Governor of Massachusetts an original member of the Free Public Library Commission. He was one of the founders of the A. L. A., and also a life member, and was chosen its president in 1891. From 1867 to 1871 he was a trustee of the Worcester Public Library, and he was librarian from 1871 to 1909, when he was made librarian emeritus. Mr. Green has published several books on library subjects.

It is gratifying to notice that the movement started several years ago by certain ladies connected with the religious body known as Unitarian Congregationalists, who organized themselves under the name of the Ladies' Commission for the purpose of reading children's books and preparing lists of them suitable for Sunday-school libraries, has led within two or three years to the formation of a similar organization in the Protestent Episcopal Church, and more recently to that of one among Orthodox Congregationalists.

Individual clergymen and others have also lately shown a great interest in the work of selecting and disseminating good lists of books suitable for Sunday-school libraries.

It is unnecessary to say that it was high time that this work was entered upon earnestly. The officers of the more intelligently administered public libraries had come to reject, almost without examination, books prepared especially for the use of Sunday-schools, and without consideration to refuse works admission to their shelves issued by certain publishers whose business it was to provide for the wants of Sunday-school libraries.

It had become obvious, among other facts, that the same objections that were made to providing sensational stories for boys and girls in public libraries, lay equally against the provision of books usually placed in Sunday-school libraries.

The one class of books was generally moral in tone, but trashy in its representations of real life; the other, religious in tone, but equally trashy in its presentations of pictures of what purported to be the life of boys and girls.

Both classes of books were good in their intention, both similarly unwholesome.

Gratifying, however, as are the results of this movement, there is something more that needs to be done. Libraries must be purified from objectionable literature; new books must be properly selected; but after this kind of work has been done, a very important work remains to be attended to, namely, that of helping children to find out the books in the library that will interest them and pleasantly instruct them. Every child should be aided to get books suited to its age, its immediate interests, and its needs.

The Library Journal, in its number for June gave the title of a catalogue of the books in the Sunday-school library of the Unitarian church in Winchester, Massachusetts. In this catalogue short notes are added to the titles of some of the books to show, when the titles do not give information enough, what subjects are really treated of in the books annotated.

Something beside this is desirable, however. Children need much personal aid in selecting books.

I have been conservant of the work of a minister who, about a year since, after examining carefully all the books in the Sunday-school library of his church, and after taking out such volumes as he considered particularly objectionable and adding others which he knew to be good, set himself the task of talking with the children of his school about their reading. The school has a superintendent, but he, as minister, also takes an interest in it and has spent the time he has given to it, recently, in talking with the children, one at a time, about books, finding out from them their tastes and what they had been reading, and recommending to them wholesome books to read and interesting lines of investigation to pursue.

My principal object in writing this article is to show how books are selected and how children are interested in books in the Sunday-school in which I am a teacher. It seems to me that its methods are wise and worthy of being followed elsewhere. The Sunday-school referred to is that connected with the Second Congregational (1st Unitarian) Church in Worcester, Massachusetts.

Thirteen or fourteen years ago the library of this Sunday- school was carefully examined and weeded. Every book was read by competent persons, and the poorest books were put out of the library. This weeding process has gone on year by year; as new books have been added others not representing a high standard of merit have been removed from the shelves. Great care has been taken to examine conscientiously new books before putting them into the library. The result is that the Sunday- school now has an excellent library. It has found the catalogue of the Ladies' Commission of great aid in making selections, but has not found all the books recommended in it adapted to its purposes. A competent committee has always read the books recommended by the Commission, so as to make sure that such volumes only were selected as would meet the actual needs of the Sunday-school we have to provide for.

Books are now bought as published. A contribution of about a hundred dollars is taken up annually. This money is put into the hands of the Treasurer of the Library Committee, and the sub-committee on purchases get from a book-store such books as it seems probable will answer our purposes, read them carefully, and buy such as prove desirable. The sub-committee consists of two highly cultivated young ladies. When they have selected two or three books they make notes of their contents. The books are then placed on a table in the minister's room, and the superintendent of the school calls attention to them—reading to scholars a short description of each book prepared by the sub-committee, and inviting the scholars to examine the books after the close of the current session of the school or before the opening of the school the following Sunday. After these two opportunities have been given to the children to look at the books and handle them, they are put into the library and are ready to be taken out.

This sub-committee has taken another important step within a year or two. The members have read over again all the books in the library and made notes descriptive of their contents, and the school has elected one of the ladies as consulting librarian. She sits at a little table in the school-room during the sessions of the school, and with her notes before her receives every teacher or scholar who wishes to consult about the selection of a book, and gives whatever assistance is asked for in picking out interesting and suitable books.

