Another report based on answers received from various libraries
in reply to a list of questions suggests that we are "concerned
not so much to supply information as to educate in the use of the
library." This report was presented by Miss Harriet H. Stanley at
the Waukesha Conference of the A. L. A. in 1901.
Harriet Howard Stanley is a native of Massachusetts. After
completing a normal school course and teaching for a few years in
secondary schools, she entered the New York State Library School,
where she was graduated in 1895. She served for four years as
librarian of the Public Library at Southbridge, Mass., and
thereafter was for eleven years school reference librarian in the
Public Library of Brookline, Mass. Since 1910 she has had
positions in the Library of the U. S. Department of Agriculture
and the Providence (R. I.) Athenaeum, and was for a year
librarian of New Hampshire College. At various times she has
taught in summer library schools--Albany, India and McGill
University. She is now on the staff of the Public Library of
Utica, N. Y.
Preliminary to preparing this report, a list of 15 questions was
sent to a number of libraries in different parts of the United
States, from 24 of which replies were received. So far as space
would permit, the facts and opinions obtained have been embodied
in this paper.
Reference work with grown people consists in supplying material
on various topics; we consider it sufficiently well done when the
best available matter is furnished with as little cost of time
and trouble to the inquirer as is consistent with the service we
owe to other patrons of the library. To a certain extent this
statement is true also of reference work with children, but I
think we are agreed that for them our aim reaches further--
reaches to a familiarity with reference tools, to knowing how to
hunt down a subject, to being able to use to best advantage the
material found. In a word, we are concerned not so much to supply
information as to educate in the use of the library. Seventeen of
the 24 libraries reporting judge children to be sent to them
primarily, if not wholly, for information. One of the first steps
towards improving and developing reference work with children
will have been taken when the teacher appreciates the larger
purpose, since the point of view must materially affect the
character and scope of the work. Another forward step is for the
library to have definitely in mind some plan for accomplishing
these ends. Whatever the plan, it will in likelihood have to be
modified to accord with the teacher's judgment and deeds, but a
definite proposal ought at least to give impetus to the
undertaking.
Six libraries state that a considerable part of the inquiries
they receive from children are apparently prompted by their
individual interests, and not suggested by the teacher. These
inquiries relate chiefly to sports, mechanical occupations and
pets. This paper is confined to the discussion of reference work
connected with the schools.