She is kept very busy and is doing a work of great value.

It is gratifying to me to find that this work of bringing the librarian into personal contact with readers and of establishing pleasant personal relations between them, which has been so fruitful in good results in the public library under my charge in Worcester, has been extended to Sunday-school work with so much success.

THE CHILDREN'S MUSEUM IN BROOKLYN

The interesting and unusual work of the library of the Children's Museum of the Brooklyn Institute is described by its librarian, Miriam S. Draper, in an article published in the Library Journal for April, 1910. Miss Draper says: "Contrary to the general impression [the library] is not composed entirely of children's books, but of a careful selection of the best recent books upon natural history in the broadest use of the term."

Miriam S. Draper was born in Roxbury, Mass., and taught for a brief period in the public schools there. She studied in Mr. Fletcher's school at Amherst in the summer of 1893, and was graduated from the Pratt Institute Library School in 1895. In the next five years she filled the following temporary positions: Cataloguer, Public Library, Ilion, N. Y.; Organizer, first branch of the Queens Borough Library at Long Island City; Librarian of a branch of the Pratt Institute Free Library until its discontinuance; Cataloguer, Antioch College Library, Yellow Springs, Ohio; one of the Classifiers in the University of Pennsylvania Library during its reorganization. When the Children's Museum was opened in 1900, she became its librarian, the position she now holds.

The Children's Museum may be considered unique, because so far as we know, there is no other museum in this country or elsewhere that is devoted primarily to children and young people; in which a whole building is set apart for the purpose of interesting them in the beautiful in Nature, in the history of their country, in the customs and costumes of other nations, and the elementary principles of astronomy and physics, by means of carefully mounted specimens, attractive models, naturally colored charts, excellent apparatus, and finely illustrated books. Many of the children come to the museum so often that they feel that it is their very own, and take great pride as well as pleasure in introducing their parents and relatives, so that they may enjoy the museum and library with them. It may be called a new departure in work with children, for although it was started ten years ago, it was for some time in the nature of an experiment, but has now fully exemplified its reasons for existence.

The Children's Museum is pleasantly located in a beautiful little park, which adds greatly to its attractiveness and educational value. While situated in a residential portion of the city, amid the homes of well-to-do people, it is quite accessible by car lines to other parts of the city. In fact, classes of children accompanied by their teachers frequently come from remote sections of Brooklyn, and from the East Side of New York. We are within walking distance of thickly populated sections, such as Brownsville, and large numbers of Jewish and Italian children avail themselves of the privileges offered. It is hoped that in time each section of the city may have its own little Children's Museum, as a center of interest and incentive to broader knowledge.

We are well aware that excellent work has been done for children during the past ten years in many other museums, and perhaps the first beginning in this direction was made by the Children's Room in the Smithsonian Institution in Washington. The American Museum of Natural History in New York City provides an instructor to explain some of its beautiful and interesting exhibits to children, and a similar work has been done in the Milwaukee Museum. Children have been made especially welcome in other museums, such as those at Charleston, S. C., St. Johnsbury, Vt., and the Stepney Borough Museum in London. All librarians are so familiar with the excellent work done in the Children's Departments of public libraries, which have developed so rapidly in almost every town and city throughout the country during the past decade, that it is not necessary to refer at length to them. Suffice it to say, that the work of the Children's Museum and its library are quite different in plan and scope from any of the museums and libraries to which reference has been made.

Before describing in detail the work of this unique little museum, it may be of interest to know something of the early history of an institution which had its origin in connection with the first free library in Brooklyn.

As long ago as August, 1823, a company of gentlemen met together to discuss the question of establishing a library for apprentices in the "Village of Brooklyn." Shortly after, the "Apprentices' Library Association" was organized "for the exclusive benefit of the apprentices of the village forever." The library was first opened in a small building on Fulton street, on Nov. 15, 1823, On the Fourth of July, 1825, the corner-stone of a new library building was laid, on which occasion General Lafayette took part in the formal exercises.

It is interesting to note that a year or two later, courses of lectures in "natural philosophy" and chemistry were given for the benefit of members; and the early records tell us that in illustrating a lecture on electricity the instructor, "Mr. Steele, showed a metallic conductor used by Dr. Franklin in making experiments." Later, lectures on astronomy were given for the benefit of readers, and drawing classes established for a similar purpose.

A few years later the Library Association sold its building and removed to Washington street, where it remained for a long period of years. In 1843, the Association was reorganized under the name of the Brooklyn Institute, and privileges were extended to "minors of both sexes," the library being called at that time the "Youth's Free Library." At the same time the custom was established of awarding premiums to readers on Washington's Birthday. Silver medals and prizes of books were given for the best essays upon geography, natural history, hydraulics, architecture, and history, as well as the best pieces of workmanship and most accurate mechanical drawings presented by readers.

It seems a notable fact that courses of lectures, which have had a prominent part in the work of the Children's Museum, were also an important factor in the earlier educational work connected with the library; and also that a "Library fund," established sixty or more years ago, still provides all books and periodicals for the Children's Museum Library, with the addition of a small annual gift from the state of New York, the cost of maintenance being assumed by the city of New York.

The establishment of the Children's Museum came about in this wise. After a serious fire in the Washington street building, and the subsequent sale of its site, the Brooklyn Institute of Arts and Sciences secured an indefinite lease of a fine old mansion located in Bedford Park, which had been recently acquired by the city. The collections of birds, minerals, and other natural history objects were placed on exhibition for a few years in this old mansion, and the library, which now numbered several thousand volumes, was stored in the same building. On the completion of the first section of the new Museum of the Brooklyn Institute of Arts and Sciences, in 1897, the major part of the natural history collections were installed in the new museum.

At length the idea occurred to one of the curators that the old building could be utilized to advantage by establishing a museum which should be especially devoted to the education and enjoyment of young people. The first beginnings were made by the purchase of natural history charts, botanical and zoological models, and several series of vivid German lithographs, representing historical events ranging from the Battle of Marathon to the Franco-German War. Some collections of shells, minerals, birds and insects were added, and the small inception. of the Children's Museum was opened to the public Dec. 16, 1899, in a few rooms which had been fitted up for the purpose. A large part of the Brooklyn Institute Library, which had been stored in the building, and which was no longer useful here, was sent to other libraries in the South, leaving such books as were suitable to form the nucleus of the Children's Museum Library as well as the Library of the Central Museum.

With such modest beginnings the Children's Museum has developed within ten years, until the present building has become entirely inadequate for present needs. The collections now fill eleven exhibition rooms and adjacent halls; the lecture room is frequently overcrowded, the lecture being sometimes repeated again and again; and the space set apart for the library has long been taxed to its utmost. There are no reserve shelves for books, and when new books are added the least-used books are necessarily taken out and placed in temporary storage in a dark office on another floor. In busy times after school hours and on holidays, the reading room is frequently filled to overflowing, many of the children being obliged to stand, or perhaps turn away for lack of even standing room.

The number of visitors is steadily increasing, and numbered 14,637 in the month of February, 1910; just about one-third of this number, or 4,925, made use of the library during the month. A new building is therefore urgently needed, and it is ardently hoped that a new fireproof building which is adequate for the purpose may soon be provided, to relieve the great stress now so apparent in many parts of the building, as well as to preserve its interesting collections and valuable library.

It seems evident that an institution which stands primarily for earnest endeavor to awaken an interest in Nature, is really necessary, especially in cities where many children live so closely crowded together that they hardly know what wild flowers are, and whose familiarity with birds is confined principally to the English sparrow.

Moreover, the nature study of the public school course, though good as far as it goes, is too often perfunctory, either from lack of interest or enthusiasm on the part of teachers, it being an added subject to an already crowded curriculum. Another seeming drawback is that the nature work is attempted during the first few years only, and then is dropped entirely for the remainder of the elementary course. A comparatively small number of children continue their studies in high schools; and even so, the study of botany and zoology is made so largely systematic and structural that any desire of becoming acquainted with the birds and flowers and trees is frequently eliminated.

Although entirely independent of the Board of Education it is along just such lines that the Children's Museum is able to make a place for itself in supplementing the work of the school. Its aims have been defined by the curator to be as follows:

1. To employ objects attractive and interesting to children, and at the same time helpful to teachers, in every branch of nature study. 2. To secure an arrangement at once pleasing to the eye and expressive of a fundamental truth. 3. To avoid confusion from the use of too many specimens and the consequent crowding in cases. 4. To label with brief descriptions expressed in simple language and printed in clear, readable type.

In addition to the common species of birds, insects, and animals, there are many groups that have special attraction for children. For instance, among the "Birds we read about" are the flamingo, cassowary, condor, and quetzal; the eagle owl is contrasted with the pygmy owl, and the peacock, lyre bird, albatross, swan, and pelican are displayed.

In the Insect room the child's attention is naturally drawn to the brilliantly-colored butterflies and moths, the curious beetles from tropical countries, and the "Strange insects, centipedes and scorpions." There is an extremely interesting silk-worm exhibit, and the children who visited the museum two or three summers ago had the pleasure of watching some of the identical silkworms while spinning their cocoons. Young collectors are shown exactly "How to collect and preserve insects" by examining the object lesson which was especially designed for their help.

Among the realistic "Animal homes" which appeal especially to the child's mind are the hen and chickens, the downy eider ducks, the family of red foxes, and the home of the muskrat. "Color in nature" is effectively illustrated by grouping together certain tropical fishes, minerals, shells, insects, and birds in such a manner as to bring out vivid red, yellow, blue, and green colors. Here and elsewhere in the museum are placed appropriate quotations from poets and prose writers.

In almost every room there are attractive little aquaria or vivaria containing living animals and plants. There is always a pleasure in watching the gold fish, or the salamanders, chameleons, mud-puppies, alligators, horned toads, tree toads, and snails. For three or four years an observation hive of bees has been fixed in a window overlooking the park, and children have watched the work of the "busy bees" with great delight.

The uses of minerals and rocks are shown by means of pictures of quarries, and of buildings and monuments, and lead pencils are seen in the various stages of manufacture. A small collection of "Gems" was recently donated, and the legends connected with the various birthstones are given in rhyme.

A black background has been used with pleasing effect to exhibit the various forms of shells. The process of making pearl buttons and numerous articles made of mother-of-pearl add largely to the charms of the Shell room.

Perhaps the most attractive room to the younger children is the History room, in which the beginnings of American history are typified not only by charts and historic implements, but by very real "doll houses." A member of the staff devised and cleverly executed the idea of representing the early settlers by six colonial types, viz., the Spanish, French, Cavalier, Dutch, New England and Quaker types. Some of the special scenes illustrated are labelled "Priest and soldier plan a new mission," "Indians selling furs to Dutch trader at Fort Orange" and "The minister calls on the family."

The study of geography is aided by means of small models of miniature homes of primitive peoples; as for instance, an Eskimo village with its snow igloos, the tents of the Labrador Eskimos, the permanent home of the Northwestern Eskimos, and the houses and "totem poles" of the Haida Indians. Some of the more civilized nations are typified by a "Lumber camp in a temperate zone," and by a series of "Dolls dressed in national costumes."

The library of the Children's Museum now numbers about six thousand volumes, and, contrary to the general impression, is not composed entirely of children's books, but of a careful selection of the best recent books upon natural history in the broadest use of the terms. The range is from the simplest readers to technical manuals.

The library is thus unique in its way, supplementing the work of the museum in various ways, such as the following:

1. Providing books of information for the museum staff in describing the collections, and preparing lectures for children.

2. Furnishing information to visitors about specimens models or pictures in the museum, and giving opportunity to study the collections with the direct aid of books.

3. Offering carefully chosen books on almost all the subjects of school work, thus forming a valuable "School reference library," at the same time showing parents and teachers the most helpful and attractive nature books to aid them in selecting such as best suit the needs and tastes of children or students.

Although it is not a circulating library (for many of the books need to be on call for immediate use), there are, of course, many interesting stories of heroes, scientists, explorers, statesmen, and other great leaders among men, of great events in history, of child life in different countries, of birds and animals, and the great "world of outdoors." A constant effort is made to foster a reading habit in the children, even though the time for reading is very limited. Last summer some simple bookmarks were printed, by the use of which many children have been encouraged to read books continuously. The reverse side of some of the bookmarks show that individual children have read eight or ten books through recently.

In place of the "Story hour" which is so popular in children's libraries, the Children's Museum provides daily half-hour talks, illustrated by lantern slides, which are given in the lecture room. The subjects are selected with relation to the school program, and include a variety of nature topics, the geography of different countries, history and astronomy. Twice a week a lecture is given on elementary science, and is illustrated by experiments.

On some of the holidays such as Washington's and Lincoln's birthdays the lecture is naturally devoted to the national hero, whose birthday is thus commemorated. This year there were so many children who wanted to learn about Washington that the lecture was given nine times during the day. On Lincoln's birthday there were several repetitions of the lecture, and the library was thronged with readers all day, at least one hundred children reading stories about him. The children looked with interest at the picture bulletins, comparing the pictures with those they had seen in the lecture. Hundreds of patriotic poems were copied during the month, the number being limited only by lack of space and writing materials.

During the March vacation there were so many visitors that special lectures were given each day upon some subject pertaining to nature. It is proposed this season to give additional special lectures appropriate for "Arbor day" and "Bird day," and probably one with relation to the "Protection of animals."

Lectures are occasionally given for the benefit of Mothers' Clubs, and members of the clubs accompanied by their children are shown the objects of interest in the museum. The library is also visited, and picture bulletins and books are enjoyed by mothers and children together. Last winter several Nature books were loaned for a special exhibit of Christmas books, which was arranged for a regular meeting of the Mothers' Club at a neighboring school.

A part of the museum equipment of especial benefit to boys in high schools is the wireless telegraph station, which was set up and is kept in working order by boys. It furnishes a good field for experimenting in sending and receiving wireless messages, and a good many boys have become so proficient that they have been able to accept positions as wireless operators on steamers during summer vacations.

The museum has considerable loan material, consisting of stuffed birds, boxes containing the life histories of common butterflies and moths, also minerals, charts, etc., which are loaned to public and private schools whenever desired.

The question is frequently asked "What influence does the museum exert on the minds of growing children?" "Does it really increase their powers of observation and broaden their horizon?" The relation between the members of the staff and many children becomes quite intimate, and although all attendance is entirely voluntary, it is often continued with brief interruptions for several years.

The experience of one young man may be cited to demonstrate how the advantages offered by the museum are put to definite use, while friendly relations continue for a period of years. When quite a small boy, a frequent visitor became interested in collecting butterflies and moths, learning how to mount them carefully, and using our books to help identify his finds. As he grew older, he commenced experimenting in a small way in wireless telegraphy, inviting the members of the staff, separately, to go to the basement and listen to the clicking of his little instrument, which was the beginning of successful work in that direction. Throughout his high school course he continued to experiment along wireless lines, doing very creditable work. Upon his graduation, he received an appointment as wireless operator on a steamer. In this capacity he has visited several of the Southern states, Porto Rico, Venezuela, and portions of Europe. He has improved his opportunities for collecting while on his various trips, as a creditable little exhibit, called the "Austen M. Curtis Collection of Butterflies and Moths" in the Children's Museum, will testify.

Some definite advantages gained in another field are worthy of mention. Last summer one of the high school boys commenced during the vacation to read all he could about astronomy; as the summer advanced, another boy became interested in the subject also, especially in the study of the constellations. Diagrams and star maps were carefully made and the names of all the important stars noted. In the fall a little club of eight or ten boys was formed. The members meet almost every pleasant evening at the home of the founder of the club and make use of two telescopes which have been secured to the roof. (Incidentally, may we add, that one of the boys with considerable pride recently showed the books on astronomy in the library to his aunt who was visiting from another city.) No astronomy is at present included in the public school course, with the exception of a little elementary study in the grammar school, so that an opportunity is here provided to supplement school work.

Children frequently make long visits, sometimes spending the greater part of a day, and bringing their luncheon with them to eat in the park. Sometimes whole families come together, father or mother, or both, accompanying the children. Frequently the little "mother" of the family who is having temporary care of four or five little ones, is not much larger than her little charges, and yet is anxious to read some of the books. Under such conditions, when the little folks become too restless to remain longer in the library or museum, the privilege of reading in the park is occasionally permitted, the book being returned to the library before leaving for their homes.

The publication of a monthly paper was started in 1902 as a means of communication with the general public and especially with schools. In April, 1905, the Children's Museum united with the larger Museum of the Brooklyn Institute of Arts and Sciences, in publishing the Museum News. This journal is sent not only to every public and private school in Brooklyn, but to every museum in this country and abroad; to every library in Brooklyn, and to libraries generally throughout the country.

An excellent "Guide to the trees in Bedford Park" has been printed in a separate leaflet, being at first a contribution to the Museum News. It may be noted here that a series of lectures upon Trees will be given at the Children's museum commencing April 11th by Mr. J. J. Levison, arboriculturist, the author of the "Guide"; and that a fine collection of the best tree books may always be consulted in the library.

In connection with the "Hudson-Fulton Celebration" in the fall of 1909, a handsome "Catalogue of the historical collection and objects of related interest at the Children's Museum" was prepared by Miss Agnes E. Bowen. It furnishes a concise outline of American history, is printed in attractive form, and illustrated by photographs of the historical groups already mentioned. Special picture bulletins were also exhibited in both museum and library, and objects having relation to Hudson and Fulton and their times were indicated by a neat little flag. It is perhaps needless to add that many teachers and children found great assistance by consulting the "Hudson-Fulton Bookshelf," and that the museum exhibit was very attractive to the general public.

The library has prepared various short lists from time to time whenever needed, but has thus far printed only one. This was prepared at the request of the Supervisor of Nature Study in the Vacation Schools of Greater New York, and is a short annotated list entitled "Some books upon nature study in the Children's Museum Library." The list will be sent free to any librarian or teacher upon application.

The Children's Museum is open daily throughout the year, the hours on weekdays being from 9 a.m. to 5:30 p.m., and from 2 to 5:30 p.m. on Sundays. The library is open on the same hours as the museum with few exceptions, such as Thanksgiving Day, Christmas, and the Fourth of July, and Sunday afternoons during the summer, from June 15th to September 15th.

To sum up, the Children's Museum constantly suggests the added pleasure given to each child's life by cultivating his powers of observation, and stimulating his love of the beautiful in nature by means of attractive exhibits, half-hour talks, and familiar chats with groups of children. The library calls attention of individual children and classes to the flowers, birds and trees through its picture bulletins and numerous books; and children are urged to visit the Aquarium, the Zoological Gardens at Bronx Park, and see the natural beauties of Forest Park, whenever opportunity offers.

WORK WITH CHILDREN AT THE COLORED BRANCH OF THE LOUISVILLE FREE PUBLIC LIBRARY

Many of the generally accepted methods of children's libraries have been adapted to work with colored children, whose particular interests are described in the following article by Mrs. Rachel D. Harris, contributed to the Library Journal for April, 1910.

Mrs. Rachel D. Harris was born in Louisville, Kentucky, in 1869, and was graduated from the Colored High School in 1885. She taught in the public schools for fifteen years, and was appointed assistant in the Colored Branch of the Louisville Free Public Library when it was opened in 1905. At the time this article was written she was in charge of the library work with colored children.

About five years ago, when it was proposed to establish a branch for colored people, it was regarded apprehensively by both sides. We knew our people not to be a reading people, and while we were hopeful that the plan would be a success, we wondered whether or not the money and energy expended in projecting such an enterprise might not be put to some other purpose, whereby a good result could be more positively assured.

The branch, however, was opened in the early part of the autumn of 1905, in temporary quarters—three rooms of the lower floor of the residence of one of our own people. We began with 1,400 books, to which have been added regularly, until now we have 7,533 volumes on the shelves of our new building, which we have occupied since October, 1908.

The problem at first which confronted us was: How to get our people to read and at the same time to read only the best. We used in a modest way the plans of work already followed by successful libraries—the story-hour, boys' and girls' clubs, bulletins, visits to the schools, and public addresses.

A group of boys from 9 to 14 years of age, who visited our rooms frequently, was organized into the Boys' Reading Club. Their number increased to 27 earnest, faithful little fellows, who were rather regular in attendance. They met Friday afternoon of each week, elected their own officers, appointed their own committee on preparation of a course of reading for the term, the children's librarian always being a member of each committee appointed. There were only a few boys in this number who had read any book "all the way through," except their school books.

The first rule made for the club was, that at roll-call each boy should respond by giving the title, author and a short synopsis of the book read the preceding week. This proved to be the most interesting part of the meeting, and was placed first on the program to insure prompt attendance. Often the entire period was taken up with the roll-call, the boys often calling for the entire story of a book, the synopsis of which appealed to them. This method was thought to be a good way to get the boys interested in the books on our shelves.

Our first course in reading was Lamb's "Tales from Shakespeare." Much profit was derived from the discussion brought about by assigning each character to a different boy and having him give his opinion of the same. We modified the program to include several debates during the term, using the "Debater's Treasury" for topics. The following year we read the plays "Merchant of Venice," "Macbeth," "Midsummer night's dream."

A large per cent of this first club are still patrons of the library. Six of the original number are now in college, and most of those remaining are connected with the Boys' Debating Club.

Shortly after the organization of the Boys' Club the girls of the sixth, seventh and eighth grades insisted upon having a club, and a Girls' History Club was organized with about 30 girls.

At the urgent request of some pupils of the freshman and sophomore classes of the High School a club was formed for them, and also one for the members of the junior and senior classes for the study of mythology. Very few of the members of any of these clubs had read much beyond their class books and the same general plan was followed in each, with the result that the library has been successful in creating a love for the reading of books that are worth while.

The story-hour has outgrown itself and our limited supply of assistants. We started with a very small group of little folks, and now we tell stories to between 150 and 180 children each week in our building. The story-hour begins at 3 p.m., and children who are dismissed at 1:30 p.m., come directly from school and wait patiently till the children's librarian returns from her station work at 3 p.m. The majority of our children have never had stories told to them, their parents being compelled to work out from home all day, and during the evening they have not the time, though they may have the stories to tell, and the little ones have been deprived of every child's birthright—a generous supply of good stories. Boys and girls from the High School have begged for permission to come to the story-hour, and have come from long distances to hear the stories and enjoy them as much as the younger ones do.

Last year when we decided to tell stories from English history to this mixed group of little folks we felt that probably the stories would not be received with the same interest as were the stories of the previous year. Strange to say, these stories appealed keenly to the children, and our number increased weekly and interest did not wane. Many copies of English histories were placed on our shelves, and these were eagerly read. Even now it is difficult to find an English history in our children's room.

A remarkable feature of the work at our branch is the small amount of fiction read, only 45 per cent. We had a decided advantage here, because our children had never learned to read fiction. Having read but very little, their power of concentration was small, and the book that contained a story that "went all the way through" did not appeal to them. Their great regard for "teacher's" opinion helped us at the library to please them by giving them non-fiction. For instance, when the boys came, as most boys do, with a request for a story about Indians, we gave them Grinnell's "Story of the Indian," or Wade's "Ten Big Indians," the binding and high sounding title of which would attract them, and they would find their way to the shelf where the Indian books were and would read nearly all we had there. They were then prepared to thoroughly enjoy our Indian stories in fiction.

Ours is an emotional race, and as religion appeals much to this element in our nature, our parents have always been church- goers, and the reverence for sacred things which our children manifest is inherent. Therefore it is no cause for wonder that the stories of the Old and New Testament find children anxious to read them.

Our children read more biography than would be supposed. That book that will tell them about a boy who, though poor and otherwise handicapped, struggled, overcame and became famous, appeals to them; therefore "Poor boys' chances" and Bolton's "Poor boys who became famous" are called for constantly. There are few of our boys and girls who will not gladly take a copy of the life of Abraham Lincoln, or Booker T. Washington and read them over and over, their parents often having them read the same to them also. The self-made element in the lives of these men strikes a responsive chord in the hearts of our young people. They are easily led from the lives of these to the life of Napoleon, Edison, Washington and others.

During the school months the tables of our reference room are usually crowded. The pupils of the High School, near by, often deluge us, after the closing of school, with anxious requests for information on every topic from "the best mode of pastry making to Halley's comet."

The Library Board has been generous in granting our request for more and more books. Our supply, however, is still far too small for the demand made upon it, our circulation having increased from 17,838 to 55,088 for the present year. We have two library stations and 35 class room collections, all demanding more books.

When we look back now at the time of our beginning we see that our fears were unfounded. Our people needed only an opportunity and encouragement. The success of the branch has exceeded the hope of the most sanguine of those interested in its organization, and we feel justly proud of the results attained.

THE FOREIGN CHILD AT A ST. LOUIS BRANCH

Present-day conditions in a branch library in a crowded district of a large city are pictured in the last paper to be included in this compilation, with special emphasis on the necessity of understanding the traditions and customs of foreign peoples in order to know how to appeal to them. It was read by Miss Josephine M. McPike before the meeting of the Missouri Library Association at Joplin, Missouri, in October, 1915.

Josephine Mary McPike was born in Alton, Illinois, and studied in Shurtleff College, Upper Alton, and in the University of Illinois. She became a member of the staff of the St. Louis Public Library in 1909. In February, 1917, she resigned from the position of First Assistant at the Crunden Branch to become the librarian of the Seven Corners Branch of the Minneapolis Public Library.

Crunden branch is the kind of place, the thought of which makes you glad to get up in the morning. It is an institution a state of mind. And as we workers there feel, so do the people in the neighborhood. We have heard over and over again the almost worn-out appellation "The people's university"; Crunden has a different place in the thoughts of its users. It is really the living-room of our neighborhood—the place where, the dishes having been washed and the apron hung up, we naturally retire to read and to muse.

True, it is a large family foregathered in this living-room of ours, much greater in number than the chairs for them to sit upon, but, as in all large families, there is much giving and taking. In the children's room, crowded to overflowing, the Jewish child sits next to the Irish, and the Italian and the Polish child read from the same book. Children of all ages; babes from two and a half years to boys of twenty who spend their days in the factory, and are still reading "Robinson Crusoe" and the "Merry adventures of Robin Hood." There too, sometimes comes the mother but lately arrived from the "Old Country," wearing her brightly colored native costume. Unable to read or to write, she feels more at home here with the children whom she understands, and beams proudly to see her little "Izzey" reading "Child life" or "Summers' reader."

Some social workers report that their greatest difficulty in dealing with the children of the tenement district is absolute lack of the play spirit. Our observations have been quite to the contrary; in all of the children there is a fresh and healthy play- fulness—indeed, we feel at times that it is much too healthy. Our constant attendance is needed to satisfy them all, insatiable little readers that they are.

But the question of discipline becomes a real problem only in dealing with the mass spirit of the gang. There is one more or less notorious gang in the neighborhood which is known as the "Forty Thieves." To gain admittance into this friendly crowd it is necessary for the applicant to prove to the full satisfaction of the leaders that he has stolen something. En masse they storm into the children's room, in a spirit of bravado. We gradually come to realize that at such a time as this the library smile—that much used and abused smile—touches some of the boys not at all, and the voice of authority and often the arm of strength are the only effective methods. We believe that we have found a most satisfactory way of meeting this situation. The children's librarian induces all of the older boys to come down stairs to a separate room and for a half hour tells them tales of adventure and chivalry, thus quieting the children's room and directing the energy of the boys into more peaceful channels. This story in the evening takes the place of the story hour for older children during the daytime, which on account of the scarcity of boys and girls of suitable age has been discontinued.

The younger children still have their fairy stories told them, and there, ever and anon, the frank spirit of the family manifests itself. That child who all through one story hour sat weaving back and forth muttering to herself, and when pressed for an explanation, remarked that she "was counting 'til you're done"—is a happy and independent contrast to the usually emotional type that embraces and bids its indescribably dirty and garlic tainted little brothers—"Kiss teacher for the nice story."

The young library assistant comes to Crunden branch graciously to teach—she stays humbly to learn. Full of new theories and with a desire to uplift—a really sincere desire—she finds in a short time much to uplift her own spirit. Since ours is a polygot neighborhood consisting mostly of Russians, Jews, Poles, and Italians, with a light sprinkling of Irish, it brings us into contact with such different temperaments that before we can attempt to satisfy them we must needs go to school to them. We know to some extent the life of our American child and with a little thought we can usually find the way best to appeal to him. But the peoples who have come from across the water have brought with them their traditions and their customs, and have each their own point of view; and it is with these traditions and customs that we must become familiar and sympathetic in order to understand the little strangers. There is the eager, often fearful Jewish child; the slower, stolid Pole; the impulsive Italian; each must be approached from a different angle and each with a different inducement. At first this task is rather appalling, but gradually it becomes so interesting that from trying to learn from the child in the library we listen to the mother in the home, and often to the father from the factory; and from these gleanings of their life in the home and their habits of thought we try to understand the nature of the strange child and grope about for what he most needs and how to make the greatest appeal to him.

In the last two or three years the children's librarian has herself gone after each book long overdue, and with each visit she has seized the opportunity not only to recover the book, but to become acquainted with the mother and to gain her often reluctant confidence. Most of the readers live in tenements, many of which open into one common yard. The appearance of the library assistant usually causes much commotion, and she is received often not only by the mother of the negligent child but also the mothers of several other children as well—and, the center of a friendly group, she holds conversation with them. By this time the library assistant is well known in the neighborhood, and unlike the collector and the curious social uplifter who are often treated with sullenness and defiance, she receives every consideration and assistance. Now at Yom Kipper, Rosh Hashana, Pasach and other holidays, we are invited to break matzos and eat rare native dishes with the families of the children. We find the home visit invaluable. The Jewish, the Italian, and even the Polish mother gains confidence in us, tells us all the family details—and feels finally that we are fit persons to whom she may entrust her children.

Probably our most attractive-looking child is the Italian, a swarthy-skinned little creature, with softly curved cheeks, liquid brown eyes and seraphic expression—that seraphic expression which is so convincing and withal so misleading. Child of the sun that he is, his greatest ambition in life is to lie undisturbed in the heat of the day and so be content. He has learned to take nothing seriously, the word "responsibility" has no meaning for him. Nor has the word "truth." With his vivid imagination he handles it with the lightest manner in the world, he adds, he expands, he takes away in the most sincere fashion, looking at you all the while with babyish innocence. He is bewildering! His large brown eyes are veritable symbols of truth; to doubt him fills you with shame. I say he is bewildering; never so much so as when, for no apparent reason, he changes his tactics, and with the same sweet confidence absolutely reverses his former statements. What can we do with him? There seems to be no appeal we can make. He swears by the Madonna! He raises his eyes to Heaven, and when he finally makes his near- true statement, he is filled with such confessional fervor that to reward him seems to be the only logical course left. He is certainly a child of nature, but of a nature so quixotic that we are non-plussed.

To many of our dark-skinned little friends "Home" originally was the little island across from the toe of Italy. These are, I fear, somewhat scorned by the ones whose homes nestled within the confines of the boot itself. We know how many refugees fled to that little spot in the water, and that dark indeed have been the careers of some of them. Whether the hunted feeling of their fathers of generations back still lurks in these young Sicilians, I do not know, but certainly their first impulse is one of defense. At the simplest question there appears suddenly, even in the smallest child, the defiant flash of the dark eyes and the sullen setting of the mouth. The question—what does your father do?—or, what is your mother's name?—arouses their ever-smoldering suspicion, and more than likely their quick rejoinder will be—"What's it to you?" When we explain impersonally that it is very much to us if they are to read our books, and that after all to reveal their mother's name will be no very damaging admission, the cloud blows over and there is no more trace of the little storm when they indifferently give us all the details we wish. So sudden are their changes and moods, so violent their little outbursts, that we must needs be on the qui vive in our dealings with them. But yet they are so lovable that we can never be vexed with them for long.